1

PROJECT E-SMILE PRACTICES: ITS EFFECT TO PUPIL’S PERFORMANCE

A Thesis Paper

Presented to

The Faculty of the Graduate School

Northern Negros State College of Science and Technology

Old Sagay, Sagay City, Negros Occidental, Philippines

In Partial Fulfilment

Of the Requirements for the Degree

Master of Arts in Educational Management

By:

Rey T. Ensepedo

July 2021
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CHAPTER I

INTRODUCTION

Background of the Study

Mathematics is the Science of reasoning and computations. It

is the Science or study of numbers, quantities or shapes. Kitta

(2004), defined Mathematics as the language that helps us to

describe ideas and relationships drawn from the environment.

Mathematics enables one to make the invisible to be visible,

thereby solving problems that would be impossible otherwise.

According to Lambdin (2009), Mathematical demands on

students increases as they progress through school; take up their

adult lives at home and in the workplace. In order to function in

a Mathematically literate way in the future, students must have a

strong foundation in Mathematics. A strong foundation involves

much more than the rote application of procedural knowledge.

Ontario Ministry of Education report in 2004 shows that, all

students should be able to understand, make sense of, and apply

Mathematics; make connections between concepts and see patterns

throughout in Mathematics.

In the teaching-learning sequence, evaluation is the final

element. Learning should result in an overt change in behaviour

in terms of knowledge or skills, attitude or value. This change

should be both visible and measurable. At the end of the period

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of instruction, teachers want to know the extent of learning and

how well learning was achieved.

Meaningful learning is what the school wants to determine

through a systematic and continuing process of evaluation of

instruction. The purpose of the evaluation of learning outcomes

in school from a learner’s perspective is that teachers would

like to be assured that the learner has mastered the lesson or

unit and that the student is ready to tackle the next one. If

that is not the case, then teachers can give individual students

some form of remediation, and if it is the majority of the class

who has not met a criterion of mastery, some form of re-teaching

has to be done.

Tutorial instruction and instructional reinforcement are one

of best practices in teaching Mathematics, which have a

significant effect on student achievement. Of the basic and

traditional methods, practice and drill is a method, which is

employed by teachers for those students who lack basic knowledge

or skills of the academic subject matter before asking them to

move on to other tasks or transfer their learning to a new

situation. Thorndike's law of exercise, which states that the

more often a stimulus-response connection is made, the stronger

it becomes and Skinner's finding that reinforcement of a response

increases the likelihood of its occurrence both provide some

basis for the old maxim that practice makes perfect. The practice
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is deemed essential when the learner makes mistakes and before

advancing to another level of difficulty. Students differ in

intellectual abilities, dispositions, and interests. Some

students learn readily and usually understand what they are

taught, while others are not quick to catch on and need review

and re-teaching.

Best practice in Mathematics effective and efficient

teaching methods that could help improve student’s performance in

Mathematics are most desired. According to Gurney (2007),

teaching is effective and efficient when students are taught the

right content, having enough learning materials and high ratio of

teachers’ time on the teaching activity. This requires a teacher

to have passion in sharing knowledge with students while

motivated with school management system. Mtitu (2014) also

identified that, for effective and efficient teaching, learner

centered methods that require teachers to actively involve

students in the teaching and learning process must be applied.

The trends in international Mathematics and Science study

2019 shows that Philippines scored ‘insignificantly lower’ than

any country that participated in grade 4 Math and Science

assessments. Filipino lagged behind other countries in the

international assessment for Mathematics and Science for grade 4,

the Trends in International Mathematics and Science Study 2019

(TIMSS) revealed on Tuesday, December 8, 2019. The Department of

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Education got alarmed and encourage teachers to do make some

strategies and effective methodologies to improve our ranking in

the field of Mathematics.

With the aforementioned results and findings, the Division

of Sagay City initiated project Enhanced Special Mathematics

Intervention for Learning Enrichment (E-SMILE) through Division

Memorandum No. 056 s, 2019 and Division Memorandum No. 050 s,

2020. Hence, this study aims to determine the level of Project E-

SMILE practices in teaching Mathematics among all teachers who

are teaching Mathematics from grade 2 to 6 in the Division of

Sagay City particularly to all schools in Sagay district V.

Likewise, results of this study would also be the basis for

creating learning intervention for learning enrichment and to

enhance and improve the Project E-SMILE practices or

implementation in relation to pupils’ performance. Thus, as an

offshoot of this study will be conducted.

Statement of the Problem

This study assessed the level of Project E-SMILE practices

among all schools of Sagay District V in relation to pupils’

performance in Mathematics.

Specifically, the study aims to answer the following

questions:
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1. What is the level of Project E-smile Practices among

schools of district V when assessed in different areas

and when taken as a whole?

2. What is the level and differences of project E-smile

practices of schools in district V when assessed

individually?

3. What is the level and differences of project E-smile

practices among schools when taken as a whole?

