TWO-TRACK METHOD IN TEACHING GRADE 1 MATHEMATICS

A Thesis
Presented to the Faculty of
College of Advanced Studies
Bohol Island State University Main Campus
Tagbilaran City

In Partial Fulfillment
of the Requirements for the Degree
Master in Education
Major in Educational Management

MARCH DESIREE S. DIOLA

May 2020
 APPROVAL SHEET

This thesis entitled, “Two-Track Method in Teaching Grade

1 Mathematics” prepared and submitted by March Desiree S. Diola
in partial fulfillment of the requirements for the degree Master
in Education Major in Educational Management has been examined
and recommended for acceptance and approval for oral examination.

THESIS COMMITTEE

REGUCIVILLA A. POBAR, PhD

Chairman

RUFINO M. LOREJO, EdD BERNARDA R. VILLAROJO, EdD

Adviser/Statistician Editor

CHONA C. FULLIDO, PhD

Member
________________________________________________________

EXAMINING TRIBUNAL
Approved by the committee on oral examination with a grade
of 1.17.

REGUCIVILLA A. POBAR, PhD

Chairman

CHONA C. FULLIDO, PhD MARIA LILIBETH G. CASTIL, PhD

Member Member

MARIA ELENA S. MANDIN, PhD PEDRO C. FUDOLIG, PhD

Member External Expert

Accepted and approved in partial fulfillment of the

requirement for the degree Master in Education Major in
Educational Management.

Comprehensive Examination: Passed

Date of Oral Defense: June 3, 2020

CHONA C. FULLIDO, PhD

Dean, College of Advanced Studies
 ACKNOWLEDGMENT

The researcher would like to express profound and sincere

gratitude, to significant people who walk with her in this

challenging leap of educational advancement. To all of you she

shares the joy of sweet success;

Rufino M. Lorejo, EdD, adviser and statistician, for his

generous sharing of scholarly insights, assistance in treating

and analyzing statistically the data and for staying connected

despite the world’s health crisis;

Bernarda R. Villarojo, EdD, critic, for giving out her

expertise in framing the context of the study;

Chona C. Fullido PhD, for the opportunity given to come up

to this level;

Atty. Giovanni Edrose T. Reformina, co-teacher and close

friend for the mathematical whiz and helpful additional ideas on

the analysis and interpretation of data;

Shinky Urhel, researcher’s husband for the love,

understanding and patience in the tough process she went through

to hit the targets;

Reesh Elieouf, researcher’s daughter, her greatest source

of inspiration and love that kept her going through hard times;
 The panelists, for their intensive perusal of the research

output and for the valuable insights and suggestions for the

enhancement of this paper;

The respondents, for participating in the sessions and

answering the questionnaire earnestly and sincerely and for the

permission granted by their respective parents;

The Tagbilaran City East Elementary School family

specifically the school principal, Dr. Ma. Antonette P. Dugang,

the class advisers Mrs. Jean M. Albuladora and Mrs. Leonila D.

Cordenillo for allowing the researcher to conduct the study and

for the pieces of advice given to her;

The Manga Elementary School family, especially the school

principal, Dr. Basilides M. Sempron, Master Teacher Ms. Mylin O.

Iñigo, relieving teacher Mrs. Emmalyn Matuod and Grade 1 teacher

Mrs. Wilma V. Redula for the constant support, understanding,

trust and respect for her professional endeavors;

And above all, to the ALMIGHTY FATHER, whom she offers the

highest glory for endowing her strength and wisdom to put

together this precious masterpiece. Thank you so much and your

will be done.

The Researcher
 ABSTRACT

The focus of this study was to determine the effectiveness of

the Two-Track method in teaching Grade One Mathematics. This
experiment further sought to verify the result of the pretest
and posttest performance of the control and experimental group,
their interest towards Mathematics, and their perception on the
effectiveness of Two-Track method. This study employed the
experimental design specifically the pretest-posttest design and
the descriptive design in determining the participants’
perception and interest. The data gathered were treated, analyzed
and interpreted through the average weighted mean, Mann-Whitney
U test and Spearman rho test. This was conducted at Tagbilaran
City East Elementary School, Tagbilaran City, Bohol. The
participants were the 60 Grade One pupils. The result of the
study revealed that majority of the pupils’ posttest performance
was higher than their pretest performance showing that they
learned from the lesson presented but the pupils in the
experimental group had a greater difference or higher scores
which means that the experimental group learned better. The two-
track method is an effective tool in teaching Mathematics but
better than the conventional method which is the direct
instruction. The interest of the pupils between the two groups
had no significant difference. Furthermore, their perception
towards effectiveness of the Two-Track method showed significant
relationship with their interest towards Mathematics. Based from
the result of the study, the experimental group has a more
favorable response towards Mathematics performance than the
control group because they scored better. Thus, two-track method
can be an alternative or supplementary tool in teaching
mathematics. The researcher recommended the use of two-track
method as an alternative tool in teaching Mathematics. The
stories made will be made available in the LRMDS portal for its
utilization. The Schools Division Superintendent through the
Division Math Supervisor may invite speakers who are experts in
story writing for the training workshop of teachers in creating
localized stories. Finally, other researchers may conduct
another study on the factors that may affect the effectiveness
of two-track method that is not covered in the study.
 TABLE OF CONTENTS

TITLE PAGE . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . iii

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . v

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . vi

LIST OF FIGURE & TABLES . . . . . . . . . . . . . . . ix

Chapter Page

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale . . . . . . .. . . . . . . . . 1

Literature Background . . . . . . . . . 3

THE PROBLEM

Statement of the Problem . . . . . . . . 20

Significance of the Study . . . . . . . .23

RESEARCH METHODOLOGY

Design . . . . . . . . . . . . . . . . . 24

Environment and Participants . . . . . . 24

Instrument . . . . . . . . . . . . . . .26

Data Gathering Procedure . . . . . . . .28

 Statistical Treatment . . . . . . . . . 31

DEFINITION OF TERMS . . . . . . . . . . . . . 33

2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 36

Pretest and Posttest Performance of the

Control and Experimental Groups . . . . . . .36

Control and Experimental Groups’

Interest in Mathematics . . . . . . . . . . . .39

Perception on the Effectiveness

of the Two-Track Method . . . . . . . . . . . 41

Difference on the Pretest Result

Between Experimental and Control Groups. . . . 43

Difference between the Pretest and

Posttest Result of the Experimental Group . . .44

Difference between the Pretest and

Posttest Result of the Control Group . . . . . 46

Difference of the Mean Difference of the

Pretest and Posttest between Experimental

and Control Groups . . . . . . . . . . . . . . 47

Difference on the Interest in Math of the Pupils

between Experimental and Control Groups . . . .49

Relationship between the Interest of the

Pupils in Mathematics and Perception on the

Effectiveness of the Two-Track Method. . . . . 51

3 SUMMARY, CONCLUSION AND RECOMMENDATIONS 55

Summary . . . . . . . . . . . . . . . . . . 55

Findings . . . . . . . . . . . . . . . . . . 57

Conclusion. . . . . . . . . . . . . . . . . . 61

Recommendations . . . . . . . . . . . . . . . 61

Action Plan . . . . . . . . . . . . . . . . . 63

Proposed Program . . . . . . . . . . . . . . . 66

REFERENCE LIST . . . . . . . . . . . . . . . . . . . . . 71

APPENDICES

A. Letter to the School Principal . . . . . . . . . 76

B. Letter of Approval from the Superintendent . . . 78

C. Mathematics Attitude Scale . . . . . . . . . . . 79

D. Perception on Effectiveness of

Using Two-Track Method Scale . . . . . . . . . 81

E. Test in Mathematics (Pretest / Posttest). . . . . 83

F. Table of Specifications. . . . . . . . . . . . . 89

G. Sample Lesson Plan in Teaching

Mathematics 1 Using Two-Track Method . . . . . 90

H. Sample Primer Track for Two-Track Method . . . . 92

I. Sample Daily Lesson Plan in Teaching

Mathematics 1 Using Conventional Method . . . 93

J. Pretest and Posttest Scores of

Control and Experimental Groups . . . . . . . 94

RESEARCHER’S BIODATA. . . . . . . . . . . . . . . . . . 95
 LIST OF FIGURES AND TABLES

Figure Page

1 Theoretical and Conceptual Framework . . . . . 5

Tables

Pretest and Posttest Performance of the

Control and Experimental Group . . . . . . . . . . 36

Control and Experimental Groups’

Interest in Mathematics . . . . . . . . . . . . . 39

Perception on the Effectiveness of the Use of

Two-Track Method in Teaching Grade 1 Math . . . . . 41

Difference of the Pre-test between

Experimental and Control Groups. . . . . . . . . . 43

Difference between the Pre-test and Posttest

Result of the Experimental Group. . . . . . . . . . 44

Difference between the Pre-test and Posttest

Result of the Control Group. . . . . . . . . . . . 46

Difference of the Mean Difference of the

Pretest and Posttest between the

Experimental and Control Groups. . . . . . . . . . 47

Difference on the Interest in Math of the Pupils

between Experimental and Control Group. . . . . . . 49

Relationship between the Interest of the Pupils in

Mathematics and Perception on the Effectiveness of

the Two-Track Method . . . . . . . . . . . . . . . 51

 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Mathematics is the backbone of all creations. Without

it, the world cannot move an inch. It makes life orderly

because certain qualities are developed such as reasoning,

abstract and critical thinking, and problem-solving ability.

Presently, skill development and innovations have become

the biggest part of our living. As one inclines more on the

Mathematical approach, the more successful one will be. So,

embracing the practicality of Mathematics should always begin

at the earliest stage of life.

The conventional teaching of most teachers in Math is

direct instruction but this approach is short-changing

children. Gomby (2012) shares the parallelism that learning

to count does not teach number sense any more than singing

the letters in the alphabet song teaches phonemic awareness.

The Philippine educational system is known to be

patterned from foreign systems and is proven effective.

Nevertheless, it was perceived to be lacking in some other

valuable aspects. To prove this, Programme for International

 2

Student Assessment (PISA) 2018 results revealed that,

Filipinos fared worst among 79 countries in reading literacy

and second-lowest in both mathematical and scientific

literacy. Thus, the Philippine educational system is at the

tail end of the global race.

As a commitment to promote quality education, the

Department of Education is requiring the classroom teachers

to teach literacy and numeracy within and across curriculum.

Teachers should integrate well-connected teaching strategies

that promote learners' critical literacy and numeracy skills

to eventually lead in improving the performance of Filipino

learners in the global competition.

The critical concern of many teachers is targeting

literacy skills within Mathematics and are seeking ways to

address this concern. One of which is the Two-Track method

which is used to implement the Mother Tongue-Based

Multilingual Education as Mathematics is taught in the mother

tongue in the primary years. If applied in Mathematics,

literacy and numeracy skills will both be promoted.

With this, the researcher would like to adopt the Two-

Track Method and seek the effectiveness of as a teaching tool

applied in Mathematics to help teachers achieve better

results in class by exploring another teaching strategy.

 3

Literature Background

Children in the preschool to end of elementary school

are setting the foundation for future life skills. According

to Whitebread (2010), the importance of early childhood

learning and its impact on future development, health, and

well-being is widely acknowledged. Early exposure to

foundational skills has been shown to provide the critical

elements for future exploration of Mathematical concepts.

Indeed, learning numeracy skills always starts at its

simplest form to complex hence introducing basic concepts as

early as possible to young children may have the potential to

develop far more complex mathematical thinking that they need

as they advance through life.

In other words, it is not simply memorizing the numbers

or counting by rote but learning to count forwards and

backward to learn the connection between numbers that are

being called number sense which is a vital skill that young

learners need before advancing to other mathematical skills.

If learners can master this skill as early as possible,

thereby setting the foundation to understand terminology and

concepts early, children are prepared to apply the

information. Since the concepts are already understood,

elementary teachers can focus on the application of ideas.

 4

Escaso (2012) cited that conventionally, learning tools

used in Basic Education revolves around lectures, tutorials,

practical work, and the like. With Mathematics, especially

for young learners, one practical route for bringing the

experience to bear on learners' mathematical understanding is

the use of manipulatives by the teacher to achieve the twin

goals of Mathematics in the basic education levels, K-10 -

Critical Thinking and Problem Solving.

Hartshorn (2000) also mentioned that the use of

manipulative objects in teaching Math such as pattern blocks,

colored chips, blocks, etc. is used extensively to provide

repositories for learning materials, which may be enhanced by

an interactive discussion and real objects. Teachers in the

early grades have known the importance of manipulatives.

Principles and Standards for School Mathematics (NCTM, 2000)

recommend using concrete models and physical materials before

moving on to more abstract ideas.

However, some learners still have difficulties

understanding concepts even with the help of manipulatives.

