1

I. Context and Rationale

It has become a general feeling or stigma that mathematics is boys domain. A

study through a meta-analysis reveals that males tend to do better on mathematics tests

that involve problem-solving. Females tend to do better in computation, and there is no

significant gender difference in understanding math concepts. (Else-Quest, Hyde, and

Linn 2010)

Another study shows that females tend to earn better grades than males in

mathematics . Mullis, et.al (2012) identified as critical, beliefs about the usefulness of

and confidence in learning mathematics, with males providing evidence that they were

more confident about learning mathematics and believed that mathematics was, and

would be, more useful to them than did females. Females were found to be strongly not

believing in stereotype that mathematics was not their subject while their male

counterparts did not strongly stereotype mathematics as a male domain. The importance

of these variables (confidence, usefulness and male stereotyping), their long-term

influence, and their differential impact on females and males was re-confirmed by many

other studies

Another study, which was conducted to analyze factors that affect math

achievement of 11th-graders in math classes with an identified gender gap, also showed

that males scored higher than females on 11th grade math achievement test, but this

difference decreased from 10th grade . (Robincon and Lubiensky 2011)

It has been revealed by some recent studies that line of gender differences in

mathematics education in many countries seems to be narrowing. However, studies

show that as students reach higher grades, males tend to show elevated levels of

mathematics achievement . For instance, the results from the TIMSS showed that

mathematics achievement scores of each gender group were close to each other at the
 2

primary and middle school years. It was also examined gender differences of 5th-8th

grade American students in mathematics. They found that, there were no substantial

differences found in terms of gender however, in the final year of secondary school,

evidence was found for gender differences in mathematics achievement.

It is simply put in this way; “you cannot give what you do not have”. With the

abovementioned information the action research entitled, “Relationship of Gender in

the Math Performance of the Pupils: A Qualitative Study” is hereby proposed for

study.

II. Action Research Questions

This study aims to improve the performance of the Grade 5 - Jugo pupils in

problem solving.

Specifically, it seeks to answer the following problems;

1. What is the general level of performance of the boys and the girls in

Mathematics?

2. Do boys perform better in Mathematics or the girls?

3. Is there a significant relationship of a learner’s gender in Mathematics

performance?

III. Proposed Innovation, Intervention and Strategy

In the conduct of the action research, the proponent will propose the following

innovation, intervention and strategy.

The study is a qualitative research. It entails an in-depth observation of the

researcher and record the observable characteristics of the the boys and girls. To come

up with an equal and non-biased observation, the researcher will see to it that the

selection of the particpants will be strictly done in a scientific manner wherein the

average in the last quarter will be cionsidered.

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IV. Action Research Method

a. Participants and/other Sources of Data and Information

Since the small disparity and or margin of the scores posted by the Grade 5 -

Jugo in the First Periodic Test Result, the researcher decided to use the total

enumeration technique. With that, Grade 5 - Jugo class which is composed of thirty-five

(35) with whom eleven (11) are boys and twenty-four (24) are girls.

In terms of the source of data, the teacher-made pre-test and posttest consisting

of thirty (3) items will be used.

b. Data Gathering Methods

The researcher will be using a teacher-made pre-test and posttest composed of

thirty (30) items in which the competencies are taken up from the Grade 5 Mathematics

curriculum.

The said survey-questionnaire will be validated by the researcher using a

validation form. It will be content validated by five (5) experts in the field of action

research writing. It will include the one (1) District Research Coordinator, the District

Mathematics Coordinator, one (1) District Statistician, one (1) Master Teacher in English

and one (1) Test Constructor.

c. Data Analysis Plan

The information/data to be collected will be coming from the questionnaires that

will be collated, analyzed and interpreted, to provide answers to the research problems.

In order for the researcher to answer Problem 1, the teacher will use the mean

and the percentage to get the level of performance of the Grade 5 - Jugo in problem

solving.

Further, in order to test the significance of the performance of the pupils in terms

of problem solving, t-test will be used at 0.5 level of significance.

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V. Action Research Work Plan

The study will be using Gantt chart of activities to show the flow and the budget

of time in the conduct of the different activities throughout the research study.

