Singaporean Edited

University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela

College of Arts and Education
Bus-Math (Best to Understand in Solving-Mathematics): A Strategy in Calculating
Angle Measurement to Grade 4 Elementary Pupils
An Undergraduate Thesis
Presented to the
Faculty of the College of Arts and Education of the
University of Perpetual Help System Isabela Campus
In Partial Fulfillment
Of the Requirements for the Degree of
BACHELOR OF ELEMENTARY EDUCATION
by:
MICHAEL F. ACOBA
JHOMARY B. FRANCISCO
November 2022
i
Abstract
This study utilized a quasi-experimental research design to investigate the effects

of the Singaporean Method of teaching on the mathematics performance of Grade 4
students. The control group, Grade 4 - Mapagpakumbaba, and the experimental group,
Grade 4 - Masigasig, were carefully selected from Cauayan West Central School. A 30-
item test on angle measurement, with a table of specification, was used as the pre-test
and post-test, guided by a lesson plan designed for both groups. Descriptive and
inferential analysis using the Statistical Software for Social Sciences (SPSS) was
conducted to analyze the scores of the participants.
The results showed that the control group had a fairly satisfactory performance
in the pre-test, while the experimental group did not meet expectations. However, both
groups obtained a satisfactory performance in the post-test. The control group
outperformed the experimental group in the pre-test, but they had statistically the same
level of performance in the post-test. The experimental group showed a significant
change in performance from the pre-test to post-test, indicating a large effect of the
intervention on their mathematics performance.
Based on the findings, it is concluded that the Singaporean Method of teaching

had a significant positive effect on the mathematics performance of Grade 4 students.
The recommendations for teachers include embedding the Singaporean Method in their
instruction to improve students' performance, innovating more interventions for
enhancing mathematics performance, and considering other least mastered competencies
in different grade levels for future research using the Singaporean method as an
intervention.
Keywords: quasi-experimental research, mathematics performance, control group,

experimental group, pre-test, post-test, Singaporean method, intervention
Chapter I
THE PROBLEM AND ITS SETTING
Introduction
Mathematics plays a vital role in our everyday living. Hence, it promotes logical
thinking, mental rigor and is a useful scheme for developing mental discipline.
Furthermore, the act of comprehending mathematics is essential for learning other
academic disciplines like physics, social studies, and even music and art (ICMI, 2012).
The Philippine educational system integrates mathematics as early as pre-school
by introducing counting numbers, as well as shapes and figures. Then it trails to a spiral
approach which learners lean towards to follow a curriculum that starts with the basics as
it increases its difficulty and complexity appropriate for their grade level. Henceforth,
Mathematics is all about numbers, computations, solutions, problem solving, critical
thinking, and seeking for the patterns around us, and it is one of the major subjects under
both the old and new curriculum of the Department of Education (DepEd). Mathematics
plays an essential role in molding a child on how to think logically inside the classroom
and soon outside its premises. It is a broad field that also includes other subject areas that
can be beneficial to learners when being learned and mastered as they step up to more
critical parts of the subject.
Henceforward, mathematics comprises different facets like algebra, trigonometry,
geometry and many other more. In geometry, angles are a significant concept for learners
to comprehend in order to progress in their geometric knowledge (Yigit, 2014). Geometry
is found everywhere: in art, architecture, engineering, robotics, land surveys, astronomy,

sculptures, space, nature, sports, machines, cars and much more. In the later years of
geometry, the emphasis tends to be on shapes and solids, then changes to properties and
relationships of shapes and solids, and as abstract thinking progresses, geometry becomes
much further about analysis and reasoning.
According to John Piaget, children begin drawing shapes as scribbles, and then
they draw curves in order to make a variety of shapes. From curves, children later on
abstract them as straight lines. Therefore, this specifies that angles lead to the discovery
of straight lines and not reverse.
Furthermore, Clements and Burns considered how students develop strategies for
turn and angle measure. They studied a group of fourth grade students identified by their
classroom teachers as having ‘above average ability’ in mathematics who were
participating in ‘pull-out’ enrichment sessions. They synthesized and integrated two
schemes, turn as a body movement and turn as number. These above-average
mathematics students did not show initial difficulties with turn commands previously
reported in mixed populations.
Moreover, concepts of angle and rotation are central to the development of
geometric knowledge (Clemens and Battista, 1992; Krainer, 1991; Mitchelmore, 1998).
Angles have been defined as a part of the plane included between two rays meeting at
their endpoints (static definition) and as the amount of rotation necessary to bring one of
its rays to the other ray without moving out of the plane (the dynamic definition)
(Kieran,1986).
On the other hand, according to TIMMS, (2019), the grade 4 students of the
chosen learners of the Philippines obtained the lowest scores in science and mathematics
among 58 countries involved in the study. There was a clear deterioration from 2013 to
2019. The Philippines scores decreased by 61 points (from 358 in 2003 to 297) and by 83
points (from 332 in 2003 to 249) in mathematics achievement, respectively.
In addition, a report from the Organization for economic Co-operation and
development’s (OECD) program for international student assessment (PISA) in 2018,
showed that Filipino students performed the least among 79 nations in reading,
mathematics, and science. Consequently, 15-year-old children performed better than the
489 average in math and science, scoring 353 and 357 points, respectively. No country
scored lower than the Philippines and the Dominican Republic, and more than 80% of
students in the Philippines did not reach proficiency in reading, mathematics, or science.
According to the OECD’s 2018 PISA country note for the Philippines: fifteen-year-old
students in the Philippines scored lower in reading, mathematics, and science than those
in most of the countries and economies that participated in PISA 2018.
This research will attempt to look for best strategies in calculating angle
measurement appropriate for elementary learners. Hence, this will help students to boost
their confidence in computing for angle measurement. Moreover, students will discover
the best strategies that they can utilize in mathematical problems that involve solving for
angles in a more efficient and effective way.

