Stem 2 RT4

DEVELOPMENT AND ACCEPTABILITY OF MATHGICIAN LEARNING
ACTIVITIES FOR GRADE 6 PUPILS
A Research Paper Presented to the Faculty and Staff of
Regional Science High School for Region VI
Old Buswang, Kalibo, Aklan
In Partial Fulfillment
Of the Requirements in the Subject
Practical Research II and Research Capstone
Developmental Research
By
FRANCEINE GIANAZZA Z. FRANCISCO
JAMES AARON T. APOSTOL
CHLOE M. CIPRIANO
VENISE ARIANNE G. PERLAS
RUSELL MAE I. RICO
Grade 12 STEM II
June 2022
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Development and Acceptability of Mathgician Learning Activities for Grade 6

Pupils
CHAPTER 1
Introduction of the Study
This chapter encompasses six parts: 1) Background of the Study, 2) Conceptual

Framework of the Study, 3) Statement of the Problem, 4) Significance of the Study, 5)
Definition of Terms, and 6) Delimitation of the Study.
Background of the Study
Mathematical competency is critical for the economic well-being of a society

(Lipnevich et al., 2011). It is a significant component in its scientific and technological
growth (Enu et al., 2015). Mathematics yields an efficient approach to constructing further
mental discipline and stimulates logical reasoning and cognitive rigor and engineering,
science, social studies, and even music and arts (Phonapichat et al., 2014). Not only does
problem-solving
ability, and efficient communication skills. According to Abe and Gbenro (2014), it plays
a multivariate role in science and technology. Its application expanded to all sectors of
science, technology, and at the same time, business enterprises. Thus, it became
fundamental in the school curriculum. The Mathematics curriculum provides students with
knowledge and skills vital in the innovative technological world (Ngussa and Mbuti, 2017).
In the Philippines, Mathematics is perceived as a core subject wherein students are

envisioned to acquire mastery and enthusiasm for its principles as an applied- utilizing
appropriate technology in problem-solving, decisive reasoning, communicating, reasoning,
making representations, and decisions in actuality (K to 12 Basic Education Curriculum).
Educational workbooks in a specific order consist of a particular topic and instructional
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plan standards to engage students in generating consistent numerical expertise expected to

get them the major mathematical concepts.
The Philippines lag behind its neighboring countries: Singapore, South Korea,
Hong Kong, Chinese Taipei, and Japan. This statement is affirmed based on the
performance of Filipino students in national and international surveys (Care et al., 2015).
The National Achievement Test (NAT) intends to assess the academic levels, strengths,
weaknesses, and knowledge learned in major subjects conducted among elementary and
secondary students throughout the year. The country's performance for the school year
2018-2019 in Math conveyed 54.66% and 44.33% for students in grade six and junior high
school, respectively. The outcome was way underneath the minimum target mean rating of
75% set by the Department of Education (DepED). Furthermore, the Philippines had
participated in various international math assessments throughout the years, such as the
Program for International Student Assessment (PISA) and the Trends in International
Mathematics and Science Study (TIMSS). PISA is a global assessment that measures the
mathematical literacy of 15-year-olds. In 2018, PISA reported an alarming result. The
country ranked 2nd from the bottom among the participating countries. Filipino students
obtained a mean score of 353 points in mathematics literacy, significantly lower than the
489 OECD mean. Likewise, an approximate percentage of 19.7%, or only 1 out of 5
Filipino students, acquired the minimum proficiency level of 2 in Mathematics literacy
(OECD, 2018). Moreover, during the 2019 TIMSS, it was disclosed that Filipino Grade 4
students received an average scale score of 297, ranking last among 58 participating
countries (TIMSS & PIRLS International Study Center, 2019).
Students had always viewed Mathematics as a complex subject in school. Usually,

issues in learning show up at a beginning phase in children, yet commonly in elementary
school, and afterward proceed up to high school (Gersten et al., 2005). Learning
towards learning and math. Moreover, Heinze et al. (2005) broadly believe that interest has
a prime role in mathematics learning. In a local study conducted in Mindanao by Callaman
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Mathematics were mathematical skills, attitude, and self-

mathematical achievement.
Based on another local study conducted by Dinglasan & Patena (2013) in Batangas
City, Philippines, they concluded that the factors influencing the performance in the said
subject are study techniques, characteristics of the teachers, and attitude towards the
subject. However, not all of these difficulties in learning arise from intellectual factors;
emotional factors, namely math anxiety, play a huge part in learning Mathematics. It
includes negative insights, disgust, stressful emotions, and insufficiency in execution
(Shahram and Farahman, 2011). Azizan et al. (2020) defined Mathematics anxiety as a
sensation of disquiet and uneasiness towards Mathematics which can vary from an
individual-to-individual. Those with high math anxiety exhibit smaller working memory
spans, mainly when evaluated using computer-based range problems (Ashcraft and Kirk,
2001). An individual may experience math anxiety in formal settings when taking
Mathematics assessments, and in everyday situations, calculate tips after a meal at a
performances can improve their comprehension of the subject.
Fleisch et al. (2011) depict workbooks as 128 precisely organized and sequenced
mathematical worksheet activities that teachers can use to enhance Mathematics teaching
and boost mathematics education. In light of the indicators mentioned, the primary
objective of
Grade 6 pupils coming from different schools to determine its acceptability and determine
the factors that contributed to the performance of the pupils in Mathematics. The
researchers themselves perceived Grade 6 Mathematics as perplexing since the
fundamentals of algebra, geometry, are incorporated in this grade level. To a large extent,
4
you
will learn throughout your education. Hence, success in mathematics is critical this year.
Conceptual Framework of the Study
In this study, assessment of learning competencies in Grade 6 Mathematics was the

input. The design and development of the Mathgician Learning Activities was the process.
The validation and evaluation of Mathgician Learning Activities was the output.
Input Process Output
Figure 1. A schematic diagram showing the relationship that exists between the learning
competencies of Grade 6 pupils, the development of the Mathgician: Learning Activities
for Grade 6 pupils, and the Evaluation and Validation of Mathgician: Learning Activities
for Grade 6 pupils.
Statement of the Problem
activity sheets for Grade 6 Pupils of Numancia Integrated School, New Buswang
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Elementary School, Tigayon Elementary School, Pook Elementary School, and Kalibo
Integrated Special Education Center.
Specifically, the study aimed to answer the following questions:
1. What learning competencies are suited for Mathgician Learning Activities for
Grade 6 Pupils?
2. What is the level of acceptability of Mathgician Learning Activities for Grade 6

Pupils in terms of:
a) content;
b) technical quality;
c) instructional quality; and
d) coherence?
Significance of the Study
This study broadened the knowledge about research-based data and provided
assistance or guidance in the level of development and acceptability of learning activities
among Grade 6 Pupil of Numancia Integrated School, New Buswang Elementary School,
Tigayon Elementary School, Pook Elementary School, and Kalibo Integrated Special
Education Center, which were beneficial for the following:
Pupils. The results of this study assisted pupils to understand their learning style
and its effectiveness. It also gave guidance to the pupils with the correct way of responding,
understanding, and learning other types of learning activity sheets.
Mathematics Elementary Teachers. This study was significant and useful to

