COUNTING LOSSES: PLAY MONEY INTERVENTION TO ENHANCE

SUBTRACTION WITH REGROUPING SKILLS IN GRADE 4

STUDENTS AT POCTOY BAITO ELEMENTARY SCHOOL

DESSAREE D. FROGOSA
RYCAMAE RYSM F. FRUELDA
JHON VINCENT T. GALIVO
CRISTINE F. GARA
KIM CHRISIANNE P. ISUGA
RENALYN P. MALIGO

A/n Action Research/Thesis Submitted to the Faculty of the College of Education

of Romblon State University, Odiongan, Romblon in Partial Fulfillment
of the Requirements for the Degree of

BACHELOR OF ELEMENTARY EDUCATION

2024

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 ABSTRACT

This study explores a playful method, "Counting Losses," to enhance subtraction skills
with regrouping in Grade 4 students at Poctoy - Baito Elementary School. The
intervention aims to make learning enjoyable by incorporating play money into
subtraction lessons, fostering a positive attitude towards math challenges.

Using pre- and post-assessments, classroom observations, and student feedback, the
research assesses the impact of the play money intervention on students' subtraction
skills. The findings aim to provide insights into effective teaching strategies for
elementary mathematics education.

Keywords: play money intervention, subtraction skills, Grade 4 students,

enjoyable learning, effective teaching strategies

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 RESEARCH QUESTIONS

The researchers aim to address the difficulties in subtraction with regrouping among the
grade 4 pupils of Poctoy - Baito Elementary School. Specifically, they will seek answers
to the following research questions:
1. What are the pretest and posttest mean scores of the grade four pupils exposed
counting losses intervention based on the activity assessment?

2. Is there any significant difference between the pretest and posttest mean scores in the
assessment activity sheet of the class exposed to counting losses intervention?

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 SCOPE AND LIMITATION

This action research involved twenty (20) grade 4 pupils in Poctoy – Baito

Elementary School for the 3rd Quarter of School Year 2023 – 2024. The significant

difference between the results of the pretest and posttest were tested. The significant

difference in the attitude, accuracy, and enjoyment with subtraction with regrouping

activities before and after the implementation were also tested. Data gathering was done

on the month of February 2024 in their math class.

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 METHODOLOGY

Research Design

The research design used in this action research is pre-test - post-test quasi

experimental. In this design, the researchers compared the mean scores of pre-test and

the mean scores of the post-test results of the participants before and after the

implementation of play money intervention: Counting Losses.

Sampling

This action research involved twenty (20) grade 4 pupils from Poctoy-Baito

Elementary School during 2nd Quarter of the School 2023- 2024.

Instrumentation

Permits to conduct this experimental study will be sought from the school heads

of Poctoy-Baito Elementary School. The researchers will administer a pre-test using a

10-item quiz activity sheet as they taught without implementing play money

intervention, and using the same 10-item quiz activity sheet as a post-test, as they taught

with the implementation of play money intervention. The data for the analysis and

interpretation will be collected before and after the intervention among the pupils of the

school, in this case the pre-test and post-test results.

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Data Collection

For collecting data, researchers used 10-item quiz activity sheet for both pre-test

and post-test before and after the implementation of the intervention.

Data Analysis

The data collected was analyzed using statistical tool. The researchers used pre-

test - post-test to test the effectiveness of the play money intervention.

Ethical Considerations

Prior to the implementation of the Play Money Intervention “Counting Losses”,

teachers and students will be asked for their free, prior, and informed consent. Respect

for the rights and autonomy will be taken into account. The researchers are aware of

their responsibility not to harm them. Before, during, and after the study, complete

anonymity and confidentiality will be maintained. It means that their names will be kept

anonymous, and the information gathered will be kept confidential and used solely for

research purposes.

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Innovation, Intervention, Strategy

Counting losses using play money is an intervention that seeks to improve pupil’s

performance in subtraction with regrouping activities. In particular, it will determine their

skills in subtraction with regrouping. The researchers identify the learners with

knowledge about subtraction with regrouping by giving them pre-test examination consist

of 10 items. The researchers are giving different equations every day and the students will

answer it by pair using the provided intervention.

