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Chapter I

THE PROBLEM

Background of the Study

Education is the most meaningful to the life of an individual. Education also plays an

important role to every person because it gives necessary learnings, knowledge and skills to

become a productive member of the society. However, according to the World Bank, education

can also be one of the strongest instruments for reducing poverty, thereby improving the well-

being of many people. Therefore, to establish and maintain the high standard quality of the

education system in the Philippines, we must invest in education. Education gives meaning to the

life of many people – it is the primary tool in landing a job and it’s a ticket for a better future. In

this, we must highlight the competence of pupils in subjects that prepare them to the world,

especially to the world of Mathematics.

A pupil's learning style discusses their general approach. Some learner’s personal

characteristics can affect how he or she will learn. The learning process of an individual is very

unique because it has its own ways and techniques in adopting the teacher’s strategies and

techniques. The learning process of a learner depends on their adaptation towards the strategies

and techniques. Learner’s gain knowledge by connecting new knowledge with knowledge and

concepts that the learners already know. Most effectively, the learners should be active in the

social classroom, they should negotiate understanding through interaction with others and varied

approaches. According to the research, these are the important factors that affect the learning

process of a learner; intellectual factor, learning factor, physical factor, mental factor, teacher’s

personality, emotional and social factor.

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Each individual has its own strengths and weaknesses. In the field of mathematics, many

learners have difficulties in terms of numbers. Learners have the ability to learn and perceive his

or her normal capability to process numerical data and accomplish a mathematical calculation

based on the data. According to Spelke, Breinlinger, Macomber, & Jacobson, 1992,

Mathematical abilities seem to emerge from different representational core systems: inherent

attentional and representation systems for processing and responding to key features of the

world.

According to the U.S. Department of Labor (MAA, 2019), mathematicians should have at

least these 10 abilities if they want to succeed in mathematical research and education. First

would be; number facility – it is the ability to add, subtract, multiply or divide quickly and

correctly. Second, deductive reasoning – the ability to apply general rules to specific problems to

produce answers that make sense. Third, Mathematical Reasoning — the ability to choose the

right mathematical methods or formulas to solve a problem. Fourth, inductive reasoning — the

ability to combine pieces of information to form general rules or conclusions (includes finding a

relationship among seemingly unrelated events). Lastly is the information ordering — it is the

ability to arrange things or actions in a certain order or pattern according to a specific rule or set

of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).

Everyone agrees that learning mathematics can be difficult, nevertheless selected people

believe that mathematics is essential and some people believe mathematics is not essential. Most

learners have defined mathematics as really difficult to understand. For me, this is not true – it

could be true if the teachers taught it incompletely. Many learners say that mathematics is

boring, lacks creativity, is complicated and very difficult to learn. They are also saying “I hate

math”, “math is not my favorite subject”, “I’d rather die than studying math”, and many more –
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as I observed. However, if people will love and understand the theory of mathematics, they will

no longer hate mathematics in all aspects.

Mathematics is very important to the world. Mathematics is everywhere. Teaching using

numbers in the correct way will help you think critically and creatively every day. People use

mathematics on a day by day basis; it is very useful in the sense we make things orderly and help

us learn new things. Mathematics makes individuals smarter. A solid foundation of mathematics

improves many skills (analyzing given data, looking at evidence and proofs, solving word

problems while learning new information, etc.). Every individual will become adults, math is

very essential because we use it for our daily routine especially in our specific jobs. However,

mathematics is not only for learning new things. I also believed that all professionals need the

help of mathematics. It helps professionals make their work organized and orderly. Mathematics

is very complicated if people will complicate it, nevertheless it is more interesting – how he or

she derived the final answer.

Teaching and learning process can be well-defined as a transfer of knowledge from

teachers to learners. It is a combined process in which a teacher evaluates students'

understanding needs, sets specific learning objectives, develops teaching and memorization

tactics, implements a work plan, and evaluates the results of the instruction. Teaching is the act

of paying attention to people's needs, experiences, and feelings and interfering in order for them

to learn specific things. The primary goal of education is to make learning enjoyable and

worthwhile. The teaching-learning process has a critical part in shaping adolescents into better

citizens of the country, as they mature. This process represents the channel of communication

by which an individual aspires to develop the methodologies, abilities, proficiency, attitude,

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integrity, and appreciation necessary to thrive in the information era. As a result, teaching-

learning is a process that produces changes in behavioural structures through occurrence.

Intervention as defined in the website achievement for all, is a selection of evidence-

based teaching and learning processes to help students improve their learning. This entails

choosing suitable interventions to assist a particular learner make purposeful changes in his or

her learning. This was supported by Machera (2017), interventions according to him have

benefits if administered properly, self-directing, and cooperation and teamwork among students

comprise some of the benefits. This is one of the many reasons why it is necessary to intervene.

It will not only enable students to build their own emotional self, but it will also help them to

know that their teachers are involved. This only proves that it is of significant relevance to select

an effective and efficient mathematical intervention. Academic interventions address the

academic problems of a student (Matthew, 2019). Some of these implemented academic

interventions in the Philippines were peer-tutoring/ assessment and self-assessment.

Nevertheless, in spite of the efforts put by the teachers to implement interventions, students

continued to exhibit downtrend performance in Mathematics. (Capones, et al 2021)

According to the 2015 National Assessment of Educational Progress (Education

Northwest, 2019), two-thirds of eighth-grade students performed at or below a basic level of

proficiency in mathematics. In addition, over 90 percent of eighth-grade students with disabilities

performed at or below basic levels of proficiency in mathematics. These statistics stress the

importance of engaging in solid teaching practice to support students who are struggling in math

and students with learning disabilities. Based on the review of the research in this area, effective

math teaching practice often incorporates strategies that include systematic and explicit
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instruction, visual representation of functions and relationships, such as manipulative pictures

and graphs, peer-assisted instruction and ongoing formative assessments.

Students from the Philippines are not exempted from this poor level of numerical

competence. In fact, in 2018, the Programme for International Student Assessment (PISA)

indicated that the Philippines placed second overall lowest in rank out of 79 participating nations

worldwide. This merely implies that the students' mathematics abilities are really poor in the

Philippines. Furthermore, students' attitude towards the subject, poor study habits or the

excessive utilization of technologies might be the explanation for their continued

underperformance in mathematics. In contrast, to halt the continued poor performance, the

Philippine’s Department of Education has been undertaking several interventions to increase the

mathematical literacy of Filipino students who are having difficulty learning mathematics

concepts.

There are different dilemmas in learning mathematics; one of these is the focus of the

students. Studies show that learners tend to have a short span of focus in their learning, learners

lose interest easily during discussion, especially in mathematics. Mathematics, as most learners

say, is a boring subject and the worst is, it is very difficult. Second is the retention of the

concepts taught, it is very important for the learners to remember and apply the different

knowledge, skills and values being discussed in a classroom setting. These hindrances must be

strongly addressed by the teachers. This is a challenge then in teaching, to be efficient and

effective for the learners in their learning process.

However, with the appropriate use of technology in the field of teaching can address

these problems. This is the goal of the new K-12 curriculum. Mathematics is one subject that
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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. The twin goals of mathematics in the basic education levels, K-10, are Critical

Thinking and Problem Solving. These two goals are to be achieved with an organized and

rigorous curriculum content, a well-defined set of high-level skills and processes, desirable

values and attitudes, and appropriate tools, taking into account the different contexts of Filipino

learners. The specific skills and processes to be developed are: knowing and understanding;

estimating, computing and solving; visualizing and modeling; representing and communicating;

conjecturing, reasoning, proving and decision-making; and applying and connecting. The

following values and attitudes are to be honed as well: accuracy, creativity, objectivity,

perseverance, and productivity. We recognize that the use of appropriate tools is necessary in

teaching mathematics. These include: manipulative objects, measuring devices, calculators and

computers, smartphones and tablet PCs, and the Internet. (Dep-Ed K-12 Curriculum, 2012)

The process of education is concerned chiefly with the interaction between the

stakeholders (students, teachers, professional bodies, libraries. PTAs and other parent

organizations together with the classroom practices that occur within the school environment)

and students academic achievement. Parents within the context of the family and home provide

the child with the security, support and guidance necessary for his or her proper intellectual and

moral growth. Religion, in the form of monasteries, churches and mosques, also has a great

influence on the socialisation of the young. There are close interconnections between the

institutions of family. The institution of religion and the institution of education. They act as

partners in reinforcing the social education of the young. Teachers, parents and religious leaders

have a moral responsibility to pass on values and principles to children. Most interventions in the
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provision of education occur at the policy, structural. School or home levels. More importantly,

however, it is what the young people learn from the home and school environments that shape

their personality and character.