4. What is the level of performance of schools in project E-

smile when assesses individually?

5. Is there a significant correlation in the level of

practice and performance of schools?

Statement of Hypotheses

In this study, the following hypotheses are formulated:

1. There is no significant difference in the level of

Project E-smile Practices among schools of district V

when assessed in different areas and when taken as a

whole grouped as to school.

2. There is no significant difference of project E-smile

practices of schools in district V when assessed

individually.

3. There is no significant correlation in the level of

practice and performance of schools.

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Theoretical Framework

John Locke and Knowledge of Practice

John Lock said that empiricism is an epistemological

position which contends that genuine knowledge is what comes to

us through our sensory experiences. This means that the only

sources of genuine knowledge are senses of sight, hearing,

touching, smelling and tasting. John Locke stated that the

child’s mind is like a white sheet of paper on which experiences

are recorded (Tarcov, 1989).

This implied that teaching methods in Mathematics needs to

involve five sense organs of students in the class. While

teaching, students must be given tasks to attempt with the guide

of a teacher; they must see clearly what has been written on the

Chalkboard and practically solve Mathematics problems. Teachers

should be able to teach students in such a way that students can

practically do what they are taught, hearing it well by

minimizing number of students in overcrowded classes and use of

actual environment to make students understand Mathematics

(Maganga, 2013). Therefore the researcher wanted to know whether

in actual teaching students practically learn Mathematics and how

teachers help students to solve, interact with teaching materials

as well as the impact of school environments to students

learning.
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Conceptual Framework

The conceptual framework hereunder presented variables that

influence teaching and learning in Mathematics subject.

Students’ performance in Mathematics is influenced by the

teaching and learning methods and students’ and also with the aid

of Project E-SMILE. Teaching methods are such as teacher centred

method, students’ centred method and type of homework assignments

offered to students. Learning methods are such as group

discussions when solving problems and individual work as provided

by the teacher or as in textbooks. The relationship between

teachers and students, the way students are punished and

Homework assignments might influence student’s performance in

Mathematics.

Figure 1 below illustrates the conceptual framework of the study.

Input Process Output Outcome

Level of
Project E-
SMILE
Poject E-SMILE Practices and
practices and Pupils’
Pupils’ Math inventory Mathematics
Mathematics result Performance Improved
Performance Pupils’ and
among all Survey Significant Schools’
Schools of Instrument Difference Mathematics
District V of Performance
Sagay City, Field Research Significant
Negros Relationship
Occidental
Figure 1. Conceptual FrameworkProject
of the E-
Study
SMILE
Improvement
Strategies
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This framework discusses the flow of this study. For input, which

is the implementation of project E-SMILE among all schools in

Sagay District V. To determine the level of practices the

researcher will be using the Math inventory result as baseline

and also the researcher developed a self-made instrument, a set

of questionnaire designed and validated by experts in field of

Mathematics using the Lawshe’s content validity that suits and

aligned with the study. These would be the basis to create and

answer the SOP. The result of this study would be the basis on

how to improved pupils and schools performance in Mathematics.

Significance of the Study

The findings of the study may be beneficial to the

following:

DepEd Sagay City Division. The study will provide the necessary

information that will help in profiling of the programs for the

succeeding years of project implementation. It helps monitor

records and evaluate the program if it meets higher learning

outcomes.

Math Teachers. The findings of the study will provide the data

needed to help the teachers teaching Mathematics to know and

improved Math practices and perhaps strategize and do some

innovations to monitor the pupils’ performance.

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Schools in District V. The result of the study will provide the

management the baseline data to strengthen and sustain the

program and to be able to come up with the innovation of the

program and to meet the needs of the learners.

Future Researchers. The result of the study will help the

researches as reference on their future studies for the best

practices of teaching Mathematics concerning students’

performance in Mathematics.

Scope and Limitation of the Study

The study focuses only on the level of Project E-SMILE

practices in relation to pupils’ performance of Sagay District V

schools.

The respondents of the study are all the teachers of Sagay

District V schools who are teaching Mathematics from grade 2 to

6.

Pupils performance in Mathematics for school year 2019-2020

through Math Inventory records will be used as secondary data.

Definition of Terms

To set ground to determine the level of practices in

teaching Mathematics as basis for intervention on the factors

that leads to pupil’s performance in Mathematics among all

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schools in district V schools, the researcher presented the

working definitions for some of the terms used in this study.

Project E-SMILE Practices

Conceptual. According to Lambdin (2005), Math practices refers to

teacher and school practices that aims to improve the program in

the field of Mathematics. Practices refers to daily routine in

support in achieving the program.

Operationally, refers to Enhanced Special Mathematics

Intervention for Learners Enrichment practices in teaching

Mathematics, an innovative project of Division of Sagay

Mathematics Department.it has three parts, pre, mid and post-

test.

