CHAPTER 1

INTRODUCTION

Mathematics, as observed, is everywhere. Wherever

people go and whatever they do, they make mathematical

decisions. It serves as an important tool in our daily

life. Gouba (2008, Slide 3) give the literal meaning of

Mathematics which is “things which can be counted”. Life

without counting will be useless because you cannot count

your age, the date, the month, and most of all you cannot

buy the important thing you need without counting.

Gilfeather and Regato (1999. para. 1) define

Mathematics as a “science which involves logical reasoning,

drawing conclusions from assumed premises, systematized

knowledge, and/or strategic reasoning based on accepted

rules, laws, or probabilities.” Tall and Vinner (1981) said

that compared with the other fields of human behavior,

Mathematics is usually regarded as a subject of great

precision in which concepts can be defined accurately to

provide a firm foundation for the mathematical theory.

Mathematics is useful and important. Gouba (2008.

slide 2) stated “Education should be started with

1
 2

Mathematics, for it forms well designed brains that are

able to reason right. It is even admitted that those who

have studied Mathematics during their childhood should be

trusted, for they have acquired solid bases for arguing

which become to them a sort of second nature”.

Trends in International Mathematics and Science Study

(TIMSS) is a large scale assessment that provides

information to policies of education by providing

international perspective on Mathematics and Science

subjects. As of 2007, they reported that the United States

of America ranked 9th worldwide out of 48 participating

countries on an achievement test with an improvement of 16

points in the mean since 1995. Though United States of

America is a first world country, their performance in

Mathematics is still quite low (Samaniego, 2010).

Ogena, Laña and Sasota (2010, p. 12) added that “TIMSS

advanced results showed that, in general, Philippines

performed least among ten (10) participating countries in

Mathematics in overall content and as well as in specific

content areas and cognitive domains in terms of average

scale score and percent correct responses. Comparing the

scale scores of the students with the benchmark levels,

only one percent of the Filipino students reached the

 3

Advanced Level”. This means that in the Philippines there

are low performing students in Mathematics.

Napiere (2012) reported that Garner’s (1983) Multiple

Intelligence (MI) was used in the test with 232 freshmen in

Lourdes College, Cagayan De Oro City, Philippines, and the

result indicated that the students performed lowest in

logical-mathematical intelligence. The researchers

recommended that Mathematics lessons should involve

cooperative activities to improve students’ logical-

mathematical intelligence.

Mathematics is important and plays a significant tool

in our daily life. Unfortunately, many young children do

not realize it. There are still studies of low performing

students in Mathematics class. Plaissance (2009, as cited

by Tabaosares, 2013) stated that the low performance of the

students was caused by these three factors: personality,

intellectual, and environmental. These include Mathematics

anxiety, inability to handle frustration, shyness and

intimidation, inability to understand concepts, negative

classroom experience, poor math teacher and poor self-

confidence in Mathematics classroom.

Alias (2009) defined self-confidence as an

“individual’s characteristic which allows a person to have

 4

a positive or realistic view of themselves or situations

that they are in.” It is important that the students have

confidence in their abilities to do mathematical task. If

they are confident, they are willing to exert effort in

learning, hoping that they will be rewarded for their hard

work. By this, students enjoy class discussion.

According to Timoney (2007), one of the problems

encountered in Mathematics classroom was, students need to

be more active in the classroom. They need to improve their

confidence in presenting solution to the task and

explaining what strategy they use. As observed, the same

problem in various schools and universities today are

encountered.

In addition, Briggs (2014) reported that self-

confidence has a big part in learning. Many research

studies support the notion that “believing in yourself to

do something enhances your ability to do it”. In short,

lack of self-confidence can result to a negative

educational performance and low mathematics achievement.

In Mountain View College Elementary School (MVCES),

Mathematics is also known to be a difficult subject. In

fact, many of the grade four pupils have low grades in

Mathematics (appendix p. 33). The pupils confirmed that

 5

they found mathematics as a difficult subject because they

lack self-confidence in participating in the class

discussion (appendix p. 34).

Selection of the participants in this study was based

on the pre-survey about self-confidence in Mathematics. In

the pre-survey, five of the grade four pupils were

identified to have low self-confidence in Mathematics.

Because the researchers will use Cooperative Learning:

Think-Pair-Share strategy, they decided to have an even

number of participants. The researchers selected another

pupil to be one of the participants in the study. This

pupil has an average level of self-confidence but has a

poor grade in Mathematics. This is why there are six

participants in this study. (Appendix, p.33)

These are the reasons that encourage the researchers

to consider applying action research to this school and

among the six fourth-grade pupils in Mountain View College

Elementary School (MVCES). They hope that this study will

help the pupils increase their self-confidence and their

achievements especially in Mathematics.

Setting

Mountain View College Elementary School (MVCES) is

located on the campus of Mountain View College, Mt. Nebo,

 6

Valencia City, Bukidnon. The school is owned and operated

by the Seventh-day Adventist church. This school is

accredited by two accrediting agencies, the Adventist

Accrediting Agency and the Association of Christian

Schools, Colleges, and Universities-Accrediting Agency

Incorporated.

This school operates as a private, non-sectarian

school and was organized as a combination and single system

during the school year 2012-2013. The Grades V and VI are

single-sectioned, while Grades I and II as well as Grades

III and VI were combined under one teacher. The school

children were receiving the same treatment, method, and

strategy employed by the teacher in every subject. There

were one hundred thirty-six children enrolled on this

school this school year and 89% of them were identified as

faculty children. Although it is the school policy to speak

in English while they are at school, many of them speak in

Cebuano.

There are five regular teachers in this school. One

gentleman and four ladies. All of them are Master’s Degree

holders and had taught for more than ten years. The school

is fully supported by the parents and the administration of

Mountain View College (MVC).

