UPHS Sample Dissertation PDF

UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA
Graduate School
A CHALLENGE OR NOT: UNDERSTANDING THE LIVED EXPERIENCE OF
PUBLIC ELEMENTARY AND SECONDARY MATHSCORE COORDINATORS
IN THE IMPLEMENTATION OF WEB-BASED MATH PROGRAM
(MATHSCORE)
A Dissertation
Presented to
The Faculty of the Graduate School
University of Perpetual Help System Laguna
Sto. Nino , Biñan City, Laguna
In Partial Fulfillment
Of the Requirements for the Degree of
Doctor of Philosophy
Major in Educational Management
by
Severa C. Salamat
October, 2015
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RECOMMENDATION FOR ORAL EXAMINATION
This dissertation entitled; “Challenge or Not: Understanding the Lived Experience of

Public Elementary and Secondary MathScore Coordinators in the Implementation of Web-
Based Math Program (MathScore),” prepared and submitted by Ms. Severa C. Salamat, in
partial fulfilment of the requirements for the degree of Doctor of Philosophy Major in
Educational Management, has been examined and is recommended for Oral Examination.
_________________________
ANTONIO R. YANGO, PhD
Adviser
APPROVED BY THE PANEL OF EXAMINERS
Approved by the Panel on Oral Examination with a grade of _____ %

(Meritissimus, Benemeritus, Meritus, Probatus.)
Dissertation Committee:
_________________________________
REMEDIOS M. DELA ROSA, PhD
Chairman
___________________ _______________________
NONET A. CUY, PhD ELENA A. SALINAS, PhD
Member Member
_______________________
WILLIE A. BUÑAG, PhD
Member
FINAL APPROVAL
Accepted and approved in partial fulfilment of the requirements for the degree of
Doctor of Philosophy Major in Educational Management.
_____________________________ _______________________________________
REMEDIOS M. DELA ROSA, PhD PEDRITO JOSE V. BERMUDO, EdD, PhD
Chair, Graduate Program Director, Graduate School
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ACKNOWLEDGEMENT
The researcher wishes to express her sincerest appreciation and heartfelt gratitude
to the following that in one way or another, made this study possible:
To DR. ANTONIO R. YANGO, her research adviser, for his encouragement,

understanding, generous consideration, genuine concern, wise guidance and untiring
efforts in making this study a reality;
To Dr. PEDRITO JOSE V. BERMUDO, for the honest and bold comments and
suggestions, for the improvement of her research interview protocol that made it more
meaningful;
To DR. REMEDIOS M. DELA ROSA, DR. NONET A. CUY, DR. ELENA A.

SALINAS, and DR. WILLIE A BUÑAG, for their valuable comments, suggestions and
motivation;
To MR. MANUEL DG. GIBAS, DR. LUHINIA M. OFREN and DR. EDWINA C.
NABO, for their comments and suggestions in the improvement of the research interview
protocol that helped a lot in making this study;
To the MATHSCORE COORDINATORS of Division of Santa Rosa City, for

allowing the researcher to interview them using audio-video and giving their honest
response which provided necessary data needed for this research study;
To DR. ANACLETA M. CABIGAO, for all her encouragements and

understanding; and
To her PARENTS, BROTHERS, SISTER, SISTERS-IN-LAW, and NEPHEWS

NIECES, for their moral and spiritual support and more than anything their
encouragements.
THE RESEARCHER
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DEDICATION
Special dedication to my loving parents
Mr. Reynaldo A. Salamat
and
Mrs. Amelia C. Salamat
for not giving up on
dreaming big for all of us
and for that someone who
waits for the right time.
SCS
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TABLE OF CONTENTS
Title Page ………………………………………………………………….. i
Recommendation for Oral Examination
Approval by the Panel of Examiners ………………………………………….. ii
Acknowledgement …………………………………………………………….. iii
Dedication ……………………………………………………………………… iv
Table of Contents …………………………………………………………. v
List of Tables …………………………………………………………………... viii
Abstract ………………………………………………………………………… ix
Chapter
1. THE PROBLEM AND ITS SETTING ………………………….. 1
Introduction ………………………………………………………….. 1
Theoretical/Conceptual Framework ………………………………….. 4
Operational framework …………………………………………. 8
Statement of the Problem …………………………………………. 9
Assumption of the Study …………………………………………. 9
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Scope and Delimitation …………………………………………. 10
Significance of The Study …………………………………………. 10
Definition of Terms …………………………………………………. 12
2. REVIEW OF RELATED LITERATURE …………………………. 15
Synthesis of the Reviewed Literature ………………………….. 32
Gaps Bridged by the Present Study …………………………………. 33
3. RESEARCH METHODOLOGY …………………………………. 35
Research Design ………………………………………………………. 35
Sources of Data ……………………………………………………….. 36
Participants of the Study …………………………………………… 37
Instrumentation and Validation ……………………………………. 38
Data Gathering Procedures ………………………………………. 38
Ethical Considerations …………………………………………… 39
Treatment and Analysis of Data ………………………………….... 40
4. PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA …………………………………. 41
Bracketing …………………………………………………………….. 42
Horizonalization ……………………………………………………….. 42
Theme Clustering …………………………………..………………… 45
Textural Description …………………………………………….. 65
Structural Description …………………………………………… 66
Essence ……………………………………………………………. 67
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Verification ………………………………………………………… 68
5. SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS ……………………………….. 69
Summary of Findings ………………………………………………. 70
Conclusions …………………………………………………………. 71
Recommendations …………………………………………………… 72
REFERENCES ……………………………………………… 73
APPENDICES ………………………………………………… 79
Appendix A (Interview Questionnaires) ……………………… 79
Appendix B (Verbatim Transcriptions) ……………………….. 83
LETTERS ……………………………………………………………... 114
EDITOR’S CERTIFICATION ………………………………………….. 122
CURRICULUM VITAE ……………………………………………… 123
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List of Tables
Table 1
The significant statements of MathScore coordinators in their experience in the
implementation of web-based math program (MathScore).
Table 2
Six theme Clusters categorized into Two Groups with their Associated
Formulated Meanings from the Significant Statements.
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ABSTRACT
Title: Challenge or Not: Understanding the Lived Experience of Public

Elementary and Secondary MathScore Coordinators in the
Implementation of Web-Based Math Program (MathScore)
Author: Severa C. Salamat
Degree: Doctor of Philosophy Major in Educational Management
School: University of Perpetual Help System Laguna
Academic Year: 2014 - 2015
Adviser: Dr. Antonio R. Yango
No. of Pages:
The rapid development of computer and internet technologies has dramatically

increased the ways of teaching and learning. Among these new approaches, online web
based education has become a promising field. Many educators point out the importance
of interaction in high quality online education (Su, Bude et al., 2005). It is true that for
every new program many will have negative attitudes and different challenges will come
along the way. Mathematics as one of the most difficult subjects for our learners, at the
same time they also have negative attitudes towards the subject and to help the teachers
web-based math program is another avenue for the learners to discover themselves and to
learn how to like and at the same time understand everything about the subject. Math
mastery isn’t about critical thinking skills and isn’t just about basic computation skills.
MathScore provides both, and provides a balance of these skills in subtle, proper order
(MathScore.com, 2011). Over the years lots of researches about web-based education
were published and we cannot deny the fact that there are different challenges in its
implementation both for the teachers and the learners. Though there were several
researches conducted to identify the benefits and difficulties in the implementation of
web-based instructions, this undertaking aimed to provide an in-depth understanding of
the lived experience of MathScore coordinators in the implementation of web-based math
program (MathScore) in the Division of Santa Rosa City, the researcher’s hometown and
current work station, to serve as a valuable reference in improving the quality of math
education in the Division.
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Research questions occurred as to what have the participants experienced in the
implementation of web-based math program (MathScore) and how they have experienced
the challenges in the implementation of web-based math program (MathScore). The
study, utilizing psychological phenomenology, analyzed the participants’ verbatim
responses which resulted in six themes ( Feelings and Aspirations, Features to Treasure,
Importance and Implications, Challenges and Hurdles, Motivations and Sacrifices and
Suggestions to Succeed) categorized into textural (what) and Structural (how)
descriptions of the phenomenon.
The research study concluded that the participants’ experienced happiness,
excitement and hopes as well as challenges and hurdles in the implementation of web-
based math program (MathScore). They have been fronting the challenges in the
implementation of web-based math program (MathScore) positively for they continue to
become resourceful and creative in finding ways that would address the existing hurdles
in their MathScore class.
Keywords: Challenge or Not, MathScore coordinators Experience, Web-based math

