HERSON PERU-PRESENTATION for oral defense.pptx

Thesis defense

1. MASTERY LEVEL OF GRADE 4 PUPILS ON COMPUTATIONAL AND PROBLEM-SOLVING COMPETENCIES HERSON O. PERU Researcher

2. Considering the performance of the Filipino learners in the Trends in Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA) that alarmed the Philippine government had mandated that one of the focuses of learning in school is mathematics to improve and increase the numeracy skills of pupils. To level up the numeracy skills of the pupils, a curriculum and teaching should focuse on improving the computational and problem-solving skills of the pupils. Hence, the Most Essential Learning Competencies (MELCS) were issued containing the most essential and indispensable competencies that pupils must learn and achieve. CHAPTER 1 The Problem and Its Background

3. At Lepanto Elementary School, pupils were behaviorally anxious, despite the different learning activities and performance task utilized, when it comes to their Mathematics subject affecting their focus and attention, low level of self-confidence, and decreases their conceptual understanding which led to their lack of interest, lower failure to actively participate and engaged in the learning activities and performance tasks during the teaching-learning process. This significantly had contributed to the low mean percentage scores of the pupils indicating low mastery level based on their summative tests results when compare against the required 75% percent target in the mean percentage scores of learners in all learning areas, inclusive of Mathematics. Notwithstanding this fact, teachers are continuously making use of different learning interventions to level up their mastery level, such as but not limited to peer tutoring, peer mentoring, one-on-one tutoring, gamification of mathematical concepts and theories, use of metacards and integration of ICT in teaching mathematics and the use of developmentally appropriate and differentiated activities.

4. Theoretical/Conceptual Framework As to the process of the study, the profile variable of the respondents was determined as to gender, persons assisting the pupils at home, parents’ educational attainment, and related learning materials available at home. The pupils’ average grades on a MELCs-based performance tasks for computational skills and problem-solving skills of the respondents for the first and second quarters was determined, and their significant differences were also determined. The profile variables of the pupils as to gender, persons assisting the pupils at home, parents’ educational attainment, and related learning materials available at home as they can influenced the average grade of the respondents on the MELCs-based performance tasks and their mastery level on mathematics competencies based on the first and second quarters. Gender can have a significant influence in the outcome of the pupils’ average grades and mastery level since female as per my observation during the teaching and learning process are more organized and had an indepth analysis of the content of the mathematical problems before they come up with an immediate solution of finding the answer of the problem. Pupils, to demonstrate mastery and to gain higher grades in mathematics must sustain their learnings from the classroom by performing and answering their enrichment and remediation activity with the assistance of the persons at home who can facilitate the pupils in their learnings while doing their home assignments and tasks. Parents’ educational attainment was included as variables in the study as they can have a significant importance in dealing with the pupil’s achievement in mathematics. Parents are expected to facilitate the learning of their children. Parents who could have a better grasp and understanding of mathematical concepts and theories were most likely assist their children in making them more advance in their learnings. Learning materials at home can help learners expand their understanding of mathematical concepts and theories they had learned from the classroom. As an output, the pupils’ mastery level in computational and problem-solving competencies was enhanced through appropriate MELCs-based performance tasks.

5. PARADIGM OF THE STUDY INPUT Respondents’ Profile as to the following a. Gender b. Persons assisting the pupils at home c. Parents educational attainment d. Related learning materials available at home Pupil’s average grades on a MELCs based performance task for the following: a. Computational Skills b. Problem-solving Skills   Pupils’ mastery level on mathematics competencies based on the summative test results for the first and second quarters   Challenges encountered by the learners in learning Mathematics   PROCESS 1. Analyzing the respondents’ profile Analyze the pupils’ average grades on a MELCs-based performance tasks Analyzing the pupils’ mastery level on mathematics competencies Analyzing the challenge encountered in learning Mathematics                      OUTPUT         Enhanced Pupils’ Mastery Level in Mathematics Through Appropriate MELCs-Based Performance Task     Feedback

