I.

TITLE:

“ ENHANCING MULTIPLICATION SKILLS OF GRADE FIVE LEARNERS USING

MULTIPLICATION MASH-UP TECHNIQUE”

ROWENA V. PAL
Researcher
CATALUNAN PEQUEÑO, TALOMO A DISTRICT

II. CONTEXT AND RATIONALE:

Math is a compulsory subject for children in schools. It not only develops their numerical and
mathematical skills, but also trains them to acquire valuable problem-solving skills. Multiplying
especially helps to develop these abilities. However, many children find it difficult to multiply
because our traditional methods of teaching this concept seem quite boring and they do not
remember the multiplication tables easily.

When I started my teaching experience within the Department of Education, the foremost
common problem I noticed specially on the mathematics subjects I handled is one in all the
essential math operations which is Multiplication. I noticed the problem of the memorization of the
essential multiplication facts. When students lack basic mathematical knowledge, I as a teacher face
a significant problem and therefore the opening toward success in mathematics is to determine a
solid foundation of fundamental skills. Basic multiplication math facts will be learned or memorized
by any student, in my opinion. If my students can memorize their phone numbers, friends' phone
numbers, birthday dates, and addresses, they will memorize anything. I feel that so
as to reach math, students must understand the basics. Before they will apply multiplication
and division to more complex problems, children must be ready to do so accurately.

Even as teacher teaching math subjects, I quickly realized that a dynamic foundation
composed of fundamental basic skills like math facts and knowing a way to perform the four
operations, is required for fulfillment in math. With such large number of students per classroom and
behavioral issues, teaching and techniques are quite hard. I am determined in deciding what kind of
intervention to perform.

III. Action Research Question:

1. How can I enhance the multiplication skills of Grade 5 learners using mash-up
technique?

2. To what extent do multiplication songs help students memorize the

multiplication facts?
Part IV. PROPOSED INNOVATIONS, INTERVENTIONS AND STRATEGY:

In this study, I will be using Action Research design. The goal of my action research project is
to see how effective the technique is at increasing students' memorization of multiplication facts.
This action research project will provide useful information, allow me to analyze the results, and then
apply the results to improve my teaching strategies and will be applied by other teachers.
Completing an Action Research project will help “gain insight, develop reflective practice, effect
positive changes in [the success of my students], and improve students outcomes” (Mills, 2007, p.
5).

According to Chris Boyd Brewer, the intentional use of music in the classroom will set the
scene and learning atmosphere to enhance our teaching and learning activities. We can experience
music almost everywhere: on the street, at a concert, in our homes, on our phones or radios, in
school, and even in classrooms. Regardless of our interests and talents in music, we can all greatly
benefit from experiencing music, particularly in the school environment. In fact, did you know that
exposure to music can improve learning and increase positive classroom atmosphere (Eerola &
Eerola, 2013; Foran, 2009)? During developmental stages, active engagement with music can
impact the way that the brain can process information, enhancing the perception of language and
speech, and subsequently improving our ability to communicate with others and learn to read
(Hallam, 2010). Several studies on the effects of experiencing calm music have suggested that it
can reduce aggressive behavior and regulate moods, particularly feelings of anxiety and stress (Ziv
& Dolev, 2013; Goldbeck & Ellerkamp, 2012; Saarikallio & Erkkila, 2007). When students are able
to manage their emotions in more positive ways, students are able to enhance their learning
potential (Foran, 2009).

National Council of Teachers of Mathematics, Inc., 2003 stated that teachers are being
encouraged to engage in interdisciplinary instruction. Although many of us are comfortable using
children's literature as the basis for interdisciplinary units, we rarely think to integrate mathematics
and music in our lessons. Music actively involves students in learning and helps develop important
academic skills (Rothenberg 1996). By using music to enhance children's enjoyment and
understanding of mathematics concepts and skills, teachers can help children gain access to
mathematics through new intelligences (Gardner 1993). This integration is especially effective with
children who have strong senses of hearing and musical intelligence.

