Republic of the Philippines

Department of Education
Schools Division of Pasig City

Research Proposal Application Form and Endorsement

of Immediate Supervisor

A. RESEACH INFORMATION

RESEARCH TITLE: Implementing Technology Enhanced Mathematical Instruction in Conics to Increase

Students’ Academic Achievement
SHORT DESCRIPTION OF THE RESEARCH: The purpose of this action research is to measure the
effects in academic achievement of implementing technology-enhanced mathematical instruction in the topics
of Conics to a group of Grade Eleven – Science, Technology, Engineering and Mathematics (STEM) in San
Lorenzo Ruiz Senior High School.
RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY
one) (check only one main research theme)

National Teaching and Learning

Region Child protection
Schools Division Human Resource Development
District Governance
School
(check up to one cross-cutting theme, if
(check only one) applicable)
Action Research DRRM
Basic Research Gender and Development
Inclusive Education
Others (please specify):

FUND SOURCE AMOUNT

(e.g. BERF, SEF, others)
Local Fund/MOOE

TOTAL AMOUNT
*indicate also if proponent will use personal funds
 B. PROPONENT INFORMATION

LEAD PROPONENT/ INDIVIDUAL PROPONENT

LAST NAME: ABALLE FIRST NAME: ROMMEL MIDDLE NAME: LAMPAS

JOHN
BIRTHDATE SEX: POSITION/ DESIGNATION: NO.OF YEARS IN
(MM/DD/YYYY) MALE TEACHER II SERVICE: 4 years
12/23/1992
REGION / DIVISION / SCHOOLS (whichever is applicable) DEPED-NCR/DIVISION
OF PASIG CITY/SAN LORENZO RUIZ SENIOR HIGH SCHOOL

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

09995356719 6508258 arjay2316@gmail.com

EDUCATIONAL TITLE OF THESIS/ RELATED RESEARCH PROJECT

ATTAINMENT
(DEGREE TITLE)
Enumerate from bachelor’s degree
up to doctorate degree
Bachelor in Secondary Education major in Level of Student’s Problem Solving Abilities
Mathematics
Master of Science in Mathematics Education Determinants of the Performance in Statistics and Probability of Grade Eleven Senior High School
Students in the Division of Pasig City

SIGNATURE OF PROPONENT:

PROPONENT 2

LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE (MM/DD/YYYY) SEX: POSITION/ NO.OF YEARS IN SERVICE:

DESIGNATION:

SCHOOL/ OFFICE ADDRESS: DIVISION/REGION

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

EDUCATIONAL TITLE OF THESIS/ RELATED RESEARCH PROJECT

ATTAINMENT
(DEGREE TITLE)
Enumerate from bachelor’s degree
up to doctorate degree

SIGNATURE OF PROPONENT:
PROPONENT 3

LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE (MM/DD/YYYY) SEX: POSITION/ NO.OF YEARS IN SERVICE:

DESIGNATION:

SCHOOL/ OFFICE ADDRESS: DIVISION/REGION

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

EDUCATIONAL TITLE OF THESIS/ RELATED RESEARCH PROJECT

ATTAINMENT
(DEGREE TITLE)
Enumerate from bachelor’s degree
up to doctorate degree

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have the capacity to
implement a research study without compromising his/her office functions.

RON ROBERT M. PECAÑA

Name and Signature of Immediate Supervisor

Position/Designation: Research

Coordinator/Master Teacher II

Date: January 30, 2020

DENNIS T. ALEX
Name and Signature of Immediate Supervisor

Position/Designation: Officer-In-Charge

Date: January 30, 2020

Name and Signature of Immediate Supervisor

Position/Designation:

Date:
 Republic of the Philippines
Department of Education
Schools Division of Pasig City

DECLARATION OF ANTI-PLAGIARISM

1. I, ROMMEL JOHN L. ABALLE, understand that plagiarism is the act of taking and
using another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole works of another person and/or using some parts of their
work without proper acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal ad has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate
citations in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and
(insert grant mechanism).

PROPONENT: Rommel John L. Aballe

SIGNATURE:

DATE: January 30, 2020

PROPONENT:

SIGNATURE:

DATE:

PROPONENT:

SIGNATURE:

DATE:
 Republic of the Philippines
Department of Education
Schools Division of Pasig City

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, ROMMEL JOHN L. ABALLE, understand that conflict of interest refers to situations in

which financial or other personal considerations may compromise my judgement in
evaluating, conducting, or reporting research.1

2. I hereby declare that I do not have any personal conflict of interest that may arise from my
application and submission of my research proposal. I understand that my research proposal
may be returned to me if found out that there is conflict of interest during the initial screening
as per (insert RMG provision).

