American Journal of Multidisciplinary Research & Development (AJMRD)

Volume 2, Issue 6 (June- 2020), PP 35-41

ISSN: 2360-821X
www.ajmrd.com

Research Paper Open Access

Effectiveness of Prototype and Contextualized Daily Lesson Plans in

the Performance Level of Grade I Pupils in Mathematics
Geraldine Rivera, Eugene A. Austero, Ma. Roselle G. Estiller, Clarisel L. Balisoro

ABSTRACT:- This study aimed to determine the effectiveness of prototype and contextualized daily lesson plans
the performance level in Mathematics of 30 Grade One pupils along the identified least learned competencies in
First Quarter at Bulan South Central School, School Year 2019-2020. Based from the result of the study, the
identified least mastered competencies during the first quarter test are Nababasa asin nasusurat an ordinal na numero
1st, 2nd, 3rd, sagkod 10th (to read and write ordinal numbers 1st, 2nd, 3rd until 10th ) with a mastery level of 64.4.%;
Naaaraman an pagkasunod-sunod kan mga bagay (to recognize the order of things) with a mastery level of 64.7,
Nasasaro –saro an kwartang papel kan Pilipinas (enumerate the Philippine paper bills) with a mastery level of
68.1% and Nasusunod- sunod an mga numero (arrange the numbers in increasing or decreasing order) with a
mastery level of 69.7% and adjectival description of least mastered. The level of performance of the pupils before
using the materials in the said four competencies fall within the description of beginning level with 50.2%, 50.3%,
49.9%, and 50.75 respectively and a class mean and PL of 10.06 and 50.3 %. However, an increased was observed
after using the instructional materials where pupils got a description of proficient level along the four competencies
in mathematics with a class mean of 17.13 and a PL of 85.6. There is also a significant increase in the performance
level of the Grade one pupils after using the prototype and contextualized daily lesson plan in teaching mathematics
as reflected in the computed t test of 14.69. Further, it could be inferred that the null hypothesis is rejected at .05
level of significance, having the degree of freedom of 29. Hence, it denotes that there is a significant increase in the
performance level of Grade one pupils after using prototype and contextualized daily lesson plan. It is recommended
that mathematics teachers be encouraged to innovate instructional materials that can be used in teaching to improve
the performance level of pupils. The developed instructional materials may be used by teachers and pupils to
heighten the academic performance of learners particularly in mathematics. The intervention material in
Mathematics hereby developed be given importance to be used by the grade one pupils during the Independent
Cooperative Learning (ICL). It may also be mass produced to be utilized by teachers and pupils in Bulan South
District. And Further researches may be conducted on the development, validation and effectiveness of instructional
materials on the other grade levels, or subjects.

Keywords: Level of Performance, least mastered competencies, prototype and contextualized daily lesson plan,
instructional materials, mathematical competency

I. INTRODUCTION
According to Basic Education Curriculum Primer, we have to educate Filipino learners by learning facts
and knowledge critically and creatively to become globally competitive so that they can survive, overcome problem,
and realize a gracious life in this risky new world. However, with the present situation of Philippine educational
system in which there are scarcity of teachers, insufficient classrooms and lack of instructional materials greatly
affect our learners to be an active maker of meaningful life.
As shown in Trends in International Mathematics and Science Study (TIMSS) examination, where the
Philippines ranked 36th in the Science test among thirty-eight participating countries. By 2003, the country yielded a
similar devastating result, ranking 23rd in Grade 4 Science among 25 countries. The shock reverberated as the
country started talking about the crisis in the Philippine educational system [1].
By 2010, the Philippines ranked 85 out of 139 countries in terms of overall quality education. This result
points to one painful conclusion that Philippine education is deteriorating. Such results are intended to guide the

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Effectiveness of Prototype and Contextualized Daily Lesson Plans in the Performance Level of Grade I...

