EFFECTIVENESS OF PROJECT BILANG KA IN

INCREASING THE MATHEMATICAL PERFORMANCE

OF GRADE 3 PUPILS IN PAMBUHAN
ELEMENTARY SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 1130-1135
Document ID: 2023PEMJ1130
DOI: 10.5281/zenodo.8305348
Manuscript Accepted: 2023-29-8
Psych Educ, 2023, 12: 1130-1135, Document ID:2023 PEMJ1130, doi:10.5281/zenodo.8305348, ISSN 2822-4353
Research Article

Effectiveness of Project Bilang Ka in Increasing the Mathematical Performance of

Grade 3 Pupils in Pambuhan Elementary School
Kim Mathew L. Valdez*
For affiliations and correspondence, see the last page.
Abstract
To evaluate the effectiveness of Project Bilang Ka in increasing the mathematical performance of
grade 3 pupils in the ownership of learning at Pambuhan Elementary School.An experimental
method of research was utilized, and samples were purposefully chosen by the researcher. Statistical
treatments such as Mean and Mean percentage and t-tests for independent and dependent samples
were employed.The results revealed that the utilization of Project Bilang Ka is effective in increasing
the mathematical performance of Grade 3 pupils and that there is a mark of improvement in the
experimental group, while this result is opposite for the control group. It is further implied that the
application of Project Bilang Ka is more effective than the traditional way of teaching in distance
learning.Based on the findings of the study, the researcher recommends the following: for the
teachers to incorporate different assessments in teaching amidst the pandemic; deliver lessons in their
most strategic ways and encourage the pupils to value the ownership of their own learning; for the
school administrators to provide more training and innovations; and for future researchers to
undertake a similar study across the learning area for innovative instruction.Project Bilang Ka
(Bigyang Linaw Ang Numerong Gumugulo sa Kaisipan) is a CIP project of Pambuhan Elementary
School. It is a localized intervention tool that is aligned to the learners’ Mathematics activities to
value the learner’s ownership of their own learning.

Keywords: effectiveness, self-learning assessment, intervention plan

Introduction advised educators that in this "new normal"

At the basic, second-cycle, and tertiary levels,
mathematics is a crucial subject. Its significance in the
national curriculum cannot be understated. In all
disciplines, including language-based ones, the
subject's value is clear. It is a reality that the capacity
to comprehend elementary mathematical ideas clearly
is a prerequisite for success in virtually any type of
training or employment.
All Filipinos must have access to high-quality basic
education, according to the Department of Education's
(DepEd) mandate. They have made a commitment to
taking part in numerous national and international
system evaluations to help them focus on the issue of
raising the standard of basic education. To this end, it
was discovered that among the ASEAN nations that
took part in PISA 2018, 15-year-old Filipino students
scored an average of 353 points in mathematical
literacy, significantly lower than the OECD average
(489 points) and categorized as below Level 1
proficiency (OECD, 2019). In a similar vein, grade 2
students at Pambuhan Elementary School scored
63.33% on the numeracy test for SY 2020–2021,
which is 11.67 points lower than the national average.
They have made a commitment to taking part in
numerous national and international system
evaluations to help them focus on the issue of raising
the standard of basic education. Gamiao (2020)
environment created by the COVID-19 pandemic, it is
time to use our discomfort to create a new paradigm
and for the schools to make sure that teachers do not
simply translate what they do in the classroom into
their lessons.
The Learning Continuity Plan (LCP), which will go
into force by the start of the school year 2021-2022,
will address concerns in basic education as we
continue to solve them. It follows Division
Memorandum No. 201, Section. 2020 will serve as the
year for the dissemination of suggested methods for
implementing distance learning (DLDM) for the
academic year 2021-2022. The included Policy
Guidelines on Classroom Assessment for the K–12
Basic Education Program were adopted in accordance
with the Enhanced Basic Education Act of 2013
(Republic Act No. 10533), which this memo follows.
The researcher conducted this study entitled
"Effectiveness of Project Bilang Ka in Increasing the
Mathematical Performance of Grade 3 Pupils in
Pambuhan Elementary School". This was conducted to
generally monitor the learner’s progress immediately
and to provide constant feedback on the learner’s
knowledge and mastery of skills using Project Bilang
Ka as an intervention tool in creating and
systematizing the holistic and compassionate
discipline needed for the effective evaluation of
learners’ academic achievement on this new platform

