Classroom Based Action Research MMMHSFINAL

Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF

SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc, Manila
COLLEGE OF EDUCATION
Improvement of Learners’ Performance and Submission in
Mathematics in Mariano Marcos Memorial High School:
Video Tutorial as an Intervention Through Messenger Platform
EDERLY T. BALONDO
MARC ARJAY B. FRIA
CRESILLA M. PENGSON
SABRINA P. PEREZ
AVEGEL A. PRADILLA
Pre-Service Teachers
ELSA R. CAGATAN
CED-Mathematics, Chairperson
MARIANO MARCOS MEMORIAL HIGH SCHOOL
June 2022
ABSTRACT
This research shows the improvement of learners’ performance
and submissions in mathematics through video tutorial. The
purpose of the study is to identify the learners’ performance and
submissions. This study was conducted to help students and be
aware on how to cope with performance on academic matters to
boost their confidence and improve their performance in the
mathematics subject area. This study was conducted on forty -
six (46) students of Grade 10-Excellence at Mariano Marcos
Memorial High School - Manila. performance of the learners
through scores before the implementation of the intervention. The
number students who got a range score of 1-9 are 7 while in the
range of scores of 10-18 are 3. The computed weighted mean is 7.7
and the Standard deviation is 2.61. And after the implementation
the number of students who submitted their school works after the
proponents implemented the intervention. As the table shows,
there are 43 students who submit their school works out of 46
students. In percentage, there are 93.48 percent out of 100
percent.
ACKNOWLEDGEMENT
We would like to express our deepest gratitude to the people
who extended their heartfelt support and guidance to finish this
study.
Our heartfelt gratitude to Ms. Consolacion K. Naanep, the
Principal IV of Mariano Marcos Memorial High School, for letting
us conduct our internship to their beloved institution.
We would also like to extend our gratitude to the Head
Teacher of Mathematics Department, Mrs. Josefina J. Bustos, for
giving us an opportunity to acquire the teaching experiences we
must learn and encounter before pursuing the teaching career.
We would also like to thank our cooperating teachers, Ms.
Lov Joy J. Penalba, Teacher III, Mrs. Ma. Jesusa L. Buna, Master
Teacher I; and Mrs. Jocelyn Y. Cristobal, Master Teacher II for
giving us all the wisdom and skills they gladly shared with us.
We would like to express our gratitude to our professor,
Mrs. Elsa R. Cagatan, for guiding us throughout the internship.

Our utmost gratitude to our dear families, who have always
been there to support us morally and financially. We thank you
for motivating us, especially in times when we doubt ourselves.
As well as our friends and classmates who support us, thank you.
And last but not the least, we are thankful to the Almighty
God who gives us strength as we go through the internship.

I. CONTEXT AND RATIONALE
Since public and private schools were closed to protect the
health of learners and educators, teaching had to be performed
remotely with the use of modular and digital platforms.
(Montemayor 2020). In this action research, the researchers
observe the different factors encountered by the students
although the Department of Education implemented online distance
learning. As the proponents have observed, some of the students
experience culture shock because they are used to face-to-face
classroom setup or the traditional way of learning, which makes
them struggle in adjusting to this new way of learning, the
online class. Teachers in all-remote environments reported
higher student absenteeism and less student work completion than
teachers in face-to-face classrooms. Schwartz (2020) mentioned
that these online teachers also said that they needed more
support and guidance in planning instruction than their
colleagues who were teaching in-person.
Olivarez (2021) concluded in their study that aside from
text and call, social media like Facebook Messenger was the most
practical mode of communication among teachers, students, and
parents. Teachers must be active online and patient enough to
cater to the students’ and parents’ learning needs and
sentiments. This supports the utilization of social media
platforms for modular distance learning. According to Donnellan
(2022), the ease of sharing gives a wide range of possibilities.
Video, audio, text and pictures that have been found on the
internet or created by the teacher or by the students can easily
be shared.
This leads the researchers to implement an intervention
which is to improve the submission of mathematics school works.
This would help the teachers to direct their students in
submitting their school works with the utilization of the
application that they are frequently using, the messenger.
II. INNOVATION, INTERVENTION, AND STRATEGY
The researchers use a video tutorial through messenger as an
intervention to improve the submission of mathematics school
works in Mariano Marcos Memorial High School. The proponent’s

