MENDOZA, JR. ZALDY - Dissertation Proposal Final

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CHALLENGES WITH PROJECT AN (ALL NUMERATES): CONVERGENCE
CHALLENGES WITH PROJECT AN (ALL NUMERATES):
CONVERGENCE OF GRADE 7 TEACHERS’ AND STUDENTS' OUTLOOKS
FOR AN ENHANCED REMEDIAL PROGRAM
Zaldy R. Mendoza Jr.
Don Honorio Ventura State University
September, 2022
DON HONORIO VENTURA STATE UNIVERSITY

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APPROVAL SHEET
This thesis entitled “Challenges with Project An (All Numerates): Convergence of

Grade 7 Teachers’ and Students' Outlooks for an Enhanced Remedial Program”
prepared and submitted by Mr. Zaldy R. Mendoza Jr., in partial fulfillment of the
requirements for the degree Doctor of Education Major in Educational Management
has been examined and found in order and hereby recommended for approval and
acceptance for Oral Examination.
Adviser
PANEL OF EXAMINERS
Passed by the Committee on Oral Examination with a grade of ____ on ___________
REYNALDO C. NICDAO, Ph.D.

Chairman
_______________________ __________________________
Member Member
ANGEL BRYAN Z. OCAMPO, MAEd CHARLIE K. PADILLA, MIT

Grammarian Coordinator
Graduate School Research Laboratory
Approved and accepted in partial fulfillment of the requirements for the degree Doctor of
Education Major in Educational Management
Comprehensive Examination passed.
DOLORES T. QUIAMBAO, Ed.D.

Dean, Graduate School

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ACKNOWLEDGEMENT
aaaaaThe researcher would like to extend her sincerest gratitude to the following people
for their support that led to the completion of this study:
aaaaaDr. Dolores T. Quiambao, Dean, Graduate School, for her implemented programs
that inspired not only this researcher but the entire graduate school community to complete
the MA Education Degree at Don Honorio Ventura State University.
Aaaaa_____________________, his thesis adviser, for sharing new research concepts,
processes and encouragement that led to the timely completion of this study.
aaaaa______________________________, for their invaluable inputs during the proposal
and final defense, without which the researcher will not be able to complete this study.
Aaaaa______________________________, for the validation of all the research
instruments.
aaaaa Reynaldo C. Nicdao, Ph.D., for sharing his research expertise.
aaaaaThe Assistant Schools Division Superintendent, ______________ for use of available
data and the Principals of selected schools for allowing the researcher to conduct the
validated test to their Grade 7 students.
aaaaaThe respondents, Grade 7 Mathematics teachers and their students for their
participation in the study. The collected data and information allowed the researcher to
complete the study.
aaaaaAll the professors of the Graduate School of Don Honorio Ventura State University,
for selflessly sharing knowledge, expertise and guidance.
aaaaaMr. Zaldy W. Mendoza, his father, for the unconditional support, inspiration and
encouragement to strive harder and complete the study;

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aaaaaAbove all, the researcher would like to thank, Our Lord Almighty, whom she gives
all the glory and praise, for the gift of life, wisdom, dedication and perseverance.
Z.R.M.Jr.

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TABLE OF CONTENTS
Page
Title Page………………………………………………….………………...……... 1
Approval Sheet ……………………………………………………………….….… 2
Acknowledgement ….…………………………………………………………….... 3
Table of Contents ….………………………………………………………….…… 5
List of Tables ….…………………………………………………………....………. 7
Figure ….……………………………………………………………………..…...… 8
List of Appendices ….………………………………………………...……..…….. 9
Chapter 1: THE PROBLEM AND ITS BACKGROUND
Introduction…………..…..…………………………………………….... 10
Conceptual Framework…..………………………………………….……... 18
Statement of the Problem ……..............................................................….... 19
Significance of the Study ….......................................................................... 20
Scope and Delimitation …………………………………………................ 22
Definition of Terms ………………………………………………...…....… 22
Chapter 2: METHOD
Research Design ….……………………………………………................... 25
Key Informants …...………………………………..…………………......... 27
Instruments …....………………………………………………….…............ 30
Data Collection ………………………………………………………….….. 32
Ethical Considerations……………………………………………................ 35
Data Analysis ………………………………………………………….….... 36

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References ……………………………………………………………………….…. 38
Appendices ……….………………………………………………………………... 42

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LIST OF TABLES
Table
Page
1. Profile of the Respondents (Quantitative)………………….……….……… 28
2. Profile of the Participants (Qualitative)……………………………………. 30
3. Rubric for the interpretation of data ……………………………………...... 36

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LIST OF FIGURES
Page
1. Schematic diagram of the study……………………………………..……… 19
2. Multi-Phase Design (Convergent Parallel Design plus Qualitative).…… 26
3. Quantitative Data Collection ……………………………………..……… 33
4. Illustration of the qualitative gathering process of this study ……..……… 34
5. Data Analysis Process ……………………………………………..……… 37

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LIST OF APPENDICES
Appendix
Page
A. Letter of Consent to Conduct Study ………………………….........…..... 42
B. Letter of Consent to the Office of the Superintendent…....…….....….… 43
C. Remedial Program Assessment Questionnaire (Student)……........……. 44
D. Informed Consent Letter to Participate in the Study……...........………. 46
E. Semi-Structured Interview Questionnaire……........…….........……......... 48
F. Curriculum Vitae ....................................................................................... 49

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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
One of the essentials in everyday life is learning the concepts of mathematics. It is
a must for all living things to undergo growth and development and starts by its little baby
steps. In all walks of life, even cook and farmer, carpenter, and mechanic, from humble
shopkeeper to high paid doctor, even engineer of tallest buildings or scientist who
discovered new things, from musician who makes the word into melody or magician who
makes people happy, every individual needs mathematics in his/her everyday life. Even
the smallest insects like ants and bees, they use mathematics in their existence in this world.
Without mathematics, one would not be able to do science, nursing, engineering, become
a doctor or even get a business degree. Livelihood of people is dependent on their ability
to calculate, subtract or multiply. One could skip math but then he/she would just have to
be satisfied with working at the local diner. Serving soft drinks and washing floors, and
even then, one needs some mathematics skills.
Logic and creativity are the building blocks of mathematics, and it is tracked both
for a variety of real-life purposes and basic interest. For some people, and not only
professional mathematicians, but the true meaning of mathematics also lies in its beauty
and intellectual challenge. For some professionals, including many scientists and
engineers, the principal value of mathematics is about the application of mathematics in
their field of work. Some basic understanding of the nature of mathematics is essential for
scientific literacy because mathematics plays an important role in this modern and

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developing world. To achieve this, perceiving mathematics as part of the scientific
endeavor, comprehending the nature of mathematical thinking, and familiarizing the key
mathematical ideas and skills should be a must for every learning individual in the school
institution, (Amerigog, 2015).
Mathematics encompasses the calculated decisions people make daily and forms
the foundation for just about everything they do in life. Children learn through the
processes of seeing, hearing, communicating, and participating in the many facets of
mathematics while making calculated decisions and solving problems. They learn best
through active participation and collaborating with others using play and real-life
experiences. One of the skills that every student needs to master in life is mathematics,
even if it is the only one, everyone can live without being cheated, robbed, or abused.
Without mathematics, it will be difficult to live or survive. Learning mathematics in
everyday life is necessary. Doing the essentials is dependent on the ability to do things
mathematically.
Amerigog (2015), a Mathematics teacher at Kendriya Vidyalaya India, mentioned
in his article “The Times of India” that, the methodical application of matter is
mathematics. The main reason why every individual is methodical or systematic is because
of mathematics. It can make life in order, or it can make confusion to others. The art of
reasoning, abstract or spatial thinking, critical thinking, creativity, effective
communication skills and problem-solving ability are certain qualities that are nurtured by
mathematics.