6. Statement of the Problem This study aims to determine the pupils’ mastery level on computational and problem-solving competencies through the MELCs-based performance task. Specifically, it seeks to answer the following questions: 1. What is the respondents’ profile as to the following: a. Gender b. Person assisting the pupils at home c. Parents’ educational attainment d. Related learning materials available at home 2. What is the average grades of the respondents on the MELCs-based performance tasks for first and second quarters as to the following: a. Computational skills b. Problem-solving skills 3. What is the mastery level of the respondents on mathematics competencies based on their summative test results for the first and second quarters? 4. What are the challenges the learners encountered in learning Mathematics? 5. Is there a significant difference in the average grades of the respondents for the first and second quarters along computational skills and problem- solving skills? 6. Is there a significant relationship between the respondents’ average grades on the MELCs-based performance tasks and their mastery level on the mathematics competencies based on their summative tests results for the first and second quarters? 7. Is there a significant relationship between the respondents’ average grades from the MELCs-based performance task and their profile variables? 8. Is there a significant relationship between the respondents’ mastery level on the mathematics competencies based on their summative test results for the first and second quarters and their profile variables?

7. Hypothesis This study was guided with the following hypothesis: 1. There is no significant difference in the average grades of the respondents for the first and second quarters along computational skills and problem-solving skills? 2. There is no significant relationship between the respondents’ average grades on the MELCs-based performance tasks and their mastery level on the mathematics competencies based on the summative tests results for the first and second quarters? 3. There is no significant relationship between the respondents’ average grades from the MELCs-based performance task and their profile variables? 4. There is no significant relationship between the respondents’ mastery level on the mathematics competencies based on the summative test results for the first and second quarters and their profile variables?

8. Scope and Delimitation The study had determined the MELCs-based performance tasks for computational and problem-solving skills towards pupils’ mastery of Mathematics competencies from Lepanto Elementary School for the School Year 2023-2024. Included in the study is the determination of the profile variables of the 26 Grade 4 pupils as to their gender, person assisting them at their home, their parents’ educational attainment, and related learning materials available at their home; their average grades on the MELCs-based performance tasks for computational and problem-solving skills for the first and second quarters; their mastery level on mathematics competencies based on the summative test results for the first and second quarters; and the challenges the pupils encounter in learning Mathematics

9. CHAPTER 2 Syntheses of Related Studies The study of Swan (2002) recommended that teachers were encouraged to focus on developing mental computation strategies, and should encourage students to discuss their criterion for making computation choices which will broaden their thinking about computation process. Tambychik and Meerah (2010) found out from their study that students faced difficulties in mathematics problem solving skills due to incompetency in acquiring many mathematical skills and lacking cognitive abilities of learning and had cited that such mathematical difficulties was due to cognitive abilities in learning, such as the ability to recall, memorizes, and perceive influence the efficiency and effective.

10. Chapter 3 RESEARCH METHODOLOGY AND PROCEDURES Research Design This research had made use of descriptive-correlational research that aims to collect the information regarding phenomena in terms of conditions, practices, beliefs, processes, relationships, or trends in variably. Descriptive research is devoted to the gathering of information about prevailing conditions or situations for the purpose of description and interpretation. This type of research aimed at casting light on current issues or problems through a process of data collection that enables them to describe the situation more completely. It attempts to answer questions about the current state of individual variables for a specific group of individuals. Selection and Description of Respondents The respondents of this study are the 26 Grade 4 pupils of Lepanto Elementary School. They are all included or totally enumerated in this study as respondents.

11. Data Gathering Instrument The instrument to be used in this study is a questionnaire type adopted and pattern from MELCs based competencies and DepEd Order No. 8, series of 2015 for specific performance task used in Mathematics subject. The questionnaire is a single set intended for the pupil and consist of four parts. The first part is intended for the use of gathering the profile variables of the pupils. The second part was used to solicit data about the average grade of the pupils on the MELCs-based performance tasks for computational and problem-solving skills for the first and second quarters. The third part was used for gathering data about the mastery level of the pupils on mathematics competencies based on their summative test results for the first and second quarters. Lastly, the fourth part is intended to gather data on the challenges the learners encountered in learning Mathematics.

