1

Context and Rationale

An extensive knowledge of mathematical concepts matters more than just

number sense. Mathematics is not just about the study of numbers, shapes, and

patterns; it also aids humans in their everyday lives. Every aspect of life requires

math; thus it is an essential component of who we are. It supports logical

reasoning and analytical thinking by providing pathways to solutions.

Mathematics fostered traits like the capacity for logic, creativity, critical thought,

and problem-solving abilities. Likewise, it is important to teach mathematics to

21st century learners to enhance their critical thinking and problem-solving skills.

Many students enter secondary school level with severe gap in

understanding/learning mathematical concepts and skills. One of these basic

fundamental knowledge and skills is the integers, a necessary pre-requisite skill

to solve equations. Performing operations on integers involves signs of the

numbers and the signs of required operations. This makes students get confused

and struggle when asked to perform operations on integers (Muñoz, 2010).

Moreover, developing proficiency in performing the fundamental

operations of integer is imperative in a way that it will be their foundation in

learning much complex topics in mathematics. Several studies have attempted to

determine which real-world context and model will be the most useful for

supporting student’s construction of integer concept and operations (Stephan &

Akyuz, 2012).

To explore the world of mathematics would involve a lot more than merely

listening to a lecture. When students do hands-on and minds-on activities, they

 2

can better attain conceptual understanding and procedural fluency. Additionally,

to enhance the understanding of students in mathematical concepts including

integers, teachers encouraged to use student-centered learning. Teaching and

learning mathematics require student’s involvement with concrete materials. This

is in line with contemporary pedagogy, where students-centered approaches are

encouraged in mathematics related disciplines. Students-centered approaches

have been associated with high students’ participation and achievement, and

teachers are encouraged to use such approaches (Aytac,T., & Kula,S.S. 2020).

Secondary school mathematics teachers are encouraged to use student-

centered teaching to improve student’s engagement and motivation (Sulaiman &

Shahrill, 2015).

The use of manipulatives helps students hone their mathematical thinking

skills. ‘Research shows that when manipulatives in mathematics are used

effectively, student understanding and engagement increases because

manipulatives aid in the understanding of visual concepts with visuals,

scaffolding learning, and engaging students in learning (Cockett, 2015).

With this, "Enhancing students’ ability in four fundamental operations on

integers through hands-on learning with the use of tiles-XY manipulatives," the

researchers specifically use Tiles-XY as instructional material to demonstrate

how to perform certain operations on integers using this. It can help them easily

understand how to solve and determine the appropriate answer and sign to use.

This will highly relate to the findings of Lange, J. (2021), where it is shown that

“the implementation of manipulatives in the learning Math concepts offers

 3

students a different way of learning and being engaged in the content area.” Also,

based on the study, “if manipulatives are utilized constructively, they have a

significant impact on a student’s math skills’’.

This study targets Grade 7 students. Additionally, conducting an

observation, having the least mastered competencies, and the Albay Numeracy

Assessment Tool for Learners (ALNAT), researchers found out that these

learners have low performance in "fundamental operations on integers". Integers

fall on the number and number sense category and based on the ALNAT result,

the numeracy skills involve knowing and understanding, computing, and solving,

estimating, and representing, and communicating, where the average score is

23.54 which is the second content area that needs major support. With this, the

researchers focused mainly on helping the learners master the learning

competency. In general, there were 36 students at the chosen school that needs

major support in mastering the competency. (See Appendix A)

To address the existing problem, the researchers designed an intervention

material in Mathematics specifically manipulatives which is the best possible

solution to help the learners easily visualize and manipulate problems on

integers. This will provide them with hands-on experience and, at the same time,

mastery of the concept. The intervention given to students helps them easily

come up with the correct answer by just analyzing the illustration of the Tile-XY

manipulatives. The engagement, exploration, and further elaboration using the

manipulatives give the student deeper knowledge that bridges the gap in their

learning.
 4

Innovation, Intervention, and Strategy

The focus of this action research is to create manipulative materials as an

intervention to the constant problem of the performance of Grade 7 students in

performing the fundamental operations of integers, which addresses the learning

competency: Performs fundamental operations on integers (M7NS-lc-d-1).

The idea of John Dewey about education which focuses on experiential

learning- or learning by doing says that individuals’ hands-on approach offers the

best way of learning. With that, creating a different strategy in determining

students’ progress in learning is a great idea for the students to actively engage

and have an interest in utilizing the manipulatives that the researchers personally

created. The idea of designing the intervention is to aid the learners in fully

understanding the concept of the fundamental operations of integers and to

enhance their ability to perform certain operations.

This action research was conducted from the last week of March 2023 to

the third week of April 2023. The subjects of the study were the Grade 7-

Flamingo students at San Ramon High School.

The main focus of the study is to determine if there is a significant

difference between the pre-test and post-test scores before and after the

intervention. The pre-test and post-test scores were compared through a paired

t-test.
 5

Action Research Questions

This study sought solutions to the following questions:

1. What is the level of performance of the Grade 7 – Flamingo students in

performing fundamental operations on integers:

a. Before using the Tiles – XY manipulatives?

b. After using the Tiles – XY manipulatives?

2. Is there a significant difference between the pre – test and post – test

scores of the Grade 7 – Flamingo students before and after using the Tiles

– XY manipulatives?

Hypothesis:

There is no significant difference between the pre – test and post – test

scores of the Grade 7 – Flamingo students before and after using the Tiles – XY

manipulatives.

Action Research Methods

The researchers employed a pre-experimental research design, where it is

a one-group pretest-posttest design that will provide a comparative description of

the participants before and after the given intervention.

TREATMENT
PRE-TEST POST-TEST
(X)

The researchers administered a pre – test, give treatment or the Tiles –

XY manipulatives and administered post – test afterwards.

 6

a. Participants and/or Other Sources of Data and Information

This study utilized a purposive sampling design where the

researchers selected a sample based on the need of the study.

The researchers used purposive sampling design since, they did

not consider all Grade 7-Flamingo students of San Ramon High School

to be the respondents of the study. Though all of the 36 students need

major support, there were only fifteen (15) students present during the

pre-test, intervention and post-test. Thus, this are the respondents in

this study.

The following instruments were utilized in gathering the data

needed to verify the existing problems on the study.

1. Tiles-XY Manipulatives. This refers to the intervention material

created by the researchers. It serves as the treatment in the study.

The Tiles-XY manipulatives were made which is aligned to the

learning competency and given to each respondent after they

answered the pre-test.

2. Pre-test/Post-test. This is a 30-items test derived from the learning

competency mentioned above. The results of the test administered

determined the significant differences between the scores before

and after the intervention.

b. Data Gathering Methods

The following stages were observed in gathering the necessary

data needed to verify the existing action research problems.

