Research Proposal - June 2022a

Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
DIVISION OF GINGOOG CITY
West I District
SULPICIO LUGOD INTEGRATED SCHOOL
FACTORS AFFECTING DISTANCE LEARNING OF BASIC

TRIGONOMETRIC RATIOS AND ITS PROPOSED
INTERVENTION FOR GRADE 9 STUDENTS OF SULPICIO
LUGOD INTEGRATED SCHOOL
An Action Research Proposal
Dong B. Bucks
Teacher 1
JUNE 2022
Address: Brgy. San Miguel, Gingoog City

School ID: 501025
Email: samuel.bingat002@deped.gov.ph
West I District
I. Problem Description
Every student needs to have problem solving skills as they
progress towards higher mathematics. The current curriculum with the
use of spiral progression approach calls teachers to uphold it to ensure
mastery of knowledge and skills after each level. In Mathematics,
problem solving is embedded in self-learning modules mostly in “What
I Can Do” section. If students can not do the said task, then learning is
incomplete. And without remediation, the problem doubles as students
proceed to the next competency, quarter, and year level.
Mathematics is one of the top priorities in terms of the number of
hours allocated per class in all levels with 4 four hours every week. It is
included in assessing one’s achievement in the national level like
National Career Assessment Examination (NCAE), the National
Achievement Test (NAT), and Mathematics Teachers Association of the
Philippines (MTAP) annual competition, and Programme for
International Student Assessment (PISA) in the international level. With
this challenge, the need to teach and develop problem solving skill for
every student is a must and a responsibility for a mathematics teacher
to choose the right strategies.
But this was made complicated in the modular distance learning.
Grade 9 students feel so bad and unenthusiastic to proceed. They
grapple in solving even simple trigonometric ratio problems on their

School ID: 501025
West I District
own using printed modules. The third summative test result for the 4th
quarter proved that they really need help on how to learn the said
competencies on their own. Only 8 out of 29 students were able to
answer one problem solving question. During the feedback meeting with
parents, they unanimously said that their children don’t like problem
solving and prefer a multiple-choice type test. This study will unravel
the cause of difficulties and how to remediate and develop problem
solving skill as students go along with their modules on trigonometry.
II. Objectives
At least 80% of the total Grade 9 population will be able to answer
a problem-solving question in Mathematics’ Summative Test.
III. Propose Intervention
This study focuses on the benefits of using cooperative learning
strategy or group study in solving basic trigonometric problems.
Standard face to face classroom discussion can do so much in
facilitating learning but this pandemic hinders it.
In line with the IATF’s rules on social distancing, this study is designed
with the following interventions to develop mathematical thinking and
problem-solving skills. After completing the preliminaries, the
cooperative learning strategy or group study will commence with the
following details:
A. Setting up of group rules and responsibilities.

School ID: 501025
West I District
Every group has five members. The teacher will choose the leader.
A secretary will be chosen among themselves to record
attendance, timelines and their task’ progress.
B. Every group must be given an electronic calculator, rulers,
papers, notebooks, logbook, pens and pencils.
C. The teacher will give the schedule for every group to use the
teacher’s wifi internet connection to avoid congestion.
D. A table will be provided inside the classroom. Only one group can
enter the classroom for discussion, feedback and internet
browsing.
E. Tasks will be given to every group:
1) Essays as review of what they already know.
2) Group discussion by giving them sample problems will
answer.
3) Formative test with the same problem.
4) Formative test in the same competency but adding more
complexity.
5) If the result is poor, each group will be given online videos
and educational links.
6) More group discussions.
7) Performance task like making collage of basic theorems,
rules and formulas.

