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Effectiveness of Bato Bato Pick in Developing Multiplication and Division Skills

of Grade Six Pupils

I. Context and Rationale

Mathematics plays a significant role in every life. All things around us involved
mathematics, from living things down to non-livings things. We need math so that we can get
the area of a particular lot or the kilograms of a particular food we buy. Multiplication and
Division operation play a crucial role in understanding the contents of other subjects. It is an
essential part of human thought and integral to attempts at understanding the world and
ourselves. Through multiplication and division the daily task or work can be easier and faster.
Mathematics is the science that deals with the logic of shape, quantity and arrangement.
Mathematics provides an effective way of building mental discipline and encourages. It has been
regarded as a fundamental subject because of arithmetic and logical reasoning are the basis of
science and technology for this reason, educational authorities emphasize students’ proficiency
in computation skills and problem solving (Mullis et.al. 2016).
Salandanan (2001) emphasized that instructional materials offer the best means in which
a teacher can provide direction in her student’s daily search for new understandings and
verifications, particularly by the use of printed materials. Even the best teacher trained in the
latest teaching method, well-informed about facts, and aware of the goals of education can still
fail in planning and implementing of course if she is lacking in the appropriate materials for
teaching. On the other hand, Rivera (2011) stated that mathematics is a subject which is mostly
learned by doing. Since the nature of mathematics learning is such that one has to concretize
concepts to understand the abstract ideas, mathematics teachers have to concretize their teaching
so that the learners can visualize the concepts. Exposure of pupils to rich and varied concrete
materials may provide for an easy transition of abstracting the essence or principles in the
concepts learned. Likewise, Balbalec (2009) believed that instructional materials are the main
instruments to effective and meaningful learning. Without these, all educational standards and
principles are far from being realized. Instructional materials should not only provide new body
of knowledge but also avenues to reinforce skills and master concepts in a certain discipline.
The Department of Education mandated that learners should master the four fundamental
skills in mathematics. Fifty percent of the total population of grade six pupils have difficulties in
solving basic multiplication and division problem that tends to learners to left behind with the
same grade level. As their teacher it is my duties and responsibilities to ensure that that this gap
will be bridged. We design instructional material called “. Bato Bato Pick” which is a
contextualized instructional material made of used boxes, stones and bamboo jars which help to
develop pupil’s skills in multiplication and division. But this intervention need to be tested, an
action research will be conducted.
II. Plan for Intervention, Innovation and Strategy
Mathematics plays a significant role in every life. All things around us involved
mathematics, from living things down to non-livings things. We need math so that we can get
the area of a particular lot or the kilograms of a particular food we buy. Mathematics has been
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regarded as a fundamental subject because of arithmetic and logical reasoning are the basis of
science and technology for this reason, educational authorities emphasize students’ proficiency
in computation skills and problem solving (Mullis et.al. 2016).
Based on the result on the assessment conducted in the first day of the face to face class of
Grade Six using the four fundamental operation of mathematics, it has been found out that 5 out
of 10 or 50% of grade six pupils cannot solve using the two mathematical operation the
multiplication and division. As their adviser I am very worried about the result. It is my duties
and responsibilities to look for root cause and make intervention to fill the gap. An alternative
solution was created a teacher-made instructional, “Bato, Bato Pick” is a fun interactive board
game that will enhance pupils ability in multiplication and division.
“Bato, Bato, Pick” is a contextualized instructional materials made of used boxes, stone
and bamboo jar. Mechanics of the game is the same with the mechanics in a Bingo Game.
Teacher will pick a strip inside the bamboo jar. Each strip will have a corresponding problem
that pupils will answered. Pupils will look for the right answer in the card and used the stone to
mark it. Those who will win in the game will get a star. At the end of the month the star that they
collected will be converted into a reward according to the number of star they have.
The purpose of this instructional materials is to develop pupil’s skills in multiplication and
division it will help learners to enhance their skills in solving problem involving multiplication
and division. Teacher will prepared a checklist to ensure the numerical progress of the pupils.
III. Research Question
This study is conducted to determine the effectiveness of the Bato, Bato Pick in
developing Grade Six Pupil’s Skills in Multiplication and Division of Seraboc Elementary
School for the S.Y. 2021-2022
Specifically, this study seek to answer the following question:
1. What is the level of pupil’s skills in multiplication and division before the intervention?
2. What is the level of pupil’s skills in multiplication and division after the intervention?
3. What is the significant effect of intervention in pupil’s level of skills in multiplication and
division?
4. Is there a significant difference on the level of pupil’s skills in multiplication and division
after the intervention?
Hypothesis:
Ho1: There is no significant difference on the level of pupil’s skills in multiplication and
division after the intervention.
Ho2: There is a significant difference of pupil’s skills in multiplication and division after the
intervention.
IV. Methodology
a) Participants
The participants for this program are the five (5) grade six pupils of Seraboc Elementary
School for the school year 2021-2022. These pupils comprise the 50% of the total population of
grade six enbrollees.
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Two (2) was administered with a Lecture-based Instructional strategy while the other
three (3) pupils will be facilitated with the Bato Bato Pick instructional strategy with culture-
based teaching approach
Table below is the distribution of the participants.

