Angel Salvador Laysico Action PDF

SCHOOL
LOGO
HERE
ENHANCING ACADEMIC
PERFORMANCE IN
MATHEMATICS OF GRADE 9
STUDENTS AMIDST COVID-19
PANDEMIC THROUGH PROJECT
MATH
LAYSICO, ANGEL SALVADOR B.
Completed 2022
Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE-MALABON CITY
Enhancing Academic Performance in Mathematics of Grade 9 Students Amidst

Covid-19 Pandemic Through Project Math
An ACTION RESEARCH
Presented to
Division Research Committee (DRC)
and Department of Education
ANGEL SALVADOR B. LAYSICO

Teacher II – Mathematics
Longos National High School
Schools Division Office – Malabon City
2022
Teacher-Led and Teacher-Related-Led Research
October 2022
1
ABSTRACT
Enhancing Academic Performance in Mathematics of Grade 9 Students Amidst

Covid-19 Pandemic Through Project Math

Teacher II – Mathematics
2022
Mathematics was being treated as one of the hardest subjects by the
students, it was an additional responsibility of the educators who are teaching math
is to make the discussion lighter. In Schools Division Office – Malabon City, for instance,
they have been implementing distance learning setups, both modular and online. The
division utilizes teacher-made modules in teaching the students. Some teachers have
provided additional supplemental handouts to be utilized by the students. This study
sought to determine the effectiveness of supplemental handouts being provided by
the teacher aside from the module coming from the Division Office. This study also
aimed to contribute in solving the existing challenges faced by teachers and students
during the COVID-19 educational system approaches.
A mixed-method research design was used in this study. The subjects of this
study were 120 Grade 9 students, identified through purposive sampling. The
respondents took a pre-test before they underwent intervention. Afterward, the
respondents were given a post-test after the whole intervention was administered.
ii
After the intervention was employed, it was found that there was a significant
difference between the pre-test and post-test scores of the respondents. This implies
that the SIM on Integers Is deemed effective.
The results of the study established that there is a constant development of
supplemental materials in enhancing the academic performance of the students in
Mathematics. One of these materials is a learning module like Project MATH. This
supplementary material guides students in their deeper understanding of the
quadrilaterals.
Keyword: handout, academic performance in math, intervention
iii
ACKNOWLEDGEMENT
I would like to thank the Schools Division Office – Malabon City and my
colleagues from Longos National High School through the supervision of our Principal
and former Researcher Coordinator, Mr. Juanito H. Gayola and Mr. Mark Alvin C. Cruz
respectively, for the insights, assistance and support being provided throughout the
conduct of the study.
I would also like to extend my gratitude to my colleagues, Mrs. Michelle D.
Zambale, Mrs. Deliza B. Vasquez, and Mr. David Janzens S. Cruz, from our department
who validated my supplementary material, pretest, and posttest that contributed a
lot in the completion of my study.
I would also like to extend my thanks to Mrs. Marian Kris D. Castor and Mrs. Maria
Fe F. Fatalla who served as my grammarian and statistician respectively in completing
my manuscript.
I would also like to thank my family who served as my source of inspiration.
Lastly, to our God Almighty for the good health and strength, He has given me
in finishing my study.
ASL
iv
TABLE OF CONTENTS
TITLE PAGE i
ABSTRACT ii
ACKNOWLEDGMENT iv
TABLE OF CONTENTS v
I. Context and Rationale 1
II. Innovation, Intervention, and Strategy 3
III. Action Research Questions 3
IV. Hypothesis 4
V. Action Research Methods 4
a. Research Design 4
b. Participants and/or other Sources of Data and Information 5
c. Data Gathering Methods 5
d. Data Analysis Plan 5
VI. Discussion of Results and Recommendation 6
a. Results/Findings of the Study 6
b. Conclusions and Recommendations 10
c. Reflection 11
VII. Action Plan 12
VIII. References 13
v
IX. Annexes
a. Pretest 15
b. Posttest 17
c. Checklist 19
d. Supplemental Handout 21
X. List of Tables
a. Table 1 - Mean of the Pre-test and Post-test
Scores of the Students in Quadrilaterals 25
b. Table 2 - Test of Significance between the Pretest
and Post-test Scores of Grade 9 Students in Quadrilaterals 25
c. Table 3- Various Ways Contributing in Enhancing
the Academic Performance in Quadrilaterals
of Grade 9 Students 26
d. Action Plan 27
vi
I. Context and Rationale

