Research Powerpoint Group 1

USEFULNESS OF STUDENTS HELPING OTHERS PROGRAM (SHOP) IN
ENHANCING THE NUMERICAL COMPETENCIES

OF SENIOR HIGHSCHOOL STUDENT
By:
Patrick Jhastine T. Abe
Shaira Marie C. Abrera
Neil Jay R. Lacandazo
John Kirby E. Saja
Ador Joseph S. Rebellon
Christelle Dennise M. Cortez
John Lorenze M. Sabado
John Elijah G. Evangelista
Highway Hills Integrated School

Senior High School Department
Calbayog St. Brgy. Highway Hills, Mandaluyong City
ENHANCING THE NUMERICAL COMPETENCIES OF SENIOR HIGHSCHOOL
STUDENT
BACKGROUND OF THE
STUDY
• Mathematics Competency is one of the key elements of 21st Century
Learning Skill where it summarizes the different areas that the learners today must
be equipped with. A study of Joson (2016) unveiled that Filipino Secondary
Learners did not achieve the increase on the Many learners believe they “dislike”
math because they will never need a particular algorithm or equation outside of
school.
• For mathematics to be taught and learned, both the teacher and the student must
participate effective communication when it comes to numerical competencies.
However, the two years interference of the COVID-19 pandemic led students to be
more uninterested due to difficulty of its subject specifically in perceiving the
mathematical concepts.

STUDENT
BACKGROUND OF THE
STUDY
• Encouraging students to “think aloud” and share the way they approach
problems may be especially important. Math is cumulative, falling behind might
mean a learner misses out on much of what is taught for the rest of the school term.
• Teachers keep on assigning multiple problems to students who have only a

tenuous understanding or worse, a misunderstanding of the skill can lead to
confusion and frustration. Yetman (2020) medically reviewed that the more
knowledgeable person can enhance a student’s learning by guiding them through a
task slightly above their ability level.

STUDENT
BACKGROUND OF THE
STUDY
• The Student Helping Others Program (SHOP) will be significant in
minimizing the case of students who are having a difficulty when it comes to
understanding the Math Concepts. Instead of giving the student answers, the
intention is to facilitate their learning by using strategies like prompting, modeling,
and providing hints.
• This study will unveil the poor numerical skills of SHS Students
specifically in STEM Students. Through the means of the program, they will be
able to ask assistance another student helps the learner to learn how to work on
difficult tasks and how to control or manage anxiety and frustration that leads to
mastery of their own skill and reduced the amount of support given.

STUDENT
STATEMENT OF THE
PROBLEM
1. What are the least learned competencies of the students according to
LCRP?
2. What are the recommendations of the teacher about the results of LCRP?
3. What are the needs of the students according to the conducted Needs-
based Assessment?
4. What are the levels of students' Mathematical Competencies before and
after the SHOP?

STUDENT
STATEMENT OF THE
PROBLEM
5. What are the narratives of the students about SHOP?
6. Is there a significant difference between students’ mathematical competency
before and after the SHOP?
7. What program can be recommended to enhance the mathematical
competency of the students and improve students experience from SHOP?

STUDENT
THEORETICAL
FRAMEWORK
The Zone of Proximal Development (ZPD) is an integral part of Vygotsky’s sociocultural theory of
learning, which explains how learning and development is the result of social and cultural influences. The ZPD is
described by Vygotsky as “the distance between the actual developmental level (independent problem solving)
and the level of potential development (problem solving under adult guidance or in collaboration with more capable
peers)” (Vygotsky, 1978, p. 69).

STUDENT
CONCEPTUAL
FRAMEWORK
STUDENT
SCOPE AND
LIMITATIONS
• This study will focus on the factors affecting students' academic skills in
Mathematical-based subjects in Senior High School students by implementing a program to
help them improve their numerical competencies.
• The target respondents are Grade 11 students who have math-based subjects since
they have a variety of math-related subjects that will enhance their numerical competencies.
• The researchers will offer a program to improve students' academic skills, particularly
in simple mathematical equations. The program will last at least a month, and the researcher
must monitor and record the progress of the students before and after the implementation of
agenda.
• The study will also assist students in determining their competency as a student with
math-based subjects as they learn from our Student's Helping Others Program (SHOP).

STUDENT
SIGNIFICANCE OF THE
STUDY
l For Senior High School Teachers.
The teachers who are aware of the student's numerical competencies and
are a guide on enhancing this capability. By identifying the usefulness of Student's
Helping Others Program (SHOP), Senior High School Teachers can use this as a
reference on how to effectively use this program in enhancing students’ numerical
capabilities.