Conceptual Framework
Stating the fact that geometry is one of the most widely taught areas of
mathematics in the Philippine educational system, the researchers attemptep to determine
the best strategy in calculating angle measurement. In this way, it would help the learners
to enjoy and learn mathematics at their young age as well as it would help them to think
critically and logically on how to deal with problem solving involving angle
measurement.
The paradigm of the present study, in which it points the direction to where the
research should guide its readers. It discusses and displays the connection of the variables
found in the study including the result of the study. The pretest was taken by the control
and experimental group and it will be discussed at phase one of the paradigm of the
study. The phase two will discuss how the intervention is being applied in both groups
and to know if it is applicable orIntervention:

effective. The last phase will determine the final
Conventional
outcome/result of the both groups. In connection
teaching with the study, the result and outcome
will be use
Pre-test: to the control
will be guided by the objective of group,
this while the
study. Post-test:
The grade 4 pupils experimental group
will be divided into will be using Both group will
2 groups, the Singapore Method. take the same post-
control group , and test exam
the experimental
group. both groups
will take the same
pre-test exam
Fi
gure 1: Paradigm of the study

Statement of the Problem
This study determined the best way to understand the math of Grade-4 pupils of
Cauayan West Central School.
Specifically, it aims to answer the following questions:
1. What are the mean scores of pre-test and post-test of control and experimental
groups?
2. What is the difference between pre-test and post-test of control and
experimental groups?
3. What is the difference between pre-test and post-test of the intervention?
4. What is the effect size of the intervention?
Hypotheses of the study
1. There is no significant difference between the pre-test and post-test of control and
experimental groups.
2. There is no significant difference between the pre-test and post-test of the
intervention.
Scope and Delimitation
This study was conducted to determine the best way to solve angle measurement
of the selected Grade-4 pupils of Cauayan West Central School.
The researchers have utilized the purposive sampling wherein the participants of
the study were the Grade-4 pupils who were currently enrolled in the School Year 2022-
2023 in the aforementioned school.

Significance of the Study
The findings and the results of this study will be beneficial and significant to the
following personalities, institutions, and organization:
Pupils. This research will benefit them to promote best strategies in solving basic math
problems.
Teachers. This research will help them to better understand and discover new strategies
in teaching and solving math problems for the learners.
Parents. The research will be used to help them discover their children’s strategies in
solving basic math problems.
School and School Administrators. This research will serve as a guide for the school
administrators to establish and facilitate programs that enhanceenhances the
learners' solvinglearners solving skills. And also, would be useful in the
formulation of future modification of curricula, and strategies toward a more
effective delivery learning.
Future Researchers. This research can be used as a reference for further research on a
wider scope.
Definition of Terms
In the context of this study, the following terms are hereby operationally defined:
Mathematics. It is part of the curriculum where everyone can learn how to solve
problems, count and enhance logical thinking. Also, it is considered as one
of the major subjects in the Philippines.
Singaporean Method. This is problem-solving approach that has gained popularity in
mathematics education. The method involves breaking down complex
problems into simpler parts and using visualization and concrete examples
to help students understand the underlying concepts. The Singaporean
method is also known for its emphasis on problem-solving strategies, such
as using model drawing, to help students solve problems in a systematic
way. This method has been widely adopted in Singapore and other countries
and has been found to be effective in improving students' mathematical
proficiency.
Pre-test. This is a test or an assessment tool used to determine the pupils’ understanding
in solving basic arithmetic operations before the use of intervention.
Post-test. This is a test or an assessment tool used to determine the pupils’ understanding
in solving basic arithmetic operations after the use of intervention.
Solving skills. It is a way or ability to solve a particular problem in math using a different
method.
BUS-MATH. It is the short term for Best to Understand in Solving Mathematics.

Geometry. A branch of mathematics that deals with the measurement, properties, and
relationships of points, lines, angles, surfaces, and solids.
Control Group. It is the group of pupils who cannot be taught using the intervention.
Experimental Group. It is the group wherein intervention would be implemented.
Intervention. It is a tool to easily discuss or deliver mathematics.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the relevant literature and studies taken from local and
foreign references in which the researchers considered strengthening the claim and
importance of the current study.
Related Literature
Foreign Literature
In the article of Smartick (2021), the Singapore Method uses a visual paradigm
that qualifies students to process information to depict and solve issues with complex
structures. It aids pupils in connecting the known and unknown quantities in some way.
This approach makes the algebraic method more understandable to pupils and aids in
their planning of their problem-solving procedures. When students encounter difficult
situations, all of this might result in significant motivational leaps.

