Research-on-engineering-wheel Ver 2.0.docx

Republic of the Philippines DEPARTMENT OF EDUCATION Region III Division of Nueva Ecija MAMBANGNAN HIGH SCHOOL SPECIAL SCIENCE CLASS EXTENSION CAMPUS Diversion, San Leonardo, Nueva Ecija

ENDORSEMENT

March 16, 2017

Respectfully forwarded to the Schools Division Superintendent, Schools Division of Nueva Ecija, the herein research proposal of Mrs. Arcely V. Mateo entitled “Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan Special Science Class” for further evaluation and approval, for funding under the Basic Education Research Fund (BERF) Grant Facility.

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

March 16, 2017

Respectfully forwarded to Regional Director, Deped Regional Office III, DGMC, Maimpis, City of San Fernando, the herein research proposal of Mrs. Arcely V. Mateo entitled “Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan Special Science Class” for further evaluation and approval, for funding under the Basic Education Research Fund (BERF) Grant Facility.

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

March 16, 2017

Republic of the Philippines DEPARTMENT OF EDUCATION Region III Division of Nueva Ecija MAMBANGNAN HIGH SCHOOL SPECIAL SCIENCE CLASS EXTENSION CAMPUS Diversion, San Leonardo, Nueva Ecija

CERTIFICATE OF ACCEPTANCE This action research proposal entitled “Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan Special Science Class”, prepared by and submitted by ARCELY V. MATEO, Junior High School Teacher I was evaluated by the committee and recommended for acceptance. DIVISION ACTION RESEARCH EVALUATION COMMITTEE

RENATO TAN EPS, MATH

RAMIL P. POLINTAN, Ph.D. SEPS, Planning and Research JAYNE M. GARCIA, Ed.D. OIC- Chief, CID

JOHANNA N. GERVACIO OIC-Office of the Assistant Schools Division Superintendent Chairman,

Accepted on March_____, 2017 RONALDO A. POZON, Ph.D., CESO V Schools Division Superintendent

TABLE OF CONTENTS

Title Page-------------------------------------------------------------------------------------------1 Abstract---------------------------------------------------------------------------------------------1 Rationale and Review of Related Literature and Studies--------------------------1 Conceptual Framework-----------------------------------------------------------------6 Statement of the Problem--------------------------------------------------------------6 Hypothesis---------------------------------------------------------------------------------7 Significance of the Study---------------------------------------------------------------8 Scope and Delimitation-----------------------------------------------------------------8 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. B. C. D.

Letter of Request Instruments Work Plan Cost Estimates

ABSTRACT

The study entitled “Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan Special Science Class” aims to analyze the effectiveness of engineering wheel as a motivational tool in 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 a reward will be given upon their successful calculation. In addition, students’ mathematical performance will be measured through time pressured recitation. The data will then be consolidated and treated using statistical tool such as FREQUENCY DISTRIBUTION, AVERAGE, WEIGHTED MEAN AND T-TEST. The result will be tabulated and interpreted. Conclusion and recommendation shall be drawn purely from the result of statistical treatment used.

Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan Special Science Class

RATIONALE

Mathematics is the most misunderstood subject due to its complexities and analytical reasoning. Most students fail to comprehend the concept, idea, pattern and even sequence behind every lesson administered by their teacher. Nonetheless, the 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 to solve difficult problems. 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 reward is still effective in a learning environment and that learners’ motivation is an important aspect to make teaching and learning process effective.

REVIEW OF RELATED LITERATURE AND STUDIES

Mathematics is often thought of as a subject that a student either understands or 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, attention, temporal-sequential ordering, higher-order cognition, and spatial ordering are among the neurodevelopmental functions that play a role when children think with numbers. These components become part of an ongoing process in which children constantly integrate new concepts and procedural skills as they solve more advanced math problems.

For children to succeed in mathematics, a number of brain functions need to work 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. Higher-order cognition helps children to review alternative strategies while solving 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 important to identify breakdowns as early as possible. Children are more likely to experience success in math when any neurodevelopmental differences that affect their performance in mathematics are dealt with promptly -- before children lose confidence or develop a fear of math. Competence in mathematics is increasingly important in many professions. And it's important to remember that this competence draws on more than just the ability to calculate answers efficiently. It also encompasses problem solving, communicating about mathematical concepts, reasoning and establishing proof, and representing information 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 do, both in the classroom setting, and later in the workplace.

The language demands of mathematics are extensive. Children's ability 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, children are expected to understand textbook explanations and teacher instructions.

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 conversations and must be learned specifically for mathematics. Sometimes a student 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 addition and subtraction, may still be capable of extremely advanced conceptual 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 go wrong and when.

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 & Livingston, 1993); • children often adopt one method in school and another out of school (Carraher, Carraher & Schliemann, 1985); • 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 Low Perform -ance

OUTPUT Experimental Group

Controlled Group

TOS TOS

Heightened Performance in Mathematics

FEEDBACK

STATEMENT OF THE PROBLEM

The study entitled “Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan Special Science Class” aims to answer the following questions: 1. How may the students’ performance be described in terms of: a. Pre-Test b. Post Test 2. Is there a significant difference between the performance of students in mathematics during an engineering wheel drill and in regular pen and paper activity?

3. How may the efficacy of engineering wheel be described as perceived by the students?

HYPOTHESIS

The study entitled “Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade 7 & 8 Students of Mambangnan Special Science Class”, has the following hypotheses:

Null: There is no significant increase in the performance of the students in Mathematics during the engineering wheel drill.

