Geometry Competencies of High School Students: Basis for an Intervention Program

Randy L. Robles and Elvira V. Chua
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Randy L. Robles: Faculty of Teacher Development, Philippine Normal University Mindanao, Prosperidad, Agusan del Sur, Philippines
Elvira V. Chua: Faculty of Teacher Development, Philippine Normal University Mindanao, Prosperidad, Agusan del Sur, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 3122-3131

Abstract: The spiral progression approach builds on students’ prior knowledge and skills and highlights the importance of learning pre-requisite concepts. This study aimed to determine the competencies in the Grade 7 and Grade 8 topics of the Grade 9 students in a junior high school in Agusan del Sur, Philippines as basis for an intervention program. Achievement test based on the Curriculum Guide of the Department of Education for Grade 7 Geometry and Grade 8 Geometry topics was administered to 316 respondents identified using stratified random sampling. Frequency and percentage were used to describe their profile (sex, and program enrolled-in); mean percentage score to determine their least learned competencies; and test concerning means (alpha = 0.05) to determine the influence of their profile in the least learned competencies. Findings revealed that majority of the respondents were females enrolled in the General Curriculum Heterogeneous Classes. The least learned topics in Grades 7 and 8 Geometry were Angle Properties and Parallel Lines, Inequalities in Triangles, and Parallelism and Perpendicularity. In Parallelism and Perpendicularity, females scored significantly higher than males. Significant difference was also evident among the mean scores of the respondents from the different programs for both Angle Properties and Parallel Lines, and Parallelism and Perpendicularity with the Science, Technology and Engineering outperforming the other programs. The findings imply the respondents’ least learned competencies are influenced by the variation of their profile. An intervention program for the Grade 9 students is needed in the identified least learned competencies considering their sex, and program enrolled in.

Date: 2024
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