IMPROVING THE COMPETENCY TO BE

ADDRESSED THROUGH HOMOGENEOUS

GROUPINGS IN THE MATHEMATICS
CLASSROOM

LYVIA S. ARENAS
Researcher
Butuan Central Elementary School
 ACKNOWLEDGMENT
I cannot express enough thanks to my Administrators to the
success of this Action Research for their continued support and
encouragement. MRS. LEONA A. CARMELO, PSDS of Central Butuan
District I, DR. LUISITO G. PERO, Principal III of Butuan Central
Elementary School, DR. ANNABELLE M. DORADO, Instructional Head
of K-Grade II, I offer my sincere appreciation for the learning
opportunities provided to me.
My completion of this project could not have been
accomplished without the support of my mentor, DR. CAROLINE A.
GUERTA, OIC Chief, Policy Planning and Research Division, Regional
Office, CARAGA, thank you is not enough for your guidance and
encouragement, and for giving me ample time to review my
manuscript.
To my children, Maita Concepcion, Maita Angelica, Petronilo III
and Maita Shellane for understanding and giving me support during
this time. I love you till the end of my life. To my family, my mother,
Myrlina A. Salvan and my mother-in-law, Mrs. Raquillana S. Arenas,
and siblings, thank you so much for all the love and support.
Finally to my colleagues, Grade II A.M teachers, Shieldeen,
Jeanith, Hydie, Goldz, Lorna, Mam Pina, Angel, Tess, and Arlyn, thank
you very much.
To our Almighty God who gave me wisdom and strength
throughout my research.
ABSTRACT

There is a dearth of information that homogeneous grouping is

effective but many studies concluded that working in a collaborative group is

an essential that students will need. Pupils in the researcher’s class seemed

unmotivated, uninterested and had negative attitude towards math. To

address this problem, the researcher used homogeneous groupings and gave

exercises that suits to the ability level of the pupils in a group to improve their

learning and retention of information in Mathematics. This action research

aims to find out the efficacy of homogeneous groupings in the classroom in

improving participation and attendance as well as the percentage of students

that should progress on their performance in math. The Grade II- Faith A.M

pupils for the School Year 2019-2020 are the subject respondents of the

study. The research will be done for the first and second quarters. Pupils in

each homogenous group will be randomly selected. The retention rate

through test scores along with the participation rate in class discussions and

the attendance was determined. Results have shown that on class

participation, more than 50% of the class actively participated in the

discussions; on quizzes and assignments, thirty percent (30%) of the passive

learners showed progress during tests while almost ninety percent (90%)

accomplished their assignments and worksheets. Conclusion can be made

that the use of homogeneous groupings in a class can help enhance the

performance of students since when student’s participation attendance and

retention are improved, learning and mastery of the concepts are developed.
I. IMPROVING THE COMPETENCY TO BE ADDRESSED THROUGH
HOMOGENEOUS GROUPINGS IN THE MATHEMATICS
CLASSROOM

II. CONTEXT AND RATIONALE

The researcher has taught Mathematics for Grade II class level for

several years and encountered similar problems each year. Different methods

of instruction are utilized in the class such as cooperative learning and peer

mentoring to address the various learning style of the pupils.

For the current school year, cooperative method of learning is opted so

that high performing pupils could assist the struggling pupils. However, low

performing pupils did not participate in the class discussions and the mean

percentage score of the three groups of the class were very low at <75%. The

cooperative learning method was sustained-this time, using heterogeneous

groupings. But through observations, the groups did not seem to work well

with the low performing pupils since they did not contribute and only the

performing pupils in the group participated in the group discussion. The

dilemma was carried over the whole class discourse. Pupils seems

unmotivated, uninterested and have a negative attitude towards math.

This action research aims to find out if this persisting problem can be

intervened using homogeneous groupings and exercises that suits the ability

level of pupils in a group in order to improve their learning and retention of

information in Mathematics.
III. ACTION RESEARCH QUESTIONS

A. How effective is homogeneous groupings in the classroom in improving the

participation and attendance?

