1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

English language is mostly used by teachers particularly in

classroom instruction nowadays. Most instructional materials are written in

English language that is only preferable for high intelligence students and

yet many students do not really understand on it because the language

used is not their medium of usage. This is mostly appearing to language

learners who do not have enough linguistic background as first language

speaker (Sherer, 2009).

In the Philippine settings, particularly in Southern part of Mindanao

that people lived in the rural areas did not have practice or even speak

English clearly and accurately. They may have preferred their own

language to understand situation and revealed significant in their daily

activities particularly in the understanding of Mathematics language.

According to Gay (2000), theories of culturally relevant pedagogy

where the educators used or develop instructional materials that culturally

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related to the students will illustrates effective practices and demonstrates

significant contribution to the academic achievement of the students.

The students of Lawa National High School-Nueva Villa Extension

were mostly Manobo in ethnicity. Teachers in the school who are teaching

Mathematics adopted English language as their medium of instruction.

However, most of the students could not directly understand the medium

of instruction. Indeed, the researcher will seek alternative strategy to

augment students level of understanding in Mathematics by developing

Manobo-Based Strategic Intervention Materials in Mathematics.

Objectives of the Study

The study aimed to assess the effectiveness of the Manobo-based

Strategic Intervention Material in Mathematics for the Grade 7 students in

Lawa National High School-Nueva Villa Extension as interventions for their

academic performance. Specifically, this study aimed to:

1. Determine the pre-test scores and post-test scores of the

experimental and control group;

2. Find out the mean gain score of the experimental and

control groups;
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3. Find out the significant difference on the pre-test scores and

post-test scores between the experimental and control

groups;

4. Find out the significant difference on the mean gain score

difference in the pre-test and post-test scores among

students from experimental and control groups;

5. Determine the level of effectiveness of Manobo-Based

Strategic Intervention Material in Mathematics VII.

Significance of the Study

The results of the study would be beneficial to the teachers, the

students, parents, DepEd Officials and future researchers who in the

future will take initiatives to promote quality education.

Department of Education Officials

The study would be vital information for the Department of

Education Officials to strengthen their capability to communicate policies

for teachers on Manobo-based Strategic Intervention Material

development for them to emancipate leadership especially in the field of

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Mathematics. Results from this study can be used as their basis in

developing manobo-based strategic intervention material.

School Heads

The data that would be generated from the current study may

provide the school heads the proof to implement the utilization of the

Manobo-based Strategic Intervention Material to enhance teaching

Mathematics in their respective schools. This can also be the basis in

making policies requiring teachers to develop and produce learning

materials that promote advances in teaching Mathematics.

Teachers

This study would significant as it provides learning materials to

teachers who engage in indigenous students particularly Manobo

students. Furthermore, the teacher would be able to enhance

mathematical skills of indigenous students.

Learners

The study visualizes improving learners’ achievements, through

improved quality teaching with the use of Manobo-based Strategic

Intervention Material in Mathematics. The knowledge and skills that would

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be developed can be a ladder towards next educational pursuits. In the

same manner, the outcome of this effort will encourage learners to

participate in activities and programs that will steer their direction towards

success. Moreover, the confidence that indigenous learners may develop

could improve their esteem and perspectives in life.

Future Researchers

This study can be used by other researchers as their future

reference when they intend to conduct parallel studies. This can be used

as their bases in choosing the best practices of Manobo-based strategic

intervention material in Mathematics.

Scope and Limitations of the Study

The primary concern of the study was to develop and assess the

effectiveness of Manobo-Based Strategic Intervention Materials (SIM) in

Mathematics that was conducted in Lawa National High School-Nueva

Villa Extension, school year 2018-2019. Students enrolled in Mathematics

VII was the subject of this study.

The experimental group was exposed to teaching strategy adopting

the Manobo-Based Strategic Intervention Materials (SIM) while the control

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group was exposed to teaching strategy using English-Based Strategic

Intervention Materials (SIM). The scores of the pupils in the pre-test and

post-test were used in the analysis. Other factors that might affect the

subjects’ performance in the duration of the study was treated, but rather

formed as part of its recommendation for future studies.

