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Title: Exertion of PISONET (PhET Interactive Simulations On Number sense: E-Games Transmutation) in Enhancing Numeracy skills in
Mathematics of Grade 3 pupils in San Juan Elementary School

Situation Statement of the Significance of the Conceptual Framework Scale of Statistical Tools
Problem Study Measurement
Mathematics is one of This study will be This study will be Independe Dependent RATIO
the most essential yet also conducted to conducted to determine nt variable Variable Weighted Mean
the most complex determine the the effectiveness of - Frequency
● Pretest
subjects, but it fosters effectiveness of PhET Interactive Exertion of Enhancing and
problem-solving skills using PhET Simulations On Number PISONET academic (20 Percentage
across various possibilities Interactive senses as a strategy in (PhET performance in items
- Mean
that can be used daily in Simulations in teaching Mathematics to Interactive Numeracy skills MCQ)
- Mean
everyday life. One of the enhancing the Grade 3 students. Simulations in Mathematics (To answer
most common issues in academic On Number of Grade 3 ● Post- the 2
teaching Mathematics is performance of The findings of the study Sense: E- pupils in San test (20 questions of
the fast pace of time, teaching Number will be of importance to Games Juan items the
where development in Senses to Grade 3 the school heads, Transmutati Elementary MCQ) statement of
terms of electronic students in San instructors, learners, and on) School. the problem)
gadgets made learning Juan Elementary future researchers.
less interactive when it is School for the
settled on the traditional Academic year For the school heads,
method. Students of our 2022-2023. the results of this study
time tend to lack can be utilized as the Paired T-test for
knowledge in solving basic Generally, it aims to foundation for Hypothesis: two sample means
mathematical equations answer the following establishing standards
like multiplying or knowing question: that would motivate In this study, the following null Will be used to
how to solve or read teachers to create, hypothesis is formulated and determine if there is
fractions. In addition to Is the integration of incorporate, or apply will be tested at a 0.05 level of a significant
that is the attention span PhET Interactive additional transformed significance. difference between
of students currently in our Simulations approaches and/or the academic
time today, where it is very significant in strategies in science and performance before
● This study will be
challenging to captivate acquiring learning mathematics curricula in and after the
their interest to participate objectives of the programs offered. guided and tested by exertion of
in the lesson when the teaching number this hypothesis: PISONET (PhET
number one requirement senses to the Grade For instructors, the Interactive
in learning mathematics is 3 students of San findings of this study will 1. There is no Simulations On
the utmost attention to Juan Elementary illuminate the efficacy of significant difference Number senses: E-
different procedures in School? incorporating Phet between the academic Games
certain equations. Interactive Simulations in performance before Transmutation)
According to studies, Specifically, it aims developing and and after of the Grade (To answer the fifth
54.6% of Filipinos aged to answer the enhancing the students' 3 pupils in the exertion question)
15-16 years old scored following questions: learning in the way of of PISONET (PhET
below the lowest producing interesting Interactive Simulations
proficiency level. “This 1. What is the visual representations On Number sense: E-
showed that Filipino academic may it be of complex Games Transmutation)
students have inadequate performance of the math equations or
skills in mathematics grade 3 students in scientific concepts.
compared to the same age the lesson number
group in other countries. senses? For learners, if the
Filipino students were effectiveness of this
among the lowest- 2. Can the students study is utilized they can
performing groups of adapt/have access use this application as an
students among all the to PhET Interactive alternative to understand
participating countries in Simulations? Number senses even
the 2018 Programme for better.
International Student 3. What is the
Assessment (PISA). In academic For future researchers,
mathematics, less than performance of the the findings of this study
20% of students students in terms of can serve as a reference
demonstrated the a pre-test before the for further research and
minimum proficiency level incorporation of a basis for identifying
(Level 2), while more than PhET? learning gaps in
50% showed very low Mathematics.
proficiency (below Level 4. What is the
1).” Allan B.; Macario C. II; academic
et al. Along with these performance of the
issues, due to the lack of students in terms of
attention span in the a post-test after the
discussion, students tend incorporation of
to lack the competency to PhET?
solve simple mathematical
equations which results in 5. Is there a
failing remarks or far significant difference
worse than that, repeating in the academic
classes. The researchers performance of the
innovated ways of using e- students before and
game transmutation in after the exertion of
teaching mathematics, PISONET (PhET
understanding its Interactive
advantages to target the Simulations On
desired goals while Number senses: E-
captivating students' Games
interests at the same time, Transmutation)?
fostering mastery in
solving problems, reading
numerical terms, and
improving retention of the
whole lesson procedure.
Lastly, having basic
knowledge of
mathematical equations is
not enough to produce
competent individuals,
they need to foster
mastery of the topic, and
that can be mustered upon
captivating students’
interest. That way, they
can easily solve, read,
write, and lastly teach
what they learned/saw
through the lesson
procedures.

Reference: Allan B., Macario C. II, et al. (2022) Contrasting Profiles of Low-Performing Mathematics Students in Public and Private Schools in
the Philippines: Insights from Machine Learning. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1353615.pdf

Submitted by:
Concepcion, Alysa D.F
Delos Santos, Jaymie S.
Dosol, Ivhan D.C
Lejarde, Wrena
Sudaria, Allysa Loi T.
Tadeo, Vincent Carlo Q.
Velayo, Anna Jean
BEED 2B

Submitted to:
Mr. Jan Del Rosario