School ID: 501025
West I District
8) Memorization of the same. Let each group do the oral
recitation.
9) Assign one problem solving again to each group and let
them discuss their answers through facebook messaging.
10) Feedbacking with group leaders.
11) Final Summative test as a group.
12) Final individual summative test.
F. Feedbacking
IV. Research Questions
1. What is the performance of the learners before the
implementation of cooperative learning strategy or group study?
2. What is the performance of the learners after the implementation
of cooperative learning strategy or group study?
3. Is the intervention effective?
V. Intervention Timeline
Persons MONTH OF SEPTEMBER 2022

ACTIVITIES
Involved Week 1 Week 2 Week 3 Week 4
Prepare
localized
module and
Summative
Tests on
Trigonometric
ratios.
Distribute Grade 9
digitized or students
printed

School ID: 501025
West I District
modules and
other learning
materials
Conduct
summative test Grade 9
and evaluate students
the result.
Persons MONTH OF OCTOBER 2022

ACTIVITIES
Coordinate
with
School
stakeholders
Principal
and school
and
head on
parents
Intervention
proposal.
School
Conduct a
Principal
meeting with
and
parents.
parents
Divide
students
accordingly
Grade 9
using gender
students
inclusive and
academic
capability.
Prepare
learning
materials on
Trigonometric
Ratios for
group study
use.
Procure
electronic School
calculators (at Principal
least five) and
parents
Distribute the
learning

School ID: 501025
West I District
materials and
calculators.
Persons MONTH OF NOVEMBER 2022

ACTIVITIES
Group Study
week. Monitor
Grade 9
constantly
students
using
messenger
Home
visitation to
each Grade 9
designated students
group’s
residence.
Conduct post
Grade 9
Summative
students
test.
Evaluation and Grade 9
rewarding. students
Persons
ACTIVITIES MONTH OF DECEMBER 2022
Involved
Compose a
comprehensive School
summary of Principal
the study and and
submit to the parents
school head.

School ID: 501025

Research Proposal - June 2022a

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Republic of the Philippines

FACTORS AFFECTING DISTANCE LEARNING OF BASIC

An Action Research Proposal

Address: Brgy. San Miguel, Gingoog City

Every student needs to have problem solving skills as they

progress towards higher mathematics. The current curriculum with the

use of spiral progression approach calls teachers to uphold it to ensure

mastery of knowledge and skills after each level. In Mathematics,

problem solving is embedded in self-learning modules mostly in “What

incomplete. And without remediation, the problem doubles as students

proceed to the next competency, quarter, and year level.

Mathematics is one of the top priorities in terms of the number of

included in assessing one’s achievement in the national level like

National Career Assessment Examination (NCAE), the National

Achievement Test (NAT), and Mathematics Teachers Association of the

Philippines (MTAP) annual competition, and Programme for

International Student Assessment (PISA) in the international level. With

every student is a must and a responsibility for a mathematics teacher

to choose the right strategies.

But this was made complicated in the modular distance learning.

Grade 9 students feel so bad and unenthusiastic to proceed. They

grapple in solving even simple trigonometric ratio problems on their

Address: Brgy. San Miguel, Gingoog City

competencies on their own. Only 8 out of 29 students were able to

the cause of difficulties and how to remediate and develop problem

solving skill as students go along with their modules on trigonometry.

At least 80% of the total Grade 9 population will be able to answer

a problem-solving question in Mathematics’ Summative Test.

III. Propose Intervention

This study focuses on the benefits of using cooperative learning

strategy or group study in solving basic trigonometric problems.

Standard face to face classroom discussion can do so much in

facilitating learning but this pandemic hinders it.

with the following interventions to develop mathematical thinking and

problem-solving skills. After completing the preliminaries, the

cooperative learning strategy or group study will commence with the

A. Setting up of group rules and responsibilities.

Address: Brgy. San Miguel, Gingoog City

A secretary will be chosen among themselves to record

attendance, timelines and their task’ progress.

B. Every group must be given an electronic calculator, rulers,

papers, notebooks, logbook, pens and pencils.

teacher’s wifi internet connection to avoid congestion.

enter the classroom for discussion, feedback and internet

E. Tasks will be given to every group:

1) Essays as review of what they already know.

2) Group discussion by giving them sample problems will

3) Formative test with the same problem.

4) Formative test in the same competency but adding more

5) If the result is poor, each group will be given online videos

and educational links.

6) More group discussions.

7) Performance task like making collage of basic theorems,

rules and formulas.

Address: Brgy. San Miguel, Gingoog City

9) Assign one problem solving again to each group and let

them discuss their answers through facebook messaging.

10) Feedbacking with group leaders.

11) Final Summative test as a group.

12) Final individual summative test.

IV. Research Questions

1. What is the performance of the learners before the

implementation of cooperative learning strategy or group study?

2. What is the performance of the learners after the implementation