Pupil’s Performance

Conceptual. According to southwestern.edu.ph pupils performance

refers to pupils accomplishing or achievement of specific goals,

objectives set in any academic undertaking in basic Mathematics.

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Operational. Refers to the performance of the pupils of Sagay

District V in the Mathematics in accordance with the Project E-

SMILE practices.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the review of the related studies

and literature, which the researcher found relevant to the study.

In the last decade issues of disadvantage and Mathematics

achievement have moved to the centre of policy -makers’ agenda

and academic debate. Underachievement in Mathematics is

particularly recognised as a major problem in schools serving

disadvantaged communities (Mkhabela, 2004).

In an effort to identify the causes for low achievement in

Mathematics, some researchers (Attwood, 2001; Brodie, 2004;

Maree, 1997; Moyana, 1996; Murray, 1997; (Malcolm et al., 2000)

have suggested that achievement in Mathematics among schools are

influenced by a number of variables. These variables include

learners’ abilities, attitudes and perceptions, family and socio-

economic status, parent and peer influences, school related

variables such as poor learning environment.

According to McLeod (1992) factors such as attitudes and beliefs

play an important role in Mathematics achievement. The general

relationship between attitude and achievement is based on the

concept that the better the attitude a learner has towards a

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subject or task, the higher the achievement or performance level

in Mathematics.

Stuart (2000) argues that teacher, peer and family attitudes

toward Mathematics may either positively or negatively influence

learners’ confidence in Mathematics. The findings are that

learners who have positive attitudes towards their teachers have

high achievement levels.

Newman and Schwager (1993) found that at all grades a sense of

personal relatedness with the teacher is important in determining

a learner’s frequency in seeking help from the teacher. They

further state that this aspect of the classroom climate has been

shown to be related to good academic outcome. In the same vein

Dungan and Thurlow (1989) state that the extent to which learners

likes their teacher, influence their liking of the subject.

Research on attitudes towards career choice and towards

Mathematics teachers is extensive. Eccles and Jacobs (1986) found

that self-perceptions of Mathematics ability influence

Mathematics achievement. Norman (1988) concluded from a wide

review of literature that there is a positive correlation between

career choice and Mathematics achievement. Subsequently Trusty

(2002) reported that learner attitudes impact on later career

choices in Mathematics. Ware and Lee (1998) found that

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Mathematics attitudes during high school had a positive effect on

choosing Science careers. Accordingly, Armstrong and Price (in

Pedersen et al., 1986) found that the career aspirations of high

school learners influence their participation in Mathematics,

which in turn influenced their Mathematics achievement. Trusty

and Ng (2000) studied learners’ self-perceptions of Mathematics

ability and found that positive self-perception Mathematics

ability has relatively strong effects on later career choices.

Peer pressure in Mathematics affects all learners, successful

ones as well as those who are less successful. The effect of

negative peer pressure has been recorded in numerous articles

(Dungan & Thurlow, 1989; Reynolds & Walberg, 1992; Stuart, 2000).

In this regard Stuart (2000) argues that peer and family

attitudes towards Mathematics may either positively or negatively

influence learners’ confidence in the subject. In their review of

literature Dungan and Thurlow (1989) found that learners’

attitudes towards Mathematics have been associated with peer

group attitudes. Accordingly, Reynolds and Walberg (1992)

identified peer attitudes as one of the most influential factors

in learners’ Mathematical achievements. According to Harris

(1995) learners are ridiculed by their peers for taking

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challenging Mathematics while others are encouraged by their

peers to pursue academic excellence in Mathematics.

Evans, Flower and Holton (2001) define peer support or tutoring

as that part of the teaching process that involves learners

teaching other learners. Griffiths, Houston and Lazenbatt (in

Evans et al., 2001: 161) state that: Peer tutoring is a

structured way of involving students in each other’s academic and

social development. As a learning experience it allows students

to interact and to develop personal skills of exposition while

increasing their knowledge of a specific topic.

Tutors may be high-ability learners or learners in higher grades.

Tutors may also be lowability learners who assist other low-

ability learners. Abrami, Chambers, D’ apollonian and Farrell

(1992) report that learners may benefit motivationally from being

in groups which provide peer encouragement and support. As a

result their achievements can be improved. The view of this

researcher is that since peers can encourage one another to view

Mathematics positively or negatively, a major task for teachers

is to understand the nature of peer relationships so that this

influence can be directed towards positive engagement.

Research on attitudes towards Mathematics has focused on two

major dimensions, namely Mathematics self-concept or self-esteem

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and Mathematical anxiety. According to Fiore (1999) reinforcing

effort in Mathematics begins with helping learners to develop a

positive self-concept. Michell et al. (2003: 42) states that:

Mathematics self-concept refers to a person’s perception of

their ability to learn new topics in Mathematics and to perform

well in Mathematics classes and tests.

