Republic of the Philippines

Department of Education
REGION IV-A CALABARZON

BERF Action Research Proposal Application Template

LEAD
RAMILO, MARIAN, D.
PROPONENT
MEMBER GASCON, MELODY, G.
MEMBER
THE USE OF TAMBYOLO NG CARMONA (CALCULATE, ANALYZE,
TITLE OF READ MANIPULATE OPERATE NUMERATE ASSESS); A
RESEARCH STRATEGIC INTERVENTION MATERIAL (SIM) IN IMPROVING
MATHEMATICS SKILLS PERFORMANCE OF GRADE 2 PUPILS
DIVISION Cavite Province

Context and Rationale

Mathematics is an important subject being taught at school. It is one of the core subjects

that are necessary for pupils to learn in order to build a strong academic foundation that they can

use in their studies and daily lives. In more specific terms, understanding mathematics is vital as

it helps people develop critical thinking and analytical skills which can be used not only in studies

and career progression but also in solving real-life math problems and real life situations. It gives

deeper and more concrete insights into what is happening in the surroundings.

Thus, its value goes beyond the classroom and the school. Therefore, mathematics as a

school subject must be learned comprehensively and with much depth (Department of Education,

2013). Despite the many changes to the curriculum, the goals of mathematics education at the

basic education level remain the same: “to provide opportunities for individuals to develop skills

and attitudes needed for effective participation in everyday living and prepare them for further

education. (Pascua, 1993).

However, many of the learners performed low in Mathematics. For instance, we observe

that students are afraid of learning mathematics subject. There are numerous reasons why they

are unable to comprehend fundamental mathematical ideas and methods such as; Many students

simply don’t spend enough time practicing math concepts. Other students may not realize they

need more time reviewing certain areas. Sometimes a student will feel like they understand a
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concept, but when attempting to do a problem themselves, they don’t know how to begin ( or end

up struggling through the process). In comparison to other subjects or learning areas, learning

mathematics presents relatively fewer challenges. As a result, common students try to avoid

mathematics because it becomes more challenging to them. Teaching fundamental mathematical

concepts at the numeracy level has remained a challenge up until this point, at the primary level

struggle to learn new numeracy concepts despite their motivation. They usually guess, so they

didn't come up with the right answer.

According to Ernest (n.d), a game is the most striking way to engage pupils in learning

mathematics. Manipulatives help learners develop creativity and the ability to think, communicate,

and solve problems. Tends to develop number and spatial sense and the ability to appreciate

patterns and structures of number and shapes. Moreover, it will enhance learners' lifelong learning

abilities through basic mathematical knowledge and inculcate the importance of localization

materials.

In fact, students are strongly motivated when they immerse themselves in the activity, and

over a period they can enhance their attitude toward the subject. In addition to being motivating,

games also add variety to the overall mathematics curriculum by bringing another varied approach

to the teaching of the subject. Similarly, researchers claimed that children need to discuss

Mathematics as well as learn it in other ways. When groups of children play math games, teachers

need to talk over, move, and discuss the correctness of answers and different strategies. (Bose,

Tsamaase, & Seetso, 2013)."

With this, the study's main goal is to find out how well the learners of Grade 2 pupils

improve their performance through games. Through the help of manipulative material “Tambyolo

ng Carmona” (Calculate, Analyze, Read Manipulate Operate Numerate Assess); A Strategic

Intervention Material (SIM) a localized made material integrated into different skills in

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mathematics, since it has been observed that this subject seemed difficult and challenging for

learners, it will be interesting if games are incorporated into teaching-learning process to facilitate

easy learning of the concept being developed in Mathematics.

As it is believed that games generate enthusiasm, excitement, total involvement, and

enjoyment in learners. Using games may pave the way to boredom and lack of interest in the

pupils in learning Mathematics, which also contributed to their low achievement in Mathematics.

Since this subject is regarded as complex and difficult, it should be taught in an easy and

engaging way to encourage more participation and eventually achieve high performance.

Conceptual Framework of the study

INDEPENDENT TREATMENT DEPENDENT

CARMONA TAMBYOLO
RESULTS OF THE NG CARMONA RESULTS OF THE
PRETEST POST – TEST
EXPERIMENTAL EXPERIMENTAL
GROUP GROUP

RESULTS OF THE
RESULTS OF THE POST – TEST
PRETEST CONTROL CONTROL
GROUP GROUP

Figure 1 illustrates the complete framework of the study. The independent variables

include the result of the pre-test of the control and experimental group. The arrow that connects

the two frames indicates a significant difference between the results of the pre-test and posttest

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of the Grade 2 pupils after using the treatment the Tambyolo ng Carmona Calculate, Analyze,

Read Manipulate Operate Numerate Assess); A Strategic Intervention Material (SIM).

