Manuscript GN2 Capongcol Oximar

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
BERF Action Research Proposal Application Template
LEAD PROPONENT CAPONGCOL, LOVEL MARGARRETE L.
MEMBER OXIMAR, MARIANO JR. E
MEMBER
Effectiveness of Teacher-Made Math Materials

TITLE OF
Supplementary to Learners’ Module in the Performance of
RESEARCH
Grade 5 Pupils of San Miguel Elementary School
DIVISION Cavite Province
Context and Rationale
Mathematics is an essential subject to be taught in the primary level, this
discipline will enhance the student’s critical and analytical thinking as well as the
logical abilities that helps them in making decision in real-life situation. Mathematics
curriculums have aimed to provide students with the fundamental mathematical
skills needed for further education, including understand mathematical concepts;
developing their own mathematical thinking and problem-solving processes; using
these skills both in real life and in the classroom. In line with this, it is exceptionally
vital in every one’s life and without it, one can encounter problems. This must be
the main reason why mathematics curriculum in the K-12 Philippine education
system is constantly uplifting. On the other hand, there are lots of factors to be
considered to achieve the main goal; one of these factors is the competence of the
learner especially in mathematics subject.
Mathematical ideas are developed in a sequential and logical form that will be
able to help students in figuring out the right answers as well as practicing in making
Address: Gate 2, Karangalan Village, Cainta, Rizal

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487 QMS
Email Address: region4a@deped.gov.ph Doc. Ref. Code RO-PPRD-F018 Rev 00 LOGO
Effectivity 09.20.21 Page 1 of 12
Website: depedcalabarzon.ph
good decision in life. If the students have poor preparation or mastery of the previous
mathematical concepts it will affect in connecting to the new learning. If the student
does not master the material has been submitted, then the student will have
difficulty in participating in further learning activities. Therefore, the mathematical
concepts should be learned in sequential and logical manners, if the students will
not have strong mathematical foundation during elementary years it will affects in
learning the junior high school mathematics.
There are several factors affects to the mathematical achievement of students
like mathematics readiness or academic preparedness of students to learn the
subject matter. As stated by Herrera, Jr. et. al. (2016) in their study, difficulty can
then be experienced if students are lacking the needed prerequisite skills for a
particular lesson. This is like the law of readiness of Thorndike which stated that the
basic needs of the learner must be satisfied before he or she is ready or capable of
learning. Moreover, as mentioned by Winarso (2016) in his study, readiness is the
state of the existing capacities of students in relation to a particular teaching
purpose. If the student does not master the material has been submitted, then the
student will have difficulty in participating in further learning activities.
As stated in the article of Lee-Chua (2011), national and international tests
show that, despite curriculum reforms, tutorial centers, and online information,
Filipino students generally have not improved their math performance. To this effect,
the present study sought to find the effectiveness of the teacher-made materials
supplementary to learners’ module in teaching mathematics amidst Covid-19
pandemic. The materials that will be used in this study aims to help pupils learn

math easily and enjoy it as well, as there are no other materials or devices made
before that aid or give a major impact on the learners’ learning process.
Action Research Questions
This study aims to assess the effectiveness of teacher-made math materials in
teaching and learning mathematics in Grade 5 pupils of San Miguel Elementary
School SY 2021-2022. Specifically, it seeks answers to the following questions:
1. What is the pre-test mean score of grade 5 pupils’ performance in
mathematics?
2. What is the post-test mean score of grade 5 pupils’ performance in
mathematics?
3. Is there a significant difference between the pre-test and post-test mean scores
of Grade 5 pupils in mathematics?
4. How effective are the teacher-made Math materials supplementary to learners’
module on the performance of Grade 5 pupils of San Miguel Elementary
School?
5. Based on the findings, what action plan may be proposed?
Proposed Innovation, Intervention and Strategy
Math is normally considered as the most difficult subject in the country. As
early as Grade 1, pupils start hating it as teachers utilize habit of memorization to
teach addition and multiplication and adds confusion when the learners is being
introduce to its reversed operations such subtraction and division. Learners

