Action Research - Play Based Learning As A Meato Resolve.docx

ACTION RESEARCH PROPOSAL Play-based Learning as a Means to Resolve Learners’ Difficulty in Adding and Subtracting Dissimilar Fraction

I.

Context and Rationale The quality of teaching and learning mathematics has been one of the major challenges and concerns of educators. According to Saritas and Akdemir (2009), the current debate among scholars is what students should learn to be successful in mathematics. The discussion emphasizes new instructional design techniques to produce individuals who can understand and apply fundamental mathematic concepts. A central and persisting issue is how to provide instructional environments, conditions, methods, and solutions that achieve learning goals for students with different skills and ability levels. An effective way to address problems related to quality of teaching and learning mathematic is through instructional design. As defined by Reigeluth (1983) “instructional design is a body of knowledge that prescribes instructional actions to optimize desired instructional outcomes such as achievement and effect.” Saritas (2004) emphasized that instructional design provides a systematic process and a framework for analytically planning, developing, and adapting mathematics instructions taking into consideration the students’ needs and comprehension of higher order mathematical knowledge. Rasmussen and Marrongelle (2006) recognized the important role of educators in adopting innovative instructional design and techniques to ensure that students become successful learners. Being successful in math involves the ability to understanding one’s current state of knowledge, build on it, improve it, and make changes or decisions in the face of conflicts. To do this requires problem solving, abstracting, inventing, and proving (Romberg, 1983). These are fundamental cognitive operations that students need to develop and use it in math classes. Therefore, instructional strategies and methods that provide students with learning situations where they can develop and apply higher order operations are critical for mathematics achievement. According to Wilson (1996), to accomplish learning, teachers should provide meaningful and authentic learning activities to enable students to construct their understanding and knowledge of this subject domain. In addition, Bloom (1976) emphasized that instructional strategies where 1

students actively participate in their own learning is critical for success. Instructional strategies shape the progress of students’ learning and accomplishment. The concept of fractions has always been a tricky subject matter to teach during the course of learning Mathematics in a student’s life starting from its introduction during elementary years (Adauto & Klein, 2010). Researchers and educators have commonly addressed fractions teaching and learning as a challenging part of the curriculum of mathematics. The complexity in applying mathematical operations, understanding the concept of part-whole relationships, and its hard-to-grasp notation, have all contributed to the reason fractions are well known to be an area of such difficulty. Researchers and educators have had difficulty in finding ways in making fractions a less abstract topic for students (Bruce & Ross, 2007). Result of the Focus Group Discussion (FGD) with the Mathematics teachers in the District of Makato revealed that the most pressing concern is the consistently low test scores of Grade 5 and 6 pupils in adding and subtracting dissimilar fraction. Having observed this problem, the researcher would like to determine if adopting a play-based instructional approach can help resolve the learners’ difficulty in mathematics, particularly in adding and solving dissimilar fraction. Hence, this study will be conducted.

II.

Review of Related Literature Availability of Teaching Resources The availability, provision and the use of teaching and learning materials go a long way to improve quality teaching which enhances academic performance. Adedjei and Owoeye (2002) as cited by Enu, Agyman, and Nkum (2015) found a significant relationship between the use of recommended textbooks and academic performance. According to Douglass and Kristin (2000) as cited by Enu, Agyman, and Nkum (2015), in a comprehensive review of activity based learning in mathematics in kindergarten through grade eight, concluded that using manipulative materials produces greater achievement than not using them. They also note that the long term use of concert instructional materials by teachers knowledgeable in their use improves students’ achievement and attitudes. Opare (1999) as cited by Enu, Agyman, and Nkum (2015) also asserted that the provision of the needed human and material 2

resources goes a long way to enhance academic performance. Ankomah (1998) noted that effective teaching and learning greatly lied on the competences of its human resources as well as material resources which were needed for the impartation of knowledge. Learning Mathematics in Play In the past century new perspective on play, including development (Piaget, 1962), naturalistic (Dewey, 1944) and social-constructivist (Vygotsky, 1978) highlighted the need to understand how children learn mathematics through play and how each teachers should support that learning. More recently research in early childhood recommended that instruction be rooted in play in order to provide the most developmentally appropriate approach and support young children’s growth in multiple domains (Bodrova, 2008; Copple & Bredekamp, 2009). According to social constructivist theory the benefits of play go beyond socio-emotional development to mediate young children’s learning (Jones & Reynolds, 2011). In describing a Vygotsky approach to teaching, Bodrova (2008) suggested that make-believe play is both a source of development and a requisite to learning. Fleer (2011) argued that children’s flexible movement between the real world and imaginary situations reflect their learning and that imagination is “the bridge between play and learning”. From a cultural-historical perspective the “bridge” should be mediated by the teacher. Van Oers (2010) builds on the principle that young children can learn mathematics when adults (teachers) mathematize unintentional mathematical engagement in play. According to Woods (2010), scholars are considering play from the viewpoint of what it “means for” children rather tha what is “does to” them. Using Woods perspective, learning mathematics is a play-based classroom suggests that children have regular opportunities to engage in mathematics throughout the day and throughout the classroom. Teaching young children with an eye toward what it “means for” them is not easy; teachers must do so in an integrated, culturally responsive way.