Action Research Questions

Primarily, the study aims to enhance the performance of Grade 2 pupils of Maduya

Elementary School (MADES) in Mathematics using “Tambyolo ng Carmona” (Calculate, Analyze,

Read Manipulate Operate Numerate Assess); A Strategic Intervention Material (SIM).

Specifically, it will seek the answer to the following questions:

1. What is the mathematical skills level of Grade 2 pupils in solving basic mathematics

problems before the introduction of the interactive game?

1.1 Control; and

1.2 Experimental group

2. Is there a significant difference between the pretest and post-test of the control group

and experimental group?

3. How effective are the Tambyolo ng Carmona game activities in enhancing the

performance of Grade 2 pupils in Mathematics?

Proposed Innovation, Intervention, and Strategy

The researcher will use Tambyolo ng Carmona (Calculate, Analyze, Read Manipulate

Operate Numerate Assess); A Strategic Intervention Material (SIM)) game activities in enhancing

the performance of Grade 2 that would enhance the performance of Grade 2 pupils of Maduya

Elementary School (MADES).

The Tambyolo ng Carmona game activities would be excellent strategies. These will make

use of instructional approaches which will attempt to make the process of learning Mathematics

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 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON

more enjoyable, more exciting, more interactive, and more meaningful. It will help the pupils relax

and reduce the stress that many pupils experience because of anxiety and pressure in learning

Mathematics.

Several researchers highlighted the great value of games as a vital part of teaching

Mathematics. Accordingly, it makes pupils interested in active working during Mathematics

lessons and overall interest in the subject. It improves the whole process of Mathematics lessons

(Krejcova & Volfova, 2014). Similarly, it has a positive influence on the development of primary

school children. Games make the pupils active develop their memory, imagination, concentration,

thinking, and speech, refine pupils’ feelings area, support learning by experience, improve self-

confidence and self-cognition, make possible social learning, prepare for various social situations,

motivate, develop interests, satisfies needs, leads to creativity, and self-reliance, and fosters

relaxation and eliminates boredom (Pulos & Sneider,2014).

In addition, Randel, et al., (2009), made a precise analysis of the functions of games in

children’s development. Accordingly, games in non-cognitive areas develop feelings and positive

experiences, improvement of self-confidence, bigger activity, and motivation, and social behavior,"

The Use of “Tambyolo ng Carmona” (Calculate, Analyze, Read Manipulate Operate

Numerate Assess); A Strategic Intervention Material (SIM) in teaching basic math skills is to

improve the skills of Grade 2 learners. The four basic mathematical operations such as addition,

subtraction, multiplication, and division have applications. Thus, mastering them is one of the keys

to progress in an understanding of Math.

The manipulative material that will be used is anchored on the results of the intervention

using basic math operations to fully address students’ learning needs. TAMBYOLO NG

CARMONA-Calculate Analyze Read Manipulate Operate Numerate Assess; A Strategic

Intervention Material (SIM) is a very relevant, convenient, localized, conceptualized, and effective

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 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON

teaching material aide which make learner’s experience the educational purpose of this material

as more evocative, favorable, and internalized the importance of Tambyolo can be used for

instructional materials which help build up the desire of learning and live the well-known

Tambyolo ng Carmona which can help learners learn enthusiastically . It is composed of

mathematical concepts focused on developing and assessing the learner’s capability through

mental math. This can be used as material in mathematical problems, different operations,

fractions, and in other learning areas. The Administration of the Pre-test usually falls on the first

month of the proposed research while the Post-test slates on the third month of the proposal. The

report of results is collected and consolidated by the adviser for proper filing and consolidating of

the results.

Action Research Methods

The participants of the study are 41 Grade 2 pupils of Maduya Elementary School (MADES).

They are all currently enrolled for school year 2022-2023 .Learners will be divided into two groups

the control group (exposed to conventional methods of teaching such as explicit teaching,

discussion, and problem-solving) and the experimental group (exposed to the utilization of

Tambyolo ng Carmona (Calculate, Analyze, Read Manipulate Operate Numerate Assess); A

Strategic Intervention Material (SIM).

Other sources of data and information:

a.1 results of the pretest and posttest

a.2 summative tests after the utilization of Tambyolo ng Carmona activities

a. 3 results of interview with the pupils with parent consent

A. Participants and/or other Sources of Data and Information

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 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON

The key sources of data and information in this research are the pupils of Grade 2 in

Maduya Elementary School (MADES) who are currently enrolled for the school year 2022-

2023.The study utilizes a quasi-experimental design to improve mathematics skills using

Tambyolo ng Carmona (Calculate, Analyze, Read Manipulate Operate Numerate Assess); A

Strategic Intervention Material (SIM) on the mathematics skills performance of Grade 2

pupils.

