Republic of the Philippines

Bicol University
COLLEGE OF EDUCATION
Research Services Office
Daraga, Albay, Philippines

NOTICE OF FINAL DEFENSE

Date: July 6, 2021

To: Undergraduate Research Committee

Chair: Dr. Sherry M. Orozco

Members: Prof. Richard M. Lorente

Prof Ma. Cienna A. Jaucian

Adviser (Recorder): Prof. Roldan C. Cabiles

Please attend the final oral examination of the undergraduate research entitled AUTHENTIMATHIC

LEARNING: A LEARNING PACKAGE IN TEACHING ADDITION AND SUBTRACTION

prepared and submitted by Cortes, Rey Ann B., De Lumen Arvie M., and Espenilla, Delany June R.

candidates for the degree of Bachelor of Elementary Education on July 6, 2021 6:30-8:30 pm at

Google Meet.

BU-F-CE-______
Effective Date: February 01, 2020
Revision No. 0
Please be guided accordingly.

Prof. January M. Dechavez

Research Teacher (Date)

cc: BUCE Research Coordinator

BUCE Dean
AUTHENTIMATHIC LEARNING: ALEARNING PACKAGE IN TEACHING
ADDITION AND SUBTRACTION

An Undergraduate Thesis
Presented to
Faculty of College of Education
Bicol University
Legazpi City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education

REY ANN B. CORTES

ARVIE M. DE LUMEN
DELANY JUNE R. ESPENILLA
February 2021
 Republic of the Philippines
Bicol University
COLLEGE OF EDUCATION
Research Services Office
Daraga, Albay, Philippines

iii

RECOMMENDATION FOR FINAL ORAL EXAMINATION

Date: July 6, 2021

The undergraduate research entitled AUTHENTIMATHIC LEARNING: A LEARNING

PACKAGE IN TEACHING ADDITION AND SUBTRACTION prepared and submitted by Cortes,

Rey Ann B., De Lumen Arvie M., and Espenilla, Delany June R. in partial fulfilment of the requirement

for the degree of Bachelor of Elementary Education is hereby recommended to the undergraduate

research committee for evaluation.

Prof. Roldan C. Cabiles

Research Adviser

UNDERGRADUATE RESEARCH COMMITTEE

Date: July 6, 2021

The undergraduate research entitled AUTHENTIMATHIC LEARNING: A LEARNING

PACKAGE IN TEACHING ADDITION AND SUBTRACTION prepared and submitted by Cortes,

BU-F-CE-______
Effective Date: February 01, 2020
Revision No. 0
Rey Ann B., De Lumen Arvie M., and Espenilla, Delany June R. in partial fulfilment of the requirement

for the degree of Bachelor of Elementary Education is hereby considered for Final-Oral Examination

on July 6, 2021 6:30-8:30 pm at Google Meet.

Dr. Sherry M. Orozco

Panel Chair
Prof. Richard M. Lorente Prof. Ma. Cienna A. Jaucian
Panel Member Panel Member

cc: BUCE Research Coordinator

BUCE Dean

iv

CERTIFICATION OF FINAL ORAL DEFENSE RATING

This is to certify that the undergraduate research entitled AUTHENTIMATHIC

LEARNING: A LEARNING PACKAGE IN TEACHING ADDITION AND

SUBTRACTION prepared and submitted by Cortes, Rey Ann B., De Lumen Arvie M., and

Espenilla, Delany June R. in partial fulfilment of the requirement for the degree of Bachelor of

Elementary Education after the evaluation of the undergraduate research committee during the

final oral defense on July 6, 2021 6:30-8:30 pm at Google Meet has passed/failed the oral

examination with the final rating of ______.

Panel of Evaluators ACTION TAKEN

____________________________________ ____________________

Panel Chair

____________________________________ ____________________

Panel Member
____________________________________ ____________________

Panel Member
cc: BUCE Research Coordinator
BUCE Dean

APPROVAL SHEET

The undergraduate research entitled AUTHENTIMATHIC LEARNING: A

LEARNING PACKAGE IN TEACHING ADDITION AND SUBTRACTION prepared and

submitted by Cortes, Rey Ann B., De Lumen Arvie M., and Espenilla, Delany June R. after

passing the evaluation of the undergraduate research committee, is hereby approved in partial

fulfilment of the requirement for the degree of Bachelor of Elementary Education.

JANUARY M. DECHAVEZ

Research Teacher (Date)

DR. SHERRY M. OROZCO

Program Chair (Date)

JANUARY M. DECHAVEZ
 Research Coordinator, BUCE (Date)

DR. LORNA M. MIÑA

Dean, BUCE (Date)

ACKNOWLEDGEMENT

We, the researchers, have the utmost gratefulness to the individuals who have supported

us throughout this journey. This action research became a success because of the warm help and

kindness that we received from these people. 

To begin with, praises and thanks to our God Almighty, who bestowed us unconditional

spiritual support and wisdom, and kept us motivated in this research. To our parents and families,

a big thanks for their support and for emboldening us to do this study. 

We are also thankful to our Research professor, Ma'am January M. Dechavez, who

invested her time and knowledge and gave us full hand support in criticizing our works that

made our study better. To Bicol University College of Education (BUCE), we are grateful for

their constant supervision, for providing essential information regarding this research, and for

coordinating with us with any need the department could provide. 

We are also extremely grateful to our Research adviser, Mr. Roldan C. Cabiles, for

guiding and giving us every piece of advice he could give to better our research study and

manuscript. A big thanks for his constant encouragement, support, and critical feedback, which

challenged us to be better researchers. The completion of our study would not have been possible

without the guidance of Sir Roldan.

           To our panel members Dr. Sherry M. Orozco, Mr. Richard M. Lorente and Ms. Ma.

Cieanna A. Jaucian, we cannot thank you enough for your brilliant comments and suggestions,

which guided us on the accomplishment of our study. 

We would also like to thank the principals of Bagumbayan Elementary School, Bicol

University College of Education, Divine World College of Legazpi, St. Agnes' Academy, Taysan

Elementary School, and Taysan Relocation Integrated School for permitting us to conduct our

study in their respective schools. In addition, we extend our grateful appreciation to the teachers,

jurors, and pupils who evaluated and critiqued our developed learning material.  

To our friends and classmates, a big thanks for extending your help to us in any way

possible upon accomplishing this study.

We would also like to acknowledge the assistance and support of Mrs. Jeanne Marie R.

Espenilla. Despite her busy schedule, she still managed to help us in her own ways.

To John Kalven Belga and Xaire Phillip Misolas, we also extend our gratitude for the

exerted emotional support.

 ABSTRACT

Most pupils have a predicament in mastering basic mathematics in the elementary

grades, which makes them attain low scores in different standardized tests. Their performances in

Mathematics affected the overall performance of the country in terms of mathematical literacy.

This problem galvanized the researchers in coming up with a study that will help eradicate the

stigma of the pupils when it comes to math. The study entitled "AuthentiMATHic Leaning: A

Learning Package in Teaching Addition and Subtraction" aimed to develop a learning package

that would motivate the learners to study math, specifically on the topic of fundamental operations

(addition and subtraction). The study was mixed-method research that used a Developmental and

Evaluation design. The professionals in the teaching field evaluated the developed material in

terms of its content, instructional and technical quality. To further check its effectiveness, selected

teachers and pupils assessed its level of acceptability. The researchers used primary data sources

from certain jurors, teachers, and pupils within Legazpi Division using the Evaluation sheet based

on the Department of Education LRMDS Assessment and Evaluation. The data were analyzed

based on the DepEd standard evaluation sheet results. The findings of the study exhibited that the

developed learning package could be a way to eliminate monotonous learning. It could cater to the

interest and attention of the learners because it is contextually relevant and entertaining. The
developed learning package has passed the criteria in terms of content quality, instructional

quality, and technical quality. With regards to the level of acceptability, the material passed the

four factors (Content, Format, Presentation and Organization, and Accuracy and Up-to-Datedness)

for pupils and three factors (Content, Format, Presentation, and Organization) for teachers except

for the last factor, which was the Accuracy and Up-to-Datedness. The conclusion formed from the

study was that the learning package is an effective teaching tool for the pupils. It is important to

incorporate varied activities and play for them to appreciate what they are learning. Although there

may be some minimal errors and points to be improved, the material was still seen as

comprehensible and sufficient. The study recommended that instructional materials should really

undergo quality assurance to test their effectiveness and relevance. Teachers should not only focus

on the modules themselves but also on alternatives in order to catch pupils' interests and achieve

learning targets. 
 TABLE OF CONTENTS

Notice of Final Defense....................................................................................................................i

Title Page.........................................................................................................................................ii
Recommendation for Final Oral Examination...............................................................................iii
Certification of Final Rating...........................................................................................................iv
Approval Sheet................................................................................................................................v
Acknowledgement..........................................................................................................................vi
Abstract........................................................................................................................................viii
Table of Contents.............................................................................................................................x
List of Tables.................................................................................................................................xii
List of Figures..............................................................................................................................xiii
Chapter 1: The Problem...................................................................................................................1
Introduction..................................................................................................................................1
Statement of the Problem.............................................................................................................4
Scope and Delimitation................................................................................................................5
Significance of the Study.............................................................................................................5
Chapter 2: Review of Related Literature and Studies.....................................................................7
Related Literature.........................................................................................................................7
Related Studies...........................................................................................................................11
Synthesis of Reviewed Literature and Studies...........................................................................17
Gap Bridged by Study................................................................................................................18
Theoretical Framework..............................................................................................................19
Paradigm of Theoretical Framework.........................................................................................21
Conceptual Framework..............................................................................................................22
Paradigm of Conceptual Framework.........................................................................................24
 Conceptual and Operational Definition of Terms......................................................................25
Chapter 3: Research Design...........................................................................................................28
Methodology..............................................................................................................................28
Data Sources...............................................................................Error! Bookmark not defined.
Procedure Including Sampling Procedure..................................................................................29
Instrumentation..........................................................................................................................30
Analytic Plan..............................................................................................................................30
Statistical Treatment of Data......................................................................................................31
Chapter 4: AuthentiMATHic Learning: A Learning Package in Teaching Addition and
Subtraction.....................................................................................................................................32
Developed Learning Package in Teaching Fundamental Operations........................................32
Jurors’ Evaluation on the Development of Learning Package...................................................48
Level of Acceptability of the Developed Learning Package (Teachers and Pupils)..................59
Chapter 5: Summary, Findings, Conclusions and Recommendations...........................................69
Summary....................................................................................................................................69
Findings......................................................................................................................................70
Conclusions................................................................................................................................73
Recommendations......................................................................................................................74
References:....................................................................................................................................75
Appendices....................................................................................................................................78
Appendix 1 (ACTION PLAN)...................................................................................................78
Appendix 2 (LETTER)..............................................................................................................79
Appendix 3 (CONSENT FORM)..............................................................................................85
Appendix 4 (INSTRUMENT)...................................................................................................96
Appendix 5 (CERTIFICATION).............................................................................................112
Appendix 6 (DOCUMENTATION)........................................................................................113
Curriculum Vitae........................................................................................................................115
List of Tables

Appendix 1. Action Plan................................................................................................................78

Appendix 4. Instrument (Evaluation Sheets).................................................................................96
List of Figures

Paradigm of Theoretical Framework.............................................................................................21

Paradigm of Conceptual Framework.............................................................................................24
 CHAPTER 1

INTRODUCTION

Mathematics is present in our daily lives, and it is incredibly important to study this

subject. Oftentimes, people think that math problems are not necessary for real life, but this is

furthest from the truth. It has always been a stereotype that Mathematics subject is hard to

understand, confusing, disliked by many, and boring. Pupils tend to feel a disconnection

between Math and the real world. Most elementary pupils find it challenging to master basic

mathematics, which results in low scores in different standardized tests. In the Philippines, the

average score of Mathematical Literacy is three hundred fifty-three (353) points which are

notably lower than the Organization for Economic Co-operation and Development (OECD)

average of four hundred eighty-nine (489) points (Department of Education, 2019.) The

Programme for International Students Assessment (PISA) 2018 National Report of the

Philippines revealed that only one out of five Filipino pupils attained at least the minimum

proficiency level (Level 2) in Mathematical Literacy.

According to WGBH Educational Foundation (2002), one reason pupils have difficulty

dealing with fundamental operations is that some are struggling with comprehending the visual

and spatial aspects where they cannot effectively visualize math concepts. On the other hand,

despite a good understanding of Mathematical concepts, they misread signs or carry numbers

incorrectly. As a result, they feel that Mathematics, generally, is a dull and tedious subject.

Milford (2018), a Queensland University of Technology (QUT) professor, stated that most

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children find Mathematics boring and irrelevant because it is often too abstract and does not

relate to children's everyday experiences. Thus, teachers must find ways to gain attention and
 2

maintain the children's focus in order for them to learn. Sander (2019) stated that “Educational

toys support kids’ development by increasing their IQ, satisfying their curiosity, assisting them

about the world they live in, and they are also a great source of fun.” The benefits of educational

toys to the kids improve their creativity, enhances their problem-solving skills; their emotional

and social aspects also result in positive effects and improves their concentration.

Further, children at a young age are already capable of gaining knowledge, and it is a

great foundation for them to develop skills and abilities needed for the academe. Yet considering

their age, it is also hard to gain their attention and keep their focus. Their characteristics are fond

of moving around and having fun rather than just staying in one place. Children’s short span of

attention is a hinder to their quick acquisition of learning. It is not far with regards to teaching

grade three pupils, specifically with Mathematics. Ages between 7 to 9 years old are more

logical and methodical but tend to negatively impression the subject as dull—could not master

basic skills as a result. At this stage, children should start working things out inside and outside

their heads. Making them solve problems without physically encountering things in the real

world is already a head start for them in learning real-life situations. Specifically, the

researchers’ study about developing an Instructional Material in Mathematics helped achieve the

main goal at their stage—expose them to real-life happenings without a physical or actual

interaction of the particular situation. The developed learning package serves as an educational

toy intended for helping them practice their Fundamental Operations skills, appreciating and

capturing their interest as they enjoy utilizing the materials. The study conducted by the

researchers will be of big help in removing the fear of the pupils in Mathematics subject. Pupils

who are securely essential to their future success will have a solid mathematical foundation.

Because our country is lagging behind other Association of Southeast Asian Nations (ASEAN)
 3

countries regarding the Mathematical proficiency of the pupils, the operation of this study would

be beneficial and valuable. The researchers believe this would cater to all learners, including the

slow, intermediate, and advanced. Aside from that, it is beneficial regardless of the mode of

learning the schools are adapting, may it be from online classes, modular classes, and face to

face classes.

From the Philippine Basic Education, data from PISA 2012 Database and Organization

for Economic Co-operation and Development (2013), data shows how anxiety affects learners'

performance in Mathematics and the average estimated relation affecting their Math performance

and Math anxiety. It clearly depicts that as pupils' Math anxiety increases, the negative relation

of their Math performance magnifies as well. The data shows ninety-five percent (95%)

confidence intervals. It reflects that it needs confidence in the process of teaching and learning

Mathematics. The idea of confidence varies on how the teachers discuss the subject and the

impression put on the young learners. For the intervention to be valid and reliable, the

researchers have congregated professionals to evaluate the produced material. The jurors and

teachers who evaluated the material are from various schools such as Bagumbayan Elementary

School, Bicol University College of Education, Divine World College of Legazpi, St. Agnes’

Academy, Taysan Elementary School, and Taysan Relocation Integrated School. Selected pupils

from the said school were also part of the conduction of study for its effectivity. In order to

maintain strong evidence, researchers purposely searched for these professionals working within

Legazpi Division to uphold a factual and authentic verification. Considering the pandemic, the

researchers also chose to conduct the study within Legazpi Division for practicality and safety

reasons. It is more accessible and convenient to gather data.

 4

Statement of the Problem

Generally, the study aimed to develop an Instructional Material that would motivate the

learners in studying Mathematics, specifically in Fundamental Operations. Remarkably, the

objectives of this research were to develop a learning package focused on Fundamental

Operations (Addition and Subtraction), obtained the jurors’ evaluation in terms of its content

quality, instructional quality, and technical quality, and ascertained the level of acceptability of

the learning package based on the assessment of the Mathematics teachers and grade 3 pupils.

The pupils aged 7-9 were given the opportunity to assent to being part of the research after

obtaining parental consent. Ultimately, schools can implement and utilize the study findings to

better progress pupils’ performance in Mathematics, specifically in Fundamental Operations.

