Republic of the Philippines

Department of Education
Region X-Northern Mindanao
DIVISION OF MISAMIS ORIENTAL
ALUBIJID NATIONAL COMPREHENSIVE HIGH SCHOOL
Alubijid, Misamis Oriental

THE USE OF COLOR WHEEL TO IMPROVE THE SKILLS OF GRADE 7

STUDENTS IN FOUR BASIC OPERATIONS OF FRACTIONS

Submitted by:

Claude Elvin G. Janubas

Teacher I

Maria Estela T. Jamis

Teacher III
 I. Context and Rationale
Fraction is a fundamental element in Mathematics which should be mastered by
the learners in order to solve practical purposes and applications in life; and also to
proceed to higher levels of learning for holistic growth and development in order to be
prepared for a better and secured future inclined with globalization, progress and
advanced civilization. Fraction can also be considered as a fundamental concept not
just in Mathematics but with all kinds of disciplines because fraction covers most of the
cases of which can be applied to any scenario especially in the development of the
successors of a better generation, the learners.

II. Action Research Questions

1. What is the effect of color wheel on the four operations in solving fractions
2. Is there a significant difference between pre-test and post-test results on their
mathematical skills?

III. Proposed Innovation, Intervention and Strategy

Although fractions serve as a pillar concept in other concepts especially in
mathematics, many learners find it difficult to answer and solve correctly because of its
tricky conditions that should always be considered in solving fractions. A research
study by Lortie-Forgues, Tian & Siegler (2015) supports the claim that fraction and
decimal arithmetic are crucial for later mathematics achievement and for ability to
succeed in many professions. Thus, fractions no matter what, must instill to the learners
its purpose so that the learners can achieve higher possibility of success especially on
the path that they want to go on. Unfortunately, only a little sign of improvement was
shown on the capabilities of the students and even adults proficiency over the past three
decades. To summarize what is known about fraction and decimal arithmetic and to
stimulate greater amounts of research in the particular field, a study beforehand was
conducted and two types of difficulties were discussed: (1) inherent difficulties of
fraction and decimal arithmetic and (2) culturally contingent difficulties that could be
lessen by improved instruction and prior knowledge of learners (Lortie-Forgues, Tian
& Siegler, 2015).
The researcher also based the result on the diagnostic test that will be conducted
wherein the result of pre-test made a significant feedback on the students’ present level
of understanding the four basic operations in solving fractions considering that they
went on a spiral curriculum where the existence of a concept from the beginning is
continuous.
The researcher must take part of the improvement process of the students
especially the four basic operations in solving fractions and the intervention process is
indicated on the next part of the paper. The researcher is looking forward for the results
that will give significant action to address the problems of the students in dealing
fractions.
Teaching-learning process is the best way to address the students’ needs in such
a way that students are able to handle the problem not just by themselves but as a class
in brainstorming, creating, sharing of ideas, etc. that obviously targets higher order
fractions or simply fractions in general. The fast dissemination and transfer of
knowledge in fraction is expressed as indicated and as applied for the rapid monitoring
and progress of the students and is visibly shown by interaction of such relationship
with the teacher involved as a vital role in the said process. This led to the students who
are both intellectually capacitated in general to become versatile in all sorts of problems
involving fractions and to become wise persons in their chosen careers.
IV. ACTION RESEARCH METHODS
a. Participants and/or other Sources of Data and Information
The researchers will choose improvised color wheel to indicate the level of
understanding and critical thinking of the learners and served as intervention because
of its manipulative yet realistic and appealing feature that the students got motivated in
learning fractions. Of course with the aid of other approaches such as inquiry-based
approach, inductive teaching-learning approach and other critical thinking and problem
solving-based approaches, the students will not quite felt doubtful in solving fractions.
Even at old times, manipulative was already being used continuously to really
understand the concepts that involves fractions especially in areas and volumes of a
particular unit or field. Color wheel was already existed even in elementary level which
was a very useful tool in indicating a particular color but and improvisation of it is
applied and a research will be conducted to see if there is really a significant result to
improve the learning approaches and even the attitude of students or learners toward
fractions.