program.
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Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
It is true that for every new program many will have negative attitude and
different challenges will come along the way. Mathematics is considered as one of the
difficult subjects for our learners, sometimes they also have negative attitude towards the
subject. To help our teachers with these problems they always faced in teaching the
subject the researcher initiated the implementation of web-based math program
(MathScore) in the Division of Santa Rosa City with the hope that it could help the
teachers encouraged more learners to enjoy mathematics and learned it. The researcher
would like to find out how it is going in the field and if it’s worth implementing In this
study, the researcher would like to find out the challenges faced by MathScore
coordinators in the implementation of web-based math program (MathScore) in the
division of Santa Rosa City. Though interaction is often billed as a significant component
of successful online learning, empirical evidence of its importance as well as practical
guidance or specific interaction techniques continue to be lacking and be given much
attention.
The rapid development of computer and internet technologies has dramatically
increased the ways of teaching and learning. Among these new approaches, online web-
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based education has become a promising field. Many educators point out the importance
of interaction in high quality online education. For instance, Shale and Garrison (1990) as
cited by Bude, Su et al. (2005) state that interaction is “education at its most fundamental
form”. In addition, “keys to the learning process are the interactions among students
themselves, the results from these interactions.”
In online education, there are presently a number of technologies and instructional
activities used to promote course interactions. Frequently used technologies in online
courses include textbooks , multimedia that combines text, images, and also audio either
through internet or CD ROM, streaming audio and video, and synchronous and
asynchronous communication tools, such as discussion boards, instant messaging, and
voice chatting, and file-sharing (McGreal, 2004). However, the availability of these
technologies does not necessarily mean that they are present in every online course.
What is expected from educational institutions that bear the responsibility of
raising individuals who meet the human profile required by society is to raise human
beings equipped with knowledge and skills, in other words training people who can
access, use, transfer and produces the knowledge and employ technology and how to
learn by oneself (Akkoyunlu & Kurbanoglu, 2005).
From this perspective a properly designed web based supported teaching
application can provide positive contribution as well as to learners’ attitudes towards web
supported teaching and internet. Based on this premise, in present study too, the objective
is to detect whether web supported teaching setting with learner-content only interaction
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and setting with synchronous and asynchronous learner-learner and learner-instructor
interaction have a differentiating effect on learners’ attitudes towards web-based teaching
and internet.
Math mastery isn’t just about critical thinking skills and it isn’t just about basic
computation skills. MathScore provides both, and provides a balance of these skills in a
subtle, proper order. For many fundamental skills, MathScore will first develop a strong
conceptual understanding, then follow with computation practice, then solidify with word
problems. Many competing program provide too many awards, often for accomplishing
very little. A a result, when a student actually achieves something worthwhile, the
significance of that achievement is hard to recognize. In MathScore, it’s different. For
example, a MathScore trophy is difficult to earn, and we think that’s a good thing. In
many real computer games, earning a trophy is hard to do, requiring the player to achieve
something special. In the case of MathScore, you can only earn a trophy if you master a
cohesive set of math skills that are required for Pre-algebra or Algebra I competence. For
example, MathScore provide trophies for math facts, fractions, and negative numbers.
Students see the potential trophies and their requirements and mentally set a goal to earn
those trophies. This goal-setting mentality along with a focus on critical skills
development often leads to starting test scores increases (MathScore.com, 2011).
At the end of the day, with all the debates and controversies about the
implementation of web-based math program (MathScore) is the teacher, the person who
carries out the implementation and comes face-to-face with the challenges inside the
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classrooms and in school in general. The researcher decided to undertake the study with
the end in mind of understanding and describing the lived experience of the participants
who are the MathScore coordinators in different elementary and secondary schools in the
Division of Santa Rosa City.
Theoretical/Conceptual Framework
This study was postulated on the principle of Web-Based Learning Resources
(WBLR) which states that there is no clear and unequivocal definition of the concept of
WBLR. It is difficult to distinguish the term “Web-based learning” from terms, such as
“virtual learning”, “Technology-based learning”, “network learning”, “online learning”,
“multimedia-based learning”, “Web-enhanced learning environments”, and similar terms.
The concept is similar to “web-based learning tools”, also referred as learning objects,
which is defined as “ interactive web-based tools that support learning b enhancing ,
amplifying, and guiding e cognitive processes of learners” (Kay et al., 2009). In addition
WBLRs include the main features of the term “web-based learning applications, “ which
is defined by Liu and Lamont Johnson (2005) as instructional content or activity
delivered through the web that teaches a focused concept, meets specific learning
objectives, provides a learner-centered context, and is an individual and reusable piece.
Accordingly, WBLRs can be defined as a technology with four major features: (a) It is
delivered through te web, (b) It teaches content that meets specific learning objectives
aligned with the curriculum. (c) It is designed on the basis of a learning theory and
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pedagogical strategy, (d) it contains reusable elements. From a technological point of
view, WBRLs use the web technologies and internet services as delivery mode, that is to
say Hypertext Markup Language (HTML), Uniform Resource Locator (URL), browsers,
e-mail, and file transfer facilities, etc. WBLRs can include Web 2.0 tools, such as Wikis
and Blogs, which allow collaborative and communication activities on the web (Norton
& Hathaway, 2008). In addition to scripting languages, such as PHP and JavaScript,
WBRLs incorporate multimedia applications and animations, video and audio clips, film,
and graphics and those developed with multimedia authoring software, such as
Authorware, ToolBook, and Flash.
From a pedagogical point of view, the design of WBLRs is embedded within a
pedagogical procedure or learning theory, such as instruction, behaviorism, cognitivism,
constructivism, and collaborative earning or a combination of them (Martindale et al,
2005). Hence, WBLRs are associated with pedagogical values that potentially affect
teaching and learning processes. In addition, WBLRs can be used in a context, where the
teaching and learning of the subject matter takes place in a combination of classroom and
web-based learning. From the subject matter point of view, WBLRs are computer-based
implementations of a specific topic that is normally aligned with a given curriculum in
school education, its objectives and competence aims WBLRs include study material and
lessons, task-based activities and exercises, examples, and eventually assessment
procedures. WBLRs can be created to support different topics of a given subject, as well
as instructional material in a number of subject areas at all levels in school education.
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Finally, WBLRs need to be reusable in order to suit the students’ needs Reusability is
also useful for school subjects in different classroom contexts. It assumes that pieces or
elements of WBLRs can be found to fit into another or new lesson. It also assumes that a
given lesson or course will find WBLRs or elements of them from many Web-based
resources or throughout a database repository.
Boyce (2009) indicated that teachers should pay close attention to the type of
instructional environment they implement, because it will convey what they value and it
will have motivational consequences for their students, Gabbin and Wood (2008) denoted
that studies involving Cooperative Learning technologies have produced mixed results on
the effectiveness of using group incentives In the classroom to improve the academic
achievement of accounting students. It can be discovered that Cooperative Learning is a
systematic and structured teaching strategy, which can be improve the drawback of
conventional competitive learning and individual learning methods in which the training f
cooperative and social skills is usually neglected. According to the theory of Cooperative
Learning, the major strategies include Student’s Team Achievement Division (STAD),
Learning Together (LT), Team-Game-Tournament (TGT), Group Investigation (GI), and
Kagan’s six categories of cooperative structures: class building, tam building,
communication skills, thinking skills, information sharing, and mastery.
In this way, a knowledge structure can provide the basis for creating personalized
learning paths. Furthermore, a knowledge structure is at the core of an adaptive
assessment procedure (Conlan & Wade, 2004). By exploiting the prerequisite
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relationships among the problems and presenting problems depending on the learner’s
previous answers, the knowledge state of a learner can be determined by presenting
him/her with only a subset of the problems. The result of such an assessment can be
utilized as a starting point for realizing individualized learning.
The learning environment was designed based on Laurillard’s conversational
framework. Here students combined learning face-to-face in the class with learning using
technology. Laurillard’s conversational framework was developed to guide and provide
what needed and to explore how best to support their learning. Laurillard’s
Conversational Framework was a way of “capturing the interactive, communicative,
adaptive, reflective and goal-oriented actions with feedback that was necessary to support
the complete learning process” (Laurillard, 2008). The framework aimed to emphasis the
learning process by highlighting the student’s process of understanding learning content
though their reflection and adjustment of information with respect to their tasks, as well
as with feedback from the teacher. There are two levels on which this process occurs: A
discursive level and an experimental level. On the discursive level, which constituted the
upper part of the framework (Theory, ideas, concepts and principles), discussion,
conception, negotiation between teachers and students occur, and the learning process
constituted the lower part of the framework (practice, action, application), the process of
adaptation of the discursive level occur.
Hybrid e-learning model integrates teaching-and-learning methods that have been
found to be effective in the past in order to remove the limitations on time, location, and
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tutor’s availability that are imposed by a physical classroom. A year-long platform
development in this research has proved an integrated application could be very effective
but not necessarily expensive. In the IT structure, for the most part, common and existing
software applications and infrastructure have been used so that costs were reduced.
Moreover, the proposed hybrid e-learning model has produced useful digital content for
e-learning. As all e-learning materials streaming on the platform were recorded and then
reproduced digitally, a resource pool of e-learning content was produced that has been
found to be an important knowledge asset through many pilot training courses held in
Taiwan. Hence, more guidelines for producing and managing applications for digital
content are attractive.
Operational Framework
The study was anchored on Web-based Learning Resources by Liu and LaMont
Johnson (2005) which stress on the importance of web-based learning resources in
developing concepts and skills of students. In understating MathScore coordinators
experiences in teaching mathematics using web-based math program (MathScore) the
researcher will focus on what are the experiences of the participants and how do they
react with those experiences. The researcher, considering the WBLR will focus on
specific context in which the participants experienced during its implementation. Then,
the researcher will make an interpretation of what she will find out, an interpretation will
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be shaped by her own experiences and background to make sense or interpret the
meanings as regard to the implementation of web-based math program (MathScore).
Statement of the Problem
The study focused on understanding MathScore coordinators lived experience in
the implementation of web-based Math Program (MathScore) that contributes in
developing learners proficiency at the same time find viable solutions to the challenges
faced by them along the process.
To solve the main problem, the following central questions were worked out by
the researcher:
1. What have the participants experienced in the implementation of web-based math
program (MathScore)?
2. How have the participants experienced the challenges in the implementation of
the web-based math program (MathScore)?
Assumption of the Study
The researcher made the following assumptions in this study:
1. MathScore serves as an indicator of success or failure of teaching Mathematics.
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2. Math teachers have experienced several challenges in the implementation of web-
based math program as part of their math instruction.
3. MathScore Coordinators are honest and capable of sharing an articulate account
of their experiences in teaching using MathScore.
Scope and Delimitation
This study essentially dwelled on understanding and describing the lived
experience of the participants with regard to the implementation of web-based math
program (MathScore). The researcher also established the relationship between lived
experience and one’s perception on a phenomenon.
The participant group of this study was consisted of 8 elementary MathScore
coordinators and 8 secondary MathScore coordinators in the Division of Santa Rosa City
during the School Year 2014 – 2015. These teachers are MathScore Coordinators of their
respective schools and have direct experience in the implementation of web-based mat
program (MathScore).
Significance of the Study
The findings of this study would direct school administrators in providing both
teachers and students support in terms of internet connectivity.
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This study could also serve as reference for curriculum designers in plotting
programs related to the implementation of web-based math program (MathScore).
The lived experience of MathScore Coordinators which were revealed in this
study may also serve as powerful feedback for Mathematics teachers in improving their
work to better cater to the needs of the students in terms of Mathematics.
This study would be immensely beneficial for Mathematics teachers. As they
learn from their co-educators’ exposure to the field, they would be able to better
understand their similar or related experiences, and consequently improve their
performance in teaching Mathematics which in turn, would complement elementary
pupils and secondary students learning of Mathematics.
Not only the results and findings, but the entirety of this study will
contribute to the researcher’s well-being especially as an educator and life-long learner.
The course of this study would equip a higher level of mastery and understanding of
Math as her field of expertise. Also, the gathering, treatment and analysis of data may
enhance her interpersonal and intrapersonal skills.
Outcomes of this undertaking may also benefit future researchers as they may
came up with a more in-depth study of web-based experience in teaching Mathematics
and its possible effects to my educational variables.
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Definition of Terms
The following terms used in this study were defined operationally and according
to authorities:
Challenges are the summons that is often threatening, provocative, stimulating, or
inciting (Merriam-Webster Dictionary, 2015) and operationally defined as problem or
difficulties faced by MathScore coordinators in the implementation of web-based Math
program.
Understanding datively means to perceive the intended meaning, to interpret, or to infer
something from the information received. This study strived to attain an optimal level of
understanding math teachers’ experiences in teaching using web-based math program
(MathScore). Operationally, it is defined as means of extracting the overall essence out of
all the experiences, which comprise both affirmative and negative, shared by MathScore
coordinators as participants of the study.
Lived Experience is a term used in phenomenological studies to emphasize the
importance of individual experiences of people as conscious human beings (Moustakas,
1994) as cited by Creswell (2007).
MathScore Coordinators are operationally referred to the grade 6 Mathematics teachers
and fourth year Mathematics teachers, in-charge of the web-based math program
(MathScore) in their schools.
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Implementation means the act of implementing (providing a practical means for
accomplishing something), carrying into effect (Webster Dictionary, 2015). In the study,
it is defined as the process of doing Mathscore in different public elementary and
secondary schools in the division of Santa Rosa City.
Web-based Math Program is operationally defined as an online Math program used by
teachers and students in order to have quality math education (MathScore.com.ph, 2011).
MathScore is an online-web-based math program developed by MIT graduates
(MathScore,com.ph, 2011).
Phenomenon is the central concept being examined by the phenomenologist. It is the
concept being experienced by subjects or participants in a study which may include
psychological concepts such as grief, anger, or love (Moustakas, 1994) as cited by
Creswell (2007).
Bracketing or epoche refers to the first step in “phenomenological reduction,” the
process of data analysis in which the researcher sets aside, as far as humanly possible, all
preconceived experiences to best understand the experiences of participants in the study
(Moustakas, 1994) as cited by Creswell (2007).
Horizonalization is the step in the phenomenological data analysis, in which the
researcher lists every significant statement relevant to the topic and gives it equal value
(Moustakas, 1994) as cited by Creswell (2007).
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Theme Clustering or Cluster of Meanings is the third step in phenomenological data
analysis in which the researcher clusters the statements into themes or meaning units,
removing overlapping and repetitive statements (Moustakas, 1994) as cited by Creswell
(2007).
Structural Description or imaginative variation is a step in which the researcher writes
a “structural” description of an experience of an experience, addressing how the
phenomenon was experienced by participants in the study. It involves seeking all possible
meanings, seeking divergent perspectives, and varying the frames of references about the
phenomenon or using the imaginative variation (Moustakas, 1994) as stated by Creswell
(2007)
Textural description is a description of “what or the meaning” participants have
expressed in the of the phenomenon (Moustakas, 1994) as cited by Creswell (2007).
Essence or Overall Essence is the goal of the phenomenologist, this is the reduction of
the textual (what) and structural (how) meanings of experiences to a brief description that
typifies the experiences of all of the participants in a study. In other words, this is the
combination of textual and structural descriptions (Moustakas, 1994) as cited by Creswell
(2007).
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter reviewed the related literatures which substantiates and support the
details of this study. The researcher anchored this pursuit to different viewpoints and
perspectives to present deeper and more intensive treatment of the problem.
Implementation of Technology: Changes or Challenges?
Something fundamental has changed with the latest developments of the Web.
The ease of communication and the possibilities of using aggregators to bundle and filter
communications and information have meant that the context of learning has changed
dramatically. People can now learn on online networks outside of the control of the
institution, and depending on the nature of the connections made, the learning experience
will vary. If the connections are one-to-many, from the top down, from the educator o the
learner, networked learning might be completely different from a setting where the
connections are many-to-many and where they might run in any direction between the
participant(s) and the resources related to the learning.
In e-learning, two major traditions have prevalent: one where connections are
made with people and the other where they are made with resources (Weller, 2007).
These two distinct streams show a different emphasis: the first one has communication
and interaction between people at the heart of learning, and the second focuses on
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engagement with resources. Of course these distinctions have always been present even
in traditional classroom learning: there has always been a triangle between educator,
learners, and course content.
These different views of learning have at their heart different perspective on
knowledge development. The question of how people become more knowledgeable and
reach understanding is an old one and has in past decades ranged from a process of
transferring knowledge, or a process of aligning new knowledge with earlier experiences
and knowledge, to a process of conceptualization, contextualization and active
construction of knowledge, or reflection in action. Some theorists emphasize the social
aspect of learning, while others emphasize the personal one. They used two metaphors to
clarify how people engage with knowledge while learning. The first one is of acquisition,
where learners acquire knowledge, pre-packaged by educators, as in behavioral and
cognitive theories, which have been the norm in formal education settings for a long time.
The other metaphor is one of participation, where learners are actively involved in a
participatory endeavor. This metaphor relates to situated and social theories, such as
social constructivism, action theory, and communities of practice. Participation in
knowledge development activities is central in these theories. Connectivist developmental
theories also fit in the latter category (Kop & Hill, 2008).
Boyce (2009) indicated that teachers should pay close attention to the type of
instructional environment they implement, because it will convey what they value and it
will have motivational consequences for their students. Gabbin & Wood (2008) denoted
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that studies involving Computer Learning techniques have produced mixed results on the
effectiveness of using group incentives in the classroom to improve the academic
achievement of accounting students. It can be discovered that CL is a systematic and
structured teaching strategy, which can improve the drawback of conventional
competitive learning and individual learning methods in which the training of cooperative
and social skills is usually neglected. According to the theory of CL, the major strategies
include Student’s Team Achievement Dvision (STAD), Learning Together (LT), Team-
Games-Tournament (TGT), Group Investigation (GI), and Kagan’s six categories of
cooperative structures: class building, team building, communication skills, thinking
skills, information sharing, and mastery.
Many distance activities reinforce content and allow students to apply knowledge.
These include web-based review centers provided by text publishers, online content
quizzes, narrated (and often interactive) animations, and links to web content, and
discussion board activities. These create opportunities that would be difficult to
incorporate into traditional classes, but they must be carefully employed to ensure
effectiveness. For instance, Muchovej (2009) found that optional online quizzes did not
significantly improve scores when quiz questions were recycled on exams. A low number
of students completed the optional quizzes, suggesting that how the learning strategies
are employed is important. Web-based technologies allow instructors to utilize
sequentially built knowledge and skills.
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The development of Information and Communication Technology (ICT) has
given a tremendous boost in supporting new modes of delivery in training, teaching and
learning within the last thirty years (Samuel & Zaitun, 2007). The inclusion of
multimedia technologies into the classroom has changed the educational landscape and
introduced important changes in the educational system and impact the way learners
communicate information with each other (Muller, Lee & Sharma, 2008). In Malaysia,
the Malaysian Government is taking several initiatives to progress accordingly with the
initiative to increase the role of science and technology education to achieve a develop
country status by the year 2020. In addition, there is a strong push by the Malaysian
Government to develop creativity, communication skills, analytical and critical thinking,
and problem solving skills – skills that are significantly lacking in current graduates (Tan,
Teo & Chye, 2009). This mismatch prompted Malaysian educators to seek new ways to
develop these appropriate skills and knowledge in students in order to meet the rising
expectations of the knowledge society. Institutions of higher learning in Malaysia have
started meeting those challenges by integrating multimedia into various teaching and
learning environments such as storytelling (Norhayati & Siew, 2004), problem-based
learning (Hong, Lai & Holton, 2003), and web-based courses. However, the issue that
still surround Malaysian education today is the need to adjust the way teachers deliver
content and materials being presented in classroom, as many Malaysian classrooms are
still very much curriculum based and teachers practice conventional teaching methods.
This creates instructional relationships and learning processes that lack of interaction and
feedback between teacher and students, and of communication and collaboration (Mc
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Loughlin & Lee, 2010). Learners still play a passive role in their learning by being
inactive in their learning process. Therefore, educators in Malaysia are challenged to
design a learning environment and curriculum that can encourage instruction,
communication and collaboration among students and teachers, and increase their
motivation to learn and be independent in their learning process (Laurillard, 2008; Mc
Loughlin & Lee 2010). Even more challenging is the emergence of a new breed of
technologically proficient learners, known as “digital natives.” These students are very
much influenced by these digital environments and depend heavily on technologies to
gain information and carry out interactions with others (Oblinger, 2003) and thus have
high expectations of the learning methods delivered and presented. Teachers are thus
challenged to find innovative approaches to engage students in their classrooms and keep
them involved in the learning materials, and make rational changes in their educational
practices (Oblinger, 2003). As such, challenges facing education now include creating
new ways of using new technologies in teaching and learning that would satisfy and
complement the new requirements for students (Laurillard, 2008; Kimber & Wyatt-
Smith, 2010). New paradigms for teaching and learning are being introduced to address
such issues. Research finding in recent years, stated the importance of encouraging
student to control the learning process as a whole (Mc Loughlin & Lee, 2010).
Web-based education is a reality but it is also a changing reality. In many
universities, online education in public administration is not much more than placing a
correspondence course on the web. Correspondence courses are useful but they also have
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well known limitations. Many online courses share those same limitations. In the rush to
technology, many universities felt that placing text on a web page was the answer and
they saw a cheaper way to provide higher education to more students. Technology
provides a remarkable new plateau to launch education for the creative university and
professor. Web-based education is more student-centered rather than professor-centered
education of traditional education. Within instructor decided limits, the students now pick
the place and time to learn. The student can look at the lecture not once but see it as many
times as the student wishes. In addition, the student can push a pause button and freeze
the lecture to check a reference, answer a phone, or do whatever is immediately needed.
Creative professors can educationally link videos. PowerPoint slides, discussion groups,
and quizzes. Creative professors can use these means to teach analytical techniques or
better human relations (Knowlton, 2000).
Resistance to this innovation will also occur, but resistance occurs with each new
innovation to some extent or another. Some people still refuse to use a telephone or go to
a doctor for modern medicine. Many professors and universities will resist web-based
education but web-based education will grow. In the process of growth, no doubt many
professors and universities will poorly use the technology available to teach online just
like many people drive an automobile poorly or use other technologies unwisely. Their
problem is not the innovation but their capability, which they refuse to improve. This
innovation will grow and it has the strong potential to significantly enhance the delivery
of public administration education to humankind.
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Web-based Programs: A call for the teachers and learners
Nowadays, web-based CL has become a hot topic in the study of learning
environment and a tendency in instructional design (Naidu & Jarvela, 2006). In another
study, Lancaster & Strand (2001) compared the academic performance of students in a
managerial accounting course using cooperative versus traditional learning. They found
that academic performance and student attitudes did not differ significantly. It’s clear
there’s no consensus on the effects of cooperative learning in accounting education. In
addition, only a few scientifically founded and evaluated (e.g. pre-post-tests and
comparison of groups) e-learning concepts exist in the context of university education.
This study thus tried to apply web-based CL in accounting education to experimental
teaching.
Online education is still in a highly preliminary stage regardless of its extensive
acceptance in many field o disciplines in higher education. It is conceivable that faculty
members will attempt to build up from traditional teaching experiences, especially when
there is lack of practical guidance on how to carry out online instruction. As much as one
might encourage instructors to be creative and transformative, such innovations take time
to develop. People often feel comfortable building upon what they are familiar with
instead of starting creative. While such transitional stage from transfer to transformation
is understandable, organizations should look for the best practices to help shorten this
transitional process. Such organizational support not only improves the local program
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quality, but also helps expedite the overall development of distance education by
providing more successful teaching and learning cases to the field (Bude, Su et al., 2005).
In a research conducted by Lee and Paulus (2001) it is stated that in web-based
learning settings the basic interaction types are: learner’s interaction with the self,
learner-learner interaction, learner-content interaction and learner-instructor interaction.
In web-based learning platforms particularly adults consider all these four interaction
types significant however it is also noted that in web-based learning settings these
interaction types need to be benefitted in a balanced way. In a research conducted by
Sadik (2006) on high school students to detect the reality of interaction on web-based
distance training it has been reported that the reasonable response tie to learner’s
questions increased their confidence in the usefulness of feedback. Nonetheless as
regards to learner-learner interaction learners do not consider e-mail as a quick method of
interaction and value forum platforms as more beneficial settings.
In Woo & Reeves (2008) research it is emphasized that in web-based learning
settings there a good number of asynchronous forum settings where learners can share
and discuss their opinions and form cooperation but still there are doubts regarding the
contributions of these settings. Indeed in relevant literature it is possible to come across
some researches reporting that forums that enable asynchronous interaction are not more
useful for learners than traditional teaching (Tallent-Runnels et al., 2006).
On the other hand it can reasonably be argued that in both face-to-face learning
settings and web supported learning settings, it is important that instructor provides quick
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feedback on troublesome subjects or learner questions. Lemley and his colleagues (2007)
point that there are many researchers on the effect of different types of feedback and
these researchers demonstrate that feedback is greatly important for learners’
performance. In their research aiming to detect the effect of immediate and delayed
feedback on learners’ performance it has found that immediate feedback, compared to
delayed feedback, have meaningfully greater effect on learners’ success.
Cao and his colleagues (2009) underline that in web-based learning settings
synchronous interactions bears great importance. In literature it is possible to see
different researches emphasizing that compared to asynchronous interaction, synchronous
interaction contribute more to learners’ success. Cao and his colleagues (2009) report that
there are many research findings pointing that educational websites containing
synchronous interaction provide positive contributions to learners. In asynchronous
interaction learners feel deprived when their questions are unanswered or cannot receive
feedback. Learners’ attitude towards internet with respect to different methods of
interaction, in the post-test – pre-test score average differences of groups’ attitudes
towards internet are summarized with respect to different types of interaction,
synchronous interaction develops learners’ attitude towards web supported teaching more
and this finding is parallel to relevant literature. Accordingly it can be suggested that in
web supported learning settings the use of synchronous interaction must be enabled as
much as possible.
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According to Wong (2001) students’ attitudes toward learning a subject vary
based on characteristics of classroom Instruction, such as types of assessment, topics, and
material delivery tools. In the study of Wingard (2004) he found out that twenty percent
of the faculty specifically sought the practicality and convenience of using the web for
communicating easily with students, delivering assignments, posting grades, responding
to questions, and making announcements. For almost a third of the participating faculty,
personal interest in the technology or the direct relevance of the technology or to the
course content influenced Web use. As one professor noted, it is important to use
technology because it is the future for many of the students.
However, the educators who did not have much experience felt that even though
those guidelines and standards, especially W3C’s guidelines, gave some specific
examples about how to use those specific guidelines, it was not easy for novice WBI
personnel to apply them because of their vague statement. An administrator, however,
clearly indicated that the difficulties in applying those standards and guidelines into their
real works were caused by the lack of their Web development knowledge and skills, not
the standards or guidelines themselves (Roh & So, 2005).
Web-based instruction is still in an early stage of implementation. Nevertheless,
educational institutions, private industry, the government, and the military anticipate
immense growth in its use. Obstacles to realizing the Web’s full potential for learning
clearly remain. These include the appropriateness of pedagogical practices (Fisher, 2000)
and the bandwidth bottleneck for certain learner requests (e.g., video on demand) (Saba,
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2000). From an evaluation perspective, there has been an inclination to compare the
Web-based instruction with conventional classroom instruction (Wisher and Champagne,
2000). However, the historical findings on the effectiveness of conventional Computer
Based Instruction (CBI) may be more be a more appropriate basis for a comparison. An
assessment of current practices thus may consider whether the capabilities of the Web are
being tapped, how interpretable the findings are, and how those findings compare with
conventional CBI.
According to Blankenship and Atkinson (2010), another important criterion for
student success is their level of online learning readiness. These authors used the McVay
(2000) Online Readiness Questionnaire and identified two factors, namely self-
management of learning and comfort with non-face-to-face communication, as predictors
of success for students in WBI courses. It is possible that the inability of students to
choose a course section based solely on their level of comfort with the delivery method
also contributed to the lack of significant results in this study, particularly if some of the
students in the WBI sections were not adequately ready for online learning.
While in the study of Albalawi (2007) he stated that overall faculty attitudes
towards Web-Based Instructions (WBI) were positive, faculty believed and held positive
attitudes towards WBI and believed that online courses are the future of higher education
in Saudi Arabia. Faculty agreed that WBI provides a valuable service to students. Faculty
held positive attitudes towards WBI because they believed it opens higher education to a
broader range of students than does traditional education. Additionally, faculty did not
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think that WBI would jeopardize their jobs or that WBI technologies are complicated.
They did believe, however, that WBI would create more stress for them as instructors.
When it came to adopting WBI in Saudi Arabia universities, faculty believed WBI (a)
will improve students’ learning, (b) will encourage students to be more interested in
learning, (c) will be a good teaching tool because of gender segregation in the Saudi
higher education system, and (d) will create a challenge for faculty.
In the study of Gholani, K. & Sayadi, Y. (2012), they mentioned that it is
considerable that regardless of the field of study and departments in University of
Kurdistan, most of the faculty stated that WBI can be a facilitating tool for teaching and
learning in Iran’s higher education. It confirms that faculty’s general attitude towards
virtual education and its application is positive. Therefore, findings indicated there was a
general positive attitude toward application of virtual education in university of
Kurdistan. But, it requires more research to know which model of virtual education fits
conditions and facilities in this university.
Innovations in Mathematics teaching
As mentioned in the review paper of Peter Sullivan (2011), it is unreasonable to
expect classroom teachers to address the needs of learners who have fallen many years
behind the expectations for their class. Many schools need to have a strategy for
supporting such students to reduce the gap between them and their peers. An effective
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intervention strategy requires: a) a clear rationale for the program, including ways of
identifying target students; b) structured learning for tutors or anyone supporting such
students, especially on strategies that can engage reluctant learners in small group
situations, effective ways of communicating and modeling mathematics, group size,
intervention frequency, duration; c) specific learning for teachers of the students who are
being tutored and d) commitment from school leadership and understanding of the nature
of the program. Schools that enact such intervention programs must recognize that there
are tune and resource implications in such initiatives. Two further actions which schools
should commit to and undertake consequence to implementing any intervention, are to
ensure there are systematic ways of monitoring the learning of the students who are being
supported in this way, and an ongoing commitment to supporting the tutors and teachers
who are involved in the program.
Response to Intervention (RtI)) is an early detection, prevention and support
system that identifies struggling students and assists them before they fall behind. In the
2004 reauthorization of the Individuals with Disabilities Education Act (PL 108-446),
states were encouraged to use RtI to accurately identify students with learning disabilities
and encouraged to provide additional supports for students with academic difficulties
regardless of disability classification. Although, many states have already begun to
implement RtI in the area of reading RtI initiatives for mathematics are relatively new.
RtI begins with high-quality instruction and universal screening for all students. Whereas
high-quality instruction seeks to prevent mathematics difficulties, screening allows for
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early detection of difficulties if they emerge. Intensive interventions are then provided to
support students in need of assistance with mathematics learning. The levels of
intervention are conventionally referred to as “tiers.” RtI is typically thought of as having
three tiers, each tier is defined by specific characteristics (Gersten, et al., 2009).
Many students dislike classes in mathematics. In Ontario, the Education Quality
and accountability Office (EQAO) tracks student attitudes toward mathematics, noting
shifts in percentage points from year to year but indicating overall that significant
numbers of children in Grades 3 and 6 do not like this important subject. Complementary
research suggests consensus regarding the reasons for this widespread belief – from the
elementary child’s perspective, mathematics is hard, boring, mostly irrelevant and
unrewarding EQAO survey data also highlight that proportionate numbers of children
(and fewer girls) do not believe that they are good at mathematics, or that they can “do”
mathematics. Students’ beliefs are correlated to their attitudes about, and achievement in,
mathematics, if these dispositions are negative, learning is impeded and academic success
is limited. In contrast, when students are positive about and engaged with mathematics,
they are more motivated to learn (even from mistakes) accept new ideas and try more
challenging tasks. This, in turn, leads to the development of improved self-esteem,
confidence, perseverance, creativity and performance. Evidence suggests that learning is
energized by affect. We, as educators, must turn our attention to resources and strategies
that improve students’ relationships with mathematics content and processes and pique
students’ motivation, emotion, interest and attention. Multiple non-traditional activities
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and attention-grabbing resources can spark curiosity about mathematics, improve
appreciation for and interest in mathematics and contribute to understanding the
relevance of mathematics in everyday life. In these ways, we may impact how
mathematical knowledge grows and connects and thus, improve achievement scores.
(Colgan, 2014).
An interesting finding in the study of Moyer-Packenham, Salkind, & Bolyard,
(2008) was the way virtual manipulatives were used by teachers as cognitive
technological tools to support learning during K-8 mathematics instruction. As the results
showed, the virtual manipulative were central to the mathematics learning and content
development and were often used in combination with physical manipulative. Seemingly,
teachers’ chose to use the virtual manipulative when they were central to the lesson and
to the learning and development of the mathematics in the lesson. Future research should
examine how teachers’ perception of the mathematical, cognitive and pedagogical
fidelity of using virtual manipulative influences their choices of how and when to use
them in instruction. For example, it is important to determine if this group of teachers,
influenced by this particular professional development, are the only teachers using virtual
manipulative in ways central to the lesson and to the mathematics in the lesson or if other
teachers are using virtual manipulative in the same ways. With respect to the teachers in
the present study, the findings suggests that teachers’ choices about which virtual
manipulative to use, what content to teach using them, an whether to use virtual
manipulative in combination with physical manipulative were potentially influenced by
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familiarity with similar physical manipulative and beliefs about the mathematical,
cognitive and pedagogical fidelity of virtual manipulative use. Further examinations,
using in-depth interviews with teachers and observation of classroom implementation,
have the potential to reveal additional insights into these results.
Nguyen & Kulm, 2005 their study showed that students in Web-Based Math
Instruction (WBMI) made more improvement on Mathematics achievement, a positive
mathematics attitude and mathematical self-efficacy, and reducement on mathematics
anxiety. Students in the WBMI were also provided with receive immediate and adapted
feedback and the opportunity of more practice for better mathematics achievement
scores. It could be concluded from the results that the use of WBMI was superior to the
TMI.
In addition, teachers can use technology to introduce better mathematics
(Rochelle et al., 2000) For example, teachers can focus less on memorizing facts and
performing routine calculations and more on developing ideas, exploring consequences,
justifying solutions, and understanding connections – the real heart of mathematics. In
addition, teachers can introduce more advanced mathematical topics earlier. Both the
opportunity to teach math better and to teach better math should be considered in school
technology plans and teacher professional development.
Rosenshine (2012) mentioned in his study that education involves helping a
novice develop strong, readily accessible background knowledge. It’s important that
background knowledge be readily accessible, and this occurs when knowledge is well
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rehearsed and tied to knowledge. The most effective teachers ensured that their students
efficiently acquired, rehearsed and connected background knowledge by providing a
good deal of instructional support they provided this support by teaching new materials in
manageable amounts, modeling guiding students practice, helping students when they
made errors, and providing for sufficient practice and review. Many of these teachers also
went on to experimental, hands-on activities, by they always did the experimental
activities after, not before, and the basic materials were learned.
In recognition of the importance of the topic, a National Mathematics Advisory
Panel was recently established within the U.S. Department of Education. Its charge is “to
foster greater knowledge of and improved performance in mathematics among American
students … with respect to the conduct, evaluation, and effective use of the results of
research relating to proven-effective and evidence-based mathematics instruction” (Bush
2006). Members of the panel have been assigned to four task forces focused on critical
areas of mathematics instruction: learning processes, conceptual knowledge and skills,
instructional practices and materials, and teachers and teacher education (National
Mathematics Advisory Panel, 2007).
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Synthesis of Reviewed Literature
The series of studies and literature written by foreign and local researchers in this
chapter discusses the concepts and narrative detail of relevant and related information of
the study. The information from the literature gathered is important in understanding
MathScore coordinators’ lived experience in the implementation of web-based Math
Those that are found to be similar and related were Weller (2007), Kop && Hill
(2008), Boyce (2009), Gabbin & Wood (2008), Muchovej (2009) Samuel & Zaitun
(2009), Muller, Lee & Sharma (2008), Tan, Teo, & Chye (2009), Norhayati & Siew
(2004), McLoughlin & Lee (2010), Laurillard (2008), Oblinger (2003), Kimber & Wyatt-
Smith (2010), Knowlton (2000), Wingard (2004), Roh and So (2005), Wingard (2004),
Fisher (2000), Saba (2000), Wisher and Champagne (2000), Blakenship & Atkinson
(2010), McVay (2000), Albalawi, M. S. (20017) and Gholani, K. & Sayadi, Y. (2012).
They all mentioned that web-based instruction, online learning, information and
communication technology (ICT) are all the same and they can be considered changes in
the settings of teaching and learning process that can become more challenging both on
the teachers and the students.
While, Naidu & Jarvela (2006), Lancaster & Strand (2001), Bude, Su et al (2005),
Lee & Paulus (2001), Sadik (2006), Woo & Reeves (2008), Tallent-Runnels et al (2006),