It aimed to answer the following questions respectively:

1. What learning package can be developed in teaching fundamental operations?

2. What is the jurors’ evaluation on the developed learning package in terms of:

a. Content Quality

b. Instructional Quality

c. Technical Quality

3. What is the level of acceptability of the developed learning package based on the

assessment of:

a. Pupils

b. Teachers?
 5

Scope and Delimitation

The study had definite boundaries and restrictions, which were followed gradually during

the conduct of the study. This research study was only conducted within Legazpi Division. The

respondents of this study were the instructional material developers, elementary teachers who

teach Mathematics and selected grade three pupils. The schools that were conducted by the study

are Bagumbayan Elementary School, Bicol University College of Education, Divine World

College of Legazpi, St. Agnes’ Academy, Taysan Elementary School, and Taysan Relocation

Integrated School. On the other hand, other elementary teachers handling different subjects,

teachers and instructional material developers outside Legazpi Division, and pupils of other

grade levels were excluded from the conduction of the study.

Significance of the Study

The study aimed to develop a learning package in addition and subtraction that is suited

for learners’ needs and interests and showed beyond doubt that Mathematics is a fun subject to

learn for kids, building the pupils’ self-esteem and making them be competent in learning. This

study does not only benefit the pupils, but the teachers, pre-service teachers, parents, Department

of Education, elementary schools, Curriculum Developers, Instructional Material Developers,

and future researchers as well who are contributors to the learning of the children.

Pupils. This study will mainly help primary pupils to stay motivated in learning Math while at

the same time considers entertainment as an educational ground for learning.

Teachers. With use of this study, it will give the idea of creating new material as an educational

strategy to widen the acquisition of learning even outside the school and especially in this time of

pandemic where there is an absence of face-to-face classes.

 6

Parents. Student learning does not stop inside the classroom. With this research, parents can

monitor and observe their children's learning progress and assist them in identifying their

strengths and weaknesses.

Elementary Schools. With the help of this study, elementary schools will achieve academic

excellence and acquire educational opportunities for pupils.

Curriculum Developers. Through this study, the curriculum will have positive changes. The

existing curriculum program can appraise in order to improve engagement in the learning

process.

Department of Education. This research could be a basis in order to improve the delivery of

their department services and manifest competence globally.

Pre-service Teachers. Knowledge acquired from the study can be used as a strategy in teaching

and can also broaden information in teaching Math as a whole that is applicable in the actual

field.

Instructional Material Developers. This study could support the creation of instructional

frameworks and the development of the learning experiences of the pupils. Future Researchers.

This research could be a helpful reference for future researchers who will plan to make a similar

study.

Future Researchers. This research could be a helpful reference for future researchers who will

plan to make a similar study.

 7

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The related literature and studies are being presented in this chapter. The conceptual and

theoretical frameworks are also being discussed as well as the research gap and the synthesis of

the art.

Related Literature

The following journals, articles, and blogs gathered by the researchers are existing

literature related to the researchers’ study. The topics covered are reasons why pupils find Math

boring, Math proficiency in the Philippines and Indonesia, interventive measures to address the

needs of the pupils in learning Math, use of instructional materials and manipulatives, and

teaching Math in the middle of the pandemic. These are the relevant topics that support the

background and the purpose of the study.

Pupils find Mathematics uninteresting due to the fact that it is often abstract and is not

suited for their capacity level (Milford, 2018). The subject does not relate to their everyday

experiences. They find the subject dull and boring because they are exposed to situations that

they cannot entirely understand, resulting in low mathematical proficiency. The article supported

the present study by being the basis why Mathematics subject should encourage pupils to learn

and enjoy.

As stated in the Program for International Student Assessment (PISA, 2018), the scores

of Filipino pupils are 353 in a Math proficiency test, which falls lower than the set standard.

Scores from 669 above are deemed as the highest where pupils at this level are capable of

advanced Math, while 358 is the lowest set score, which identifies pupils that can only perform
 8

actions that are almost obvious and can follow based on the given stimuli. On the other hand,

Organization for Economic Co-Operation and Development (OECD, 2018) sets an average score

of 487 for Math proficiency score for 37 different countries that are part of the organization,

which includes the Philippines. With this average, the Philippines’ score fell farther from the set

standard and shows that the Philippines is in need of more comprehensive teaching in

Mathematics. Baclig (2020) wrote an article in Inquirer.net stating that Senator Sherwin

Gatchalian described the results of the Filipino pupils’ overall proficiency including math as a

major crisis in the country. He added that the crisis needs to be addressed and that there is

nothing to be comfortable with knowing that pupils are performing terribly and continue doing

so. This justified that the Filipino children are in need of more academic improvement in

Mathematics. The researchers’ objective was to address this problem by understanding the

proficiency of the pupils and creating interventions from it.

Indonesia also has a similar concern with the Philippines in terms of the proficiency level

in Mathematics. Al-Samarrai (2014) concluded that the country has a poor performance during

the PISA (Program for International Students Assessment.) Three-quarters of pupils were rated

at or below the lowest benchmark in Mathematics. It was stated in the article that the reason

behind this is the little amount of time Indonesians spend in school. Grades one and two

Indonesian pupils spend only three hours a day at school, which is equal to 555 hours a year,

which is lower than the OECD average of 774 hours. Aside from that, teachers have also been

complaining about the inadequate training they have received. They are hoping that the

curriculum will improve in order to cover the skills that pupils need. In light of this, researchers

have become increasingly interested in coming up with an intervention that will cater to the

needs of the pupils.

 9

In order to address some hindrances of the pupils in learning Mathematics, certain

interventive measures are done by teachers. According to Gilpin (2015), academic interventions

are done for the sake of providing individual instruction for pupils who are falling behind. This

intervention may be done by direct instruction, using visual and concrete materials, and peer-

assisted learning, among other things. Mathseeds (n.d.) stated strategies on how to teach math

effectively, and it includes using visuals and images, making it hands-on, asking pupils to

explain their ideas, making connections to real-world situations, using show and tell concepts,

and letting the pupils regularly know how they are doing. Kentucky Department of Education

(2020) added that highly effective teaching and learning characteristics are classified into five

components: learning climate, classroom assessment and reflection, instructional rigor and

student engagement, instructional relevance, and content knowledge. Pupils must manifest a

sense of accomplishment, responsibility, participation, be authentically engaged, and so on so

that active learning is developed. This served as a support basis on what further steps are to be

taken in order to accommodate the pupils. These articles showed the goal of the researchers’

study on how important the interventions are in the academe and in the teaching-learning

process.

With regards to intervention, Smith (2011) stated that instructional material is considered

to be both effective in teaching and intervention strategy because most pupils are visual learners.

Children aging from three to eight are considered to learn more effectively using visual

materials. In this way, it supported the researchers’ study in creating visual-based tools as an

intervention for learning Mathematics.

In addition, Sander (2019) believes that children are very much interested in exploring

things. For better understanding, using educational toys for children is an effective idea to make
 10

them integrate knowledge. She emphasized six major benefits if parents help their children by

providing these. First is it helps boost their IQ levels, second is they tend to be expressive as well

as develop their personality and communication skills. The third is it enhances the problem-

solving skills encouraging them to challenge their mental capacity. Fourth, it enhances their

creativity. Fifth, they are able to adapt to varying emotional situations. Lastly, it improves their

concentration as educational toys increase their interest in learning. The researchers’ major

concern in engaging pupils to explore things and use educational toys in the aspect of learning is

supported by Sander’s article.

When pupils can actively construct their own understanding in Mathematics, effective

learning takes place, and it is achieved through the use of manipulatives (Boggan et al., 2010).

Math manipulatives help pupils make abstract ideas into concrete ones in order to solve problems

and help them build confidence (Scholastic, 2012). According to Campbell University (2019),

when incorporating manipulatives in planning a lesson, teachers should consider supporting the

lesson’s objectives, orient the pupils for the corresponding procedures, involve pupils’ active

participation, and the lesson plan should consist of procedures for evaluation that indicates an

emphasis on the development of reasoning skills. Through the mentioned articles, the present

study will have the groundwork for developing an intervention in addition and subtraction.

Considering the pandemic in the present time, the U.S. National Council of Teachers for

Mathematics (2020) and The National Council of Mathematics Supervisors (2020) declared that

the urgency to change the way Mathematics is taught has become evident in this time of the

pandemic. Both agencies stated that math instruction needs to be more equitable, so it is

important to plan what Math classes would be before conducting face-to-face classes. The three

critical areas for planning a Mathematics program are structural considerations, teaching
 11

practices, and advocacy. The approach to be used should be based on the teacher-pupil

relationship’s strengths and skills and build and maintain a positive identity and disposition

towards Mathematics. It is the teachers’ responsibility to analyze the curricula, be flexible,

motivate pupils to see Mathematics as useful and exciting subject, and plan to continue facing

the pandemic’s challenges amidst the obstacles. In this article, it strongly justified the

researchers’ statement that Mathematics should be interactive and appreciated by the pupils,

whether it is a face-to-face class or distance learning.

This research review’s purpose was to help the researchers and the readers understand the

reasons behind pupils’ low performances in Math and the interventions that can be made from it.

There has been plenty of studies and discussion conducted about why pupils see Mathematics as

an uninteresting and dull subject and the contextualized situations about pupils’ performances in

Mathematics. There are also interventions proposed by some authors which can help in engaging

pupils to learn the subject. All throughout the literature, there is consistent evidence that there is

a need for academic improvement and various interventions (through instructional materials or

manipulatives) in order to address the different needs and hindrances of the pupils.

Related Studies

The following are the comprehensive studies gathered by the researchers. These related

studies are relevant as it supports and strengthens the foundation of the researchers’ study.

The Philippines have been facing several difficulties in teaching Mathematics. According

to Torio and Cabrillas-Torio (2016), the major teaching issues that the Philippines encounter

revolves around effective teaching strategy, while the learning issues include motivation,

academic performance, and development of essential skills. These issues affect the pupils’
 12

interest which has a great impact on the pupils’ perception of the subject. The researchers’ study

addressed some of these difficulties, especially the motivation of pupils in learning math, by

creating a suitable and appropriate motivational tool.

Similarly, Malaysia ranked 52nd out of 65 in the PISA result with regards to the

Mathematical proficiency of pupils (OECD, 2014), which shows a subpar performance of the

pupils on the said subject. With this result, it exhibits the same concern with the Philippines but

more specifically towards pupils’ interest and its effect on pupils’ performance. According to

Wong and Wong (2019), in their study “Relationship between Interest and Mathematics” that

was conducted in Malaysia, they have stated that there is no significant relationship between

interest and performance in Mathematics. Based on the study, well-performing pupils have no

major interest in the subject while the low-performing pupils display a more positive relationship

with Math. This shows that the interest of pupils does not entirely affect their performance but

their knowledge and understanding of the subject instead. Interest plays a key role in the

perception towards the subject but not in the performance of the pupils, which gives the need to

focus more on mastering concepts in Mathematics and expose pupils to activities that challenges

and improves their problem-solving skills while giving enough motivation in order to attain an

interest-driven Mathematic learner. With this study, researchers became motivated to make a

manipulative that covers both the mastery of the concept of specific Math lessons and the interest

of the pupils.

However, according to Owi and Ang (2015), interest and attitude towards Math are

factors that affect pupils’ achievement at school. Generally, slow learners tend to possess a lazy

attitude and do not show interest in the subject but rather focus more on the idea of playing. This

shows that pupils’ interest highly affects their perception of the subject. If they perceive it as dull
 13

and boring, it will manifest in their actions towards the subject. In line with this, Stratmann

(2014) added that the principle of conceptual knowledge should not be left out in teaching basic

operations. Children that cannot see Mathematics conceptually may face difficulties in the

preceding grades. This problem may result in a struggle understanding Math and later on seeing

Math as a difficult subject, causing them to lose interest in the subject totally. The researchers’

study indicated that basic Fundamental Operations must be learned by the pupils as early as

possible in order for them to easily grasp complex Mathematical questions when they reach

higher levels.

Wriston (2015) discussed in his study “The Importance of a Strong Mathematical

Foundation” that it is beneficial for the pupils to master previous Mathematical concepts,

applications, and skills prior to learning algebra and other higher-level courses. Mastering

elementary level increases their chances to understand algebra easily and other advanced

Mathematics concepts. A way for an easier understanding of complex Mathematics is by first

knowing and mastering the basic skills of the subject. The researchers’ study aimed to contribute

to pupils’ learning, considering that Fundamental Operations are crucial skills that need to be

mastered by the pupils at a young age.

This study was supported by Azmidar et al. (2017) on how to improve pupils’ interest in

Mathematics through the use of a Concrete Pictorial Abstract Approach. The said approach

reduces pupils’ frustration, discouragement, and anxiety level in learning Mathematics because it

is done gradually. It starts with using concrete materials, followed by learning through pictorial

or representations, and ending with using abstract notation. In this regard, it was included in the

priorities of the researchers’ study to ensure that the pupils are enjoying while learning. Through

their visual capacity, they will feel that Mathematics is less complicated and imaginable.
 14

In addition to the previous study, Çiftçi et al., (2015) found that using instructional

materials helps improve pupils’ visual and abstract thinking resulting in a broader way of

understanding lessons. Teachers describe materials as objects that embody abstract concepts,

facilitate learning, and enable pupils to think deeply on Mathematical concepts. Aburime (2010)

also added that manipulatives portray a big role in the Mathematical achievement of the pupils. It

does not need to be new and expensive to be useful. The way it will be presented will also affect

their interest and attitude throughout the lesson. Furthermore, Markovic et al. (2012) revealed

that presentation design leads to a more significant change in the quality of the learning material

as materials’ appeal is the first impression to the eye of the target user, how it will be presented

matters. AuthentiMATHic aimed to come up with a motivational tool that anchors with these

studies. Educational toys that are not expensive and resourceful yet will enable the students to

learn and enjoy.

However, manipulatives do not work the second it was used in a classroom; there are

certain principles to follow for them to be utilized properly. According to Laski et al. (2015),

there are four principles in order for manipulatives to work effectively. First is the consistent use

of manipulatives; second is it should go from concrete to abstract over the course of time. The

third is to avoid errors and to distract features or resemblance onto the everyday object. Lastly is

the inclusion of explicit explanation with the connection of the manipulatives to the concept that

is being taught. The study shows that with the help of these principles added with the clear

understanding of the teacher towards the lesson and the different capabilities of children to learn,

ensures an improvement in producing a well-rounded and better manipulative which makes it

imperative for the teacher to be critical into making manipulative that are both challenging and

fun at the same time. In connection with this, the researchers used these principles in creating a
 15

manipulative that is effective in teaching Mathematics and can be used either in a normal class

setting or in the new normal setting.

In terms of instructional material and manipulatives, there is a wide range of different

types of the latter used in teaching math. One of the examples is the use of the division wheel in

teaching division at the primary level. According to Owi and Ang (2015), the division wheel can

be applied by the pupils in mastery divide operation as it brings a positive impact to them,

especially in solving the questions which involve division. Based on the research, there is an

increase of 65% for females while there is 30% for males in pupils’ performance in the excellent

level regarding division. The results showed that concrete materials can significantly help in the

learning of the pupils. Accordingly, the researchers believed that the proposed intervention of

educational toys contributes to pupils’ acquisition of learning and even on recalling the lessons

they had. Similarly, Liaggett (2017) added that through Mathematical manipulatives, pupils

performed better on post-test than those who did not use manipulatives. Unifix cubes are basic

blocks that can be connected, disassembled, and rearrange that teach basic math concepts such as

patterns, counting, and basic number operations. Based on the research, pupils that used the

unifix cubes are 18% percent point higher than those who were not allowed to use the

manipulative. This result clearly shows that manipulatives can affect how well pupils’

performance can be inside the classroom. Correspondingly, the researchers’ goal was to improve

pupils’ performance in Mathematics with the use of a material that is cost-efficient and effective

at the same time.

Because of the previous studies, Smith (2018) investigated how toys affect individuals.

Some toys have a strong influence on children’s thinking, interaction with peers, and creative

expression. Other toys do not have. Some of the toys that look appealing to adults are not
 16

particularly effective in fostering development. It depicts that when making decisions about any

other curriculum area, teachers can decide about toys as thoughtfully as they do. Once toys are

selected, teachers can carefully observe their impact on children’s play. He also revealed that it

varies on what particular toy is the most effective. It is because play interests vary significantly

across cultures, children, and families. The researchers’ study highlighted that the enjoyment of

pupils contributes to their authentic learning.