The study was conducted during the fourth quarter lesson. The

topic covered in the study was one of the least learned competencies in

Mathematics VII which was the Operations of Integers.

Definition of Terms

The following terms were defined and used in the study:

Academic Performance – this refers to the degree of proficiency or

performance in a given skill or body of knowledge. In this study, it

refers to the positive or negative output made by the students

during the results of their individual grade.

Control Group – refers to the students who were taught without

integration of Manobo-Based Strategic Intervention Materials in

Mathematics subject.

Effectiveness - refers to the significant difference in the mean gain score

of the experimental group and the control group, where the mean
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gain score of the former is higher than that the mean gain score

of the latter.

Experimental Group – refers to the students who were taught with

Manobo-Based Strategic Intervention Materials in Mathematics

subject.

Grade Seven Students – refers to the Grade 7 students of the Lawa

National High School-Nueva Villa Extension, Brgy. Nueva Villa, Don

Marcelino, Division of Davao Occidental.

Intervention – refers to an act of interfering with the outcome or

course especially of a condition or process.

Manobo – it refers to any of several closely related peoples inhabiting

Central Mindanao, Philippines.

Material – it refers to the elements, constituents, or substances of

which something is composed or can be made.

Strategic – it refers to a great importance within an integrated whole

or to a planned effect.

Strategic Intervention Material – refers to teaching-learning kit that is

devised for the benefit of both teachers and pupils. It is a module

that contains puzzles, games, vivid illustrations, concept map

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used to motivate and stir up the attention and interest of the

pupils.
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CHAPTER II

REVIEW OF RELATED LITERATURE

Strategic Intervention Material

Instructional materials are school resource inputs (SRI), they

include print and non – print items that are designed to impart

information to students in the educational process. Instructional materials

also include items such as kits, textbooks, magazines, newspapers,

pictures, recordings, slides, transparencies, videos, video discs, workbooks

and electronic media including music, movie, radio, software, CD – ROMs,

and online services (Dahar, 2011).

Instructional material plays a very important role in the teaching

learning process. It enhances the memory level of the students and

makes the teaching – learning process interesting (Nicholls, 2000).

At present, in the Philippine education system, intervention

materials are highly regarded as tools for remediating poor achievements

of the learners. SIM or Strategic Intervention Material refers to a teaching

aid introduced into the teaching methods to stimulate the activity of the

students and thereby increased their level of understanding. It is

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strategically prepared and designed for teaching remediation for low

achievers in the subject. It is given after the regular classroom instruction

to students who were not able to grasp the concepts of the subject matter

(Dy, 2011).

According to Bunagan (2012) defined Strategic Intervention

Material as meant to re-teach the concepts and skills (least mastered). It

is a material given to students to help them master competency – based

skills which they were not able to develop during a regular classroom

teaching. It consists of both learning strategies (for students) and content

enhancement (for teachers). It is a multifaceted approach to help

students to become independent and successful learners. He further

differentiated SIM and modules. This intervention material focuses on the

skill not mastered by the students during regular class. It does not involve

pretest and posttest and includes fun activities. Module, on the other

hand, contained different topics included in a given chapter and intended

for regular classroom teaching and distance learning. Module requires

pretest and posttest and also includes fun activities.

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Traditional Instruction Supported with Instructional

Materials

Nowadays, traditional and modern teaching methods become a hot

topic in education. Traditional teaching activities refer to the learning

process activities. The examples of traditional teaching activities methods

are using games and singing a song in and out the classroom. A very

typical feature of traditional methodology as Broughton is the ―teacher –

dominated interaction (Heriwinarko, 2012).

The teaching is deeply teacher – centered. The traditional

methodology puts the responsibility for teaching and learning mainly on

the teacher and it is believed that students will be able to use the

knowledge if they are present in the class discussions and listen to the

teacher‘s explanations and examples, (Boumova, 2008).