Department of Education in its effort towards the improvement of the quality of education in public schools and to
provide appropriate intervention for the pupils [2].
The aforementioned problems in the education system are now being addressed by the government through
the K-12 program. DepEd also continuously implements innovations particularly in Mathematics. An example of
this is the Training in Contextualization in Mathematics which aimed to enhance teachers’ skill in test analysis and
interpretation and capacitate them in developing various intervention materials for remediation and enrichment of
learning [3].
Contextualization for enrichment purposes is one of the solutions employed by the Department of
Education to enhance academic achievements of students performing low in the field of mathematics.
Contextualized lesson plans affect not only teachers’ instruction but classroom management as well. It helps
students deeply engaged with their work [4].
This is strengthened by the results of local and international studies which have shown that instructional
materials such as contextualized daily lesson plan proven to be effective in teaching and learning process. Bottge [5]
investigated the effects of contextualized math instruction on problem solving of 17 middle school students in one
remedial class. The study employed quasi and experimental designs to compare the impact of word problem
instruction and contextualized problem instruction on competition skills and problem-solving performances. Results
showed that the contextualized problem remedial in pre-algebra groups outperformed students in the world problem
groups in a contextualized and a transfer problem. In an extended problem activity, students in the remedial class
applied what they had learned in order to plan and build two skateboard ramps. Results support the use of
contextualized problems to enhance the problem-solving skills of students in general and remedial classes.
In addition, Nesari and Heidare [6], attempted to survey 93 English teachers' views concerning
contextualized lesson plan at secondary high schools and institutions. Data analysis was done by utilizing
descriptive statistics and T-test. The results showed that English teachers agreed with utilizing lesson plan. No
significant difference was observed among teachers' views concerning the given variable. The findings revealed that
due to the importance of lesson plan, holding specialized workshops may provide information for developing better
course plans.
More so, Courtney, et.al [7] examined the role of lesson plans play in mathematics. Study participants
consisted of two samples: (a) 28 practicing teachers comprised of middle (grades 5-8) and secondary (grades 9-12)
school mathematics teachers and intervention specialists (special education teachers); and, (b) 32 prospective
teachers comprised of early childhood (grades K-3), middle childhood (grades 4-9), secondary (grades 7-12), and
special education (grades K-12) license seeking teacher candidates. Potential participating teachers were emailed a
link to an online survey designed to make explicit their perspectives on the role formal lesson plans play in their
practice. The results showed that practicing teachers identified their use of formal lesson plans as a reflective tool
and for organization purposes, whereas for prospective teacher lesson plans served as a guide and for accountability
reasons. Moreover, Ornstein [8] states that instructional materials can affect students in many ways. They motivate
students, contribute to their understanding, provide experiences, reinforce learning, allow different activities to the
place, encourage participation, provide experiences that might not have otherwise and change attitudes and feelings.
Inspite of the efforts offered by the Department of Education and the workshops and training conducted
Mathematics teachers, still the performance in the National Achievement Test shows that mathematics continues to
be the most difficult field of study in the basic education. These low achievement levels indicate that pupils’
achievement descriptive equivalent is below the standard of 75 passing score/cut-off score set by the Department of
Education. These also show that regular lessons and peer monitoring are not enough to address the low performance
in certain competencies [9]. These conditions call for a serious change in the way education business is being done
in the country. Hence, the researcher of this study embarked to determine the effectiveness of contextualized and
prototype daily lesson plan.

II. OBJECTIVES OF THE STUDY

This study determined the effectiveness of prototype and contextualized daily lesson plan in Mathematics
in the performance level of Grade One pupils in Bulan South Central School, Bulan South District.
Specifically, it determined the least learned competencies in Mathematics of Grade I pupils in the first
quarter. It also aimed to determine the learned competencies before and after using the prototype and contextualized
daily lesson plan in mathematics. Moreover, it aimed to know if there is there a significant increase in the
performance level of Grade one pupils before and after using the prototype and contextualized daily lesson plan in
mathematics
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Effectiveness of Prototype and Contextualized Daily Lesson Plans in the Performance Level of Grade I...