Kim Mathew L. Valdez 1130/1135

Psych Educ, 2023, 12: 1130-1135, Document ID:2023 PEMJ1130, doi:10.5281/zenodo.8305348, ISSN 2822-4353
Research Article
of learning. Moreover, interventions become most
effective when focused on student-initiated self-
assessment strategies (Lee, Chung, Zhang, Abedi, and
Warschauer, 2020), as the researcher’s learners tracked
their own progress in this one-way modality of
learning using printed materials.
Research Questions
This study aimed to evaluate the “Effectiveness of
PROJECT BILANG KA in In cr easing the
Mathematical Performance of Grade 3 pupils in
Pambuhan Elementary School”. Specifically, the
proponent sought answers to the following sub-
problems:
1. What is the mean performance of the experimental
and control groups in the pretest and posttest?
2. Is there a significance difference between the pretest
and posttest results of the control group?
3. Is there a significant difference between the pretest
and posttest results of the experimental group?
4. Is there a significant difference on the posttest
results of the experimental and control groups?
5. What innovation/ learning instructional
materials/plan can be developed based on the findings
of the study?
Literature Review
Mathematics is one of the disciplines that teaches
various concepts like relationships between quantities,
properties, sets of measurements, and like. It is an
indispensable foundation for all physical sciences.
However, curricular materials, the gap between learner
and subject matter, memory ability, attention span, and
understanding the language of mathematics are cited
by Sherman, Richardson, and Yard (2014) as major
reasons for students to fall below their expected level
of mathematics achievement. Belief about the nature
of mathematical achievement. Belief about the nature
of mathematics has been identified as a major factor
influencing mathematics learning (Gafoor & Sarabi,
2016).
Moreover, partner learning is defined as teaming up
with a classmate as a partner for learning. It can be
employed when the student rehearses what they
learned and explores their understanding of the content
with a partner.Cassel and Reid (2010) incorporated the
self-regulated strategy, concrete representational
abstract strategies, and explicit instruction for word
problem solving. Students were taught the “FAST
DRAW” mnemonic method to solve problems. The
Kim Mathew L. Valdez
steps of FAST DRAW were as follows: (a) read the
problem out loud; (b) find, highlight the question, then
write the label; (c) ask what are the parts of the
problem then circle the numbers needed; (d) set up the
problem by writing and labeling the numbers; (e) re-
read the problem and decide if addition or subtraction
is required, (f) discover the sign by rechecking the
operation; (g) read the number problem; (h) answer the
problem and; (i) write the answer and make sure the
answer makes sense. The FAST DRAW technique was
coupled with self-speech in which students generate
statements to help solve the problem and recorded
them on a strategy check off sheet. Participants were
two elementary students with mild intellectual
disabilities who learned to solve and explain the
problem solving process using the FAST DRAW
mnemonic and manipulative objects. The students
l e a r n e d to s o l v e c h a n g e / e q u a l i z e and
combine/compare problems. Following completion of
instruction, mean levels of correct equations and
answers increased for all students. Students’
maintenance levels for correct equations and answers
were stable and remained at levels consistent with
treatment phases. The students’ use of strategy steps
either increased or remained steady in the first post-
instructional phase.
Jitendra and Hoff (2006) extended the research on
strategy-based instruction by teaching elementary
students by combining instruction in problem type
with a schema approach, classifying different types of
word problems with graphic representations. The
essential elements of the intervention were categorized
as problem schemas, action schemas, and strategy
knowledge. Three steps led to the solution of the word
problem. First, the student defines the problem, which
involves processing schema. The problem is defined
by characteristics, features, and facts, and one has to
recognize and represent the situation described in the
problem. The second step, action schemata, requires
the student to select the action procedure (e.g.,
counting, adding, subtracting), in which one uses
information present in the problem to select the
appropriate action procedures. Therefore, the
arithmetic operation is selected based on which part of
the problem situation is unknown and which of the
critical elements in the problem structure represents
the total. Third, strategic knowledge comprises a set of
procedures, rules, or algorithms that can be used to
reach the solution (Marshall, 2000). Written responses
were judged correct or incorrect based on correct
operation only because the study was limited to word
problem solving rather than computational ability.