Mathematics teachers because it enlightened the teaching staff about which learning style
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and area of Mathematics they should focus on. It assisted them in developing effective
teaching strategies that improve the pupils' academic performance.
Parents. The findings of the study were helpful and beneficial to parents, who play
a critical role in increasing or expanding their educational effort for their children. As they
gain information, knowledge, and a better understanding about the performance of their
children, they are more active, responsible, and can supply and provide knowledge in
improving their children's mathematical performances.
Future researchers. This research was useful for future research on limited studies,
udy
provided information about the level of acceptability of Mathgician Learning Activities
held by Grade 6 Pupils when conducting research, which was useful to future researchers
working on a similar or related topic.
Definition of Terms
For the purpose of the study and to ensure clarity in the interpretation of the study,
the following terms were conceptually and operationally defined:
Learning activities - These are activities designed or deployed by the teacher to

bring about or create the conditions for learning or a range of activities promoted to achieve
knowledge, such as dissemination activities, discussion activities, discovery activities, and
demonstration activities (Siemens & Tittenberger, 2009). Learning activities are a
fundamental component of instructional design. They organize a block of time, in or out of
class, to address a subset of course learning outcomes and can range from content delivery
(lecture) to the development of student learning abilities (problem-solving) (Wasserman,
J., & Astrab, D. P., 2009).
learning activities
Learning Activities. It was a product of this study and was a set of information for Grade
6 pupils to assist the development of their mathematics performances and their acceptance
and validity towards the Mathgician Learning Activities. It was one of the outputs in the
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study as it was. The product was created based on the questionnaire, which had a 4 guide
questions interview and 36-item checklist. The questionnaire determined the level of
acceptability in terms of content, technical quality, instructional quality, and coherence.
The questionnaire was responded to by using a 5-
- 5.00),
- - -
1.00 - 1.80).
Learning Competencies This is the capability to apply or use a set of related

knowledge, skills, and abilities required to successfully perform "critical work functions"
or tasks in a defined work setting. Competencies define the applied skills and knowledge
that enable people to complete their work while learning objectives are specific to an
instruction. Competencies are relevant to an individual's job responsibilities, roles, and
capabilities. (Bloom, Taxonomy of Educational Objectives, 2010)
Grade 6 Pupils to increase their capability to comprehend Mathematics. It was the input of
the study wherein the researchers created a 4-part interview. The feedback from the
selected respondents were then subjected to analysis and served as the basis of topics and
content of Mathgician learning activity sheets.
Delimitation of the Study
This research and development study was conducted to measure the level of
acceptability of Mathgician Learning Activities for 100 Grade 6 Pupils and 5 Mathematics
teachers, limited only to writing their research paper, which was the basis in creating the
l
Numancia Integrated School, New Buswang Elementary School, Tigayon Elementary
School, Pook Elementary School, and Kalibo Integrated Special Education Center.
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The handout survey questionnaire checklist was adapted and modified by the
researchers to fit into the level of acceptability of Mathgician Learning Activities by
Mercado J. (2020) on Development of Laboratory Manual in Physics for Engineers and
Rogayan, D.V., & Dollete, L.F. (2019) on Development and Validation Physical Science
Workbook for Senior High School. The level of acceptability measurement guide was
revised and improved by the researchers to effectively assess the significant difference
between the variables mentioned beforehand.
In this study, assessment of the learning competencies of Mathgician Learning

Activities among Grade 6 Pupils was the input. Meanwhile, designing and development of
the Mathgician Learning Activities was the process. And lastly, the validation and
evaluation of the Mathgician Learning Activities was the output.
The assessment of the level of acceptability of Mathgician Learning Activities

among Grade 6 Pupils of Numancia Integrated School, New Buswang Elementary School,
Tigayon Elementary School, Pook Elementary School, and Kalibo Integrated Special
Education Center used frequency count, sum, percentage, and mean as the descriptive
statistics of the study.
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CHAPTER 2
Review of Related Literature
This chapter
international studies related to it.
This chapter is divided into three parts: 1) Elementary Mathematics Performance,

2) Mathematics Learning Activities for Elementary Students, and 3) Synthesis
Elementary Mathematics Performance
Many students have regarded Mathematics as a challenging subject to learn and

master. A lot have expressed their hardships on the subject in one way or another. This
phenomenon called Mathematics anxiety is a feeling of uneasiness and anxiety towards
Mathe
motivation in learning Mathematics. The study investigates the relationship between
believ
Mathematics. In their study, the results showed a weak positive correlation between
ty levels and their Mathematics performance in their examinations.
Because Mathematics is a theoretical subject, elementary students quickly lose

interest, particularly low-achieving students. Some researchers customized educational
games for learning a specific set of mathematical knowledge (e.g., the Decimal Points
game; McLaren et al. 2017) so that students could be motivated to learn Mathematics. A
feasible approach is to adopt a gamified content structure to reorganize all learning
materials.
Elementary students involved in setting goals showed an increase in their

Mathematical performance of multiplication facts. However, goal setting did not have an
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impact on motivation or self-efficacy. The concept of goal-setting theory in the academic

setting suggests that it may be beneficial for teachers to include goal setting in their day-
to-day instructional practices. However, further research on its effect on affective traits is
warranted. (Cuevas & Sides, 2020).
Similarly, studies have revealed that goal-setting may affect academic performance
by increasing students' motivation, self-efficacy, and self-regulation (Rowe et al., 2017;
Schunk, 1985; Sullivan & Strode, 2010; Travers et al., 2015). Research has revealed that
motivation significantly influences student learning and performance in the classroom
(Shores & Shannon, 2007). However, attempts at motivating students to foster academic
success continue to challenge educators (Dotson, 2016).
tics learning
through Math-
behind Math proficiency levels and lose interest in Math, which in the long run surrender
to learning Mathematics. Thus, Yeh et al. (2019) constructed Math-Island, a learning
environment based on an online game. In contrast, the mechanisms of a construction
management game were embodied with the knowledge map of the Mathematics curriculum
mathematical
achievements, particularly in calculation and word problems. Furthermore, in terms of
word problems, low-performing students in the experimental school were able to surpass
low-performing students in the control school. Also, low-achieving and high-achieving
students in experimental schools sustained a relatively high level of interest in Mathematics
and the system.
Furthermore, Bringula et al. (2021) investigated the relationship between four

elements of individual internet-based students and their Mathematics self-concept. Also,
they determined the difficulties the students encountered in learning Mathematics during
the Coronavirus disease (COVID-19) pandemic. The results revealed that students owned
gadgets they were utilizing for online classes. The most challenging aspects of online
learning were internet connection and power interference. Technological, personal,
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domestic, assessment, pedagogical, consultation, and test anxiety challenges were

identified in the qualitative data.
Mathematics, inadequate qualified teachers, and inadequate teaching materials were some
of the causes of poor performance in Mathematics. The Trends in International
Mathematics and Science Survey (TIMSS) results of 2007 reported in Gonzales et al.
(2008) also indicate that 4th and 8th-grade students with a more positive attitude had higher
average achievement in Mathematics than those with less positive attitudes. Developing a
positive attitude, motivation, proper guidance toward Mathematics, and providing relevant
teaching materials could make students perform better in Mathematics.
Similarly, low math achievement is a recurring weakness in many students. The

continued drift of poor performance in Mathematics raises concerns to the public whether
or not the education system can supply students who possess the basic abilities to enable
them to manage the ever-evolving curriculum. Math anxiety is a persistent and significant
theme to math avoidance and low achievement. Math anxiety causes many students to
include social, cognitive, and academic factors. The interventions to reduce math anxiety
are limited as they exclude the expert skills of professional school counselors to help
overcome this nervousness (Ruff & Boes, 2014).
Although some studies focus on children's profiles in reading (Viljaranta et al.,

