Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Major in Mathematics
Reymark Montejo
Khattleya Layderos
BSED-IV
August 2017
ACKNOWLEDGEMENT
Profound gratitude is due to our Heavenly Father for all the blessings He
to the following:
to Mrs. Hilda Remendado, our Action Research instructor, for sharing her
ideas and providing information needed for the action research and for her effort
Evelyn Fernandez, for generously providing the find and allowing the researchers
to the whole class of BSED IV Mathematics Major, for exerting effort and
to our friends, who are always ready for us when we feel down, when we
feel sick and most of all, for not letting us alone and motivating us to be positive
The success we are having right now will not be possible without your
Title Page i
Acknowledgement ii
Abstract iii
Table of Contents iv
Introduction
Assumption
Hypothesis
Research Locale
Definition of Terms
Endnotes
Conceptual Framework
Theoretical Framework
Endnotes
o Research Design
o Sources of Data
Population
Respondents
Sampling Procedure
o Instrumentation
Construction
Validation
Administration
o Statistical Treatment
o Endnotes
o Bibliography
o Gantt Chart
o Budgetary Requirements
o Instrumentation
I. Introduction
among the subject thought in school, it took time and blood to fully master
a simple concepts in this subject thus considering the fact that it was
labeled as one of the worst subjects, you can’t deny that it gives bad
Below is a list of skills that Mathematics can offer you. It may help and
provides an interesting glimpse into how you might change and develop
your skills over the next few years. It will help you focus your attention on
Statistics and Applied Mathematics. In this course of study you will learn:
1.) Think clearly, pay attention to detail, manipulate precise and intricate
ideas.
2.) Gain insight into a difficult problem by looking at special case so sub-
problems, be flexible and approach the same problem from different points
of view and,
3.) Tackle a problem with confidence, even when the solution is not
obvious.
incoming first year class that dealing mathematics would change them for
life. Battling successful with ideas that are hard to understand and
solving is one of the most important topic stole and also one of the most
solving is that students develop a generic ability to solve real life problems
and apply mathematics in real life situations Problem solving can also be
skills with different characteristics. These factors and skills make teaching
of problem solving one of the most complex topics to teach this research
will discuss the idea that problem solving is a process that needs to
effective classroom activities and tasks. The necessary skills for problem
solving as well as the method and strategies to teach or facilitate the mare
help students
1.) Develop and improve the generic ability to solve real life problems.
understand these factors and skills to require them to work among the
groups to help students acquire this important process. Work together has
members.
members also has a big help, on solving word problems. On the other
efficient toward the solution. Since word problems are notoriously difficult
to solve. You need skills for you to be able to solve it .Children usually can
understand and it will occur if the group members strive for building and
teaching of problem solving that uses group work (peer grouping) for them
to work together to establish how their own knowledge and skills can
knowledge and skills that other participants can contribute in fact it will
Students word problem skills are one of the important skills that
student must possess with mastery to deal with problems easily. It is also
using group work ( peer grouping ) specifically this study seeks to answer
a. Pre-test?
b. Post-test?
ASSUMPTION
1.) That the respondents will cooperate and give reliable responses.
2.) The respondents will improve their solving problem in the use of
3.) The researcher will gain useful information from the respondents.
HYPOTHESIS
Alternative hypothesis
The use of group work (peer grouping) improves the BEED IV-B’s
following:
learning process.
To the Teacher.
mathematics.
To the Students.
action to solve problems using groupings that will lead for a deeper
This will serve as reference material for other researcher who will
conduct studies. It will leads them to the right direction, further more it
strategies for improving solving word problems will also be included in this
study.
RESEARCH LOCALE
and generalizations.
meaning
time.
meaning.
overall aim.
ENDNOTES
ideas/engaging students/collaborative-learning.html
http:/bit.ly/1Tb5Ys
http://www.bobpearlman.org/BestParactices/PBL-Reserved
pg
https:/ldoi.org/10.1016/j.learninstruc.2008.05.003Getrightsandcontent.
The ReadingTeacher,56(8):786-795.BouletG2007.
CHAPTER 2
This chapter shows and discusses the Synthesis of the Art, Gap
Framework.
participants were found out that students with MD-PS in SBI classroom
Concept. It can not be learned nor taught just by reading and memorizing.