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 RESULTS AND DISCUSSION

1. What are the pretest and posttest mean scores of the grade four pupils exposed to

counting losses intervention based on the activity assessment?

The table indicates that for the grade 4 pupils exposed to the counting losses

intervention, their mean score on the pretest was 4.8500, while their mean score on the

posttest after the intervention was 8.4000. The higher posttest mean score of 8.4000

compared to the pretest mean of 4.8500 suggests that the counting losses intervention had

a positive effect, leading to an increase in the mean scores of the pupils from pretest to

posttest on the activity assessment.

2. Is there any significant difference between the pretest and posttest mean scores in the

assessment activity sheet of the class exposed to counting losses intervention?

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 The mean difference between the pretest and posttest scores is -3.5500. The

negative value indicates the posttest scores were higher than the pretest scores on

average. The t-statistic is -7.102 with 19 degrees of freedom. The Sig. (2-tailed) p-value

is 0.000. Since the p-value (0.000) is less than the conventional 0.05 significance level,

we can conclude that there is a statistically significant difference between the pretest and

posttest mean scores. In other words, the data provides strong evidence that the counting

losses intervention had a significant positive effect on improving the scores from pretest

to posttest on the assessment activity sheet for this class of grade 4 pupils. The 95%

confidence interval for the mean difference also shows the plausible range of values,

from -4.59624 to -2.50376, which does not contain zero, further confirming the

significance of the difference.

FINDINGS

Here are the highlights of the findings of the study:

1. The mean score on the pretest of grade 4 pupils exposed to the counting losses

intervention was 4.8500 and the posttest was 8.4000. The mean difference

between the pretest and posttest scores is -3.5500.

2. The computed t-value is -7.102 with 19 degrees of freedom.

3. The Sig. (2-tailed) p-value is 0.000. Since the p-value (0.000) is less than the

conventional 0.05 significance level.

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4. The 95% confidence interval for the mean difference also shows the plausible

range of values, from -4.59624 to -2.50376, which does not contain zero, further

confirming the significance of the difference.

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 CONCLUSION

Based on the findings, the intervention was effective based on the analysis result

in the table. The higher post-test mean score compared to the pre-test mean score

suggest that the counting losses intervesion had a positive effect.

RECCOMENDATIONS

Although the intervention was effective we will still recommend the following:

1. Understanding the steps in answering the steps in answering the equation.

2. Positive feedback to motivate the learners.

3. More educational games that can challenge their skills in solving subtraction with

regrouping.

4. Let them practice solving subtraction with regrouping by using it in real life

situations.

5. More intervention should be applied.

6. Help their visualization and comprehension in regrouping during subtraction.

7. More exercises must be given to the learners.

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Conceptual Framework

In the figure below presented the variable included in the study .Independent

variable as the “Play Money Intervention” and the dependent variable as “ Subtraction

with regrouping Skills”. It established a clear relationship between the intervention

being implemented and the desire outcomes in terms of assessing the impact of the

intervention on the targeted skill among Elementary School.

Independent Variable Dependent Variable

Performance of Grade 4 Pupils of

“ Counting Losses” a Play Money Poctoy - Baito Elementary School
game-based Intervention in Subtraction with Regrouping
skills.

Figure 1. Research Paradigm of the story

As shown in Figure 1.”Counting Losses” ,a Play Money game-based intervention will

be the focus of this action research in order to enhance the subtraction with regrouping

skills among Grade 4 pupils of Poctoy –Baito Elementary School.

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Theoretical Framework

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WORK PLAN

ACTIVITY January January 2023 February February March- April

2023 2023 2023 April 2023
2023
Visiting the x
school
Interview to x
identify the
problem
Gather x
insights for
potential
intervention
Develop an x
action plan
Proposal x x
defense

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 ACTIVITY February February February February February April
2024 2024 2024 2024 2024 2024
Preparation of x
the intervention
material
Compliance to x
the permits
needed to
conduct the
study, parents’
consent etc.
Pre-test x
Implementation x
of intervention
Post-test x
Data Analysis x
and
Interpretation
Report Writing x

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