Multiplication mash-ups are a means of providing learners with the ability to find and use
meaningful objects based on their visual and auditory representations. The motivation for this study
was to use mathematical multiplicative knowledge to help learners understand that when one
number is multiplied by another, there is a change in the number based on visual object shape, size,
and location. We felt that if you could understand these relationships through some tangible
representation it would make learning and conceptual understanding easier to achieve. The main
idea of "mash-up" is to show the "multiplicative effect" in action by using objects that represent each
factor to be multiplied together. This allows learners to use concrete objects they can relate to to
solve equations. Also, prior research has shown that learning math concepts through manipulation
can be effective (Krulwich & Kossakowski, 2004).

Studies show that music education is being used as a tool for learning, enjoying and retaining
information (Hetland, 2000, Vaughn, 2000, Graziano, Peterson, &Shaw, 1999). Music can be
integrated with reading, math, science, and social studies curriculum to enhance skills in each of
these academic areas. Using concrete music instruction might be a way for students to enjoy
lessons and also apply the skills that are taught.

Research in Duxbury, Massachusetts seems to indicate that multiplication skills can be

enhanced using multiplication mash-up technique. The research was undertaken along with the help
of two other schools located in nearby towns. The study involved a series of tests conducted on
students at each school and it was found that the students from where the regular instruction was
being done scored better than those who were getting just the modified instruction as well as those
who were doing nothing at all. The researchers found that the students were able to be helped more
effectively using the techniques because it provided them with a great awareness of the concept
and allowed them to go into details that otherwise they would not have bothered to do. The
technique also ensured that they did not get confused by the facts at all because it allowed them to
focus on what is really important in a multiplication practice problem. The students were able to
apply both multiplication skills when solving problems.

Part V. ACTION RESEARCH METHODS:

Because of my students' lack of memorization of basic multiplication facts it will cause

problems as we progress through the competencies specially the mastery of the skill is not yet
develop. My students are having difficulties due to a lack of this essential information. I teach grade
five math and assumed that my students should memorize these facts; however, I was mistaken.
The participants of this study are selected Grade Five Learners of Catalunan Pequeno Elementary
School with School ID No. 129716 of Talomo A district that need further intervention. This study will
gather primary data or secondary which focuses on scores/assessment/observation and basing on
the result of the pre-test and post-test. My Action Research Plan focuses on to what extent do
multiplication songs help learners memorize the multiplication facts. Thereby, improving grade five
math learners with difficulty in the memorization of multiplication facts and to find out if the proposed
study will be helpful to our learners in the mastery of multiplication facts. The primary source of
knowledge that I will use is to administer pre-test and post-test to work out the extent of
understanding on multiplication facts. Basing on their results, selected grade five learners will
undergo the study. The primary source of information collection which could be a timed
multiplication test (see Appendix A), this can be standard to collect quantitative data. This
multiplication timed tests are going to be used weekly for five weeks to gather both baseline data
and data after the implementation of every strategy. The timed tests scores are going to be recorded
and can enable me to determine by what percent each student improved. The results of every
student’s timed test are going to be recorded on a spreadsheet. I will be ready to determine by what
percent each student is improving each week. At the bottom of the multiplication tests may be a
table to tally the facts that every student missed. This data also will be recorded on the spreadsheet
This information will help me target my intervention and specialize in specific facts using the
strategy. The spreadsheet will make it easy on my behalf to organize, analyze and interpret the
information and determine if the strategy helped students memorize their math facts to the best
extent.

My second data collection tool may be a checklist concerning each individual student’s occurring
progress, familiarity, and effort/attempt (see Appendix B). Below each student’s name are going to
be a box to see when the learner has “mastered” the multiplication facts (one fact per three
seconds). Even once students have mastered the facts, they are going to still participate within the
research, as there is much room for improvement. This column within the checklist will allow me to
determine the share of every class that reaches the mastery level. this may help determine which
strategy best increases students’ memorization of the math facts.
Part VI. ACTION RESEARCH WORK PLAN AND TIMELINESS

TASK TASK NAME START FINISH DURATION PERSON(S)