Lemley and his colleagues (2007), Cao and his colleagues (2009), Wong (2001) and
Kaput (2007) they all agreed that web-based program is a call for both teachers and
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students to use web-based programs in teaching and learning meaningfully to strengthen
the claim of the department of education for the realization of the 21 st century teachers
and learners.
On the other hand, Sullivan, Peter (2011), Gersten, Russel et al. (2009), Colgan,
Lynda (2014), Moyer-Packenham, P.s, Salkind, G. & Bolyard, J.J. (2008), Nguyen &
Kulm (2005), Roschelle et al. (2000), Rosenshine (2012), Bush (2006) and National
Mathematics Advisory Panel (2007). All focused on different teaching innovations that
could help students learn and at the same time enjoy numbers. And to better understand
the MathScore coordinators and their quest to succeed in the implementation of the
program to develop among the learners the crush for numbers and eventually fall in love
in math with the aid of web-based math program (MathScore).
Gaps Bridged by Present Study
From the review of related literature and studies in this research, it was found out
that there were no qualitative researchers conducted yet on experiences of mathematics
teachers regarding implementation of web-based math programs especially here in our
country. The conducted studies aligned with web-based instruction and mathematics
generally delved on effectiveness, benefits and pedagogy, but did not show an in-depth
understanding of how mathematics teachers enjoy the beauty and challenges of using
web-based math program in the teaching and learning inside their classrooms.
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In view of the gaps identified, the researcher attempted to determine the lived
experience of public elementary and secondary MathScore coordinators in the
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Chapter 3
RESEARCH METHODOLOGY
This chapter discussed the research design, the selection of the participants as
well as the instrumentation and validation, data gathering procedures and treatment and
analysis of data.
Research Design
The success of every research endeavor lies solely in choosing the most
appropriate design, or combination of designs, for a particular study, thus requires a
thorough review of the intensive range of research methodologies. Since the research
problem of this study focused on understanding MathScore coordinators’ lived
experience in implementing web-based math program in their schools, the researcher
employed phenomenological research design to describe the meaning for several
individuals of their lived experiences of a concept or phenomenon.
A qualitative research design was used to meet the purpose of this study. Creswell
(2007) defines qualitative research as “ ... An inquiry process of understanding based on
distinct methodological traditions of inquiry that explore a social or human problem.”
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A phenomenological research focus on describing what all the participants have
in common as they experience a phenomenon. Its basic purpose is to reduce individual
experiences with a phenomenon to a description of the universal essence “a grasp of the
very nature of the thing”, Van Mannen, 1990 as cited by Creswell (2007). Specifically,
the researcher utilized Psychological Phenomenology (also termed Empirical,
Transcendental) expounded by Moustakas, 1994 as cited by Creswell (2005), which
focused less on the interpretations of the researcher and more on a description of the
experiences of the participants. The researcher used the procedures which consisted of
identifying a phenomenon to study, bracketing one’s experiences, and collecting data
from several persons who have experienced the phenomenon, as illustrated by
Moustakas, 1994 as cited by Creswell (2007). Furthermore, the data were analyzed by
reducing the information into significant statements or quotes and then combining them
into themes. Moreover, the researcher developed a textural description of their
experiences (what are their experiences it in terms of condition, situation, or context).
Furthermore, the data were analyzed by reducing the information into significant
statement or quotes and then combining them into themes. Moreover, the researcher
developed a textural description of the experiences of the participants (what), a structural
description of their experiences (how they experienced it in terms of the condition,
situations or context) and a combination of textural and structural description to convey
an overall essence of the experience.
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Sources of Data
The researcher would primary collect data through multiple in-depth interviews
from 16 individuals who have experienced teaching MathScore as recommended by
Polkinghome (1989) as cited by Creswell (2007) stating that investigator needs to
interview 16 individuals who have all experienced the phenomenon. Secondary sources
of data were the books, online journals, and other reading materials deemed necessary to
gather the needed data.
Participants of the Study
In a phenomenological study, the participants, who have all experienced the
phenomenon being explored and can articulate their experiences, may be located at a
single site although they need not be (Creswell, 2007). The researcher opted to study 16
MathScore Coordinators who had experienced the challenges in the implementation of
web-based math program (MathScore) in the Division of Santa Rosa City, where the
researcher has access, utilizing purposeful criterion sampling strategy through which the
researcher intentionally selected the individuals and sites for study because they were
purposefully informed about as understanding of the research problem and central
phenomenon in the study thus providing quality assurance (Miles & Huberman, 1994) as
cited by Creswell (2007).
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Instrumentation and Validation
This study utilized multiple in-depth interviews using a protocol, that was
predesigned form containing the research questions which are general and open-ended
considering the guidelines of Moustakas (2004) reinitiated by Creswell (2007). Since,
interview form was self-constructed and standardized, it was presented to some experts in
the field of qualitative research and math and web-based experts who provided comments
and recommendations for validity and reliability.
Long and in depth interview is important to describe the meaning of a
phenomenon for a small number of individuals who have it (Creswell, 2007). Through
the interview protocol, the researcher was able to take down notes during the interview
about the responses of the participants though it was video recorded. It also helped the
researcher to organize thoughts on terms such as headings, information about starting the
interview, concluding ideas, information on ending the interview, and thanking the
participant.
Data Gathering Procedure
After validation of the instrument used in the study, the researcher went through
the process of finding the participants, gaining access and establishing rapport, which are
all important to procure good data (Creswell, 2007).
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Since phenomenological research depends on participants revealing personal
thoughts and feelings, maximizing participant comfort while providing them a sense of
privacy and security are important considerations when selecting interview sites. As such,
interviewees were offered the option of meeting at a public site of their choice (e.g,
office, library, school, fast food chain or café), or meet at the participant’s home.
Regarding the interview format, two global tour questions, supported by 10
optional prompts would address areas of MathScore coordinators experiences in the
implementation of web-based math program. The questions are as follows: 1) What have
the participants experienced in the implementation of web-based math program
(MathScore)? and 2) How have the participants experienced the challenges in the
implementation of web-based math program (MathScore)?
Ethical Consideration
Permission was sought from the Schools Division Superintendent of Division of
Santa Rosa City where the researcher is working so as to study the potential harmful
impact and risk to participants. Consent of the participants was equally considered
because it is important to have access and rapport to the vulnerable individuals
participating in the study (Anderson & Spencer, 2002). The consent contained the right of
the participants to voluntarily withdraw from the study at any time; the central purpose of
the study and the procedures used in the data collection. The researcher obtained the
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permission of the participants with regard to the audio and video recording of the one-on-
one interview conducted for the accurate transcription of the interviewees of the
condition under which confidentiality may be broken, according to the ethical codes of
teachers.
The participants were identified utilizing purposeful criterion sampling procedure
(Miles & Huberman, 1994) as cited by Creswell (2007). Then, the researcher obtained the
permission of the participants with regard to the audio and video recording of the one-on-
one interview conducted for accurate transcription of the response.
Treatment and Analysis of Data
As to the treatment and analysis of data, the researcher utilized Moustakas (1994)
approach as redetailed by Creswell (2007) since it has systematic steps in the data
analysis and procedures and guidelines for assembling the textural and structural
descriptions. Bracketing was the first step considered, in which the researcher set aside
all her preconceived experiences to best understand the experience of participants in the
study. Then, after conducting multiple interviews, the researcher proceeded with
horizonalization by which data were built from the first and second central research
questions as well as probing questions by going through the data, that is interview
transcriptions, highlighting significant statements which were sentences or quotes that
provided an understanding of the participants’ experience in the implementation of web-
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based math program (MathScore). The researcher, then, developed clusters of meaning
from these significant statements into themes which were used to write a textural
description of what the participants experienced. Significant statements were also used to
write a description, called imaginative variations or structural description of the context
or setting that influenced how the participants experienced the challenges of the
phenomenon. From the structural and textural descriptions, the researcher wrote a
composite description that presents the “essence” of the participants’ experience in the
implementation of web-based math program (MathScore) called the essential or invariant
structure.
After describing the overall essence of the phenomenon under study, the
researcher got in touch with the participants through electronic mailing and provided each
of them a soft copy of the verbatim transcription of interview for verification. This was
the last step to be taken so that the participants themselves were able to clarify modify
their responses for the validity of the essence obtained thus establishing credibility.
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Chapter 4
RESULTS AND DISCUSSION
This chapter presented the findings derived from the in-depth interviews. The data
were coded and the following themes were derived (presented in table form). These
themes were analyzed along the reviewed literature cited in this study.
Bracketing is the initial stage of Phenomenological Research; it was done by the
researcher as she bracketed herself while recounting her personal experiences with the
phenomenon under study which is the MathScore Coordinators experiences in the
implementation of web-based math program (MathScore). Prior to gathering of data, the
researcher made it a point that her personal experiences would not influence the
participants though she herself had personal issues in the implementation of web-based
math program (MathScore). The researcher should explicitly maintain the objectivity of
the inquiry. Subsequently to the researcher’s self-bracketing and in depth interviews with
the participants, she proceeded to with horizonalization, in which after poring with
interview transcripts several times, she selected the similar responses considering the two
central questions and follow up questions in the protocol. Table 1 summarizes the
significant statements which were extracted from the 16 transcriptions from the
conversation with the MathScore Coordinators in their experience in the implementation
of web-based math program (MathScore).
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Table 1
The significant statements of MathScore coordinators in their experience in the
1. MathScore is fun.
2. It is real time the learners will get their scores immediately after doing each
worksheet.
3. Variety of learnings can be gained when religiously doing their MathScore.
4. Learners are excited in MathScore.
5. Promotes eagerness of the learners to learn mathematics.
6. Brings hope for learners having difficulty in Mathematics.
7. The teachers are motivated to go on with the program.
8. Increasing learning competencies in Mathematics
9. Core Skills in Mathematics can be developed through MathScore.
10. Parents don’t know the benefits their children could get in MathScore.
11. Continuation of the program will help teachers in making mathematics more
meaningful for the learners.
12. Mathematics is a difficult subject.
13. Understanding of the community is important for the implementation.
14. Teachers act as facilitator of learning.
15. Limited number of computer units.
16. Slow internet connection.
17. Not all learners like Mathematics.
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18. Maximize the use of MathScore accounts.
19. Teachers are happy having MathScore.
20. An avenue to discover learners.
21. Using worksheets in teaching-learning process.
22. Set different cultures in Mathematics class.
23. Learn to love the subject.
24. Teachers spent their own money in order to do MathScore.
25. Practice makes perfect.
26. Maintenance of computer laboratory.
27. Internet facility should be given attention.
28. Learners allowance for MathScore is not the priority.
29. Supportive School Heads.
30. Parents encouragement is important for their children to learn.
31. Learners are lucky to have MathScore accounts.
32. Treasure the opportunity of having MathScore accounts.
33. Customization of topics for individual learners.
34. Edufighter the gamification feature of MathScore that allows learners to learn
while playing.
35. Speed and accuracy in solving Mathematics problems can be developed.
36. Successful programs bring results.
37. Teachers are hopeful for the continuous implementation of MathScore.
38. Stakeholders support is important.
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39. Encouragement of other teachers is needed.
40. We need to continue, to stop the program is to lose the opportunity to reap the
good fruits of the program.
The ideas obtained from significant statements were analyzed and categorized
into themes. Based on the research problem which was the lived experience of MathScore
coordinators in the implementation of web-based math program (MathScore), the
researcher classified six (6) theme clusters from statements into two groups focusing on
what (textural) the participant’s experienced and how (structural) they experienced the
phenomenon. Table 2 contains the two groups of theme clusters extracted from the
significant statements and their associated ideas.
Table 2
Six theme Clusters categorized into Two Groups with their Associated Formulated
Meanings from the Significant Statements.
Category A. Textural (What)
Theme 1: Feelings and Aspirations
 MathScore is fun.
 Learners are excited to do MathScore.
 Promotes eagerness of the learners to learn Mathematics.
 Bring hopes to learners having difficulty in Mathematics.
 Learners are lucky to have MathScore accounts.
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 Treasure the opportunity of having MathScore accounts.
 Teachers are happy having MathScore.
 Teachers are hopeful for the continuous implementation of
MathScore.
Theme 2: Features to Treasure
 It is real time the learners will get their scores immediately after
doing each worksheet.
 Increasing learning competencies in Mathematics.
 Customization of topics for individual learners.
 Edufighter the gamification feature of MathScore that allows
learners to learn while playing.
Theme 3: Importance and Implications
 Variety of learning’s can be gained when religiously doing their
MathScore.
 Teachers are motivated to go with the program
 Core Skills in Mathematics can be developed through MathScore.
 Teachers as facilitator of learning.
 An avenue to discover learners.
 Learn to love the subject.
 Speed and accuracy in solving Mathematics problems can be
developed.
 Set different cultures in Mathematics class.
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Category B. Structural (How)
Theme 4: Challenges and Hurdles
 Mathematics is a difficult subject.
 Limited number of computer units
 Slow internet connections
 Maintenance of computer laboratory
 Not all learners like Mathematics.
 Parents don’t know the benefits their children could get in
MathScore.
 Learners allowance for MathScore is not the priority.
 Internet facility should be given attention.
Theme 5: Motivations and Sacrifices
 Understanding the program
 Maximize the use of MathScore accounts.
 Practice makes perfect
 Teachers spent their own money in order to do MathScore
 Supportive school heads.
 Parent encouragement is important for their children to learn.
 Encouragement of other teachers is needed.
 Stakeholders support is important.
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Theme 6: Suggestions to Succeed
 Continuation of the program will help teachers in making
Mathematics more meaningful for the learners.
 We need to continue, to stop the program is to lose the opportunity
to reap the good fruits of the program.
 Successful programs bring results.
1. As to what the participants’ experiences in the implementation of web-based
math program (MathScore)
Theme 1. Feelings and Aspirations. Being exposed to different workplaces and
confronted with divergent experiences, the participants still have conceived the same
feelings and aspirations in the implementation of web-based math program (MathScore).
Their responses were all affirmations of their passion as Math teachers and their hopes
that the program could help them a lot in teaching the subject which most of the learners
have negative attitude about. The online educators with extensive experience felt that
applying Web accessibility standards and/or guidelines was not difficult and complex
because those standards and guidelines were clearly stated.
(1) I am very happy because first, I can see among my students the excitement
and happiness every time we are in the computer laboratory room for our MathScore
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practice, especially when they were able to get the answers in each worksheet and every
time they were able to get new rank and avatars
(2) I have many things to share about how I feel in doing MathScore together
with my students. First I can see the interest of my students in MathScore even those who
don’t really excel in my ordinary math class, when I say that we will have our MathScore
class everybody would really shout YES! they were really excited to have MathScore,
here they can express themselves and they were able to do advance study so that when we
get back to our regular class settings they have something to share that they had
encountered in their MathScore activity. Second, our students are very lucky that they
had MathScore accounts not all students can avail this kind of opportunity but they had
it, that’s why they should treasure this opportunity.
(3) I am glad that we have this kind of program for our students, it is a big
help for our students, and the teacher can customize some topics for particular students
having difficulty in some levels of Mathematics. And they can play edufighter wherein
they can develop their speed and accuracy in solving math problems at the same time
having fun while learning.
In the study of Wingard (2004), he found out that twenty percent of the faculty
specifically sought the practicality and convenience of using the web for communicating
easily with students, delivering assignments, posting grades, responding to questions, and
making announcements. For almost a third of the participating faculty, personal interest
in the technology or the direct relevance of the technology or to the course content
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influenced Web use. As one professor noted, it is important to use technology because it
is the future for many of the students.
However, the educators who did not have much experience felt that even though
those guidelines and standards, especially W3C’s guidelines, gave some specific
examples about how to use those specific guidelines, it was not easy for novice WBI
personnel to apply them because of their vague statement. An administrator, however,
clearly indicated that the difficulties in applying those standards and guidelines into their
real works were caused by the lack of their Web development knowledge and skills, not
the standards or guidelines themselves (Roh & So, 2005).
While in the study of Gholani, & Sayadi, (2012), they stated that overall faculty
attitudes towards Web-Based Instructions (WBI) were positive, faculty believed and held
positive attitudes towards WBI and believed that online courses are the future of higher
education in Saudi Arabia. Faculty agreed that WBI provides a valuable service to
students. Faculty held positive attitudes towards WBI because they believed it opens
higher education to a broader range of students than does traditional education.
Additionally, faculty did not think that WBI would jeopardize their jobs or that WBI
technologies are complicated. They did believe, however, that WBI would create more
stress for them as instructors. When it came to adopting WBI in Saudi Arabia
universities, faculty believed WBI (a) will improve students’ learning, (b) will encourage
students to be more interested in learning, (c) will be a good teaching tool because of
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gender segregation in the Saudi higher education system, and (d) will create a challenge
for faculty.
Theme 2: Features to Treasure. Increasing competencies, customization of
accounts, real time scoring or checking of results and of course the gamification
(edufighter) were just some of the reasons why web-based math program (MathScore)
was important and relevant for the participants and they all acknowledged that it would
bring results as we all move forward in continuing its implementation. More benefits for
learners and teachers can be reaped in MathScore in due time.
(1) Development of core skills in math is very important, after mastery of core skills,
MathScore automatically adjusts the competencies needed by the individual
learner.
(2) Edufighter the gamification feature of MathScore allows the learners to play
without realizing that they are actually learning the skills of speed and accuracy
in solving math problems. Another thing is that MathScore automatically
generates worksheets suited for each learner and in real time the learner can
view their scores and progress.
(3) They really enjoyed edufighter because they are learning while playing, and I can
see that their speed and accuracy in solving different math problems are also
being developed.
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(4) I like the worksheets generated in MathScore, I don’t have to spend much time in
preparing and at the same I also like edufighter for here the learners are able to
solve math problems with speed and accuracy.
(5) It is real time, giving immediate scores for a finished task, ere the learners are
also motivated to answer more worksheets that can increase their scores and get
higher rank.
(6) Less paper and pencil tests and at the same time they could get back to the topics
they had difficulty to review and learn the topics. Also customization of topics for
learners to address the individual needs of each learner.
(7) Customization of accounts for learners, that if they had difficulty in fractions
you could customize it for him/her to have more worksheets in fractions so
that they could have mastery on particular topic that they had difficulty.
(8) Customized lessons help a lot in improving the performance of individual
learners.
Some theorists emphasize the social aspect of learning, while others emphasize
the personal one. Sfard (1998) as cited by Kop & Hill (2008) used two metaphors to
clarify how people engage with knowledge while learning. The first one is of acquisition,
where learners acquire knowledge, pre-packaged by educators, as in behaviorist and
cognitive theories, which have been the norm in formal education settings for a long time.
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The other metaphor is one of participation, where learners are actively involved in a
participatory endeavor. This metaphor relates to situated and social theories, such as
social constructivism, action theory, and communities of practice. Participation in
knowledge development activities is central in these theories.
While in the study of Muller, Lee & Sharma (2005), the inclusion of multimedia
technologies into the classroom has changed the educational landscape and introduced
important changes in the educational system and impact the way learners communicate
information with each other.
And in the study of Samuel & Zaitun (2005), they said that the development of
Information and Communication Technology (ICT) has given a tremendous boost in
supporting new modes of delivery in training, teaching and learning within the last thirty
years.
Theme 3: Importance and Implications. There are important things that this study
revealed to us, that there were teachers who were motivated to teach because they had
different avenues of teaching the subject and new experiences for the learners. Core skills
in Mathematics are very important for all the learners and in here they were given the
emphasis so that learners would never be afraid of the subject but they would appreciate
and love it since different cultures in Math class were offered to them.
(1) There are lots of students who changed their feelings about the subject and
their level of interest to learn mathematics with the implementation of
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MathScore, they were able to encounter other topics that are not yet discussed
in their classroom but because it is web-based MathScore, it allows the
learners to go back to the topics they had difficulty and in here they could
review the subject and are allowed to have advanced study in some topics.
(2) Maybe because in doing MathScore they are not in their regular classrooms,
here they are facing the computers and at sometimes they should beat the
computer in an edufighter game, they are more eager to excel and are more
motivated to perform well.
(3) In our MathScore class I don’t need to talk too much or to discuss everything,
what I need to do is to act as facilitator of learning, I am just an overseer of
what the students are doing, if they could really follow the directions and after
which to see to it that they do understand the worksheets by allowing them to
explain in their own words the results and processes of solving different math
problems.
(4) Speed and accuracy in solving math problems are developed in MathScore, an
avenue for the learners to improve their own skills.
(5) I can see that there are lots of learners who are excited to do MathScore and
this serves as my inspiration and motivation to improve my teaching skills and
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to believe that there are chances for my learners to learn, enjoy and love the
subject with the help of MathScore implementation.
(6) The topics in MathScore starts from the basics, mastery of the basic concepts
can be developed among the learners.
(7) It really contributes a lot in the performance of students in basic math.
(8) Core skills in mathematics are being developed among the learners, it is
automatically adjusted to the needs of the learners, and the teacher can
customize the topics for individual learners.
According to Knowlton (2000), Web-based education is more student-centered
rather than professor-centered education of traditional education. Within instructor
decided the limits, the student now picks the place and time to learn. The student can look
at the lecture not once but see it as many times as the student wishes.
With Lee & Paulus (2001) it is stated that in web-based learning settings the basic
interaction types are; learner’s interaction with the self, learner-learner interaction,
learner-content interaction and learner-instructor interaction.
While with the study of Weller (2007), in e-learning, two major traditions have
been prevalent: one where connections are made with people and the other where they are
made with resources. These two distinct streams show a different emphasis: the first one
has communication and interaction between people at the heart of learning, and the
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second focuses on engagement with resources. Of course these distinctions have always
been present even in traditional classroom learning; there has always been a triangle
between educator, learners, and course content.
2. As to how the participants experience the challenges in the implementation of
web-based math program (MathScore).
Theme 4: Challenges and Hurdles. The challenges and hurdles of the
participants in the implementation of web-based math program focused on internet
connectivity, limited computer units and scheduling of classes due to limited resources
with all these challenges teachers were really resourceful and they could find ways and
means in order to deliver the quality of education for their learners even sacrificing their
own resources and money just to make sure that their learners were really interested to
learn.
(1) The only problem I encountered in the implementation of the program was the
internet connection, for some students who can afford they can do MathScore
in computer shops, but for others they only rely on computer laboratory of the
school but we have slow internet connection here plus the fact that we only
have 10 working computer units now.
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(2) Maintenance of computer laboratory should be given attention, without
proper maintenance the limited resources that we had will add to the problem
that we had for the proper implementation of the program.
(3) If we only had good/excellent internet connection it would be very easy for us
teachers and students to do MathScore.
(4) Since we had limited number of computer units to be utilized for the
implementation of MathScore what we are trying to do is scheduling of
MathScore classes. Those students in morning class can use the com lab in the
afternoon and those students in afternoon class they have to be in school
earlier for their MathScore class.
(5) The availability of computer lab is our problem, we have more than 5000
students and we only have two com lab, one with 20 computer units and the
other one with 50 computer units, scheduling of MathScore classes and other
learning areas is very difficult but we try our best to help our students do their
MathScore.
(6) Here in our school, the problem is the stable internet connection, the signal is
very poor, there are times that we cannot even connect due to poor internet
connection, but there are times that we could have excellent connections but it
rarely happens.
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(7) Limited facilities for MathScore classes, some learners do their MathScore in
their own home and others in computer shops.
(8) The greatest challenge for me is the availability of computer units and internet
connection, secondary for me is the attitude of some students in the subject.
(9) Some parents don’t really understand the importance of Mathscore to their
children. When their children are asking them to allow them to go to the
computer shops what they think is that they will only play computer games
even when their children are telling them that they are going to answer their
worksheets in MathScore.
Many students dislike classes in mathematics. Students’ beliefs are correlated to
their attitudes about, and achievement in, mathematics, if these dispositions are negative,
learning is impeded and academic success is limited. Multiple non-traditional activities
and attention grabbing resources can spark curiosity about mathematics, improve
appreciation for and interest in mathematics and contribute to understanding the
mathematical knowledge grows and connects and thus, improve achievement scores.
(Colgan, 2014).
Besides the possibilities and limitations that exist when using modern technology
when teaching and learning mathematics, there might also exist possibilities and
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limitations in the external constraints that decide what - and shapes how - mathematics
should be taught. The complexity in using modern and advanced technology in
mathematics education implies that this is an area in need of further research about
different issues. There is also a substantial need of development concerning different
ways to train and educate all those who are involved in decisions about and realization of
education in mathematics (Skolverket, 2003, p. 45).
And in the study of Kaput (2007) the use of technology has a long history in
mathematics education. Many societies, for example, introduce arithmetic with an
abacus, for two reasons. First, the abacus supports computation. Second, the abacus
presents a tangible image of mathematics, which helps students understand difficult
concepts. Computation and representation go hand-in-hand, both historically and in the
present. Researchers have found that whereas physical manipulatives are the right
tangible form for elementary school, ICT-based tools are the right tangible form for
secondary school.
Theme 5: Motivations and Sacrifices. As to the steps on how the implementation
of web-based math program would succeed, MathScore coordinators were very
enthusiastic and resourceful in determining ways on how they could implement the
program in their respective schools with proper support and guidance of their school
heads.
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(1) Math is a skill subject, and skills can be developed through practice. More
practice in MathScore can help the leaners improve their skills in
Mathematics.
(2) Our school head is very supportive in the implementation of the program; she
helps us in encouraging our learners to maximize their MathScore accounts.
(3) With the support of other teachers and students we were able to acquire
pocket wifi since the problem here in our school is internet facility, with this
our learners are able to do their MathScore. When the load was already
consummated, as a teacher seeing your pupils’ eagerness to answer different
worksheets how can you not buy a load so that the pupils can continue their
MathScore activities?
(4) The only problem, really is the internet connectivity but we’re doing
something to overcome such problem, I am bringing my pocket wifi here in
school so that we can have our MathScore practice, I can see the eagerness of
my pupils to do their MathScore and I see in their eyes the
happiness/enjoyment every time they have their MathScore class.
(5) More practice is needed in order to have better understanding of the concepts
in Math.
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(6) Support and encouragement of other teachers are also important, that’s why I
really do talk to my co-teachers to allow their students if they have free time
to spend it in doing thirMathScore.
(7) Sometimes, because the learners are too engrossed with their MathScore we
sometimes exceeded in our time, and the understanding coming from other
teachers is really important for the learners, and with that I am really thankful
to my co-teachers.
(8) Our students in public school are really privileged to have MathScore
accounts that previously only private school students were able to have, that
is why I always remind them to maximize the use of their MathScore accounts
by practice and with that they can really learn a lot.
(9) Other people in the community like our Barangay Officials as stakeholders of
the school can also help us in the implementation of the program by providing
other facilities that we can use in doing our MathScore.
(10) Maybe, the Barangay Captain or the councilor in charge of Education can
at least help us rent a computer shop twice a month so that the learners can
practice their MathScore.
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Online education is still in a highly preliminary stage regardless of its extensive
acceptance in many field o disciplines in higher education. It is conceivable that faculty
members will attempt to build up from traditional teaching experiences, especially when
there is lack of practical guidance on how to carry out online instruction. As much as one
might encourage instructors to be creative and transformative, such innovations take time
to develop. People often feel comfortable building upon what they are familiar with
instead of starting creative. While such transitional stage from transfer to transformation
is understandable, organizations should look for the best practices to help shorten this
transitional process. Such organizational support not only improves the local program
quality, but also helps expedite the overall development of distance education by
providing more successful teaching and learning cases to the field (Bude, Su et. al, 2005).
On the other hand, we as educators must turn our attention to resources and
strategies that improve student’s relationships with mathematics content and processes
and pique students’ motivation, emotion, interest and attention. Multiple non-traditional
activities and attention-grabbing resources can spark curiosity about mathematics,
improve appreciation for and interest in mathematics and contribute to understanding the
mathematical knowledge grows and connects and, thus, improve achievement scores
(Lynda Colgan, 2014).
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In addition, creative professors can educationally link videos, powerpoint slides,
discussion groups, and quizzes. Creative professors can use these means to teach
analytical techniques or better human relations (Knowlton, 2000).
Theme 6: Suggestions to Succeed. Interest of the participants in the
implementation of web-based math program (MathScore) was very evident among them.
Majority of the participants acknowledged that the implementation of MathScore in their
schools helped them and their learners in many ways. They were able to use the
worksheets as part of their teaching activities and they were able to get their students
results in real time. Learners were also able to remember topics they encountered in
MathScore. They were able to perform in their own pace and begun to understand and
love the subject.
(1) MathScore really helps us teachers to improve the learners’ performance in
math starting with the basic skills and in increasing competencies as the
learner progresses in each stage.
(2) It is a big help and I believe that continuation of MathScore implementation is
really important not for us but for our learners.
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(3) For me, we really need the implementation of the program because we can see
that the program is really good and that our learners benefit a lot from the
program.
(4) I would like the implementation of MathScore because even our LMs have
limited worksheets that could adjust to the present needs of our learners,
MathScore has this kind of feature wherein worksheets to be answered by the
learners are of different styles suited to the needs of each individual learner.
(5) This kind of program is what we need nowadays, this really takes time before
we could really say the effects it can bring to our learners but we can’t see it
if this kind of program will stop.
As mentioned in the review paper of Peter Sullivan (2011), it is unreasonable to
expect classroom teachers to address the needs of learners who have fallen many years
behind the expectations for their class. Many schools need to have a strategy for
supporting such students to reduce the gap between them and their peers. Nguyen &
Kulm, 2005 their study showed that students in Web-Based Math Instruction (WBMI)
made more improvement on Mathematics achievement, a positive mathematics attitude
and mathematical self-efficacy, and reducement on mathematics anxiety. Students in the
WBMI were also provided with receive immediate and adapted feedback and the
opportunity of more practice for better mathematics achievement scores. It could be
concluded from the results that the use of WBMI was superior to the TMI.
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Textural Description. The three theme clusters answering the first central
question, what have the participants experienced in the implementation of web-based
math program (MathScore), presented the views of MathScore coordinators in the
implementation of web-based math program (MathScore). Being exposed to different
workplaces and confronted with divergent experiences, they still have conceived the
same feelings and aspirations, their responses were affirmations that they were happy and
hopeful in the implementation of program as well as the excitement of the possible
effects it could give to their students, they observed among the learners in their
MathScore classes the joy and eagerness of the learners to achieve higher ranks as they
answer different worksheets in MathScore. As mentioned in the study of Roh & So, 2015
that an online educators with extensive experience felt that applying web accessibility
standards and/or guidelines was not difficult because those guidelines were clearly stated.
It is also found out in the study of Wingard (2004), that twenty percent of the faculty
specifically sought the practicality and convenience of using the web for communicating
easily with students, delivering assignments, posting grades, responding to questions, and
making announcements. In addition, teachers can use technology to introduce better
Mathematics (Rochelle et al., 2000) For example; teachers can focus less on memorizing
facts and performing routine calculations and more on developing ideas, exploring
consequences, justifying solutions, and understanding connections – the real heart of
mathematics. In addition, teachers can introduce more advanced mathematical topics
earlier. Both the opportunity to teach math better and to teach better math should be
considered in school technology plans and teacher professional development.
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Structural Description. The remaining three theme clusters answering the second
central question, how have the participants experienced the challenges in the
implementation of web-based math program (MathScore), itemized the different
problems linked with the phenomenon, the ultimate of which was the internet connection
in each school which is really important for the teachers and learners to maximize the use
of MathScore accounts and to practice a lot and develope the core skills needed by the
learners; next to it was if there is internet connection and the facility in school is in its
stability which is also very significant for a web-based math program like MathScore,
another one was the availability and sufficiency of computer units that the students can
use for the implementation. Aside from that maintenance of computer laboratory, not
only maintenance but also its security that sometimes being neglected by those
concerned. Other challenges were all secondary in nature like the fact that the learners
don’t like the subject or they found the subject difficult. In middle and high schools,
technology is used in three ways in the teaching of math: a) Supplemental programs,
used to fill gaps in children’s knowledge, b) Core programs, where the computer largely
replaces the teacher, c) Computer-managed learning systems, which use a computer to
assess students and provide teachers with feedback for use in lessons. In the 40 qualifying
studies that looked at these various programs, there was little evidence of effectiveness.
No program stood out as having large and replicated effects, and computer managed
learning systems were particularly ineffective. One limitation of both reviews is that
many of the studies looked at programs that are no longer available. Technology is a
rapidly developing area, and Computer Assisted Instruction (CAI) programs are
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becoming ever more sophisticated. There is definitely a need for further research into the
effectiveness of these programs.
Interpretation of data also revealed that teachers exerted a great deal of
determination in changing the impression of the learners in the subject through web-
based math program (MathScore) by spending their own money/allowances just to make
sure that their students can do their MathScore activities. Some were very lucky to have
supportive school heads that understand the program and those with better internet
facility that can be utilized during their classes in MathScore.
Essence. Through conscientious attention to details covered in the structural and
textural description, the researcher in search for universality in the target phenomenon
came with different views, but instead of being puzzled by harmonizing opinions on the
implementation of web-based math program, the participants’ shared experiences
eventually led the researcher to reinforce the belief that whether there were different
challenges along the implementation of the program, careful planning, mastery,
creativity, diligence, and positive outlook on the part of MathScore coordinators being
the navigator of the program is undeniably very important. Aside from providing learning
MathScore coordinators should have 21st century skills which the teachers in present
time should have. In teaching Mathematics, there are lots of challenges that many
students find them very difficult that lead them to dislike the subject but teachers still
view its beauty and significance to the learners and in community as a whole and that
math proficiency can be improved with the aid of implementing web-based math program
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(MathScore). The fact that they are more willing to sacrifice their own to make sure that
the learners can practice and maximize their MathScore accounts showed that they have
ideals and beliefs and the desire to meet the proficiency level expected for the learners.
Verification. Before the researcher conceptualized the essence of the study, she
had to get in touch again with the participants of the study by visiting them again in their
schools showing the verbatim transcriptions of their interviews for verification and a soft
copy of his or her interview’s verbatim transcription was sent to those participants that
the researcher was not able to visit again for verification. Their corrections were likewise
considered and immediately included in this inquiry to ensure accuracy and reliability.
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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher presented the summary of findings, conclusions and
the recommendations of the study to further enhance the concepts and the facts discussed
in the preceding chapters as provided by the results of analysis of the data for research.
The study focused on understanding MathScore coordinators experience in the
implementation of web-based math program (MathScore), a phenomenon which the
researcher explored in this study employing Psychological Phenomenology as the
research design.
To solve the main problem, the following central problems were worked out by
the researcher:
1. What have the participants experienced in the implementation of web-based
math program (MathScore)?
2. How have the participants experienced the challenges in the implementation
of the web-based math program (MathScore)?
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Summary of Findings
The significant findings of the study are as follows:
1. As to what have the participants experienced in the implementation of web-
based math program (MathScore)
After reading, re-reading, analyzing, and reflecting on the verbatim interview
transcriptions, three themes were formulated describing MathScore coordinators
experiences in the implementation of web-based math program: Theme 1 presented the
feelings and aspirations of MathScore coordinators in the implementation web-based
math program while Theme 2 generated the features to treasure in the program and
Theme 3 provided importance and implications which are vibrant descriptions of what is
characteristically happening in the implementation of web-based math program
(MathScore) .
2. As to how have the participants experienced the challenges in the
implementation of web-based math program (MathScore)
The second group of three themes revealed the different challenges associated
with the implementation of web-based math program (MathScore) and how MathScore
coordinators faced them. Theme 4 displayed the challenges and hurdles MathScore
coordinators experienced in the implementation of the program while Theme 5
enumerated motivations and sacrifices for the successful implementation of the program,
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and Theme 6 exposed Suggestions to succeed in the implementation of web-based math
Conclusions
Analyzing the textural (what) and structural (how) descriptions of the participants,
the following conclusions were drawn:
1. The participants experienced happiness, excitement and hopes as well as
challenges and hurdles in the implementation of web-based math program
(MathScore).
2. The participants have been fronting the challenges in the implementation of
web-based math program (MathScore) positively for they continue to become
resourceful and creative in finding ways that would address the existing
hurdles in their MathScore class.
Recommendations
The following are offered as recommendations for possible actions:
1. Web-based math program (MathScore) is exciting and challenging, with
careful scheduling, proper tracking of learners’ progress and monitoring of
class programs this will be very effective and successful.
2. Special Features of a web-based math program should be carefully analyzed
for the utmost benefit it could give to the learners.