Increases in student performance were replicated
across three students, and each maintained increases in
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Research Article
performance following instruction.
Moreover, Chappuis (2015), Moss and Brookhart
(2019), and William and Leahy (2015) found that
classroom formative assessment strategies should be
used to engage students in their learning, no matter
whether it is conducted face-to-face, at a distance, or
via a hybrid model. These include the five core
strategies such as clarifying learning goals and criteria
for success; getting feedback from teachers, self, and
peers; opportunities to use the feedback; teacher and
student questioning strategies; and students tracking
their own progress.While summative assessment takes
place after instruction (Chavez, 2014), wherein it
measures whether the learners have met the content
and performance standards and are able to apply their
learning in different contexts, is recorded and used to
report on the learners’ achievement to their parents or
guardians, and is used in school to determine who will
receive the child in the next grade level and who
should help students cope with challenges they
experience in school (UNESCO-TLSF), formative
assessment occurs at any point of the instructional
process. It delivers information during instruction and
before the summative assessment (UNESCO-TLSF;
FDIDC 2014).On the other hand, Bennett (2011)
stated that any assessment includes both a process for
eliciting, interpreting, and using evidence that is
embedded in classroom lessons and tools that can be
designed to gather evidence with more and less formal
methods and over a range of time periods.
Methodology
Research Design
The study followed an experimental type of research to
determine the Effectiveness of Project Bilang Ka in
increasing the mathematical performance of the pupils
as a learning intervention tool in mathematics. This
design involved the experimental and control groups,
which were subjected to independent t-test evaluation
in order to analyze and consider the group respondents
homogeneities before the implementation of the study.
The two groups characterized their homogeneity
enough to be considered respondents. The researcher
prepared an action plan for the utilization of PROJECT
BILANG KA as an intervention tool and as a guide or
plan in the self-initiated assessment strategies applied
to the Grade 3 pupils in Pambuhan Elementary School.
Locale of the Study
The study was conducted among Grade 3 pupils of
Kim Mathew L. Valdez
Pambuhan Elementary School, situated in Barangay
Pambuhan, Perez, Quezon. This institution offers K–6
elementary grades, wherein the pupils from different
Grade levels acquire quality education.The choice of
the research locale was based on the following
reasons: (a) the researcher was assigned to this station;
and (b) the school teaching station of the researcher
belongs to schools with permission to conduct face-to-
face classes; however, the situation can be changed
depending on the situation Of CoViD-19 safe and
healthy protocols in order to continue one of the BEC
K–12 curriculum objectives, which was to improve the
mathematical performance of 21st century learners,
especially among elementary pupils.
Population and Sampling
This research has 30 pupils from Grade 3 at Pambuhan
Elementary School as respondents to the intervention
program. There is one section in school, so the
researcher purposefully chose it and labeled it
experimental and control groups, which consisted of
15 and 15 pupils, respectively, after independent t-Test
testing in order to evaluate the group’s homogeneity.
Research Instrument
Three instruments were used in the conduct of this
study namely:
a. PROJECT BILANG KA. Project Bilang Ka is an
intervention tool used in the experimental group. It
contains different activities, games, and PowerPoint
for easy understanding of the Math lesson in Grade 3.
It serves as a guide for both the learners and the
teachers to track and give or use feedback on the
learner’s least mastered skills or activities. The results
then served as the basis and focus of the community-
based remediation classes.
b. Teacher-made pretest/posttest. The construction of
the pretest/posttest that is used both in experimental
and control groups considered the table of
specifications based on the DepEd Curriculum Guide
in Mathematics and the used textbooks covering the
selected topics in Math 3. The developed twenty (20)-
item multiple-choice type of test served as a research
instrument in this study. An item analyzer is used to
determine the level of difficulty of every item of the
test.
Data Gathering Procedure
Data gathering was conducted at Pambuhan School.
The researcher asked the permission of the concerned
individuals, such as the PSDS and the adviser.
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Research Article
PROJECT BILANG KA contained the "Localized
materials," which were given to the experimental
