Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V
DIVISION OF CAMARINES SUR
CALABANGA EAST DISTRICT

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF

COMAGUINGKING ELEMENTARY SCHOOL THROUGH PROJECT JOMAR
(JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )

RESEARCHER: JOMAR GASILLA NAVARRO

Teacher I
Comaguingking Elementary School
09279909945
jomar.navarro@deped.gov.ph

I. Context and Rationale

Mathematics can be a very challenging from a very young age. Creating a

strong mathematical foundation for children in our schools today is not an easy

task. It is understandable that teachers are having a difficult time addressing

numeracy competencies in their classrooms. Variety of teaching strategies are

being applied just to acquaint the students with the necessary skills in

Mathematics.

Jordan, Glutting, and Ramineni (2009) determined that addressing number

sense early had a strong impact on a student’s later mathematical

performance. Their study was conducted to see if a classroom environment in

kindergarten that was rich with number sense activities had a difference in

academic achievement in subsequent grades. This multi-year longitudinal

study found that number sense made a meaningful contribution to the success

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 of student achievement by third grade. It was determined that a child’s number

sense was a powerful predictor of later mathematics outcomes- both at the end

of first grade and the end of third grade. The most powerful aspect of this

research study was the discussion on how most students who are having

difficulty in mathematics post third grade, can link their underlying

misconceptions to a lack in number sense development. If mathematics

instruction is going to be effective in creating strong mathematical thinkers, it

must begin with building a strong number sense foundation.

Maghirang (2013) viewed that Mathematics is a continuous process that

connects prior knowledge to understand new concepts. It is very important to

know the mastery level of the respondents to be able to identify the least

mastered competencies and be able to develop a program that will help the

students in learning Mathematics. Also, Woodward (2014) posited that peer-

assisted learning strategies could be an effective intervention to increase

students with autisms’ math fluency skills. It did however show no significant

impact on enhancing these students’ social skills. PALS provides explicit

instruction to enhance student learning and allows them to work in small groups

with students who share similar skills.

Menesses and Gresham (2009) found out that the use of reciprocal peer-

tutoring in mathematics instruction was more effective than non-reciprocal peer

tutoring, but both methods of tutoring were significantly more effective than no

peer-tutoring at all. In reciprocal peer-tutoring, each student acts as coach and

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 player for equal amounts of time; and in non-reciprocal peer-tutoring, one

student is the coach for the entire lesson.

Hawkins, Musti-Rao, Hughes, Berry, and McGuire (2009) revealed that

when the contingencies for reinforcement were altered to include the entire

class’s performance (a 3 large deviation from traditional peer-tutoring models),

that this method resulted in a significant improvement between pre- and post-

test scores in math. This finding is important because it demonstrates that

traditional models of peer learning can be adapted to better suit the needs of

entire classrooms and that peer-based learning in and of itself was a critical

element to the success of students in math.

Hence, this study urged the researcher to unveil the complexities in

teaching basic Mathematics operations. Moreover, the researcher becomes

more motivated on conducting this research because of the results of numeracy

test conducted to Grade V-Opal of Comaguingking Elementary School which

revealed that only 10 out of 23 students or 43% are numerates. This indicates

that the numeracy level of the class is very low. With this situation, it is very

alarming for a class to have a poor performance in Mathematics. That is why

the researcher designed Project JOMAR to achieve higher numeracy level

while the students are enjoying each other’s company.

II. Action Research Questions

This action research initiative aimed to determine the effect of Project JOMAR

in improving the numeracy performance of Grade V-Opal in Comaguinking

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 Elementary School this school year 2019 - 2020. Specifically, it will seek to answer

the following questions:

1. What is the numeracy level of the Grade V-Opal before the implementation of

Project JOMAR?

2. What are the levels of effectiveness of the interventions, innovations and

strategies implemented?

3. What is the improvement in the numeracy level of Grade V-Opal after the

implementation of Project JOMAR?

Expected output: Improved students’ numeracy level from 10 or 46% numerates to 18

or 78% numerates out of 23 students.

III. Proposed Innovation, Intervention and Strategy

1. A Peer - Disappear. After identifying the numeracy level of each student they will

be classified into numerates and non-numerates. Each numerate student will be

paired to the non-numerates. They will act as a tutor. This will be done during

remedial instructions 20-30 minutes a day. The pairs will work together on a

worksheet with specific skill. The non-numerates will be given a numeracy test at

the end of the month and if they passed the test they will be now considered as

numerates. After passing the test that’s the time that they can look for another

partner.