In the local context, Cabiles’ (2018) study showed the effectiveness of collaborative

games in teaching English. The performance and understanding of the pupils improved because

of this intervention. This study supported the present study of the researchers in a way that

thinking of different types of intervention is worthwhile in order to help pupils improve their

performance at school and at the same time be motivated to finish their tasks.

Lastly, the study of Perez (2019) tackles a certain way of assessing the students. The

developed “iPad-based eBookgame” in determining the grammar awareness and the composition

competencies in English for the grade 7 students resulted as an effective method as the difference

between the pre-test and post-test had an improvement. This study contributed to the researchers’

study as it proves the effectiveness of using games in getting the interest of the pupils for

learning through grammar awareness.

This research aimed to develop an Instructional Material that would motivate the learners

in studying Mathematics, specifically in Fundamental Operations. Based on the related studies

gathered, it is therefore concluded that pupils find Mathematics difficult because of several

circumstances. As such, various interventions were proposed and developed sporadically. These
 17

studies contributed to the instructional material that the researchers aimed to develop for the

improvement of the Mathematical proficiency of the pupils.

Synthesis of Reviewed Literature and Studies

The work of Wriston (2015) emphasized that learning Mathematics at an early age is

essential for the reason that it will make learning complex Mathematics easier and will serve as a

strong foundation for future learning.

On the other hand, the works of Milford (2018), Stratman (2014), and Owi and Ang

(2014) pointed out the factors that affect teaching and learning Mathematics. In comparison, (a)

Torio and Cabrillas-Torio (2016), Baclig (2020) (Philippines), (b) Al-Samarrai (2014)

(Indonesia), (c) Wong and Wong (2019) (Malaysia) pointed out specific countries and factors the

countries’ mathematics teaching and learning.

The works of Giplin (2015) and Lee (2014) discussed intervention and the reason for its

use. While Sander (2019), Çiftçi, et al., (2015), F. Ehi (2010), Smith (2018), Mathseeds (n.d),

Boggan et al. (2010), Scholastics (2012) and Campbell University (2019) emphasized the use of

instructional materials, manipulatives, and concrete materials and its importance in teaching

Math. This was supported by Smith (2011) by including that young students are visual learners

and Laski et al. (2015) by providing principles in using manipulatives. In comparison, Owi and

Wang (2015) and Liaggett (2017) gave examples of manipulatives such as division wheel and

unifix cubes.

In addition, the study of Cabiles (2018) and Perez (2019) gave an example of an approach

that can be applicable in Mathematics which is through games, whereas, Azmidar et al. (2017)

focus on improving the abstract knowledge towards math.

 18

While U.S. National Council of Teachers of Mathematics (2020) and National Council of

Mathematics Supervisors (2020) pondered their concern on the ongoing crisis that the world is

facing and the change that teaching Mathematics should go through to adapt to the present

worldwide issue of the pandemic.

The researchers found that no study embarks upon the same topic. This study focused on

creating instructional material that will be helpful in any mode of learning in the subject of Math.

The main goal of creating this instructional material was for pupils to seize knowledge in a more

enjoyable and meaningful way possible, even in the comforts of their home or inside the

classroom.

Gap Bridged by Study

Based on the articles, journals, and studies the researchers have provided in the related

literature and studies, there has always been a stereotype about Mathematics that the said subject

is a threat to the majority of the pupils. They do not find the subject interesting and fun because

of their impression of it, which results in unfinished tasks and low performances. Mathematics is

difficult because it takes time and energy (Fleming, 2019). The majority of the pupils do not

experience sufficient time to get Math lessons, so the tendency is that they fall behind as the

teacher moves on. In addition, Mathematics is spiral progress; pupils have to gain understanding

in one area before they can effectively move on to another area. Math is boring for pupils

because they believe that Math skills are not relevant in real-life situations as it includes abstract

learning such as practical problem solving, noticing patterns, solving equations, thinking

arithmetic and tables, and so on (Cicerchia, 2020). In fact, the Mathematical proficiency of the

Filipino pupils and the similar concern with neighboring countries were enough proof that an

intervention is really needed. This study aimed to alleviate the fear and anxiety of the pupils in
 19

learning Mathematics because the features include child-friendly and contextualized materials.

The intervention made caters to all pupils in different levels, including slow, intermediate, and

advanced, because the material includes a packed-up set of different activities under the topic

Fundamental Operations with the use of money. Despite the pandemic, learning is still possible

even in the absence of face-to-face classes through the help of manipulatives. The reception is

higher when there is a human touch in learning. In addition, the study is unique because the

SMART (Specific, Measurable, Attainable, Realistic, Time-bound) goals were considered upon

developing the learning package. It is convenient, practical, and readily available to address the

needs of the learners.

Furthermore, this study would contribute to the curriculum and instructional material

developers as well as the Department of Education for a better operation.

Theoretical Framework

Discovery Learning Theory by Jerome Bruner, a method of inquiry-based instruction,

encourages the learners to build on past experiences and knowledge, letting them use their

intuition, imagination, and creativity and is able to create correlations and new truths from the

newly discovered learning. It is an active seeking for answers and solutions.

John Dewey, a known Philosopher and a foremost founder of Progressivism Theory,

emphasized education that focuses learners themselves rather than on the content or the teacher.

It stresses that students should test ideas by active experimentation.

Instructional Scaffolding, also known as “Vygotsky Scaffolding,” is a teaching method

that aims to help pupils learn more with the guidance of the teacher or peers to achieve their
 20

learning target. Pupils learn more when collaborating with others who have a wider range of

knowledge and skills, also known as the more knowledgeable others.

Among the three theories mentioned, the researchers determined that the most relevant

theory that supports the study is the Progressivism Theory. Discovery Learning Theory and

Instructional Scaffolding may be pertinent. However, Progressivism Theory depicted the aims of

the study.
 21

Progressivism
Educational
Theory Intervention
(AthentiMATHic)
Develops learners to
make meaning based
from his or her own Effects of the
Educational toys
experiences
in Mathematics intervention
Active experimentation
(Fundamental
Operations)

Focus on reality Deals with real Academic

facts life situations Proficiency
Learning focuses on
the whole child Getting interest
and entertainment
Teachers provide for learners
experiences so that
the students can learn Provides activities
by doing students can
experience first-
hand

Figure 1. Paradigm of Theoretical Framework

 22

Conceptual Framework

Only a few pupils are interested in the subject Mathematics, and some of them are the

achievers of the class. Because of this, other pupils degrade their own capability, and only those

high achievers are capable of understanding the topic. They tend to hate the subject as they grow

up and build a negative impression up until they reach higher year levels. Some of the pupils

want to pursue Science Bachelor Degrees in College; Engineering, Medical field, and so on, but

fear that they might fail because of the complex subjects in Mathematics such as Calculus and

Algebra. In order to do this, it is always a must to know the behavior of the child as well as their

cognitive aspect. It is a priority to understand what they act on their age as well as their attention

span.

The development of researchers’ intervention can help address this issue for the children

to prevent this situation. AuthentiMATHic Learning: A Learning Package in Teaching

Addition and Subtraction is an educational toy-based learning material that can help them learn

better and have fun at the same time. Several toys personally made and designed by researchers

were intended in a specific area in Mathematics—Fundamental Operations: Addition and

Subtraction. This focused on how money functions in addition and subtraction. Mechanics made

were purposely dealing with real-life situations to expose them to those instances without

actually encountering them yet. In developing the materials, it will test the development of the

Mathematical proficiency of the learners in problem-solving with the use of basic Fundamental

Operations involving money. Hence it will expose them to how Mathematics is used on a daily

basis, as well as encourages fun with interests as they gain learning. With the validity of this

material in terms of its content quality, instructional quality, and technical quality, through

verification of professionals in the field—jurors, knowing the level of acceptability of the

 23

developed material in the perspective of the teachers and pupils, it proved an efficacious

intervention of the study.

From the idea of ADDIE model, (A)analyze, (D)design, (D)develop, (I)implement and

(E)evaluate, a continuous process commonly used by the instructional designers that help them

create an effective learning experience, this is interrelated to the concept of the researchers’

study. Analyze is about the analysis of the researchers on instructional goals and objectives that

could be made knowing the audience—learners. Design as the second step is thinking about

creating what strategy should fit in the context. Develop, from the word itself, is the developing

of the strategy planned by the researchers, Implement is taking up the action of the developing

strategy, and Evaluate is a phase when observation of what happened upon conducting the

intervention.

The researchers highly aimed that the developed intervention will be a useful learning

tool for the pupils in learning Fundamental Operations in Addition and Subtraction with a

concept made thoroughly and purposely for their capability and interest.
 24

Intervention for teaching Fundamental Operations:

Addition and Subtraction

AuthentiMATHic
Learning

Educational toys

Deals with Real- Fundamental Interactive and

life situations/ Operations with the Entertaining
use of money
Contextual

Evaluation from Level of acceptability

the jurors from teachers and
students

Validity of the developed intervention

Helps developing basic skills in Mathematics

Figure 2. Paradigm of Conceptual Framework

 25

Conceptual and Operational Definition of Terms

The definition of terms provided below will give the researchers and readers a

comprehensive understanding with regard to the study.

Content Quality

Content Quality refers to the content of a certain project or product that delivers value,

solves a problem, and shows relevance. It provides insightful views on a topic to help the

audience make a decision. In relation to the study, content quality will be used for the audience

or the respondents to define the learning package and their expectations from it. They will

evaluate the content quality of the learning package based on its relevance and usefulness.

Evaluation

To judge and quantify the quality, substance, amount, or value of something is called

Evaluation. In the study, the Evaluation of the learning package will be done by the jurors.

Fundamental operations

Fundamental Operations refer to calculating a value using operands and a Math operator.

The symbol of the Math operator has predefined rules to be applied to the given operands or

numbers. Operands are the numbers used for an operation. Based on the type of operation,

different terms are assigned to the operands. Operators are the symbols indicating a math

operation is an operator, for example: (+) for addition, (−) for subtraction, (×) for multiplication,

(÷) for division, (=) for equals to indicate the equivalence. Fundamental Operations is the topic

that will be emphasized and focused on in the learning package. This is the topic that needs to be

learned and mastered by the pupils, specifically Addition and Subtraction with the use of money.
 26

Instructional Quality

Instructional Quality is distinguished when the purpose of the material is well defined,

the objectives are clearly stated, and the instruction is integrated with the target user’s previous

experience. In the study, the evaluators will assess the Instructional Quality of the learning

package based on its alignment, purpose, and effectiveness.

Jurors

Jurors refer to the group of persons who solemnly promise to make an impartial and

unbiased decision based on legal evidence. The jurors in the study refer to the instructional

material developers and elementary math teachers who are authorized to evaluate the learning

package.

Learning Package

Learning Package is a self-learning tool for pupils. It consists of various learning

materials combined together and a format of communication between the teacher and the pupils.

The study will come up with a learning package containing a packed-up set of different

Mathematical activities regarding Fundamental Operations with the use of money.

Level of Acceptability

The Level of Acceptability refers to the judgments that people make regarding the degree

of Acceptability. In connection with the study, the Level of Acceptability of the learning package

will be assessed by the elementary math teachers and several grade three pupils.
 27

Technical Quality

Technical Quality is about the technicalities or the trivial details about a certain thing.

The learning package from the study will be assessed by its Technical Quality in terms of

synchronization, visual presentations, accurate representation, and so on.

 28

Chapter 3

RESEARCH DESIGN

This chapter contains the procedures, methods, strategies and instruments the researchers

will use to successfully gather the needed information for the completion of the study.

Methodology

A qualitative study was used to gather in-depth insights into a problem that involves the

analysis of non-numerical data to understand concepts or experiences (Bhandari, 2020). In

contrast, a quantitative study is a systematic investigation of phenomena by gathering

quantifiable data and mathematical techniques (Question Pro, 2020). As the main goal of this

study was to determine the effectiveness and acceptability of the proposed learning package for

grade 3 pupils, a mixed-method approach was the appropriate choice.

This mixed-method research utilized the developmental research design. The

developmental design was used in order to analyze and describe the product-development

process and its evaluation. As this study involved and tested the validity of the proposed learning

package, an evaluation design was used as well.

Data Sources

In collecting data, the researchers used primary data sources. The primary data source

was used to gain raw information and feedback from the respondents. Specific methods of the

gathering were through online evaluation for the jurors and teachers and face-to-face interviews

for the selected grade 3 pupils following the health protocols. The online evaluation was used in

order to gain on-point information, suggestions, and constructive criticisms towards the

developed learning package. At the same time, the face-to-face interview added descriptive data
 29

regarding the learning package. The respondents of the study were the jurors, teachers, and

selected pupils.

Procedure Including Sampling Procedure

To decide on what appropriate ways in gathering the data were pondered in order to

attain the outcomes needed for the study. The contents were contextualized, and the steps were

detailed in accordance with the study.

The letter of approval and consent was prepared by the researchers. The letter of approval

was sent to the principals and dean of the schools that were involved in the study, namely;

Bagumbayan Elementary School, Bicol University College of Education, Divine World College

of Legazpi, St. Agnes’ Academy, Taysan Elementary School, and Taysan Relocation Integrated

School. The consent letter was sent through email and messenger to the jurors and teachers and

personally to pupils. Furthermore, the researchers have developed the learning package for Grade

3 Mathematics that focuses on fundamental operations, which centralizes on addition and

subtraction, and formulated and constructed questions for the guide questions. The researchers

have conducted the study online through google form for the jurors and teachers, and personally

in the residence of the pupils. This was done by early coordination with the respondents and by

adhering to the health and safety protocols. For the teachers and jurors, the researchers started by

presenting the learning package through an e-portfolio and video, which explained each part of

the activities inside the learning package. The e-portfolio and video of the learning package were

sent through email and messenger. Afterward, they were given the time to examine the learning

package. After reading the details of the learning package, they answered the online evaluation,

which was based on the Department of Education Learning Resources Management and

Development System (LRMDS Assessment and Evaluation.

 30

For pupils, with the supervision of the parent or guardian, the researchers clearly

explained the procedures of using the learning package. After which, the researchers let the

pupils explore and use the learning package; then, the researchers interviewed the pupils about

their experience. The data that was gathered from the respondents were analyzed by calculating

the mean value and the validation tool from DepEd.

With the intention of gathering data from particular respondents, Purposive Sampling was

used by the researchers. Purposive Sampling is the intentional selection of informants based on

the characteristics they share and that are of interest. The participants were selected according to

the needs of the study. They served as the locally assumed representative of the population.

Michalos (2014) stated that researchers often utilize a purposeful sampling technique to select

informants based on their particular knowledge of, and, or experience with, the focus of the

empirical inquiry.

Instrumentation

The instrument that the researchers used in the collection of data were the validation tool

based on the Department of Education Learning Resources Management and Development

System (LRMDS) Assessment and Evaluation. The questions were specific, biased-free, and

gender-free.

Analytic Plan

The data were analyzed in two different ways. In determining the overall quality of the

learning package, the standard DepEd evaluation or rating sheet was used. Through the use of

the standard rating sheet, it ascertained whether the learning package was passable in its content,
 31

instructional and technical quality. While the acceptability of the learning package was

transcribed using the sample mean formula.

Statistical Treatment of Data

The data gathered from both the teachers and pupils, which determines the acceptability

of the learning package, were subjected to the sample mean formula. With the sample mean

formula, it determined the average rating of both teachers and pupils towards the learning

package. The data of the teacher and the pupil were analyzed separately to identify the subjective

rating of both respondents.

The formula for the sample mean was;

Where,

= signifies the mean

Σ = to add up or summation of

xi = all the gathered data value

n = is the sample size

 32

Chapter 4

AUTHENTIMATHIC LEARNING: A LEARNING PACKAGE IN TEACHING

ADDITION AND SUBTRACTION
This chapter presents the findings of the study including the analysis and interpretation of

data collected. Data are presented in tabular form and interpreted following the sequence of

answering specific questions of the problem.

Developed Learning Package in Teaching Fundamental Operations

Since pupils find Math uninteresting, the researchers came up with an intervention that

would arouse their interest and enjoy learning the subject. The developed learning package—

AuthentiMATHic Learning Package aimed to help the learners appreciate Mathematics through

varied activities. The learning package includes activities with the use of money, which

empowers their creativity and resourcefulness.

