Floro_Soligan Research Presentation.pptx

ghgjf

1. Mathematics Storybooks: An Intervention in Improving the Proficiency Level of the Students in Numeracy CHRISTIAN ELIM SOLIGAN Mathematics Teacher REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION DIVISION OF SILAY CITY REGION VI – WESTERN VISAYAS

2. Mathematics is a key factor in achieving the Sustainable Development Goals (SDGs), because of its applicability to real situations ( Olaosebikan , Egbon , & Olayemi , 2022). As stipulated in the Sustainable Goal Development Target 4.6, “By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve numeracy” (Murray, 2018; Lafuente-Lechuga , Cifuentes-Faura , & Faura -Martinez, 2020 ). Numeracy skills and their impact on various outcomes have been studied globally. Low numeracy is associated with older age and lower education levels, and this finding holds true across different countries ( Wändi , Aulona , & Jimena, 2023 ). However, despite efforts to make mathematics education a key priority in the country, the Philippine education system continues to face many significant challenges (Bai, 2023). The Philippines obtained an average achievement of 297, which is significantly lower than the TIMSS Scale Center Point (500) and had the lowest average achievement (297) among 58 participating countries and 6 benchmarking countries (Mullis, Martin, Foy, Kelly, & Fishbein , 2020).

3. These challenges highlight the need for quality education, focused on functional literacy and numeracy skills, to ensure the development of strong numeracy skills among the students in the Philippines. In addition, reports on the Second Congressional Commission on Education (2024) highlighted that there should be a prioritization of foundational skills in reading, writing, and numeracy, as well as socioemotional learning . One of the primary benefits of integrating storybooks into mathematics education is the enhancement of student engagement and motivation. The use of storybooks in teaching math concepts helps to engage students, create interest, and develop problem-solving skills (Farlow, 2017; Arneja & Tyagi , 2020; Zhang, Sun, & Yeung, 2023; Hislop , n.d. ). This serves as a new and innovative strategy, providing numerous benefits that go far beyond traditional methods of learning. According to Arneja and Tyagi (2020), storybooks can be utilized to help learners better understand mathematical ideas. They stimulate attention, engagement, and excitement, resulting in enhanced motivation and critical thinking abilities ( Trakulphadetkrai , 2018).

4. Statement of the Problem This purpose of this action research is to evaluate the use of Mathematics Storybooks as an intervention in improving the proficiency level in numeracy of Grade 7 students in a public secondary high school for the school year 2024-2025. It will answer the overarching question, “How can Mathematics Storybooks be used in improving the proficiency level of students in numeracy ?” Specifically , it seeks to answer the following questions: What are the behavior of the students in performing operations of integers before, during, and after the intervention? What are the experiences of the students in using Mathematics Storybooks while learning the four fundamental operations of integers? What are the experiences of the researcher in using Mathematics Storybooks while learning the four fundamental operations of integers? How can the Mathematics storybooks be utilized to improve the classroom instruction of the teachers in enhancing the proficiency level of the students in numeracy?

5. Extended Abstract : Effectiveness of GeoGebra in Learning Linear Equations in Two Variables   Christian E. Soligan Department of Education Region VI – Western Visayas Schools Division of Silay City Email: [email protected]   Abstract - This research study aimed to determine the effectiveness of GeoGebra on the mathematics performance in learning linear equations in two variables of Grade 8 students of Don Felix T. Lacson Memorial National High School in the Division of Silay City for the school year 2021-2022. The study adopted the quantitative research using quasi-experimental non-equivalent group design. The participants of this study were the 40 Grade 8 students divided into two groups; experimental and control group. The participants were chosen using purposive sampling. Two groups were identified, namely, experimental group and controlled group. The experimental group was exposed to GeoGebra while learning linear equations in two variables and the control group was not exposed to GeoGebra while learning linear equations in two variables. Results showed that there is a significant difference in the mathematics performance of the experimental group and control group. Through this study, it is found out that the use of GeoGebra in learning linear equations in two variable increases the performance of the students. The mathematics performance of the experimental group was comparably higher than the mathematics performance of the control group. The differences in the performance of the students suggests that using GeoGebra application software is effective in improving the mathematics performance of the students when used in learning linear equations in two variables. Findings of this research will be valuable for both learners and mathematics educators by enlightening them the significant role of GeoGebra in teaching and learning process in mathematics.   Keywords: GeoGebra, Linear Equations in Two Variables, Mathematics, Mathematics Performance, Quasi-experimental Research, Non-equivalent group design

6. Contemporary life demands the requirement to have good mathematical knowledge. Mathematics significantly influences students in mathematical knowledge and in terms of moral education. Mathematics is one of the branches of science that contributed greatly to the advancement of science and technology. It would be very difficult or not possible for a person to live on the earth in the 20th century without the slightest utilized mathematics ( Kusmaryono , 2016). Educational planners and curriculum writers in mathematics have developed different teaching approaches and strategies to further improve the mathematics education . According to Borba (2021), this change will be analyzed by looking at three trends in mathematics education: the use of digital technology, philosophy of mathematics education, and critical mathematics education. Borba (2021) further stated that digital technology became a trend in mathematics education in response to the arrival of a different kind of artifact to the mathematics classroom. It was thrust into the spotlight as the pandemic suddenly moved classrooms through distance education around the world. Challenges specific to mathematics education in this context must be addressed. The link between the COVID-19 pandemic and digital technology in education also raises epistemological issues highlighted by philosophy of mathematics education and critical mathematics education. Context and Rationale