A. Lowell, et. al (2008) also mentioned in their study about

the attitude and the academic performance of pupils in

Mathematics that value self-confidence, enjoyment,

motivation, and anxiety surrounding Math are all reflected in

 5

Theories Legal Bases

Schema Theory Republic Act 10157

…students’ comprehension can “Kindergarten Education Act
be enhanced if students are … Develop teaching strategies
able to integrate the new using the unique feature of
knowledge with existing the MTB-MLE which shall
knowledge schema. include, but not limited to,
the following:
(Anderson and Pearson, 1984) (1) the two-track method …”

Republic Act 10533

Meaningful Learning Theory “Enhanced Basic Education
…to learn meaningfully, Act of 2013 …the curriculum
students must relate shall use pedagogical
knowledge to what they approaches that are
already know. constructivist, inquiry-
based, reflective,
(Ausubel, 1963) collaborative and integrative

DO 18, S. 2017
Constructivist Learning “Early Language, Literacy,
Theory and Numeracy Program
…students learn effectively … develop in Filipino
and efficiently from children the literacy and
constructing their own numeracy skills, and
knowledge. attitudes, which will
contribute to lifelong
(Brooks and Brooks, 1999) learning.”

Tagbilaran City East

Elementary School Grade 1
Learners

Learners employed with Learners employed

Two-Track Method with conventional
• Math Performance method
• Perception on the • Attitude Towards
Effectiveness of Two- Learning Math
Track Method • Math Performance
• Attitude Towards
Learning Math

Action Plan

Figure 1. Theoretical and Conceptual Framework

 6

a student's attitude. To prevent long-lasting negative

attitudes towards Math, getting involved as early as possible

is the best way to prevent it. The instructional strategy

applied in teaching can significantly affect the pupils'

attitude towards a certain subject.

Another factor to be considered in the teaching-learning

process is the medium of instruction since children’s ability

to articulate their strategies, discuss ideas and concepts

critically, and communicate mathematical meaning are the

central focus in Mathematics. However, Mathematics teaching

pedagogies that are required to successfully achieve these

purposes have put pressure on children who do not have English

as their first language. The Mother Tongue-Based Multilingual

Education Research conducted by the UNESCO emphasized that

children with a solid foundation in their mother tongue

develop stronger literacy abilities thus allowing the

children to communicate effectively.

According to Ball (2010), their knowledge and skills

transfer across languages which enables the learners to use

both or all their languages for success in school and for

lifelong learning. Mother Tongue-Based Multilingual Education

or MTB MLE is the use of more than two languages for literacy

and instruction to develop necessary cognitive and reasoning

 7

skills. MTB MLE starts from where the learners are, and from

what they already know. Children function equally in

different languages starting in their first language to

express their strategies and share ideas and concepts

critically in the Mathematical arena. Therefore, MTB-MLE is

a tool in carrying out the central focus in Mathematics.

In the Philippines, the Department of Education through

DepEd Order 74 series of 2009 has established MTB MLE as the

fundamental policy in formal and non-formal education.

According to S. Malone (2008), in MTB MLE Programs or Mother

Tongue-Based Multilingual Education Programs, pupils begin

with what they know—their language and culture, knowledge and

experience—as the foundation for learning in school. Well-

planned and well-implemented MTB MLE programs produce

students who are multilingual and multicultural and who

contribute to their community’s and their nation’s

development goals.

In 2013, a teachers’ guide entitled “Two-Track Approach

to Reading and Writing in Students’ First Language (L1)” by

Dr. Susan Malone and Dr. Dennis L. Malone was published which

was adopted from the published work entitled “Working

Together for Literacy” by Mary Stringer & Nicholas Faraclas

in 2001 from Australia. In 2016, the Department of Education

 8

Teaching and Learning Division Chief Education Program

Specialist, Dr. Rosalina Villaneza participated the 5th

International Conference on Language and Education:

Sustainable Development Through Multilingual Education in

Bangkok, Thailand where Dr. Susan Malone was the keynote

speaker. Accordingly, the Two-Track method is one of the

teaching strategies used for the effective implementation of

the MTB-MLE.

The two tracks in the said method are the story track

and the primer track. The primer track focuses on accuracy

while the story track focuses on the meaning. Relevant to the

implementation of the K to 12 curriculum in the country, the

department believes that learning through the two-track

method helps children gain proficiency in literacy as well as

comprehend academic content and gain curriculum mastery,

creative and critical thinking skills for decisive decision-

making.

One distinct feature of the two-track method is to help

the children know first the meaning or the significance of a

specific learning competency using stories. Regrettably, the

telling of stories is a rare and seemingly off-task activity

in a Mathematics classroom. However, storytelling appeals to

children’s imaginations and emotions and helps make learning

 9

more meaningful. When children listen to stories, they create

mental images that connect the content to something

personally significant and belong to them. Moreover, the

stories used in the two-track method is not just any other

stories. It should be able to encourage learners to become

original and creative problem solvers.

The difference between a story in a two-track method and

a story presented in a direct instruction is the way it is

used. Stories in two-track method is used to present an

overview of a specific mathematical concept and is always

supported with the primer track that discusses the parts or

steps of the targeted competency. On the other hand, stories

used in the direct instruction is used to present a problem

to motivate a preceding lecture at that specific session. In

the story track, the teacher teaches for understanding the

use of the mathematical concept, without heavy correction and

is assigned for days to focus on the discussion of the meaning

of the targeted competency. Learners should feel comfortable

and unafraid to try to use the concept orally and in writing.

Teaching for meaning focuses on understanding or

comprehending the mathematical concept. This is tested

through questions about stories heard or read and are open-

ended.
 10

The use of stories in Mathematics class may not be a

usual scenario. However, the study of Goral and Gnadinger

(2006) concluded that using storytelling as a catalyst to

Mathematics instruction is one enjoyable and versatile

method. Furthermore, Toor (2016)’s study about students'

learning of mathematical concepts and processes have created

new interest in the use of stories to engage learners in Math.

Egan (2008) argues that telling a story is a way of

establishing meaning that allows students to feel good while

learning. Egan also proposes restructuring the primary

curriculum to include storytelling based on the premise that

the mind organizes best in story form. Establishing meaning

should be a central thread in teaching Mathematics – a subject

that is too often perceived as the manipulation of symbols,

the meaning of which is often far from clear to students.

Goral and Gnadinger (2006), share their experiences in

using storytelling in teaching Math concepts. While Goral

told the story, the children appeared to listen intently as

they maintained eye contact with her and sat very still.

During the telling of the story a student would ask several

questions. Indeed, in their experiment, it was concluded that

storytelling is a powerful tool that can bring rich, vibrant,

meaningful, and lasting images to children and that stories

 11

are the means that move metaphor and image into experience

easily catching attention and curiosity of the learners hence

engagement is assured. Goral and Gnadinger (2006) quoted that

storytelling is more personal as the storyteller can match

the story to the audience, use constant eye contact, and make

adjustment and clarifications when necessary to enhance

understanding.

Furthermore, stories have a unique and powerful way of

connecting people. The engagement of the learners was evident

as they asked questions and responded to the story through

smiling and laughing. The children were also asked to make

personal connections to the story. At this point, learners

were able to understand the story as they relate their

personal experiences with it. Learners’ feedback shows that

although the first graders did not have extensive experience

with the hundred’s place and were still in the beginning

stages of their understanding of place value, each group

solved the problem of counting and did the given task

correctly.

The other feature of the two-track method is the teaching

of accuracy with the use of the primer track. The main goal

of this track is to train children to become accurate and

methodical problem solvers. The teacher teaches to build

 12

accuracy and correctness through memorization or skill

building and can easily be tested through workbook

activities. There are separate days dedicated for this track

after the meaning is already learned by the children through

the first track. Accuracy is important to make sure children

learn the correct procedure in obtaining an answer with a

specific mathematical concept. This track uses workbook

activities such as in fractions, basic and skip counting,

writing numerals, performing addition and subtraction,

telling time, solving problems, etc. and there is only one

right or wrong answer, and thus it is called accuracy. If it

is open with more potential answers, it is meaning based or

the story track. Using both tracks – the story and the primer

- will balance teaching for both accuracy and meaning.

One of the theories that supports this study is

Constructivism by Brooks and Brooks in 1999. Constructivists

viewed that learners build a personal understanding of their

knowledge and this constructive process can be facilitated by

appropriate learning activities and a good learning

environment. According to E. Afari, et. al. (2012), given

that a student's attitude, shaped by school experiences, is

likely to impact his or her achievement it is important to

consider the types of learning environments and teaching

approaches that are used.

 13

Storytelling offers a limitless opportunity for

developing a more authentic awareness of and respect for

children with diverse language and cultural backgrounds.

According to Koch, et. al (2001), learners actively construct

their understanding, building upon their current knowledge

base while working with others. Based on storytelling, there

is a myriad of inquiry-based activities that can be conducted

accordingly such as in workbooks.

It is reinforced by David Ausubel’s (1963) Meaningful

Learning Theory. According to Ausubel, to learn meaningfully,

students must relate knowledge to what they already know. He

also emphasizes that a person retains new information and

found it more meaningful when one can relate to it. This

theory clearly says that learning depends upon the

meaningfulness of the materials to be learned and the

effectiveness of the method used. In this study, the material

to be used will be meaningful because stories will be in the

level, language, and culture of the learners. The primer track

of the two-track method will serve as the support for content

mastery in terms of accuracy.

In connection to this theory is another theory behind

storytelling which is the Social Learning Theory by Albert

Bandura (1977) which posits that students can learn, or say,

 14

to grow their cognition through communication and interaction

among people in the social context. Storytelling creates the

context for meaningful communicative interaction between

teachers and students or among students. During storytelling,

learners can ask questions which lead other learners to relate

from their own experience as they listen to the storyteller

and the learners asking questions. This will ignite learners’

cognition as they will seek and reflect in their own

experiences that will relate to the story being told.

Another theoretical perspective is the Schema Theory by

Piaget (1952). Accordingly, schemas are the basic building

blocks of such cognitive models and enable us to form a mental

representation of the world. He defined a schema as a set of

linked mental representations of the world, which we use both

to understand and to respond to situations. An (2013) stated

that the fundamental principle of the schema theory assumes

that written text does not carry meaning by itself. Rather,

text only provides directions for readers as to how they

should retrieve or construct meaning from their own

previously acquired knowledge.

Boltman (2001), defined storytelling as the oral process

of conveying meaning regarding temporally sequenced events.

Therefore, students' comprehension can be enhanced if they

 15

can integrate the new knowledge with existing knowledge

schema or the background knowledge because the content of

storytelling connects to students' daily-life experience and

the language used in storytelling connects to the students’

level of proficiency.

Lee (2003) intends to model the impact of stories have

on young children particularly 7 years old learners. The study

showed that children's ability to engage in cognitive

processes remains constant at first but increases

exponentially at a later stage. At almost the same time,

problem-solving ability also increases highlighting the fact

that quality schemas do impact problem-solving ability.

Furthermore, the study proposed that the more stories young

children encounter, the higher the opportunity of enhancing

their schemas.

In other words, stories enhanced the learners'

comprehension and ability to respond to situations. In the

Two-Track Method, story track serves not just motivation but

also springboard to the lesson as the story is told in the

learners' first language and culture. Therefore, having

quality schema as learners can personally relate to the story

then moving efficiently to the primer track to focus on the

 16

accuracy of the lesson with the use of workbooks or activity

sheets.

More so, it appears that the studies of Boltman (2001)

and Lee (2003) are a reasonable explanation for the results

of many studies of teaching Math with the use of storytelling.

According to the NCTM (2000) Principles and Standards for

School Mathematics’ Number and Operations Standard,

instructional programs from pre-kindergarten through grade

two should enable all students to use a variety of models to

develop beginning understandings of place value and the base

ten number system. Although storytelling is not considered to

be a “model”, it is considered as another pedagogical

technique that can enhance the understanding of abstract

Mathematics concepts. Furthermore, NCTM (2000) states in

their Communication Standard that, communicating, talking,

listening, and writing about Mathematics are essential

components in learning Mathematics.

Also, research suggests that long before the written

word, significant cultural ideas passed from generation to

generation through storytelling. It is an art form meant to

be shared among community members. According to Kurtz and

Ketcham (2009), of all the devices available, stories are the

surest way of touching the human spirit. Students need

 17

multiple methods to help them understand abstract Mathematics

concepts.

Since communication is one of the Department of

Education K to 12 key standards, it is urged to practice the

art of communication in several ways. Listening to a story

and participating in a problem-solving activity related to

the story helps reinforce this standard. Using stories is yet

another pedagogical tool to help students connect to

Mathematics. Thus, the researcher would like to investigate

the effectiveness of the Two-Track Method in teaching

Mathematics.

The study is anchored on legal bases. According to

Republic Act No. 10157 also known as the Kindergarten

Education Act, it states that,

“Develop teaching strategies using the unique feature of

the MTB-MLE which shall include, but not limited to, the
following:

(1) the two-track method (storytelling and reading,

listening story, oral communication activities);”

Thus, educators should use teaching strategies such as

the two-track method to address the changing interests of

learners and to achieve quality education. The burden of work

will be minimized through an established teaching strategy to

lessen the unresolved problem on literacy and numeracy.

