MATH-LINGAP ON WHEELS: AN INTERVENTION PROGRAM FOR LEARNER’S-AT RISK IN LEARNING MATHEMATICS

Purpose: This study investigates the effectiveness of MATH-LInGAP Intervention Program to academic performance of selected students which provides learners-at risk with the possible learning contingency measures in Mathematics through teacher-made Learner’s Activity Sheets delivered right to their respective premises.
Design/methodology/approach: Descriptive-correlational design using purposive sampling was utilized in the study. Students from Grade 7 to Grade 10 with a grade of 74 and below in Mathematics for the first grading period were respondents. A competency-based, validated Learning Activity Sheets was used in the program.
Findings: The students’ score in the Learners Activity Sheets with a Mean of 70.63, SD = 9.84, similarly the academic performance with a Mean of 79.60, SD = 1.10. There was a correlation coefficient (r) of 7.815 and with the p-value of .001 which means there is a high correlation between the score in LAS and the academic performance of students in Mathematics.
Research limitations/implications: This study is basically intended for the students with learning gap. The result of the study implies that crafted, validated and competency-based Learning Activity Sheets (LAS) and the Math LInGAP Program has significant impact in their general academic performances.
Originality/value: This research differs in its holistic, fast mobility, and its collaborative community linkages bridging this gap in this New Normal strategic approach. This study will search on the grounds of filling out the gap of modular infirmities in secondary level and will ensure as a basis of the development of improvised, individualized, and holistic intervention program designed for individual learner.
Keywords: Math-LInGAP, Learners Activity Sheets, LOA, students at risk
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