 7

Stage 1
Administer Pre – test

Stage 2 Preparation of the Researchers Tiles – XY

Manipulatives and Students Materials

Stage 3 Administer the Tiles – XY Manipulatives

Stage 4 Administer Post – test

Stage 5 Data Analysis

c. Data Analysis

In analyzing the gathered data, the following Statistical tools were

utilized: Mean, Performance Level, and T-test for Correlated Samples.

c1. Mean. The result of pre-test and post-test were

subjected to this statistical tool using the formula:

Σ fx
x=
n
where:

x – mean

f – frequency of the students who got the score

x – scores of the students

n – number of the students who took the test

c2. Performance Level (PL). The performance level of the

students were subjected to this formula:

 8

x
p L= ×100
HPS

where:
𝑷𝑳 – performance level
x – mean
HPS – Highest Possible Score

c3. T-test for Correlated Samples. The result of pretest and

posttest were subjected to this statistical tool to determine if there is

a significant difference between the performance of the students

before and after administering the treatment.

D
t=
√ Σ D −¿ ¿ ¿ ¿ ¿
2

where:

D – the mean difference between the pretest and the posttest.

2
Σ D – the sum of squares of the difference between the pretest and the

posttest.

ΣD – the summation of the difference between the pretest and the

posttest.

n – the sample size.

Discussion of Results and Reflection

The level of performance of the students was determined based on the

findings of the respondents’ pre – test and post – test scores on performing

fundamental operations on integers.

 9

Performance Level of the Respondents in Performing Fundamental

Operations on Integers

By utilizing a pre – experimental research design, the researchers

purposively chose fifteen (15) Grade 7 – Flamingo students at San Ramon High

School to be the respondents. It aimed to determine the performance of these

students in performing fundamental operations on integers before and after the

intervention.

A 30 – item test in Mathematics was administered to the respondents

before and after the intervention. The learning competency was the same, and

the item structure was similar. Table 1 displays the statistics on the test scores of

the respondents.

Table 1
Respondent’s Performance in Performing Operations on Integers

PRE – TEST POST – TEST

Mean 9.67 23.73
Variance 8.38 2.35
Observations 15.00 15.00
Performance Level 32.23% 79.11%
LEGEND: 0-20 – Very Low; 21-40 – Low; 41-60 – Average; 61-80 – High;
81-100 – Very High
During the pre – test, the average scores of the respondents was 9.67,

with a variation of 8.38 and a performance level of 32.23%. According to the

statistics, the respondent’s performance in performing the fundamental

operations on integers is low while the mean of 9.67 is inadequate. This further

implies that there is a need for an intervention program to teach fundamental

operations on integers to the students.

 10

A variance of 8.38 means that the scores of the respondents in the pre –

test does not vary that much. This means that the respondents scores were not

that far from the mean score obtained by the respondents. A performance level of

32.23% is quite low and below average compared to the prescribed rate by the

Department of Education.

During the post – test, the respondents’ mean score was 23.73 with a

variance of 2.35 and a performance level of 79.11%. The data implies that the

average score of 23.73 with the Highest Possible Score (HPS) of 30 is quite

great compared to the mean score that the respondents obtained in the pre – test

which is 9.67. This implies that there is an increase of 14.06 in the mean score of

the respondents. Moreover, the variance of 2.35 in the post – test indicates that

the scores is closed to the mean and to each other which implies that there were

students who got a score higher that the average score and there were also

students who got lower than 23 as their obtained scores. This means that there is

a positive change and progress in the performance of the students after the

intervention given to them.

A performance level of 79.11% is high and implies that the respondents

passed the 75% average performance level prescribed by the Department of

Education. This shows 4.11% progress, thus, students’ ability in performing

fundamental operation on integers can be enhanced by utilizing and applying

appropriate strategies and intervention.

Based on the performance level obtained both in the pre – test and post –

test, there was an increase of 46.88%. Therefore, hands on learning with integer
 11

Tiles-XY manipulatives was effective in enhancing students’ ability in four

fundamental operations on integers.

Significant Difference in the Performance of the Respondents in the

Fundamental Operations on Integers Before and After the Intervention

To determine if there is a significant difference in the performance of the

respondents in performing fundamental operations on integers before and after

the intervention, t-test for correlated samples was employed. Table 2 presents

the data on the tabular and computed t – value based on the given data.

Table 2
T-values on the Significant Difference of the Performance of the
Respondents in the Fundamental Operations on Integers

Characteristics Value
t – tabular 2.145
t – computed |-22.39|
Degrees of freedom 14
Alpha (α ) 0.05

The table shows that the t-computed value of 22.39 is beyond the t-tabular

value which is 2.145 at 0.05 level of significance with 14 degrees of freedom, the

null hypothesis is therefore rejected in favor of the research hypothesis. This

means that the post – test result is higher than the pre – test result. This implies

that there is progress in the performance of the students in performing the

fundamental operations on integers. Therefore, there is a significant difference of

the performance of the Grade 7 – Flamingo students before and after the

intervention. Moreover, this also implies that the hands – on learning with integer

Tiles-XY manipulatives is effective.

 12

Action Plan

Below are the action research work plan and timeline followed during the

duration of the study.

Status of
Activities Target Date
Implementation
1. Drafting of Pre – test 2nd week of March, 2023 Done
2. Administer the Pre – test Last week of March 2023 Done
3. Seek approval for
1st week of April, 2023 Done
Implementation
4. Preparation of the Tiles – XY
Manipulatives and Students 2nd week of April, 2023 Done
Materials
5. Administer the Tiles – XY
3rd week of April, 2023 Done
manipulatives
6. Administer the Post – test 3rd week of April, 2023 Done
7. Data analysis, calculation,
tabulation, and discussion of Last week of April 2023 Done
results
8. Preparation and Submission of To be
1st week of May, 2023
Completion Report Implemented

References
Aytac,T., & Kula, S.S. (2020). The effect of student-centered approaches on students’
creative thinking skills: A meta-analysis study. Retrieved from
https://doi.org/10.33200/ijer.723894.
Cockett, A., & Kilgour, P. W. (2015). Mathematical manipulatives: Creating an
environment for understanding, efficiency, engagement, and enjoyment. Teach Collection of
Christian Education, 1(1), 5.

Lange, J. (2021). The Importance of using Manipulatives in Math Class.

Retrievedfromhttps://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?
article=1291&context=education_masters

Munoz, L. (2010). Teaching Strategies for Integers and Operations.

