Comprehensive Analysis on Least Learned Competencies in Mathematics

for Grade 5: Basis for Learning Activities

Diosyver C. Monteron
Math Teacher
Department of Education Mandaue City Division
Email address:diosyver.monteron@deped.gov.ph
Mobile Number:+639087666925

Dr. Louie G. Sanlad

School Guidance Designate
Department of Education Mandaue City Division
E-add: sanladlouie99@gmail.com
Contact Number: +639158638207
ABSTRACT
This paper assessed the mathematics performance of grade five
learners as basis for activity sheets. Th e competence gain in the study of
Mathematics is widely used in all spheres of human life. Mathematics plays a key
role in shaping how individuals deal with the various spheres of private, social,
and civil life 。 This justifies the compulsion of the study of the subject by all
students who go through basic and secondary education in most countries.
Mathematics is therefore a core subject at all levels of education in the
Philippines. The findings of the study are that learners have a limited knowledge
and understanding of visualizes division of decimal numbers using pictorial
models, hence their performance in items on the topic is poor. A great proportion
of the learners have serious misconceptions of the inclusion of decimals and
division added on students’ understanding of the operation of division and
decimal numbers. The study recommends a structured focus on visualizing
division of decimal numbers using pictorial models. It recommends clarity for
teacher trainers, textbook writers and teachers on what learners need to learn
division. It recommends serious exploration of errors and misconceptions on
inclusion of decimals on activities and a teaching approach that considers errors
and misconceptions as opportunities for learning.

Keywords:Mathematics, education, least learned competencies, performance

INTRODUCTION

Education is a process of human enlightenment and empowerment for

the achievement of a better quality of life that leads to develop harmonious
personality and involves all aspects of intellectual, religious, moral and physical
of the personality of the Person. Schools are always transitional institutions.
They prepare pupils for education or for occupation or for family life. Mathematics
in the real sense is a science of space and quantity that helps in solving the
problems of life needing numeration and calculation.
The competence gain in the study of Mathematics is widely used in all
spheres of human life. Mathematics plays a key role in shaping how individuals deal
with the various spheres of private, social, and civil life (Anthony & Walshaw, 2009).
This justifies the compulsion of the study of the subject by all students who go
through basic and secondary education in most countries. Mathematics is therefore
a core subject at all levels of education in the Philippines.
Academic achievement has become an index of child’s future in this
highly competitive world. Academic achievement has been one of the most
important goals of the educational process. Achievement encompasses student
ability and performance. It is multidimensional and intricately related to human
growth and cognitive, emotional, social, and physical development also, reflects
the whole child and not related to a single instance, but occurs across time and
levels, through a student’s life. Mathematics is not enough to impart theoretical
learning; that learning must be put into practice. True learning is that which affects
behaviour and whereby the learner makes practical use of his knowledge.
In addition, Mathematics according to Maliki, Ngban, and Ibu (2009) is
described as a subject that affects all aspects of human life at different degrees.
According to The National Mathematics Advisory Panel (2008), mathematics is used
throughout our daily lives. The importance of mathematics in day-to-day activities is
no longer news. However, what remains news is the fact that students performance
in mathematics has not improved significantly despite its importance, not even with
the introduction and use of technology in mathematics, as confirmed by Chang and
colleagues (2006) when they stated that, nowadays, students make use of
computer-assisted problem-solving systems to better learn and understand
mathematics.
Moreover, the topic on which the study will focus is expressing ratio in
simplest form. It focuses on ratio because this is one of the topics included in Grade
Five curriculum. The Department of Education for Mathematics curriculum expects
Grade Five learners to be able to express ratio in simplest form. One of the reasons
for the inclusion of this topic in the curriculum is that ratio is central to the
development of proportional reasoning (Chick & Harris, 2007); and “proportional
reasoning is the cornerstone of algebra and a wide variety of topics in mathematics”
(Van de Walle, 2007, p. 353).
As division with decimals is introduced, conceptual understanding may be
developed by asking students to draw upon their understanding of operations,
decimals, and place value, to name a few. Conceptual understanding may be
contrasted to procedural understanding which is, “composed of the formal language,
or symbol representation system or rules for completing mathematical tasks”
(Hiebert & Lefevre, 1986). The inclusion of decimals and division added additional
foundational studies on students’ understanding of the operation of division and
decimal numbers, including misconceptions on these two topics. Grade five learners
of Mayor A.S. Fortuna Memorial Elementary School encounter the same problem.
Thus, the purpose of this material is to find out the least learned competency the of
the Grade Five learners during second quarter of school year 2018 -2019 as basis
for the proposed mathematical activities to fill this gap.

