Republic of the Philippines
Department of Education
SCHOOLS DIVISION OFFICE OF QUEZON
LOPEZ NATIONAL COMPREHENSIVE HIGH SCHOOL
Title : ENHANCING NUMERACY SKILLS OF GRADE 8
STUDENTS OF LOPEZ NATIONAL COMPREHENSIVE
HIGH SCHOOL THROUGH MODIFIED LEARNING
ACTIVITY SHEETS
Proponent : APRIL CHARIZ DELMO
Teacher I
District : Lopez National Comprehensive High School, Lopez West District
I. INTRODUCTION
Conventional teachers remain dominant in public elementary schools and utilize
differentiated activities to engage the learners to learn the concepts and skills. Under such
instruction, the teacher can rarely take care of all learners. Students may then continue to
fall behind the standard of mathematics achievement and lose their interest in mathematics;
they eventually give up on learning mathematics. In fact, students generally have lower
interest in learning mathematics compared to the other learning discipline Thus, how to
enhance students’ mathematics achievement and interest are two major problems, especially
for those low-achieving students.
The Department of Education states that, “One of the key features of the K to 12
in Mathematics curriculum is the delivery of lessons through contextualization and
localization. Moreover, its focus is on the skills where learners have the potential to
succeed and be adequately prepared for the world of work, or even higher education. It
provides studentss with the necessary experiences, valuable knowledge, skills, and values.
1
The curriculum also intends to give students a better output and enhance the quality of
education in the Philippines.” (Press Reader, 2015)
The concept of contextualization and localization are not new to DepEd teachers
because this is embedded in the DepEd’s mission that states “To protect the right of every
Filipino to quality, equitable, culture-based and complete basic education…” (DepEd,
2022) Also, contextualization and localization is specified in the provisions of the 1987
Philippine Constitution particularly on Article XIV, Section 14 which states that “The state
shall foster the preservation, enrichment and dynamic evolution of a Filipino national
culture based on the principle of unity in diversity in a climate of free artistic and
intellectual expression.” Article XIV, Section 5 (1) also states that “The state shall take
into account regional and sectoral needs and conditions and shall encourage local
planning in the development of educational policies and programs.” (Official Gazette,
2022)
Contextualization and localization are based on the notion that learning occurs most
effectively when experiences in the classroom have significance and application to the
learners' everyday lives. Pecson (2014) mentioned that the things which students do and
associated with them are the learning that lasts forever. This implies that deep learning
would be guaranteed and achieved if learners were placed in real-world learning situations
and allowed to manipulate, relate to, and adapt to different learning opportunities and
resources in the community.
One of the trends in implementing change is contextualization. As stated in Republic
Act 10533, Section 5 (h) that the curriculum shall be flexible enough to enable and allow
schools to localize, indigenize and enhance the same based on their respective educational
and social contexts. Thus, the development of locally produced teaching materials with
contextualized learning activities are encouraged.
On the other perspective, the onset of globalization ushered in the era of
unprecedented changes brought about by the advent of information and communication
2
technology. Its rapid leap compounded everyone’s life and sometimes it threatens one’s
capacity of keeping abreast of infinite innovation. (Ratheeswari, 2018).
Lopez National Comprehensive High School embraces change and accepts the
challenges caused by the COVID-19 crisis. The school is upskilling the learners to cope
with the demands in education. Mathematics is a subject area that geared towards
enhancing the performance in numeracy skills, values centered and anchored on
knowledge and information, concepts, process and delivery, and work values.
In the local study conducted by Endaya, G.C (2022), it states that the needs of
today's educational environment, the demands of 21st-century education necessitate not
only technological advancement but also the usage of digital technologies in teaching
numeracy skills to students.
Thus, the researcher intends to develop and utilize modified learning activity
sheets as an intervention to enhance the numeracy skills of Grade 8 ASD students in the
subject Mathematics.
A. Action Research Questions
This study will determine the factors that affect students’ numeracy skills using
modified learning activity sheets among Grade 8 ASD students of Lopez National
Comprehensive High School.
Specifically, it will answer the following questions:
1. What are the least learned competencies in the subject Mathematics 8 among
Grade 8 ASD students?
2. What are the factors that affect the performance of Grade 8 ASD students’ in
numeracy skills?
3. How effective is modified learning activity sheets in teaching the
subject?
3. What modified learning activity sheets may be proposed to address the
3
difficulties and weaknesses experienced by the students?
B. HYPOTHESIS
A hypothesis is a prediction of the possible outcomes of a study (Fraenkel &
Wallen, 2009). This study hypothesized that assessing the level of performance of learners
can identify the needs for improvement.
Hypothesis 1: This study hypothesized that grade 8 learners can utilized learning
activity sheets in support of their learning.