group to help the teacher or researcher track the least
mastered skills in the first four weeks with the Grade 3
pupils.
The second step was the administration of a pretest
and posttest to the Grade 3 pupils of Pambuhan
Elementary School to determine the effectiveness of
Project Bilang Ka as a localized intervention tool,
which was done before and after the study started. The
class, composed of one section with 30 pupils, was
divided into two groups, labeled experimental and
control groups, respectively. The chosen experimental
group was treated with Project Bilang Ka as a
localized intervention tool for mastery skills in
mathematics.
The posttest was administered after four (4) weeks of
Project Bilang Ka integration in the developing
mastery of the lessons in small group face-to-face
classes of the experimental group, while the traditional
way of small group face-to-face teaching and learning
of the same lesson was applied in the control group to
measure the significant difference in the effectiveness
of Project Bilang Ka in increasing the mathematical
performance among Grade 3 pupils of Pambuhan
Elementary School. The test results were analyzed and
interpreted.
Results and Discussion
The Mean Performance of the Experimental and
Control Groups on the Pretest and Posttest Scores
Results.
This part reveals the mean and mean percentage scores
of the Experimental and Control Groups in the
mathematical performance of grade 3 pupils.
Statistical data are presented in table 1.
Table 1. The Mean Performance of the Experimental
and Control Groups
Table 1 shows the mathematical performance of the
experimental and control groups of the Grade 3 pupils
Kim Mathew L. Valdez
of Pambuhan Elementary School according to their
pretest and posttest mean and mean percentage scores.
The mathematical performance in the integration of
Project Bilang Ka of the experimental group in the
pretest has a mean percentage score of 25.00 percent,
interpreted as least mastered using DepEd Order No.
34, s. 2008, while the posttest had a mean percentage
score of 80.65 percent and was interpreted as
mastered. The control group's mathematical
performance in the pretest had mean percentage scores
of 22.65 percent, interpreted as least mastered, while
the posttest had mean percentage scores of 49.35
percent, interpreted as least mastered. It only shows
that with the integration of PROJECT BILANG KA in
teaching Grade 3 Mathematics, there is an
improvement in the level of performance in
Mathematics of the experimental group in terms of the
mean percentage scores, with a difference of 32.30
percent.
t- Test Dependent Results on Finding the
Significant Difference on the Pretest and Posttest
Scores of the Control Group
This part discusses the significant difference between
the pretest and posttest results of the control group in
the mathematical performance of Grade 3 pupils using
the traditional way of teaching. Statistical data are
presented in Table 2.
Table 2 contains the t-test result of finding a
significant difference between the pretest (x test)
scores and Posttest (y test) scores of the control group.
With an absolute t-value of 0 for the test scores of the
control group and a critical value of 2.093, the
researchers came to the decision to accept the null
hypothesis since the computed t-value is less than the
critical t-value. This finding confirmed that there is no
significant difference between the pretest and posttest
scores of the control group in the mathematical
performance of Grade 3 pupils after the traditional
distance learning process. This finding is significant at
the 0.05 level.
t- Test Dependent Result of Finding the Significant
Difference in the Pretest and Posttest Scores of
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Research Article
Experimental Group.
This part reveals the significant difference between the
pretest and posttest results of the Experimental group
in the mathematical performance of Grade 3 pupils in
the implementation of Project Bilang Ka. Statistical
data are presented in Table 3.
Table 3. t-Test Dependent Results of Finding the
Significant Difference on the Pretest and Posttest
Scores of the Experimental Group.
With an absolute t-value of 16 for the experimental
group's test scores and a critical value of 2.145, the
researcher decided to reject the null hypothesis
because the computed t-value is higher than the critical
t-value. Table 3 shows the test-dependent results of
discovering the significant difference on the posttest
and pretest score of the experimental group after the
integration of PROJECT BILANG KA. This result
shows that the mathematics performance of Grade 3
students differs significantly between the pretest and
posttest scores of the experimental group. The 0.05
threshold of significance applies to this discovery.
t- Test Independent Result on Finding the
Significant Difference in the Posttest Scores of
Experimental and Control Group
This part interprets the significant difference in
posttest scores between the two groups in the
mathematical performance of Grade 3 pupils in the