STUDENT
SIGNIFICANCE OF THE
STUDY
l For School Administration.
An educational organization that deals with the improvement of school-

related agenda and systems and are responsible to make a program that can help
enhance the students' capabilities and learning. This research will be helpful to the
school's administration by determining how peer learning can help students improve
their numerical competencies and how it affects their motivation to learn numerical-
related studies.

STUDENT
SIGNIFICANCE OF THE
STUDY
l For Senior High School Students.
The studies lies in its potential to empower students studying in Grade 11

and 12 by enabling them to identify and address their weaknesses in math-based
subjects. Additionally, the SHOP intervention fosters collaboration, provides
teaching experience for tutors, and prepares students for future academic
challenges. By recognizing and enhancing their numerical competencies, students
can improve their overall academic performance and be better equipped to
succeed in their educational pursuits.

STUDENT
SIGNIFICANCE OF THE
STUDY
l For Future Researchers.
The researchers who will conduct a study related to this one and can use this
as a part of the review of related literature. This study will provide a valuable
information and details on how will they come up with a strategies in order to improve
the numerical competencies of the students.

STUDENT
SAMPLING
TECHNIQUE
• The researchers will use purposive sampling method, a non-probability
sampling technique where researchers make calculated choices in their sampling
design to select a particular type of respondents (2022). As there is a group of
defined respondents which is the Grade 11 STEM B Senior High School Students
of Highway Hills Integrated School.

STUDENT
POPULATION AND
SAMPLES
• The respondents were HHIS Grade 11-STEM B SHS students who were
willing to join in our Student's Helping Others Program (SHOP), which aimed to bridge
the learning losses and relearn the knowledge and competencies in mathematics
considered as the learning gap brought by the COVID-19 pandemic instituted from
online- distant learning modality.

STUDENT
STATISTICAL
TREATMENT

STUDENT
STATISTICAL
TREATMENT

STUDENT
HYPOTHESIS
There is no significant difference on students' Mathematical Competencies

before and after the SHOP.

RESULTS
STUDENT
Items Weighted Mean Verbal Interpretation Rank

1. I find mathematics interesting. 3.09 TRUE TO ME 6
2. I am interested in learning mathematics if the teacher explains 3.36 TRUE TO ME 2
it with historical vignettes and game simulation.
3. I generally do well in mathematics. 2.61 TRUE TO ME 9
4. I prefer face-to-face learning for studying mathematics than
online learning modality. 3.61 VERY TRUE TO ME 1
5. I sometimes lose interest in mathematics whenever I see
problems, calculations & formulas. 2.61 TRUE TO ME 10
6. I learn mathematics better in a group study set up than self- 3.17 4
study style. TRUE TO ME
7. I understand basic mathematical symbols like 2.94 TRUE TO ME 7
8. I have no interest to study more about mathematics. 3.17 TRUE TO ME 5

9. I am looking forward to solve difficult problems in mathematics. 2.75 TRUE TO ME 8
10. I am not confident to handle difficult problems like solving
equations & other complex rational expressions. 2.49 SOMEWHAT TRUE TO ME 11
11. I feel that I learn faster in Math-based subjects as compared SOMEWHAT TRUE TO ME 15
to other subjects. 2.29
12. I listen attentively to my teacher whenever he/she discusses TRUE TO ME 3
lessons in Math with different techniques & styles. 3.31
13. I never get tired of doing mathematics. 2.42 SOMEWHAT TRUE TO ME 13

14. I prefer Filipino as the medium of instruction in mathematics 2.42 SOMEWHAT TRUE TO ME 14
rather than the English method approach.
15. I spend more time in studying mathematics topics. 2.47 SOMEWHAT TRUE TO ME 12
Average Weighted Mean 2.85 TRUE TO ME

RESULTS
STUDENT
• The purpose of this study is to determine the heterogeneity of research based

on the year of publication, level of education, research methods used, demographics
of the research country, and the type of learning difficulties experienced by students
seen from the indicators of metacognition ability. The lowest rank number of 15 from
the average weighted mean of 2.29 which means sometimes true to me, it says I feel
that I learn faster in Math-based subjects as compared to other subjects. Our mind is
not able to speed up in math that is why its result is the lowest in rank and no one can
learn mathematics quickly to compute and to learn it. We can say that math is easy
because of the simple fractions that it gives in every lesson of mathematics and it also
shows its value that we should learn and it doesn't need to be easy.