ArizonaTeacherInstituteActionResearchProjectReport.Retrievedfromhttp://
math.arizona.edu/~ime/ATI/Action%20Research/C1_ARFinal_Munoz.pdf

Stephan, M., & Akyuz, D. (2012). A Proposed Instructional Theory for Integer Addition
and Subtraction. Retrieved from
https://www.jstor.org/stable/10.5951/jresematheduc.43.4.0428

Sulaiman, N.D., & Shahrill, M. (2015). Engaging Collaborative Learning to Develop

Students’ Skills of the 21st Century. Retrieved from
https://www.researchgate.net/publication/279916771_Engaging_Collaborative_Learning_to_
Develop_Students’_Skills_of_the_21st_Century
 13

Financial Report

From personal fund of the researchers, below is the expenditures incurred

during the conduct of the study.

Name of Expenses Cost

Printing of Researchers Tiles-XY Manipulatives and
PhP 1105.00
Students Materials

Printing of Manuscript and Letters PhP 295.00

Transportation PhP 650.00

Research Defense PhP 3, 750.00

Total PhP 5, 800.00

 14

APPENDICES
 15

APPENDIX A
NUMERACY ASSESSMENT TOOL
Table 1
Numeracy Assessment Tool
School: San Ramon High School School ID: 309521
District: Libon East Grade Level: 7-Flamingo
No. of Examinees: 36 Date of Examination: August 24, 2022

Numbers and Number

Patterns in Algebra

Statistics and
Measurement

Probability
Geometry
sense
Numeracy Skills Numeracy Skills Level

Knowing and understanding 0.86/4 0.64/3 0.31/1 0.42/2 2.22/10 22.22 NMS
Computing and solving 0.89/5 0.64/2 1.56/6 0.47/2 0.58/3 4.14/18 22.99 NMS
Estimating 0.33/1 0.33/1 33.33 NMS
Visualizing and modeling 0.31/1 0.83/3 1.14/4 28.47 NMS
Representing and 0.97/3 0.06/1 0.28/1 1.31/5 26.11 NMS
communicating
Conjecturing and reasoning 0.47/2 0.19/1 0.17/1 0.83/4 20.83 NMS
Providing and decision making 0.22/1 0.22/1 22.22 NMS
Applying and connecting 0.97/5 0.47/2 1.44/7 20.63 NMS
Total 3.06/13 0.03/13 2.03/9 0.78/3 2.75/12 11.64/50
23.54 23.31 22.56 26.00 22.92 23.28
NMS NMS NMS NMS NMS NMS

Numeracy Skill Level Numerical Value Abbreviation

Score: 11.64/50
Needs major support 74% and below NMS
Rating: 23.280
Anchoring 75%-79% A
Numeracy Skill Level:
Emerging 80%-84% E
NMS-Needs Major Support
Developing 85%-89% D
transforming 90% above and above T

Rating per Numeracy Skill

33.33
28.47 26.11
30 22.22 22.99 20.83 22.22 20.63
20
10
0

33.33
28.47 26.11
22.22 Rating
22.99of Numeracy Skill per Content Area
30
20
10
0
 16

APPENDIX B
LEAST MASTERED COMPETENCY

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V (Bicol)
Province of Albay
SAN RAMON HIGH SCHOOL
San Ramon, Libon, Albay

LEAST MASTERED SKILLS MATH 7

1ST QUARTER
1. Solve problems involving sets with the use of Venn diagram.
2. Perform fundamental operations on integers.
3. Express rational numbers from fraction form to decimal form and vice
versa.
4. Perform operations on rational numbers.
5. Describe principal roots and tell whether they are rational or irrational.
6. Arrange real numbers in increasing or decreasing order and on a number
line.
7. Represent real-life situations and solve problems involving real numbers.
2nd QUARTER
1. Convert measurements from one unit to another in both Metric and
English systems.
2. Solve problems involving conversion of units of measurement.
3. Translate English phrases to Mathematical phrases and English
sentences to Mathematics sentences, and vice versa.
4. Evaluate algebraic expressions for given values of the variables.
5. Adds and subtracts polynomials.
6. Multiplies and divides polynomials.

CYNDI S. MIRANDILLA
Math Teacher

MELINDA L. RICACHO, Ed.D.

 17

School Principal
APPENDIX C
LETTER TO CONDUCT THE STUDY
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

January 30, 2023

MELINDA L. RICACHO, Ed.D.

School Principal
San Ramon High School
San Ramon, Libon, Albay

Madam:
Good day!
The BSEd-Math 3 students of Libon Community College are currently taking MC
Math 19-Research in Mathematics as part of our curriculum. Under this subject, we are
tasked to gather data through an interview/observation with one of your Mathematics
teachers. This will serve us our primary tool to formulate a problem and start our research.
In this connection, may we kindly request your good office to permit us to conduct the
said activities at your most convenient time. Any gathered information will be great help to
us.
Rest assured that the class discussion will not be disturbed as we do this activity. We
are deeply hoping for your favorable approval of this request. Thank you and God Bless.

Sincerely yours,

CLARISSA BABES B. LUNAS

Group Leader

Noted:

NEDIE B. SEVILLA, Ph.D.

College Instructor

AMELITA P. SADUESTE, Ed.D.

OIC-Administrator
APPROVED:

MELINDA L. RICACHO, Ed.D.

 18

School Principal
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

March 29, 2023

MELINDA L. RICACHO, Ed.D.

School Principal
San Ramon High School
San Ramon, Libon, Albay

Madam:
Good day!
The BSEd-Math 3 students of Libon Community College are currently taking MC
Math 19-Research in Mathematics as part of our curriculum. Under this subject, we are
tasked to conduct pre-test in Grade 7-Flamingo before administering intervention.
In this connection, may we kindly request your good office to permit us to
conduct the said activities at your most convenient time. Any gathered information will be
great help to us.
Rest assured that the class discussion will not be disturbed as we do this activity.
We are deeply hoping for your favorable approval of this request. Thank you and
God Bless.

Sincerely yours,

CLARISSA BABES B. LUNAS

Group Leader

Noted:

NEDIE B. SEVILLA, Ph.D.

College Instructor

MANILYN L. SAYA
Grade 7 - Adviser
APPROVED:
 19

MELINDA L. RICACHO, Ed.D.

School Principal
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

April 19, 2023

MELINDA L. RICACHO, Ed.D.

School Principal
San Ramon High School
San Ramon, Libon, Albay

Madam:
Good day!
The undersigned are BSEd Mathematics III students of Libon Community College
and are presently conducting an Action Research entitled, Enhancing Students’ Ability in
Four Fundamental Operations of Integers Through Hands on Learning with Integer
Tiles-XY Manipulatives.
In connection with this, may we kindly request your good office to lend us the results
of the Albay Numeracy Assessment Tools (ALNAT) results of Grade 7 in your school.
Rest assured that the results of the exam will be used for research purposes only and will be
dealt with utmost confidentiality.
Anticipating with thanks to your approval of this request. Thank you and God Bless!

Sincerely yours,

CLARISSA BABES B. LUNAS

Group Leader

Noted:

NEDIE B. SEVILLA, Ph.D.