2017; Farrington-Flint, 2015) and science (Patrick et al., 2008), research on student profiles
of motivation and performance in Mathematics is largely missing. It is, however, highly
relevant to examine motivation and performance profiles in Mathematics because,
particularly in the domain of Mathematics, students' motivation declines consistently
beginning in elementary school (Jacobs et al., 2002). Academic self-concept broadly refers
to an individual's self-perception of their general ability in a domain (Marsh & Martin,
2011).
The Programme for International Student Assessment (PISA) 2012 stated that
Indonesia, Malaysia, and Thailand failed to meet expectations. It was situated in the bottom
third among 65 participating countries for Mathematics, Science, and reading literacies.
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Thus, the wide gap between these three countries and top-performing countries gave rise
to Thien et al
Mathematics using multilevel analysis. The results showed that various patterns of
relationships were spotted between student and school-level variables and mathematics
performance in the three countries. Attitudes towards learning outcomes were the standard
student-level variable, which anticipated an increase in scores for Indonesian, Malaysian,
and Thai models. At the student level, mathematical self-efficacy was the strongest
predictor of mathematical competence in Indonesian and Malaysian models and
perseverance for the Thai model. At the school level, average school self-efficacy in
Mathematics was the strongest predictor of mathematics performance in the Indonesian
model; average openness to problem-solving in the Thai model; and average school
instrumental motivation, mathematical behavior, and attitudes toward learning outcomes
predicted decreased scores for the Malaysian model.
Issues in learning Mathematics appear at a very early stage in children, but mostly
in elementary school, and then after that, proceed up to high school (Gersten et al., 2005).
Many researchers from different viewpoints have tended to math disabilities. Numerous
researchers have credited math disability to information processing inefficiency. However,
others have attempted to separate such educational progress issues and cognition (Geary,
Brown, & Samaranayake, 1991).
Fisher in Williams (2003) discusses ways to create effective communities for

learning and shows that an independent learning environment must develop a climate in
which important communities and groups, respect, generate trust, support, and
communication. Independent people can make their own choices responsibly when they
learn or want to learn what. According to Herod and Kop (2017), learning independence is
a process related to personal tendencies and an environmentally determined phenomenon.
According to Nagpal et al. (2013), learning independence is a process, method, and

educational philosophy: in which a student acquires knowledge through his efforts and
develops the capacity for critical inquiry and evaluation. According to Rusman (2011), the
level of student learning independence of students is related to the selection of programs:
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(1) choosing programs whose opportunities for dialogue are higher and less structured; or
(2) programs that lack opportunities for dialogue and are highly structured.
An international study conducted by Devine et al. (2018) found that in a sample of

more or less 1,800 elementary and secondary school students, 77% of the children with
high math anxiety had usual to high math scores. Only around 20% of students with poor
math scores had high math anxiety.
In an international study conducted by Zhang et al. (2019) to provide an updated

and overall view on the math anxiety-performance relationship and investigate the specific
variables that may play a role in inconsistencies, it aimed to assess in exploring the link
between MA and math performance towards math anxiety-performance link among a
sample of Asian and European students. Through a literature search, a meta-analysis
method was used to identify and statistically integrate math anxiety and math performance.
As a result, 86% of studies did not analyze the effect of gender differences on the math
anxiety-performance link, and only 14% of the reports considered the influence of gender
on this link. Second, regarding the grade level of the participants, elementary students
accounted for the largest proportion (53%), while 25% were university students, and few
were junior or senior high school students. Furthermore, considering the regions where the
primary study was conducted, studies conducted in Europe accounted for the largest
proportion (37%). Concerning measurements of MA, the most adopted was the MARS
(Mathematics Anxiety Rating Scale) (31%), followed by other scales (21%) and the AMAS
(Abbreviated Math Anxiety Scale) (16%). Finally, considering the measurement forms of
math performance, the largest proportion of studies applied standardized tests (61%),
followed by a custom test (33%) and other forms (6%). In terms of the measurement aspects
of math performance, the largest proportion of studies estimated general skills (47%),
followed by the assessment of computation (35%) and problem-solving (8%).
Mathematics performance and spatial ability are highly correlated, but little to no
research on which ability training can improve mathematics performance. In relation to
this, Lowrie et al. (2017) evaluated the efficacy of visuospatial intervention programs
performance as a result of the intervention. The study involved grade six students (ages
14
10 12) in eight classes. There were five intervention classes (n = 120) and three non-
intervention control classes (n = 66) in a 10-week program developed collaboratively with
other participating teachers. The teachers presented 20 hours worth of activities aimed to
enhance the student
element
The development of math skills is most crucial for adequate functioning in

academic and professional settings of students in their daily life. The factor that appears to
influence students' performance negatively and their acquisition of math skills is math
anxiety. With the high pervasiveness of math anxiety in society and its long-lasting effects
on math performance, it is important to study the relationship between math anxiety and
math performance in young children and students. (Van Mier et al., 2019).
In a local study conducted by Callaman & Itaas (2020), the factors influencing
students' mathematics achievement and its overall effect size were analyzed. Results
showed that overall effect sizes had little influence on math performance. On the other
hand, mathematical skills, attitudes, and self-efficacy are predictors of students'
mathematical performance. In addition, it was concluded that the type of school in which
the student studies can cause significant differences in the effect sizes.
Mathematics Learning Activities for Elementary students
Mathematics is one of the core subjects in the primary school curriculum, and
professions. Therefore, it is of great concern that Mathematics is the school subject in

which learner achievement is the poorest. Mathematics is a subject that deals with abstract
ideas to solve problems. It can represent information with numbers, words, and other
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symbols. Information is often represented visually in Mathematics as a method of

organizing, extending, or replacing other forms of presentation.
Teaching students to make meaning from the processes associated with

Mathematics can be challenging for even the best teachers. Mathematics contains robust
symbol systems that allow us to construct models of both theoretical and everyday
phenomena in various ways. Learning the nature of these symbol systems, how to use them,
and how they relate to each other can increase children's understanding of and control over
their world. One effective strategy to help students improve their conceptual
understandings and make Mathematics more meaningful is write-to-learn activities
designed to help students focus on what they have learned (Baxter, Woodward, & Olson,
2005; Bryant, Lape, & Schaefer, 2014, Zinsser, 1988). Writing activities help students
reflect on the purpose of each step in solving a problem, deepen their understanding (Borasi
& Rose, 1989; Boscolo & Mason, 2001; Newell, 2006), and gain greater meaning
(McCormick, 2010).
Hamalik (2009), a learning activity is an activity the students do in the learning process.
Othman et al. (2012) state that students using cooperative learning models can better
understand and perceive the experience acquired from learning activity. Furthermore, Gull
learning outcomes.
Activities bring activeness and smartness among the learners. Since we know that
education means all-around improvement of the child, we have to organize various
activities to build up the learner's personality in a few ways. The activity-based instruction
technique acts as an energetic problem solver for the learners. Under activity-based
learning instruction, the key focus is on the child, or we can state that it is a child-centered
approach. It creates a self-learning capacity among the students and allows them to learn
according to their ability. As noted in Johnson, Johnson & Smith (1998) (referred to in
Ahlfeldt, Mehta, & Sellnow, 2005, p.52), "It is the old pattern to give all the resources to
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the inactive learner by the teacher. The innovative pattern is to dynamically connect
learners with the resources and each other."
-learning processes and activities aids

them in applying logical information in various real- -based
Mathematics instruction is based on activity by involving learners in reading, discussion,
practical activities, engagement in solving problems, analysis, synthesis and evaluation
According to Hussain, Anwar, and Majoka (2011), activity-based learning

coordinated with peer instruction creates an ideal circumstance for teaching Mathematics
subjects. It helps them to create a profound understanding of logical concepts. Çelik (2018)
depicted that activity-
and attitudes towards activities. According to Shah and Rahat (2014), the Activity-based
learning method produces an ideal circumstance for Mathematics teaching, especially at
the elementary level.
In addition, ideas that have been put into a verbal, written, enacted, or diagrammatic
form can be a challenge for adults or peers. When challenging a child's ideas, they can
revise incorrect ideas, amend and revise partially formed ideas, rephrase poorly phrased
ideas, and learn to express their thoughts in more precise and more convincing language.
By expressing mathematical ideas in various oral, written, and diagrammatic forms,
children gain multiple perspectives on a single mathematical idea and thus enrich their
understanding of it.
There is anecdotal evidence that numerous elementary school teachers incorporate

activities, such as art activities, into Mathematics lessons to increase engagement. One
specific practice is to have students make representations of mathematical concepts out of
ordinary materials and use those representations in an instructional activity. For example,
students can make colorful geometric quilts, partially filled egg cartons, or proportions of
-
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and- spread. However, few studies have explicitly

examined the effectiveness of such activities for Mathematics instruction.
Giaquinto (2007) states that the importance of the integration of visual content into
learning Mathematics is nothing new, while Gustlin (2012) and Catterall (2002) indicate
that this way of teaching is a developing field in contemporary education systems. Visual
representation in Mathematics involves creating and forming models that reflect
mathematical information (Van Garderen & Montague, 2003). Certain areas of Math tend
to be vital for visual-spatial learners because they adapt well to visual processing and
spatial reasoning. These examples are geometry, roman numerals, fluids, and maps.
Straightforward art content in textbooks and notebooks often attracts students to read the
accompanying text. A picture can serve as a key, enabling the interpretation of the text and
easing memorization of the concept.
Moreover, a study entitled "The Use and Effectiveness of Colorful, Contextualized,