The process of formula derivation is clear and reliable. It proposed a general angle
conversion strategy from the slope coordinate system to the plane coordinate system.
Slope hemisphere space discrete observation can be achieved based on this strategy. This
solution can be used in many parameters’ measurement on the sloping ground, such as
directional gap fraction, directional environment descending long wave radiation and so
on. Analyzing the benefits to the measurement of these parameters will be our forward
work in the near future.
Moreover, concept strategy was simple for students to grasp, comprehend, and
apply to mathematical problems (Laurens et.al, 2018). Students may find it simpler to use
mathematics to tackle everyday problems if they learn the subject through video lessons
that include ethnomathematics content. When the learning's starting point is in front of
students' minds, learning will be active on their part. This demonstrates how the local
culture has an impact on the mathematics learning process and outcomes. Mathematical
culture is frequently referred to as "ethnomathematics."
Mathematical concepts are the building blocks of mathematics education. Owing
to the cyclical nature of mathematics, when pre and primary school children have
misconceptions or deficiencies in mathematical concepts, this may lead to difficulties in
the future (Bingolbali and Ozmantar, 2015). Contrary to what outsiders may think,
mathematics is not simply a body of abstract concepts. Rather, it is an abstraction
activity, in the instructional process, concept abstraction activities provide systematic
evidence for concepts via activities of human intelligence such as reasoning, discovery,
inference or assumption. When students view mathematics as a ready packaged and

polished body of information as opposed to a subject to be learned through discovery,
construction and meaning-making, they fail to develop scientific processing skills and
come to believe that mathematics concepts are concreter (Baki, 2014).
Geometry is one of the basic learning areas in the mathematics curricula at all
levels of education. Its connection with daily life and the questions included in national
and international exams extol the importance of geometry (Sari and Tertemiz, 2017).
Limited prototypes make the development of geometry concepts difficult (Tertemiz,
2017). Therefore, learning geometric concepts and terminology is essential. In primary
school, the terminology of geometry goes beyond simply knowing the names of shapes.
The instruction of the concept of angle starts in grade-3 in Turkish primary
schools and continues into future stages of education. The topic continues in different
grade levels by the definition and naming of the elements of an angle and the
classification of angles. In advanced levels, students are made to realize that a given
angle is formed through rotating around a starting point and can be drawn by using
standard angle measurement tools, particularly a pair of compasses (MEB, 2018). For
example, a study by Sari (2015) has shown that students believe “when the arms of the
angle lengthen its degree may also change or that the angle with longer arms will be
greater.”
The SOLVE Approach is an explicit instruction, mnemonic-based learning
strategy created to aid students in solving mathematical word problems, according to
Feeman (2015), who included it as one of the strategies in solving mathematics. Results
from a design that used numerous probes on different participants indicated a functional
relationship between formal training in the SOLVE approach and an increase in strategy
utilization and computation scores on grade level mathematics word problems for all
participants. The SOLVE Strategy was also applied to other mathematical topics and
concepts by all participants, and both the teacher and the students thought the
intervention was appropriate.
According to the article of The University of Chicago (2016), asserts that
Everyday Mathematics instructs students in computation through application-based
problem solving. The Everyday Mathematics curriculum gives students access to a wide
range of trustworthy and understandable computation techniques, or "algorithms," which
include both conventional algorithms (which are frequently taught to students' parents in
school) and unconventional algorithms, which many students find simpler to learn and
use with greater accuracy.
An examination of students’ achievement levels in the concept of angle revealed
that they had achieved the knowledge and skills mentioned in the objective of angle
naming. However, merely half or one-third of the students achieved the remaining
objectives in the angle concept. The findings have shown that students were insufficient
in objectives involving practical upper level skills such as measuring and drawing angles.
Similarly, they also seem to be insufficient in questions involving comprehension and
analysis skills, which include recognizing the properties of the angle concept and
establishing connections between them. On the other hand, they performed better in
lower order cognitive knowledge level objectives. To illustrate, students performed better
in angle naming and angle types identification objectives than others.
Local Literature
According to Domingo et.al, (2021), the ability of elementary teachers to solve
problems serves a vital role in enhancing young Filipino learners' proficiency in
mathematics and the quality of Philippine Instruction in mathematics. Institutions for
educating teachers in ensuring that they receive the greatest services, play a multifaceted
role, give the comprehensive training and preparation necessary for future elementary
educators to accomplish the objective of developing a math curriculum for each student.
With the adoption of the K–12 Basic Education Program, problem-solving abilities.
The Philippine E-Journal reports (2021), it has been revealed how Filipino pupils
can improve their mathematics talents, particularly their ability to solve problems. It
listed organizations and associations that support mathematics education and learning in a
sustained way. There were also presented certain elements that help with math
comprehension. Although the Block Model Approach was promoted as a problem-
solving method, teachers were encouraged to employ alternative methods to enhance the
aforementioned mathematics competencies.
The K-12 Basic Education, specifically the Philippine Mathematics Curriculum,
Balagtas, Garcia et al.et, al. (2017) conceived with twin goals of developing students’
critical thinking and problem solving. Thus, the content of the aforementioned study was
being clustered into five strands: 1) Numbers and Number Sense; 2) Measurement; 3)
Geometry; 4) Patterns and Algebra; and 5) Statistics and probability (DepEd, August
2016). In connection, measurement focuses on measures and applications of length, mass,
weight, capacity, time, money, temperature, angles, perimeter, area, surface area, and
volume. While geometry includes the two-dimensional figures.
According to Mabilangan (2020), the Theory of Constructivism stated that
knowledge is actively constructed. It was constructed by incorporating fresh knowledge
and making adjustments to fresh information into one's own mental representations. It is
the responsibility of the teacher to give students cognitive processes that will enable them
to recognize and reflect on new information. This type of learning can be addressed
through non-routine problem solving. Teachers should involve the students in these kinds
of situations to get the most out of it.
Conceptual comprehension, procedural knowledge, and problem-solving ability
are all identified as mathematical talents by the National Assessment of Educational
Progress (NAEP) and are seen to be crucial in solving non-routine situations. The first
one is the capacity to involve the ability to analyze the issue and select the appropriate
information to implement and finish the solution. Proofs that this component are revealed
during concept assimilation in a connecting the issue scenario to a logical whole the
complete, logically given solution manner. Secondly, Procedural Knowledge is the
students' capacity to choose and implement the best plan for a specific issue in a precise,
effective, and adaptable fashion. Evidence for this was found in terms of their capacity to
confirm, defend, and procedures should be changed to produce the solution to a certain
issue. Lastly, the use of problem-solving techniques and skills several approaches to a
solution. To go to the students should identify the suitable answer to the presented
problem as it shows imagination and adaptability in argument. It is beneficial to approach
problem-solving using heuristics. The issue is better understood by the students. It gives
them self-assurance and problem-solving skills successfully. According to Polya,
heuristics or techniques used to find potential solutions to an issue that doesn't necessarily
ensure the student will show up at the ideal answer (Mabilangan, 2020).
While in the article of “Ram’s Theorem for Trisection” Bhat (2019) says, “it
should also be noted that the proof of impossibility considers primarily the
constructability of the angle of value equivalent to one-third of the given value and not
the trisect ability of the given angle directly.”
Related Studies
Foreign Studies
Mitchelmore and White (2020) suggested that students develop angle concepts
through three overlapping stages of abstraction. And in each stage, it individually
represents a progressively more cultured classification of students’ experience of angle
concepts. As Mitchelmore and colleagues established a more detailed look into the
subject of angle, Scally (2013) took the van Hiele model and developed a set of level
indicators that focus specifically on angle. The levels correspond with the first three van
Hiele levels: visualization, analysis, and informal deduction. Each level has an overall
description and then multiple level indicators. Thus, it explains overall descriptions: First
level: In general, the student identifies, characterizes, and operates on angles according to
their appearance. Second level: In general, the student establishes properties of angles
and uses properties to solve problems. Third level: In general, the student formulates and
uses definitions, gives informal arguments that order previously discovered properties,
and follows and gives deductive arguments.
Price & Ansari, (2012) found that one-way cognitive neuroscience has influenced
educational research by highlighting the significance of numerical magnitude
representations for successful mathematical development. Originally, neuroimaging
research has inspired the study of children with dyscalculia, a specific learning disorder
in mathematics (Bugden & Ansari, 2012).
In the study of Gilmore, (2013) it examined the associations between numerical
magnitude representations and children’s general mathematics achievement, but the
findings of this research remain inconclusive. For example, Holloway and Ansari (2015)
showed that the symbolic, but not the non-symbolic, distance effect was uniquely related
to individual differences in mathematics achievement. Similarly, De Smedt and Gilmore
(2011) revealed that children with mathematical difficulties are impaired on symbolic but
not non-symbolic comparison tasks, indicating that they have specific difficulties in the
access to numerical magnitude from symbolic digits.
The purpose of this particular DBR methodology is to develop a local instruction
theory that details the process by which students learn a particular concept in
mathematics. The central tenets of DBR are delineated in the recent chapter wherein
DBR was being classified as methodology designed for use in real-world settings and
involves a collaborative partnership between researchers and practitioners (Anderson &
Shattuck, 2012). Thus, it seeks to address how students come to understand angle
measurement and what are effective means of support to facilitate understanding of angle
and angle measure.
In the study of Hugar (2016) found that the foundation of mathematics instruction
is problem solving. In a similarIn similar study conducted by (Wilson et. Al 2014) they
stated that particularthat, particular emphasis should be placed on problem-solving in the
study of mathematics. The major objective of teaching students to solve mathematical
problems is for them to acquire a general aptitude for doing so and to apply mathematics
in real-world contexts.
The inclusion of problem solving in the classroom enhances students' abilities and
their capacity for original, reasoned, and cautious thought. Hugar (2016) said that while
equations, processes, and word problems may come to mind when picturing a
mathematics classroom, a student must learn how to master these concepts in order to
answer difficulties.
Furthermore, by looking at exceptional examples, creating a diagram, specializing
the solution, and generalizing the solution, a heuristic approach can promote the linkage
of mathematical notions (Hoon et al 2013).
Local Study
The fact that multiple abilities are required for a student to be an effective
problem solver is one of the key challenges in learning problem-solving. Additionally,