 18

Barkat (2017) also used stories to teach Math literacy.

He mentioned that teaching literacy and Math at once helps

make the most of class time while deepening young students'

understanding of both subjects. With the current strong

emphasis on literacy and math, it makes great sense to combine

these two subjects. Feedback from students indicated that

those who count strong early on often have a lifelong math

advantage and the use of stories with strong sequences

strengthens their number line skills.

Parallel to Barkat’s study (2017), the researcher seeks

to create a story archive in Mathematics using the competency

matrix in line with the K to 12 learning competencies. Primers

will also be provided about the current textbook being used.

The approach to be used is the Two-Track Method, presented by

the Department of Education, cascaded by the Tagbilaran City

Schools Division trainers in 2018 and was first introduced in

2011 in the National level to be used for the effective

implementation of the MTB-MLE.

Based on R.A. 10533 or the “Enhanced Basic Education Act

of 2013”, it states that Department of Education shall adhere

to the following standards and principles in developing the

enhanced basic education curriculum which articulates that

“The curriculum shall use pedagogical approaches that are

 19

constructivist, inquiry-based, reflective, collaborative and

integrative.”

This is supported by the DepEd’s implementation of the

Early Language, Literacy, and Numeracy Program (DO 18, S.

2017) in line with President Benigno Aquino III’s Ten Point

Basic Education Agenda President Benigno Aquino III which

states that:

“…every child should be a reader by Grade 1, The Program

will develop in Filipino children literacy and numeracy
skills and attitudes which will contribute to lifelong
learning.

More specifically, it aims to improve the reading and

numeracy skills of Kinder to Grade 3 pupils, following K
to 12 Basic Education Curriculum, and to establish a
sustainable and cost-effective professional development
system for teachers."

Therefore, integrating literacy and numeracy in the

classroom adheres to the national goal for the country’s

development.

Toor and Mgombelo (2016) also used storytelling in

teaching Mathematics to humanize Mathematics as a way of

engaging both the 'being' of students and their cognitive

faculties. This allows learners to develop human values,

self-confidence, self-values and gives room for self-

reflection that may increase awareness of others' needs,

which may result in a sense of belonging in Mathematics for

students.
 20

In the two-track method, Mathematics will become more

personal to learners as they acquire mathematical concepts in

their mother-tongue language, in their culture and locality,

and their level.

With all these in mind, the researcher conducted the

study on the effectiveness of the Two-Track Method as an

approach to be used in teaching Mathematics concepts to

supplement the other conventional tools. It is hoped that

based on the results, the researcher may develop an action

plan to help improve the learners’ performance and to help

the teachers’ lesson preparations.

THE PROBLEM

Statement of the Problem

The main thrust of this study was to determine the

effectiveness of teaching Mathematics using the Two-Track

Method in Grade 1 of Tagbilaran City East Elementary School

for S.Y. 2019 – 2020.

Specifically, it sought to answer the following

questions:

1. What is the Math performance of the Grade 1 pupils in

terms of:

1.1. pre-test, and

 21

1.2. post-test?

2. What is the profile of the learners in terms of:

2.1. interest of the learners in Mathematics subject

with the use of the Two-Track Method and without

the use of Two-Track Method; and

2.2. perception of the learners about the Two-Track

Method as a strategy in teaching Mathematics?

3. Is there a significant difference in:

3.1 pretest scores between the learners employed with

and without the Two-Track Method;

3.2 pretest and post-test scores of the learners in each

of the group;

3.3. the mean difference of the pre-test and post-test

of the learners’ Math performance between the class

employed with the Two-Track Method and without the

Two-Track Method; and

3.4. the interest in learning Math between the learners

employed with the Two-Track Method and learners not

employed with the Two-Track Method?

4. Is there a significant relationship between learners'

interest in Math subjects with the use of the Two-Track

 22

Method and their perception of the effectiveness of the

Two-Track Method?

5. What action plan may be proposed based on the result of

the study?

Statement of Hypotheses

There is no significant difference in the pretest scores

between the learners employed with and without the Two-Track

Method.

There is no significant difference between the pretest

and post-test scores of the learners in each of the group.

There is no significant difference in the mean

difference of the pre-test and post-test of the learners'

Math performance between the class employed with the Two-

Track Method and without the Two-Track Method.

There is no significant difference in the interest in

learning Math between the learners employed with the Two-

Track Method and learners not employed with the Two-Track

Method.

There is no significant relationship between learners'

attitudes in the Math subject with the use of the Two-Track

Method and their perception of the Two-Track Method.

 23

Significance of the Study

The result of the study would be beneficial to the

following:

Pupils. This may stimulate the mind of the learners to

feel interested to learn when exposed to another teaching

approach. This may lead the learners to think critically and

be good problem solvers.

Teachers. This study would help teachers examine their

teaching experiences, learning, and beliefs in the light of

their teaching approach. Furthermore, this study would help

ignite their creative ability in storytelling to achieve

literacy and numeracy in their classroom when the strategy is

effective.

Math Supervisor. This study would aid the supervisor in

making decisions on how to help teachers be more effective in

the drive for reinforcing not just early numeracy but also

literacy within the Math curriculum.

Future Researchers. This study would serve as a benchmark

for similar studies in the future.

 24

RESEARCH METHODOLOGY

Design

The researcher used the experimental research method

specifically the static-group pretest-posttest design. The

design involved two-groups – class A and class B. Both groups

received a pretest to measure their background knowledge in

Mathematics. The two-track method and the conventional method

were applied to both groups separately in 5 sessions each.

After the treatment, a posttest was given to both groups.

Environment and Participants

The study was conducted in the Grade 1 classes of

Tagbilaran City East Elementary School for School Year 2019-

2020. This school is in Miguel Parras Ext., Tagbilaran City,

in the province of Bohol under the Tagbilaran City Schools

Division.

The Mid-Year Division Assessment Test last October 2019

result showed that the Grade 1 Level in Tagbilaran City East

Elementary School garnered an MPS in Mathematics of 73.51.

The Grade 1 Level of the said school ranked 17th in the

division out of 17 schools in the Mathematics subject alone.

It has a population of 774 learners having 4 sections grades

1, 4, and 5. 3 sections in grades 2, 3, and 6 while only

 25

having 2 sections in Kindergarten. The school is manned by 25

competent teachers including 2 relieving teachers and

Madrasah teacher and a full-fledged principal.

imagery ©2019 CNES / Airbus, DigitalGlobe, DigitalGlobe, Map data ©2019 Google Philippines

Purposive sampling was used as the researcher was

conducting the study to the least performing school based on

the Division Assessment Test specifically in Mathematics. The

participants answered the teacher-made test in Mathematics

and attitude and perception questionnaires.

Matrix of the Participants

Participants n

Control Group 31

Experimental Group 29

Total 60
 26

Instrument

The researcher administered three types of instruments

in this study. The Mathematics achievement of the learners

was measured by the researcher-made test through pre- and

posttest. The attitude of the learners towards learning Math

was gauged through a scale sheet. Finally, the perception of

the learners towards the effectiveness of the two-track

method was measured with the use of another scale sheet for

the said purpose. This was done through the researcher-made

test to evaluate the performance of learners. The scale and

questionnaire were used to determine their attitude towards

learning Math and their perception of the effectiveness of

the Two-Track method and conventional method in learning

Mathematics concepts, respectively.

Mathematics Performance. The researcher administered a

pre-test to the two groups to determine their background

knowledge in Mathematics. The pre-test was a researcher-made

test which contained 24 items based on the table of

specifications. The topics or contents were aligned with the

K-12 competency matrix which was not yet discussed by their

teacher. The questionnaire was reviewed by the Mathematics

Coordinator of the school for possible comments, suggestions,

and enrichment in terms of grammar and readability. The same

 27

questionnaire was used for the post-test at the end of the

conduct of the study. The item analysis was done through

conducting a pilot testing and the reliability level at 0.76

was computed which was good.

Mathematics Attitude Scale. This instrument was used to

measure the interest of the learners towards Mathematics

during the duration of the study. This instrument is a 19-

item test using 3-point scale criteria with responses of

agree, neutral, and disagree. The positive statements are

items number 1,2,3,4,5,9,10,11,12,13,16, and 17 while the

negative statements are items number 6, 7, 8,14,15,18, and

19. The positive statements were scored 3 for agree, 2 for

neutral, and 1 for disagree. However, the negative statements

were scored reversely such that 1 for agree, 2 for neutral

and 3 for disagree.

This instrument was used by Lowell, et al. (2005) in a

similar study and was developed, validated, and standardized

by Aiken and Dredger (1972). The researcher also translated

the material to the mother tongue language (Sinugbuanong

Binisaya) and modified the number of choices for responses to

fit the recipients’ level as well as its face value. The

reliability coefficient of this instrument was reported at

0.86.
 28

Perception on Effectiveness of Using the Two-Track

Method Scale. After the study duration, a scale sheet was

given to the learners. This 15-item instrument was used to

determine the learners' perception of the effectiveness of

the Two-Track Method in teaching Mathematics. The instrument

comprised of two categories to gauge learners' perception in

terms of Learner Participation or Involvement and Learner's

Understanding. There were seven (7) statements for Learner's

Participation or Involvement while eight (8) statements for

Learner's Understanding.

This instrument was based on the study of E. Afari, et.

al. (2012) but modified by the researcher to ensure the

suitability of the scales for use in this study. The

reliability coefficient of this instrument was reported from

0.81 to 0.89.

Data Gathering Procedure

The data gathering procedure consisted of 3 phases. The

first phase was securing consent to the authority to ensure

formality. The second phase was the experimentation proper

wherein the researcher administered the pretest, teaching

approaches, posttest, and perception and attitude survey. The

third phase was the data collection and interpretation

through statistical treatment.

 29

PHASE I. Seeking Permissions from School Administrators

A letter of permission to conduct the experimental

research was sent to the Dean of the College of Advanced

Studies, Campus Director, Tagbilaran City Schools Division

Superintendent, the Education Program Supervisor in

Mathematics, and the School Principal, Ma. Antonette P.

Dugang, PhD. Consent letter was sent to the parents or

guardians of each participant.

PHASE II. Experimentation Proper

The pretest was given to both groups. The researcher

personally administered to both classes on their respective

Math schedule. The examinees were closely supervised by the

researcher as the questions were read to them for guidance

and to ensure the validity of the results.

For the entire duration of the study, the researcher

applied the conventional method using direct instruction in

class A while the Two-Track method was used in class B.

In the conventional method, the researcher used the

direct instruction. The class was motivated through a song or

a review, presented with a problem as an introductory

activity, answered the problem as an analysis, lectured on

the parts of a pictograph and how to use it, performed group

 30

activities as an application, answered the book activity as

an evaluation, and ended with a generalization.

In the experimental method, the researcher used the two-

track method which assigned at least two days for a discussion

of a story and separate days for lessons to focus on the

workbook activities. In the first few days, class was

motivated with a song, then listened to a story read by the

teacher with big books and/or pictures presented while

learners asked questions along the way, answered

comprehension questions about the stories as an analysis,

presented with organizational tools such as story map,

diagram, chart, etc. based on the story read, performed group

activities such as retelling the story, dramatizing the

story, inferring events, and identifying the importance of

the lesson. Assessment was done by asking children to describe

familiar events, illustrations, people, and places in

relation with the story. The next following days are dedicated

to answer the workbook activities such as interpreting and

answering the questions of pictographs presented. Each

session was concluded with a generalization.

After the experiment, the posttest was administered to

both groups to determine the change of the learners’ academic

performance in Mathematics.
 31

PHASE III. Data Collection and Interpretation

The results of the pretest and posttest were tallied,

tabulated, and subjected to statistical analysis which was

the basis for interpretation. The two groups took the Math

attitudinal scale but only the experimental group took the

perception questionnaire.

Statistical Treatment

After all the data were gathered, they were analyzed and

interpreted through statistical techniques.

To determine the learners' attitude towards Mathematics

and perception in the two-track method, the weighted mean was

used and the following scales were utilized to interpret the

data.

The attitude in Mathematics Scale

Interpretation Meaning as to Attitude
Scale Responses as to in Math
interest in
Math Subject
1 (1-1.66) Disagree Did not show Do not listen, do not ask or
interest answer questions, and refuses to
do the tasks at hand
2 (1.67 – 2.33) Neutral Showed interest but Occasionally asks and answers
gets questions but tends to do
distracted/bored different things in class
sometimes instead of the tasks at hand
3 (2.34 – 3) Agree Showed interest Asks and answers questions and
most of the time or finishes tasks at hand more
all the time often than not or always
 32

Perception on Effectiveness of the Two-Track Method

Meaning as to Perception in
Interpretation Effectiveness of Two-Track
Method
Scale Responses
1 (1-1.74) Disagree NE - Not Strategies in teaching in
Effective Mathematics are not fun
and do not help lessons to
be learned easily.
2 (1.75 – 2.49) Slightly LE - Less Strategies in teaching in
Agree Effective Mathematics are just like
any other lesson.
3 (2.5 – 3.24) Agree E - Effective Strategies in teaching in
Mathematics are fun and
help lessons to be learned
easily most the time.
4 (3.25 – 4) Strongly VE - Very Strategies in teaching in
Agree Effective Mathematics are fun and
help lessons to be learned
easily all the time.

