Table of Contents

Context and Rationale 1

Action Research Question 4
Hypothesis of the Study 5
Schematic Diagram 6
Proposed Innovation,Intervention and Strategy 7

Action Research Methods 8

a. Research Design 9
b. Participants and/or Other Sources of Data 9
c. Data Gathering Method 10
d. Data Analysis Plan 12
Discussion of the Result 13
Conclusion and Recommendations 15
Cost Estimate 17
Plans for Dissemination and Utilization 18
References 19
Appendices 20
 Context and Rationale

In today's digital age, interactive technology has become increasingly

prevalent in educational settings. Grade 6 learners are at a critical stage in their
mathematical development, where they are building foundational skills and preparing
for more complex concepts. By integrating interactive technology into their math
learning experiences, we can provide them with engaging and effective tools to
enhance their problem-solving skills.

Incorporating interactive technology into the math curriculum of grade 6

learners can provide them with valuable opportunities to enhance their problem-
solving skills. By leveraging the benefits of interactive tools, we can create an
engaging and supportive learning environment that promotes critical thinking,
collaboration, and real-world application of mathematical concepts.

The skill of solving mathematical problems is one of the essential

mathematical skills which needs to be mastered by students who study Mathematics
(Hendriana et al., 2017). Problem-solving is also a part required to complete
Mathematics learning. It means that to enhance creativity, logic, criticism, and
systematic thinking, students must master a series of problem-solving skills in
Mathematics (NCTM, 2000). Therefore, solving mathematical problems is a
significant part of the learning goals that need to be achieved (Surya et al., 2017).

The learning media used was PowerPoint, which has not yet optimized the
function of an android smartphone as a learning resource. Students' mathematical
problem-solving skills are still far from expectations. Some causes of background
mathematical knowledge, in general, are the availability of learning resources, the
learning process, the strength of teachers, and national education policy (Siswono et
al., 2017). Students usually lack the motivation to participate in learning activities
actively. Young students often seek to have some fun learning experiences in class,
but Mathematics is a subject that students perceive as not having much "fun" (Zhao,
2018). Therefore, the teachers have an essential role in managing students’
interaction with learning resources to achieve the desired results (Sugiyanti &
Muhtarom, 2016). Students’ involvement in solving mathematical problems can be
optimized with the help of instructional media.

1
 Efforts that are alleged to be able to develop mathematical problem-solving
skills are using smartphone media as a learning resource. Some free applications
that can be utilized include Edmodo, Socrative, Kahoot, Quizizz, Google Classroom,
Flubaroo, Edpuzzle, and many others. Game-based learning is one of the
advancements in technology (Wang& Tahir, 2020). One effort to introduce modern
technology in the classroom is through gamification, aiming to increase students’
satisfaction in mathematics (Bullón et al., 2018). According to Burguillo's research,
digital game-based learning can effectively increase students’ attention, interest,
creativity, and community relations (Burguillo, 2010). Quizizz is a game-based
educational app that brings multiplayer activities to classrooms and makes in-class
exercises interactive and fun (Zhao, 2018). Unlike other educational apps, Quizizz
has game characteristics such as avatars, themes, memes, and music entertainment
in the learning process. There are two main modes in Quizizz, namely the instructor
mode as the quiz maker, which can be accessed via Quizizz.com, and the player
mode, in this case, is the students, which can be accessed via www.Quizizz.com/join
(Saleh & Sulaiman, 2019). This application is also equipped with a timer to answer
each question; if a student answers quickly, the student will get more points than
students who answer lower (Juniarta et al., 2020). Quizizz also allows students to
compete with each other and motivates them to study. Students take the quiz at the
same time in class and see their live ranking on the leaderboard. Although they work
on the questions at relatively the same time, it is difficult for students to cheat
because the questions and answers are given randomly (Akhtar et al., 2019).
Instructors can monitor the process and download the report when the quiz has
finished evaluating the students’ performance (Çeker & Özdaml, 2017). The use of
these apps in the mathematics classroom helps stimulate students’ interest and
improve students’ engagement. Several studies related to the effectiveness of using
Quizizz have been done. Quizizz effectively increases students’ learning activities in
accounting classes and has a positive effect on their learning experience (Zhao,
2018). Furthermore, Quizizz is an interactive quiz application that is more effective in
increasing students’ enthusiasm in learning because it replaces the old quiz way that
only involves paper and pens (Wibawa, 2019). However, research using Quizizz that
focuses on the effectiveness of Quizizz on mathematical problem-solving skills has
never been revealed. Therefore, this study aims to: first, examine the effect of
students’ activities in solving problems with the quiz-aided drill method on students'