College Instructor

MANILYN L. SAYA
Grade 7 - Adviser

EDEN B. RIVERA, MAEd

College Administrator, Designee
APPROVED:
 20

MELINDA L. RICACHO, Ed.D.

School Principal
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

April 19, 2023

MELINDA L. RICACHO, Ed.D.

School Principal
San Ramon High School
San Ramon, Libon, Albay

Madam:
Good day!
The BSEd-Math 3 students of Libon Community College are currently taking MC
Math 19-Research in Mathematics as part of our curriculum. Under this subject, we are now
going to administer our intervention to Grade 7-Flamingo as part of our research.
In this connection, may we kindly request your good office to permit us to conduct the
said activities at your most convenient time. Any gathered information will be great help to
us.
We are deeply hoping for your favorable approval of this request. Thank you and
God Bless.

Sincerely yours,

CLARISSA BABES B. LUNAS

Group Leader

Noted:

NEDIE B. SEVILLA, Ph.D.

College Instructor

MANILYN L. SAYA
Grade 7 - Adviser

EDEN B. RIVERA, MAEd

College Administrator, Designee

APPROVED:
 21

MELINDA L. RICACHO, Ed.D.

School Principal

APPENDIX D
TABLE OF SPECIFICATION

PRE-TEST

Domain

No. of Hours

No. of Items
Remembering Analyzing,
Competencies Topics and Applying Evaluating,
Understanding 30% and Creating
60% 10%
The learners
perform Addition 1, 2, 3 25 4
fundamental
operations on
integers
Subtraction 4, 5, 6 19, 20 26 6

Addition/ 7, 8, 9 21 27 5
Subtraction 1hr

Multiplication 10, 11, 12 22 28 5

Division 13, 14, 15 23 29 5

Multiplication/ 16, 17, 18 24 30 5

Division

Total 1hr 30
 22

APPENDIX E
PRE-TEST

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

PRE-TEST IN MATHEMATICS 7

NAME: ______________________________________________________________________________
GRADE & SECTION: ____________________ SCORE: ________

I. MULTIPLE CHOICE

Direction: Encircle the letter of the correct answer.

1. The answer to an addition problem is called the _____.

a. difference b. product c. quotient d. sum

2. Negative plus negative equals ______.

a. positive b. negative c. either positive or negative d. 0

3. What is the sum of - 4 and 11?

a. – 15b. 7 c. 15 d. – 7

4. The answer to a subtraction problem is called the ______.

a. difference b. product c. quotient d. sum

5. A big positive number minus a small negative number is equal to_______.

a. positive b. negative c. either positive or negative d. 0

6. Find the difference of – 8 and – 15?

a. 7 b. – 7 c. 23 d. – 23

7. In addition and subtraction of integers, sign of the answer depends upon_________.

a. smaller number b. their difference c. their sum d. greater numerical value

8. What will you get when you combine – 5 and – 6?

a. 11 b. – 11 c. 1 d. – 1

9. What is the difference between 20 and – 9?

a. 11 b. 29 c. – 11 d. – 29

10. The answer to a multiplication problem is called the ______.

a. difference b. product c. quotient d. sum

11. Product of two negative integers is always.

a. positive b. negative c. either positive or negative d. 0

12. What is the product of 15 and – 7?

 23

a. – 100 b. 105 c. – 105 d. 100

13. The answer to a division problem is called the ______.

a. difference b. product c. quotient d. sum

14. A positive number divided by a negative number is equal to _____.

a. positive b. negative c. either positive or negative d. 0

15. What is the quotient of – 50 and – 10?

a. – 5 b. 60 c. 40 d. 5

16. In multiplication and division of integers, two positive numbers will always result in a ______.
a. positive number b. negative number c. either positive or negative number d. 0

17. The integer whose product with – 1 is – 40 is _____.

a. 20 b. – 20 c. – 40 d. 40

18. Find the quotient of – 40 ÷ 8?

a. 5 b. – 32 c. – 5 d. 32

II. Solve the following problem.

19. Maria saved 200 pesos and then she spent 150 pesos. How much money does Maria have now?
20. Mrs. Reyes charged P1,500 worth of groceries on her credit card. Find her balance after she made
a payment of P500.
21. There were 7 mangoes in a basket and Liza found 6 more mangoes in their refrigerator. Then her
sister ate 5 mangoes. How many mangoes were left?
22. You play a game where you score – 6 points on the first turn and on each of the next three turns.
What is your score after those four turns?
23. Four investors lost 24 percent of their combined investment in a company. In average, how much
did each investor loss?
24. Jan received – 22 points on her exam. She got 11 questions wrong out of 50 questions. How much
was Jan penalized for each wrong answer?

III. Choose the answer from the box that best complete each of the statements below.

subtract negative keep, change, flip

add positive subtrahend

25. In addition, if the sign of the addends is different, _________ and use the sign of the larger
number.
26. In subtracting integers, change the sign of the __________, then proceed to addition.
27. Adding same sign: add and keep; Subtracting same sign: ____________.
28. The product of two numbers with different sign will results to a __________ number.
29. The quotient of two numbers with the same sign will result to a __________ number.
30. In multiplying and dividing integers with different sign the result will always __________.
 24

APPENDIX F
TABLE OF SPECIFICATION

POST-TEST

Domain

No. of Hours

No. of Items
Remembering Analyzing,
Competencies Topics and Applying Evaluating,
Understanding 30% and Creating
60% 10%
The learners
perform Addition 2, 4, 6 27 4
fundamental
operations on
integers
Subtraction 1, 3, 5 20, 22 29 6

Addition/ 7, 9, 11 19 25 5
Subtraction 1hr

Multiplication 8, 10, 12 21 30 5

Division 14, 16, 18 24 26 5

Multiplication/ 13, 15, 17 23 28 5

Division

Total 1hr 30
 25

APPENDIX G
POST-TEST

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
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Libon, Albay

POST-TEST IN MATHEMATICS 7

NAME: ______________________________________________________________________________
GRADE & SECTION: ____________________ SCORE: __________

IV. MULTIPLE CHOICE

Direction: Encircle the letter of the correct answer.