Student-made Material for Elementary Mathematics Instruction" by Kaminski and
Sloutsky (2020) studied the use and efficiency of activities in which a Mathematics lesson
integrates an art activity. The learners first construct a representation that an instructed
activity uses later. They tested the efficiency of colorful, contextualized student-
constructed material against simple, pre-made material in an educational activity on
fractions in experiment 1. Meanwhile, Experiment 2 examined students' ability to
impromptu write fractions to describe a figure. Thus, the survey verified that numerous US
teachers use math-and-art activities and are frequently inspired by informal sources, like
YouTube and Pinterest.
Past research work has stated from their findings that one of the significant reasons
(Mandor, 2002; Ezema, 2004; Ekon, 2013). Therefore, they presented the hands-on
approach. It is a method of instruction that guides students to gain knowledge through
experience. This method implies allowing students to manipulate the objects they are
studying. For example, plants, insects, rocks, water, magnetic fields, scientific instruments,
calculators, rulers, mathematical sets, and shapes. Haury and Rillero (1994) place that the
hands-on learning approach involves the child in a whole learning experience, enhancing
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sees this direction as an activity-oriented teaching method (Hands-on-approach).
Hands-on-
understanding of scientific concepts by controlling items that may make abstract
knowledge more concrete and precise. Through a hands-on approach, students can engage
in real-life illustrations and observe the impact of changes in various factors. It offers
substantial outlines of ideas. This learner-centered method permits the learner to see, touch,
and manipulate objects while learning as Mathematics is more of a visual and tactile rather
than auditory.
Several studies have shown that learning is enhanced when actively engaged in
creative, generative activities. Productive activities benefit comprehension of domains
involving invisible components, including electric circuits (Johnson & Mayer, 2010) and
the chemistry of detergents (Schwamborn, Mayer, Thillmann, Leopold, & Leutner, 2010).
These interactive activities require learners to select information and choose how to
integrate and represent the information in a unified way. A more profound understanding
develops when learners make associations between pieces of information, knowledge, and
experience by generating headings, summaries, pictures, and analogies.
A local study was conducted in one of the most prominent public elementary
schools in the Division of Cebu City, Philippines, to facilitate learning Mathematics
through instructional media. This study employed the descriptive method to gather data on
the assessment of Grade 6 pupils using instructional materials to promote learning
Mathematics and their academic performance. A small number of instructional media such
as an audiovisual library, multipurpose areas, and instructional materials were available.
The respondents of this study were Grade III pupils of Lahug Elementary School. The
researchers were prompted to assess the utilization of Instructional Media in teaching
Mathematics on how it affects their academic performance. Thirty respondents were
selected using non-probability purposive sampling. In light of the results among the four
components of instructional media, the extent of Instructional Materials got the highest
overall weighted mean with an average of 2.27, which interprets as utilized. This means
that the teacher always uses Instructional Materials to teach their pupils. Instructional
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materials play an essential role in the school curriculum as they contain the content of a
subject matter. The test on instructional media utilization and academic performance had a
computed r-value of negative 0.027, which means a negative correlation between
instructional media utilization and the respondents' academic performance. However, the
test of significance of their relationship revealed that a p-value of 0.888 is higher than the
essentialness dimension of 0.05 (0.888 > 0.05), which means that the null hypothesis is not
rejected. These suggest a significant relationship between instructional media utilization
and academic performance. Technology cannot work itself, but the learning would be
meaningful if a teacher uses it with skills and knowledge the teacher's strategy for
manipulating or transforming technology for the students to have efficient learning.
Mathematics learning
through Math-
behind Math proficiency levels and lose interest in Math, which in the long run surrender
to learning Mathematics. Thus, Yeh et al. (2019) constructed Math-Island, a learning
environment based on an online game. In contrast, the mechanisms of a construction
management game were embodied with the knowledge map of the Mathematics curriculum
in elementary schools. The results showed an improvement in stu
achievements, particularly in calculation and word problems. Furthermore, in terms of
word problems, low-performing students in the experimental school were able to surpass
low-performing students in the control school. Also, low-achieving and high-achieving
students in experimental schools sustained a relatively high level of interest in Mathematics
and the system.
Regarding the subject mentioned above, Noreen and Rana (2019) researched
seventh-grade students from Punjab, Pakistan, to assess their performance taught by
activity-based learning and the traditional learning strategy. The results showed that the
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students who led activity-based learning scored better in the post-test, concluding that
activity-based learning has much more effective retention power than the traditional way.
Synthesis
Learning is a very complex process. Each student has a general ability, cognitive
function, emotions, motivation, developmental characteristics, readiness, previous
experiences, social environment, and the culture of the students' community, which are also
the variables that affect the process of learning.
Mathematics is a fundamental subject in primary school, and pupils' proficiency in

the subject is critical for admittance to scientific and technological careers. Math is the
school subject in which pupil achievement is the lowest, which is cause for serious concern.
Numbers, words, and other symbols can be used to represent information. In Mathematics,
visual representations of information are frequently used to organize, expand, or replace
traditional techniques of presentation.
The combination of activity-based learning and peer instruction produces an

optimal environment for teaching mathematics courses. "Activity-based Mathematics
instruction is based on activity by involving learners in reading, discussion, practical
activities, engagement in problem-solving, analysis, synthesis, and evaluation." In
addition, ideas can be challenged by adults or peers in verbal, written, enacted, or
diagrammatic form.
According to the findings from the several linked studies discussed in this chapter,
students' learning is boosted when they are actively involved in creative, generating
activities. The understanding of domains involving invisible components, such as electric
circuits and detergent chemistry, has been found to gain from creative activity. The results
showed that students taught via activity-based learning performed better on the post-test,
21
implying that activity-based learning has a considerably higher retention power than
traditional teaching methods.
On the other hand, low mathematics performance is a chronic issue among many
pupils. The public's anxiety about the education system's ability to provide children with
the basic skills needed to manage an ever-changing curriculum is fueled by the public's
continuous poor performance in Mathematics. Math anxiety is a common and substantial
factor in math avoidance and poor performance. Many children experience social,
cognitive, and academic issues due to their math anxiety.
Furthermore, while relevant studies focus on children's reading characteristics,

research on student motivation and performance in Mathematics is notably lacking.
Examining motivation and performance profiles in Mathematics, on the other hand, is
extremely important since, particularly in the domain of Mathematics, pupils' motivation
regularly diminishes beginning in elementary school.
The results collected from the various related studies in this chapter showed that
attitude towards the subject. However, a student may hold a successful or positive
performance and an unsuccessful or negative performance towards Mathematics.
Mathematics performance, as discussed from the related studies, refers to the goal-setting
that may affect the academic performance through increasing motivation, self-efficacy,
self-regulation, and negative attitudes toward Mathematics, fear of Mathematics,
inadequate qualified teachers, and inadequate teaching materials were some of the causes
of poor performance in Mathematics.
The variables stated above emphasize that mathematics performance plays a

significant influence on the learning activities of elementary students towards
Mathematics. With sufficient mathematics performance, students are more motivated and
perform perfectly in class. Assessing the mathematics performance of the elementary
student will therefore be a great help in determining the problem, issue, gaps, and in
knowing what other necessary measures are to be made in order to accumulate mathematics
performance.
22
CHAPTER 3
Research Design and Methodology
Chapter 3 consists of three parts: 1) Research Design, 2) Methods, and 3) Statistical