2
mathematical problem-solving skills; second, identify the difference in increasing the
ability to solve mathematical problems between students who applied the Quizizz-
aided drill learning method and students who did not apply the method; third, find out
the students’ activities who applied Quizizz-aided drill learning methods; and fourth,
describe the students’ responses in using Quizizz. This study will contribute to the
teachers in improving students' mathematical problem solving abilities using
educational apps as a learning medium.

3
 Action Research Question

This action research will be generally conducted to help the teachers on how
to enhance math problem-solving skills through interactive technology.

Specifically, the researcher aimed to answer the following questions:

1. What specific interactive technology tools are most effective in enhancing the
problem-solving abilities of grade VI learners in mathematics?
2. How does the integration of interactive technology in math instruction impact
the problem-solving skills of grade VI learners?

4
 Hypothesis of the Study

Below is the null hypothesis :

1. The integration of interactive technology in math instruction for grade VI

learners will have a positive impact on their problem-solving skills, leading to
improved performance and increased engagement in mathematical tasks.

5
 Schematic Diagram

Independent Variable Dependent Variable

Integration of interactive technology Grade VI learners

in Math instruction Math Problem-Solving Skills

Figure1. Showing the schematic diagram of the IV and DV.

6
 Proposed Innovation, Intervention and Strategy Used

To integrate interactive technology tools and resources into the math

curriculum for grade 6 learners. This could include educational math apps, online
problem-solving platforms, virtual manipulatives, and simulations.

The intervention involves incorporating interactive technology as a

supplementary tool for math problem solving. It will be integrated into regular math
lessons and activities to provide learners with additional opportunities to practice
problem-solving skills in an engaging and interactive manner.

The first step in using Quizizz for teachers is to register as a teacher by

logging in to www.Quizizz.comusingemail or google account they used when
registering. After having an account, ask questions for the next learning activities.
During the lesson, the teacher open the practice questions on the Quizizz profile and
then click "My Quizizz". After that, the teacher needs to double-click on the training
material to be carried out. Once ready, the teacher shall select "live game" for direct
training. The teacher can also download statistical data about students’ performance
in the form of an Excel spreadsheet. The first step in using Quizizz for students is to
visit www.Quizizz.com. Then, students enter the code that has been shown by the
teacher to join the Quizizz platform. Furthermore, students enter the game rules.
They can also see the results of the correct or wrong after the process is complete.

By implementing this innovation, intervention, and strategy, educators can

actively engage grade 6 learners in math problem solving using interactive
technology. The action research process will help gather valuable insights and
evidence to assess the impact of the intervention and guide further enhancements in
teaching and learning practices.

7
 Action Research Methods

This study will be conducted from August to September, SY 2023-2024.

Tasks August September

Wk Wk Wk Wk Wk Wk Wk Wk
1 2 3 4 1 2 3 4

Pre- Implementation

a. Preparation of the
research proposal

b. Preparation and
conduct of pre-test

Implementation

a. Innovation,intervent
ion or strategy

Post Implementation

a. Conduct of the
post-test

b. Data Analysis

8
 c. Preparation of the
Research Report

d. Dissemination of
Findings

Research Design

The study used a quasi- experimental design with a pretest-posttest control

group design. Quasi-experimental research utilizing a post-test only control group
design was employed to check whether there was a cause-effect relationship among
the variables, data, and how the data were compared (Creswell & Clark, 2011). A
quantitative approach was used to compare the final grades of students who had
different treatments.The researcher will implement the intervention with the
experimental group which involves integrating interactive technology into their math
instruction. While the control groups receive traditional math instruction without the
use of interactive technology.