 7

Each classroom is estimated to be 7 x 9 meters wide.

The school facilities which include the library, computer

laboratory, science laboratory, home economics room,

guidance office, pathfinder office, teacher’s lounge, and

chapel building, are big enough to accommodate the school

children. While this school has been quite established,

Mathematics learning in grade four pupils was still

identified as a problem.

The grade four classroom of Mountain View College

Elementary School (MVCES) is in the second room to your

left upon entering the campus. The room has its own comfort

room for their personal necessity. There are 18 pupils who

are currently enrolled in this level this school year 2014-

2015. There are seven boys and 11 girls in this class. And

most of them are faculty children.

Problem Statement

This study will hopefully help children increase their

confidence and achievements in Mathematics classroom

session, by implementing the Think-Pair-Share strategy. To

find an answer to the problem, the statement of purpose is

presented.
 8

Statement of the Purpose

The purpose of this action research paper is to agree

whether the Cooperative Learning Strategy: Think-Pair-Share

increase children’s confidence and achievements in

Mathematics classroom. To find the effect of Think-Pair-

Share in children’s confidence and achievements, the

following specific questions are formulated:

1. Is there a significant increase in the Mathematics

achievements of the participants before and after

the intervention?

2. What changes of the perception do pupils make

before and after the intervention are applied?

Null hypothesis

1. There is no significance increase in the

Mathematics achievements of the participants before

and after the intervention.

Alternative hypothesis

1. There is a significance increase in the Mathematics

achievements of the participants before and after

the intervention
 CHAPTER 2

REVIEW LITERATURE

This section will discuss the Cooperative Learning

Strategy: Think-Pair-Share that would help the children

improves their self-confidence and achievements in

Mathematics classroom.

Cooperative learning is a teaching procedure that

refers to small groups of diverse students working together

to accomplish a given task. In this arrangement, the

students work together to learn and to acquire new

mathematical knowledge with their teammates (Altamira,

2013).

In additional, Snyder (2006), stated that Cooperative

learning is usually done with two to four students in every

group; the smaller the group, the better. Working with

partners formed a higher performance results than students

working individually. Cooperation increased the probability

of engagement in the forms of talk that support learning.

When working with a partner, learning is more effective

than working alone.

9
 10

Cooperative learning is known to improve self-

confidence. Think-Pair-Share is a cooperative learning

strategy which involves presenting question to the class

and gives students time to think and answer in their own

ways. Then student are paired, they are allowed to discuss

their ideas and answer to their partner in order for them

to formulate the best answer to the given task. After that,

each pairs have given time to share their ideas to the

class (Sampel, 2013).

Think-Pair-Share was developed by Frank Lyman and

Arlene Mindus back in 1977. It is probably one of the best

strategies to solve a task as a team. These are the three

reasons, why it was considered as one of the best

strategies in Mathematics learning: First, it is versatile.

It can be used before, during and after reading a task or

viewing a presentation or participating in a direct

instruction lesson. Second, it integrates strategies that

have a high probability of increasing students’

achievement. Lastly, Think-pair-share can be done in a

variety of setup and in any content area with any group of

age (Spencer, 2011).

Cooperative Mathematics
Learning:
Achievements
Think-Pair-
Share Strategy
 CHAPTER 3

METHODOLOGY

This study will hopefully help children’s improve

their achievement in Mathematics classroom session, by

implementing the Think-Pair-Share strategy. To find an

answer to the problem, the statement of purpose is

presented.

Statement of the Purpose

The purpose of this action research paper is to use

the Cooperative Learning Strategy: Think-Pair-Share

improves children’s achievement in Mathematics classroom.

To find the effects of Think-Pair-Share strategy in

children’s achievement, the following specific questions

were formulated:

1. Is there a significant increase in the Mathematics

achievements of the participants before and after

the intervention?

2. What changes of the perception do pupils make

before and after the intervention are applied?

Description of Action

This action research used the Cooperative Learning

Strategy: Think-Pair-Share in improving children’s

11
 12

achievement in learning basic geometrical concepts. This

strategy was used in six grade four pupils of Mountain View

College Elementary School (MVCES). These had been done

after their class during the afternoon at exactly 4:00pm–

4:40pm for seven sessions.

Think-Pair-Share strategy was used during the

intervention. Pupils were given a task that enables them to

think on their own, and then they are paired with other

pupil and share their ideas to the class.

Think: The teacher will ask a question or give a

Mathematical equation to the pupils, then they will be

given a time to think on their own to solve and answer the

given question or equation.

Pair: After formulating their own ideas to the given

task, the teacher will allow a pupil to pair with another

pupil then discuss their responses to the task and select

the best answer.

Share: After selecting the best answer to the task,

the teacher will allow the pupils to share their ideas and

answer to the class.

Population and Sample

The researchers conducted the study in grade four

pupils of Mountain View College Elementary (MVCES) for

 13

seven sessions. There are six grade four participants

involve in this study. First, class observation and

interview has done by the researcher to confirm the

existence of the problem. Second, pre-test were given to

the six grade four pupils of Mountain View College

Elementary School (MVCES) before the remedial class starts.

Lastly, post-test were given after the whole remedial

class.

Research Instrument

To extract the level of self-confidence, the

questionnaire in self-confidence developed by Gabriel

(2012) was used. To avoid any problem the researchers test

the validity of the questionnaire. There were eight

questions in this questionnaire. And all of them are all

about confidence of the pupils in Mathematics classroom.

The researchers also used table of specification, pre-

test, post-test, and lesson plans. The pre-test and the

post-test were constructed by the researchers with the help

of the adviser. The researchers constructed a table of

specification in relation to the pre-test and post-test.

The researchers’ then made a semi-detailed lesson plans for

each subject matter.

 14

Data Collection Procedure

The data gathering and data treatment requires ethical

considerations to guarantee the correct research process.

