Академический Документы
Профессиональный Документы
Культура Документы
An Action Research of
JAYSON D. BALILA
Secondary School Teacher-I
OCTOBER 2017
B’LAAN NATIONAL HIGH SCHOOL – Little Baguio, Malita, Davao Occidental 1|P a g e
TABLE OF CONTENTS
CHAPTER
I INTRODUCTION OF THE STUDY
Rationale 4
Intervention 5
Research Question 9
II METHODOLOGY
Participants 10
Data Gathering/Collection 10
Data Analysis Plan 12
REFERENCES 21
B’LAAN NATIONAL HIGH SCHOOL – Little Baguio, Malita, Davao Occidental 2|P a g e
ABSTRACT
Intervention Material – Based Instruction and Basic Teaching Approach on the academic
the effectiveness of the two approach. The SIM-BI used as a treatment of the study
covered one of the least mastered skills in the subject area which is Simplifying
Numerical Expressions. I discovered that the use of SIM-BI is more effective in terms of
improving students’ performance than Basic Teaching Process. The positive result of the
study disclosed that tailored IMs are more effective in establishing and implementing
the key concepts and ideas of a particular lesson, especially those which are identified
as least mastered.
Expressions
B’LAAN NATIONAL HIGH SCHOOL – Little Baguio, Malita, Davao Occidental 3|P a g e
CHAPTER I
RATIONALE
one of the hated lessons/topics in Mathematics, which students would likely fail
completing the necessary requirements and get low performances in both academic and
conceptual reasoning skills. To many students, learning Mathematics is never fun and
the process is boring and burdensome. Thus, student achievement in this field is
minority of students reached the proficient level and at least one third of students did
not reach the basic level in each grade level. Some western countries like Canada,
France, Germany, Ireland, Norway and New Zealand marked performance differences in
various content areas of mathematics making their overall performance low. Likewise,
the Philippines’ Mathematics Education shows similar results as the country ranked 30th
out of 42 countries (TIMMS, 1995) and 41st out of 45 countries (TIMSS, 2003) that
joined the Mathematics Evaluation in Asia. Furthermore, Filipino students ranked lower
than as expected in the High School Readiness Test and in the National Achievement
Test (NAT) for Secondary particularly in Mathematics subject (Mendoza, 2006). Having
B’LAAN NATIONAL HIGH SCHOOL – Little Baguio, Malita, Davao Occidental 4|P a g e
75% as the passing rate, National Educational Testing and Research Center (NETRC)
disclosed the results which were: 50.70% for S.Y. 2004 – 2005, 47.82% for S.Y. 2005 –
To expedite students’ learning about mathematics, they must indulge a lot more,
than merely listening to a lecture. When students do hands-on and minds-on activities,
they can better attain conceptual understanding and procedural fluency. According to
Lakshmi (2005), most of the classes are held in a traditional monologue session where
the teacher does all the talking and the students are passive audience. Little is known
to the teacher on the amount of knowledge consumed by the students. Unless the
student seriously pay attention to the key points delivered, there is definite reason for
INTERVENTION
In the present situation of the Philippine Educational System, wherein there are
shortage in the classrooms and scarce funds throughout the country, instructional
materials are not enough to cater every mathematics classroom. The primary goal of
Mathematics teacher is responsible to devise and provide the necessary materials for
that every teacher shall make the best preparation for the career of teaching. Hence,
B’LAAN NATIONAL HIGH SCHOOL – Little Baguio, Malita, Davao Occidental 5|P a g e
appropriate learning or instructional material may be utilized during their classroom
instruction.
Dahar (2011) explained that the use of appropriate instructional materials has a
Mathematics achievement.
understanding and observing. It’s a user-friendly instructional material that can be used
inside the four corners of the classroom or it can be given as a take home activity of
recommends the use of SIM not only for remediation but in teaching large classes as
well. The Department of Education (DepEd) also suggests the utilization of SIM in
enhancing the academic achievement of students who are performing low in Science
The Strategic Intervention Material (SIM) is divided into six parts taken from the
seminars and trainings I attended. The first part of the SIM is the title card, this part of
the SIM includes the specific chapter or the subject matter covered by the material. The
SIM that was used in this study is entitled ― “Make Me Simple!”, which covers
simplifying numerical expressions which is considered as one of the least mastered skill
B’LAAN NATIONAL HIGH SCHOOL – Little Baguio, Malita, Davao Occidental 6|P a g e
in Mathematics identified by me and my co – mathematics teachers of our beloved
school. The second part is the guide card. This section gives a preview of what students
will learn. This card should stimulate the interest of the students with respect to the
topic covered by the strategic intervention material. It presents the focus skills
mentioned in the learning competencies and must state at least two sub-tasks
(activities). This part must also cite prerequisite skills built on prior learning and
The third part of the SIM is the activity card. This section is considered the heart
understanding of the students related to the given objective of a specific lesson stated
in the guide card. It contains also guide questions for the students to answer and relate
the activity conceptually, that will be developed after completing the main activity. This
part also provides the objectives, students‘ exercises, activities, and drills with clear
directions to develop necessary skills in the three domains and concrete concepts,
particularly those drawn from real – life situations. It allows also the students to
organize based on the sequence of the focus skills and to make discoveries and
formulate ideas on their own. This section also consists of questions that establish
relationship between the topic and what students already know or familiar to them.