The major stakeholders in education are parents, teachers, and students. The success or

failure of the education process depends on the interaction of these three groups and the

changing roles they play in. or are assigned by the society in which they live. In addition, they

are affected by government policies and the influences of religious institutions such as

monasteries, churches and mosques. Most importantly, however, it is the interactions of the child

with the teacher in the contexts of the school and the community and with the parents and the

family in the contexts of the home and the community that determine the outcome of the child's

education. Such relationships among the stakeholders are pivotal to creating the kind of cultural

change necessary to sustain a post-authoritarian society. As such, the roles of teachers, parents

and students will be discussed.

Theoretical Framework

Mathematics, the science of structure, order, and relation that has evolved from elemental

practices of counting, measuring, and describing the shapes of objects. It deals with logical

reasoning and quantitative calculation, and its development has involved an increasing degree of

idealization and abstraction of its subject matter. In many cultures—under the stimulus of the

needs of practical pursuits, such as commerce and agriculture—mathematics has developed far

beyond basic counting. This growth has been greatest in societies complex enough to sustain

these activities and to provide leisure for contemplation and the opportunity to build on the

achievements of earlier mathematicians. (Gray, et. al 2020)

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Mathematical literacy for all young people is not only the goal, but also the fundamental

priority objective of mathematics taught during basic education. Once imparted, numeracy

enables the development of the mathematical knowledge and competencies necessary for

integrated and active participation in a given society and for adaptation to foreseeable changes in

that context. It gives access to a world broader than that in which young people were educated

and prepares them to find their place in today’s world, to develop in it and to help to take up the

great challenges facing humanity today in the

fields of health, environment, energy and development. This

goal is far from being achieved and constitutes a primary challenge for basic mathematics

education. (UNESCO Library, 2012)

Elementary math covers the fundamentals of understanding numbers, their applications,

patterns, and relationships. Pupils acquire counting, estimation, rounding, data representation,

and measurement abilities along the way. These ideas are common in everyday life and serve as

a foundation for comprehending science and its processes. We've assembled the greatest

resources to support kids on this journey, using problem-solving and game-based learning to tap

into their inherent desire to figure out how things operate.

As mentioned in the Philippine K12 Basic Education Curriculum (2013), Mathematics is

one 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. The twin goals of mathematics in the basic education

levels, K-10, are Critical thinking and Problem Solving. Critical thinking, according to Scriven

and Paul (1987) is the intellectually disciplined process of actively and skilfully conceptualizing,

applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by,
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observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a

way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.

These two goals are to be achieved with an organized and rigorous curriculum content, a well-

defined set of high-level skills and processes, desirable values and attitudes, and appropriate

tools, taking into account the different contexts of Filipino learners. There are five content areas

in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010):

Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Probability

and Statistics. The specific skills and processes to be developed are: knowing and understanding;

estimating, computing and solving; visualizing and modelling; representing and communicating;

conjecturing, reasoning, proving and decision-making; and applying and connecting. The

following values and attitudes are to be honed as well: accuracy, creativity, objectivity,

perseverance, and productivity.

Traditionally, the content of mathematics education for all has consisted of numeracy, the

decimal system, arithmetic operations and the capacity to solve elementary arithmetic problems

such as problems of proportionality, knowledge of systems of magnitudes and knowledge of

common two- and three-dimensional geometrical forms. These remain the core bases of

mathematical literacy. As in the past, children must learn the significance of numbers and

formulae, learn to estimate, to measure and to play with orders of magnitude. However, on the

one hand, these bases are no longer sufficient to meet today’s growing needs and, on the other

hand, they cannot be taught without taking into account the social conditions in which this

knowledge is used today and the new learning resources heralded in by technology. Today,

mathematical literacy must, in particular, make it possible for individuals to understand, analyse
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and critically assess multiple data delivered by various complex systems of digital, symbolic and

graphical representation – most often interactively. It must enable them to make reasonable

choices based on comprehension, modelling and prediction and to ascertain their effects in new

situations often fraught with uncertainty. It is thus essential that all pupils learning mathematics

during basic education are gradually exposed to the complexity of the current digital world, learn

to position themselves in order to act in that world and become familiar with the diversity of the

modes of representation that it uses. It is important for the pupil to become gradually familiar

with probabilistic and statistical modes of reasoning required for mathematical thought in order

to understand phenomena that, in both science and social life, involve uncertainty and risk.

(UNESCO 2012)

Learning mathematics learning is a complex type of performance in human cognition. It

is affected by many factors like short term memory, long term memory, ability to memorize

mathematical facts, visual and spatial perceptual abilities (Chinn, 2004). The degree of influence

of these factors may be relative. Previous research identified many reasons for students’

difficulties in learning mathematics. There are cognitive, affective and environmental factors

contributing to differences in students’ learning of mathematics.

Educational psychologists had studied the relation of mathematics learning with certain

cognitive factors. Mathematics is found affected by intelligence, working memory and

processing speed (Geary, 2011). Murayama, Pekrun, Lichtenfeld and vom Hofe (2013) found

that intelligence is strongly related to achievement in the starting stage but motivation and use of

cognitive strategies predicted the growth of achievement. In determining a student’s

achievement, their attitude is rather important than inability to study (Mwamwenda, 1995).
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Students' likes and dislikes towards mathematics as well as their belief about efficacy are

influencing their learning (Zan and Martino, 2008) as well.

Difficulty in learning mathematics is found as a common and significant problem

throughout the school years. As per Annual Status of Education Report (ASER, 2014), 50% of

standard fifth students have not achieved even the standards of grade two and 44% of eighth

standard students have not achieved even basic skills in arithmetic. Also, they reported a

worrying pan Indian trend that students’ arithmetic skill has been dropping since 2010. In 2010,

the percentage of eighth standard students who could do division of three digits by one digit was

68.3%, but in 2014 it fell down to 44.1%. That is close to half of population still not have basic

skills; and even it is falling. From this point the authors felt a necessity to study the causes that

make mathematics learning difficult for students. For taking further action to improve students’

mathematics learning, it is necessary to analyze the causes. This study is analyzing students’

affective beliefs and teachers’ perception regarding students’ difficulties in mathematics instead

of analyzing the content mastery of relevant prior knowledge. Teachers were probed through

semi structured interviews about possible reasons for students’ difficulties in learning

mathematics and then teacher cited reasons were used to probe into student perceptions.

According to the study of Gafoor and Kurukkan, the factors that make mathematics

difficult for students to learn include difficulty in remembering the content learned in the

previous classes, rapid forgetting of the learned material and the difficulty in understanding

mathematics concepts. Further analysis revealed that students who feel mathematics is highly

difficult tend to believe that they lack learning strategies. Such students have a lack of self-

efficacy and feel more difficulty in understanding mathematics. Students who feel Mathematics

as highly difficult tend to forget it faster. Conversely students who feel mathematics as fairly
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easy reports their teachers teaching them well and understanding the concepts quickly. It was

noted that the students who feel Mathematics as highly difficult tends to leave the task with little

effort than those who feel the subject easy. According to teachers, students’ lack of effort and

prerequisites are the major reasons for mathematics being a difficult subject for students.

Reluctance to seek help from others, inattention in the classroom and students’ lack of

motivation were also perceived to contribute toward difficulty in learning mathematics. Teachers

reported also that, lack of relevant prerequisites, difficulty in speedy grasping of the concepts and

a greater number of students in a classroom are causing difficulty in teaching mathematics.