 33

PREFACE
“Play gives children a chance to practice what they are learning.” – Mr. Rogers. Since

learning is said to be effective when incorporated with varied activities and play, the researchers

were able to come up with a learning package that would cater to the interest of the learners. This

learning package is primarily intended to help the Mathematics teachers in the elementary

grades, especially now that we are facing a pandemic. The learning package was developed in

order to motivate the learners in studying Math even in the absence of face-to-face classes. It was

also developed to gradually eradicate the stigma that Math is a dull and tedious subject.

We, the researchers, came up with this learning material because we have observed and

noticed that children in the elementary grades do not find Math interesting. Instead of learning in

a carefree way, they tend to feel anxious and frightened while studying Math. Personally

speaking, Mathematics is also not our forte as students. The main reason is that we do not have

enough strong foundation in Mathematics. That is why growing up, we are not confident enough

in this subject. As the saying goes, “Do what scares you until it doesn’t.” So we decided to

develop a learning package that will help other learners the way we wanted to be helped way

back in elementary. Upon researching the performance of the Filipino students when it comes to

Math and other subjects, it is undeniably alarming that we are lagging behind our neighboring

countries. We wanted to help and contribute to the Department of Education as well as the

Mathematics teachers on this matter. We strongly believe that everyone deserves to have a strong

foundation when it comes to education, specifically Mathematics since this subject is applicable

and relevant in our everyday lives and activities.

ii
 34

To be a 21st-century teacher and learner is quite hard, especially now that we are facing a

pandemic, but if we work hand in hand and be eager beaver, we will be able to achieve our

learning targets. Thinking about a lot of ideas and putting it into one is not that easy, but with our

teamwork and with the help of our mentors and evaluators, we were able to pull it off. We offer

our heartfelt gratitude to the people who have made a big contribution to this study. We would

like to thank our Research Adviser, Sir Roldan Cabiles, for his constructive criticisms and

unending support, which made us think outside the box and pushed us to be better researchers;

the jurors and teachers for their feedback and suggestions that helped us make our material more

appealing and functional; most importantly, we thank the Almighty Father for guiding us along

the way, giving us His Divine Protection, and strength to persevere in making the learning

package successful.

iii
 35

INTRODUCTION
Mathematics is all around us and is said to be the cradle of all creations. However,

learners do not find Math as an interesting subject because of its puzzling complexity. It was

stated in the Programme for International Students Assessment (PISA) 2018National Report of

the Philippines that our country garnered the lowest points in Mathematical Literacy among

other Southeast Asian countries. One of the reasons why Math has a bad reputation for learners,

especially the young ones, is that Math is not something that can be learned overnight. It takes

plenty of effort. Since children do not have a strong foundation on this subject, survey reports

found that 37% of the students aged 13 to 17 found Math difficult and challenging (Mahanta,

2019). Other factors which make math difficult for learners are attention span, anxiety, and fear

of failing, learning difficulties, and many more.

It has been proven that learning Mathematics is more convenient and enjoyable if our

curriculum includes mathematical activities and games (Times of India, 2015). Considering the

pandemic, students only rely on the modules. There are no face-to-face discussions which make

it more difficult for the students to acquire knowledge. In line with this, the researchers came up

with an instructional material that would contribute to the teaching strategies of Mathematics

teachers, the curriculum, and the effective learning of the learners. This could be a big help to

both the teacher and the learners because it contains varied activities and games.

The developed learning package can be a way of eradicating monotonous learning. It also

showcases the creativity and flexibility of the teachers in delivering their lessons despite the

absence of face-to-face classes. The learning package could cater to the interest and attention of

the learners because it is contextually relevant and entertaining. After all, teaching and learning

iv
 36

are dynamic. As future educators, we must put in mind that creativity portrays a big role in

education. Looking for varied ways on how to deliver the lessons effectively is vitally important.

References:

Department of Education. (2018). PISA 2018 National Report of the Philippines. Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-
Report.pdf

Mahanta, P. (2019). 4 Reasons Why Students Struggle With Math and How to Overcome it.
Retrieved from https://www.prodigygame.com/main-en/blog/4-reasons-why-students-struggle-
with-math-and-how-to-overcome-it/
Times of India. (2015). Importance of Maths in Everyday Life. Retrieved from
https://timesofindia.indiatimes.com/city/guwahati/the-importance-of-maths-in-everyday-
life/articleshow/48323205.cms

v
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Table of Contents

Cover Page.........................................................................i
Preface..........................................................................ii,iii
Introduction..................................................................iv, v
Table of Contents.............................................................vi
About the material..........................................................1,2
Manual.............................................................................40
Activities........................................................................4,5
Procedures......................................................................6-9
About the Authors……………………………………..10

vi
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AuthentiMATHic Learning:
A Learning Package in Teaching Addition and
Subtraction
What is it about?

AuthentiMATHic Learning: A Learning Package in Teaching Addition and

Subtraction is a developed learning package in teaching fundamental operations, notably
addition and subtraction, that is beneficial for the pupils in improving their performance in the
subject Mathematics. It is contextualized according to the interest and needs of the pupils. It aims
to motivate at the same time entertain the pupils in studying Math. The scope of the study is
intended for Grade 3 pupils. The developed learning package includes a packed-up set of
different activities under the topic Fundamental Operations with the use of money. The learning
package contains a manual. It includes the name and section of the pupil, the mechanics per
activity, and the problems of equations to be solved.

The material has been comprehensively evaluated by the jurors, teachers, and selected
pupils. The jurors evaluated the material in terms of Content Quality, Instructional Quality, and
Technical Quality. On the other hand, selected teachers and pupils assessed the material in terms
of its level of acceptability. The users of the material would be the Grade 3 pupils assisted by
their teachers or parents and guardians.

1
 39

The learning competencies to be attained are:

Source: Teach Pinas. (2020). K-12 Most Essential Learning Competencies (MELCs). Retrieved
from https://www.teachpinas.com/k-12-most-essential-learning-competencies-melc/

2
 40

MANUAL

Using a
thick plastic cover, each activity is labeled as 1, 2, and 3 to guide the learners on the sequence
upon answering. The sequence was also written in the manual.

3
 41

ACTIVITIES
Activity # 1: Mathematical Strip Equation

This activity helps the pupils identify the correct answer by remembering their previous

lessons. It includes five strips of paper, and each strip contains an equation. The pupils

should fill in the blank with the correct operational sign. The answer can be (+) for

addition and (-) for subtraction.

Activity # 2: Word Problem Bank Box

This activity applies real life situation by teaching the pupils how to save and handle

money, and be thrifty. They are going to answer 3 money-based word problems. Each

word problem has a corresponding hole in the bank box. The answers would be the paper

money, and they will put the exact amount of money or answer on the corresponding hole

of the word problem. Through the said activity, pupils will be able to experience the

feeling of putting money in the piggy bank and knowing how to save it.

4
 42

Activity # 3: Cylindrical Operation Toy

This activity helps the pupils organize their thoughts, distinguish the proper numbers and

signs, and construct equations. The Cylindrical Operation Toy has several numbers and

pupils should follow and answer what is written on the manual. They will answer by

changing every gear according to the equation and adjusting the sum or difference

according to their answer. The integration of the toy will make them enjoy while

learning.

5
 43

PROCEDURES
Developed Learning Package

Materials used: construction paper, sticker paper, tape,coupon bond, scissors, ruler,
cardboard, pencil

1. Draft a pattern for the box using a cardboard, ruler and pencil. The size of the box
depends on your own preference. The box on the picture is 13” x 6”.
2. Cut and fold the cardboard to form a pattern. The box should look like this:

3. After forming the pattern, cover the box with a construction paper or sticker paper
and paste the designs.
Mathematical Strip Equation

6
 44

Materials used: construction paper, coupon bond, printed designs for numbers, pentelpen,
tape, plastic cover, scissors, ruler, cardboard, glue/paste

1. On a cardboard, cut 5 or more strips (depending on your preference). The suggested

size is 4” x 1”.
2. After cutting strips, cover it with sticker paper.
3. Pastethe printed equations and construction paper (serves as the blank in which the
pupils will fill in).
4. After finishing the 3 steps, combine the 5 strips using a plastic cover and tape and
label it as “1” which means to say that this is the first activity the pupils will be
answering.

Word Problem Bank Box

7
 45

Materials used: cardboard, pentelpen, ruler, plastic cover, glue/paste, scissors,

crayons/coloring pens, paper money

1. Using a cardboard, make a box with a size of 3” x 4”.

2. Make 3 dividers on the box and make 3 holes on it (just like a piggy bank).
3. The first hole is for the word problem number 1, and so on.
4. Design the box depending on your preference. Just make sure that the pupils will not
be confused on where to put their answers.
5. After the 4 steps, put a coupon bond wrapped in plastic cover and label it as “2”,
meaning this is the second activity to be answered.

8
 46

Cylindrical Operation Toy

Materials used: cardboard, scissors, construction paper, coupon bond, plastic cover, straw
(can be milktea straw or anything that can serve as support)

1. Using a cardboard, make two square-shaped stand and make a hole on the center.
2. For the movable numbers, cut at least 9 pieces of circle-shaped cardboards and strips
using a construction paper.
3. Make a hole on the center of the cut circle-shaped cardboards.
4. Insert the straw on the stand and the circles for it to be movable.
5. Paste the strips around the circle. (with numbers and addition and subtraction signs)
6. Arrange the numbers and design all you can.

ARVIE M. DE LUMEN
 47
ABOUT THE AUTHORS

DELANY JUNE R. ESPENILLA

Delany June R. Espenilla is currently a third-year student of Bicol

University College of Education (BUCE). Her perseverance and
determination in her studies made her a consistent Dean's Lister in her
batch. She graduated elementary education at Albay Central School and
secondary education at St. Agnes' Academy. She constantly set goals for
herself and looks for an opportunity to do better. As an incoming 4th year
and graduating student, she is more eager to learn and open to new
experiences. She is delighted by what lies ahead of her and is continuously
striving to be the best version of herself.

Rey Ann B. Cortes, a third-year student of Bicol University

College of Education (BUCE), lives in Masbate but took her academic
opportunity in Albay. She is currently one of the Dean’s Listers, and she
perceives to be in that honor. She graduated at Masbate National
Comprehensive Highschool in her secondary education and graduated at
Jose Zurbito Sr. Elementary School in her primary education. She is
eager to attain her goals despite the things that hinder her. She also
believes in her capabilities and takes a stand for any decisions she
makes.

ARVIE M. DE LUMEN
Arvie M. De Lumen, is a third-year student of Bicol University
College of Education (BUCE). His great resolve and driven attitude
towards his studies made him one of the current dean’s listers. He
graduated at Daraga National High School for both his senior and junior
Highschool while he graduated his elementary years at Gabawan
Elementary School. His eagerness to explore and learn things has set his
journey to where he is right now. He is determined to achieve his goals
and he believes that true capability lies on how you perceive yourself.

10
ARVIE
ARVIEM.M.DE
DELUMEN
LUMEN
 48

Jurors’ Evaluation on the Development of Learning Package

Mathematics has always been a social stigma for learners where they see the subject as

complicated to understand. To further comprehend complex Mathematics, it is essential to learn

first the basic mathematical skills in the subject. It includes the Fundamental Operations:

Addition, Subtraction, Multiplication, and Division. In the primary elementary level, each

grading period focuses on teaching the function of these operations. In the Philippine curriculum,

Grade 3 pupils should already be exposed to Addition and Subtraction with the involvement of

money.

The researchers’ developed learning package aimed to help pupils at the elementary level

fully understand fundamental operations so that they can enjoy learning as well as relate the

concepts in real-life situations. The developed learning package consists of various activities

packed in a box where they can engage in several computations with levels of complexity. The

developed learning material was comprehensively evaluated and critiqued by the jurors and

proved its effectiveness. The researchers looked for jurors who are instructional material

developers and master teachers.

The Evaluation Tool checklist used given to the jurors was the basis for looking into the

specification of the developed learning package in terms of Content Quality, Instructional

Quality, and Technical Quality. The instrument used was provided by the DepEd LRMDS

Assessment and Evaluation, an instrument used to assess the quality of any learning package

created in the actual teaching field. It has four factors, and each of those contains 10-13

Indicators. The checklist had four choices which are: 4 (Very Satisfactory), 3 (Satisfactory), 2

(Poor), 1 (Not Satisfactory).

 49

Content Quality

Content Quality served as an essential basis for the evaluation of the Jurors as it

strengthened that the developed learning material is in line with DepEd Curriculum, accurate,

timely, promotes enrichment to the students’ learning, values for growth, and is related and

applicable in real-life situations.

Table 1. Content Quality of the Developed Learning Package

Factor A
Juror Juror Juror
Indicators
1 2 3

1. Content is consistent with topics/skills found in the DepED Learning Competencies

4 4 4
for the subject and grade/year level it was intended.

2. Concepts developed contribute to enrichment, reinforcement, or mastery of the

4 4 4
identified learning objectives.
3. Content is accurate. 4 4 4
4. Content is up-to-date. 4 4 4

5. Content is logically developed and organized. 4 4 3

6. Content is free from cultural, gender, racial, or ethnic bias. 4 4 4

7. Content stimulates and promotes critical thinking. 4 4 3

8. Content is relevant to real-life situations. 4 4 3

9. Language (including vocabulary) is appropriate to the target user level. 4 4 4

10. Content promotes positive values that support formative growth. 4 4 3

Total Score 40 40 36
Mean 38.67
 50

Legend:

4- Very Satisfactory

3- Satisfactory

2- Poor

1- Not Satisfactory

The table shows the responses of the Jurors in each Indicator, as well as the score

summed and the computed mean. The data presented that all three (3) Jurors Very Satisfactory in

Indicator 1. This means that the developed learning material was based on the Learning

Competencies found in the Curriculum guide in Mathematics, Grade 3, 1st Quarter. In Indicator

2, all three (3) Jurors answered Very Satisfactory, which means that the material can contribute

to the mastery of the learning objectives. In addition, Indicators 3 and 4 were evaluated as Very

Satisfactory of all the Jurors and indicated that the developed material was accurate and up-to-

date. With the fact that we are in the Pandemic, the material can still be utilized for distance

learning. Alongside these was Indicator 6, in which all of the Jurors scored Very Satisfactory.

They evaluated that the material is indeed free from bias in terms of their culture, gender, racial

and ethnic aspect as the material is just focused on developing their learning and not to favor any

personal context. Also, for Indicator 9, all three (3) of the Jurors evaluated Very Satisfactory,

which means that the researchers used the appropriate language to the target user level. The

factors that the developed learning material met the Very Satisfactory in these Indicators were

that the researchers thought of an intervention that addresses the current situation along with the

goal to implicate the learning that the pupils need in their level.

On the other hand, some Indicators scored Satisfactory and need improvement on the

development and the organization of the material. Some factors that affected these could be the
 51

time allotment needed to organize a faultless material and the resources used fully. However, it

still shows that the developed learning package met the requirements according to the Jurors'

evaluation.

To sum up, out of the ten Indicators, 6 of those were evaluated as Very Satisfactory while

the rest were Satisfactory only. It was stated from the DepEd LRMDS that the scores must at

least gain 30 points out of a maximum of 40 points to pass the criterion; if the requirement were

not met, it would be labeled otherwise—failed. Based on the computed results from each of

Juror's evaluations, Jurors 1 and 2 scored 40 while Juror 3 scored 36. The computed mean was

38.67 out of a perfect score of 40 points. On the other hand, some Indicators scored Satisfactorily

and need improvement on the development and the organization of the material. Some factors

that affected these could be the time allotment needed to organize a faultless material and the

resources used fully. However, it still shows that the developed learning package met the

requirements according to the Jurors' evaluation.

It implied that the developed learning package in terms of content quality is substantial

and met the requirements needed in the evaluation. It was presented that the developed learning

material passed the criteria from the evaluation of the Jurors. According to the Campbell

University (2019), in creating manipulatives, teachers should consider supporting the lesson’s

objectives, orienting the pupils for the corresponding procedures, and emphasizing their

reasoning skills. It simply supported the researchers’ study in prioritizing the content of the

learning material appropriate for the learning objectives to be met needed in their level with

proper organization, up-to-date and accuracy.

