ILOCOS NORTE REGIONAL SCHOOL OF FISHERIES

La Paz, Laoag City

IMPROVING THE ANALYTIC AND COMPUTATIONAL SKILLS OF GRADE 10

STUDENTS THROUGH METACOGNITIVE STRATEGY.

ACTION RESEARCH PROPOSAL

RICHARD B. PAULINO
TEACHER III
ILOCOS NORTE REGIONAL SCHOOL OF FISHERIES

S.Y. 2019-2020

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 CHAPTER I

CONTEXT AND RATIONALE

It cannot be denied that problem-solving is an important part of Mathematics education.

Mathematics, in general, is an important subject because of its practical role to a person and

society as a whole. However, before a student can successfully solve a problem, he has to

possess good reading comprehension.

Problem-solving in mathematics and reading comprehension go hand in hand. Solving

Math problems entails the students to apply two skills at the same time: reading and computing.

The Department of Education is the main agent of change since it focuses on the

learners’ acquisition of knowledge and skills. However, the Ilocos Norte Regional School of

Fisheries faces a problem in the teaching of Mathematics.

The students’ motivation to solve mathematical problems is low. Some students are

extremely unconfident and reluctant to solve. The main reason is that they thought they do not

understand the problem, for example, and when they have already got the ideas of what to

write, the lack of comprehension make their ideas not properly conveyed.

Therefore, most students seem to be frustrating when they have to solve Mathematics problem.

They even judge themselves that they are not good at problem-solving. They thought that they

do not have talents in solving. Actually, those kinds of thoughts often burden themselves and

influence their attitudes towards problem-solving. So, the result is that they try to avoid solving,

and when they do solve, they do not give their best.

Based on the identification of the problems above, it is possible for the researcher to

solve the problems related to the students’ problem-solving skills. This research is then focused

on improving the analytical and computational skills (problem-solving skill) of Grade 10 students

through language strategies in teaching mathematics, particularly metacognitive strategy.

The skills that are covered in this study involve communicating mathematically,

reasoning, mathematical connection, and making conjectures and conclusions.

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 CHAPTER II

ACTION RESEARCH QUESTIONS

The researcher as a public school teacher of junior high school mathematics for twenty

years, he encountered many students who are poor in both comprehending and analyzing math

word problems. Specifically in his 2018 - 2019 grade 10 classes, only 30 out of 90 students

could successfully solve word problems with or without help from the teacher. The rest needed

to be guided to understand the problem. Approximately 67% find it hard to picture the situation

indicated by the problem they are trying to solve. The slower ones would even ask the meaning

of a certain word in the problem. When they have understood it, it is only then that they fully

grasp the event and situation pictured in the problem.

Obviously, the bane of these students is the understanding of the contents of the math

problems correctly and connecting the ideas expressed in it to fully grasp and find a way to

successfully solve the problem.

This action research aimed at improving the problem-solving of Grade 10 students of Ilocos

Norte Regional School of Fisheries in the school year 2019-2020 through language strategy in

teaching mathematics particularly metacognition strategy.

Based on the background, identification, and limitation of the problems, the specific

questions to be answered are:

1. Does the metacognitive strategy help to improve the analytical and computational skills of

Grade 10 students?

2. Is there a significant difference between the mean pretest scores and mean posttest scores

of Grade 10 students?

3. What is the level of performance in analytical and computational skills of Grade 10 students

before and after the use of metacognitive strategy?

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 CHAPTER III

PROPOSED INNOVATION, INTERVENTION AND STRATEGY

Problem-solving is an important academic requirement. However, most students admit that

they are reluctant and unconfident because they do not know how to do it. It is because their

main problems are reading comprehension skill and problem-solving technique. The good news

is that teachers can improve problem-solving and address the gap by actively and

systematically teaching the problem-solving technique to our students.

This study then proposes improving the problem-solving through language strategy in

teaching math using metacognition method as an innovation to help the students develop their

analytical and computational skills. Teaching communicating mathematically, reasoning,

mathematical connection, and making conjectures and conclusions are important components

in problem-solving. It is also necessary to provide multiple exposures to the problem in different

situations and to teach problem-solving strategies, such as understanding concept and facts,

manipulation, estimation, approximation, reading with understanding, perseverance, have self-

confidence and work with the group.

The researcher will integrate metacognition method in the problem-solving lessons of

Grade 10 students. Prior to the integration, the teacher conducts a problem-solving pre-test to

determine the problem-solving competence of the students. The test made is based on the

competencies of the Grade 10 prescribed by the K-12 Curriculum.

The use of various strategies of teaching will be employed so that the teaching and learning

process will be effective. After the conduct of the innovation, the teacher will administer post-test

to test the students' competence in problem-solving. If there is an increase in result from the

pre-test, there is an improvement and the innovation/intervention is effective. This will also be

reflected in their problem-solving activities. The conduct of innovation continues to regularly

monitor their performance in problem-solving.

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 CHAPTER IV

ACTION RESEARCH METHODS

SOURCES OF DATA

The target subjects for this study will be the two sections of Grade 10 at Ilocos Norte

Regional School of Fisheries for the school year 2019 - 2020. Both sections will comprise 32

students each.

DATA GATHERING PROCEDURE

In conducting the research, it will be required by the following procedures:

Securing permission from the DepEd officials. Permission will be asked from

the City Schools Division Superintendent and School Principal to gather relevant data and

administer the action research.

Validation of the Instrument. The collated test items will be first shown to the

Education Program Supervisor in Mathematics, the Head Teacher of the school and the School

Principal for content validation.

Administering the pre-test. The test will be administered to Grade 10 students.

The pre-test will be given to the learners prior to the teaching-learning process in which the

result of the pre-test will be used as the baseline in determining if there was a positive increase

in terms of the competencies learned as well as the performance in Math.

