CHAPTER III

METHODS AND PROCEDURES

This chapter presents the research design used in this study, the

sampling design, and the instrument of the study.

Research Design

This study is a Descriptive research design. According to Manuel

and Medel (2014), Descriptive research describes what is. It involves the

description, recording, analysis, and interpretation of the present nature,

composition or processes of phenomena. The focus is on prevailing

conditions, or how a person, group, or thing behaves or functions in the

present. It often involves some type of comparison or contrast.

The Descriptive design has been chosen for this study because of

the seemingly universal difficulty that students in contemporary society

encounter when it comes to adding dissimilar fractions. (Find source)

The researchers will describe the common errors of Grade Six (6)

pupils through the use of a corrected test that will be item-analyzed to

discover the errors of Grade Six (6) students in adding dissimilar fractions.

In addition, the researchers will describe the instructional materials

needed to address the common errors made by the students.

 Through the use of a questionnaire, the researchers will describe the

feedback of the students in terms of the effectiveness of the additional

instructional materials in alleviating the difficulty of adding dissimilar

fractions.

Sampling Design

This study used Purposive Cluster Sampling in choosing their

respondents. According to Ashley Crossman (2017), Purposive sample is a

non-probability sample that is selected based on characteristics of a

population and the objective of the study. Purposive sampling is also

known as judgmental, selective, or subjective sampling. This type of

sampling can be very useful in situations when you need to reach a

targeted sample quickly, and where sampling for proportionality is not the

main concern.

In addition, Purposive sampling is a form of non-probability sampling

in which decisions concerning the individuals to be included in the sample

are taken by the researcher, based upon a variety of criteria which may

include specialist knowledge of the research issue, or capacity and

willingness to participate in the research." (Oliver, 2013).

The researchers will use the purposive sampling method to pinpoint

the students who are of average academic qualities. It is important that

the sample used is composed of these average students. Random

sampling can result in samples that are in the tail ends of the academic

spectrum. In order to help as many students as possible, the researchers

will purposely choose the students in the middle section.

Instrument of the Study

In order to provide relevant data and information needed to

answer the questions in this study, the researchers used 20-item test as a

data gathering instrument. A test is used to examine someone's

knowledge of something to determine what he or she knows or has

learned. (http://tutorials.istudy.psu.edu/testing/testing2.html)

The instrument used was a 20-item test consisting of adding proper,

improper, and mixed numbers in determining the common errors of

Grade Six (6) pupils in adding dissimilar fractions.

Preparing the Data Gathering Tool

1. Determining the common errors using K-12 Curriculum Guide

Before constructing an instrument, the researchers read books

and related studies about Fractions. Using the K-12 Curriculum

Guide, the researchers determined the Grade Six (6) pupils’

common errors in adding dissimilar fractions.

 2. Preparing Table of Specification (TOS)

In order to construct the instrument, the researchers read

books to get ideas on how to construct a test about fractions. Then,

based on the Different Types of Adding Dissimilar Fractions, they

made a Table of Specification (TOS) to distribute the items for each

learning domain (Remembering, Understanding, Applying,

Analyzing, Evaluating, and Creating). Using the Table of

Specification (TOS) as a guide, a 20-item test was constructed.

Learning Competency R UN AP AN E C Total Percentage

1. Adds and (Subtract)

9
simple fractions and items
(1, 2,
mixed numbers with 3, 4, 5, 18 36 %
6, 7, 8,
or without 9)

regrouping.

2. Solves routine and

9
non-routine items
(10,
problems involving 11, 12,
13, 14,
addition and/or 15, 16, 18 36 %
17,
(subtraction) of 18)

fractions using
 appropriate

problem-solving

strategies and tools.

3. Create problems

with reasonable

answers involving
2 items
addition and/or (19&20) 14 28 %

(subtraction) of

fractions.

TOTAL 50 100 %

3. Preparing test item

In preparing test item, the researchers constructed a 20-item

test composed of six (6) Adding Proper Fractions, seven (7) Adding

Improper Fractions, and seven (7) Adding Mixed Numbers.

4. Analyzing test items

In analyzing the test item, the researchers will determine the

frequency of errors in each number and by the results, the

researchers will use the most frequent number of errors to determine

 the common errors of Grade Six (6) pupils in the process of adding

dissimilar fractions.

City College of San Fernando, Pampanga

Heroes Hall Compound, Sto. Nino, City of San Fernando, Pampanga

Name: Score:

Grade & Section: Date:

I. Direction: Add the given problems carefully. Encircle the letter of your answer and

write your solutions at the back of your paper.

1. Add 2/5 and ¼.

2. Add t is 5/16 and 4/24?

3. Add 13/36 and 24/56.

4. Add 5/2 and 7/4.

5. Add 12/5 and 20/3.

6. Add 26/7 and 32/8.

7. Add 2 ¾ and 5 3/5.

8. Add 4 ¾ and 2 3/8.

9. Add 1 2/5 and 8 3/6.

10.
5. Preparing of Questionnaire

In preparing questionnaire, the researchers constructed a

questionnaire composed of ten (10) questions to know the strengths

and weaknesses of the prepared Instructional Material.

 Data Gathering Procedures

1. Letter of Request

City College of San Fernando, Pampanga

Heroes Hall Compound, Sto. Nino City San Fernando, Pampanga

Principal
Maimpis Elementary School
Brgy. Maimpis, CSFP

Dear Madam:
Our group, the third-year education students of the City College of San Fernando,
Pampanga are currently conducting our research regarding the common errors of
Grade six (6) pupils in adding dissimilar fractions. In line with this, we humbly request for
your cooperation as our respondent school in data-gathering process.

Here is the information we need:

a. The common errors of Grade six (6) pupils in adding dissimilar fractions.
b. Their feedback about the Instructional materials that we prepared.

We would be grateful for your kind considerations in advance.

Respectfully yours,

Culala, Ma. Estrella P. Juico, Daryl J.

Herrera, Justine D. Sudla, John Paul N.

Noted by:

Mr. Jose M. Carlos Ms. Anicetas C. Lacquian

Thesis Adviser Instructor
2. Administering the Test