I.

CONTEXT AND RATIONALE

Pupils’ interest is one of the internal factor that influence pupils’ learning

achievement. Interest known as a condition or situation was related to individual wishes

or necessities. It’s can also define as the preference in someone’s soul together with

happiness. Interest does not appear by spontaneous, but it’s turn up because of

participation, experience, and habit when studying or working. Because of interest

always related to wishes or necessities, it’s important to make certain condition so that

students always need and want to study. In relation to the mathematics learning, interest

is something important. Someone with high interest, she/he will have high motivation

too. The higher learning interest will make students’ positive attitude toward

mathematics.

The fact shows that students’ interest toward mathematics still low. In Jerman,

there is a downward trend of students’ mathematics interest that increases in later years

as stated by Frenzel, C.A., et.al. ( 2014). Also, Schukajlow, S. (2015) said that learning

interest of elementary and middle school students’ decreased year by year especially in

mathematics and others sciences. In addition to, Ediningrum, W.R (2015) strengthened

that Mathematics learning interest just visible at student with high ability in mathematics.

One of the reasons that caused students’ interest toward mathematics learning still low

is almost students think that mathematics only contain numbers, formula, and the

abstract theorem that were very hard to understand. Another reason is frustration since

feeling so difficult to understand the material. Students get frustration in learning when

the teacher show the problems. According to Lestari, K.E., & Yudhanegara, M.R. (2015)

interest in studying is the impulses of the student psychologically in learning something

mindfully, serenity and discipline, causing students actively and happy to do so and,
students tend to engage themselves in deeper learning on a particular subject when they

have an interest, Arthur, Y.D., Oduro, F.T., & Boadi, R.k. (2014). Learning is not just

accepting the matter alone, learning must be meaningful, knowledge must be received

actively, and knowledge is constructed by reflection physical actions and mentally

performed with activity in the new knowledge obtained by the students, learning is a

social process that is obtained through discussions and different activities between

students and teachers or by peers in the classroom.

Rutherford K. (2015) explained that people of all ages love to play games that

are fun and motivating. Games give students opportunities to explore fundamental

number concepts, such as the counting sequence, one-to-one correspondence, and

computation strategies. Engaging mathematical games can also encourage students to

explore number combinations, place value, patterns, and other important mathematical

concepts. Further, they afford opportunities for students to deepen their mathematical

understanding and reasoning. Teachers should provide repeated opportunities for

students to play games, then let the mathematical ideas emerge as students notice new

patterns, relationships, and strategies. Games are an important tool for learning in

elementary school mathematics classrooms:

1. Playing games encourages strategic mathematical thinking as students find

different strategies for solving problems and deepen their understanding of

numbers.

2. When played repeatedly, games support students’ development of

computational fluency.
 3. Games present opportunities for practice, often without the need for teachers

to provide the problems. Teachers can then observe or assess students and

work with individuals or small groups of students.

4. Games have the potential to allow students to develop familiarity with the

number system and with “benchmark numbers” (such as 10s, 100s, and

1000s) and engage in computation practice, building a deeper understanding

of operations.

5. Games support a school-to-home connection. Parents can learn about their

children’s mathematical thinking by playing games with them at home.

In situation inside the classroom, the researcher observed that pupils are less

interested in Mathematics lessons. Improving their abilities and skills in Mathematics

need a long process and need a focus of supervision to the teacher and parents as well.

Using games in Mathematics lessons specifically during application and exercises/fixing

skills could be a great tool in motivating the pupils interest in Mathematics.

The school is compose of 7 teachers and manage by Mr. Jay E Carvajal, Head

Teacher III. There are 137 population of pupils in the school this school year 2019 –

2020. Teachers and parents are helping together to maintain the school surroundings,

school rooms and other facilities to have a friendly and conducive place for effective

teaching-learning process.

The researcher who is the subject teacher of the Grade VI pupils in Mathematics

administered a diagnostic test in Mathematics 6 which will be used as Pretest. In the

result of the test given, there were 14 out of 25 pupils got a very low score which is

below 75% level of achievement. The researcher wants to improve the performance

level of the Grade 6 pupils in Mathematics.

 In the development of the study, the result will give insight to the teachers

teaching mathematics to find remedial measures which contribute to the improvement of

the performance of the pupils. It will also serve as guide for the researcher to improve

teaching techniques and strategies that arises the interest of the pupils to learn more

and acquire skills from the teacher. This will also help slow performers to improve their

abilities and skills. For the district, it serves as one of the intervention programs to

improve the total performance of the pupils that find difficulties in Mathematics.

II. RESEARCH QUESTIONS

The research aims to improve Mathematical skills of Grade VI Pupils using

Volleyball Style.

Specifically, this research aims to answer the following questions:

1. What is the level of performance of the pupils in Mathematics in

terms of:

a. Pre-test

b. Post test

2. Is there a significant difference between the pre-test and post-test

results conducted after the intervention was given to the respondents?