Fennema and Sherman (1978) find that the Mathematics self-concept

is correlated with achievement in Mathematics. They further find

that Mathematics self-concept is higher in males than in females

at high school. In contrast Maqsud and Khalique (1991) find that

there is a significant positive relationship between self-concept

and attitude towards Mathematics for female groups, but no

significant correlation between these variables for male groups

was found. Maqsud and Khaqlique (1991) go on to report that self-

concept measures for both males and females do not reveal any

significant association with their Mathematics achievement.

Visser (1989: 38) defines Mathematics anxiety as follows: Maths

anxiety may be defined as an irrational and impedimental dread of

Mathematics. The term is used to describe the panic,

helplessness, mental paralysis and disorganization that arise

among some individuals when they are required to solve a problem

of Mathematical nature.
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This definition has been supported by Mitchell et al. (2003) when

they state that Mathematics anxiety refers to a person’s feelings

of tension and anxiety that interfere with the manipulation of

numbers and the solving of Mathematical problems in a wide

variety of ordinary and academic situations. According to Visser

(1989) this phenomenon could occur at any time during a learner’s

career and it usually does not disappear spontaneously.

Mathematics anxiety has been found to be consistently related to

lower achievement in Mathematics at all ages (Betz, 1978 &

Hembree, 1990). Nimer (1990) establishes a significant

relationship between low achievement in Mathematics and high

levels of Mathematics anxiety. In support of this finding, a

consistent, negative relationship between Mathematics anxiety and

performance is reported by Wong (1992).

Boylan and Saxon (1999) also emphasized mastery learning as a

component of effective remedial instruction. The majority of the

ways to deal with dominance learning used small units of guidance

and continuous testing expected understudies to have the capacity

to ace the material in one unit before advancing to the following

unit. This accentuation on authority was helpful to understudies

in remedial courses since it gave ordinary fortification of ideas

through testing. An accentuation on authority expected

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understudies to build up the essential learning for

accomplishment in a given course and to show this information

through testing. Understudies presented to dominance learning

systems in remedial courses were bound to pass these courses,

acquire higher evaluations, and be held than understudies whose

healing courses were shown utilizing increasingly customary

strategies.

According to Rowntree (2015), Diagnostic evaluation is equally

useful as formative and summative evaluations. Diagnostic

evaluation attempts to carefully analyze the course of learning

problems so that proper remediation can be applied (Sheridan et

al., 2006; Grubb, 2001). It is aimed to determine the best

possible instructional situation for students in terms of their

present learning status. Teachers should realize that the members

of the group they are teaching do not have the same abilities (De

Jong & Harper, 2005; Hiebert et al., 2002). Some of them are not

growing well scholastically, and causes must be found, and

remedies applied. If a school is to reach its educational

objectives, each teacher must recognize and understand the

complex aspects of behavioral changes. The teacher sees each

within the group as having different problems and that he or she

must determine the stages of their development and their peculiar

learning difficulties.
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In addition to recognizing what children need to learn,

teachers must also determine how they can learn. Remedial classes

should be based on diagnosis with consistent follow-through. The

first step in the diagnosis of learning difficulties is to

ascertain the strengths and weaknesses of the student (Geurts et

al., 2004; Dunn et al., 2002). Underlying causes of the

difficulty should mostly or be eliminated before remedial

instruction begins. According to Lovett et al. (2008) that the

remedial class teacher must have a good understanding of the

underlying, principles in the conduct of remedial classes. To

effect remediation, a thorough diagnosis must be made.

Remediation is possible only when the teachers understand the

bases of student difficulties (Stronge, 2018; Powell et al.,

2013). The first step in the diagnosis of learning difficulties

is to ascertain the strengths and weaknesses of the student

(Wilkinson, 2016; Boyle, 2005).

Synthesis of the Review

The researcher find the study mentioned above related to his

study, since it deals with the different variables that talks

about factors and practices that affects the teaching and

learning in the field of Mathematics. It is related to my study

as how to assess the level of Project E-SMILE practices among all

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schools in Sagay District V basis for improvements of schools and

pupils performance in Mathematics

CHAPTER III

METHODOLOGY

This chapter describes the research design, the instrument,

the data gathering procedure and the statistical tools to be

used.

Research Design

This study will utilize the quantitative-descriptive

research design. The main purpose of the study is to find out the

level of Project E-SMILE practices among all schools of Sagay,

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District V and its relation to the Mathematics performance of

pupils. Hence, the design is appropriate considering that the

study involves a study of the existing situation or phenomenon.

Dulock, H. (2017) defined in her study that descriptive

research provides accurate portrayal or account of

characteristics of a particular individual, situation or group;

these study are means of discovering new meaning, describing what

exists, determining the frequency with which something occurs

and/or categorizing information. She also stated that descriptive

research portrays the characteristics of persons, situations or

group and the frequency of which certain phenomenon occurs; these

situations naturally occurs.

Locale of the Study

The locale of the study are the school of Sagay distict V.