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3. Mathematics teachers’ orientation and training for the web-based math
program should be strengthened and supported by administrators.
4. The teachers must have personal commitment in encouraging the students to
maximize the use of their MathScore accounts for the successful
implementation of the web-based math program.
5. Mathematics is one of the difficult and disliked subjects by many students but
we should not stop doing something new and relevant like including games
(edufighter) in teaching to change their attitudes towards the subject.
6. Implementation of web-based math program (MathScore) requires sufficient
computer units and excellent and stable internet connections, that school
heads and other higher authorities should give much attention.
7. Maintenance of computer laboratory for maximum utilization of the teachers
and learners is important consideration in the implementation of the web-
based math program.
8. Parents and other community stakeholders’ orientation regarding the
implementation and benefits their children could get in web-based math
program (MathScore) is needed.
9. Future researchers relating to Mathematics teaching and web-based math
instructions, qualitative or quantitative, are encouraged to validate the findings
or explore more on the repercussions of this study. Future qualitative
researchers are also exhorted to deal with this study with higher number of
respondents.
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APPENDIX A
Interview Guide Questions
Name of the Participant/Interviewee: ______________________________________
Time of Interview: ______________________________Place: ___________________
Researcher: This interview is primary aimed at understanding your experience in the
implementation of web-based math program (MathScore). Open ended questions
supported by probing and follow up questions, if necessary will be asked. You are
encourage to take your time when you respond and likewise advised to ask for any
clarifications. Moreover this interview will be audio-recorded/audio-video recorded for
the accurate transcriptions of your responses which will be treated with utmost
confidentiality.
1.1. What are your experiences in the implementation of MathScore in your
school?
1.2. What do you feel about the implementation of MathScore in your school?
1.3. What are the features of MathScore do you like most?
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1.4. What are the benefits of MathScore implementation in your school?
1.5. What are the challenges do you encounter when implementing new ideas or
program in your school?
1.6. What do you think are the reasons that those challenges happen along the
way?
1.7. What techniques do you use in order to handle the challenges in your school?
1.8. What support do you like from the following people for the successful
implementation of MathScore in your school?
a. Parents
b. School Head
c. Co-teachers
d. Pupils/students
e. Other stakeholders
1.9. What are the things the division personnel should consider for the successful
implementation of web-based math program?
1.10.What is it about MathScore that we should consider to continue its
implementation in your school?
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of web-based math program(MathScore)?
2.1. How do you implement MathScore in your school?
2.2. How do you get acquainted with the implementation of MathScore in your
school?
2.3. How do you appreciate MathScore implementation in your school?
2.4. How do you use the features of Mathscore to maximize its usage and
benefits for you and your students?
2.5. How do you identify the challenges in the implementation of MathScore in
your school?
2.6. How do you think those challenges happen along the implementation of
Mathscore in your school?
2.7. How do you manage to overcome those challenges along the
implementation?
2.8. How do you think the following can contribute for the successful
implementation of web-based math program in your school?
a. Parents
b. School Head
c. Co-teachers
d. Pupils/students
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e. Other stakeholders
2.9. How the implementation of MathScore is helping in improving your
students’ performance in math?
2.10. How would you like to continue MathScore to become more successful?
Researcher: Thank you so much for being a part of this study.
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APPENDIX B
(Verbatim Transcriptions)