III. Proposed Innovation, Intervention and Strategy

Games are fun and can create a context for developing students’ mathematical

reasoning. Through playing and analyzing games, students also develop their

computational fluency by examining strategies that are more efficient and by discussing

relationships among numbers. Teachers can create opportunities for students to explore
mathematical ideas by planning questions that prompt students to reflect about their

reasoning and make predictions. Remember to always vary or modify the game to meet

the needs of your leaners.

In the conduct of this study, using Volleyball Style will be used as intervention to

improve the Mathematical skills of Grade 6 pupils. With this approach to questions,

discussion, and answers that merely bounces information back and forth between the

two groups of pupils. The teacher will formulate questions (often with a predetermined

answer), serve it out to Group 2 by the Group 1, and wait for a response or answer.

Then the teacher affirms the pupil’s/group’s ‘correct’ answer. 1 point will be given to

Group 2 if they give a correct answer or – if they are off-track – 1 point will be credited to

Group 1. The teacher researcher will assign one pupil to take charge on scoring.

This ‘volleyball’ style is controlled and safe. Unfortunately, it also sends the

message that my role is to dish out information, and the student’s role is merely to

receive it and give it back to server.

There is nothing wrong with using questions to prompt and probe students…or to

help focus their learning. But as often as possible, teachers should seek to get students

more actively involved in divergent, critical thinking, questioning, and discussion.

The respondents will be stayed remain in their room for half an hour after the

class to do some exercises in Mathematics. Teacher-made word problems will be

prepared and will be administered to the participants.

In the teaching learning process inside the classroom, the Audio-visual will also

be used to show questions or problems to the pupils. Parent and pupils involvement will

be encouraged to be a part of the research process. Furthermore, continuous drill in

basic fundamental operations especially multiplication and division, before the start of
the math subject will be utilized. This will help the pupils to master the fundamental

operations which are basics in solving word problems.

IV. ACTION RESEARCH METHOD

a. Participants and Other Sources of Data and Information

The respondents of the study will be the Grade VI pupils of Luna Este

Elementary School. They will be given exercises, pre-test and post test of the study.

This study is will start in September 2019 and will end on February 2020. It will

be delimited on the improving the Mathematical skills of Grade VI pupils. The

researcher with the supervision of the school head, will administer the daily exercises in

improving their Mathematical skills.

The researcher will ask permission the Public Schools District Supervisor, and to

the School Head regarding the conduct of the study. The importance of the study will be

discussed to the parents of the participants.

b. Data Gathering Methods

A teacher made pre-test and post test will be given to the pupils to measure the

improvement of the pupils’ level of performance in Mathematics. Intervention programs

that comprises of activities will be administered to the respondents. It will be done every

after the class hour in the afternoon. .

The responses and score of every respondent will be carefully and accurately

recorded to determine the improvement of their mathematical skills.

c. Data Analysis Plan

Teacher made test will be administered to the pupils; pre-test and post test. The

result of the tests will be used to identify the performance of the pupils Mean and

Average Weighted Mean.

 To identify the significant difference on the result of the pre-test and post test

after the intervention was conducted, T-Test will be used. The computed value of the t-

test from the data gathered will show the improvement of performance of pupils after

using the identified intervention.

V. Action Research Work Plan and Timelines

Objective Activity Person’s Resources/ Expected Output Time Statistical

Involved Budget Allot Treatment
ment

A. PRE-IMPLEMENTATION PHASE
1. Determine the Pretest Researcher Php100.00 100% of the 2 Mean/
Pupils’ Reading respondent took days Average
Ability before the the pre-test Weighted
intervention Mean

B. IMPLEMENTATION PHASE
1. Utilization of Using Researcher Php1,000.00 100% Utilization of 60 Mean/
Volleyball Style in Volleyball the Day-Out days Average
Improving the Style in Fishing Vocabulary Weighted
Mathematical teaching in Reading Mean
/skills of Grade 6 Math
Pupils Lessons

C. POST-IMPLEMENTATION PHASE
1.Determine the Post-test Researcher Php100.00 100% of the 2 Mean/
effectiveness of respondent took days Average
“volleyball” style in the post-test Weighted
improving Mean
Mathematical skills
of Pupils

2. Test the Apply Researcher Php100.00 Significant 3 t-test

difference in the appropriat difference between days
pre-test and post- e statistical the pupils’ level of
test scores of the treatment performance before
respondents and after using the
intervention
VII. COST ESTIMATES

i. Travel Expenses……………………………..P 1,000.00

ii. Printing and Photocopy of Materials……….. 1,000.00

iii. Reward on Activities……………………….…. .1,500.00

iv. Report Writing and binding………………….....1,000.00

v. Contingency…………………………………...... 500.00

TOTAL COST……………………..…………………..P5,000.00

VIII. References

Frenzel, C.A., et.al. ( 2014). Develompent of Mathematics Interest in Adolescence:

influences of Gender, Family and School Context. Journal of Research on
Adolescence, 20(2) 507–537. [2]

Schukajlow, S. (2015). Effect of Enjoyment and Boredom on Students’ Interest in

Mathematics and Vice Versa. Proc. of 39th Psychology of Mathematics
Education Conference vol 4, l 137- 144.