Ethical considerations given extra attention in this action

research were permission letter, confidentiality of

records, and informed consent.

Data Gathering

The researchers conducted the study in six grade four

pupils of Mountain View College Elementary School (MVCES)

for seven sessions. First, class observation and interview

have done by the researchers to confirm the existence of

the problem. Second, pre-test was given to six grade four

pupils of Mountain View College Elementary School (MVCES)

before the remedial class starts. Lastly, post-test was

given after the whole remedial class. Unfortunately, one of

the participants got a serious illness. To avoid any

further problems, the researchers selected another pupil as

a substitute, so that the Think-Pair-Share strategy would

still be effective. During the interpretation of data, the

researchers omitted both of them because they did not

complete the seven sessions.

 15

Data Treatment

To answer the question number one, the mean, standard

deviation, mean difference, t-value and the p-value of the

scores of two test were used. The question number two was

answered by analyzing the qualitative data that was

gathered from the responses of the participants in the

interview.
 CHAPTER 4

RESEARCH FINDINGS

This chapter contains the findings of this action

research. It presents the analysis and interpretation of

the data. This study aimed to help the teacher increase the

mathematics performance of the five Grade four pupils in

geometrical concepts due to the low level of self-

confidence. To find an answer to the problem, the statement

of purpose is presented.

Statement of Purpose

After the problem was identified, the researchers

purposed to increase the academic achievement among the

five grade four pupils, by employing the strategy Think-

Pair-Share. To find the effect of the use of Think-Pair-

Share strategy in their performance, two questions were

formulated.

1. Is there a significant increase in the Mathematics

achievements of the participants before and after the

intervention?

16
 17

Table 1 was created to show the answer to this question.

The obtained means of the pre-test, which is very low, and

the post test, which is very high, had a difference of

13.00. The p-value which is equivalent to 0.00 indicates

that the difference is significant favoring the post-test.

This result means the mathematics performance of the

participants increased significantly after the

intervention.

Pre-test Post-test
*Mean 6.60 19.60

Std. Deviation 1.14 1.52

Mean Difference 13.00

t-Value 41.11

p-value .00

Note: The result of the study was significant at ≤ 0.05

level.

Therefore, the null hypothesis stating that “there is

no significant difference in the achievement of the

participants before and after the application of the

strategy” was rejected. The answer of question 1 implied

that the Think-Pair-Share Strategy helped increase the

achievement of six five grade four low performing pupils.

 18

To verify the result, the children were interviewed

and asked about their perceptions on the Think-Pair-Share

Strategy that was applied and how it affects their academic

achievement.

The data that was taken before the intervention were

examined. It can be noted that there are common answers

about Mathematics achievement. The data before the

intervention are the following (appendix p.34):

 Mathematics is difficult. This was the most common

answer of the participants. Participants 1, 2, 3, 4,

and 5 said that Mathematics is a difficult subject

because they do not know how to solve Mathematics

problems (appendix p. 34-35). This implies that they

really had a hard time in dealing and understanding

Mathematics and their academic achievement were

affected.

 Low Self-esteem. This was another common answer of the

participants. They do not have self-confidence in

participating in the class activities or whenever the

teacher asked them to answer on the board. A sample

statement of participant 4 said that: “I was shy to

participate and answer the question because I might

 19

give the wrong answer and my classmate will tell me

that I am “bogo”. This means that low self-esteem is

one of the factors that affect their academic

achievement.

These two factors showed that the participants need to

undergo an intervention that would increase their academic

achievement and improve their perception in Mathematics.

After the intervention, question was formulated to tests if

the strategy that was applied was effective. Then, the

common answers of the participants were encoded and

analyzed.

2. What changes had the intervention made in the

perception of the participants?

After the intervention, qualitative data was gathered

from the responses of the participants on how the

Cooperative Learning: Think-Pair-Share Strategy increases

their academic achievement and improves their perception in

Mathematics. These were the common responses of the

participants:

 Mathematics is Fun. A sample statement of one

participant is “Mathematics is not a difficult subject

at all. Instead, it is fun and interesting and I like

 20

the strategy that is being introduced to us during the

intervention.” These are the common answers of the

participants. They enjoyed the strategy that was being

used because they have a companion in answering the

questions given to them and they can work together.

They had realized that learning Mathematics is

enjoyable.

 Active Participation. At the start of the remedial

class, the participants were still hesitant to

participate in the activities. But as we go along with

our strategy, the participants have the excitement to

participate in every activity that we give them. All

of the participants answered that they really want to

participate especially in sharing their answers to the

other participants. One participant said “I will now

participate in our class activities and class

discussion with our Mathematics teacher.” This

statement sturdily implies that the intervention at

least helps their self-confidence in participating in

the class.
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This part of the paper presents the brief summary of

findings, conclusion, and the recommendation extracted from

this action research. This action research employed the use

of Cooperative Learning: Think-Pair-Share Strategy in

improving the academic achievement of low-performing grade

four pupils.

Summary of Findings

The results revealed that the academic achievement of

the participants significantly increased during the post-

test. Answers given by the participants to the follow-up

questions revealed that the used of cooperative learning

helps them to be participative in class discussion and

activities, thus, it increased their academic achievement.

Conclusion

The results of the study showed that the use of

Cooperative Learning: Think-Pair-Share Strategy in the

intervention was effective. The quantitative findings

confirmed that the use of cooperative learning proved to

21
 22

have a significant difference in the mathematics

achievement of the five grade four pupils who go through

remedial class.

Recommendations

Based on the results, the researchers proposed that

there should be extensive studies using Cooperative

learning: Think-Pair-Share Strategy among the low-achiever

students in Mathematics. The researchers recommended that

further studies be conducted in other fields of Mathematics

using cooperative learning. Furthermore, the researchers

recommended the following:

 The teacher should inject different cooperative

activities especially the Think-Pair-Share Strategy in

helping low-achiever students in Mathematics.

