POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

3BM (BRING BACK THE BASICS IN MATHEMATICS) PROGRAM AS PERCEIVED

BY MATHEMATICS TEACHERS OF TAGUIG NATIONAL HIGH SCHOOL:

BASIS FOR A PLAY-BASED

MATHEMATICAL ACTIVITY
PROGRAM
PERCEPTIONS OF MATHEMATICS TEACHERS AT TAGUIG NATIONAL HIGH
SCHOOL ON THE NEED TO BRING BACK THE BASICS IN MATHEMATICS
EDUCATION THROUGH A PLAY-BASED ACTIVITY PROGRAM

A PLAY-BASED ACTIVITY PROGRAM FOR MATHEMATICS EDUCATION:

PERCEPTIONS OF MATHEMATICS TEACHERS AT TAGUIG NATIONAL HIGH
SCHOOL

"ASSESSING MATHEMATICAL PROFICIENCY OF TAGUIG NATIONAL HIGH

SCHOOL STUDENTS: DEVELOPING A PLAY-BASED ACTIVITY PROGRAM
FOR ENHANCING BASIC MATHEMATICS EDUCATION"

"EXPLORING TAGUIG NATIONAL HIGH SCHOOL STUDENTS'

MATHEMATICAL PROFICIENCY IN BASIC MATHEMATICS: AN
INVESTIGATION TO DEVELOP A PLAY-BASED ACTIVITY PROGRAM FOR
ENHANCING MATHEMATICS EDUCATION"

"BEYOND THE CLASSROOM: DEVELOPING A PLAY-BASED MATHEMATICAL

ACTIVITY PROGRAM TO ENHANCE TAGUIG NATIONAL HIGH SCHOOL
STUDENTS' MATHEMATICAL PROFICIENCY IN BASIC MATHEMATICS
EDUCATION"
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

IMRAD

Abstract

1. INTRODUCTION
Background of the Study
(Rationale)
Statement of the Problem

2. REVIEW OF RELATED LITERATURE AND STUDIES

Literature Review
Theoretical Framework
Definition and history of Play-based Activity Mathematical Activity Program;
Basic Mathematics;
Math Difficulty and Students;
Math Difficulty and Teachers;
and etc.

3. RESEARCH METHODOLOGY
Sampling;
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Respondents;
Instruments;
Ethical Considerations;
Data Analysis;

4. RESULTS OF THE STUDY (RESULTS AND DISCUSSIONS)

Results (Indicators, RRL, etc.)
Discussion

5. CONCLUSIONS AND RECOMMENDATION (CONCLUSION)

Recommendations

Implications
Limitations
References

About the Contributors

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CHAPTER 1
THE PROBLEM AND ITS SETTING

Introduction

Knowledge is power, a commonly cited phrase, emphasizes the importance

of education for individuals. However, the challenge lies in how to effectively acquire
it. Education can come in various forms such as competent guidance, self-taught
learning, and experiential learning, which existed before the establishment of
educational institutions around the world.

Amidst the changes in education globally, especially after the COVID-19

pandemic, mathematics remains one of the most prevalent subjects in learning
institutions. It plays a significant role in an individual's daily life and is essential in
21st-century thinking as it involves logical, systematic, and problem-solving
processes. Despite its importance, many students struggle with mathematics,
leading to a performance discrepancy in this subject because of various reasons,
including insufficient instruction, a lack of enthusiasm, and fear.

In the Philippines, the educational system faces several challenges that

require immediate attention, especially in this post-pandemic time. The Department
of Education (DepEd) is responsible for overseeing basic education, with the primary
goal of improving the educational quality of Filipino students. However, despite their
efforts, issues such as access, quality, relevance, and resource difficulties still exist,
particularly in rural areas. The COVID-19 pandemic highlighted the need for more
comprehensive distance learning programs and digital infrastructure.

The researchers have witnessed the struggle of Taguig National High School
students in basic mathematics. Considering the significance of basic mathematics in
the curriculum, this study aims to investigate the perception of TNHS grade 10
students towards mathematics and their perception regarding the attitudes of
teachers toward teaching mathematics in the school year 2022-2023. Examining the
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relationship between the two variables will allow for the proposal of an intervention
program to enhance students' performance in pursuit of academic success.

Background of the Study

The worldwide closure of schools in recent years due to the COVID-19

pandemic has decreased student participation in learning and worsened the learning
crisis. According to Dewani et al. (2020) that the transition from traditional face-to-
face learning to online learning may have had a significant impact on educational
outcomes, notably in mathematics.