Data Analysis Procedure.
Research Design
The research design used in this study was Developmental Research Design. This
design was used by researchers in the education field to develop, process, evaluate
instructional programs, and to create a product that must meet the criteria of internal
consistency and effectiveness of the educational materials (Richey R.,1994). According to
Richey, Klein, & Nelson, 2004 there are two categories of developmental research, referred
to as type 1 and type 2. They vary in terms of the extent to which the conclusions resulting
from the research are generalizable or contextually specific. Type 1 developmental
research design focuses upon a given instructional product, program, process, or tool and
they may reflect an interest in identifying either general development principles or
situation-specific recommendations. Typically Type 1 developmental research addresses
not only product design and development, but evaluation as well. At times they may
validate a particular design or development technique or tool. Type 2 developmental
research, focuses upon a given design, development, or evaluation model or process. They
may involve constructing and validating unique design models and processes, as well as
identifying those conditions that facilitate their successful use.
In addition, according to Ibrahim A. (2016) developmental design is an interactive,

cyclic process of development and research in which theoretical ideas of the designer
feed the development of products that are tested in classroom tastings, eventually leading
to theoretically and empirically founded products, learning process of the developer,
(local) instruction theory, and it involves four phases: analysis, design, development, and
evaluation. These four phases are inextricably linked to the process of development. Thus,
this study used these phases to guide the researcher throughout the conduct of the study.
23
The Developmental Research design was suited for the study since it developed learning
activity sheets in Mathematics of
the student.
Participants and Validators
The participants of this study were 100 Grade 6 Pupils and 5 Mathematics teachers,
20 Grade 6 Pupils and 1 Mathematics teacher each from selected schools namely Numancia
Integrated School, New Buswang Elementary School, Tigayon Elementary School, Pook
Elementary School, and Kalibo Integrated Special Education Center. The respondents were
selected through a purposive sampling method. Purposive sampling is a non-probability
sampling method, and it occurs when the judgment of the researcher chooses elements for
the sample. Researchers often believe that they can obtain a representative sample by using
sound judgment, which will result in saving time and money (Black, 2010).
Correspondingly, the acceptability of Mathgician: Learning Activity Sheets for

Grade 6 pupils was determined by the Validation of Grade 6 Students and the Grade 6
Mathematics teachers. Hence, the validators of this study were the 100 bonafide Grade 6
pupils-respondents and their 5 Mathematics subject teachers. Participants in the study, as
well as their subject teachers, functioned as validators for the findings of this study through
the use of a checklist questionnaire that assessed the level of acceptability of the
supplemental guide material in terms of content, technical quality, instructional quality,
and coherence.
The distribution of validators of the study is depicted in Table 1.

24
Participants N %
Grade 6 - Numancia Integrated School 20 95.2
Grade 6 - New Buswang Elementary School 20 95.2
Grade 6 - Tigayon Elementary School 20 95.2
Grade 6 - Pook Elementary School 20 95.2
Grade 6 - Kalibo Integrated Special Education 20 95.2
Grade 6 Mathematics Teachers 5 4.8
Total 105 100
Methods
Data Gathering Instruments
The data for the study was collected by combining research-made and adapted and
modified questionnaires that were self-administered. The questionnaire was composed of
three (3) parts. Part I was able to determine the socio-demographic profile of the
respondents. Part II was the interview for teachers. And lastly, Part III determined the Level
of Acceptability of Mathgician.
Socio-Demographic Profile Questionnaire. The researchers used this part to

determine the personal information and characteristics such as name, which is optional,
gender, age, highest educational attainment, and school name.
25
Interview Guide for Teachers. This part consisted of 4 questions that determined
the difficulties of Grade 6 pupils in learning Mathematics. This interview was based on the
Level of Acceptability of Mathgician Learning Activity Sheets. This part consists of

a questionnaire checklist, a combination of adopted and modified questions from Mercado
J. (2020) on Development of Laboratory Manual in Physics for Engineers and Rogayan,
D.V., & Dollete, L.F. (2019) on Development and Validation Physical Science Workbook
for Senior High School. This part determined the feedback of teachers and pupils after
using Mathgician in its content, technical quality, instructional quality, and coherence.
The questionnaire is responded by using a 5-point Likert Scale:

Scaling Description
5 Strongly Agree
4 Agree
3 Not Applicable
2 Disagree
1 Strongly Disagree
The mean is arbitrarily categorized as follows:
Mean Description
4.21 - 5.00 Very Highly Acceptable

3.41 - 4.20 Highly Acceptable
2.61 - 3.40 Acceptable
1.81 - 2.60 Less Acceptable
1.00 - 1.80 Least Acceptable
26
Ethical Considerations
The researchers met the educators and the learners who participated in the study to
explain the purpose of their study. In accordance with ethics rules, the researchers
explained to them that there might be a need for special arrangements during data collection
to see the appropriate time to hold an interview. The researchers also provided consent
letters and requested them to read and sign them.
Ethics is a matter associated with morality and ethical guidelines to serve as a
this study, the researchers congruously adhered to the following most important ethical
standards of the research described by Babbie (2007), Bless and Higson-Smith (2010), and
Welamn, Kruger, and Mitchell (2005).
(a) Informed consent: In this study, the respondents were informed about the purpose
and importance of the study, the benefits of participation, and they were requested
to sign a consent form. As Bless and Higson-Smith (2010:101) assert, the
researchers will assure the respondents that the research data will only be used for
the stated purpose of the research.
(b) Voluntary Participation: The respondents were informed of their right to

participate voluntarily. Participants were free to terminate their participation at any
stage without any consequences.
(c) Right to privacy (confidentiality): Participants were assured of their anonymity. In