b. Data Gathering Methods

The improvised tool will used to 48 students of Grade 7 – Gold and 45 students
of Grade 7 – Amethyst of Alubijid National Comprehensive High School year 2018-
2019. The study will be conducted based on the diagnostic test results in the beginning
of the school year.
The intervention will be conducted every Friday, 4:15 to 5:15 in the afternoon.
The students will play the improvised material without the disruption of other classes
because the time that was set was beyond the last subject of a daily class.

c. Data Analysis Plan

In order to know the significant difference between pre-test and post-test results
on their mathematical skills, the researcher will use the T-test for two correlated
samples.
With the given materials of some problems involving fractions, the students will
be stratified into particular groups, collaborate and think well of solving such problems,
and use color wheel to immediately answer correctly the following problems
considering that these problems involving problems were time-bound. There is
manipulation with rotation when using the improvised color wheel of the four basic
operations in solving fractions but is limited that the numerator and the denominator of
fractions must be integers and the denominator is not equal to zero as a fundamental
rule in understanding and mastering the concept of fractions. Repetition is clearly
demonstrated and more exercises were given until doubts and fears of students in
solving fractions is eliminated.
After the intervention, the 48 students will take the post-test.

V. Action Research Work Plan and Timelines

Activity Target Timeline Persons Resources
Output Starting Completion Involved Needed
Date Date
Get Diagnostic June June 11, Gr7 Students, Diagnostic
Organized Test 11, 2018 Math Questionnaire
Result 2018 Teachers
 Conduct June June 14, Gr7 Students, Interview
Voice of the VOC 13, 2018 Math questionnaire
Customer 2018 Teacher,
Parents
Preparation Pre-Test June June 15, Math Bond paper
of Pre-Test Material 15, 2018 Teachers
Questionnaire 2018
Administer Answered June June 18, Gr 7 students Pre-test
the Pre-Test test paper 18, 2018 Math questionnaire
and Pre-Test 2018 Teachers
Check/analyz Result
e the result.
Making of Tables June June 19, Math Data on
tables and and 19, 2018 Teachers Diagnostic and
graphs for graphs 2018 Pre-test result
Diagnostic showing
and Pre-Test the
results diagnostic
test and
Post-test
result
Evaluating Interview June June 29, Math Interview
the present Response 25, 2018 Teachers questionnaire
Teaching and Observation 2018 Observation
Learning notes
Process
Root Cause Data July 2, July 3, Math Data on VOC
Analysis Findings 2018 2018 Teachers
Presentation Students July 4, July 4, Gr7 students Attendance
and attendance 2018 2018 Math sheet
orientation of Teachers Instructional
the proposed materials
solution
Preparation Materials July 5, July 6, Math Instructional
for the for 2018 2018 Teachers Materials
materials for Improvis
Improvised ed Color
Color Wheel Wheel
and
worksheets
Implement Answered July 9, August 3, Gr7 students Improvised
solution to worksheets 2018 2018 Math Color Wheel
pilot class Teachers and
Worksheets
Conduct Post- Post-test August August 13, Gr7 students Post-test
Test results 13, 2018 Math Teacher questionnaire
2018
Evaluate and Tables August August 15, Math Data on Post-
analyze the and 14, 2018 Teachers test result
graphs 2018
 Post-Test for Post
result Test
Result
Analysis and Analyzed August August 17, Math Papers for
Interpretation and 16, 2018 Teachers analyzed and
of Data interpreted 2018 interpreted
data with data
findings
Roll out Application August October 18, Gr7 students
solution of 20, 2018 Math
Strategies 2018 Teachers
Accepted
Check
Progress

VI. Cost Estimates

Activity Resources Needed Estimated Source of Fund
Expenses
Pre-Test Bondpaper and Ink Ph.P. 600.00 MOOE
Questionnaire for Worksheets
Color Wheel Illustration Board, Ph.P. 903.00 Personal
Activity Cartolina, Marker
Round Fastener
Post-Test Bondpaper and Ink Ph.P. 600.00 MOOE
Questionnaire for Worksheets
TOTAL Ph.P. 2,103.00

VII. Plans for Dissemination and Utilization

The researchers will ask permissions from the school principal to conduct the
study. Then the researchers will conduct the study to the respondents after being
approved by the school principal.
On the day of the conduct of intervention, the researchers will introduce the use
of color wheel to the respondents. After which, the post test will be given for the
analysis of data.

VIII. References
 Grade 7 Learner’s Module
 www.google.com