This study present the use of group work which is one of the integrated
they worked problems of the same type and difficulty. When students tutor
each other over the same math problems as they subsequently worked,
tutored math sessions. This study also found out that the use of
on accuracy. When students tutored each other over different but related
more easily solve problems. The study used year 9 students at a Sydney
high school. All students were given two worked example problems to
study and were then allowed to ask questions. The students were divided
while the second group was given the same worksheet with every other
problem worked for them. The results showed that students in the worked
example group spent less time in the acquisition phase and made fewer
pretest to pair them based on ability and then were divided into a
given. The results found that the worked example group did significantly
question the study attempted to answer was whether the learning disabled
learning disabled pupils who did not receive peer tutoring results indicated
improve the writing skills of second though sisth grades did not score
significantly higher than the control groups, they seemed to enjoy working
with the partners. They asked their partners help before asking their
teachers.
schools in the southeastern United States. The study was divided into four
phases. In the first phase, teachers were trained on the curriculum and on
class wide peer tutoring. In the second phase, students were trained to
use class wide peer tutoring. The third phase consisted of direct
instruction for one group and class wide peer tutoring for the second
test. The study found that both treatment groups benefited from problem-
problem solving skills in experimental and control groups were 151.90 and
solving and working memory in children with math disabilities ) –This study
without math possibilities (MD). There were three finding emerged; (1)
whether children were at riskf or MD, and (3) strategy training on problem
The main findings were that children with MD, but high WM spans, were
This study compares the achievement of high and low ability eight-grade
found between the two grouping methods. However, the mixed ability
students. The result indicates that designers and teachers may have little
based instruction.
present study since it also talked about the use of group works in
This study presented the use of group work which is one of the integrated
comprehend problems in a better way they put forward new ideas, they
The related study made by Zeynep Fidan Kocak was found similar to
the present study only that this research is focusing on the use of
groupings in teaching solving word problems, while the earlier study was
focused on the use of group work in all area of mathematics. The present
CONCEPTUAL FRAMEWORK
framework shown below. The conceptual framework of this study uses the
input-process-output (IPO).
INPUT PROCESS OUTPUT
Independent and Instruction of solving Students with better
professional word problem by performance in
teachers group work (peer solving word problem
group)
THEORETICAL FRAMEWORK
Gestalt theory
This study was anchored on the point of view and theories of the
study.
smoothness. These factors were called the laws of organization and were
interactions students have with their peers, teachers and other experts.
research, share their results and perform or produce a final project, help to
GROUPWORK
Https://www.nci.nim.nih.gov/pubmed/27300803
https://www.ncbi.nim.nih.gov/pubmed/19122881
Sciences.http://journals.sagepub.com/doi/abs/10.2190/T26C-3FTH-
RNYP https://www.ncbi.nim.nih.gov/pubmed/26968809
https://www.ncbi.nim.nih.gov/pubmed/16795443
https://www.sciencedirect.com/science/article/pii/S1877042809004170
https://www.ncbi.nim.nih.gov/pubmed/26968809
mathematics https://files.eric.ed.gov/fulltext/ED537813.pdf
Utay (1992) The effects of co-operating learning and cross- age peer
53(7) 2331- A
Gestalt theory
http://www.a2zpsychology.com-/a2z%20guide/-gestalt_theory.htm
CHAPTER 3
Research Methodology
treatment.
necessary data for the study, and how these data were analyzed,
RESEARCH DESIGN
design is also called one-group pretest and posttest design. A single case
is observed at two time points, one before the treatment and one after the
employed. This method was used to test the hypothesis that the use of
group work (peer group) improves the BEED IV-B’s solving word problem.
The researcher will conduct a pre-test to the respondents to identify
done through a strategic way of teaching with the use of group work (peer
SOURCES OF DATA
POPULATION SAMPLE
Community College
RESPONDENTS
Libon Albay.
TABLE 1
THE RESPONDENTS
F e m a l e 3 2 8 0 %
T O T A L 4 0 1 0 0 %
There are a total number of 40 students having 25%of male and 75% of
female.
