Reconstructed Learning Activity Sheets (LAS): Its Effect on Students’ Performance in Mathematics
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Bibliographic record
Abstract
New normal education changes the usual setup of the teaching-learning process between the students and the teacher. Reconstructed Learning Activity Sheets (LAS): Their Effects on Students' Performance in Mathematics. The study tries to find the gap in the students' problems when answering their activities in the modules. The respondents of this study are the Grade 7 - Sampaguita students of Calatrava National High School enrolled during the School Year 2021 – 2022. The students were grouped by controlled and experimental through simple random sampling, in which each group was composed of 22 students. Utilizing Posttest Only Control Group Design in the whole duration of the third quarter for the School Year 2021 – 2022, wherein the students in the control group were given the Learning Activity sheets from the DepEd while the experimental group Reconstructed Learning Activity Sheets. The basis of the student’s performance in this study is the Third quarter grade of the students comprising the development in their Summative Test and Performance Task. The result shows that students in the experimental group obtained a higher mean value than the control group. Based on the results, there was a significant difference in students' level of performance in Mathematics in the control group and experimental group. The study signified that Reconstructed Learning Activity Sheets (LAS) comprising activities with Interleaved Approach could increase students' performance.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it