Effects of Technology to Basic Multiplication Skills of the selected 5 th Grade

Learners of St. Vincent College of Cabuyao

An Action Research Proposal

Submitted
by

AÑONUEVO, JOHN ERICKZON B.

Bachelor of Elementary Education

January 2024
I. Context and Rational
The focus of this action research is on the effects of technology to the basic
multiplication skills of 5th grade learners, specifically within St. Vincent College of
Cabuyao. The research examines the nature of the problem, its urgency, and potential
consequences in details.
The issue is the prevalence of struggling learners among 5 th grade learner in
basic multiplication skills, which was reveal by Kelli Wells pre-test conducted in
September 2015. The pre-test shown A total of 36 students participated in the study in
two separate groups. Group One students studied their multiplication facts using
practice tools already used in the classroom such as flash cards and board games.
Group Two students used an entirely online program called Xtra Math. Both groups
practiced their facts for ten minutes a day for four weeks, and they were assessed using
a 100 fact, four-minute timed test at the beginning and end of the study.
The significance of basic multiplication facts is vital for elementary students
because those facts lay the foundational skills for more difficult math concepts including
fractions, decimals, ratios, proportions, and much more (O’Donnell & SanGiovanni,
2011). Without adequate foundational skills in basic mathematics skills , learners may
face difficulty in for more difficult math concept, leading to widening the achievement
gaps and long-term consequences on their overall academic performance.
Once a skill has become automatic for a student, it takes very minimal effort and
practice to maintain that knowledge (Bloom, 1986). If students are not fluent in those
foundational facts, all other math tasks will seem intimidating (O’Connell &
SanGiovanni, 2011). Therefore, this action research is focusing the significant effects of
using technology to the basic multiplication skills of the students. This study aims to find
the effect of technology in learning of basic multiplication facts of the students.
The importance of this study lies on identifying the significant effects of
technology to basic multiplication skills of 5th grade learners of St. Vincent College of
Cabuyao. Additionally, the result of this study may be the basis for innovating the
teaching strategies of the teachers in SVCC.
Ultimately, this action research aims to uplift the academic journey of struggling
learners, promote technology in enhancing multiplication skills of the students, ab differ
valuable insights for the field of elementary students.
II. Action Research Questions
This study will discuss the problems encountered in the class of the researcher.
Specifically, the following questions will be answered:
a. What is the Level of basic multiplication skills of the 5 th grade learner before
the study?
b. How does technology affects basic multiplication skills of the 5th grade learner?
c. Did technology help 5th grade learner to enhance their basic multiplication
skills?
III. Proposed Innovation, Intervention, and Strategy
The problem of struggling learner in basic mathematics skills, particularly
at a frustration level, calls for targeted intervention that combines innovative teaching
method and personalized support. Extensive research in Education emphasizes the
importance of individualized strategies and technology-enhanced learning to address
Basic multiplication skills difficulties. This study aims to determine several effects of
technology to Basic multiplications skills of 5 th grade learner. In order to know the effect
of technology to 5th grade learner, I will conduct first a pre-test to know what is the level
of their basic mathematics skills before I start this study. Because there are 2 sections in
5th grade level, I will use same sets of question in the pre-test. I will use Digital
Assessment Library provides a range of online classroom assessment tools for mathematics
in creating pre-test and post-test. These assessments are designed to provide meaningful and
timely information about student skills, knowledge and understanding across the three strands
of mathematics.

After knowing the results of pre-test, I will proceed to how technology affects
basic multiplication skills of 5th grade learner, with the help of Application called
“MATRIX-Mental Math Quest Game” a mobile app that combines elements of a math
game with a problem-solving challenge. It is designed to help users learn what is mental
math, improve their mental math skills, and increase their mathematical proficiency. The
app features a variety of mathematical puzzles and challenges that users must
complete by solving equations and performing calculations in their heads. Matrix can be
played without an internet connection and is compatible with all smartphones and
tablets.
This app will beneficial for me to know if technology does help the 5 th grade
learner to improve their basic mathematics skills using this MATRIX app. After using this
app for a month, I will now conduct a post-test that will measure the basic multiplication
skills of the students after using MATRIX App. Then I will compare the results of pre-test
and post-test in this study.
Overall, MATRIX APP offers variety of mathematical puzzles and challenges that
users must complete by solving equations and performing calculations in their heads.
Matrix can be played without an internet connection and is compatible with all
smartphones and tablets.

IV. Action Research Methods

a. Participants and/or other Sources of Data and information
The study will cover selected student’s 5th grade learner of St. Vincent College
of Cabuyao.
b. Data Gathering Procedures
The data collection methods that will be employed in this study include post-
test and pre-test that will used to this research will be based on Digital
Assessment Library (DAL)
Digital Assessment Library (DAL) provides a range of online classroom
assessment tools for mathematics. These assessments are designed to provide
meaningful and timely information about student skills, knowledge and understanding
across the three strands of mathematics.

Pre-Test – is an advance or preliminary testing or trial, as of a new product. a

test given to determine if students are sufficiently prepared to begin a new
course of study.
Post-Test – is a test given to students after completion of an instructional
program or segment and often used in conjunction with a pretest to measure
their achievement and the effectiveness of the program.