SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4

PUPILS
Abstract

The main objective of this study was to find out the effectiveness of using Super Pery, a learning

material in teaching Perimeter in Grade 4. Quasi Experimental Design was used in this research.

To test if there is a significant difference between the average score of the pupils after using

Super Pery, T-test was used. The researcher administered a pretest to two groups of respondents

– the control group and experimental group. The control group was taught using the usual

method of teaching while the experimental group was taught using the intervention. Both groups

have undergone posttest after the intervention was implemented. The data gathered from the

twenty – four (24) pupils enrolled during the school year 2019 – 2020. The study found out that

the experimental group of pupils who were taught using the intervention has a very satisfactory

performance while the control group who were taught using the usual method of teaching has a

satisfactory performance. The results revealed that the posttest average scores of the pupils in the

experimental group who were taught using the learning material were higher than those pupils in

the control group who were taught using the usual method of teaching. Based on the conclusion

drawn, the researcher recommends the use of Super Pery in teaching perimeter among grade 4

pupils as it helps the pupils to get better performance. In addition, teachers should have a copy of

the learning materials to be used in their teaching for it arouses the interest of the pupils and

helps them get pay attention to the topic.

1
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
Super Pery: A Learning Material in Teaching Perimeter Among Grade 4 Pupils

Mathematics is used throughout our lives - every day. The National Mathematics

Advisory Panel (2008) reported that mathematics is the invisible culture of our age and

emphasizes that mathematics is embedded in our lives in many ways: practical, civic,

professional, recreational, and cultural. This is especially evident in our technology-rich society.

But nowadays, student engagement with mathematics has been a concern. It is very critical to

excite the learners about Mathematics (Furner, 2018). One of the reasons students disengage is

the challenge to see the relevance and application of mathematics within meaningful contexts.

Math teachers today need to embolden students to be confident in their ability to solve problems,

to think and use their imaginations, to understand mathematical concepts, to be creative, and to

see math as a human endeavor.

One effective way to improve student engagement in the primary classroom is through

the use of learning materials such as big books, Strategic Intervention Materials (SIMs) and

Self-Learning Kits (SLKs). These provide interesting contexts for mathematics and make

Mathematics lessons fun, engaging, and creative, while integrating important literacy skills.

In the study of Flevares and Schiff (2014), they cited the catalytic motivational property

of children’s literature for children’s engagement with mathematics. Their work provided

evidence of storybooks’ positive effects on children’s dispositions toward mathematics learning

as they documented students’ increased preference for mathematics following the intervention

with picture books. Thus, books may have the potential to offer an inviting, motivating context

for mathematics learning. Experiences with picture books may spark children’s curiosity, for

instance, about fundamental geometric concepts as design and build with blocks in their

classrooms. Resources such as Shatzer’s (2008) article Picture Book Power can be used by

2
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
teachers to identify literature that has math content and organized it into specific math concepts

for teachers while she also addressed how to use literature without specific math content. The

author recommended that teachers focus on first leading students in enjoying the illustrations and

text and then making connections to math content areas when reviewing the text. This type of

model, purposeful instruction can ultimately become part of children’s thinking as well as part of

their own personal interaction with books. As teachers use articles such as the two mentioned

above, they are developing themselves professionally while also making an immediate

improvement to their teaching. However, teachers’ independent professional development should

be supplemental to efforts with others such as within a school or another teacher community.

Collaborations among professionals can not only be effective, but may indeed be essential for

developing effective planning and implementation of learning experiences with picture books,

based on the strong evidence provided by Nesmith and Cooper (2010) and van den Heuvel-

Panhuizen and Elia (2012). Moreover, Hintz and Smith (2013) provided a way to connect math

and storybooks through a three-step framework of choosing, exploring, and extending the text all

in one short, peer-reviewed, accessible article. In addition to reading about instructional

strategies, opportunities to read and review the content of children’s books for their quality and

connectedness to mathematical topics (LeSage, 2013) can be self-guided development.

In the study of Barnaby (2015), he found in a qualitative case study research project that

the use of children’s literature in the teaching of mathematics was an effective means for

teaching mathematics and helped in addressing math anxiety in students while teaching math.

This was also supported by Weinstein (2017) who did an all-encompassing literature review on

how using children’s literature is effective in covering the new Common Core State Math

Standards and gives an all-inclusive list of children’s literature to use to model and teach many

3
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
math concepts covered today in elementary school. Moreover, Muir et al. (2017) describe the

groundwork for using math literature during math instructions and offers math activities and

children’s books in their book to use for teaching many elementary math concepts using picture

books in today’s classrooms. In addition, Rozalski et al. (2010), have found that using sensibly

selected thematic stories; teachers can use literature to reach young people who are experiencing

difficult situations in learning and in life.

