ACTION RESEARCH PROPOSAL

Play-based Learning as a Means to Resolve Learners’ Difficulty in

Adding and Subtracting Dissimilar Fraction

I. Context and Rationale

The quality of teaching and learning mathematics has been one of the
major challenges and concerns of educators. According to Saritas and Akdemir
(2009), the current debate among scholars is what students should learn to be
successful in mathematics. The discussion emphasizes new instructional design
techniques to produce individuals who can understand and apply fundamental
mathematic concepts. A central and persisting issue is how to provide
instructional environments, conditions, methods, and solutions that achieve
learning goals for students with different skills and ability levels.

An effective way to address problems related to quality of teaching and

learning mathematic is through instructional design. As defined by Reigeluth
(1983) “instructional design is a body of knowledge that prescribes instructional
actions to optimize desired instructional outcomes such as achievement and
effect.” Saritas (2004) emphasized that instructional design provides a
systematic process and a framework for analytically planning, developing, and
adapting mathematics instructions taking into consideration the students’ needs
and comprehension of higher order mathematical knowledge. Rasmussen and
Marrongelle (2006) recognized the important role of educators in adopting
innovative instructional design and techniques to ensure that students become
successful learners.

Being successful in math involves the ability to understanding one’s

current state of knowledge, build on it, improve it, and make changes or
decisions in the face of conflicts. To do this requires problem solving, abstracting,
inventing, and proving (Romberg, 1983). These are fundamental cognitive
operations that students need to develop and use it in math classes. Therefore,
instructional strategies and methods that provide students with learning situations
where they can develop and apply higher order operations are critical for
mathematics achievement. According to Wilson (1996), to accomplish learning,
teachers should provide meaningful and authentic learning activities to enable
students to construct their understanding and knowledge of this subject domain.
In addition, Bloom (1976) emphasized that instructional strategies where

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 students actively participate in their own learning is critical for success.
Instructional strategies shape the progress of students’ learning and
accomplishment.

The concept of fractions has always been a tricky subject matter to teach
during the course of learning Mathematics in a student’s life starting from its
introduction during elementary years (Adauto & Klein, 2010). Researchers and
educators have commonly addressed fractions teaching and learning as a
challenging part of the curriculum of mathematics. The complexity in applying
mathematical operations, understanding the concept of part-whole relationships,
and its hard-to-grasp notation, have all contributed to the reason fractions are
well known to be an area of such difficulty. Researchers and educators have had
difficulty in finding ways in making fractions a less abstract topic for students
(Bruce & Ross, 2007).

Result of the Focus Group Discussion (FGD) with the Mathematics

teachers in the District of Makato revealed that the most pressing concern is the
consistently low test scores of Grade 5 and 6 pupils in adding and subtracting
dissimilar fraction. Having observed this problem, the researcher would like to
determine if adopting a play-based instructional approach can help resolve the
learners’ difficulty in mathematics, particularly in adding and solving dissimilar
fraction. Hence, this study will be conducted.

II. Review of Related Literature

Availability of Teaching Resources

The availability, provision and the use of teaching and learning materials
go a long way to improve quality teaching which enhances academic
performance. Adedjei and Owoeye (2002) as cited by Enu, Agyman, and Nkum
(2015) found a significant relationship between the use of recommended
textbooks and academic performance. According to Douglass and Kristin (2000)
as cited by Enu, Agyman, and Nkum (2015), in a comprehensive review of
activity based learning in mathematics in kindergarten through grade eight,
concluded that using manipulative materials produces greater achievement than
not using them. They also note that the long term use of concert instructional
materials by teachers knowledgeable in their use improves students’
achievement and attitudes. Opare (1999) as cited by Enu, Agyman, and Nkum
(2015) also asserted that the provision of the needed human and material

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 resources goes a long way to enhance academic performance. Ankomah (1998)
noted that effective teaching and learning greatly lied on the competences of its
human resources as well as material resources which were needed for the
impartation of knowledge.

