1

II
Abstract
The purpose of this qualitative research is to explore the learning experiences of

grade six learners in learning math concepts through the use of RBI-Plug and

Play. Six (6) grade 6 were set as participants of the study and underwent an in-

depth individual interview. A single case study research design was employed to

explore, analyze and understand their responses. The data gathered was

categorized into three main themes, Convenience and Drawback in Learning

Math Concepts, Learners’ Coping Strategies, and Significance in Learning. It

described the participants’ experiences in learning math concepts, how the

learners cope with the challenges, and their insights on learning math concepts

through RBI-Plug and Play. The findings disclose that there are advantages and

disadvantages to the use of RBI-Plug and Play in their learning experiences. 

.      

 
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III
ACKNOWLEDGEMENT
           The researchers would like to convey their deep gratitude and sincere

appreciation to everyone who has contributed their time, knowledge, and effort to

bring this important project to fruition.

To the researcher’s school head, Roberto L. Mendoza, Jr., for his

approval and support to complete the study.

To the grade 6 adviser, Cerilo F. Espinosa, Jr., for his permission to

perform this study with his grade 6 learners.

Especially to the selected Grade 6 learners, for time and cooperation

during the interview and;

Above all, to the Almighty Father, who has made everything possible, for

providing everything that the researchers need for the success of this action

research. 
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IV
CONTEXT and RATIONALE

Blended/Distance learning modalities were created, developed, and

implemented in all schools because of Covid-19 pandemic. It was implemented

because face-to-face classes are prohibited. One of them is the RBI-Plug and

Play Modality. It is challenging to learn math concepts in a distance learning

setting. The shift from a classroom environment to a home learning environment

raises a concern for learners. There are some math concepts that students must

acquire on their own and may not be practiced in a face-to-face setting.

Additionally, in contrast to reading, arithmetic is almost always taught in a

classroom setting. At a time when parental support is even more crucial to school

progress, parents are typically unprepared to assist their children with math

(Sawchuk, S. S. S. D., & Sparks; S. 2020, Bringula, et. al,2021).

Furthermore, it is important to explore and analyze the learning

experiences of Grade 6 in learning math concepts through the use of RBI-Plug

and Play in Saliluk L. Macantal Elementary School. Through this, it will be a good

help for grade 6 Mathematics teachers to improve their pedagogy using RBI Plug

and Play and involve the teaching and learning process in a meaningful

experience despite the pandemic we are in. Teachers, learners, and schools will

benefit from the findings of this study. Teachers may use the suggested

technique based on the study's findings to improve RBI-PLug and Play when

teaching math concepts.

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Additionally, Saliluk L. Macantal Elementary School implemented printed

modules at the start of the school year 2020-2021 and transitioned to Radio-

Based Instruction by Plug and Play in the following school year 2021-2022.

Teachers find it challenging to switch from face-to-face classes to blended

learning since they are not used to it.

As a result, in the event of a pandemic, a more intensive implementation

plan of RBI-Plug and Play is essential in Saliluk L. Macantal Elementary School

not only in teaching Mathematics but also in other major subjects.

 
V
INNOVATION, INTERVENTION, AND STRATEGY
Saliluk L. Macantal Elementary School implemented the FALIMAK

program or FAnak, fLInge, na Maye, Kalyak radyo which means Stop, Look,

Listen; Using Radio. It is a Radio-based Instruction through Plug and Play that is

implemented through recorded audio made by their teachers accompanied by a

Learning Activity Sheet that corresponds to the audio recording. The recorded

audio is saved in a USB flash drive that can be plugged in and played to a radio.

Each learner was given 1 radio and 1 USB flash drive so that they can

concentrate on their respective grade level. An orientation to the parents was

also conducted so that they will know how to properly assist their children in

operating the radio. In addition, learners can listen to the audio recording while

answering their Learning Activity Sheets.

Moreover, The Learning Activity Sheets were given every week and the

same with the audio recordings. The parents are obliged to pick up the USB flash
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drives and LAS every Monday and return it by Friday so that the teachers can

replace a new audio recording and LAS for the specific week. 

It is important to explore the learner’s lived experiences in learning math

concepts through RBI-Plug and Play for this research study. Thus, the learners’

responses in experiencing this learning modality are needed to hear in able for

the researcher to understand its significant effect on the learning process.

Through this, the researchers explored the Grade 6 learners’ experiences,

coping strategies, and their insights on the use RBI-Plug and Play in learning

mathematics.

In addition, this research study allows the researchers to know the existing

status of this implementation based on the learners’ experiences. A case study

through the learners’ experiences presented their perception of the

implementation of RBI-Plug and Play and how it affects their learning.

Subsequently, In Saliluk L. Macantal Elementary School, the researchers

will develop a more detailed implementation plan for RBI-Plug and Play with the

help of the grade 6 teacher and the school head. As a result, all learners will be

able to make the most of the resources available to them and adjust to the new

learning environment in the event of a pandemic.