these elements and abilities make problem-solving instruction one of the most
challenging subjects to teach (Dendane, 2016). Math is used to mathematically and
spatially characterize both natural and artificial phenomena. It is employed to address
issues and has aided in the advancement of social, economic, and technological systems
(Dendane, 2016).
Through the use of techniques like analogy, guess-check-revise, problem
reformulation, solution drawing, systematic experimentation, going back in time, and
using graphs of functions, Novotná (2014) aims to enhance the students' problem-solving
culture. They recommended doing this repeatedly in math classes so that students might
learn to retrieve the information they need from problems. The top talent required for
employment by 2020, according to the World Economic Forum, is the ability to solve
complicated problems. Being able to apply logical, critical, and creative thinking to solve
a variety of situations may be more crucial than simply collecting knowledge in light of
all the changes people encounter on a daily basis.
This problem appears to be just simple at first glance, yet, in reality the general
mathematical proof of whether or not angle trisection is possible has eluded
mathematicians for centuries. The French mathematician, Pierre Wantzel, finally gave the
proof that angle trisection is generally impossible (Bailey, 2018). There are four
important points to be mentioned here. Firstly, we conclude that the trisection of an angle
is not totally impossible in terms of the concept of trisectability (though in terms of the
concept of constructability, angle trisection is said to be generally impossible). The
important distinction between trisectability and constructability is made clear. Secondly,