2. Pick ME (Mathematics Enhancer). The teacher will let the students picked a

question in a box. The questions inside the box are all basic mathematics

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 operations (addition, subtraction, multiplication and division) to be solved. If the

student got the correct answer he/she will be given a reward card. This will be done

at least thrice a week. Every end of the month the student who got the highest

number of reward cards will be awarded.

3. SKL (Share Ko Lang). This will be done twice a week before the math class starts.

The teacher will assign two students to teach the class on how they solved the

problem given by the teacher. The mathematics problem will be given ahead of

time to the students so that they can prepare.

IV. Action Research Methods

a. Participants and other Sources of Data and Information:

This study will use total pupils in Grade V - Opal of Comaguingking

Elementary School, a total of 23 learners, ten (10) boys and thirteen (13) girls.

The respondents are the researcher’s own students.

b. Data Gathering Methods

The researcher will use descriptive method of research in this study to

determine the numeracy level of the Grade V-Opal. The researcher conducted

a numeracy pre-test before the implementation of the project to know the

numeracy level of the respondents. Moreover, parallel numeracy test will be

used to determine the numeracy level of the respondents after the project.

c. Data Analysis Plan

For research problem no. 1 on the numeracy level of the Grade V-Opal

before the implementation of Project JOMAR will be interpreted as 50% and

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 below beginning, 51% to 74% developing, 75% to 90% proficient and 91% to

100% advance based from the result of the numeracy pre-test.

Formula

Numeracy Level = Total No. of Scores / No. of Takers x 100

Skills Numeracy Level Interpretation

Addition
Subtraction
Multiplication
Division

Legend:
91% to 100% - Advance
75% to 90% - Proficient
51% to 74% - Developing
50% and below - Beginning

For research problem no. 2 on the level of the effectiveness of the

different innovations, interventions and strategies implemented, for each

intervention a simple summation of data obtained from the numeracy test

result of the pupils will be done and will be analyzed using numeracy level.

Intervention Number of Numeracy Interpretation

Passers Level
A Peer - Disappear
Pick ME
SKL

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 And for research problem no. 3 on the improvement in the numeracy level

of Grade V-Opal after the implementation of Project JOMAR the numeracy

level of the pupils in the pre and post numeracy test results will be compared

and interpreted.

Numeracy Level
Skills PRE POST Difference Interpretation
Addition
Subtraction
Multiplication
Division
Legend:
10% and above – High
7.5% to 9.99% – Moderately High
5% to 7.49% – Low
0% to 4.99% – Very Low

V. Action Research Work Plan and Timelines

ACTIVITIES TIME PERSON/S MEANS OF VERIFICATION

FRAME INVOLVED

PRE-IMPLEMENTATION PLAN

Conduct Consultation and July 2019 School Head and Minutes of consultation and
Planning meeting with the School Researcher planning meeting
Head
Prepare and submit action August 2019 Researcher Approved action research
research proposal for approval proposal

Communicate the content of August 2019 Researcher Attendance and minutes

approved proposal to School
Heads and co-teachers
Reproduction of the numeracy August 2019 Researcher and Reproduced numeracy tests
tests pupils

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
Conduct Pre-Test August 2019 Researcher and Consolidated Results
Pupils

IMPLEMENTATION PLAN
A Peer – Disappear September Researcher and Attendance
Each numerate student will be 2019 to Pupils Worksheets
paired to the non-numerates. February Documentations
They will act as a tutor. This will 2020
be done during remedial
instructions 20-30 minutes a day.
The pairs will work together on a
worksheet with specific skill.

Pick ME (Mathematics Attendance

Enhancer). List of Awardees
The teacher will let the students Documentations
picked a question in a box. The Record book
questions inside the box are all
basic mathematics operations
(addition, subtraction,
multiplication and division) to be
solved.

SKL (Share Ko Lang) Attendance

This will be done twice a week Documentations
before the math class starts. The Record book
teacher will assign two students to
teach the class on how they
solved the problem given by the
teacher. The mathematics
problem will be given ahead of
time to the students so that they
can prepare.