1. The answer to a subtraction problem is called the ______.
a. difference b. product c. quotient d. sum

2. The answer to an addition problem is called the _____.

b. difference b. product c. quotient d. sum

3. A big positive number minus a small negative number is equal to_______.

a. positive b. negative c. either positive or negative d. 0

4. Negative plus negative equals ______.

b. positive b. negative c. either positive or negative d. 0

5. Find the difference of – 8 and – 15?

b. 7 b. – 7 c. 23 d. – 23

6. What is the sum of - 4 and 11?

b. – 15b. 7 c. 15 d. – 7

7. In addition and subtraction of integers, sign of the answer depends upon_________.

b. smaller number b. their difference c. their sum d. greater numerical value

8. The answer to a multiplication problem is called the ______.

a. difference b. product c. quotient d. sum

9. What will you get when you combine – 5 and – 6?

b. 11 b. – 11 c. 1 d. – 1

10. Product of two negative integers is always.

a. positive b. negative c. either positive or negative d. 0

11. What is the difference between 20 and – 9?

b. 11 b. 29 c. – 11 d. – 29

12. What is the product of 15 and – 7?

b. – 100 b. 105 c. – 105 d. 100

13. In multiplication and division of integers, two positive numbers will always result in a ______.
a. positive number b. negative number c. either positive or negative number d. 0
 26

14. The answer to a division problem is called the ______.

a. difference b. product c. quotient d. sum

15. The integer whose product with – 1 is – 40 is _____.

a. 20 b. – 20 c. – 40 d. 40

16. A positive number divided by a negative number is equal to _____.

a. positive b. negative c. either positive or negative d. 0

17. Find the quotient of – 40 ÷ 8?

b. 5 b. – 32 c. – 5 d. 32

18. What is the quotient of – 50 and – 10?

a. – 5 b. 60 c. 40 d. 5

V. Solve the following problem.

19. There were 7 mangoes in a basket and Liza found 6 more mangoes in their refrigerator. Then her
sister ate 5 mangoes. How many mangoes were left?
20. Maria saved 200 pesos and then she spent 150 pesos. How much money does Maria have now?
21. You play a game where you score – 6 points on the first turn and on each of the next three turns.
What is your score after those four turns?
22. Mrs. Reyes charged P1,500 worth of groceries on her credit card. Find her balance after she made
a payment of P500.
23. Jan received – 22 points on her exam. She got 11 questions wrong out of 50 questions. How much
was Jan penalized for each wrong answer?
24. Four investors lost 24 percent of their combined investment in a company. In average, how much
did each investor loss?

VI. Choose the answer from the box that best complete each of the statements below.

subtract negative keep, change, flip

add positive subtrahend

25. Adding same sign: add and keep; Subtracting same sign: ____________.
26. The quotient of two numbers with the same sign will result to a __________ number.
27. In addition, if the sign of the addends is different, _________ and use the sign of the larger number.
28. In multiplying and dividing integers with different sign the result will always __________.
29. In subtracting integers, change the sign of the __________, then proceed to addition.
30. The product of two numbers with different sign will results to a __________ number.
 27

APPENDIX H
KEY TO CORRECTION
(PRE-TEST AND POST-TEST)
PRE-TEST POST-TEST
1. D 1. A
2. B 2. D
3. B 3. A
4. A 4. B
5. A 5. A
6. A 6. B
7. D 7. D
8. B 8. B
9. B 9. B
10. B 10. A
11. A 11. B
12. C 12. C
13. C 13. A
14. B 14. C
15. D 15. D
16. A 16. B
17. D 17. C
18. C 18. D
19. 50 19. 8
20. 1000 20. 50
21. 8 21. -24
22. -24 22. 1000
23. -6 23. -2
24. –2 24. -6
25. Subtract 25. Keep, change, flip
26. Subtrahend 26. Positive
27. Keep, change, flip 27. Subtract
28. Negative 28. Negative
29. Positive 29. Subtrahend
30. Negative 30. Negative
 28

APPENDIX I
LESSON PLAN

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
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Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

5E MODEL LESSON PLAN FOR ADDITION AND SUBTRACTION

Name of Teacher: _______________________

Subject: Mathematics 7
Learning Competency: Performs fundamental operations on integers M7NS-Ic-d-1
Topic: Perform fundamental operations on integers specifically a) addition, and b) subtraction

General Objective: Student will:

1. Know the term related to addition (addends and sum) and subtraction (minuend,
subtrahend, and difference).
2. Understand relationship of tile manipulative to the rules of integers.
3. Apply key concept of addition and subtraction to solve integers using tile
manipulatives.
4. Analyze word problems to find the proper steps in solving addition and
subtraction of integers.
5. Evaluate the sum and difference of two integers through hands-on learning
with the use of tiles manipulatives.

Approach: Constructivist (5E Model)

Method: Demonstration cum Explanation, Problem Solving
Technique: Activity based learning
Reference: Mathematics Quarter 1 – Module 2: Absolute Value and Operations on Integers
TLM: Tile manipulatives, pictures, bond paper, ballpen

TEACHERS STUDENT
TIME STEPS TLM
ACTIVITIES ACTIVITIES
2 min Engage Students are asked to Identifies the meaning The following pictures
play a game they will of each picture. are shown students to
guess the meaning of identify:
the pictures shown to
them, this is titled 4-pics-
1-word and its relation
the topic.
 29

Explore Students are divided into Observe the tile Tile Manipulatives are
9 groups each group will manipulatives, shown students to
be given of tile answer the questions identify:
manipulative to identify and its uses. Work
their observation and with peer help.
asked to explain on what
they have notice on the
tile manipulative board
and look for the answer
of the following:
1. What have you
notice
on the place
values?
2. How about these
two
rows here?
3. The tiles?
4. Find relationship
in this place
values to the rows
and number of
10 min square boxes or
tiles.

Helps student to
complete the task (if
necessary). Give
students a number to be
add and subtract and
use the tile 1.
manipulatives to find the Findings:
answer. ADDITION
1.-5 RED tiles in ones
If we have in addition (row 1) and -3 RED in
1. -5 + (- 3) ones (row 2)
2. 14 + (-18)
2.14 consist of 1
BLUE tile in tens (row 2.
1) and 4 BLUE tiles in
ones (row 1) and in -
18 1 RED tile in tens
(row 1) and 8 RED
tiles in ones (row 2).
 30

What if in subtraction SUBTRACTION 3.

1. -3 – 6 1.-3 RED tiles in ones
2. -5 – (- 4) (row 1) and in
subtraction we will
always flip the
subtrahend that’s why
it will become -6 RED
tiles in ones (row 2). 4.

2. -5 BLUE tiles in
ones (row 1) and flip
the subtrahend -4, it
will become positive
4.

Listen to student’s Select a

explanation, on how they representative in each
come up with their group to represent
answers, let the student and justify their
justify if necessary. Also findings.
provides explanation and
8 min. Explain
justification wherever
needed.

+¿ blue
−¿ red

Elaborate 1. In addition, there was The addends are

30 min an addends. How we numbers added to
identify it? Also, in each other, and its
subtraction how do we answer is called sum.
define minuend,
subtrahend, and In subtraction
difference? minuend are those
numbers we minus
with, subtrahend is a
number which we use
Introduce the rules of to minus with
addition and subtraction minuend, while
of integers. difference is the
answer.
1. When you add two
numbers with the
same sign you will
add and copy the
sign.

( + ) and ( + ) = +
 31

(−¿) and (−¿) = +

2. When you add two

numbers with
different sign you
will subtract and copy
the greater number.

