Republic of the Philippines

Department of Education
SCHOOLS DIVISION OFFICE OF ALBA
BUSAC ELEMENTARY SCHOOL

Title : DIFFICULTIES ENCOUNTERED IN MATHEMATICS

OF GRADE 6 LEARNERS: A STRATEGIC INTERVENTION
MATERIAL TO ENHANCE LEVEL OF ERFORMANCE

Proponent : ALDIN R. CAPISTRANO

Teacher III

District : Busac Elementary School, Oas North District

I. Context and Rationale

Conventional teachers remain dominant in public elementary schools and utilize

differentiated activities to engage the learners to learn the concepts and skills. Under such

instruction, the teacher can rarely take care of all learners. Learners may then continue to

fall behind the standard of mathematics achievement and lose their interest in mathematics;

they eventually give up on learning mathematics. In fact, learners generally have lower

interest in learning mathematics compared to the other learning discipline Thus, how to

enhance learners’ mathematics achievement and interest are two major problems, especially

for those low-achieving learners.

The Department of Education states that, “One of the key features of the K to 12

in Mathematics curriculum is the delivery of lessons through contextualization and

localization. Moreover, its focus is on the skills where learners have the potential to

succeed and be adequately prepared for the world of work, or even higher education. It

provides learners with the necessary experiences, valuable knowledge, skills, and values.

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The curriculum also intends to give students a better output and enhance the quality of

education in the Philippines.” (Press Reader, 2015)

The concept of contextualization and localization are not new to DepEd teachers

because this is embedded in the DepEd’s mission that states “To protect the right of every

Filipino to quality, equitable, culture-based and complete basic education…” (DepEd,

2022) Also, contextualization and localization is specified in the provisions of the 1987

Philippine Constitution particularly on Article XIV, Section 14 which states that “The state

shall foster the preservation, enrichment and dynamic evolution of a Filipino national

culture based on the principle of unity in diversity in a climate of free artistic and

intellectual expression.” Article XIV, Section 5 (1) also states that “The state shall take

into account regional and sectoral needs and conditions and shall encourage local

planning in the development of educational policies and programs.” (Official Gazette,

2022)

Contextualization and localization are based on the notion that learning occurs most

effectively when experiences in the classroom have significance and application to the

learners' everyday lives. Pecson (2014) mentioned that the things which students do and

associated with them are the learning that lasts forever. This implies that deep learning

would be guaranteed and achieved if learners were placed in real-world learning situations

and allowed to manipulate, relate to, and adapt to different learning opportunities and

resources in the community.

One of the trends in implementing change is contextualization. As stated in Republic

Act 10533, Section 5 (h) that the curriculum shall be flexible enough to enable and allow

schools to localize, indigenize and enhance the same based on their respective educational

and social contexts. Thus, the development of locally produced teaching materials with

contextualized learning activities are encouraged.

On the other perspective, the onset of globalization ushered in the era of

unprecedented changes brought about by the advent of information and communication

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technology. Its rapid leap compounded everyone’s life and sometimes it threatens one’s

capacity of keeping abreast of infinite innovation. (Ratheeswari, 2018).

Busac Elementary School embraces change and accepts the challenges caused by

the COVID-19 crisis. The school is upskilling the learners to cope with the demands in

education. Mathematics is a subject area that geared towards the development of learning

proficiency, values centered and anchored on knowledge and information, concepts,

process and delivery, work values and skills.

In the local study conducted by Endaya, G.C (2022), it states that the needs of

today's educational environment, the demands of 21st-century education necessitate not

only technological advancement but also the usage of digital technologies.

Thus, the researcher intends to develop and utilize a contextualized and localized

strategic intervention material as an intervention to improve the performance of Grade 6

Jupiter learners in the subject Mathematics.

II. Action Research Questions

This study will determine the factors that affect learners’ performance using the

Holistic Experiential Learning Sheets (HELS) among Grade 6 Jupiter learners of Busac

Elementary School.

Specifically, it will answer the following questions:

1. What are the least learned competencies in the subject Mathematics 6 among

Grade 6 Jupiter learners?

2. What are the factors that affect the performance of Grade 6 learners in

Mathematics?

3. How effective the Holistic Experiential Learning sheets in teaching the

subject?

4. What learning intervention may be proposed to address the difficulties and

weaknesses experienced by the learners?

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III. Proposed Innovation, Intervention and Strategy

The researcher will develop innovative material to enhance the proficiency level

of Grade 6 Jupiter learners. This innovative material will be used to support the learners

in overcoming the difficulties they encountered in mathematical skills. The material to

be prepared will be based on the learning competencies under Most Essential Learning

Competencies (MELC).

This innovative material will serve as learning intervention to reinforce learning

growth and development among Grade 6 Jupiter learners. The teacher will use strategies

depending on the concept of the lesson. This will benefit the Grade 6 Jupiter learners

since the material will be in the form of interactive activities.

The researcher will use a checklist that in lined with Holistic Experiential

Learning Sheets (HELS). The focus of this study is to improve the proficiency level

of Grade 6 Jupiter learners along the different performance skills in Mathematics 6.

The observation checklist will be used to gather data throughout the

intervention. This tool will provide information as to the level of performance of

understanding and the application of different skills in the aforesaid discipline.

Opinionnaire will be prepared by the researcher in accord with the observation

checklist that will be gathered throughout the intervention.

IV – Action Research Methods

A. Participants and Sources of Data and Information

The respondents of this study will be 28 Grade 6 Jupiter learners of Busac

Elementary School who are enrolled School year 2022-2023.

