Title

I. Context & Rationale

The enhancement of numeracy of the learners has been the focus of Bungsi Elementary School

through its various school programs and activities. Every year, numeracy enhancement activities are

conducted to improve the efficiency of the learners in the four fundamental operations in mathematics.

Often, teachers use various strategies such as window and flash cards to improve the learners’

competencies in the basic operations. However, despite the methods that the teachers used to enhance

the learners’ abilities, there are still a growing number of learners that got lower scores in the test wherein

the fundamental operations are included. This has been a problem since then, not only in BES but most

schools in the district. Despite the various studies that have been conducted by experts on the different

approaches and strategies in teaching the fundamental operations in mathematics, this problem still exist

that needs to be resolved.

Since the school is running an annual intervention program and assessment known as the

Enhance Regional Unified Numeracy Test (ERUNT), teachers were asked about learner performance

during the teachers meeting. In grade 3, 1 out of 10 or 10% of pupils are low proficient and 3 or 30% are

nearly proficient in basic mathematical operations. In grade 4, 7 out of 17 learners, or 41.18%, are nearly

proficient. In grade 5, 2 out of 10 students, or 20%, are nearly proficient. For grade 6, 1 out of 8 or 12.5%

are nearly proficient, and 1 or 12.5% have low proficiency, indicating that pupils are struggling to perform

fundamental tasks. This information was obtained from the teachers after the assessment. According to

them, the most common errors made by pupils are multiplication and division. When learners were asked

to do the operation, many of them got the wrong answer.

This research aligns with the Basic Research Agenda within the realm of teaching and learning,

emphasizing the Department of Education's (DepEd) central goal of attaining desired learning

outcomes by optimizing the competencies of educators and unlocking the potential of diverse learners.

Furthermore, this study is in harmony with the subtheme of instruction under the Basic Education

Research Agenda (BERA), placing emphasis on the integration of strategies to elevate the teaching

and learning processes. It also underscores the increasing significance of nurturing well-rounded
learners equipped to thrive in both current and future economies. The researcher holds the view that

enhancing learners' proficiency in the four fundamental operations will subsequently lead to an

improvement in their overall numeracy skills. This aligns with the Department of Education's (DepEd)

commitment to prioritizing the advancement of numeracy within the K-12 curriculum, aiming to produce

citizens who are not only academically prepared but also ready for the workforce and capable of active

and responsible civic participation. By reinforcing the MATATAG: Bansang Makabata, Batang

Makabansa agenda, learners will have a structured avenue to not only bolster their competencies in

basic operations but also to elevate their broader numeracy capabilities.

This study is grounded in the framework of DepEd's MATATAG agenda, which comprises four

essential components designed to guide strategies for addressing challenges in basic education. A key

element of this agenda is "Taking good care of the learners by promoting learner's well-being, inclusive

education, and a positive learning environment." In line with this, the researcher seeks to enhance

learners' competencies in the four fundamental operations of mathematics by implementing interactive

and engaging activities within a positive and conducive learning environment.

Furthermore, the improvement of learners' proficiency in fundamental mathematical operations

aligns with the 4C's of 21st-century learning, encompassing critical thinking, communication,

collaboration, and creativity. Among these, critical thinking stands out as it equips learners with

problem-solving skills applicable across diverse life situations. It enables them to analyze complex

scenarios, break them down into manageable components, and apply suitable mathematical operations

to arrive at solutions—skills crucial for their development into productive citizens.

Given the significance of critical thinking, the researcher has developed interactive and

captivating mathematics activities utilizing manipulative materials created by teacher-researchers.

These activities aim to address learners' challenges in grasping the four fundamental operations. The

objective is to enhance their competency in this area, anticipating that such improvement will translate

into enhanced skills in solving basic mathematical operations. Carefully crafted and tested, these

materials are expected to be effective tools in enriching the learners' abilities.

II. Action Research Questions

This action research aims to determine the effects and experiences of using number roll quest in

improving learner’s numeracy skills at Bungsi Elementary School, Mambusao East District, Division of

Capiz for the school year 2023-2024.

Specifically, this study seeks to answer the following:

1. How can number roll quest be used to improve the numeracy skills of learners?

2. What are the experiences of the learners in their numeracy enhancement before, during

and after the activities that utilize number roll quest?

3. What is/are the experiences of the researcher in teaching numeracy before, during and

after the activities that utilize number roll quest?