III. MATERIALS AND METHODS

This study utilized a pre-experimental research design. An adapted test in Mathematics approved and
reviewed by Department of Education composed of 20 items was the instrument used in the study. Thirty (30) pupils
with 14 males and 16 females selected from Section One were chosen as the respondents of the study through
purposive sampling. To determine the least mastered competency, the modified scale from DepEd was used: 78%
and above- mastered; 50%- 74% -least mastered; 49% and below- not mastered.

The mastery level was determined using the following formula:

Mastery Level = (No. of pupils with correct answer ÷ Total No. of Actual Examinees) X 100%

To determine the performance level of pupils in pre-test and post-test the following formula was used [9]:

X
PL= X 100
No. Of items (Ni)

Where:

Mean,
Total Score
X = Total No. of Respondents

After determining the performance level of the respondents in the test, the following descriptions was used (DepEd
Order No. 73,s. 2012):

Scale
Description
Learning Mastery Mastery Level
Competencies Level Interpretation

1. Nababasa asin 64.4% Least Mastered

nasusurat an ordinal
na numero 1st, 2nd,
3rd, sagkod 10th

2. Naaaraman an 64.7% Least Mastered

pagkasunod-sunod
kan mga bagay

3. Nasasaro –saro an 68.1% Least Mastered

kwartang papel kan
Pilipinas

4. Nasusunod- 69.2% Least Mastered

sunod an mga
numero

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Effectiveness of Prototype and Contextualized Daily Lesson Plans in the Performance Level of Grade I...

90% and above - Advanced (A)

85% - 89% - Proficient (P)
80% - 84% - Approaching
Proficiency (AP)
75% - 79& - Developing (D)
74% - and Below - Beginning (B)

To determine the significant differences between the pre-test and post-test, t-test for dependent samples was used
with the following formula [11]:

X 1 - X2
t test=
SD x

Where:

X1 is the mean of population 1

X2 is the mean of population 2
SDx is standard error of the difference between two means

IV. RESULTS AND DISCUSSION

1. The Least Mastered Competencies of Grade I- Pupils in First Quarter in Mathematics

Table (1) shows the least mastered competencies of the pupils in mathematics during first quarter. This
table includes the percentage of mastery level in the competencies and its description.

Table 1. The Least Mastered Competencies in Mathematics of Grade I- Pupils In First Quarter

It is reflected in the table that in the first quarter, four (4) of the competencies were identified to be within
the level of least mastered. These are on Nababasa asin nasusurat an ordinal na numero 1st, 2nd, 3rd, sagkod 10th
with a mastery level of 64.4.%; Naaaraman an pagkasunod-sunod kan mga bagay with a mastery level of 64.7,
Nasasaro –saro an kwartang papel kan Pilipinas with a mastery level of 68.1% and Nasusunod- sunod an mga
numero with a mastery level of 69.7% and adjectival description of least mastered.
These results show that the Grade I pupils found the least learned competencies as a very hard topics
Mathematics. This further indicates that the lessons need a remediation in order to comprehensively understand the
competencies. Hence, such findings implied that there is really a need to innovate instructional materials to improve
the level of performance of the pupils. Teachers also need to exert extra efforts to motivate their learners and
stimulate effective transfer of learning. Consequently, the study on hand proposed that a contextualized daily lesson
plans be adapted as instructional material in teaching to facilitate effective teaching and learning and improve
academic performance of the pupils.

2. Performance Level in Mathematics of Grade I-Pupils On The Identified Least Learned

Competencies Before Using Prototype And Contextualized Daily Lesson Plan.

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Effectiveness of Prototype and Contextualized Daily Lesson Plans in the Performance Level of Grade I...

Table 2 provides the necessary information relative to the performance level in Mathematics of Grade I
pupils before using the prototype and contextualized daily lesson plan. The learning competencies, mean scores, and
the description are also reflected

TABLE 2.

Performance Level in Mathematics of Grade I-Pupils Before Using Prototype And Contextualized Daily Lesson
Plan.

