THE USE OF RBI PLUG AND PLAY IN TEACHING MATHEMATICS FOR GRADE 6

LEARNERS

An Action Research Requirement for District Research Congress

JIM C. NOBLE
EDEN ALMARIO
DIMPLE B. MANGALON
Researcher
Saliluk L. Macantal Elementary School
Alabel 2 District

February 2022
 TABLE OF CONTENT

Title i

Abstract 1

Acknowledgment 2

Context and Rationale 3

Innovation, Intervention, and Strategy 5

Action Research Questions 7

Action Research Method 8

Participant of the Study 8

Data Gathering Method 8

Discussion of Results and Reflection 9

Action Plan 15

References 16
 II

Abstract

The purpose of this qualitative research is to analyze the learning experiences of

the grade six learners in mathematics through the use of RBI-Plug and Play. It will

describe the pros and cons they had experienced from this modality and will serve as

basis in improving the implementation.

A narrative analysis research design will be employed to know and understand

how the learners feel, react and how it affects to their learning process especially in

mathematics. Six participants will undergo individual interview, focused group

discussion and actual observation to analyze and know their lived-experiences in

learning mathematics through RBI-Plug and Play

The data gathered was categorized into four main themes, RBI Plug and Play’s

Congruence with LAS; Useful aid in lesson comprehension; Complexity of some

lessons; and the struggle of not having the teacher’s presence. The findings disclose

that there are advantages and disadvantages on the use of RBI-Plug and Play to their

learning experiences.

The participants find this tool as a useful learning aid in understanding the math

topics. They added that it is easier to answer the activities when someone is explaining

it through audio recordings. However, there are also disadvantages that they have

experienced like the complexity of some lessons and the need of the teacher’s expertise

in explaining difficult lessons.

 As a result, in the event of a pandemic, a more intensive implementation plan of

RBI-Plug and Play is essential in Saliluk L. Macantal Elementary School not only in

teaching Mathematics, but also in other major subjects.

III

ACKNOWLEDGEMENT

The researchers would like to convey their deep gratitude and sincere

appreciation to everyone who have contributed their time, knowledge, and effort to bring

this important project to fruition.

To the researcher’s school head, Roberto L. Mendoza, Jr., for his approval and

support to complete the study.

To the grade 6 adviser, Cerilo F. Espinosa, Jr., for his permission to perform

this study with his grade 6 learners.

Especially to the selected Grade 6 learners, for time and cooperation during the

interview and;

Above all, to the Almighty Father, who has made everything possible, for

providing everything that the researcher’s need for the success of this action research.
 IV

CONTEXT and RATIONALE

The covid-19 pandemic has changed the educational setting of the entire

country. It is a big challenge that the educators are facing today. By that, different

learning modalities were created, developed and implemented to all schools so that

learning still continues despite of this catastrophic event. Blended/Distance learning

were implemented because face to face classes are prohibited. The teachers were

instructed to implement different modalities such as printed modules, LR-on wheels, TV

based instruction, and radio-based instruction and etc depending on their school’s

situation.

Saliluk L. Macantal Elementary School implemented printed modules on the start

of the school year 2020-2021 and transitioned to Radio-Based Instruction by Plug and

Play on the following school year 2021-2022. The school provided radios and flash

drives to the learners accompanied by a Learning Activity Sheet as a supplementary

material.

Radio-Based instruction, plug and play method is one of its way to deliver the

learning process to the learners. As one of the longest-serving and most accessible

types of educational technology (EdTech), it is particularly useful to focus on radio. It is

additionally a secure learning delivery mode in today’s pandemic situation. (Cherif et a,

2017, Barnett et al., 2018; Hallgarten, 2020).