SIGNIFICANCE OF THE STUDY

Competence in mathematics is increasingly important in many professions. And it's important to remember that this competence draws on more than just the ability to calculate answers efficiently. It also encompasses problem solving, communicating about mathematical concepts, reasoning and establishing proof, and representing information 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 mathematical understanding. And that certain variable or intervention can manifest 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 on how rewards affect the learning capability of a student in mathematics.

SCOPE AND DELIMITATION This study will be focused on the enhanced mathematical skills of grades 8 students of Mambangnan Special Science Class as a result of an engineering wheel drill. 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 and post-test will also be discussed. 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 change in a samples’ response of performance. The independent variable in this research 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

RESPONDENTS AND SAMPLING METHOD

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 the last two sections of grade 8 students.

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. Moreover, the researcher will also be recording the mathematical performance during an engineering wheel activity of the experimental group and compare it with the scores of actual pen and paper drill of the controlled group.

DATA COLLECTION PROCEDURE AND ETHICAL CONSIDERATIONS

After the retrieval of permits from the respondents’ parents, the researcher immediately distributes survey questionnaires to grades 8 students. The following day, 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 of the respondents’ information is well assured.

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 weighted mean is:

Where: Xi = data Wi = weight

Aside from the actual recording of the samples’ performance to be compared using chi-square and t-test, the efficacy of the engineering wheel can also be analyzed using the weighted mean and frequency distribution.

T- Test Where: X1 & X2 = mean of two groups S1 =standard deviation of controlled group S2 =standard deviation of experimental group N1 =sample size of the controlled group N2 = sample size of the of controlled group Standard Deviation

Where: X =value n =sample size of the controlled group X = mean of the group

REFERENCES 

http://www.pbs.org/wgbh/misunderstoodminds/mathbasics.html



Ethics of Survey Research



https://www.nfer.ac.uk/schools/developing-young-researchers/how-to-developresearch-instruments/



Developmental Variation and Learning Disorders



NCTM's Principles and Standards for School Mathematics



file:///C:/Users/USER/Downloads/tdt_MC_swan1.pdf



Strategies for Going Mental, Paul Swan & Len Sparrow, 2001, Page 236–243



“Effects of Self-Correction Strategy Training on Middle School Students' SelfEfficacy, Self-Evaluation, and Mathematics Division Learning”, Darshanand Ramdass, Barry J. Zimmerman, First Published,January 1, 2008,article



Garavalia L. S., Gredler M. E. (2002). An exploratory study of academic goal setting, achievement calibration and self-regulated learning. Journal of Instructional Psychology, 29, 221–230. Google Scholar



Pajares F. (1996). Self-efficacy in academic settings. Review of Educational Research, 66, 543–578. Google Scholar Abstract

APPENDIX A

LETTER OF REQUEST March 16, 2017 LAURA A. CRUZ OIC/ Head Teacher III Mambangan Special Science Class

Madam; In connection with the action research entitled ““Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan Special Science Class”, I would like to ask your permission to allow the students in grades 8 students be my respondents. In doing so, they will also be given questionnaires to be answered and their performance in mathematics shall be considered as vital data in this research. The respondents will be 68 students of Mambangnan Special Science Class.

Respectfully yours, ARCELY V. MATEO Researcher

APPENDIX B

INSTRUMENTS

March 16, 2017 ______________________ ______________________ ______________________

Dear Sir/ Madam; In connection with the action research entitled “Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan Special

Science

Class”,

may

I

be

permitted

to

include

your

son/daughter_______________________ in the list of my respondents?

Rest assured that your son/daughter_____________________________will be treated with utmost care.

Thank you for your cooperation and positive response.

Respectfully yours, ARCELY V. MATEO Researcher

APPENDIX C

GANTT CHART

7 6 5 4 3 2 1 18-Aug 23-Aug 28-Aug 2-Sep

7-Sep 12-Sep 17-Sep 22-Sep 27-Sep 2-Oct

APPENDIX D

COST ESTIMATE

Material

Quantity

Amount

Bond paper

1 rim

150

Printing Expenses

200 copies

2000

Miscellaneous Expenses

500

Total

2650

APPENDIX E

PLAN FOR DISSEMINATION

Task

Date

1. Dissemination of letters to the parents of grades 7 and 8 students allowing their children to be respondents of this study

June 2, 2017

2. Retrieval of the letter of consent from parents 3. Observation of the performance of the students during class drill with engineering wheel

Sept. 3, 2017 Sept. 6-24, 2017

4. Dissemination of survey questionnaires among the respondents

Sept. 7, 2017

5. Survey Questionnaires are then retrieved

Sept. 7, 2017

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:___________________________ Engineering Wheel Activity Scores: _____________________________

Gender: _____Male _____Female Year level:________________________

“Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of Grade Students of Mambangnan Special Science Class”

General Instruction: Choose your answer by checking the corresponding weight/ level for every statement. 5 - Always

4-Frequent

3- Sometimes

2- Seldom

STATEMENT 1. I am excited to solve mathematical problem during an engineering wheel drill. 2. I am participative in the class whenever we are conducting the drill. 3. I am confident that I will get the engineering wheel and so I keep on trying and trying 4. I can answer a math problem during an engineering wheel drill no matter how hard the problem is 5. I am challenged to solve the problem during the drill 6. I can solve the problem more easily during an engineering wheel drill 7. I love to compete with the classmates during an engineering wheel drill 8. I became persistent in solving math problems because I want the engineering wheel badly 9. I am eager to gain the engineering wheel and so I solved problems as fast as I could 10. I felt accomplish whenever I solve problems during the drill where everybody compete against

5

1-Never

4

3

2

1