REAL: Improves the Academic Performance of Grade Six Pupils in Solving Problems on Percentage Concept
Abstract
This action research aimed to enhance the performance of the Grade Six-Venus pupils on percentage concepts through Real-life Experience Approach for learning (REAL). This research collected data through pre and posttests, instructional sessions, and pupil work samples. The respondents were thirty-eight (38) pupils and it comprised three-week instruction through REAL approach. Pupils actively participated, and data was collected on their pre and posttest scores, instructional sessions, and work samples. Data analysis was carried out, and other research studies were used to compare the results. It found that teaching percentage concepts through REAL approach helped pupils improve their academic performance. Based on the Post-test result, 84% of the pupils mastered the percentage concept using REAL approach. All pupils were able to justify their solution strategies. The pupils learned that percentage make sense and can be used in daily life situation. The REAL approach was an effective way of teaching percentage concepts to the Grade Six-Venus pupils. Through the use of real-life situations, the pupils were able to construct their understanding of percentage concepts. This approach helped pupils to learn that percentages can be used in real-life situations rather than through memorization and practicing rote procedures.
Keywords: Mathematics, Percentage, Real-life Experience Approach for learning (REAL)
III. ACKNOWLEDGEMENT
The researcher would like to thank our Most Gracious Almighty Father, who is always on our side no matter what happens, for his boundless love and guidance, which make this research possible.
The researcher also expresses gratitude to their family for their thoughts and moral support to this study and served as sources of inspiration and motivation for them throughout.
The district research coordinators and advisers, Mr. Edwin Fuego and Mrs. Irelyn M. Fortun, have the utmost respect and gratitude from the researchers for their time, wisdom, support, and kindness. And thanks to Dr. Abraham O. Cerez, the school head, for letting me carry out this research. To Dr. Fe C. Varona, our Northwest Public Schools District Supervisor, for her encouragement and technical assistance of my research. And to my respondents, who are my pupils, the lifeblood of this study and the source of the data and details required to finish it.
Lastly, the researcher would like to sincerely thank everyone who helped in the creation of this research study.
God bless you everyone, and praise be to God.
IV. CONTEXT AND RATIONALE
The DepEd’s MATATAG agenda intends to address the problems with basic education in the Philippines through a comprehensive strategy that emphasizes curriculum improvement, teacher welfare and development, technology utilization, and stakeholder involvement. It is said to guarantee that students in our schools will master their literacy and numeracy skills.
Since arithmetic and logical thinking constitute the foundation of mathematics and has traditionally been viewed as a fundamental discipline. Education officials place a strong emphasis on pupils’ ability to solve problems and use computation.
Students today struggle greatly when trying to solve mathematical problems. Students who study mathematics frequently struggle to grasp the subject’s concepts and its applications in real life, in addition to studying the subject’s substance or dealing with challenges brought on by inefficient teaching techniques. The percentage topic is important to the educational curriculum, practical applications in daily life, and even other courses. Since percentages are frequently used in everyday situations.
However, statistics from several research on percentages demonstrate that both adults and children have trouble grasping the fundamental idea of percentages and using it flexibly to solve problems. These investigations showed that secondary students, future teachers, and teachers all experience problems with percentages. They also showed that this problem does not simply affect primary pupils.
Based on the SY 2021-2022 one of the Least Learned Skills in Grade Six is the M6NS-IIe-142 which is The learner finds the percentage or rate or percent in a given problem., Most Essential Learning Competencies (MELC) Second Quarter Week 4.
Teachers of Mathematics should find innovative ways to improve the learning capabilities among the pupils, identify and remedy weaknesses, and provide the learners with experiences which can foster positive attitude to learn the rudiments of mathematical knowledge and skills.
The Real-life Experience Approach for Learning (REAL), is an approach that fosters an understanding and appreciation for numbers and to show the learners how numbers connect to their daily living. It is a more authentic real-world context. These are either genuine problems that arise outside the classroom for which mathematics is useful or they are social issues that learners can learn more about through mathematical analysis.
Everyone should be able to understand mathematics. This suggests that teachers should teach it effectively and efficiently by implementing improved interventions that incorporate valuable values into the subject’s teaching and learning. Additionally, by showing the students how to apply the percentage, the teachers may help the students understand its value. Students need to be encouraged and guided to understand the percentage concepts by showing them that they are and always will be a part of their lives.
V. INNOVATION, INTERVENTION AND STRATEGY
The researcher created an intervention called Real-life Experience Approach for Learning (REAL), which fosters an understanding and appreciation for numbers and demonstrates to the learners how numbers relate to their daily lives, in order to increase our learners’ mastery of the percentage concept. It is more representative of the real world. These are either real-world challenges that happen outside of the classroom and can be solved with mathematics, or they are social problems that students can learn more about by applying mathematics to them.
VI. ACTION RESEARCH QUESTIONS
Studies related to percentages are not as wide-ranging as studies about fractions and decimals. This is quite surprising considering the significant existence of percentages in daily life contexts.
