Differentiated activities: An intervention to improve Multiplication Skills among

Grade VI pupils of Dela Paz Main Elementary School

ANALIZA LUNA SAN JUAN

Master Teacher II
Dela Paz Main Elementary School

ABSTRACT

Numeracy and literacy remain key domains of learning which are essential for
success at school; provide a bridge to further study and work; and ensure children are
well prepared for future economic and social prosperity.
Promoting numeracy in all schools is a task. It is a key task for those engaged in
school leadership – principals and curriculum leaders – in developing schools policies, in
allocating resources and supporting teachers. Achieving better outcomes in numeracy
is, of course, a key responsibility of teachers. School Councils too have an important role
in supporting the development of appropriate policies and ensuring that achieving high
standards of numeracy is incorporated into the school’s cycle of goal setting, planning
for school improvement and cycle review of performance in these areas.
Numeracy is the capacity to bridge the gap between mathematics learned at
school and the many contexts where it needs to be used in daily life.
To assist students to bridge the gap, several important things need to happen at
school. In the first place, for students to become numerate, they must be given
opportunities to practice and apply the mathematics they have learned. This should
take place, not only in the mathematics classroom, but in other areas of the curriculum.
What is taught in school probably plays a greater role in the development of numeracy
than in the case of literacy.
Teacher’s knowledge and classroom culture have been factors frequently
researched as contributors to effective teaching. Project Good Start (Thomson et al.
2009) found that effective teachers: have high expectations of all students and
challenging tasks and goals appropriate for each student, integrate their content
knowledge and their teaching skills to make connections that engage student interest
and maintain involvement, monitor student progress using their knowledge of each
student’s current achievement and the next steps appropriate for them, and provide
feedback to the student, and enjoy mathematics and take pleasure in students’
enjoyment and success.
Mathematics equips pupils with uniquely powerful ways to describe, analyze and
change the world. It can stimulate moments of pleasure and wonder for all pupils when
they solve a problem for the first time, discover a more elegant solution, or notice hidden
connections.

Keywords: numeracy, classroom culture, curriculum, school’s setting

 INTRODUCTION use of cooperative
learning approach.
Mathematical thinking is Output: Increase in
important for all members of a modern proficiency level.
society as a habit of mind for its use in  Speed and Accuracy (Window
the workplace, business and finance, Cards)
and for personal decision-making. Enhance pupils’
Mathematics is fundamental to national multiplication skills in
prosperity in providing tools for solving numbers correctly
understanding science, engineering, with the least possible
technology and economics. time.
Mathematics is a creative Output: Pupils are able to
discipline. The language of finish solving window cards
Mathematics is international. The accurately and fastly.
subject transcends cultural boundaries  Educational Television (ETV)
and its importance is universally Utilize multi-media
recognized. materials in remedial
classes.
DO 47, S. 2017 – AMENDMENT TO Use power point
DEPED ORDER NO. 18, S. 2017 presentation, video and
(GUIDELINES ON THE UTILIZATION OF ICT integration.
THE 2017 EVERY CHILD A READER
Output: Pupils enjoy
PROGRAM FUNDS FOR THE EARLY
LANGUAGE, LITERACY, AND learning and easily
NUMERACY PROGRAM: understand the lesson
PROFESSIONAL DEVELOPMENT through visual learning.
COMPONENT)