One of the sustainable development goals of United Nations was about
having a quality education. The international body aimed to ensure inclusive
and equitable quality education and lifelong learning opportunities for all. It also
aimed to ensure that all youth and a substantial proportion of adults, both men
and women, achieve literacy and numeracy was just one of the targets for
attaining quality education by the year 2030.
In a smaller perspective, the Philippine education system was still facing
problems when it comes to the numeracy skills of the students especially of those
who are in the basic education program. This was the reason why former
President Benigno S. Aquino III (2010) introduced his education agenda entitled,
“Ten Ways to Fix Philippine Basic Education.” One of its ways pertained to
science and math proficiency. According to one of his interviews with the
Philippine Daily Inquirer, a strong Science and Math curriculum starts as early as
Grade 1 with instructional materials and properly trained elementary teachers.
One of the responsibilities of educators was to make sure that all the
students learn every lesson at their best. They must ensured that no one was left
behind so that the succeeding lessons can be easily understood by the students
especially if pre-requisite concepts and knowledge are needed. Since
Mathematics was being treated as one of the hardest subjects by the students,
1
it was an additional responsibility by the educators who are teaching math is to
make the discussion lighter.
Providing quality education to the students became more challenging in
the present time because of the COVID-19 pandemic. To delay the spread of
the virus and prevent infections, most countries have temporarily closed
educational facilities (Tria, 2020). As part of DepEd’s continuous efforts to
continue providing quality education despite the pandemic, the department
decided to offer alternative learning delivery modes of education for each
learner in the country, regardless of their situation in life. DepEd came up with
three distance learning delivery modalities which are the following: face-to-
face, distance learning (varying from modular distance learning, online distance
learning, TV/Radio-based instruction), blended learning, and homeschooling
(DepEd Order no. 12 s. 2020).
In Schools Division Office – Malabon City, for instance, they have been
implementing distance learning setup, both modular and online. The division
utilizes teacher-made modules in teaching the students. Some teachers have
provided additional supplemental handouts to be utilized by the students.
This study sought to determine the effectiveness of supplemental
handouts being provided by the teacher aside from the module coming from
the Division Office. This study also aimed to contribute in solving the existing
2
challenges faced by teachers and students during the COVID-19 educational
system approaches.
II. Innovation, Intervention, and Strategy

In this trying time of the COVID-19 pandemic, most of the schools in the country
are having problems on how to motivate and enhance the academic
performance of the students especially in Mathematics. Inpite of having
modules to be used in the teaching and learning process, there were students
who still got low scores in different forms of assessment.
To resolve this issue, the researcher developed supplementary material in

quadrilateral, which was named as Project MATH: iMproving Academic
achievement Through Handout, to enhance the academic performance of
selected Grade 9 students in Longos National High School.
Last February 2022, the researcher constructed and validated the

supplemental material on quadrilaterals. The researcher used different
references and textbooks to make the discussion of the lesson brief and easy to
understand by students with different learning abilities. It was followed by the
identification of the respondents. A pretest was administered to the respondents.
Those who got the low scores were given supplemental handouts for innovation
until April.
During April, a posttest was administered to the respondents together with a

checklist on how the supplemental handouts helped them in improving their
academic achievement in mathematics,
III. Action Research Questions

1. What is the mean of the pre-test and post-test scores of the students in
quadrilaterals?
3
2. Is there a significant difference between the pre-test and post-test scores in

quadrilaterals?
3. How can the handouts enhance the academic performance of Grade 9
students in Longos National High School?
IV. Hypothesis of the Study
HO: There is no significant difference between the pre-test and post-test scores
of the respondents in quadrilaterals.
Ha: There is a significant difference between the pre-test and post-test scores of
the respondents in quadrilaterals.
V. Action Research Methods
a. Research Design
The researcher used mixed-method research as its research design.
Mixed-method research merges elements of qualitative research and
quantitative research to answer the research question. Mixed methods can help
the researcher gain a more complete picture than a standalone quantitative or
qualitative study, as it integrates the benefits of both research methods (George,
2022).
According to Dawadi, S. et. al. (2021), a mixed-method research
approach is a methodology in its own right. As It is a research design that has its
own philosophical ideas and approaches of inquiry. As a research methodology,
4
it involves philosophical hypotheses to offer directions for the collection and
analysis of data from multiple sources in a single study.
b. Participants and/or other Sources of Data and Information