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According to Math Fluency (2011), educators and cognitive scientists agree that
the ability to recall basic mathematics facts fluently is necessary for students to attain
higher-order mathematics skills. The real implication for mathematics is that some of the
sub-processes, particularly basic facts, need to be established and enhanced to the point
that they are done spontaneously. If these basic skills do not improve, then the development
of higher-order mathematics skills like multiple-digit addition and subtraction, fractions,
and long division may be affected. It is also supported by other studies that lack of
mathematics fact retrieval can obstruct involvement in mathematics class discussions,
successful problem-solving in mathematics, and even the development of skills used in
everyday life. In addition, rapid math-fact retrieval has been shown to be a strong predictor
of performance on mathematics achievement tests. At some point in life, mathematics
becomes boring, difficult, and irrelevant but everyone must realize the severity of existing
without mathematics. It will make every person smarter and put ahead of the pack, so that
he may be able to get his dream job. Basically, every good position in the business world
requires some form of it. Thinking and reasoning are some of the skills involved in learning
mathematics, but it is not only about the skills, attitude of the learners towards mathematics
is also one of the factors whether the students will be able to learn the subject (Kele &
Sharma, 2014). Han and Carpenter (2014) state that attitudes comprise of affective,
cognitive, and behavioral reactions that the persons display towards their surrounding or to
an object based on what they feel or what are their interest. The attitude’s behavioral
component also impacts the attitude’s cognitive component as well. When students can
appreciate the significance of mathematics in their lives, they have the feeling of
involvement in the learning process, and they are confident and connected in the classroom

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discussion (Attard, 2011). Therefore, attitude, confidence, importance of mathematics and
engagement are interconnected to each other during the learning process of the students
(Mensah et al., 2013).
Kasten and Howe (2000) stated that some young students are less likely to complete
elementary and secondary mathematics programs successfully and/or to obtain the
knowledge and skills required for higher education and employment because they attended
their classes where the core curriculum and classroom instruction were not suitable to foster
desired aspirations, attitudes, skills, and understandings related to mathematics. The
curriculum is neither interesting nor relevant. The structure of the curriculum tends to "turn
off" for some students. The absence of real-world problems and applications of
mathematics curriculum is repetitious, and it focuses too much on outcomes and not on
process. These least five problems are the reason why mathematics instruction frequently
suffers; (a) the usual classroom routine is not effective for developing new concepts; (b)
the pace is wrong for many students; (c) drill and practice are ineffective; (d) diagnosis and
treatment of error are often superficial and (e) instruction does not provide sufficient hands-
on experiences.
To continue, the authors clarified that in order to reduce the number of at-risk
students, some schools internationally develop solutions that may help remedy the issues
concerning Mathematics. Based on their data presented, there is a significant relationship
existing between early mathematics achievement and later mathematics achievement.
Competency in learning mathematics were achieved. Because of their attempt in planning
and operating better mathematics programs to ensure improvement among students, it

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resulted to have fewer remedial pupils and fewer nominal mathematics pupils. Prevention
is better than cure and it is far more successful than remediation which also means early
remediation before the problem will exist is more successful than late remediation where
in the problem is already existed.
To develop better models, more research was created and utilized. The
combinations of the different variables are associated with school programs that tend to
have a lower percentage of nominal mathematics students and a lower percentage of
dropouts. The Secondary school mathematics program may include the following factors:
(1) stresses goals and objectives; (2) stresses building knowledge and developing and using
skills in a coordinated curriculum; (3) provides time for mathematics instruction on a
regular basis; (4) stresses real-life use of mathematics; (5) uses activity based learning; (6)
uses a variety of instructional approaches to accommodate learning styles, preferences, and
needs; (7) provides enrichment and adequate resources for all classes; (8) provides for
transition from grade to grade; (9) emphasizes a continuous progress approach and/or
cooperative learning techniques; (10) stresses effective use of homework; (11) has a
program for involving parents; (12) uses a diagnostic and prescriptive approach in
instruction to help identify pupil errors and to keep them from falling behind grade level
expectations; (13) has an early identification and intervention program for pupils with
learning problems; (14) uses frequent monitoring to identify pupils with possible problems;
(15) maintains careful records of pupil progress; (16) frequently uses a special program (in
class or pull-out) and special assistance (tutoring)to help pupils who have had difficulty in
mathematics; and (17) provides intensive individual attention to individuals with sustained
problems for a period of time (Kasten and Howe, 2000). If everyone was given proper

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guidance and intensive training during their formative period of learning the subject,
anyone be a mathematician. It can be helpful for effective teaching-learning process of
mathematics if the curriculum planner creates a good curriculum guide for the said subject.
In the Philippine setting, the Mathematical Numeracy based on the latest
Programme for International Student Assessment (PISA) results in 2018 are: (1) Filipino
students achieved an average score of 353 points in Mathematical Literacy, which was
significantly lower than the OECD average of 489 points. (2) Only 1 out of 5 Filipino
students (19.7%) attained at least the minimum proficiency level (Level 2) in Mathematical
Literacy. (3) Among the participating ASEAN countries, Filipino students performed
closest to but significantly behind Indonesian students by 26 points in Mathematical
Literacy. (4) The average Mathematical Literacy score of female students (358 points) was
significantly higher than that of male students (346 points). (5) The average Mathematical
Literacy score of students in private schools (395 points) was significantly higher than the
average score of those in public schools (343 points). (6) SHS students performed
significantly better than JHS students with a 96-point difference. (7) The National Capital
Region (NCR) achieved the highest Mathematical Literacy average score across all the
administrative regions with 385 points. (8) Region 7 (Central Visayas) garnered the top
average Mathematical Literacy score in the Visayas group of islands, while Region 11
(Southern Mindanao) attained the highest in Mindanao. (9) Among the administrative
regions, Region 6 (Western Visayas) had the highest percentage (2.74%) of Level 4
proficient students in Mathematical Literacy. (10) The mean Mathematical Literacy score
of students in urban areas (365 points) was significantly higher than that of students in rural
areas (329 points).