The previous studies suggest that using learning materials such as big books and Self –

Learning Kits (SLKs) will improve the teaching strategy of Mathematics teachers in teaching

Math concepts and pedagogies. Based on the aforementioned facts, this motivated the researcher

to construct a big book entitled “Super Pery” to help the grade 4 pupils in Dilaguidi Elementary

School understand better the topic on perimeter. The main purpose of this study was to

determine the effectiveness of using Super Pery in teaching Perimeter in Grade 4.

Research Questions

1. What is the average score of the control group and experimental group before using

the learning material?

2. What is the average score of the control group and experimental group after using the

learning material?

3. Is there a significant difference between the average score of the control group and

experimental group after using the learning material?

Hypothesis

1. There is no significant difference between the average score of the control group and

experimental group before and after using the learning material.

4
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
Significance of the Study

The useful and relevant information that will be derived from this study could be of great

help to the following:

Pupils. This study may be useful to the pupils to improve their skill in Math, especially in

finding the perimeter of a polygon. They may engage in hobbies and develop the love for Math

that could both contribute to their numeracy and literacy skills.

Teachers. The findings of this study may serve as guide in their teaching practices in

teaching Perimeter among their grade 4 pupils. They will be encouraged to upgrade their

methods and techniques in the teaching-learning process.

School Heads. The information to be gathered in this study as well as the result of this

study will lead them in creating/planning appropriate school based intervention programs that fit

student’s needs, improve teaching approaches/strategies and in procuring the necessary

materials and equipment in Mathematics that will help teachers in the teaching-learning process.

Mathematics Supervisors. The result of this study will guide them in deciding the

proper training and workshops to be provided among Mathematics teachers in the Division of

Aurora.

The Researchers. They may find that the findings of the study will be useful as a

reference in the conduct of future studies related to this study.

Scope and Delimitations

This study was conducted to find out the effectiveness of using Super Pery in teaching

Perimeter in Grade 4 in Dilaguidi Elementary School during the S. Y. 2019-2020. This study was

delimited to the topic Perimeter in the third quarter, and was taught for three days on Friday

during the reduced class program. There were twenty-four (24) Grade 4 pupils as the respondents

5
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
of the study who were grouped into two: the control group (without intervention) and

experimental group (with intervention).

Type of Research

In this study, Quasi Experimental Design was used. It is a combination of the pretest-

posttest control group without the intervention material and the experimental group with the

intervention material. According to Fraenkel and Wallen (2000), they stressed that in a quasi-

experimental design, pairs of individuals may be matched on certain variables to ensure group

equivalence and to avoid its possible effect on the study. This is when random assignment is

impossible because subjects are in intact groups.

Respondents

The respondents in this study were the twenty-four (24) Grade 4 pupils at Dilaguidi

Elementary School enrolled this school year 2019-2020, twelve (12) pupils of whom were

assigned as experimental group and twelve (12) pupils also to the control group basing from the

prestest result that was matched to ensure same baseline comparability between the two groups.

The experimental group was taught using the intervention on Friday during the reduced

class program while the control group was taught using the usual method of teaching.

Sampling Method

Total enumeration was used as a sampling method in this study since this study focuses

on the effect of using Super Pery in teaching Perimeter. All the twenty-four (24) pupils were

taken as the respondents of the study.

Proposed Innovation/Intervention/Strategy

Story : “Super Pery”

Writer : Jay Freey T. Galicia

6
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
Illustrator : Praise Froilan D. Napoles

Layout Artist : Charles A. Calixto

Materials : TG, LM, ruler, drill cards, activity sheets, real objects

References : K-12 Grade 4 CG

: LM Math 4 pp 183-185

: TG Math 4 pp 243-247

Code : M4ME-IIIh-49

Super Pery is a learning material categorized as Big Book. This storybook was evaluated

and approved by the region. It is designed to create enjoyment in teaching Mathematics

specifically in Perimeter for grade 4. This learning material develops both literacy and numeracy

skills of the pupils. Before applying the intervention, pretest was conducted to both control group

and experimental group. The lesson was taught for 3 days on Friday at 3:00 to 4:00 in the

afternoon during the reduced class program in the third quarter to the experimental group. On the

first day, the researcher focused on the story. On the second day, there were some group and

individual activities that were performed by the pupils in order to relate the story with the lesson

(Perimeter). On the third day, the pupils did the last part of the lesson. After the intervention, the

researcher conducted a posttest to measure the learning of the pupils.