The subjects of this study were 120 Grade 9 students under the supervision
of the researcher, identified through purposive sampling. In this sampling
technique, the researcher relied on his own judgment when choosing members
of the population to participate in the study. It produced strong estimates of the
population and provided a simple sample design and interpretation.
According to Nikolopoulou (2022), purposive sampling means a group

of non-probability sampling techniques in which elements are selected due to
characteristics that the researcher needs in sample. This sampling method is
normal in a qualitative research and mixed methods research. It is particularly
helpful if the researcher need to find information-rich cases or make the most
out of limited resources.
c. Data Gathering Methods

The researcher sought the approval of the school principal to conduct
the study. A pretest was administered before implementing the innovation,
Followed by the distribution of supplementary material to the respondents. Lastly,
a post-test was administered to gather data for this study. The tests were crafted
by the researcher with the help of other colleagues. The tests contained topics
from the third quarter period which includes quadrilaterals. Students were asked
to answer a checklist to determine how the handout helped them in
understanding the topic of quadrilaterals.
d. Data Analysis Plan
5
The results of the study were in numeric figures which calculated using
various statistical tools to find the significant difference in the scores of the
students after the intervention was given.
T-test was used in this study to determine the significant difference

between the pre-test and post-test scores of the students. The obtained values
were tested at 0.05 level of significance.
There was also a checklist administered to the respondents to determine

how the handout helped in learning the lessons well. A weighted mean was used
in this part of the study.
VI. Discussion of Results and Recommendation
a. Results/Findings of the Study

Table 1
Mean of the Pre-test and Post-test Scores of the Students in Quadrilaterals
Section Pre-test Post-test

Epicurus 5.60 18.17
Thales 5.84 18.23
Thucydides 5.64 18.36
Democritus 5.94 18.26
Average 5.75 18.25
Table 1 presents the mean of the pre-test and post-test scores of the
students. The table shows that the students from Epicurus obtained a mean of
5.60 on the pre-test and 18.17 on the post-test. The students from Thales obtained
a mean of 5.84 on the pre-test and 18.23 on the post-test. The students from
Thucydides obtained a mean of 5.64 in the pre-test and 18.36 in the post-test.
6
The remaining students from Democritus obtained a mean of 5.94 on the pre-
test and 18.26 on the post-test.
In general, the students obtained a mean of 5.75 on the pre-test and

18.25 on the post-test.
The results of the assessments in the research were similar to the research
conducted by Penilla, J. et al (2020) which showed that the provision of
reviewers and hand-outs enhanced the academic performance of students in
mathematics subjects in written works and quarterly assessments by utilizing and
reading the handouts and reviewer, the students become more educated
about the content and make it easier for the students to accomplish all given
written tests.
Table 2
Test of Significance between the Pre-test and Post-test Scores of Grade 9

Students in Quadrilaterals
Compute Tabular t-value

Interpretatio
N Mean SD d at 0.05, df = Decision
n
t-value 119
Pretest 5.75 1.54 Reject
120 88.95 1.98 Significant
Posttest 18.25 1.46 Ho
Table 2 presents the significant difference between the pre-test and post-
test scores in quadrilaterals after the implementation of Project MATH. The table
shows that the computed value of 88.95 is significant beyond the 0.05 level. Thus,
the null hypothesis of the participation of the students before and after the
7
implementation of Project MATH is rejected and infers that the academic

performance of the students have improved after the intervention was given.
The results of this study were parallel to the research conducted by

Woodward (2022) which showed that innovative approaches in mathematics
are feasible for students with average and above average academic
capabilities. Construction and provision of innovation such as printed handouts
greatly contribute to the enhancement of academic performance of the
students.
Table 3
Various Ways Contributing in Enhancing the Academic Performance in