To test the significant difference in the pretest scores

between the learners employed with and without the Two-Track

Method, between the pretest and post-test scores of the

learners in each of the group and in the mean difference of

the pretest and the posttest results between the control and

experimental groups and difference between the two groups in

their attitude in Math, the Mann-Whitney-Wilcoxon U test was

utilized since the data were not normally distributed.

𝑛1 (𝑛1 + 𝑛2 − 2)
𝜇𝑅 =
2
𝑛1 𝑛2 (𝑛1 + 𝑛2 − 2)
𝜎𝑅 = √
12
𝑅−𝜇𝑅
z= 𝜎𝑅

Where R is the total rank of smaller sample size and n is

the sample sizes.

 33

To determine the relationship between learners'

attitudes in learning Math with the use of the Two-Track

Method and their perception of the Two-Track Method, the

Spearman rho test was utilized since the data was not normally

distributed.

6 ∑ 𝑑2
rs =1- 𝑛(𝑛2 −1)

wherein d is the difference in ranks and n is the sample

size. The significant level adopted for all statistical tests

was 0.05.

DEFINITION OF TERMS

A conceptual and operational definition of terms is

used in the study to give clarity to the readers of this

research paper.

Contextualization. This refers to the process or an act

of developing new skills, and attitudes in pupils using

relevant situation. In this study, it refers to the stories

that are experienced in real life by the pupils.

Conventional Teaching. It is a method or strategy

wherein learners are exposed to a method of teaching which is

usually used in all subjects. In this study, it refers to

direct or explicit instruction.

 34

Effectiveness of Two-Track Method. It refers to the

degree to which something is successful in producing the

desired result, specifically in the success of the Two-Track

method in teaching Mathematics.

Interest. It refers to thinking or feeling about someone

or something, typically one that is reflected in a person's

behavior. In this study, it refers to the pupil’s level of

excitement and likeness of a learner towards Mathematics as

shown in his/her behavior.

Localization. It is an act or process of making lessons

suitable for use in a particular country or region. In this

study, it is using stories that occurred in, came from, or

home-grown in the pupils’ community.

Math performance. It refers to the learners’ achievement

in the pre- and posttest in Mathematics in terms of their

scores obtained.

Perception. It is a way of regarding, understanding or

interpreting certain stimuli; a mental impression. In this

study, it is the way learners think and behave about the Two-

Track Method.

Primer Track. It is one of the tracks in the Two-Track

Method which is used to teach accuracy of the skill. In this

 35

study, it is the workbook track to teach competency such as

the technical or procedural terms.

Story Track. It is one of the tracks in the Two-Track

Method which is a problem based or experience story. In this

study, it is a story used to teach a skill that emphasizes

the meaning of the competency being taught such as how it is

significant or used in a real-life situation.

Two-Track Method. It is a teaching approach that

emphasizes meaning and accuracy by using the story track and

the primer track or the use of stories in teaching concepts.

In this study, the story track is problem-based or experience

stories and the primer track is the workbook track used to

teach Mathematical concepts and competencies. It is one of

the teaching strategies used in the effective implementation

of the Mother Tongue-Based Multilingual Education Programs

applied by the Department of Education.

 36

Chapter 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter manifests the result of the experiment

conducted by the researcher to the Grade One pupils of

Tagbilaran City East Elementary School, Tagbilaran City for

the academic year 2019 – 2020.

The data presented were analyzed and interpreted in the

light of the inquiries of the study.

Table 1

Pretest and Posttest Performance of the Control and

Experimental Group
N = 60

Control Group Experimental Group

Range Description Pre-test Post-Test Pre-test Post-Test
f % f % f % f %
Did not Meet
0-74 Expectation 28 90 8 26 29 100 5 17
Fairly
75-79 Satisfactory 3 10 19 61 0 0 21 72
80-84 Satisfactory 0 0 3 10 0 0 1 3
Very
85-89 Satisfactory 0 0 0 0 0 0 0 0
90-100 Outstanding 0 0 0 0 0 0 0 0
41.01=Did not
56.99=Did 68.28=Did Meet 71.98=Did
not Meet not Meet Expectation not Meet
Average Expectation Expectation Expectation

Table 1 shows the frequency of the performance of the

control and experimental group before and after exposure to

the lessons. During the pretest, it reveals that 28 out of 31

or 90% of the pupils’ performance in the control group were

 37

described as “did not meet expectation” while only 3 or 10%

got a “fairly satisfactory” score and having an average of

56.99% of the group who did not meet the expectation.

Meanwhile, on the experimental group, it reveals that 29

out of 29 or 100% of the pupils’ performance described as

“did not meet expectation” on the pretest or before exposure

to the Two-Track Method in Teaching Grade 1 Mathematics with

the average of 41.01% of the group whom did not meet the

expectation.

Both groups have relatively similar performance before

they were introduced to the lessons. The performance of both

groups portrays that the two groups were comparable in terms

of achievement level. This implies that the learners in the

two groups may be considered as being equal to one another

before any tests were conducted, therefore eliminating any

prior biases.

The posttest shows that 3 or 10% of the control group

got “satisfactory” score and majority or 19 out of 31 got a

score of “fairly satisfactory” with the average of 68.28% of

the group did not meet the expectation. On the other side,

there was 1 pupil or 3% of the experimental group who got a

“satisfactory” score and majority or 72% of them got a “fairly

satisfactory” score but 5 pupils or 17% did not meet the

 38

expectation. Mutually, the performance of the pupils exposed

with the conventional method or the control group and the

performance of the pupils exposed to the Two-Track Method or

the experimental group had improved over time. Hence,

learning occurs in both ways of teaching.

Table 2 shows the interest of control and experimental

groups towards learning Mathematics. Pupils had positive

reaction towards learning Mathematics lessons since the

composite mean is 2.53 described as “agree” which means they

showed interest in the subject most of the time.

In relation with the result of this study using the

tripartite model of attitudes (R. Zan, 2009), the cognitive

component reflected in item number 2 earned the highest

weighted mean of 2.85 and rated as “agree” means pupils showed

interest most of the time in the belief that Mathematics is

practical. Hence, pupils believe that Mathematics is relevant

to putting the concepts to practice. The item got the lowest

weighted mean of 2.13 or described as “neutral” is an

affective manifestation which means that they sometimes feel

that they cannot see much value of some topics in Mathematics.

Therefore, though they believe that Mathematics is

practical, they cannot see much value of some topics in the

said subject.
 39

Table 2

Control and Experimental Groups’ Interest in Mathematics

Experimental Control
Group Group Overall
N=29 N=31 Result
Items WM DV WM DV WM DV
1. Math is quite
difficult, but it is also
rewarding. 2.59 A 1.94 N 2.26 N
2. I like math because it A
is practical. 2.79 A 2.90 A 2.85
3. I like math more than A
any other subjects. 2.59 A 2.45 A 2.52
4. I like math because I A
like numbers. 2.90 A 2.71 A 2.80
5. Mathematics is A
fascinating and fun. 2.69 A 2.74 A 2.72
6. I don’t feel sure of
myself in math subject. 2.14 N 2.39 A 2.26 N
7. I can’t see much value N N
of some topics in math. 2.10 2.16 N 2.13
8. I can’t see challenges N N
in mathematics. 2.03 2.45 A 2.24
9. I like mathematics A
very much. 2.69 A 2.58 A 2.64
10. Mathematics is A
something that I enjoy a
great deal. 2.79 A 2.61 A 2.70
11. Math is very A A
interesting to me. 2.86 2.29 N 2.58
12. I never get tired of A A
solving math exercises. 2.69 2.77 A 2.73
13. Math excites me. 2.79 A 2.52 A 2.65 A
14. I have never liked N A
mathematics. 2.31 2.68 A 2.49
15. I have always been N
tired in solving
mathematical problems and
exercises. 2.10 2.39 A 2.25 N
16. Math subject is very A A
useful in our daily
activities. 2.93 2.45 A 2.69
17. I like math because it A A
is necessary for our daily
living. 2.79 2.48 A 2.64
18. It makes me nervous to N A
even think about math. 2.31 2.68 A 2.49
19. I feel sleepy when N A
thinking about figures /
numbers. 2.10 2.61 A 2.36
Composite Mean 2.54 Agree 2.52 Agree 2.53 Agree
 40

This is in congruence to the study of K.A. Gafoor and A.

Kurukkan (2015) which concluded that learners may accept the

utility in Mathematics but they have not any personal value

attached with it.

The table 3 shows the experimental group’s perception

towards the use of Two-Track Method in teaching grade one

Mathematics after they have been exposed to it. The two

categories which was gauged in terms of learners’ perception

are the learners’ participation or involvement and the

learners’ understanding.

It reveals that pupils have positive reaction towards

the use of stories in teaching lessons in Mathematics since

the composite mean is 3.11 described as “agree” that is

effective. The pupils listened during stories and discussions

which is rated 3.55 described as “strongly agree”. Hence,

pupils were eager or curious during the class discussion and

storytelling. Also, pupils believed that they work well with

other class members when a teacher introduces stories in Math

lessons which is rated 3.45 described as “strongly agree”

thus, making the method used very effective. In addition,

pupils considered they can help other class members who are

having trouble with their work because of the story heard

which is rated 3.28 described as “strongly agree”. On the

 41

Table 3

Perception on the Effectiveness of the Use of Two-Track

Method in Teaching Grade One Mathematics
N=29

Items WM Description
1. Through the stories that are related to
Math, I can ask questions in class. 2.97 A
2. I can discuss ideas related to the A
stories in Math class. 2.90
3. I can apply my past experience to the A
work in this class. 3.14
4. I am able to share stories with my A
friends/parents at home. 3.10
5. I can work well with other class
members if there are stories in Math lessons. 3.45 SA
6. I can find it easy to get good grades
in mathematics if there are stories told by
the teacher. 3.07 A
7. I can help other class members who are
having trouble with their work because of the
story heard. 3.28 SA
8. I am able to participate in this class A
through answering and asking questions about
the stories. 3.10
9. I can solve Math problems faster with A
the use of Two-Track Method or the use of
stories. 2.90
10. I am confident in sharing my knowledge A
with my classmates because of the
storytelling. 3.00
11. I enjoy more in this class because of the A
stories. 3.24
12. I listen during stories and discussions. 3.55 SA
13. I feel that I will pass mathematics A
subject with ease through the stories heard. 2.79
14. I remember more and easily the topic in A
this class through the storytelling. 3.21
15. The teacher’s questions/ stories help A
me to understand better in Math. 3.00
Composite Mean 3.11 A
 42

other hand, pupils perceived they will not pass Mathematics

with ease through the stories heard since it was rated the

least.

This finding is in consonance to the study of A. Harding

(2018) which he mentioned that the gain experienced by

students in storytelling for Mathematics is perhaps more on

an emotional level than on a cognitive level. Their responses

showed they were able to participate, cooperate, and

appreciate the lessons with the use of storytelling as an

emotional manifestation yet cognitively, they still feel that

passing the subject is difficult despite the stories they

enjoyed.

Two-track method used in Mathematics is an approach for

creating a safe-learning environment where a learner might

openly appreciate, understand and enjoy mathematics (Modi,

2012) as was also directly observed by the researcher during

the conduct of the study through learners’ questions and

interactions and active participation on group works.

Table 4 illustrates the difference between the

performance of the control group and the experimental group

in the pretest or before exposure to the lessons. The sum of

ranks in the experimental group is 643.00 while in the control

group, their sum of ranks is 1187.00 having the experimental

 43

Table 4

Difference on the Pretest Result between Experimental and

Control Groups

Groups Mann- Wilcoxon Z Asymp. Decision Interpretati

Whitney W Sig. on
U (two-
tailed)
Experimental

Mean Rank = Test Result

22.17 from the
Control
Sum of Ranks Group is
= 643.00 Higher than
208.000 643.000 -3.591 .000 Significant the
Control
Experimental
Mean Rank =
38.29

Sum of Ranks
= 1187.00

group of 22.17 mean rank while the mean rank of the control

group is 38.29. The computed z-value is -3.591 which has the

p-value of 0.000 and still less than the alpha level of 0.05

confirms that the result is statistically significant. It

further shows that the pretest result from the control group

is higher than the experimental group. This manifests the

idea that before the implementation of the experiment, the

control group is more knowledgeable than the experimental

group.