eventually develop a dislike and create a “I hate Math” syndrome then followed a
“Math is not for me’’ idea. This makes the learners failed to see the connection of
Math and real life.
Doll-Yogerst (2015), on her article showed that when young children are
exposed to and familiar with math skills, like counting or naming shapes, they do
better in school. Adults can point out math concepts in everyday life. For instance,
an adult can ask a child how many apple slices a child has on his plate or to sort
some toys from biggest to smallest.
In Melbourne, Turner (2010) presented a paper that describes a set of
competencies that are fundamental to the development of mathematical literacy or a
person’s ability to apply their mathematical knowledge to practical situations. These
were communication; mathematising; representation; reasoning and argument;
strategic thinking and using symbolic; formal and technical language and
operations.
Furthermore, in the K-12 mathematics curriculum, competence is defined as
the process of developing the specific skills like knowing and understanding;
estimating, computing, and solving; visualizing and modelling; representing and
communicating; conjecturing, reasoning, proving and decision-making; and applying
and connecting.
Ogena and Tan (2006) stated that everyone needs mathematics regardless of
sex, culture, socio-economic, religion or educational background. No one can deny
the practical uses of mathematical knowledge in dealing with day-to-day activities.
Math also provides a powerful means of communication.

According to Tupaz (2021), understanding what the learners’ need to know, to
learn, and to support them to learn it better are the requirements in effective
mathematics teaching. Teachers need to be skillful in choosing and using a variety
of pedagogical strategies and learning materials. With this, using different teaching
innovation creates a meaningful learning experience.
Being a math teacher for 10 years, the researcher observed that her students
struggle more in math this pandemic. The present pandemic has bought
extraordinary challenges in present teaching-learning process. The researcher
wanted to sustain and provide quality education despite lockdowns and community
quarantines. The new normal should be taken into consideration in planning and
implementation of the “new normal educational policy”.
This research aims to developed contextualized and indigenized materials that
will help to aid or give an impact on learners’ learning process in mathematics. In an
article published by Laylo (2018), using contextualized and indigenized IM will easily
help the learners understand the concept being taught especially if the students are
not familiar with topic. Teaching is more productive when there are available,
sufficient, and instructional materials that are strategically designed for different
types of students. Developing Instructional materials play an integral part in
teaching learning process and creates a strong relationship with academic
performance of the students (Dahar, 2011).
To measure the student’s preparedness in acquiring new knowledge the
researcher believes that it is important to assess their mathematical competence.
Assessment of competence can predict or reveal what students know and can do as
well as the strength and weakness towards mathematics. Moreover, it keeps track of

the student’s progress toward higher standards. The study will get underway first
with the administration of Pre-test to the grade 5 pupils of San Miguel Elementary
School, followed by the distribution of the set of the materials.
In line with this, assessing the student’s mathematics ability will show off
their weaknesses and can be corrected using teacher-made devices.
The learning materials that will use in this research are sort of game like
pieces that will make the learners appreciate the activity while learning. The
materials are made of board paper and laminated to ensure its viability as the years
come. It will be given to the pupils or respondents every Monday during the retrieval
and distribution of modules and activity sheets for four successive weeks of fourth
quarter of the current school year. Every week there will be different set of materials
based on the topic assigned from MELC and BOW, each sets includes a laminated
game board, accessories needed in utilization of materials and a printed instruction
on how to use the material. After the four-week utilization of materials, the post-test
will be given immediately. The post-test has same questions as pre-test.
The researcher believes that after the research is done and took positive
results by showing encouraging difference on pupils’ performances, then the
materials used will still be an appropriate tool in teaching Math and recommended
for reproducing.

Action Research Methods
A. Participants and/or other Sources of Data and Information
The research investigates the effectiveness of the teacher-made materials
supplementary to learners’ module in studying mathematics 5. The researcher
utilizes 100% of the total population of Grade 5 pupils in San Miguel Elementary
School for the SY 2021-2022. They are composed of 11 boys and 11 girls respectively.
The research was conducted at San Miguel Elementary School during the first four
weeks of the fourth quarter period.
B. Data Gathering Methods
In this research, the researcher employed the descriptive method of research
in determining the effectiveness of teacher-made materials supplementary to
learners’ module in learning Mathematics V of San Miguel Elementary School
students.
C. Data Analysis Plan
Learners’ packets, self-learning modules, teacher-made instructional
materials were used in the research study.
The respondents were given two sets of written tests, one was survey test, and
the other was a pre/posttest.
Descriptive method, comparative test results, Mean and Mean Percentage
Score were used in statistical treatment of data.