On the other hand, the control group were taught using the usual method of teaching on

the time scheduled. While doing this among the control group, the experimental group were

given activities on the past lesson.

7
 SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
SCHEDULE OF ACTIVITIES

Sessions Activities Objective Learning Materials

1 - drill, review, motivation, - develop the love for Math - drill cards, tarpapers,

unlocking of difficulties and among the learners through a Powerpoint presentation

presentation and discussion story entitled “Super Pery”

of the story “Super Pery” - identify the unit of

measurement and measuring

tool appropriate to the given

situations

-unlocks the difficult words

that will be heard in the story

2 - conducting the engagement - write the characteristics of the - tarpapers, activity

(group) and individual character in the story through a sheets

activities, reinforcing the Semantic Web

concept skill, and -tell the steps in making a duck

generalization of the lesson pen

- measures the sides of pictures

in an activity sheet

- finds the perimeter of closed

figures

3 - application and evaluation - measures real objects and -tarpapers, real objects

of the lesson and enrichment tells the perimeter of the

activity objects

8
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
- finds the perimeter of the

given figures

After the conduct of the study, the same intervention material was used to the control

group. The result of the study has no bearing on the numerical rating of the pupils.

Instrument

The instrument that was used is a 20-item pretest – posttest in measuring the achievement

of the pupils in the perimeter lesson. This instrument was subjected to validity and reliability

test.

To test the validity, the researcher sought the help of a master teacher, the NOPT

president and the district coordinator in Mathematics. They reviewed the instrument for face and

content validity. This was conducted to assess the clarity and eliminate ambiguous questions, and

to get feedback to restructure the questionnaire if necessary. After that, the researcher amended

the instrument according to the suggestions and recommendations.

To test the reliability of the test instrument, test-retest was employed. It was administered

to the selected 20 grade 4 pupils of Diagyan Elementary School. After two weeks, it was re-run

to the same samples.

Data Collection Procedure

Before the conduct of the study, the researcher secured an approval from the School Head

of Dilaguidi Elementary School through a letter. The researcher personally explained the

importance of the study to the Grade 4 pupils. The respondents of the study were oriented when

the research proposal was approved.

9
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
The 20-item test was administered by the researcher within one hour as a pretest prior to

the conduct of the intervention and was retrieved and checked immediately. The result of the

pretest was the baseline level of the study.

Afterwards, the researcher conducted the intervention on Friday during the reduced class

program. This was to avoid the incident that the control group will be exposed with the

intervention. After three days of applying the intervention, posttest was conducted. The

researcher immediately checked, tabulated, and analyzed the pretest and posttest result.

Ethical Considerations

In conceptualizing this study, the researcher considered the result of the 20-item test

instrument. The result was the baseline of the study. After that, the researcher has read some

studies, researches and ideas that strengthened the problem being identified. In addition, the

researcher also considered the ideas shared by his colleagues regarding the existing problem until

the study was created.

Before the conduct of the study, the researcher asked the permission of the school head

for the approval through a letter. When the school head approved the study, agreements was

made between the researcher and the school head.

Identities of the participants were not disclosed. The results of the study will be kept

confidential. After the conduct of the study, the same learning material was also used by the

learners under the control group. This is to make the study fair to both groups.

Data Analysis

In the pretest and posttest average scores, descriptive statistics such as mean and standard

deviation was used.

10
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
To ensure normal distribution of scores in the pretest results, t-test: two samples

assuming equal variance was used.

In order to test if there is a significant difference between the average score of the pupils

after using Super Pery, T-test was used. P – value less than 0.05 was considered statistically

significant. Statistical computations were performed using the Data Analysis Tools of Microsoft

Excel 2013.

The average score of the respondents was interpreted using Likert Scale, a twenty-point

scale where twenty (20) is the highest, while one (1) is the lowest. The following criteria were

used in the interpretation of mean:

16.20 – 20.00 - Excellent

12.40 – 16.19 - Very Satisfactory

8.60 – 12.39 - Satisfactory

4.80 – 8.59 - Moderately satisfactory

1.00 – 4.79 - Poor

The cut – off point to indicate a satisfactory performance is from 8.60 to 20. On the other

hand, 8.59 and below, means unsatisfactory performance.

Results and Discussion

This part presents the results and discussion of the gathered data.