integration of PROJECT BILANG KA. Statistical data
are presented in Table 4.
Table 4. T-Test Independent Results of finding the
Significant Difference on the posttest Scores of
Experimental and Control Group
Table 4 shows the t-Test result of finding the
significant difference on the posttest of the
Kim Mathew L. Valdez
experimental and control groups in the mathematical
performance of Grade 3 pupils.
The researcher opted to reject the null hypothesis after
computing a t-value for the posttest results for the
experimental and control groups that was higher than
the crucial value of 2.048, at 11.80. The posttest
results of the two groups' mathematical abilities after
Project Bilang Ka was incorporated into the classroom
curriculum also suggest that there is a considerable
difference between the two groups' performance levels
in math.
Through this study, the researcher adopted the
u tilization of PROJECT BILANG KA as a
intervention tool in Mathematics that helps both the
learners and teacher to track and give feedback on the
self-initiated assessment monitoring and evaluation
strategies for the appropriate MELCs mastery
development in Grade 3 Mathematics.
Conclusion
After summarizing the findings, the following
conclusions arrived at: (1) There is a marked
improvement in the mathematical performance of the
experimental group after the integration of Project
Bilang Ka, while there is no marked improvement in
the mathematical performance of the control group. (2)
There is no significant difference between the pretest
and posttest in the control group. (3) There is a
significant difference in the mathematical performance
in the pretest and posttest scores of the experimental
group after the utilization of Project Bilang Ka. (4)
There is a significant difference in the mathematical
performance on the posttest scores of the experimental
and control groups after the utilization of Project
Bilang Ka, which implies that the use of this tool as a
formative tool is more effective than the traditional
way of distance teaching and learning to enhance the
knowledge of students in mathematical concepts. (5)
Utilizing PROJECT BILANG KA as an intervention
tool to have a positive impact on the mathematical
performance of the learners in the self-initiated
assessment strategies for the one-way modality of
distance learning using printed materials.
Considering all the findings and conclusion drawn
from the study, the following recommendations are
hereby offered:
Teachers: (1) Incorporate and use different learning
assessments in teaching-learning situations to have a
meaningful and favorable outcome. (2) Deliver lessons
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Research Article
in their most creative ways. They should also take
extra steps toward the utilization of various strategies
that will best fit the lesson to cater to the needs of the
students, and Project Bilang Ka is just one of them for
developing mastery of the lesson. (3) The use of
PROJECT BILANG KA as an intervention tool should
be further studied, and they should encourage the
students to engage in a distance learning self-initiated
assessment strategy to let them be more holistically
responsible for their own learning.
Students:(1) Be holistically responsible and
accountable for their own learning using Project
Bilang Ka in its application to self-initiated assessment
strategies to understand some basic mathematical
concepts, enhance their imagination and reasoning, use
their ingenuity and common sense, evaluate estimation
and testing possible solutions, analyze, and find
alternative solutions. (2) Exert effort in discovering
their potentials and skills in learning by doing the self-
initiated intervention activities to enhance their minds
of some concepts of learning, thus reinforcing the
Math taught in distance learning and making links with
community resources and to real-world experiences for
their effective life-long performance result.
School Administrators: (1) Promote more training
using the learner-centered approach of teaching and
assessment to facilitate instructional development, thus
meeting the diverse needs of the students, so as to
adapt the utilized PROJECT BILANG KA as
intervention tools and be evaluated after the first year
of its implementation. (2) Constantly encourage the
teachers to become innovative and creative in
delivering lessons in Mathematics through various
updated teaching-learning strategies suited to the
modality of learning. (3) Encourage the teacher to
adopt Project Bilang Ka as an intervention tool
prepared by the researcher in this study.
Future Researchers: (1) Undertake a similar study on
the utilization of Project Bilang Ka as an intervention
assessment tool prepared by the researcher in this
study.
Kim Mathew L. Valdez
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Affiliations and Corresponding Information
Kim Mathew L. Valdez
Pambuhan Elementary School
Department of Education - Philippines
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