ADDITION OF POSITIVE AND NEGATIVE INTEGERS OF GRADE 7 SAPPHIRE OF

FLORENTINO GALANG SR. NATIONAL HIGH SCHOOL

JOLYN A. AURELIO
HAZELYN S. TRANCO

PRESENTED TO THE ADMINISTRATION, FACULTY AND STAFF

OF CENTRAL PHILIPPINES STATE UNIVERSITY
IN PARTIAL FULFILMENT OF THE
REQUIRMENTS FOR
THE DEGREE

BACHELOR OF SECONDARY EDUCATION MATHEMATICS

APRIL 2023
 I. CONTEXT AND RATIONALE

Background of the study

The poor performance of students in mathematics has become a source of worry to many.

Many experts proposed several solutions to this problem, yet the problem persisted, believing

that poor knowledge in basic mathematics among students is the key root to the problem.

( Muñoz, 2010).

Peer learning is not a new concept. Its history can be traced back to the era of Aristotle,

use of Archons or student leaders and to the letter of Seneca the younger (Briggs, 2013). Peer

learning is a theory introduced by Scotsman Andrew Bell in 1975. Over the past 30-40 years

peer learning has become a very popular teaching method (Ibid). Peer learning is the

acquisition of knowledge and skills though active helping and support among peers who are

equals in standing or matched companion (Gogus, (2020). Usually much peer learning occurs

without intervention of the teacher. But peer learning which is organized by teachers would

be effective than learning opportunities created by peer themselves. There are different forms

of peer learning: peer support groups, supplemental instructions, peer tutoring, peer teaching

and peer assisted learning. Peer learning occurs inside the classroom as well as the outside

of the classrooms. Sometimes teacher does not about it whether the teachers are aware of it or

not (Boud, 2015).

On the other hand, one problem that students are facing when dealing with integers is that

they are confused with signs and operations of the integers, which make them struggle in

computing the integers. Students taught using number line model can easily get confused with
which direction to move when adding or subtracting integers since students always thought that

adding means going forward and subtracting means going backward.

Moreover, based on the researcher's observation, most students of grade 7 sapphire don't

know how to add and subtract algebraic equations. One of the reason why students unable to

solve algebraic equations is that they struggled and confused with the signs specially in addition

and subtraction. Students had severe gaps in learning how to solve integers because of having

modules in the past two years. Their family status and parenting styles affect their learnings.

Some family members particularly their parents lack the skills in solving numbers specifically

negative numbers and worst things are there are parents that are not familiar with any numbers.

In line with this, the researchers would like to use an intervention in order for the

students’ to improve their performance on addition and subtraction of integers. The researcher

could determine if using peer group learning intervention can enhance students solving skills.

II. ACTION RESEARCH QUESTIONS

The propose action study aims to answer the following questions:

1. What is the level of student's performance in solving addition and subtraction of

integers before the intervention?

2. What is the level of student's performance in solving addition and subtraction of

integers after the intervention?

 3. Is there significant relationship in students’ performance in solving addition and

subtraction of integers after the implementation of the intervention?

III. Proposed Innovation, Intervention and Strategy

Peer group learning as a math intervention aimed to improve students’ performance in

solving integers, specifically on addition and subtraction. The researcher used peer group

instruction and some activities within that group like pair work, self-help and whole peer group.

Pair work is a natural way for students to talk and learn more. It gives them the chance to

think and try out ideas. It can provide a comfortable way for students to work and this will lessen

their dependency to other students.

Self-help or self-correction strategy helps students to detect their own mistakes and self-

regulate their own learning processes. Small-group instruction provides opportunities for flexible

and differentiated learning. With the smaller number of students, students have more chances to

participate. Teachers are able to monitor the students better, thus providing better and more

individualized feedback and support. ( Ferlazzo, 2021).

The researcher used this peer group intervention to determine the improvement of

student's performance on addition and subtraction of integers. The materials were prepared by

the researchers and used during afternoon after class.

IV. ACTION RESEARCH METHODS

This study adopted the descriptive method to gather data on solving integers in addition

and subtraction. It assessed through pre-test and post-test with the use of the researcher own

made problem solving.

Participants/other sources Data

The participants of this study were the 26 grade 7 Sapphire students in Forentino

Galang Sr. National High School. The researchers select the participants base on the

result of the pre-assessment given by the teacher.