this regard, the researchers assured the participants that their names or identities
and the name of the school will not be disclosed. Confidentiality was also ensured
by protecting all data gathered and by not making the data available to outsiders.
(d) Protection from harm: The researchers assured the respondents that their
participation in this research will not cause them any physical discomfort,
humiliation, or emotional stress.
27
Furthermore, the wearing of face masks, the use of alcohol, and social distancing
due to the pandemic were practiced during the conduct of this study.
Data Gathering Procedure
a. Planning phase
In conducting this study, the researchers wrote a letter of permission and approval
addressed to the School Principal of Regional Science High School for Region VI and the
School Principal of the five (5) selected schools with regards to the study that was
conducted. After securing approval from the proper authorities, the researchers began to
brief the chosen respondents that their participation will be voluntary and, if agreed, will
be given a letter of consent that the researchers have prepared. The mechanism and purpose
of the survey were informed to them, such as the content and needed information of the
said survey questionnaire upon approval of the letters. Subsequently, the study was then
conducted.
During the conduct of the study, the researchers distributed the survey
questionnaire to the respective respondents: the 100 Grade 6 Pupils and 5 Mathematics
teachers, along with their modules that were given in the same week. Instructions were
provided on the survey sheet for the respondents to read and follow to make sure that they
understand the directions before answering the questionnaire. To avoid unanswered
questions, all questions were set to require a response from the respondents to test their
level of knowledge and determine their current performance in Mathematics. To ensure the
complete retrieval of copies of the questionnaire, the respondents were given a limited time
frame of two weeks to answer the given questionnaires. Prior to this, the researchers
conducted an in-depth interview for teachers to identify the primary difficulties
experienced by the students in learning Math. Before starting the interview, the researchers
held a briefing for the respondents to be aware of their rights, role, and confidentiality
regarding their participation in the study. They were interviewed individually by the
28
researchers. The interview utilized an interview guide validated by experts to ensure that
the data needed in the study was obtained. The responses to the interview and
questionnaires were intended to gather data to determine the level of development and
acceptability of Mathematics among Grade 6 Pupils after answering the Mathgician
learning activity sheets.
Prior to the conduct of the study, the respondents were informed that their
participation in this study is done with willingness and should be based on informed
consent. The use of offensive, discriminatory, or other unacceptable languages were
avoided in the production of the survey questionnaire. Researchers also ensured that the
study was conducted for the sole purpose of collecting data needed and where privacy and
anonymity were highly considered with adherence to Republic Act 10173, also known as
the Data Privacy Act of 2012.
The signing of all letters and the distribution of all questionnaires were done in
person due to the consideration that not all the respondents have the means to communicate
via the Internet. Only the parents and teachers were required to partake in the distribution
in compliance with the COVID-19 Safety Protocols. The researchers guaranteed that social
distancing and the use of masks were highly enforced upon interaction to ensure the safety
of the people involved in the study from the possible risk of contracting the COVID-19
virus. Estimating the cost and allocating the budget for making the supplementary
instruments were also considered at this phase.
b. Design and Development phase
After determining the target learners and topics of the learning activity sheets, the
researchers constructed the learning material. In developing the learning material, outlined
procedures were adapted to achieve the purpose of this study. Meticulous planning was
observed to recognize what will be added in the Mathgician Learning Activity Sheets and
how it will tackle the concerns of the teachers and pupils, as well as allow the pupils to
enhance their skills in those specific topics further. This part of the study is under the design
stage. After designing, the researchers assessed what to add and how it should be
integrated, then the development of the Mathgician Learning Activity Sheets commenced.
29
Numerous considerations were made in developing the Mathgician Learning Activity

Sheets, starting from the materials accessible, the overall cost of production, unlearned
proficiencies, affiliation to the curriculum, and the quality of the learning activity sheets
with reference to the figures and questions to be asked were all precisely examined. The
learning activity sheets' contents were selected following the teachers' answers during the
interview portion. The learning activity sheets consisted of sample formulas, logical
reasoning, mathematical problems, and fun graphic visuals at the same time.
These are:
Stage 1. Determining the design of the activity sheets. In the form of an activity sheet, the
researchers laid down the selected subjects for the learning content. Each sheet of
instructional material was essentially composed with the following components.
a. Overview. This gave the pupils the primary idea of the content, which helped
encourage them to study each section individually. It included the objectives as well
as some basic instructions on how to use the additional guide material.
b. Objectives. These were the specific skills that students should learn and apply after
completing each course.
c. Pre-test. It was designed to assess students' prior understanding of topics covered

in Grade 6 Mathematics.
d. Learning Activities. These were the exact lessons that corresponded to the module's
learning objectives.
e. Tasks. These were activities that students used to apply and review topics,
techniques, or formats covered in the supplemental guide.
f. Post-test. Its purpose was to assess a learner's comprehension and recall of concepts
and information from the supplementary guide material.
Stage 2. Specifying the objectives and topics under research-making. The themes and
learning competencies of Grade 6 Mathematics were covered in the lessons, and the
Mathgician learning workbook was used. The researcher decided on particular objectives
30
depending on the themes covered in the activity sheets. The learning material covered
topics and activities suggested and validated by Grade 6 Mathematics instructors.
Stage 3. Determining the instructional and learning activities. The researchers ensured that
the activities were written in clear, acceptable language for Grade 6 pupils and Grade 6
Mathematics teachers, the target respondents. Sample formulas, logical thinking,
mathematical problems, and engaging graphic visualizations were all included in the
learning exercises.
Stage 4. Preparing the pretest and post-test for the guide material. The items in the pre-
test and post-
compared to determine the effectiveness of the guide material.
c. Evaluation phase
The researchers developed a survey questionnaire to evaluate and validate the level
of development and acceptability of Mathgician learning activities for Grade 6 pupils. The
researchers validated the questionnaire and then administered it to the evaluator composed
of 100 purposely selected Grade 6 pupils and 5 Grade 6 Mathematics teachers. The
questionnaire results were converted into survey data and subjects for statistical analysis.
Statistical Data Analysis Procedure
The data from the questionnaires were analyzed using the following statistical tools:
Frequency Count (f). This was used to determine the number of times an event
occurred in levels of development and acceptability of learning activities among Grade 6
pupils and teachers.
. This was used to determine the overall observation of levels of

development and acceptability of learning activities among Grade 6 pupils and teachers.
31
Percentage (%). This was used to determine the percentage of observations and
survey responses that exist in levels of development and acceptability of learning activities
among Grade 6 pupils and teachers.
This was used to determine the average levels of development and

acceptability of learning activities among Grade 6 pupils and teachers.
32
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Zinsser, W. (1988). Writing to learn. New York, NY: Harper.
1
Development and Acceptability of Mathgician Learning Activities for Grade 6 Pupils
(Questionnaire for the Teachers)
Respondent:
Mathgician Learning Activities for Grade 6

answering the questions in this survey-questionnaire religiously. The researchers assure you that
confidentiality will be observed with the collection of data.
Please return the accomplished survey-questionnaire not later than __________________
Thank you and God bless!
Yours truly,
Franceine Gianazza Z. Francisco
James Aaron T. Apostol
Chloe M. Cipriano
Venise Arianne G. Perlas
Rusell Mae I. Rico

2
PART I. SOCIO-DEMOGRAPHIC PROFILE

DIRECTIONS: Kindly provide your personal data by answering each question as accurately as
possible by checking the correct answer or filling in the space provided.
Name (Pangalan): ________________________________________________________
(Optional) (Last Name) (First Name) (Middle Initial)

(Apelyido) (Unang Pangalan) (Gitnang Inisyal)
Gender (Kasarian): ( ) Male (Lalaki)

( ) Female (Babae)
Age (Edad): ( ) 30 years old and below (30 Taong gulang at pababa)
( ) 31 to 40 years old (31 hanggang 40 Taong gulang)
( ) 41 years old and above (41 Taong gulang at pataas)
Highest Educational Attainment:

(
( ) Master's Degree
( ) Masteral Degree with Doctoral Units
Name of School: _________________________________________________________
(Pangalan ng Paaralan)
3
PART II. INTERVIEW FOR TEACHERS
DIRECTION: Please read the following questions carefully and answer the following indicated
questions.
1. What topics for Grade 6 pupils are suited for the Mathgician Learning Activities? Why?
2. Why are Grade 6 pupils struggling with understanding and learning the indicated topics?
3. What are the common reasons that students are lacking to cope with the indicated topics?
4. What are the usual complaints you have received from parents about the performance of
their children in terms of answering their Mathematics Learning Activities?
4
PART III. LEVEL OF ACCEPTABILITY
DIRECTION: Please read the following statements carefully and check the box that indicates your
answer.
Statement 1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree
Content
1. The content is adequate and
accurate.
2. Emphasizes active learning.
3. The contents of each activity

are relevant to the objectives.
4. It is well organized.
5. It evaluates student learning

as stated in the objectives.
6. It allows the development of

multiple intelligences.
7. Topics are supported by

illustrations and tasks suited
to students.
8. It is aligned with the

curriculum.
9. The contents are free to

include ethnicity, gender, and
other stereotypes.
5
Statement 1 2 3 4 5
Disagree Agree
Technical Quality
1. The Mathgician Learning
Activities are easy to
understand.