4. What specific actions should be undertaken after the conduct of this study?

III. Proposed Innovation, Intervention, and Strategy

Velasco (2023) proposed different strategies and approaches in teaching numeracy skills. This

includes the use of engaging activities such as games that can enhance learners’ motivation and

positive attitude in learning the basic operations and develop critical thinking skills which help build

their confidence in solving math problems. Hence, the researcher will employ the use of number roll

quest which is a game developed by the researcher. Math games are often used in different countries

in across the Asia. Learners are encouraged to explore the four fundamental operations through a

game where learners need to roll three dice which has numbers for them to solve the simple math

equation in addition, subtraction, division and multiplication using their own techniques Learners will

play this game with their peers which also develop camaraderie, improving their social skills. If there

are problems that learners encounter in learning the basic operations, they will be assisted with the

teacher with a detailed explanation.

It has been observed that learning numerical skills through the traditional classroom approach

does not work enough so there is an emphasis on the use of more engaging activities to make the

learners learn the basic mathematical operations which are now prevalent in the academe to nurture

the learners in improving their numeracy skills. Mathematical games such as number roll quest is an

engaging activity that improves the learners’ interest and boosts positive attitude towards learning.
According to Hui and Mahmud (2023) infusing games in mathematics lesson has a great impact on the

knowledge and skill acquisition of the learners in mathematics. Karamert and Kuyumcu Vardar (2021)

suggests that educators should employ various strategies such as games in mathematics class to

make it more interactive to the learners for them to be more engaged and retain the learnings from the

materials.

Number Roll Quest will be used as an intervention in this research. Pan and Ke (2023)

identified the benefits of game-based learning in teaching numeracy to learners. The appropriate use

of games in math classes improves learners’ engagement and understanding of key mathematics

concepts. In addition to enhancing engagement, game-based learning in numeracy instruction fosters

a positive and enjoyable learning environment. It promotes active participation, allowing students to

apply mathematical concepts in a practical and interactive manner. Furthermore, Pan and Ke (2023)

highlighted that games effectively cater to diverse learning styles, providing a more inclusive approach

that accommodates various preferences and abilities among learners. However, there are challenges

in that may occur in implementing this intervention among the learners, one of these are the resources

and the participation of the learners. Regardless of these challenges, the study highlights the

recommendation of using number roll quest in teaching numeracy among elementary learners,

To address the problem on the numeracy skills of the learners specifically on the four basic

operations, the researcher will employ game-based learning approach as proposed by Pan and Ke

(2023) through the use of number roll quest to improve their abilities in solving the four fundamental

operation in mathematics. Learners will develop their skills in this area through the researcher-made

game. To achieved this the following are the component activities of this intervention.

Table 1. Component Activity:

Activity Person/s Role/Responsibility Time Location/Venue

Involved Frame

Pre-Implementation Phase

Initial Survey Schoolhead- The schoolhead-researcher November Bungsi

based on records Researcher, will conduct an initial 15, 2023 Elementary
and observation Teachers, assessment using the E- School
Advisers RUNT

Implementation Phase

Implementation of Schoolhead- Conduct interactive and December Classrooms and

Number Roll Researcher, engaging activities using 2023 -
 Quest Teachers, Number Roll Quest March 2024 designated areas
Learners

Post-Implementation Phase

Assessment and Schoolhead- Evaluate and collect data April 2024 Bungsi
Data Collection Researcher, on the impact of the Elementary
Teachers intervention on learners' School
numeracy skills

Analysis of Data Schoolhead- Analyze the collected data April 2024 Bungsi
Researcher, to determine the Elementary
Teachers effectiveness of the School
intervention

Reflection and Schoolhead- Gather feedback from May 2024 Bungsi

Feedback Researcher, teachers and learners, Elementary
Sessions Teachers, reflect on the process and School
Learners outcomes of the
intervention

Reporting and Schoolhead- Compile and document the June 2024 Bungsi
Documentation Researcher findings, insights, and Elementary
recommendations from the School
action research

IV. Action Research Method

This study will employ mixed methods research design, as explained by Dawadi et al. (2021)

this research design is an approach that combines both quantitative qualitative and methods to provide a

comprehensive and multifaceted understanding of a research topic. In this study, the mixed methods

research design will be utilized to gather quantitative data regarding the learners, age, sex, grade level,

socio-economic status and performance in the E-RUNT.

Simultaneously, qualitative data will be collected through in-depth interviews with the participants.