Action Research Work Plan and Timelines
ACTIVITIES March 4, March April- May May
2022 2022 2022 2022
1.Meeting with Research /
Coordinator and School head
2. Construction of Pre- /
Test/Post-Test
3. Administration of Pre-test /
4. Utilization of the study /
5. Administration of Post-Test /
and Survey
6. Data Analysis and /
Interpretation
*Shade the corresponding month per activity
Plans for Dissemination and Utilization
DISSEMINATION ACTIVITIES March 2022 April 2022 May 2022
1. Construction of Materials /
2. Dissemination of materials /
3. Dissemination of Test and /
Survey Forms
*Shade the corresponding month per activity

COST ESTIMATES
ELIGIBLE
ACTIVITY QUANTITY COST
EXPENDITURES
1. Seek permission to Domestic travel
conduct study, proposal expenses ₱ 5,000.00
presentation etc.
2. Communication Communication
expenses ₱ 5,000.00
to the authority
3. Buy materials Reproduction, printing,
and binding costs 90 sets of
needed such as bond IMS
₱ 5,000.00
paper, ink etc.
4. Food Expense related
Food 88 tokens ₱ 5,000.00
to the research activity
5. Coordination and
Expenses related to
dissemination of the research dissemination
₱ 10,000.00
research output
₱ 30,000.00
TOTAL

REFERENCES
Alcantara E, Bacsa JM. 2017. Critical Thinking and Problem Solving Skills in
Mathematics of Grade-7 Public Secondary Students. Available from
http://www.apjmr.com/wp-content/uploads/2017/12/APJMR-
2017.5.4.2.03.pdf
Assessment of Student Learning. Available from https://library.gwu.edu/utlc/

teaching/assessment-student-learning
Carandang A. 2007. Mathematical Competence of Freshmen College: Basis for a

Proposed Mathematics Program.
Cordero T. 2018. PHL education system underperforms in East Asia Pacific —WB
report. Available from https://www.gmanetwork.com/news
Dinglasan BL, Patena A. 2013. Students’ Performance on Mathematics Departmental

Examination: Basis for Math Intervention Program. Available from
https://www.academia.edu/5023995/STUDENTS_
PERFORMANCE_ON_MATHEMATICS_DEPARTMENTAL_EXAMINATION_BAS
IS_FOR_MATH_INTERVENTION_PROGRAM
Doll-Yogerst D. 2015. Math Readiness. Available from https://fyi.extension.wisc.

edu/parentingthepreschooler/learning-and-changing/math-readiness/
Lagerlöf J, Seltzer A. 2012. Effects of Remedial Mathematics on the Learning of

Economics. Available from https://link.springer.com/referenceworkentry/
10.1007%2F978-1-4419-1428-6_1638
Lee-Chua Q. 2011. Math mastery comes with balance of ‘why’ with ‘how’. Available
from https://newsinfo.inquirer.net/60975/math-mastery-comes-with-
balance-of-%E2%80%98why%E2%80%99-with%E2%80%98how%
E2%80%99?utm_expid=.XqNwTug2W6nwDVUSgFJXed.1
Localized, Contextualized and Indiginized Strategic Intervention Material (SIM) - LCI

SIMBAKAS (hundred.org)
Mathematical Competence and Basic Competence in Science and Technology.

Available from http://keyconet.eun.org/maths-science-tech
Nix J. 2014. The Effects of a Seventh Grade Mathematics Remediation Course on

Students Achievement. Available from http://citeseerx.ist.psu.edu/viewdoc
/download?doi=10.1.1.922.1846 &rep =rep1&type=pdf

Opitz E, Freesemann O, Prediger S. 2016. Remediation for Students With

Mathematics Difficulties: An Intervention Study in Middle Schools. .Available
from https://journals.sagepub.com/doi/abs/10.1177/002221941
6668323?journalCode=ldxa
Patient Education: Learning readiness. Available from https://www.euromedinfo.

eu/patient-education-learning-readiness.html/
Ramos R, Baking E, Quiambao D, Nuqui A, Cruz R, Nicdao R. 2015. The Reading

Comprehension and Mathematics Proficiency Level of High School Students
and Their Correlates. Available from http://advancejournals.org/Journal-of-
Business-and-Management-Studies/ article/the-reading-comprehension-
and-mathematics-proficiency-level-of-high-school-students-and-their-
correlates/
Tupaz, Amelita 2018. - Academia.edu CONTEXTUALIZED MODULAR WORKTEXT:

ITS EFFECT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS’ PERFORMANCE
IN MATHEMATICS 9 |
Turner R. 2015. Exploring Mathematical Competencies. Available from https://

research. acer.edu.au/cgi/viewcontent.cgi?article=1083&context=resdev
Valdez E. 2016. Predictors of Mathematics Performance of the Grade 6 Pupils of

