1

QUADRIGRAM: A Tool in Teaching the Relationship of Quadrilaterals

Geometry appeared very early in the history of mathematics and it had numerous

applications in human life. For this reason, mathematicians as well as educators were deeply

concerned about it (Loc et. al., 2017). Geometry is an important branch of mathematics and it is

well known to be one of the basic skills to be mastered (Hong, 2005). The usage of geometry in

the daily life of students and the emphasis on the topic of geometry in the mathematics

curriculum is very important; thus, the process of teaching and learning geometry should be

made more meaningful with the implementation of effective learning strategies (Abdullah, et. al.,

2012). According to the National Council of Teachers of Mathematics (NCTM), instruction

should empower students with the ability to analyze properties of geometric shapes and to

understanding of relationships among these properties from kindergarten through high school

geometry (NCTM, 2000).

The effective process of teaching and learning geometry is not the same as the process of

teaching and learning other mathematics topics such as arithmetic, algebra and probability

(Noraini, 2005). The process of teaching and learning geometry should emphasize hands-on

exploration, creative thinking and the ability to argue, generate conjectures and implement

projects about geometry. Teachers play an essential role in the promotion of these skills and

implementing these standards.

However, previous studies conducted with teachers claim that teachers demonstrated

some of the similar struggles and misconceptions that were drawn from the studies conducted

with students (Türnüklü, Alaylı, and Akkaş, 2013). Similarly, the findings of this study aligned

well with the results of the study conducted by Zeybek (2018) revealing that the Pre-Service

Teachers in this study also struggled with identifying quadrilaterals—especially trapezoids—and

 2

understanding inclusion relationships among quadrilaterals at the beginning of the semester.

Previous studies also document that parallelogram-rhombus association is one of the first

interrelations that learners are able to understand while square-rhombus association is not quite

easy to comprehend by the learners (Türnüklü, 2014).

Abdussakir (2002) stated that, basically, geometry has a better chance to be understood

by students for ideas of geometry have been already known by students since before they are in

the school, for example, line, area, and space. However, the expectation is different from the

reality in real life where many studies showed that mastery of concept in mathematics, especially

geometry achievement is still low (Husnaeni, 2006). It is supported by the results of Setiawan’s

research (Suyanto, 2005) stated that the fifth grade of elementary school students did not master

the concepts and principles of geometry.

Idris (2011) suggested that learning of geometry is not easy and some students fail to

develop an understanding of the concept of geometry, geometric reasoning and skill to solve the

problems of geometry. Furthermore, Idris stated that a number of factors that lead learning of

geometry is difficult which they are language of geometry, visualization and learning abilities are

less effective for the low mastery of facts, concepts and principles of geometry.

Fujita’s (2012) levels, formed for parallelograms, describe learners’ cognitive

development of understanding of inclusion relations among quadrilaterals. Although these levels

provide an essential model to understand learners’ understanding of inclusion relations of

quadrilaterals, the levels seem to be too broad. That is why Syamsuddin (2019) suggested that

the educators must pay attention the stage of cognitive development of students in the learning

process, particularly in understanding the relationship between quadrilaterals.

 3

The previous studies claim that there is a problem with mastering the relationship of

quadrilaterals on the elementary grades. It is difficult for learners, especially in the Elementary

grades to identify how one type of quadrilateral relates with the other quadrilaterals.

In Diagyan Elementary School, more than half of the learners in grade 4 per section

failed in this lesson. They could hardly state the relationship of each quadrilateral. It is therefore

important for Mathematics teachers to address this concern and to bridge the gap of learning

involving quadrilateral. Based on the aforementioned facts, this motivated the researcher to test

the effectiveness of using a diagram of quadrilaterals in teaching the relationship of

quadrilaterals. This topic was observed by the researchers to be one of the lessons which is

hardly understood by the learners that pushed them pursue this study.

Research Questions

This study will be conducted to find out the effectiveness of using a diagram of

quadrilaterals in teaching the relationship of quadrilaterals in Grade 4. Specifically, it seeks to

answer the following questions:

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

the diagram?

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

diagram?

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

experimental group before and after using the diagram?