intervention plan is to conduct a tutorial video through the
messenger of the lessons in Grade 10 - Excellence which are
Quartiles for Grouped Data, Decile for Grouped Data, and
Percentile for Grouped Data. The teachers would use the messenger
as a platform which directs to the link where the classwork and
materials are placed. It intends to help the students understand
the lesson efficiently. As a result, those students who
experienced the difficulty in answering and doing the task will
have the courage to submit their works. It will also give a
chance to those who experience a slow internet connection on the
day of synchronous class. Likewise, it will help working students
to be in line with the lesson. They can also save the video as
their reference for review and guide them to do their tasks.
The intervention implemented was designed to help the
teachers assist the submission of the students properly. Since
there will be a quicker way to get into the link, the students
will be able to easily access the google form that they have to
answer. The proponents will differentiate the compliance of the
students between the number of the submitted school works on time
in the google classroom (before implementing the intervention)

and the number of students who submitted ahead the deadline in
messenger platform (after the researchers implemented the
intervention). It was conducted to visualize the improvement and
effectiveness of the implemented intervention, and to determine
which platform is more effective to use in improving the
submissions of the students.
Action Research Plan
Goal: To identify how the messenger platform improves the

submission of mathematics school works.
Person Resources
Action Steps Responsible Timeline needed
1. Identify research • Computer
methods, materials, and or Internet
literature available on Pre-Service • Relevant
the effectiveness of May 2022
Teachers books,
messenger platform as an journal, or
approach to submission of article.
school works.
2. Create a draft • Computer
• Context and Rationale or Internet
• Innovation, Pre-Service • Relevant
May 2022
Intervention, and Teachers books,
Strategy journal, or
• Research Methods article.
3. Meet with Cooperating Cooperating • Research
Teacher, and Teaching Teachers or materials
Internship adviser Internship • Data
June 2022
regarding the action plan Advisor or source
and approval for Pre-service • Action
implementing the teacher Plan
intervention and data

collection.
III. ACTION RESEARCH QUESTIONS
1. What are the results in the submission of mathematics
school works and performance before the implementation of
intervention from the Google classroom?
2. What are the results in the submissions of mathematics
school works and performance after the implementation of
intervention from the messenger platforms?
3. Is there a difference in the submissions of mathematics
school works and performance before and after the
implementation of intervention?
IV. ACTION RESEARCH METHODS
A. Participants and/or other Sources of Data and Information
The respondents of this study are the Grade 10-Excellence
students or learners in Mariano Marcos Memorial High School.

Table 1 shows the respondents of the study.
As shown in the table, the following information is
from the Grade 10-Excellence:
Table 1
Respondents of the study
Respondents Frequency Percentage
Grade 10- 46 100%
Excellence
B. Data Gathering Methods
This study is quantitative research that used a descriptive
research design. Pritha Bhandari (2020), defines the quantitative
research process as collecting and analyzing numerical data. It
can be used to find patterns and averages, make predictions, test
causal relationships, and generalize results to wider
populations.
The researchers gathered data by requesting
permission to the cooperating teachers to access the data of

submission and scores from the Google classrooms before the
implementation to measure the performance of the students before
the implementation of the intervention to visualize the
difference and effectiveness of the researcher’s intervention in
improving the submissions and performance of the learners from
Mariano Marcos Memorial High School. The researchers will give an
evaluation test after we implement the intervention. There will
be a two result to be compared. The first result is the scores in
test before the researchers implements the intervention. The
result is the test after we implement the intervention. The
researchers will use the data to determine the effectiveness of
the intervention. Since the researchers utilized a descriptive
research design, the gathered data will be explained and
described systematically.
The researchers used a purposive sampling to select
learners for the implemented intervention. It is a non-
probability sampling method and occurs when elements selected for
the sample are chosen by the judgement of the researchers. It is
a sampling techniques which the researchers relies on his or her

