Proposed Action Research Title
Enhancing the Performance of the Grade 5 Pupils of
Matuyatuya Elementary School
Using Various Game Activities
I. Context and Rationale
Mathematics is a subject that pervades life at any age and in any circumstance. Thus, its
value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must
be learned comprehensively and with much depth (Department of Education, 2013). In daily
activities, people apply mathematics all the time, for example in constructing buildings for
stability, making calculations to design a car m, developing medicines and painkillers, or even
making machines like watches to determine time. Indeed, mathematics is developed into various
fields like engineering, sciences, computer system, biology and so on (Norris, 2012). Due to this,
students compulsorily study mathematics from the basic operation in primary school level until
advanced mathematics at the university level.
However, many of the learners performed low in Mathematics. For instance, in
international test results such as the 2003 TIMSS (Trends in International Mathematics and
Science Study), the Philippines ranked 34th out of 38 countries in HS II Math and ranked 43rdout
of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd out of 25 participating
countries in both Math and Science. In 2008, even with only the science high schools participating
in the Advanced Mathematics category, the Philippines ranked lowest. Moreover, the National
Achievement Test results in Mathematics is still low, in fact, selected teachers of Grade 4 and
Grade 8 across MIMAROPA region were sent to 12-day Regional Training on Teaching the
Critical Content in teaching Mathematics 4 and Mathematics 8 in which, one of the basis of this
training is the low performance of the learners in Mathematics which were attributed to the least
mastered skills in selected learning competencies due to their misconceptions.
Similar situation is observed in Matuyatuya Elementary School. The performance of the
pupils is alarming in Mathematics. Results of the first periodical test of the Grade 5 pupils revealed
a mean percentage score of 54.46 and 63.86 for the second periodical test. Despite the slight
improvement in figure, still the performance was low and did not reach the standard rating of 75%.
Analyzing the results for the first quarter, most of the pupils had low mastery in learning
competencies related to: 1) properties of whole number that involves addition, subtraction,
multiplication, and division; 2) factors (factors of given number, finding prime factors); 3)
fractions (changing dissimilar fractions to similar fraction, identifying equal fractions using the
cross product method, changing fractions to lower/highest term, ordering dissimilar fractions,
estimating fractions, adding dissimilar fractions, subtracting dissimilar fractions and others). For
the second quarter, results revealed that most of the Grade 5 pupils had low mastery in topics
related to decimals such as: reading and writing decimal numbers through ten thousandths,
rounding the decimal numbers to the nearest hundredths and thousands, adding and subtracting
decimal numbers through thousandths with and without regrouping, multiplication of decimals,
division of decimals and others related to this).
Truly, results of the periodical tests in the first quarter and second quarter are
manifestations that pupils had difficulties in learning mathematics which could adversely affect
their performance if some steps are not taken by the teachers. According to Ernest (n.d) game is
the most striking way to engage pupils into learning mathematics. In fact, pupils become strongly
motivated, they immense themselves in the activity and over a period of time they are able to
enhance their attitude toward the subject. In addition to being motivated themselves, games also
add variety to the overall mathematics curriculum by bringing another varied approach into the
teaching of the subject. Similarly, researchers claimed that children need to be discussed with
Mathematics as well as learning it in other ways. When groups of children play math games,
teachers need to talk over, move, and discuss the correctness of answers and different strategies
(Bose, Tsamaase, & Seetso, 2013).
With this background, the researchers would like to conduct a research that would enhance the
performance of the Grade 5 pupils in Mathematics. It will involve the utilization of various game
activities in teaching Mathematics since it has been observed that this subject seemed difficult for
the learners, it would be interesting if games will be incorporated in teaching to facilitate easy
learning of the concepts being developed in Mathematics. As it is believed that games generate
enthusiasm, excitement, total involvement, and enjoyment to learners. Using games may pave way
to the boredom and lack of interest of the pupils in learning Mathematics that also contributed to
their low achievement in Mathematics. Since, this subject is regarded complex and difficult, it
should be taught in an easy and engaging way to encourage more participation and eventually
achieve high performance.
Conceptual Framework of the Study
Figure 1 illustrates the complete framework of the study. The independent variables include
the result of the pre-test of control and experimental group. The arrow that connects the two frames
indicates significant difference between the results of the pre-test and posttest of the Grade 5 pupils
after using the treatment, the various game activities.