Grade VI elementary learners were chosen as samples because they have

entered the developmental stage of formal operations as a provision for problem-
solving. The experimental class learned using the Quizizz-assisted drill methods
while the control class learned by the drill method without the help of Quizizz.

This study used the pretest and post test to determine whether the
intervention is effective.

9
 Participants and/or other sources of data/information

The participants of this research are the fourteen (14) males of grade VI
Saturn and twelve (12) females of grade VI Saturn who are officially enrolled in the
School Year 2023-2024 of Pinamaloy Elementary School Don Carlos.

Data Collection Methods

The data will be gathered through test validity and was tested using the
Pearson product-moment correlation. An instrument is valid if it can reveal the
variables studied precisely or with high validity. The validity test was calculated by
SPSS 22 software. The results of the validity test showed that all test items were
valid with medium and high levels. Besides, the reliability of the tests measured by
using SPSS 22 was also high, with the value of Cronbach's alpha of 0.665.
Therefore, these questions can be used as questions in the current research. A self-
learning pre-test in multiple-choice-question format embedded in the Quizizz media
was administered to the students to determine their prior knowledge in problem-
solving skills. Afterward, the students participated in a written post-test session. At
the end of learning, the questionnaire was distributed to measure their response
after learning the Quizizz media. Students’ responses to the Quizizz questionnaire
consisted of 20 statements. Each statement was measured using a Likert scale level
with five answers, which are Strongly Agree (SA), Agree (A), Undecided (U),
Disagree (D), Strongly Disagree (SD). The sample statements in the questionnaire
are listed in Table 1.The Questionnaire used by the researcher is adopted from
Journal of Research and Advances in Mathematics Education.

10
 Table 1. Questionnaire of learners responses to Quizizz

Alternative Answer

No. Statement SA A U D
SD

1. The display of math on this Quizizz application

is interesting.
2. I think the visual appearance (photos,pictures,etc.)
on this Quizizz quiz app is exciting.
3. I think the use of the Quizizz app increased my
learning motivation.
4. I find it more challenging to understand the quiz
questions presented in the Quizizz application.
5. The Quizizz application is easy to use.

Questionnaire data analysis was done on the percentage of learners'

answers. The questionnaire ratings are shown in table 2.

Table 2. Criteria for percentage of learners' responses to Quizizz media.

No. Percentage Criteria

1. 90-100 Excellent
2. 80-89 Good
3. 70-79 Fair
4. 60-69 Poor
5. 60- below Very Poor

11
 Data Analysis Plan

The results of the Learners performance will be measured using the scale
below:

Table 3. Learners’ Performance

Grading Scale Descriptive Rating

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectation

This study employed the following statistical tests in the treatment of data.
These were the mean and t-test for paired and independent samples. Mean is being
described as the center of gravity of a distribution and is described as the common
score of the entire group. On the other hand, t-test for uncorrelated samples used to
test the significance of difference between the pretest and posttest mean scores in
the experimental and control group while t-test for paired samples used to test the
significance of the difference between the pretest and posttest mean scores within
each group.

12
 Discussion of Result

After the submission of the proposal preparation of the needed materials is

done accordingly. The implementation of the action research was done immediately
with the following activities and math problem-solving.

The collection of data was conducted during the pretest on the math problem-
solving using interactive technology of the grade VI learners.