7. In the Philippine context, ICT is being integrated and a part of curriculum as a tool for improving or discovering quality education ( Daling , 2018). According to Capuno et al. (2018), technologies are essential in teaching and learning mathematics because they influence what is taught and enhances students’ learning. According to the Department of Education (DepEd, 2016), the Philippine K to 12 mathematics curriculum framework recognizes that the use of appropriate tools is needed in teaching mathematics. This includes manipulative objects, measuring devices, calculators, computers, smart phones and tablet PCs (personal computers), and the internet. One of the ICT tools developed for learning mathematics is GeoGebra. According to Kepceoglu & Yavuz (2016), GeoGebra is a dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus in one easy-to-use package. GeoGebra provides graphical, numerical and algebraic representations of mathematical object on the same screen. Therefore, different functions can be graphed on the same screen and completely compare the behaviors of the given functions . GeoGebra application may be known to a very few students and teachers in the Division of Silay City, however, it was not yet properly introduced and used as an intervention in teaching mathematics. The researcher is eager to determine the effectiveness of GeoGebra on the performance of the students in learning linear equations in two variables and wishes to recommend improvements in teaching the topic and other mathematical concepts through the information obtained in this quantitative investigation. Context and Rationale

8. Proposed Intervention GeoGebra is a mathematical application designed to improve learning mathematics. This application is downloadable to both computers and mobile phone. Hence, students even in the far flung areas with their mobile phones can be able to download and use this application as a remediation in learning mathematics. Many researchers in the past showed that GeoGebra is helpful in improving students‘ achievement  in  learning  Mathematics  ( Arbain & Shukor ,  2015)  and developing  creativity  among  mathematically  gifted  students. Dockendorff & Solar (2017) reported that GeoGebra dynamic software use has on promoting mathematical learning at secondary school and on its impact on teachers’ conceptions about teaching and learning mathematics. Schools and universities in the Philippines applied GeoGebra in the discussion of topics in mathematics particularly in graphing functions. Graphing a function through a graphing calculator might enhance the knowledge of the students in a certain subject matter.

9. Proposed Intervention This intervention is associated with Dubinsky and McDonald’s APOS theory (2001). APOS (Action, Process, Object, and Schema) is applied in this intervention to explore the teaching and learning quadratic functions by giving emphasis on its graphical understanding. This theory was developed in line with constructivist theories, advocating that an individual needs to construct the necessary cognitive structures in order to make sense of mathematical concepts. According to the theory, individuals tend to deal with mathematical situations by constructing mental actions which they transform into processes and objects, as well as the organization of schemas in their attempts to make sense of problems and to be able to solve presented situations ( Listiawati et al., 2021).

10. General Objective The primary purpose of this quasi-experimental research was to determine the effectiveness of GeoGebra on the mathematics performance in learning linear equations in two variables of Grade 8 students of Don Felix T. Lacson Memorial National High School in the Division of Silay City for the school year 2021-2022.

11. Statement of the Problem Data Treatment Result Conclusion What is the mathematics performance of the experimental group in learning linear equations in two variables before and after the intervention? Instrument used: 40-item test Data Collection Method: Test Questions Validity: CH Lawshee Reliability: KR-21 For problem 1, which seeks to determine the mathematics performance of the experimental group in learning linear equations in two variables before and after the intervention, arithmetic mean will be used. Manalo et al. (2016) defined mean as the arithmetic average of the given score. For this problem, the researcher will calculate the mean scores of the students and will interpret the result. The mathematics performance of the students was low before using GeoGebra application software (M=19.95, SD=4.41). There is a shift in their mathematics performance after using the application as it indicates that their performance was high (M=29.15, SD=4.16). Reflecting on the mathematics performance of the students, it was clearly observed that the given intervention was effective in increasing their scores. After the given intervention, the students at this level has developed the fundamental knowledge in linear equations and can apply them automatically and independently. The study was supported by ( Akalen , 2015) that an intervention program will produce an immediate and effective consequences in the performance of the students. The author also suggests that GeoGebra is effective when integrated in a mathematical discussion.

12. Statement of the Problem Data Treatment Result Conclusion What is the mathematics performance of the control group in learning linear equations in two variables before and after the intervention? Instrument used: 40-item test Data Collection Method: Test Questions Validity: CH Lawshee Reliability: KR-21 For problem 2, which seeks to determine the mathematics performance of the control group in learning linear equations in two variables before and after the intervention, arithmetic mean will also be used. The mathematics performance of the students was low before the given intervention (M=20.00, SD=3.34). There is a shift in their mathematics performance after the intervention as it indicates that their performance was high (M=25.75, SD=5.11). Based on the results of the mathematics performance of the students, it was clearly observed that the given intervention which was traditional was again effective in increasing the scores of the students. After the given intervention, the students at this level has developed the fundamental knowledge in linear equations and can apply them automatically and independently. This is parallel to the statement of Akalen (2015) on the results presented on the latter paragraph.

