Abstract
This study aimed to use MTB-Task Cards to remediate the learning gaps in Grade 7 mathematics, ultimately leading to the creation of a handbook for developing, producing, and utilizing these cards. It investigated the least mastered learning competencies based on MELCs for the first and second quarters of the 2023-2024 school year, assessed students' performance before and after the implementation of MTB-Task Cards, and determined the mean gain performance. The study also examined whether there was a significant difference between actual accomplishment and the target level of mastery after implementing the MTB-Task Cards. Employing a quasi-experimental design, the research utilized pre-test and post-test evaluations to measure the intervention's impact on a non-random group of 135 Grade 7 students at Emilio V. Quizon National High School. Data were gathered through a researcher-made test and validated MTB-Task Cards, focusing on competencies students struggled with the most. Findings revealed substantial improvements in mathematical competencies such as fundamental operations on integers, estimating square roots, and evaluating algebraic expressions. Students' performance levels increased significantly post-intervention, with mastery levels exceeding 80% in the second quarter, indicating the effectiveness of MTB-Task Cards. The analysis showed a significant difference between actual accomplishment and the target mastery level, with a p-value of 0.000. The study proposed a handbook outlining rules and guidelines for the development, production, and utilization of MTB-Task Cards, emphasizing the importance of standardization, curriculum alignment, quality production, and effective classroom use. Recommendations included continuous monitoring of student progress, professional development for educators, innovative engagement strategies, and ongoing research to enhance the instructional efficacy of MTB-Task Cards.