Learning Mathematics in Play

In the past century new perspective on play, including development

(Piaget, 1962), naturalistic (Dewey, 1944) and social-constructivist (Vygotsky,
1978) highlighted the need to understand how children learn mathematics
through play and how each teachers should support that learning. More recently
research in early childhood recommended that instruction be rooted in play in
order to provide the most developmentally appropriate approach and support
young children’s growth in multiple domains (Bodrova, 2008; Copple &
Bredekamp, 2009).

According to social constructivist theory the benefits of play go beyond

socio-emotional development to mediate young children’s learning (Jones &
Reynolds, 2011). In describing a Vygotsky approach to teaching, Bodrova
(2008) suggested that make-believe play is both a source of development and a
requisite to learning. Fleer (2011) argued that children’s flexible movement
between the real world and imaginary situations reflect their learning and that
imagination is “the bridge between play and learning”. From a cultural-historical
perspective the “bridge” should be mediated by the teacher. Van Oers (2010)
builds on the principle that young children can learn mathematics when adults
(teachers) mathematize unintentional mathematical engagement in play.
According to Woods (2010), scholars are considering play from the viewpoint of
what it “means for” children rather tha what is “does to” them. Using Woods
perspective, learning mathematics is a play-based classroom suggests that
children have regular opportunities to engage in mathematics throughout the day
and throughout the classroom. Teaching young children with an eye toward what
it “means for” them is not easy; teachers must do so in an integrated, culturally
responsive way.

III. Research Questions

The research questions were based on the prioritized strategies in the

SWOT analysis.

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 Strategy 1 will be tested if it will solve the problem in resolving the pupils’
difficulty in adding and subtracting dissimilar fraction. The second cycle will be
implemented using strategy 2 that is about implementing the revised play-based
activities; and if not successful, another FGD has to be made to identify other
strategies. The cycle only ends when the problems are solved.

1st strategy

Play-based activities Success learning in

adding and subtracting
2st strategy dissimilar fraction

Revised play-based
activities

The action research implementing the first strategy seeks to increase

levels of motivation and concentration. Specifically, the study aims to answer the
following questions:

1. What is the mean score for play-based activities as perceived by the

learners?
2. What is the test scores of the learners in adding and subtracting dissimilar
fraction before and after the adoption of play-based learning in the
classroom?
3. Is there significant difference between the tests scores of the learners in
adding and subtracting dissimilar fraction before and after the adoption of
play-based learning in the classroom?
4. What is the relationship between the mean score for play-based activities
and the test score of the learners after the adoption of the play-based
learning?

IV. Scope and Limitation

The study will be conducted at the Makato Integrated School, Makato,

Aklan during the School Year 2016-2017. The target start of the conduct of the
study will be on November 2016. Data gathering will be in the whole duration of
the 3rd Grading Period.

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 The respondents of the study will be the Grade 6 Sections 1, 2, 3, and 4.
Data will be gathered using researcher-modified instruments. Descriptive
method of research and statistics such as frequency counts and mean will be
used in this study. Analysis of variance will be conducted in determining the
differences between the tests scores of the learners in adding and subtracting
dissimilar fraction before and after the adoption of play-based learning in the
classroom. Likewise, Correlational analysis will be conducted in determining the
relationship between the mean score for play-based activities and the test score
of the learners after the adoption of the play-based learning.