 52

Instructional Quality

Instructional Quality pointed out the purpose of making a Learning Material and the

objectives that it aims for. It is also essential that the level of difficulty is determined to the

intended target user and enjoyable, stimulating, and challenging to use. The creativity and

effectivity of the material must also be examined. Regarding the developed learning material, it

is important to criticize the Instructional Quality to justify that it is a valuable tool for learning

following its purpose.

Table 2. Instructional Quality of the Developed Learning Package

Factor B
Indicators Juror 1 Juror 2 Juror 3

1. Purpose of the material is well defined.

4 4 4
2. Material achieves its defined purpose.
4 4 4
3. Learning objectives are clearly stated and measurable
4 3 4
4. Level of difficulty is appropriate for the intended target user. 4 4 4

5. Graphics / colors / sounds are used for appropriate instructional reasons

4 3 3
6. Material is enjoyable, stimulating, challenging, and engaging. 4 3 4

7. Material effectively stimulates creativity of target user. 4 3 3

8. Feedback on target user’s responses is effectively employed. 4 3 3

9. Target user can control the rate and sequence of presentation and review. 3 4 4

10. Instruction is integrated with target user’s previous experience. 4 4 3

Total Score 39 35 36
Mean 36.67

Legend:
 53

4- Very Satisfactory 2- Poor

3-Satisfactory 1-Not Satisfactory

The table shows the responses of Jurors in each Indicator and the score summed, and

the computed mean. It was shown in the table that the three (3) Jurors evaluated Very

Satisfactory for Indicators 1 and 2, which means that the purpose of the developed learning

material was well defined. It achieved its defined purpose—to indicate Fundamental Operations,

Addition and Subtraction in a fun way of learning and correlates real-life situations in the

activities. They also evaluated Indicator 4 with Very Satisfactory, which means that the material

matched the difficulty level to its target user. The researchers aimed that Grade 3 pupils should

utilize well the developed learning material. That is why the complexity of every activity was in

line with their level.

On the other hand, some Jurors found other Indicators as Satisfactory such as its

graphics and colors, the interaction and effect between the target user towards the material, and

its complexity features. They might consider some factors that affected the answers, such as the

design of the material and fewer activities included in the package made. However, the

developed learning material still passed the criteria as it did not receive any Poor or Not

Satisfactory response.

It was stated from the DepEd LRMDS that the scores must at least gain 30 points out

of a maximum of 40 points to pass the criterion; if the requirement were not met, it would be

labeled otherwise—failed. Based on the computed results from each of the Juror’s evaluations,

Juror 1 summed 39 points, Juror 2 with 35 points, and Juror 3 with 36 points. The computed

mean was 36.67 out of a perfect score of 40 points.

 54

It implied that the developed learning package in terms of Instructional quality passed the

Jurors' evaluation criteria. It was shown that the developed learning material passed each juror's

evaluation as their scores exceeded the minimum points needed to pass the criterion. It justifies

that the developed learning material met its goal for the pupils—to make an image for the pupils

that mathematics, Fundamental Operation is fun to learn and is indeed applicable to their real-life

situations. It is supported by the study of Wriston (2015), "The Importance of a Strong

Mathematical Foundation," in which it is beneficial for the pupils to master previous

Mathematical concepts, application, and skills to grasp higher-level mathematical concepts

Courses. The researchers believe that to do this, pupils should learn the Fundamental Operations

as it is one of the basic skills needed to master by their grade level.

Technical Quality

Technical quality focuses on the function of the material created if it perceives good

quality to the receiver. Regarding the developed material, the researchers aim that the

representation is clear and easy to be understood. Through the Jurors’ evaluation, it must be

justified that the visualization is accurate, can be navigated by pupils, and sufficient to use by a

young age.
 55

Table 3. Technical Quality of the Developed Learning Package

Factor C
Juror Juror Juror
Indicators
1 2 3
1. Audio enhances understanding of the concept 4 3 3

2. Speech and narration (correct pacing, intonation, and pronunciation) is clear and
4 3 3
can be easily understood.

3. There is complete synchronization of audio with the visuals, if any. 4 4 3

4. Music and sound effects are appropriate and effective for instructional purposes. 3 3 3

5. Screen displays (text) are uncluttered, easy to read, and aesthetically pleasing. 4 4 3

6. Visual presentations (non-text) are clear and easy to interpret. 4 4 3

7. Visual sustains interest and do not distract user's attention. 3 4 3

8. Visuals provide accurate representation of the concept discussed. 4 4 3

9. The user support materials (if any) are effective. 4 4 3

10. The design allows the target user to navigate freely through the material. 4 4 3

11. The material can easily and independently be used. 4 4 3

12. The material will run using minimum system requirements. 4 4 3

13. The program is free from technical problems. 4 4 3
Total Score 50 49 39
Mean 46

Legend:

4- Very Satisfactory

3- Satisfactory

2- Poor

1-Not Satisfactory
 56

The table shows the responses of Jurors in each Indicator and the score summed, and the

computed mean. Some Indicators in the Technical Quality involved Audio and Speech Criteria.

However, the developed learning material was all about Visuals. It was also stated in the

evaluation tool that if a specific Indicator does not apply to the material, the material will

automatically be rated 3 (Satisfactory). In the table presented, Indicators 6, 8, 9, 10, 11, 12, 13,

which were all about Visual criteria and utilization, two out of the three Jurors evaluated Very

Satisfactory, and 1 of them evaluated Satisfactory. Some factors that affected the evaluation were

the design and the durability of the developed learning material and the exclusion of Audio and

Speech. Despite that, the learning package was still functional and well presented.

It was stated from the DepEd LRMDS that the scores must at least gain 39 points out of a

maximum of 52 points to pass the criterion; if the requirement were not met, it would be labeled

otherwise—failed. Based on the computed results from each of the Juror’s evaluations, Juror 1

summed 50 points, Juror 2 with 49 points, and Juror 3 with 39 points. The computed mean was

46 out of a perfect score of 52 points.

It implied that the developed learning package in terms of Technical quality passed the

criteria from the Jurors' evaluation. It simply justifies that the material can be easily used. The

design allows the target user to navigate freely through the material. The visuals were accurately

represented, and the concept as well and sustains the interest of the pupils. The researchers

focused on the visual concept where pupils can learn from it as to the developed learning

material. According to Smith (2011), instructional materials are both effective and an

intervention strategy because most pupils are visual learners. The researchers also believed that

through visual learning, pupils can imagine more and reflect upon it.
 57

Table 4. Other Findings

Factor D
Indicators Juror 1 Juror 2 Juror 3
1. Conceptual errors. 4 3 4
2. Factual errors. 4 3 4
3. Grammatical and / or typographical errors. 4 4 3
4. Other errors (i.e., computational errors, obsolete information, errors in the 4 4 4
visuals, etc.).
Total Score 16 14 15
Mean 15

Legend:

4- Not Present

3-Present but very minor & must be fixed

2-Present& requires major redevelopment

1-Do not evaluate further

Table 4 shows the responses of Jurors in each Indicator as well as the score summed and

the computed mean. In this table, the following Indicators are the errors observed in the

developed learning material upon the evaluation. The data shows that in Indicator 4, all three (3)

Jurors evaluated “Not Present” in the developed learning package in terms of computational,

visual, and informational errors, which means that the developed learning package had no errors

on any mentioned.

However, from Indicators 1, 2, and 3, two Jurors evaluated “Not Present” in terms of

Conceptual, Factual, and Grammatical errors while one of them evaluated “Present but very

minor and must be fixed". This means that there is still a need for improvement on the concept.

It was stated from the DepEd LRMDS that the scores must at least gain 16 points out of a

maximum of 16 points to pass the criterion; if the requirement were not met, it would be labeled
 58

otherwise—failed. Based on the computed results from each of the Juror’s evaluations, Juror 1

summed 16 points, Juror 2 with 14 points, and Juror 3 with 15 points. The computed mean was

15 out of a perfect score of 16 points.

It implied that the developed learning package in terms of Error Findings failed the

criteria from the Jurors' evaluation. It simply justifies that the material still needs improvement to

be fully equipped by the pupils. This supported the study of Laski et al. (2015) that certain

principles should be followed in order for the manipulatives to work correctly. It should go from

concrete to abstract over time, avoid errors and distracting features or resemblance onto everyday

objects for it to be recognizable and realistic. There should be an explicit explanation with the

connection of the manipulative to the concept being taught.

 59

Level of Acceptability of the Developed Learning Package (Teachers and Pupils)

To further validate and check the reliability and effectiveness of the developed learning

package, the researchers also looked for selected teachers and pupils within Legazpi Division to

scrutinize and assess the level of acceptability of the material. The latter refers to the assessment

of the teachers and pupils regarding the degree of acceptability of the developed learning

package. It is being assessed to determine if the material is usable by teachers and appropriate for

the pupils’ interests and capabilities. It is also a way to assess if the teachers can deliver the

material effectively to the pupils. The DepEd LRMDS Assessment and Evaluation provided the

assessment tool that was used.

The following are the results from the assessment and evaluation sheet provided by the

Department of Education LRMDS. It was answered by five (5) teachers and three (3) pupils. It

consists of four factors, and each factor has corresponding Indicators. The checklist had four

choices which are: 4 (Very Satisfactory), 3 (Satisfactory), 2 (Poor), 1 (Not Satisfactory)

 60

Table 5. Level of Acceptability for Content

Factor 1: Content
T – Teacher
P - Pupil

Indicators T1 T2 T3 T4 T5 P1 P2 P3
1. Content is suitable to
the student's level of 4 4 3 4 4 3 4 4
development.
2. Material contributes to
the achievement of
specific
objectives of the subject 4 4 3 4 4 4 4 4
area and grade/year
level for
which it is intended.
3. Material provides for
the development of
higher cognitive skills
such as critical thinking, 4 4 3 3 4 4 3 4
creativity, learning by
doing, inquiry, problem
solving, etc.
4. Material is free of
ideological, cultural,
religious, racial, and 4 4 3 4 4 4 4 4
gender biases and
prejudices
5. Material enhances the
development of desirable
values and traits such as:
4 4 4 4 4 4 4 4
(Put a check (/) mark
only to the applicable
values and traits)

6. Material has the

piotencial to arouse 4 4 3 4 4 4 4 4
interest of target readers
7. Adequate
warning/cautionary notes
are provided in topic and
3 4 3 4 4 4 4 4
activities where safety
and health are of
concern
Total Score 27 28 22 27 28 27 27 28
Mean 26.4 27.33
 61

Legend:

4 – Very Satisfactory

3 – Satisfactory

2 – Poor

1 – Not satisfactory

The table shows the responses of the five (5) teachers and three (3) pupils in each

Indicator and the score summed, and the computed mean. The data presented that all the five (5)

teachers and three (3) pupils answered Very Satisfactory in Indicator 5, which means that the

material enhances desirable traits and values. Pupils will acquire knowledge from the learning

package and possess positive values, such as responsibility, critical and creative thinking,

motivation, productivity, and cooperation. In Indicator 2, all the three (3) pupils answered Very

Satisfactory, which means that the material is substantial in achieving specific objectives of the

subject area and grade level for which it is intended. In Indicators 4, 5, 6, and 7, all the three (3)

pupils answered Very Satisfactory as well, which means that the material is free of any biases

and prejudices, has the potential to arouse the interest of the learners, and the safety and health

are of concern.

On the other hand, some Indicators scored Satisfactory, which means that the material

still needs some minimal improvement in terms of its suitability to the learners' level of

development and development of higher cognitive skills. It was stated on the DepEd LRMDS

Assessment and Evaluation sheet Factor 1 that the scores must at least attain 21 points out of a

maximum of 28 points to pass the criterion. Otherwise, it will be labeled as failed. Based on the

computed results from the teachers' and pupils' assessments, the overall mean for teachers was
 62

26.4 and 27.33 for the pupils. Nevertheless, it showed that the Learning Package had met the

criteria in terms of its Content Quality.

The data implied that the Learning Package in terms of Content Quality is substantial. It

supported the Kentucky Department of Education (2020) article that highly effective teaching

and learning characteristics are organized into five components: learning climate, classroom

assessment and reflection, instructional rigor and student engagement, instructional relevance,

and knowledge of content. Pupils must exhibit a sense of accomplishment, responsibility,

cooperation, be authentically engaged, and so on so that active learning is promoted.

 63

Table 6. Level of Acceptability for Format

Factor 2: Format
T – Teacher P - Pupil

Indicators T1 T2 T3 T4 T5 P1 P2 P3
1. Prints                
1.1 Size and letters is appropriate to the intended user 4 4 3 4 4 4 4 4
1.2 Space between letters and words facilitates reading 4 4 3 4 4 3 4 4
1.3 The font is easy to read 4 4 4 4 4 4 4 4
1.4 Printing is of good quality (i.e., no broken letters,
even density, correct alignment, properly placed screen 4 3 3 4 3 4 4 4
resignation)
2. Illustration                
2.1 Simple and easily recognizable 4 4 3 4 4 4 4 4
2.2 Clarify and supplement the text 4 4 3 4 4 4 4 4
2.3 Properly labelled or captioned (if applicable) 4 4 4 4 4 3 4 4
2.4 Realistic / appropriate colors 4 4 3 4 4 4 4 4
2.5 Attractice and appealing 4 4 3 4 4 4 4 4
2.6 Culturally relevant 4 4 3 4 4 4 3 4
3. Design and Layout                
3.1 Attractive and pleasing to look at 4 4 3 4 4 4 4 4
3.2 Simple (i.e., does not distract the attention of the
4 3 3 4 4 3 4 3
reader)

3.3 Adequate illustration in relation to text 4 3 3 4 4 4 4 4

3.4 Harmonious blending of elements (e.g., illustration

4 4 3 4 4 3 4 3
and text)
4. Paper and Binding                
4.1 Paper used contributes to easy reading 4 4 3 4 4 4 4 4

4.2 Durable binding to withstand frequent use 3 3 3 4 4 4 4 4

5. Size and Weight of Resource                
5.1 Easy to handle 4 4 3 4 4 4 3 4
5.2 Relatively Light 4 4 3 4 4 4 4 4
Total Score 71 68 56 72 71 68 70 70
Mean 67.6 69.33
 64

The table shows the responses of the five (5) teachers and three (3) pupils in each

Indicator and the score summed, and the computed mean. The data presented that under the

Prints section, all the five (5) teachers and three (3) pupils answered Very Satisfactory in

Indicator 3, which means that the font of the material was easy to read. Learners are likely to be

interested in the material if they can read the texts. In Indicators 1, 3, and 4 under the Prints

section, all the three (3) pupils answered Very Satisfactory, which means that they found the

sizes and letters of the material appropriate to their grade level and the printing was of good

quality. Under the Illustrations section, all the three (3) pupils answered Very Satisfactory on

Indicators 1, 2, 4, and 5, which means that the material was easy to recognize, clarified, and

supplemented the text, realistic and appealing. In Indicator 3, all the five (5) teachers answered

Very Satisfactory, which means that the material was properly labeled and captioned. Under the

Design and Layout section, all the three (3) pupils answered Very Satisfactory on Indicators 1

and 3, which means that the material was pleasing to look at and there was good illustration with

text. Under the Paper and Binding section, all three (3) pupils answered Very Satisfactory on

Indicators 1 and 2, which means that the paper or materials used were durable and contributed to

easy reading. Under the Size and Weight of Resource section, all the three (3) pupils answered

Very Satisfactory on Indicator 2, which means that the material was relatively light and

convenient.

On the other hand, some Indicators scored Satisfactory, which means that the material

still needs some minimal improvement in terms of its technicalities. It was stated on the DepEd

LRMDS Assessment and Evaluation sheet Factor 2 that the scores must at least attain 54 points

out of a maximum of 72 points to pass the criterion. Otherwise, it will be labeled as failed. Based

on the computed results from the teachers' assessment and the pupils, the overall mean for
 65

teachers was 67.6 and 69.33 for the pupils. Nevertheless, it showed that the Learning Package

had met the criteria in terms of its Format.

The data implied that the Learning Package in terms of Format is substantial. This supported the

study of Laski et al. (2015) that certain principles should be followed in order for the manipulative to

work correctly. It should go from concrete to abstract over time, avoid errors and distracting features or

resemblance onto everyday objects to be recognizable and realistic. There should be an explicit

explanation with the connection of the manipulative to the concept being taught.