Today‘s diverse student population has resulted in teacher‘s

seeking changes in the traditional methods of instructing students.

Teachers seek ways to improve student motivation and engagement in

the learning process. Students learn principally through interactions with

people (teachers and peers) and instructional materials (textbooks,

workbooks, instructional software, web-based content, homework,

projects, quizzes, and tests). But education policymakers focus primarily

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on factors removed from those interactions, such as academic standards,

teacher evaluation systems, and school accountability policies. There is

strong evidence that the choice of instructional materials has large effects

on student learning—effects that rival in size those that are associated

with differences in teacher effectiveness. Administrators are prevented

from making better choices of instructional materials by the lack of

evidence on the effectiveness of the materials currently in use (Chingos,

2012).

Non-book instructional materials have opened up a new research

field particularly in the past 30 years. Similarly, in the most recent

comprehensive summary in the audio-visual field, numerous books and

periodicals have made an effort to bring together more recent findings.

This investigation concerning the use and purposes of instructional

materials in teaching showed that there are many studies merely

attempting to demonstrate the superiority of one type of learning material

over another (Broderick, 2012).

Importance of Culturally Related Pedagogy

According to Allemann-Ghionda (2012), Intercultural education

(IE), a concept used in Europe since the mid-1970s, is currently defined

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by many scholars as a comprehensive educational approach. Firstly, IE is

meant to address all students, and not only those who are seen as

different from a given cultural or ethnic majority or social group. Secondly,

IE is concerned not only about acknowledging cultural or ethnic

differences and integrating minorities or migrants, but also about

recognizing, respecting and including all facets of diversity. Thirdly, it is

difficult to conceive of implementing IE in school systems which are not

comprehensive, but which practice early selection and tracking. Indeed,

empirical comparative data revealed that in many countries, certain social

and ethnic groups do not have equal opportunities in education, even if IE

(or a similar concept) is declared a policy goal and is included in curricular

guidelines.

Addressing these gaps in opportunities to learn requires teachers to

see mathematics as not only relevant to but also part of students‘ lives

and communities. It requires teachers to move beyond a narrow focus on

measurable performance as dictated by the pressures of standardization

and mathematics testing to attend to students interests, cultural

backgrounds, and concerns; it requires getting to know students well

enough to engage them in learning and relating to students across

cultural, racial, and socioeconomic lines. Looking to theories of care in

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education can provide insight. Given society‘s pervasive deficit orientation

toward urban students and communities—too often reflected in pre-

service teachers‘ stereotypical views of urban education environments—in

this article, to counter this deficit orientation, I make a case for

mathematics teachers to be provided learning opportunities to understand

the need for and importance of developing caring relationships with

students (Gomez, 1996).

Furthermore, research documenting effective practices for

traditionally marginalized students, such as culturally relevant pedagogy,

suggests that care is an integral component of these practices. These

relationships are built on teachers‘ understanding of each student ―in no

stereotypical ways while acknowledging and comprehending the ways in

which culture and content influence their lives and learning are necessarily

political and allow teachers to utilize the cultural and linguistic resources

students bring to the classroom to further their learning of content

(Gutstein, 2006).

Studies done by Gay (2000), that theories of culturally relevant

pedagogy, as these not only illustrate effective practices caring teachers

employ but also because this work provides models of classroom practices

that consider explicitly issues of race, culture, and power and have had
 15

demonstrative effects on the academic achievement of traditionally

marginalized students.

In a classroom situation if a teacher struggles in harmonizing with

his/her student’s scheme, she/he would have difficulties in formulating

mathematical activities. The classroom environment would not be

beneficial to the learners and the teachers. It will be the reasons of an

inappropriate learning to students that will lead to a learning gap.

Definitely understanding student’s background particularly cultural

background will lead to teacher’s appropriate use of learning materials

(Hakenberg, 2010).

