EFFECTIVENESS OF PROJECT PIBAS (Peer-teaching method in Improving

Basic Arithmetic Skills) ON THE NUMERACY LEVEL AMONG GRADE 9

LEARNERS IN JUAN V. DELANTAR NATIONAL HIGH SCHOOL

Proponents
HAZEL R. SAMSON
MARIA SHIERRA P. ARGANZA
JOHN WAYNE D. JARO
ROLLY ENTROLEZO
RONALD CABALHIN

CONTEXT AND RATIONALE

Mathematics is essential in our daily lives. It is the tool and language of practically all scientific
disciplines. It assists us in recognizing patterns and comprehending our surroundings. Because
mathematics is an abstract discipline, many students in elementary, high school, and even university
find it tough and challenging. We are all required to be numerate to maximize our potential and to
make a positive contribution to society. Numeracy is important for individuals to develop logical
thinking and reasoning strategies in their everyday activities.

Numeracy entails understanding how mathematics is applied in the actual world and being able to
apply it to make the best decisions possible. It is as much about thinking and reasoning as it is about
doing the computations. At an early age it is important to establish a secure foundation in mental
calculation and recall of number facts before standard written methods are introduced. Numeracy is
vital in many areas, and it is equally crucial that pupils have opportunity to apply and practice their
skills in real-world situations.

With that being said, developing the numeracy skills of the learners has been one of the goals in the
DepEd curriculum. However, it can’t be denied that these has been also the most common issues
and problems in most schools in the country. There still a number of learners that needs attention
and focus on this aspect. Based on the latest conducted Quarter II SMEA for the data in the 3 rd
Quarter of the School Year 2022-2023 in Juan V. Delantar National High School, the data shows that
the school has a poor numeracy performance because of a significant number of non-numerate
learners from Grade 7 to 10.

This finding urged the Mathematics teachers of JVDNHS to take action and address the challenges
encountered. Thus, creating the Project PIBAS (Peer-teaching method in Improving Basic Arithmetic
Skills) to help improve the numeracy level among the learners of JVDNHS. This proposed
intervention focuses on addressing the problem through the implementation of peer tutoring
approach or the peer teaching method in teaching and learning process.

Vygotsky (1978) proposed that in order for learning to occur, people should converse and interact
with one another. People naturally learn from one another and collaborate in their daily lives.
Vygotsky saw cooperative learning as an important aspect of the process of social creation of
knowledge.

According to Christison (1990), cooperative learning is a useful method for increasing student
attention and motivation. According to Oslen and Kagan (1992), cooperative learning is an activity
that relies on social contact and the flow of knowledge among students working in groups, and each
student is responsible for his or her own learning.

Anchored with the program of DepEd’s MATATAG agenda that seeks to resolve challenges in basic
education, this proposed intervention aims to resolve the problem among these learners on their
poor numeracy level and would help them improve their performance through collaborative
learning.

Researches show that peer teaching is useful and has many benefits for students and teachers.
Vasay (2010) reported that peer teaching is helpful for fast learners and slow learners as well. It
helps fast learners to master the concepts related to the course and confidently express their ideas.
Slow learners improve and develop their performance and get a better understanding of the terms
of the lessons. Peer teaching helps both, fast learners and slow learners in developing important
values such as sharing, self-esteem, and self-discipline.

ACTION RESEARCH QUESTIONS

To determine the effect of Project PIBAS on the learner’s numeracy level, the researchers decided to
conduct this action research entitled EFFECTIVENESS OF PROJECT PIBAS (Peer-teaching method in
Improving Basic Arithmetic Skills) ON THE NUMERACY LEVEL AMONG GRADE 9 LEARNERS IN JUAN V.
DELANTAR NATIONAL HIGH SCHOOL.

Specifically, this action research will answer the following questions:

1. What is the numeracy level of the learners before and after the intervention?
2. Is there a significant difference between the numeracy level of the learner before and after
the intervention?
3. What is the perception of the participants to Project PIBAS?

PROPOSED INNOVATION, INTERVENTION AND STRATEGY

The Project PIBAS (Peer-teaching method in Improving Basic Arithmetic Skills) is an intervention
developed and proposed by the researchers that focuses on implementing peer teaching in the
teaching and learning process to improve the numeracy level of the learners that are categorized
under non-numerates.

This project helps the learners that are non-numerates by pairing them with those learners that falls
under the highly numerate category based on the guidelines provided in Deped Region 8
Memorandum no. 279, s. 2019. Thus, it will provide opportunities to both learners to help each
other and learn (themselves) by teaching.

Peer teaching is a subset of cooperative learning. Atieh (1999) defined peer teaching as teaching
system in which learners cooperate with each other. One of them (peer teacher) conveys knowledge
and skills that he has mastered to other students (peer learner) under the supervision of the
teacher. Darwaza (2000) reported that peer teaching is an interactive approach including two
students. One of them takes the role of the teacher and the other takes the role of the learner.