Factor 3: Presentation and Organization

T – Teacher
P – Pupil
Indicator T1 T2 T3 T4 T5 P1 P2 P3
1. Presentation is engaging,
interesting and 4 4 3 4 4 4 4 4
understandable
2. There is logical and
4 4 3 4 4 4 4 3
smooth flow of ideas

3. Vocabulary level is
adapted to target reader's 4 4 4 4 4 4 4 4
likely experience and level
of understanding

4. Length of sentence is
4 4 3 4 4 4 4 4
suited to the comprehension
level of the target reader
5. Sentences and paragraph
structures are varied and
4 4 3 4 4 4 4 4
interesting to the target
reader.
Total Score 20 20 16 20 20 20 20 19
Mean 19.2 19.67
Table 7. Level of Acceptability for Presentation and Organization

The table shows that all eight respondents (five teachers and three pupils) answer Very

Satisfactory in Indicator three, which means that the developed learning material uses vocabulary
 66

that is of the level of understanding of the target users, grade 3 pupils. It indicated that the

manual for both the activities and instructions clearly explains the directions to follow and can be

easily understood without the help of a teacher. Indicators 1, 4, and 5 also gained Very

Satisfactory evaluation only among the three pupils. It shows that pupils find the presentation of

the developed learning package exciting and engaging, which uses sentences of the right length

and structure to be understandable enough.

On the other hand, other Indicators have shown a very positive but not perfect evaluation

which garnered a blended answer of both Very Satisfactory (4) and Satisfactory (3). It implied

that other aspects of the developed learning material in its presentation and organization should

have minor improvement to be more suitable for pupils.

According to the DepED Assessment and Evaluation Sheet, to pass factor 3, the score

attained in the evaluation must at least be 15 in order for the material to pass. Failure to achieve

the said score means the developed material has failed the evaluation. Based on the results,

teachers have gained a mean score of 19.2 while pupils gained 19.67. It shows that according to

the respondents' evaluation, the developed learning package has passed factor 3 or the

presentation and organization.

In general, findings show that both teacher and pupil have deemed that the learning

material's presentation and organization is substantial. It supported the study of Markovic et al.

(2012) that presentation design leads to a more significant change in the quality of the learning

material as materials appeal is the first impression to the eye of the target user how it will be

presented matters. Additionally, Perez (2015) stated that grammar awareness should be
 67

considered in assessing pupils. As grammar awareness develops a pupil's language, it should

always be contemplated, especially in learning materials.

Table 8. Level of Acceptability for Accuracy and Up-to-Datedness

Factor 4: Accuracy and Up-to-Datedness
T – Teacher
P – Pupil
Indicators
1. Conceptual Errors 4 4 3 3 4 4 4 4
2. Factual Errors 4 4 4 4 4 4 4 4
3. Grammatical Errors 4 4 3 4 4 4 4 4
4. Computational Errors 4 4 4 4 4 4 4 4
5. Obsolete Information 4 4 4 4 4 4 4 4
6. Typographical and
other minor error (e.g.,
inappropriate or unclear
3 4 3 4 4 4 4 4
illustration, missing
labels, wrong caption,
etc.)
Total Score 23 24 21 23 24 24 24 24
Mean 23 24

The table shows that all respondents answered Not Present for Indicators 2, 4, and 5. This

indicates that no factual errors, computational errors, or obsolete information were found in the

developed learning package. It shows that information about the topics discussed in the learning

material was correct, complete, and properly computed. In Indicators 1, 3, and 6, all three pupils

answered Not Present, which means that conceptual, grammatical, and typographical errors were

not seen in the developed learning material.

On the other hand, Indicators 1, 3, and 6 have gained a mixed score of Not Present and

Present but very minor and must be fixed from the remaining five respondents (teachers). It

implies that minor errors can be seen in the developed learning package and needs

comprehensive examination, and should be improved to avoid specific errors.

 68

According to the DepEd Evaluation Sheet, for factor 4 to pass the evaluation, a perfect

score must be achieved. With a mean score of 23 for teachers and 24 for pupils, only the pupils’

evaluation has passed the learning package for factor 4. With one failing factor, this means that

before implementing the developed learning package in the classroom, further furnishing must

be done first in order to avoid errors.

It was supported by Laski et al., (2015), stating that errors and other distractions that

resembles everyday activities should be avoided upon doing a learning material in order to

produce a well-rounded and understandable manipulative.

Plate 1. A comprehensive remark about the developed learning package by one of the
respondents.

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

 69

This chapter presents the summary and findings of the research work, the conclusion

drawn, and the recommendations for further study regarding the study “AuthentiMATHic

Learning: A Learning Package in Teaching Addition and Subtraction.” The results of this study

perceive new insights regarding teaching Mathematics to the Elementary level and contribute to

future researches that will undertake a similar study.

Summary

The objective of the study is to determine the validity and acceptability of the developed

learning material through the evaluation of the respective respondents. The study was conducted

in different schools from Legazpi Division with the participation of Jurors, teachers in Grade 3

and Grade 3 pupils.

Specifically, it sought answers to the following questions: 

1. What learning package can be developed in teaching fundamental operations?

2. What is the jurors’ evaluation on the developed learning package in terms of:

a. Content Quality

b. Instructional Quality

c. Technical Quality

3. What is the level of acceptability of the developed learning package based on the

assessment of:

a. Pupils

b. Teachers?

The researchers used mixed-method research and utilized the developmental research

design. Developmental design is used in order to analyze and describe the product-development
 70

process and its evaluation. As this study involves and tests the validity of the proposed learning

package, an evaluation design was used as well. The researchers gathered three (3) Jurors, five

(5) teachers, and three (3) pupils from different schools within Legazpi Division. The instrument

that the researchers used in the collection of data are the validation tool provided by the

Department of Education LRMDS Assessment and Evaluation, as well as additional feedback

and recommendations on the learning package. From the results of the scores collected, the

researchers used a descriptive statistical treatment, whereas they looked for the mean and the

mean percentage of each factor.

Findings

Based on the summary of analysis of the data gathered, the following are the findings of

the study:

1. As early as possible, it is necessary for the learners to master the basic Mathematical skills

for them to easily understand complex Mathematics when they reach a higher level. However,

it is a common understanding that the subject Mathematics comes with hard comprehension

and pupils find it dull and boring. As a result, most of them obtain low grades, and they

become less knowledgeable in the subject. In relation to that, Fundamental Operations are one

of the basic skills that are needed to be learned by the pupils, especially in grade 3, before they

reach the 4th grade level in elementary. To be able to help the pupils to better understand and

grasp the concept of Mathematics while enjoying learning the subject, the researchers thought

thoroughly on what teaching and learning material can be made for them. The developed

learning package—AuthentiMATHic Learning Package aimed to encourage the pupils to

appreciate Mathematics (Fundamental Operations) through varied activities which involve

real-life situations and how to use money, empowering their creativity and resourcefulness as
 71

the Learning Package can be conceptualized by both teachers and pupils, and for them to enjoy

while learning as the conceptualization of the material is more on educational toys. The

developed learning package consists of different activities under the topic Fundamental

Operations with the use of money. The materials used were cheap and recyclable. It also

contains a manual with the mechanics per activity.

2. Based on the data gathered, the score of each Juror was summed, and the mean was

computed upon the evaluation of the developed learning Material.

For Content Quality, Juror 1 summed 40 points, Juror 2 with 40 points, and Juror 3 with

36 points. According to the DepEd LRDMS, the scores must at least gain 30 points out of a

maximum of 40 points to pass the criterion. If the requirement was not met, it would be labeled

otherwise—failed. With the computed mean of 38.76, it simply means that the developed

learning package passed the criteria for Content Quality.

For Instructional Quality, Juror 1 summed 39 points, Juror 2 with 35 points, and Juror 3

with 36 points. According to the DepEd LRDMS, the scores must at least gain 30 points out

of a maximum of 40 points to pass the criterion. If the requirement was not met, it would be

labeled otherwise—failed. With the computed mean of 36.67, it simply means that the

developed learning package passed the criteria for Instructional Quality.

For Technical Quality, Juror 1 summed 50 points, Juror 2 with 49 points, and Juror 3

with 39 points. According to the DepEd LRDMS, the scores must at least gain 39 points out

of a maximum of 52 points to pass the criterion. If the requirement was not met, it would be

labeled otherwise—failed. With the computed mean of 46, it simply means that the developed

learning package passed the criteria for Technical Quality.

 72

For Other Findings, Juror 1 summed 16 points, Juror 2 with 14 points, and Juror with 15

points. According to the DepEd LRDMS, the scores must at least gain 16 points out of a

maximum of 16 points to pass the criterion. If the requirement was not met, it would be

labeled otherwise—failed. With the computed mean of 15, it simply means that the developed

learning package failed the criteria for the Other Findings.

3. Along with the jurors, the researchers contacted five (5) respective teachers in

Mathematics and three (3) Grade 3 pupils from different schools in Legazpi Division and

asked their permission to validate the level of acceptability of the developed learning

package. In accordance with the DepEd, certain scores are needed to be achieved in order for

the developed learning material to pass the evaluation of every factor. For factor 1, 21 should

be achieved out of 28, for factor 2, 54 should be achieved out of 72, for factor 3. 15 should be

achieved out of 20, and for factor 4, 24 should be achieved out of 24. The researchers

calculated the Mean of each factor for all five (5) teachers and three (3) pupils. For the

Content (Factor 1), from the evaluation of the teachers, the researchers garnered 26.4, while

for the pupils, the researchers garnered 27.33. For the Format (Factor 2), the teachers’

evaluation summed up to 67.6 while the pupils’ evaluation summed up to 69.33. For the

Presentation and Organization (Factor 3), from the teachers, the researchers garnered 19.2

and 19.67 for the pupils. Lastly, for the Accuracy and Up-to-Datedness of Information, the

teachers’ evaluation got a total of 23 while the pupils’ evaluation got a 24 mean. With these

results, the developed learning package has passed all first three factors and factor 4 for

pupils, but it failed the evaluation of factor 4 for teachers with lacking one mean score.

Some teachers also gave suggestions on ways to improve the durability of the material, and it
 73

signifies that with positive progress, the developed learning package is indeed helpful for

both teachers and pupils.

Conclusion

Based on the findings, the following are the conclusions drawn by the researchers:

1. The developed learning material is an effective teaching tool for the pupils at a young

age. Knowing that they are explorative and playful, it is essential to add up some fun while they

are learning and to correlate it with real-life situations so that when they encounter the actual

situation, they can already anticipate what to do because the latter is relatable and relevant.

Apart from that, since some pupils love art, it is also an opportunity for them to develop their

creativity, resourcefulness, and critical thinking skills.

2. Based on the Jurors’ Evaluation findings, there are still common errors and room for

improvement in the developed learning package. Despite the minimal errors, the material is

still comprehensible and sufficient. Since Factor A garnered the highest percentage, the

Content Quality of the developed learning package is indeed in accordance with the

curriculum, tackles real-life situations, stimulates critical thinking, accuracy, and values for

growth. The Jurors may have found some minimal flaws, but overall, the developed learning

package was a success.

Based on the validation of the Teachers and Pupils, the teachers can conceptualize a

different learning package for their pupils. Creating the material may be time-consuming, but

on the brighter side, it helps the teachers make their pupils interact with each other and be

creative. With regards to the pupils, upon using the developed learning package, they enjoyed

and utilized it well. They found themselves engaged in adding and subtracting. They were

eager to solve the activities. Some of them asked if there are still other activities to be
 74

answered. The researchers concluded that pupils could relate to the lesson and arouse their

interest if the discussions incorporate playing and exemplified situations they can put

themselves into.

Recommendations

Based on the gathered results and findings, the researchers recommend the following for

a better foundation and basis of future researches:

1. The developed learning package should be adapted and used by the Department of Education,

particularly Mathematics teachers teaching addition and subtraction in the elementary grades.

2. Teachers should not only consider the organization and relevance of the material, but the

positive values that support the formative growth of the pupils as well.

3. The researchers highly recommended that the Instructional Materials undergo quality

assurance using the Department of Education LRMDS (Learning Resources Management and

Development System) Assessment and Evaluation.

4. Teachers should not just focus on the modules itself but also alternatives so that learning will

not be monotonous. They can create activities that would cater to the needs and interests of the

learners. Varied activities should be given to them.

5. The researchers highly recommended contextualization of lessons.

6. Teachers can make use of locally available materials that are familiar to the learners.

7. There must be more real-life situation type of activities for the learners to fully understand the

concept of the developed learning package.

 75

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in Nigerian Schools. Retrieved from
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Al-Samarrai, S. (2014). Wasted years: Why Do Indonesian Children End Up Learning

Less? Retrieved fromhttps://blogs.worldbank.org/eastasiapacific/wasted-
years-why-do-indonesian-children-end-learning-less

Azmidar, et al., (2017). Enhancing Students’ Interest Through Mathematics Learning.

Retrieved from
https://www.researchgate.net/publication/320229234_Enhancing_Students'_In
terest_through_Mathematics_Learning

Bhandari, P. (2020). An Introduction to Qualitative Research. Retrieved from

https://www.scribbr.com/methodology/qualitative-
research/#:~:text=Qualitative%20research%20involves%20collecting
%20and,generate%20new%20ideas%20for%20research.

Boggan et al., (2010). Using Manipulatives to Teach Elementary Mathematics. Retrieved

from https://files.eric.ed.gov/fulltext/EJ1096945.pdf

Cabiles, R. (2018). Collaborative Games in Teaching English to Grade 9 Students. Bicol

University Graduate School, Legazpi City.

Cambridge Dictionary. (2021). Acceptability. Retrieved from

https://dictionary.cambridge.org/dictionary/english/acceptability

Cambridge Dictionary. (2021). Evaluation. Retrieved from

https://dictionary.cambridge.org/us/dictionary/english/evaluation

Campbell University. (2019). Learning Through Inquiry: Makerspaces, Manipulatives,

and Boardgames. Retrieved fromhttps://guides.lib.campbell.edu/c.php?
g=325978&p=2667668

Cicerchia, M. (2020). Students Struggling with Math. Retrieved from

https://www.readandspell.com/struggling-with-math

Cohen, H. (2014). Content Quality Definition: 25 Experts Weigh In. Retrieved

fromhttps://heidicohen.com/content-quality-definition-
experts/#:~:text=Content%20quality%20might%20defined%20as,apply%20it
%20to%20their%20world.
 76

Department of Education. (2018). PISA 2018 National Report of the Philippines.

Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-
2018-Philippine-National-Report.pdf

Department of Education. (2019). Statement on the Philippines’ Ranking in the 2018

PISA Results. Retrieved from
https://www.deped.gov.ph/2019/12/04/statement-on-the-philippines-ranking-
in-the-2018-pisa-results/

DepEd Pines. (2015). Evaluation Rating Sheet for Non-Print Materials. Retrieved from
https://depedpines.com/wp-content/uploads/2015/11/6.6-Evaluation-Rating-
Sheet-for-Non-Print.pdf

Fleming, G. (2019). Why Math is Difficult for Some Students. Retrieved

fromhttps://www.thoughtco.com/why-math-seems-more-difficult-for-some-
students-1857216

Gilpin, C. (2015). Nw Missouri. Retrieved fromchrome-

extension://ohfgljdgelakfkefopgklcohadegdpjf/https://www.nwmissouri.edu/li
brary/researchpapers/2015/Gilpin,%20Corey.pdf

Glen, S. (2015). Purposive Sampling (Deliberate Sampling). Retrieved from

https://www.statisticshowto.com/purposive-sampling/

Hayes, A. (2020). Null Hypothesis. Retrieved from

https://www.investopedia.com/terms/n/null_hypothesis.asp#:~:text=A%20null
%20hypothesis%20is%20a,game%20of%20chance%20is%20fair.

Kenton, W. (2020). One-Tailed Test. Retrieved from

https://www.investopedia.com/terms/o/one-tailed-test.asp#:~:text=The
%20Basics%20of%20a%20One%2DTailed%20Test&text=Hypothesis
%20testing%20is%20run%20to,considered%20a%20two%2Dtailed%20test.

Kentucky Department of Education. (2020). Characteristics of Highly Effective Teaching

and Learning (CHETL). Retrieved from
https://education.ky.gov/curriculum/standards/teachtools/Pages/Characteristic
s-of-Highly-Effective-Teaching-and-Learning-(CHETL).aspx

Markovic et al., (2012). Role and Importance of Presentation Design in Learning and in
Quality of Multimedia Learning Material. Retrieved from
https://bib.irb.hr/datoteka/586812.EDUTE-20.pdf

Mathseeds. (n.d.). 7 Effective Strategies for Teaching Elementary Math. Retrieved from
https://mathseeds.com/articles/2018/02/01/teaching-elementary-math/

Milford, M. (2018). Why Do Kids Find Math Boring? Retrieved from

https://medium.com/thelabs/why-do-kids-find-maths-boring-
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abcb3aba53c8#:~:text=Maths%20can%20fast%20become%20boring,things
%20they%20feel%20passionate%20about.&text=Making%20maths
%20relevant%20to%20young%20kids%20is%20about%20tapping%20into
%20their%20interests.