Table 1 presents the difference between the pretest average scores of the control and

experimental group. This shows that the t-stat value of 0.28 is lesser than the t-critical value 1.73.

This means that the average scores of the two groups don’t have significance. The table revealed

that the average scores are normally distributed.

11
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
Table 1
Difference between the pretest average scores of the control and experimental group
t-Test: Two-Sample Assuming Equal
Variances
16 17
Mean 5 4.636363636
Variance 10 8.654545455
Observations 11 11
9.32727
Pooled Variance 3
Hypothesized Mean Difference 0
df 20
0.27923
t Stat 6
0.39146
P(T<=t) one-tail 5
1.72471
t Critical one-tail 8
0.78293
P(T<=t) two-tail 1
2.08596
t Critical two-tail 3

Pretest Average Scores of the Control Group and Experimental Group

Table 2 presents the average score of the experimental and control group before using the

learning material. It shows that the control group has a mean of 5.67 with a standard deviation of

4.5, while the experimental group has a mean of 5.92 with a standard deviation of 4.4. This

implies that the average scores of the experimental and control group are moderately satisfactory

and are almost the same.

It is true that nowadays, student engagement with mathematics has been a concern. It is

very critical to excite the learners about Mathematics (Furner, 2018). That’s why Math teachers

today need to embolden students to be confident in their ability to solve problems, to think and

use their imaginations, to understand mathematical concepts, to be creative, and to see math as a

human endeavour.

12
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS

Table 2
Average Score of the control group and experimental group before using the learning
material
Respondents Pretest
MEAN SD VI
Experimental group 5.92 4.5 Moderately Satisfactory

Control group 5.67 4.4 Moderately Satisfactory

Legend:
16.20 – 20.00 Excellent
12.40 – 16.19 Very Satisfactory
8.60 – 12.39 Satisfactory
4.80 – 8.59 Moderately Satisfactory
1.00 – 4.79 Poor

Posttest Average Scores of the Control Group and Experimental Group

Table 3 presents the average score of the control group and experimental group after

using the learning material. It shows that the control group has a mean of 11. 41 with a standard

deviation of 4.10 which denotes that their average score is satisfactory. On the other hand, the

experimental group has a mean of 15.08 with a standard deviation of 2.94 which denotes that

their average score is very satisfactory. This simply means that the experimental group

performed better than those in the control group. This is because they became interested when

they were exposed to the learning material. In addition, remembering how Super Pery and Mario

measured the perimeter of the duck pen helped the pupils master how to get perimeter of

polygons.

In the study of Barnaby (2015), he found in a qualitative case study research project that

the use of children’s literature in the teaching of mathematics was an effective means for

13
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
teaching mathematics and helped in addressing math anxiety in students while teaching math.

This was supported by Rozalski et al. (2010), who have found out that using sensibly

selected thematic stories; teachers can use literature to reach young people who are experiencing

difficult situations in learning and in life.

Table 3
Average Score of the control group and experimental group after using the learning
material
Respondents Posttest
MEAN SD VI
Experimental group 15.08 2.94 Very Satisfactory

Control group 11.41 4.10 Satisfactory

Legend:
16.20 – 20.00 Excellent
12.40 – 16.19 Very Satisfactory
8.60 – 12.39 Satisfactory
4.80 – 8.59 Moderately Satisfactory
1.00 – 4.79 Poor

Significant Difference Between the Average Score of the Control and Experimental Group

Table 4 presents the comparison between the average score of the control group and

experimental group. It shows that the calculated p - value is less than 0.05. Hence the hypothesis

of no significance difference is rejected. The result is significant since the group was exposed to

the learning material. This denotes that the use of Super Pery in teaching perimeter among grade

4 pupils Dilaguidi Elementary School S.Y. 2019-2020 is effective.

In the study of Flevares and Schiff (2014), they cited the catalytic motivational property

of children’s literature for children’s engagement with mathematics. Their work provided

evidence of storybooks’ positive effects on children’s dispositions toward mathematics learning

as they documented students’ increased preference for mathematics following the intervention

with picture books. Thus, books may have the potential to offer an inviting, motivating context

14
 SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
for mathematics learning. Experiences with picture books may spark children’s curiosity, for

instance, about fundamental geometric concepts as design and build with blocks in their

classrooms.

This was also supported by Weinstein (2017) who did an all-encompassing literature

review on how using children’s literature is effective in covering the new Common Core State

Math Standards and gives an all-inclusive list of children’s literature to use to model and teach

many math concepts covered today in elementary school.