In the Philippines, there are also problems encountered in teaching and learning

Mathematics especially in elementary. Mathematics anxiety is the result of the student’s negative

attitude or embarrassing experience with their mathematics teachers in previous years. Such an

experience can leave a student believing him or her deficient in mathematics ability. This belief

results in poor performance, which serves as confirming evidence to the student. This

phenomenon is known as the ‘’self-fulfilling prophecy’’. Mathematics anxiety results in poor

performance rather than the reverse. From the International Mathematics Olympiad, details

showed that the Philippines ranked 79th out of 82 countries in 2003 and 80th out of 85 countries

in 2004. Based on the possible maximum points of 225, China got the highest score of 220

points, Vietnam 126, Thailand 9, and the Philippines 16 points (DepEd, 2003). It is alarming that

Filipinos are found lacking in the ability of basic mathematics. Research studies being done

regarding the basic mathematical knowledge of teachers show their deficiency. (Guiab and Ganal

2014)

From the study of Tundag, S. (2020), majority of the teachers are non-master’s degree

holders and have been in the teaching profession for a longer time. Most of them attended the
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indicated seminar-workshops related to the K-12 instruction. The teachers encountered a

“serious” problem in the translation of Mathematical concepts or language in the Mother tongue

and had a “moderate” problem in the utilization of effective questioning skills and in giving

exercises and activities. Moreover, they faced a “slight” problem in the utilization of effective

reacting techniques. The findings disclosed that the class academic performance of the pupils is

in the “approaching proficiency” level. There is a “slight” negative relationship between the

extent of problems encountered by the teachers in the translation of the Mathematical concepts

and the class academic performance of the pupils. There is also a “slight” negative relationship

between the number of relevant training attended by the teachers and the following variables:

utilization of effective questioning skill, utilization of effective reacting technique and giving

exercises and activities. Moreover, the study showed that there is a “slight” negative relationship

between the educational attainment of the teachers and the following variables: utilization of

effective reacting technique and giving of exercises and activities.

Several research have been made about the perceived effectiveness of the use of mother

tongue in the performance of pupils in any subject area, but no study has been made on the

translation of mathematics vocabulary or concepts in mother tongue and teachers effective

questioning and reacting technique. It is on this premise that the researcher would like to know

the problems encountered by the Grade 1 teachers in the Division of Dumaguete City in their

third year of implementation in teaching mathematics using the mother tongue which is

Sinugbuanong Binisaya in terms of mathematics vocabulary in mother tongue, and the academic

performance of pupils so that proper intervention will be given, and problems encountered will

be addressed.
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In general terms, classroom intervention is a set of steps a teacher takes to help a child

improve in their area of need by removing educational barriers. There are four key components

of classroom intervention:
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Proactive: Deals with areas of need before they become a larger obstacle to education.

Intentional: Specifically addresses an observed weakness.

Formal: Uses targeted methods for addressing specific needs and tracks progress.

Flexible: Adjusts methods based upon the needs of the student.

In the classroom, teachers may observe and identify problems with a student’s behavior

or academic performance. Sometimes, the same child needs improvement in both areas.

Although often connected, these issues are addressed using different types of interventions.

Behavior interventions address a child’s problem behavior at school, like disrupting class,

refusing to do homework, unresponsiveness, inappropriate language and aggression. When using

this method, teachers work to determine the driving force behind a student’s wrong action. They

may use a functional behavior assessment to aid in this discovery process. Once the motivating

factor behind the behavior is identified, teachers can construct an effective behavior intervention

plan for teaching more appropriate behaviours while meeting the child’s needs. Instructional

interventions, also called academic interventions, deal with a student’s academic problem areas,

like reading, math or another subject. For example, when a child struggles with reading skills,

educators will employ reading intervention strategies. This type of intervention involves more

detailed tracking of progress and frequent adjustments to reach a student’s optimal academic

proficiency. The instructional intervention definition also includes Response to Intervention,

which involves three tiers of intervention that become increasingly intense while attempting to

address the child’s core academic need. (Lynch 2019)

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According to academic scholar Jim Wright (2021), academic intervention is a strategy

used to teach a new skill, build fluency in a skill, or encourage a child to apply an existing skill

to new situations or settings. An academic intervention is not an accommodation. While an

accommodation can also be made for any student, it does not alter what the student is expected to

learn. According to academic specialist Ted Gennerman, an accommodation makes learning

accessible to the student and allows the student to show what they know. Usually, the students

who receive assistance from an academic intervention are students who may struggle in the

classroom with a variety of learning skills. These struggles could considerably impact the

student's school performance. Depending upon the school district, subject-matter support can

come in many ways. Academic interventions might include helping a student with organizing

their notebook. An intervention also might be working with students on time management skills

or consistently submitting homework assignments. Study strategies, note-taking skills, and using

weekly agendas are also items that fall into the category of academic interventions. The actual

strategies and the amount of time allotted is based on a student's identified need.

Mathematical learning tools can be traditional, technological, or social. The most

frequently employed tools are traditional, which include physical objects or manipulatives (e.g.,

cubes), visualization tools (e.g., function diagrams), and paper-and-pencil tasks (e.g., producing

a table of values). Technological tools, such as calculators (i.e., algebraic and graphic) and

computers (e.g., computation and multiple-representation software), have gained attention

because they can extend learning in different ways. Social tools, such as small-group discussions

where students interact with one another to share and challenge ideas, can be considered a third

type of learning tool. These three tools can be used independently or conjointly, depending on

the type of learning that is intended. (Lajoie and Lavigne 2022)

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Many different types of interventions have improved math performance for at-risk

students including cooperative learning, peer tutoring, reward/motivation strategies, goal-

directed strategies, schema/cognitive based strategies, and drill & practice (Powell, Fuchs, Fuchs,

Cirino, & Fletcher, 2009). Codding, Panahon, Panahon, and Benson (2009) reviewed 37 studies

investigating intervention effects on math computation rates to identify interventions of simple

and moderate intensity. Studies, published between 1980 and 2007, and included kindergarten to

twelfth grade students experiencing difficulties in math. Simple interventions were defined as

interventions that improved the academic environment without changing the instructional

process. These interventions included contingent reinforcement, performance feedback, goal

setting, cue cards, altering instructions or timing, or changing the form of practice opportunities.

Moderate interventions were defined as interventions that enhanced the existing classroom

instruction such as direct instruction on the weakest skills, increased skill opportunities, or

increased pace of instruction. Identified simple interventions that included earning free time,

flash card practice, goal setting with contingent reinforcement, and count-bys resulted in large

effects sizes for most participants (d = 0.33 to 4.74). Moderate interventions that included peer

tutoring, Cover-Copy-Compare self-instruction, review of taped problems, and incremental

rehearsal, resulted in mostly large effects sizes for most participants ( d = 0.17 to 8.59). All

intervention methods were effective for improving at least one academic variable (i.e., accuracy,

rate, score). (Stephanie Toone 2012)

On the study of Burns, et. Al (2012), computer-based math fluency intervention with 216

third- and fourth-grade students who were at risk for math difficulties. The intervention used a

computer software program to practice math facts an average of three times per week for 8 to 15

weeks. Data were compared to those of 226 students in a control group. Results indicated that
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students who participated in the intervention had significantly larger gains on their math scores

than those in the control group, and students with severe math problems (at or below the 15th

percentile) grew at a rate that was equal to that of students with a pretest score that was between

the 15th and 25th percentiles. Moreover, significantly fewer students remained at risk for math

failure in the intervention group after participating in the intervention. These data suggest that

the computer-based intervention was a useful supplemental math intervention. Suggestions for

future research are provided.

According to the study of Enrique and. Cusipag, use of an intervention called Mathdali

Intervention Program (MIP) which makes use of videos and games presented by the teacher thru

tablets in her interactive classroom discussions. The participants were two classes in grade four

from the Baliuag University Basic Education Department. Using the quantitative research

design, it was revealed that the students improved in their mathematics performance in all the

four quarterly exams administered during the school year. Their attitudes toward mathematics

improved, and they perceived the intervention program as very effective. Themes gathered from

the interviews include (1) usefulness of mathematics in one’s daily life, (2) motivation in

learning and teaching mathematics, (3) ease in understanding mathematics, (4) improvement in

math performance, (5) teaching mathematics as a learning experience, (6) training as beneficial

for math teachers, and (7) Mathdali Intervention Program to be continued in the classroom. The

program has been strongly recommended by the teacher and the learners having been proven

effective in their mathematics classes.

