Professional Documents
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DEPARTMENT OF EDUCATION
Region III
Division of Nueva Ecija
MAMBANGNAN HIGH SCHOOL
SPECIAL SCIENCE CLASS EXTENSION CAMPUS
Diversion, San Leonardo, Nueva Ecija
ENDORSEMENT
LAURA A. CRUZ
OIC/ Head Teacher III
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Schools Division of Nueva Ecija
Cabanatuan City, Nueva Ecija
ENDORSEMENT
RONALDO A. POZON
Schools Division Superintendent
Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of
Grade 8 Students of Mambangnan Special Science Class
By
ARCELY V. MATEO
Researcher
CERTIFICATE OF ACCEPTANCE
RENATO TAN
EPS, MATH
JOHANNA N. GERVACIO
OIC-Office of the Assistant Schools Division Superintendent
Chairman,
Title Page-------------------------------------------------------------------------------------------1
Abstract---------------------------------------------------------------------------------------------1
Method
Type of Research------------------------------------------------------------------------9
Respondents and Sampling Method------------------------------------------------9
Instrument---------------------------------------------------------------------------------10
Data Collection and Procedure and Ethical Considerations------------------10
Data Analysis-----------------------------------------------------------------------------11
References-----------------------------------------------------------------------------------------13
Appendices
A. Letter of Request
B. Instruments
C. Work Plan
D. Cost Estimates
ABSTRACT
improving mathematical ability of the students during recitation and problem solving
activities.
The researcher will use Experimental Research in the conduct of this study in order
to cite the differences and similarities of the controlled samples. The activity that will be
using an engineering wheel will be tested among the last two sections of grades 8
students. Purposive Sampling Method will then be executed to choose respondents from
grades 8 Mambangnan Special Science Class. The researcher will be constructing a set
of questionnaire to gather the necessary data from the respondents. Students will also be
observed based on their excitement and eagerness to solve a math problem provided that
The data will then be consolidated and treated using statistical tool such as
will be tabulated and interpreted. Conclusion and recommendation shall be drawn purely
RATIONALE
analytical reasoning. Most students fail to comprehend the concept, idea, pattern and even
importance of mathematics in the curriculum and its emphasis in real life scenario must
be highlighted. Mathematical skills come in two ways, mental and written. Some students
are poor in written exams and recitation; but can genuinely solve it mentally. My
experience in teaching math subjects caught my attention and had inspired me to come
up with this study. During one of the recitations we were regularly doing in class, students
can’t possibly solve any math problem even when its level of difficulty is low. And so, I
thought of a solution that will challenge them and at the same time boost their confidence
One day, I came up with an engineering wheel. I told my students that the wheel
is worth five points and it will be a reward to the first three students who can solve the
given problem correctly. By doing so, they were so excited of knowing the question and
hurriedly solved for the answer. As I waited for the first three correct answers, I observed
the changed in them. Their interest towards a difficult and complex subject had
disappeared. Unlike exams and quizzes where they all feel estranged and feel drained,
this activity also improve their time in solving a math problem because of the pressure that
the engineering wheel has given them. I can strongly say that the system of penalty and
doesn't, with little in between. In reality, mathematics encompasses a wide variety of skills
and concepts. Although these skills and concepts are related and often build on one
another, it is possible to master some and still struggle with others. For instance, a child
who has difficulty with basic multiplication facts may be successful in another area, such
as geometry. An individual student may have some areas of relative strength and others
of real vulnerability.
In recent years, researchers have examined aspects of the brain that are involved
when children think with numbers. Most researchers agree that memory, language,
among the neurodevelopmental functions that play a role when children think with
constantly integrate new concepts and procedural skills as they solve more advanced
math problems.
together. Children must be able to use memory to recall rules and formulas and recognize
patterns; use language to understand vocabulary, instructions, and explain their thinking;
and use sequential ordering to solve multi-step problems and use procedures. In addition,
children must use spatial ordering to recognize symbols and deal with geometric forms.
