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CHAPTER 3

METHODOLOGY

This chapter includes the research method, population, instruments, data

collection procedure and lastly the data processing and statistical treatment.

Method of Research

This study utilized the pre-experimental design to determine the effectiveness of

MathMates in Increasing the Level of Numeracy Skills in Multiplication of Grade 4

learners. The simplest type of study design, known as pre-experimental design, is

frequently employed in the social sciences, including psychology, sociology, and

education. The term "pre-experimental" refers to these designs since they are simpler and

less rigorous than actual experimental designs. Pre-experimental designs involve the

observation or measurement of subjects by researchers without the need to control

variables. It can be challenging to establish causality in these designs because they

frequently lack crucial components of real experiments, like control groups, random

assignment, and pretest measurements. The use of a single group, the absence of a control

group, and the lack of random assignment are important features of these designs

(Psychology Guide, 2024).

In this research study, the researchers used the one group pretest-posttest design,

which refers to people participating in the experiment by having their measures taken

both before and after intervention (Zach, 2020). The researchers utilized this design

because they believe that it helps researchers determine the significant difference between
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pretest and post-test assessment for the Grade 4 learners in the level of Numeracy Skills

in Multiplication before and after the use of the MathMates.

Population, Sample Size and Sampling Technique

Purposive sampling used by the researchers in this study. The term "purposeful

sampling" refers to a group of non-probability sampling techniques called "purposeful

sampling" that select units according to the specifications a researcher has for their

sample. This sampling strategy, sometimes referred to as judgmental sampling, relies on

the researcher's judgment to ascertain which individuals, circumstances, or events will

give the greatest amount of information to suit the study's objectives, (Nikolopoulou,

2022). To get a complete result of how well the MathMates approach works to increase

the learner's Level of Numeracy Skills in Multiplication of Grade 4 learners, the

researchers make sure that the sample size chosen reflects on their needs in increasing

their Numeracy skills in multiplication.

Grade 4 learners enrolled in one Public Elementary School in the municipality of

Norzagaray, Bulacan for the academic year 2024-2025 served as the population of this

research. The sample size is 30 Grade 4 learners selected from the population. This

sample size is chosen based on the criteria that researchers had which is in terms of the

score of the learners in pre-test that is made by the researchers and validated by the

experts and also their willingness to participate in the study. The researchers expected in

the results of this study that it provided important new understandings into how well

collaborative learning techniques like MathMates might improve learners' numeracy

skills in multiplication.
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Research Instruments

In this study, the researcher makes a work plan, and pre- and post-assessment that

was validated by the expert and this and the instruments used in this study. The work plan

contains a specific plan that the researchers will do upon data gathering so that their

procedure is organized. At the beginning, this study used the pretest, as MathMates does

not currently employ it. The learners are required to take a pretest to assess their

mathematical ability and at the same time to select the respondent of the study. During

the remedial session the researchers implemented the MathMates where the respondents

of the study helped each other to solve a multiplication equation easily through the

strategy the researchers give in the assistance phase of MathMates. The respondents took

a post-test to see if the application of MathMates has been effective to the respondents in

order to increase Grade 4 learner’s level of numeracy skills in solving multiplication, the

output is ultimately to illustrate the problem and offer answers through MathMates.

The researchers used the Cavite Basic Education Assessment (CBEA), a 20 items

test that being used in the previous study by Cabral (2024) to assess the level of

numeracy skills of the learners that is similar to the present study, where it presented how

to analyzed the scores of the responses of the respondents. Originally in the previous

study the researcher measures the numeracy skill level of the learners through this scale:

17 – 20 – Outstanding, 1 3-16 – Very Satisfactory, 9-12 Satisfactory, 5-8 Poor and 0-4

Very Poor. In the present study the number of items is being changed due of the items that

being used in the present study, where it has a 30 item that appear in the pre-test and post-

test that the researchers give to the respondents. This study used this measurement to
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distinguish the level of the numeracy skills of the respondents before and after the

application of MathMates approach.

Descriptor Grading Scale

Outstanding 25 – 30
Very Satisfactory 19 – 24
Satisfactory 13 – 18
Poor 7-12
Very Poor 1-6

Data Gathering Procedure

In the research study entitled “The Use of MathMates in Increasing the Level of

Numeracy Skills in Multiplication of Grade 4 Learners," the researchers applied a new

collaborative teaching strategy, which is MathMates, that is applicable in solving

multiplication. This research aimed to give educators feedback and ideas for improving

instruction and learning processes that improved learner numeracy skills in

multiplication.

In data gathering, the researchers explained first the collaborative learning process

together with the flow of MathMates and how it worked to the respondents. After that,

the researcher gave a pretest to each of the chosen Grade 4 learners prior to putting

MathMates into practice, where the researchers are the ones who make the pre-test. This

is the plan that was included in day one. The application of MathMates to the respondents

took a three-days intervention that serves as a remedial session. After the remedial

session that MathMates was used, researchers gave a set of questions on the last day of

data gathering that served as a post-test, and the researchers are also the ones who make

it. Through this post-test, the researchers assess any gains in their numeracy skills in
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multiplication. The next step for the researcher is to juxtapose mean scores between the

pretest and posttest so as to identify major improvements or disparities. The researchers

presented the findings of the data analysis in a clear and concise manner. Researchers

interpret the results in relation to the research hypothesis and objective, discussing any

implications for teaching practices and future research. And lastly, provide

recommendations based on the findings to inform educators, policymakers, and other

stakeholders interested in increasing the learner’s numeracy skills in multiplication.

Overall, this research analyzed pre- and post-test data. This study sought to prove

the effectiveness of MathMates in increasing the level of numeracy skills of the learners

in multiplication. The findings of this research offer valuable guidance to the teacher or

educator to highlight the effectiveness of MathMates in the learning process and in

increasing the level of learner’s numeracy skills in multiplication. This research

contributed significantly to a better understanding of collaborative learning methods and

their role in promoting numeracy skills in multiplication improved.

Data Analysis

The following statistical treatment technique applied in the current study to collect

the necessary information from the respondents and move on to the analysis and

treatment of data:

[Link] and Percentage Distribution. The number of observations for every

potential value of a variable is described by a frequency distribution. Graphs and

frequency tables are used to illustrate frequency distributions (Turney, 2022). This study
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utilized the use of frequency and percentage distribution that present the results of the

pre-test and post-test assessment of the respondents before and after the approach.

The formula to compute for the frequency and percentage distribution is given:

P=f/N x 100%.

Where: p = percentage

f = frequency of the interval

N = total number of respondents

[Link] T- Test. Other names for paired t tests include dependent samples t- tests and

paired sample t-tests. Because both samples include the same participants, their names

indicate that they are paired or dependent. On the other hand, distinct people are included

in the two samples of an independent samples t-test (Frost, 2021). This study used Paired

T-test to presents the significance difference of pre-test and post-test assessments to the

numeracy level in multiplication of the Grade 4 learners before and after the intervention

that researchers implemented.

The formula to compute the Paired T- Test is given:

X̄ - μ
t =
s
√n

Where:

X̄ is the sample mean

μ is the population mean

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s isthe sample standard

n is the sample ¿ ¿