Likewise in the result in the research of Song and Tillman (2015), the effects of a

sequence of classroom activities that integrated mathematics content with music elements aimed

at providing teachers an alternative approach for teaching mathematics. Two classes of third
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grade students (n = 56) from an elementary school in the west coast of the United States

participated in the research. A random assignment pretest-posttest control group design was used

to examine students' changes in mathematical ability between the two groups. A quasi-

experiment time series design with multiple pretests, midtests and posttests was utilized for

investigating the effects of music-mathematics lessons on students' mathematics process ability

level. The results demonstrated that the intervention of music-mathematics integrated lessons had

statistically significant improvement on the music group students' mathematical abilities.

This proposed study is similar with the mentioned related studies as it will be focusing on

the mathematics improvement of the learners. However it will be different in some aspects like

the use of other intervention models which will be modified from the intervention strategies of

other elementary Mathematics teachers.

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CONCEPTUAL FRAMEWOR

The researcher will be guided by the paradigm shown below.

Input Process Output

Learning competencies in Mathematics for the

2nd quarter:

 Gives the place value and value of the

digit of a given decimal numbers
through ten thousandths.
 Reads and writes decimal numbers
through ten thousandths
 Round off decimal numbers to the
nearest hundredths and thousandths.
 Compare and arrange decimal numbers.
 Add and subtract decimal number
numbers though thousandths without or  Develop
with regrouping. Interventio
 Multiplies decimal up to 2 decimal n Model
 Best
places by 1-to-2 digit numbers.  Interventio
Practices
 Multiplies decimals with factors up to 2 n models
 Pre-test -
decimal places. for ASIST
post-test
 Estimate the products of the decimal Grade 5
 Challenges
numbers with reasonable results. learners in
 Solves routine and non-routine Mathemati
problems involving multiplication with cs.
or without addition or subtraction of
decimal san whole numbers including
money using appropriate problem
solving strategies and tools.
 Visualizes the ratio of two given
numbers.
 Identifies and writes equivalent ratio.
 Expresses ratios in their simplest form.
 Finds the missing term in a pair of
equivalent ratios.
 Defines and describes a proportion.
 Recognizes when two quantitates are
direct proportion.

Figure 1: Paradigm of the Study

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The researcher will be guided by the paradigm shown

As shown in Figure 1, the Input are the selected learning competencies in Mathematics of

Grade 5 pupils of ASIST, Laboratory School for the second quarter period. The process involves

the pre – test, post – test, best practices and the challenges as tools in assessing the learners while

the output are the best practices to be adopted and the intervention models for ASIST Grade – 5

learners in the field of Mathematics.

Statement of the Problem

This study will aim to assess the best practices of intervention programs in Dolores

District through intervention models of the Grade 5 learners of ASIST Laboratory School – Main

Campus Lagangilang for the School Year 2022 – 2023.

Specifically, it will aim to answer the following questions:

1. What are the best strategies of the Grade 5 Mathematics teachers during their implementation of

intervention programs in Dolores District?

2. What interventions for ASIST Grade 5 learners could be adopted from the best practices?

3. What is the pre-test and post-test performance of the Grade 5 learners in Mathematics?

4. Is there a significant difference between the pre-test and post-test?

5. Which of the intervention models is most effective and least effective?

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HYPOTHESIS

Based on the study problem, this hypothesis is considered:

1. There is a significant difference between the pre-test and post-test.

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Chapter II

METHODOLOGY

This chapter presents the different procedures used in conducting this research. It

includes the research design, population and locale of the study, data gathering procedures and

statistical treatment of data

Research Design

A quasi-mixed method design is a procedure for collecting, analyzing and “mixing” both

quantitative and qualitative research and methods in a single study. This research design will be

used to determine the best practices of intervention programs in Dolores District as benchmark

for Grade 5 intervention model of Abra State Institute of Sciences and Technology, Laboratory

School, Main Campus – Lagangilang. The data gathering tools are, interview questionnaire, pre-

test and post-test.

Qualitative descriptive research generates data that describe the ‘who, what, and where of

events or experiences’ from a subjective perspective (Kim et al., 2017, p. 23). From a

philosophical perspective, this approach to research is best aligned with constructionism and

critical theories that use interpretative and naturalistic methods (Lincoln et al., 2017).

Population and Locale of the Student

The study will cover two groups of informants: the grade 5 public school teachers in

Dolores District and grade 5 learners of Abra State Institute of Sciences and Technology,

Laboratory School, Main Campus Lagangilang.

 24

The grade 5 public school teachers will be interviewed to gather the best strategies of

intervention in teaching Mathematics while the grade 5 learners will serve as the respondents

consisting of seven (7) boys and eleven (11) girls of Abra State Institute of Sciences and

Technology – Laboratory School, Main Campus Lagangilang.

Data Gathering Instruments

This study will be using two instruments: the interview questionnaire and the teacher's

test.

The interview questionnaire will be validated by the expert. This simple questionnaire

will bring out the best strategies of intervention conducted by the teachers in teaching

mathematics. The additional materials to prove the interview to be conducted will be the voice

recorder and or video recorder. The second instrument will be the teacher-made test which

consists of 25 items pre-test and post-test to be validated by the Mathematics experts of

Department o Education and Abra State Institute of Sciences and technology – Main Campus

Lagangilang. A statistician will also be consulted to check the validity of the exam and to make

sure that the instrument will be effective to measure all the variables in the research.
 25

Data Gathering Procedure

A. Construct questionnaire for

interview
B. Teacher made test

Determine the second

quarter learning Validation of instructions
competencies in by the expert teachers
Mathematics 5

Pilot Testing:
Request letter to conduct the
Pre-test
study
Posttest

C. Schedule for the interview

D. Analyze for the best practices
E. Designing for the intervention
models

Figure 2: Flow Chart in Data Gathering Procedure

As shown above, these are 6 steps in gathering the data for this study. First, is to

determine the learning competencies in Mathematics for the second quarter. After which an

interview questionnaire for the Grade 5 public school teachers of Dolores District will be

conducted. A 25-item teacher-made test compose of the 25 for the pre-test and post-test will be
 26

validated by the experts in Mathematics of Department of Education and Abra State Institute of

Sciences and Technology – Main Campus Lagangilang. After the validation of the questionnaire

and teacher made test, the researcher will secure approval from the administrators of the

Department of Education. Later, teacher’s interview will be scheduled and conducted. Lastly, a

pre-test on topics covered during the second quarter of Mathematics 5 will be given to the

respondents. The post-test similar to the pre-test will be given after the lesson to find out if the

given intervention model used in teaching Mathematics is effective to the Grade 5 learners of

Abra State Institute of Sciences and Technology, Laboratory School, Main Campus –

Lagangilang.

Statistical Tool of the Data

The data gathered will be analysed using the following statistical tools:

1. Mean will be used to describe the level of performance of the Grade 5 learners in the Pre-test

and Post-test.

2. T-test for correlated Sample will be used to determine the significant difference between the

Pre-test and Post-test of the Grade 5 Learners.

3. ANOVA will be used to determine the most effective intervention models for Grade 5

learners.
 27

Chapter III

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter deals with presentation, interpretation, and analysis of the gathered data. The

data found in this chapter are arranged according to specific problems treated in this data.

The table present the best strategies of the grade 5 Mathematics teachers during their

implementation if intervention programs.

Problem 1. What are the best strategies of the Grade 5 Mathematics teachers during their

implementation of intervention in Dolores District?

