Action Research Pro

GRADUATE STUDIES
ART-BASED REMEDIAL ACTIVITIES: A TOOL TO IMPROVE

MULITIPLICATION SKILLS AMONG STRUGGLING GRADE 5 LEARNERS
OF ILAYA ELEMENTARY SCHOOL
An Action Research conducted by

THALIA FAYE P. PANES
NESTLYN JOYCE BEJARE
RHEA S. PEÑARANDA
JUDEE JOY SALMERON
For the course

EDU 297- Action Research
I. Context and Rationale

In the Philippines, the Department of Education (2013) places importance on the
learner’s context. In the K to 12 Mathematics Curriculum Conceptual Framework,
mathematics as a subject spreads through every part of life at any age and at any
time. The value of mathematics goes beyond the four corners of the classroom.
Therefore, the teaching of mathematics should be relevant to the child’s daily
experiences in life.
Contextualization is identified as a promising strategy that actively engages
students and promotes improved learning and skills development. Contextualization
is characterized as a conception of teaching and learning that helps teachers relate
subject matter content to real world situations (Baker, Hope, & Karandjeff, 2009).
After two years of not having face-to-face classes, there has been a huge learning
gap to be filled by the education department. The curriculum has been compressed to
give priority to the competencies that are deemed to be more essential to the
learners. Literacy and Numeracy Programs has been proposed and implemented for
it has been discovered that the learners’ reading and numeracy skills were greatly
affected by the long pause.
GRADUATE STUDIES
Ilaya Elementary School conducted ERUNT Pre-Test to its learners and found
out that 21 among 174 Grade 5 learners are actually low to non-numerates – 15 of
which are composed of males and the other 6 are females. Upon analyzing the test
items and their answers we discovered that all of them find it hard to answer
multiplication problems. Multiplication is an essential concept that needs to be
learned in Mathematics for people need this skill in real-life situations and it is also a
fundamental step in the mastery of the other basic operation, division. This suggests
an existing problem that needs an intervention. Thus, an action research is necessary
to address and solve this issue.
II. Action Research Questions

This study seeks to understand these following questions:
1. What is the performance of the struggling learners before and after their
exposure to art-based mathematics lessons?
2. How do the struggling learners perceive art-based remedial activities?

3. How do the teachers perceive the use of art-based activities in conducting
remedial classes in Mathematics?
III. Proposed Innovation, Intervention and Strategy

After conducting the ERUNT Pre-assessment, the learners who has a low score
and are considered as low/non-numerates were identified and is put into a numeracy
remedial program.
The numeracy remedial program aims to develop these learners’ skills in
multiplication by introducing its concept through a series of art-based activities and
to furthermore prepare them in learning the fourth fundamental mathematical
operation, division.
Remedial programs for Mathematics and numeracy is conducted twice every week to
make room for the Remedial Reading and Literacy Program since it is very likely
that the identified learners who are struggling in Mathematics are also
struggling/frustration level readers. Session 1 of the numeracy program will be spent
for the introduction of the topic or concept hands-on activity where learners
GRADUATE STUDIES
participate in making art-based outputs that are relevant to the concept of

multiplication. Session 2 will be spent on the assessment, evaluation and reflection
for the concepts learned.
IV. Action Research Methods