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The basic description of Curriculum from K-12 in the Philippines, mathematics is
a skill related subject. The subject is all about figures, shapes, quantities, functions, logic,
and reasoning. It is also a tool of science and a language complete with its own notations
and symbols and grammar rules with which concepts and ideas are effectively delivered.
Measurement, Numbers and Number Sense, Patterns and Algebra, Geometry, and Statistics
and Probability are the subtopics of mathematics. Numbers and Number Sense as a strand
include concepts of numbers, estimation, properties, operations, and their applications.
Measurement as a strand includes the use of numbers and measures to describe apprehend
and compare concrete and mathematical objects. It concentrates on qualities such as
capacity, length, money, time, temperature mass and weight, and among others, as well as
its applications involving area, perimeter, surface area, and volume and angle measure.
Geometry as a strand that deals with the study of two- and three-dimensional figures and
their properties, relationships, spatial visualization, reasoning and geometric modelling and
proofs. Statistics and Probability as a strand that deals with developing skills in collecting
and organizing data using charts, graphs, and tables. It also deals with understanding,
analyzing and interpreting data. It also focuses on dealing with uncertainty and making
predictions and outcomes. Patterns and Algebra as a strand studies patterns, relationships
and changes among shapes and quantities and includes the use of algebraic notations and
symbols, equations and most importantly, functions, to represent and analyze relationships.
The solid foundation for Mathematics at Grades 11 to 12 are the learnings of students
during their exposure to K to 10 Mathematics Curriculum. More importantly, it delivers
necessary concepts and life skills needed by Filipino learners as they go on to the next stage
in their life as learners and as citizens of our beloved country, the Philippines (K 12

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Curriculum 2015). Philippines was rank 34th out of 38 counties in High School
Mathematics and 43rd out of 46 countries in High School Science based on the
international tests results of 2003 TIMSS (Trends in International Mathematics and Science
Study). For grade 4, the Philippines ranked 23rd out of 25 participating countries in both
Math and Science. In 2008, the Philippines was ranked lowest even only science high
schools participating in the Advanced Mathematics category.
The teaching and learning experience of mathematics in a classroom can be easier
and more enjoyable to the students if they include mathematical activities and games in the
curriculum. It is encouraged to use mathematics puzzles and riddles, instill an alert and
open-minded attitude among children and help them develop clarity in their intellectuals.
It is important to develop in the mind of early grade students the clear concept in
mathematics, right from the primary classes. If teachers unsuccessfully instill this in minds
of their students, then they will have a phobia for the subject as they continue to the higher
grade level. A teacher should utilize pictures, sketches, diagrams, and models as much as
possible in explaining a topic in mathematics. If the sense of hearing is accompanied by
the sense of sight in the learning process of each student, then it is believed that the process
of learning is complete.
The teachers can also ask the students to answer open-ended questions and
encourage to think about the solutions in all possible manners. For every correct attempt,
the child should be appreciated and in every mistake the students committed, they must be
immediately corrected without any criticism. Lack of practice is the greatest difficulty in
the process of learning mathematics. To master the concept and develop speed and

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accuracy in solving a problem, students should daily work out at least 10 problems from
different areas. It encourages the students in lower grade levels to learn and memorize
multiplication-tables. The present age is more on skill-development and innovations.
Mathematics offers rationality to people’s thoughts. It is a tool in students’ hands
to make life simpler and easier. It is necessary for individual to enhance this kind of talent
or skills into them. It is in this light that the researcher was motivated to do the study, this
is to strengthen the foundation of learning in mathematics particularly in the foundation in
terms of adding, subtracting, multiplying, and dividing. The researcher believes that if the
foundation is strong, the concepts in higher grade will be a lot easier.
Conceptual Framework
The Input-Process-Output (IPO) Model will be adopted. This is a functional graph
that identifies the inputs, processing tasks and output. The input frame represents the flow
of data into the process. It will include the students’ responses in questionnaire regarding
the effectiveness of Project AN in their respective school and teachers’ point of view in
administering Project AN in their respective school. The process frame comprises all tasks
required to effect a transformation of the inputs. It will encompass data gathering through
a structured interview, and data analysis through statistical treatment of data and
interpretative data analysis. The output will the best Recommended Remediation Program
based on interview of mathematics Education Program Specialist (EPS) and qualified and
competent mathematics professors. Figure 2 shows the schematic diagram which illustrates
the vital elements of the study.

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Input Process Output
- Students’ Data Gathering

responses in through:
questionnaire
regarding the - survey
effectiveness of questionnaire
Project AN in their - Semi-structured
respective school interviews
Recommended
Remediation
- Teachers’ point of Data Analysis Program
view in through:
administering
Project AN - Statistical
Remediation treatment of data
program in their -Interpretative data
respective school analysis
Figure 1. Schematic Diagram of the Study
Statement of the Problem
Generally, this study is intended to uncover the Challenges with Project AN
(All Numerates) based on of Grade 7 Teachers’ and Students' Outlooks in order to
formulate an Enhanced Remedial Program
Specifically, this will seek answers to the following queries:
1. How may the effectiveness and challenges of the remediation process of identified
nearly non-numerates and non-numerates students in Mathematics be described in terms
of:
1.1 teachers’ training in teaching
1.2 teachers’ various intervention materials applied in the remediation program
1.3 remediation’s learning environment; and

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1.4 methods and strategies of teachers in the remediation program
1.5 student’s behavior toward the remediation program
2. What challenges (both problems and issues) of the remediation program used by the
school are observed by teachers among identified nearly non-numerates and non-
numerates students in Mathematics?
3. What are the perceptions of teachers in addressing the challenges (both problems and
issues) of the remediation program used by the school?
4. What consolidated challenges of the remediation program in mathematics are evident
among nearly non-numerates and non-numerates students and teachers?
5. What program for nearly non-numerates and non-numerates students in Mathematics
may be proposed to enhance their competencies?
Significance of the Study
The significance of this study may be viewed under the following perspective:
Curriculum Planners and Developers. The results of this study may provide valuable
insights by taking the Remedial Program proposed by the researcher when designing and
developing curriculum guide, teacher’s guide, and so forth.
School Administrators. The results of this study will make use as their basis in encouraging
teachers to adopt effective/innovate teaching strategies that could enhance the delivery of
quality education which is the primary goal of the schools. The findings of the study will
be beneficial to the administrators in managing their respective institution and serve as an
opportune venue to encourage teachers to teach with dedication in meeting the needs of the
students.