Table 5 shows the difference of the test result before

and after exposure to the two-track method in Mathematics in

the experimental group. It reveals that in the pretest, the

 44

Table 5

Difference between the Pretest and Posttest Result of the

Experimental Group

Groups Mann- Wilcoxon Z Asymp. Decision Interpretation

Whitney W Sig.
U (two-tailed)
Pretest

Mean
Rank =
16.83

Sum of
Ranks = Posttest
488.00 Result is
53.000 488.000 -5.780 .000 Significant Higher than
Posttest
the Pretest
Mean Result
Rank =
42.17

Sum of
Ranks =
1223.00

sum of ranks of the group is 488.00 and having the mean rank

of 16.83 only. After exposure to the two-track method, the

sum of ranks of the group in the posttest is now 1223.00 with

a mean rank of 42.17.

It also shows that the Z test value of Mann-Whitney and

Wilcoxon test of -5.780 has the p-value of 0.000 which is

less than the alpha level of 0.05 thus the difference of the

result is significant. It means that there is a significant

difference between the pretest and posttest of the learners’

Math performance in the experimental group before and after

exposure to the two-track method. It further suggests that

 45

the group gained higher scores in the posttest which means

that learning took place in the applied method.

The result is supported by the studies of Mgombelo, et

al. (2016), Ozpinar, et al. (2017), Naziev (2018), and C.

Lemonidis, et al. (2019) concluded that stories in

Mathematics class improved the academic performance of the

students. L. Thakur (2014) strongly suggest that stories have

played significant role in cognitive evolution of human

beings and give various views on the effectiveness of

storytelling as a teaching method.

Table 6 displays the difference of the test result before

and after exposure to the lessons with the use of the

conventional method in the control group. It reveals that in

the pretest, the sum of ranks of the group is 707.50 and

having the mean rank of 22.82. After exposure to lessons, the

sum of ranks of the group in the posttest is now 1245.50 with

a mean rank of 40.18.

It also reveals that the z-value of -3.850 has a p-value

of 0.000 for the asymptotic significance for two-tailed test

which is less than the alpha level 0.05 thus the difference

of the result is significant. It means that there is a

significant difference between the pretest and the posttest

of the learners’ Math performance in the control group before

 46

and after exposure to the lesson. It further suggests that

the group gained higher scores in the posttest which means

that learning took place in the applied method.

Table 6

Difference between the Pretest and the Posttest Result of

the Control Group

Groups Mann- Wilcoxon Z Asymp. Decision Interpretation

Whitney W Sig.
U (two-tailed)
Pretest

Mean
Rank =
22.82 Posttest
result is
Sum of higher than
Ranks = Pretest
707.50 211.50
707.500 -3.850 .000 Significant
Posttest 0

Mean
Rank =
40.18

Sum of
Ranks =
1245.50

This is supported by the study conducted by Moore (2014)

which concluded that direct instruction in Mathematics

resulted a significantly higher mean scale score on the 2012

mathematic subtest of the Georgia CRCT and among the

interventions listed as having the strongest evidence of

effectiveness, direct-instruction was found to have the

largest average effect size. Moreover, the study conducted by

J. Stockard, et. al. (2014) also concluded that direct

 47

instruction significantly improved the grades of the

elementary pupils in the classroom.

Table 7 shows that the Z test value of Mann-Whitney and

Wicoxon test of -5.640 is greater than the critical value of

-1.96 thus the null hypothesis is rejected. Therefore there

is a significant difference between the mean difference of

the pretest and posttest of the learners’ Math performance

between the class employed with the Two-Track Method and

without the Two-Track Method. It further suggests that the

experimental group has higher difference which means that the

Two-track Method is more effective than the conventional

method.

Table 7

Difference of the Mean Difference of the Pretest and

Posttest between Experimental and Control Groups
Mann- Wilcoxon Z Critical Decision Interpretation
Whitney W value
U
Experimental
N = 29
Mean Rank = Difference
43.59
in
Sum of Ranks=
1264.00 Significant, Experimental
Control
70.000 566.000 -5.640 -1.96 Ho: Rejected group is
N= 31 higher than
Mean of Ranks Control
= 18.26
Sum of Ranks
= 566.00

The conventional method employed in the control group

gives learning experience for the pupils as shown in the

 48

progress of their posttest result against their pretest.

However, the learning experience is not as much as with the

Two-Track Method employed in the experimental group because

result reveals that pupils under the experimental group

performed better than the control group as shown by their

mean ranks. This is attributed to the research findings of

Zazkis and Liljedahl (2009) that emphasizes storytelling as

an effective instructional tool in the teaching of

mathematics, as it provides a meaningful context that

attracts students' interest and makes learning a pleasant

process. Stories can promote positive teacher-student

interactions and compel students to go beyond their current

understanding of mathematics (Balakrishnan, 2008).

These results are in agreement with the findings of other

studies indicating improvement in student performance in

Mathematics when teacher incorporated storytelling in math

teaching (Capraro & Capraro, 2006; Casey et al., 2008; Mink

& Fraser, 2005; Bintz et al., 2011; Jennings et al., 1992;

Moyer, 2000; Beard, 2003). The results of this study are also

aligned to the study conducted by Trakulphadetkrai (2017) at

the University of Reading where the preliminary findings

suggest that primary school children exposed to storytelling

in Mathematics performed statistically better on the post-

test than their peers in the comparison class. The said study
 49

has led a new project in their University exploring the

effectiveness of using imaginative storytelling to boost

Mathematics performance of primary school children.

Table 8 shows that z test value of -0.067 and is within

the non- rejection region since it does not reach beyond the

critical value of -1.96 thus, the null hypothesis is accepted.

This denotes that there is no significant difference on

the interest in the Mathematics subject between the pupils

employed with Two-Track Method and pupils not employed with

Two-Track Method.

Table 8
Difference on the Interest in Mathematics of the Pupils
between Experimental and Control Groups
Mann-
Wilcoxon Critical
Groups Whitney Z Decision Interpretation
W Value
U
Experimental

N = 29

Mean Rank =
30.66

Sum of Ranks
= 889.00
Insignificant,
Control 445.000 941.000 -0.067 -1.96
Ho: Accepted
The same

N = 31

Mean Rank =
30.35

Sum of Ranks
= 941.00

The result also shows that both groups have similar

interest towards Mathematics. This supports the result of

 50

their performance in the test after the exposure of the

lessons despite different approaches as both groups showed

progress in comparison with their pretest.

This coincides with the studies by B. Kaur, et. al (2016)

who reported that the surveys in the interest of the group

exposed to direct instruction and the interest of the group

applied with two-track method showed no significant

difference as both groups showed positive attention towards

Mathematics. The study of P. Di Martino, et.al (2011) further

supports the claim that pupils have the same interest towards

the subject eliciting that interest towards Mathematics is

the bridge between beliefs and emotions and a result of

individual’s belief system regardless of any teaching methods

applied.

Table 9 shows that the p-value of 0.001 is less than the

significance level (α = 0.05) thus, the null hypothesis is

rejected. Therefore, there is sufficient evidence to conclude

that there is a significant relationship between learners’

interest in Mathematics with the use of Two-Track Method and

their perception of the Two-Track Method. It implies that

because learners find storytelling, a salient feature in the

Two-Track method, interesting to them, their interest in

Mathematics was also developed.

 51

Table 9

Relationship between the Interest of the Learners in

Mathematics and Perception on the Effectiveness of the Two-
Track Method (N=29)
Spearman p- value
Variable rho test at Decision Interpretation
value α=0.05
Attitude in
Math and
Perception on Significant,
0.584 0.001 Related
Effectiveness Ho: Rejected
of the
Strategy

The results emanating from the research conducted by

Paul, et.al. (2014) aligns the results of these findings

indicating that when there is a statistically significant

interest of the learners, their perception to the

effectiveness of the Two-Track method in Mathematics is also

significantly positive.

Based on the results of the study conducted by the

researcher, the differences of the pretest and posttest in

the control group and the experimental group shows that

learning is evident even if they differ in the teaching

strategy being used with them. The control group was

administered with the direct instruction, a time-tested and

proven to be effective teaching strategy. However, even if

the learners in the control group gained higher scores during

the posttest, the results showed that the experimental group

 52

gained higher mean differences which showed that the learners

in the experimental group who were administered with the Two-

Track method learned better than the learners administered

with the direct instruction. Thus, this proves that the Two-

Track method is more effective than the direct instruction.

The researcher also noted that during the introduction

of the stories, the learners were attentive and eager. The

learners were able to participate more in the experimental

group as they asked questions during the storytelling. They

were also able to answer correctly when being asked as an

evidence of their comprehension. The pictures in the stories

were also a contributor in the success of the storytelling as

it showed that the pupils were able to relate their own

experiences based on the pictures in relation with the story

being told. Furthermore, the values targeted were identified

by the pupils in the experimental group as soon as the story

ended. During the review part every before discussion, most

hands were raised and most of them answered the questions

correctly as a proof that they were able to recall the past

days’ lesson. The researcher further noted that one pupil was

exceptionally restless during the sessions but was able to

participate in the group activities.

 53

On the other hand, the learners in the control group

were not as interactive as the other group as shown in their

inability to ask questions during the presentation of the

problem and even during the discussion of the lesson because

pupils were just waiting for the teacher’s instructions most

of the time. During the review part at the start of the

session, only few were able to answer the questions correctly.

The target values were identified by the pupils only after

several hints given by the researcher during the

generalization or the conclusion of the session. It was

further noted that 2 to 3 pupils were not paying much

attention during the discussion and one of them was not able

to finish all the tasks required in most of the sessions.

The researcher also noted that even if both groups are

interested in the Mathematics subject, the perception of the

learners in the experimental group showed enough evidence

statistically that their interest is affected by the teaching

strategy that was employed with them because of the

experimental group’s class involvement observed by the

researcher. The stories used in the Two-Track method

contributed to their interest in the Mathematics subject as

much as it affected their academic performance positively as

pupils were mostly asking and answering questions mainly in

the storytelling part. As the researcher used the workbook

 54

activities or the primer track, pupils were able to connect

their knowledge from the story through their recall and

mention of the characters and events in the story and most of

the pupils completed the activities independently and some

with minimal guidance from the researcher. In comparison with

the control group, their interest in the Mathematics subject

was also evident in the result of the rating scales yet their

academic performance did not yield much difference in their

scores. The researcher also noted that more pupils in the

group were guided individually to successfully complete the

workbook activity.

The main goal of this study is to help the least

performing school explore another teaching strategy that may

have been introduced before but was not continually

implemented. This way, the school’s performance in

Mathematics may improve over time as compared to the most

recent Division Achievement Test result. Overall, the

positive effects of the Two-Track method outweighed the ones

of the Direct Instruction. The class employed with Two-Track

method were more engaged and were able to gain higher scores

compared to the class employed with the Direct Instruction.

 55

Chapter 3

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study, the

conclusion based on the findings, the analysis and

interpretation of the data. Recommendations are provided as

bases for the proposal in the implementation of the new tool

in teaching Mathematics.

Summary

The main thrust of the study was to find out the

effectiveness of the Two-Track Method in teaching Grade One

Mathematics.

The study used the experimental design specifically

pretest-posttest design in getting their performance and the

descriptive survey design in gathering their attitude towards

learning Mathematics and another descriptive survey design to

gather their perception on the effectiveness of the use of

the Two-Track Method in learning Mathematics concepts.

The experiment determined the result of the pretest and

posttest performance of the control group and the

experimental group. It also verified the difference between

the pretest and posttest performance of the pupils who have

undergone the direct instruction and the pupils who have

 56

undergone the experimental method which is the two-track

method in the same lessons. Also, it sought the attitude of

the pupils in the control and the experimental groups towards

learning Mathematics and the difference of the two groups.

Furthermore, it sought the perception of the experimental

group on the effectiveness of the Two-Track method. Then, it

also verified the relationship between the attitude of the

pupils in Mathematics and perception on the effectiveness of

the Two-Track method. Lastly, an instructional tool is

proposed to enhance the pupils’ learning in Mathematics.

The study was conducted at Tagbilaran City East

Elementary School, Miguel Parras Ext., Tagbilaran City,

Bohol. The researcher used the purposive sampling in

determining the respondents. The participants of the study

were the Grade One pupils for the school year 2019 – 2020.

The pupils’ mean percentage score of the latest (2019)

Division Assessment Test was the basis of the researcher in

selecting and grouping the respondents. The control group is

composed of 31 pupils while the experimental group is composed

of 29 pupils for a total of 60 participants.

Findings

The results of the study were summarized as follows:

 57

1. Pretest Performance and Posttest Performance of the

Control and Experimental Group

Majority of the control group was rated “did not meet

expectation” while only 3 pupils were described as “fairly

satisfactory”. The average score for “did not meet

expectation” is 56.99.

Meanwhile, all of the pupils in the experimental group

got a score rated “did not meet expectation”. The average

score for “did not meet expectation” is 41.01.

Most of the pupils’ scores under control group were rated

“fairly satisfactory”, 3 of them rated “satisfactory” and 8

pupils were rated “did not meet expectation”. The average

score for “did not meet expectation” is 68.28.

On the other hand, the prevailing scores in the

experimental group were rated “fairly satisfactory”, 5 of

them “did not meet expectation” and only 1 was rated

“satisfactory”. The average score for “did not meet

expectation” is 71.98.