 The school administrators should give emphasis on

summer classes or remedial classes for low-achiever

students in Mathematics to secure that every student

will learn using cooperative learning.

 The school should conduct seminar-workshops about the

use of cooperative learning in different subjects

especially in Mathematics.
 23

 The teacher should be able to recognize low-achiever

students in the class and give immediate action to

help in their academic needs.

 The school, if possible, should avoid multi-grader

classes so that the teacher can focus his/her

attention in one grade only.

 24

References

Alias, M. (2009). The relationship between academic

self-confidence and cognitive performance among
engineering students. Retrieved on November 29,
2014 from http://goo.gl/4ZmaZF
Altamira, B.C.P. (2013). Impact of Cooperative
Learning on grade 7 Mathematics Class. Retrieved
on August 13, 2014 from
https://www.academia.edu/Download
Briggs, S. (2014). Why Self-Esteem Hurts Learning but
Self-confidence Does The Opposite. Retrieved on
November 29, 2014 from
http://www.opencolleges.edu.au/informed/features/
self-efficacy-and-learning/#ixzz3IGMBMLYC
Gabriel, E.D. (2012). Determinants of the Mathematics
Performance of the Fourth Year High School
Students of Sta. Lucia Distric. Retrieved on
August 13, 2014 from http://goo.gl/dU0srT
Gilfeather, M. & Regato J.D. (1999). Mathematics
Defined. Retrieved on December 3, 2014 from
https://www.mathpentath.org/pdf/meba/mathdefined.
pdf
Gouba, L. (2008). The Importance of Mathematics in
everyday life. Retrieved on November 29, 2014
from users.aims.ac.za/~laure/math_life.pdf
Napiere, M.B. (2012). Multiple Intelligence-Based
Learning Preferences of Students, Modes of
Delivery and Assessment Tools used in Lourdes
College. Retrieved on August 13, 2014 from
http://goo.gl/hz3O8z
Ogena, E.B. Laña, R.D. & Sasota, R.S. (2010).
PERFORMANCE OF PHILIPPINE HIGH SCHOOLS WITH
SPECIAL CURRICULUM IN THE 2008 TRENDS IN
INTERNTIONAL MATHEMATICS AND SCIENCE STUDY
(TIMSS-Advanced). Retrieved on December 8, 2014
from http://goo.gl/EczdJA
 25

Plaisance, D. V. (2009). A Teacher’s quick Guide to

understanding mathematics anxiety. Louisiana
association of teachers of mathematics Journal,
6(1). Retrieved on November 29, 2014, 2014 from
http://www.lamath.org/journal/vol6no1/anxiety_gui
de.pdf.

Samaniego, K.A.O. (2010,). Google your math:

sustaining a sociocultural environment through
collaborative online participation in algebra.
Retrieved on July 22, 2014 from
http://escholarship.org/uc/item/68m2q84n.

Sampsel, A. (2013). "Finding the Effects of Think-

Pair-Share on Student Confidence and
Participation”. Honors Undergraduate Student
Research. Paper 28. Retrieved on August 13, 2014
from http://goo.gl/kpUunY

Snyder, S.S. (2006). Cooperative Learning Groups in

the Middle School Mathematics Classroom.
Retrieved on August 13, 2014 from
http://scimath.unl.edu/MIM/files/research/SnyderS
.pdf
Spencer, J. (2011). Teaming rocks! Collaborates in
powerful ways. Retrieved on July 20, 2014 from
http://goo.gl/aSEl62
Tall, D., & Vinner, S. (1981). Concept image and
concept definition in mathematics with particular
reference to limits and continuity. Educational
studies in mathematics, 12(2), 151-169. Retrieved
on November 29, 2014 from
homepages.warwick.ac.uk/staff/David.Tall/pdfs/dot
1981a-concept-image.pdf

Timoney, J. (2007). Increasing Conceptual Learning

through Student Participation. Retrieved on July
15, 2014 from
http://scimath.unl.edu/MIM/files/research/Timoney
J.pdf
 26

Appendices
LETTER OF REQUEST (MVCES GRADE IV ADVISER)

January 7, 2015

MVC Faith Elementary School

Mt. Nebo, Valencia City, Bukidnon

Dear Ma’am,

Christian Greetings!

We are Neil Trezley S. Balajadia and Mark Ryan G. Bayson, third year students taking up Bachelor
Secondary Education major in Mathematics in Mountain View College. We are currently doing our
research study to finish our requirement in the course Educational Research 2: Action Research in
Mathematics. We would like to let you know that five students under your supervision were chosen to be
the research respondents of our research paper.

In connection with this, we would like to ask permission from your good office to conduct our
remedial instruction to these five grade four students starting this coming January 12-21, 2015. This study
will be beneficial to the school principal, to the teachers, and to the research respondents themselves
who are participants of this research project. The result of this study may:

1. Give information to the principal and teachers on how to teach using research based strategies.
2. Provide ideas to the teachers about the use of cooperative learning in improving academic
achievement.
3. Help the students improve their academic achievement.

We are looking forward for your positive response to this humble request. We are hoping for the success
of your leadership and of my research paper. God bless you!

Respectfully yours,

Neil Trezley S. Balajadia & Mark Ryan G. Bayson

Student Researchers

Noted by: Approved by:

Leodegario Elona, MS Mrs. Carolyn A. Saguinhon

Research Adviser Grade IV Adviser

 27

LETTER OF REQUEST (MVCES PRINCIPAL)

January 7, 2015

MVC Faith Elementary School

Mt. Nebo, Valencia City, Bukidnon

Dear Ma’am,

Christian Greetings!