Quadrilaterals of Grade 9 Students
Indicators Mean Interpretation Rank
1. The handout provided accurate Strongly

4.76 1
information on quadrilaterals. Agree
2. The handout greatly helped the students Strongly

4.58 4
to answer problems on quadrilaterals. Agree
3. The students easily gained knowledge

Strongly
without experiencing any understanding 4.66 3
Agree
difficulties.
4. The students learned the different
4.38 Agree 7
relevant skills related to quadrilaterals.
5. Even with minimal supervision, the
Strongly
students were able to perform the task with 4.56 5
Agree
confidence and ease.
8
Strongly
6. The handout was easy to understand. 4.71 2
Agree
7. The examples given were relevant and
contributed to the students’ understanding 4.48 Agree 6
on quadrilaterals.
8. The illustrations given were relevant and
on quadrilaterals.
Strongly
General Weighted Mean 4.56
Agree
Table 3 presents the various ways contributing in enhancing the
academic performance in quadrilaterals of grade 9 students. It can be noticed
that indicator states that “The handout provided accurate information on
quadrilaterals.” ranked first with a mean of 4.76. It was followed by indicator
which states that “The handout was easy to understand.” with a mean of 4.71.
Then, the indicator which states that “The students easily gained knowledge
without experiencing any understanding difficulties.” Ranked third with a mean
of 4.66. It means that the students strongly agreed that these ways helped them
in enhancing their academic performance in quadrilaterals.
The ways that the students agreed on how the supplementary material
contributed in enhancing their academic performance were “The examples
given were relevant and contributed to the students’ understanding on
quadrilaterals.” With a mean of 4.48, “The students learned the different relevant
skills related to quadrilaterals” with a mean of 4.38 and “The illustrations given
were relevant and contributed to the students’ understanding on
quadrilaterals.” With a mean of 4.34.
9
In general, the students strongly agreed that the supplementary

material contributed to enhancing their academic performance in
quadrilaterals.
The students without handouts must do a bit more work to achieve and
accomplish some tasks as those who were given handouts. Handouts were
necessary to guide the students through handouts, as they may not be grown
enough to handle time for learning and to look for the appropriate reference
books (Stephenson, 2017). Handouts really contributed to students’ learning in
different positive ways.
b. Conclusions and Recommendations
The findings based on the statistical analysis of data led to the following
conclusions:
1. There was a significant difference between the pretest and posttest scores in
quadrilaterals after the implementation of Project MATH. This implies that the
intervention applied was proven effective.
2. The Project MATH of Longos National High School enhanced the academic
performance of the students in quadrilaterals of the Grade 9 students through
the supplementary material.
3. The Project MATH contributed in various ways in enhancing the academic
performance of the students in quadrilaterals of the Grade 9 students.
Based on the findings and conclusions, the researcher recommends the:
1. School administrators should support this kind of supplementary material that will
help the students to realize the significance of Mathematics in real-life.
2. Teachers should continue to design and craft such supplementary material that
will enhance the academic performance of the students.
10
3. Other researchers may also conduct a study similar to this research to further
prove the importance of learning Mathematics.
c. Reflection
After the conduct of the study, the researcher realized that the real
purpose of the supplemental handouts can clarify the topic being discussed,
save the student the trouble of trying to portray time-consuming detail on a
chalkboard or whiteboard to illustrate what the teacher is discussing, give the
students a reliable reference for learning the learning, provide material beyond
the lecture, provide more up-to-date material than contained in the handout
and free up time for other learning activities.
The researcher had different learning experiences in conducting the
study. The researcher learned that the teachers should be responsible in the
effective and efficient teaching and learning process between them and the
students. It is essential that the teachers should make sure that the students will
learn the lesson in the most possible way.
The research was made possible and a successful one because of the
assistance exerted by the colleagues of the researcher in construction and
validation of the supplemental handout. Since the researcher chose the
students who were participants of the innovation, the study became easier to
conduct.
11
The research can be improved in the future implementation of the
innovation by covering more topics in the supplemental handouts.
VII. Action Plan