2. Attitude of Pupils towards Mathematics

The pupils in the control group had a positive reaction

towards Mathematics since the composite mean is 2.52 or

 58

“agree” which means that pupils showed interest to the lessons

most of the time.

Likewise, the pupils in the experimental group had a

favorable reaction as shown in the composite mean rated as

“agree” with a composite mean of “2.54” thus, being interested

to the lessons most of the time.

3. Perception on the Effectiveness of the Use of Two-Track

Method in Teaching Grade One Mathematics

The pupils exposed to the Two-Track method in

Mathematics perceived that the said method is effective since

the composite mean of the result is 3.11 rated as “agree”

which means that the pupils feel that with the use of

storytelling, the desired outcome specifically in terms of

class participation and their understanding of the subject is

attained.

4. Difference on the Pretest Result between Experimental and

Control Groups

The pretest result of the experimental group has the sum

of ranks of 643.00 while the control group has the sum of

ranks of 1187.00. The mean rank of the experimental group in

the pretest result is 22.17 while the control group has the

mean rank of 38.29. This manifests that the pupils in the

 59

control group has greater score thus more knowledgeable

before the exposure of the lessons compared to the pupils in

the experimental group.

5. Difference between the Pretest and Posttest Result of the

Experimental Group

The experimental group earned the sum of ranks of 1223.00

in their posttest which is higher than the sum of ranks of

the group’s pretest which is 488.00. This shows that the

Mathematics performance of the experimental group improved

after the implementation of the two-track method.

6. Difference between the Pretest and the Posttest Result of

the Control Group

The pretest result of the control group has the sum of

ranks of 488.00 and the mean rank of 16.83. After the exposure

of the lessons and the implementation of the direct

instruction, the posttest result of the control group has

reached the sum of ranks of 1223.00 and mean rank of 42.17.

The gain of their scores in their posttest in comparison with

their pretest shows that the pupils in the control group

gained more knowledge after the sessions thus learning took

place in the direct instruction.

 60

7. Difference of the Mean Difference of the Pretest and

Posttest between Experimental and Control Groups

The difference of the mean difference of the pretest and

posttest between the control and experimental group was

significant which pointed out that the mean difference of the

pretest and posttest of the experimental group with a sum of

ranks of 1264.00 is higher than the control group which has

a sum of ranks of 566.00.

8. Difference on the Interest in Math of the Pupils between

Experimental and Control Groups

It was found out that there was no significant difference

on the pupils’ interest towards Mathematics between the

control and the experimental group. The computed z is -0.067

and is within the non-rejection region since it does not reach

beyond the critical value of -1.96. Therefore, null

hypothesis is accepted.

9. Relationship between Interest of the Pupils in Mathematics

and Perception on the Effectiveness of the Two-Track Method

As revealed in the data, the attitude of the pupils

towards Mathematics and their perception of the effectiveness

of the Two-Track Method applied in the subject is

significantly related since the critical value is 0.37 and

 61

less than the significance level of 0.05. Hence, the null

hypothesis is rejected.

Conclusions

Based from the findings of the study, the researcher

concludes:

The Two-Track Method is more effective to be employed by

teachers compared to the conventional method since its

effectiveness generates better academic performance in

Mathematics class.

Thus, Two-Track method is an option of effective

strategy to be employed as substitute or reinforcement to the

conventional method as both methods generate interest from

pupils in Mathematics to gain better results in class.

Recommendations

In the light of the conclusions drawn in the study, the

researcher come up these recommendations:

1. Teachers may use the Two-Track method or use storytelling

as an alternative tool in delivering the lessons in

Mathematics.

2. The Schools Division Superintendent through the Education

Supervisor in Mathematics may organize a group of selected

 62

teachers in Mathematics throughout the division to write

stories aligned with the competencies

3. The Schools Division Mathematics Supervisor with the

support of school principals may hold a webinar to orient

Grade One teachers in writing localized and contextualized

stories that are in complement to the workbook activities and

can be performed considering different learning modalities

aligned to the determined learning competencies in

Mathematics.

4. The researcher shall compile the stories and have it

quality checked by the Division LRMDS Coordinator then

uploaded to the Learning Resources Management and Development

System (LRMDS) portal to be made available for utilization.

5. The researcher has to submit the compilation to the IM’s

department for IPR application.

6. Other researchers may replicate this study to further

verify the effectiveness of Two-Track method in teaching

Grade One Mathematics. Factors like the ability of the teacher

as the storyteller, the qualities of the stories used, may be

studied in detail.
 63

Action Plan for the Implementation of Two-Track Method in

Teaching Grade 1 Mathematics

Rationale

Mathematics is one subject that pervades life at any age

and in any circumstance. So, its value goes beyond the

classroom and the school. Early math is just as important as

early reading. Math skills taught in early childhood

education are designed to provide the foundation needed to

succeed in elementary school and beyond thus children are

setting the foundation for future life skills. This calls for

an intensive early teaching in Reading and Math (literacy and

numeracy). Many theories and studies deduced that students

discuss, write, read, and listen to Mathematical ideas in

order to deepen their understanding of difficult concepts.

This is the main reason why stories can be helpful in teaching

Mathematics.

The researcher found out after having the experiment,

that the use of stories in teaching first grade Mathematics

is one way in which pupils get engaged and were aided to learn

better the Mathematical concepts. For this reason, the

researcher proposed that the Two-Track method or the use of

stories in teaching Grade One Mathematics be used as a tool

or medium in delivering the discussions.

 64

Objectives

The implementation of this strategy concerns the

following aims:

1. to help the pupils learn the foundational skills in

Math through Two-Track method.

2. to develop pupils’ understanding of ideas and

concepts in Mathematics in a new learning environment.

3. to maximize teacher’s interest in work by having

alternative in delivering the lesson.

4. to maximize the time for pupils to learn.

5. to make the stories available in the market and in

the cyber space which can aid distance learning.

6. to lead the researcher to submit a copy of the study

for Intellectual Property Rights (IPR).

Mechanics of Implementation

The proposed plan in the implementation of Two-Track

method applied in Grade One Mathematics as an alternative or

supplemental tool in teaching Math should be submitted to the

school principal of Tagbilaran City East Elementary School

for recommendation of its implementation. It will be

presented to the Division Supervisor in Mathematics and

 65

Division Superintendent for approval. Upon the approval, it

would be introduced to all Grade One teachers in the

Tagbilaran City Schools Division. They will be trained to

create their own story or through a committee composed of

competent teachers to have a centralized compilation of

stories in all the lessons in Mathematics across the grade

level.

Schedule of Implementation

The implementation of the strategy which will cover the

lessons in Mathematics reflected in the K to 12 Curriculum

Implementation and Learning Management Matrix will be done

during the school year 2020-2021. Training of teachers will

be conducted during the pre-school opening duration and the

mid-year INSET (in-service training).

Evaluative Measure

To assist in the implementation of the proposed

strategy, the two-track method must be introduced to all grade

1 teachers as regards to its practical applications and

importance. Teachers should be properly oriented on the

guidelines in making stories such as contextualization and

localization. After the training, a compilation of stories

written by the Grade One teachers is expected and the school

principal will monitor on its application in the classes.

 Matrix of the Proposed Plan for the Use of Two-Track Method in Grade 1 Mathematics
Areas of Objectives Strategies Persons Time Budget Evaluative
Concern Involved Frame Measure
1.Reinforcement To reinforce the Conducting • Superintendent June 2020 P10,000 Trained
of Grade 1 use of the Two- trainings on • Mathematics (One teachers and
Teachers on Two- Track method in the Two-Track Supervisor week) broadened
Track method in Mathematics method as a skills and
• Principals
Mathematics substitute or knowledge on
To gain insights supplementary • Grade One December the
on the teachers’ method of Teachers 2020 advantage of
role as story teaching Math (One Day) two-track
writer, through a method
storyteller, and webinar or
facilitator in seminar
the learning
process
2. Presentation To verify the Submitting the • Superintendent August Endorsement
of the Two-Track effectiveness rationale and • Mathematics 2020 letter for
Method Used in and importance objectives as Supervisor the adoption
Mathematics to of familiarizing well as the of two-track
• Math
the Schools other teaching sample stories. method in
Coordinators
Division method in Mathematics
Superintendent Mathematics • Principal
and Mathematics
Supervisor
3. Workshop in To create their Holding • Superintendent Two-Day P15,000 Compilation
Story Writing and own stories webinars on • Math Supervisor Training of the
Using E-book aligned with the story writing stories
• Principal
Development workbook in Grade One contributed
Software activities in Mathematics as • Grade One by the
first grade Math well as the e- Teachers teachers
book • Researcher with the
To develop one development to • Story Writer workbook
e-book for compile the • Division activities
archival stories by the Educational in
purposes for all researcher with Mathematics

66
 the quality a skillful Technology through an
stories produced story writer Specialist E-book
to be utilized and an software
across the grade educational
level technology
specialist
4. Approval of To control the Writing a • Superintendent November Quality
the stories quality of the letter asking • Math Supervisor 2020 stories
stories for an approval uploaded in
• Principal
the LRMDS
• LRMDS Division portal
Manager
5. Income To possess Submitting a • Researcher December P20,000 Availability
Generation intellectual copy of the • Ed Tech 2020 of the
property right study for Specialist material in
Intellectual the market
To earn income Property Rights and the web
out from the (IPR)
stories and e-
book produced Uploading the
stories and e-
book in a
blogsite that
can be
monetized

67
 68

TRAINING DESIGN

Two-Track Method in Teaching Grade One Mathematics, Writing

of Stories in Mathematics and Development of E-book for the
Stories Produced Webinar Design

Activity : Webinars on Two-Track Method in

Teaching Grade One Mathematics,
Writing of Stories in Mathematics
and Development of E-book for the
Compilation of Stories Produced
Date/Time : August 2020, December 2020

Venue : Tagbilaran City Schools Division

Conference Hall

Participants : Preparation Committee

Food Committee
Resource Speaker Committee
ICT Committee
Mathematics Supervisor
School Principals
Grade One Teachers of Tagbilaran
City Schools Division

Speakers :
➢ Expert Story Writer in the
Sinugbuanong Binisaya with
Teaching Experience
➢ Division Education Technology
Specialist

Rationale

The K to 12 curriculum being introduced in the

Philippines presents new challenges to teachers in the
instructional strategy to be used to cater the many
competencies set in order to achieve both learners’ literacy
and numeracy. In order to improve the teachers’ teaching
knowledge, skills, values and attitudes in achieving quality
performance towards capturing the interest of the learners,
it is important to explore with more teaching and learning
methods. With several tasks to be accomplished by a classroom
teacher and the many challenges to be responded such as the
COVID-19 crisis, one should employ practices with efficiency
 69

to perform their duties and responsibilities without

sacrificing quality education.
Study showed that learners perform better when
storytelling is integrated in teaching Mathematical concepts.
Moreover, learners are more engaged in relatable stories.
Stories are also the best way to teach language acquisition.
Therefore, stories in Mathematics target both literacy and
numeracy. Teachers are expected to be creative and
resourceful especially in this time of challenging times. The
capability to adopt and to be resilient in times of difficulty
should be exhibited by the teachers as a way of giving hope
to the community.
In this connection, teachers need to update themselves
about the use of Two-Track method in Mathematics or also known
as using stories in teaching mathematical concepts, write
localized and contextualized stories that reinforce the
workbook activities, and to develop a medium that helps
distance learning such as the e-book. Also, the benefit of
being more ICT proficient goes a long way from addressing the
prohibition of mass or social gathering, supporting
entrepreneurship, enhancing professional opportunities,
training learners’ independence, and many more. It is
therefore a need to have a webinar on two-track method used
in Mathematics, writing stories, and developing e-book. Also,
a webinar is live but the recording of the webinar shall be
posted that gives opportunity to the teachers to view again
offline a specific topic or skill in order for them to learn
in their own pace. The e-book that is expected to be the
output of this webinar and the stories produced shall also be
of good use to the teachers.

