IMPROVING CLASSROOM INTERACTION IN TEACHING MATHEMATICS

THROUGH CARD OF FATE

DIMPLE M. PANTALITA
CLAUDINE ARNAIZ
VANESSA T. EMBAC
Bachelor of Secondary Education
Major in Mathematics

TEACHER EDUCATION PROGRAM

May 2023

XSF
 ABSTRACT

Keywords:

TABLE OF CONTENTS

TITLE PAGE
ii
ABSTRACT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

ACKNOWLEDGEMENT

INTRODUCTION
Context and Rationale
Research Questions
Innovation / Intervention / Strategy

METHOD
Participants and/or other Sources of Data and Information
Data Gathering Methods

DISCUSSION OF RESULTS AND REFLECTION

ACTION PLAN

References

ANNEXES
Time Table/Gantt Chart
Plans for Dissemination and Advocacy.
Raw Data

iii
 LIST OF TABLES

Table 1. Acton Plan on the Use of Card of Fate in Improving 12

Classroom interaction in teaching mathematics

iv
LIST OF FIGURES

v
 ACKNOWLEDGEMENT

The researchers would like to express their appreciation and gratitude to the

following people who contributed to the success of this paper:

Maria Liza Baldonado, MEd-LT, action research adviser for her generosity

in devoting her time, sharing her knowledge and expertise on research, and

providing wonderful and encouraging pieces of advice for the realization of this

study;

The chairman of the technical panel headed by Novilla R. Canalita,

MAST, and expert members: Delia M. Carascal, MATM and Giovanni A.

Montejo, Ph.D., for their constructive comments and suggestions for the

improvement of this study;

The researchers’ colleagues and friends for their constant encouragement

and motivation to go on in fulfilling this academic undertaking;

The researchers’ families, for their unending motivation, encouragement,

inspiration, and support to keep them determined especially in times of

discouragement due to difficulties, weariness, and listlessness;

The researchers’ respondents genuinely answered and gave their time

despite their busy schedules.

Above all, the Almighty God, the researcher very source of strength,

hope, wisdom, and enlightenment, for without Him, nothing will be accomplished.

DIMPLE M. PANTALITA
CLAUDINE T. ARNAIZ
VANESSA T. EMBAC
Researchers

vi
 CHAPTER I
INTRODUCTION

Context and Rationale

Student from all levels (elementary to tertiary levels) regards mathematics

as a difficult subject. This has been evident in their performances not only in the

classroom but also in the local and international achievement tests. Students’

difficulty in mathematics can be attributed to several factors, one of which is

teacher. The teacher has direct contact with students on a daily basis and

therefore been considered to have a direct impact on students’ achievement

(Pamandanan, 2022).

2
I. RATIONALE
Students from all levels (elementary to tertiary levels) regard mathematics as a
difficult
subject. This has been evident in their performances not only in the classroom
but also in the local,
national and international achievement tests. Students' difficulty in mathematics
can be attributed to
several factors, one of which is the teacher. The teacher has direct contact with
students on a daily
basis and therefore been considered to have a direct impact on students'
achievement
2
I. RATIONALE
Students from all levels (elementary to tertiary levels) regard mathematics as a
difficult
subject. This has been evident in their performances not only in the classroom
but also in the local,
national and international achievement tests. Students' difficulty in mathematics
can be attributed to
several factors, one of which is the teacher. The teacher has direct contact with
students on a daily
basis and therefore been considered to have a direct impact on students'
achievement
 8

Furthermore, students learning is affected by teacher’s approach or

strategies. Student engagement defined as the inside and outside classroom

practices that lead to measurable results. Student engagement has increasingly

been positioned as a defining characteristic of high-quality teaching and learning

in higher education. This is because as a concept it can comfortably serve the

purpose of various stakeholders across learning and teaching, institutional

management, and national policy contexts (Ashwin, & Mcvitty, 2015).

Moreover, proper student–teacher interactions stimulate learners to

participate in class activities as they foster an emotionally favorable and

supportive classroom environment (Ruzek, Hafen, Allen, Gregory, Mikami, &

Pianta, 2016). Teacher-students interaction needs to be created in learning,

especially in mathematics. Students need attention, stimulation, and guidance in

learning mathematics.