 4

Hypothesis

The researchers hypothesized that:

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

experimental group before and after using the diagram.

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

mastering the relationship of quadrilaterals. They may engage in hobbies and develop the love

for Math.

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

teaching the relationship of quadrilaterals with ease 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.

 5

Scope and Delimitations

This study will be conducted to find out the effectiveness of using a diagram of

quadrilaterals in teaching the relationship of quadrilaterals in Grade 4 in Diagyan Elementary

School during the S. Y. 2022-2023. This study will be delimited to the competency: relates one

quadrilateral to another quadrilateral, e.g. square to rhombus (M4GE-IIId-18.2) in the third

quarter, and will be taught for two weeks. There will be fifty-one (51) Grade 4 pupils as the

respondents of the study who will be grouped into two: the control group (without intervention)

and experimental group (with intervention).

Method

Type of Research

In this study, Quasi Experimental Design will be 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), 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 participants in this study will be the fifty-one grade 4 pupils: twenty-seven (27) from

Grade 4 Mabini and twenty-four (24) from Grade 4 Rizal for this school year 2022-2023, twenty-

five (25) pupils of whom will be assigned as experimental group and twenty-six (26) pupils also
 6

to the control group basing from the pretest result that will be matched to ensure same baseline

comparability between the two groups.

The experimental group will be taught using the diagram of quadrilaterals to be used on

Friday while the control group will be taught using the usual method of teaching.

Sampling Method

A total of fifty-one (51) Grade 4 pupils will serve as the respondents of the study. They

will be chosen purposively through quota sampling because of the pandemic situation.

Proposed Innovation/Intervention/Strategy

Proposed Intervention : “Diagram of Quadrilaterals”

Materials : TG, LM, drill cards, activity sheets, power point presentation

References : LM Math 4 pp

: TG Math 4 pp

MELC Code : M4GE-IIId-18.2

Objectives:

Cognitive : Relates quadrilateral to another quadrilateral.

Affective : Develop the love for Math.

Psychomotor : Draw different kinds of quadrilaterals.

A diagram of quadrilaterals is a diagram with the basic quadrilaterals having arrows that

will help in easy determining their relationships. Teaching the relationship of quadrilaterals

among the learners in grade 4 is quite difficult; hence, using this intervention may probably

reduce the difficulty. Before applying the intervention, pretest will be conducted to both control
 7

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

the afternoon in the third quarter to the experimental group. On the first day, the researchers will

be presenting the lesson using the intervention. On the second day, there will be some activities

that will be performed by the pupils in order to assess their learnings using the intervention. On

the third day, the pupils will be doing the last part of the lesson and conduct the final assessment

in the class. After the intervention, the researchers will conduct a posttest to measure the learning

of the pupils.

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

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

given activities on the past lesson.

SCHEDULE OF ACTIVITIES

Sessions Activities Objective Learning Materials

1 - drill, review, motivation, - relates quadrilateral to - drill cards, tarpapers,

and discussion of the lesson another quadrilateral Powerpoint presentation

using the intervention. - differentiate one quadrilateral

with another quadrilateral

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

(group) and individual each quadrilateral sheets

activities, reinforcing the - draw different kinds of

concept skill, and quadrilaterals

generalization of the lesson

3 - application and evaluation - relates one quadrilateral to -tarpapers, powerpoint

of the lesson and enrichment other quadrilaterals presentation

 8

activity

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

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

Instrument

The instrument that will be used is a 20-item pretest – posttest in measuring the

achievement of the pupils in the lesson. This instrument will be subjected to validity and

reliability test.

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

president and the district coordinator in Mathematics. They will be reviewing the instrument for

face and content validity. This will be conducted to assess the clarity and eliminate ambiguous

questions, and to get feedback to restructure the questionnaire if necessary. After that, the

researcher will amend the instrument according to the suggestions and recommendations.

To test the reliability of the test instrument, test-retest will be employed. It will be

administered to the selected 20 grade 4 pupils of Dilaguidi Elementary School. After two weeks,

it will be re-run to the same samples.