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Department Heads for Mathematics. This study will serve as a reference to department
heads in mathematics as they lead Mathematics teachers in the employment of meaningful
remedial teaching strategies that will lead to the attainment of desired learning
competencies for mathematics-at-risk students.
Mathematics Teachers. Findings may serve as reference in guiding and motivating
students about the importance of remedial teaching. As such, they could be motivated to
adopt innovative teaching strategies and practices that could further enhance their teaching
effectiveness. The results of the study may serve as a guide to remind teachers on their role
in providing quality education using various, updated and relevant teaching techniques in
teaching Mathematics. In addition, teachers, being the backbone of the teaching-learning
process, may motivate the students in uplifting their performance in Mathematics.
Parents. The study may serve as a reminder that they have a big role to perform in the
development of the mathematical abilities of their children. They will be more encouraged
to provide platform in developing their children’s critical thinking and problem-solving
skills at home.
Students. This study will help them to be motivated and realize how important mathematics
is. They are the primordial beneficiaries as participants of this study. The knowledge and
experiences gained may be used by the students to motivate themselves to strive harder in
their studies. Moreover, this will serve as motivation to the students in uplifting their
performance in Mathematics by acquiring the skills and knowledge needed which are more
complicated in the higher grades. Once the foundation of the students in mathematics

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becomes stronger, the students will be given more opportunities to improve their
Mathematics performance.
Future Researchers. The study will serve as reference to those who wish to conduct a
study similar to this.
Scope and Delimitation
This study will be delimited in determining the effectiveness of the remediation
program of Grade 7 students in the implementation Project AN (All Numerates) in public
school which shall serve as inputs for crafting effective remedial program based on the
findings of the study. Quantitative data will be gathered from all nearly non-numerates and
non-numerates Grade 7 students in Cluster 6 while qualitative data will be gathered from
eight mathematics remedial teachers in the cluster which will be delimited based on the set
criteria. The locale shall be the 19 Junior High School (JHS) of Cluster 6, Division of
Pampanga. The intended output will be constricted to an effective remedial program for
nearly non-numerates and non-numerates Grade 7 students which will be based on the
interview to 2 Education Program Specialist (EPS) and two Mathematics professors of
DHVSU as the second phase of the study. The study will be conducted during the
Academic Year 2021-2022.
Definition of Terms
To establish a better understanding of the frame of reference of this study the
following terms were conceptually and operationally defined.

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Effectiveness. This is a measure of the match between stated goals and their achievement.
It is always possible to achieve ‘easy’, low-standard goals. In other words, quality in higher
education cannot only be a question of achievements but must also involve judgements
about the goals (Fraser, 1994). In this study, effectiveness refers to the degree of influence
the remedial intervention has contributed to the students’ performance and attitude in
mathematics.
Mathematics At-Risk Students. These are students who have achievement gaps and
existing learning problems and needs early interventions to these struggling students
(Hanley, 2005). In the study, this refers to students whose proficiency level, as defined by
the Department of Education’s grade descriptors, is at the developing or beginning level
and whose overall mathematics performance is below the passing rate. These are the group
of students who are identified as needing remedial teaching in the mathematics subject.
Mathematics Performance. This is the accomplishment of a given mathematical task
measured against present known standards (Business Dictionary, 2015). In the study, it is
the dependent variable that the researcher wants to improve by doing a remedial teaching
to the participants.
Remedial Program. This is an educational design aimed at closing the gap between what
students know and what he is expected to know (Tucker, 2014). In this study, this is the
program being followed by the researcher in teaching the experimental group. This is the
assessment of students’ needs and level of mathematical competencies and the provision
of a computer assisted self-remediation and small group class remediation as interventions
geared towards the development of students’ performance and attitude in mathematics.

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Remedial Teaching. The remedial teaching can be defined as ‘the name implies, is
designed to cater to the needs of students who were not capable to keep pace with the
teaching-learning process in a normal classroom. It will act as a safety valve for the students
who are behind the expected level of achievement. It involves finding the specific
problems, deliver appropriate remedial measures and provide support to prevent
reoccurring of them again in future, (Burris, 2009). In this study, it is a process by which
the mathematics at-risk students are taught using manipulatives and other group games and
activities to keep pace with the teaching-learning process in a normal classroom.
Acronyms
DepEd – Department of Education
MPS – Mean Percentage Score
JHS – Junior High School
PISA – Programme for International Student Assessment
Project AN - Project All Numerates
TIMSS – Trends in International Mathematics and Science Study

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Chapter 2
METHOD
This chapter describes and explains the different procedures including research
design, key informants of the study, instruments, data collection, ethical consideration, and
data analysis.
Research Design
The approach to be used in this research is the mixed method approach, specifically,
the Multi-Phase Design (Convergent Parallel Design plus Qualitative) study will be utilized
in this study.
According to Creswell and Creswell (2018), mixed-methods approach to research
is a hybrid, a cross between qualitative and quantitative research strategies, adjusted and
designed to align with the unique needs of the research. They emphasized the fact that the
mixed-methods approach to research does not only involve adopted qualitative and
quantitative methodologies of data collection and analysis but also, and mainly, "involves
philosophical assumptions," worldviews, and social values and theories. It is imperative to
not only conduct statistical analysis of collected data but also to consider and evaluate
participants ‘experiences, impressions, feedback, and emotional responses. At the core of
the mixed-methods research is the blend between quantitative and qualitative processes.
Thus, a multi-sided, comprehensive picture is achieved.
The purpose of convergent parallel design mixed methods is to provide a
comprehensive analysis of the research problem by converges or merges quantitative and
qualitative data. In this design, the researchers typically collect both forms of data at the

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same time, prioritize the methods equally, keep the data analysis independent, mix the
results during the overall interpretation and try to look for convergence, divergence,
contradictions, or relationships of two sources of data. The researchers collect and analyze
two independent strands of quantitative and qualitative data in a single phase. This is the
challenging part where the researchers should have strong basic knowledge to converge or
to merge the data (Creswell, 2013).
Figure 2. Multi-Phase Design (Convergent Parallel Design plus Qualitative)

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The researchers will first report the quantitative statistical results (test scores) and
the qualitative findings (teachers views) that either confirm or disconfirm the statistical
results. This approach is called side-by-side because the researchers make the comparison
within a discussion presenting first one set of findings and then the other (Khalid, Islam &
Ahmed, 2019). Convergent Parallel Design was used to obtain different but
complementary data. This design directly compares and contrast the quantitative results
with qualitative findings for corroboration and validation purposes. The research will be
Multi-Phase Design by having additional qualitative research on the Convergent Parallel
Design to enhance and support the findings of the first phase.
The first phase will be the collection and analysis of quantitative data on 300
students as respondents and the eight remedial teachers as participants simultaneously. In
this part, the research will determine all the effectiveness and challenges both issues and
problems in conducting remedial program for grade 7 students. The second part is another
qualitative phase of this study will be the basis of developing and crafting the best remedial
program for Grade 7 nearly non-numerates and non-numerates. The basis of this additional
qualitative phase will be the results and findings of the first phase of the study.
Key Informants
Respondents. The respondents of the study will be 300 Grade seven students who are
nearly non-numerates and non-numerates in 19 Public High School of Cluster 6 in the
Division of Pampanga, Region III. Purposive random sampling will be applied. The
researcher will use purposive/judgmental sampling to determine the respondents of the