Conducting the innovation/intervention/strategies. Innovation/intervention will

be conducted for the whole first quarter.

Administering the post-test. After conducting the intervention, a post-test will

be given with the same content as the pre-test.

Checking, recording and tabulating of scores obtained in the pre-test and

post-test. The test papers of the students will be accurately checked. Scores will be recorded

and tabulated.

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DATA ANALYSIS PLAN

The research data will utilize statistical tools in data analysis. The data will be gathered,

tabulated, analyzed and interpreted accordingly. Frequency count, percentages and means will

be used in the organization of data and descriptive analysis of findings on test performance.

Testing differences between means or t-distribution will be used to determine if there is a

significant difference between the pre-test and post-test scores of students.

CHAPTER V

ACTION RESEARCH WORKPLAN

RESEARCH ACTIVITIES TARGET DATES

Submission of Research Proposal to the Division Office May 03, 2019
Modification of the Research Proposal May 09, 2019
Securing Permission from the School Principal June 03, 2019
Preparation of Localized Lessons May 29 - June 03, 2019
Validation of the Instruments June 07, 2019
Administering the pre-test. Checking and recording of scores. June 14, 2019
Conducting teaching intervention June 17 - September 20, 2019
Administering the post-test. Checking and recording of scores. September 23, 2019
Analysis and interpretation of data October 01 - 15, 2019
Writing the manuscript October 16 - 31, 2019
Submission of Research Manuscript November 04 - 08, 2019

CHAPTER VI

COST ESTIMATES

ACTIVITY ESTIMATED COST

Writing the research proposal
Supplies ₱200.00
Printing Cost ₱300.00
Internet Expenses ₱200.00
Communication Expenses ₱200.00
Travel Expenses ₱200.00
₱1,100.00

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 ACTIVITY ESTIMATED COST
Modification of the Research Proposal
Supplies ₱150.00
Printing Cost ₱100.00
Internet Expenses ₱100.00
Travel Expenses ₱200.00
₱550.00

ACTIVITY ESTIMATED COST

Orientation of Participants
Printing Cost of Presentation Materials ₱300.00
Meals and Snacks ₱500.00
₱800.00

ACTIVITY ESTIMATED COST

Preparation of Data Collection Instruments
Supplies ₱1,000.00
Printing Cost/Reproduction ₱200.00
Internet Expenses ₱500.00
Travel Expenses ₱200.00
₱1,900.00

ACTIVITY ESTIMATED COST

Administering the Pre-test
Checking and Recording of Scores
Supplies ₱600.00
Reproduction Cost of Materials ₱750.00
Travel Expenses ₱200.00
Meals and Snacks ₱250.00
₱1,800.00

ACTIVITY ESTIMATED COST

Conducting Teaching Intervention
Supplies ₱2,500.00
Production of Materials ₱3,000.00
Travel Expenses ₱200.00
Meals and Snacks ₱500.00
₱6,200.00

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 ACTIVITY ESTIMATED COST
Administering the Post-test
Checking and Recording of Scores
Supplies ₱600.00
Reproduction Cost of Materials ₱750.00
Travel Expenses ₱200.00
Meals and Snacks ₱250.00
₱1,800.00

ACTIVITY ESTIMATED COST

Writing the Manuscript
Supplies ₱500.00
Printing Cost ₱3,000.00
Internet Expenses ₱500.00
Travel Expenses ₱200.00
Meals and Snacks ₱500.00
₱4,700.00

ACTIVITY ESTIMATED COST

Production of the Research Manuscript ₱5,000.00
Travel Expenses ₱200.00
Meals and Snacks ₱500.00
₱5,700.00

ACTIVITY ESTIMATED COST

Submission of the Manuscript ₱1,500.00
Meals and Snacks ₱200.00
₱1,700.00

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 SUMMARY OF ESTIMATED COST
ACTIVITIES ESTIMATED COST
Writing the research proposal ₱1,100.00
Modification of the Research Proposal ₱550.00
Orientation of Participants ₱800.00
Preparation of Data Collection Instruments ₱1,900.00
Validation of the Instruments ₱1,100.00
Administering the Pre-test ₱1,800.00
Conducting Teaching Intervention ₱6,200.00
Administering the Post-test ₱1,800.00
Analysis and Interpretation of Data ₱2,650.00
Writing the Manuscript ₱4,700.00
Production of the Research Manuscript ₱5,700.00
Submission of the Manuscript ₱1,700.00
TOTAL ₱30,000.00

CHAPTER VII

PLANS FOR DISSEMINATION AND UTILIZATION

After the research is conducted and approved, the researcher coordinates with the

advisory committee and the principal on the dissemination and utilization of the results of the

process.

The results will be disseminated to the Grade 10 students so they are aware of the

success or failure of the activities which they were involved in. Recommendations and

suggestions are explained to the students for further improvement of their vocabulary.

With the revisions already made, the researcher will use the process and tools for the

next school year. If other teacher teachers would like to adapt, the researcher is willing to share

it.

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 REFERENCES

Bissell, A. N., & Lemons, P. P. (2006). A new method for assessing critical thinking in the
classroom. Bioscience, 56(1), 66-72.

Finkelstein, M. A. (1992), Statistics at your fingertips (1st Ed) CA, EduCALC Publication

Lovett, M. (2008). Teaching Metacognition. (more info) Presentation at the Educause Learning
Initiative 2008 H & H Publishing Company.

Castillo F.S. Introduction to Research Education (latest edition), Booklore Publishing Corp.

Ottenhoff, J. (2011). Learning How to Learn: Metacognition in Liberal Education. Liberal

Education, Lawrence Erlbaum Associates Publishers: Mahwah.

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