although it is not new that the 90 angle is trisectable. We conclude that it is geometrically
trisectable using a new hitherto unknown way or method by means of the tools being
permitted: the unmarked straightedgestraight edge and compass. Thirdly, we conclude
that Bhaskara’s first proof of the Pythagorean Theorem is being truly embedded in this
new, direct trisection of the 90-angle using unmarked straightedge and compass. Lastly,
we conclude that the Pythagorean Theorem can be derived from this new, direct trisection
of the 90 angles in which Bhaskara’s first proof is embedded. Some of the facts presented
in this short paper are something new. The methods in this short paper are something
new. The method of trisecting the 90-angle shown in Figure 9 is entirely new, as far as
the literature of this antique problem in elementary geometry shows.
Children have the natural desire to learn mathematics. They acquire many
mathematical ideas even before they enter school. They explore patterns and investigate
relationships with models or real-life objects which allow them to naturally acquire
knowledge of the properties of shapes and structures. Geometric ideas are gradually
developed and strengthened when children sort things, measure, classify models of two-
or three- dimensional figures and start talking about the reasons for doing so. Through
Geometry, students develop spatial sense, logical reasoning, analytical thinking and the
ability to make sense of the real world. Geometry is necessary in solving problems in
other areas of mathematics and modeling real world situations. Science Education
institute – Mathematics framework for Philippine Basic education. SEI-DOST &
MATHED (2011-2012) Mathematics framework for Philippines basic education.
Synthesis of the Study

The related literature and studies discussed have an impact on the current
investigation. It was discovered that current studies on the use of Cartesian coordinate
systems and trends in thetrends the international Mathematics and Science Study
(TIMSS) have great impact on how to help elementary students in calculating angle
measurement as part of geometry. Additionally, the Singapore Method, SOLVE
Approach and Block-Model Approach helps the learners to easily solve the problem
(Smartick, Feeman and Philippine E-Journal, 2021). Also, it enables the learners to
understand word problems easily by using mnemonic-based strategy (Feeman, 2015).
Similarly, the learners can develop their solving skills and their logical thinking. Thus,
these strategies can assist students, as well as teachers, in teaching and learning.
Furthermore, this can create an opportunity for students to think critically and logically.
Moreover, the use of Singapore Method as an intervention for students to best understand
in solving-Math could be used as a weapon to discover the result of using this strategy in
teaching-learning.
Gaps that Bridged to the Present Study
This study determined the level of understanding of the children in-terms of
solving basic arithmetic operations. As the study determined the problem encountered it
is believed that the Singaporean method would effectively help the learner in solving
arithmetic equations.
Based on the stated related literature and studies, it was found out that the
Singaporean method is one of the effective strategies for solving math, for that
Singaporean curriculum was adopted by other countries and used it in their curriculum as
part of it, because they believe it helps them a lot.
Researchers determined whether students were learning to solve Mathematics
Equations by simply following the steps of the Singapore Method. This study sought to
find out if actual teaching in Mathematics subjects is more effective or the Singapore
Method was a much better strategy as an intervention in Solving-Math by administering a
pre-test and a post-test to the Grade 4 pupils.
CHAPTER III
RESEARCH METHODOLOGY
This chapter reveals the methods of research that were employed by the
researchers in conducting the study which includes the research design, locale of the
study, population of the study, research instrumentation, data gathering procedure,
statistical treatment, analysis of data, and ethical consideration.
Research Design
The study used the quasi-experimental, particularly two groups designed with pre-
test and post-test. The quasi-experimental research design aimed to evaluate the
interventions used as well as it has demonstrated the causality between the intervention
and outcome. It was used to determine the effectiveness of using the Singapore Method
as an intervention for pupils to best understand how to solve angle measurement.

Locale of the Study
The study was conducted at Cauayan West Central School. The aforementioned
school is one of the public schools in Cauayan City, Isabela. The said school is a child-
friendly school and it is situated near the Minante 1, Community Center.
Figure 2: Location
The Population of the Study
The respondents of this study were the Grade 4 pupils who are currently enrolled
in the school year 2022-2023 at Cauayan West Central School. There are 40 pupils in
Grade-4 which was divided into control and experimental groups. Twenty (20) pupils
were classified as the control group (Grade 4 – Mapagpakumbaba) and twenty (20) pupils
were the experimental group (Grade 4 – Masigasig).
Research instrumentation and Validation
The researchers used the pre-test and post-test to both control and experimental
group to determine the best strategy in calculating angle measurement. Additionally,
conventional teaching was being used for the control group and the Singapore Method
was being used for the experimental group. In the conventional teaching, the researchers
utilized a detailed lesson plan as teachers guide. In the experimental group, the
researchers still used conventional with the integration of Singapore Method in their
discussion.
Data Gathering Procedure
The researchers considered the following procedures in gathering and collecting
the data. The researchers sought for the approval of the university school director through
the university research coordinator to conduct the study. Additionally, the researchers
also sought the approval of the principal of Cauayan West Central School to conduct the
study. In the conduct of this research, permission and consent was asked by the
researchers to the pupils and to their parents. Given the risks associated with Covid 19
proper and safety protocol was implemented, practiced, and observed in the Data Privacy
Act of 2012.
Before the researchers conducted this study, the researchers made a point that the
respondents were well informed about the purpose of the study and the procedures that
would be used to collect the data and achieve anonymity. As well as, confidentiality was
maintained throughout the study and their participation was free of charge. In the pre-test
exam both groups have taken the exam in which the questionnaire has been taken in
Grade-4 Mathematics textbook. Afterward, the intervention has been applied to both
groups. The control group utilized a conventional way of teaching while the experimental
group will use the Singapore Method. Lastly, the post-test has been taken by both groups
in which the researchers used the same questions in their pre-test exam to assess whether
the intervention applied was effective or not.
Statistical Treatment and Analysis of Data
The statistical tools that were used in this study were the weighted mean or standard
deviation, paired sample t-test, and Cohen’s D.
1. Weighted Mean/Standard Deviation was being used to determine the score of the
respondents after the two sessions of the intervention.
2. Paired sample T-test was used to determine the significant difference between the
pretest and post-test mean score of the exposure group to the intervention.
3. Cohen’s D was used to measure the effectiveness of the intervention and their
mastery in solving basic arithmetic operations.
Ethical Consideration
The researchers did not inflict any harm on the participants who have taken a part
in the research study. The research participants’ dignity was most respected. The
participants, the school principal, and the advisers were being asked for their full consent
to conduct the study. Lastly, the data that have been collected and gathered from the
respondents were treated as confidential and were only to be restricted to the researchers.
Chapter 4
Results and Discussions
This chapter presents the data presentation, analysis, and interpretation of results
based on the objectives and goals of this probe.
Mean Scores of the Participants’ Pre-Test and Post-Test Result of the Two Groups
Table 1. Pre-Test and Post-Test Mean Scores of the Participants in the Control
and Experimental Group
Base
Groups Mean SD Descriptor Remarks
60
Pre-Test
Fairly
Control 14.45 4.97 79.27 Passed
Satisfactory
Did Not Meet
Experimental 9.05 2.80 72.07 Failed
Expectations
Post Test
Control 17.75 3.86 83.67 Satisfactory Passed
Experimental 18.25 4.68 84.33 Satisfactory Passed