How to Procedure / Best Strategies Challenges Realization,

Determine Intervention learning and
Program insights
 Pre-test  Scheduled STRATEGIES CHALLENGES  Slow
 Multipli remedial – :  Bullying – learne
cation every after  Tutorial leaners rs
table classes Strategy being becau
recitatio (morning  Study bullied by se of
n and body the fast pande
 Reading afternoon strategy leaners mic
numeric – 20 to 30  2-in-1  Pupil’s  No
and none minutes) strategy behaviors follow
numeric every day mode  Poor – up
number  1 o’clock  Peer connection at
 The habit tutoring of internet home
MPS  Explicit - during the  Not
formula teaching/tu  Groupin modular interes
– Mean toring gs – dual mode of ted in
Percenta  Catch-up or group learning numb
ge Score plan – work –  Unavailabil ers
 Numerac additional pen and ity of  Learn
y test activities paper materials ers are
 Numeric every day  Playing used bored
and after class games  Unavailabil in
word in the  Memori ity of terms
 28

number afternoon zation technology in

reading – Slow approac  Misunderst numb
 Numerac learners h anding of er
y exam –  Break time  1-on-1 concepts  Not
using session study  Online easy
number buddy games to
word strategy  Lack of unders
problem  Seatmat interest tand
e partner  Pupils
strategy are
 Collabor left
ative behin
tutoring d
 Black becau
board se of
strategy the 2
– sight –3
(easy to years
learn modul
when ar
they see) mode
 Using of
Word learni
problem ng
strategy  Behav
 Realistic iors of
/ real the
objects learne
strategy rs are
 Numeric very
puzzle eager
strategy to do
 Brain things
storming that
strategy are
 Numeric not
wheel suited
strategy to
TOOLS their
 Power ability
point  Learn
presentat ers
ion back
 Downlo to
aded basic
mathem becau
 29

atics se of
videos the
 Flash pande
cards mic
 Visual 
images
that
contain
numbers
 Audio
presentat
ion
 Activity
sheets
 Differen
tiated
level
activities
 Story
book
with
problem
solving
involved

Based on the table 1 in identifying the best strategies for Grade 5 mathematics teachers

during their implementation of intervention programs in Dolores District, among the 30

respondents, the researcher tallied and found out that these strategies were treated as the best

ones according to the Dolores district mathematics teachers - Tutorial Strategy, Collaborative

Strategy, and Playing Games strategy.

Tutorial Strategy can be utilized as part of the learning process in education as a way to

convey knowledge. A tutorial aims to teach through example and provide the information needed

to complete a given activity. It is more interactive and focused than a book or a lecture. The

major goal of teaching in the tutorial method is to assist the students in enhancing their cognitive

and other academic performance. In this teaching technique, each student is given their own little
 30

group or portion of the class, and the tutor works to identify any issues they may be having and

to assist them discover solutions.

In addition to the study, the social interaction that occurs during tutoring sessions has

been shown to help students who are tutored improve their grades, motivation, and learning skills

(Hartman, 1990). Tutoring can facilitate the undeclared student's academic and social integration.

To support the study above, the effectiveness of tutoring for students at danger of

dropping out of college due to GPA issues, academic background, poor decision-making

abilities, and other factors is the field of research most closely related to undeclared students'

persistence factors. Such studies have proven the beneficial efficacy of instructional courses on

at-risk students' retention (Colvin, 2007; 1998’s top spot). Moreover, little study has been done

on how tutoring affects retention of unregistered pupils. The majority of retention research has

concentrated on students' social and academic integration; aspects of the institution, such as its

size, whether it is public or private pre-enrollment characteristics such race-ethnicity, age, and

quality; first-generation status, number of hours worked, and socioeconomic status, SAT scores,

and high school achievement; systematic. First-year seminars, additional education, and other

interventions programs for financial assistance, communities of learners, and interactions with

(Pascarella & Terenzini, 2005; Tinto, 1993) Peers and professors.

According to additional research, one way to positively impact the blending of a student's

social and academic life, maybe especially, the undeclared student is helped by regular and

significant peer interaction, interaction among faculty members (Pascarella & Terenzini, 2005).

Scientists have the precise interactive or academic experience is not yet established. It promotes

the integration of social and academic learning (Flowers, 2006); tutoring could be one such

interactive and academic experience. That could lengthen the undeclared student's stay.
 31

These studies help supports the experiences of the mathematics in Dolores District.

Collaborative Strategy, this is one of the main concepts guiding today's classrooms is

the practice of dividing students into small groups so they can work on projects, answer

questions, and learn from one another. Based on the findings from the mathematics teachers in

Dolores Teacher this is one of the best strategies they are using now. Ma’am Testado of Mudiit

Elementary said, "Nalaing da sir no haan da nga mabain nga mangibaga ti kayat da nga ibaga

lalo na no group discussion. Mai express da ng analaing ti kayat da. Haan da nga mabain ng

agpasuro no kasano nga naala jay answer na sir”. (Learners ae active in discussing the topic

there is a group discussion. Learners express they thought and ideas freely and they are not shy

sir in asking questions to their classmate how they get the answer.)the following studies support

the experience of the mathematics teacher o Dolores District.

According to the study of Christine E. Nickel Darden School of Education Old Dominion

University, 2010, the results demonstrate that cooperative and collaborative learning strategies

are equally beneficial for individual achievement in online and blended contexts, but cooperative

learning strategies are less effective for group achievement. Regardless of the medium used to

deliver the course or the learning technique used, students' satisfaction with the group process

and solution was the same. However, teaching presence varied significantly by course delivery

method. Of particular note was the finding that blended cooperative students had lower

perceptions of the design and organization of the instruction compared to the other treatment.

Student perceptions of social presence and cognitive presence did not differ according to course

delivery method or learning strategy, groups, a finding that is consistent with findings for group

project grades.
 32

In addition to this, the study of Merrilyn Goos & Peter Galbraith, Published: April 1996

states that the findings show that cooperative learning strategies are less successful for group

achievement than collaborative learning strategies, while both cooperative and collaborative

learning strategies are advantageous for individual achievement in online and hybrid contexts.

The students were satisfied with the group process and solution regardless of the delivery method

or learning approach used. By course delivery style, instructional presence, however, differed

greatly. Particularly noteworthy was the conclusion that, when compared to the alternative

treatment, blended cooperative students had worse perceptions of the organization and design of

the education. Neither the delivery method for the course nor the learning strategy seemed to

affect how the students perceived their social and cognitive presence a result that is in line with

findings for group project grades.

In relation to collaborative learning strategies, although neither term has a universally

accepted meaning, cooperative nor collaborative learning can be distinguished based on how

much structure and facilitator control are incorporated into the group activity. In terms of

assigned responsibilities and duties, cooperative activities are more structured, whereas

collaborative activities provide the student more control (Bruffee, 1999; Emerson & Mosteller,

2004a, 2004b). Although empirical research discovered evidence that cooperative and

collaborative work increases effectiveness and enjoyment. Individual learning is superior to

group learning (Johnson, Johnson, & Stanne, 2000; Lou, Lou, Abrami, & Spence, 2000;

Springer, Donovan, & Stanne, 2001; Abrami, & d'Apollonia, 2001; 1999), there is a dearth of

studies examining the relative merits of cooperative and collaborative gaining knowledge on

student preferences, success, and happiness. In the same vein, few research have contrasted the
 33

satisfaction or results of learning between students enrolled in blended and (Lim, Morris, &

Kupritz, 2006) Online classes.

Playing Games, games in the classroom have been shown to boost student motivation,

according to studies. Learning, paying attention, and taking part in class activities are all driven

by this. Additionally, they can be an excellent tool for classroom control and motivation. Ma’am

Ederlita Galvan – Latawan, TIC and teacher of grade 6 at Cardona Elementary School said

“maysa nga best strategy nga usaren sir lalo na no agpa activities ka ti mathematics ket playing

games. Ditoy nga makitam jay kinapaspas dagiti ubbing nga agpanunot ta kayat da ti

mangabak. Awan ti agpaatiw kanyada lalo no pa contest ken maikkan ti premyo jay mangabak”.

(One of the best strategies in catching the attention of learners in teaching mathematics is playing

games. Through this, you see the eager of the learners to finish fast the activity in order to win

and get the prize from the teacher.) Teachers have found that using games in the classroom can

boost student enthusiasm in general. The motivation of the students to learn, pay attention, and

engage in class activities increases. They can also be an excellent tool for classroom

management and motivation.

On the other hand, playing video games can enhance your focus, creativity, memory,

language skills, and teamwork. Learning new information and enhancing cognitive abilities can

be facilitated by playing video games.

According to International Journal of Educational Technology in Higher Education

volume 14, Article number: 22 (2017) This paper makes an effort to carefully review the

literature pertinent to games and simulation pedagogy in higher education as the field of digital

games and simulations continues to develop. Applying a qualitative methodology, two

researchers work together to code and synthesize the findings based on various criteria. The
 34

major goal is to investigate how games and simulations affect the accomplishment of particular

learning goals. Overall, the findings show that games and/or simulations benefit learning

objectives. When games are incorporated into the learning process, the researchers find that there

are three learning outcomes: cognitive, behavioral, and affective. For the benefit of academics

and practitioners in higher education interested in the effective use of games and simulations for

instructional objectives, the authors compile the evidence as a last step. Such data can offer

possible possibilities and directions for further study.