3. When you subtract

integers, Keep
Change Flip (KCF)
and follow the rules
for addition.

Give sample problems in 1. Based on the 1.

real life situations that given problem the
apply integers. Each operation to be
group will solve the given use is subtraction.
problem using the Tile We will be
Manipulatives. cancelled now the
positive and
1. Maria saved 250 negative.
pesos and then she Therefore 250 - (- 2.
spent 100 pesos. 100) = P 50
How much money
does Maria have 2. Based on the
now? given problem the
operation to be
2. Mrs. Reyes charged use is subtraction.
P1,600 worth of We will be
groceries on her cancelled now the
credit card. Find her positive and
balance after she negative.
made a payment of Therefore 1,600 -
P400.? (-400) = P1,200.

5 min Evaluate A. Find the sum of the Solves the given

following integers. problems
1. -4 + 11 =
2. -5 + (-6) =
3. 10 +15 =
4. 2 + (-3) =
5. -8 + (-2) =

B. Find the difference of

the following integers.
1. -8 – (-15) =
2. -16 - 2 =
3. 20 – (-29) =
4. -14 - 5 =
 32

5. 30 – 10 =

Students work evaluated

Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

5E MODEL LESSON PLAN FOR MULTIPLICATION AND DIVISION

Name of Teacher: _______________________

Subject: Mathematics 7
Learning Competency: Performs fundamental operations on integers M7NS-Ic-d-1
Topic: Perform fundamental operations on integers specifically a) multiplication, and b)
division.

General Objective: Student will:

1. Know the terms related to multiplication (multiplicand, multiplier, and product)
and division (dividend, divisor, and quotient).
2. Understand the rules in multiplying and dividing integers.
3. Apply concept of multiplication and division of integers using XY
manipulatives.
4. Analyze word problems to find the product and quotient of integers.
5. Evaluate the product and quotient of two integers through hands-on
learning with the use of manipulatives.

Approach: Constructivist (5E Model)

Method: Demonstration cum Explanation, Problem Solving
Technique: Activity based learning
Reference: Mathematics Quarter 1 – Module 2: Absolute Value and Operations on
Integers
TLM: XY manipulatives, bond paper, ballpen

STUDENT
TIME STEPS TEACHERS ACTIVITIES ACTIVITIES TLM
5 min Engage Shows the model of Identifies the
Cartesian plane and different part of
identify the parts of each the Cartesian
quadrant. plane and explain
1. What are the signs what they
you see in quadrant noticed.
I? Quadrant II?
Quadrant III?
 33

Quadrant IV?
2. What did you notice
about the colors of
each quadrant in
relation to its sign?

Group the students into 9

consisting of 4 members.
Each group will be given an Findings: 1.
individual XY 1. -12 boxes in
manipulatives. quadrant IV
Give students a number to (RED)
be multiplied/divide and 2. 20 boxes in
use the XY manipulatives quadrant III
to find the answer.
1. 2 ×−6 (BLUE)
2.
2. −5 ×−4 3. 2 boxes in
3. 10 ÷5 quadrant I
4. −8 ÷ 4 (BLUE)
4. 2 boxes in
Guide Questions: quadrant II
1. In examples 1 and (RED)
10 min Explore 2, which is the 3.
multiplicand, (Students will
multiplier, and answer the
questions ask by
product? the teacher.)
2. In examples 3 and
4, which is the
dividend, divisor,
and quotient? 4.

10 min Explain Listens students’ Each

explanation on how they representative of
came up with their the students
answers. Also, provides group explains of
explanation or justification their findings (for
wherever needed. each question) to
Compares result of each teacher and
 34

group to arrive, justifies wherever

¿ necessary.
¿
20 min Elaborate Relates the colors and
signs of each quadrant to
the rules in multiplying and
diving integers.
Blue = POSITIVE
Red = NEGATIVE
Introduce the rules of
multiplication and division
of integers.
Rules in Multiplication and
Division of Integers
1. When you
multiply/divide two
numbers with the
same sign the
product/quotient is
POSITIVE.

( + ) and ( + ) = +
(−¿) and (−¿ ) = +

2. When you
multiply/divide two
numbers with
different sign the
product/quotient is
NEGATIVE.

(−¿) and ( + ) = −¿
( + ) and (−¿ ) = −¿

Give sample problems in

1. Based on the 1.
real life situations that
apply integers. given problem
1. You play a game the operation
where you score 8 to be used is
points on the first multiplication.
turn and on the next Using the
turn. What is your given points
2.
score after those 2 (8) and turns
turns? (2) therefore,
 35

2. Two investors lost 8 x 2 = 16 (I

14 percent of their Quadrant;
combined BLUE)
investment in a 2. Based on the
company. In given problem
average, how much the operation
did each investor to be used is
loss? division. Using
the given
Each group will solve the percentage
given problem using the XY loss (-14) and
manipulatives.
number of
investors (2)
therefore, -14
÷ 2 = -7 (II
Quadrant;
RED)

A. Find the product of the Solves the given

following integers. problems.
6. -6 × -4 =
7. 7 × -3 =
8. -8 × 9 =
9. -2 × -20 =
10. 10 × 15 =

10 min Evaluate B. Find the quotient of the

following integers.
6. 20 ÷ 5 =
7. -16 ÷ 2 =
8. 12 ÷ -6 =
9. -18 ÷ -9 =
10. -15 ÷ 3 =

Students work evaluated.

APPENDIX J
TALLY SHEET
 36

SCORES
RESPONDENTS
PRE-TEST POST-TEST

Student 1 6 25

Student 2 12 24

Student 3 9 23

Student 4 5 22

Student 5 12 25

Student 6 7 22

Student 7 8 24

Student 8 9 26

Student 9 10 23

Student 10 17 27

Student 11 10 22

Student 12 9 23

Student 13 10 22

Student 14 12 24

Student 15 9 24
APPENDIX K
COMPUTATION OF MEAN, PERFORMANCE LEVEL, AND T-TEST FOR PRE-
TEST AND POST TEST
 37

PRE-TEST COMPUTATION

MEAN
Σ fx
x=
n
where:

x – mean
f – frequency of the students who got the score
x – scores of the students
n – number of the students who took the test

6+12+9+5+ 12+ 7+8+ 9+ 10+17+10+9+ 10+12+ 9

x=
15
145
x=
15

x=9.67

PERFORMANCE LEVEL (PL)

x
p L= ×100
HPS

where:

𝑷𝑳 – performance level
x – mean
HPS – highest possible score in pre-test

9.67
p L= x 100
30

p L=32.23 %

POST-TEST COMPUTATION
MEAN
 38

Σ fx
x=
n
where:

x – mean
f – frequency of the students who got the score
x – scores of the students
n – number of the students who took the test
25+24+ 23+22+25+22+24+ 26+23+27+ 22+ 23+22+24+24
x=
15

356
x=
15

x=¿23.73

PERFORMANCE LEVEL (PL)

x
p L= ×100
HPS

where:

𝑷𝑳 – performance level
x – mean
HPS – highest possible score in post-test

23.73
p L= x 100
30

p L=79.11 %

T-TEST FOR CORRELATED SAMPLES

D
t=
√ Σ D −¿ ¿ ¿ ¿ ¿
2
 39

where:

D – the mean difference between the pretest and the posttest.