We are Neil Trezley S. Balajadia and Mark Ryan G. Bayson, third year students taking up Bachelor
Secondary Education major in Mathematics in Mountain View College. We are currently doing our
research study to finish our requirement in the course Educational Research 2: Action Research in
Mathematics. We would like to let you know that five students under your supervision were chosen to be
the research respondents of our research paper.

In connection with this, we would like to ask permission from your good office to conduct our
remedial instruction to these five grade four students starting this coming January 12-21, 2015. This study
will be beneficial to the school principal, to the teachers, and to the research respondents themselves
who are participants of this research project. The result of this study may:

1. Give information to the principal and teachers on how to teach using research based strategies.
2. Provide ideas to the teachers about the use of cooperative learning in improving academic
achievement.
3. Help the students improve their academic achievement.

We are looking forward for your positive response to this humble request. We are hoping for the success
of your leadership and of my research paper. God bless you!

Respectfully yours,

Neil Trezley S. Balajadia & Mark Ryan G. Bayson

Student Researchers

Noted by: Approved by:

Leodegario Elona, MS Flordeliz Montecastro, MA

Research Adviser MVCES Principal

 28

LETTER OF REQUEST (MVCES RESEARCH PARTICIPANTS)

January 7, 2015

The Research Participants

Mountain View College Elementary School

Mt. Nebo, Valencia City, Bukidnon, Philippines

Dear Participant,

Christian Greetings!

We are Neil Trezley S. Balajadia & Mark Ryan G. Bayson, third year students taking up Bachelor
Secondary Education major in Mathematics in Mountain View College. We are currently doing our
research study to finish our requirement in the course Educational Research 2: Action Research in
Mathematics. We would like to let you know that you are chosen to be the one of the research
respondents of our research paper.

In connection with this, we would like to ask your permission to join in our remedial instruction these
coming January 12-21, 2015. This study will be beneficial to you as the school principal, to the teachers,
and to the research respondents themselves who are participants of this research project. The result of
this study may:

1. Give information to the principal and teachers on how to teach using research based strategies.
2. Provide ideas to the teacher about the use of cooperative learning strategy in improving
academic achievement.
3. Help the students improve their academic achievement.

We are looking forward for your positive response to this humble request. We are hoping for the success
of your leadership and of my research paper. God bless you!

Respectfully yours,

Neil Trezley S. Balajadia & Mark Ryan G. Bayson

Student Researchers

Noted by: Approved by:

Leodegario Elona, MS __________________________________

Research Adviser The participant (signature over printed name)

 29

LETTER OF REQUEST (PARENTS OF THE PARTICIPANTS)

January 7, 2015

The Research Participants Parents

Mountain View College Elementary School

Mt. Nebo, Valencia City, Bukidnon, Philippines

Dear Ma’am & Sir,

Christian Greetings!

We are Neil Trezley S. Balajadia & Mark Ryan G. Bayson, third year students taking up Bachelor
Secondary Education major in Mathematics in Mountain View College. We are currently doing our
research study to finish our requirement in the course Educational Research 2: Action Research in
Mathematics. We would like to let you know that your child was chosen to be the one of the research
respondents of our research paper.

In connection with this, we would like to ask your permission to allow your child to join in our
remedial instruction these coming January 12-21, 2015. This study will be beneficial to the school
principal, to the teachers, and to the research respondents themselves who are participants of this
research project. The result of this study may:

1. Give information to the principal and teachers on how to teach using research based strategies.
2. Provide ideas to the teacher about the use of cooperative learning strategy in improving
academic achievement.
3. Help the students improve their academic achievement.

We are looking forward for your positive response to this humble request. We are hoping for the success
of your leadership and of my research paper. God bless you!

Respectfully yours,

Neil Trezley S. Balajadia & Mark Ryan G. Bayson

Student Researchers

Noted by: Approved by:

Leodegario Elona, MS __________________________________

Research Adviser The parent (signature over printed name)

 30

FROM THE PRINCIPAL

I _______________________, _____________________ of Mountain View College Elementary School,

give my permission for Neil Trezley S. Balajadia & Mark Ryan G. Bayson to conduct their research study in
this school which is to involve six grade four low performing pupils in the remedial instruction.

_____________________

(Sign over printed name)

FROM THE GRADE IV ADVISER

I _______________________, _____________________ of Mountain View College Elementary School,

give my permission for Neil Trezley S. Balajadia & Mark Ryan G. Bayson to conduct their research study in
this school which is to involve six grade four low performing pupils in the remedial instruction.

_____________________

(Sign over printed name)

FROM THE PARTICIPANTS

I _______________________, _____________________ of Mountain View College Elementary School,

give my permission to be involved in your research study and will participate actively in every remedial
instruction to be conducted.

_____________________

(Sign over printed name)

FROM THE PARTICIPANTS PARENTS

I ________________________, _____________________ of the research participant, give my permission

to allow my child to be involved in your research study and will participate actively in every remedial
instruction to be conducted.

_____________________

(Sign over printed name)

 31

FIELD NOTES FOR CLASSROOM OBSERVATIONS

November 24, 2014

Observation:
- The class is noisy
- Some are listening. Some are reading their
books.
- The teacher uses direct method strategy.
- Some are eating inside the classroom while the
class is going on.
- They are not paying attention to the
discussion.
- The voice of the teacher is low.
- Needs classroom management

November 25, 2014

Observation:
- The teacher is presenting the problem. Some
students are raising their hands to
participate.
- They are answering their teachers while talking
to each other.
- The teacher’s voice is low.
- The classroom is a little bit dim.
- If the students can’t understand the problem,
they ask question to the teacher.
- The teacher uses direct method.
- The class is noisy.
- Needs classroom management

November 26, 2014

Observation:
- Not all students are participating in the
class.
- The teacher uses direct method.
- The teacher’s voice is low.
- Some students are sleeping.
- Some students are just talking to their
seatmates.
- During their activity/seatwork, some students
are just roaming around.
 32

Questionnaire:

Name: _____________________________________________ Date: ___________

Dear Friend,
Please check the box that best describes you. Please do not leave any item unanswered. Thank
you.