Table 1. Individuals Score of the learners during Pretest

No. of Name of Learners No. of learners No. of learners

Learners that can solve that cannot solve
math problem- math problem-
solving using solving even using
interactive interactive
technology technology

1. Abregasa, Rhealyn /

2. Acaang, Jonnel /

3. Aluyin, Elton /

4. Asinero, Samantha /

5. Balbin, Joerix /

6. Biolon, Cham /

7. Borromeo, Christle /

8. Carpina, James /

9. Dablo, Precilla /

10. Daguplo, Edsil /

11. Ewayan, Archielle /

12. Fabria, Princibelle /

13. Flores, David /

13
14. Flores, John /

15. Lojico, Darryl /

16. Lopez, Dannica /

17. Ochigue, Jeric /

18. Pagapulaan, Miah Marie /

19. Pagapulaan, Marian Mae /

20. Pepito, Jandy /

21. Pinggol, Bella Mae /

22. Redonia, Alaiza /

23. Sanghid, Barbielab /

24. Sison, Arnold /

25. Tanugan, Jonel /

26. Timtim, Kent /

As observed, out of 26 learners, there were 23 learners that knew how to

solve math problems using an interactive technology and 3 learners that didn’t know
how to solve math problems even using an interactive technology based on the pre-
test that was given to them.

14
 Conclusion

Based on the result, the following conclusions were drawn:

1. Based on the result, it can be concluded that grade VI learners have a natural
affinity for using interactive technology in math problem-solving. The majority
of learners showed proficiency in utilizing the interactive features,
manipulating virtual objects and applying problem-solving strategies
effectively. They demonstrated improved problem-solving skills, such as
critical thinking skills, logical reasoning and mathematical reasoning when
engaging with interactive technology.
2. The learners' scores on math assessments showed a clear upward trend, with
a majority of learners achieving higher scores post- intervention. This
suggests that the interactive technology intervention positively influenced their
problem-solving abilities.
3. The results suggest that integrating interactive technology in mathematics
instruction can effectively enhance learners’ problem-solving skills and
engagement in the subject . These results provide valuable insights for
educators, curriculum developers and policymakers seeking to leverage
technology for improved mathematics learning outcomes.

Recommendations

Based on the conclusions the following recommendations are formulated:

1. Provide comprehensive training and professional development opportunities

for teachers to ensure that they are proficient in using interactive technology
effectively. Teachers should be equipped with the necessary skills to integrate
technology seamlessly into their math instruction.
2. Ensure that all grade VI learners have access to the required hardware and
software. This might involve providing schools with the necessary technology

15
 resources or establishing partnerships with organizations that can assist in
bridging the digital divide.
3. Encourage teachers to align the use of interactive technology with the
curriculum and pedagogical goals. Technology should be seen as a tool to
enhance instruction rather than a substitute for traditional teaching methods.
Teachers should strive to strike a balance between technology use and other
instructional strategies.
4. Continuously monitor and evaluate the impact of interactive technology on
grade VI learners math skills and engagement. Collect feedback from both
teachers and learners to identify areas of improvement and make necessary
adjustments to the implementation strategy.

16
17
 Cost Estimate

Eligible Items
(DO 16,s.2017) Description Quantity Unit Cost Total Cost

Supplies and Bond paper 3 250 750

Materials Printer Ink 4 300 1200
Duct Tape 5 50 250
Glue 5 45 225
Folders 10 10 100

Communication Load 4 200 800

Expenses

Food expenses Lunch and 2 100 200

during FGB (before Snacks
and after) 1 person x 2

Reproduction, Photocopy,pri 500 500

printing and binding nting and
binding

GRAND 4,025.00
TOTAL

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 Plans for Dissemination and Utilization

Research will be disseminated and utilized through informing the Division

Office by submitting the results of the study. The findings will be presented during

seminars,sessions and PTA meetings. To be presented also to the division,regional

and international research conference and during monthly report-like sessions.

19
 References

Akhtar, H., &Hasanati, N. (2019).Game-Based Learning: Teachers’attitude and

Intention to Use Quizizzin the Learning Process. 2ndInternational Conference on
Educational Assessment and Policy(ICEAP 2019).
https://doi.org/10.26499/iceap.v0i0.202

Bullón, J. J., Encinas, A. H., Sánchez, M. J. S., & Martínez, V. G. (2018). Analysis of
student feedback when using gamification tools in Math subjects. In 2018 IEEE
Global Engineering Education Conference (EDUCON) (pp. 1818-1823). IEEE.
https://doi.org/10.1109/EDUCON.2018.8363455

Borba et al., 2005. Human with media and the Reorganization of Mathematical
Thinking.