2
Σ D – the sum f squares of the difference between the pretest and
the posttest.
ΣD – the summation of the difference between the pretest and the
posttest.
n – the sample size.

RESPONDENTS PRE-TEST POST-TEST D D2

Student 1 6 25 -19 361
Student 2 12 24 -12 144
Student 3 9 23 -14 196
Student 4 5 22 -17 289
Student 5 12 25 -13 169
Student 6 7 22 -15 225
Student 7 8 24 -16 256
Student 8 9 26 -17 289
Student 9 10 23 -13 169
Student 10 17 27 -10 100
Student 11 10 22 -12 144
Student 12 9 23 -14 196
Student 13 10 22 -12 144
Student 14 12 24 -12 144
Student 15 9 24 -15 225
2
ΣD=−211 Σ D =3,051

ΣD
D=
n
−22
D=
15
D=−14.07

T-TEST FOR PRE-TEST AND POST-TEST

 40

D
t=
√ Σ D −¿ ¿ ¿ ¿ ¿
2

−14.07
t=
√3051−¿ ¿ ¿ ¿¿

t=−22.39
T-TEST TABLE

APPENDIX L

CERTIFICATION OF STATISTICIAN/ADVISER

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay
 41

STATISTICIAN’S CERTIFICATION

This is to verify that this research study entitled, “ENHANCING

STUDENTS’ ABILITY IN FOUR FUNDAMENTAL OPERATIONS OF INTEGERS

THROUGH HANDS-ON LEARNING WITH INTEGER TILES-XY

MANIPULATIVES” prepared and submitted by Jeny-Vie D. Ebuenga, Clarissa

Babes B. Lunas, Sarah Joy B. Resuena, Angel Mae R. Reonal, and Allyssa

Kristine M. Talagtag in partial fulfillment for the degree of Bachelor of Secondary

Education major in Math has been statistically reviewed by the undersigned.

ROBEL P. BANDA
Statistician

APPENDIX M
CERTIFICATION FOR SUGGESTIONS
I hereby certify that the following suggestions was made during the title
proposal defense of “Enhancing student’s ability in four fundamental operations
on integers through hands-on learning with integer tiles-XY manipulatives.”
SUGGESTIONS PAGE REMARKS
 Add some inputs in the rationale.
 Try to look for recent studies or researches as
1-4 DONE
evidence to support your study since we have
different kinds of learners then and now
 Try to consider teaching the students from concrete 28-35 DONE
to abstract.
 42

 Let the students try to generate their own rule.

 Consider constructivist approach.
 You should’ve included the figures/data and the
15 DONE
result of the ALNAT, on what skill would it fall?
 There is a problem in identifying the heads and tails DONE
of the coins as positive and negative. Try to add -change the
some more manipulatives (objects) other than the manipulatives, but
coins the concept is still
there.
 Address the 21st century skills (critical thinking skills)
in the drills you will be using your manipulatives. 28-35 DONE
 May include problem solving
 Arrange the schedule, may opt to do it by group
rather than dividing the class into two (consult the DONE
teacher so you cannot affect the other subjects)
 Incorporate some more activities/strategy such as Using technology
utilizing technology (app) (apps) is not
applicable because
students have no
devices to use.
 Give the students activity or problem and let them
28-35 DONE
generate ideas/rule to develop their critical thinking
 Each of you should master how to use the
DONE
manipulatives and avoid confusion
 Create a lesson plan checked or validated by the
28-35 DONE
teacher
 Ask permission to the school head and the teacher
20 DONE
as to the conduct o your intervention

ROBEL P. BANDA
Research Adviser
APPENDIX N
INTERVENTION

1 Z -TILES N’ BOARD
 This is the manipulative
for addition and
subtraction. The
materials used are
white board marker and
eraser, tiles with 2 color
counters (red and blue)
and the board itself
which was covered with
plastic to make the
writing erasable.
 43

1 Z -XY PLANE
 This is the manipulative
for multiplication and
division. It is the usual
cartesian plane; the
difference is that the
color representation of
each quadrant relates
to the sign (same sign-
blue, different sign-
red). There were also
two adjustable arrows
that could be used to
easily locate the given
number to be multiply
or divide.

LEGEND:

= POSITIVE = NEGATIVE

HOW TO USE 1 Z -TILES N’ BOARD

 ADDITION

1) Write the given numbers to be

added in the space provided on
the board.
 44

2) Use blue tiles and red tiles to represent positive and negative numbers,
respectively. Place the first number given on the first row and the second
number in the second row of their corresponding place value.

3) 1 + (-1) = 0 (Additive Inverse 4) Write the corresponding value

Property). Thus, blue plus red tiles of the tiles left on the space
equal zero. provided for your answer.
Remove the blue and red tiles with
the same value since it’s already
zero.

1) In adding the same sign, use the same color to represent each number.
You may remove 10 tiles in hundreds if it already exceeds the maximum
value of 10 and add 1 tile in thousands (since 100 ×10 = 1000).
2) Then count all the remaining tiles. Since it is red, the answer will be
negative.
 45

 SUBTRACTION

1)2)Do the remove

Don’t same process as opposite
tiles with in step
1 color,
and 2 but
above.
first FLIP all the tiles
on the second row of each
corresponding place value.

3) Count all the remaining tiles.

Since it is blue, the answer will
be positive.

1) Step 1 and 2. 2) FLIP the tiles on 3) FLIP the tiles on

each 2nd row. each 2nd row.
 46

4) Count and write the

answer.

HOW TO USE 1 Z -XY PLANE

 MULTIPLICATION

1) Write the given numbers to be 2) Move the vertical arrow in the

multiplied on your paper. direction where the given
multiplicand is located. Your
first move is always left or
right.
 47

4) Move the horizontal arrow in 3) The total number of boxes

the direction where the given
multiplier is located. Your next
move is always up or down.
inside the intersection of
vertical and horizontal arrows
will be the answer. Since the
color of the quadrant is red,
the answer is negative.

 DIVISION

1) FIRST move- vertical line (left or right), SECOND move-horizontal line (up
or down).
2) You may use a marker or chalk to mark the board where you are going to
draw a vertical line in grouping (since the operation is division). As you
continue to draw lines, you should make squares.
3) The total number of boxes you formed was the answer. Since the color of
the quadrant is blue, the answer is positive.

