Abstract

This study evaluates Grade 7 students' performance and error types in operations of integers at Sto. Tomas National High School for the 2024-2025 academic year. Utilizing a quantitative descriptive research design, the Arithmetic Test on Integers (ATI) assessed proficiency in addition, subtraction, multiplication, and division. Findings reveal a low overall mastery level of 30.67%, with specific performance rates in addition (39.07%), subtraction (31.15%), multiplication (27.86%), and division (24.59%). Conceptual errors were prevalent, particularly when students encountered negative integers. Additionally, procedural errors were noted, including mistakes in applying the rules of operations, and ProCeps errors combined conceptual misunderstandings with procedural missteps, significantly impacting performance. The study underscores the necessity for targeted interventions and innovative instructional materials to improve students’ understanding of integer operations, aligning with the educational needs of the 21st century. To address these deficiencies, a self-learning module titled “Mathventure” was developed. This module aims to enhance students’ competencies by focusing on the rules of integer operations through interactive and engaging activities. Further research is recommended to assess the long-term effectiveness of the “Mathventure” module in improving students’ mathematical skills along operations of integers.

Full Article

DOI: 10.56901/RPKN6914

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