Programs/ Objectives Strategies People Time Frame Expected

Projects/ Involved Output
Activities
Pre-test To prepare the Gathering of Teacher- August 2019 Pre-test
material pre-test. textbooks and Proponent material has
preparation. other been prepared.
references to
be used in the
pre-test
preparation.
Conduct of To conduct the Schedule the Teacher- August 2019 Pre-test shall
Pre-test to the pre-test to the pre-testing to proponent has been
Grade 5 - Jugo Grade 6 pupils. the Grade 6 Grade 5 - Jugo conducted.
pupils. pupils. pupils
Data analysis To analyze and Use the Teacher- August 2019 Data have
and interpret the Microsoft Excel Proponent been analyzed
interpretation dat. Data Analysis and
of the posttest interpreted.
Conduct of the To conduct a Deliver Teacher- September to The research
basic research basic research. instruction to proponent November study shall
study. the pupils. Grade 5 - Jugo 2019 have been
pupils conducted.
Posttest To prepare the Gathering of Teacher- November Posttest shall
Material posttest. textbooks and Proponent 2019 has been
preparation. other prepared.
references to
be used in the
posttest
preparation.
Conduct of the To conduct the Schedule the Teacher- November Posttest shall
Posttest posttest post testing to proponent 2019 has been
material material. the Grade 6 Grade 5 - Jugo conducted.
preparation. pupils. pupils
Data analysis To analyze and Use the Teacher- November Data have
and interpret the Microsoft Excel Proponent 2019 been analyzed
interpretation data. Data Analysis and
of the posttest. interpreted.

VI. Cost Estimates

Particulars Amount
1. Printing of the survey questionnaire Php 1 000.00
2. Photocopying of the needed number of instructional materials. Php 1 000.00
 5

4. Travel Expenses Php 1 000.00

5. Ring binding or book binding process Php 1 000.00
6. Production of proposal and final paper Php 1 000.00
7. Fare and other miscellaneous expenses. Php 1 000.00
Total Php 7 000.00

VII. Plan for Dissemination and Utilization

The table below shows how the research study plan will be conducted as it

presents the project/program/activity, objectives, the strategies and/or activities to be

conducted, the persons that will be involved, the time frame and the expected output.

IX. List of References

Nivera, G.C. (n.d.) Curriculum and Instruction: The Teaching of Mathematics, Teacher
Education Council, Department of Education, Pasig City, Philippines

Sabean, M.P., & Bavaria, R. (2005). Sylvan Learning Center Math Research. Sylvan
Learning, Inc.

DepEd Order No. 55, series 2010, Policies and Guidelines in Strengthening Science
and Mathematics Education in Secondary Schools, Department of Education,
Pasig City, Philippines, May 17, 2010
Else-Quest, N., Hyde, J. Y. Linn, M. (2010). Cross-national patterns of gender
differences in mathematics: A metaanalysis. Psychological Bulletin,

Mullis, I.V.S., Martin, M.O., Foy, P., & Arora, A. (2012). TIMSS 2011. International
results in mathematics.Chestnut Hill, MA: TIMSS & PIRLS International Study Center,
Boston College.

Robinson, J. and Lubiensky, S. (2011) The Development of Gender Achievement

Gaps in Mathematics and Reading During Elementary and Middle School Examining
Direct Cognitive Assessments and Teacher Ratings. American Educational Resources
Journal. 48, 2268-302
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San Fabian District II

EAST CENTRAL ELEMENTARY SCHOOL
San Fabian, Pangasinan

An Action Research Proposal

Relationship of Gender in the Math Performance of the Pupils: A Qualitative Study
 7

CRISTINA C. JUGO
Master Teacher II

San Fabian District II

EAST CENTRAL ELEMENTARY SCHOOL
San Fabian, Pangasinan

August 23, 2018

ATTY. DONATO D. BALDERAS, JR.

Schools Division Superintendent
Pangasinan Division II
Binalonan, Pangasinan
(Thru Channels)

Sir:

I have the honor to submit to your office my action research proposal entitled,

“Relationship of Gender in the Math Performance of the Pupils: A Qualitative

Study” for this school year 2019 – 2020.