Educators should avoid demonstrations of color blindness or the

inability (or unwillingness) to acknowledge that race matters in the

teaching learning process. It will have a significant influence to the

students particularly the indigenous students that will affect how they

perform in school. And these circumstances will lead to poor learning

effectiveness to students (Bonilla-Silva et al, 2000).

Students’ learning opportunities may be hindered when teachers

fail to consider their own and their students’ racial background. It will lead

to increase students’ failure in school. But if the teacher adopts color and
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culture beliefs and practices there would be good learning environment.

And it would be beneficial to indigenous students (Milner, 2007).

Education theories aimed to support work toward equity in

mathematics education need to attend to how issues of race, culture, and

power intersect with and inform our understanding of effective

mathematics education. Theories of culturally relevant pedagogy serve

this purpose, providing models of classroom practices that consider

explicitly issues of race, culture, and power. Furthermore, these theories

have documented the nature of teacher–student relationships that support

students‘ mathematics learning in ways that intersect with and expand

descriptions within theories of educational caring (DiME, 2007).

Culturally relevant pedagogy is fundamentally about the academic

success of students of color. It is a pedagogy that empowers students

intellectually, socially, emotionally, and politically by using cultural

referents to impart knowledge, skills, and attitudes. As a bridge between

students‘ home and school cultures, culturally relevant pedagogy

facilitates teachers incorporation of students‘ cultural values, experiences

and perspectives into the curriculum. A necessary requirement of effective

culturally relevant pedagogy is students‘ academic success. Culturally

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relevant pedagogy builds on students‘ home cultures as a means to foster

success in school (Gay, 2000).

As noted previously, caring relationships reject a color blind

approach and instead embrace color talk, ―acknowledging racial identity,

culture, racism, and racial privilege as factors that shape and color

experience (Thompson, 2004).

According to Walker (2006), in a study examining the role of peer

influences in urban high school students‘ academic success in

mathematics, linked students‘ academic behaviors and success to a

historical tradition of intellectual networks in their communities. These

findings point to another way to think about the notion of understanding

students‘ situations. Walker argues that to fully value the cultural

contributions that students bring with them to school, teachers must

understand ―the depth of students‘ academic communities and the ways

in which students and their peers foster intellectual communities among

themselves.

Howard (2003) contends that to become culturally relevant (and

thus to reject deficit-based thinking about students) teachers need to

engage in honest, critical reflection that includes ―an examination of how

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race, culture, and social class shape student‘s thinking, learning, and

various understandings of the world.

In the context of mathematics education, demonstrates that caring

mathematical relationships support a teacher‘s ability to choose

appropriate problems to pose for students based on students‘ previously

demonstrated mathematical reasoning, in turn supporting students‘

mathematical learning (Hackenbergs, 2010).

According to Boaler (2006), classroom culture resonates with what

terms relational equity, or classroom practices that facilitate students

treating each other with respect and responsibility. In the successful story

of Railside high school, students learned to respect students from different

cultural, social, gender, and ability groups. Boaler argues that the

respectful relationships students developed with one another were made

possible by the particular mathematics approach used by teachers—an

approach that valued students‘many different perspectives, strategies, and

contributions as they collectively solved mathematics problems.

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Conceptual Framework of the Study

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Traditional Instruction
Academic
(Control Group)
Performance of
the grade seven
Instruction using students of Lawa
Manobo-Based Strategic National High
Intervention Materials School-Nueva
(Experimental Group) Villa Extension in
Mathematics

Figure.1. Schematic diagram showing the relationship of the

independent and dependent variables of the study

The conceptual framework simplifies the direction of the study and

the relationships of the different variables. The framework explains that

the utilization of Manobo-based strategic intervention materials may have

effect to the academic performance in Mathematics of the Grade VII Class

of Lawa National High School-Nueva Villa Extension.

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Hypotheses

H01 : There is no significant difference between the pre-test scores of the

control and experimental groups.

Ho2 : There is no significant difference between the post test scores of the

control and experimental groups.

Ho3 : There is no significant difference on the score gain among students

from experimental and control groups.

