The Effect of Saturday Math Program to the Academic Performance of

Selected Grade III Pupils of Gawaran Elementary School

Presented by:

MARITES S. INOVERO

Teacher III

Gawaran Elementary School

Presented to:

ELIZABETH P. GARCIA, Ph.D.

Principal IV
 Chapter I

The Problem and its Background

Introduction

Most learners nowadays lack the skills in solving even the simplest

mathematical problems in the classroom during assessments. In this reality,

what makes the situation more deplorable is the learners’ perception that

mathematics itself is full of complexity and the most difficult among the subjects.

This obvious misconception of learners is reflected by their low academic

performance in the field of mathematics. As measures, experts have been

mapping out ways to address the problem making sure that learners, right from

early stage of learning, are well-introduced and oriented to the essential

concepts they need. Most essentially, learners’ are immersed to intervention

programs in order to cope up and keep track on the flow of the instruction.

According to Clement et. al (2011), basic number and arithmetic

concepts and skills are an essential foundation for understanding and learning

higher-levels and other aspects of school mathematics. Such knowledge is also

critical for everyday functioning in our information- and technology-based

society. A comprehensive discussion of the teaching and learning of number

and arithmetic concepts and skills from birth to grade 3 is not possible in a short

brief. Instead, the brief will serve to summarize (a) a developmental trajectory

of early (preschool to grade K) development involving number, counting,

numerical relations, and basic arithmetic and (b) how a big idea can serve as

the basis for primary-grade (grade K to 3) learning across the domains of

number and operations.

 According to Mata et. al (2012), proficiency in languages, science, and

mathematics is seen as an essential sign to success in modern society. With

this concept, teachers should be focusing on different skills and competencies

in the subject mentioned earlier. In reference to the DepEd Memorandum No.

238, s. of 2008, it offered the Saturday Math Program by the MTAP

(Mathematics Association of the Philippines) for the elementary pupils. Children

will be attending 6 Saturdays to learn advance skills in Mathematics. For so

many years, Gawaran Elementary School had been holding this program.

There are numerous of learners who are attending this program. Some learners

belong to the top class, some are not. For the recent years, more and more

number of learners are attending this 6-Saturday Math program, maybe

because of the teachers` encouragement or the benefits that brings with them.

This thing made the teacher-researcher realized to find out the effect of

attending this 6-Saturday Math program to their academic performance in

Mathematics.

Context and Rationale

In this S.Y. 2018-2019, this action research was made realized to assess

the effect of Saturday Math Program to the selected Grade Three pupils. The

academic performance of the participants will be determined from the First

Grading wherein, 6-Saturday Math Program has not been yet done. For the

effectiveness, the second quarter academic performance of the participants

have been compared from the latter in which 6-Saturday Math Program has

been finished.
a. Action Research Questions

This study determined the effect of 6-Saturday Math Program to the

academic performance of selected Grade III pupils for this SY 2018-2019.
Specifically, it answered the following:
1. What is the academic performance of the participants when the 6-Saturday
Math Program was implemented?
2. What is the effect of 6-Saturday Math Program on the academic
performance of the participants in Mathematics?

Innovation, Intervention and Strategy

Activities Date Persons Involve
1. Action Research Proposal July 26, 2018 Teacher-Researcher

2. Research coordination on the July 29, 2018 Teacher-Researcher

conduct of the study School Principal

3. Determination of the August, 2018 Teacher-Researcher

respondents and their Pupil-respondents
Academic Performance for
the First Quarter
4. Implementation of Saturday MTAP Teacher
Math Program Pupil-respondents

5. Determination of the October, 2018 Teacher-Researcher

respondents and their Pupil-respondents
Academic Performance for
the First Quarter
6. Interpretation and analyzation October 2018 Teacher-Researcher
of the gathered data
 Chapter 2

Action Research Methods

a. Participants and /or Other Sources

For this study, the participants are the selected Grade III pupils who are
participating the 6-Saturday Math Program. There are 18 pupils who
belong to below average which comprise of 8 males and 10 females.
The table below shows the distribution of participants.
Table 1
Respondents` Reading Profile
Name of Participants Section
1 Rose Ann G. Bindoy Yellow
2 Mark Ivan S. Santos Yellow
3 Andrea Mae C. Labro Yellow
4 Kyla T. Lopez Yellow
5 Rhianne Khyle D. Marquez Yellow
6 David Allen C. Arenas Yellow
7 Brent Ashley S. Bonite Yellow
8 Jenica Vhenice A. Antuerpia Yellow
9 Mary Sheane L. Lutero Yellow
10 Cenn Mangaya Yellow
11 Frhea Mae Ysabelle A. Dela Cruz Silver
12 Joyce Mae B. Espaldon Silver
13 Christine Ann P. Laurico Silver
14 Jodi A. Vicedo Silver
15 Shaina Yashi N. Perdiz Silver
16 Ronalyn M. Maestre Silver
17 Jzel E. Rodriquez Silver
18 Sopia Jean A. Sebastian Silver
19 Yssha Yassey F. Solano Silver
20 Joanna Angela C. Descarga Green
21 Arra Mae A. Bazar Green
22 Roco C. Casama Green
23 Manianito R. Diama Green
24 Joshmae M. Gonzaga Green
25 Gian Kyle G. Jardin Green
26 Samson John Alferd P. Sagun Green
27 John Vhie-dam M. Dinola Green
28 Joyce Ann S. Labis Green
 29 Queen Zyril Trish B. Zerna Green
30 Jhon Rafael D Sabenorio Green
31 Rhenz Raveen E. Aguilar Blue
32 Hadjie B. Alagdon Blue
33 Ethan Matthew M. Cabase Blue
34 Patxies Joy D. Analupa Blue
35 Lian James M. Gadiana Blue
36 Amber Rosales Blue
37 Ada Jai L. Aquino Blue
38 Adia Mei L. Aquino Blue
39 Deevee F. Cañete Blue
40 Micah C. Brillo Blue
41 Leonil Lopera Blue
42 Tangile, Shanaica Mae L. Blue