Self Confidence 5- 4- 3- 2- 1-
Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. I am the type who is good in
Mathematics.
2. Mathematics is difficult to me.
3. I am able to get a good mark in
Mathematics.
4. Mathematics is my weakest
school subject.
5. I can do also difficult
Mathematics tasks.
6. I trust in myself in Mathematics.
7. I know that I can be successful
in Mathematics.
8. I am sure that I can learn
Mathematics.
 33

Pre-survey about self-confidence:

Pre-survey mean Grade Teacher

Recommendation
Student 1 2.75 – below average 79 Low
Student 2 2.25 – low 73 Low
Student 3 3.25 – average 77 Low
Student 4 2.25 – low 85 Low
Student 5 2.625 – below 73 Low
average
Student 6 3.375 – average 92
Student 7 3 – average 95
Student 8 4 – above average 85
Student 9 3.75 – above average 85
Student 10 3.625 – above 99
average
Student 11 3 – average 83
Student 12 4.375 – high 95
Student 13 3.125 – average 80
Student 14 3.375 – average 83
Student 15 3.25 – average 82
Student 16 3.75 – above average 88
Student 17 3.625 – above 87
average
Student 18 2.75 – below average 75 Low

Pre-survey:
Very low Self-confidence 1 – 1.56
Low Self-confidence 1.57 – 2.13
Below average Self-confidence 2.14 – 2.7
Average Self-confidence 2.71 – 3.27
Above average Self-confidence 3.28 – 3.84
High Self-confidence 3.85 – 4.41
Very High Self-confidence 4.42 - 5
 34

RESEARCH PARTICIPANT PRE-INTERVIEW (SELF-CONFIDENCE IN

MATH)
November 21, 2014
Interview Question:
1. Is Mathematics difficult or not?
2. If yes, why it is difficult?
3. When your teacher ask you a question, are you participating?
4. Are there any circumstances that you are afraid to participate because you do
not have confidence?
5. Why is it that you do not have confidence in doing Mathematics task?
6. In what particular lesson/situation you find Mathematics difficult?

Participant 1:
Kuya ang Math kay lisod man gud. Tapos
gamay lang ko magstudy. Ug lisod ang
mga answer. Usahay kung tawagon ko ni
ma’am wala ko ga answer kay maulaw ko
basi mali akong answer. Mahadlok pud ko
gamay. Usahay kung tawagon ko ni ma’am
para ma answer mag,ingon lang ko nga
uban ko lang nga classmate kay dili ko
kabalo sa answer. Lisudan ko kung
magparecite si ma’am ug magpaadto sa
board.
Participant 2:
Kuya kay lisod man ang Math. Tapos
usahay lang ko gastudy. Maulaw ko
mag,answer-answer kay basi mali akong
eanswer. Usahay kong paansweron ko ni
ma’am kay wala ko ga answer,
gahilomhilom lang ko. Lisudan ko kung
division, multiplication, ug word problem.
Participant 3:
Kuya ang Math kay lisod-lisod gamay.
Lisudan ko kay wala ko gapaminaw ug
wala pud ko ka study. Suko ko ni ma’am
kay usahay tama akong answer iyang
malian. Ipabilin dayon mi. Usahay
patindugon mi kung mali among answer ug
ipabalik-balik kami answer. Kung dili ko
kabalo didto lang ko sa gilid maghilom-
hilom. Usahay pud kung magparecite si
“Kuya”, Mathematics is difficult for me. I
study less. And the answers are difficult.
Sometime I was shy when ma’am called
me to answer because I may have the
wrong answer. I’m little bit afraid.
Sometime when ma’am call my name I
asked her that my classmate will answer
the question because I don’t know the
answer. It was difficult for me when we
have oral recitation and board work.
“Kuya”, Math is difficult. I study less. I
was shy to answer the question because my
answer might be wrong. Sometime when
ma’am ask me to answer I didn’t answer
and I just keep quiet. I find it difficult when
the topic is division, multiplication, and
word problem.
“Kuya”, Math is a little bit difficult. I find
it difficult because I’m not always listening
to the teacher and I’m not always study. I
was angry with ma’am because sometimes
my answer was right but she mark it
wrong. And she sometimes let us stand if
we don’t know the answer and she let us
answer again and again. When I don’t
know the answer I was there in the bottom