Burguillo, J. C. (2010). Using game theory and competition-based learning to

stimulate student motivation and performance. Computers & Education, 55(2),
pg566-575. https://doi.org/10.1016/j.compedu.2010.02.018

Carreira, et al., 2016. Youngsters Solving Mathematics Problems with Technology.

Çeker, E., &Özdaml, F. (2017). What" Gamification" Is and What It's Not. European
Journal of Contemporary Education, 6(2), 221-228.

Creswell, J.W, and Plano Clark (2011). Designing and Conducting Mix-Method
Research (2nd Ed). Thousand Oaks: CA: Sage.

Gravemeijer et al., 2017. What mathematics education may prepare students for the
society of the future?

Hendriana, H., Rohaeti, E. E., &Sumarmo, U. (2017). Hard skills dan soft skills
matematiksiswa. Bandung: RefikaAditama.

Juniarta, P. A. K., Dewi, K. S., Mahendrayana, G., &Swandana, I. W. (2020). The

Analysis on the Implementation of Mobile-Assisted Language Learning Strategy
Through Quizizz Application to Improve Student’s Reading Comprehension at
UndikshaSingaraja.

NCTM. (2000). Principles and Standards for School Mathematics. Reston. Virginia:
National Council of Teachers of Mathematics.

Saleh, S. M., &Sulaiman, H. (2019). Gamification in T&L of mathematics: Teacher’s

willingness in using Quizizz as an additional assessment tool. In AIP Conference

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Proceedings (Vol. 2184, No. 1, p. 030005). AIP Publishing LLC.
https://doi.org/10.1063/1.5136373

Sinclair, N. 2020. On teaching and learning Mathematics-Technologies. In STEM

Teachers and Teaching in the Digital Era.

Siswono, T. Y. E., Kohar, A. W., & Hartono, S. (2017). Secondary teachers’

mathematicsrelated beliefs and knowledge about mathematical problem-solving. In
Journal of Physics: Conference Series (Vol. 812, No. 1, p. 012046).
https://doi.org/10.1088/1742-6596/812/1/012046

Sugiyanti, S., &Muhtarom, M. (2017). Students’ Ability and Thinking Profile in Solving
Plane Problems by Provision of Scaffolding. JRAMathEdu (Journal of Research and
Advances in Mathematics Education), 1(2), 120-130.
https://doi.org/10.23917/jramathedu.v1i2.3387

Surya, E., & Putri, F. A. (2017). Improving Mathematical Problem-Solving Ability and
SelfConfidence of High School Students through Contextual Learning Model. Journal
on Mathematics Education, 8(1), 85-94. http://dx.doi.org/10.22342/jme.8.1.3324.85-
94

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature
review. Computers & Education, 149, 103818.
https://doi.org/10.1016/j.compedu.2020.103818

Wibawa, R. P., Astuti, R. I., &Pangestu, B. A. (2019). Smartphone-Based Application

“Quizizz” as a Learning Media. Dinamika Pendidikan, 14(2), 244-253. DOI:
https://doi.org/10.15294/dp.v14i2.23359

Zhao, F. (2018). Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting
Classroom. International Journal of Higher Education, 8(1), 37-43.
https://doi.org/10.5430/ijhe.v8n1p37

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 APPENDICES

Appendix 1: Survey Questionnaire

ENHANCING MATH PROBLEM-SOLVING SKILLS THROUGH INTERACTIVE

TECHNOLOGY OF GRADE VI LEARNERS
Survey Questionnaire is adapted from Frontier with a Math Problem-Solving Activity

Name:_____________________________________________
Direction: Please answer each question by checking the box under each number.
The number stands for the following responses.

5- Very Often
4- Often
3- Sometimes
2- Rarely
1- Never
Questions 5 4 3 2 1

1. How frequently do you use interactive technology tools

(eg.., educational apps, online platforms) for math
activities outside of school?