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study. Purposive sampling leads to greater depth of data from a smaller number of carefully
selected cases, whereas probability sampling will result to greater scope of information
from a larger number of units selected to be representative of the population (Patton, 2002).
The criteria for selecting the students are based on their performance using the
following measures:
a) Students whose result in diagnostic test is classified as nearly non-numerates
and non-numerates
b) students whose mathematics grade descriptor consistently falls in the fairly
satisfactory (75-79) or did not meet expectations (75 below) levels from the
first to the fourth quarter in Grade 6 report card
Table 1. Profile of the Respondents (Quantitative)
Name of School Number of Number of Total

Nearly Non- Non-
numerates numerates
Sto. Rosario NHS (Apalit)
Cansinala NHS
Apalit HS
Sucad NHS
Baluluc HS
Sta. Maria NHS (Minalin)
Concepcion IS
Bulac HS

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San Matias NHS
Calantipe HS
Bro. Andrew Gonzales Tech HS
Sto. Rosario NHS (Minalin)
San Pedro NHS
Conrado P. Macapinlac, Sr. NHS
Sto. Tomas NHS (Sto. Tomas)
Sta. Monica HS
San Simon High School
Dela Paz - Libutad High School
Sampaga National High School
Total
Participants. For the qualitative part on the first phase of the study, the Non-Probability
Approach Specifically Purposive Sampling will be applied. In this type of sampling,
subjects are selected to be member of the sample with a specific purpose in mind. Purposive
sampling techniques have also been described as nonprobability sampling or purposeful
sampling or ‘‘qualitative sampling.’’ As stated above, purposive sampling techniques
consist of selecting certain units or cases ‘‘based on a specific purpose rather than
randomly’’ (Tashakkori & Teddlie, 2003). The eight participants will be delimited using
the following criteria:
a) remedial teacher for Grade seven nearly non-numerates and non-numerates for
at least two years.

30
b) with at least five percent (5%) of the total population of grade seven students
belongs to nearly non-numerates and non-numerates.
Table 2. Profile of the Participants (Qualitative)
Participants Schools
Participant 1 Sta. Maria NHS (Minalin)
Participant 2 Concepcion IS
Participant 3 Bulac HS
Participant 4 San Matias NHS
Participant 5 Calantipe HS
Participant 6 Bro. Andrew Gonzales Tech HS
Participant 7 Sto. Rosario NHS (Minalin)
Participant 8 San Pedro NHS
For the second phase of the research, the participants will be the two Education Program
Specialist of two Division office in Pampanga and two mathematics professors of DHVSU
in which the participants will suggest and provide insights and ideas in crafting quality
remediation program based on the results of the first phase of the research.
Instruments
Quantitative. In this study, a source of data was the survey questionnaire based on the
Effectivity of Remediation program will be crafted by the researcher and will be verified

31
by the thesis adviser and statistician. An unstructured interview guide questions was also
developed to be employed in the unstructured interview on the qualitative part of the study.
After the construction of the questionnaire and interview guide questions, the researcher
presented the first draft to her adviser and was validated by three persons in knowledge
about the specific field for correction and validation. In the validation of the researcher-
made survey questionnaire, a letter was sent to masters in the field for request for
validation. Pertinent papers including the researcher-made questionnaire, CSS curriculum
guide and unstructured interview guide was also attached. A certification letter was sent
back to the researcher after having examined, checked and validated by the validators.
The five-part questionnaire will use a Likert Scale with the following structure: 5
for strongly agree; 4 for agree; 3 for neutral; 2 for disagree; and 1 for not strongly disagree.
The first part is about the teachers’ training in teaching. Items in the second part will be
about the teachers’ intervention materials applied in the remediation program. Items in the
third part will be the remediation’s learning environment. The fourth part items will be
about the methods and strategies of teachers in the remediation program. And for the last
part, the items will focus on student’s behavior toward the remediation program.
Rasch Analysis will be applied to assess the suitability of the content. Boone (2016)
explained that Rasch analysis is a psychometric technique that was developed to improve
the precision with which researchers construct instruments, monitor instrument quality, and
compute respondents’ performances.
Qualitative. Semi-structured interview will be the primary instrument that shall be used in
the qualitative part of gathering data for this study. This kind of interview shall help to
generate qualitative data with the use of guide question which will focus on effectiveness

32
and challenges, both issues and problems in conducting remediation program in
mathematics. This shall allow the respondents to have an in-depth answer regarding the
study. This shall also help the researcher to see the level of awareness of the respondents.
To get the response accurately, an audio recording shall be used.
Based on the study of Ramseook-Munhurrun, Lukea-Bhiwajee and Naidoo, (2010)
the questionnaire shall be modified to suite the study. A draft questionnaire and semi-
structured interview guide shall be given to the Director of Research of the graduate school
in DHVTSU and to the Thesis Adviser for validation. They shall be requested to see if the
questionnaire shall try to measure the problems of the study, to clarify the content of the
questionnaire and to see if the questions in the interview guide are valid about the problems
of the study. The improved and revised questionnaire and interview guide shall be returned
to the researcher. The researcher shall comply with the suggestions of the validators and
the final questionnaire and interview guide shall be constructed.
Data Collection
In gathering the data needed in the study, the researcher will prepare a letter of
consent to the school administrators to ask permission to be able to conduct the study. After
securing the permission, the respondents will be briefed about the nature and purpose of
the research. Next, the survey questionnaires for the quantitative part will be administered
to the respondents and the teachers will be given enough time to answer the questionnaires.
Once done, the questionnaires will be retrieved and treat their answers confidentially.

33
Figure 3. Quantitative Data Collection
The researcher shall give a short briefing of the purpose of the study and personally
emphasize the importance of all the respondents in the success of this study. Subsequently,
the researcher shall ask the permission of the respondents. After securing their permission,
the researcher shall give the questionnaires to the respondents. Thereafter, the
questionnaires shall be retrieved after the respondents finished answering and the results
shall be tallied and tabulated.