12. Data Gathering Procedure The researcher asked permission from the Schools Division Superintendent of the Schools Division of Isabela for the conduct of this study and the floating of questionnaires to the respondents. Upon approval of the request, the researcher had coordinated with the School Head for the personal floating of the questionnaire to the respondents. The data gathered was tallied, tabulated, and analyzed.

13. Data Analysis To further analyze the result of the respondents’ average grades of the respondents on the MELCs-based performance tasks for computational and problem-solving skills for the first and second quarters, the following grading scale, and its descriptor was used: To further analyze the mastery level of the respondents on mathematics competencies based on their summative test results for the first and second quarters, the following mastery level/achievement level and its adjectival interpretation was used: Grading Scale Descriptor 90-100 Outstanding 85-89 Very Satisfactory 80-84 Satisfactory 75-79 Fairly Satisfactory Below 75 Did not Meet Expectation Mastery/Achievement Level Mean Percentage Score Descriptive Equivalent 96 percent – 100 percent Mastered 86 percent – 95 percent Closely Approximating Mastery 66 percent – 85 percent Moving Towards Mastery 35 percent – 65 percent Average Mastery 15 percent – 34 percent Low Mastery 5 percent – 4 percent Very Low Mastery 0 percent – 4 percent Absolutely No Mastery

14. Statistical Treatment of the Data To arrive at a more valid and reliable result, the researcher makes use of the following statistical tools from the SPSS to treat the data in this study. 1. To determine the profile of the respondents as to gender, person assisting the pupils at home, parents’ educational attainment, and related learning materials available at home, frequency count and percentage distribution was used. 2. To determine the average grades of the respondents on the MELCs based performance tasks for computational and problem-solving skills for the first and second quarters; the mastery level of the respondents on mathematics competencies based on their summative test results for the first and second quarters, average mean was used. 3. To determine the challenges the learners encountered in learning Mathematics, frequency and ranking distribution was used. 4.To determine the significant difference in the average grades of the respondents for the first and second quarters along computational skills and problem-solving skills, Analysis of Variace was used. 5. To determine the significant relationship between the respondents’ average grades on the MELCs-based performance tasks and their mastery level on the mathematics competencies based on their periodical test results, Pearson r-correlation was used. 6. To determine the significant relationship between the respondents’ average grades from the MELCs-based performance task and their profile variables; and the significant relationship between the respondents’ mastery level on the mathematics competencies based on their summative test results and their profile variables, Chi-square test was used.

15. Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Table 1 Distribution of the Respondents Profile Variables as to Gender Indicators Frequency Percentage Female 10 38.50 Male 16 61.50 Total 26 100 Majority of the respondents in this study were male.

16. Table 2   Distribution of the Respondents Profile Variables as to Person Assisting the Pupils at Home Majority of the pupil-respondents had their parents who assisted them at home. Indicators Frequency Percentage Parents 15 57.7 Siblings 10 38.5 Grandparents 8 30.8 Relatives 9 34.6 Neighbors/peers 5 19.2

17. Table 3   Distribution of the Respondents Profile Variables as to Their Parents Educational Attainmen t The data above shows that the majority of the parents are high school graduates. Indicators Father Mother Frequency Percentage Frequency Percentage Elementary Graduate 3 11.50 5 19.00 High School Graduate 13 50.00 14 54.00 College Graduate 10 38.50 7 27.00 Total 26 100 26 100

18. Table 4  Distribution of the Respondents’ Profile Variables as to Related Learning Materials Available at Home The data above revealed that the most available learning materials in the respondents’ home are rulers and measuring tapes. Indicators Frequency Percentage Counting manipulatives 5 19.2 Number cards 9 34.6 Dice and dominos 3 11.5 Math flashcards 11 42.3 Playing cards 15 57.7 Geometric shapes 7 26.9 Rulers and measuring tapes 20 76.9 Puzzles 2 7.7 Workbooks 6 23.1 Mathematics books 12 46.2 Calculators 18 69.2 Offline apps 7 26.9