ma’am, magbasabasa dayon ko ug book
para dili makit,an ni ma’am, para dili ko
makaanswer.
Participant 4:
Kuya para sa akoa kay lisod pud ang Math.
Mao ng gamay ang score kay abi nko sayon
lisod man diay. Tapos la pud ko ga study.
Maulaw pud ko magpaticipate ug mag
answer kay basi mali ang akong e answer
tapos ingnun dayon ko sa akong mga
classmate nga bogo. Kung tawagon ko ni
ma’am ingnun nako siya nga ang uban
nalang kay dili ko kabalo sa answer. Ang
akong nalisudan kay fraction ug word
problem.
Participant 5:
Kuya ako pud lisdan sa Math. Wala pud ko
gapaminaw kay mam kay gadula rako.
Kung paansweron ko kay gna answeran
nako pero pinataka ra. Usahay wala ko ga
participate magstorya2 lang ko didto sa
gilid. Maulaw pud ko usahay mag,answer
kay gnakataw,an ko sa akong classmate
kay mali daw akong answer. Lisdan ko
kuya sa times.
Participant 6:
Ako kuya lisudan ko sa Math gamay. Lisod
magtimes ug dako nga digit. Ang Math
kuya kay “Mental Abuse To Human”.
Maulaw pud ko mag,answer kay lisod basi
mali akong answer tapos kataw,an pud ko
sa akong mga classmate. Kung mangutana
si ma’am kung kinsa ang ganahan
mag,answer kay maghilomhilom lang ko.
Multiplication ang nalisdan ko.
35
sitting and just keep quiet.
Sometimes, when we have oral recitation, I
will pretend that I’m reading my book and
cover my face so that she will not call me
to answer the question.
“Kuya”, for me, Math is also difficult.
That’s why my score is low because I
assume that Math is easy but it is difficult.
I don’t study my lesson. I was shy to
participate and answer the question because
I might give the wrong answer and my
classmate will tell me that I am “bogo”.
When ma’am call me, I will tell that my
classmate will answer that task because I
don’t know the answer. The lesson that I
found difficult are fraction and word
problem.
“Kuya”, Math is difficult for me also. I
didn’t listen to the teacher and I’m just
playing. When the teacher ask me to
answer, I answer it without recognizing if
my answer was right or wrong. Sometimes
I was not participating because I busy
talking to my classmate. Sometimes I also
shy to answer because my classmate were
laughing at me because my answer in
wrong. Multiplication is difficult for me.
For me “kuya” Math is a little bit difficult.
It was difficult to multiply bigger numbers.
For me Math is “Mental Abuse To
Human”. I’m also shy to answer because I
might also give the wrong answer and my
classmate will laugh at me. When the
teacher will ask if who want to answer the
question, I’m just there quiet.
Multiplication is difficult for me.
 36

Table of Specification

Content Objectives Cognitive No. of No. of Test type Test

domain items points placement
Day 1 Define what Remembering 1 1 Multiple Test 1, no.
Understanding an angle is Choice 1
Angle
Construct Application 1 2 Solving Test 2, no.
and measure problem 3
the different
kinds of
angles
Day 2 Identify a Remembering 1 1 Multiple Test 1, no.
Understanding polygon Choice 2
Plane Figures based on the
and Polygons number of
its sides
Identify a Remembering 1 1 Multiple Test 1, no.
triangle choice 3
based on its
sides
Day 3 Identify a Remembering 1 1 Multiple Test 1, no.
Understanding quadrilateral choice 4
Plane Figures based on its
and Polygons sides and
angles
Day 4 Compute the Application 1 2 Solving Test 2, no.
Understand perimeter of problem 1
the perimeter the given
and polygon rectangular
figure using
the
perimeter
formula
Day 5 Understand Understanding, 1 3 Solving Test 2, no.
Understand and solve at Application problem 4
the perimeter least one
and polygon given word
problem
Day 6 Define the Remembering 1 1 Multiple Test 1, no.
Area of a meaning of choice 5
square area
Solve Application 1 2 Solving Test 2, no.
problem problem 2
using the
given
formula
 37

Day 7 Identified Remembering, 1 1 Multiple Test 1, no.

Area of a the formula synthesis choice 6
square in finding
the area of
the square is
derived by
multiplying
the sides
 38

Pre-Test

Name: ___________________________________ Age: __________ Sex: ___________

Test 1. Multiple Choice: Encircle the letter of the correct answer.

1. It is composed of two rays that have a common point called vertex.

a. Angle
b. Area
c. Perimeter
d. Polygon
2. A polygon whose number of sides are ten.
a. Octagon
b. Heptagon
c. Nonagon
d. Decagon
3. A triangle whose sides are of equal length.
a. Scalene
b. Isosceles
c. Equilateral
d. Right
4. A quadrilateral with four equal sides and has four right angles.
a. Rectangle
b. Square
c. Rhombus
d. Parallelogram
5. It is the region enclosed in figure and it measure by square units.
a. Perimeter
b. Area
c. Angle
d. Polygon
6. What is the formula for finding the area of a square?
a. A = S x S
b. A = L x W
c. A = B x H
d. A = ½ x B x H
 39

Test II. Solving Problem: Solve the given problems.

1. Find the perimeter of the given rectangle.

5cm

3cm

2. Find the area of the given square.

4cm

4cm

3. Construct and give the measure of an obtuse angle.

4. Which has a greater perimeter, a square whose sides is 8 meters or a rectangle

whose length is 10 meters and whose width is 6 meters.
 40

Matrix in the Remedial Class

Day Objectives Topic Strategy Activities

Day By the end of the Understanding Cooperative Learning

1 session, each grade four Angles Strategy: Think-Pair-Share Draw an acute angle,
pupil shall be able to: Right angle, Obtuse
1. Define what an Think: The teacher will give angle, Straight angle and
angle is. the pupils a tasks about their Reflex angle with a
2. Recognize what current lesson. And give specific measure using a
kinds of angle time for the pupil to protractor.
is being formulate his/her answer
presented.
3. Construct and Pair: The teacher will let the
measure the pupil find his/her partner
different kinds from the class. Then let them
of angles using share their ideas and answers
the protractor. so that they will come up
with the best answer for the
task.

Share: The teacher will let

the student share their answer
in the class.
Day By the end of the Plane Figures Cooperative Learning
2& session, each grade four and Polygons Strategy: Think-Pair-Share Construct the given Plane
3 pupil shall be able to: figures and Polygons:
1. Define what is Think: The teacher will give 1. Pentagon
a plane figure the pupils a tasks about their 2. Nonagon
and polygons. current lesson. And give 3. Heptagon
2. Identify a time for the pupil to 4. Scalene
polygon based formulate his/her answer
on the number 5. Isosceles
of its sides. 6. Equilateral
Pair: The teacher will let the
3. Define what a pupil find his/her partner
triangle is. from the class. Then let them
4. Identify a share their ideas and answers
triangle based so that they will come up
on its sides. with the best answer for the
5. Construct the task.
given Plane
figures and Share: The teacher will let
Polygons. the student share their answer
in the class.
Day By the end of the Understanding Cooperative Learning Solve the Perimeter of
4& session, each grade four Perimeter of Strategy: Think-Pair-Share the given rectangle:
5 pupil shall be able to: Polygons Rectangle:
1. Define what Think: The teacher will give 1. L = 9cm, W =
perimeter is. the pupils a tasks about their 3cm
2. Compute the current lesson. And give 2. L = 12cm, W =
perimeter of the time for the pupil to 8cm
 41