B. What percentage of students should progress on their performance in

math?

IV. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

There is a dearth of information that homogeneous grouping is

effective but many studies concluded that working in a collaborative group is

essential that students will need. But the researcher do believe that

homogeneous groupings in a group of three in class help increase

participation of students and boost their retention since in this way they

become an active learner instead of a passive learner. This approach helps

tremendously especially the struggling pupils because being group with

students with their level; they will not be hesitant to share each other’s idea.

Their interaction with their group mates can be a good start of thinking

critically. Everyone will be involved and share the responsibility. Thus, I will

take this step to conduct my own research in my own classroom with my

pupils.

V. ACTION RESEARCH PLAN AND TIMELINES

A. Participants of the Study

 The participants of the study are the Grade II- Faith A.M pupils

composed of 15 boys and 20 girls, total of 35 participants in all for the School

Year 2019- 2020.

B. Data Gathering Methods

The Time Frame for this study covers the First and Second

Quarter of the School Year 2019-2020. Teacher involved was

the researcher, Mrs. Lyvia s. Arenas.

The following are the activities or approaches that the

researcher used: Pupils were randomly selected to be in a small

group during the first two months of this school year.After two

months, pupils were assigned to a new group with one high

performing pupil, 2 average performing pupils and 1 low

performing pupil. After the first quarter, pupils were assigned to

another group, assigning the same group to those pupils with

low grade in math and give exercises that fits to their ability level

in math and others are still in heterogeneous group. Retention

rate through test scores was determined.Participation rate in

class discussions was determined.Increase in the attendance

was determined.
VI. DISCUSSION OF RESULTS AND REFLECTION

On Class Participation

Comparing the participation of the class before the homogeneous

grouping, there was an improvement on the number of students who actively

participated in the class. More than 50% now get involved in the discussion. In

a group of low level pupils, nobody is hesitant to act as presenter during group

work since they understood and they were able to solve the problems given to

them. Interaction among the group was evident in a group. This implies that

interest has been developed since there was an increase on the number of

students who participated.

On Quizzes/ Assignments

In their quizzes, there were also some changes. Some students

improved but some stayed the same. Thirty percent (30%) of the passive

learners showed progress during the test. However, if quizzes were given

unexpectedly, some did not get the passing mark, with this data, it means that

some students improved their retention by actively involving in the class

discussions. On the other hand, in the completion of their assignments,

almost 90% now did their assignments and did well in their worksheets but

there were some who did show little improvement only and some did not show

any progress at all.

 On Attendance

In the attendance, some passive learners seldom got absent now but

some still do because of other factors that could not be controlled. The

students who frequently get absent and unmotivated to do requirements and

inactive during group work were those students who did not improved and had

the very low grade in mathematics.

With these, conclusion can be made that the use of homogeneous

groupings in a class can help enhance the performance of students since when

student’s participation attendance and retention are improved, learning and mastery

of the concepts are developed.

REFLECTIONS

The result of my study was much better than I expected. Confidence of

my pupils was developed and they changed from passive to active

learners though there were some who showed no improvement but

what matters most, there was an improvement shown from the class in

some aspects. I likewise learned that groupings from different levels

help.

I plan to continue using this grouping in the third and fourth

quarter and I will not stop until I get the best results.
VII. ACTION RESEARCH PLAN AND TIMELINES

ACTIVITIES DATA TO BE STATISTICAL

COLLECTED TREATMENT

1. Random Grouping

2. Heterogeneous Grouping  Quizzes Percentage

3. Homogeneous  First Grading

Grade

4. Determine the Retention Rate  Test Result

5. Determine the Participation  Data on Students

Rate in the Class discussions Participation

6. Determine the Increase of the  Attendance

Attendance
VIII. REFERENCES

https://www.verywellfamily.com
https://tophat.com.Glossary
google
https://teachwithepi.com/
https://www.facebook.com/EducationalIP