2. How do you feel confident in your ability to use interactive

technology tools to solve math problems?

3. How often do you find interactive technology effective in

helping you understand and solve math problems?

4. How often do you feel engaged during math problem-

solving activities that involve interactive technology?

5. How often do you believe that interactive technology

helps you develop problem-solving strategies and critical
thinking skills in math?

6. How often do you collaborate with your peers while using

interactive technology for math problem-solving
activities?

7. How often do you find it easier to understand and solve

math problems when using interactive technology?

8. How often do you feel motivated to solve math problems

when using interactive technology?

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9. How often do you find math problem-solving more
enjoyable when using interactive technology?

10. How often do you perceive an overall improvement in

your math problem-solving skills since using interactive
technology?

23
Appendix 2: Pre-test – Post-test Questionnaire

Posttest in Mathematics 6 - 2nd Grading

Problem-Solving Adapted from the Frontiers

Problem 1.
A recipe for 12 cupcakes requires 2 cups of flour. If Sarah wants to make 36
cupcakes, how many cups of flour does she need?

Option:
a. 3 cups b. 4 cups c. 6 cups d. 8 cups

Problem 2.
A rectangular garden has a length of 8 meters and a width of 5 meters. What
is the area of the garden?

Option:
a. 10 square meters b. 13 square meters c. 30 square meters d. 40 square
meters

Problem 3.
A school is planning a field trip. The cost per student is $25, and there are 35
students in the class. How much will the field trip cost in total?

Option:
a. $350 b. $625 c. $875 d. $925

Problem 4.
A bookshelf has 5 shelves, and each shelf can hold 8 books. How many
books can the bookshelf hold in total?

Option:
a. 13 books b. 25 books c. 35 books d. 40 books

Problem 5.
Sara spent ⅗ of her allowance on a toy. If her allowance is $20, how much
did she spend on the toy?

24
Options:
a. $4 b. $8 c. $12 d. $16

ANSWER KEY: 1. C 2. D 3. B 4.D 5. C

1. Solve for x: 3x+7=22

a. 6 b. 5 c. 9 d. 3
2. Calculate the area of a rectangle with length 8 cm and width 5 cm.
a. 40 cm b. 30 cm c. 20 cm d. 45 cm
3. Simplify the expression: 4(2x+3)-2(5x-1)
a. 15-8x b. 16-8x c. 13-8x d. 18-8x
4. Find the value of y in the equation: 2y-6=10
a. 2 b. 4 c. 6 d. 8
5. Calculate the square root of 81.
a. 9 b. 12 c. 15 d. 8
6. Solve the equation: 2x2-5x+2=0
a. 0.1 or 1 b. 0.5 or 2 c. 0.5 or 3 d. 0.5 or 1
7. Evaluate the expression: 3+4 x 5-2
a. 12 b. 13 c. 15 d. 19
8. Find the perimeter of the square with side length 10 cm.
a. 50 b. 30 c. 40 d. 20
9. Simplify the fraction: (¾)+(⅖).
a. 23/20 b. 21/20 c. 20/20 d. 22/20
10. Solve for x:2(x+3)=5x-4
a. 7 b. 6 c. 3 d. 9
11. Calculate the volume of a cylinder with radius 4 cm and height 10 cm.
a. 502.65 cm3 b 503.65 cm3 c. 501.65 cm3 d. 504.65 cm3
12. Find the slope of the line passing through the points (2,5) and (4,9).
a. 1 b. 3 c.2 d. 4
13. Solve the equation: 3x-2=7x+5
a. -2 b.-1 c. -5 d. -4
14. Calculate the value of (pi) correct to the three decimal places.
a. 3.141 b. 3.143 c. 3.142 d. 3.145
15. Find the quotient and remainder when dividing 157 by 12.
a. 12 and 1 b. 13 and 1 c. 11 and 1 d. 13 and 2

ANSWER KEY :
1. B 2.A 3. D 4. D 5. A 6.B 7. D 8. C 9.A 10.A 11.A 12. C
13. B 14. C 15. B

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