V. Methodology

a. Sampling. The respondents of the study are all the Grade 6 pupils of Makato
Integrated School. The number of students to be involved in the study is as
follows:

No. of Students
Grade 6 Section 1 42
Section 2 40
Section 3 39
Section 4 38
TOTAL 159

b. Data Collection. The descriptive-correlational method of research will be

employed in this study. Data will be gathered using a researcher-made
instrument on the perception of the play-based learning as experienced by
the pupils. Data on the test scores before and after the adoption of play-
based learning will be gathered using classroom test materials on adding and
subtracting dissimilar fraction.

c. Ethical Issues. The researcher will make sure that keen attention and
respect will be given to the respondents of the study. Parental consent will be
sought on the pupils identified as respondents of the study. Utmost
confidentiality of their identity and the data gathered will be given importance.
The reporting of findings will be done as results of groups and not as results
of individuals. Proper citations will be made for references lifted from
literatures.

d. Plan for Data Analysis. Descriptive statistics to be used will include

frequency count and mean. To determine the difference between test scores

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 before and after adoption of play-based learning, the analysis of variance will
be used. To determine the relationship between the play-based activities and
the test scores after the adoption of the play-based learning, correlational
analysis will be applied.

Moreover, one strategy will be dealt at a time. For the first cycle of the
research, it will only deal with Stratgey 1. If strategy 1 will not be effective,
the cycle will be repeated for Strategy 2, and so on.

If EFFECTIVE,
STOP
PROBLEM Strategy No. 1

Students in Play-based activities If NOT EFFECTIVE,

general, have Add Strategy 2
difficulty in
adding and If EFFECTIVE,
subtracting Strategy No. 2
dissimilar STOP
Revised play-based
fraction
activities If NOT EFFECTIVE,
Reflect again to find
other possible
strategies until
researcher solves
the problem

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VI. Workplan

The researcher proposal timeline is reflected below:

Table 1. Time table for the activities to be undertaken.

Activities Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr
2016 2016 2016 2016 2016 2016 2017 2017 2017 2017
Preparation of the
Action Research
proposal
Submission of the
Revision/Approval
of the Research
Proposal to the
Regional Office
Proposal of
Revision
Collection of
additional related
literature and
studies
Request for
approval and
budget
Conduct of FGD to
solicit suggestions
on play-based
activities and inputs
for the
questionnaire
Purchase of
supplies and
materials
Preparation of the
activities and
learning materials
for the play-based
activities
Content validation
of instruments with
experts
Reproduction of the
instruments
Final orientation of
the respondents
Actual conduct of
the study
Retrieval of the
data

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Recording of data
Data processing
Data analysis
Final editing
Information
dissemination

VII. Cost Estimates of the expenses needed for the study

Description Amount Cost per Unit Total Amount

First Tranche

Supplies
Bond paper 5 reams 250.00 1,250.00
Ink for the printer 1 bottle per color 800.00 3,200.00
Staple and staple wires 1 box/1 stapler 200.00
Photocopy – initial 100.00
validation and reliability
test
Reproduction of 300.00
instruments
Snacks during FGD (AM, 10 teachers 100.00 1,000.00
PM)
Reproduction of test 500.00
papers
Photo printing 800.00
Materials for play-based 15,000.00
activities
Sub-total
Second tranche 22,350.00

Reproduction of final 1,000.00

output/book binding
Other 6,650.00
miscellaneous/contingency
expenses
Sub-total 7,650.00
TOTAL 30,000.00

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VIII. Action Plan

The result of the study will be used to improve the school’s teaching-learning
process. It will follow the action research cycle which starts with reflecting on the
identified problem, planning for the possible solution, implementing plan of action,
analyzing results, and reflecting again if the actions done are effective.

Start

YES END

The intervention REFLECTION

REFLECT was effective. It
improved the The learners
by checking if the
present situation have difficulty in
intervention results to
learning success of adding and
the pupils in adding NO subtracting
and subtracting dissimilar
dissimilar fraction The intervention fraction
was effective. It
improved the
present situation

ANALYZE PLAN

Conditions by comparing To improve the learning

initial conditions and final success of the pupils in
conditions to see adding and subtracting
improvement dissimilar fraction

ACT
By implementing

1st Cycle: Strategy 1

Getting initial conditions, then adopting play-based
strategies, then getting final conditions and
comparing before and after results

2nd Cycle: Strategy 2

(another research)
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 If the results of the study show improvement on the learning of the pupils, the
researcher will conclude the research. If otherwise, the researcher will think of other
possible ways of improving the instructional design to resolve the learners’ difficulty in
adding and subtracting dissimilar fraction.