 Teaching solid figures in mathematics using the RBI-Plug and Play method is

one of the experiences of grade 6 teachers. It is challenging to teach this topic without

the actual presence of the learners. This topic is so important to the learners because it

lets them able to verbalize what distinguishes one plane figure from another, and one

solid object from another, and also be able to describe their characteristics using sides,

corners, and angles for those figures which have them (Cherif, A. H., Gialamas, S., &

Stamati, A. ,2017).

Hence, it is important to know the learners’ insights upon experiencing this

particular modality. Through this, it will be a good help for grade 6 math teachers to

improve their pedagogy using RBI Plug and Play and involve the teaching and learning

process in a meaningful experience despite of the pandemic we are in.

 V

INNOVATION, INTERVENTION AND STRATEGY

Radio-based Instruction through Plug and Play is considered one of the best

distance learning modality. It is implemented through a recorded audio made by their

teachers accompanied by a Learning Activity Sheet that corresponds to the audio

recording. The recorded audio will be saved in a USB flash drive that can be plugged

and played to a radio. Each learner will be given 1 radio and 1 USB flash drive so that

they can concentrate on their respective grade level. An orientation to the parents were

also conducted so that they will know how to properly assist their children in operating

the radio. In addition, learners can listen to the audio recording while answering their

Learning Activity Sheets.

The Learning Activity Sheet will be given every week and same with the audio

recording. The parents are obliged to pick up the USB flash drives and LAS every

Monday and return it by Friday so that the teachers can replace a new audio recording

and LAS for the specific week.

It is important to know the learner’s lived-experiences on learning mathematics

through RBI-Plug and Play for this research study. Thus, the learners’ narratives in

experiencing this learning modality is needed to hear in able for the researcher to

understand its significant effect on the learning process. Through this, the researcher
will identify the advantages and disadvantages of using RBI-Plug and Play in teaching

mathematics to the grade 6 learners.

In addition, this research study will allow researchers to know the existing status of

this implementation based on the learners’ experiences. A narrative analysis through

the learners’ lived experiences will present their perception on the implementation of

RBI-Plug and Play and how it affects their learning.

In Saliluk L. Macantal Elementary School, the researchers will develop a more

detailed implementation plan for RBI-Plug and Play with the help of the grade 6 teacher

and the school head. As a result, all learners will be able to make the most of the

resources available to them and adjust to the new learning environment in the event of

a pandemic.

VI

RESEARCH QUESTIONS

This study will be conducted to analyze the grade 6 learners’ lived-experiences

on the use of RBI-Plug and Play in learning mathematics in Saliluk L. Macantal

Elementary School.

Specifically, it will answer the following questions;

1. What are the advantages and disadvantages of RBI-Plug and Play in

learning Mathematics?
 VII

ACTION RESEARCH METHOD

A. Action Research Participants

The participants of the study will be learners of Saliluk L. Macantal Elementary

School. There will be three girls and three boys. The participants are grade 6 learners

A purposive homogeneous sample methodology was employed to identify the

participants of the study. A purposive sample is the one whose characteristics are

defined for a purpose that is relevant to the study, (Andrade,2021).

B. Data Gathering

The researchers gathered essential data from the participants through employing

detailed individual interview and comprehensive focused group discussion. As a result,

a semi-structured interview guide was developed.

To gain authority, the researchers obtained consent from the participants to

record the in-depth interview and focused group discussion with a video tape recording.

This study utilized a qualitative research approach through narrative analysis

method. The Narrative analysis focuses on the strategy of inquiry that analyzes the

collected data from the persons involved and to provide their stories relating to the

event. This information is often retold and restored by the researcher into a narrative
chronology. In the end, the narratives combined from the participants’ responses are

connected to the researcher’s life and forms a collaborative narrative.

Data gathered from the individual interviews, FGD and actual observation were

analyzed using Clandinin & Connelly’s (2000) process of narrative analysis. The

researcher followed the following steps:

1. Identifying the common statements of the participants based on their

responses in the transcriptions from the video recordings;

2. Identifying the significant meanings of their statements; and

3. Generating the theme from the commonalities of the responses

The responses of the learners were considered the basis of the result. It was

analyzed and described how they experienced the use of RBI-Plug and Play in learning

mathematics and how it affected their learning (Clandinin & Connelly, 2000).

