Assessing the mathematics performance of grade 8 students as basis for enhancing instruction and aligning with K to 12 competencies

Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Minie Rose C. Lapinid

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Antriman V. Orleans
Maricar S. Prudente


This study sought to determine the performance and the difficulties of the Grade 8 students of Don Bosco Technical Institute during the first conduct of the new K to 12 Mathematics. Results of this study served as basis for recommending an Action Plan for enhancing instruction and aligning the Grade 8 Mathematics Competencies to Instruction and Assessment. Students scores in the formative tests and the Mathematics Achievement Test (MAT) measured their mathematics performance while interpretation of their mistakes in the least-mastered contents of the new K to 12 Mathematics identified their difficulties. Results indicate that most of the Grade 8 students were in the Beginning level of achievement only. Moreover, half of the tested contents were least-mastered. Incorrectly applying the formulas, properties, theorems, and/or laws and incompletely solving the problem despite correctly doing the initial procedure are their common difficulties. The general recommendation to align the Grade 8 Mathematics Competencies to Instruction and Assessment was to include the missed instructional objectives during the past instruction in the next Curriculum Planning. The recommended strategies to improve instruction included needs assessment, more practice for automation, conduct review classes for mastery and retention, explicit instruction, and peer-assisted mathematics instruction.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

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