G.C.A.S.H.

IN MATHEMATICS FOR STRUGGLING

EIGHTH GRADERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 5
Pages: 548-552
Document ID: 2022PEMJ347
DOI: 10.5281/zenodo.7325140
Manuscript Accepted: 2022-16-11
Psych Educ, 2022, 5(1): 548-552, Document ID: PEMJ347, doi: 10.5281/zenodo.7325140, ISSN 2822-4353
Research Article

G.C.A.S.H. in Mathematics for Struggling Eighth Graders

Gay R. Lumapguid*, Mele F. Gella, Dante M. Canja
For affiliations and correspondence, see the last page.

Abstract
This study aimed to improve the learning outcomes among Grade 8 students of Dilangalen National High
School for the school year 2021-2022. The intervention of this study was the G.C.A.S.H. which means
Guided and Contextualized Activity Sheets for Homework. This intervention includes students who have the
difficulty in passing Mathematics 8. The results implied that there is a significant increase in the performance
of the students after the implementation of the intervention. The level of significant difference on the pre-test
and post-test results is indicative of a very highly significant difference in the learning outcomes of Grade 8
students before and after the G.C.A.S.H. (Guided and Contextualized Activity Sheets for Homework)
intervention. The results can be inferred that the intervention is very effective in improving the grades of the
learners in Mathematics 8. The Eta2 value for the learning outcome of the G.C.A.S.H. (Guided and
Contextualized Activity Sheets for Homework) intervention of the Grade 8 students is 0.510 which
signifies Small Effect. This means that the G.C.A.S.H. (Guided and Contextualized Activity Sheets for
Homework) intervention contributed a small effect on the learning outcome of the Grade 8 students. Thus,
the intervention should be improved. Furthermore, it can be inferred that face-to-face classes are more
effective than the modular learning modality, particularly in Mathematics 8. The researchers recommend that
the intervention shall be employed in the different grade levels and different sections of Dilangalen
National High School as a form of remedial and reinforcement activities. The GCASH as an intervention can
also be utilized by the ALS learners of SHS as an intervention for those students who failed and who did not
meet the mastery level of the subject. Lastly, the researchers recommend to other researchers that this study
be enhanced by proposing other options aside from the use of GCASH as an aid in improving the learning
outcomes in Mathematics at Grade 8 level. This will surely help the eighth graders to have the full potential
for learning especially in this time of the pandemic.

Keywords: intervention, learning outcomes, contextualized activity, guided activity, public-school

Introduction struggling students, the researchers asked about the

Homework is an instructional tool that has been
proven to enhance students’ learning. Regardless of
grade level, quality homework results from the balance
of a set of homework characteristics, several of which
were addressed by our participants (Rosario et al.,
2018).
In Dilangalen National High School, fifty percent
(50%) of the Grade 8 students of section Jasmine did
not perform their home-based activities because they
could not understand the directions found in the
modules particularly in the Assessment part in
Mathematics subject. During the limited face-to-face
implementation, the class was divided into two sets.
Set A had the face-to-face class for the week and Set B
had their home-based activities and vice versa. During
their modular week, not all students performed their
activities at home. This is a very alarming number of
learners, and it is also the dilemma of other schools in
Midsayap Municipality. Students failed because they
did not perform their homework and other home-based
activities. Instead, they engaged in gadgets during their
free time.
During an informal interview with some of the
reasons for not performing the home-based activities.
Out of the information gathered, it was found that the
majority of them do not have an interest in doing the
activities. The common reasons the learners for not do
their homework are:
[“dili kami kasabot sa modules.” ‘walay guide and
mga assessment activities maong dili na lang nako
answeran.”]-
we cannot understand the modules because there were
no guides which is why we will not answer it anymore.
[“lisod kayo ang ubang questions kay walay mag
explain”]-
Many of the questions are very hard to understand and
very difficult to answer.
[“ok na ko sa limited face to face na akong nakuha na
scores.” “ngano mag module pa man?”.]- I am ok
with the scores I got from the limited face-to-face
classes. Why should I answer modules?
These are some of the many reasons for the pupils not
answering their home-based activities in their
statements during the informal conversation.
According to Du, Xu, and Fan (2016), teachers can

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Psych Educ, 2022, 5(1): 548-552, Document ID: PEMJ347, doi: 10.5281/zenodo.7325140, ISSN 2822-4353
Research Article

play a vital role in promoting help-seeking, by crafting

homework more interesting, helping students learn to
maintain homework motivation, and encouraging
families to make themselves available in the
homework process. Help-seeking is frequently students during the implementation of the
discussed under self-regulated learning. G.C.A.S.H. intervention?