Dela Paz Main Elementary School Math Teachers in this school have
is one of the biggest public schools in observed that Grade VI learners had
the City of Biñan. It has a total low mastery level in recognizing
enrolment of 2,485 students and 58 Multiplication Table, can’t multiply 1
faculty members. This study focuses on digit number nor solving one step word
30 or 75% low skills in multiplication out problem. This is the challenge for Math
of 40 students in Grade VI-Diamond. The Teachers to make them a multiplicative
target is to make 100% achievement person before they finish their
rate in multiplication skill among Grade elementary level.
VI-Diamond this SY 2018-2019.
Math Teacher is directly In this study, the teachers also
responsible for the success of the shaped the Mathematics into a molded
academically challenged in subject that will help to ease the pain in
multiplication in his/her curriculum saying that Mathematics is a difficult
experience. subject. Wherein in a special way
teachers can deliver the most effective
Differentiated activities use in this way to enhance the ability of the pupils
study are as follows: to learn the magic of Math. In all
 Every Child A Numerate (ECAN) prospect of reality there are also things
Expose pupils to a to consider good things to develop
constructivist learning child’s mind in solving math problems, it
environment. is the teacher’s teaching strategy.
Have pupils join remedial
classes where they can
The real world that goes round
use their mathematical skill
and round is totally the merging of
in multiplication.
pupils capability to understand, the
Output: Reduce numbers
of non-numerates in teachers as the modulator of the skills
multiplication. and the Mathematics itself as a whole
 Program of Excellence in which help to enumerate the
Mathematics (POEM) hindrances to embrace the truth about
Enhance pupils’ problem counting and solving figures and
solving abilities, provide problems.
multiplication materials for
classroom use. Encourage
 METHODOLOGY concerned school officer-in-charge,
teachers and low mastery pupils in
Purposive and convenience multiplication skill to answer the
sampling will be used in choosing mentioned instruments as they
the respondents for this study. The transact with the unit within the time
respondents of the study were of study. As soon as all instruments
the (40) pupils of Grade VI for the are accomplished by the selected
SY 2018-2019 and (3) Math respondents, consolidation of results
Teachers of Grade VI. will be done. These results will then
be disseminated to the office
clientele.
Data Gathering Methods

 Various instruments  Procedures for data collection

The researcher asked the The data that will be

permission of the Officer-in-Charge collected in this study will
and parents of the learners to organize and classified based on
conduct the study. the research design and the
The researcher made the problems formulated. The data
questionnaires. They showed them will be encoded, will be tallied
to their adviser for some and will tabulate to facilitate the
suggestions and had them pre-test presentation and interpretation
to select non-numerates pupils to of results using the following:
the Grade VI, then to the leader of
the group explained to them how A. Percentage Method- used in
to answer the questionnaires. determining the percent or part of a
The researcher asked the variable. It follows the formula;
consent of the Math teachers and P= F X 100
advisers before distributing N
window cards to the pupils. There
were three Math teachers from Where: P = Percentage
grade VI involved in the study.
Data Collection F = Frequency
instruments on the respondents’
level of satisfaction to the school N = Sample Size
procedures of the unit before and
after the study; on the tracking of B. Descriptive statistics: Total Weighted
the start and end line of every Average (mean) was used to answer
procedure; and on the the problem.
effectiveness of the process will be
employed in this research. Formula: X = x1 + x2 + x3 + x4 +x5
a. Standardized Tests. This include n
questions that would describe the
non-numerates pupils in Where:
Mathematics.
b. Observation Records. This include X = Mean
the observation behaviour and
analytical thinking of those who x = Individual Item
are non-numerates.
c. Questionnaires. This include n = Number of Items
statement about pupils’ personal
feeling about their mathematical C. Weighted Mean (WM) – since the
abilities. response to the questionnaires were
d. Focus Group Discussion. This is a chosen from options, weighted points
group discussion of teachers on were assigned for each item for
the use of effective strategies to qualitative analysis. WM was used to
be used for non-numerates. measure the typicality of the responses.
Respondents will also be It has the formula;
interviewed to verify their responses
in these data collection instruments. W= Σfx
The data collection n
through questionnaires / test /
observation and group discussion
will be done in (3) months by asking
 Where:

W = Weighted Mean Summation

f = frequency of the response
x = weighted mean
n = total number of respondents

According to Post Test on

RESULTS Multiplication Skill
October 11, 2018
According to Pre-Test on Multiplication Skill
June 8, 2018 Post Sco Frequ Percen Ra
test res ency tage nk
Pre-test Scor Frequen Percenta Ran
es cy ge k 5– 91- 9 23% 3
Outstan 100
5– 91- 2 5% 5
ding
Outstandi 100
ng 4 – Very 71- 18 45% 1
4 – Very 71- 4 10% 3.5 Satisfac 90
Satisfacto 90 tory
ry
3- 50- 13 32% 2
3- 50- 4 10% 3.5 Satisfac 70
Satisfacto 70 tory
ry
2 – Fair 20- 0 0% 4.5
2 – Fair 20- 19 48% 1 49
49
1 - Poor 0-19 0 0% 4.5
1 - Poor 0-19 11 27% 2