RESULTS
STUDENT
Frequency of Errors Mastery Level

No. of Students
Test No. COMPETENCY Answered
Correctly No. of Error(s) Remarks % Remarks
1 D 2 33 Further Errors 6 Not Mastered

3 E 7 28 Further Errors 20 Not Mastered
4 E 24 11 Marginal Errors 69 Least Mastered
5 F 4 31 Further Errors 11 Not Mastered
6 F 1 34 Further Errors 3 Not Mastered
7 C 18 17 Marginal Errors 51 Not Mastered
8 C 24 11 Marginal Errors 69 Least Mastered
9 C 9 26 Further Errors 26 Not Mastered
10 C 19 16 Marginal Errors 54 Not Mastered
11 B 2 33 Further Errors 6 Not Mastered
14 B 11 24 Marginal Errors 31 Not Mastered

RESULTS
STUDENT
17 D 15 20 Marginal Errors 43 Not Mastered
19 A 4 31 Further Errors 11 Not Mastered
20 A 5 30 Further Errors 14 Not Mastered
22 B 19 16 Marginal Errors 54 Not Mastered
24 A 25 10 Minimal Errors 71 Least Mastered
25 A 13 22 Marginal Errors 37 Not Mastered

MPS 7.00 23.33 Not Mastered

RESULTS
STUDENT
• In summary, students have not yet mastered all of the competencies and
made further to marginal mistakes in the pretest. The pretest findings show that
students have not yet acquired the most essential learning competencies in general
mathematics. The possible reasons for that is, the topics are really difficult, they
have already forgotten the discussion or discussions on the topic, or the teacher's
teaching style does not suit them.

RESULTS
STUDENT
Frequency of Errors Mastery Level

ITEM # No. of Students Answered Correctly
No. of Error(s) Remarks % Remarks
1 32 3 Minimal Errors 91 Mastered

4 4 31 Further Error 11 Not Mastered

RESULTS
STUDENT

18 17 18 Marginal Error 49 Not Mastered
19 25 10 Minimal Errors 71 Least Mastered
22 35 0 No Error 100 Mastered
MPS 21.60 72.00 Least Mastered

RESULTS
STUDENT
• In a nutshell, SHOP greatly improved students' numeracy skills in

competencies A, B, and D. Besides, it improved students numeracy skills in
competency C. On the contrary, even after being exposed to the program,there is
no improvement in the numeracy skills of the students in competencies E, and F.
The post-test findings illustrated that SHOP is useful in improving the numerical
competencies of the students. However, the effectiveness differs across the
competencies.

RESULTS
STUDENT
Items Mean T-stat T-crit P-value Decision Interpretation

score
PRE-TEST
6.79
There is a significant difference
between the numerical
64.55 1.69 0 Reject the Null competencies of the students
before and after the SHOP.
POSTTEST
21.60
ALPHA VALUE=0.05; TWOTAILED

RESULTS
STUDENT
• Since the table shows that the Post Test has a mean score of 21.60 which
is greater than the Pre-Test mean score of 6.89. With that the table also shows that
the t-stat is 64.55 which is greater than the tabular value of t-crit of 1.69 with p value
of 0 is less than the alpha value of 0.05, it is concluded to reject the null and accept
the alternative hypothesis. In other words, there is a significant difference between
the numerical competencies of the Senior High School Students before and after
the SHOP.

RESULTS
STUDENT
Responses Codes Themes

Respondent 6: Group study po, Group study kasi ano po
ahmm… mas makaka… maiintindihan po ng maiintindihan ko po Group Study and Peer Tutoring
o yung mga classmate ko na hindi po nakakaintindi masyado ng to Understand more the Math Learning Approach
math. Kaya group study po yung (...) Lessons
Same group study saken so kasi mas magkakaroon ka ng Group Study and Peer Tutoring
panibagong interest sa pagkuha ng math so yun lang. to Understand be more Learning Approach
interested with Math Lessons
Respondent 7: Sakin naman group study din kase…parang mas Group Study and Peer Tutoring
komportable kase sa mga kaklase mo yung nakukuha mo yung to Understand Math lessons Learning Approach and Teaching and
idea kase mas alam nila yung parang may method na ganun while being comfortable in Assessment Methods
yung sagot ganun yung pagkakaano. doing so
Resondent 8: Sakin naman po is ano *coughs* yung pag tatry sa
internet because ano yun nga pwede ka magtrial and error dun,
pero mostly ano kapag di ako nakakapagstudy sa internet kasi Watching Math Lessons and
you know pagod ka din minsan pag galing pauwi kasi pang gabi Learning Approach
Doing Drills and Practices.
kami kaya di ako nakapagreview masyado, yun pwede na gamitin
yung group study para ano maintindihan nila.
Respondent 9: Para sakin po same lang kay Respondent 8 mas Preference on Online Modality
ah…no po yung online, online study tsaka yung group study po. Learning Approach
of Learning