Participant # 1.1.The participants experiences in the implementation of

MathScore in their school.
1 Ang mga na-experience ko sa implementation ng MathScore sa aming

school ay iba-iba, nakikita ko ang mga students ko kapag nagkaklase
kami at may mga na-encounter na silang mga topic sa MathScore ay
nagiging madali para sa akin ang pagtuturo ng lesson.
2 Marami po, yung una po sa positive side po nakita kop o yung interes
ng mga bata sa pagko computer nila habang natututo sila sa math
actually pag sinabi ko na ok mathscore tayo, talagang yes! gumaganun
po sila no. Bukod po dun nakikita ko na yung hindi masyadong nag
eexcell na mga bata sa actual classroom setting eh dun sila nag eexcell
hindi lang yung mga bata na talagang marunong sa math ang nak-catch
yung attention higit yung mga hindi, kung baga dun nila naieexpress
yung sarili nila.
3 Una actually ang mathscore program ay napakaganda para sa ating mga
estudyante. Kaya Haping hapi po ako dahil una nakikita ko yung tuwa
kaya lang limited ang paggamit nila kasi nga hindi maganda ang
internet facility ng school.
4 We have computer here and we have good internet connection,
implementation of mathscore here is not that difficult.
5 Some students were afraid about using computer, at minsan ayaw nila
mag play ng mathscore kasi natatakot sila na mameasure yung kanilang
mathematical ability.
6 Madali naman ituro at gamitin ang mathscore at madali rin ingganyahin
ang mga bata at nasisiyahan ako dahil malaking bagay yun yung
naitutulong sa mga bata nun na kung maiimplement lang nang maayos.
7 Okey naman siya gusto ko naman siya, additional information siya sa
mga bata sa mga teachers.
8 Mahirap yung experience ko as mathscore coordinator, pero masaya rin
naman in a way parang may katulong kami as math teachers.
9 Well, I find it a little difficult to implement simply because I am not
handling fourth year students, so I have some hard time in
implementing mathscore and actually it is of my suggestion also to our
school head.
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10 Mathscore is very useful not only for the pupils but also for the
teachers, Grade 6 pupils really enjoy mathscore worksheets and with
these mas nagugustuhan ko yung experiences na naeencounter ko sa
mathscore.
11 Mahirap ang unang experience ko sa pag implement ng mathscore kasi
malayo po yung classroom ko sa computer room naming, kapag mag
mamathscore mula second floor dun sa kabilang building lilipat kami
dito sa thiord floor ng isa pang building yung pagpapabalik balik sa
magkabilang building ang nagiging exercise ko.
12 Maganda yung experiences ko sa mathscore implementation, maganda
kasi yung program.
13 Okey naman ang implementation ng mathscore, nagagamit ko siya as
reviewer, sa mga bata ginagamit na din kasi nilang reviewer ang
mathscore.
14 So naexperience kop o sa mathscore, enjoy po na humawak ng
mathscore, may mga topic po dun na as a teacher ay nagagamit naming
na motivation , minsan activity proper at madalas supporting ideas for
discussion and more of assessment for the learners.
15 Nag eenjoy ang mga bata sa mathscore, nachachallenge sila na sagutin
yung mga worksheets minsan kahit inaawat mo na kasi time na ayaw
pa nila kasi gusto pa nilang masagot yung mga activities.
16 Marami akong nakitang mga bata na excited pero hindi ma push
through kasi sa school makakacomply sila. Nakakalungkot na yung iba
kailangan pa magtipid ng husto para lang makapasok sa pisonet at more
on discovery and advanced studies yung iexplore nila ng husto.
Participant # 1.2.The participants’ feelings in the implementation of

MathScore in their schools?
1 As a whole, masaya at kuntento naman ako sa pag iimplement ng

MathScore dito sa school, kasi ilan lang naming mga bata ang talagang
walang kapasidad na makapag internet at makapag MathScore,
2 Napaka priviledge ng mga bata ng Santa Rosa na magkaroon ng
ganyang account kasi usually mga taga privateschool lang ang may
mga ganyang account, kaya masaya ako para sa mga bata na nagkaroon
sila ng pagkakataon na magkaroon ng ganitong account.
3 Masaya ako na may mathscore kasi noong nasa private school pa ako
nagtuturo nagmamathscore rin kami sa school nay un, kaya nung
lumipat ako ditto sa public school natuwa ako na may mathscore na rin
ngayon, malaki asing tulong sa mga bata ang mathscore mas madali
kasi nilang natututunan ang mga topic dito.
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4 Masaya that I became part of the implementation of mathscore I
became an instrument of new culture and avenue for the development
of math sckills among our learners.
5 I am excited sa implementation ng mathscore at para sa akin masaya
ang experience na nagging part ako ng implementation.
6 Okey naman nasisiyahan ako sa implementation ng mathscore lalo na
siguro kung marami kaming mga computers at maganda nag internet
connection.
7 Okey siya at gusto ko siya, additional information siya sa aming mga
teachers at students.
8 Masaya kasi in a way may ka partner kami sa pag discuss ng mga
mahihirap na topics sa aming mga students at less preparation for us
ang pag iisip ng ibat-ibang worksheets na makakaattend sa bawat
pangangailangan ng mga students.
9 It is a great help for teachers especially nowadays that our students are
technology oriented, aside from reviewing their basic math skills they
can do it in their own time and at the level they like to do.
10 I am satisfied with the implementation of mathscore in a sense na okey
naman po yung program at lagi rin naman po kaming binibisita n gating
mga partner sa mathscore.
11 Nakakatuwa po na bahagi po ako ng pag iimplement ng mathscore sa
aming school at mas masaya kapag nakikita ko ang excitement ng mga
bata everytime na may mathscore class kami.
12 Maganda at masaya yung experience ko sa mathscore implementation,
maganda kasi yung programa.
13 Nakakatuwa na may mathscore sa school kasi nakakagawa ako ng mga
questions with solutions and explanations at computer generated po
para sa mga pupils ko.
14 Enjoy ako sa mathscore, madali lang po kasi nga po computer base na
po lahat.
15 Nag eenjoy ang mga bata kaya nag eenjoy na rin po me sa pag
iimplement ng program, kapag nachachallenge ang mga bata na
magsagot ng kanilang mga worksheets mas naisiyahan ako kasi
nakikita ko ung pagpupursige nila na maayos na masagutan ang bawat
worksheets.
16 Masaya kasi nakikita ko na interesado yung mga bata sa mathscore
kaya lang nakakalungkot na kailangan pang magtipid ng husto ng nung
ibang mga bata para lang makapag internet at makapag mathscore.
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Participant # 1.3.The features of MathScore that they like most.
1 Mas nag eenjoy sila (yung mga estudyante) sa edufighter para kasi
silang naglalaro at the same time ay natututo silang mag solve ng may
speed at accuracy.
2 Edufighter, para kasi silang nagdodota ma’am pero ang tendency ay
nagso solve sila ng mga math problems tpos automatic po na nag
gegenerate ng worksheets kung saan hindi na ako nag iisip pa kung ano
at paano o ihahanda yung next activity nila at automatic rin na
nachecheck at nakukuha ng mga bata ang scores nila.
3 The program itself is what I like about mathscore, mas lumalalim ang
pang unawa ng mga bata sa math kasi it is in increasing competencies
and competition with other school, nag iimprove ang mga bata na
makilala at maksali sa National competition, may mga makikilala kang
mga bata na hindi basta nakikilala sa klase.
4 Giving immediate scores for a finished task kasi yung mga bata mas
namomotivate sila to answer more problems especially when they see
that they could get higher scores.
5 Less paper and pencil test puwedeng balik balikan ng mga bata yung
mga topic na nahihirapan ang mga bata, yung pag customized ng
accounts for specific students with difficulty in certain topics at yung
edufighter kasi they were playing at the same time learning.
6 Yung buong mathscore ay gusto ko kasi malaki ang naitutulong nitong
programa para sa mga bata.
7 Dahil ang approach ng mathscore ay iba sa situation sa actual
classroom setting, mas nag eenjoyang mga bata. At ito ang nagutuhan
ko sa mathscore.
8 Yung pag customized ng accounts para sa mga bata, na kung ano yung
pinaka nahihirapan ang mga bata yun yung mga sasagutan nilang
worksheets. At maganda yun para mas matuto ang mga bata.
9 What we really like about mathscore is that after answering their
worksheets the students can immediately get their scores and its real
time. They don’t need to wait for their teachers to check their works
and they can review the answers especially for items that they had
some difficulties.
10 All features, topics, ganes and videos.
11 Gusto ko yung mga worksheets sa mathscore nagagamit ko kasi yun sa
klase ko, hindi na ako nahihirapan magprepare ng mga wotksheets pero
gusto ko rin ang edufihter kasi gusting gusto rin yun ng mga bata.
12 Edufighter at customized accounts.
13 Customized accounts for specific students with difficulty in certain
topics.
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14 Nakakatulong yung customized lessons para sa pag increase ng
performance ng mga bata.
15 Edufighter kasi speed and accuracy ang nadedevelop sa mga bata
maganda kasi yun para sa mga bata.
16 Ang nagugustuhan ko sa mathscore ay yung feature niya ng reward
system kasi pipupush niya ang bata to their limits para makakuha ng
mga trophies and awards, tayo mga nagiging bata rintayo at gusto rin
natin na mas tumaas tayo ng rank, nagcocompete sila with each other at
sa pag reach nila ng mataas na rank marami rin silang learnings na
natututunan.
Participant # 1.4.The benefits of MathScore Implementation in their schools.

1 Malaking tulong para sa akin at sa aking mga estudyante ang
MathScore kasi dito mabilis na nakukuha nag score ng mga bata at
nababalikan nila ang mga topic na nahihirapan sila at muli nila itong
napag aaralan.
2 Nakikita ko yung unti unting improvement ng mga bata sa math, kahit
sa mga simpleng seatwork o formative test na ibinibigay ko nakikita o
yung changes sa scores nila especially yung mga bata na hindi naman
usually nakaparticipate sa regular classroom setting naming.
3 Maraming students ang naiba ang pananaw sa math at naiba yung level
of interes nila sa math kasi nga nakakatulong na tumaas ang grade nila
sa math dahil naeencounter nila at mas madali nilang maintindihan ang
math dahil computer based nga yung math nila.
4 Improving the performance of our learners by developing their skills in
math and mathscore helps us a lot in this area.
5 Maraming topics sa mathscore na nababalik balikan ng mga bata at
hindi na ako nahihirapan na ireview sila.
6 May kapartner ako sa pag rereview sa mga bata at may katulong ako sa
pagchecheck ng progress nila.
7 Nakakatulong siya as reviewer sa math, from mathscore all levels of
math ay ready para mas maraming mabalikan ang mga bata, at dahil
dun nakakasabay ang mga bata sa regular classroom situation lalo na sa
discussion.
8 Marami pa tayong benefits na makukuha sa mathscore kung tuloy tuloy
tayong may mathscore accounts.
9 It really contributes a lot in the performance of students in basic math.
10 Since it is complete, students were enjoying mathematics while playing
mathscore they were not bored in learning the topics.
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Graduate School
11 Marami kaming benefits na nakukuha sa mathscore gaya ng hindi na
kami masyadong nahihirapan sa paghahanap ng mga worksheets na
kinakailangan para sa mga bata lalo na kung gusto naming na
individualized yung topic na kailangan kong gawin para sa mga bata,
madali ring nakikita ng mga bata ang scores nila sa mga worksheets,
ganun din nakikita nila ang mga mali nila at kung saan sila nagkamali
para mas madali na para sa kanila na mag solve sa susunod na gawain.
12 Mastery ng mga bata ang nadedevelop sa mathscore kaya hindi na kami
nahihirapan na gumawa ng ibat ibang mga activities na iisipin pa
naming kung makakaya ba talaga ng mga bata.
13 Yung topic sa mathscore maraming basics na nababalikan ng mga bata
at less paper and pencil test.
14 Malaking tulong ang mathscore sa pag improve ng performance ng
mga bata kasi nakakapag advanced study ang mga bata sa mathscore.
15 Malaki ang naitutulong ng mathscore para mapataas ang performance
ng mga bata dahil mas natatandaan nila yung mga napag aralan nila sa
mathscore.
16 Maganda yung mathscore dahil curriculum based poi to at maka cope
up sila sa mga linya na gusto nila puntahan, even ako as a teacher ay
marami pa rin akong natutuklasan at natututunan sa mathscore.
Participant # 1.5.The challenges they encountered in the implementation of

web-based math program
1 Ang mga naeencounter ko na mga problema ay yung internet