According to the Educational Media International, 2015 Students engaged in play-based

learning of fractional concepts in the game intervention condition. Prior to the intervention, the

math skills of the pupils were considered in the analysis. According to the findings, pupils in the

game intervention group were more proficient in math than those in the paper-and-pencil group.

Particularly among 7th graders and inclusion groups, the intervention groups' significantly higher

performance was observed. The presented study's empirically determined findings may help the

field of educational video game research, which is still trying to come to terms with how games

affect students' mathematical performance in the classroom.

Problem 2. What are their challenges in implementing the intervention model?

As to the consolidated answers of the teachers in Dolores District along the challenges

encountered in implementing the model in their respective classes, the researchers identified four

problems which are discussed as follows.

1. BACK TO BASIC DUE TO PANDEMIC. To revert to a more straightforward method of

action or thought. Most of the respondents have identified that one the reasons why learners have

difficulty in understanding the concepts of the Mathematics because of the pandemic. The
 35

pandemic brought too much impact to the learners in understanding mathematical concepts

because they did not taught well the basic. “Nagrigat talaga ti agisuro tatta ti ubbing sir, idi

sakbay ti pandemic ket haan makaawat ti ubbingen sir gapo ti kinarigat ti adalen da ti Math

ngem mas narigrigat manen nga isuro tatta sudan kasi han da ammo no kasano nga napasamak

wenno naala ajay answer na sir, tattan mangrugi ka manen sir nga agisuro sipod rugi jay

adalen sir.” (It is really hard for me to teach learners during this time of pandemic because they

did not taught well the process and concepts in solving mathematics problem. I need to start from

the very beginning of the lesson in order for them to catch-up with and they know how it to be

done).

Finding a workaround for a challenge or an impediment while addressing a mathematical

problem is described as problem solving by Polya (1945 & 1962). These two objectives are to be

accomplished through the use of a structured and demanding curriculum, a clearly defined set of

advanced skills and procedures, desirable values and attitudes, and suitable tools, while taking

into account the many circumstances in which Filipino learners learn. According to the

framework created by MATHTED & SEI (2010), the curriculum consists of the following five

subject areas: numbers and number sense, measurements, geometry, patterns and algebra, and

probability and statistics. Knowing and understanding; estimating, computing and solving;

picturing and modeling; representing and communicating; conjecturing, reasoning, proving and

decision-making are the specific abilities and processes that need to be developed.

One of the mathematics teachers of Dolores Central School answered,”Masapol mi pay

kuma ti mestra nga mangtutok laengen dagiti ubbing nga haan unay makasurot tapno makapan

kami met iti sabali nga adalen, ken kasla kami amin agdadamo nga agisuro no kasano nga

stratehiya ti usaren mi tapno lang maawatan da nga nalaing ken madi mi met kayat nga mapan
 36

da man lang ti sabali ng tugaden nga awan man lang naadal da kanyamin – agrugi kami amin ti

basic”. (There should be a relieving teacher that focus only on remediation of the slow learners

so that there is no interruption of classes. We’re just like all beginner teachers that we don’t

know how to start and what kind of strategies we’re going to use to catch the attention of the

learners. In addition, it also helps the mathematics teacher to impart the new knowledge to the

leaners easily and effectively.)

The statements above are some of the answers and reactions of teachers during

the post pandemic period. On the other hand, the teachers need brain storming or seminars that

refresh their knowledge.

According to the study of International Journal of Current Research (IJCR), every

industry in the globe is seeing the effects of the COVID-19 pandemic. This has a significant

negative impact on both the Indian and global education systems. It has imposed a global

lockdown, having a highly negative impact on students' lives. All educational activities were

stopped in India as around 32 core students left their current schools or universities. The

COVID-19 epidemic has shown us that change is inevitable. It has acted as a catalyst for

educational institutions to develop and choose platforms with hitherto unexplored technology.

The education industry has been working to survive the crises with a new strategy and

digitalizing the difficulties to eliminate the pandemic threat. This essay highlights various actions

that were taken.

2. ONLINE GAMES. Playing a video game online simply means doing it while connected to

the internet, typically with buddies. Online games can be played on a wide range of gadgets,

including PCs, laptops, mobile phones, and specialized gaming consoles like PlayStations,

Xboxes, and Nintendo Switches. Online gaming offers a variety of advantages. Online Games
 37

also was one of the major challenges that the teachers encountered during the implementation of

the model. Learners are not listening to the teacher’s discussion because their mindset is at home

thinking their gadgets and their rank game online. A teacher said during the interview “Kalaban

mi pay tatta sir detoy ML – Mobile legend nga kunkunada, madi mi met garud ammo detoy ta

babbaket kamin ta irelate mi lattan kuma ti topic min tapno maingganyo da met bassit sir nga

agadal. Iso ti pamakyak payen no kasjay ket agdamag nak kanyada ti nagan tapno ison ti usarek

nga nagan tapno lang maalak bassit ti attention da sir. Madi mi met grud ammo sir no agad

adal da palang ti bal-balay da wenno cellphone lang ig-iggaman dan sir.” (Teacher’s enemy in

getting the attention of the learners is online games. In our age, we don’t know they want

anymore, so in order to get their attention – I will asked their favorite characters in their online

games I will used it in my class discussion. We don’t know if they are still looking for their book

at home or just simply looking for their cellphone.)

The distraction of online games to the academic performance of the pupils affects their

academic performance throughout the school year. Moreover, based on the interview conducted

by the researcher, most of the boys learners use the application and it give so much impact to

their attitude and performance in the classroom.

According to the study of Polytechnic University of the Philippines on the effect of

online gaming on the academic performance and social interactions of the students. Also, this

study intended to determine whether there was a link between playing online games and students'

social conduct and academic achievement. According to the survey, boys are better gamers than

girls and frequently engage in multiplayer video games like League of Legends, Clash of Clans,

Crossfire, and many others. Also, it is claimed that people who play online games are between

the ages of 14 and 15, or roughly Grade 8 age. The weekly allowance for these kids, who
 38

frequently engage in gaming, ranges from 101 to 500 pesos. They know how to set boundaries,

therefore playing online games has no negative effects on their academics. They only play games

on breaks and weekends when they have more time than when they have courses because they

are aware that they must maintain self-control in order to perform well in class. Even though

they enjoy playing online games, they have good social skills and are capable of doing well in

the classroom. But, it is unavoidable to stop playing for even a half-hour when they have grown

accustomed to it. Consequently, discipline is all that is needed.

According to the study of Qiaolei Jiang (School of Humanities and Social Sciences,

Dalian University of Technology, Ganjingzi District, Dalian City, Liaoning Province, China)

states that, it has been determined that online gaming significantly contributes to the emergence

of internet addiction. As would be expected, there is a strong correlation between internet

addiction and declining academic performance. Males demonstrated higher levels of internet

connectivity and online gaming usage than females, which is consistent with earlier findings.

Notably, the mediating effects of playing online games in moderation and internet addiction were

also investigated.

3. LACK OF INTEREST. Losing interest or pleasure in things or people that used to

make you happy could be a sign of temporary stagnation, relationship issues, or overwork.

However, a persistent loss of interest in many things or people may be a sign that you are dealing

with a mental health issue. Another challenges was Lack of interest, most of the respondents

identified that learners has no interest in learning mathematics because it’s hard to understand.

One of the respondent quoted “Sa totoo lang sir, maysa ti math gamin nga karigatan nga isuro

lalo tatta nga panawen. Lalo idi nangrugi ti pandemya haan nga naisuro nga nasayaat ti

propeso ti math kanyada sir. Marigatan kami nga talaga tatta nga isuro ti math sir lalo dagiti
 39

topics da ket naririgat ken haan nga maiyannatop ti sirib dan. Ken maysa pay sir ket haan da

gamin nga nasurwan nga nalaing idi ti modular learning iso nga naawan ti ganas da ngata

payen nga agadal no dadduman sir.” (To be honest, math is one of the hardest subject to be

taught in all aspects. The topics in mathematics are too broad that you need to craft first in to

pieces in order to teach them. This pandemic also give hard time for them to realize what happen

and how it will happen before getting the answer.) This might be one of the reasons why the

learners has no more interest in learning mathematics.