Objectives Activities/ Persons Involved Time Frame
Strategies
To share the
results of the
research to other
School Learning All teaching
teachers or August 2022 –
Action Cell personnel in our
colleagues February 2023
speaker school
through school
learning action
cell
To guide the
mathematics
Be a resource
teachers in Mathematics
speaker in a
creating teachers in the February 2023
division in-service
supplemental division
training
handout during an
in-service training
To share the results Be a research
of the research in presenter in a Other research August 2022 –
a research research enthusiasts June 2023
conference conference
12
VIII. REFERENCES
Aquino III, Benigno S., (2015). 10 ways to fix Philippine Basic Education. Retrieved from:
https://mlephil.wordpress.com/2010/07/09/10-ways-to-fix-philippine-basic-
education-an-insight-into-aquinos-thinking-as-presidential-candidate/.
Dawadi, S., et al. (2021). Mixed-Methods Research: A Discussion on its Types,

Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2), 25-36
DOI: https://doi.org/10.46809/jpse.v2i2.20.
Department of Education, (2020). DepEd Order No. 012, s. 2020 Adoption of the Basic
Education Learning Continuity Plan for School Year 2020-2021 in the Light of the
COVID-19 Public Health Emergency. Retrieved from:
https://www.deped.gov.ph/wpcontent/uploads/2020/06/DO_s2020_012.pdf
George, T. (2022). Mixed Methods Research | Definition, Guide & Examples. Retrieved
from https://www.scribbr.com/methodology/mixed-methods-research/
Nikolopoulou, K. (2022). What Is Purposive Sampling? | Definition & Examples.

Retrieved from https://www.scribbr.com/methodology/purposive-
sampling/#:~:text=Purposive%20sampling%20refers%20to%20a,on%20purpose%
E2%80%9D%20in%20purposive%20sampling.
Penilla, J., et. al. (2020). Improving Academic Performance of Selected Grade 11 ABM
Student in General Mathematics using Handouts and Reviewer. Retrieved from
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1125
Stephenson, B. (2017). The role of structured handouts in improving the teaching

learning process of final year MBBS students. Retrieved from
https://pediatrics.medresearch.in/index.php/ijpr/article/view/303/604.
Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the: The
New Normal. Research Gate. Retrieved from:
13
https://www.researchgate.net/publication/341981898_The_COVID19_Pandemi
c_through_the_Lens_of_Education_in_the_Philippines_The_New_Normal.
United Nations, (2015). Transforming Our World: The 2030 Agenda For Sustainable
Development. Retrieved from:
https://sustainabledevelopment.un.org/content/documents/21252030%20Age
nda%20for%20Sustainable%20Development%20web.pdf.
Woodward, J. (2022). The Effects of an Innovative Approach to Mathematics on

Academically Low Achieving Students in Mainstreamed Settings. Retrieved from
https://www.researchgate.net/publication/254848199_The_Effects_of_an_Innov
ative_Approach_to_Mathematics_on_Academically_Low_Achieving_Students_
in_Mainstreamed_Settings
PREPARED BY:

Lead Researcher
CHECKED BY:
MUTYA R. DADIZON
Division Research Coordinator
Senior Education Specialist
Planning and Research
14
IX. Annexes
a. Pretest
15
16
b. Posttest
17
18
c. Checklist
19
20
d. Supplemental Handout
21
22
23
24
X. List of Tables
Table 1
Mean of the Pre-test and Post-test Scores of the Students in Quadrilaterals
Section Pre-test Post-test
Epicurus 5.60 18.17
Thales 5.84 18.23
Thucydides 5.64 18.36
Democritus 5.94 18.26
Average 5.75 18.25
Table 2
Test of Significance between the Pre-test and Post-test Scores of Grade 9

Students in Quadrilaterals
Compute Tabular t-
Interpretatio
N Mean SD d value at 0.05, Decision
n
t-value df = 119
Pretest 5.75 1.54

Reject
120 88.95 1.98 Significant
Ho
Posttest 18.25 1.46
25
Table 3
Various Ways Contributing in Enhancing the Academic Performance in

Quadrilaterals of Grade 9 Students
Indicators Mean Interpretation Rank
1. The handout provided accurate Strongly

4.76 1
information on quadrilaterals. Agree
2. The handout greatly helped the students Strongly