FINDINGS

Table 1 . Percentage of Correct Response of the Second Quarter Grade 5

Least - Learned Learning Competencies in Mathematics 5
Compe- Learning Competencies Percentage Interpretat
tency of Correct ion
No. Responses
1 visualizes division of decimal numbers 17.39 Low
using pictorial models Mastery
2 expresses ratios in their simplest forms. 23.91 Low
Mastery
3 recognizes when two quantities are in 31.88 Low
direct proportion. Mastery
4 estimates the products of decimal 32.61 Low
numbers with reasonable results Mastery

PARAMETER LIMITS
Percentage of Correct Responses Level of Performance
96% - 100% Mastered
86% - 95% Closely Approaching Mastery
66% - 85% Moving Towards Mastery
35% - 65% Average
15% - 34% Low Mastery
5% - 14% Very Low Mastery
0% - 4% Absolutely No Mastery

All competencies have a dual nature, as they have an analytical and a

productive aspect. The analytical aspect of a competency focuses on understanding,
interpreting, examining, and assessing mathematical phenomena and processes,
such as, for instance, following an controlling a chain of mathematical arguments or
understanding the nature and use of some mathematical representation, whereas
the productive aspect focuses on the active construction or carrying out of
processes, such as inventing a chain of arguments or activating and employing some
mathematical representation in a given situation. What follows is a summary of the
least-learned competencies in mathematics for grade five during the second quarter
that are an essential part of the knowledge base and skill base for all students.
Students are best served by deep mathematical experiences in these areas. This is
intended as a brief compilation of the truly essential topics, as opposed to topics to
which students should have been introduced but need not have mastered. The skills
and content knowledge that are prerequisite to grade six mathematics are of course
still necessary for success in elementary.

As seen from Table 1, competency on visualizes division of decimal numbers

using pictorial models has 17.39% correct responses interpreted in the parameter
as low mastery. This is followed by the competency on expresses ratios in their
simplest forms which has 23.91% with mastery while competency on recognizes
when two quantities are in direct proportion has a 31.88% correct responses with
low mastery and 31.61% correct responses on estimates the products of decimal
numbers with reasonable results competency.
The findings implied that the corresponding competency manifests itself
when dealing with the corresponding topic at the educational level at issue. So, in
order for assessment to provide a fair and comprehensive coverage of the entire set
of mathematical competencies, a board spectrum of activities are needed. Moreover,
often a given activity gives rise to only some of the competencies, and different
activities will involve different sets of competencies.
Table 2: DIFFICULTY AND DISCRIMINATION INDECES

Frequency of Correct
Difficulty Discrimination
Competenc Responses
y Lowe
No. Per Upper Index Inde
r Level Level
item 27% (p) x (d)
27%
1 8 4 0 0.17 Very 0.31 Good Item
Difficult
Very Good
2 32 12 6 0.68 Average 0.46
Item
Very Good
3 15 7 1 0.32 Difficult 0.46
Item
4 15 5 3 0.32 Difficult 0.15 Poor

Based on the results, Competency 1 was a good item but very difficult
question while Competency No. 2 was a very good item with average level difficulty.
Competency 3 was a very good item with difficult level and Competency 4 got a poor
question with a level of difficult. The data on Table 2 imply that competency 4 needs
revision of the item to cope with the learners. Though, competency 1 is a good item,
it requires question that is easy for the learners. It is recommended to have easy
activities related to visualize division of decimal numbers using pictorial models or
competency 1 to master this competency.
 The findings of the study are that learners have a limited knowledge and
understanding of visualizes division of decimal numbers using pictorial models,
hence their performance in items on the topic is poor. A great proportion of the
learners have serious misconceptions of the inclusion of decimals and division
added on students’ understanding of the operation of division and decimal numbers.
The study recommends a structured focus on visualizing division of decimal
numbers using pictorial models. It recommends clarity for teacher trainers,
textbook writers and teachers on what learners need to learn division. It
recommends serious exploration of errors and misconceptions on inclusion of
decimals on activities and a teaching approach that considers errors and
misconceptions as opportunities for learning.
References

Anthony&Walshaw（2009）. Characteristics of Effective Teaching Mathematics.