Hoping for your kind approval.

Very truly yours,

CRISTINA C. JUGO
Master Teacher II
 8

Noted:

RAMESES F. ZARATE
Principal II

MA. TERESA A. JAVIER, Ed.D.

Public Schools District Supervisor

San Fabian District II

EAST CENTRAL ELEMENTARY SCHOOL
San Fabian, Pangasinan

1st Indorsement
August 23, 2019

Respectfully forwarded to the Schools Division Superintendent of the Division of

Pangasinan II, ATTY. DONATO D. BALDERAS, JR., the herein request of CRISTINA

C. JUGO, Master Teacher II to conduct an action research entitled, “Relationship of

Gender in the Math Performance of the Pupils: A Qualitative Study” for the Grade

5- Jugo pupils of the East Central Elementary School, San Fabian District II, San Fabian,

Pangasinan for this school year 2019 – 2020. recommending approval.

MA. TERESA A. JAVIER, Ed.D.

Public Schools District Supervisor
 9

PERMIT TO CONDUCT AN ACTION RESEARCH

This action research proposal entitled, “Relationship of Gender in the Math

Performance of the Pupils: A Qualitative Study” is to be prepared and submitted by

Cristian C. Jugo, Master Teacher II of the East Central Elementary School, San Fabian

District II, San Fabian, Pangasinan.

It is being forwarded to the Office of the Schools Division Superintendent for

approval.

DIVISION EVALUATION COMMITTEE ON ACTION RESEARCH

MARIA CRISTINA B. DALIGCON REDENTOR B. AQUINO

Senior Program Specialist II Education Program Supervisor
In-charge of Planning and Research In-charge of Mathematics

CORNELIO R. AQUINO, Ed.D.

Chief Education Supervisor
Curriculum Implementation Division

APPROVED:

ATTY. DONATO D. BALDERAS, JR.

 10

Schools Division Superintendent

For the Schools Division Superintendent:

VIVIAN LUZ S. PAGATPATAN, Ph.D.

Assistant Schools Division Superintendent

San Fabian District II

EAST CENTRAL ELEMENTARY SCHOOL
San Fabian, Pangasinan

ANNEX 1
Research Proposal Application Form and Endorsement
of Immediate Supervisor

A. RESEARCH INFORMATION

Relationship of Gender in the Math Performance of the Pupils: A Qualitative Study

This research study aims to look for the relationship of the gender among the Grade 5 pupils
in Mathematics performance.

RESEARCH CATEGORY (Check only one) RESEARCH AGENDA CATEGORY

o National (check only one main research theme)
o Region o Teaching and Learning
o Division o Child Protection
o District o Human Resource Development
School o Governance
(Check up to one cross-cutting theme, if
applicable)
o DRRM
o Gender and Development
o Inclusive Education
o Others (please specify):
_______________________

FUND SOURCE(e.g. BERF, SEF, others

Self-funded research

TOTAL AMOUNT Php 3 000.00

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B. PROPONENT INFORMATION
INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE: (MM/DD/YYYY) SEX: POSITION/DESIGNATION:

REGION/DIVISION/SCHOOL

CONTACT NUMBER 1 CONTACT NUMBER 2 CONTACT NUMBER 3

TITLE OF THESIS/RELATED
RESEARCH PROJECT

EDUCATIONAL ATTAINMENT (DEGREE TITLE)

Enumerate from bachelor’s degree up to doctorate degree
Bachelors’ Degree
Master’s Degree
Doctorate Degree
SIGNATURE PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her office
functions.

MA. TERESA A. JAVIER, Ed.D.

Name and Signature of Immediate Supervisor
Position/Designation: Public Schools District Supervisor
Date: August 23, 2019
 12

San Fabian District II

EAST CENTRAL ELEMENTARY SCHOOL
San Fabian, Pangasinan

Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. I, CRISTINA C. JUGO, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes explicitly
copying the whole work of another person and/or using some parts of their work without
proper acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate
citations in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and
(insert grant mechanism).

PROPONENT: _______________________
SIGNATURE: ______________________
DATE: _____________________________