      
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VI
RESEARCH QUESTIONS
           This study was conducted to explore the Grade 6 learners’ learning

experiences with the use of RBI-Plug and Play in learning Mathematics concepts

in Saliluk L. Macantal Elementary School.

           Specifically, it answers the following question;

1. How do the Grade 6 learners describe their experiences with the use of

RBI plug and play in learning Math Concepts?

2. How do learners cope with the challenges they experienced in RBI-Plug-

and-Play?

3. What insight do the learners learn on RBI-Plug-and-Play?

VII
ACTION RESEARCH METHOD

A. Action Research Participants 

 The participants of the study were learners of Saliluk L. Macantal Elementary

School. There were three (3) girls and (3) three boys. The participants are Grade

6 learners.
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A purposive homogeneous sample methodology was employed to identify the

participants of the study. A purposive sample is one whose characteristics are

defined for a purpose that is relevant to the study (Andrade,2021).

B.Data Gathering
The researchers gathered essential data from the participants by

employing detailed individual interviews a. A researcher-made questionnaire was

developed by the researchers and was validated by the school’s master teacher.

To gain authority, the researchers obtained consent from the participants to

record the in-depth interview. This study utilized a qualitative research approach

through a single case study. Its goal was to explore and learn from the

experiences of grade 6 learners in learning math topics. A researcher defined

case study research as a qualitative approach in which the researcher explores a

real-life, contemporary bounded system (a case) or multiple bounded systems

(cases) over time. Furthermore, a thematic analysis was done and interpreted

data was gathered. The information gathered was thoroughly examined. As a

result, the researchers read the transcription and classify all of the participants'

responses. The responses were categorized and analyzed thematically using

invivo coding. (Creswell 2013; Patton, S. 2015;Yin, 2015)

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VII

RESULTS AND REFLECTION

The researchers depicted the three primary themes that emerged from the

participants' responses. Convenience and Drawback in Learning Math Concepts,

Learners’ Coping Strategies and Significance in Learning.

Table 1: Thematic Analysis of the Learners’ experiences on the use of RBI-Plug

and Play in Learning Math Concept
Main Theme: Convenience and Drawback in Learning Math Concepts
Cluster Themes Emergent Theme

1. Can easily follow the lessons  Useful aid in Comprehension

2. Lessons are articulated in the
radio

3. Big help especially in math  Effective Scaffolding in

4. Lessons are explained through Learning
Radios
5. Consistency of Audio
recordings to the LAS

 Complexity of Some Lessons

6. Lessons are too Difficult
7. Need simpler explanations

Learners find the RBI-Plug and Play convenient because it is just like

reading and answering the activities with the help of the radio verbalizing what is

written in the LAS. By this, Learners are enthusiastic about the RBI-Plug and

Play program and it improved their listening skills (Elliot, V., & Lashley, L.,2017).
 9

   L1 “…Masabayan gyud namo ang kwan ang lesson nga nakasulat

  sa among LAS labi na sa math sir kay ano kay murag ginadikta
nalang man sa radio ang nakasulat.” (Way can easily follow the
lessons in our LAS especially math topics because it is being
articulated in the radio.) 

L6: “ahhmm…Nakatabang siya sir ky kwan kanang gina explain ni

teacher sa radio ang lesson nga nakasulat sa among LAS labi na
jud sa Math.” (It helps us a lot sir especially in math because the
lessons in our LAS is being explained by our teacher through the

           On the other hand, there are difficulties that arise upon the implementation

of this modality, especially in some math lessons. According to the learners,

Mathematics is best learned through face-to-face interactions between the

teacher and students, as well as among students (Mukuka, A, et. Al, 2021).

L4: “…ahmm, Naa pud time sir nga lisud jud ang topic sa math
sir, kay kwan kanang bisan si ate sir wa pud kabalo
  unsaon.” (There are times sir that the lessons in math are too
difficult for me and even my older sister do not have an idea
      about it)
 

L2:  “…ahh, Naa gyuy lisud nga lesson sir oi bisag unsaon namo
kabalik-balik sa radio di jud namo masabtan. Siguro mas need
  pa namog simpol nga explanation sir”. (There are Difficult
lessons sir that we do not understand the topic even if we keep
on repeating the audio recordings. Maybe, we need a simpler
explanation)

Table 2:
Thematic Analysis on how the learners cope with the challenges they
experienced on the use of RBI-Plug and Play
Main Theme: Learners’ Coping Strategies
Cluster Themes Emergent Theme

1. Seek Help from older  Peer mentoring

siblings
2. Siblings assist in
understanding lessons
3. Understanding the
audio recordings by
repeatedly listening
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Learners found ways to lessen the challenges they had experienced in

learning math concepts through RBI-Plug and Play modality and it is by peer
mentoring. It is a big help in improving subject knowledge as well as a better
comprehension of the content topics (Nawaz, A., & Rehman, Z. U. 2017).

L3: “…kwan, Nagapatabang mi sa among ate nga highschool sir

kay kabalo sila unsaon pagsolve sa uban nga answeranan.” (We
seek help from our older sister who is in highschool who to
answer some activities).