Homework is considered a major means for

connecting learning processes at school with the
home/family sphere. Homework has for many decades
been part of the learning and teaching processes. It is
defined as “tasks assigned to students by
schoolteachers meant to be carried out during
noninstructional time, as an integral part of the
learning process” (Kukliansky et al., 2016).
The transition from home to school is compromised by
acute barriers such as lack of parental participation,
lack of encouragement and support from teachers, and
unavailability of learning materials (Ngwaru, 2014).
Leonor M. Briones, DepEd Secretary, emphasized that
the basic education learning continuity plan in the time
of Covid-19 is the response of the department to the
challenges posed by Covid-19 in the field of
education. She pointed out that education must
continue whatever the challenges and difficulties faced
now and, in the future (Ancheta & Ancheta, 2020).
The purpose of this study was to develop an
intervention to improve the learning outcomes of the
twenty-five Grade 8 students through GCASH
intervention. We believe that this will help the students
develop the needed skills to improve their grades in
Mathematics. This intervention will also help learners
cope with the basic skills in Mathematics that were
supposedly learned during early grades. With this
intervention, learners will develop their numeracy
skills based on their age and grade level.
Research Questions
This study aimed to improve the learning outcomes
among Grade 8 students of Dilangalen National High
School for the school year 2021-2022. Specifically, it
sought to answer the following research questions:
1. What are the average grades in Mathematics of by the school as soon as it was validated and approved
G r a d e 8 s t u d e n t s b e f o r e an d a f t e r th e for utilization. To finalize, revisions were made
G.C.A.S.H. interv en tio n?
2. Is there a significant difference in the learning gathered from the learners and experts. Finally, the
outcomes of Grade 8 students before and after the
G.C.A.S.H. intervention?
3. W h a t is t h e e f f e c t s i z e o f t h e
G.C.A.S.H. intervention on the learning outcomes of
the Grade 8 students?
4. What are the insightful experiences of parents and
Methodology
Research Design
This study will employ the explanatory-sequential
research design. The explanatory-sequential approach
is a sequential approach and is used when the
researcher is interested in following up the quantitative
results with qualitative data. Thus, the qualitative data
is used in the subsequent interpretation and
clarification of the results from the quantitative data
analysis. The researchers first gathered the quantitative
data and interpreted them accordingly using
appropriate statistical tools. Then, they gathered
qualitative data through focus group discussion and
utilized thematic analysis.
Respondents and Other Sources of Data and
Information
The respondents of this study are the identified eight
graders who have difficulty answering problems in
Mathematics 8 subject. They were identified through
the third quarter test results. Other sources of
information came from the anecdotal records of the
class advisers and their performance during the limited
face-to-face classes from their teachers in
Mathematics.
Description of Action and Implementation
The G.C.A.S.H. intervention was crafted by the
researcher. The crafting involved the researchers, the
peers, and the master Teachers in Mathematics. The
instruments were validated by at least three experts in
the fields whose expertise conforms with the indicators
under validation. The intervention was implemented
incorporating all the suggestions and recommendations
G.C.A.S.H. intervention was presented and defended
for its validity, utilization, and implementation.