own judgement when choosing numbers of population to participate
in the study (Business Research Methodology).
C. Data Analysis
Based on the research design and the problems
formulated, the data collected in this study was organized and
classified. The following statistical tools for the
interpretation of the results according to sub-problems were
used.
Percentage- was used as descriptive statistics that describe the
rate, number or amount in each hundred.
Weighted Mean- was used to measure the respondents’ assessment.
Multiplying each value in the group, then summed up all the
products together and divided by the total number of respondents.
Value- a number of responses or data which is a part of a whole
to determine the percentage.
Total Value- The whole number/ total number of data to determine
the percentage
To evaluate the effectiveness of the intervention and the
difference between the learners’ performance before and after
implementing the intervention, the researchers used the “T-test
Formula” and the researchers used “Percentage Formula”to
interpret the number of submissions in the google classroom and
in the messenger platforms as their direct link for materials and
school works. Below is the formula for the T- Test and Perentage,
For the performance of the learners (T-Test Formula)
X 1 −X 2
t=
√ s 21 s22
+
n1 n2
Where:
X 1 = mean of the first test before the implementation of the
intervention
X 2 = mean of the second test after the implementation of the
intervention
s1= standard deviation of the first test before the

2
implementation of the intervention

s22= Standard deviation of the second test after the
n1 = sample size (1st test)
n2 = sample size (2nd test)
For the submissions of schoolworks (percentage formula)
Value
Percentage= (100)
Total Value
V. DISCUSSION OF FINDINGS/RESULTS AND REFLECTION
A Presentation and Discussion of Findings/Results
Sub-problem no. 1: What are the results in the submission of
mathematics school works and performance before the
implementation of intervention from the Google classroom?
Table 2: Result of in Schoolwork’s submission before the
implementation of the intervention.
Respondents Value Total Value Percentage

Grade 10- Excellence 10 46 21.74
Table 2 displays the number of students who submitted
schoolwork (Percentile for Grouped Data) on time before the
implementation of the intervention. There are 10 students from
Grade 10 – Excellence who submitted their schoolwork on time.
Therefore, the total frequency for submission of mathematics
schoolwork is 10 out of 46 students, or 21.74 percent out of 100
percent.
Table 3: Result of the learner’s performance before the
f (x- x̄
f (x- ¿
2
Range f x fx x- x̄ x̄) WM SD
1-9 7 5 35 -2.7 -18.9 -51.03

7.7 2.61
10-18 3 14 42 6.3 18.9 119.07
Total 10 77 0 68.09
Table 3 shows the performance of the learners through scores
before the implementation of the intervention. The number
students who got a range score of 1-9 are 7 while in the range of
scores of 10-18 are 3. The computed weighted mean is 7.7 and the
Standard deviation is 2.61.
Sub-problem no 2: What are the results in the submissions of
mathematics school works and performance after the implementation
of intervention using the messenger platforms
Table 4: Result in the submission after the implementation of
the intervention
Respondents Value Total Value Percentage
Grade 10- Excellence 43 46 93.48
Table 4 represents the number of students who submitted
their school works after the proponents implemented the
intervention. As the table shows, there are 43 students who
submit their school works out of 46 students. In percentage,
there are 93.48 percent out of 100 percent.

Table 5: Result in the learner’s performance after the
f (x- f (x- x̄¿2 W

Range f x fx x- x̄ x̄) M SD
0-5 9 2.5 22.5 -4.3 -39.15 -1,532.72

6.85 35.74
6-10 34 8 272 27.5 935 874,225

872,692.2
Total 43 294.5 0 8
Table 5 displays the performance of the learners through
scores after the implementation of the intervention. The number
students who got a range score of 0-5 are 9 while in the range of
scores of 6-10 are 34. The computed weighted mean is 6.85 and the
Standard deviation is 35.74.
Sub-problem no 3: Is there a difference in the submissions of
mathematics school works and performance before and after the
implementation of intervention?
Table 6: Comparison of the assessment evaluation number 1 (before
the implementation of the intervention) and assessment evaluation
number 2 (after the implementation of the intervention) on the