III.

Research Questions The research questions were based on the prioritized strategies in the SWOT analysis.

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Strategy 1 will be tested if it will solve the problem in resolving the pupils’ difficulty in adding and subtracting dissimilar fraction. The second cycle will be implemented using strategy 2 that is about implementing the revised play-based activities; and if not successful, another FGD has to be made to identify other strategies. The cycle only ends when the problems are solved.

1st strategy Play-based activities 2st

strategy

Success learning in adding and subtracting dissimilar fraction

Revised play-based activities The action research implementing the first strategy seeks to increase levels of motivation and concentration. Specifically, the study aims to answer the following questions: 1. What is the mean score for play-based activities as perceived by the learners? 2. What is the test scores of the learners in adding and subtracting dissimilar fraction before and after the adoption of play-based learning in the classroom? 3. Is there significant difference between the tests scores of the learners in adding and subtracting dissimilar fraction before and after the adoption of play-based learning in the classroom? 4. What is the relationship between the mean score for play-based activities and the test score of the learners after the adoption of the play-based learning?

IV.

Scope and Limitation The study will be conducted at the Makato Integrated School, Makato, Aklan during the School Year 2016-2017. The target start of the conduct of the study will be on November 2016. Data gathering will be in the whole duration of the 3rd Grading Period.

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The respondents of the study will be the Grade 6 Sections 1, 2, 3, and 4. Data will be gathered using researcher-modified instruments. Descriptive method of research and statistics such as frequency counts and mean will be used in this study. Analysis of variance will be conducted in determining the differences between the tests scores of the learners in adding and subtracting dissimilar fraction before and after the adoption of play-based learning in the classroom. Likewise, Correlational analysis will be conducted in determining the relationship between the mean score for play-based activities and the test score of the learners after the adoption of the play-based learning. V.

Methodology a. Sampling. The respondents of the study are all the Grade 6 pupils of Makato Integrated School. The number of students to be involved in the study is as follows:

Grade 6

Section 1 Section 2 Section 3 Section 4 TOTAL

No. of Students 42 40 39 38 159

b. Data Collection. The descriptive-correlational method of research will be employed in this study. Data will be gathered using a researcher-made instrument on the perception of the play-based learning as experienced by the pupils. Data on the test scores before and after the adoption of playbased learning will be gathered using classroom test materials on adding and subtracting dissimilar fraction. c. Ethical Issues. The researcher will make sure that keen attention and respect will be given to the respondents of the study. Parental consent will be sought on the pupils identified as respondents of the study. Utmost confidentiality of their identity and the data gathered will be given importance. The reporting of findings will be done as results of groups and not as results of individuals. Proper citations will be made for references lifted from literatures. d. Plan for Data Analysis. Descriptive statistics to be used will include frequency count and mean. To determine the difference between test scores 5

before and after adoption of play-based learning, the analysis of variance will be used. To determine the relationship between the play-based activities and the test scores after the adoption of the play-based learning, correlational analysis will be applied. Moreover, one strategy will be dealt at a time. For the first cycle of the research, it will only deal with Stratgey 1. If strategy 1 will not be effective, the cycle will be repeated for Strategy 2, and so on.

If EFFECTIVE, PROBLEM

Strategy No. 1

Students in general, have difficulty in adding and subtracting dissimilar fraction

Play-based activities

STOP If NOT EFFECTIVE, Add Strategy 2

Strategy No. 2 Revised play-based activities

If EFFECTIVE, STOP If NOT EFFECTIVE, Reflect again to find other possible strategies until researcher solves the problem

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VI.