Sagay District V composed of 7 elementary schools at it is

covered when two barangays, Brgy. Bulanon and Brgy. Old sagay.

Most of the schools are located nearby seashore, and fishing is

the primary sources of income.

Respondents of the Study

The respondents of the study are the 50 teachers of Sagay

district V who are teaching Mathematics.

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In conducting this study, total population of the teachers

teaching Mathematics will be considered. The respondent will be

grouped according to school where they are teaching.

Instrument

To obtain the objective of the study, the researcher developed an

instrument where some of the indicators are taken and based on

the E-SMILE practices. The questionnaires were crafted based on

the guidelines and best practices in teaching Mathematics. Each

part of the questionnaire will require the participants to read

the items and simply mark the level of practices they are

practicing in their respective schools.

The questionnaire has four indicators and each indicators has 5

items. Therefore, the questionnaire has a total of 20 items.

Validity

The research instrument were validated by nine expert validators

in the field of study using the widely used appraisal of content

validity, the item content validity index (I-CVI) by Waltz and

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Bausell, 1981 and Lyn, 1986.The I-CVIs was computed by dividing

the number of validators rated 3 or 4 to each item by the total

number of validators. After presenting the questionnaire to nine

validators’ all items obtained I-CVI of 1. Confirming that the

questionnaire has an excellent validity index.

Reliability

Reliability relates to the consistency of a measure. A

participant completing an instrument meant to measure motivation

should have approximately the same responses each time the test

is completed. Although it is not possible to give an exact

calculation of reliability, an estimate of reliability can be

achieved through different measures (Shuttleworth, 2015).

The researcher conducted a reliability test after the

instrument validation. A dry run activity was conducted to thirty

(30) respondents who are excluded from the study. These 30

respondents were from Sagay District II, who also practice

Project E-SMILE. The researcher strictly followed the health

protocols and personally administered and collected the

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instrument from the respondents. Thereafter, the researcher

consolidated the result for reliability.

The reliability of research instrument was determined using the

inter rater reliability utilizing the intraclass correlation

coefficient. The responses yielded a coefficient of .993 which is

interpreted that the questionnaire has an excellent reliability.

Data Gathering Procedure

In order to gather the data, the researcher will send a

letter to the Schools Division Superintendent of the Department

of Education, Division of Sagay City to conduct the study.

Likewise, letters to the school heads of the school of District v

will be sent for approval. The researcher will be personally

administering the questionnaires to the respondents to enable to

explain the purpose of the research. After the data are acquired,

these data are tallied, tabulated, analyzed and interpreted

according to the specific problems, and hypotheses set forth in

this investigation.

Basic ethical guidelines in research was followed. Research

tools and other related documents will be reviewed before they

will be used or administered for data collection. Confidentiality

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of participants’ identification and information will be strictly

enforced. The collected data will be used originally to its

intended purposes.

Data Analysis Procedure

In processing the data, the researcher will utilize the

following descriptive and inferential statistics to analyse

quantitative data collected or gathered.

For problem 1, which aimed to determine the level of Project

E-smile Practices among schools of district V when assessed in

different areas and when taken as a whole mean and standard

deviation was used.

To interpret the level of E-SMILE practices the following

scale and its interpretation was used:

Scale Interpretation Verbal Interpretation

4.20-5.00 Strongly Agree Very High Level

3.40-4.19 Agree High Level

2.60-3.39 Neutral Average Level

1.80-2.59 Disagree Low Level

1.00-1.79 Strongly Disagree Very Low Level

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For problem 2 to determine the level and differences of

project E-smile practices of schools in district V when assessed

individually analysis of variance was used.

For problem 3 to determine the Level and Differences of Project

E-Smile Practices among Schools of District V when taken as a

Whole mean was used.

For problem 3 to determine the level of performance of

schools in project E-smile when assesses individually pearson r

was used.

For problem 5 to determine the correlation of project E-

SMILE practices and pupils performance in mathematics,

Correlation was used.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA

The data gathered by the researcher were organized and

statistically treated to obtain information that would answer the

specific problems of the study. The tables presented are

sequenced according to the specific questions raised in the

study.
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The chapter deals with the data collection analysis and

discussion of the results.

The first major concern of this study was to determine the level

of Project E-smile Practices among schools of district V when

assessed in different areas and when taken as a whole.

Table 1. Level of Project E-Smile Practices among All Schools of

District V when Assessed at Different Areas and When Taken as a

Whole.

Variables Mean Std. Dev. Description

School remedial classes

1. The school conducts remedial classes as 4.9200 .27405 Very High

learning intervention in Mathematics.

2. Mathematics teacher monitor the progress 4.9800 .14142 Very High

of pupils as they meet the standards basis

for remedial class.

3. Teacher prepares lessons suited for 4.9200 .27405 Very High

learners needs.

4. School remedial classes help teachers to 5.0000 .00000 Very High

make teaching-learning easier to learners.