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Psych Educ, 2022, 5(1): 548-552, Document ID: PEMJ347, doi: 10.5281/zenodo.7325140, ISSN 2822-4353
Research Article
Sampling Procedure
The respondents of this study were the twenty Grade 8
students of Dilangalen National High School who have
difficulty learning Mathematics. This is the total
number of students identified based on the conducted
pretest results. This study used purposive sampling
from the sample size of the respondents. The
researchers randomly selected twelve students to be
the participants in the Focus Group Discussion.
Data Gathering Method
This action research used an explanatory sequential
research design to explain the effect of the intervention
to the twenty (25) Grade 8 students. Furthermore, this
research helped improve the learning outcomes in
Mathematics of the twenty-five Grade 8 students of
Dilangalen National High School through the
G.C.A.S.H. intervention by comparing the results of
the pre-test and post-test. During the conduct of this
study, the researcher did the following: They collected
the mean grades of the respondents in the third grading
period; did the intervention; collected the mean grades
of the respondents during the fourth grading period
and finally, collected and tabulated the results of the
data analysis. Focus Group Discussion was conducted
to know the insightful experiences of the respondents
during the conduct of the intervention. The data
gathered was interpreted through thematic analysis.
Results and Discussion
Descriptive Analysis on the Average Grades of the
Participants
Table 1. Average grade in Mathematics of Grade 8
students before and after the G.C.A.S.H. (Guided and
Contextualized Activity Sheets for Homework)
intervention
Table 1. shows the average grade in Mathematics of
Grade 8 students before and after the G.C.A.S.H.
intervention. The highest grade of the participants
before the G.C.A.S.H. intervention is 78, while after
the intervention, the highest is 89. The mean grade of
the participants before the intervention is 75.95 with a
standard deviation of 0.30327. Furthermore, after the
intervention, the mean grade of the participants is
Lumapguid et al.
88.05 with a standard deviation of 0.16975. The results
imply that there is a significant increase in the
performance of the students after the implementation
of the intervention. It can be inferred that the
intervention is effective in improving the learning
outcomes of the respondents particularly in
Mathematics 8.
Analysis of the Significant Difference on the
Learning Outcomes of the Participants
Table 2. Test of the significant difference on the
learning outcomes of Grade 8 students before and
after the G.C.A.S.H. (Guided and Contextualized
Activity Sheets for Homework) intervention
Table 2 depicts the significant difference on the
learning outcomes of Grade 8 students before and after
the G.C.A.S.H. (Guided and Contextualized Activity
Sheets for Homework) intervention. The data show that
the learning outcome of the participants have a mean
grade difference of -12.100. The obtained t-value is
-44.736 and the probability of 0.000 which is lesser
than 0.01 level of significance is indicative of a very
highly significant difference on the learning outcomes
of Grade 8 students before and after the G.C.A.S.H.
(Guided and Contextualized Activity Sheets for
Homework) intervention. The results can be inferred
that the intervention is very effective in improving the
grades of the learners in Mathematics 8.
Descriptive Analysis on the Effect Size of the
G.C.A.S.H. (Guided and Contextualized Activity
Sheets for HomeWorks) Intervention to the
Learning Outcomes of the Grade 8 Students
Table 3. Effect size of the G.C.A.S.H. (Guided and
Contextualized Activity Sheets for Homework)
intervention to the learning outcomes of the Grade 8
students
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Psych Educ, 2022, 5(1): 548-552, Document ID: PEMJ347, doi: 10.5281/zenodo.7325140, ISSN 2822-4353
Research Article
The Eta2 value for the learning outcome of the
G.C.A.S.H. (Guided and Contextualized Activity
Sheets for HomeWorks) intervention of the Grade 8
students is 0.510 which signifies Small Effect. This
m ean s that the G. C.A .S. H. ( Gu id ed and
Contextualized Activity Sheets for Homework)
intervention contributed small effect on the learning
outcome of the Grade 8 students. Thus, the
intervention should be improved. Furthermore, it can
be inferred that face-to-face classes are more effective
than the modular learning modality particularly in
Mathematics 8.
Insightful experiences of Grade 8 students during
the implementation of the G.C.A.S.H. (Guided and
Contextualized Activity Sheets for Homework)
intervention
Based on the responses of the Grade 8 students in the
Focused Group Discussion conducted, it can be
inferred that the intervention used was very much liked