SAMPLING PROCEDURE
RESEARCH INSTRUMENTATION
Construction
Validation
The researchers will validate the pre-test and the post-test with the
Administration
test.
STATISTICAL TREATMENT
Mean
This was used to determine where the most of the scores of the
students clustered. Since the number of students was less than 30, then
the ungroup data were used. This was done by adding all the scores of
the students and the sum was divided to the total number of students.
̅ =𝜮𝒇(𝒙)
𝑿
𝑵
̅ is the mean,
Where 𝑿
Percentage Rating
̅̅̅̅̅
∑ 𝑥̅
P= 𝑵 (100)
Level of Significance
To interpret the significant difference of the pre- test to the post
test, the computed t-value was compared with the tabular t-value at 0.05
Scoring Procedure
interpretation.
96%-100% Mastered
NOTES
http://research-methodology.net/sampling-in-primary-data-
collection/purposive-sampling/
www.researchconnections.org/childcare/datamethods/preexperimental.j
BUDGETARY REQUIREMENTS
WEEK STAGES OF EXPENSE COST SOURCE
ACTION ITEMS ESTIMATE OF
RESEARCH FOUND
1 Identify Action Load for 200.00 Personal
Research question, internet
Extend resource connectivity
that related to the
research question
2 Research Proposal Printing of the 200.00 Personal
Making papers
Total -
1600.00
CHAPTER 4
Improving Solving Word Problem of BEED IV-B Using Group Work
(Peer Grouping)
This section answers and discusses the results on the basis of the
problem was below 5%. This further implies that the students did not
fact that a student who cannot solve certain problems is one who lacks
theory uses personal experience as the focal point for learning because it
experience.
It could be noted that this item was asking for the measure of each
angle of the triangle. It was answered by 3 students out of 20 respondents
or 15%. It means to say that 85% of the respondents did not answer it
correctly. Thus, based from the NETRC scores interpretation, 15% was
under very low mastery.
It could be noted that this item was asking about the length of the
radius. And from the result of the pre-test, only 2 students out of 20
respondent or 10% of them got it right. It was under very low mastery
In this item, the students were asked to find the perimeter of the
The rest of the items which were not mention were answered
the researchers that the students were not familiar with those kind of
BEEDIV-B in solving word problem during post- test?’’ since the results of
a strategic way of teaching with the use of group work (peer group) as an
of students or learners.
This knowledge will help the teachers design and tailor the activities
taught just by reading and memorizing. This study present the use of
students discuss criticize and be more attentive while rescuing them from
put forward new ideas, they are in control of the objectives and learned by
mostly alleged formulae and their proofs. Also, Singh (1981) studied this
answer was whether the learning disabled who received peer- tutoring
of mathematics concepts over the learning disabled pupils who did not
word problems was now 26.5% which was verbally interpreted as low
mastery.
width.
It should be noted that the students were just asked to get the
all of the respondents has already knowledge about this kind of problem.
score interpretation.
In this item, the students were asked to find for the measures of
all the angles of the triangle and only 6 students out of 20 respondents
6. 4 days ago I’m 12 years old. Now I’m 13 but this year I will be
turning 14. What date is today?
In these two items the students both have the same frequency to
right. And based from the NETRC scores interpretation it was under very
In this item almost all of the students did not got the correct
correctly, which goes to show that the respondents were not familiar with
this kind of problem. And based from the NETRC scores interpretation,
The rest of the items which were not mention were answered incorrectly.
absolutely no mastery.