Data Collection Procedure

Before the conduct of the study, the researchers will secure an approval from the School

Heads of Diagyan Elementary School, Dilasag Central School and Manggitahan Elementary

School through a letter. The researchers will personally explain the importance of the study to

the Grade 4 pupils. The respondents of the study will be oriented as soon as the research proposal

is approved.
 9

The 20-item test will be administered by the researchers within one hour as a pretest prior

to the conduct of the intervention and will be retrieved and checked immediately. The result of

the pretest will be the baseline level of the study.

Afterwards, the researchers will conduct the intervention on Friday. After three days of

applying the intervention, posttest will be conducted. The researchers will immediately check,

tabulate, and analyze the pretest and posttest result.

Ethical Considerations

In conceptualizing this study, the researchers will consider the result of the 20-item test

instrument. The result will be the baseline of the study. After that, the researchers will read some

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

researchers will also consider the ideas shared by their colleagues regarding the existing problem

until the study is created.

Before the conduct of the study, the researchers will ask permission from the school

heads for the approval through a letter. As soon as the school heads approved the study,

agreements will be made between the researchers together and the school heads.

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

confidential. After the conduct of the study, the same learning material will also be 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 will be used.

To ensure normal distribution of scores in the pretest results, t-test: two samples

assuming equal variance will be used.

 10

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

after using the intervention, T-test will be used. P – value less than 0.05 will be considered

statistically significant. Statistical computations will be performed using the Data Analysis Tools

of Microsoft Excel 2013.

The average score of the respondents will be interpreted using Likert Scale, a twenty-

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

will be 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.

 11

Work plan

This table summarizes the work plan.

Intervention/ Activities Dates Data to be Collected

Strategy
Conduct pretest Third Week of Results of Pretest

February 2022

Analyze the result of the pretest Last Week of

February 2022

Using the Diagram of Quadrilaterals 1st Friday, 2nd Friday Result of pupil’s scores in
A Diagram of Quadrilaterals

and 3rd Friday of the evaluation of

March 2022 conducting the

intervention.

Conduct of Posttest 4th Friday of March Results of Posttest

2022

Analyze the posttest result 1st week of April

2022

Identify the effect of the intervention 2nd week of April Result of Pupils’ Pretest

to their average scores 2022 and Posttest scores

 12

Cost estimate

Estimated
Activity Time Frame Resources Needed
Cost

1st Week to 2nd Week of Ink, Bond Paper, Sliding

Proposal Preparation ₱ 3,000.00
January 2022 Folder, transportation

Validation of the 20- 2nd and 3rd Week of January Ink, Bond Paper,
₱ 1,000.00
item test instrument 2022 transportation

Finalization of
Ink, Bond Paper, Sliding
Proposal and Last week of January 2022 ₱ 3,000.00
Folder, transportation
Submission

Conceptualization

/Printing of Data 3rd Week of February 2022 Internet load, bond paper ₱ 2,000.00

Collection Instrument

Conducting the Pretest 4th week of February 2022 Bond paper, ink ₱ 500.00

Conducting the 1st, 2nd and 3rd Friday of March Ink, bond paper, internet
₱ 1,000.00
intervention 2022 load

Conducting the Posttest 4th Friday of March 2022 Ink, bond paper ₱ 500.00

Results and
1st and 2nd week of April 2022 Ink, Bond Paper ₱ 500.00
Discussions

Preparation of Final Ink, Bond Paper, Sliding

3rd week of May 2022 ₱ 500.00
Manuscript Folder

Submission 2nd week of June 2022 Ink, Bond Paper, Sliding ₱ 3,000.00
 13

Folder, Transportation

P15,000.00

Plan for Dissemination and Utilization

After the approval of the study, the researcher will use the intervention during the

reduced class program on Friday not only this school year but also to the next school year to the

incoming intermediate pupils to help have them learned their Mathematics lesson better. Aside

from that, the researcher will also share the said instruments to his co-teachers and fellow

Mathematics teachers during faculty and district meetings that will help them and will be used in

their teaching.

This study will also be shared during INSET trainings, seminars and workshops and

during District and Division Research Congress to help the other researchers to conceptualize

their own action research.

The researcher will also provide a copy of his research to the school where he teaches, to

the District Office and to the Schools Division Office.