The information gathered was thoroughly examined. As a result, the researchers

read the transcription and classify all of the participants' responses. The responses

were categorized and analyzed thematically.

 VII

RESULTS AND REFLECTION

The researchers created a simulation that depicts the four primary themes that

emerged from the participants' responses. The congruence of RBI-Plug and Play with

the Learning Activity Sheet, Useful Aid in Lesson Comprehension, Complexity of Some

Lessons, and the Struggle of Not Having the Teacher's Presence are some of these.

Figure 1. The Simulacrum of the Main Themes that emerged in the study

Thematic Analysis
Advantages of RBI-Plug and Play
Theme 1: RBI-Plug and Play’s Congruence with the Learning Activity Sheet.

The audio recordings of RBI-Plug and Play is based on the script written by the

teachers that corresponds to the actual activity written in the LAS. It is just like reading

and answering the activities with the help of the radio verbalizing what is written in the

LAS.

“Masabayan gyud namo ang lesson nga nakasulat sa among LAS sir ky
murag ginadikta nalang man sa radio ang nakasulat.” (We can easily follow
the lessons in our LAS because it is being articulated in the radio.)

“Nakatabang siya sir ky gina explain ni teacher sa radio ang lesson nga
nakasulat sa among LAS.” (It helps us a lot sir because the lessons in our
LAS is being explained by our teacher through the radio).

Theme 2: Useful Aid in Lesson Comprehension

The learners also show positive response in terms of lesson comprehension. Some

of the learners said that it is sometimes difficult to just read the lessons written without

someone explaining it to them. .

“Importante jud sa ako ang RBI sir labi na sa math ky pwede ra nako ulit-
uliton hantud sa akong masabtan ang lesson.” (RBI is important for me
especially in math lessons because I can easily repeat the recording and fully
understand the topic)

“Importante siya sir kay mas masabayan namo ang among LAS ug mas
masabtan pud namo ang mga lesson kung anaay gaexplain sa amo.” (It is
important because we can easily follow our LAS and understand it as well
especially when there is someone explaining it to us).

“Mas dali namo masabtan ang lesson sa LAS ug mas dali pud namo ma
answeran ang mga activities niya sir ug nay gaexplain sa radyo.” (It is easier
for us to understand the lessons written in our LAS and it is also easier for us
to answer the activities if there is someone explaining it on the radio.

The learners’ responses show that RBI-Plug and play helps them to understand the

lessons in their activity sheets easily especially when someone is explaining it through
audio recordings played in the radio. It is far different from just reading the topics in the

LAS because sometimes learners can easily read the lessons but barely understand

what they had read.

Disadvantages of RBI-Plug and Play

Theme 3: Complexity of Some Lessons

In some instances, there are difficulties arise upon the implementation of this

modality especially in math lessons. Learners’ encounter some difficult lessons that

either their older siblings do not have an idea.

“Naa pud time sir nga lisud jud ang topic sir, bisan si ate sir wa pud kabalo
unsaon.” (There are times sir that the lessons are too difficult for me and even
my older sister do not have an idea about it)

“Lisud siya panagsa sir bisag naay explanation gikan sa radyo.” (Sometimes
it is very difficult even if there is someone explaining it on the radio)

The learners’ responses show the negative effect of RBI-Plug and Play to them

in learning math lessons. The learners stated that they need additional simplified

explanations for difficult lessons. Unfortunately, the audio recordings for the certain

math lessons are only delimited to what is written in the RBI script.