Journal of Mathematics Efucation.Vol. 2, No. 2, pp.147-164.

Maliki et al.（2017） Trend Analysis of Students‘Academic Performance.

Van de Walle （2007）. Elementary and Middle School Mathematics：Teaching

Developmentally, 6th ed.. Late of Virginia Commonwealth University.

Annex A

PERCENTAGE OF CORRECT RESPONSES OF THE SECOND QUARTER

 GRADE 5 LEARNING COMPETENCIES IN MATHEMATICS 5
SCHOOL YEAR 2018-2019

Percentag
e of
Learning Competencies Interpretation
Correct
Responses
2 gives the place value and the value of a digit of a
73.91 Moving Towards Mastery
9 given decimal number through ten thousandths.
3 reads and writes decimal numbers through ten
58.70 Average
0 thousandths.
3 rounds decimal numbers to the nearest hundredth
45.65 Average
1 and thousandth.
3
compares and arranges decimal numbers. 47.83 Average
2
3
visualizes addition and subtraction of decimals. 69.57 Moving Towards Mastery
3
3 adds and subtracts decimal numbers through
67.39 Moving Towards Mastery
4 thousandths without and with regrouping.
3 estimates the sum or difference of decimal
60.87 Average
5 numbers with reasonable results.
solves routine or non-routine problems involving
3 addition and subtraction of decimal numbers
34.78 Average
6 including money using appropriate problem
solving strategies and tools.
creates problems (with reasonable answers)
3
involving addition and/or subtraction of decimal 52.17 Average
7 numbers including money.
3 visualizes multiplication of decimal numbers using
34.78 Average
8 pictorial models.
3 multiplies decimals up to 2 decimal places by 1- to
50.00 Average
9 2-digit whole numbers.
4 multiplies decimals with factors up to 2 decimal
41.30 Average
0 places.
4 estimates the products of decimal numbers with
32.61 Low Mastery
1 reasonable results
solves routine and non-routine problems involving
multiplication without or with addition or
4
subtraction of decimals and whole numbers 39.13 Average
2 including money using appropriate problem
solving strategies and tools.
4 visualizes division of decimal numbers using
17.39 Low Mastery
3 pictorial models.
4
divides decimals with up to 2 decimal places. 47.83 Average
4
4 divides whole numbers with quotients in decimal
41.30 Average
5 form.
 4 estimates the quotients of decimal numbers with
45.65 Average
6 reasonable results.
solves routine and non-routine problems involving
division without or with any of the other
4
operations of decimals and whole numbers 47.83 Average
7 including money using appropriate problem
solving strategies and tools.
creates problems (with reasonable answers)
4 involving multiplication and/or division or with
34.78 Average
8 any of the other operations of decimals and whole
numbers including money.
4
visualizes the ratio of 2 given numbers. 73.91 Moving Towards Mastery
9
5 expresses ratio using either the colon (:) or
72.83 Moving Towards Mastery
0 fraction.
5
identifies and writes equivalent ratios. 50.00 Average
1
5
expresses ratios in their simplest forms. 23.91 Low Mastery
2
5
finds the missing term in a pair of equivalent ratios. 39.13 Average
3
5
defines and describes a proportion. 35.87 Average
4
5 recognizes when two quantities are in direct
31.88 Low Mastery
5 proportion.

PARAMETER LIMITS

Percentage of Correct Responses Level of Performance

96% - 100% Mastered

86% - 95% Closely Approaching Mastery

66% - 85% Moving Towards Mastery

35% - 65% Average

15% - 34% Low Mastery

5% - 14% Very Low Mastery

0% - 4% Absolutely No Mastery
 Annex D

Activity Sheet # 1
Activity Sheet # 2
Activity Sheet # 3