II. Action Research Questions
Primarily, the study aims to enhance the performance of the Grade 5 pupils in Mathematics
using various game activities.
Specifically, it will seek answers to the following questions:
1. What are the pre and posttest results of the following:
1.1 Control; and
1.2 Experimental groups?
2. Is there a significant difference on the posttest results of the control group and experimental
groups?
3. How effective are the various game activities in enhancing the performance of the Grade 5
pupils in Mathematics?
III. Innovation, Intervention and Strategy
The researcher will use various game activities as strategies in teaching Mathematics 5 that
would enhance the performance of the pupils for the school year 2019-2020.
These various game activities would be excellent strategies. These will make use of
instructional approaches which will attempt to make the process of learning Mathematics more
enjoyable, more exciting, more interactive, and more meaningful. It will significantly improve the
mastery of the key concepts stipulated in the K to 12 Curriculum Guide for Mathematics 5 for the
first and second quarter of the school year 2019-2020. Also, it will help the pupils relax and reduce
the stress which many of the pupil’s experience as a result of anxiety and pressure in learning
Mathematics.
Several researchers highlighted the big value of game as a vital part of teaching
Mathematics. Accordingly, it makes pupils interested in active working during Mathematics
lessons and overall interest in the subject. It improves whole process of Mathematics lessons
(Krejcova & Volfova, 2014). In like manner, it gives positive influences on the development of
primary school children. In fact, games make the pupils active, develops their memory,
imagination, concentration, thinking and speech, refines pupils’ feelings area, supports learning
by experience, improves self-confidence and self-cognition, makes possible social learning,
prepares for various social situations, motivates, develops interests, satisfies needs, leads to
creativity, and self-reliance, and fosters relaxation and eliminates boredom (Pulos & Sneider,
2014).
In addition, Randel, et al., (2009), made precise analysis of functions of game in children’s
development. Accordingly, games in non-cognitive areas develop feelings and positive
experience, improvement of self-confidence, bigger activity and motivation, social behaviour,
better social skills, boost of creativity, pleasure of creative activities. For cognitive areas, develops
sensory and motoric functions, memory, abilities to evaluate, and creative thinking.
These various game activities will be used in teaching Mathematics 5. The following are
the games that intend to enhance mastery in the selected learning competencies in Mathematics 5
which seemed difficult for the learners.
1. Double Up, Tic Tac Toes Array, Sakes Alive, Go for Five, and Multiple Madness
games- these games will be used in the areas of properties of whole numbers: addition
and multiplication, operations of whole numbers through multiplication.
2. Ranging Rectangles –for common factors of given numbers.
3. Finding the Unknown, Fraction Match-Up, Fraction Roll’Em, Figuring Fourths, Three
in a Row Game board, and Number Madness –for topics related to fractions such
changing dissimilar fractions to similar fraction, identifying equal fractions using the
cross product method, changing fractions to lower/highest term, ordering dissimilar
fractions, estimating fractions, adding dissimilar fractions, subtracting dissimilar
fractions and others.
4. Color My Petals- for adding and subtracting decimal numbers.
5. Cutie Puppy- this focuses on multiplying decimals by 0.1,0.01 and 0.001.
6. Answer, Find and Color- this activity is about multiplication of decimals.
7. Solve, Find and Shade- these are series activities cover division of decimals.
8. Funny Tweety- his activity is an enjoyable and interesting way to identify prime and
composite numbers.
9. My Chubby Pooh - this activity is on identifying equivalent fractions.
10. Food Delivery Maze – this activity requires the pupils to change the fractions to
decimals.
IV. Action Research Methods
a. Participants and /or other sources of data and information
The participants of the study are 35 Grade 5 pupils which will be divided into two
groups as control group (expose to conventional methods of teaching such as: explicit teaching,
discussion, and problem solving) and the experimental group (expose to the utilization of
various game activities).
Other sources of data and information:
a.1 results of the pretest and posttest
a.2 summative tests after the utilization of various game activities
a. 3 results of interview with the pupils
b. Data Gathering Methods
b.1 Research Design
This research is a quasi-experimental design that involves two groups of
participants: 17 pupils from the control group and 18 pupils from the experimental group.