RESULTS
STUDENT
Table 11 shows that all three respondents use the same method for learning
mathematics. Respondents stated that group study improves their understanding and
enthusiasm in mathematics topics, as well as makes them more comfortable working
with a team. Two additional respondents said they find it beneficial to grasp math when
they are on the internet, and they also find it useful when they don't have time to
review on the internet.

STUDENT
CONCLUSION
1. Teachers suggested that LCRP has to be utilized to make suggestions on how to improve
students' learning capacity. The students were to identify the areas that were lacking and
needed to be replenished because of the COVID-19 pandemic.
2. The student had make an improvement mathematical concepts, knowledge and skills
regards to their teacher's assessment.
3. The student had make an improvement in mathematical concepts, knowledge and skills
3.1. Students had mostly preferred in-person classes than online classes with

STUDENT
CONCLUSION
4. As a result of the overall pretest result for the mathematical competencies of Grade 11
students, the total pretest result is interpreted as Not Mastered.
4.a. The results shows that one of item 24 got the highest correct answers
which led to the Least Mastered result.
4.b. The most errors were found in items number 2, number 6, number 12,
number 18, and number 29, resulting in 34 errors that were interpreted as Not
Mastered.
4.c. In conclusion, the overall results of pretest is interpreted as Not Mastered.
5. As a result, the overall post test result for the mathematical competencies of Grade 11
students, the total post test results are interpreted as Least Mastered. This means that there are
19 items that the students got 25 to 30 scores which lead to the Mastered result. The most errors
were found in items number 8 and number 21 resulting in 34 errors that were interpreted as Not
Mastered.

STUDENT
CONCLUSION
6. The paired-samples z-test was conducted to evaluate the effectiveness of SHOP on

grade 11 STEM students. It was hypothesized that there was a significant difference in
students' mathematical competencies before and after the SHOP. To test this hypothesis, a
paired-samples t test was conducted. Since our p-value is lower than the alpha value, we
reject the null hypothesis and accept the alternative hypothesis. There is a significant
difference between the mathematical competencies of the students before and after the SHOP.
These findings suggest that SHOP is effective in improving the mathematical competency of
grade 11 STEM students

RECOMMENDATIONS
STUDENT
• Back to basics is the key to recalling all of the basic math skills that students already possess.
• Math teachers should develop an optimal strategy for each student group, placing particular
emphasis on individualized instruction.
• Setting clear and progressive objectives for enhancing students' mathematical skills will yield
significant benefits, not only for the students themselves but also for all stakeholders within the school
who are concerned about academic performance in math-related subjects.
• Provide activities that are carefully aligned with their individual capabilities in order to sustain
student interest in math-based subjects and prevent potential distractions.
• Teachers should be mindful and avoid overwhelming students, especially when it comes to
challenging math subjects that cannot be reasonably completed in a single day.
• Through establishing math club organization, it aids and serves the needs of the learner and
also the teacher that is a vital aspect for the progress of our present world.

RECOMMENDATIONS
STUDENT
• There should be an application of what they’ve learn throughout the session not just through the
means of test assessments but also by forming them a group or individual mental math drills that can
challenge and practice their critical thinking skills.
• In order to move forward into more difficult equations and problems they should master the
suggested in no. 1, there is no learning if the learners did not know the basic numerical competencies that
is essential in building the foundation of their knowledge.
• Based on the recommendation of the teacher on the result of the LCRP, students should be
given a test booklet in order to examine the part that the learner still need to enhance and be able to
guide them during the conduct of the program.
• For HHIS SHS Department to adopt the proposed mathematics program so that the students
may be properly guided in determining the math concept that they find difficult and be able to aid the gap
that is loss during the times of pandemic.