19. Table 5   Computational Skills. Distribution of the Respondents’ Average Grade on the MELCs-based Performance Tasks Along Computational Skills for the First and Second Quarters With the above-mentioned data, it is noted that both in first and second quarters, the average grades on the computational skills of most of the pupils ranged to 85-89 that fall under very satisfactory. Indicators First Quarter Second Quarter Frequency Percentage Frequency Percentage 90 – 100 (Outstanding) 5 19.23 5 19.23 85 – 89 (Very Satisfactory) 11 42.31 13 50 80 – 84 (Satisfactory) 6 23.08 7 26.92 75 – 79 (Fairly Satisfactory) 4 15.38 1 3.85 Total 26 100 26 100

20. Table 6 Distribution of the Respondents Average Grade on the MELCs-based Performance Tasks Along Problem Solving Skills for the First and Second Quarters Same with the table 5, the average grade of most of the pupils in problem solving skills fall under very satisfactory. Indicators First Quarter Second Quarter Frequency Percentage Frequency Percentage 90 – 100 (Outstanding) 3 11.5 2 7.7 85 – 89 (Very Satisfactory) 8 30.8 9 34.6 80 – 84 (Satisfactory) 9 34.6 10 38.5 75 – 79 (Fairly Satisfactory) 6 23.1 5 19.2 Total 26 100 26 100

21. Table 7  Distribution of the Respondents Mastery Level on Mathematics Competencies Based on their Summative Test Results The data above implied that based on respondents’ results in summative test, their mastery level on Mathematics competencies has a description of moving towards mastery, that is 66-85. Indicators First Quarter Second Quarter Frequency Percentage Frequency Percentage 96 – 100 (Mastered) 6 23.08 5 19.23 86 – 95 (Closely Approximating Mastery) 5 19.23 9 34.62 66 – 85 (Moving Towards Mastery) 11 42.31 10 38.46 35 – 65 (Average Mastery) 4 15.38 2 7.69 Total 26 100 26 100

22. Table 8  Rank Distribution of the Challenges Encountered by the Learners in Learning Mathematics This means that the primary challenges encountered by the learnerrespondents in learning mathematics is item number 1 (Comprehending mathematical problems) while the least is item number 10 (Answering symbols used (e.g. minus, greater than, less than, etc.) Indicators Frequency Rank 1. Comprehending mathematical problems 25 1 2. Attacking mathematical problems without any organized strategies in solving them 23 2 3. Analyzing mathematical problems 21 3.5 4. Memorizing mathematical concepts, formulas, and procedures in solving mathematical problems 21 3.5 5. Deriving formulas in answering mathematical problems 19 5 6. Transforming problems into mathematical sentence 16 6 7. Understanding mathematical terms 15 7 8. Visualizing mathematical concepts 13 8 9. Recalling mathematical concepts, formulas, and procedure in solving math problems 10 9 10. Answering symbols used (e.g. minus, greater than, less than, etc.) 8 10

23. Table 9 Significant Difference in the Average Grades of Respondents for the First and Second Quarters along Computational and Problem-solving Skills This implies that based on the researcher’s observation the respondents find difficulties in coming up a solution to a given problem-solving activities which was due to the lack of comprehending mathematical problems as found from this study as challenges the learners had encountered in learning mathematics. Indicators Probability Decision Remarks Computational Skills 0.04 Reject H o With Significant Difference Problem solving Skills

24. Table 10  Significant Relationships Between the Respondents Average Grades on the MELCs-Based Performance Tasks and Mastery Level on Mathematics Competencies Based on Summative Test Results This shows that there is significant relationship between the respondents’ average grades on the MELCs-based performance tasks and their mastery level on mathematics competencies based on summative test results. Indicators Probability Decision Remarks Average Grade (Computational Skills) and Mastery Level 0.04 Reject H O With Significant Relationship Average Grade (Problem Solving Skills) and Mastery Level 0.03 Reject H O With Significant Relationship