34
After the quantitative phase of the study, the researcher will gather the data from
the answers in the quantitative part. The questions for the interview that are from the data
gathered in the first phase will be prepared and validated. Next, the researcher will prepare
a letter to ask permission and approval to conduct an interview among the selected
participants. Before the interview proper, the researcher will explain the objectives and the
significance of answering the questions during the interview will all understanding and
confidentiality. The participants will be given enough time to answer the questions and
express their ideas with less pressure. After all interviews are completed, the recordings
will be transcribed and transformed into texts for analysis and categorization.
Figure 4. Illustration of the qualitative gathering process of this study. (Pascual, 2018)

35
Ethical Considerations
The researcher will consider the ethics in conducting research and the challenges
in implementing the study to protect the dignity and safety of research participants. In
making a research study, ethics should be considered. Ethics is an area of consideration in
this study. It deals with ideas about what is good and bad behavior. It is also a branch of
philosophy dealing with what is morally right or wrong (Silverman, 2009). Permission to
conduct the study and to use resources in the research locale will be asked from the
principal of the school. Ethical considerations will be taken into account to guarantee that
the research was conducted in an appropriate process (Babbie & Mouton, 2001). Upon
approval, orientation on the objectives, nature, and benefits of the study were explained to
the would-be participants and their consent to be part of the study were requested
accordingly. Conforming to ethical considerations in conducting the study, respondents
will be provided consent letters to participate in the research. The participants therefore
willingly participated in the study after they were informed by the researcher (Neuman,
2000). Letter of consent will be requested from the participants asking to allow themselves
to be included in the study so that the participants would be aware of the potential risk the
study had on them, whether it be personal, professional, psychological, etc. Research
participants were informed about the study through the use of consent letter. This consent
form explained the study that participants could withdraw from the study at any time.
All materials will be kept confidential, securing documents with password protection, and
were kept in a locked filing cabinet in the researcher’s office. Information will be accessible
only to the researcher. The letter of approval will be submitted to the office of the
superintendent of the Division of Pampanga to conduct the study. The researcher will

36
always keep in mind the ethical considerations for this study, such as the experiences of
the participants during study. The researcher will refrain from making judgments or
comments that may have affected the confidence or perceptions of the participants. The
information of the participants will be protected. The researcher will consider the potential
impact of his research on those affected.
Data Analysis
The following procedures will be used in analyzing the data:
Statistical Treatment of Data. The researcher will be using descriptive statistics to describe
the data gathered in the study. The data will be classified, organized, tallied and tabulated,
and interpreted. The object of descriptive statistics, from sample data, is to describe the
most important characteristics, by which we refer to those amounts that provide
information on the topic of interest which we are studying (Perez-Vicente & Ruiz, 2009).
Frequency distribution to obtain the mean values of the variables will be utilized to
answer the descriptive questions in the Statement of the Problem. The SPSS or the
Statistical Package for the Social Sciences, a software package created for the management
and statistical analysis of social science data will be used for the analysis of quantitative
data.
The table no. 3 below presents the rubric for the interpretation of data.
Table 3. Rubric for the interpretation of data
Range Interpretation
4.01 – 5.00 Very High Frequency
3.01 – 4.00 High Frequency

37
2.01 – 3.00 Moderate Frequency
1.01 – 2.00 Low frequency
0.01 – 1.00 Very Low Frequency
Qualitative Data Analysis. For the second part of the first phase and second phase of the
study, the researcher will be using the Data Analysis Process of Nicdao (2015). The steps
in the qualitative data analysis process includes the following:
1. Divide data into meaningful analytical units;
2. Use key point coding to apply labels or key terms to each analytical unit;
3. Group codes with commonalities into concepts;
4. Create themes or categories from similar concepts; and
5. Illustrate the conceptual framework by presenting the themes in a figure.
Figure 5. Data Analysis Process (Nicdao, 2015)

38
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Amerigog, Guwahati (2015). Mathematics teacher and writer at Kendriya Vidyalaya,
India Times. India.
Attard, Catherine. (2011). The influence of teachers on student engagement with
mathematics during the middle years.
Babbie, E. and Mouton, J. (2001). The Practice of Social Research. South Africa Oxford
University Press, Cape Town.
Boone WJ. Rasch. Analysis for Instrument Development: Why, When, and How? CBE
Life Sci Educ. 2016 Winter;15(4):rm4. doi: 10.1187/cbe.16-04-0148. PMID:
27856555; PMCID: PMC5132390.
Business dictionary.com
Burris, A (2009), Research Reports/Theorist Paper: Marie Clay Education 2010
Carpenter, Dan & Han, Sun. (2014). Construct Validation of Student Attitude toward
Science, Technology, Engineering, and Mathematics Project Based Learning: The
Case of Korean Middle Grade Students. Middle Grades Research Journal. 9. 27-
42.
Creswell, J. W., & Creswell, J. D. (2018). (5th ed.). Research design: Qualitative,
quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage
Publications Inc
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods
approaches. Sage publications.
Department of Education (2015). Policy guidelines on classroom assessment for the K to

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12 Basic Education Program. Downloaded on September 12, 2022 from
http://www.deped.gov.ph/sites/default/files/order/2015/DO_s2015_08.pdf
Fraser, M., 1994, ‘Quality in higher education: an international perspective' in Green, D.
(Ed.), 1994, What is Quality in Higher Education? pp. 101–111 (Buckingham,
Open University press and Society for Research into Higher Education).
Hanley, T. (2005). Commentary on early identification and interventions for students
with mathematical difficulties: Make sense--do the math. Journal of Learning
Disabilities 38(4), 346-349.
Kasten, Margaret - Howe, Robert W. (2000) Source: ERIC Clearinghouse for science,
mathematics and environmental Education. Columbus OH
Khalid, N., Islam, D. M. Z., & Ahmed, M. R. M. (2019). Entrepreneurial Training and
Organizational Performance: Implications for Future. Humanities & Social
Sciences Reviews, 7(2), 590-593.
Kele, Andriane & Sharma, Sashi. (2014). Students' beliefs about learning mathematics:
Some findings from the Solomon Islands. Teachers and Curriculum. 14.
10.15663/tandc.v14i1.92.
Math Fluency (2011). Scholastic Research Foundation Paper Research Foundation &
Evidence of Effectiveness for FASTT Math. Retrieved September 15, 2022 from
http://www.scholastic.com/teachers/article/math-fluency
Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student Attitude towards
Mathematics and Performance: Does the Teacher Attitude Matter? Journal of Education
and Practice, 4, 132-139.
Neuman, W. (2000) Social research methods qualitative and quantitative approaches

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(4th Edition), Allyn & Bacon, Needham Heights
Nicdao, N. (2015). Developing future educators: Viewpoints of cooperating teachers in
shop courses. Unpublished Master’s Thesis, [Don Honorio Ventura
Technological State University], Philippines.
Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand
Oaks, CA: Sage.
Pascual N. T. (2018). Factors Affecting High School Students’ Career Preference: A
Basis for Career Planning Program. Page 2. Retrieved on September 14, 2022
from http://www.urs.edu.ph/wp-content/uploads/2016/06/2261-4881-1-PB.pdf.
Pérez-Vicente, S., & Ruiz, M. E. (2009). Descriptive statistics. Allergologia et
immunopathologia, 37(6), 314-320. Retrieved September 26, 2022 from
https://doi.org/10.1016/j.aller.2009.10.005
Ramseook-Munhurrun, Prabha and Lukea-Bhiwajee, Soolakshna Desai and Naidoo,
Perunjodi, Service Quality in the Public Service (2010). International Journal of
Management and Marketing Research, Vol. 3, No. 1, pp. 37-50, 2010, Available
at SSRN: https://ssrn.com/abstract=1668833
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OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.
Silverman, D. (2009). Doing qualitative research, 3rd edition. Thousand Oaks, CA:
SAGE publications LTD.
Tashakkori, A., & Teddlie, C. (2003). Handbook of Mixed Methods in Social and
Behavioral Research. Thousand Oaks: Sage.