5. School remedial classes help the pupils 5.0000 .00000 Very High

who are in need to cope up their lesson in

Mathematics.

Mean 4.9640 .08751 Very High

Peer tutorial/ mentoring

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1. Teacher encourages peer tutorial for 4.7200 .45356 Very High

pupils who need assistance in Mathematics.

2. School allows peer tutorial among their 4.6800 .47121 Very High

peers.

3. The teacher identifies pupils who are good 4.7600 .43142 Very High

in subject matter and encourage to help their

peers.

4. Teacher constantly monitor the progress of 4.5200 .50467 Very High

learners through the help of their peers.

5. Teacher trains the pupils and provided 4.9200 .27405 Very High

learning assistance to further assist their

peer group.

Mean 4.7200 .26186 Very High

School Math “Hataw sayaw”

1. The school conducts Math “Hataw Sayaw” 4.8800 .32826 Very High

exercise during flag ceremony.

2. Learners recite the table of 4.8600 .35051 Very High

multiplication through singing and dancing

during flag ceremony.

3. The Mathematics teacher monitor the 4.9400 .23990 Very High

progress of learners’ mastery in the four

basic operations in Mathematics.

4. The school encourages mastery of four 4.8600 .35051 Very High

basic operation of Mathematics.

5. The class adviser conducts Math exercises 4.9800 .14142 Very High

every morning and before class dismissal for

mastery.

Mean 4.9040 .14702 Very High

School exercises and activities in Mathematics

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1. The teacher conducts Math week and 4.7400 .44309 Very High

prepares activities related to Mathematics.

2. The teacher uses flash cards as law of 4.8600 .35051 Very High

exercise for mastery.

3. The teacher uses window cards as E-SMILE 4.8400 .37033 Very High

TOOL to determine the numeracy rate of

learner.

4. The teacher assesses and determines the 4.6600 .47852 Very High

accuracy rate of learners pre-test, mid test

and eventually in post-test

5. The teacher constantly monitors the 4.9800 .14142 Very High

progress of pupils in Mathematics and

provides developmentally appropriate

activities to address their needs.

Mean 4.8160 .18883 Very High

When Taken as a Whole 4.8510 .10570 Very High

Table 1. Shows the level of Project E-smile Practices among

schools of district V when assessed in different areas and when

taken as a whole. It was based on the four different areas as

indicators. In indicator 1 under the remedial classes, it

garnered a mean of 4.9640 which interpreted as very high. In

indicator 2, the tutorials, it garnered a mean of 4.7200 which

interpreted as very high as well. In the third indicator, the

“Math Hataw sayaw” it gathered a mean of 4.9040 which interpreted

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as very high. In the last indicator, it garnered a mean of 4.8160

which interpreted as very high.

When it is taken as a whole, it garnered a mean of 4.8510 which

interpreted as very high.

According to National council of Teachers (2014), good practices

in mathematics builds fluency with procedures on a foundation of

conceptual understanding and promotes mathematical reasoning and

problem solving that allow them to think outside the box.

The second concern of this study was to determine level and

differences of project E-smile practices of schools in district V

when assessed individually.

Table 2 Level and Differences of Project E-Smile Practices among

Schools of District V in Different Areas.

Variables Mean Std. Dev. Descrip F P Interpretatio

tion
n

School Remedial Classes

4.9333 .11547 Very 3.75 .004 Not

SCHOOL A
High
4 significant

5.0000 .00000 Very

SCHOOL B
High
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4.9556 .08819 Very

SCHOOL C
High

5.0000 .00000 Very

SCHOOL D
High

4.9000 .11547 Very

SCHOOL E
High

4.8000 .20000 Very

SCHOOL F
High

4.9867 .05164 Very

SCHOOL G
High

Peer Tutorial/Mentoring

4.6667 .23094 Very 1.26 .293 Not

SCHOOL A
High
7 Significant

4.8727 .16181 Very

SCHOOL B
High

4.7556 .13333 Very

SCHOOL C
High

4.5600 .32863 Very

SCHOOL D
High

4.7500 .30000 Very

SCHOOL E
High

4.7333 .30551 Very

SCHOOL F
High

4.6400 .32249 Very

SCHOOL G
High

School Math “Hataw-Sayaw”

4.8000 .34641 Very 1.73 .136 Not

SCHOOL A
High
5 Significant
 33

4.9636 .08090 Very

SCHOOL B
High

4.8667 .17321 Very

SCHOOL C
High

4.8000 .14142 Very

SCHOOL D
High

4.9500 .10000 Very

SCHOOL E
High

4.8000 .20000 Very

SCHOOL F
High

4.9467 .09155 Very

SCHOOL G
High

School Exercise and Activities in Mathematics

4.8000 .34641 Very 3.29 .009 Not

SCHOOL A
High
3 Significant

4.9455 .12933 Very

SCHOOL B
High

4.8222 .21082 Very

SCHOOL C
High

4.7200 .10954 Very

SCHOOL D
High

4.7000 .25820 Very

SCHOOL E
High

4.6667 .11547 Very

SCHOOL F
High

4.8133 .15976 Very

SCHOOL G
High
 34

Table 2 Shows the Level and Differences of Project E-Smile

Practices among Schools of District V in Different Areas. All of

the schools in Sagay District V, garnered a mean of mean above

4.5 which means that in all four indicators, all schools of Sagay

District V has a very high practice of Project E-SMILE.