Owi Wei Ping, A. K. (2015). Effectiveness of Division Wheel in Basic Mathematics

OperationCase Study: Primary School Perspective.IOSR Journal of Research
& Method in Education, 52-56.

Perez, A. (2019). Touch What You Teach: The Use of an iPad-Based eBook Game of an
Assessment Strategy in English. Bicol University Graduate School, Legazpi
City.

Philippine Basic Education. (2017). Math Anxiety and Math Performance. Retrieved
from https://www.philippinesbasiceducation.us/2017/04/math-anxiety-and-
math-performance.html

Objectives Activity Time Person/s Resources/Budget Expected Accomplishment Actual

 78

Allotment Involved output/Target Indicators Accomplishment

A. Pre-Implementation Phase
Formulate Brainstorming 1-2 Days Researchers Laptop, Pen and Written guide Formulated A well-written
guide guide Paper questions questions tackle guide question
questions questions all necessary
information that
is needed for
the study
Develop a Planning and 3 Days Researchers Laptop, Learning Activities A well-
learning making of Cardboard, package included in the developed
package learning Scissors,Glue, learning learning
package Colored Paper, package package in
Sticker Paper, embodies the teaching
Coloring competency addition and
materials, Ruler needed to learn subtraction
by the pupils
B. Implementation Phase
Gather data Distribute 20-30 Minutes per Evaluation Sheet, Evaluated Learning Returned
from learning respondent in a span of one Pen learning package are learning
respondents package to week or two package returned with package with
the honest and evaluation
respondents unbiased
evaluation
Interview 10-15 Researchers Phone (For Data of All questions Written data of
respondents Minutes per and recording response are answered response of
respondents Respondents purpose) from the with honesty respondents
in a span of interview from the
one week or interview
two
C. Post Implementation Phase
Analyze Transcribe One week Researchers Laptop, Pen and Written Data has been A complete and
data the data Paper analyzed thoroughly well-written
gathered gathered data analyzed. analyzed data
from the from the gathered Information
respondents respondents from the needed has
respondents been explained
appropriately

APPENDICES

APPENDIX 1 (ACTION PLAN)

 79

APPENDIX 2 (LETTER)
80
81
82
 83

APPENDIX 3 (CONSENT FORM)

Jurors’ and Teachers’ Consent Form

Republic of the Philippines

Bicol University

COLLEGE OF EDUCATION

Daraga, Albay

CONSENT FORM

I agree to participate in a research study entitled, “AuthentiMATHic Learning: A Learning

Package in Teaching Addition and Subtraction” conducted by CORTES, REY ANN B., DE LUMEN
ARVIE M., and ESPENILLA, DELANY JUNE R. from Bicol University College of Education in
partial fulfillment of the requirements for the degree, Bachelor of Elementary Education.

1. The information about the study and my participation as a respondent was clearly explained by
the researchers of this study;
2. My participation in this study shall be as an evaluator during the data gathering process which
will be conducted online by the Researchers. Also, my participation is voluntary and I understand
that it requires no money. I may withdraw or cease participation anytime without retribution;
3. I am assured that my confidentiality as a respondent will remain secured.
4. I hereby guarantee as well that I will not divulge nor disclose the fact that I have been an
evaluator of the Researchers’ study, and the ideas and contents of the study of the Researchers;
5. I also guarantee that I will not take nor copy ideas from the material of the researchers’ study;
6. I have been given the guarantee that this study has been reviewed and approved by the Bicol
University College of Education (BUCE) Research Committee and Research Adviser;
7. I have read and understood the provisions and statements of this form. I have had all my
questions answered to my satisfaction, and I voluntarily agree to participate in this study;
8. The data that will be gathered by the researchers shall solely be used in the aforementioned study;
thus, if in case that it will be used in another research undertaking, the researchers fully
understand that consent must be secured from the respondents; and
9. I have been given a copy of this consent form co-signed by the researchers.

REY ANN B. CORTES ____________________________________

DELANY JUNE R. ESPENILLA Respondent’s Signature over Printed Name

ARVIE M. DE LUMEN

Researchers
 84

Parents’ Consent Form

Republic of the Philippines

Bicol University

College of Education

Daraga, Albay

PARENTAL CONSENT FORM

Name of the Child/Student to participate as a respondent (herein referred to as respondent):

(Last Name) (First Name) (Middle Initial)

In participation with the research “AuthentiMATHic Learning: A Learning Package in

Teaching Addition and Subtraction” conducted by CORTES, REYANN B., DE LUMEN,
ARVIE M., ESPENILLA, DELANY JUNE R. from Bicol University College of Education in
partial fulfillment of the requirement for the degree, Bachelor of Elementary Education, I do
herby acknowledge, consent and agree to all the following conditions;

1. I declare and represent that I am the parent or guardian of the respondent (listed above)
that will participate in this research study
2. I understand that the research study is designed to collect information about the quality of
the learning material which will be garnered with the help of solely the respondents. With
this I hereby guarantee that I, as a parent/guardian, will only guide the respondent in the
participation of the study and will not interfere nor influence any answer of the
respondent towards the learning material to be evaluated.
3. I am assured that the confidentiality of both I, as the parent/guardian, and the respondent
will remain secure.
4. I hereby attest that the respondent’s participation and involvement in this activity is
voluntary and that I have read (or read to me) the provisions and conditions in this form,
understand it and sign it voluntarily.
5. I have given a copy of this parental consent form co-signed by the researchers

REY ANN B. CORTES _____________________________________

DELANY JUNE R. ESPENILLA Parent/Guardian’s Signature over Printed Name

 85

ARVIE M. DE LUMEN

APPENDIX 4 (INSTRUMENT)

Evaluation Rating Sheet (Juror)

Title: AuthentiMATHic learning: A Learning Package in Teaching Addition and Subtraction

Grade level: Grade 3

Subject: Mathematics

Instruction: Examine the material carefully and for each

evaluation criterion consider the extent to which the resource meets the
criteria. Check the appropriate number [with 4 being Very Satisfactory
(VS); 3 - Satisfactory (S); 2 - Poor; and 1 – Not Satisfactory]. For a
rating below 4, write your comments/justifications on each evaluation
criterion. If an evaluation criterion is Not Applicable (NA), the material
is rated 3 on said criterion. (Not Applicable means that the criteria is not
relevant to the resource being evaluated. It is given the score of 3 so that
the evaluation score for each factor reflects only the performance against
criteria that are relevant to the nature of the resource being evaluated).
Attach extra sheets if necessary. Your report may be completed in soft or
hardcopy. Please write legibly if completing in hardcopy

Factor A : Content Quality 4(VS) 3(S/NA) 2(POOR) 1(NS)

1. Content is consistent with topics/skills found in the DepED Learning

Competencies for the subject and grade/year level it was intended.
2. Concepts developed contribute to enrichment, reinforcement, or
mastery of the identified learning objectives.
3. Content is accurate.
4. Content is up-to-date.
5. Content is logically developed and organized.
6. Content is free from cultural, gender, racial, or ethnic bias.
7. Content stimulates and promotes critical thinking.
8. Content is relevant to real-life situations.
9. Language (including vocabulary) is appropriate to the target user
level.
10. Content promotes positive values that support formative growth.
TOTAL POINTS
PASSED

Note: Resource must score at least 30 points out of a FAILED

maximum 40 points to pass this criterion. Please put a
check mark on the appropriate box
 86

Factor B: Instructional Quality 4(VS) 3(S/NA) 2(POOR) 1(NS)

1. Purpose of the material is well defined.

2. Material achieves its defined purpose.
3. Learning objectives are clearly stated and measurable
4. Level of difficulty is appropriate for the intended target user.
5. Graphics / colors / sounds are used for appropriate instructional
reasons
6. Material is enjoyable, stimulating, challenging, and engaging.
7. Material effectively stimulates creativity of target user.
8. Feedback on target user’s responses is effectively employed.
9. Target user can control the rate and sequence of presentation and
review.
10. Instruction is integrated with target user’s previous experience.
TOTAL POINTS
PASSED

Note: Resource must score at least 30 points out of a FAILED

maximum 40 points to pass this criterion. Please put a
check mark on the appropriate box
 87

Factor C: Technical Quality 4(VS) 3(S/NA) 2(POOR) 1(NS)

1. Audio enhances understanding of the concept

2. Speech and narration (correct pacing, intonation, and
pronunciation) is clear and can be easily understood.
3. There is complete synchronization of audio with the visuals, if any.
4. Music and sound effects are appropriate and effective for
instructional purposes.
5. Screen displays (text) are uncluttered, easy to read, and
aesthetically pleasing.
6. Visual presentations (non-text) are clear and easy to interpret.
7. Visuals sustain interest and do not distract user’s attention.
8. Visuals provide accurate representation of the concept discussed.
9. The user support materials (if any) are effective.
10. The design allows the target user to navigate freely through the
material.
11. The material can easily and independently be used.
12. The material will run using minimum system requirements.
13. The program is free from technical problems.
TOTAL POINTS
PASSED
Note: Resource must score at least 39 points out of a
maximum 52 points to pass this criterion. Please put a FAILED
check mark on the appropriate box

Factor D: Other Findings 4(Not 3(Present 2(Present & 1 (Do not

Note down observations about the present) but very requires major evaluate
minor& redevelopment) further)
information contained in the material,
must be
where the following errors are found: fixed)

1. Purpose of the material is well defined.

2. Material achieves its defined purpose.
3. Learning objectives are clearly stated and measurable
4. Level of difficulty is appropriate for the intended target user.
TOTAL POINTS
Note: Resource must score at least 16 points out of a PASSED
maximum 16 points to pass this criterion. Please put a FAILED
check mark on the appropriate box

OTHER COMMENTS
 88

RECOMMENDATION

Note: Any material that fails Factor D must not be recommended for use in
public schools until the identified issues have been fixed.

A material which Failed in at least one of the four Factors in this rating sheet
should not be recommended for possible use in public schools

Please put a check mark ( a) in the appropriate box.)

I / We recommend the approval of this material for possible use in public schools
provided that the corrections / revisions included in this report are made. (For
commercial resources (non-DepED owned resources) the Publisher must implement all
recommended corrections / revisions in their next printing or provide errata.)

I / We do not recommend the approval of this material for possible use in public
schools for the reasons stated below and/or cited in this evaluation report. (Please use
separate sheet if necessary.)

I/We certify that this evaluation report and recommendation are my / our own and have been
made without any undue influence from others.

Evaluator(s): _____________________________Signature(s):

___________________________

(Please print your full name)


Descriptors for Juror’s Evaluation Sheet
These descriptors will guide you in giving an objective and quantifiable score for each criterion item in the rating sheet.
For ratings of 3 and below, your written comments in the rating sheet should indicate specific part and brief descriptions
of inadequacies in the material. If a criterion is not applicable, give it a rating of 3.
Factor A. Content Quality
Content:
1.Content is consistent with topics/skills found in
the DepED Learning Competencies for the subject
and grade/year level it was intended
2.Concepts developed contributes to enrichment,
reinforcement, or mastery of the identified learning
objective
3.Content is accurate
4.Content is up-to-date
5.Content is logically developed and organized
6.Content is free from cultural, gender, racial or
ethical bias
7.Content stimulates and promotes critical thinking
8.Content is relevant to real-life situations
9. Language (including vocabulary) is appropriate
for the target user.
10.Content promotes positive values that support
89
Descriptors:
The material is consistent with topics found in the Learning
Competencies (LC) for the subject and grade/year level it was
intended.
The material can be related to and support developmental skills
related to the Learning Competencies.
Very satisfactorily reinforces, enriches, and/or leads to mastery of
identified learning objectives.
Material supports, compliments achievement of learning objectives
of the subject area and grade/year level for which it is intended.
Presentation of factual content is accurate.
No outdated information, improper use of figures, inaccurate
graphs; over simplified models or diagrams
All information provided is up-to-date.
No outdated information, improper use of figures, inaccurate
graphs; over simplified models or diagrams
The logic of the presentation and organization of the content is
clear to the target user.
Content is presented in a well-organized, consistent and
predictable fashion.
Structure is apparent
There are no ideological, cultural, racial and gender
biases/prejudices found in the material.
Presentation of controversial social content is balanced and
structured to promote an educated understanding of different
points of view. All social content is fairly presented and does not
violate the Social Content Guidelines.
Comprehension and application of the content knowledge requires
cognitive effort and not just chance selection of responses.
Material promotes higher order thinking skills.
The learning activities include one or more of the 6 facets of
learning (explain, interpret, apply have perspective, empathize and
have self-knowledge)
The content has application to real-life situations.
Content of stimulations is authentic.
Metaphors and scenarios enhance understanding of real-life
situations
Use of language is appropriate for the target user age and stage
of learning.
Vocabulary used is suitable/appropriate to the target users’ level.
New or complex words and terms are clearly and consistently
explained or defined.
Consider the amount of technical vocabulary use and the devices
used to interpret, explain and define technical terms.
Consider the general level of difficulty and density of non-technical
words used in terms of familiarity and abstractness.
Inclusion of positive value(s) is/are evident and /or properly

formative growth
Factor B. Instructional Quality
1. Purpose of the material is well defined. (i.e., The educational purpose is stated or is evident within the overall
implicitly defined)
2. Material achieves its defined purpose
3. Learning objectives are clearly stated and
measurable
4. Level of difficulty is appropriate for the
intended target users
5. Graphics/colors/sounds are used for the
appropriate instructional reasons
6. Material is enjoyable, stimulating,
challenging and engaging
7. Material effectively stimulates creativity of
target user
8. Feedback on target user’s response is
effectively employed
9. Target user can control the rate and
sequence of presentation and review
10. Instruction is integrated with target user’s
previous experience.
90
discussed in the material
design of the material.
Material is well designed and is likely to achieve its defined
purpose.
Content related to achievement of the learning purpose.
The material does not contain gratuitous information or graphic.
What the user is going to know and be able to do is clear.
The scope range and depth of content and topics are
appropriate to the level of the target user.
Opportunities are provided for different level of instruction.
Content chunking and sequencing are appropriate.
The time spent working with the content is appropriate for the
results gained.
Illustrations/visuals are effective/appropriate. Makes balance
use of graphics, sounds and color.
Uses graphics, sounds and color to augment the content.
Pedagogy is innovative.
Scaffolds and challenges students’ level of understanding. The
design, presentation and representation of information promote
users’ engagement.
Promotes user engagement and encourages creativity.
Feedback is non-threatening, immediate, positive, motivational
and user-sensitive.
Feedback is appropriate to the users’ previous responses.
Feedback is contextual, immediate and logical.
All feedback to the user responses is timely and constructive.
Users can revisit and replay active content.
Users can decide when to progress to the next step.
Access to different information/concept chunks is either logical
or intuitive; if random there is a clear indication of the
relationship of the chunks and the various paths available for
the exploring them.
Instructional prerequisites are stated or easily inferred.
Users are encouraged to review prior knowledge and
understanding.
Where prior knowledge or experience is required this is clearly
identified an or a summary provided.
 91