Activities allow the learner to
control the pace of learning.
3. The graphics are excellent.
4. The layout and design are

attractive.
5. Intend users can easily and

independently use the
Mathgician Learning
Activities.
6. The language used is clear,

concise, and motivating.

Activities are aesthetically
pleasing.
8. The symbols used are well-

defined.
9. Topics are presented in a

logical and sequential order.
6
Statement 1 2 3 4 5
Disagree Agree
Instructional Quality
1. It provides feedback on the
answer.
2. It is of high educational value.
3. It is a good supplement to the

curriculum.
4. It addresses the needs and

concerns of the students.

Activities facilitate
collaborative and interactive
learning.
6.
previous experience.

Activities introduction helps
answer follow-up questions.
8. It reflects current trends in

Mathematics instruction and
solving problems.
9. The graphics and colors used

are appropriate for
instructional objectives.
7
Statements 1 2 3 4 5
Disagree Agree
Coherence
1. The activities in the
Mathgician Learning
Activities provide practical
work.
2. It provides varied activities

to sustain the interest of the
students.

Activities contain relevant
activities suited for the
students.
4. It provides independent
activities for the students.

Activities develop creativity
and resourcefulness.
6. The concepts are presented

logically in the Mathgician
Learning Activities.
7. It provides relevant
information for better
understanding.

Activities provide knowledge
and skills to students.
8

Mathgician Learning
Activities conform with the
concepts.
9
Development and Acceptability of Mathgician Learning Activities for Grade 6 Pupils
(Level of Acceptability for the Grade 6 Pupils)
Respondent:
Mathgician Learning Activities

answering the questions in this survey-questionnaire religiously. The researchers assure you that
confidentiality will be observed with the collection of data.
Please return the accomplished survey-questionnaire not later than __________________
Thank you and God bless!
Yours truly,
Franceine Gianazza Z. Francisco
James Aaron T. Apostol
Chloe M. Cipriano
Venise Arianne G. Perlas
Rusell Mae I. Rico

10
PART I. SOCIO-DEMOGRAPHIC PROFILE
DIRECTIONS: Kindly provide your personal data by answering each question as accurately as
possible by checking the correct answer or filling in the space provided.
Name (Optional): _________________________________________________________
(Pangalan) (Last Name) (First Name) (Middle Initial)

(Apelyido) (Unang Pangalan) (Gitnang Inisyal)
Grade and Section: ________________________________________________________

(Baitang at Seksyon)
Gender (Kasarian): ( ) Male (Lalaki)

( ) Female (Babae)
Age (Edad): ________
Name of School: _________________________________________________________

(Pangalan ng Paaralan)
11
PART II. LEVEL OF ACCEPTABILITY
DIRECTION: Please read the following statements carefully and check the box that indicates your
answer. (PANUTO: Basahing mabuti ang mga sumusunod na pahayag at lagyan ng tsek ang kahon
na nagsasaad ng iyong sagot.)
Statement (Pahayag) 1 2 3 4 5

Disagree Agree
(Hindi (Neutral) (Suma
(Lubos Sumasan sang- (Lubos
na Hindi g-ayon) ayon) na
Sumasan Sumasan
g-ayon) g-ayon)
Content (Nilalaman)
1. The content is adequate and
accurate.
(Ang nilalaman ay sapat at
tumpak.)
2. Emphasizes active learning.

(Binibigyang-diin ang
aktibong pag-aaral.)
3. The contents of each activity

are relevant to the objectives.
( Ang mga nilalaman ng
bawat aktibidad ay may
kaugnayan sa mga layunin.)
4. It is well organized.
(Ito ay maayos na nakasulat
at malinis ang
pagkakagawa.)
12
5. It evaluates student learning

as stated in the objectives.
(Sinusuri nito ang pagkatuto
ng mag-aaral ayon sa
nakasaad sa mga layunin.)
6. It allows the development of

multiple intelligences.
(Pinapayagan nito ang pag-
unlad ng maraming
katalinuhan.)
7. Topics are supported by

illustrations and tasks suited
to students.
(Ang mga paksa ay
sinusuportahan ng mga
illustrasyon at gawaing
angkop sa mga mag-aaral.)
8. It is aligned with the

curriculum.
(Ito ay nakahanay sa
kurikulum.)
9. The contents are free to

include ethnicity, gender, and
other stereotypes.
(Ang mga nilalaman ay
malaya upang isama ang
etnisidad, kasarian, at iba
pang mga stereotype.)
13
Disagree Agree
(Lubos na Sumasan sang- (Lubos
Hindi g-ayon) ayon) na
Sumasan Sumasan
g-ayon) g-ayon)
Technical Quality (Teknikal na

Kalidad)

Activities are easy to
understand.
(Ang Mathgician Learning
Activities ay madaling
maunawaan.)

Activities allow the learner
to control the pace of
learning.
Activities ay nagbibigay-
daan sa mag-aaral na
kontrolin ang bilis ng pag-
aaral.)
3. The graphics are excellent.

(Ang mga graphics ay
mahusay ang pagkakagawa.)
4. The layout and design are

attractive.
(Ang layout at disenyo ay
kaakit-akit.)
14
5. Intend users can easily and

independently use the
Mathgician Learning
Activities.
(Madali at malayang
ginagamit ng mga mag-aaral
ang Mathgician Learning
Activities.)
6. The language used is clear,

concise, and motivating.
(Ang wikang ginamit ay
malinaw, maigsi, at
nakakaganyak.)

Activities are aesthetically
pleasing.
Activities ay aesthetically
nakalulugod.)
8. The symbols used are well-

defined.
(Ang mga simbolo na
ginamit ay mahusay na
tinutukoy.)
9. Topics are presented in a

logical and sequential order.
(Ang mga paksa ay ipinakita
sa isang lohikal at sunod-
sunod na pagkakasunod-
sunod.)
15
Disagree Agree
Sumasan Sumasan
g-ayon) g-ayon)
Instructional Quality (Kalidad ng

Pagtuturo)
1. It provides feedback on the
answer.
(Nagbibigay ito ng katugunan
sa katumpakan ng sagot ng
mag-aaral.)
2. It is of high educational
value.
(Ito ay may mataas na halaga
sa edukasyon.)
3. It is a good supplement to the

curriculum.
(Ito ay isang magandang
pandagdag sa kurikulum.)
4. It addresses the needs and

concerns of the students.
(Tinutugunan nito ang mga
pangangailangan at
alalahanin ng mga mag-
aaral.)
16

Activities facilitate
collaborative and interactive
learning.
Activities ay nag padali sa
pagtutulungan at interactive
na pag-aaral.)
6.
previous experience.
(Pinagsama nito ang
nakaraang karanasan ng
mag-aaral.)

Activities introduction helps
answer follow-up questions.
(Ang panimula ng Mathgician
Learning Activities ay
tumutulong sa pagsagot sa
mga follow-up na tanong.)
8. It reflects current trends in

Mathematics instruction and
solving problems.
(Sinasalamin nito ang
kasalukuyang mga
napapanahon sa pagtuturo ng
Matematika at paglutas ng
mga problema.)
9. The graphics and colors used

are appropriate for
instructional objectives.
(Ang mga graphic at kulay na
ginamit ay angkop para sa
mga layunin ng pagtuturo.)
17
Statements (Pahayag) 1 2 3 4 5
Disagree Agree
Sumasan Sumasan
g-ayon) g-ayon)
Coherence (Pagkakaugnay-ugnay)

Mathgician Learning
Activities provide practical
work.
(Ang mga aktibidad sa
Mathgician Learning
Activities ay nagbibigay ng
praktikal na gawain.)
2. It provides varied activities

to sustain the interest of the
students.
(Nagbibigay ito ng iba't
ibang aktibidad upang
mapanatili ang interes ng
mga mag-aaral.)