According to the study of Leonard Chinaedum Anigbo, Ph.D, Ekene Idigo, 2015, this study

examined the variables influencing senior secondary school students' interest in mathematics.

Students, teachers, governments, infrastructure issues, teaching methods, class size, and math

anxiety are the contributing causes. Multiple regression and the Pearson Product-Moment

Correlation Statistic were used to examine the data collected, analytical method. The seven

criteria were successful in predicting secondary school pupils' enthusiasm in learning

mathematics, according to the results. More specifically, although class size and government

factor have negative correlations with the dependent measure, teacher factor, student factor,

instructional approach, mathematics anxiety, and infrastructural problem have positive

correlations with the dependent measure. However, the seven variables significantly affect

interest in mathematics relative to each other. Government refresher courses for math instructors

should be held periodically, it is advised, so that teachers can gain access to a variety of

instructional methodologies that will help them engage pupils in mathematical learning.

4. ATTITUDE OF THE LEARNERS TOWARDS INTERVENTION. Conducting the

remediation period, the learners try escape with the said schedule during their time. The teacher
 40

in Cardona Elementary School – CES stated that “No schedule dan sir ti matutoran wenno

masurwan, nagado nga pambar da. Ado unay ti ibagbaga da sir papanan da. Haan mi met nga

mapilit isuda ah sir ta iso met ti ibaga da kanyami. Ket ti kayat mi lang kuma met nga

matulungan suda ta nakapsot da grud sir. Ken ti maysa sir no sino palang gamin dagiti gamin

medyo nakapgsot sir iso da palang met gamin ti kasla haan nga interesado nga agadal sir. The

teachers did well in teaching the learners to teach the learners but the learners don’t want too.

“Iso nga ti pamakyak lang no kasjayen sir ket ikkak lattan ti iayawid na nga anseran na jay

balay da ta agpasuro kenni manang/manong wenno sino man ti mangisuro kanyana jay

pagtaengan da.” (When the time has come for the remedial class by teacher the learners in his or

her scheduled time they will give so many reasons for them to go home. The only thing that the

teacher will do is to give extra or printed material to be given to the learners to be answered at

home.)

According to the results, there is a difference in internet addiction based on gender,

academic success, study habits, and frequency of family activities. Additionally, a negative

association between students' attitudes toward learning and internet addiction was discovered,

per the results of the correlation study. In light of the research's findings, it is possible to state

that there is variation in the attitudes of pupils. Information technology used effectively and

efficiently can support learning. The ineffective use of information technologies, however, might

result in Internet addiction due to the unfavorable differentiation of attitudes toward learning,

Meral, Sert Ağır, 2019.

Problem 3. What intervention for ASIST/UA Grade 5 learners could be adapted from the

best strategties?
 41

The researcher consolidated all the answers of the 30 respondents and derived with four

intervention models that is being benchmark at ASIST/UA particularly in Grade 5 pupils. These

are the following intervention models was created by the researcher.

1. Drill Presentation Practice Model.

The Drill Presentation Practice Model shows the flow of the lesson during the

conduct of the study.

Drill. A drill is a learning strategy used in the classroom to promote memory

through spaced repetition. Drills encourage learning by having students practice

something repeatedly. Drilling is a helpful method for introducing a new lesson and

reacquainting students with unfamiliar ideas. Before the presentation of the lesson, the

preliminaries covers the review and motivation. During the review and motivation, the

teacher used flash cars containing numbers and guessing games just to enrich the

learner’s previews lessons.

Presentation. A presentation makes learning more engaging by delivering

knowledge through spoken, audio, and visual channels while permitting teacher-learner

interaction. By highlighting the main ideas and involving the audience in lively

conversations, presentations allow lecturers to clearly convey challenging concepts. This

part of the lesson is the highlight of the Model which includes the presentation and

discussion of the topic. Using different strategies, the collaborative and study buddy. The

collaborative discussion with her/his classmate will enhance and understand well the

lesson that the teacher impart to them.

 42

Practice. The educational tasks and tactics that support learning at each level, as

well as how to order and customize those learning activities. After learning the theories

and concepts of the topic, the learners need to practice what is being taught to them.

Using the pen and paper evaluation, the teacher give questions to enrich their knowledge

on the topic.

This illustrations shows the first model used by the researcher:

DRILL PRESENTATION PRACTICE

Figure 1. Drill Presentation Practice Model

2. Tutorial Model

A tutorial is a lesson delivered to one or a small number of pupils. Use a tutorial if

you're having trouble in class. Tutors are educators who work with pupils one-on-one and

assist teachers in leading classes. Tutors do not assign grades; rather, they only work to

guide or assist pupils.

The second model used was the Tutorial Model, which was created by the

researcher from the schools’ best strategies in intervention in teaching mathematics. This

model was a complete package where you need to present the lesson using the different

platforms. The tools used by the teacher are power point as a tool in presenting the

lesson. Tutorial model was designed to teach the learners one-on-one. After the
 43

preliminaries down to the evaluation, the teacher will teach the learners one-on-one to

help the leaners understand well. This model used the study buddy strategy, your

seatmate serves as your partner in doing the activities.

In addition to this, the teacher will assess the learner by doing the formative

assessment using the pen and paper test.

The figure below shows that illustration how it is done.

TEACHER

Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5

Pupil 1 Pupil 2 Pupil 3 Pupil 4

Figure 2. Tutorial Model

3. Black Board Model.

A blackboard, often called a chalkboard, is a reusable writing surface that can be used to

write or draw on using sticks of calcium sulfate or calcium carbonate, generally known as chalk

when used for this purpose. Black or dark grey slate stone was originally used to create smooth,

thin sheets for blackboards. This third model created by the researcher is the Black Board Model.

This model shows the idea that it is easy to learn when you see it actual. Using this model,
 44

learners are invigorated to learn through what they see to help them retain information and recall

facts.

After the presentation of the lesson using the black board Model. The teachers

demonstrate all the process slowly and explained well. Next is the learner’s follow-up activity,

the best tool used by the researcher is the playing games, the teacher used this tool in order to

make the class discussion alive and interesting. Lastly is the formative assessment, teacher give

printed materials answered by the pupils to assess their knowledge.

 45

4. Short Story Model

A short tale is a prose fiction piece that may be read in one sitting, often taking 20 to 60

minutes. The Short Story Model was the last model created by the researcher. After presenting

the lesson using the short story model, teacher used the downloaded videos and story presented

in a power point as a best tools in conducting the presentation. After which, the teacher will now

discussed the basic concepts in answering word problem. The “wh” questions helps the learners

in finding the answer. After the class discussion, through different activities provided by the

teachers could account the learners’ need. Using the study buddy, the learners will create simple

story problem answered by their classmate to test their understanding about the lesson.

The pen and paper assessment will determine if the learners understand the lesson. This

would be the last part of the model.

In addition to this, Intervention as defined in the website achievement for all, is a

selection of evidence-based teaching and learning processes to help students improve their

learning. This entails choosing suitable interventions to assist a particular learner make

purposeful changes in his or her learning. This was supported by Machera (2017), interventions

according to him have benefits if administered properly, self-directing, and cooperation and

teamwork among students comprise some of the benefits. This is one of the many reasons why it

is necessary to intervene. It will not only enable students to build their own emotional self, but it

will also help them to know that their teachers are involved. This only proves that it is of

significant relevance to select an effective and efficient mathematical intervention. Academic

interventions address the academic problems of a student (Matthew, 2019). Some of these
 46

implemented academic interventions in the Philippines were peer-tutoring/ assessment and self-

assessment. Nevertheless, in spite of the efforts put by the teachers to implement interventions,

students continued to exhibit downtrend performance in Mathematics. (Capones, et al 2021)

 47

BIBLIOGRAPHY

A. Books

Department of Education (2013), K to 12 Curriculum Guide MATHEMATICS.

https://mathinphilippineart.files.wordpress.com/2015/04/math-curriculum-guide-
grades-1-10-december-2013.pdf

Gray, JJ. Et. al, (2020, November 9). mathematics. Encyclopedia Britannica.
https://www.britannica.com/science/mathematics

B. Unpublished Thesis

Gafoor A. and Kurukkan A. (2015), Learner and Teacher perception on Difficulties in

Learning and Teaching Mathematics: Some Implications. National Conference on
Mathematics Teaching- Approaches and Challenges
https://files.eric.ed.gov/fulltext/ED568368.pdf

Tundag, Sofia & Futalan, Maria Chona & Calisang, Cristina & Cordevilla, Roullette &
Comighud, Sheena Mae. (2020). Problems Encountered by the Grade 2 Teachers
in the Division of Dumaguete City in Teaching Mathematics Using Mother
Tongue: A Basis For An Action Plan. 8. 10.5281/zenodo.3976882.