Table 1 displays the pre-test and post-test mean scores of the participants in the
control and experimental group.
Based on Table 1, the mean scores of the participants in the pre-test and post-test
for the control and experimental groups are provided. In the pre-test, the control group
had a mean score of 14.45 (SD = 4.97), which was classified as "Fairly Satisfactory" and
considered as a passing score. On the other hand, the experimental group had a lower
mean score of 9.05 (SD = 2.80), classified as "Did Not Meet Expectations" and
considered as a failing score. However, in the post-test, both the control and experimental
groups showed improvement in their mean scores. The control group had a higher post-
test mean score of 17.75 (SD = 3.86), classified as "Satisfactory," indicating a passing
score. The experimental group also showed improvement with a higher mean score of
18.25 (SD = 4.68), classified as "Satisfactory." These results suggest that both the control
and experimental groups showed progress in their understanding of the topic, with the
experimental group catching up to the control group in the post-test.
Difference of the Pre-Test and Post-Test Scores of the Control and Experimental Group
Table 2. Significant Difference between the Participants' Performance in

the Control and Experimental Group in terms of Pre-Test and Post-Test
Scores
Groups Mean SD t p-value

Pre-Test
Control 14.45 4.97
4.235* 0.000
Experimental 9.05 2.80
Post Test
Control 17.75 3.86
-0.369ns 0.715
Experimental 18.25 4.68
* - Significant ns
-Not Significant at 5% level
Table 2 presents the significant difference between the participants’ performance
in the control and experimental group in their pre-test and post-test performance.
Based on the information provided in the table, the following observations can be
made: In terms of the Pre-Test: the mean score in the control group was 14.45 with a
standard deviation (SD) of 4.97, while in the experimental group it was 9.05 with a SD of
2.80. The t-value was 4.235 with a p-value of 0.000, indicating a significant difference
between the two groups' performance on the Pre-Test. The p-value is less than the
significance level of 0.05, suggesting that the difference in scores between the control
and experimental groups is statistically significant indicating that the participants in the
control group significantly performed better than the participants in the experimental
group.
Meanwhile for Post-Test, the mean score in the control group was 17.75 with a SD
of 3.86, while in the Experimental group it was 18.25 with a SD of 4.68. The t-value was
-0.369 with a p-value of 0.715, indicating no significant difference between the two
groups' performance on the Post-Test. The p-value is greater than the significance level of
0.05, suggesting that the difference in scores between the control and experimental
groups on the Post-Test is not statistically significant.

In summary, there was a significant difference in performance between the control
and experimental groups on the Pre-Test, but no significant difference on the Post-Test.
This may suggest that the experimental treatment had an effect on the participants'
performance in the Pre-Test, but did not have a significant effect on their performance in
the Post-Test.
Significant Difference between the Pre-Test and Post-Test Scores of the
Participants in the Experimental Group
Table 3. Significant Difference between the Participants' Performance in the

Experimental Group
Groups Mean SD T p-value
Experimental
Pre-Test 9.05 2.80
-10.166* 0.000
Post-Test 18.25 4.68
* - Significant at 5% level of significance
Table 3 presents the significant difference between the participants’ performance
in the experimental group.
It is gleaned in the table that the pre-test mean score of 9.05 (SD = 2.8) was
significantly different to the post-test mean score of 18.25 with a standard deviation of
4.68 (t = -10.166, p = 0.000, p < 0.05). This result implies that the intervention had
significantly impacted the performance of the participants. This is due to the change in
theon the scores from the pre-test to post-test with a mean difference of 9.2.
Effect Size of the Intervention