given formulate his/her answer 3. L = 15cm, W =

rectangular 9cm
figure and Pair: The teacher will let the Square:
square using pupil find his/her partner 1. S = 3cm
the perimeter from the class. Then let them 2. S = 5cm
formula. share their ideas and answers 3. S = 8cm
3. Understand and so that they will come up
solve at least with the best answer for the
Word Problem: Which is
one given word task.
bigger, the rectangle or
problem.
Share: The teacher will let the square?
the student share their answer 1. Square whose
in the class. side of 5m or a
rectangle whose
length is 6m and
width is 3m?
Square whose side of 8m
or a rectangle whose
length is 7m and width is
4m?
Day By the end of the Area of a Cooperative Learning Area:
6& session, each grade four Square and Strategy: Think-Pair-Share Rectangle:
7 pupil shall be able to: Rectangle 1. L = 6m, W = 5m
1. Defined what an Think: The teacher will give 2. L = 8m, W = 6m
Area is. the pupils a tasks about their 3. L = 12m, W =
2. Compute the current lesson. And give 10m
area of the time for the pupil to
given formulate his/her answer Square:
rectangular
1. S = 8m
figure and Pair: The teacher will let the
square. 2. S = 10m
pupil find his/her partner 3. S = 15m
3. Solved problem from the class. Then let them
using the given 4. S = 7m
share their ideas and answers
formula. so that they will come up
with the best answer for the
task.

Share: The teacher will let

the student share their answer
in the class.
 42

Post-Test

Name: ___________________________________ Age: __________ Sex: ___________

Test 1. Multiple Choice: Encircle the letter of the correct answer.

1. It is composed of two rays that have a common point called vertex.

a. Angle
b. Area
c. Perimeter
d. Polygon
2. A polygon whose number of sides are seven.
a. Octagon
b. Heptagon
c. Nonagon
d. Decagon
3. A triangle whose 2 sides are of the same length.
a. Scalene
b. Isosceles
c. Equilateral
d. Right
4. A quadrilateral with 2 pairs of parallel sides and 4 right angles.
a. Rectangle
b. Square
c. Rhombus
d. Parallelogram
5. It is the region enclosed in figure and it measure by square units.
a. Perimeter
b. Area
c. Angle
d. Polygon
6. What is the formula for finding the area of a Rectangle?
a. A = S x S
b. A = L x W
c. A = B x H
d. A = ½ x B x H
 43

Test II. Solving Problem: Solve the given problems.

1. Find the perimeter of the given rectangle.

6 cm

4 cm

2. Find the area of the given square.

9 cm

9 cm

3. Construct and give the measure of an acute angle.

4. Which has a greater perimeter, a square whose sides is 10 meters or a rectangle

whose length is 15 meters and whose width is 9 meters.

RESEARCH PARTICIPANT POST-INTERVIEW (SELF-CONFIDENCE IN
MATH)
January 29, 2015
Interview Question:
1. Did you learn something in our remedial class?
2. Is Math now difficult?
3. Is the strategy Think-Pair-Share enjoyable?
4. Will you now participate in the class activities?
Participant 1:
Sa first kay lisod pero sa kadugayan kay
sayon na lang. Sayon na lang, nakalearn
tapos maminaw na. lingaw pud kung
magtabanganay. Magparticipate na ko sa
klase.
Participant 2:
Chadahan ko kay naa ko malearn daghan.
Indi na kaayo lisod. Makaya na. Chada
ang nay kauban kay magtabanganay.
Magparticipate na ko sa klase.
Participant 3:
Nakalearn kay tudluan kung giunsa
pagsolve og mga strategy na gipanggamit.
Sayon2x na tugnod sa inyo pagtudlo.
Magparticipate na ko sa klase kay
nakalearn nako sa inyoha.
Participant 4:
Chada man diay ang math kay nakalearn
mi og gitabangan ko ninyo. Dili napud
kaayo lisod. Ganahan pud ko sa activity
kay magtabanganay man. Magparticipate
napud mi sa klase.
Partcipant 5:
Nakalearn ko. Chada ang mga activity.
Kaya ra ang math. Sayon na lang mag
answer. Chada ang by-partner kay dali lng
makabalo og answer. Magparticipate na
ko klase.
44
At first, it was a little difficult but as we go
on with our discussion, it was now easy. I
can now easily understand and I can learn
better and I will now pay attention to the
class. I will now also participate in the
class.
I like the activities because I can learn
better. It was now easy to understand. The
activity was fun because you have a partner
wherein you can ask help and also you can
help. I will now participate in the class.
I learned a lot because you taught me how
to solve the problem and its process. It was
now a little bit easy because of your
assistance. I will now participate in the
class because I had learned many things
from you.
Math is fun and exciting because I learned
a lot and you taught me many things. It
was easy to understand after all. I also like
the activity. I will now participate in the
class.
I learned something. The activity was also
fun and enjoyable. To answer math
problems was also easy. We like the
activity because we had partner and we
could easily solve it. I will now participate
in the class.
 45

Participant 6:
Chada kay nakalearn kaayo kay gitudluan It was exciting because you taught me then
ko ninyo tapos naa partner gipasabot you explained it clearly. I also like the
maayo. Sayon2x na kay gitudluan man mi activity because we had partners. I will
ninyo. Chada ang activity kay makalearn now participate in the class.
kay makatabang sa partner kag
makashare. Magparticipate na ko sa klase.