Data Gathering Method

The researcher sought the approval from the school principal of
Gawaran Elementary for the implementation of the study. The researcher
also asked the cooperation of the Grade Three adviser as well as the MTAP
Teachers and also the pupils who are the center of this study. The full
cooperation of the pupils for the conduct of the Phil-IRI test was also asked.
The result of the first and second quarters were compared to test the
effect of the 6-Saturday Math program.
 Chapter 3

Results and Discussion

a. Results and Discussion

Table 2

Comparison of Academic Performance of the Participants

During the First and Second Quarter

Name of Pupils Academic Performance

First Second Remarks

Quarter Quarter

1. Rose Ann G. Bindoy 88 90 Improved

2. Mark Ivan S. Santos 89 91 Improved
3. Andrea Mae C. Labro 85 87 Improved
4. Kyla T. Lopez 86 87 Improved
5. Rhianne Khyle D. Marquez 87 88 Improved
6. David Allen C. Arenas 87 89 Improved
7. Brent Ashley S. Bonite 76 78 Improved
8. Jenica Vhenice A. Antuerpia 87 89 Improved
9. Mary Sheane L. Lutero 85 86 Improved
10. Cenn Mangaya 78 80 Improved
11. Frhea Mae Ysabelle A. Dela Cruz 80 82 Improved
12. Joyce Mae B. Espaldon 80 81 Improved
13. Christine Ann P. Laurico 87 89 Improved
14. Jodi A. Vicedo 86 87 Improved
15. Shaina Yashi N. Perdiz 82 83 Improved
16. Ronalyn M. Maestre 84 86 Improved
17. Jzel E. Rodriquez 84 85 Improved
18. Sopia Jean A. Sebastian 81 82 Improved
19. Yssha Yassey F. Solano 82 84 Improved
20. Joanna Angela C. Descarga 87 89 Improved
21. Arra Mae A. Bazar 84 85 Improved
22. Roco C. Casama 81 83 Improved
23. Manianito R. Diama 78 80 Improved
24. Joshmae M. Gonzaga 80 81 Improved
25. Gian Kyle G. Jardin 76 78 Improved
26. Samson John Alferd P. Sagun 77 79 Improved
27. John Vhie-dam M. Dinola 75 77 Improved
28. Joyce Ann S. Labis 84 86 Improved
29. Queen Zyril Trish B. Zerna 80 81 Improved
30. Jhon Rafael D Sabenorio 82 84 Improved
31. Rhenz Raveen E. Aguilar 83 84 Improved
32. Hadjie B. Alagdon 85 86 Improved
33. Ethan Matthew M. Cabase 83 84 Improved
34. Patxies Joy D. Analupa 80 81 Improved
35. Lian James M. Gadiana 76 77 Improved
36. Amber Rosales 85 87 Improved
37. Ada Jai L. Aquino 78 80 Improved
38. Adia Mei L. Aquino 77 78 Improved
39. Deevee F. Cañete 85 86 Improved
40. Micah C. Brillo 84 85 Improved
41. Leonil Lopera 80 82 Improved
42. Tangile, Shanaica Mae L. 81 83 Improved

The table above shows the academic performance of the participants in

Mathematics during the first and second quarter. As gleaned in the table,

the participants` academic performance were all improved. Their academic

performance during the second quarter were increased by one to two points.

All or 100% of the participants did well in their academic performance after

attending the 6-Saturday Math Program. This simply implies that the

program takes effect to their academic performance in Math.

 Chapter 4

Conclusion and Reflection

a. Conclusion

Based on the result, the following were drawn as conclusion:

1. The academic performance of the participants in Mathematics

increased in the second quarter after the 6-Saturday Math Program.

There is an improvement in all of the participants.

2. Six-Saturday Math Program takes effect to the academic

performance of the participants as attested by the improvement in

their second quarter grades.

b. Reflection

From the result, discussion and conclusion drawn from the study, it

signifies that 6-Saturday Math Program has an effect to the selected

Grade III Pupils. The researcher then realized that, Saturday Math

Program be recommended to other pupils in other grade levels.

References:

Clements, Douglas & Sarama, Julie & Baroody, Arthur. (2014).

Background Research on Early Mathematics.

DepEd Memorandum No. 238, s 2008

Mata, Maria de Lourdes, Vera Monteiro, and Francisco Peixoto.

(2012). Attitudes towards Mathematics: Effects of Individual,
Motivational, and Social Support Factors,” Child Development
Research, vol. 2012, Article ID 876028, 10 pages,
2012. https://doi.org/10.1155/2012/876028.