APPENDIX O
VALIDATION FOR THE EFFECTIVENESS OF INTEGER TILES-XY
MANIPULATIVES

ENHANCING STUDENTS’ ABILITY IN FOUR FUNDAMENTAL OPERATIONS

OF INTEGERS THROUGH HANDS ON LEARNING WITH
INTEGER TILES-XY MANIPULATIVES

Direction: Please evaluate this Tiles-XY Manipulatives Instructional Materials

honestly. Rest assured that your answers will be kept confidential by the
researchers.
 48

Please indicate your answers by putting check (/) the following responses
for every category:
5 – Highly Effective
4 – Effective
3 – Moderately Effective
2 – Slightly Effective
1 – Not Effective

Indicators 5 4 3 2 1
1. The material is user friendly and easy to understand.
2. The concept can be used in the selected competency.
3. The material helps in promoting HOTS.
4. The competencies included are suitable to the
students.
5. The material can be used by teachers and students
alike.
6. The material helps enhance the performance of the
students.
7. The design in the material is appropriate for subject
matter.
8. The material is attractive and appealing to the eye of
the students.
9. The manipulatives were designed to measure to its
truest objectives.
10. The material provides for the development of higher
cognitive skills such as critical thinking, creativity,
learning by doing, problem solving, etc.

_______________________________________________
Evaluator’s Signature Over Printed Name
Date: _____________________
APPENDIX P
EVALUATORS’ RATINGS

WEIGHTED VERBAL
INDICATORS
MEAN INTERPRETATION
1. The material is user friendly and easy
5.00 Highly Effective
to understand.
2. The concept can be used in the
5.00 Highly Effective
selected competency.
3. The material helps in promoting 4.33 Effective
 49

HOTS.
4. The competencies included are
4.67 Highly Effective
suitable to the students.
5. The material can be used by teachers
5.00 Highly Effective
and students alike.
6. The material helps enhance the
4.67 Highly Effective
performance of the students.
7. The design in the material is
5.00 Highly Effective
appropriate for subject matter.
8. The material is attractive and
5.00 Highly Effective
appealing to the eye of the students.
9. The manipulatives were designed to
5.00 Highly Effective
measure to its truest objectives.
10. The material provides for the
development of higher cognitive skills
such as critical thinking, creativity, 4.67 Highly Effective
learning by doing, problem solving,
etc.

GENERAL WEIGHTED AVERAGE 4.83 Highly Effective

LEGEND:
4.50 and above Highly Effective

3.50 – 4.49 Effective

2.50 – 3.49 Moderately Effective

1.50 – 2.49 Slightly Effective

Below 1.50 Not Effective

APPENDIX Q
DOCUMENTATION
SEEKING APPROVAL FROM THE PRINCIPAL IN CONNECTION WITH
CONDUCTING THE RESEARCH STUDY
 50

CONDUCTING AN OBSERVATION

CONDUCTING A PRE-TEST
 51

ADMINISTERING AN INTERVENTION
52
 53

CONDUCTING A POST-TEST

PREPARING THE MATERIALS

 54

EVALUATORS
 55

ADVISER
 56

CURRICULUM VITAE

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

CURRICULUM VITAE

CLARISSA BABES B. LUNAS

 57

EDUCATIONAL BACKGROUND
 College Libon Community College
Libon, Albay
Bachelor of Secondary Education Major in Mathematics
 Senior High School Pantao National High School
Pantao, Libon, Albay
Accountancy, Business and Management Strand
With Honors, Bookkeeping NCIII Holder, Campus
Journalist
SY: 2018-2019
 Junior High School Pantao National High School
Pantao, Libon, Albay
With Honors
SY: 2016-2017
 Elementary Pantao Elementary School
Pantao, Libon, Albay
With Honors
SY: 2012-2013
CONTACT
Sitio Dumalagan, Pantao, Libon, Albay
09305882989
lunasclarissabhabes@gmail.com
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

CURRICULUM VITAE

ANGEL MAE R. REONAL

 58

EDUCATIONAL BACKGROUND
 College Libon Community College
Libon, Albay
Bachelor of Secondary Education Major in Mathematics
 Senior High School Pantao National High School
Pantao, Libon, Albay
Accountancy, Business and Management Strand
With Honors and Bookkeeping NCIII Holder
SY: 2018-2019
 Junior High School Maramba National High School
Pantao, Libon, Albay
With Honors
SY: 2016-2017
 Elementary Apud Elementary School
Apud, Libon, Albay
With Honors
SY: 2012-2013
CONTACT
092 Santolan Street, Apud, Libon, Albay
09305882917
gelmeiramosreonal10@gmail.com
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

CURRICULUM VITAE

SARAH JOY B. RESUENA

BSEd Math III
 59

EDUCATIONAL BACKGROUND
 College Libon Community College
Libon, Albay
Bachelor of Secondary Education Major in Mathematics
 Senior High School San Ramon High School
San Ramon, Libon, Albay
General Academic Strand (GAS)
With honors
SY: 2019-2020
 Junior High School San Ramon High School
San Ramon, Libon, Albay
SY: 2017-2018
 Elementary Niño Jesus Elementary School
Niño Jesus, Libon, Albay
With Honors
SY: 2013-2014
CONTACT
Zone 3, Niño Jesus, Libon, Albay
09637271527
sarahjoyresuena@gmail.com
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

CURRICULUM VITAE

JENY-VIE D. EBUENGA
BSEd Math III
 60

EDUCATIONAL BACKGROUND
 College Libon Community College
Libon, Albay
Bachelor of Secondary Education Major in Mathematics
 Senior High School San Vicente National High School
San Vicente, Libon, Albay
General Academic Strand (GAS)
With honors
SY: 2019-2020
 Junior High School San Vicente National High School
San Vicente, Libon, Albay
SY: 2017-2018
 Elementary Minso, Rapu-Rapu Elementary School
Rapu-Rapu, Albay
SY: 2013-2014
CONTACT
Zone 7, San Vicente, Libon, Albay
09368449175
ebuengajenyvie03@gmail.com

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

CURRICULUM VITAE

ALLYSA KRISTINE M. TALAGTAG

BSEd Math III
 61

EDUCATIONAL BACKGROUND
 College Libon Community College
Libon, Albay
Bachelor of Secondary Education Major in Mathematics
 Senior High School Buga National High School
Buga, Libon, Albay
General Academic Strand (GAS)
With Honors
SY: 2019-2020
 Junior High School Buga National High School
Buga, Libon, Albay
SY: 2017-2018
 Elementary Alongong Elementary School
Alongong, Libon, Albay
Second Honorable Mention
SY: 2013-2014
CONTACT
Zone 4, Alongong, Libon, Albay
09452949938
talagtagallysakristine@gmail.com