problems, to monitor their thinking, to assess the reasonableness of their answers, and
to transfer and apply learned skills to new problems. Often, several of these brain
functions need to operate simultaneously. Because math is so cumulative in nature, it is
experience success in math when any neurodevelopmental differences that affect their
performance in mathematics are dealt with promptly -- before children lose confidence or
it's important to remember that this competence draws on more than just the ability to
in different forms. Making connections among these skills and concepts both in
mathematics and in other subjects is something students are more frequently asked to
understand the language found in word problems greatly influences their proficiency at
solving them. In addition to understanding the meaning of specific words and sentences,
Math vocabulary also can pose problems for children. They may find it confusing
to use several different words, such as "add," "plus," and "combine," that have the same
meaning. Other terms, such as "hypotenuse" and "to factor," do not occur in everyday
understands the underlying concept clearly but does not recall a specific term correctly.
Some math skills obviously develop sequentially. A child cannot begin to add
numbers until he knows that those numbers represent quantities. Certain skills, on the
other hand, seem to exist more or less independently of certain other, even very
advanced, skills. A high school student, for example, who regularly makes errors of
thinking.
The fact that math skills are not necessarily learned sequentially means that
natural development is very difficult to chart and, thus, problems are equally difficult to
pin down. Educators do, nevertheless, identify sets of expected milestones for a given
age and grade as a means of assessing a child's progress. Learning specialists, including
Dr. Levine, pay close attention to these stages in hopes of better understanding what can
Much is known about mental strategies and how children use them. Evidence
suggests that discussion should play a key part in the development of mental strategies
and yet many mental computation sessions are still characterized by the traditional ten
or twenty quick question approach. This paper reviews what is known about mental
strategies, examines why a certain level of inertia exists and suggests a way forward.
Within the idea of mental strategy building is the issue of whether or not to teach explicitly
various strategies or to let them grow and develop as children face and solve problems
concerned with mental calculation. This paper adopts the position and assumption that
children develop a range of mental strategies by being exposed to rich situations requiring
them to explain and describe their method of solution to their peers. In this way they hear
and see other strategies to solve problems involving mental computation. This is,
however, not an ad hoc, laissez-faire approach as the skilled teacher is aware of the
possible variety of strategies and can draw and highlight them in the situation. The
strategies children use to calculate mentally have been researched to the point where we
know:
• children invent their own strategies for calculating mentally (Kamii, 1994; Kamii, Lewis
• children often adopt one method in school and another out of school (Carraher, Carraher
• methods vary from child to child and even the same child may choose to use different
methods to solve similar problems at different times (Hope & Sherrill, 1987);
• mental strategies differ from written methods: for example, many mental strategies for
addition, subtraction and multiplication start from the right, whereas most mental methods
start from the left (Askew, 1997; Hope & Sherrill, 1987);
• the teaching of written methods, particularly at an early age can stifle the development
of mental strategies (Carraher & Schliemann, 1985; Kamii & Dominick, 1989);
• some mental strategies are more efficient than others: for example, counting on in ones
from a smaller number rather than the larger of two numbers if adding (Hope & Sherrill,
1987);
• strategies have been identified and coded, although strategies are often referred to by
different names and codes in the literature (McIntosh, deNardi & Swan, 1996)
CONCEPTUAL FRAMEWORK
CONTEXT PROCESS
INPUT
Problem OUTPUT
Experimental Group
Low TOS Heightened
Perform Performance
-ance in
Controlled Group TOS
Mathematics
FEEDBACK
a. Pre-Test
b. Post Test
during an engineering wheel drill and in regular pen and paper activity?
students?
HYPOTHESIS
it's important to remember that this competence draws on more than just the ability to
in different forms.
The result of this study could help math educators realize that the complexity of
any mathematical problem may not be a factor why some students have poor
sudden change towards their behavior that elevates their mathematical skills like what a
stimulus does.
This study may help boost the mathematical confidence of poor learners during
classroom activity which require them to beat the pressure of time and compete against
their classmates’ mathematical ability with the aid of an engineering wheel as an
intervention tool.
On the other hand, the study could motivate and challenge the learning process
of the human brain which questions our ability to comprehend, analyze and memorize
solutions, patterns and mathematical sequence when pressure and stimulus are both
present in an experimental environment. Moreover, it will also serve as basis in the study
This activity results to an increase in confidence, drive and competence of students in any
mathematical problem with different level of difficulty. Furthermore, the study will only
mention the effects of the engineering wheel to the meta-computation of the students.