Hypothesis 2: This study hypothesized a significant relationship between numeracy
skills and the strategies in teaching Mathematics.
Hypothesis 3: This study hypothesized a significant impact of depression, anxiety,
and stress on emotional stability.
Hypothesis 4: This study hypothesized that
II. BRIEF REVIEW OF LITERARTURE
Mathematics is a pillar of almost all the streams in academic sectors. Despite what
some students may believe, teachers want their students to be successful. They want
their students to feel like they can do mathematics and approach mathematics
problems they do not know how to do with an open mind and a willingness to persist.
According to Hughes (1999) the most important conclusions from qualitative
research on factors related to achievement in schools are that (a) teachers are critical
resources; (b) the composition of the student body matters; (c) schools make a
difference, and (d) physical facilities, class size, curriculum, instructional strategies and
other resources influence student learning indirectly through their effect on the behavior
of teachers and students.
To identify the causes for low achievement in mathematics, some researchers
(Attwood, 2001; Brodie, 2004; Maree, 1997; Moyana, 1996; Murray, 1997; Malcolm et
4
al., 2000) have suggested that achievement in mathematics in secondary schools is
influenced by a number of variables. These variables include learners’ abilities, attitudes
and perceptions, family and socio-economic status, parent and peer influences, school
related variables such as poor learning environment, learning cultures, past racial
discrimination and low expectations by principals and teachers.
According to Singh et al. (2002) many of these variables are home and family-
related and thus are difficult to change and beyond the control of educators. Such
factors alone cannot account for the lack of mathematics achievement and persistent
differences among traditionally disadvantaged learners. These explanations fail to
account for intra-group achievement differences and the success of some South African
disadvantaged learners in spite of these background factors. Some well- achieving
disadvantaged learners come from the same communities and share similar socio -
economic backgrounds, schools, and classrooms. In investigating factors that facilitate
achievement in mathematics, variables related to school, learners and teachers were
reviewed. In this regard Malcolm et al. (2000) in their literature review suggest that
when investigating factors that facilitate achievement in science and mathematics, a
more extensive investigation should consider learner, teacher, and school variables. The
chapter concludes with some learning theories relevant to secondary school
mathematics learning and teaching.
Several studies have shown a positive correlation between a disadvantaged school
environment and learners’ achievement at school. For example, learners in the Western
and Northern Cape provinces, which have large white populations and well-endowed
communities and schools, lead in pass rates in grade twelve examinations whereas those
in Limpopo Province with its black population majority rank last in this regard (Murray,
1997). Attwood (2001) also found that grade eight learners in schools situated in
economically depressed areas of the Cape Flats have a lower mathematics achievement
than those who come from families with high socio-economic status. Furthermore, a
comprehensive study on the status of mathematics and science teachers in South Africa
5
found that black learners were underprovided for and performed worse than their white
peer group in these subjects (Arnott et al., 1997). Although the above findings show in
general that disadvantaged learners tend to achieve less well than other learners, some
studies indicate that some disadvantaged learners perform better than advantaged
learners. In this regard a September 2002 issue of the Sunday Times spotlights some
successful rural schools. All the schools were from disadvantaged communities (Sunday
Times, 2002).
III. Proposed Innovation, Intervention and Strategy
The researcher will use a checklist that in lined with Holistic Experiential
Learning Sheets (HELS). The focus of this study is to enhance the numeracy skills of
Grade 8 ASD students along Mathematics 8.
The observation checklist will be used to gather data throughout the
intervention. This tool will provide information as to the level of performance of
understanding and the application of different skills in the aforesaid discipline.
Opinionnaire will be prepared by the researcher in accord with the observation
checklist that will be gathered throughout the intervention.
IV – Action Research Methods
A. Participants and Sources of Data and Information
The respondents of this study will be 54 Grade 8 ASD students of Lopez
National Comprehensive High School who are enrolled School year 2022-2023.
The sources of data for this study will be the result of the pre and post-test. On
the other, survey questionnaire will be used to gather data. Likewise, demographic
profile of the learners will be considered as other sources of data.
B. Data Gathering Methods
6
This study will use qualitative descriptive method. Thus, the result of pre-test,
post-test and survey questionnaire will be analyzed. The result of the analysis of data
will serve as the basis of interpretation.
Qualitative descriptive research methods are designed in a manner that helps
reveal the behavior and perception of a target audience regarding a particular topic.
There are various types of qualitative research methods like an in-depth interview, focus
groups, ethnographic research, content analysis, case study research that are usually
used. The results of qualitative methods are more descriptive, and therefore the
interferences are often draw quite easily from the information.