C. Journal

An, Song A.; Tillman, Daniel A (2015). Music Activities as a Meaningful Context for
Teaching Elementary Students Mathematics: A Quasi-Experiment Time Series
Design with Random Assigned Control Group. European Journal of Science and
Mathematics Education, v3 n1 p45-60 2015 https://eric.ed.gov/?id=EJ1107839

D. Reference

Academic Intervention: Definition, Plan & Strategies. (2021, September 2). Retrieved
from https://study.com/academy/lesson/academic-intervention-definition-plan-
strategies.html.

Burns, M. K., Kanive, R., & DeGrande, M. (2012). Effect of a Computer-Delivered Math
Fact Intervention as a Supplemental Intervention for Math in Third and Fourth
Grades. Remedial and Special Education, 33(3), 184–191.
https://doi.org/10.1177/0741932510381652

Education Northwest (2019), Mathematics Interventions: What Strategies Work for

Struggling Learners or Students With Learning Disabilities?
https://educationnorthwest.org/resources/mathematics-interventions-what-
strategies-work-struggling-learners-or-students-learning

Kim H, Sefcik JS, Bradway C. (2017) Characteristics of qualitative descriptive studies: A

systematic review. Research in Nursing & Health 40: 23–42.
 48

Lajoie and Lavigne (2022). Mathematics Learning.

https://education.stateuniversity.com/pages/2202/Mathematics-Learning-
LEARNING-TOOLS.html

Layug, G, Velario, JP and Capones, J. (2021) Teachers’ Interventions in Improving

Numeracy Skills of Grade 7 Students in Baguio City National High School.
https://www.dpublication.com/wp-content/uploads/2021/08/22-4022.pdf

Lincoln YS, Lynham SA, Guba EG. (2017) Paradigmatic Controversies, Contradictions
and Emerging Confluences. In: NK Denzin, YS Guba (ed) The Sage Handbook of
Qualitative Research, (5th edition)

Lynch, M. (2019), Types of Classroom Intervention.

https://www.theedadvocate.org/types-of-classroom-interventions/

Math Intervention Strategies for Elementary Students. (2017, August 14). Retrieved from
https://study.com/academy/lesson/math-intervention-strategies-for-elementary-
students.html.

Stephanie Toone, (2012). A Synthesis of Math Interventions for Elementary Students.

https://digitalcommons.usu.edu/cgi/viewcontent.cgi?
article=1986&context=gradreports

UNESCO (2012), Challenges in basic mathematics education. UNESDOc Digital

Library, https://unesdoc.unesco.org/ark:/48223/pf0000191776_eng ISBN: 978-92-
3-001071-3
 49

Appendix A. Interview Questionnaire

INTERVIEW QUESTIONNAIRE FOR GRADE 5 TEACHERS

1. How do you determine the pupils who need intervention in Mathematics?

2. Do you have procedures in your intervention programs?

3. What are your best strategies in the implementation of Mathematics intervention programs

being utilized?

4. What are the challenges met during the conduct of the best strategies?

5. what is your realization, learnings and insights.

 50

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

BENILDA M. DAYTACA EdD CESO V

Schools Division Superintendent
Abra, Philippines

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate public school teachers in Dolores District.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

BENILDA DAYTACA
Division Superintendent
ABRA – Philippines
Approved:
 51

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

ALEJANDRO B. FERNANDEZ
Principal I
Cardona Elementary School - CES

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

ALEJANDRO B. FERNANDEZ
Principal I
Approved:
 52

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

MAY EDINA B. TIMBREZA

Principal I
Taping and Pacac Elementary School – TPS/PES

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

MAY EDINA B. TIMBREZA

Principal I
Approved:
 53

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

CONCHITA T. ZAPATA
Principal I
Dolores Central School – DCS

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

CONCHITA T. ZAPATA
Principal I
Approved:
 54

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

DAHLIA SILVANIA
Principal I
Don Rosalio Eduarte Elementary School – DREES

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

DAHLIA SILVANIA
Principal I
Approved:
 55

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

MARLENE TESORO
Principal I
Kimmalaba Elementary School – KES

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

MARLENE TESORO
Principal I
Approved:
 56

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

PEPITO BICCAY
Principal I
Mudiit Elementary School – MES

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

PEPITO BICCAY
Principal I
Approved:
 57

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

PRESCILA B. TESORO
Principal I
Libtec and Cabaroan Elementary School

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

PESCILA B. TESORO
Principal I
Approved:
 58

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

Prof. NACELLI G. BOSE, MAESL.

Chairperson
ASIST, Laboratory School
Main Campus, Lagangilang

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the Grade 5 pupils in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser
 59

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the Grade 5 pupils in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser
 60

Republic of the Philippines

Abra State Institute of Sciences and Technology

Graduate School
Bangued Campus, Bangued, Abra

September 5, 2022

____________________________________
____________________________________
____________________________________

Dear Ma’am/Sir:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

by interviewing you as my respondent.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser
 61

Appendix A. Letter of Request to the Abra Division Superintendent

September 5, 2022

BENILDA DAYTACA
Division Superintendent
Lagangilang, District

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate public school teachers in Dolores District.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

Approved:

BENILDA DAYTACA
Division Superintendent
ABRA – Philippines
 62

Appendix B. Letter of Request to the Principal

September 5, 2022

ALEJANDRO B. FERNANDEZ
Principal I
Cardona Elementary School

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

Approved:

ALEJANDRO B. FERNANDEZ
Principal I
 63

Appendix B. Letter of Request to the Principal

September 5, 2022

MAY EDINA B. TIMBREZA

Principal I
Taping and Pacac Elementary School

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

Approved:

MAY EDINA B. TIMBREZA

Principal I
 64

Appendix B. Letter of Request to the Principal

September 5, 2022

CONCHITA T. ZAPATA
Principal I
Dolores Central School – DCS

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

Approved:

CONCHITA T. ZAPATA
Principal I
 65

Appendix B. Letter of Request to the Principal

September 5, 2022

DAHLIA SILVANIA
Principal I
Don Rosalio Eduarte Elementary School – DREES

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

Approved:

DAHLIA SILVANIA
Principal I
 66

Appendix B. Letter of Request to the Principal

September 5, 2022

MARLENE TESORO
Principal I
Kimmalaba Elementary School – KES

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

Approved:

MARLENE TESORO
Principal I
 67

Appendix B. Letter of Request to the Principal

September 5, 2022

PEPITO BICCAY
Principal I
Mudiit Elementary School – MES

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

Approved:

PEPITO BICCAY
Principal I
 68

Appendix B. Letter of Request to the Principal

September 5, 2022

PRESCILA B. TESORO
Principal I
Libtec and Cabaroan Elementary School

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the intermediate teachers in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser

Approved:

PESCILA B. TESORO
Principal I
 69

Appendix C. Letter of Request to the Chairperson

September 5, 2022

Prof. NACELLI G. BOSE, MAESL.

Chairperson
ASIST, Laboratory School
Main Campus, Lagangilang

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the Grade 5 pupils in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser
 70

Appendix D. Letter of Request to the Intermediate Public Teachers in Dolores District

September 5, 2022

__________________________

__________________________

Dear Ma’am:

Greetings with peace, love and joy!

I am a student of the Abra State Institute of Sciences and Technology Graduate School
and currently conducting a study titled “TEACHERS’ FEEDBACKS: BENCHMARK FOR
DESIGNING INTERVENTIONS IN ELEMENTARY MATHEMATICS ” as a requirement for
the degree Master of Arts in Education.

In this connection, I am humbly requesting your permission to let me conduct my study

to all the Grade 5 pupils in your venerable institution.

My heartfelt gratitude for your kindness and support. May the good Lord bless you a
thousand fold.

Sincerely,

MELVIN CABINTOY BRIBON

Researcher
Noted:

MARIA REBECCA B. TALLEDO

Adviser