“Naa gyuy lisud nga lesson sir oi bisag unsaon namo kabalik-balik sa
radio di jud namo masabtan. Siguro mas need pa namog simpol nga
explanation sir”.
(There are Difficult lessons sir that we do not understand the topic even if we
keep on repeating the audio recordings. Maybe, we need simpler explanation)
Theme 4: The struggle of not having the Teacher’s Presence

The struggle of not having a teacher to explain difficult lessons is also an agony

for the learners. For them, there are topics that only teachers have the capability of

explaining it to them to make it simpler and for them to understand it easier.

“Lisud ang uban nga lesson sir kay di jud namo masabtan bisag gi explain
na sa radio. Mas nindot jud unta nga nay teacher nga muexplain ug mas
sayon para among mas masbtan” (There are difficult lessons that we
really do not understand even if it is being explained in the audio
recordings. It is more convenient if we have actual teachers to explain it to
us in a simple way for us to understand it easier.

“Panagsa sir kay lisud kayo mutuon sa math kay wa gyuy mutudlo sa amo
sa mga lisud nga lessons kay wala may face to face” .( There are times
that it is really difficult to learn math lessons because there is no one to
help us understand the lessons because face to face classes is not yet
permitted.)

Reflection

RBI-Plug and Play is one of the best distance learning modality in today’s new

normal setting. It is a good supplemental teaching material for the Learners activity

sheets especially in mathematics. This kind of modality helps the learners to understand

the concepts written in their LAS and guides them on answering the activities.

The congruency of the audio recording to the activities written in the LAS is

significant to the learners’ learning experience. By this kind of modality, learners find it

easy to understand the topics when there is someone explaining on the radio. It is

convenient for them to use the audio recordings as a guide in reading and answering

their LAS activities because they are able to repeat the recordings until the lessons are

being understood.
 However, there are disadvantages on this modality like the complexity of the

lessons especially in math topics. There are some lessons that are so complex that

even their peers do not have an idea on how to deal with it. Also, they find it struggling

to understand the lessons that are too difficult for them and they think that there is a

need for teacher’s expertise on the certain topic.

RBI-Plug and Play in teaching mathematics has its own pros and cons.

Teachers must intensify its positive effects and transform its negative ones into positive

ones by developing effective techniques through RBI-Plug and Play.

IX

PROPOSED ACTION PLAN

Rationale: The proponents created this action plan for the rigorous implementation of
RBI-Plug and Play in Saliluk L. Macantal Elementary School based on the findings of
this study.

Objectives Activities Timeline Output Persons Source of

Involved Funds

1.to strengthen Creation of November List of School

RBI-Plug and RBI-Plug and special Head
Play in the Play Special 2021 committee MOOE
school Committee and their Teachers
roles and
responsibilit
y
2.to attend Attend All teachers Teachers
activities that seminars attended the
will sustain the about RBI Year- seminars MOOE
said program
 Round

3.To assess Administration Atleast 75%

pupils of Quarterly of MPS in all Pupils
performance Examination Every end subject
regularly areas Teachers
of the MOOE
School
Quarter Head

References

Andrade, C. (2021). The inconvenient truth about convenience and purposive

samples. Indian Journal of Psychological Medicine, 43(1), 86-88.

Barnett, S., Van Dijk, J., Swaray, A., Amara, T., & Young, P. (2018). Redesigning an
education project for child friendly radio: A multisectoral collaboration to
promote children’s health, education, and human rights after a humanitarian
crisis in Sierra Leone. BMJ (Online), 363, 123–129.
https://doi.org/10/ggqvr7

Cherif, A. H., Gialamas, S., & Stamati, A. (2017). Developing Mathematical Knowledge
and Skills through the Awareness Approach of Teaching and
Learning. Journal of Education and Practice, 8(13), 108-132

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience

and story in qualitative research
Hallgarten, J. (2020, April 20). 4 lessons from evaluations of the education response to
Ebola. Blog. Global Partnership for Education [Global Partnership for
Education]. GPE’s COVID-19 Response.
https://www.globalpartnership.org/blog/4-lessons-evaluations-education-
response -ebola