Table 4. Effect Size of the Intervention

Groups Mean Pooled SD Cohen's d Effect Size
Pre-Test 9.05
Experimental 3.85 2.39 Large
Post-Test 18.25
Note: d = 0.2 - Small; 0.5 - Medium; >0.8 – Large
Table 4 displays the effect size of the intervention. The result tells that the
participants in the post-test had performed better compared to their performance in the
pre-test as evident in the mean scores of 18.25 and 9.05, respectively (Pooled SD = 3.85).
Cohen'sThe Cohen’s d of 2.39 indicates that the size of intervention to the participants’
performance is large which also suggests that the intervention can greatly impact pupil’s
math performance especially in solving angle measures.
Chapter 5
Summary, Conclusion, and Recommendation
This chapter presents the summary of the findings, conclusion, and
recommendation based on the discussed result.
Summary of the Findings
Based on the result of this study, the following summary were made:
The study was conducted in a form of quasi-experimental research design,
consideringdesign considering Grade 4 – Mapagpakumbaba as the control group and
Grade 4 – Masigasig as the experimental group. This study was ventured at Cauayan
West Central School. The researchers of this study carefully created a 30-item test with a
tablewith table of specification utilized during the pre-test and post-test considering angle
measurement as the topic of interest guided by a lesson plan carefully crafted to be used
for the control and experimental group.
The Statistical Software for Social Sciences (SPSS) was utilized to analyze the
scores of the participants as regard to the 30-item examination using descriptive and
inferential analysis.
In terms of the result of the pre-test, the participants of the control group got a
fairlygot fairly satisfactory score withwith a “passed” remarks while the participants of
the experimental group did not meet the expectations withwith a “failed” remarks.
In terms of the result of the post-test, the participants of the control group and
experimental group obtained a satisfactory performance.
Meanwhile, in terms of the difference of the scores in the pre-test, the control
group outperformed the experimental group while they have the statistically the same
level of performance in the post-test.
On the other hand, in terms of the difference of the pre-test and post-test scores of
the experimental group, there was a significant change of the participants performance
from the pre-test to post-test where this change can be described as large.
Conclusion
Based on the summary of this study, the following conclusion were made:
1. The control group had a fairly satisfactory performance while the experimental group
did not meet expectations.
2. The two groups have the same level of performance in the post-test where both groups
had a satisfactory performance.
3. For the pre-test, the control group significantly performed better than the experimental
group, meanwhile for the post-test, both of the groups have the same level of
performance.
4. Using the intervention, the experimental group had a significant change in terms of the
participants’ performance where their post-test mean score was significantly higher than
the pre-test.
5. The intervention had a large effect on the participants’ mathematics performance.
Recommendations
1. Teachers are suggested to embed Singaporean Method of teaching to their instruction
hence it can have a significant large effect on students'to students’ mathematics
performance.
2. Teachers are encouraged to innovate more interventions that are helpful in maximizing
students' mathematics, mathematics performance.

3. Future researchers are recommended to consider other least mastered competencies to
other grade levels while utilizing Singaporean method as an intervention.
REFERENCES:
Bhat, Ram. (2019). Ram’s theorem for trisection.
https://www.researchgate.net/publication/331034329_Ram’s_Theorem_for_Tris
ection
Bingolbali and Ozmantar, (2015) Cyclical nature of mathematics
https://www.researchgate.net/publication
Cao et,al (July 2013) a general angle conversion strategy of the measurement on the
sloping ground.
Canto López, M. D. C., Manchado Porras, M., Piñero Charlo, J. C., Mera Cantillo, C.,
Delgado Casas, C., Aragón Mendizábal, E., & García Sedeño, M. A.
(2022). Description of main innovative and alternative methodologies for
mathematical learning of written algorithms in primary education. Frontiers in
psychology. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9301077/
Caviola, S., Mammarella, I. C., Pastore, M., & LeFevre, J.-A. (1AD, January 1).
Children's strategy choices on complex subtraction problems: Individual
differences and developmental changes. Frontiers. Retrieved from
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01209/ful
Emiliano C. De Catalina. (2016) Angle trisection, Bhaskara’s proof, and Pythagorean

Theorem https://www.researchgate.net/publication
Freeman-Green, S. M., O'Brien, C., Wood, C. L., & Hitt, S. B. (2015, April 30).
Effects of the solve strategy on the mathematical problem-solving skills of
secondary students with learning disabilities. See. Learning Disabilities
Research & Practice. Retrieved from https://eric.ed.gov/?
q=solve&id=EJ1059121
Goldman, S. R. (2012). Strategy instruction in Mathematics. Learning Disability

Quarterly, 12(1), 43–55. Retrieved from https://doi.org/10.2307/1510251
Helen Crompton (2013) Coming to understand angle and angle measurement: A design
-based research curriculum study using context-aware ubiquitous.
https://210596835
International commission on mathematical instruction. The role of mathematics in the

overall curriculum | International Mathematical Union (IMU). (n.d.). Retrieved
from https://www.mathunion.org/icmi/role-mathematics-overall
curriculum#:~:text=Mathematics%20provides%20an%20effective%20way,and
%20even%20music%20and%20art
Klang, N., Karlsson, N., Kilborn, W., Eriksson, P., Karlberg, M. (2018). Mathematical
problem-solving through cooperative learning-the importance of peer
acceptance and friendships. Frontiers. Retrieved from
https://www.frontiersin.org/articles/10.3389/feduc.2021.710296/full
Learning multiple methods for any mathematical operation: Algorithms. Everyday

Mathematics. (n.d.). Retrieved from
https://everydaymath.uchicago.edu/about/why-it-works/multiple-methods/
Lindberg, S., Linkersdörfer, J., Ehm, J.-H., Hasselhorn, M., & Lonnemann, J.
(2012, November 30). Gender differences in children's math self-concept in the
first years of elementary school. Journal of Education and Learning. Retrieved
from https://eric.ed.gov/?id=EJ1077199
Mathematical problem-solving strategies among student teachers - ed. (n.d.). Retrieved

from https://files.eric.ed.gov/fulltext/EJ1208772.pdf
Marilyn U. Balagtas, Danda Crimelda B. Garcia, Dexter C. Ngo (2019), Looking

through Philippine’s K to 12 Curriculum in Mathematics and Science vis-à-vis
TIMSS 2015 Assessment Framework https://doi.org/10.29333/ejmste/108494
Problem solving heuristics and mathematical abilities of heterogeneous ... (n.d.).