This research generally aimed to improve the performance of the Grade Six-Venus on percentage concepts through the use of Real-life Experience Approach for learning (REAL).
Specifically, this study was conducted to explicitly address the following two questions:
1. What is the pupil’s mastery level on percentage concepts before and after the use of Real-life Experience Approach for Learning (REAL)?
2. Is there a significant difference on the pupil’s mastery level on percentage concepts before and after the use of Real-life Experience Approach for Learning (REAL)?
VII. ACTION RESEARCH METHODS
a. Participants and/or other source of data and information
Participants of the research were the thirty-eight (38) Grade Six section Venus pupils of Pedro-Victorina Calo Elementary School.
b. Data gathering method
This research was conducted Pedro-Victorina Calo Elementary School, the researcher asked the administrator for permission. Following the consent, the researcher used the Grade Six pupils in Venus as respondents.
The researcher made arrangements with the respondents, personally administer the instrument to the real respondents, and retrieved the completed copy using the same method that it was delivered.
The primary data collection tool was pre- and post-test, instructional sessions and pupil’s work samples.
VIII. Discussion of Results and Reflection
This chapter presents the results and discussions of the study.
Problem 1. What is the pupil’s mastery level on percentage concepts before the use of Real-life Experience Approach for Learning (REAL)?
Table 1A. Frequency and Percentage Distribution of the Pre-test scores in Grade VI-Venus.
The Table IA-Frequency and Percentage Distribution of the pre-test scores in Grade VI-Venus shows that out of 38 pupils who took the test with 20 items, 30 or 79% get scores of 0-9 which means the pupils did not master such items, 8 or 21% obtain scores of 10-14 under the nearing mastery and nobody acquire scores of 15 to 20 or master the items.
Table 1B. Frequency and Percentage Distribution of the Post-test scores in Grade VI-Venus using Real-life Experience Approach for learning (REAL)
The Table IB-Frequency and Percentage Distribution of the Post-test scores in Grade VI-Venus using Real-life Experience Approach for learning (REAL), it shows that out of 38 pupils who took the test with 20 items, 84% or 32 pupils mastered the percentage concept, while 16% or 6 pupils obtain scores of 10-14 under the nearing mastery and nobody acquire scores of 0-9 means not mastered the percentage concept. There is an increase in terms of the score of the pupils in the post after using the real life experience approach for learning.
Problem 2. Is there a significant difference on the pupil’s mastery level on percentage concepts before and after the use of Real-life Experience Approach for Learning (REAL)?
Table 2A. Paired Samples Statistics of Pre-test and Post-test
Table 2A. Paired Samples Statistics of Pre-test and Post-test shows that the mean of pre-test and post-test are 7.59 and 15.92, respectively. While the standard deviation results are 1.586 and 2.089. The standard error means are 0.2563 and 0.3423 for the pre-test and post-test.
Table 2B Paired Sample Test Result
According to this table, there has been found a significant difference between posttest and permanence test (t=18.5213, p= 0.00; p<0.05).
As a result of the comparison of the pre-test and post-test data using teacher method teaching, the real-life experience approach for learning on percentage concept with the independent sample t-test a significant difference in terms of both test success level has been found in the post test result. The one-tailed p value is less than 0.0001. by conventional criteria, this difference is considered to be extremely statistically significant. And it means that real-life experience approach for learning during teaching is effective on the pupils’ performance than the conventional method.
The MATATAG curriculum is said to guarantee that students in our schools will master their literacy and numeracy skills. Since proportion notion is one of the least learned skills in our school, this research concentrated on numeracy skills in particular.
It found that teaching percentage concepts through REAL approach helped pupils improve their academic performance. Using the REAL approach, 84% of the students demonstrated mastery of the percentage concept on the Post-test. All pupils were able to justify their solution strategies. The pupils learned that percentage make sense and can be used in daily life situation. The REAL approach was an effective way of teaching percentage concepts to the Grade Six-Venus pupils.
Through the use of real-life situations, the pupils were able to construct their understanding of percentage concepts. This approach helped pupils to learn that percentages can be used in real-life situations rather than through memorization and practicing rote procedures.
Further research is needed to determine how pupils feel about using Real-life Experience Approach for learning (REAL). Replicating the study to include other concept or topics like fractions and decimals and implementing other methods (qualitative) to address the effectiveness of Real-life Experience Approach for learning (REAL).
IX. Action Plan
X. References
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Kenney, R. A., & Stockton, J. D. (1958). An experimental study in teaching percentage. The Arithmetic Teacher, 5(6), 294-303.
Stigler, J. W., & Hiebert, J. (2004). Improving mathematics teaching. Educational leadership, 61(5), 12-17.
DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Solution Tree Press.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd.
file:///C:/Users/User/Downloads/08.EMPIRICALAPPROACHES-TimurKoparan.pdf
https://www.nctm.org/Publications/MTMS-Blog/Blog/Mathematics-and-the-Real-World/
https://files.eric.ed.gov/fulltext/ED504828.pdf
XI. Cost Estimate