13. Statement of the Problem Data Treatment Result Conclusion Is there a significant difference between the mathematics performance of the experimental group and control group in learning linear equations in two variables before the intervention? Instrument used: 40-item test Data Collection Method: Test Questions Validity: CH Lawshee Reliability: KR-21 For problem 3, which seeks to determine the significance difference between the mathematics performance of the experimental group and control group in learning linear equations in two variables before the intervention, Mann-Whitney U Test will be used. The Mann-Whitney U test is used to compare differences between two independent groups when the dependent variable is either ordinal or continuous, but not normally distributed ( Ocampo & Tresvalles , 2017). This test is the non-parametric equivalent of independent t-test. A Mann-Whitney U Test showed that there was no significant difference in the mathematics performance of the experimental group ( Mdn = 20.00) and control group ( Mdn = 20.00), U = 194.50, p = 0.892. The median scores for both groups was 20.00 suggesting that there was no deviation between the two groups when compared. This means that before the conduct of the intervention, the experimental group and the control group had equal mathematics performance in learning linear equations in two variables. This was in consonance with the study of Thomas (2020), that, in a well-designed experiment, all variables apart from the treatment should be kept constant between the two groups. This means researchers can correctly measure the entire effect of the treatment without interference from confounding variables. Variables must have an equal and balance standing before receiving the treatment or intervention.

14. Statement of the Problem Data Treatment Result Conclusion Is there a significant difference between the mathematics performance of the experimental group and control group in learning linear equations in two variables after the intervention? Instrument used: 40-item test Data Collection Method: Test Questions Validity: CH Lawshee Reliability: KR-21 For problem 4, which seeks to determine the significance difference between the mathematics performance of the experimental group and control group in learning linear equations in two variables after the intervention, Mann-Whitney U Test will be used. A Mann-Whitney U Test showed that there was a significant difference in the mathematics performance of the experimental group ( Mdn = 31.00) and control group ( Mdn = 26.50), U = 121.50, p = 0.034. The median score for the experimental group was 31.00 compared to the median score of control group which is 26.50 suggesting that the intervention made in the experimental group was more effective than in control group. Furthermore, a median of 31.00 for experimental group suggests that the students under this group performs better than the control group with a median of 26.50. Scores under control group was widely scattered around the mean compared to the scores under the experimental group. Thus, utilizing GeoGebra application software is more effective than traditional learning in dealing with linear equations in two variables. It was noted that the experimental group was the group of students who used GeoGebra while learning linear equations in two variables. Thus, it suggests that the intervention of using GeoGebra combined with the traditional method is more effective in increasing the performance of the students than the traditional method of teaching alone. This is parallel to the study of Leustig (2020) about the role of ICT in traditional classrooms. The role of technology in the traditional classroom typically serves at least one of three purposes: to enhance instruction, increase efficiency in the classroom, and engage students further with class content.

15. Statement of the Problem Data Treatment Result Conclusion Is there a significant difference in the mathematics performance of the experimental group in learning linear equations in two variables before and after the intervention? Instrument used: 40-item test Data Collection Method: Test Questions Validity: CH Lawshee Reliability: KR-21 For problem 5, which seeks to determine the significant difference in the mathematics performance of the experimental group in learning linear equations in two variables before and after the intervention, Wilcoxon-Signed Rank Test will be used. According to Ocampo and Tresvalles (2017), Wilcoxon signed-rank test is the nonparametric test equivalent to the dependent t-test. As the Wilcoxon signed-rank test does not assume normality in the data, it can be used when this assumption has been violated and the use of the dependent t-test is inappropriate. It is used to compare two sets of scores that come from the same participants. Results revealed that there was a significant difference in the mathematics performance of the experimental group before ( Mdn = 20.00) and after ( Mdn = 31.00) the intervention, W = -3.92, p = 0.001. The median score for the experimental group after the intervention was 31.00 compared before the intervention which was 20.00 suggesting that the intervention made in the experimental group was effective. Further analyzing the data, the effect size of -1.00 suggests that there was really a large effect in the mathematics performance of the experimental group before and after using GeoGebra application software as interpreted by Pearson (1992). The effect size was negative which means that the performance of the experimental group had increased after the given intervention. The median after which was 31.00 was higher compared to the median before which was 20.00. Therefore, the use of GeoGebra in traditional classroom was effective in learning linear equations in two variables. This means that GeoGebra was effective in increasing the performance of the students. This was supported by Shadaan & Eu (2018) that GeoGebra software has proven to be an effective tool in enhancing Mathematics teaching and learning. Students were able to experience a hands‐on method of learning which had a positive effect in enabling them to understand the concepts better rather than just being passive learners.