Retrieved from
https://www.researchgate.net/profile/Rose-Andrade/publication/358243478_Pro
blem_Solving_Heuristics_and_Mathematical_Abilities_of_Heterogeneous_Lear
ners/links/61f809f31e98d168d7e12fc0/Problem-Solving-Heuristics-and-
Mathematical-Abilities-of-Heterogeneous-Learners.pdf
Retnawati H, et al., (2019), Analysis of Sixth Graders’ Difficulties in Solving

Mathematics Word Problems on Whole Number fraction, and Decimals
https://iopscience.iop.org/article/10.1088/1742-6596/1320/1/012008/pdf
Robert Siegler. A computational model of fraction arithmetic. Retrieved from

https://siegler.tc.columbia.edu/wp-content/uploads/2019/02/2017-Braithwaite-
Pyke-Siegler-model-fac.pdf
SmartickContent Creation Team. A multidisciplinary and multicultural team made up of

mathematicians. (2022). Singapore method: Using the Singapore bar models to
solve problems. Smartick. Retrieved from
https://www.smartick.com/blog/mathematics/problem-solving/singapore-
method-solve-problems/
Students difficulty in solving mathematical problems - graph. (n.d.). Retrieved from

https://garph.co.uk/IJAREAS/Feb2017/1.pdf
Sumedang, Jawa Barat, (2021) Future Teachers' Perception towards the Use of
YouTube for Teaching-Learning Activities in Nigerian Basic Schools
https://eric.ed.gov/?q=Integrate%20YouTube%20in%20teaching&id=EJ1300
146&fbclid=IwAR1l4woxT7oJL2EKxpM0mAk_oVIY1V4021JuWTgNAfbu
TfCeiFIYzCmjE30
Tschentscher, N., & Hauk, O. (2014, February 10). How are things adding up?
neural differences between arithmetic operations are due to general problem-
solving strategies. NeuroImage. Retrieved from
https://www.sciencedirect.com/science/article/pii/S1053811914000925
Vanbinst, K., Ghesquière, P., & Smedt, B. (1970, January 1). [PDF] numerical
magnitude representations and individual differences in children's arithmetic
strategy use: Semantic scholar. Undefined. Retrieved from
https://www.semanticscholar.org/paper/Numerical-Magnitude-Representations-
and-Individual-Vanbinst-Ghesqui%C3%A8re/
3003781d5aa0fb8980e1272122dbdcd166065712

Singaporean Edited

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Singaporean Edited

Uploaded by

Copyright:

Available Formats

University of Perpetual Help System Laguna – JONELTA

Minante Uno, Cauayan City, Isabela

Bus-Math (Best to Understand in Solving-Mathematics): A Strategy in Calculating

Angle Measurement to Grade 4 Elementary Pupils

Faculty of the College of Arts and Education of the

University of Perpetual Help System Isabela Campus

Minante Uno, Cauayan City, Isabela

Of the Requirements for the Degree of

BACHELOR OF ELEMENTARY EDUCATION

This study utilized a quasi-experimental research design to investigate the effects

Based on the findings, it is concluded that the Singaporean Method of teaching

Keywords: quasi-experimental research, mathematics performance, control group,

THE PROBLEM AND ITS SETTING

Furthermore, the act of comprehending mathematics is essential for learning other

The Philippine educational system integrates mathematics as early as pre-school

Mathematics is all about numbers, computations, solutions, problem solving, critical

critical parts of the subject.

Henceforward, mathematics comprises different facets like algebra, trigonometry,

to comprehend in order to progress in their geometric knowledge (Yigit, 2014). Geometry

is found everywhere: in art, architecture, engineering, robotics, land surveys, astronomy,

much further about analysis and reasoning.

of straight lines and not reverse.

classroom teachers as having ‘above average ability’ in mathematics who were

participating in ‘pull-out’ enrichment sessions. They synthesized and integrated two

schemes, turn as a body movement and turn as number. These above-average

reported in mixed populations.

Moreover, concepts of angle and rotation are central to the development of

points (from 332 in 2003 to 249) in mathematics achievement, respectively.

In addition, a report from the Organization for economic Co-operation and

development’s (OECD) program for international student assessment (PISA) in 2018,

in most of the countries and economies that participated in PISA 2018.

angles in a more efficient and effective way.

mathematics in the Philippine educational system, the researchers attemptep to determine

and to know if it is applicable orIntervention:

gure 1: Paradigm of the study

Statement of the Problem

Cauayan West Central School.

Specifically, it aims to answer the following questions:

2. What is the difference between pre-test and post-test of control and

3. What is the difference between pre-test and post-test of the intervention?

4. What is the effect size of the intervention?

Hypotheses of the study

2. There is no significant difference between the pre-test and post-test of the

Scope and Delimitation

of the selected Grade-4 pupils of Cauayan West Central School.

2023 in the aforementioned school.

Significance of the Study

following personalities, institutions, and organization:

in teaching and solving math problems for the learners.

solving basic math problems.

administrators to establish and facilitate programs that enhanceenhances the

learners' solvinglearners solving skills. And also, would be useful in the

formulation of future modification of curricula, and strategies toward a more

effective delivery learning.

problems, count and enhance logical thinking. Also, it is considered as one

of the major subjects in the Philippines.

Singaporean Method. This is problem-solving approach that has gained popularity in

mathematics education. The method involves breaking down complex

to help students understand the underlying concepts. The Singaporean

method is also known for its emphasis on problem-solving strategies, such

as using model drawing, to help students solve problems in a systematic

and has been found to be effective in improving students' mathematical