BUDGET PROPOSAL

Estimated Number of Participants : 80 Participants

Meals, snacks, & accommodation :

(200*350*2)= P56,000.00

Resource Person Honorarium

(P5, 000.00 per day per resource person): 10,000.00

Seminar kit and supplies : 10,000.00

Grand Total : P 76, 000.00

 70

ACTIVITIES

Time Topics Targets Activities

7:30-8:00 am Setting Up Installation of Participants prepare
Necessary the needed software
Software/ attending the webinar
applications by school
8:00-9:30 am Two-Track Orientation of Participants watch
Method in using Two-Track the webinar and
Mathematics Method in interact through
Mathematics and making comments
Reinforcement of
the teachers’
role as
storyteller
9:30-10:00 Snacks / Participants are
am Break asked to prepare
their competency
matrix in Mathematics
10:00-12:00 Writing Localized and Each school is
am Stories in Contextualized assigned to a topic
Mathematics Stories and for them to write
Workbook stories about and
Activities make workbook
activities with
12:00-1:00 Lunch
noon
1:00-4:30 pm E-Book Develop an e-book Hands-on activity
Development with the e-book
developer
4:30-5:00 pm Feedback and Attendance of the Participants go to
Questions and webinar with the link provided for
their feedback their attendance,
and questions feedback and
through Google questions. Digital
form certificate will be
issued.
Prepared by:

MARCH DESIREE S. DIOLA

Recommending Approval: OK as to Funds:

BASILIDES M. SEMPRON, PhD JULIE ANN KRISTIE A. REDILLAS

School Principal Acting Budget Officer

Approved:

JOSEPH IRWIN A. LAGURA, PhD

Schools Division Superintendent

 71

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Barkat, L.L. (2017). (Integrated Studies) Using Stories to
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math
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 76

APPENDIX A

Letter to the School Principal

February 6, 2020

JOSEPH IRWIN A. LAGURA, PhD

Schools Division Superintendent
Tagbilaran City Schools Division

Thru: MA. ANTONETTE P. DUGANG, PhD

Principal, City East Elementary School

SIR/MADAM:

Greetings!

The undersigned, a teacher of Manga Elementary School, is presently

conducting a study entitled “Two-Track Method in Teaching Grade 1
Mathematics” as a partial fulfillment for the degree Master in
Education major in Educational Management in Bohol Island State
University.

In view hereof, may she request for a formal permission from your
office to conduct the study in City East Elementary School and the
Grade 1 pupils of the said school be her participants.

The study duration will be 6 sessions for each controlled and

experimental group. The session for one group will be at 10:20-
11:10 in the morning and the other group will be at 1:00-1:50 in
the afternoon in their respective classroom. With your approval, I
will start the study on February 14, and 17-21, 2020.
 77

Rest assured, the confidentiality of the data that will be gathered

in this study will be strictly kept.

Praying for a positive response to this request as it would be

tantamount to the success of this endeavor.

Should you be interested to know the results of this investigation,

she would be glad to provide you a copy of it.

Thank you very much.

Respectfully yours,

MARCH DESIREE S. DIOLA

Masterand

RUFINO M. LOREJO, EdD

Research Adviser

Noted:

CHONA C. FULLIDO, PhD

Dean, BISU College of Advanced Studies

Recommending Approval:

MA. ANTONETTE P. DUGANG, PhD

Principal, Tagbilaran City East Elementary School

Approved by:

JOSEPH IRWIN A. LAGURA, PhD

Tagbilaran City Schools Division Superintendent
 78

APPENDIX B

Letter of Approval from the Division Superintendent

 79

APPENDIX C

MATHEMATICS ATTITUDE SCALE

A. Information about the respondent

Name __________________________ Grade 1 - ________________
Age __________________ Sex _______________
B. Direction: Rate each statement about your attitudes and feelings
towards mathematics according to the rating scale below. This is
not a test so there are no right or wrong answers. Just express
your feelings towards mathematics honestly and precisely. Check ☺
if you agree,  if you are undecided or neutral, and  if you
disagree to each of the following statements.
SCALE:

➢ 3 – Agree - Showed interest most of the time (Gipakita ang interes

sa kadaghanan sa panahon)
➢ 2 – Neutral - Showed interest but gets distracted/bored sometimes
(Gipakita ang interes apan nalinga o dili malingaw usahaya)
➢ 1 – Disagree - Did not show interest (Wala nagpakita og interes)

Agree Neutral Disagree

☺  
1. Math is quite difficult, but it is
also rewarding.
*Ang Math kay lisud kaayo apan kini
magantihon usab.
2. I like Math because it is practical.
*Ganahan ko sa Math tungod kay
praktikal kini.
3. I like Math more than any other
subjects.
*Ganahan ko og Math kay sa uban nga mga
subjects.
4. I like Math because I like numbers.
*Ganahan ko sa Matematika kay ganahan
ko sa mga numero.
5. Mathematics is fascinating and fun.
* Ang Matematika makadani ug makalingaw.
6. I don’t feel sure of myself in math
subject.
* Wala ako mobati og kasigurohan sa
akong kaugalingon sa subject sa math
7. I can’t see much value of some
topics in math.
* Dili nako makita ang bili sa ubang mga
hilisgutan sa Math.
 80

8. I can’t see challenges in

mathematics.
*Dili nako makita ang mga hagit sa
Matematika.
9. I like Mathematics very much.
* Ganahan kaayo ko sa Matematika.
10. Mathematics is something that I
enjoy a great deal.
*Ang Matematika kay akong gikalingawan
kaayo.
11. Math is very interesting to me.
*Ang Math kay makapainteres nako.
12. I never get tired of solving math
exercises.
* Dili gayud ako kapuyon sa pagsulbad sa
mga pagtulun-an sa matematika.
13. Math excites me.
*Ang Math makapahinam kanako.
14. I have never liked mathematics.
* Wala gyud ko ganahi sa matematika.
15. I have always been tired in
solving mathematical problems and
exercises.
* Kanunay kong gikapoy sa pagsulbad sa
mga problema sa matematika ug mga
pagtulun-an.
16. Math subject is very useful in our
daily activities.
* Ang hilisgutan sa Math mapuslanon
kaayo sa atong adlaw-adlaw nga mga
kalihokan.
17. I like math because it is
necessary for our daily living.
* Ganahan ko sa matematika tungod kay
kini gikinahanglan alang sa atong
adlaw-adlaw nga pagpuyo.
18. It makes me nervous to even think
about math.
* Kini nakapahadlok kanako bisan sa
paghunahuna mahitungod sa matematika.
19. I feel sleepy when thinking about
figures / numbers.
*Katulgon ako sa paghunahuna mahitungod
sa numero.
 81

APPENDIX D

PERCEPTION ON EFFECTIVENESS OF USING TWO-TRACK METHOD SCALE

A. Information about the respondent

Name __________________________ Grade 1 - ________________

Age __________________ Date _______________

B. Direction: Rate each statement about your perception on the effectiveness

of using Two-Track Method in learning Mathematics according to the rating
scale below. This is not a test so there are no right or wrong answers.
Just express your feelings towards the method honestly and precisely. Check
if you strongly agree, if you agree, if you slightly agree, and 
if you disagree to each of the following statement.

SCALE: Slightly Strongly

➢ 4 – Strongly Agree – Very Effective
➢ 3 – Agree – Effective Disagree Agree Agree Agree
➢ 2 – Slightly Agree – Less Effective
➢ 1 – Disagree – Not Effective

Dili Uyon Uyon Kinauyonan

Uyon Gamay

1. Through the stories that are

related to Math, I can ask
questions in class.
* Pinaagi sa mga estorya nga kalabot sa
Math, makapangutana ako sa klase.
2. I can discuss ideas related to the
stories in Math class.
* Makahisgot ako og mga ideya
mahitungod sa mga estorya sulod sa
klase sa Math.
3. I can apply my past experience to
the work in this class.
* Mahimo nakong magamit ang akong
nangagi nga kasinatian bahin sa mga
sugilanon ngadto sa klase.
4. I am able to share stories with my
friends/parents at home.
* Makapaambit ko sa mga estorya sa
akong mga higala / ginikanan sa balay.
5. I can work well with other class
members if there are stories in
Math lessons.
* Maayo akong mga mabuhat uban sa akong
mga kauban sa klase kon adunay estorya
sa leksyon.
6. I can find it easy to get good
grades in mathematics if there are
stories told by the teacher.
 82

*Sayon lang nako nga makakuha og

maayong grado sa matematika kon naay
isugilon ang magtutudlo.
7. I can help other class members who
are having trouble with their work
because of the story heard.
* Makatabang ako sa ubang mga sakop sa
klase nga adunay problema sa ilang
trabaho gumikan sa akong nadungog nga
estorya.
8. I am able to participate in this
class through answering and asking
questions about the stories.
* Mosalmot ko niini nga klase pinaagi
sa pagtubag ug pagpangutana bahin sa
mga sugilanon.
9. I can solve Math problems faster
with the use of Two-Track Method or
the use of stories.
* Masulbad nako ang mga gumonhap sa
Math nga mas paspas pinaagi niining
Two-Track Method o paggamit sa mga
estorya.
10. I am confident in sharing my
knowledge with my classmates
because of the storytelling.
* Masaligon ako sa pagpaambit sa akong
kahibalo sa akong mga kauban sa klase
tungod sa gi-asoy.
11. I enjoy more in this class because
of the stories.
* Mas nalipay ako niini nga klase
tungod sa mga sugilanon.
12. I listen during stories and
discussions.
* Naminaw ko sa mga estorya ug
panaghisgot.
13. I feel that I will pass
mathematics subject with ease through
the stories heard.
* Akong gibati nga sayon lang akong
mopasa sa matematika pinaagi sa mga
nadungog nako nga estorya.
14. I remember more and easily the
topic in this class through the
storytelling.
* Mas nahinumduman nako og dali ang
hilisgutan niini nga klase pinaagi sa
mga pag-asoy.
15. The teacher’s questions/ stories
help me to understand better in
Math.
* Ang mga pangutana ug estorya sa
magtutudlo mas nakatabang kanako sa
pagsabot niining klase sa Math.
 83

APPENDIX E

TEST IN MATHEMATICS (PRETEST / POSTTEST)

Ngalan: _____________________________ Grado/Seksyon: ______________

Eskuylahan: ______________________________________

Petsa: ___________________________________________

Direksiyon: Basaha ang pangutana ug isuwat ang letra sa saktong

tubag.

______ 1. Para masayud ka sa pulso sa usa ka grupo, unsa man ang

angayang buhaton nimo?

a. tagnaon ang gusto sa grupo

b. pangutan-on ang matag usa sa grupo
c. idibuho ang mga sakop sa grupo

______ 2. Gusto ka makahibalo kon unsay pinakaganahan nga

kolor sa imung mga classmates. Gipangutana nimo ang matag usa
ug human niana nagbuhat ka og pictograph. Hain sa mga pilianan
ang posible nga mabuhat nimo nga pictograph?

a. Paboritong Kolor sa mga Bata

Kolor Tala Kinatibuk-an

pula
lunhaw
dalag

b.
Paboritong Kolor sa mga Bata

Kolor Tala Kinatibuk-an

baboy
manok
isda

c.
Paboritong Kolor sa mga Bata

Kolor Tala Kinatibuk-an

lingin
lado
gipat
 84

______ 3. Nakigsulti ka sa imong mga higala bahin sa ganahan

nilang adtuan nga lugar. Aron masayran nimo asa nga lugar
mas daghan og ganahan,kumpletoha ang pictograph:

_____?_____ Tala Kinatibuk-an

Cebu llll - llll 9
Manila llll 4
Davao ll 2

a. Lista
b. Higala
c. Lugar

______ 4. Asa niini ang saktong pamaagi sa pag-tally?

a. lllllllllll b. llll – llll – lll c. llll – lll

Tun-i ang hulagway ug ang pictograph.

 85

Mga Binuhing Hayop sa Umahan

Hayop Tala Kinatibuk-an

Itik ll
Manok (inahan ug pisô) lll
Koneho ?
Iring l
? l

______ 5. Unsay sakto nga tala sa koneho ngadto sa

pictograph?

a. lllll b. llll c. 5

______ 6. Pila ang kinatibuk-an nga ihap sa mga hayop?

a. 15 b. 14 c. 13

Tan-awa ang pictograph. Tubaga ang pangutana sa ubos.

______ 7. Unsa ang pinakapaboritong kolor sa mga

estudyante?
a. Pula b. Lunhaw c. Dalag

______ 8. Unsa nga kolor ang gamay lang ang nipili?

a. Dalag b. Lunhaw c. Pula

______ 9. Pila ka mga estudyante ang nipili sa pula?

a. 13 b. 26 c. 19

______ 10. Unsa ang ulohan sa pictograph?

a. Paboritong Kendi sa mga Estudyante
b. Paboritong Kolor sa mga Estudyante
c. Paboritong Kaonon sa mga Estudyante
 86

Tan-awa ang pictograph:

Prutas Tala Kinatibuk-an

saging 8

mansanas 4

kahil 5

abokado 9
mangga 9

atis 10

______ 11. Unsang prutasa ang kinadaghanan?

a. saging b. atis c. kahil

______ 12. Unsang prutasa ang kinadyotayan?

a. mansanas b. mangga c. abokado

______ 13. Pila kabuok ang mangga?

a. 7 b. 8 c. 9

______ 14. Unsay gidaghanon sa abokado kon itandi sa gidaghanon

sa mansanas?

a. 10 – 4 = 6
b. 9 – 4 = 5
c. 8 – 4 = 4
 87

Tubaga ang mga pangutana sa ubos gamit ang pictograph.