by the pupils and was useful. Presented in this portion
are the results and discussions from the Focus Group
Discussion conducted to twelve (12) Grade 8 students
in the school year 2021-2022.
Table 4. Insightful Experiences of the Respondents
during the Implementation of the G.C.A.S.H.
intervention.
Results in the study revealed that the majority of the
respondents preferred to use the GCASH. Their
common reasons were enumerated and GCASH
offered many examples for them to understand the
problem or homework easily. The GCASH offered
only a brief description of the topic discussed and was
followed immediately by the activities that students
will answer. Furthermore, the respondents expressed
that answering the problems through GCASH saved
them time. Also, it was revealed in the Focus Group
Discussion that the GCASH offered simple activities
and Math problems suited to the academic orientation
of the Grade 8 students. According to the respondents,
before using GCASH, the more they read; and the
Lumapguid et al.
more activities they answered, the more they were
confused since nobody was guiding and helping them.
Table 5. Insightful Experiences of the Parents of the
Respondents during the Implementation of the
G.C.A.S.H. intervention.
The results of the focus group discussion show that
majority of the parents that GCASH gave the
opportunities of their children developed their study
habit. It was also observed by the parents that their
children independently performed their tasks and
homework. Furthermore, the GCASH intervention has
developed the time management skills of the
respondents.
Learning and Insights
The use of the GCASH was an effective intervention
in improving the learning outcomes among the Grade
8 Math students of Dilangalen National High School in
the second semester of the School Year 2021-2022.
Furthermore, the intervention used by the Grade 8
teachers significantly increased their learning
outcomes. According to the feedback from the
advisers, there was a significant increase in their
academic performances. Logically, the use of the
GCASH was effective in solving the problem of
answering and performing Mathematics tasks and
homework. Evidently, the increase of their academic
performance was a manifestation that they found the
intervention effective. The respondents of this study
proposed that this intervention will be adopted by the
school administrators as a permanent tool to be used.
Conclusion
Based on the findings of the study, the following
conclusions were drawn: (1) The use of GCASH
significantly increased the submission rate among the
Grade 8 students of Dilangalen Nation High School
specifically in the 3rd and 4rth quarters of SY
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Psych Educ, 2022, 5(1): 548-552, Document ID: PEMJ347, doi: 10.5281/zenodo.7325140, ISSN 2822-4353
Research Article
2021-2022. (2) The grades in Mathematics of the
Grade 8 students significantly increased after utilizing
the GCASH intervention. (3) Generally, the
participants of the study perceived that utilizing the
GCASH helped them in making their tasks easier.
Moreover, it is highly recommended that: (1)Crafting
of the GCASH shall be included in one of the SLAC
sessions in the school. (2) The intervention should be
employed in the different grade levels and different
sections of Dilangalen National High School as a form
of remedial and reinforcement activities. (3) The
GCASH as an intervention can also be utilized by the
ALS learners of SHS as an intervention for those
students who failed and who did not meet the mastery
level of the subject.
References
Ancheta, R., & Ancheta, H. (2020). The new normal in education: A
challenge to the private basic education institutions in the
Philippines. International Journal of Educational Management and
Development Studies, 1(1).
Du, J., Xu, J., & Fan, X. (2016). Investigating factors that influence
Lumapguid et al.
students’ help seeking in math homework: A multilevel analysis.
Learning and Individual Differences, 48, 29–35.
Kukliansky, I., Shosberger, I., & Eshach, H. (2016). Science
teachers’ voice on homework: Beliefs, attitudes, and behaviors.
International Journal of Science and Mathematics Education, 14,
229–250.
Rosário, P., Núñez, J. C., Vallejo, G., Nunes, T., Cunha, J., Fuentes,
S., et al. (2018). Homework purposes, homework behaviors, and
academic achievement. Examining the mediating role of students’
perceived homework quality. Contemp. Educ. Psychol. 53, 168–180.
doi: 10.1016/j.cedpsych.2018.04.001
Affiliations and Corresponding Information
Gay Lumapguid, PhD
Dilangalen National High School
Department of Education - Philippines
Mele Gella, MAEd
Dilangalen National High School
Department of Education - Philippines
Dante Canja, MST Math
Dilangalen National High School
Department of Education - Philippines
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