Subtracting Integers: A Challenge for Grade 7 Students and a Solution Through Strategic Intervention Material

James Rafael B. Apsay, Yla Mae D. Batinga, Rex Isaac Noel D. Dumangas, Robert D. Tadeo, Railyn A. Tuceno and Leroy A. Flores
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James Rafael B. Apsay: President Ramon Magsaysay State University, Iba, Zambales, Philippines 2201
Yla Mae D. Batinga: President Ramon Magsaysay State University, Iba, Zambales, Philippines 2201
Rex Isaac Noel D. Dumangas: President Ramon Magsaysay State University, Iba, Zambales, Philippines 2201
Robert D. Tadeo: President Ramon Magsaysay State University, Iba, Zambales, Philippines 2201
Railyn A. Tuceno: President Ramon Magsaysay State University, Iba, Zambales, Philippines 2201
Leroy A. Flores: President Ramon Magsaysay State University, Iba, Zambales, Philippines 2201

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 8, 2004-2012

Abstract: This study addresses the widespread problem of Grade 7 students encountering difficulty subtracting integers. Although this area of knowledge is considered fundamental, a significant majority of Grade 7 pupils in Iba District, Philippines, precisely 65.8%, exhibited inadequate proficiency in it. To address this challenge, a pre-experimental design was utilized. This Strategic Intervention Material (SIM) was created to facilitate a practical and experiential method of teaching the subtraction of integers. The study comprised a sample of 267 Grade 7 pupils, with a typical age of 13, who were predominantly male. These students were randomly selected from five public secondary schools in the Iba District. The students’ comprehension of integer subtraction was assessed using pre- and post-tests. Initially, students demonstrated inadequate performance in pre-tests, but significant improvement was observed in post-tests following the introduction of the SIM. While pre-tests showed no significant differences based on sex or age, post-tests revealed substantial variations by sex and moderate differences by age, indicating demographic influences on academic outcomes post-intervention. The notable increase between pre-test and post-test scores emphasizes the efficacy of the SIM in improving students’ proficiency. Recommendations include considering demographic diversity when designing interventions, integrating targeted SIMs in arithmetic instruction, and conducting continuous assessments to optimize learning outcomes. Implementing these strategies can effectively enhance mathematical skills among Grade 7 students and support their academic success in subtracting integers.

Date: 2025
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