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Tucker, G. (2014). Remedial Programs: What you need to know. Understood for learning
and attention issue. Downloaded on September 17, 2022 from
https://www.understood.org/en/learning-attention-issues/treatments-
approaches/educational-strategies/remedial-programs-what-you-need-to-know

42
Appendix A
LETTER OF PERMIT TO CONDUCT THE STUDY
_________________
DR. ENRIQUE C. BAKING

SUC President III
Don Honorio Ventura technological State University
Bacolor, Pampanga
Dear Dr. Baking:
I am a student of Doctor of Education Major in Educational Management (Ed.D.) at the

Don Honorio Ventura Technological State University Graduate School and I am currently
conducting my study titled “CHALLENGES WITH PROJECT AN (ALL
NUMERATES): CONVERGENCE OF GRADE 7 TEACHERS’ AND STUDENTS'
OUTLOOKS FOR AN ENHANCED REMEDIAL PROGRAM”.
This study aims to assess the impact of the mathematics remedial program to the performance
towards mathematics. Furthermore, it intends to identify areas of strengths and weaknesses
which could serve as modest bases in enhancing the said program.
In view of the above-mentioned study, I would like to respectfully ask for your approval to
conduct the study to Grade 7 students of Cluster 6, Division of Pampanga.
Rest assured of the confidentiality of all the information that will be gathered and of the
anonymity of all the persons involved in this study.
Thank you so much for considering this request. Your positive response regarding this matter
will surely be appreciated.
Respectfully yours,
(SGD) ZALDY R. MENDOZA JR.
Researcher
Noted:
___________________
Thesis Adviser
(SGD) DOLORES T. QUIAMBAO, Ed.D.

Approved:
(SGD) ENRIQUE C. BAKING, Ed.D.

SUC President III

43
Appendix B
LETTER OF CONSENT TO THE OFFICE OF THE SUPERINTENDENT
_______________
___________________________
Schools Division Superintendent
Division of Pampanga
City of San Fernando
Dear Sir:
I am a student of Doctor of Education Major in Educational Management (Ed.D.) at the
Don Honorio Ventura Technological State University Graduate School and I am in the
process of gathering data for my thesis which is about the impact of the math remedial
program to academically-at-risk students.
This study aims to assess the impact of the mathematics remedial program to the
performance and attitude of students towards mathematics. Furthermore, it intends to
identify areas of strengths and weaknesses which could serve as modest bases in
enhancing the said program.
In view of the above-mentioned study, I would like to respectfully request for your
permission to conduct the study to Grade 7 students and teachers of Cluster 6, Division
of Pampanga, implement the program and distribute questionnaires in assessing the
program.
Rest assured of the confidentiality of all the information that will be gathered and of the
anonymity of all the persons involved in this study.
Thank you so much for considering this request. Your positive response regarding this
matter will surely be appreciated.
Respectfully yours,
(SGD) ZALDY R. MENDOZA JR.
Researcher
Noted:
_____________________________
Thesis Adviser
(SGD) DOLORES T. QUIAMBAO, Ed.D.

Approved:
Schools Division Superintendent

44
Appendix C
REMEDIAL PROGRAM ASSESSMENT QUESTIONNAIRE (STUDENT)
Directions:
This survey consists of statements about the different components of the remedial program.
Please think about how you feel about each item and check the box that most closely
corresponds to how you have perceived each component. There are no correct or incorrect
responses. Use the following response scale to respond to each item.
1 – Strongly Disagree
2 – Disagree
3 – Agree
4 – Strongly Agree
After attending the individual and small group remedial sessions, to what extent 1 2 3 4
do you rate the following components of the program?
1. The program is relevant to my specific needs in mathematics.
2. The place and time of the remedial session are conducive and appropriate
for absorption of mathematical concepts and procedures.
3. The pacing of the remedial instructions is reasonable and suitable to my
understanding of the topic at-hand.
4. The content of the class remediation discussions helped in clarifying
concepts which I frequently misunderstood.
5. Exercises and video tutorials provided by the Khan Academy helped me a
lot in determining solutions to mathematical problems.
6. Small-group class remediation helped in clarifying concepts and
procedures I usually misunderstood.
7. The class size and groupings during remedial sessions helped in attending
to our individual needs.
8. The teacher is enthusiastic in delivering the lesson during the sessions.
9. The teacher motivated me to try harder despite the struggle I experience

during the remedial sessions.
10. The teachers’ conceptual and procedural skills in delivering the remedial
lessons are commendable.
11. Remedial classes can help improve the academic performance of every
student.
12. It helps students to clearly understand the lessons.
13. Effective for non-numerate learners.

45
14. Affects your academic performance positively.
15. Have negative effects for the high school students.
16. Can discourage students.
17. Can lessen the difficulty in understanding the lessons.
18. Remedial classes can improve your academic grade points.
19. Remedial classes make student’s performance estimated.
20. Remedial classes can make you have lower grades.
Comments/Suggestions/Recommendations:
__________________________________________________________________________

46
Appendix D
INFORMED CONSENT LETTER TO PARTICIPATE IN THE STUDY
Title: CHALLENGES WITH PROJECT AN (ALL NUMERATES):

Dear Fellow Educator,
You are asked to participate in a study being conducted by Mr. Zaldy R. Mendoza Jr., a
student of Doctor of Education Major in Educational Management (Ed.D.) at the DHVTSU
Graduate School.
1. PURPOSE OF THE STUDY
Determining the effectivity of Project AN (All Numerates) program for nearly non-
numerates and non-numerates and challenges (including issues and concerns) in
conducting remediation program to improve their mathematical skills and competence.
The outcome of this study is expected to provide mathematics teachers with a standard or
best remediation program which will contribute to the development of mathematical skills
of the students.
2. PROCEDURES
If you volunteer to participate in this study, you would be asked to do the following
things:
a. Listen to a brief explanation of the study, its purpose and aims;
b. Sign an Informed Consent form;
c. Participate in the Semi-Structured interview. The interview will take place at a time
and venue that suits you so as to minimize inconvenience for you as participant.
3. PAYMENT FOR PARTICIPATION
Participants will not be paid for their participation in this study.
4. CONFIDENTIALITY
a. Any information that is obtained in connection with this study which can be
identified with you will remain confidential and will be disclosed only with your
permission.