Factor C. Technical Quality

1. Audio enhances understanding of the Audio is used to enhance understanding and comprehension.
concepts For example: written and spoken instructions
Vocabulary development support.
2. Speech/narration (correct pacing, The voice over/speech is clear and ca be easily understood.
intonation, and pronunciation) is clear and The user can replay and stop and start audio.
can be easily understood
3. There is complete synchronization of audio The audio and visual are synchronized.
with the visuals, if any
4. Music and sound effect are appropriate and Music and sound effects are used effectively. For example, as a
effective for instructional purposes focusing or cueing device.
5. Screen display (text) are uncluttered, easy The screen displays are pleasing, uncluttered, and easy to read.
to read, and aesthetically pleasing. The amount of text on screen is limited to the screen area rather
than requiring continuous scrolling.
Longer text employs pagination techniques to navigate forward
and back through the text.
6. Visual presentation (non-text) are clear and Visuals (images, diagrams, animations, video), are clear and
easy to interpret easy to interpret.
Dynamic content can be revisited and replayed by the user if
required.
7. Visuals sustain interest and do not distract Graphic visualization of ideas and phenomena is used to attract
reader’s attention attention, aid retention, enhance understanding or create
context.
Visuals are used to compliment textual information.
8. Visuals provide accurate representation of Visuals are accurate and do not misrepresent the concepts
the concept discussed presented.
Interpretation of visuals will not result in misconception.
9. The user support materials (if any) are The user support material provides adequate and clear
effective instruction for using the material. User support materials are
relevant and effective.
10. The design allows the target user to Navigations is clearly linked to the instructional purpose and
navigate freely through the material learning design.
Navigation does not interfere with users’ engagement in the
content.
Any time spent learning the interface or control functions is
small compared to the time on task functions.
11. The materials can be easily and The material allows and encourages students to work
independently be used independently.
12. The material will run using minimum system Can run on all platforms
requirements. Can run on MS Windows Vista, XP or Mac OS 10.
Can run on MS Windows 2000 or Mac OS 9.
Can run on MS 98 below or below Mac OS 9.
13. The program is free from technical No technical problems.
problems
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Factor D. Other Findings

1. Conceptual errors No conceptual error found.
Presentation of content will not lead to the development of
misconception or misunderstanding.
2. Factual errors No factual error found.
Presentation of factual content is accurate and up-to-date
No outdated information, improper use of statistics; inaccurate
graphs; over simplified models or examples.
3. Grammatical and/or typographical errors No grammatical error found.
No spelling errors.
4. Other errors (i.e., computational errors, No error found
obsolete information, errors in the visuals,
etc.)
 93

Evaluation Rating Sheet (Teachers and Students)

Title: AuthentiMATHic learning: A Learning Package in Teaching Addition and

Subtraction
Grade level: Grade 3

Subject: Mathematics

Instructions: Examine the material carefully and for each evaluation

criterion consider the extent to which the resource meets the criteria. Check the
appropriate number [with 4 being Very Satisfactory (VS); 3 - Satisfactory (S); 2
- Poor; and 1 – Not Satisfactory]. For a rating below 4, write your
comments/justifications on each evaluation criterion. If an evaluation criterion
is Not Applicable (NA), the material is rated 3 on that criteria. (Not Applicable
means that the criteria is not relevant to the resource being evaluated. It is
given the score of 3 so that the evaluation score for each factor reflects only the
performance against criteria that are relevant to the nature of the resource being
evaluated). Attach extra sheets if necessary. Your report may be completed in
soft or hardcopy. Please write legibly if completing in hardcopy

Factor 1: Content 4(VS) 3(S/NA) 2(POOR) 1(NS)

1. Content is suitable to the student's level of development.

2. Material contributes to the achievement of specific
objectives of the subject area and grade/year level for
which it is intended.
3. Material provides for the development of higher cognitive
skills such as critical thinking, creativity, learning by doing,
inquiry, problem solving, etc.
4. Material is free of ideological, cultural, religious, racial, and
gender biases and prejudices.
5. Material enhances the development of desirable values
and traits such as: (Put a check ( √ ) mark only to the
applicable values and traits)
5.1 Pride in being a Filipino 5.8 Honesty and trustworthiness
5.2Scientific attitude and reasoning 5.9 Ability to know right from wrong

5.3 Desire for excellence 5.10 Respect

5.4 Love for country 5.11 Critical and creative thinking

5.5 5.12 Productive work

Helpfulness/Teamwork/Cooperation
 94

5.13 Other: (Please specify)

5.6 Unity

5.7 Desire to learn new things

6. Material has the potential to arouse interest of target reader.

7. Adequate warning/cautionary notes are provided in topics and
activities where safety and health are of concern.
TOTAL POINTS
Note: Resource must score at least 21 points out of a PASSED
maximum 28 points to pass this criterion. Please put a
check mark on the appropriate box
FAILED

Factor 2: Format 4(VS) 3(S/NA) 2(POOR) 1(NS)

1. Prints
1.1 Size of letters is appropriate to the intended
user.
1.2 Spaces between letters and words facilitate
reading
1.3 Font is easy to read.
1.4 Printing is of good quality (i.e., no broken letters,
even density, correct alignment, properly
placed screen registration).

2. Illustrations
2.1 Simple and easily recognizable.
2.2 Clarify and supplement the text.
2.3 Properly labelled or captioned (if applicable)
2.4 Realistic / appropriate colors.
2.5 Attractive and appealing.
2.6 Culturally relevant.
3. Design and Layout
3.1 Attractive and pleasing to look at.
3.2 Simple (i.e., does not distract the attention of the reader).
3.3 Adequate illustration in relation to text.
3.4 Harmonious blending of elements (e.g., illustrations and text).
4. Paper and Binding
4.1 Paper used contributes to easy reading.
4.2 Durable binding to withstand frequent use.
5. Size and Weight of Resource
5.1 Easy to handle.
5.2 Relatively light
TOTAL POINTS
 95

Note: Resource must score at least 54 points out of a PASSED

maximum 72 points to pass this criterion. Please put a
check mark on the appropriate box
FAILED

Factor 3: Presentation and Organization 4(VS) 3(S/NA) 2(POOR) 1(NS)

1. Presentation is engaging, interesting and understandable.
2. There is logical and smooth flow of ideas.
3. Vocabulary level is adapted to target reader's likely experience and
level of understanding.
4. Length of sentences is suited to the comprehension level of the target
reader
5. Sentences and paragraph structures are varied and interesting to the
target reader.
TOTAL POINTS
Note: Resource must score at least 15 points out of a PASSED
maximum 20 points to pass this criterion. Please put a
check mark on the appropriate box
FAILED

Factor 4: Accuracy and Up-to-dateness of Information 4(VS) 3(S/NA) 2(POOR) 1(NS)

Note down observations about the information contained in the material,
citing specific pages where the following errors are found
1. Conceptual errors.
2. Factual errors.
3. Grammatical errors.
4. Computational errors
5. Obsolete information.
6. Typographical and other minor errors (e.g., inappropriate or unclear
illustrations, missing labels, wrong captions, etc.).
TOTAL POINTS
Note: Resource must score at least 24 points out of a PASSED
maximum 24 points to pass this criterion. Please put a
check mark on the appropriate box
FAILED

Other Comments

(Please write your comments and recommendations on the material not captured in
Factors 1-4. Use additional sheet if necessary.)
 96

RECOMMENDATION

Note: Any material that fails factor 4 must not be recommended

for use in public schools until the identified issues have
been fixed.

Any material that fails in at least one of the four factors of

the evaluation rating should not be recommended for
possible use in public schools.

(Please put a check mark ( a) in the appropriate box.)

I / We recommend the approval of this material for possible use in public

schools provided that the corrections / revisions included in this report are made.
(For commercial resources (non-DepED owned resources) the Publisher must
implement all recommended corrections / revisions in their next printing or
provide errata.)

I / We do not recommend the approval of this material for possible use in

public schools for the reasons stated below and/or cited in this evaluation
report. (Please use separate sheet if necessary.)

(Please sign below and at the back of each page.)

 97

I/We certify that this evaluation report and recommendation are my/our own and
have been made without any undue influence from others.

Evaluator (s):

Signature (s):

Descriptor for Teacher and Pupil’s Evaluation Sheet

These descriptors will guide you in giving an objective and quantifiable score for each criterion item in the rating sheet.
For ratings of 3 and below, your written comments in the rating sheet should indicate specific part and brief descriptions
of inadequacies in the material. If a criterion is not applicable, give it a rating of 3.
Factor 1: Content
Content: Descriptor:
1. Content is suitable to the student’s level of The scope, range and depth of content and topics are
development appropriate to the target audience learning needs.
The level of difficulty is appropriate for the intended target
audience age and stage of learning.
The level of details is appropriate for the achievement of the
specified learning outcomes for the intended target audience.
2. Materials contributes to the achievement of Materials promotes achievement of objectives and outcomes of
specific objectives of the subject area and the intended subject area(s) and grade/year level(s).
grade/year level for which it is intended Material supports the achievement of learning objectives and
outcomes of the intended subject area(s) and grade/year
level(s)
Material reinforces, enriches, and/or leads to mastery of certain
learning competencies.
3. Material provides for the development of The learning activities require cognitive effort not just chance
higher cognitive skills such as critical selection of responses.
thinking, creativity, learning by doing, The learning activities include one or more of the 6 facets of
inquiry, problem solving, etc. learning. (Explain, interpret, apply, have perspective,
empathize, have self-knowledge)
User is required to assume an increased responsibility for their
learning.
Material promotes development of higher order thinking skills.
4. Material is free of ideological, cultural, There are no ideological, cultural, religious, racial, and gender
religious, racial and gender biases and biases and prejudices found in the material.
prejudices Presentation of social content including values and
perspectives is fairly represented.
All social content is fairly presented and dies not violates the
Social Content Guidelines.
5. Materials enhances the development of Inclusion of identified desirable value(s)/trait(s) is/are evident
desirable values and traits and/or properly discussed in the material.
Presentation of controversial social content is balanced and
structured to promote an educated understanding of differing
 98

point of views.
6. Material promotes interest of target reader The material is presented in such a way that us likely to
connect with the target reader’s knowledge and experience.
Focusing techniques and cueing devices are evident such as
variation in typeface, boxes and underlining.
7. Adequate warning/cautionary notes are Inclusion of adequate warning/cautionary notes (where
provided in topics and activities where needed) is evident in the material.
safety and health are of concern For example: “How to” instructions; symbols to represent
health and safety requirements for activities.
Factor 2: Format
1. Prints Consider quality of paper, packaging and binding is
1.1. Size of the letters is appropriate to the appropriate for the intended use and expected life of the
intended user resource.
1.2. Spaces between letters and words
facilitates reading
1.3. Font is easy to read
1.4. Printing is of good quality (i.e., no broken
letters, even density, correct alignment,
properly placed screen registration).
2. Illustration
2.1. Simple and easily recognizable
2.2. Clarify and supplement the text
2.3. Properly labelled or captioned (if
applicable)
2.4. Realistic/appropriate colors
2.5. Attractive and appealing
2.6. Culturally relevant
3. Design and Layout
3.1. Attractive and pleasing to look at
3.2. Simple (i.e., does not distract the attention
of the reader)
3.3. Adequate illustration in relation to text
3.4. Harmonious blending of elements (e.g.,
illustrations and text)
4. Paper and Binding
4.1. Paper used contributes to easy reading
4.2. Durable binding to withstand frequent use
5. Size and Weight of Resource Components are packaged for easy handling.
5.1. Easy to handle
5.2. Relatively light
Factor 3: Presentation and Organization
1. Presentation is engaging, interesting, and Presentation promotes engagement and supports
understandable understanding by the target user.
Presentation stimulates active rather than passive learning.
2. There is logical and smooth flow of ideas The logic of presentation of ideas is clear and evident to the
target user.
Material is presented in well organized, consistent and
predictable fashion.
Structure is apparent.
3. Vocabulary level is appropriate to target Vocabulary used is suitable/appropriate to the target reader
reader’s experience and understanding. age and level.
New or complex words and terms are clearly and consistently
explained or defined/
Consider the amount of technical vocabulary used and the
 99

devices used to interpret, explain and define technical terms.

4. Length of sentences is suited to the
comprehension level of the target reader.
5. Sentences and paragraph structures are
varied and interesting to the target reader
Consider the general level of difficulty of non-technical words
used in terms of familiarity and abstractness.
Length of sentences is suitable to the target reader.
Consider the complexity of sentence patterns, typically used.
(Simple, compound, complex)
Be aware of attempts to simplify by omitting needed
connections between ideas which may reduce the user’s ability
to make meaning.
Sentences and/or paragraph structures are varied and
interesting to the target reader.
Language structures enhance meaning making.
Note the effective use and placement of topic sentences in
paragraphs; this is usually easier at the beginning or end.

Factor 4: Accuracy and Up-to-Datedness of Information

1. Conceptual errors No conceptual error found.
Presentation of content will not lead to the developmental of
misconceptions or misunderstanding.
2. Factual errors No factual error found.
Presentation of factual content is accurate and up-to-date.
No outdated information, improper use of statistics; inaccurate
graphs; over simplified models, examples or simulations.
3. Grammatical errors No grammatical error found.
No spelling error found.
4. Computational errors No computational error found.
5. Obsolete information No obsolete information found.
6. Other errors such as errors in illustrations, No error found.
diagram, pictures, maps, graphs, and No outdated information- maps; inaccurate graphs, diagram or
tables pictures.
No over simplified models, examples or simulations.
 100

APPENDIX 5 (CERTIFICATION)

Bicol University

COLLEGE OF EDUCATION

Daraga, Albay

CERTIFICATION
This is to certify that the undersigned reviewed and validated the LEARNING PACKAGE IN
TEACHING ADDITION AND SUBTRACTION, authored by REY ANN B. CORTES, ARVIE M. DE
LUMEN, and DELANY JUNE R. ESPENILLA of Bicol University College of Education (BUCE) as an
offshoot of their undergraduate thesis proposal entitled, “AuthentiMATHic Learning: A Learning
Package in Teaching Addition and Subtraction”, in partial fulfillment of the requirements for the degree
Bachelor of Elementary Education. The learning package was reviewed and validated according to the
learners’ needs and interests to manifest quality assurance of the developed material.

This certification is hereby given to Ms. Cortes, Mr. De Lumen, and Ms. Espenilla this 6 th day of
July 2021 at Legazpi City, Albay for whatever purpose it deemed important.

MA. JULITA OBILES ELIAS MALDO FATIMA RELLETA

BUCE, STM Department Master Teacher I, Bagumbayan ES Master Teach I,

Bagumbayan E.S

JEMMALYN BLANCAFLOR HEDDA BALDON JOAN CONCEPCION

Teacher III, Taysan ES Teacher III, Taysan ES Math Teacher,

St. Agnes’ Academy

 101

JONATHAN RODA LOREN BERJUEGA

Teacher I, Taysan Resettlement IS Divine Word College of Legazpi

APPENDIX 6 (DOCUMENTATION)

Researchers with the Adviser

Developed
Learning
Material
 102

Actual testing and evaluation of the developed learning material to the pupils

CURRICULUM

VITAE

Name: Rey Ann B. Cortes

Nickname: Ann
 103

Age: 21
Sex: Female
Date of Birth: January 26, 2000
Home Address: PC Camp Site, Access Road, Masbate City, 5400, Philippines
Contact Number: 09090736041
Email-Address: cortesbulgarreyann2626@gmail.com
Parents
Father: Richard S. Cortes. Sr
Mother: Lenie B. Cortes
Educational Background
Elementary: Jose Zurbito Sr., Elementary School
Quezon Street Masbate City
2006-2012
Junior High School: Masbate National Comprehensive Highschool
Quezon Street Masbate City
2012-2016
Senior High School: Divine Word College of Legazpi
F. Aquende Dr, Legazpi City, Albay
2016-2018
College: Bicol University College of Education
Daraga, Albay
2018-Present

Name: Delany June R. Espenilla

Nickname: Del
Age: 21
 104

Sex: Female
Date of Birth: June 9, 2000
Home Address: Em’s Barrio, Barangay 1 Legazpi City
Contact Number: 09093971333
Email-Address: espenilladelany@gmail.com
Parents:
Father: Danilo S. Espenilla
Mother: Jeanne Marie R. Espenilla
Educational Background:
Elementary: Albay Central School
Legazpi City, Albay
2006-2012
Junior High School: St. Agnes’ Academy
Legazpi City, Albay
2012-2016
Senior High School: St. Agnes’ Academy
Legazpi City, Albay
2016-2018
College: Bicol University
Daraga, Albay
2018-Present

Name: Arvie M. De Lumen

Nickname: RV
Age: 21
Sex: Male
 105

Date of Birth: October 30, 1999

Home Address: Purok 6, Gabawan, Daraga, Albay
Contact Number: 09396479763
Email-Address: emailniarvie@gmail.com
Parents:
Father: Charlie B. De Lumen
Mother: Evelyn M. De Lumen
Educational Background:
Elementary: Gabawan Elementary School
Gabawan, Daraga, Albay
2006-2012
Junior High School: Daraga National High School
Daraga, Albay
2012-2016
Senior High School: Daraga Nationa High School
Daraga, Albay
2016-2018
College: Bicol University
Daraga, Albay
2018-present