Plan of Action for Each Prioritized Intervention

Problem – Pupils’ difficulty in adding and subtracting dissimilar fraction

Intervention 1 – adopting play-based activities

ACTIVITY TIMELINE BUDGET PERSON/S TARGET

RESPONSIBLE RESPONDENTS
Site visitation June 2016 Researcher School
Conduct of August 2016 Very minimal Researcher School Principal,
FGD with Math Math teachers
teachers
Purchase of September Researcher
supplies and 2016
materials
Preparation of September Rsearcher
materials for 2016
the play-based
activities
Php 30,000.00
Orientation with September Researcher Pupils
the 2016
respondents
Start of the October 2016 Researcher Pupils
study
Data gathering February 2016 Researcher Pupils
and analysis
Reporting of March/April Researcher
the results 2016

If the findings of the study show that play-based learning results to learning
success among pupils in adding and subtracting dissimilar fraction, then the problem is
solved. This ends the research.

If otherwise, Strategy 2 will be conducted, and so on, until the problem is solved.

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IX. List of References

Adauto, G., & Klein, J. (2010). Motion Math: Perceiving fractions through emobodied,
mobile learning. Stanford, CA: Learning, Design, & Teachnology Stanford School
of Education.

Bloom, B. (1976). Human Characteristics and School Learning. New York: McGraw Hill,
Inc.

Bodrova, E. (2008). Make-believe play versus academic skills: a Vygotskian approach

to today’s dilemma of early childhood education. European Early Childhood
Education Research Journal, 16(3), 357–369

Bruce, C., & Ross, J. (2007). Conditions for effective use of interactive on-line learning
objects: The case of fractions computer-based learning sequence. Electronic
Journal of Mathematics and Technology .

Copple, C. & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in

early childhood programs serving children from birth through age 8 (3rd ed.).
Washington: National Association for the Education of Young Children.

Enu, J., Agyman, O., Knum, D. (2015). Factors influencing student’s mathematics
performance in some selected colleges of education in Ghana. International
Journal of Education Learning and Development. Vol 3., Np. 3

Fleer, M. (2011). ‘Conceptual play’: foregrounding imagination and cognition during

concept formation in early years education. Contemporary Issues in Early
Childhood, 12(3), 224–24

Jones, E., & Reynolds, G. (2011). The play’s the thing: teachers’ roles in children’s play.
New York: Teachers College Press.

Rasmussen, C. & Marrongelle, K. (2006). Pedagogical Content Tools: Integrating

Student Reasoning and Mathematics in Instruction. Journal for Research in
Mathematics Education, 37 (5), 388420.

Reigeluth, C., M. (1983). Instructional design theories and models: an overview of their
current status. Lawrence Erlbaum Associates: New Jersey

Romberg, T.A. (1983). A common curriculum for mathematics. Pp. 121159 in Individual
Differences and the Common Curriculum: Eighty second Yearbook of the
National Society for the Study of Education, Part I. G.D. Fenstermacher and J.I.
Goodlad, eds. Chicago: University of ChicagoPress.

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Saritas, M. (2004). Instructional design in distance education (IDDE): Understanding the
Strategies, Applications, and Implications. In C. Crawford et al. (Eds.),
Proceedings of Society for Information Technology and Teacher Education
International Conference 2004 (pp. 681688). Chesapeake, VA: AACE.

Saritas, T., and Akdemir, O. (2009). Identifying factors affecting the mathematics
achievements of students for better instructional design. International Journal of
Educational Technology & Distant Learning. Vol 6., No. 12. ISSN 1550-6908

van Oers, B. (2010). Emergent mathematical thinking in the context of play. Educational
Studies in Mathematics, 74, 23–37.