The third question of this study was “is there a significant difference
between pre-test and post-test?” the computed mean of the pre-test and
post-test were 0.3 and 2.65 respectively. And the percentage technique of
the respondents in the pre- test was 3% while on the post-test it was
26.5%.It could be noted that the mean and the percentage technique of
the post test was higher compared to the pre-test. It could be concluded
that there is a positive significant difference between the pre-test and post-
test of BEED IV-B in solving word problem. This was supported by Harris
worked problems of the same type and difficulty. When students tutor
each other over the same math problems as they subsequently worked,
tutored math sessions. This study also found out that the use of
on accuracy. When students tutored each other over different but related
Table 2
3
PRE-TEST
2 POST-TEST
0
A
I
J
R
B
T
F
S
Category 4
the pre-test and the post-test. Both the pre-test and post-test were scored
based on the number of correct answers attained with 10 being the perfect
score. It could be noted that in the pre-test the students did not attain the
other hand, during the post test, the students attained 26.5% performance
the students during the post test. The change on the mean and the
problem when the strategic teaching with the intervention which is group
The fourth questions of the research was” is the use of group work
(peer grouping) effective in solving word problem of the BEED IV-B”. the
computed mean of the pre-test and post-test were 0.3 and 2.65
respectively and performance level of 3% for the pre-test and 26.5% for
Table 3
problem
(X1) (X2) D 𝐃𝟐
Student A 3 5 -2 4
Student B 0 2 -2 4
Student C 0 2 -2 4
Student D 0 1 -1 1
Student E 0 2 -2 4
Student F 2 4 -2 4
Student G 0 3 -3 9
Student H 0 4 -4 16
Student I 0 1 -1 1
Student J 0 4 -4 16
Student K 0 4 -4 16
Student L 1 3 -2 4
Student M 0 0 0 0
Student N 0 2 -2 4
Student O 0 0 0 0
Student P 0 2 -2 4
Student Q 0 1 -1 1
Student R 0 3 -3 9
Student S 0 5 -5 25
Student T 0 5 -5 25
TOTAL-20 ∑ 𝑋1 = 6 ∑ 𝑋2 = 53 ∑𝑫 = ∑ 𝐷2 = 151
STUDENTS
Community College.
2.) State Alpha
Df = n-1
Df =20-1
Df =19
hypothesis.
̅
𝒅
t=
(𝜮𝒅 )𝟐
𝜮𝒅𝟐 −( 𝒏 )
√_________________
(𝒏−𝟏)(𝒏)
̅ is the
where t is the test statistic, and n is the sample size. 𝒅
−𝟐.𝟑𝟓
=
𝟏𝟓𝟏−( 𝟏𝟏𝟎.𝟒𝟓)
√ _________________
𝟑𝟖𝟎
= −𝟐.𝟑𝟓
.𝟑𝟐𝟔𝟕
= -7.19
t=-7.19
Community College.
CHAPTER 5
problem of the BEED IV-B of Libon Community College using group work
Summary
a. Pre-test?
b. Post-test?
test?
(See Appendix E). They were administered to the 20 students of BEED IV-
getting the level of performance of the students during the pre-test and
Findings
findings:
College in solving word problem during the pre-test was 3%, which was
below 5%. This further implies that the students did not master the skills
student who cannot solve certain problems is one who lacks particular
knowledge. According to Town (2000), experiential learning theory uses
After the intervention was applied and a post- test was conducted,
Since the results of the performance of the respondents pre-test were 3%,
The researcher made a strategic way of teaching with the use of group
learners. This knowledge will help the teachers design and tailor the
taught just by reading and memorizing. This study present the use of
students discuss criticize and be more attentive while rescuing them from
put forward new ideas, they are in control of the objectives and learned by
mostly alleged formulae and their proofs. Also, Singh (1981) studied this
answer was whether the learning disabled who received peer- tutoring
of mathematics concepts over the learning disabled pupils who did not
students. The researchers found out that the use of group work (peer
College in solving word problem. This was used to re- teach the
Conclusions
drawn:
during the post test was under low mastery based on the NETRC score
interpretation.
College.
4. After the intervention was applied through strategic way of teaching,
Recommendations
3.) Students should practice good and effective study habits that will
aid them to improve their critical thinking and problem solving skills.
A. INTERNET
ideas/engaging students/collaborative-learning.html
http:/bit.ly/1Tb5Ys
http://www.bobpearlman.org/BestParactices/PBL-Reserved
pg
https:/ldoi.org/10.1016/j.learninstruc.2008.05.003Getrightsandcontent.
The ReadingTeacher,56(8):786-795.BouletG2007.