#1 INVOLVED
1 Seeking permission from the October 4, October 8, 5 days Researcher
office of the Schools Division 2021 2021 SDS
Superintendent to conduct a
study.
2 Seeking permission from the October October 2 days Researcher
office of the Public Schools 11, 2021 12, 2021 PSDS,
District Supervisor and Principal
Principal to conduct a study
and brief orientation of the
study.
3 Reproduction of Parents October October 5 days Researcher
Consent form and needed 13, 2021 17, 2021
forms
4 Distribution and collection of October October 2 days Researcher
parents form 18, 2021 20, 2021
5 Orientation to school principal October October 2 days Researcher,
and learners involved in the 21, 2021 22, 2021 SH and
study. learner
6 Pilot testing of the Research October October 3 days Researcher,
Instrument 25, 2021 27, 2021 teacher and
learner
7 Tallying, encoding and October October 2 days Researcher,
interpreting the result of the 28, 2021 29, 2021 encoder and
pilot testing Statistician
8 Reproduction of the November November 5 days Researcher
questionnaires and pre test 1, 2021 5, 2021
and post test of multiplication
facts
9 Conducting the enhancing of November November 1 2days Researcher
the multiplication skills of 8, 2021 24, 2021 and Learner
Grade 5 learners using mash-
up technique before the
implementation and
administering the pre test of
the multiplication facts.
10 Data Tallying, encoding and November November 3 days Researcher,
interpretation of survey and 25, 2021 27, 2021 encoder and
 pretest result statistician
11 Implementation of the November November 2 days Researcher,
Research 28, 2021 29, 2021 Stenographer
12 Conducting the enhancing of November December 25 days Researcher,
the multiplication skills of 30, 2021 15, 2021 learner
Grade 5 learners using
mash-up technique before
the implementation and
administering the post test of
the multiplication facts.
13 Data tallying, encoding and December December 3 Researcher,
interpretation of survey and 16, 2021 18, 2021 encoder and
post test result statistician

Part VII. Cost Estimates

DATE ACTIVITIES COST

October 4-8, 2021 Meals and Transportation to 1,000.00
and Fro Division Office
October 11-12, 2021 Snacks During Orientation to 500.00
PSDS And School Head
October 13-17, 2021 Operational Expenses, Meals, 5,000.00
Snacks During the Designing
and Developing the Research
Instruments
October 18, 2021 Procuring Expenses in 3,000.00
Preparing the Observation
Note, Tracking Forms and
Needed Materials
October 25, 2021 Encoding, Printing and 5, 000.00
Photocopying During the
Research Process
November 8, 2021 Expenses and 5,000.00
Dissemination/Advocacy
Cost Estimate Total: 19,
500.00
Table 1.1. First Tranche Date Activities
Part VIII. PLAN DISSEMINATION AND UTILIZATION

This result of this study is going to be shared to the various concerned individuals into various
modes. Within the dissemination the results to the parents and also the other stakeholders, a
gathering is going to be done. In a different way is that I will ask permission from the School Head
that I could relay the result of my study to my fellow teachers during the School Action Cell (SLAC)
session. If I found effective, the use will rely on the utmost support of the school principal. In doing
so, reproduction of the brochure and a duplicate of my action research are going to be given to
those interested teachers so they'll utilize the intervention.
Part IX. References:

Eerola, P. S., and Eerola, T. (2014). Extended music education enhances the quality of

school life. Music Education Research. 16 (1), 88-104.

Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal

development of children and young people. International Journal of Music

Education. 28 (3) 269-289.

Hetland, L. (2000). Listening to music enhances spatial-temporal reasoning: Evidence for the

"Mozart Effect". Journal of Aesthetic Education, 34,105-148.

Mills, G.E. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper

Saddle River, NJ: Pearson Education, Inc.

Ziv, N., and Dolev, E. (2013). The effect of background music on bullying: A pilot

study. Children & Schools. 35 (2) 83-90.

Foran, L. M. (2009). Listening to music: Helping children regulate their emotions and improve

learning in the classroom. Educational Horizons, 88(1) 51-58.

Johnson, Gretchen L., and R. Jill Edelson. "Integrating music and mathematics in the

elementary classroom." Teaching Children Mathematics, vol. 9, no. 8, 2003, p.

474+. Gale Academic OneFile, link.gale.com/apps/doc/A99618634/AONE?u=anon

~98e4a021&sid=googleScholar&xid=53ce4641. Accessed 30 July 2021

OneFile,link.gale.com/apps/doc/A99618634/AONE?u=anon~98e4a021&sid=googleScholar&

xid=53ce4641. Accessed 30 July 2021.