Learning Competencies Mastery Mastery Level

Level Interpretation

1. Nababasa asin 50. 2% Beginning

nasusurat an ordinal na
numero 1st, 2nd, 3rd,
sagkod 10th

2. Naaaraman an 50.3% Beginning

pagkasunod-sunod kan
mga bagay

3. Nasasaro –saro an 49.9% Beginning

kwartang papel kan
Pilipinas

4. Nasusunod- sunod an 50.7% Beginning

mga numero

Class mean score = 10.06

Class PL= 50.3% – Beginning

It can be viewed from the table that the level of performance of the pupils before using the materials in all
competencies fall within the description of beginning level with the competency on Nababasa asin nasusurat an
ordinal na numero 1st, 2nd, 3rd, sagkod 10th with a mastery level of 50.2%; Naaaraman an pagkasunod-sunod kan
mga bagay with a mastery level of 50.3, Nasasaro –saro an kwartang papel kan Pilipinas with a mastery level of 49.9
% and Nasusunod- sunod an mga numero with a mastery level of 50.7% and adjectival description of beginning. A
class mean score of 10.06 with a class PL of 50.3 % describes as beginning denotes that the pupils have a very low
performance in Mathematics I. The class PL is far below the targeted performance level of DepEd which is 75%. It
can be gleaned from the table that the pupil’s level in Mathematics along competencies, fall under beginning level.
This result implies that the pupils have difficulties in analyzing the test before using the developed instructional
materials. This may mean that unavailability of instructional materials resulted to the poor performance in the
subject.

3. Performance Level in Mathematics of Grade I -Pupils on The Identified Least Learned Competencies After
Using Prototype And Contextualized Daily Lesson Plan.
Table 3 discloses the performance level in Mathematics of Grade I- pupils after using
contextualized and prototype daily lesson plans in terms of the four competencies. The mean score, performance
level and description.

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Effectiveness of Prototype and Contextualized Daily Lesson Plans in the Performance Level of Grade I...

Table 3. Performance Level in Mathematics of Grade I -Pupils After Using Prototype and Contextualized Daily
Lesson Plan
Learning Competencies Mastery Mastery Level
Level Interpretation

1. Nababasa asin nasusurat 85.8% Proficient

an ordinal na numero 1st,
2nd, 3rd, sagkod 10th

2. Naaaraman an 86% Proficient

pagkasunod-sunod kan mga
bagay

3. Nasasaro –saro an 85.2% Proficient

kwartang papel kan
Pilipinas

4. Nasusunod- sunod an 85.4% Proficient

mga numero

Class mean score = 17.3

Class PL= 85.6 - Proficient

The table indicates that all the competencies are belonged to orofocient level. These competencies are:
Nababasa asin nasusurat an ordinal na numero 1st, 2nd, 3rd, sagkod 10 th, Naaaraman an pagkasunod-sunod kan mga
bagay, Nasasaro –saro an kwartang papel kan Pilipinas and Nasusunod- sunod an mga numero having a PL of
85.8%, 86%, 85.2% and 85.4% respectively. An improvement was noted from the former figure of 10.06 as mean
corresponding to 50.3 PL. The result signifies that the performance level of the pupils has increased much above the
performance level of 75% in this competency after using the prototype and contextualized daily lesson plans.
This implies that the said educational tools contributed largely and that the development and utilization of it
in the teaching-learning process is effective.
4. Significant Increase in The Performance Level of Grade I Pupils Before and After Using the Prototype and
Contextualized Daily Lesson Plan

Table 4. Significant Increase in The Performance Level of Grade I Pupils Before and After Using Prototype and
Contextualized Daily Lesson Plan

Statistical Bases Pre-test Post-test

Mean 10.06 17.13
Mean Difference 7.066
Degree of freedom 29
Computed t-test 14.69
T value at 5% 2.043
Decision on Ho Rejected
Conclusion Significant
Pre-test- 50.3% (Beginning)
Post-test- 85.6 % (Proficient)

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Effectiveness of Prototype and Contextualized Daily Lesson Plans in the Performance Level of Grade I...