Jitendra AK, Harwell MR,Dupuis DN, Karl SR. A Randomized Trial of the
Https://www.nci.nim.nih.gov/pubmed/27300803
https://www.ncbi.nim.nih.gov/pubmed/19122881
https://www.ncbi.nim.nih.gov/pubmed/26968809
https://www.ncbi.nim.nih.gov/pubmed/16795443
https://www.sciencedirect.com/science/article/pii/S1877042809004170
https://www.ncbi.nim.nih.gov/pubmed/26968809
https://files.eric.ed.gov/fulltext/ED537813.pdf
Sigh. R k, (1992) Peer tutoring , Its effect on the math skills of students w/
Utay (1992) The effects of co-operating learning and cross- age peer
http://www.a2zpsychology.com-/a2z%20guide/-gestalt_theory.htm
http://research-methodology.net/sampling-in-primary-data-
collection/purposive-sampling/
www.researchconnections.org/childcare/datamethods/preexperimental.jsp
GANTT CHART
Making three
problems with
interventions,
extend resource
that related to the
research question
Choosing one
problem to be
focus on
Research Proposal
making
Chapter 1-3
Revising some
information /
content on the
research proposal
Submit the
proposed research
Critique by an
experience teacher
Administering the
pre-test of the
respondents
Intervention and
administering the
post- test of the
respondents
Data analysis
Organization of
findings and other
Final Organization
of the action
research paper
Final defense
APPENDIX A
Republic of the Philippines
Province of Albay
Municipality of Libon
Libon , Albay
A/Y: 2017-2018
Dear Respondents
Greetings!
Reymark Montejo
Khattleya Layderos
(Researchers)
Noted by
(Instructor)
APPENDIX B
Libon Community College
Libon, Albay
A/Y: 2017-2018
College Administration
Libon Albay
Madam;
In connection with this, may we ask permission from your good office
to allow us to gather the needed data and conduct our study in one of the
courses in this institution the BEED IV- B students.
Reymark Montejo
Khattleya Layderos
(Researchers)
Noted by
Mrs.Hilda Remendado
(Instructor)
Approved
(College Administration)
APPENDIX C
I. OBJECTIVES
References: INTERNET
III. PROCEDURE
problems
DISCUSSION
representation)
questions.
problems.
present afterwards.
cooperation.
APPENDIX E
Libon, Albay
A/Y: 2017-2018
BEED IV – B
PRE - TEST
1.) The three angles of a triangle are in the ratio 3:4:5. What is the
measure of each angle?
2.) Three squares 9 cm² each are placed side by side forming a rectangle.
What is the perimeter of a rectangle formed?
3.) The area and circumference numerically equal. How long is its radius?
4.) The length of a rectangle is three times its width and the perimeter is
96 cm. Find the measure of its length and width.
5.) 2 days ago I’m 18 years old. Now I’m 19 but this year I will be turning
20.What date is today?
7.) The sum of the angles of a triangle is 180°. If the second angle is twice
as great as the first angle and the third angle are 20° more than the first
angle. Find the measure of the angles.
9.) Boi can run the oval in 6 minutes. Men can do the same task in 4
minutes and Tol in 8 minutes, if they started running on the same time, at
what time will they be finishing the oval at once?
10.) You are about to go to an exhibit and you have to bring with you your
1 meter sword, but you are not allowed to bring inside the bus the sword.
Instead you have to put in 1 meter cubic box. How will you put it in?
Explain.
APPENDIX F
Libon, Albay
A/Y: 2017-2018
BEED IV –B
POST- TEST
1.) The sum of the angles of a triangle is 180°. If the second angle is twice
as great as the first angle and the third angle are 10° more than the first
angle. Find the measure of the angles.
2.) Three squares 16 cm² each are placed side by side forming a
rectangle. What is the perimeter of a rectangle formed?
3.) You are about to go to an exhibit and you have to bring with you your 2
meters sword, but you are not allowed to bring inside the bus the sword.
Instead you have to put in 2 meters cubic box. How will you put it in?
Explain.
4.) The length of a rectangle is three times its width and the perimeter is
90 cm. Find the measure of its length and width.
6.) 4 days ago I’m 12 years old. Now I’m 13,but this year I will be turning
14.What date is today?
7.) The three angles of a triangle are in the ratio 5:6:7. What is the
measure of each angle?
8.) Ken can run the oval in 7 minutes; Men can do the same task in 5
minutes and Koy in 9 minutes, if they started running on the same time, at
what time will they be finishing the oval at once?
10.) The area and perimeter of a rectangle are numerically equal. How
long is its length?