Workplan The researcher proposal timeline is reflected below:

Table 1. Time table for the activities to be undertaken. Activities

Jul 2016

Aug 2016

Sept 2016

Oct 2016

Nov 2016

Dec 2016

Jan 2017

Feb 2017

Mar 2017

Apr 2017

Preparation of the Action Research proposal Submission of the Revision/Approval of the Research Proposal to the Regional Office Proposal of Revision Collection of additional related literature and studies Request for approval and budget Conduct of FGD to solicit suggestions on play-based activities and inputs for the questionnaire Purchase of supplies and materials Preparation of the activities and learning materials for the play-based activities Content validation of instruments with experts Reproduction of the instruments Final orientation of the respondents Actual conduct of the study Retrieval of the data 7

Recording of data Data processing Data analysis Final editing Information dissemination

VII.

Cost Estimates of the expenses needed for the study Description

Amount

Cost per Unit

Total Amount

5 reams 1 bottle per color 1 box/1 stapler

250.00 800.00

1,250.00 3,200.00 200.00 100.00

First Tranche Supplies Bond paper Ink for the printer Staple and staple wires Photocopy – initial validation and reliability test Reproduction of instruments Snacks during FGD (AM, PM) Reproduction of test papers Photo printing Materials for play-based activities

300.00 10 teachers

100.00

1,000.00 500.00 800.00 15,000.00

Sub-total Second tranche

22,350.00

Reproduction of final output/book binding Other miscellaneous/contingency expenses

1,000.00 6,650.00

Sub-total TOTAL

7,650.00 30,000.00

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VIII.

Action Plan

The result of the study will be used to improve the school’s teaching-learning process. It will follow the action research cycle which starts with reflecting on the identified problem, planning for the possible solution, implementing plan of action, analyzing results, and reflecting again if the actions done are effective.

Start

YES REFLECT by checking if the intervention results to learning success of the pupils in adding and subtracting dissimilar fraction

END

The intervention was effective. It improved the present situation

REFLECTION The learners have difficulty in adding and subtracting dissimilar fraction

NO The intervention was effective. It improved the present situation

ANALYZE

PLAN

Conditions by comparing initial conditions and final conditions to see improvement

To improve the learning success of the pupils in adding and subtracting dissimilar fraction ACT By implementing

1st Cycle: Strategy 1 Getting initial conditions, then adopting play-based strategies, then getting final conditions and comparing before and after results 2nd Cycle: Strategy 2 (another research) 9

If the results of the study show improvement on the learning of the pupils, the researcher will conclude the research. If otherwise, the researcher will think of other possible ways of improving the instructional design to resolve the learners’ difficulty in adding and subtracting dissimilar fraction.

Plan of Action for Each Prioritized Intervention Problem – Pupils’ difficulty in adding and subtracting dissimilar fraction Intervention 1 – adopting play-based activities ACTIVITY

TIMELINE

BUDGET

Site visitation Conduct of FGD with Math teachers Purchase of supplies and materials Preparation of materials for the play-based activities Orientation with the respondents Start of the study Data gathering and analysis Reporting of the results

June 2016 August 2016

Very minimal

PERSON/S RESPONSIBLE Researcher Researcher

September 2016

Researcher

September 2016

Rsearcher

September 2016

Php 30,000.00

TARGET RESPONDENTS School School Principal, Math teachers

Researcher

Pupils

October 2016

Researcher

Pupils

February 2016

Researcher

Pupils

March/April 2016

Researcher

If the findings of the study show that play-based learning results to learning success among pupils in adding and subtracting dissimilar fraction, then the problem is solved. This ends the research. If otherwise, Strategy 2 will be conducted, and so on, until the problem is solved.

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IX.

List of References

Adauto, G., & Klein, J. (2010). Motion Math: Perceiving fractions through emobodied, mobile learning. Stanford, CA: Learning, Design, & Teachnology Stanford School of Education. Bloom, B. (1976). Human Characteristics and School Learning. New York: McGraw Hill, Inc. Bodrova, E. (2008). Make-believe play versus academic skills: a Vygotskian approach to today’s dilemma of early childhood education. European Early Childhood Education Research Journal, 16(3), 357–369 Bruce, C., & Ross, J. (2007). Conditions for effective use of interactive on-line learning objects: The case of fractions computer-based learning sequence. Electronic Journal of Mathematics and Technology . Copple, C. & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington: National Association for the Education of Young Children. Enu, J., Agyman, O., Knum, D. (2015). Factors influencing student’s mathematics performance in some selected colleges of education in Ghana. International Journal of Education Learning and Development. Vol 3., Np. 3 Fleer, M. (2011). ‘Conceptual play’: foregrounding imagination and cognition during concept formation in early years education. Contemporary Issues in Early Childhood, 12(3), 224–24 Jones, E., & Reynolds, G. (2011). The play’s the thing: teachers’ roles in children’s play. New York: Teachers College Press. Rasmussen, C. & Marrongelle, K. (2006). Pedagogical Content Tools: Integrating Student Reasoning and Mathematics in Instruction. Journal for Research in Mathematics Education, 37 (5), 388420. Reigeluth, C., M. (1983). Instructional design theories and models: an overview of their current status. Lawrence Erlbaum Associates: New Jersey Romberg, T.A. (1983). A common curriculum for mathematics. Pp. 121159 in Individual Differences and the Common Curriculum: Eighty second Yearbook of the National Society for the Study of Education, Part I. G.D. Fenstermacher and J.I. Goodlad, eds. Chicago: University of ChicagoPress.