effectiveness of the video tutorial through messenger in the
learner’s submissions.
Percentage in
Percentage in
Grade and Percentage in Assessment test 2
Assessment test
section Assessment test 1 subtracted to
2
Percentage in
Assessment test 1
10-Excellence 21.74% 93.48% 71.74%
Table 6 shows the effectiveness of the intervention
conducted by the researchers. It indicates the increase in
percentage in the number of submissions after the implementation.
There is 71.74 percent increase that shows the effectiveness of
the submission.
Table 7: Comparison of the assessment evaluation number 1 (before
the implementation of the intervention) and assessment evaluation
number 2 (after the implementation of the intervention) on the
acceptability of the video tutorial through messenger in the
learner’s performance.
t- Critical
Assessment Test 1 Assessment Test 2 value Value Decision
WM SD WM SD 0.03 5% Reject H o
7.7 2.61 6.85 35.74
CV at 5%= 1.645
The problem of the learners to submit and improve their
performance was observed and the researchers implement an
intervention which is the video tutorial through messenger. As
shown in table 7, the null hypothesis was rejected. Therefore,
there is a significant difference in the submissions and
performance of the learners, before and after the implementation
of the intervention.
VI. Summary, Conclusions, and Recommendations
Summary
The salient findings of the study are as follows:
1. The implemented intervention plan was developed to improve
the submission and performance of mathematics’ school works
of the learners thru messenger platforms as their direct
link for material and school works.

2. There was an increase of 71.74% in the number of students
who submitted their school works.
Conclusion
From the findings of this study, the following conclusions
are made.
1. The submission and performance on the Google classroom were
identified and the researchers pinpointed that would require
an immediate solutions and intervention to improve the
number of submissions and their performance.
2. The study shows an improvement in terms of submission and
performance after implementing the intervention, which is
the messenger platform.
3. Based on the gathered data, it shows that the intervention
was effective and has improved the submission and
performance of the students’ schoolworks.
Recommendation
1. Improve and upgrade methodologies to increase the number of
submissions and performance of the learner’s
2. Problem identified more attention and solution

3. Since the intervention was effective, the researchers
recommend that to use the messenger platform to improve the
submission and performance of the learners.
4. The researchers also recommended to continue the study with
the same purpose to get feedback concerning the improvement
of student’s performance and submission.
VI. References:
Albay, E. M. & Eisma, D. V. (2021). Performance task assessment
supported by the design thinking process: Results from a
true experimental research. Retrieved from:
https://www.sciencedirect.com/science/article/pii/S259029112
1000127
McTighe, J. (2015). What is a Performance Task? Retrieved
from:
https://blog.performancetask.com/what-is-a-performance-task-
part-1-9fa0d99ead3b
Rosaroso, R. (2015). Performance-based Assessment in
Selected
1.2 Higher Education Institutions in Cebu City,
Philippines. Retrieved from:
https://www.researchgate.net/publication/295478873_Performan
ce-
based_Assessment_in_Selected_Higher_Education_Institutions_i
n_Cebu_City_Philippines
Sabijon, A. C. (2021). Performance Assessment Task: A Point of
Retrieved from:
https://ijmaberjournal.org/index.php/ijmaber/article/view/25
Rana, Y. (2012). What is performance-task assessment?
Retrieved
from: https://modalitiesofassessment.weebly.com/performance-
task.html
Masaoay, SM. B. &Litao, R. A. (2021). Beliefs and Practices
in the
Implementation of Performance Tasks (PETAs): Basis for the
Development of Enhancement Program. Retrieved from:
https://bcsdjournals.com/index.php/mejrhss/article/download/
291/162
Monteyor (2020)
Education goes on amid Covid-19 thru DepEd's continuity
plan, accessed June 21, 2022,
https://www.pna.gov.ph/articles/1126058
Schwartz (2020)
Survey: Teachers and Students Are Struggling With Online
Learning, accessed June 21, 2022,
https://www.edweek.org/teaching-learning/survey-teachers-
and-students-are-struggling-with-online-learning/2020/11
Olivarez et. al (2021)
Utilizing Facebook and Messenger Groups as Platforms for
Delivering Mathematics Interventions in Modular Distance