connection, wala kasi kaming internet dito sa school, kaya kailangan pa
lumabas ng mga bata at sa mga computer shops mag maMathScore, isa
pa ay marami na kaming sirang computer units kaya ilan na lng ang
mga maari naming gamitin na unit sa pag MathScore.
2 Ang mga problema po na naeencounter ko sometimes ay yung slow
internet connections minsan po naghahang po at ikot na lang ng ikot
siguro dahil sa dami po ng sabay sabay na gumagamit, tapos po yung
mga giagamit na computer po luma na o out of 36 units po 20 na lang
po ang nagagamit naming.
3 Yun mam yung internet connection, kasi sa skills ng bata walang
challenge dahil pag hindi naiintindihan ng mga bata automatic na
ibinabalik ni mathscore at pinadadali para mas maunawaan ng bata,
basic talaga muna, pag okey na bibgyan naman ng mas higher level na
math, kaya sa school connection talaga ng internet ang problema, pag
sa labas naman mag iinternet yung pang upa sa computer shop ang
problema.
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Graduate School
4 We have computer units here but still not enough for the number of
students maybe more computer sets for the students to be use.
5 Yung bilang mga computer na maaring gamitin sa pag mathscore ay
kulang plus mahinang internet connections, hindi rin kasi priority ng
school head ang math dahil iba nag mga gusto niya.
6 May mga available na mga computer kaya lang ay hindi naman
ipinagagamit kasi wala daw internet o may problema daw pag nag
iinternet hindi ko masyadong alam kasi hindi naman ako masyadong
marunong pagdating sa internet.
7 Internet connection kasi nga ang southville ay relocation site,
maraming mga bata ang walang access sa internet tpos ditto sa school
wala ring signal ang internet kasi pocket wifi lang ang ginagamit
naming ditto dahil wala raw poste ng internet ditto sa loob ng
relocation area, kung gusto raw naming kami ang magbabayad ng
pagpapalagay ng mga poste dito para magka internet connection kami
na maganda.
8 Kulang ung facilities na gagamitin sa pag implement ng mathscore,
yung ibang mga bata sa bahay na nila sila nagmamathscore.
9 The greatest challenge maybe is the availability of computer units and
internet connectivity, and motivating the students to do mathscore
because I don’t have direct contact to the students, maybe we could
suggest that a art of grade in Math is mathscore.
10 Yung internet connection po ang problem, after ng math camp nakapag
provide kami ng pocket wifi then personal tablet pc of students can
connect to the pocket wifi.
11 Wala po kaming problema sa internet connection yun nga lang po
kulang naman po ang computers na maari naming gamitin sa
pagmamathscore kasi 7 lang po yung computers naming dito.
12 Ang problema lang talaga naming ay ang internet connectivity.
13 Bukod sa nawawalan ng internet connection ang problema rin po
naming ay yung support ng ibang mga magulang kasi minsan pag
nawawalan ng internet connection sa school, sinasabi naming na sa
nahay nila gawin ang mga mathscore accounts nila.
14 Internet connectionang problema sa pag implement ng mathscore at
binubuksan ko yung teachers account at nakikita ko kung sino ang
nagmamathscore, minsan naman mahina nag internet connection.
15 First talagang yung internet connection po ang problem namin diyan,
yung paggamit din ng computer laboratory kasi kulang din yung
computer na maaaring gamitin sa com lab.
16 Mahinang internet connection at kakulangan ng computers ang
problema.
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Graduate School
Participant # 1.6.The reasons why those challenges happen along the way.
1 Sa aking palagay kaya ganun ay dahil sa madalas na hindi nababayaran

ang bill sa internet kaya naputulan kami ng connections tpos hindi rin
kasi naaalagaan ang mga unit ng computer kaya ayun marami na ang
nasira.
2 Masyadong marami kaming students tapos 20 units lang ang nagagamit
naming kasi nga mga luma nap o at kailangan na talagang palitan, sa
internet connection naman nasa control na kasi yun g internet provider
eh.
3 Sa public naman kasi kulang talaga tyo sa facilities at wala tayong
masyadong control dun bilang teachers, at kaakibat naman talaga ng
bawat program ang challenges at ito ay ilan lang mga pagsubok upang
mas makita at malaman natin ang kagandahan ng isang programa.
4 These are all existing problems even before the implementation of
mathscore in our school.
5 For me kaya siguro nagkakaroon ng ganitong mga problema kasi hindi
po napaprioritize.
6 Wala kasing monitoring sa pag me maintain ng com lab, at kadalasan
least sa priority ang math pagdating sa improvement, here po sa aming
school po ha.
7 Yung pag aalaga po ng mga gamit sa computer lab ang nakakaligtaan
kaya marami na pong nasisirang mga computers.
8 Outdated na rin naman po talaga yung ibang mga computers at di
nabibigyan ng pansin para iupgrade kaya mahirap na pong gamitin sa
mathscore.
9 Nananakaw po kasi lagi ang kable ng telepono at kuryente dito sa lugar
naming kaya matagal nap o naming problema ang internet connection.
10 Sa public naman kasi kulang talaga tyo sa facilities hindi talaga po
natin kayang makipagsabayan sa mga private schools at wala tayong
masyadong control dun sa mga ganung problema bilang mga teachers,
at kaakibat naman talaga ng bawat program ang challenges at ito ay
ilan lang mga pagsubok upang mas makita at malaman natin ang
kagandahan ng isang programa.
11 Lahat naman po ng programa bago masabing successful pinagdadaanan
ang ibat ibang mga hamon at sa mga hamon na ito mas nakakaisip tayo
ng paraan para maresolba ito.
12 Pag aalaga ng mga computers ang kinakailangan nating bigyang pansin
kasi ditto talaga nagmumula nag lahat ng mga problems na nararanasan
natin sa implementation.
13 Marami na rin naman talagang lumang computers sa mga school at
kulang na rin naman po talaga mga computers at di nabibigyan ng
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pansin para iupgrade kaya mahirap na pong gamitin sa mathscore.
14 Mga dati na pong problema ang mga kakulangan sa computer bago pa
nagkaroon ng mathscore.
15 Hindi naiischedule ng maayos ang paggamit sa com lab kaya minsan
nag kakasabay sabay at wala na magamit na computer para sa
mathscore kasi hindi naman ang mathscore ang priority.
16 Supportive naman po an gaming school head para maipagpatuloy yung
mathscore kaya naman gumagawa rin siya ng paraan para mapaganda
ang com lab naming.
Participant # 1.7.The techniques they use in order to overcome the

challenges.
1 Dahil may mga problemang ganun, nagagawan naman ng paraan may

mga bata na sa bahay nila nagma MathScore, yung iba naman sa
computer shops, ginagawan naming ng paraan na magamit yung
natitirang computer units sa com lab at gumagamit kami ng internet
wifi.
2 Nagshishifting po kami ng paggamit ng computer lab yung mga pang
umaga o na mga bata medyo late nap o umuuwi para makaag mathscre
po muna sila, tpos yung anghapon po medyo maaga po silang
pumapasok sa hapon para makapag mathscore muna bago yung regular
class nila. At every Friday po sa oras ngICL nila nagmamathscore din
sila.
3 Proper schedule para makagamit ng comlab at makapag mathscore ang
mga bata at kinakausap ko rin ang mga advisers para ma-maximize ang
paggamit ng mathscore sa comlab, minsan nagrerent ng computer ng
computer shop outside at yung expenses ay sinasagot ng math club.
Nag iipon din kami ng pang internet sa com shops para makapag
mathscore at higit sa lahat lagging ipinaaalala sa kanila ang importance
ng mathscore.
4 Time scheduling for the use of computer units in math clinic.
5 Proper communication with other teachers of what are the benefits and
importance of mathscore for the students, every month din idinidisplay
yung names ng mga bta na may mataas ng rank at marami ng
worksheets na nsagot at tamang pag schedule ng paggamit ng
computers para makapag mathscore ang lahat ng mga bata.
6 Tayo bilang mga guro lahat naman ay nagagawan natin ng mga paraan,
pero may ibang mga aspeto na yung nasa mas mataas na position ang
makakatulong para masolusyunan yung ibang mga problema, yung pag
gamit ng com lab napag uusapan naman yu at nagagwan ng schedule
eh.
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Graduate School
7 As a mathscore coordinator inoorient ko rin ang mga parents para
malaman nila ano ba yung mathscore at ano ba mapapala nila sa
paggamit ng mathscore, at dahil wala ngang signal ang interent ditto sa
school kalimitan sa computer shops nagmamathscore ang mga bata at
online ko na lng din sila nachecheck.
8 Yung ibang mga bata sa bahay nagmamathscore at minsan naman
dinadala nila ng mga tablet at cp nila ikinoconnect na lang sa wifi ng
school para makapag mathscore ang mga bata.
9 That is why I need to talk to the fourthyear teachers about mathscore
implementation and I see to it that I am there to support them in their
needs.
10 I prepared technically because mathscore is web based, aside from
orientation more on devices and internet connection is what we really
need to prepare for proper implementation.
11 Nung una sabi ko bakit ako pa ang gagawing mathscore coordinator eh
hindi naman ako ganun kagaling sa computer, pero nung nagka
orientation na tayo napag aralan ko naman ang mathscore at nagging
familiar ako sa pagsubaybay sa mga bata habang nagmamathscore sila,
lahat ng pagod at paghahanda na ginawa ko nag pay off kasi nakikita
ko yung eagerness ng mga bata sa mathscore naisip ko na gusto talaga
nila na matuto, kaya okey lang na nakakapagod ang mahalaga natututo
ang mga bata.
12 Kinikilala kong mabuti ang mga bata at pinag aaralan ko ang mathscore
after ng teachers orientation natin, nag iipon rin sila ng piso piso para
makapagpaload kami sa pocket wifi at makapg mathscore sila, minsan
ako na mismo an gang nagloload sa wifi para lang wag madissapoint
ang mga bata at masustain yung eagerness nila na matuto at makapag
mathscore.
13 Ang ginagawa ko talaga ay yung to see to it na tama yung mga bata na
may account sa mathscore at ready ako para iexplain sa kanila ano ba
talaga yung mathscore at para saan yung mathscore. Gumagawa din
kami ng schedule sa math time na at least once a week makapag
mathscore ang mga bata.
14 Nakikipag coordinate kami sa barangay para may kapartnet din kami
outside school, at gumagawa kami ng paraan na makapag mathscore
yung mga bta kahit once a week dito sa school.
15 Yung schedule ng mga bata sa paggamit ng computer lab, at minsan
pumupunta kami sa school para kahit Saturday ay
magmathscore.kinukumusta at pina follow up ko rin sa mga math
teacher nila ang performance nila sa klase.
16 Ginagawan ng paraan na maisama sa regular math class at minsan nag
eextend ng sariling oras para matutukan ang mga bata at masiguro na
nakapag mathscore sila. Pinipilit na imaintain at alagaan ang com lab
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Graduate School
para may magamit pa rin sa klase at makatulong na makapag mathscore
ang mga bata.
Participant # 1.8. The support of the different stakeholders of the school.

1 Parents – support sana sa pag follow up kung nagagawa ban g mga
anak nila na mag MathScore kahit pa sanda sandal lang sa bahay nila.
Kasi minsan sinasabi ng mga bata na ayaw silang payagan ng kanilang
mga magulang dahil maglalaro lang sila ng DOTA pero kung
sinusubaybayan nila ang mga nak nila siguro mas magiging maganda
ang results nito sa mga bata.
School Head – Yung sana maisaayos yung computer laboratory o kaya
ay magandang internet connection.
Co – Teachers – Supportive naman ang mga co-teacher ko sa
MathScore kasi nauunawaan nila na maganda yung program.
Students – yung gamitin nila ng maayos ang accounts nila at mag
practice sila ng mag practice para mas matuto sila sa mga lesson nila.
Other Stakeholder – masuportahan sana nila na magkaroon ng
magandang internet connection sa school kasi sila naman ang nagsabi
nagagawin nila ang lahat ng paraan para makatulong sa school.
2 Parents – provide nila yung pera na kailangan ng mga anak nila para
makapagmathscore
School Head – very supportive naman ang principal naming at lahat ng
pangangailangan naming sa pag implement ng mathscore y ginagawan
niya ng paraan
Co-Teachers – yung pang unawa at pagbibigay pasensiya kapag minsan
ay napapa overtime kami ng mga 5 mins sa pagma mathscore
Students – laging gamiting ang aknilang accounts kasi libre ito para sa
kanila
Other Stakeholders – Bantayan o imonitor po sana nila bakit laging
nawaala ang linya/kawad ng internet sa lugar naming.
3 Parent – supervision ng magulang at yung inetres nila na kailangang
maramdaman ng mga bata
School Head – Award, aside from posting the names of students na nag
eexcell sa mathscore
Co-teachers – motivation of other teachers
Students – yung pag utilize ng account nila at pag maximize ng
paggamit nito para sa improvement ng kanilang score sa math.
Other Stakeholders – sana may nakalaan silang pondo para
masuportahan ang pag iinternet ng mga bata gamit ang kanilang
mathscore accounts.
4 Parents – encouragement of parents for their children to do mathscore
School Head – provision of more computer units and faster internet
connection
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Graduate School
Co-teachers – encouragement to their advisory classes to do mathscore
Students – to practice more, to develop the skills they need in math
Other Stakeholders – faster internet connections and more computer
units.
5 Parents – time and financial support
School Head – allow us to spend one hour in our class schedule para sa
mathscore.
Co-teachers – understanding and support also.
Students – practice more and maximize the utilization of their accounts
Other stakeholders – help on internet connection
6 Parents – financial support and moral support
School Head – paano makakagawa ng paraan na maging maayos yung
internet connectivity and computer units.
Co-teachers – I encourage ang mga bata na magmathscore kasi
mahalaga yung mathscore
Students – na mag practice ng mag practice at magsagot ng magsagot
ng mga worksheets sa mathscore.
Other stakeholders – I assists nila kami na mabigyan ng karagdagang
suporta sa pamamagitan ng pagpapahiram ng computer facility para
magamit sa mathscore.
7 Parents – gabayan nila nag mga ank nila sa pagmamathscore.
School Head – supportive ang aming school head sa programa
Co-teachers – nakikinood sila minsan sa mathscore para mas
maunawaan nila yung program at matulungan nila kami sa
pagpapaunawa sa mga bata.
Students – yung gamitin nila to the fullest yung mg accounts nila.
Other stakeholders – sana makapag provide sila ng support in terms of
internet connections.
8 Parents – sana unawain ila yung mathscore
School Head – siguro, ah paano nga ba? Baka pwede siyang gumawa
ng paraan na makapg provide o maka acquire ng additional computer
units na para sa mathscore.
Co-teachers – yung sana makapartner naming sila sa pag papaunawa sa
mga bata kung gaano kaganda nag programa ng mathscore.
Students – pagtutulungan at patuloy na paggamit ng mga accounts nila
sa pag rereview at pag aadvance study pra mas marami silang
matutunan na mga topics.
Other stakeholders – yung makapartner naming sila na makapagbantay
ng mga bata na pumupunta sa computer shops na iba yung nilalaro at
hindi mathscore.
9 Parents – monitoring their children.
School Head – availability of computers and internet connections
Co-teachers – allow their students to do their mathscore
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Graduate School
Students – cooperation and motivation to do mathscore
Other stakeholders – allotment of budget for facilities to be donated in
schools for mathscore implementation.
10 Parents – financially and morally.
School Head – internet facility
Co-teachers – encouragement to their pupils
Students – to use and practice more in mathscore
Other stakeholders – more devices like tablet pc and computer units
11 Parents – suabyabayan din nila sa bahay ang mga bata yunang suporta
na maibibigay nila para maging maayos yung programa
School Head – sobrang supportive ang principal sa mga activities at
programa na para sa mga bata basta alam niya na maganda yun para sa
mga bata buong buo po ang suporta niya.
Co-teachers – wala na rin akong mahihingi pang suporta sa mga
kasamahan ko kasi all out din po ang support nila sa mga programs na
nakakatulong sa mga bata.
Students – yung willingness nila na matututo at yung magseryoso sa
mga ginagawa nila yun ang kailangan at nakikita ko para sa ikauunlad
ng mga bata.
Other stakeholders – sana magdonate po sila ng additional computers
sa school, siguro naman kung lalapit kami at hihingi ng tulong sa kanila
ay tutulungan din nila ang school.
12 Parents – unawain nila yung anak nila at kung ano ang mathscore
School Head – Dagdagan nila ang suporta para makapag internet at
mathscore ang mga bata.
Co-teachers – more encouragement from teachers, ipaunawa sa kanila
yung program para suportahan nila tayo.
Students – yung gamitin nila ng ayos yung mathscore at magtulungan
sila para makatulong sa iba pa na nahihirapan sa mathscore.
Other stakeholders – more support sa mga facilities na kailangan para
sa mathscore.
13 Parents – Time and financial support to remind their children to do
mathscore even outside school.
School Head – to allow us to spend one hour in our class schedule para
sa mathscore para mag enjoy at matuto ang mga bata basta ang basic
skills in math na magagamit nila sa regular teaching learning.
Co-teachers – understanding and support.
Students – their willingnessna mameasure san sila mahina o magaling
para mas matulugan sila ng teachers sa srea na mas kailangan nila ng
tulong.
Other stakeholders – more on internet connection.
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Graduate School
14 Parents – payagan nila ang mga anak nila na makapag mathscore.
School Head – suportado niya kami sa mga pangangailangan ng mga
bata.
Co-teachers – motivation sa part ng mga advisers
Students – yung pagtutulungan gaya ng peer teaching.
Other stakeholders – suportahan nila nag mga programa ng school gaya
ng mathscore.
15 Parents – suportahan nila nag mga bata para mas masuportahan nila
yung mga ginagawa ng mga anak nila.
School Head – yung pagbibigay ng top scorers awards para mas
maencourage ang mga bata.
Co-teachers – yung mga math major nakakatulong sila para mas
maiimplement yung mathscore, supportive sila sa program.
Students – yung magsipag sila at gamitin nila yung account nila para
mapataas yung scores nila sa mathscore.
Other stakeholders – assistance para makapag provide sila ng tulong
para sa mathscore implementation sa pagbibigay ng pang computer sa
mga bata.
16 Parents – payagan nila na mag computer sa labas para makapag
mathscore at bantayan ndin nila ang mga anak nila na makita yung
account ng mga anak nila.
School Head – maisaayos at mapaganda pa yung com lab para mas
maisaayos pa yung mga units at mapaganda ang internet connection
Co-teachers – tulungan nila ako sa pagmonitor ng mathscore at itulak
nila ang mga bata na mag mathscore sa spare time nila.
Students – focus at study habit para mag mathscore, cooperation with
each other.
Other stakeholders – tulungan na maimprove yung facilities para sa
mathscore.
Participant # 1.9. The division office personnel support in the implementation

of the web-based math program.
1 Wala naman na akong mahihingi pang suporta from the division office
sana lang yung maipagpatuloy ang MathScore para mas makita natin
ang epekto nito sa ating mga mag aaral.
2 Wala naman po kasi namomonitor naman po ng ayos at ang mathscore
team po ay lagi ring bumibisita para masigurado na maayos ang
implementation ng programa.
3 Siguro po yung provision na madagdagan yung mga computer units na
maaaring gamitin ng mga bata sa pagmamathscore nila.
4 Yung assurance po sana na patuloy na magkaroon ng mathscore sa
bawat school.
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Graduate School
5 It really contribute in the performance of the learners kaya sana mas
marami pang bata ang mabigyan ng account.
6 Siguro more trainings about mathscore.
7 Na sana ipagpatuloy pa rin na suportahan ng division office ang
implementation ng programa.
8 By level sana may mathscore accounts.
9 Na matulungan kami na madagdagan ang unit ng computers para sa
matshcore.
10 Baka kung hindi pwede ang computer unit ay yung mga tablet pc na
pwedeng gamitin ng mga bata sa mathscore.
11 Maasikaso ang internet connection ng mga school.
12 Yung patuloy na masuportahan ang mathscore at madagdagan ang
bilang ng mga bata na may mathscore account.
13 More follow up for other actions so that we could really implement the
program successfully.
14 Sana po ituloy pa natin ang mathscore kasi maraming mga bata ang
maaaring mag benefit ditto.
15 Kung pwede na selected na mga bata ang may mathscore accounts para
mamaximize ang usage nito.
16 Na matulungan ang mga schools para mapaganda pa ang
implementation ng mathscore.
Participant # 1.10. Reasons for the continuation of MathScore

implementation.
1 Kung talagang ginagamit ng tama ang MathScore sa palagay
2 Malaking tulong para sa mga guro at mga bata ang mathscore kaya
sana lahat po ng mga bata ay magka mathscore accounts para mas ag
improve po yung level of performance nila sa math.
3 Ma’am kailangang kailangan po kasi nga po maganda po yung
programa at may mga bata po at marami pa pong mga bata ang
makikilala at matutuklasan natin na sa mathscore lang natin mas
makikita na magaling sila na mas nailalabas nila sa pagmamathscore
kaysa sa actual classroom setting.
4 I would like it to continue to stay because there are lots of activities
here that can adjust to individual needs of our learners.
5 If its possible that we start on the first level and we need to guide our
children in accomplishing and answering different worksheets in
mathscore.
6 Gusto kong magtuloy tuloy ang mathscore kasi maganda at napaka
galling sa mga bata kung iimplement ang mathscore.
7 Sana ipagpatuloy natin ang mathscore kasi maganda po sana ang ganito
yung may pagkakataon ang mga bata na magmathscore habang
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naglalaro at natututo ng math.
8 Marami pa pong mga benefits ang makukuha atin sa mathscore kung
tuloy tuloy po natin na iimplement ang mathscore sa ating mga schools.
9 Well it really contributes a lot in the performance of students in basic
math and each year I can see that there’s an improvement in the
performance of our learners.
10 Since its complete from basic to higher math, there are difference in the
performance level of our learners in as we observe the progress of their
pre-test and post test.
11 Nagugustuhan ng mga bata ang mathscore at mula sa basic math
hanggang sa mahirap na math nagiging madali para sa mga bata.
12 Nakikita ko sa results at ginagawan ng adjustment para mas
maunawaan at makapag pataas ng performance ng mga bata.
13 Kahit a little of of mastery nakikita ko yung effect ng mathscore sa mga
students ko kaya gusto ko na makapag participate sila math classes nila
nag iimprove yung basic skills nila.
14 Malaking tulong talaga sa mga bata ang mathscore wala po akong
nakikitang dahilan para hindi ipagpatuloy ang mathscore.
15 Malaking tulong ang mathscore sa pag improve ng performance ng
mga bata kaya gusto ko na ipagpatuloy pa natin ang pag implement nito
sa ating mga schools.
16 Ang dahilan para ipagpatuloy natin ang mathscore, maganda kasi yung
mathscore dahil curriculum based poi to at maka cope up sila sa mga
linyang gusto nilang puntahan at maganda ang mathscore para matuto
pa ang mga bata. Even teachers ay natututo din sa mathscore.

of web-based math program (MathScore)?
Participant # 2.1.The implementation program of MathScore in their schools.