Cauayan Northeast District: Basis for Intervention Program. Available from
http://www.tojned.net/journals/tojned/articles/v06i04/v06i04-17.pdf
Yang DC, Lai ML, Yao RF, Huang YC. 2014. Effects of Remedial Instruction on Low-
SES & Low-Math Students’ Mathematics Competence, Interest and
Confidence. Available from https://files.eric.ed.gov/fulltext/EJ1076799. pdf
Yüksel, Ismail. 2014. Impact of Activity-Based Mathematics Instruction on Students

with Different Prior Knowledge and Reading Abilities. Available from
https://eric.ed.gov/?q=achievement+in+mathematics+and+prior+
knowledge&id=EJ1046481
https://www.renaissance.com/2018/03/22/blog-math-milestones-critical-role-
math -achievement-studentsuccess/?fbclid=IwAR3Ye9qoZySlvrvQI4tpqE8zm
3mT3LjZ0eLlgWMhP6rgeGbXhXWHtCRjszg
https://cirt.gcu.edu/research/developmentresources/research_ready/descriptive/
overview
sei_mathbasic.pdf (dost.gov.ph)

LOVEL MARGARRETE L. CAPONGCOL
SUBMITTED BY:
(Signature over printed name)
MARIANO E. OXIMAR JR.


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Republic of the Philippines

BERF Action Research Proposal Application Template

LEAD PROPONENT CAPONGCOL, LOVEL MARGARRETE L.

MEMBER OXIMAR, MARIANO JR. E

Effectiveness of Teacher-Made Math Materials

DIVISION Cavite Province

Context and Rationale

Mathematics is an essential subject to be taught in the primary level, this

curriculums have aimed to provide students with the fundamental mathematical

skills needed for further education, including understand mathematical concepts;

developing their own mathematical thinking and problem-solving processes; using

learner especially in mathematics subject.

Address: Gate 2, Karangalan Village, Cainta, Rizal

difficulty in participating in further learning activities. Therefore, the mathematical

learning the junior high school mathematics.

There are several factors affects to the mathematical achievement of students

like mathematics readiness or academic preparedness of students to learn the

learning. Moreover, as mentioned by Winarso (2016) in his study, readiness is the

state of the existing capacities of students in relation to a particular teaching

student will have difficulty in participating in further learning activities.

As stated in the article of Lee-Chua (2011), national and international tests

supplementary to learners’ module in teaching mathematics amidst Covid-19

Address: Gate 2, Karangalan Village, Cainta, Rizal

Action Research Questions

This study aims to assess the effectiveness of teacher-made math materials in

teaching and learning mathematics in Grade 5 pupils of San Miguel Elementary

School SY 2021-2022. Specifically, it seeks answers to the following questions:

1. What is the pre-test mean score of grade 5 pupils’ performance in

2. What is the post-test mean score of grade 5 pupils’ performance in

of Grade 5 pupils in mathematics?

4. How effective are the teacher-made Math materials supplementary to learners’

module on the performance of Grade 5 pupils of San Miguel Elementary

5. Based on the findings, what action plan may be proposed?

Proposed Innovation, Intervention and Strategy

Math is normally considered as the most difficult subject in the country. As

early as Grade 1, pupils start hating it as teachers utilize habit of memorization to

introduce to its reversed operations such subtraction and division. Learners

Address: Gate 2, Karangalan Village, Cainta, Rizal

Math and real life.

some toys from biggest to smallest.

In Melbourne, Turner (2010) presented a paper that describes a set of

competencies that are fundamental to the development of mathematical literacy or a

person’s ability to apply their mathematical knowledge to practical situations. These

were communication; mathematising; representation; reasoning and argument;

Furthermore, in the K-12 mathematics curriculum, competence is defined as

estimating, computing, and solving; visualizing and modelling; representing and

communicating; conjecturing, reasoning, proving and decision-making; and applying

sex, culture, socio-economic, religion or educational background. No one can deny

the practical uses of mathematical knowledge in dealing with day-to-day activities.

Math also provides a powerful means of communication.

Address: Gate 2, Karangalan Village, Cainta, Rizal

According to Tupaz (2021), understanding what the learners’ need to know, to

mathematics teaching. Teachers need to be skillful in choosing and using a variety

innovation creates a meaningful learning experience.

extraordinary challenges in present teaching-learning process. The researcher

implementation of the “new normal educational policy”.

This research aims to developed contextualized and indigenized materials that

will help to aid or give an impact on learners’ learning process in mathematics. In an

types of students. Developing Instructional materials play an integral part in

teaching learning process and creates a strong relationship with academic

performance of the students (Dahar, 2011).

To measure the student’s preparedness in acquiring new knowledge the

researcher believes that it is important to assess their mathematical competence.