Ediningrum, W.R (2015). Accelerated Learning Berbantuan Software Maple Sebagai

Upaya Meningkatkan Kemampuan Komunikasi dan Minat Belajar Siswa SMA.
Tesis SPs UPI

Lestari, K.E., &Yudhanegara, M.R. (2015). Penelitian Pendidikan Matematika. Bandung:

PT. Refika Aditama.

Arthur, Y.D., Oduro, F.T., & Boadi, R.k. (2014). Statistical Analysis of Ghanaian Students
Attitude and Interest Towards Learning Mathematics. International Journal of
Education and Research. 2(6) 661-670

Rutherford K. (2015) Why Play Games Retrieved from:

https://www.nctm.org/publications/teaching-children-mathematics/blog/why-play-
math-games_/
Annex 1: Research Proposal Application Form and Endorsement of

Immediate Supervisor

A. RESEARCH INFORMATION

RESEARCH TITLE

“IMPROVING THE MATHEMATICAL SKILLS OF GRADE SIX PUPILS OF LUNA ESTE

ELEMENTARY SCHOOL THROUGH VOLLEYBALL STYLE”

SHORT DESCRIPTION OF THE RESEARCH

This action research will be conducted to improve the pupils’ Mathematical skills
using “volleyball” style. The intervention will be used during the research process. The
pre-test and posttest result will be used to gather data. The data gathered from the result
will be interpreted to determine the effectiveness of the intervention in improving
Mathematical skills of pupils.

RESEARCH CATEGORY (check RESEARCH AGENDA CATEGORY

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

FUND SOURCE Amount

(e.g. BERF, SEF, others)
Personal funds Php. 5,000.00

Total Amount Php. 5,000.00

*Indicate also if the proponent will use personal funds
B. PROPONENT INFORMATION

LAST NAME: FIRST NAME: MIDDLE NAME:

TAGARE WILMER PERALTA

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

07/27/1982 MALE MASTER TEACHER I

REGION/DIVISION/SCHOOL (whichever is applicable)

Region I/ Pangasinan Division II/ Umingan II District/Gonzales ES

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
09368256463 N/A

EDUCATIONAL ATTAINMENT TITLE OF THESIS/RELATED

(DEGREE TITLE) RESEARCH PROJECT
Enumerate from bachelor’s degree up
to doctorate Degree
Bachelor in Elementary Education

Master in Education, major in Educ’l Mngt.

(MA Acad. Requirement)

SIGNATURE OF PROPONENT:

_________________________
Master Teacher I

IMMEDIATE SUPERVISOR’S CONFORME

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

LOLITA T. FERRER, PH. D.

Public Schools District Supervisor

Date: _____________
Annex 2: DECLARATION OF ANTI-PLAGIARISM

1. I, Wilmer P. Tagare, understand that plagiarism is the act of taking and using

another’s ideas and works and passing them off as one’s own. This includes

explicitly copying the whole work of another person and/0r using some parts of

their work without proper acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly

all the referenced used. I further commit that all deliverables and the final

research of the study emanating from this proposal shall be of original content I

shall use appropriate citations in referencing other words from various sources

3. I understand that violations from this declaration and commitment shall be

subject to consequences and shall be dealt with accordingly by the Department

of Education and (insert Grant Mechanism)

PROPONENT: WILMER P. TAGARE

SIGNATURE: ______________________

DATE: _______________
Annex 3: DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, Wilmer P. Tagare, understand that conflict of interest refers to situations in

which financial or other personal considerations may compromise my judgment

in evaluating, conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise

from my application and submission of my research proposal. I understand that

my research proposal may be returned to me if found out that there is conflict of

interest during the initial screening as per (insert RMG provision).

3. Further, in case of any form of conflict of interest (possible or actual) which may

inadvertently emerge during the conduct of my research, I will duly report it to the

research committee for immediate action.

4. I understand that may be held accountable by the Department of Education and

(insert grant mechanism) for any conflict of interest which I have intentionally

concealed.

PROPONENT: WILMER P. TAGARE.

SIGNATURE: _____________________
DATE: _________________
 CURRICULUM VITAE

PERSONAL PROFILE:

Name: TAGARE, WILMER PERALTA

Address: Luna Weste, Umingan, Pangasinan

Birth date: July 27, 1982

Age: 37 y/o

Gender : Male

Civil Status: Married

EDUCATIONAL ATTAINMENT:

Graduate School: MASTER OF ARTS IN EDUCATION

MAJOR IN EDUC’L MNGT (M.A.Ed., Acad. Reqt)

Luna Colleges

Tayug, Pangasinan

Tertiary: BACHELOR IN ELEMENTARY EDUCATION

City College of Urdaneta

Urdaneta City, Pangasinan

Secondary: Umingan Central National High School

Umingan, Pangasinan

Elementary: Concepcion Elementary School

Umingan, Pangasinan

WORK Experience

Date Position Department

09/01/2015-present Master Teacher I Umingan II

08/11/2006-08/31/2015 Teacher I Umingan II