47
b. Confidentiality will be maintained by means of coding procedures which will

ensure that all participants remain anonymous throughout the process. All data will
be stored in a secure location, with only the researcher having access to it.
c. Interviews will be audio-taped, and the participant has the right to review the tapes.
Only the researcher will have access to the audio tapes that will also be kept in a
secure location.
5. PARTICIPATION AND WITHDRAWAL

You can choose whether to be in this study or not. If you volunteer to be in this study, you
may withdraw at any time without consequences of any kind. You may also refuse to
answer any question and remain in the study. The researcher may advise you to withdraw
from this research if circumstances arise which warrant doing so.
6. CONTACTING THE RESEARCHER
If you have any questions or concerns about the study, please feel free to contact the
researcher at 09519666973 or at zaldy.mendoza@deped.gov.ph
The information above was described to me by the researcher. I was given the opportunity
to ask questions and these questions were answered to my satisfaction.
I have been given a copy of this form and I hereby consent to participate in this study.
________________________________________
Name of Participant
________________________________________
Signature of Participant
____________________
Date
Thank you very much.
(Sgd.) ZALDY R. MENDOZA JR.

Researcher

48
Appendix E
SEMI-STRUCTURED INTERVIEW QUESTIONNAIRE
Title: CHALLENGES WITH PROJECT AN (ALL NUMERATES):

Dear Fellow Educator,
1. Please state your name and the grade level and subject you teach.
2. How did you prepare as the remedial teacher in providing remediation for nearly
non-numerates and non-numerates?
3. What is your experience with Project AN (All Numerates) remediation programs?
4. Please explain the expectations and procedures for the remediation program.
5. How do these expectations / procedures compare to actual practices?
6. Please describe the training you received to provide remediation to students.
7. What resources do you feel are necessary for successful remediation?
8. What resources are available to you?
9. How do these resources support you in providing effective remediation to students?
10. Explain how you measure student success with your remediation program.
11. What are your thoughts regarding today’s remediation observation?
12. What is your overall perception of the strengths and weaknesses of the remediation
program?
13. What are the challenges (including issues, concerns, and problem) in conducting
the remediation program? Please explain further.
14. What do you think could be done to improve the program?
Thank you very much for your valuable support.
(Sgd.) ZALDY R. MENDOZA JR.

Researcher

49
Appendix F
CURRICULUM VITAE
PERSONAL INFORMATION
Name: Zaldy Roman Mendoza Jr.

Date of Birth: September 12, 1985
Place of Birth: Minalin, Pampanga
Civil Status: Single
Residential Address: 231 Purok 5 Sta. Catalina, Minalin, Pampanga, 2019.
E-mail Address: zaldyromanmendozajr@gmail.com
Name of Father: Zaldy Waji Mendoza
Name of Mother: Amalia Dela Cruz Roman
EDUCATIONAL BACKGROUND
Graduate: Master of Arts in Education

major in Educational Management
Don Honorio Ventura Technological State University
Bacolor, Pampanga
2019
Tertiary: Bachelor of Secondary Education, major in Mathematics

Rizal Technological University Main Campus
Boni Avenue, Mandaluyong City
2011
Secondary: Sto. Rosario High School

Minalin, Pampanga
1998

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1

CHALLENGES WITH PROJECT AN (ALL NUMERATES): CONVERGENCE

CHALLENGES WITH PROJECT AN (ALL NUMERATES):

CONVERGENCE OF GRADE 7 TEACHERS’ AND STUDENTS' OUTLOOKS

FOR AN ENHANCED REMEDIAL PROGRAM

Zaldy R. Mendoza Jr.

Don Honorio Ventura State University

DON HONORIO VENTURA STATE UNIVERSITY

This thesis entitled “Challenges with Project An (All Numerates): Convergence of

Passed by the Committee on Oral Examination with a grade of ____ on ___________

REYNALDO C. NICDAO, Ph.D.

ANGEL BRYAN Z. OCAMPO, MAEd CHARLIE K. PADILLA, MIT

Comprehensive Examination passed.

DOLORES T. QUIAMBAO, Ed.D.

DON HONORIO VENTURA STATE UNIVERSITY

for their support that led to the completion of this study:

the MA Education Degree at Don Honorio Ventura State University.

Aaaaa_____________________, his thesis adviser, for sharing new research concepts,

aaaaa______________________________, for their invaluable inputs during the proposal

Aaaaa______________________________, for the validation of all the research

aaaaa Reynaldo C. Nicdao, Ph.D., for sharing his research expertise.

aaaaaThe Assistant Schools Division Superintendent, ______________ for use of available

validated test to their Grade 7 students.

complete the study.

for selflessly sharing knowledge, expertise and guidance.

encouragement to strive harder and complete the study;

DON HONORIO VENTURA STATE UNIVERSITY

DON HONORIO VENTURA STATE UNIVERSITY

Approval Sheet ……………………………………………………………….….… 2

Table of Contents ….………………………………………………………….…… 5

List of Tables ….…………………………………………………………....………. 7

List of Appendices ….………………………………………………...……..…….. 9

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Statement of the Problem ……..............................................................….... 19

Significance of the Study ….......................................................................... 20

Scope and Delimitation …………………………………………................ 22

Definition of Terms ………………………………………………...…....… 22

Research Design ….……………………………………………................... 25

Key Informants …...………………………………..…………………......... 27

Data Collection ………………………………………………………….….. 32

Data Analysis ………………………………………………………….….... 36

DON HONORIO VENTURA STATE UNIVERSITY

DON HONORIO VENTURA STATE UNIVERSITY

1. Profile of the Respondents (Quantitative)………………….……….……… 28

2. Profile of the Participants (Qualitative)……………………………………. 30

3. Rubric for the interpretation of data ……………………………………...... 36

DON HONORIO VENTURA STATE UNIVERSITY

1. Schematic diagram of the study……………………………………..……… 19

2. Multi-Phase Design (Convergent Parallel Design plus Qualitative).…… 26

3. Quantitative Data Collection ……………………………………..……… 33

4. Illustration of the qualitative gathering process of this study ……..……… 34

5. Data Analysis Process ……………………………………………..……… 37

DON HONORIO VENTURA STATE UNIVERSITY

A. Letter of Consent to Conduct Study ………………………….........…..... 42

B. Letter of Consent to the Office of the Superintendent…....…….....….… 43

C. Remedial Program Assessment Questionnaire (Student)……........……. 44

D. Informed Consent Letter to Participate in the Study……...........………. 46

E. Semi-Structured Interview Questionnaire……........…….........……......... 48

F. Curriculum Vitae ....................................................................................... 49

DON HONORIO VENTURA STATE UNIVERSITY

THE PROBLEM AND ITS BACKGROUND

One of the essentials in everyday life is learning the concepts of mathematics. It is

Passed by the Committee on Oral Examination with a grade of on _______