Table 4
Significant difference between the average score of the control group and experimental
group after using the learning material
Mean SD Mean of SD of t df P Decision
Difference Difference
Control Group 11.41 4.10
Pair 1 3.67 -1.16 -3.188* 11 0.009 Reject Ho
Experimental. Grp 15.08 2.94
*-significant (p-value is lower than 0.05)

Findings

The following are the findings of this action research.

1. The result of the pretest average scores of both control and experimental groups were

5.92 with a standard deviation of 4.4 and 5.67 with a standard deviation of 4.5 respectively

which means that both group falls under moderately satisfactory.

2. The result of the posttest average score of control group were 11.41 with a standard

deviation of 4.10 which falls under satisfactory while the experimental group has an average

score of 15.08 with standard deviation of 2.94 which falls under very satisfactory.

3. The computed p-value is 0.009 which is lesser than 0.05.

Conclusions

15
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
Based on the findings, the following are the conclusion of this action research.

1. The result of the pretest average scores of both control and experimental groups

implies that the average scores of the experimental and control group are moderately satisfactory

and are almost the same.

2. The result of the posttest average score of control group which falls under satisfactory

while the average score of the experimental group falls under very satisfactory. This implies that

the use of the learning material in teaching perimeter among the experimental group made their

average score better than those with the control group.

3. There is a significant difference existed for the experimental group as signifies by the

p-value which is lesser than 0.05.

Recommendations

Based on the findings and conclusions, the following recommendations are suggested.

1. The use of Super Pery in teaching perimeter helps to improve the pupils’ performance.

2. Teachers should be encouraged to use Super Pery as a learning material in teaching

perimeter to arouse the interests of the pupils which will lead to better performance.

3. This action research should be continued and further be improved using the same

approach or other similar approaches that may post a significant improvement in the students’

performance.

16
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS

References

Barnaby, D. (2015). The use of Children’s Literature to Teach Mathematics to improve

Confidence and Reduce Math Anxiety. A research paper submitted in conformity with

the requirements for the degree of Master of Teaching, Department of Curriculum,

Teaching and Learning, Ontario Institute for Studies in Education of the University of

Toronto.

Flevares , L., and Schiff, J. (2014). Learning mathematics in two dimensions: a review and look

ahead at teaching and learning early childhood mathematics with children’s literature

Department of Teaching and Learning, The Ohio State University, Columbus, OH, USA.

Retrieved from  https://doi.org/10.3389/fpsyg.2014.00459

Fraenkel, J. R. & Wallen, N. E. (2000). How to design and evaluate research in education.

Fourth Edition. The McGraw-Hill Companies, Inc. The United States of America.

Furner, J. M. (2018). Using Children’s Literature to Teach Mathematics: An Effective Vehicle in

a STEM World. European Journal of STEM Education, 3(3), 14.

https://doi.org/10.20897/ejsteme/3874 LeSage, A. C. (2013). Don’t Count on the Quality

of Children’s Counting Books. Available

from: http://lesage.blogs.uoit.ca/wp-uploads/LeSage_Evaluating-Early-Counting-

Lit_ICET-Conference_2013.pdf

Hintz, A., and Smith, A. (2013). Mathematizing read-alouds in three easy steps. Read. Teach. 67,

103–108.

Muir, T., Livy, S., Bragg, L., Clark, J., Wells, J. and Attard, C. (2017). Engaging with

Mathematics through Picture Books. Teaching Solutions, Australia, pp. 96. ISBN 978-1-

925145-17-5

17
SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER AMONG GRADE 4
PUPILS
Nesmith, S., and Cooper, S. (2010). Trade books in the mathematics classroom: The impact of

many, varied perspectives on determination of quality. J. Res. Child. Educ. 24, 279–297.

doi: 10.1080/02568543.2010.510086

Rozalski, M., Stewart, A. and Miller, J. (2010). Bibliotherapy: Helping children cope with life’s

challenges. Kappa Delta Pi Record, 47, 33−37.

Shatzer, J. (2008). Picture book power: Connecting children’s literature and mathematics. Read.

Teach. 61, 649–653. doi: 10.1598/RT.61.8.6

Weinstein, K. (2017). Children’s literature as a tool to teach mathematics. Senior Honors Thesis-

Eastern Michigan University, 516. Available at: http://commons.emich.edu/honors/516

van den Heuvel-Panhuizen, M., and Elia, I. (2012). Developing a framework for the evaluation

of picture books that support kindergartners’ learning of mathematics. Res. Math.

Educ. 14, 17–47. doi: 10.1080/14794802.2012.657437

18