1 Pinagsisikapan naming na maiimplement ng maayos ang programa sa
school kasi nakikita ko na gusto talagang matutunan ng mga bata ang
mga lesson sa math kapag nag ma MathScore sila.
2 Na ok yung lugar kung saan sila magmamathscore I see to it na ok
yung internet connection na kasya po sila at gumawa rin po ako ng
group sa Fb kung saan iniencourage ko sila na “o laro tayo” at
naglalaro kami ng mathscore.
3 As fourth year teacher, maraming alibi ang mga bata pero kapag alam
nila na pina follow up sila at talagang sinasabi mo sa kanila ang status
nila mas makikita nila nag importance ng mathscore at mas
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magpupursige sila na pagbutihin ang kanilang math.
4 We allow our students to answer mathscore here in our school, before
we allotted a day for them to answer different worksheets in mathscore,
ah…one hour a week to answer their mathscore and training sa
mathscore para umusad yung score nila.
5 Some students were afraid about using computer, at minsan ayaw nila
mag play ng mathscore kasi natatakot sila na malaman o mameasure
yung kanilang mathematical ability, schedule of use in com lab we
make it sure na makapag mathscore ang mga bata.
6 Okey naman ang implementation ng mathscore ditto sa aming school,
madali naman kasi ituro yung mathscore, at tayo bilang mga guro
maparaan naman tayo kaya nagagawa natin na maayos ang
implementation ng program.
7 As mathscore coordinator, iniorient ko muna ang mga magulang para
may kapareha ako sa pag subaybay sa mga bata sa pag iimplement ng
mathscore, pangalawa gumawa ako ng schedule para makagamit sila ng
com lab. Mahirap kasi matiyempuhan na may magandang internet
connection tpos kulang rin yung mga computers na pwedeng gamitin
ng mga bata.
8 Ginagawa naming part ng project nila ang score nakukuha nila sa
mathscorein a way isang paraan rin namin yun para ma lessen ang
paggamit ng mga bata ng ibat ibang social media.
9 I coordinate with the fourth year teachers about the implementation of
mathscore so that they can support me. I also encouraged the students
to do their mathscore even at their home so that they can maximize the
use of their accounts.
10 Grade 6 pupils really enjoy mathscore worksheets and edufighter they
were competing for higher scores.
As a teacher I am satisfied with the implementation of mathscore in as
ense na okey naman kasi yung internet connection.
11 Maganda ang internet connection naming dito sa school ang problema
naming here hindi kasya ang na magkasabay sabay ang mga bata na
makapag mathscore kasi konti lang yung computer units sa school.
Inischedule ko sila sa pagpunta sa computer room at sinasabihan ko rin
sila na kung may internet sila sa bahay kahit 30 minutes ay
magmathscore sila. Binubuksan ko rin ang aking teacher’s account para
ma check ko kung nagmamathscore sila sa bahay nila at nakikita ko
dun kung sinong mga bta ang nakakapagmathscore.
12 Gumagawa kami ng paraan na makapag mathscore, naeenjoy kasi nila
ang mathscore kaya more than willing sila na mag stay beyond class
hours to spent it sa pagmamathscore nila. Every Monday may schedule
sa ICT lab para makapag mathscore ang mga bata.
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13 Okey naman ang implementation ng mathscore, nagagamit ko siyang
reviewer sa mga bata at kapag nawawalan ng internet connection
habang kami ay nagmamathscore nireremind ko ang mga bata na ituloy
nila sa kanilang bahay ang pagsasagot ng mga worksheets, pinapriority
rin namin yung mga bata na mas mahirap para sa school mag
mathscore.
14 Nakikipag coordinate kami sa barangay para masuportahan nila kami sa
mga activities ng school gaya ng mathscore at pag mahina ang internet
connection kahit personal na expenseko ang ginagamit ko para
makapag mathscore ang mga bata.
15 May baon akong pocket wifi sa school, para kahit sa corridor ng
classroom ko nakakapag mathscore ang mga bata. Malayao rin kasi ang
ICT room naming at kulang din ang mga computer units doon kya
kapag may spare time ang mga bata nagko connect sila sa pocket wifi
na dala ko at doon sila sa corridor ng classroom ko nagsasagot ng mga
mathscore worksheets nila.
16 Marami akong nakikitang mga bata na excited pero hindi nila ma push
yung pagmamathscore kasi here in school makakapag comply sila pero
minsan may challenges din sa school kasi minsan nawawalan ng
internet connection at kulang ang bilang ng mga computers, sila mismo
ang nakakadiscover kung saan sila mahina at kung paano sila mas
matututo.
Participant # 2.2.The participants preparation in the implementation of the

web-based math program
1 Hindi ako masyadong techie, may alam akong konti sa computer pero
hindi ganun karami, pero nag aaral akong mabuti kasi hindi pwedeng di
ko alam kung ano yung ipagagawa ko sa mga students ko, nag
familiarize ako sa teacher’s account at student’s account.
2 Di ba po nung una may mga ipinamigay po tayong mga pamplets na
nakalagay dun yung website at ibang instructions para makapag log-in
sa accounts ang mga bata yun po ang ginamit naming guide at yung
orientation at training para po sa aming mga mathscore coordinators at
ict coordinators ng school ay malaki ring tulong para sa paghahanda
namin sa pag implement ng mathscore sa aming mga schools.
3 Yung training at orientation natin sa mathscore ay malaking
paghahanda na nakatulong upang higit na maging maayos ang
implementation ng mathscore sa ating mga paaralan.
4 Yung to make sure na maganda ang schedule ng mga bata sa pag
mathscore at yung assurance na kahit once a week ay
makapagmathscore sila.
5 Preparation ng schedule ng paggamit ng com lab sa pagmamathscore at
training orientation yun nap o yun.
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6 So far ang tanging nagging paghahada ko lang naman ay yung
orientation ng teachers at yung parent orientation para may katulong
ako sa pag follow up ng progress ng mga bata.
7 As mathscore coordinator, orientation ng parents ang una kong
inaasikaso para maging maayos ang implementation ng program, ng
mathscore.
8 Wala ng preparation, nagulat na ako na ko nan g maghahandle ng
mathscore pabago bago kasi ng isip ang school head naming alam nio
naman po yun. Pero thankful po ako na may mathscore orientation at
dahil doon hindi na ako nahiorapan sa program.
9 I had to talk to my co –teachers to support me with the program and I
also prepared myself technically and see for myself what’s inside the
mathscore program.
10 I prepared technically for mathscore since it is a computer based
program.
11 After ng orientation napag aralan ko ko naman agad ang mathscore at
nagging confident ako kung paano koi to isasama sa regular class
program ko.
12 Kinilala kong mabuti ang mga bata at pinag aralan ko rin ang
mathscore ika nga you cannot give what you don’t have, kaya after
teacher’s orientation natin nag hands on training ako sa bawat games na
meron ang mathscore at ako rin mismo ay nagsasagot ng mga
worksheets para maging familiar me sa mga worksheets na nasa
mathscore.
13 Ang ginagawa ko talaga ay to see to it na may pagkakataon ang lahat
ng mga bata na makapag mathscore. After ng orientation natin pinag
aralan ko na ang schedule na ibibigay ko sa mga bata sa
pagmamathescore.
14 Pinag aralan kong mabuti kung ano ba nag mathscore at kung paano
koi to iintegrate sa regular class program ko.
15 Training at orientation about mathscore.
16 Orientation at more trainings about mathscore ang nagging preparation
ko sa implementation ng program at yung paghahanda ng computer lab
para magamit ng maayos ng mga bata at tamang scheduling of classes
for mathscore.
Participant # 2.3.Their appreciation of the MathScore implementation of

web-based math program.
1 Maraming math exercises at worksheets ang available sa MathScore na
hindi ko na kailangang pag ubusan ng panahon at agad agad ay maaari
ko nang magamit sa lesson ko.
2 Talagang nakakatulong po ang mathscore sa performance ng mga bata,
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kasi sa totoo lang yung mga bata pag itinuro mo ngayon nakaklimutan
na nila bukas, pero sa mathscore marami silang natatandaan na topic at
madali rin nilang nababalikan ang mga topic na mahirap para sa kanila
at the same time na aassess ko sila na naiintindihan nila yung topic pag
nagkaklase na kami.
3 Malaking tulong para sa akin ang mathscore at maraming students ang
naiiba nag pananaw at interes sa math dahil dito. At ito rin ang dahilan
bakit mas nagugustuhan ko ang programa.
4 Since math is a skill more practice is needed at ang lahat ng practice ay
magagawa nila sa mathscore hindi lang yun mababalikan pa nila ang
mga topic na mahirap para sa kanila, at maaari rin silang mag advanced
study sa mathscore.
5 Mathscore is really good and our students are really priviledge to have
this kind of program.
6 Maganda yung program at nakatulong para magustuhan ng mga bata
ang subject na math.
7 It helps in reviewing for math, and all the worksheets are available
anytime anywhere as long as you have your internet connection.
8 As a whole maganda yung mathcsore and I think malaki ang
maitutulong nito sa pag perform ng mga bata sa math.
9 Well it helps in the basics,,,no need to elaborate how…
10 All features, topics, games and videos were really good that could help
us a lot in the delivery of our lessons.
11 Naappreciate ko ang mathscore kasi nakikita ko na malaking tulong
talaga yung mathscore sa mga bata at mas madali nilang matandaan sa
mathscore yung mga topic na dun nila unang naeencounter. Mula kasi
sa basic concepts hanggang sa mahihirap na math nasa mathscore na
po.
12 More on practice na mas nakakapag pataas sa eagerness ng mga bata na
matuto at maintindihan yung mga topics na nahihirapn silang indintihin
sa klase kasabay ang marami nilang mga kaklase.
13 Yung topic sa mathscore increasing ang competencies nagsimula sa
napakadali at pahirap ng pahirap pero sumasabay sa pacing kung paano
natututo ang mga bata.
14 Sa mathscore hindi nagmamadali ang pag develop ng skills nila unti-
unti, dahan-ddahan hanggang sa makagamayan ng mga bata at
makasanayan nila nag pagsasagot ng mga worksheets.
15 Habng nagsasagot ka ng mga worksheets, nililibang ka ng mathscore
kasi magsisimula muna siya sa madali at iisipin ng bata ay madali lang
pala…hanggang sa hindi mo na namamalayan mahihirap na mga
problems na pala yung natututunan mong sagutan.
16 Sa mathscore kasi iniiiwas natin ang mga bata na maglaro ng mga
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computer games na wala naman silang mapapala sa mathscore habang
naglalaro sila natututo silang magsagot ng mga worksheets at nagiging
mabilis din silang magsagot at mag isip.
Participant # 2.4. The participants’ way of maximizing the usage of

MathScore in their schools.
1 Kapag may mga pagkakataon lagi kong inireremind sa mga students ko
na maglaan sila ng oras kahit once a week lang para makapag
mathscore kahit sa bahay nila, limited kasi ang panahon para sa school
makapag explore sa lahat ng competencies na available.
2 Actually honestly speaking yung ibang accounts na minsan ay nagiging
inactive sila yung mas binibigyan ko ng pansin para magamit nila at
masulit nia dahil pambihirang pagkakataon po ang magkaraoon sila ng
account sa mathscore.
3 Yung encouragement na maipagpatuloy nila ang paggamit nila ng
mathscore accounts nila kahit sa bahay nila lalo na kapag
nagkakaproblema ang internet connection sa school, para ma sustain
yung excitement ng mga bata na nararanasan lalo na kapag nag le level
up sila ng ranking at scores at sasabihin nila sir nakuha ko yung ganito
sir... sir tumaas na yung rank ko marami po akong mas mahihirap na
worksheets na nasagutan po.
4 More practice and maximized use of mathscoer accounts. We also
aloow them to use the com lab during their spare time to make sure that
they can advance with their scores.
5 Customized accounts for specific students with some difficulty in
higher math or even in simple fractions.
6 Kung sino yung may mga laptop at internet na pwedeng dalahin
ipinahihiram nila ito at dinadala sa school para mas marami ang
makapag mathscore.
7 Dahil ang mathscore ay iba ang approach at ibang avenue para sa mga
bata madaling iencourage ang mga bata na magmathscore, dahil dun
lagi silang excited na magmathscore.
8 Masuwerte po ang mga taga public school dahil naisip niyo na
magmathscore na kalimitan mga taga private school lang amy account
kaya naman minamiximize naming ang paggamit ng mathscore at ito
ay ginagawa naming once a week, nireremind din naming ang mga bata
na magmathscore kahit sa bahay nila.
9 Proper scheduling of mathscore time in our school at tamang
pagpapaunawa ng program sa bawat mga bata.
10 Proper follow up for other actions so that we could successfully
implement mathcsore in our school and proper guidance among those
pupils with mathscore accounts.
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11 Inischedule ko sila sa pagpunta sa computer room at sinsabihan ko rin
sila kung may internet sila sa bahay na magmathscore din sila sa bahay
nila.
12 More practice para magamit ng husto ang mathscore at every Monday
may schedule rin ng mathscore class.
13 Gumagawa kami ng schedule sa math time talaga at least once a week
makapag mathscore ang mga bata.
14 Pag mahina ang internet connection o kung wlang internet ang school
nagdfadala ako ng pocket wifi pra makapag mathscore ang mga bta at
di masayang ang mathscore accounts nila.
15 Kahit Saturday kapag may pagkakataon pumapasok kami at
nagmamathscore para di masayang ang accounts ng mga bata.
16 Proper scheduling mg mathscore class, gumagawa kami ng paraan na
makapg mathscore sila nagdadala kami ng pocket wifi o minsan naman
nag iipon ng piso piso nag mga bata para makapag mathscore outside.
Participant # 2.5.Their way of identifying the challenges in the

implementation of web-based math program.
1 Bukod sa walang internet connections sa school minsan wala rin
naming pang rent sa computer shop ang mga bata para makapag
MathScore.
2 Madali lang naman po makita nag problema at mga hamon sa
implementation ng mathscore, gaya po ng ditto po sa amin madalas na
mawala nag linya ng kuryente at cable ng internet kaya minsan
nawawalan po ng internet connection at yung kakulangan ng computer
units dahil sa dami n gaming mga estudyante kulang na kulang ang 20
units ng computer na working dahil araw araw na ganun ang
naeexperience namin.
3 Yung identification ng ng mga naeencounter ko na problema sa
implementation madali lang naman po, kasi kung maganda po talaga
ang internet connection alam ko maganda rin ang resulta ng program.
4 Those were the givens and it’s all obvious.
5 Kinikilalang mabuti ang mga bata at ang kanilang mga kakayahan,
gayundin kung ano at paano susuportahan ng school head ang program.
6 Sobrang simple ng pagkilala sa mga kakulangan sa implementation ng
mathscore pero kahit obvious hindi pa rin mabigyan ng mga solutions.
7 Madali lang naman po makita nag problema at mga hamon sa
implementation ng mathscore, gaya ng pawala walang internet
connection sa school, o kya ay ang kakulangan ng mga computers na
gagamitin ng mga bata.
8 Lahta ng problema sa implementation ng program ay hindi kaila sa
lahat.
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9 Those were the givens and it’s all obvious kahit saan naman po yatang
school.
10 Lahat ng problema ay obvious naman kaya walang kakaibang paraan
para alamin ang problema gaya ng walang internet connections sa
school minsan wala rin naming pang rent sa computer shop ang mga
bata para makapag MathScore.
11 Tamang pagmimintina ng mga computer lab ay napabayaan parang
hindi ito ang priority sa tingin ko.
12 Naeencounter ko na problema sa implementation ay madali lang naman
po, kasi kung maganda po talaga ang internet connection alam ko
maganda rin ang resulta ng program.
13 Dati nan g problema about internet connection, binabalewala lang ng
mga concerns.
14 Lahat ng problema ay madaling makita sa implementation ng
mathscore kasi lahat ay kitang kita agad.
15 Walang masyadong kakaibang paghahanda o paraan para makilala ang
mathscore problems iyun ay ang kakulangan talaga ng mga computers
at mahinang interent connection.
16 Kahit saan naman yata mahina nag internet connection eh.
Participant # 2.6.The reasons of encountering different challenges in the

implementation.
1 Kakulangan ng will power para magkaroon ng internet connection at
prioritization yun ang importante para at tamang pagmimintina ng mga
computer lab.
2 Yung kakulangan ng suporta ng mga tao sa community yung totoong
concern nila para sa mga gamit ng paaralan at yung para sa
pangangailangan ng mga bata. At ang pagmimintina ng mga computer
units.
3 Kakulangan sa kakayahan ng school personnel na bantayan at algaan
ang facilities o mas tama na dahil sobrang luma na ang mga computer
units kaya di na talaga mga umuubra, kasi sa internet connection di
naman na natin kontrolado yun.
4 Proper maintenance and monitoring of computer units.
5 Coordination and preparation for the program implementation.
6 Walang prioritization na may kaugnayan sa computers at internet
connection.
7 Pagbibigay halaga sa mga gamit na may kaugnayan sa computer at
internet connection.
8 Hindi nabigyang pansin ang aspetong ito ng implementation.
9 Will power to improve the internet connection in school.
10 Awareness of community about the program.
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11 Tamang plano sa pagpapabuti ng internet facility ng school.
12 Pagpapaganda at pagpapaayos ng com lab ay huli sa listahan ng
pangangailangan ng school.
13 Tamang kaalaman sa pagmimintina ng com lab.
14 Pagpapahalaga sa mga gamit ng paaralan.
15 Kakulangan ng will power para magkaroon ng internet connection at
prioritization yun ang importante para at tamang pagmimintina ng mga
computer lab.
16 Will power ng mga taong involve sa pagpapaganda ng computer
laboratory.
Participant # 2.7.The way they manage to handle the different challenges.

