摘要：The study used a pretest-posttest quasi-experimental design. The experimental groups were exposed to three intervention models: Differentiated Intervention Model, Re-teaching Intervention Model, Modularized Intervention Model. Questions in posttest and retention were all multiple choice. The data were analyzed using mean, standard deviation, ANCOVA Unequal n’s. The analysis of the data revealed that those who were exposed to differentiated intervention model retained more mathematical concepts compared to those exposed to re-teaching model but is as good as those students exposed to modularized model. Furthermore, retention of students exposed to re-teaching have comparable retention of those who underwent modularized model. The researchers recommend that mathematics teachers may employ any of the three models but preferably used differentiated model to improve students’ retention in mathematics. Modules may be used as intervention to help students increased performance since it only need teacher’s presence as consultant.