These interviews will involve the use of researcher-prepared questions to delve into the participants'

perspectives and insights regarding the effectiveness of the use of number roll quest in enhancing the

learner’s numeracy skills.

 a. Participants/Sources of Data and Information

The participants of the study will be sixteen (16). Fifteen (15) are learners which will be purposively

selected from grade 3 to grade 6, where 13 learners are nearly proficient and 2 learners who are low

proficient based on the result gathered during the conduct of ERUNT (Enhance Regional Unified

Numeracy Test) during the first quarter of the school year 2023-2024 in Bungsi Elementary School

and the researcher which is also the teacher-in-charge and the same time the teacher who is

teaching mathematics.

Based on the responses and records of observation of their teachers, these learners really

need to improve their numeracy skills in the four fundamental operations because most them are

having difficulties in solving basic math problems and they have low scores in their exams in

mathematics. These group of participants will be chosen based on the following criteria;

Criterion (1) Result of ERUNT are below proficient score

Criterion (2) Result of the recorded scores in the assessment conducted of the researcher

which belongs to poor performance.

Table 2. Learners who will undergo the intervention.

Respondents Sex Age Grade Socio-Economic Status

Level (Lower, Middle, Upper)
Nearly Proficient Learners
1 Male 7 2 Lower Class
2 Male 7 2 Lower Class
3 Male 7 2 Lower Class
4 Male 8 3 Lower Class
5 Male 8 3 Lower Class
6 Male 8 3 Lower Class
7 Male 9 4 Lower Class
8 Male 9 4 Lower Class
9 Male 9 4 Lower Class
10 Male 9 4 Lower Class
11 Male 9 4 Lower Class
12 Female 9 4 Lower Class
13 Female 9 4 Lower Class
14 Female 9 4 Lower Class
15 Female 9 4 Lower Class

Also, the teacher-researcher will be counted as participant in the study to determine the

experiences and observation gained from the implementation of the intervention. The teacher-
researcher is a designated teacher-in-charge of the school and handling classes in mathematics

in grade 4, 45 years old and 15 years in service.

b. Data Gathering Methods

This study aims to determine the effects and experiences of using game-based learning

approach through number roll quest in improving the learners’ numeracy skills at Bungsi Elementary

School, Mambusao East District, Division of Capiz for the school year 2023-2024. To gather the data

on the research question number 1, the researcher will employ document analysis based on the pre-

assessment. In research question number 2, the researcher will conduct an interview the learners as

to their experiences before, during and after the numeracy enhancement using number roll quest. In

research question 3, the researcher will be using the teacher-researcher’s journal to gather data on the

experiences of the researcher throughout the entire research journey. For research question number

4, the researcher will employ focused group discussion among the teachers to come up with an action

plan that will be conducted after the study to strengthen the results.

Table 3. Research Questions and Corresponding Data Source, and Data Gathering Method
Research Question Data Source Data Gathering Method
1. How can number roll quest be used to Grade 3 to Grade 6 Document analysis of learner
improve the numeracy skills of learners of Bungsi output based on Pre-
learners? Elementary School S.Y. assessment, and Post-
2023-2024 assessment
2. What are the experiences of the Grade 3 to Grade 6 Interview
learners in their numeracy learners of Bungsi
enhancement before, during and after Elementary School S.Y.
the activities that utilize number roll
2023-2024
quest?

3. What is/are the experiences of the Researcher/ Math Teacher-Researchers’ Journal

researcher in teaching numeracy teachers of Bungsi
before, during and after the activities Elementary School S.Y.
that utilize number roll quest?
2023-2024

4. What specific actions should be Researcher/ Math Focus Group Discussion

undertaken after the conduct of this teachers of Bungsi
study? Elementary School S.Y.
2023-2024
 c. Ethical Issues
d.
In conducting this research, the researcher will diligently adhere to established ethical

standards and protocols. Formal permission for the study will be obtained through written

communication from the relevant authorities. Throughout the research process, the researcher

will ensure that the language used in research instruments is respectful and devoid of offensive,

discriminatory, or inappropriate content.

Personal information such as names and individual scores will not be disclosed in this

study, and participation will be entirely voluntary. The researcher will commit in maintaining

objectivity in the analysis and discussion of the research results. Proper attribution and

acknowledgment of all authors whose work is referenced in this study will be ensured in the

references section.

To address ethical concerns comprehensively, the researcher will formally notify the

District Supervisor and Schools Division Superintendent through a letter outlining the research's

intent and scope. Additionally, participants will receive communication letters detailing their

involvement in the study.

d. Data Analysis Plan

To analyze the gathered data, the teacher researcher will employ qualitative data

analysis methods.