The significant differences between the scores of the respondents during pre-test
Thus, the study will not measure nor discuss the psychological impact of
engineering wheel among the students. It will also not cover analysis of time frame
difference between their performance during the drill and their actual pen and paper
activity.
METHOD
TYPE OF RESEARCH
This study uses Two Group Design Experimental Research since it will test and
analyze the effect of one variable (engineering wheel) with two comparable groups.
Experimental studies are very much applicable for researches wherein variable causes a
is the engineering wheel and it is also called as experimental variable. The researcher will
then measure the motivation, drive, and competence in mathematics of the respondents
when the engineering wheel is introduced or included in an activity such as board work
and mental math drill. Their scores will be tabulated and compared through different
statistical tool
The respondents of this study are the sixty-eight (68) grade 8 students of
Mambangnan Special Science Class. The first group will be the control group whereas
the other section will be the experimental group. The experimental group will be observed
during the engineering wheel drill and their performance will be recorded. The controlled
group will be using the traditional quiz and seatwork and their performance will also be
recorded.
The researcher used purposive sampling which includes identified student from
INSTRUMENT
In order to gather the essential data in this study, the researcher will be using a
survey questionnaire to identify the effect of the engineering wheel activity to the students.
In doing so, the respondents shall be given statements which will reflect their heightened
mathematical confidence, competence and drive while the drill is on-going. The
statements will be answered according to the degree or leverage of the result to them.
during an engineering wheel activity of the experimental group and compare it with the
After the retrieval of permits from the respondents’ parents, the researcher
questionnaires are then acquired. Data are tabulated and treated using the mentioned
statistical tools.
Upon the conduction of the study, the researcher assures the anonymity of the
respondents. The researcher had likewise informed the respondents of the study's
purpose, content, duration, and potential risks and benefits. Moreover, the confidentiality
DATA ANALYSIS
The validity of this research relies on the proper statistical tool to be used in the
treatment of the gathered data. Moreover, when the statements should reflect the
effectiveness of the variable under study, the weighted mean should be used. A weighted
mean is a kind of average. Instead of each data point contributing equally to the
final mean, some data points contribute more “weight” than others. The formula for the
Where:
Xi = data
Wi = weight
using chi-square and t-test, the efficacy of the engineering wheel can also be analyzed
T- Test
Where:
Standard Deviation
Where:
X =value
n =sample size of the controlled group
REFERENCES
http://www.pbs.org/wgbh/misunderstoodminds/mathbasics.html
https://www.nfer.ac.uk/schools/developing-young-researchers/how-to-develop-
research-instruments/
file:///C:/Users/USER/Downloads/tdt_MC_swan1.pdf
Strategies for Going Mental, Paul Swan & Len Sparrow, 2001, Page 236–243
APPENDIX A
LETTER OF REQUEST
LAURA A. CRUZ
OIC/ Head Teacher III
Mambangan Special Science Class
Madam;
Respectfully yours,
ARCELY V. MATEO
Researcher
APPENDIX B
INSTRUMENTS
______________________
______________________
______________________
Respectfully yours,
ARCELY V. MATEO
Researcher
APPENDIX C
GANTT CHART
18-Aug 23-Aug 28-Aug 2-Sep 7-Sep 12-Sep 17-Sep 22-Sep 27-Sep 2-Oct
APPENDIX D
COST ESTIMATE
Total 2650
APPENDIX E
PLAN FOR DISSEMINATION
Task Date
3. Observation of the performance of the students during class Sept. 6-24, 2017
drill with engineering wheel
6. Data are being tabulated, treated and computed. Sept. 8 and 27,
2017
7. Interpretation shall be drawn from the statistical result Sept. 27, 2017
QUESTIONNAIRE
Name:___________________________ Gender: _____Male _____Female
Engineering Wheel Activity Scores: Year level:________________________
_____________________________
STATEMENT 5 4 3 2 1
1. I am excited to solve mathematical problem
during an engineering wheel drill.