This results as well indicates that there is no significant

difference in the Project E-SMILE practices among all schools of

Sagay district V.

SOP 3- What is the level and differences of project E-smile

practices among schools when taken as a whole?

Variables Mean Std. Description F P Interpretatio

Dev.
n

4.8000 .180 Very High 3.293 .00 Not

SCHOOL A
28
9 Significant

4.8500 .075 Very High

SCHOOL B 00

4.9455 .056 Very High

SCHOOL C
81

4.7700 .090 Very High

SCHOOL D
83

4.8250 .119 Very High

SCHOOL E
02

4.7500 .100 Very High

SCHOOL F
00

4.8467 .099 Very High

SCHOOL G
04
 35

Table 3 Shows the Level and Differences of Project E-Smile

Practices among Schools of District V when taken as a Whole. The

level of practices of Project E-SMILE of all the schools of Sagay

District V are very high. However, if we talk about it

difference, results shows that there is no significant difference

in the conduct of project E-SMILE of Sagay district V. Each

school have the same of E-SMILE practices but among all the 7

schools, school C has the highest mean of 4.9455, followed by,

school B with mean of 4.8500, school G with mean of 4.8467, school E

with mean of4.8250, school A with mean of 4.8000, school D with mean

of 4.7700 and school F with mean of 4.7500.

SOP 4- What is the level of performance of schools in project E-smile

when assesses individually?

Schools Average (%) Description

Suyac Elementary School 94.63 Very High

Bulanon Elementary School 94.65 Very High

Talusan Elementary School 97.15 Very High

PRI Elementary School 94.23 Very High

PR2 Elementary School 94.25 Very High

Onofre Delapaz 91.67 Very High

Old Sagay Elementary School 93.92 Very High

Table 4 Shows the Level of Performance of Participating Schools. It is

based on the Project E-SMILE result. All seven schools of Sagay

 36

District V garnered a mean of 90 and above in the post conduct of

project E-SMILE, which means that all schools has a very high practice

in Project E-SMILE. However, if we rank the school individually based

on the result of assessment, school C topped among all seven schools

with the mean of 97.15, followed by school B with 94.65, school A with

94.63, school E with 94.25, school D with 94.23, school G with 93.92

and school F 91.67.

SOP 5. Is there a significant correlation in the level of practice and

performance of schools?

Variables Correlated r p Interpretation

Level of School School .886** .008 Strong Positive

Practice Performance Correlation

Table 5 Shows the Correlation of Level of Practices and Performance.

Based on the practices of all the schools of Sagay District V, the

researcher found out that all schools have a very high practices of

the project. Also, the result of Project E-SMILE of all school which

assess individually garnered a mean above 90 which means that the

results a very high. Upon using correlation, the researcher found out

that the level of School practices and school performance has a r

of .886 p .008 which can be interpreted as strong positive

correlations.
 37

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECCOMENDATIONS

This chapter presents the summary of findings from the data

gathered.

Summary of Findings

This study focus to determine the level of Project E-SMILE

practices among all schools of Sagay District V in relation to

pupils’ performance in Mathematics. The data gathered, is the

basis of findings, analysis and interpretation of the data.

Specifically, the study aims to answer the following

questions:

Level of Project E-smile Practices among schools of district V

when assessed in different areas and when taken as a whole.

1. Table 1 of chapter 4 shows the level of Project E-smile

Practices among schools of district V when assessed in

different areas and when taken as a whole. It was based

on the four different areas as indicators.

2. In indicator 1 under the remedial classes, it gathered a

mean of 4.9640 which interpreted as very high.

 38

3. In indicator 2, the tutorials, it gathered a mean of

4.7200 which interpreted as very high as well.

4. In the third indicator, the “Math Hataw sayaw” it

gathered a mean of 4.9040 which interpreted as very high.

5. In the last indicator, it gathered a mean of 4.8160 which

interpreted as very high.

6. When it is taken as a whole, it gathered a mean of 4.8510

which interpreted that the Project E-SMILE Practices of

Sagay district V is very high.

Level and Differences of Project E-Smile Practices among Schools

of District V in Different Areas

1. Table 2 of chapter 4 shows the Level and Differences of

Project E-Smile Practices among Schools of District V in

Different Areas.