The grouping of the pupils is based on the pretest administered. The first 17 with high
scores are classified as Control Group while the lowest 18 pupils are classified as
experimental group.
b.2. Sampling Technique
This will employ purposive sampling technique. The Grade 5 pupils are group
according to their characteristics and attributes such as high performing and low
performing in Mathematics based on the pretest evaluation.
b.3 Data Collection/Research Instrument
Data will be collected using 30 item- validated pretest and posttest and structured
interview to the pupils.
c. Data Analysis Plan
Results will be analyzed as follows:
Questions Data Analysis Treatment
1. What are the pre and posttest results of the following: Mean Percentage Scores
a. Control; and
b. Experimental groups?
2. Is there a significant difference on the posttest results of
T-test; Paired Analysis of MPS
the control group and experimental groups? of the pretest and posttest of the
control and experimental group.
3. How effective are the various game activities in MPS of Summative Test of the
enhancing the performance of the Grade 5 pupils in Experimental Group
Mathematics Documentary Analysis of the
interview with the Grade 5
pupils.
Ethical Considerations
Conducting a research is a process that requires time, commitment, and a thoughtful
systematic approach. In conducting this quasi-experimental research design, several
considerations for this undertaking are truly necessary for the purpose of ensuring the privacy as
well as the security of the participants/subjects. These concerns will be identified in advance so as
to prevent future problems that would rise during the research process. Among the significant
issues which will be considered include, consent, confidentiality, anonymity of the
participants/subjects and data protection.
During the conduct of the research, interview guide will be drafted in a very clear and
concise manner to prevent confusion. Participants to this research will be given ample time to
respond to the questions posed on them to avoid errors and inaccuracies in their answers. The
participants will be given a waiver regarding the confidentiality of their identity and the
information that they did not wish to disclose. The participants’ cooperation will be eagerly sought
after, and they will assured that the data gathered would be treated with the strictest confidence.
These will be done with the hope that this would promote trust between the researcher and the
participants.
V. Action Research Work Plan and Timeliness
June July Aug. Sept Oct
2nd 3rd 4th 1st 2nd 3rd 4th 1st 2nd 3rd 1st 1st
Activities
Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk Wk
to 3rd to 4th
Wk Wk
Presentation of
research proposal to
the School Head and
District Supervisor
Administration of
the Pretest
Interpretation of the
Results
Analysis and
interpretation of
data collected
Presentation of the
results and findings
to the school head
Utilization of
Various Game
Activities in
Teaching
Mathematics
Post Administration of
Posttest
VI. Cost Estimates
VII. Plan for Dissemination and Utilization
To materialize the findings, researchers will conduct an information dissemination to
promote the intervention materials of using various game activities in teaching Mathematics 5.
The researchers will hold one-day advocacy campaign to promote the various game activities,
discuss the basis of designing the game activity package, and to provide information on how to
implement and use the game activity package by the teachers handling Mathematics in the
intermediate level.
VI. Cost Estimate
Activity Cost Estimate
Pre-implementation phase
Reproduction of the materials (various game activities) Php. 1,000.00
Transportation for reliability and validity testing of the
pretest and posttest design Php. 3,000.00
Implementation Phase
Transportation and food for experimentation phase Php. 3,000.00
Post Implementation Phase Php. 3,000.00
Printing and submission of final output
Php. 10,000.00
The one-day orientation will be conducted in Torrijos District. The researcher will act as
facilitator of the orientation. They will also prepare the learning materials and other campaign
materials needed during the information dissemination activity.
VIII. References
Bose, K., Tsamaase, M. & Seetso, G., (2013). ‘Teaching of science and mathematics
in pre-schools of Botswana: The existing practices’, Creative Education 4(7A1),
43–51, viewed 5 December 2014, from www.scirp.org/journal/PaperInformation.
aspx?paperID=34658&
Krejčová, E. and Volfová, M. (2014): Didactical Games in Mathematics.
Norris, E. (2012). Solving the maths problem: international perspective on
mathematicseducation. London: Royal Society for the Encouragement of Arts.
Randel, J., Morris, B., Wetzel, C. and Whitehill, B. (2012). The Effectiveness of Games for
Educational. Simulation & Gaming, 23 (3), 261–276
Pulos, S. and Sneider, C. (2014). Designing and Evaluating Effective Games for Teaching
Science and Mathematics: An illustration for Coordinate Geometry. Focus on Learning
Problems in Mathematics, 16 (3) 23–42