a. Participants and/other Sources of Data and Information
The participants of this study are:
1. the Grade 5 learners under the remediation program for numeracy;
2. the school Mathematics Coordinator who will provide the ERUNT
Assessment tools; and
3. the Grade 5 Mathematics and remediation teachers that will conduct the
intervention, give the assessment and analyze the test items.
b. Data Gathering Methods
The first research question will be taken by conducting a pre-assessment
and a post-assessment activity by using the questionnaires which contains
multiplication problems crafted by the school Math Coordinator and the Grade 5
Mathematics Teacher.
The second research question will be taken by performance observation
and interview with the learners.
The third research question will be taken by an interview and a focus
group discussion with the teachers implementing the program.
c. Data Analysis Plan
To answer the first research question, the data taken from the post-
assessment results will be analyzed by every correct and incorrect answers done
by the learners. Then it will be compared to the pre-assessment results to see if
there has been any progress in the learner’s performance.
To answer the second and third research questions, the interviews will be
recorded and generalized based on how positive or negative the learners and the
teacher participants perceive the intervention.
V. Action Research Work Plan and Timelines
Action Steps Persons Timeline Needed Output/
Responsible Start/End Resources Outcome
GRADUATE STUDIES
Crafting the test Grade 5 August 14- Bond Paper Multiplication Test
questionnaires to mathematics 18, 2023 Questionnaires
be used Teacher,
Mathematics
Coordinator,
Researcher
Conducting Pre- Grade 5 August 29, n/a Accomplished
assessment to the Mathematics 2023 questionnaires by the
Grade 5 learners Teacher learners
Checking and Grade 5 August 30- Score Sheets, List of learners to be
analyzing test advisers, Grade 31, 2023 Recording included in the
results and 5 Mathematics Sheets remediation activity
profiling learners Teacher, School
that will be Mathematics
included in the Coordinator,
remediation Researcher
activity
Implementation All Grade 5 September Art- based Learners’ outputs for
Period Teachers/ 19, 2023 – Activities, every art-based
Remediation May 14, Art Materials activity
Teachers 2024 to be used by
the learners,
Instructional
materials
Conducting Post- Grade 5 May 16, Questionnair Accomplished test
assessment Mathematics 2024 es that were questionnaires by the
activities Teacher used in the learners
pre-
assessment
activity
Interview with the Researcher May 21, Structured Recorded interview
learners about Learners 2024 Interview
GRADUATE STUDIES
how they perceive Questions

the intervention
Conduct a focal Researcher, All May 24, Structured Recorded Interview/
group discussion/ Grade 5 2023 Interview Focal Group
interview to the Teachers/Remed Questions Discussion
teachers who iation Teachers,
implemented the School
intervention Mathematics
Coordinator,
School Head
Conducted Learners, June 14, Certificates Culminating
Culminating/Com Researcher, 2024 Program for the
pletion Activity Teachers, learners who
for the learners School Head completed the
activities
VI. Cost Estimates
ACTIVITY MATERIALS Cost Budget for each

Learner
Crafting Bond Paper Php 600.00
Questionnaires (Pre-
Assessment and Post-
Assessment),
Pamphlets, Score
Sheets
“Array Printing” Oslo Paper Php 10.00 Php 115.00
Poster Paint Php 60.00
Paint brush Php 40.00
Cardboard Php 5.00
“Sunflower Art” Cardboard Php 5.00 Php 60.00

GRADUATE STUDIES
Crayons Php 40.00

Pencils Php 15.00
“Paint by Factors” Bond Paper Php 2.00 Php 102.00
Poster Paint Php 60.00
Paint Brush Php 40.00
VII. Plans for Dissemination and Utilization

The teachers of Ilaya Elementary School will be disseminated with the information
taken from this research through Learning Action Cell Discussions and Pamphlets to be
distributed to the teachers. The budget for the dissemination and implementation of this
project will be taken from the proposed budget approved by the division. Its purpose is to
educate and enlighten the teachers of the effectiveness of using art-based activities in
developing numeracy skills among learners.
Outside of Ilaya Elementary School, to disseminate and sustain the program, the
researcher together with the help of the Schools District of Sara and the Schools division of
Iloilo will propose trainings for teachers on using Art-Based activities to improve the
multiplication skills of struggling learners in Mathematics
VIII. References
https://www.deped.gov.ph/wp-content/uploads/2019/01/Math-CG_with-tagged-math-
equipment.pdf
https://www.throughart.org
https://artsycraftsymom.com/math-art-activities-for-kids
https://www.buffalo.edu/catt/develop/theory/constructivism.html

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GRADUATE STUDIES

ART-BASED REMEDIAL ACTIVITIES: A TOOL TO IMPROVE

An Action Research conducted by

For the course

I. Context and Rationale

II. Action Research Questions

exposure to art-based mathematics lessons?

2. How do the struggling learners perceive art-based remedial activities?

III. Proposed Innovation, Intervention and Strategy

participate in making art-based outputs that are relevant to the concept of

IV. Action Research Methods

how they perceive Questions

VI. Cost Estimates

ACTIVITY MATERIALS Cost Budget for each

“Sunflower Art” Cardboard Php 5.00 Php 60.00

Crayons Php 40.00

VII. Plans for Dissemination and Utilization

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