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the research
committee for immediate action.

4. I understand that I may be held accountable by the Department of Education and (insert grant
mechanism) for any conflict of interest which I have intentionally concealed.

PROPONENT: ROMMEL JOHN L. ABALLE

SIGNATURE: _______________________________

DATE: JANUARY 30, 2020

PROPONENT: _________________________________

SIGNATURE: _______________________________

DATE: __________________________

PROPONENT: _________________________________

SIGNATURE: _______________________________

DATE: __________________________
FOR BASIC RESEARCH PROPOSAL
Republic of the Philippines
Department of Education
Schools Division of Pasig City

_______________________________________________________________
TITLE

Rommel John L. Aballe

Teacher II, San Lorenzo Ruiz Senior High School
Proponent/s
Designation, Name of School

Introduction and Rationale

Literature Review
Scope and Limitations

Sampling
Methodology

Data Collection
Research

Ethical Issues

Plan for Data

Analysis
Timetable/Gant Chart Activities Timeline
Pre-Implementation
Implementation
Proper
Post Implementation

Cost Estimates Items Cost/Unit Number Total Cost

Plans for Dissemination and

Advocacy
References
FOR ACTION RESEARCH PROPOSAL

Republic of the Philippines

Department of Education
Schools Division of Pasig City

Implementing Technology Enhanced Mathematical Instruction in Topics Involving Conics

to Increase Students’ Academic Achievement
TITLE

Rommel John L. Aballe

Teacher II, San Lorenzo Ruiz Senior High School
Proponent/s
Designation, Name of School

Context and Rationale In July 2015, the National Council of Teachers of

Mathematics established its position about the use of
technology in teaching and learning mathematics. This
important step forward opened a promise for many
students and teachers that deserve the excellence of
high-quality education in one of the most difficult
educational subjects. In the 21st century, mathematics
education can be one of the greatest recipients of all
technological benefits reached by the most advanced
societies of the earth.
Technology integration in teaching practices has been
evaluated in multiple types of research. Hudson and
Blackmar (2017) claimed that the use in class of a
computer-based program did not impact students'
achievement in mathematics significantly. However, the
number of studies proving technology effectiveness in
mathematics teaching and learning is extremely greater.
Even those studies that did not find the impact on
students’ scores they concluded that students acquired a
better understanding of the topics after using the
computer-based programs. On the other hand, there is a
recent study that suggested a different approach to
increase students’ proficiency in the FSA algebra I test. For
instance, Dopico (2017) suggested the use of small
intervention groups to address students’ deficiencies in
Algebra I.
As released by the Basic Education Assessment (BEA), the
first batch of graduates of the K-12 Program of Pasig City
Division got a Mean Percentage Score (MPS) in National
Achievement Test in Mathematics of 27.47% with is verbally
interpreted as Low Proficient. This falls below expectation
 inasmuch as 75% MPS national target is concerned.
Moreover, the subject Mathematics got the lowest rank
among all the subject areas assessed in the National
Achievement Test. In addition, among the students who
took the achievement test, only 2 (0.09%) got a
percentage score of 75 – 89, 111 (5.04 %) got a
percentage score of 50 – 74, 1304 (62. 79%) got a
percentage score of 25 – 49 and 707 (32.08 %) got a
percentage of 0 – 24. The result showed that majority of
the examinees belongs to the low proficient and worst, not
proficient in the field of mathematics.
As a 21st Century Teacher-Facilitator, I believe that
integrating technology in the curriculum will increase
students’ achievement levels in topics involving Conics.
Proposed Innovation, In this action research, there will be group of students to
Intervention & Strategy receive technology-enhanced mathematics instruction
(TEMI) using Casio Classwiz, Geogebra and Khan
Academy.
Action Research Questions To generate answers to the problem of this study the
following questions were designed:
1) What is the effect of the use of technology during
the discussion of topics involving Conics in students’
achievement?
2) How does the achievement of students in
technology-enhanced mathematical instruction
compare to students who are not in technology-
enhanced mathematical instruction?
3) How does the use of technology during the
discussion of topics involving Conics affect students’
motivation toward learning mathematics?
Participants/ The sample population participating in this research study
other sources were two groups of eleventh grade students enrolled in
of data and Precalculus clases. The experimental group which
Information composed of 45 students will receive the technology-
enhanced mathematical instruction (TEMI) while discussing
the topics involving Conics. On the other hand, the control
group which composed of 43 students will receive
Methodology

conventional instructional setting.