The sources of data for this study will be the result of the pre and post-test. On

the other, survey questionnaire will be used to gather data. Likewise, demographic

profile of the learners will be considered as other sources of data.

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 B. Data Gathering Methods

This study will use qualitative descriptive method. Thus, the result of pre-test,

post-test and survey questionnaire will be analyzed. The result of the analysis of data

will serve as the basis of interpretation.

Qualitative descriptive research methods are designed in a manner that helps

reveal the behavior and perception of a target audience regarding a particular topic.

There are various types of qualitative research methods like an in-depth interview, focus

groups, ethnographic research, content analysis, case study research that are usually

used. The results of qualitative methods are more descriptive, and therefore the

interferences are often draw quite easily from the information.

This came from direct observation and in-depth analysis of the interviews among

respondents of the study. The results will be analyzed as part of the quantitative analysis.

Conducting in-depth interviews is one of the most common qualitative research methods.

It is a personal interview that is carried out with one respondent at a time. This is purely a

conversational method and invites opportunities to get details in depth from the

respondent.

The advantages of this method provide a great opportunity to gather precise data

about what people believe and what their motivations are. Researchers will ask questions

that will help to collect meaningful data and proceed by asking follow-up questions that

will help to gather more information to be collated.

Hence, these interviews can be done face-to-face or on phone and normally can last

between half an hour to two hours or even more. When the in-depth interview is conducted

face to face it gives a better opportunity to read the body language of the respondents and

match the responses.

Data Analysis Plan

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 The data to be collected by the researcher must undergo analysis to answer the

problem of the study. At the onset, this will employ the descriptive research method. In its

essence, descriptive method is used to describe various aspects of the phenomenon.

On the same stand, descriptive research is used to describe characteristics and/or

behavior of sample population. Hence, pre and post-test will be administered to Grade 6

Jupiter learners to determine their growth and their learning through mean and percentages

results.

The researcher’s observation checklists will be used to gather data throughout the

intervention. This tool will provide information underlying the learning skills of the

learners. Then, the Learners Experience with Multimedia Opinionnaire using Likert scale

will be administered.

The effectivity of this research will be determined by comparing the mean and

percentage of the pre-test and post-test with the use of Likert scale.

V – Work Plan and Timeliness

Objectives Activities Time Resources Funding Remarks/

Frame Human Materials MOVs
Write an Make a December Researcher, Research Personal Gathering
action concept 2022 prospective materials, of
research note, respondents Printed informatio
proposal Conduct , Principal, articles, n as basis
pre-test teachers Books prior to
and the
interview, conduct of
Gather the study
evidences
related to
the study

Submit Preparatio January Researcher, Printed Personal Conduct

Action n of 2023 Principal, Research an action
Research Action District Paper, research
Proposal for Research, Supervisor Letter of
the conduct Seek Intent
of the study permission
and
approval

Administer Gathering April 21, Researcher, Questionn Personal Document

the prepared data, 2023 Grade 6 aire, s on Pre-
action Assessme Jupiter checklist, test results
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 research nt of test learners observatio
proposal result n form

Conduct Orientatio April 24, Principal, Letter of Personal Pledge of

orientation n meeting 2023 Researcher, invitation, Commitm
Grade 6 Research ent and
Jupiter handouts Support
learners

Increase the Create and May 2, Researcher, Interventio Personal Attendanc

proficiency conduct 2023 Grade 6 n Material, e and
level of Holistic Jupiter ICT observatio
Grade 6 Experienti learners nal
Jupiter al checklist
learners by Learning
presenting Sheets as
activities Interventio
n.
Administer Administe May 5, Researcher, Questionn Personal Assessme
Post-test ring Post- 2023 Grade 6 aire nt results
test Jupiter
learners
Collect, Collecting, May 19, Researcher Questionn Personal Graph,
process, and processing 2023 aire analysis
interpret , and and
collected data interpretin interpretati
g of data on
collected
Submit result Submittin May 29- Researcher Set of Personal Final
to the SDO g result of 31 2023 SDO Albay printed Copy of
Albay the action personnel copies of the Action
research Completed Research
conducted Action submitted
Research to SDO
Albay

VI – Cost Estimates

The estimated amount to be spent for the completion of this study is shown below:

DISTRIBUTION AMOUNT

Supplies and Materials 1000.00

(Donation)

Internet/ Wifi 500.00

(Donation)

Transportation/Documentation 1000.00
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Contingency and other fund 500.00
(Donation)
Completed copies (hard bound)
2,000.00
TOTAL 5,000.00
 VII – Plans for Dissemination and Utilization

The research proposal and the completed copies will be kept by the researcher for

record purposes. These will be shared to internal and external stakeholders of the

school for reference and for future study.

The researcher is planning to disseminate the Completed Action Research to

schools within the jurisdiction of SDO Albay. Public libraries will also benefit on this

study since printed copies will be made available for reference.

VIII – References

Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in

education (8th ed.). Belmont: Wadsworth, Cengage Learning.

Basit, T. N. (2010). Conducting research in educational contexts. London:

Continuum International Publishing Group.

Dumanjog, E. (2019). Effectiveness of Contextualized Learning Activities in Teaching

Force.

Villonez, G. (2018). Use of SIM (Strategic Intervention Material) as Strategy and the
Academic Achievement of Grade 7 Students on Selected Topic in
Mathematics.

Lazo, D.D., de Guzman, M. F. D. (2021). Strategic Intervention Material: A Learning

Approach in Teaching Economics During the Distance Education.

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