L5: “…Ginatabangan mi sa akong ahmm magulang sir para mas

masabtan namo tong ginalesson sa radio ug sa among LAS”,
Our older siblings assist us in understanding the lessons
broadcast on the radio.
L1: “…nang, Ginaulit-ulit namo ni ate ang lesson sa radio sir
hantud nga masabtan namo” We repeatedly listening to the audio
recordings until we completely understand the lesson.

Table 3: Thematic Analysis on the Learners’ Insights in learning Math Concepts

through RBI-Plug and Play
Main Theme: Significance in Learning
Cluster Themes Emergent Theme

1. Can easily Follow the Learning  Effective guide in answering

Activity Sheets LAS
2. Easier to understand the
lessons

3. Needs to be continued  Urgency of continuing RBI-

4. Helpful in Learning Math Plug and Play

Learners also show positive insights in terms of learning math concepts.

Some of the learners said that it is sometimes difficult to just read the written

lessons in math without someone explaining them. Radio learning programs

have positive impact on learners’ study. (Makinta, et al, 2020).

 
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L3: “…hymm, Importante siya sir kay mas masabayan namo ang
among LAS sa math ug mas masabtan pud namo paunsa
makuha ang solution sa mga math problems kung anaay
gaexplain sa amo.” (It is important because we can easily follow
our LAS in Math and know the solutions in some math problems
especially when there is someone explaining it to us).
   
L2: “…ahhmm, Mas dali namo masabtan ang lesson sa LAS ug
mas dali pud namo ma answeran ang mga activities niya sir ug
nay gaexplain sa radyo.” (It is easier for us to understand the
lessons written in our LAS and it is also easier for us to answer
the activities if someone is explaining them on the radio).

Moreover, the learners stated that it is essential to continue the use of

RBI-Plug and Play in learning math concepts, especially in times that face to face
classes are still prohibited.

 
L1: “…ahhh, oo sir nindot jud siya nga ipadayun samtang wala
pay face to face ug samtang nagtuon pa mi sa LAS”(Yes sir, it is
a need to continue the use of this modality especially if face to
face is not allowed and we still are learning from our LAS)

L5: “…Mas effective gyud kaaayy sa among pagtuon sa Math

kung naay RBI sir kaysa sa kami lang mubasa kay panagsa di
namo masabtan bisag kapila na namo gi ulit ug basa” (If there is
RBI, it is more helpful in learning math than just reading it on our
own because we sometimes don't comprehend it even after
reading it several times).
   

Reflection 
           The FALIMAK program through RBI-Plug and Play is the best

supplemental teaching aid for the LAS, especially in mathematics. This kind of

modality helps the learners to understand math concepts written in their LAS and

guides them in answering math problems. 

           Moreover, it is convenient to learn math concepts using RBI-Plug and

Play. Learners find it easy to understand the lessons that are written in their LAS
 12

when someone is explaining them on the radio. However, there are also

disadvantages to this modality like the complexity of the lessons that even their

peers do not have an idea on how to deal with them and they think that there is a

need for simpler explanations. Nevertheless, the learners found ways to cope

with the challenges they had experienced like seeking help from their elderly high

school siblings and repeatedly listening to the radio until fully understood the

lessons. For them, there is a need to continue this modality while face-to-face is

still not allowed.

           RBI-Plug and Play in teaching Mathematics have its pros and cons.

Teachers must intensify its positive effects and transform its negative ones into

positive ones by developing effective techniques through RBI-Plug and Play. The

School head may provide the things needed by the teachers to apply and

enhances the pedagogy in teaching math concepts using RBI-Plug and Play.  
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IX
PROPOSED ACTION PLAN
Rationale: Based on the data taken from this research, the proponent crafted this action plan for the intensive
implementation of RBI-Plug and Play in Saliluk L. Macantal Elementary School.

PROGRAM OF DESCRIPTION/ OBJECTIVES TIMELINE/TIME PERSONS FUNDING OUTCOMES

ACTIVITY/AREA ACTIVITY FRAME INVOLVED SOURCES
OF CONCERN
Seminar/webinars SLAC on making To strengthen Year-round School Head MOOE 6 teachers were
about RBI-Plug and LAS, RBI Script, RBI-Plug and Teachers trained about
Plays and Audio Play in teaching LAS and RBI-
recordings in mathematics Scripts
Mathematics
Workshop on how to SLAC on recording To refine the Year-round School Head MOOE 6 teachers were
make a quality quality audio production of Teachers trained to
audio record for lessons quality audio produce quality
radio-based recordings for audio
instructions radio-based recordings
instruction
Workshop on Writing Math LAS To Contextualize Year-round School Head MOOE 6 teachers were
Writing Math LAS and RBI Scripts Mathematics Teachers trained to write
and RBI Scripts LAS and RBI LAS and RBI-
Script Scripts in
mathematics
Workshop on SLAC on learning To provide Year-round School Head MOOE 6 teachers were
different strategies effective strategies teachers with Teachers trained to
in teaching math in teaching math excellent develop
concepts concepts teaching effective
strategies for strategies in
math concepts teaching math
concepts
 14

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