Wilson, B. G. (Ed.). (1996). Constructivist learning environments: Case studies in

instructional design. Englewood Cliffs, NJ: Educational Technology Publication.

Wood, E. (2010). Developing integrated and pedagogical approaches to learning. In P.

Broadhead, J. Howard, & E. Wood (Eds.), Play and learning in the early
years (pp. 9–26). London: Sage.

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Appendix A.
S.W.O.T. Analysis
STRENGHTS
 Competent and
trainable teachers are
currently employed in
Makato Integrated
School
 Available ICT facilities
like computers and
internet connection
OPPORTUNITIES
 Supportive  To improve on the
groups like PTA, curriculum and
LGU, Alumni instructional design so
Association, and that the school can
NGOs enhance learning
success among
students with the
support coming from
the parents and other
organizations
THREATS
 Presence of  Increase the utilization
computers of the ICT facilities of
shops in the the school and making
nearby area it available to the pupils
for learning purposes
WEAKNESSES
 Large number of students
per section but small
classroom size
 Low students’ rating in
the National Achievement
Test (NAT)
 Insufficient instructional
materials
 Absenteeism among
students due to poverty
 To lessen the number of
students per section
 To increase the available
instructional materials of
the school by forming
partnerships/seeking
support from NGOs
advocating literacy and
educational advancement
of public schools
 Strict monitoring of
attendance
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Dummy Tables

Table 1. Play-Based Activities as Perceived by the Learners

Play-based activities on Mean Interpretation
Determining the GCF
Determining the LCM
Renaming fractions as decimals
Renaming decimals as fractions
Changing mixed to improper fractions
Changing improper to mixed fractions
Ordering fractions
Visualizing addition and subtraction
Finding the LCD
Reducing fraction to lowest terms

Table 2. Test Scores in Adding and Subtracting Dissimilar Fractions

Test Scores (%)
Topics
Before After
Determining the GCF
Determining the LCM
Renaming fractions as decimals
Renaming decimals as fractions
Changing mixed to improper fractions
Changing improper to mixed fractions
Ordering fractions
Visualizing addition and subtraction
Finding the LCD
Reducing fraction to lowest terms

Table 3. Difference between between the tests scores of the learners in adding and
subtracting dissimilar fraction before and after the adoption of play-based
learning in the classroom

Sum of df Mean F p value Decision

Squares Square
Determining the GCF
Determining the LCM
Renaming fractions
as decimals
Renaming decimals
as fractions
Changing mixed to
improper fractions
Changing improper

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to mixed fractions
Ordering fractions
Visualizing addition
and subtraction
Finding the LCD
Reducing fraction to
lowest terms

Table 4. Relationship between the mean score for play-based activities and the test
score of the learners after the adoption of the play-based learning
Variables N Correlation Significance Description
Determining the GCF
Mean score* test score
Determining the LCM
Mean score* test score
Renaming fractions as
decimals
Mean score* test score
Renaming decimals as
fractions
Mean score* test score
Changing mixed to improper
fractions
Mean score* test score
Changing improper to mixed
fractions
Mean score* test score
Ordering fractions
Mean score* test score
Visualizing addition and
subtraction
Mean score* test score
Finding the LCD
Mean score* test score
Reducing fraction to lowest
terms
Mean score* test score

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 Questionnaire

Name __________________________________ Grade Level/section

Direction: Please encircle the number that best correspond to your answer. Take note
of the corresponding verbal description for each number.

How do you rate the topics that were covered in the play-based activities in the class.

Very Difficult Average Easy Very

Difficult Easy
5 4 3 2 1
Determining the GCF
Determining the LCM
Renaming fractions as decimals
Renaming decimals as fractions
Changing mixed to improper
fractions
Changing improper to mixed
fractions
Ordering fractions
Visualizing addition and subtraction
Finding the LCD
Reducing fraction to lowest terms

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