The fourth part is the assessment card that is made up of activities and tests
concerning what the students learned from the previous activities of the SIM. This test
measures how much students learned from the given activities in the activity card. It is
The fifth part of the SIM is the enrichment card. This section provides practical
activities to be done by students related to the topic. This involves applications of the
topic in their daily life, in industry or in other technologies. The last part of the SIM is
the reference card which includes the title of the books, websites, or any other
electronic or printed materials. This part may be used by students as reference for
been proven by a number of studies. Soberano affirmed that her SIM was effective in
Lumogdang used SIM in commercial cooking and she found out that the performance of
her students had improved. Bruma also found her SIM effective in teaching “Pagsulat sa
Filipino 7”. In Mathematics, Lagata concluded that SIM is an effective instructional tool
in solving word problems. Doctama stated that there was a positive transfer of
developed and validated a SIM on rational algebraic expressions. Her study proved that
B’LAAN NATIONAL HIGH SCHOOL – Little Baguio, Malita, Davao Occidental 8|P a g e
The abovementioned studies are the reason why I developed my own teacher –
when my SIM underwent validation and acceptability by our dear school head and some
selected division personnel last December 2017. Hence, I, the researcher would like to
students.
RESEARCH QUESTION
The major task of this study is to develop an effective strategic intervention
material in Mathematics that will enhance the way of learning of the Grade 7 students
of section Orchids of B’laan National High School, as well as remedy their least
simplifying numerical expressions, which will eventually help these learners attain
Absolutely, this study seeks to answer the question “Does Strategic Intervention
Material more effective than Basic Teaching Process in improving the academic
B’LAAN NATIONAL HIGH SCHOOL – Little Baguio, Malita, Davao Occidental 9|P a g e
CHAPTER II
METHOD
This study utilized the pretest – posttest pre – experimental design in comparing
the effectiveness of the Strategic Intervention Material – Based Instruction and Basic
Teaching Process. A very simple descriptive analysis was used to determine any
difference between the pretest and posttest, such as finding the mean and construction
PARTICIPANTS
The Grade Seven Students of section Orchids of B’laan National High School
were the respondents of the study since I, the researcher find convenience in
conducting this study to the said section because I am their mathematics teacher. The
respondents consist of thirty (30) students with fourteen (14) males and sixteen (16)
females. Thus, generally, they are homogeneous in terms of level of understanding and
capabilities. I had a total contact time with the said section equivalent to four (4) hours
a week. My daily schedule with them for the Mathematics subject is from 3:00 P.M. to
There were five phases in gathering the necessary data in this study.
The first phase in conducting this study was the administration of the pretest to
students in simplifying numerical expressions. The test given had a total of ten
questions which was validated by my co – mathematics teachers and our dear school
head which is also a mathematics major. The test lasted for 1 hour. The result of the
The second phase was the actual teaching using the regular instruction (basic
teaching process) in simplifying numerical expressions. The lesson started with a video
clip about the importance and application of the lesson. This material was downloaded
from the Internet that served as motivation for the students in learning the topic. The
lesson lasted for one week or equivalent to four (4) hours contact time with the
students.
The third phase was the posttest intended for measuring the students’
performance in simplifying numerical expressions using the basic teaching process. The
test given was still a ten – item questionnaire validated by the same personnel
mentioned in the first phase. It lasted for 1 hour and was still recorded for comparison
purposes.
The fourth phase was the study proper. Under this phase, Strategic Intervention
intervention material, disseminated after the posttest intended for the regular
B’LAAN NATIONAL HIGH SCHOOL – Little Baguio, Malita, Davao Occidental 11 | P a g e
instruction. One copy of SIM was given per three students due to little scarcity of my
resources. The SIM embedded fun – learning activities involving concepts of the lesson
discussed in the regular instruction. This was conducted daily within one week or
divided according to the lessons incorporated in the guide cards, activity cards and
assessment cards. Checking of answers to the activity cards and discussion were done
right after the allotted time assigned for the given session.
The fifth phase which was also the last phase was the administration of the
The test given was still a ten – item questionnaire validated by the same personnel
All data were collected and served as the basis to find out the effects of Strategic
Intervention Material – Based Instruction and Basic Teaching Process on the learning
analyzed carefully. Test questionnaires were the only research instrument/tool used in
gathering the necessary data, since I, the researcher certainly know that it’s already
enough to measure any difference on the effects before and after the implementation
can get valid data and results using simple research instrument/tool. This
instrument/tool was used to get the mean scores of the students in pretest and posttest
of the respective learning approaches for comparison purposes. Bar graph was also
utilized to show clearly the difference of the students’ performance in least mastered
lesson, between the pretest and the posttest of the two learning approaches adopted in
this study. Hence, the performance of the students was based on their scores in their
Table I. Pre – Test and Posttest Result Using the Basic Teaching Process.