The table above provides the necessary information relative to the comprehension level of Grade one pupils
after the exposure to the prototype and contextualized daily lesson plan in Mathematics. The performance level,
mean, difference in the pre-test and post-test, the degree of freedom as well as the computed t-test are also reflected.
It can be gleaned from the table that the level of performance of the pupils before using prototype and
contextualized daily lesson plan had a performance level (PL) of 50.3% and with a mean score of 10.06. Whereas
the pupils’ PL in the post –test is 85.6 % with a mean score of 17.13.
Analysis of these result shows that there is a significant increase in the performance level of the Grade one
pupils after using the prototype and contextualized daily lesson plan in teaching mathematics as reflected in the
computed t test of 14.69. Further, it could be inferred that the null hypothesis is rejected at .05 level of significance
having the degree of freedom of 29. Hence, it denotes that there is a significant increase in the performance level of
Grade one pupils after using prototype and contextualized daily lesson plan.
From the presented results, it can be inferred that employing prototype and contextualized daily lesson plan
as an instructional material is needed and that there is really a need to develop an instructional material that is useful,
effective, appealing and attractive for the learners.

V. CONCLUSIONS AND RECOMMENDATIONS

The least learned competencies of the pupils in mathematics during first quarter test are the competencies
on nababasa asin nasusurat an ordinal na numero 1st, 2nd, 3rd, sagkod 10 th, naaaraman an pagkasunod-sunod kan
mga bagay, nasasaro –saro an kwartang papel kan Pilipinas, nasusunod- sunod an mga numerowhich fall under the
description of least mastered because they do not master the concepts and lack of conceptual understanding in
mathematics. The performance level in mathematics of pupils before using the prototype materials in all four
competencies fall within the description of beginning or very low performance level. However, a significant increase
in the performance level of the respondents had been observed after the use of the developed instructional materials.
Pupils along the four competencies were on the description of proficient level. Thus, the class performance level in
mathematics was classified as proficient. The prototype and contextualized daily lesson plans are effective materials
in improving the performance level of Grade I pupils. There was a significant increase on the performance level of
Grade one pupils after using the prototype and contextualized daily lesson plan.
Based on the results of the study, mathematics teachers be encouraged to innovate instructional materials that can be
used in teaching to improve the performance level of pupils. The developed instructional materials may be used by
teachers and pupils to heighten the academic performance of learners particularly in mathematics. The intervention
material in Mathematics hereby developed be given importance to be used by the grade one pupils during the
Independent Cooperative Learning (ICL). It may also be mass produced to be utilized by teachers and pupils in
Bulan South District. And further researches may be conducted on the development, validation and effectiveness of
instructional materials on the other grade levels, or subjects

REFERENCES:
[1]. Manila Times, Tuesday, July 6, 2004. The Sorry State of RP Public Education.
[2]. Valisno, Dumlao V., Looking beyond Five Decades of Philippine Education.2012. Fund for Assistance to
Private Education (FAPE), Makati. DepEd Memorandum No. 117 s. 2015
[3]. Borich, Gary D., 2007 Effective Teaching Methods. Pearson Merrill/ Prentice Hall
[4]. Bottge, B. A. 2011. Effects of Contextualized Math Instruction. The Journal of Special Education., 33 (2),
81-92.
[5]. Nesari, A.J. and Heidari M.(2014). The Important Role of Lesson Plan on Educational Achievement of
Iranian EFL Teachers' Attitudes. Islamic Azad University, Department of English Language and Literature,
Ilam Branch
[6]. Courtney S.A., Eliustaoglu, E., and Crawford A., 2015. EXAMINING THE ROLE LESSON PLANS
PLAY IN MATHEMATICS EDUCATION. Kent State University.
[7]. Ornstein, Allan C., 1990. Strategies for Teaching. New York Harper Collins Publisher, New York Dep
Ed Memorandum No. 225, s. 2009

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