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CHAPTER III

METHODOLOGY

Research Locale

The study was conducted at Lawa National High School-Nueva Villa

Extension, Brgy. Nueva Villa, Don Marcelino, Davao Occidental. The school

is situated along latitude of 6°15'60.00"N and longitude 125°39'59.99"E of

Don Marcelino, Davao Occidental

(https://latitude.to/articles-by-country/ph/philippines/124599/don-

marcelino-davao-occidental). It has an area of more 1000 square meters

having four classrooms and a ground where students gather and socialize.

The school was established year 2015. There were 230 currently enrolled

learners in the school year 2018-2019 with 5 DepEd paid teachers and the

tribes exist in this school were Manobo and B’laan.

Research Design

A quasi experimental research design was used in the study

comprising the experimental and the control group. Grouping was done

by dividing the Grade VII class into two equal groups where the members

of each group was selected randomly using fish bowl technique. The
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different groups were given a pre-test to establish heterogeneity among

the skills and knowledge at the start of the experiment. This was done to

ensure that their level of performance in Mathematics is comparable.

Sampling Design and Techniques

Complete enumeration was employed where the Grade 7 students

of LNHS-Nueva Villa Extension were the subject of the study. The study

utilized eighty-two (82) Grade 7 students wherein these students were

assigned randomly using fishbowl bowl technique to the experimental and

control groups.

Table 1. Distribution of samples and respondents of the study

GROUP GROUP SECTION NO. OF LEARNING

TEACHING LEARNERS ASSESSMENT
STRATEGY
Experimental Manobo- Jade 41 Pre-test
based S.I.M. Post-Test
Control Traditional Jade 41
Instruction
Total 82

Respondents of the Study

The respondents of this study were the Grade 7 students of Lawa

National High School-Nueva Villa Extension, Brgy. Nueva Villa, Don

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Marcelino, Division of Davao Occidental who are enrolled in Mathematics

VII subject.

Table 2. Distribution of samples and respondents of the study.

SEXES
GROUP TOTAL NO. OF
MALE FEMALE LEARNERS
Control 30 11 41
Experimental 20 21 41
Total 50 32 82

Research Instrument

The instrument used in gathering the data was the researcher-

made test question for the pre-test and post-test with a 45 item question.

This test question was used as a tool to determine the learners’ academic

performance before the conduct of the study and after the experimental

procedure was performed. Test questions were made based on the table

of specifications. To ensure equal distribution of question on the content

covered by the study was the following: problem solving, fill in the blanks

and true or false statement.

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The topic include was the following: addition of integers,

subtraction of integers, multiplication and division of integers of the

Mathematics curriculum guide.

A researcher-made content specific test was constructed and table

of specification was prepared.

The researcher-made test questions and Manobo-based strategic

intervention materials were evaluated by three (3) experts for validity.

Daily lesson log were used as a guide for the lesson.

The data gathered was encoded, tallied, tabulated and interpreted

accordingly. To determine the academic performance of the learners, the

following grading scale was used:

Table 3. Descriptor, grading scale, percentage score, range of scores

and verbal description of test scores of Grade 7 students of
Lawa National High School Nueva Villa Extension. School
Year 2018-2019. (Based on DepEd Order No. 8, s. 2015)

DESCRIPTOR SCORE GRADIN PERCENTAGE VERBAL

RANGE G SCALE SCORE DESCRIPTION
(Based on
DepEd Order
No. 8, s.
2015)
Outstanding 38-45 90 –100 84.00 – 100.00 The academic
performance of
the students in
Mathematics is
exemplary.
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Very 34-37 85 – 89 76.00 – 83.99 The academic

Satisfactory performance of
the students in
Mathematics is
very
satisfactory.
Satisfactory 30-33 80 – 84 68.00 – 75.99 The academic
performance of
the students in
Mathematics is
satisfactory.
Fairly 27-29 75 – 79 60.00 – 67.99 The academic
Satisfactory performance of
the students in
Mathematics is
fairly
satisfactory.
Did Not Meet 0-26 Below 75 0.00 – 59.99 The academic
Expectations performance of
the students in
Mathematics did
not meet
expectations.