ACTION RESEARCH METHODS

 Participants
- The participants of this study will be 30 selected Grade 9 learners of Juan V. Delantar
National High School who will fall under the non-numerates level based on the quarter 1
numeracy pre-test result for school year 2023-2024.
- The researchers will use a purposive random sampling to select the 30 participants from
the total population of non-numerates.
 Data Gathering Methods
- The researcher will carry out essential preparatory activities to ensure precise data
collection process.
- An action research proposal will be crafted and submitted to the Research and Planning
Unit of DepEd Leyte Division on July 25-30, 2023.
- Numeracy test tool for pre-test and post-test will be printed on August 22-25, 2023.
- The pre-test will be administered on August 29-31,2023.
- An orientation about Project PIBAS will be conducted to the participants and their
parents a week before the implementation of the intervention.
- Project PIBAS will be implemented in the span of 12 weeks or 3 months. A total of 48
sessions of daily peer-tutorials between the highly numerates and non-numerates
learners will be conducted during 4:00-4:30 in the afternoon with the supervision of the
researchers. Mock test will be administered every Friday during ICL to monitor
participant’s progress.
- Post-test will be administered after 12 weeks of project implementation.
- A Likert Scale survey questionnaire will be given to the participants to determine their
perception on project PIBAS.
- Results of the pre and post test as well as the survey will be analyzed to determine the
numeracy levels of the participants before and after the intervention, and their
perception to project PIBAS respectively.
 Data Analysis Plan
- Quasi-experimental research design, specifically the one group Pre-test-Post-test Design,
will be used in this study.
- To answer the research questions of this study, the following statistical tools will be used
to analyze the pretest and posttest results:

Research Questions Data Treatment

1. What is the numeracy level of the
learners before and after the Mode
intervention?
2. Is there a significant difference
between the numeracy level of
Wilcoxon signed rank test, p-value
the learner before and after the
intervention?
3. What is the perception of the
Mode
participants to Project PIBAS?

- Pretest and posttest score of the participants will be interpreted using the guidelines
provided in Deped Region 8 Memorandum no. 279, s. 2019.

Score 4 Sub-tests Interpretation Classification

Perfect Score 1. Addition Got all correct Highly Numerate
 2. Subtraction answer in the four (HN)
3. Multiplication sub-tests
4. Division
Not Perfect 1. Addition Got one or more Moderately
Score 2. Subtraction mistakes in the Numerate (MN)
3. Multiplication four sub-tests
4. Division
Zero Score 1. Addition Got a zero score in Non-Numerate
2. Subtraction any of the four sub- (NN)
3. Multiplication tests
4. Division

- Mode will be computed to describe the overall numeracy level of the participants before
and after the intervention. For ordinal data such as numeracy level, the appropriate
descriptive statistics is the mode.
To determine if there is a significant difference between the numeracy level of the
participants before and after the intervention, Wilcoxon signed rank test will be used.
This test is the non-parametric counterpart of paired t-test.
- The researchers will use a five item Likert scale to determine the perception of the
participants to Project PIBAS. Mode will also be computed to interpret the result
obtained by the scale since Likert data are also ordinal data.

ACTION RESEARCH WORK PLAN AND TIMELINES

Targets Activities Persons Involved Time Frame Expected Output

Ask approval Researchers and July 5, 2023 Approved letter
from the school school head asking
head to conduct permission to
action research conduct the
action research
Craft action Researchers July 10-14, 2023 Action Research
research proposal
proposal
To craft approved Submit action Researchers, July 25-30, 2023 Transmittal of
action research research School head and submitted action
proposal proposal to the district head research
school head, proposal
district
supervisor and
division office.
Attend action Researchers and July to August Approved action
research Research and 2023 research
validation at the Planning proposal
division office personnel
Implement Conduct Researchers and August 20, 2023 ACR with
Action Research orientation to participants attendance
the participants
Conduct pre-test Researchers and August 29-31, Pre-test result
participants 2023
Implement Researchers and September 1 to ACR, attendance,
Action research participants November 24, Class record
 2023
Conduct posttest Researchers and November 27, Post-test result
participants 2023
Analyze the Researchers November 29 to Result of data
result December 1, analyses
2023
Write the final Researchers December 3-7, Completed
paper 2023 Action Research
Submit Researcher, December 10, Approve action
completed action School Head, 2023 research
research to the District Head and
school head, to Planning and
Write approved
the district Research
and completed
supervisor and to personnel
action research
the planning and
research
personnel
Present the Researcher, December 2023 ACR
action research School Head, Certificate as
result to district District Head and Research
and division level Planning and presenter
Research
personnel

COST ESTIMATE

Activities Date Resources Cost

Ask approval from the July 5, 2023 Bond paper and N/A
school head to printer
conduct action
research
Craft action research July 10-14, 2023 Bond paper, sliding P20.00
proposal folder and printer
Submit action July 25-30, 2023 Transportation P800.00
research proposal to
the school head,
district supervisor and
division office.
Attend action research July to August 2023 Transportation P800.00
validation at the
division office
Conduct orientation to August 20, 2023 Snacks P500.00
the participants
Conduct pre-test August 29-31, 2023 Bond paper N/A
Implement Action September 1 to Bond paper, ink and N/A
research November 24, 2023 printer
Conduct posttest November 27, 2023 Bond paper N/A
Analyze the result November 29 to Bond paper N/A
December 1, 2023
Write the final paper December 3-7, 2023 Bond paper, ink and N/A
 printer
Submit completed December 10, 2023 Transportation P800.00
action research to the
school head, to the
district supervisor and
to the planning and
research personnel
Present the action December 2023 Transportation P800.00
research result to
district and division
level
Total P3,720.00

PLANS FOR DISSEMINATION AND UTILIZATION

Once the action research will be approved by the division office, the researchers will present the
result to the faculty and staff of Juan V. Delantar National High School, to the Leyte II district
personnel and to the division research forum. Moreover, the result of this study can serve as a basis
in improving the numeracy interventions in the school, the district and the division level.
Furthermore, the data of this research can be the basis for crafting new interventions related to the
learner’s numeracy performance.

REFERENCES