Research
Action

Data This instrument that will be used is the validated 30 item-

Gathering test involving the topics in Conics that will be designed by
Methods the researcher. The test will be administered to both the
control and the experimental group during the first week
of the study. Likewise, the same test was administered at
the end of the study to both groups as a posttest. This
measuring instrument helped to answer research question
1 and 2. The researcher implemented another data
collection instrument to answer the third research
question. The instrument, adapted from the study of
Marrero (2019) contains ten statements asking the students
 to express their level of motivation of learning
mathematics with technology. Every statement had a 5-
point Likert-type rating scale, where students responded
from strongly agree to disagree strongly. According to
(Creswell, 2015), this is an interval ratio/ scale with equal
distances between responses.

Data Analysis One of the most important processes of the research study
Plan is the analysis of the data collected through the tests and
the motivational survey. This phase of the experiment as
suggested by (Creswell, 2015), must show standards and
ethical practices. Particularly, in this study, the data of the
pre and posttest will be analyzed at the beginning and the
end of the intervention. Measures of central tendency
such as mean, median, and mode were calculated to
describe the data. Additionally, measures of spread were
found such as standard deviation and range. The
researcher used Excel and Statistical Packages for Social
Sciences (SPSS) as the statistical program to calculate all
the descriptive and inferential tests. Moreover, after the
data was recorded the researcher inspected the data to
find missing or mistakes entering the information. In a like
manner, the researcher conducted an inferential analysis
by testing the hypotheses. As recommended by (Edmonds
& Kennedy, 2017), this experimental design included the
effect-size calculations. Finally, to answer the third research
question, a survey was administered, and the responses of
the participants related to their motivation about learning
mathematics using technology were analyzed to
determine percentages of participants choosing each
response.
Action Research Work Activities Timeline
Plans and Timelines Pre-Implementation 1. Secure approval from the First-Second
principal and parent consent. week of June,
2. Orientation of identified 2020
students.
3. Administration of the validated
test as pre-test.
Implementation 4. Prepare Daily Lesson Log (DLL) Third week of
Proper and Instructional Materials using June 2020 to
Technology Enhanced Third week of
Mathematical Instruction. July 2020
5. Implement Technology
Enhanced Mathematical
Instruction every class discussion
involving Conics in the
experimental group the
Post Implementation 6. Administration of the post test Fourth week of
7. Conduct of the motivation July 2020
survey
8. Sharing my paper in learning
action cells. First week of
9. Presenting my research in the August 2020
Research Conferences
10. Submitting my papers for free August 2020
 publication in the Schools Division
Office and DepEd-NCR

August 2020

Item Cost Per Number Total Cost (P)

Cost Estimates Unit (P)

Questionnaire forms ------- ------ -------

Office supplies for the project

 folder 10 10 100
 cartolina 10 40 400
 bond papers 1 100 100

Report materials and supplies

 ink for printer 1200 1 set 1200
 ink for marker 65 1 bottle 65
1

Data Storage/ Computer use

USB 600 1 (8GB) 600

Duplication services(reports)
 Post and pre-test 0.5 90 pcs (3 135
 Worksheet 0.5 pages) 160
 Letter for parent 0.5 320 pcs 45
consent 90 pcs

Field work ----- ----- ----

Purchase of books ----- ---- ----

Subject/Research Participants
 food and beverages
(snacks) 20.00 per 90 (2 3,600
head sessions)
During 1
Orientation
and Survey

TOTAL: P6405.00
Plans for Dissemination I am planning to cascade the result of this study in the
and Advocacy Learning Action Cell (LAC) of the Mathematics
Department of our school and to also present the result in
the different festivals/colloquium/research conferences in
the division, regional, national and in international level.
References Creswell, J. (2015). Educational research: Planning,
conducting, and evaluating quantitative and
qualitative research (5 ed.). Upper Saddle River,
NJ: Pearson.
Dopico, E. (2017). The Impact of Small Group Intervention
Focusing on Operations with rational numbers on
students’ performance in the Florida algebra I
end-of-course examination (Doctoral dissertation).
Retrieved from The Impact of Small Group
Intervention Focusing on Operations With Rational
Numbers on Students’ Performance in the Florida
Algebra I End-of-Course Examination
Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide
to research designs: Quantitative, qualitative, and
mixed methods (2 ed.). Los Angeles, CA: SAGE
Publications.
Hudson Blackmar, J. (2017). Evaluation of the efficacy of a
computer-based mathematics curriculum in three
study schools (Doctoral dissertation). Retrieved
from
http://marps.library.nova.edu.ezproxylocal.library.
nova.edu/
Marrero, C. (2019). Implementing Technology Enhanced
Mathematical Instruction in an Algebra I Course to
Increase Students’ Academic Achievement in
Mathematics.Doctoral dissertation. Nova
Southeastern University. Retrieved from NSUWorks,
Abraham S. Fischler College of Education. (212)