Table 1.Distribution of Participants

No. of No. of
Grade 6 total Teaching Method Use
Male Female
Lecture-Based Instructional
Group 1 2 1 3
Method
Group 2 0 2 2 Bato Bato Pick Intervention

b) Data Gathering Methods and Ethical Considerations

To gather accurately the primary data, a pre-test was administered in the first day of the
face to face to know the numeracy status of the grade six pupils. Then, the teacher as permission
to the school head through a letter of intent to conduct an action research. Then a meeting with
the parents of the identified pupils to inform the status of their children. Lastly, the
administration of the intervention to the identified pupils. All the data gathered will be treated
confidentially.

a) Data Analysis Plan

This study aims to develop the multiplication and division skills of grade six pupils of
Seraboc Elementary School through the administration an intervention. The researchers use the
Quais-Experimental Design. A T-test will used to determine the effectiveness of “Bato, Bato
Pick” in developing multiplication and division skills of grade six pupils. The scores of both the
pretest and the posttest were taken and these data were coded, tallied, and were statistically
treated using the mean, standard deviation, and t-test of significant difference.

INPUT PROCESS OUTPUT

5 out of 10 Grade Develop

“Bato Bato Pick’
Six pupils cannot Multiplication and
solve using the two 1. Conduct pre-test. Division Skills of
Mathematical 2. Administer post-test Grade Six Pupils.
Operation
(Multiplication and
Division)

Fig.1 Action Research Paradigm

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V. Work Plan and Timeliness

ACTIVITY DURATIO TIME FRAME
N
1. Action Research Proposal Preparation and
3 Days March 9-11, 2022
Submission
2. Administration of the intevention“Bato,
30 days March 21- April 22, 2022
Bato Pick”
3. Administration of Post Test 5 Days April 25-291, 2022
4. Data consolidation, interpretation and
5 Days May 2-6 2022
analysis
5. Terminal Writing of Research Report ,
5 Days May 9-13, 2022
Packaging and Submission
6. Dissemination and Utilization of the Research
Findings 1 month June 1-30, 2022

VI. Cost Estimates

A. Research implementation expenses
A.1 Supplies and Materials
No. Unit Description QTY Unit Cost Total Cost
1 ream Bond paper A4 5 210.00 1,050.00
Epson Ink Refill (Black, Magenta,
2 Set 2 1200 2400.00
Cyan, Yellow)
3 Piece Stapler #35 2 250.00 500.00
5 pcs Cartolina 50 15.00 750.00
6 Box Staple Wire #35 2 40.00 80.00
Total 4,780.00

A.3 Communication expenses for local calls, text messages, emails and online surfing
for related studies
No. Unit Description QTY Unit Cost Total Cost
Electronic
8 Smart/Globe Telecommunication load 2 300.00 600.00
Load
Total 600.00
A.4. Printing, Reproduction and Binding Cost
No. Unit Description QTY Unit Cost Total Cost
Printing, Reproduction, Packaging and
9 Set 3 65.00 195
Binding of Action Research Report
Total 195.00
B. Research dissemination expenses
B.1 - Travel Expenses for Research Congress
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No. Unit Description QTY Unit Cost Total Cost

Travel expenses for the Division
11 Pax 3 540.00 1620.00
Research Congress
Total 1620.00
COST ESTIMATES GRAND TOTAL 7,195.00

VII. Plans for Dissemination and Utilization

The outcome for this study shall be communicated to the school head for support on
its proper dissemination and utilization plan. Results, findings and recommendations of this
research will be presented in through the following continuing professional development
venues and mechanisms:
 Schools Learning Action Cells (SLACs) – In the SLAC sessions, the planning,
implementation and completion stages of this research should presented and discussed
in order to give inputs to new teachers on the strategies used and also for the novice
teachers to give suggestion for improvement.
 In-Service Training (INSET) – The concept on the innovating a strategy or material
as intervention could be a topic for interactive discussions.
 School Governing Council (SGC) – The findings and recommendations will be
presented to this council for progress monitoring and sustainability plans.
 Enhanced School Improvement Plan (eSIP)/Annual Improvement Plan (AIP) –
The results of this study will be presented to the school administration to be
incorporated in the SIP and be plotted also in the AIP for possible research topics to
evolve.
 School Report Card (SRC) – The oral reading intervention program from this
research will be included in the SRC as one of the innovations in school.

VIII – References

Rivera, I. (2011). Correlates of Pupils Competency in Solving Word Problems in Mathematics

VI (Master’s thesis). Osias Educational Foundation, Balaoan, La Union.

Salandanan, G. et.al. (1998). The Teaching of Science and Health, Mathematics and Home
Economics and Practical Arts. Katha Publishing House Co. Inc.

Balbalec, N. (2009). A Worktext in Algebra Data Analysis for the 9th Grade. Students of Prince’s George
Country Public High School, Maryland, U.S.A.

Mullis et.al. 2016

. Miles and Huberman (1994)

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