Learning, accessed June 21, 2022,
https://www.ijpdll.com/download/utilizing-facebook-and-
messenger-groups-as-platforms-for-delivering-mathematics-
interventions-in-11290.pdf
Donnellan et. al (2022)
Using Messenger in the Classroom, accessed June 21, 2022,
https://ihworld.com/ih-journal/issues/issue-42/using-
messenger-in-the-classroom/
SUBMITTED BY:
Proponent 1/ Individual Proponent
Ederly T. Balondo
Pre-Service Teacher
Proponent 2
Marc Arjay B. Fria

Pre-Service Teacher
Proponent 3
Cresilla M. Pengson
Pre-Service Teacher
Proponent 4
Sabrina P. Perez
Pre-Service Teacher
Proponent 5
Avegel A. Pradilla
Pre-Service Teacher
APPENDIX A
LETTER
APPENDIX B
Pre-Test Question
NAME:________________________
GRADE/SECTION:________________
Topic: Percentile of group data
Questions
There are 50 students who took an entrance exam for I.T Course in EARIST Find 31 st Percentile
SCORES NO. OF STUDENTS

1511 - 200 16
101 – 150 25
51 – 100 8
1 – 50 1
APPENDIX C
CURRICULUM VITAE

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Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF

Improvement of Learners’ Performance and Submission in

Mathematics in Mariano Marcos Memorial High School:

Video Tutorial as an Intervention Through Messenger Platform

MARIANO MARCOS MEMORIAL HIGH SCHOOL

This research shows the improvement of learners’ performance

and submissions in mathematics through video tutorial. The

purpose of the study is to identify the learners’ performance and

submissions. This study was conducted to help students and be

aware on how to cope with performance on academic matters to

boost their confidence and improve their performance in the

mathematics subject area. This study was conducted on forty -

six (46) students of Grade 10-Excellence at Mariano Marcos

Memorial High School - Manila. performance of the learners

through scores before the implementation of the intervention. The

range of scores of 10-18 are 3. The computed weighted mean is 7.7

and the Standard deviation is 2.61. And after the implementation

proponents implemented the intervention. As the table shows,

there are 43 students who submit their school works out of 46

students. In percentage, there are 93.48 percent out of 100

We would like to express our deepest gratitude to the people

who extended their heartfelt support and guidance to finish this

Our heartfelt gratitude to Ms. Consolacion K. Naanep, the

Principal IV of Mariano Marcos Memorial High School, for letting

us conduct our internship to their beloved institution.

We would also like to extend our gratitude to the Head

Teacher of Mathematics Department, Mrs. Josefina J. Bustos, for

giving us an opportunity to acquire the teaching experiences we

must learn and encounter before pursuing the teaching career.

We would also like to thank our cooperating teachers, Ms.

Teacher I; and Mrs. Jocelyn Y. Cristobal, Master Teacher II for

We would like to express our gratitude to our professor,

Mrs. Elsa R. Cagatan, for guiding us throughout the internship.

Our utmost gratitude to our dear families, who have always

been there to support us morally and financially. We thank you

for motivating us, especially in times when we doubt ourselves.

God who gives us strength as we go through the internship.

I. CONTEXT AND RATIONALE

Since public and private schools were closed to protect the

health of learners and educators, teaching had to be performed

remotely with the use of modular and digital platforms.

(Montemayor 2020). In this action research, the researchers

observe the different factors encountered by the students

although the Department of Education implemented online distance

learning. As the proponents have observed, some of the students

experience culture shock because they are used to face-to-face

classroom setup or the traditional way of learning, which makes

them struggle in adjusting to this new way of learning, the

online class. Teachers in all-remote environments reported

higher student absenteeism and less student work completion than

teachers in face-to-face classrooms. Schwartz (2020) mentioned

support and guidance in planning instruction than their

colleagues who were teaching in-person.

Olivarez (2021) concluded in their study that aside from

practical mode of communication among teachers, students, and

parents. Teachers must be active online and patient enough to

cater to the students’ and parents’ learning needs and

sentiments. This supports the utilization of social media

platforms for modular distance learning. According to Donnellan

(2022), the ease of sharing gives a wide range of possibilities.

internet or created by the teacher or by the students can easily

This leads the researchers to implement an intervention