2. All of the schools in Sagay District V, garnered a mean of

mean above 4.5 which means that in all four indicators, all

schools of Sagay District V has a very high practice of

Project E-SMILE.
 39

3. This results as well indicates that there is no significant

difference in the Project E-SMILE practices among all

schools of Sagay district V.

Level and differences of project E-smile practices among schools

when taken as a whole

1. Table 3 of chapter 4 shows the Level and Differences of

Project E-Smile Practices among Schools of District V when

taken as a Whole.

2. The level of practices of Project E-SMILE of all the schools

of Sagay District V are very high. However, if we talk about

it difference, results shows that there is no significant

difference in the conduct of project E-SMILE of Sagay

district V.

Each school have the same of E-SMILE practices but among all

the 7 schools, school C has the highest mean of 4.9455,

followed by, school B with mean of 4.8500, school G with mean

of 4.8467, school E with mean of4.8250, school A with mean of

4.8000, school D with mean of 4.7700 and school F with mean of

4.7500.
 40

Level of performance of schools in project E-smile when assesses

individually

1. Table 4 of chapter 4 shows the Level of Performance of

Participating Schools. It is based on the Project E-SMILE result

for S.Y 2019-2020.

2. All seven schools of Sagay District V garnered a mean of 90 and

above in the post conduct of project E-SMILE, which means that

all schools has a very high practice in Project E-SMILE.

However, if we rank the school individually based on the result of

assessment, school C topped among all seven schools with the mean of

97.15, followed by school B with 94.65, school A with 94.63, school

E with 94.25, school D with 94.23, school G with 93.92 and school F

91.67.

Significant correlation in the level of practice and performance

of schools

1. Table 5 of chapter 4 shows the Correlation of Level of Practices

and Performance.
 41

2. Based on the practices of all the schools of Sagay District V,

the researcher found out that all schools have a very high

practices of the project. Also, the result of Project E-SMILE of

all school which assess individually garnered a mean above 90

which means that the results a very high. Upon using correlation,

the researcher found out that the level of School practices and

school performance has a r of .886 p .008 which can be

interpreted as strong positive correlation.

Conclusions

Based on the findings of the study the following conclusions

were made:

Level of Project E-smile Practices among schools of district

V when assessed in different areas and when taken as a whole.

1. The level of project E-SMILE of Sagay District V when

assessed in different areas and a whole was very high.

Level and differences of project E-smile practices of schools in

district V when assessed individually

 42

1. The level of project E-SMILE practices when assessed

individually was very high. All schools gathered an

above 4.5 which can be interpreted as very high and

there is no significant difference when it comes to the

implementation of Project E-SMILE.

Level and differences of project E-smile practices among schools

when taken as a whole

1. The level of practices of Project E-SMILE of all the schools

of Sagay District V are very high. However, if we talk about it

difference, results shows that there is no significant difference

in the conduct of project E-SMILE of Sagay district V since all

school have the same of E-SMILE practices.

Level of performance of schools in project E-smile when assesses

individually

1. All seven schools of Sagay District V garnered a mean of 90

and above in the post conduct of project E-SMILE, which means

that all schools has a very high practice in Project E-SMILE.

It is a positive indication that pupils of Sagay district 5

performed well in Mathematics through help of project E-SMILE.

 43

Significant correlation in the level of practice and performance

of schools

Based on the practices of all the schools of Sagay District

V, the researcher found out that all schools have a very

high practices of the project. Also, the result of Project

E-SMILE of all school which assess individually garnered a

mean above 90 which means that the results a very high. Upon

using correlation, the researcher found out that the level

of School practices and school performance has an r of .886

p .008 which can be interpreted as strong positive

correlation.

Recommendations

Based on the findings of the study, the following recommendations

are:

1. Project E-SMILE is really good however, it should not only

focus to grade 2-6, and grade 1 should be included in the

practice.
 44

2. Peer tutorial should be done by first creating a group of

pupils to be trained and are capable of teaching their

peers. There should be proper training on how to teach

their peers effectively and efficiently.

3. Math activities should not only be done during the Math

week. Teachers should make some innovations to create

activities related in Mathematics.

4. Mathematics teacher should continue the practice of project

E-SMILE for sustainability even though the district V has a

very level in its practice. It should be continuous for

better progress and to top among all district.

5. Teacher should develop fun activities. Learning while

playing is one of the best recommendation.

6. Learning innovation and contextualize practice are highly

encourage for teachers teaching Mathematics

7. Teachers should also involve the parents in the conduct of

practice. Learning should not be only done in the four

corners of the classroom, pupils can learn in their home as

well with the guidance of their parents.

8. Project E-SMILE should not only focus on the four basic

operations. Problem and logical thinking skills should be

given emphasis as well.

 45

9. Remedial classes should not focus on mathematics alone,

integration of different discipline are highly recommended

for holistic development.

10.Using manipulatives, charts and puzzles in the practice of

Project E-SMILE also recommended.

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