This study examined the effectiveness of Project RECESS in improving the skills of Grade 8 learners in solving mathematical problems involving measures of central tendency. It determined the learners’ skill levels before and after the implementation of the intervention and tested whether a significant difference existed between the pretest and posttest scores. A quantitative one-group pretest–posttest quasi-experimental design was used. The participants of this study were Grade 8 Punctuality of Munguia National High School who were selected by the used of cluster sampling demonstrates low mastery in problem solving involving measures of central tendency based on result of the Rapid Mathematics Assessment (RMA). Parental consent was secured before the participation of the learners. A validated 50-item parallel test served as the pretest and posttest instrument. Data were analyzed using mean and standard deviation to determine and describe the level of respondents’ skills in solving mathematical problems involving measures of central tendency before and after the implementation of the RECESS strategy. Paired t-test at 0.05 level of significance was used to determine if there is significant difference in respondents’ skills in solving mathematical problems involving measures of central tendency. Results showed that the pretest mean score of 26.38 (“Did Not Meet Expectations”) increased to 40.05 (“Satisfactory”) after the implementation of Project RECESS based from the matrix adopted from the DepEd Order No. 8, s. 2015. The computed t-value of -14.138 indicated a statistically significant improvement. The findings confirmed that Project RECESS effectively improved learners’ skills in solving problems involving measures of central tendency.
Jingky Corpuz (Mon,) studied this question.