Gidaghanon sa mga Bata nga Nanglimpyo

Adlaw Mga Bata nga Nanglimpyo Kinatibuk-an

Lunes 8

Martes 3

Miyerkoles 6

Huwebes 5

Biyernes 1

______ 15. Kon itandi ang ihap sa mga bata nga nanglimpyo sa Lunes
ug Martes, pila man ang labaw sa mga batang nanglimpyo sa Lunes?

a. 4 b. 5 c. 6

______ 16. Unsay gidaghanon sa mga bata nga nanglimpyo sa

Miyerkoles kon itandi sa Martes?

a. 6 – 3 = 3
b. 6 – 4 = 2
c. 6 – 5 = 1

______ 17. Pila man ang kulang nga ihap sa mga bata aron
maparehas gidaghanon ang manglimpyo sa Biyernes ug Huwebes?

a. 6 b. 5 c. 4

______ 18. Kon 25 tanan ka mga bata ang naa sa klase, pila man ka
mga bata ang wala manglimpyo?

a. 4 b. 3 c. 2

______ 19. Ipadayag ang adunay linya nga mga pulong kon
unsa kini.
Gihilantan si Ana tungod kay gapaulan.

a. hinungdan b. sangpotanan c. pasidaan

 88

______ 20. Ipadayag ang adunay linya nga mga pulong kon
unsa kini.
Nasamad si Robert tungod kay nadam-ag.

a. pahimangno b. sangpotanan c. pasidaan

______ 21. Tan-awa ang mga hulagway sa ubos. Unsa kaha ang
pinakaduol nga madangatan niini?

Nagtuon og maayo si Mila.

a. Nakakuha siya og dako nga buluhaton.

b. Nakakuha siya og mubo nga grado.
c. Nakakuha siya og dako nga grado.

______ 22. Mabuak ang botelya kon mahulog kini sa semento.

a. lagmit mahitabo
b. walay kaseguroan mahitabo
c. imposibleng mahitabo

______ 23. Motubo ang mga tanom kon adunay taligsik.

a. lagmit mahitabo
b. walay kaseguroan mahitabo
c. imposibleng mahitabo

______ 24. Kon mokuha ko og duwaan sa kahon nga nagpiyong,

unsang pormaha ang lagmit nakong makuha?

a. kasingkasing b. lingin c. bituon

Pirma sa Ginikanan / Tagbantay ug Petsa

 89

APPENDIX F

TABLE OF SPECIFICATIONS
MATHEMATICS 1
Competency No. Time No. Level of Cognitive Total
Items
of Emph of
Mins asis Ite Domains
. in % Knowledge Comprehension Application
ms (60%) (30%) (10%)
Taug
ht
4th Quarter
Statistics and Probability
1. Collects data 50 20 4 2 1 1 4
on one variable
through simple (1,3) (2) (4)
interview.
2. Sorts, 50 20 4 2 2 4
classifies, and
organizes data (5,6) (9,13)
in tabular form
and presents
this into a
pictograph
without scales.
3. Infers and 50 20 5 3 2 5
interprets data
presented in a (7,8, (11,12)
pictograph 10)
without scales.
4. Solves routine 50 20 5 3 1 1 5
and non-routine
problems using (14, (17) (18)
data presented 15,
in pictograph 16)
without scales.
5. Tells whether 25 10 3 2 1 3
an event is
likely or (19, (21)
unlikely to 20)
happen.
6. Describe events 25 10 3 2 1 3
in real-life
situations (22, (24)
using the 23)
phrases “
likely” or
“unlikely to
happen”
Total 250 100 24 14 7 3 24
Knowledge: 14 items
Comprehension: 7 items
Application: 3 items
Time Allotment per session: 50 minutes
 90

APPENDIX G

Sample Lesson Plan in Teaching Mathematics 1

Using Two-Track Method
Name of Teacher: March Desiree S. Diola Grade Level: 1
Learning Area: Mathematics Grading Period: 4th Quarter
Lesson No. 62 Statistics and Duration of Lesson / 50 minutes /
Week 37 Probability Time / Date 10:15-11:05 /
Day 2 February 24,
2020
Content The learner demonstrates understanding of pictographs without scales and
outcomes of an event using the terms likely and unlikely to happen.
Standards
Performance The learner is able to create and interpret simple representations of data
(tables and pictographs without scales) and describe outcomes of familiar
Standards events using the terms likely and unlikely to happen.
Learning Sorts, classifies, and organizes data in M1SP-IVg-2.1
Competency tabular form and presents this into a
pictograph without scales.
Key The number of objects can be shown in an organized way by
Understanding putting their pictures or drawings according to their kind in
to be Developed a table for easier understanding and comparison.
Learning Knowledge Identify given facts in the story.
Objectives Skills Fill pictograph with the given data
Attitudes Show cooperation in group activity.
Values Exhibit care for nature.
Resources • Story entitled “Ang Pag-Ihap sa mga Mananap”
Needed • Math LM pages 280 - 281
• Math TG pages 198-200
• pictograph template
• picture of a garden, school supplies in a bag, bssket with objects
• stickers of insects
Value Focus Care for Nature
Elements of the Methodology
Plan
Prerequisite a. Counting
Preparation Concepts and Skills b. Addition
c. Subtraction
Motivation Song: “May Lima ka Alibangbang”
Introductory Teacher re-reads the Story “Ang
Presentation Activity Pag-ihap sa mga Mananap”
(Story-Track) (see attached story)
Follow-up Questions:
1. Who is the character in the story?
2. What did Lara observed in their garden?
3. What did Lara do with the insects?
Analysis ➢ Present a picture of Lara’s garden
➢ Assign insect to each group which Lara found
in her garden and provide stickers of their
assigned insects.
➢ Re-tell the story but give emphasis to the
number of insects found.
➢ When mentioning specific insect, let the
assigned group post the same number of insect
stickers on the picture of Lara’s garden
Abstraction ➢ Present template for the pictograph
➢ Recall the number of insects mentioned
(Primer Track)
in the story
➢ Using the same insect stickers, post
them in the correct rows in the
pictograph
 91

➢ Pupils identify which insect has the

greatest number, the least, and the
total number of insects found.

Values Integration Why did Lara just count the insects and
did not try to catch them? Would you do
the same?
Why do we need to take care of the
insects?
Practice Application (Group Activity)
*Present a picture of school supplies in
a bag: “Bag ni Biboy”
* Fill-in the pictograph
Assessment Level of Assessment *Present a picture of basket with
* Application different objects inside: “Bukag ni
Lola” then let fill-in the pictograph.
Closure Generalization Pictograph is used to organize
data for easier understanding.
Story Track

Pag-ihap sa mga Mananap

(Sugilanon ni March Desiree S. Diola)

Ganahan si Lara magdula matag buntag sa hardin.

Mabantayan niya nga adunay klase-klaseng mananap sa ilang
hardin. Usa ka adlaw, nahuna-hunaan niya nga ihapon ang
matag klase sa insekto nga motugpa sa ilang nataran.

Sa usa ka papel, gilista dayun niya ang mga insekto

nga iyang nakita. Una niyang nabantayan ang usa ka
alibangbang duol sa ilang mga bulak. Misunod pagduol ang
duha ka buyog. Paghangad niya, nakita niya nga adunay walo
ka damang sa mga sanga sa kahoy. Mihupo siya og nakita niya
ang usa ka lukton nga naglukso-lukso sa mga sagbot. Mibarog
siya og sa kalit lang, adunay milupad sa iyang atubangan.
Nakurat siya ug nahadlok kay adunay kalit nga misiga. Apan
pagsusi niya, unom man diay ka anindot nga aninipot.
 92

APPENDIX H

Sample Primer Track for Two-Track Method

(Grade One Mathematics Learners’ Material page 282)
Buluhaton: I-tally ang mga insekto nga naa sa hulagway. Kon
ikalima na kin inga insekto, himoi kini og slash/pahiwa kon
diagonal nga marka sa ikaupat nga tally/pag-ihap.

Insekto nga Makita sa School Flower Garden/Kabulakan

Ngalan sa Insekto Pila ka Insekto

(hulagway)

Ipangutana ang mosunod:

a. Pila man ka klase sa insekto ang anaa sa hulagway?

b. Pila man ka insekto tanan ang anaa sa hulagway?

c. Unsa nga insekto ang kinadaghanan? Ang kinadyotayan?

d. Unsa man kadaghana ang alibangbang kay sa

lukton/dulon?
 93

APPENDIX I

Sample Daily Lesson Plan in Teaching Mathematics 1

Using Conventional Method
Name of Teacher: March Desiree S. Diola Grade Level: 1
Learning Area: Mathematics Grading Period: 4th Quarter
Lesson No. 62 Statistics and Duration of Lesson / 50 minutes /
Week 37 Probability Time / Date 10:15-11:05 /
Day 1 February 24,
2020
Content The learner demonstrates understanding of pictographs without scales and
outcomes of an event using the terms likely and unlikely to happen.
Standards
Performance The learner is able to create and interpret simple representations of data
(tables and pictographs without scales) and describe outcomes of familiar
Standards events using the terms likely and unlikely to happen.
Learning Sorts, classifies, and organizes data in M1SP-IVg-2.1
Competency tabular form and presents this into a
pictograph without scales.
Key The number of objects can be shown in an organized way by
Understanding putting their pictures or drawings according to their kind in
to be Developed a table for easier understanding and comparison.
Learning Knowledge Identify given facts in the story.
Objectives Skills Fill pictograph with the given data
Attitudes Show cooperation in group activity.
Values Exhibit care for nature.
Resources • Math LM pages 280 - 281
Needed • Math TG pages 198-200
• pictograph template
• picture of a garden, school supplies in a bag, basket with objects
Value Focus Care for Nature
Elements of the Methodology
Plan
Prerequisite d. Counting
Preparation Concepts and Skills e. Addition
f. Subtraction
Motivation Song: “May Lima ka Alibangbang”
Introductory Posing the Problem (LM page 280)
Presentation Activity

Analysis Answering questions in “Dugang Pagkat-on” page

281
Abstraction Filling-in the pictograph with the data given
in the problem.

Values Integration Why did Lara just count the insects and did
not try to catch them? Would you do the same?
Why do we need to take care of the insects?
Practice Application (Group Activity)
*Present a picture of school supplies in
a bag: “Bag ni Biboy”
* Fill-in the pictograph
Assessment Level of Assessment *Present a picture of school supplies in
* Application a bag: “Bag ni Biboy”
* Fill-in the pictograph
Closure Generalization Pictograph is used to organize
data for easier understanding.
 94

APPENDIX J

Pretest and Posttest Scores of Control and Experimental

Groups

CONTROL GROUP EXPERIMENTAL GROUP

Pretest Posttest Difference Pretest Posttest Difference
(d) (d)
1 18 18 0 14 21 7
2 15 20 5 14 18 4
3 17 19 2 4 9 5
4 14 18 4 15 18 3
5 10 18 8 12 19 7
6 15 18 3 4 13 9
7 7 11 4 9 18 9
8 17 21 4 10 18 8
9 16 18 2 8 0 -8
10 14 18 4 9 17 8
11 17 18 1 11 18 7
12 15 18 3 11 18 7
13 9 9 0 8 18 10
14 17 18 1 10 19 9
15 16 19 3 11 19 8
16 10 14 4 9 18 9
17 14 20 6 11 19 8
18 5 11 6 8 21 13
19 9 15 6 5 18 13
20 15 18 3 10 18 8
21 8 7 -1 9 18 9
22 18 18 0 10 19 9
23 17 18 1 9 16 7
24 5 7 2 10 18 8
25 6 8 2 10 19 9
26 18 20 2 11 18 7
27 17 19 2 13 18 5
28 16 18 2 11 18 7
29 17 18 1 10 20 10
30 15 18 3
31 17 18 1
 95

RESEARCHER’S BIODATA

Personal Information

Name : March Desiree S. Diola

Date of Birth : March 19, 1991
Address : Manga Dist., Tagbilaran City
Civil Status : Married
Husband : Shinky Urhel Panes Mar
Daughter : Reesh Elieouf D. Mar
Parents : Rufino Celecio Diola
Teofe Salazar Diola

Educational Background

Advanced Studies : Master of Education, Major in

Educational Management
Bohol Island State University Main
Main Campus, Tagbilaran City Bohol
Tertiary : Bachelor in Elementary Education
Major in Special Education
Holy Name University, Tagbilaran
City, 2012
Secondary : Dr. Cecilio Putong National High
School, Tagbilaran City, Bohol,
2007
Elementary : Manga Elementary School
Manga Dist., Tagbilaran City, 2003

Eligibility

Licensure Examination for Teachers 86.60%

 96

Work Experience

: Elementary Teacher III

Manga Elementary School

Barangay Manga, Tagbilaran City

2019 – Present

: Elementary Teacher I

Tiptip Elementary School

2016-2019

: Preschool Teacher

Sto. Mactan Montessori School,

Inc., Soong, Mactan, Lapulapu City

2015-2016

: Preschool ESL Teacher

SK 119 English Academy, Banilad,

Cebu City, 2014-2015

: Preschool Teacher

Unitas Learning Center

Barangay Manga, Tagbilaran City

2013-2014

: Data Analyst

Accenture, Inc.

Barangay Lahug, IT Park, Cebu City

2012-2013