Data Gathering Method

Upon the approval of the permission to conduct the study from the school principal,

and the students’ parents/guardians, the researchers conducted a face-to-face pre-

assessment using test paper in solving integers, specifically on addition and subtraction of

integers.

After identifying the levels of the students in solving integers, the researchers

conducted a peer group instruction every morning before class and every after class in the

afternoon.

The researchers choose 4-5 participants per day. It consumed only 10 minutes in the

morning sessions, and 15-20 minutes in afternoon sessions. The researchers provide

worksheet materials and pencil to the participants for the daily practice activities.

Constant monitoring of the participants were done by the researchers.

 After all the sessions, the post-assessment were conducted. The result of the

assessment were subjected to statistical treatments to determine if there is an

improvement in students’ performance in solving addition and subtraction of integers.

Data Analysis Plan

After the students completed the test, their answers were gathered. The first

problem; what is the level of student's performance in solving addition and subtraction of

integers before and after the intervention. The second problem; Is there significant

relationship in students’ performance in solving integers after the implementation of the

intervention.

The table below shows the scaling of scores, mean and interpretation of the data

41-50 40.01-50.00 Very High The respondents have a very high level of
performance in solving addition and
subtraction of integers.
31-40 30.01-40.00 High The respondents have a high level of
performance in solving addition and
subtraction of integers.
21-30 20.01-30.00 Moderate The respondents have a moderate level of
performance in solving addition and
subtraction of integers.
11-20 10.01-20.00 Low The respondents have a low level of
performance in solving addition and
subtraction of integers.
1-10 0.01-10.00 Very Low The respondents have a very low level of
performance in solving addition and
subtraction of integers.
Research and Discussion

Table 1. Level of student's performance in solving addition and subtraction of integers

before the intervention.

Mean SD Interpretation

Pre-Test 15.08 17.13 Low

Table 1. Shows the level of student's performance in solving addition and subtraction

of integers before intervention. Pre-Test scores of students has a mean of 15.08 and a

standard deviation of 17.13 which is interpreted as low.

Table 2. Level of student's performance in solving addition and subtraction of

integers after the intervention.

Mean SD Interpretation

Post-Test 41.85 42.22 Very High

Table 2 Shows the level of student's performance in solving addition and subtraction

of integers after intervention. Post-Test scores of students has a mean of 41.85 and a

standard deviation of 42.22 which is interpreted as very high.

 A study discovered that overall, the intervention in general improved on students’

performance in any combinations of signs and operations. The overall means score of

correct attempts in the post-tests showed higher on addition of integers (87.7%)

compared to subtraction of integers (80.0%). Nonetheless, when comparing their

performance improvement from pre-test to post-test, students improved more on the

subtraction of integers (with percentage increase of 35.5%) than the addition of integers

(with percentage increase of 28.7%).

Peer group should therefore be used

for
effective teaching and learning in
schools. In certain
areas of problem solving, the group
may do better than
any single member. Even if a single
member proposes a
solution, it is likely to be discussed in
the group,
supporting this, Brunner (1968) states
that discussion is
a social aspect in the domain of
reasoning, logic and
problem solving.
Peer group should therefore be used
for
effective teaching and learning in
schools. In certain
areas of problem solving, the group
may do better than
any single member. Even if a single
member proposes a
solution, it is likely to be discussed in
the group,
supporting this, Brunner (1968) states
that discussion is
a social aspect in the domain of
reasoning, logic and
problem solving.
Peer group should therefore be used
for
effective teaching and learning in
schools. In certain
areas of problem solving, the group
may do better than
any single member. Even if a single
member proposes a
solution, it is likely to be discussed in
the group,
supporting this, Brunner (1968) states
that discussion is
a social aspect in the domain of
reasoning, logic and
problem solving.
Peer group should therefore be used for effective teaching and learning in schools. In

certain areas of problem solving, the group may do better than any single member. Even

if a single member proposes a solution, it is likely to be discussed in the group,

supporting this, Brunner (2013) states that discussion is a social aspect in the domain of

reasoning, logic and problem solving.

 This implies that students are unique learners, you just have to explore in teaching

and putting them in a right place because your strategies may be effective to some but

may not also be effective to others especially in class discussion.