Research Question Data Source Data Gathering Method Data Analysis Plan
1. How can number roll Grade 3 to Grade 6 Document analysis of Content Analysis
quest be used to learners of Bungsi learner output based on
improve the numeracy Elementary School Pre-assessment, and
skills of learners? S.Y. 2023-2024 Post-assessment

2. What are the Grade 3 to Grade 6 Interview Thematic Analysis

experiences of the learners of Bungsi
learners in their Elementary School
numeracy enhancement S.Y. 2023-2024
before, during and after
the activities that utilize
number roll quest?
3. What is/are the Researcher/ Math Teacher-Researchers’ Thematic
experiences of the teachers of Bungsi Journal Analysis
researcher in teaching Elementary School
numeracy before, during S.Y. 2023-2024
and after the activities
 that utilize number roll
quest?
4. What specific actions Researcher/ Math Focus Group Discussion Thematic Analysis
should be undertaken teachers of Balat-
after the conduct of this an Elementary
study? School S.Y. 2023-
2024

V. Action Research Work Plan and Timeline

The researcher will follow this workplan and timeline in the conduct of the study.
Strategies/Work Activities Time Frame Persons Expected
Plan Jan Feb March Involved Output
2023 2023 2023
● Pre-
Implementation
Stage
● Conduct of Giving of Pre- Selected Results of the
Pre- assessment to the Participants, pre-
Assessment participants Researcher assessment
● Constructing Writing action Researcher Action
action research research proposal Research
proposal Proposal
● Seek the Submission of the Persons Approved
approval of the action research signatories action
action research proposal to the research
proposal by the Division Office proposal
SDRC.
● Conduct of -Send letter to the Identified Copy of
Study participants participants, received letter,
-Development of Researcher pictures
the HRD Microsite
-Orientation to the
participants
● Implementation Implementation Identified Pictures
of the the proposed participants,
proposed intervention, Researcher
intervention, innovation and
innovation and strategy.
strategy.
● Gathering, -Collecting of data Researcher Results of the
Analysis and -Conduct In-depth study
Interpretation Interviews
of Data -Analyzing and
interpreting the
data with the use
of statistical tools
 - thematic
analysis for the
responses
▪ Finalization of Finalizing the Researcher Completed
the Research manuscript for the Person Action
Paper for approval of the Signatories Research
Completion completed action Proposal.
and Approval
research.

VI. Plans for Dissemination and Utilization

After the conduct of the study, a printed copy of this study will be submitted to the Office of the

Schools Division Superintendent for possible of issuance of memorandum for the adoption of the action

research and its intervention. Another copy will be submitted to the Office of the Curriculum

Implementation through the Chief Education Supervisor for possible compilation and dissemination to the

field.

The result of this study will be further cascaded in the Division Monitoring and Evaluation,

Division Convergence of Educational Leaders, Division Research Congress, Research symposium, and

Research forum. The said platforms will be used to inform the teachers, school heads and non-teaching

personnel of the results of the study as well as to further gather responses that will improve the numeracy

skills of the learners. Likewise, the results of this study can also be used as basis for other division

education supervisors and researchers in conducting action researches on the professional development

of educators, school administrators and employees of the Schools Division of Capiz.

VIII. References

Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-Methods Research: A Discussion on its

Types, Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2), 25-36 DOI:

https://doi.org/10.46809/jpse.v2i2.20

Hui, H. B., & Mahmud, M. S. (2023, March 28). Influence of game-based learning in mathematics

education on the students’ cognitive and affective domain: A systematic review. Frontiers in Psychology.

https://doi.org/10.3389/fpsyg.2023.1105806

Karamert, Ö. & Kuyumcu Vardar, A. (2021). The effect of gamification on young mathematics

learners’ achievements and attitudes. Journal of Educational Technology & Online Learning, 4(2), 96-114

Pan, Y., & Ke, F. (2023, January 26). Effects of game-based learning supports on students’ math

performance and perceived game flow. Educational Technology Research and Development.

https://doi.org/10.1007/s11423-022-10183-z

Velasco, R. (2023, May 31). Addressing Students Learning Gaps in Mathematics through. . .

IIARI. https://iiari.org/journal_article/addressing-students-learning-gaps-in-mathematics-through-

differentiated-instruction/
APPENDICES
CURRICULUM VITAE