In 2019, some 81% of 4th grade student performed at or above the NAEP

Basic achievement level in mathematics, 41% performed at or above NAEP

Proficient, and 9% performed at NAEP advanced. The percentage of 4 th grade

students who performed at or above NAEP Basic in 2019 was higher than the

percentages in both 2017 (80%) and 1990 (50%). The percentage of 4 th grade

students performed at or above NAEP Proficient in 2019 was not measurably

different from the percentage in 2017, but it was higher than the percentage in

1990 (13%). In addition, the average mathematics score for 4th grade public

schools students nationally was higher in 2019 than 2017 (239). According to the

survey data of Dallas 2018, nearly twice as many students (46%) report they like
 9

or love math compared to those who said they hate or dislike it (24%). The

remainder of students (30%) said they were indifferent on the subject. Of those

surveyed, a majority (68%) of students indicated they would like math more if

they better understood how it applied to their future (Natonal Center for

Education Statistics, 2022).

Nonetheless, many research results also show that the application of

student social interaction is not good, the results of data analysis show that the

interaction is still at a low level (Kartika, Gema, & Pratiwi, 2016), and we wanted

to address these concerns through an action research. It is in this premise that

this action research will be made use of and utilize as part of the innovation and

improvement towards the attainment of maximum academic achievement and

performance.

Research Questions

This quantitative study will evaluate the effectiveness of the card of fate in

improving the classroom interaction in teaching mathematics during limited face

to face classes. These research questions will be answered:

(1) What is the percentage of pupils’ interaction in limited face to face

classes?

(2) What is the level of pupils’ interaction upon utilizing the card of fate?

(3) How does the card of fate strategy improve the pupils’ interaction in

solving mathematical problem during limited face to face classes?

 10

Innovation / Intervention / Strategy

1. Create a card of fate which consist the name of the pupils.

2. The pupils will solve the given problem and the teacher will randomly pick

pupils through card of fate.

3. Use card of fate in implementing activities individually and collaboratively.

4. The teachers will give points whether the learners got the correct answer

or not during activities.

5. Each pupil must participate and involve in collaborative activity.

 11

CHAPTER II
METHOD

Participants and/or other Sources of Data and Information

The Elementary students enrolled in Assumption College of Davao for the school

year 2022-2023 are the focus of this action research specifically the Grade 4 pupils in

section G. Silang which consist of 14 boys and 12 girls a total of 26 participants.

Data Gathering Methods

The researcher utilizes a questionnaire to gather the data. Also, the researchers

secure and made an approval letter asking permission to conduct a survey among the

grade 4 pupils in section G. Silang, through the approval of the Principal together with

the adviser. When permission will be granted to conduct the study, the researchers will

gather the respondents and introduce the study as well as the questionnaire to the

chosen participants, they will inform that participation in this study is voluntary and

unjustified influence. So, the retrieve questionnaire will be compiled and students’

individual responses will be tallied and interpreted using Microsoft Excel.

The researcher will no longer use critically use statistical tools however, Microsoft

Excel can provide analysis of the data gathered through percentages, graphs, numerical

representations, and the narratives through spreadsheets.

 12

CHAPTER III
DISCUSSION OF RESULTS AND REFLECTION
 13

CHAPTER IV
ACTION PLAN

Table 1. Action Plan on the Use of Card of Fate in Improving Classroom

Interaction in Teaching Mathematics

Activities Person/s Time Frame Resources Verification

Involve requirement
source of
Fund
Pre-implementations
1.Formulation of Proponents Novemb Proponent
action research title er 11, s time
and proposal 2022

2.Make an Proponents November Proponent Action

action research 12-17, 2022 s Research
proposal time
Proposal
3.Submit the action Proponents, November 50 pesos Action

research proposal to Professors 18-21, 2022 for printing Research

the adviser and School Proposal

Head
Implementations
4.Start to make Proponents Decembe Proponent
a complete r 20, s time
action 2022 up
research to
January
7, 2023 Approve
 14