Activities contain relevant
activities suited for the
students.
Activities ay naglalaman ng
mga kaugnay na aktibidad na
angkop para sa mga mag-
aaral.)
18
4. It provides independent
activities for the students.
( Nagbibigay ito ng mga
independiente aktibidad para
sa mga mag-aaral.)

Activities develop creativity
and resourcefulness.
Activities ay nagpapaunlad
ng pagkamalikhain at
pagiging maparaan.)
6. The concepts are presented

logically in the Mathgician
(Ang mga konsepto ay
lohikal na ipinakita sa
Mathgician Learning
Activities.)
7. It provides relevant
information for better
understanding.
(Nagbibigay ito ng may-
katuturang impormasyon
para sa mas mahusay na
pag-unawa.)

Activities provide knowledge
and skills to students.
Activities ay nagbibigay ng
kaalaman at kasanayan sa
mga mag-aaral.)
19

Mathgician Learning
Activities conform with the
concepts.
(Ang mga aktibidad sa
Mathgician Learning
Activities ay umaayon sa
mga konsepto.)
Senior High School
Pag- Ambit Research Club
SUMMARY OF RESEARCH CORRECTION SHEET- FORM 2A
RESEARCH DETAILS
DEVELOPMENT AND ACCEPTABILITY OF

Research Title MATHGICIAN LEARNING ACTIVITIES
FOR GRADE 6 PUPILS
FRANCEINE GIANAZZA Z. FRANCISCO,

JAMES AARON T. APOSTOL, CHLOE M.
Name of Researcher/s
CIPRIANO, RUSELL MAE I. RICO, VENISE
ARIANNE G. PERLAS
RT 4 OF GRADE 12- STEM 2

Group Number and Strand/Section
Research Category TEACHING AND LEARNING
Suggested Action(s) Taken

Suggestions/ Corrections/
by: Page
Recommendation
Chapter 1
Background of the Study Mr. Richel -The researcher will

- Forgot to unhighlight some John delete the highlighted
words. Teodosio, words in the paper.
1
MAT
- Change Grade 3 Pupils to Engr. Amelia -The researchers will be

Grade 6 Pupils. K. Malilay, changing the participants
MAEd stated to the recommended
participants by the
panelists.
Senior High School
- Change the variables in the Mr. Richel -The researcher will be

Conceptual Framework John changing the indicated
Teodosio, output to the one what the
4
Grade 3 pupils while using MAT panelists recommended.
Mathgician Learning
Grade 6 pupils while

experiencing the Mathgician
Chapter 2
- Put the whole Chapter 2 Mr. Richel -The researcher will put
next page after Chapter 1. John the whole Chapter 2 to the 8
Teodosio, next page after the Chapter
MAT 1.
Chapter 3
- Put the whole Chapter 3

next page after Chapter 2. Mr. Richel - The researcher will put
John the whole Chapter 3 to the
21
Teodosio, next page after the Chapter
MAT 2.
Questionnaire
- Add Mother Tongue - Engr. -The researcher will not to

Translation to the Amelia K. do the translation about the 31-37
Questionnaire. Malilay, Mother Tongue in the
MAEd Questionnaire because of
the changes in participants.
The panelist recommended
the Mother Tongue due to
our participants and that is
the Grade 3.
Senior High School
I certify all the corrections and corrections mentioned above were followed by our research
team correct and precise.
Prepared by:
CHLOE M. CIPRIANO
Name and Signature of Research Team, Secretary

Name and Signature of Research Team, Leader
Approved by:
___DR. MIKKO JAN D. LOPEZ_____

Research Adviser/ Coordinator
Department of Education
Senior High School
February 9, 2022
MARIA SANTIA A. ARBOLEDA

School Principal II
Arboleda:
Greetings!
On behalf of Research Team 4 of Grade 12-STEM 2, I would like to seek permission for
we will be conducting a research study entitled
under the category of Teaching and Learning in partial
fulfillment in the subjects Practical Research 2 and Research Capstone.
In line with this, may we request an approval to allow us to conduct our study with
respondents of 100 Grade 6 pupils and 5 Mathematics teachers from 5 outside schools namely
Numancia Integrated School, New Buswang Elementary School, Tigayon Elementary School,
Pook Elementary School, and Kalibo Integrated Special Education Center.
Your favorable response regarding this request of permission will be highly appreciated.
Respectfully Yours,

Lead Researcher
Noted by:
DR. MIKKO JAN D. LOPEZ

Research Adviser
Approved by:
MARIA SANTIA A. ARBOLEDA

School Principal II

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DEVELOPMENT AND ACCEPTABILITY OF MATHGICIAN LEARNING

ACTIVITIES FOR GRADE 6 PUPILS

A Research Paper Presented to the Faculty and Staff of

Regional Science High School for Region VI

Old Buswang, Kalibo, Aklan

Of the Requirements in the Subject

Practical Research II and Research Capstone

FRANCEINE GIANAZZA Z. FRANCISCO

JAMES AARON T. APOSTOL

VENISE ARIANNE G. PERLAS

RUSELL MAE I. RICO

Development and Acceptability of Mathgician Learning Activities for Grade 6

Introduction of the Study

This chapter encompasses six parts: 1) Background of the Study, 2) Conceptual

Background of the Study

Mathematical competency is critical for the economic well-being of a society

In the Philippines, Mathematics is perceived as a core subject wherein students are

plan standards to engage students in generating consistent numerical expertise expected to

Students had always viewed Mathematics as a complex subject in school. Usually,

Mathematics were mathematical skills, attitude, and self-

performances can improve their comprehension of the subject.

Conceptual Framework of the Study

In this study, assessment of learning competencies in Grade 6 Mathematics was the

Input Process Output

Statement of the Problem

Specifically, the study aimed to answer the following questions:

2. What is the level of acceptability of Mathgician Learning Activities for Grade 6

c) instructional quality; and

Significance of the Study

Mathematics Elementary Teachers. This study was significant and useful to

Learning activities - These are activities designed or deployed by the teacher to

Learning Competencies This is the capability to apply or use a set of related

Delimitation of the Study

In this study, assessment of the learning competencies of Mathgician Learning

The assessment of the level of acceptability of Mathgician Learning Activities

Review of Related Literature

international studies related to it.

This chapter is divided into three parts: 1) Elementary Mathematics Performance,

Elementary Mathematics Performance

Many students have regarded Mathematics as a challenging subject to learn and

Because Mathematics is a theoretical subject, elementary students quickly lose

Elementary students involved in setting goals showed an increase in their

impact on motivation or self-efficacy. The concept of goal-setting theory in the academic

Furthermore, Bringula et al. (2021) investigated the relationship between four

domestic, assessment, pedagogical, consultation, and test anxiety challenges were

Similarly, low math achievement is a recurring weakness in many students. The

Although some studies focus on children's profiles in reading (Viljaranta et al.,

Fisher in Williams (2003) discusses ways to create effective communities for

According to Nagpal et al. (2013), learning independence is a process, method, and

An international study conducted by Devine et al. (2018) found that in a sample of

In an international study conducted by Zhang et al. (2019) to provide an updated

The development of math skills is most crucial for adequate functioning in

Mathematics Learning Activities for Elementary students

professions. Therefore, it is of great concern that Mathematics is the school subject in

symbols. Information is often represented visually in Mathematics as a method of

Teaching students to make meaning from the processes associated with

-learning processes and activities aids

According to Hussain, Anwar, and Majoka (2011), activity-based learning

There is anecdotal evidence that numerous elementary school teachers incorporate

and- spread. However, few studies have explicitly

Moreover, a study entitled "The Use and Effectiveness of Colorful, Contextualized,

sees this direction as an activity-oriented teaching method (Hands-on-approach).

Mathematics is a fundamental subject in primary school, and pupils' proficiency in