25. Table 11  Significant Relationship Between the Respondents Average Grades from the MELCs-based Performance Tasks and Their Profile Variables There is no significant relationship between the respondents’ average grades from the MELCs-based performance tasks and their profile variables. This implies profile variables of the primary respondents influences the respondents’ average grades from the MELCs-based performance tasks. Indicators Probability Decision Remarks Gender 0.10 Accept H O No Significant Relationship Persons Assisting the Pupils at Home 0.11 Accept H O No Significant Relationship Parents’ Educational Attainment 0.12 Accept H O No Significant Relationship Related Learning Materials Available at Home 0.14 Accept H O No Significant Relationship

26. Table 12   Significant Relationship Between the Respondents’ Mastery Level on the Mathematics Competencies Based on the Summative Test Results and Their Profile Variables There exists no significant relationship between the respondents’ mastery level on the mathematics competencies based on the summative test results and their profile variables. Indicators Probability Decision Remarks Gender 0.12 Accept H O No Significant Relationship Persons Assisting the Pupils at Home 0.15 Accept H O No Significant Relationship Parents’ Educational Attainment 0.10 Accept H O No Significant Relationship Related Learning Materials Available at Home 0.16 Accept H O No Significant Relationship

27. CHAPTER 5 SUMMARY OF FINDING, CONCLUSION AND RECOMMENDATION FINDINGS 1. Profile of the Respondents a. Gender. Majority of the respondents in this study were male. b. Persons Assisting at Home. Majority of the pupil-respondents had their parents who assisted them at home. c. Parents’ Educational Attainment. Many of the respondents had a father and mother whose education was high school graduate. d. Related Learning Materials Available at Home. Majority of the respondents had rulers and measuring tapes available at home as learning materials available at home. 2. Average Grades of the Respondents on the MELCS-based Performance Task a. Computational Skills. Majority of the respondents, for the first quarter and second quarters, had a grade within the grading scale of 85 – 89 (Very Satisfactory), respectively along computational skills. b. Problem-solving Skills. Majority of the respondents had, for the first and second quarters, a grade within the grading scale 80 – 84 (Satisfactory) along problem-solving skills. 3. Mastery Level of the Respondents on Mathematics Competencies Based on Their Summative Test Results Majority of the respondents had a mean percentage score of 35 – 65 with a descriptive equivalent of moving towards mastery, for the first and second quarters. 4. Challenges Encountered by the Learners in Learning Mathematics The primary challenges encountered by the learner-respondents in learning mathematics are item number 1 (Comprehending mathematical problems) while the least is item number 10 (Answering symbols used (e.g. minus, greater than, less than, etc.).

28. CONCLUSIONS In the light of the findings of the study, the following conclusions are drawn. There is a significant difference in the respondents’ average grades for the first and second quarters along computational skills and problem-solving skills. There exists significant relationship between the respondents’ average grades on the MELCs-based performance tasks and their mastery level on mathematics competencies based on summative test results. There is no significant relationship between the respondents’ average grades from the MELCs-based performance tasks and their profile variables. This implies profile variables of the primary respondents influences the respondents’ average grades from the MELCs-based performance tasks. There exists no significant relationship between the respondents’ mastery level on the mathematics competencies based on the summative test results and their profile variables.

29. RECOMMENDATIONS Teachers should level up the pupils on their mathematical comprehension through engaging and motivating learning activities during the teaching and learning process that connects mathematical concepts and theories to real life scenarios to show them practical relevance of their learning. 2. Teacher should strengthen the learners’ skills of solving mathematical problems in an organized manner through practical exercises and drills reflecting and showing a step by step process of finding the solution to a given mathematical problems. Teachers should strengthen the timely and constructive feedback on the pupil’s work to help them identify the focus area for improvement and reinforce understanding of mathematical concepts. Further research looking into what specific learning competencies that the learners had the lease mastery and to introduce interventional and remediation activities thereto and looking into their significant relationship with computational and problem-solving skills.