Post- Assessment February Researcher Numeracy test

2020 Pupils Documentation
Attendance
Data Gathering February Researcher Numeracy test result
2020

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 POST IMPLEMENTATION PLAN

Communicate with the school February Researcher, school Minutes of Meeting and
head, Mathematics teachers and 2020 head and attendance
stakeholders about the research stakeholders
results.

Re-implement the Action Proposal June 2020 Researcher Approved Action Research
if found effective Proposal

VI. Cost Estimates

The following items are the possible expenses which can facilitate the

implementation of this action research proposal.

Activities/Strategies Item Quantity Unit Total

price Price
Preparation of Special paper 1 ream 160.00 160.00
materials for the Laminating film 1 ream 438.00 438.00
research and Ballpen, 500.00
implementation of folder,cartolina,
innovation/interventions Internet service 1 pc 300.00 300.00
Printing and 1 set 1,642.00 1,642.00
reproduction
Data gathering, Colored sheets- 1 ream 400.00 400.00
interpretation of data assorted, 8.5”x13”
gathered and preparation Bond Paper 1 ream 250.00 250.00
of completed research (Short)
report Bond Paper 1 ream 300.00 300.00
(Long)
Printer ink – with 1 sets 1 000.00 1, 000.00
blue, black, per set
yellow, magenta
GRAND TOTAL 5,000.00

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 VII. Plans for Dissemination and Utilization

1. Results of this action research will be shared with the School Heads and

other equally competent teachers in Calabanga East District for monitoring

and reference purposes. The researchers likewise want to express their

willingness to guide other teachers’ implementation of the said research for

professional growth and development.

2. Given the chance, this will also be presented to local or national research

forum.

3. Data will be utilized or the implementation or revision of next school year’s

action research.

4. This, likewise can be used by future researchers as reference.

VIII. References

Hawkins, R. O., Musti-Rao, S., Hughes, C., Berry, L., & McGuire, S. (2009).
Applying a randomized interdependent group contingency component to class wide
peer tutoring for multiplication fact fluency. Journal of Behavioral Education, 18, 300-
318.

Jordan, N., Glutting, J., & Ramineni, C. (2009). The importance of number sense to
mathematics achievement in first and third grades. Learning and Individual
Difference, 20, 82-88.

Maghirang, B. (2013). National Achievement Test Result as Predictor of Students’

Performance in Mathematics: Basis for Remediation Program. Lucena City: Sacred
Heart College.

Menesses, K. F., & Gresham F. M. (2009). Relative efficacy of reciprocal and

nonreciprocal peer tutoring for students at-risk for academic failure. School
Psychology Quarterly, 24, 266-275.

Woodward Melissa L. (2014) Peer-assisted learning strategies and their impact on

the math fluency and social skills of students with autism.

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF
COMAGUINGKING ELEMENTARY SCHOOL THROUGH PROJECT JOMAR
(JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )

An Action Research Proposal

Title

Prepared by:

JOMAR G. NAVARRO
Teacher I

Noted:

SUSANA A. POSTIGO
Head Teacher I

ERNESTO V. GARINGA JR.

Public Schools District Supervisor

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 INSTRUMENT

For Research Question No. 1 on the numeracy level of the Grade V-Opal before the

implementation of Project JOMAR.

Name of Pupils Numeracy Skills

Addition Subtraction Multiplication Division
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

Formula: Numeracy Level = Total No. of Scores / No. of Takers x 100

Legend:
91% to 100% - Advance
75% to 90% - Proficient
51% to 74% - Developing
50% and below - Beginning

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
For Research Question No. 2 on the levels of effectiveness of the interventions,

innovations and strategies implemented.

Name of Pupils Different Innovations Remarks

A Peer - Pick ME SKL
Disappear

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Legend:
91% and above – Very High
81% to 90% – High
71% to 80% – Average
61% to 70% – Low
Lower than 61% – Very Low

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )
 For Research Question No. 3 on the improvement in the numeracy level of Grade V-Opal

after the implementation of Project JOMAR.

Name of Pupils Numeracy Level Difference Remarks

PRE-TEST POST TEST
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

Legend:
10% and above – High
7.5% to 9.99% – Moderately High
5% to 7.49% – Low
0% to 4.99% – Very Low

IMPROVING NUMERACY PERFORMANCE OF GRADE V-OPAL CLASS OF COMAGUINGKING ELEMENTARY

SCHOOL THROUGH PROJECT JOMAR (JAMMING OVER MATHEMATICS ACTIVITIES AS REMEDIATION )