REFERENCES
STUDENT
Alegre, F. (2020). Academic Achievement and Peer Tutoring in Mathematics: A Margaret Walshaw (2017) Understanding mathematical
Comparison Between Primary and Secondary Education. development through Vygotsky, Research in Mathematics
https://journals.sagepub.com/doi/full/10.1177/2158244020929295#bibr39-21 Education, 19:3, 293-309,
58244020929295 DOI:10.1080/14794802.2017.1379728. Retrieved
. http://dx.doi.org/10.1080/14794802.2017.1379728
Braeuning D, Ribner A, Moeller K and Blair C (2020) The Multifactorial
Nature of Early Numeracy and Its Stability. Front. Psychol. 11:518981. Paul J. Riccomini, Gregory W. Smith, Elizabeth M. Hughes & Karen
doi: 10.3389/fpsyg.2020.518981. M. Fries (2015) The Language of Mathematics: The Importance
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.518981/full of Teaching and Learning Mathematical
Vocabulary, Reading & Writing Quarterly, 31:3,235-252, DOI:
Dr. Isa, S. G., Dr. Mammam, M. A., Badar, Y. and Bala, T. 2020. “The
10.1080/10573569.2015.1030995
impact of teaching methods on academic performance of
secondary school students in Nigeria”, International Siyepu, S. (2013). The zone of proximal development in the learning of
Journal of Development Research, Vol. 10, Issue, 06, pp. 37382- mathematics.
37385. https://journals.co.za/doi/abs/10.10520/EJC134983
Kusmaryono, I., Jupriyanto, & Kusumaningsih, W. (2021).
Construction of students' mathematical knowledge in
the zone of proximal development and zone of
potential construction. European Journal of Educatipon
Research, 10(1), 341-351. Retrieved
https://doi.org/10.12973/eujer.10.1.341

STUDENT
THANK
YOU!

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USEFULNESS OF STUDENTS HELPING OTHERS PROGRAM (SHOP) IN

ENHANCING THE NUMERICAL COMPETENCIES

Highway Hills Integrated School

Highway Hills Integrated School

• Teachers keep on assigning multiple problems to students who have only a

Highway Hills Integrated School

Highway Hills Integrated School

Highway Hills Integrated School

Highway Hills Integrated School

Highway Hills Integrated School

Highway Hills Integrated School

Highway Hills Integrated School

An educational organization that deals with the improvement of school-

Highway Hills Integrated School

The studies lies in its potential to empower students studying in Grade 11

Highway Hills Integrated School

Highway Hills Integrated School

Highway Hills Integrated School

online- distant learning modality.

Highway Hills Integrated School

Highway Hills Integrated School

Highway Hills Integrated School

There is no significant difference on students' Mathematical Competencies

Highway Hills Integrated School

Items Weighted Mean Verbal Interpretation Rank

8. I have no interest to study more about mathematics. 3.17 TRUE TO ME 5

13. I never get tired of doing mathematics. 2.42 SOMEWHAT TRUE TO ME 13

Highway Hills Integrated School

• The purpose of this study is to determine the heterogeneity of research based

Highway Hills Integrated School

Frequency of Errors Mastery Level

1 D 2 33 Further Errors 6 Not Mastered

Highway Hills Integrated School

16 D 4 31 Further Errors 11 Not Mastered

17 D 15 20 Marginal Errors 43 Not Mastered

18 D 1 34 Further Errors 3 Not Mastered

19 A 4 31 Further Errors 11 Not Mastered

20 A 5 30 Further Errors 14 Not Mastered

21 B 6 29 Further Errors 17 Not Mastered

22 B 19 16 Marginal Errors 54 Not Mastered

23 B 3 32 Further Errors 9 Not Mastered

24 A 25 10 Minimal Errors 71 Least Mastered

25 A 13 22 Marginal Errors 37 Not Mastered

26 D 2 33 Further Errors 6 Not Mastered

27 D 6 29 Further Errors 17 Not Mastered

28 D 2 33 Further Errors 6 Not Mastered

29 C 1 34 Further Errors 3 Not Mastered

30 C 4 31 Further Errors 11 Not Mastered

Highway Hills Integrated School

Highway Hills Integrated School

Frequency of Errors Mastery Level

1 32 3 Minimal Errors 91 Mastered

Highway Hills Integrated School

16 28 7 Minimal Errors 80 Mastered

Highway Hills Integrated School

• In a nutshell, SHOP greatly improved students' numeracy skills in

Highway Hills Integrated School

Items Mean T-stat T-crit P-value Decision Interpretation

ALPHA VALUE=0.05; TWOTAILED

Highway Hills Integrated School

Highway Hills Integrated School

Responses Codes Themes

Highway Hills Integrated School