To determine the effectiveness of Manobo-Based Strategic

Intervention Materials, the following formula and qualitative description of

students’ percentage score performance would be considered:

Post-testScore-Pre-testScore
Formula on Effectiveness: ×100%
Post-testScore
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Table 4. The level of effectiveness of the Manobo-Based S.I.M on the

students performance in Mathematics 7 (Based on DepEd
Order No. 8, s. 2015)

PERCENTAGE QUALITATIVE IMPLICATION

RANGE DESCRIPTION
1-25 Not Effective Manobo-Based S.I.M is
not Effective
26-50 Moderately Effective Manobo-Based S.I.M is
Moderately Effective
51-75 Effective Manobo-Based S.I.M is
Effective
76-100 Very Effective Manobo-Based S.I.M is
Very Effective

Determination of Pre-test, Post-test and Gain Scores

Pre-test Scores

In determining the pre-test scores in both experimental and control

group, the following steps served as guide of the researcher.

The Table of Specification was prepared as basis for the

construction of researcher-made test. The letter request and evaluation

form will be sent to the evaluators for the validity of researcher-made test

as well as the Manobo-based strategic intervention materials.

A researcher-made test was administered by the researcher. The

pretest was administered to the control and experimental group. The two

groups took their test in the same room. All students in the experimental
 27

group seated at the right side of the room while the students in control

group was at the left side. The test started at exactly 8:00 o’clock and

ended at 9:00 o’clock in the morning.

Post-test Scores

A post-test was administered. It was administered personally by

the researcher. The items in the post test are just parallel with the pre-

test but not with the same arrangement. The two groups took their test in

the same room. Students in the experimental group seated at the right

side of the room while the students in control group was in the other side.

The test started at exactly 1:00 o’clock and ended at 2:00 o’clock in the

afternoon.

Gain Scores

To determine the gain scores of students in the experimental and

control group, the pre-test scores and post test scores of students was

tallied. The pre-test score of students were subtracted from their post-test

scores. The result was the gain score of each students among

experimental and control group.

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Testing the Significant Difference

Pre-test Scores

After gathering the pre-test scores among students in the

experimental and control groups, the data was tabulated. To determine

the significant difference for the pre-test scores of the experimental and

control group, T-test was used.

Post-test Score

Post-test scores among students of experimental and control group

were gathered. To determine the significant difference for the post-test

scores of the experimental and control group, T-test was used.

Gain score

The gain score of students in the experimental and control group,

the data was tabulated. To determine the significant difference for the

gain scores of the experimental and control group, T-test was used.
 29

The Level of Effectiveness of Manobo-Based Strategic

Intervention Material

To determine the level of effectiveness of the material the formula

on effectiveness was used:

Post-testScore-Pre-testScore
Formula on Effectiveness: ×100%
Post-testScore
And the result will be interpreted using Table 4 (The Level of Effectiveness

of the Manobo-Based Strategic Intervention Material) which shows the

percentage range of scores with its qualitative description and implications

about the material.

Statistical Tools

Percentage

Percentage was used to determine the relative share of responses

to specific question.

Formula:

%=f/n x 100

Where: % = percentage
f = Total number of respondents who gave
the same responses.
n = Total number of population

Mean
 30

The mean was used to summarize the data collected from the

questionnaire. The formula of the mean is given below.

X=
∑x
n

Where: X = Mean
x = the rating of respondents
n = Total number of sample

t-Test

A test for independent samples was used to determine if there exist

significant difference in the scores of the respondents from the control

and experimental groups during pre-test, post-test and the score gain.

x1 + x2
t=

√
2 2
s 1 s2
+
n1 n2

where:

t = obtained t-value

X̅₁= mean of the first group

X̅₂= mean of the second group

S₁= variance of the first group

S₂= variance of the second group

n₁= number of students in the first group

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n₂= number of students in the second group