B. Data Gathering Method

This research is a quasi-experimental design that involves two groups of

participants: 21 pupils from the control group and 20 pupils from the experimental group.

The grouping of the pupils is based on the pretest administered. The first with the highest

21 scores are classified as the Control Group while the lowest 20 pupils are classified as

the experimental group.

This will employ a purposive sampling technique. The Grade 2 pupils are grouped

according to their characteristics and attributes such as high performing and low performing

in Mathematics based on the pretest evaluation.

The researchers made sure that all these procedures in collecting data will be

properly followed during the conduct of the study. The researchers will write a permission

letter to the school principal of Maduya Elementary School to conduct the study. As soon as

permission is granted, the researchers will submit the following attachments: the

information sheet about the proposed study, a parent consent form, and the questionnaire.

As the school principal granted the permission, they will then, ask the advisers of Grade 2

teachers of Maduya Elementary pupils to give assistance to the researcher so that the data

will be obtained and accomplished. Thereafter, all survey questionnaires will be collected

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and retrieved for statistical analysis after three days or a week. Immediately, the

researchers will put all tabulated data to the Excel Spreadsheet and then, email to a trusted

statistician for statistical treatment. The statistician interpretation of the collected data will

be a basis for the researchers for further discussion, result, and conclusions.

C. Data Analysis Plan

To meet the set of objectives under study, the data gathered from the Grade 2 pupils

will be subjected to appropriate statistical analysis and interpretation.

Results will be analyzed as follows:

Questions Data Analysis Treatment

1. What are the pre and post-test results of Mean Percentage Scores

the following:

a. Control;

and

b. Experiment groups?

2. Is there a significant difference in the post- T-Test; Paired Analysis of MPS of the pre-

test results of the control group and test and post-test of the control and

experimental groups? experimental group.

3. How effective is the Tambyolo ng Carmona MPS of Summative Test of the

activities in enhancing the performance of the Experimental Group

Grade 2 pupils in Mathematics Documentary Analysis of the interview

with the Grade 2 pupils with parent

consent.

Address: Gate 2, Karangalan Village, Cainta, Rizal

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
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REGION IV-A CALABARZON

Action Research Work Plan and Timelines

ACTIVITIES *Month Month Month Month Month Month

1 2 3 4 5 6

1. Presentation of the
research proposal to
the School Head and
District Supervisor

2. Testing of validity and

reliability of the
questionnaire

3. Seek a permit to
conduct the research
(Parents, PSDS &
School Head)

4. Administration of the
Pre-Test

5. Interpretation of the
Results

6. Presentation of the
results and findings to
the school head

7. Utilization of Tambyolo
ng Carmona in
Teaching Mathematics

8. Post Administration of
Post-test

9. Data Analysis,
Calculation and
tabulation results

10. Finalization of
the research
interpretation,
findings, conclusion,
and recommendations

Plans for Dissemination and Utilization

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DISSEMINATION ACTIVITIES *Mont Mont Mont Mont Mont Mont

h1 h2 h3 h4 h5 h6

1. Share the Strategic

Intervention Materials (SIM)
to the Grade Two teachers

2. Present the research results

during the School Learning
Action Cell (SLAC

3. Present the research during

the Municipal Colloquium
(District LAC Session)

4. Exhibit and present to

Research Conference

5. Publish the Action Research

REFERENCES

Bose, K., Tsamaase, M. & Seetso, G., (2013). ‘Teaching of science and mathematics

in pre-schools of Botswana: The existing practices’, Creative Education 4(7A1),

43–51, viewed 5 December 2014, from

Krejčová, E. and Volfová, M. (2014): Didactical Games in Mathematics.

Norris, E. (2012). Solving the math problem: an international perspective on

Mathematics education. London: Royal Society for the Encouragement of Arts.

Randel, J., Morris, B., Wetzel, C. and Whitehill, B. (2012). The Effectiveness of Games for

Educational. Simulation & Gaming, 23 (3), 261–276

Pulos, S. and Sneider, C. (2014). Designing and Evaluating Effective Games for Teaching

Science and Mathematics: An illustration for Coordinate Geometry. Focus on Learning

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 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON

Problems in Mathematics, 16 (3) 23–42"

MARIAN D. RAMILO
SUBMITTED BY:
(Signature over
printed name)

MELODY G. GASCON

Address: Gate 2, Karangalan Village, Cainta, Rizal

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