10 0 0 1 10
9 2 18 3 27
8 4 32 4 32
7 4 28 5 35
6 5 30 7 42
5 6 30 6 30
4 5 20 4 16
3 2 6 0 0
2 2 4 0 0
1 0 0 0 0
0 0 0 0 0
Table 1 presents the Mean Scores of the Grade 7 – Orchids students of B’laan
Expressions) using the Basic Teaching Process approach in both pre – test and posttest.
The result posted that the mean score of the students during pre – test is low which is
effective since the increase is minimal. This implies that Basic Teaching Process is not
enough to implement the manifestation of learning the key concepts and understanding
Table 2. Pre – Test and Posttest Result Using Strategic Intervention Material – Based Instruction (SIM).
10 0 0 5 50
9 2 18 6 54
8 4 32 9 72
7 4 28 8 56
6 5 30 2 12
5 6 30 0 0
4 5 20 0 0
3 2 6 0 0
2 2 4 0 0
1 0 0 0 0
0 0 0 0 0
National High School on the least – learned competency as identified in both pre – test
and posttest using the Strategic Intervention Material – Based Instruction (SIM – BI)
namely “Make Me Simple!”. According to the data, the mean score registered on the
posttest which is 8.14, has significantly increased by 2.54 over the mean score of the
Form these findings, I can conclude that the Instructional Material (IM) that I
provided, was really effective in intervening the students’ performance about the least –
able to acquire the necessary knowledge and concepts with regards to the said
competency. Hence, the SIM provided will be urge to be adopted to enhance the
Furthermore, findings of this study conform the findings of Togonon (2011) that
10
9
Numbers of Students with Correct
6
Answers
0
0 1 2 3 4 5 6 7 8 9 10
Figure 1 shows the number of correct answers of the Grade 7 – Orchids students
of B’laan National High School per item in Pre – Test and Posttest using Basic Teaching
Process and Strategic Intervention Material – Based Instruction. This reveals which
Based on the figure, when we are going to focus on the Basic Teaching Process
approach, the mode or the peak of the graph of the posttest falls under the score of 6,
which is one step higher than the mode or peak of the graph of its pretest which falls
under the score of 5. When we are going to look at their skewness, they are both
positively skewed, however, the positive skewness of the posttest is longer than the
Thus, the basic teaching process is not totally effective in improving students’
approach, the mode or the peak of the graph of the posttest falls under the score of 8
which is significantly higher than the pretest which is 5. Moreover, the growth of the
skewness from pretest to posttest was notably significant as well. Furthermore, it can
easily discern from the figure that all the students’ scores in the posttest were above
half of the test items given. Thus, the IM used is significantly effective in improving the
numerical expressions.
The posttest of Basic Teaching Process and SIM – BI both had positive result.
However, SIM – BI had increased significantly while the basic teaching process
increased minimally. The mean score of the posttest of the basic teaching process
increased by 0.8 from the pretest while the mean score of the posttest of the SIM – BI
increased by 2.54. The difference between their mean scores is 1.74. Hence, SIM – BI
is more effective in implementing the key concepts of the least – mastered lesson to the
Simple!” is significantly effective than Basic Teaching Process in improving the academic
performance of the Grade – 7 Orchids students of B’laan National High School. All point
toward to the effective use of various activity-based models in students’ learning of the
Moreover, due to this IM, positive learning experiences takes place and students
achieve a better understanding of the concept. These results are consistent with that of
Muñoz (2010) showing the importance of the use of games and strategies in improving
Students like to work in groups for sharing and collaborating of ideas. The use of
activity-based teaching shape the way students think and build connections toward
Expression.
concepts and to master certain computational skills. With the integration of activity-
based teaching into the mathematics classroom, more of the students will be able to
experience the positive results indicated in this study. Teachers should be resourceful
and creative to select models on how to teach certain concepts. Environment rich in
Furthermore, with careful planning, teachers can make mathematics come alive
and make it more concrete and tangible for the learners. The result of this study may
suggest teachers to design appropriate teaching strategies that will effectively deal with
steps in simplifying numerical expressions are not enough. What they need is to be
exposed to various activities that will enhance their conceptions, skills and
visual and hands-on representations, then it can be difficult to say whether they
understand a mathematical idea or are just going through the motions without
attending to meaning.
procedural skills, and develop oral communication and written skills as well (Mortel et
al., 2014).
Reylan Jay Rubin, Jubert Marcelino, Royna Mortel, Mini Rose C. Lapinid (March
2014), Activity - Based Teaching of Integer Concepts and Its Operations. DSLU
in Chemistry.
Michael Bomar (2009), Real Life Problem Solving in Eight Grade Mathematics,
Action Research Project, University of Nebraska – Lincoln. Math in the Middle Institute
Partnership
Strategic Intervention Materials for Grade 9 Students Through Solomon Four – Group
Design