4.58 4
to answer problems on quadrilaterals. Agree
3. The students easily gained knowledge

Strongly
without experiencing any understanding 4.66 3
Agree
difficulties.
4. The students learned the different
4.38 Agree 7
relevant skills related to quadrilaterals.
5. Even with minimal supervision, the
Strongly
students were able to perform the task with 4.56 5
Agree
confidence and ease.
Strongly
6. The handout was easy to understand. 4.71 2
Agree
7. The examples given were relevant and
on quadrilaterals.
8. The illustrations given were relevant and
on quadrilaterals.
26
Strongly
General Weighted Mean 4.56
Agree
Action Plan
Objectives Activities/ Persons Involved Time Frame
Strategies
To share the results
of the research to
other teachers or School Learning All teaching
August 2022 –
colleagues Action Cell personnel in our
February 2023
through school speaker school
learning action
cell
To guide the
mathematics Be a resource
Mathematics
teachers in creating speaker in a
teachers in the February 2023
supplemental division in-service
division
handout during an training
in-service training
To share the results Be a research
of the research in a presenter in a Other research August 2022 –
research research enthusiasts June 2023
conference conference
27

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SCHOOL

Enhancing Academic Performance in Mathematics of Grade 9 Students Amidst

ANGEL SALVADOR B. LAYSICO

Enhancing Academic Performance in Mathematics of Grade 9 Students Amidst

ANGEL SALVADOR B. LAYSICO

Mathematics was being treated as one of the hardest subjects by the

provided additional supplemental handouts to be utilized by the students. This study

sought to determine the effectiveness of supplemental handouts being provided by

during the COVID-19 educational system approaches.

respondents took a pre-test before they underwent intervention. Afterward, the

that the SIM on Integers Is deemed effective.

The results of the study established that there is a constant development of

supplemental materials in enhancing the academic performance of the students in

supplementary material guides students in their deeper understanding of the

Keyword: handout, academic performance in math, intervention

conduct of the study.

I would also like to extend my gratitude to my colleagues, Mrs. Michelle D.

who validated my supplementary material, pretest, and posttest that contributed a

lot in the completion of my study.

Fe F. Fatalla who served as my grammarian and statistician respectively in completing

I would also like to thank my family who served as my source of inspiration.

I. Context and Rationale 1

II. Innovation, Intervention, and Strategy 3

III. Action Research Questions 3

V. Action Research Methods 4

b. Participants and/or other Sources of Data and Information 5

c. Data Gathering Methods 5

d. Data Analysis Plan 5

VI. Discussion of Results and Recommendation 6

a. Results/Findings of the Study 6

b. Conclusions and Recommendations 10

VII. Action Plan 12

a. Table 1 - Mean of the Pre-test and Post-test

Scores of the Students in Quadrilaterals 25

b. Table 2 - Test of Significance between the Pretest

and Post-test Scores of Grade 9 Students in Quadrilaterals 25

c. Table 3- Various Ways Contributing in Enhancing

the Academic Performance in Quadrilaterals

I. Context and Rationale

having a quality education. The international body aimed to ensure inclusive

attaining quality education by the year 2030.

In a smaller perspective, the Philippine education system was still facing

Grade 1 with instructional materials and properly trained elementary teachers.

especially if pre-requisite concepts and knowledge are needed. Since

it was an additional responsibility by the educators who are teaching math is to

make the discussion lighter.

Providing quality education to the students became more challenging in

educational facilities (Tria, 2020). As part of DepEd’s continuous efforts to

continue providing quality education despite the pandemic, the department

decided to offer alternative learning delivery modes of education for each

learning, TV/Radio-based instruction), blended learning, and homeschooling

(DepEd Order no. 12 s. 2020).

utilizes teacher-made modules in teaching the students. Some teachers have

provided additional supplemental handouts to be utilized by the students.

This study sought to determine the effectiveness of supplemental

challenges faced by teachers and students during the COVID-19 educational

II. Innovation, Intervention, and Strategy

To resolve this issue, the researcher developed supplementary material in

Last February 2022, the researcher constructed and validated the

During April, a posttest was administered to the respondents together with a

III. Action Research Questions

2. Is there a significant difference between the pre-test and post-test scores in

students in Longos National High School?