5.Seek permission Proponents, January 9-10, 100 pesos

2023 Action
to the proper Professors for
Research
authorities and School printing
Proposal
Head
6.Gathering of Proponents, January 11-20, 100 pesos
2023
data through Professors, for printing
survey School Head
and Other
Individual
Post- Implementations
7.Identify the Proponents January 23 Proponent Approve Action
Approve
up to
general findings and s time Research
February 10,
Action
Professors 2023 Proposal and
8.Use the findings in Proponents, February 17 100 pesos Research and
signed
up to March 6, support by the
addressing the Professors, for printing Proposal
2023
general problem on School Head and 300 school
and signed
students’ and Other pesos for communities
involvement during Individual snacks and support
Limited face to face by the
classes
school

communi-

ties
 References

Ashwin, P., & Mcvitty D. (2015) ‘’The Meanings of Student Engagement:

Implications for Policies and Practices’’. The European Higher Education
Area, 5 (1), 343-359. . DOI: 10.1007/978-3-319-20877

Kartika, D., Gema, R.L., ans Pratiwi, M. (2016). '' Expert Systems for Identifying
Children's Severe Malnutrition,'' J. Comput. Sci. Inf. Technol., vol. 2,
pp.20-29.

National Center for Educatiob ob Statistics, (2022). Mathematics Performance.

Condition of Educaton. U.S. Department of Education, Institute of
Education Sciences. Retrieved from
https://nces.ed.gov//programs/coe/indicators.cnc

Pamandanan, M. (2022) '' MathLaro, Mathu-Two Tayo'' Increasing Mathematical

Performance of Pupils Through Game-Based Learning: An action
Research. Retrieved from https://www.studocu.com/en-us/document-in-
mathematics-4/32496157?origin=home recent-1

Ruzek, E.A., Hafen, C.A., Allen, J.P., Gregory, A., Mikami, A.Y., & Pianta, R.C
(2016.''How teacher emotional support motivates students: The mediating
roles of perceived peer relatedness, autonomy support, and
competence''. Learning and Instruction, 42, 95-103. Retrieved from
https://doi.org/10.1016/j.learninstruc.2016.01.004.
 16

ANNEXES

Time Table/Gantt Chart

1.Formulation of action research title and proposal Nov. 11, 2022

2.Make an action research proposal Nov. 12-17, 2022

3.Submit the action research proposal to the adviser Nov. 18-21, 2022

4.Start to make a complete action researchDec. 20, 2022 up to Jan. 7, 2023

5.Seek permission to the proper authorities Jan. 9-10, 2023

6.Gathering of data through survey Jan. 11-20, 2023

7.Identify the general findings Jan. 23 to Feb. 10, 2023

8.Use the findings in addressing the general problem on

students’ involvement during Limited face to face classes Feb. 17 to Mar. 6 2023
 17

Plans for Dissemination and Advocacy.

The researcher will present the results of the study to the Academic

Council composed of the Directed for Academic Affairs, Principal, advisers,

and any other school’s internal and external stakeholders. These open spaces

will be used to exchange reflections on current study findings and to suggest

future activities that will benefit K–12 teachers. The findings of this study will

also be used to inform decision-making and policy formulation in the areas of

instructional leadership and human resource development management in

support of the improved basic education curriculum (EBEP).

The researcher will also provide a copy furnished of the action research

to the School’s Research and Publication Office for documentation and basis

for innovation and improvement

Moreover, after the dissemination of the findings of the study, the

recommendations will now be approved for implementation to ACD-Elementary

Department stakeholders of the academic year 2022-2023.

Raw Data

Cost Estimates

Activities/ Strategies Item Quantity Unit Total

Price Price
Preparation of materials for the Bond paper 1 ream 250 250.00
(Short)
research and implementations of Tokens 26 10 260.00
innovations/ interventions/strategies
 18

Data Gathering, interpretation of data Printer ink 1pc 300 300.00

(Black)
gathered and preparation of
completed research report

810.00
TOTAL