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Saritas, M. (2004). Instructional design in distance education (IDDE): Understanding the Strategies, Applications, and Implications. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 681688). Chesapeake, VA: AACE. Saritas, T., and Akdemir, O. (2009). Identifying factors affecting the mathematics achievements of students for better instructional design. International Journal of Educational Technology & Distant Learning. Vol 6., No. 12. ISSN 1550-6908 van Oers, B. (2010). Emergent mathematical thinking in the context of play. Educational Studies in Mathematics, 74, 23–37. Wilson, B. G. (Ed.). (1996). Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, NJ: Educational Technology Publication. Wood, E. (2010). Developing integrated and pedagogical approaches to learning. In P. Broadhead, J. Howard, & E. Wood (Eds.), Play and learning in the early years (pp. 9–26). London: Sage.

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Appendix A. S.W.O.T. Analysis STRENGHTS  Competent and trainable teachers are currently employed in Makato Integrated School  Available ICT facilities like computers and internet connection

   

OPPORTUNITIES  Supportive groups like PTA, LGU, Alumni Association, and NGOs



THREATS Presence of computers shops in the nearby area





To improve on the curriculum and instructional design so that the school can enhance learning success among students with the support coming from the parents and other organizations



Increase the utilization of the ICT facilities of the school and making it available to the pupils for learning purposes





WEAKNESSES Large number of students per section but small classroom size Low students’ rating in the National Achievement Test (NAT) Insufficient instructional materials Absenteeism among students due to poverty To lessen the number of students per section To increase the available instructional materials of the school by forming partnerships/seeking support from NGOs advocating literacy and educational advancement of public schools Strict monitoring of attendance

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Dummy Tables Table 1. Play-Based Activities as Perceived by the Learners Play-based activities on Mean Determining the GCF Determining the LCM Renaming fractions as decimals Renaming decimals as fractions Changing mixed to improper fractions Changing improper to mixed fractions Ordering fractions Visualizing addition and subtraction Finding the LCD Reducing fraction to lowest terms

Interpretation

Table 2. Test Scores in Adding and Subtracting Dissimilar Fractions Test Scores (%) Topics Before After Determining the GCF Determining the LCM Renaming fractions as decimals Renaming decimals as fractions Changing mixed to improper fractions Changing improper to mixed fractions Ordering fractions Visualizing addition and subtraction Finding the LCD Reducing fraction to lowest terms Table 3. Difference between between the tests scores of the learners in adding and subtracting dissimilar fraction before and after the adoption of play-based learning in the classroom Sum of Squares

df

Mean Square

F

p value

Decision

Determining the GCF Determining the LCM Renaming fractions as decimals Renaming decimals as fractions Changing mixed to improper fractions Changing improper 14

to mixed fractions Ordering fractions Visualizing addition and subtraction Finding the LCD Reducing fraction to lowest terms Table 4. Relationship between the mean score for play-based activities and the test score of the learners after the adoption of the play-based learning Variables N Correlation Significance Description Determining the GCF Mean score* test score Determining the LCM Mean score* test score Renaming fractions as decimals Mean score* test score Renaming decimals as fractions Mean score* test score Changing mixed to improper fractions Mean score* test score Changing improper to mixed fractions Mean score* test score Ordering fractions Mean score* test score Visualizing addition and subtraction Mean score* test score Finding the LCD Mean score* test score Reducing fraction to lowest terms Mean score* test score

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Questionnaire Name __________________________________ Grade Level/section

Direction: Please encircle the number that best correspond to your answer. Take note of the corresponding verbal description for each number. How do you rate the topics that were covered in the play-based activities in the class. Very Difficult Average Difficult 5 4 3

Easy 2

Very Easy 1

Determining the GCF Determining the LCM Renaming fractions as decimals Renaming decimals as fractions Changing mixed to improper fractions Changing improper to mixed fractions Ordering fractions Visualizing addition and subtraction Finding the LCD Reducing fraction to lowest terms

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