This came from direct observation and in-depth analysis of the interviews among
respondents of the study. The results will be analyzed as part of the quantitative analysis.
Conducting in-depth interviews is one of the most common qualitative research methods.
It is a personal interview that is carried out with one respondent at a time. This is purely a
conversational method and invites opportunities to get details in depth from the
respondent.
The advantages of this method provide a great opportunity to gather precise data
about what people believe and what their motivations are. Researchers will ask questions
that will help to collect meaningful data and proceed by asking follow-up questions that
will help to gather more information to be collated.
Hence, these interviews can be done face-to-face or on phone and normally can last
between half an hour to two hours or even more. When the in-depth interview is conducted
face to face it gives a better opportunity to read the body language of the respondents and
match the responses.
Data Analysis Plan
The data to be collected by the researcher must undergo analysis to answer the
problem of the study. At the onset, this will employ the descriptive research method. In its
essence, descriptive method is used to describe various aspects of the phenomenon.
7
On the same stand, descriptive research is used to describe characteristics and/or
behavior of sample population. Hence, pre and post-test will be administered to Grade 8
ASD students to determine their growth and their learning through mean and percentages
results.
The researcher’s observation checklists will be used to gather data throughout the
intervention. This tool will provide information underlying the learning skills of the
learners. Then, the Learners Experience with Multimedia Opinionnaire using Likert scale
will be administered.
The effectivity of this research will be determined by comparing the mean and
percentage of the pre-test and post-test with the use of Likert scale.
V – Work Plan and Timeliness
Objectives Activities Time Resources Funding Remarks/
Frame Human Materials MOVs
Write an Make a December Researcher, Research Personal Gathering
action concept 2022 prospective materials, of
research note, respondents Printed informatio
proposal Conduct , Principal, articles, n as basis
pre-test teachers Books prior to
and the
interview, conduct of
Gather the study
evidences
related to
the study
Submit Preparatio January Researcher, Printed Personal Conduct
Action n of 2023 Principal, Research an action
Research Action District Paper, research
Proposal for Research, Supervisor Letter of
the conduct Seek Intent
of the study permission
and
approval
Administer Administe February Researcher, Questionn Personal Prepare
the prepared r Action 1-15, 2023 Grade 8 aire, Action
action Research ASD checklist, Research
research Proposal students observatio Proposal
proposal n form
8
Conduct Orientatio February Principal, Letter of Personal Pledge of
orientation n meeting 24, 2023 Researcher, invitation, Commitm
Grade 8 Research ent and
ASD handouts Support
students
Increase the Present March 1- Researcher, Interventio Personal Attendanc
proficiency modified 15, 2023 Grade 8 n Material, e and
level of learning ASD ICT observatio
Grade 8 ASD activity students nal
students by sheets checklist
presenting
activities
Administer Administe March 16- Researcher, Questionn Personal Assessme
Post-test ring Post- 31, 2023 Grade 8 aire nt results
test ASD
students
Collect, Collecting, April, Researcher Questionn Personal Graph,
process, and processing 2023 aire analysis
interpret , and and
collected data interpretin interpretati
g of data on
collected
Submit result Submittin May 2023 Researcher Set of Personal Final
to the SDO g result of SDO printed Copy of
Quezon the action Quezon copies of the Action
research personnel Completed Research
conducted Action submitted
Research to SDO
Quezon
VI – Cost Estimates
The estimated amount to be spent for the completion of this study is shown below:
9
DISTRIBUTION AMOUNT
Supplies and Materials 1000.00
(Donation)
Internet/ Wifi 500.00
(Donation)
Transportation/Documentation 1000.00
500.00
Contingency and other fund
(Donation)
Completed copies (hard bound) 2,000.00
TOTAL 5,000.00
VII – Plans for Dissemination and Utilization
The research proposal and the completed copies will be kept by the researcher for
record purposes. These will be shared to internal and external stakeholders of the
school for reference and for future study.
The researcher is planning to disseminate the Completed Action Research to
schools within the jurisdiction of SDO Queazon. Public libraries will also benefit on
this study since printed copies will be made available for reference.
VIII – References
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in
education (8th ed.). Belmont: Wadsworth, Cengage Learning.
10
Basit, T. N. (2010). Conducting research in educational contexts. London:
Continuum International Publishing Group.
Dumanjog, E. (2019). Effectiveness of Contextualized Learning Activities in Teaching
Force.
Villonez, G. (2018). Use of SIM (Strategic Intervention Material) as Strategy and the
Academic Achievement of Grade 7 Students on Selected Topic in
Mathematics.
Lazo, D.D., de Guzman, M. F. D. (2021). Strategic Intervention Material: A Learning
Approach in Teaching Economics During the Distance Education.
11
12
1