Table 3. Significant relationship on the level of student's performance in solving

addition and subtraction of integers before and after the intervention.

t-value p-value Interpretation

Pre-Test and .334 .038 Significant

Post-Test

Table 3. Shows the significant relationship on the level of student's performance in

solving addition and subtraction of integers before and after the intervention. The

student's scores from pre-test and post-test has a t-value of .334 and p-value of .038

which has an interpretation of significant and a decision to reject the null hypothesis.

This implies that having a peer group learning instruction as an intervention will help

improve student’s performance. The group is not just about the size but also how the

learning is presented. This also implies that doing something to improve is better than

doing the same thing.

V. Action Research Work Plan

Plan of Action

Activities Target Persons Date Expected Outcomes

Participant Responsible
s

Pre-
Implementation
Grade 7 Mrs. Hazelyn February Identified a problem inside the
Observed Sapphire S. Tranco 2023 classroom
problems within (second
the classroom. Jolyn A. week)
Aurelio
Asking the
instructor whether The first problem of her advisory
the student initial February
2023 (Last students is the difficulty in solving
problems. week) integers.
Send a letter to the
teacher and
students asking March 2023 Permission Granted
for permission to
conduct study

Asking the
permission to March 2023 Permission Granted
Principal.

Implementation

Conducted
Preliminary March2023 Data was collected
(pretest).

Development of
March to Completed the intervention
intervention
April 2023

Post
Implementation
Gathering the Recorded the result
results of the
action research April 2023
conducted

Submitted the The problem was presented.

action research to
the class adviser June 2023

VI. Cost Estimate

Supplies and Materials

Unit Quantity Description Unit Cost Amount

Ream 1 1/2 Hard Copy 270.00 270.00

Long Bond
Paper

Bottle 1 Epson L120 Ink 300.00 300.00

(black and blue)

Writing 26 Pencil 7.00 182.00

Materials

Food 28 Snacks 10 280.00

Total 1, 032

VII. Plan for Dissemination and Utilization

 The researchers will disseminate the findings of the study to the participants,

parents of the participants, the principal of the school and CPSU facilities. The result of this

action research will also be shared with other researchers who are interested to conduct the same

study in other settings or contexts.

CONCLUSION

Based on the above mentioned findings, the researchers come up with the following

conclusions:

According to the findings of the study, the performance of the students in solving

addition and subtraction of integers were significantly improved based from their pre-test to

post-test after using peer group learning math intervention. In this intervention, students become

more open about their thoughts, learns to collaborate with others and develop questioning skills

that can help them improve in their learnings.

RECOMMENDATION

The researchers come up with the following recommendations based on the findings and

conclusions made:

The proposed improvement plan formulated should be utilized.

Teachers should produce remedial activities to address the needs of the learners for the

improvement of their performance

Teachers should provide manipulative materials to help them understand the concept correctly

and be able to apply the knowledge gained.

School Heads should regularly monitor the teaching-learning process of teachers School

administrators should make the most of their time by giving instructors the proper technical

support they need to teach beginning readers.

School Heads should submit the crafted learning resource materials for remedial instructions for

quality assurance.

ACKNOWLEDGEMENT

History of all great works is to witness that no great work was ever done without either

the active or passive support of the people that surrounds. First of all to Almighty God, thank

you for sustaining her from the very start. To her cooperating teacher Ma’am Hazelyn S. Tranco

for guiding and helping me to implement this study, to the school principal of FGSNHS Ma’am

Grycy P. Alagao for allowing to conduct this study and to her adviser Mr. Frank Anthony Y.

Bullag thank you for helping her finishing her research. Also to the grade 7 Sapphire a warm

thank you and to all who extended their help without any hesitations all those helps are

appreciated.

REFERENCES

Briggs (2013). Developing the mastery in addition and subtraction of integers through math-a-

battlefield technique.
Prahmana, R., Sahat, N., & Tengah, K., (2018). The teaching and learning of addition and

subtraction of integers through manipulative in Brunei Darussalam. Retrieved from https://io

pscience.iop.org/article/10.1088/17426596/1088/1/012024/pdf

Gogus (2020). Improving the performance of Basic School Pupils in Addition and Subtraction

of Integers Using Rectangular Cut out Number Line: A case of Ghanaian Basic School.

Boud (2015). Explaining the Concept and Operations of Integer in Primary School Mathematics

Teaching: Opposite Model Sample. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1204603.pdf

APPENDIX