TOTAL 40 100% TOTAL 40 100%

This shows the frequency, Table 6 shows the frequency,

percentage and rank distribution percentage and rank distribution
according to Pre-test on Multiplication according to Post test on Multiplication
Skills of Grade VI respondents; 19 Skills of Grade VI respondents; 18
pupils or 48% ranked 1 with fair results pupils or 45% ranked 1 with very
with scores of 20-49, 11 pupils or 27% satisfactory results with scores of 71-90,
ranked 2 with poor results with scores of 13 pupils or 32% ranked 2 with
0-19, 4 pupils or 10% ranked 3.5 both satisfactory results with scores of 50-70,
satisfactory (50-70) and very 9 pupils or 23% ranked 3 with
satisfactory results with scores of 71-90, outstanding results with scores of 91-
2 or 5% ranked 5 with outstanding 100, 0 or 0% ranked 4.5 both fair and
results with scores of 91-100. poor with scores of 20-49 and 0-19.
 DISCUSSION Mixed methods will be
used in this action research,
The Grade VI pupils who namely qualitatie and
are academically challenged in quantitative methods.
multiplication skill of Dela Paz Qualitative data will be
Main Elementary School for SY coded, organized, compared,
2018-2019 will participate in the analyzed, and major themes will
research. be identified. Thereafter, the
There are forty themes will be presented,
respondents in grade 6. All of analyzed, interpreted and linked
them together with their parents with literature.
and advisers will be asked to Statistical tool will be used
voluntarily participate in the in analyzing quantitative data.
research. The results will be presented in
In this study, information table form, analyzed, interpreted
and linked with literature.
from the Math teachers and
In the analyzes, the
pupils with low multiplication skill
researcher will also write her
about the facts, attitudes and insights and reflections on the
feelings, were gathered and also findings to be generated, using
the academic progress of non- her field notes as additional
numerates in school. It secures inputs.
free prior and informed consent
from respondents and/or parents ACKNOWLEDGEMENTS
and guardians of learners.
Purposive and The researcher wishes to express
convenience sampling will be her deepest appreciation and gratitude
used in choosing the respondents to the following persons for their
for this study. The respondents of invaluable contributions which led to
the study were the (40) pupils of
the completion of this study:
Grade VI for the SY 2018-2019
and (3) Math Teachers of Grade
Dr. Ginalyn M. Garcia, our kind-
VI.
hearted PSDS, for allowing me to
The researcher asked the
permission of the School Head conduct the study and giving her moral
and parents of the learners to support.
conduct the study.
This action research will Mrs. Myrna G. Palma, our dear
use window cards and principal, for giving technical assistance
technology like tv for visual every time I conduct the survey and
presentation and computers for questionnaires.
ICT/ power point in applying
differentiated activities for Mr. Reynante Sofera, our jolly and
multiplication skill intervention. smart SEPS of Planning and Research,
It will employ who serves as my mentor in research.
differentiated activities for the
multiplication skill intervention Mr. Roy Del Valle and Mrs. Roann
among grade 6 pupils. The T. Pdua, my co-Math Teachers in
intervention will consist of three DESMain who gives their full suppot to
(3) phases: preparation phase, conduct my study.
implementation phase, and post-
implementation phase. The data My family, my pupils, and my
collection techniques to be used friends who inspires me and encourage
are experiencing, enquiring, and
me that I can do better in researching
examining.
The phenomenon is the so I should do and finish the craft.
difficulty of grade 6 learners to solve
Lastly, the Almighty God, who
multiplication problems, mainly
because they don’t have gives knowledge, intelligence, strength,
knowledge in multiplication table and peaceful living.
and basic skills in multiplying
numbers. Thank you very much. All of you
are my blessings coming from GOD.
 REFERENCES

Online Resources –
www.education.vic.gov.au/studentl
earning/
Department of Education and Early
Childhood Development
Numeracy in practice: teaching,
learning and using mathematics
Paper No.18 June 2009

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