1 Ginagawan ng paraan na maituloy ang programa, nakakatulong rin
naman ang MathScore team kasi nagdadala sila ng modem at internet
wifi para makapag assess ng mga bata at makapag matscore sila.
2 Kaya I see to it na kahit once a week ay makapagmathscore sila,
minsan lang talaga may mga technical problems na naeencounter gaya
ng biglang nawawalang internet connection, pero kapag
nagmamathscore sila at may mga selected topic na kami na ibinibigay
sa mga bata na gagawin nila for the day at natutuwa rin ako kapag may
mga hindi sila maintindihan at lalapit sila sa akin at magtatanong
ma’am paano nga po ang gagawin dito that means nakuha po naming
yung interes nila na matuto sa math.
3 Yun nga po nag iipon po kami ng pang internet sa labas at yung patuloy
na pag encourage sa mga bata na ipagpatuloy nila nag paggamit ng
account sa bahay at mag practice ng mag practice.
4 Time scheduling for the use of computers in side the math clinic.
5 First dapat you know your students so that you can really help them,
especially in skills that they have and proper communication with other
teachers about the benefits pour students could get in mathscore.
6 Tamang scheduling at tamang pag handle ng mathscopre accounts ng
mga bata.
7 Nakikipag coordinate kami sa barangay para matulungan kami na
magkaroon ng magandang internet connection.
8 Ginagawa naming part ng project nila ang grade nila sa mathscore para
mas maging madali ang implementation ng mathscore.
9 I talk to all concern about the implementation of mathscore and I see to
it na ginagawan naming ng paraan na maiimplement ang mathscore at
mag improve ang performance ng mga bata sa math.
10 After ng math camp nakapagprovide kami ng pocket wifi para magamit
sa mathscore at kadalasan ako ang nagbabayad ng load para lang
makapag mathcsore ang mga bata.
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11 Kapag sinasabi ng mga bata na may conflict sa time nila kinakausap ko
ang mga teachers para makapag mathscore sila at ginagawan ko rin ng
parran na makapg mathscore sila sa com shop, kapag may pagkakataon
isinisingit ko na makagamit kami ng com lab para makapag matscore
ang mga bata.
12 Masuwerte ang mga bata at may mathscore accounts sila kaya nman
sinisiguro ko na magagamit nila ng maayos ang kanilang mga account
sa pamamagitan ng pag checheck kung nakakapg online ba sila.
13 Ang ginagawa ko talaga ay yung maging maayos ang mathscore
implementation, iniorient din naming ang mga bata at mga magulang
kung paano higit na makikinabang sa mathscore ang bawat isa.
14 Binubuksan ko ang teacher’s account ko para masiguro ko kung
nakakapag mathscore ang mga bata kahit sa bahay nila.
15 Kinukumusta ko sa mga teacher ang performance ng mga bata sa
mathscore at sa math class nila, gumagawa rin ako ng paraan para lagi
nilang magamit yung kanilang account sa pamamagitan ng pagdadala
ng pocket wifi.
16 Proper information dissemination para mas maunawaan ng lahat ang
mathscore at pag schedule ng paggamit ng com lab sa time ng
mathscore, gayundin ang pag remind sa mga bata na lagging mag
explore sa mathscore.
Participant # 2.8.The stakeholders support for the successful implementation

of the web-based math program.
1 Parents - Makakatulong sila kung babantayan nila ang mga bata sa
pagkocomputer sa mga computer shops paglabas ng school.
School Head – yung will power na maiimprove yung facilities para sa
computer na ang mag bebenefit ay ang mga bata.
Co –teachers – sana patuloy na tulungan nila ako na iencourage ang
mga bata sa mabuting dulot ng MathScore
Students- gamitin nila n gusto ang accounts nila at magpractice sila lagi
para mas maunawaan nila ang bawat topic sa math.
Other stakeholders – Sana matulungan kami ni Kapitana na magkaroon
ng magandang internet connection para sa school.
2 Parents – yung masubaybayan nila ang kanilang mga anak o kung hindi
man ay paminsan minsan mairemind na bigyang pansin ang kanilang
pag aaral hindi lang sa math kundi maging sa iba pang mga subjects.
School Head – Yung masiguro po na mamemaintain yung mga
computer units at maalagaan ng maayos para mas maging matagal ang
pakinabang ng mga bata at mga guro.
Co-teachers – na patuloy nilang masuportahan ang gaming programa
gaya ng pagsuporta din naming sa kanilang mga programa.
Students – Na lagi nilang gamitin amng kanilang accounts at sikaping
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matutuhan ang mga kompetensiya na inihahain ng mathscore.
Other Stakeholders – Maging kabahagi at kapartner naming sila sa pag
implement ng programa at bantayan na huwag na uling manakaw ang
linya n gaming kuryente at cable ng internet.
3 Parents – yung maramdaman talaga ng mga bata na kahit ang mga
magulang nila ay interesado rin sa mga programa na para sa kanila.
School Head – yung patuloy na suportahan at gawin ang lahat para
mabigyan ng atensiyon ang mga pangangailangan na kaakibat ng ppag
implement ng mathscore.
Co-teachers – yung simpleng pag appreciate sa kahit sa small
achievements ng mga estudyante nila para mas ma boost yung
personality nila.
Students – lagging pagpapractice at paggamit ng accounts nila.
Other stakeholders – Matulungan sana nila ang school na sa
pamamagitan npagpapahiram ng facilities na pwedeng gamitin ng mga
bata sa pagmamathscore nila.
4 Parents – they can tell their children that they need to practice more in
mathscore
School Head – by providing faster internet connection and additional
computer units
Co-teachers –by encouraging their advisopry classes to spend their
spare time answering different worksheets ion mathscore
Students – practice… more practice…to develop their skills in math
Other stakeholders – help us in acquiring more computers and faster
internet connection
5 Parents – remind their children to do mathscore even outside school
School Head – allo us teachers to maximize our use of mathscore
accounts by helping us in the schedule for the use of computer
laboratoty.
Co-teachers – yung bago sila kumontra sa program try to understand it
first and the benefits our students could get out of the program
Students – full cooperation and willingness to learn
Other stakeholders – donate some amount for the internet connection
needed by the school.
6 Parents – unawain nila kung ano yung programa
School Head – gumawa ng paraan na pagandahin ang internet
connection at computer lab ng school
Co-teachers – I encourage ang mga bata na lagging magmathscore
Students – na para sa kanila nag mathscore at dapat nila itong
pahalagahan
Other stakeholders – assistance na mabigyan ng dagdag na computer
para magamit ng mga bata sa pagmamathscore.
7 Parents – gabayan nila nag mga nak nila at malimit na communication
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sa kanilang mga anak
School Head – very supportive naman ang aming school head sa
mathscore sana wag lang silang magsawa.
Co-teachers – maging aware at maging interesado sila at aware sila sa
program na mathscore
Students – yung gamitin nila to the fullest yung accounts nila at
maunawaan nila ng maayos yung situation bakit ganun ang set up ng
mathscore
Other stakeholders – yung makapag provide sila ng support in terms of
connectivity in internet.
8 Parents – isa isa niri-reach out naming para maintindihan nila yung
program at masuportahan nila ng husto yung mga anak nila sa
pagmamathscore.
School Head – gumawa ng paraan para makapag acquire ng mas
maraming units ng computer
Co-teachers – wala akong mahihingi pang suporta sa aking mga
kasamhan kasi all out ang suporta nila sa mathscore implementation.
Students – gamitin nila ng husto ang kanilang mga accounts at araw
araw na magmathscore
Other stakeholders – makapartner naming sila sa implementation ng
mathscore at yung ibang mga may ari ng computer shops mamonitor
nila na kapag mga estudyante yung nasa loob ng computer shops sana
naman ay mathscore ang ginagawa nila at hindi kung ano-anong mga
computer games lang.
9 Parents – monitoring their children and encourage them to do
mathscore
School Head – availability of computers and internet connections
Co-teachers – give them freedom and encouragement to do mathscore
Students – cooperation and motivation among each other
Other stakeholders – allotment of budget for the facilities needed by the
school to have at least additional computers for their computer
laboratories.
10 Parents – they should understand their children asking permission to do
their mathscore in computer shops
School Head – much attention should be given to the improvement of
internet facilities in school
Co-teachers – encouraged their pupils
Students – cooperation among pupils, evident with their scores in their
worksheets
Other stakeholders – more devices like tablet pc, to donate in school
11 Parents – to understand their children kapag nagpapaalam na
magmamathscore at sana maging aware din sila anoba yung mathscore.
School Head – sobrang supportive naman siya sa program at lagi
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niyang inaalam kung anon a status ng mga bata sa program at ano pa
yung ibang mga kailangan para mas matuto ang mga bata.
Co-teachers – wag silang magsawa na tulungan akong mag implement
ng program
Students – willingness na matuto at lagi silang mag practice ng
mathscore
Other stakeholders – additional computer unit para sa school, siguro
kung lalapit kami ay tutulungan naman nila kami.
12 Parents – unawain nila yung mathscore at payagan nilang
magmathscore ang mga anak nila sa mga com shops pero make sure na
mathscore talaga nag ginagawa ng mga anak nila.
School Head – patuloy na pag suporta sa implementation ng mathscore
Co-teachers – encouragement sa mga bata
Students – yung gamitin nila ng ayos ang kanilang mathscore accounts
Other stakeholders – more support sa mga facilities na kailangan sa
mathscore.
13 Parents – remind their children to do mathcsore even outside the school
School Head – allow us to spend one hour a week to spend in
mathscore
Co-teachers – more understanding and encouragement to the pupils
Students – to practice more
Other stakeholders – morte on internet connection
14 Parents – lagi nilang payagan na makapag mathscore ang kanilang mga
anak at iencourage din nila ang mga nak nila
School Head – very supportive naman siya sa mathscore
Co-teachers – motivate the students
Students – mag peer tutoring sila sa mathscore
Other stakeholders – understand and support the program
15 Parents – bigyan nila ng budget ang mga bata na makpag mathscore
outside school
School Head – dagdag na reward sa mga bta na nga eexcell sa
mathscore
Co-teachers – maging supportive sila sa mathscore
Students – magsipag sila at gamitin nila lagi ang kanilang mathscore
accounts at pataasin nila nag mga scores nila
Other stakeholders – assistance para makapag mathscore ang mga bata.
16 Parents – remind their children to do mathscore even outside school
School Head – allo us teachers to maximize our use of mathscore
accounts by helping us in the schedule for the use of computer
laboratoty.
Co-teachers – yung bago sila kumontra sa program try to understand it
first and the benefits our students could get out of the program
Students – full cooperation and willingness to learn
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Graduate School
Other stakeholders – donate some amount for the internet connection
needed by the school.
Participant # 2.9.The implication of MathScore implementation in the

students’ performance.
1 Nakakatulong yung MathScore para maencourage ang mga bata na
masaya ang math at maraming aspeto nito ang applicable sa real life,
nakikita ko rin na nagiging mas aktibo sa klase angmga bata kapag may
mathscore.
2 Hindi ko pa lubos na masasabi an gang kabuuang epekto ng mathscore
sa kanilang performance lalo na kung sa math, pero kung sa araw araw
na encounter naming sa klase malaking bagay ang mathscore sa
pagkahilig ng mga bata na pag aralan ang math ngayon.
3 Ang mga bata ay naghahanap ng atensiyon na hindi nila nakukuha sa
kanilang mga tahanan at yung kagustuhan nila na mag improve sa klase
sa tulong mathscore kasabay ng pagpaparamdam ng genuine na
concern sa mga bata ay malaking bagay sa kanilang pag unlad.
4 Improving performance of students by simply developing their skills in
math and by boosting their confidence and personality in the subject.
5 It helps in terms of mastery of basic skills and with it the learners now
have confidence to participate in class discussion.
6 Nakakatulong yung MathScore para maencourage ang mga bata na
masaya ang math at hindi naman pala ganoon kahirap ang math.
7 Sa tulong mathscore kasabay ng pagpaparamdam ng genuine na
concern sa mga bata nabubuo at tumataas ang kanilang self confidence
dahil dito nagiging Malaya at malaks ang loob nila na magparticipate sa
class discussion na dati ay hindi nila nagagawa.
8 Hindi ko pa lubos na masasabi an gang kabuuang epekto ng mathscore
sa kanilang performance lalo na kung sa math, pero kung sa araw araw
na encounter naming sa klase malaking bagay ang mathscore sa
pagkahilig ng mga bata na pag aralan ang math ngayon.
9 It helps in terms of mastery of basic skills and kasi nga mula sa core
skills hanggang sa increasing competencies bnacover na ng mathscore.
10 Nag improve ang performance ng mga students by simply developing
their skills in math at na boost din ang kanilang confidence at
personality.
11 Nakakatulong ang customized lessons para mag improve ang
performance ng mga bata sa math.
12 Nakapagparticipate na sa klase ang mga bata na may mathscore
accounts kasi nakapag advanced study sila sa mathscore.
13 Malaking tulong nag mathscore para sa mga teachers kasi maraming
mga worksheets ang maaaring iprint at gamitin sa klase na galling sa
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Graduate School
mathscore
14 Napapataas ang scores ng mga bata sa mga formative test nila kapag
nadaanan o naintindihan nila sa mathscore.
15 Kahit paunti unti nakikita ko na nakakatulong para mag improve ang
performance ng mga bata sa math sa pamamagitan ng mathscore.
16 Nakakatulong sa pagpapataas ng performance ng mga bata dahil
nakikita sa results at mga ginagawang adjustments ng mathscore kapag
naaassess na may pangangailangan para sa ibang competencies and
skills sa math.
Participant # 2.10. The suggestions for the successful implementation of the

program.
1 Sana tuloy tuloy yung MathScore para may kapartner kami sa
pagtuturo. At kung pwede sana lahat ng mga bata ang magkaroon ng
accounts.
Baka aside sa accounts pwede na makapag provide din ng Tablet PC
ang taga - Division Office para sa mga schools.
2 Sa aking palagay maganda at mainam na ipagpatuloy ang pag
implement ng mathscore sa ating mga paaralan lalo na kung lahat ng
mga bata ay magkakaroon nito kapareha ng magandang at de kalidad
na mga computer units at excellent internet connection.
3 Sana ituloy po natin ang pag implement ng mathscore at sana mas
marami ng mga bata ang makapag mathscore para mas madali nating
makita ang epekto nito sa ating performance sa NAT.
4 It would be good that mathscore should stay because even our books
have limited worksheets that could adjust to the present needs of our
learners, mathscore have this future that could adjust easily to the needs
of our learners.
5 We should start from the first level then we will follow up ang mga
bata sa pag ma mathscore.
6 Gusto ko pong matuloy pa rin ang mathscore kasi maganda po yung
program at maganda yan kung hindi lang fourth year ang may account,
sana po lahat ng mga bata.
7 Sana po ipagpatuloy natin ang mathscore kasi maganda po sana ang
ganito yung may isang araw na nakakapag enjoy ang mga bata habang
natututo sa math at the same time nakakarelax din si teacher once a
week para mas maiba naman yung set up sa klase ng mga bata.
8 Marami pa tayong magiging benefits na makukuha kung tuloy tuloy
tayo na may mathscore accounts, at by level sana ay may mathscore
accounts para mas marami po tayong bata na magka account sa
mathscore.
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Graduate School
9 For me, it is for the students, monitoring of the students’ progress each
year shows a difference and if we will stop it now we cannot reap the
fruits it could give us.
10 This really helps them remember the topics they have encountered in
mathscore. It is for the students, they really enjoyed it and all
competencies were already here in mathscore.
11 Sana po tuly tuloy natin ang mathscore kasi maraming mga topics sa
math na iba ang approach sa mathscore na nagugustuhan ng mga bata,
mula sa basic skills hanggang sa mahirap na mga topics ng math.
12 Nakakatulong sa pagpapataas ng performance ng mga bata dahil
nakikita natin sa results at ginagawan ng adjustments para mas
maunawaan at makapg pataas ng performance ng mga bata sa math.
13 Kahit a little bit of mastery nakakatulong na makapag participate ang
mga bata sa math classes kasi nahahasa ang basic skills nila sa
mathscore.
14 Malaking tulong po talaga sa mga bata ang mathscore wala po akong
nakikitang dahilan para hindi na ipagpatuloy ang mathscore.
15 Malaki ang tulong ng mathscore sa pag improve ng performance ng
mga bata sa performance nila sa math kaya sana tuloy tuloy po ang pag
implement nito.
16 Sana mas maraming bata ang magka mathscore accounts at sana rin
bigyan muna sila ng pagkakataon na ipagpatuloy ang mathscore para
makuta natin ang buong epekto nito sa performance ng mga bata.
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Graduate School
EDITOR’S CERTIFICATE
This is to certify that this Dissertation entitled; “Challenge or Not:

Understanding the Lived Experience of Public Elementary and Secondary
MathScore Coordinators in the Implementation of Web-Based Math Program
(MathScore),” prepared and submitted by Ms. Severa C. Salamat, has been edited by the
undersigned.
_____________________________
ANTONIO R. YANGO, PhD
Editor
124

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UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA

This dissertation entitled; “Challenge or Not: Understanding the Lived Experience of

APPROVED BY THE PANEL OF EXAMINERS

Approved by the Panel on Oral Examination with a grade of _____ %

To DR. ANTONIO R. YANGO, her research adviser, for his encouragement,

To DR. REMEDIOS M. DELA ROSA, DR. NONET A. CUY, DR. ELENA A.

To the MATHSCORE COORDINATORS of Division of Santa Rosa City, for

To DR. ANACLETA M. CABIGAO, for all her encouragements and

To her PARENTS, BROTHERS, SISTER, SISTERS-IN-LAW, and NEPHEWS

Special dedication to my loving parents

Mr. Reynaldo A. Salamat

Mrs. Amelia C. Salamat

for not giving up on

dreaming big for all of us

and for that someone who

waits for the right time.

Title Page ………………………………………………………………….. i

Recommendation for Oral Examination

Approval by the Panel of Examiners ………………………………………….. ii

Acknowledgement …………………………………………………………….. iii

Table of Contents …………………………………………………………. v

List of Tables …………………………………………………………………... viii

1. THE PROBLEM AND ITS SETTING ………………………….. 1

Theoretical/Conceptual Framework ………………………………….. 4

Operational framework …………………………………………. 8

Statement of the Problem …………………………………………. 9

Assumption of the Study …………………………………………. 9

Significance of The Study …………………………………………. 10

Definition of Terms …………………………………………………. 12

2. REVIEW OF RELATED LITERATURE …………………………. 15

Synthesis of the Reviewed Literature ………………………….. 32

Gaps Bridged by the Present Study …………………………………. 33

3. RESEARCH METHODOLOGY …………………………………. 35

Research Design ………………………………………………………. 35

Sources of Data ……………………………………………………….. 36

Participants of the Study …………………………………………… 37

Instrumentation and Validation ……………………………………. 38

Data Gathering Procedures ………………………………………. 38

Ethical Considerations …………………………………………… 39

Treatment and Analysis of Data ………………………………….... 40

4. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA …………………………………. 41

Theme Clustering …………………………………..………………… 45

Textural Description …………………………………………….. 65

Structural Description …………………………………………… 66

5. SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS ……………………………….. 69

Summary of Findings ………………………………………………. 70

Appendix A (Interview Questionnaires) ……………………… 79

Appendix B (Verbatim Transcriptions) ……………………….. 83

LETTERS ……………………………………………………………... 114

EDITOR’S CERTIFICATION ………………………………………….. 122

CURRICULUM VITAE ……………………………………………… 123

The significant statements of MathScore coordinators in their experience in the

implementation of web-based math program (MathScore).

Formulated Meanings from the Significant Statements.

Title: Challenge or Not: Understanding the Lived Experience of Public

Author: Severa C. Salamat

Degree: Doctor of Philosophy Major in Educational Management

School: University of Perpetual Help System Laguna

Academic Year: 2014 - 2015

Adviser: Dr. Antonio R. Yango

The rapid development of computer and internet technologies has dramatically