The Philippine education sector cannot question that there has been growing
concern in recent years about a lack of attention on fundamental mathematics.
According to the Southeast Asia Primary Learning Metrics in 2019, the Philippines
was already in a learning crisis prior to the COVID-19 pandemic, with only 17% of
Grade 5 students meeting the minimum required standards in math. In addition, the
Philippines rank lowest in math among 79 nations in the 2018 Programme for
International Student Assessment (PISA). Furthermore, according to a UNICEF
study, no student has the requisite core abilities to comprehend the Grade 4 math
curriculum. These findings are a significant issue of concern (Philippine Institute for
Development Studies, 2022; Department of Education et al., 2021). Recently, the
face-to-face learning of students returned to most of the educational institutions in
the country. Although some students embraced the accessibility, adaptability, and
affordability that came with distance learning; however, the majority of students were
upset by the dysfunctional teaching infrastructures, the teachers' lack of experience
with emerging technologies, the bothersome home environment, network
connectivity issues, and the absence of face-to-face social interactions (Ashcraft &
Kirk, 2001; Dhawan, 2020; Ali, 2020). Learning gaps have emerged among students
as a result of the prolonged absence of face-to-face instruction, notably in math, a
subject that demands active and visual learning. The student's failure to receive
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face-to-face teaching has affected their comprehension of fundamental math

concepts. In relation with that, Chand et al. (2021) found that students displayed a
negative attitude toward mathematics. It was also revealed that an ineffective
mathematics curriculum in secondary schools was the factor behind poor
performance in the subject.

Meanwhile, Chen and Wu (2020) noted mathematics remedial instruction as a

mathematics education problem worthy of attention; as a result, exploring how to
carry out remedial instruction effectively is crucial. Remedial classes will be
necessary to assist students who are struggling due to the learning gap. Recent
studies indicate that play-based activities can be a useful way to teach fundamental
mathematical ideas. According to Clements and Sarama (2007), play-based
activities helped students significantly increase their mathematics competence. In
addition, Ompok et al. (2021) support the claims that the use of games developed is
effective in improving preschoolers' early Mathematics performance.

Before COVID-19, there had been a growing number of studies on how

challenging mathematics foundations were for most students. But there doesn't
appear to be as much study especially addressing the effects of the pandemic on
high school students. This could be for a variety of reasons including a lack of
support for this type of research or a lack of awareness among researchers of the
problem.

Thus, this urges the researchers to conduct a study to develop a basis for a
play-based intervention program for Taguig National High School’s students, to
investigate the perceptions of Grade 10 students towards mathematics, as well as
their perception regarding to the attitudes of teachers towards teaching
mathematics. Moreover, it will contribute to the existing literature on mathematics
education and the development of play-based teaching practices.
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References:

Ali, W. (2020). Online and remote learning in higher education institutes: A

necessity in light of COVID-19 pandemic. Higher Education Studies. 10(3),
pp.16-25. https://files.eric.ed.gov/fulltext/EJ1259642.pdf

Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working

memory, math anxiety, and performance. Journal of Experimental Psychology:
General, 130(2), 224–237. https://doi.org/10.1037/0096-3445.130.2.224

Chen, C., & Wu, C. (2020). Students’ behavioral intention to use and
achievements in ICT-Integrated mathematics remedial instruction: Case study
of a calculus course. Computers & Education, 145, 103740.
https://doi.org/10.1016/j.compedu.2019.103740

Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics

curriculum: Summative research on the Building Blocks project. Journal for
Research in Mathematics Education, 38(2), 136-163.
https://www.capicinc.org/Files/building%20blocks%20research
%20paper.pdf

Department of Education, SEAMEO & UNICEF. (2021, March). Southeast

Asia Primary Learning Metrics 2019 National Report of the Philippines. Data
and insights on learning outcomes in the Philippines for Grade 5 learners.
https://www.unicef.org/philippines/reports/sea-plm-metrics-2019-national-
report-philippines

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis.

Journal of Educational Technology Systems.
https://doi.org/10.1177/0047239520934018

Dewanti, S., Kartowagiran, B., Jailani, J., & Heri Retnawati. (2020). Lectures’
Experience in Assessing 21st-century Mathematics Competency in Indonesia.
https://www.ceeol.com/search/article-detail?id=939439

Ompok, C., Mei Teng, L., & Sapirai, J. (2021). Effect of games towards
children’s mathematics performance. Southeast Asia Early Childhood Journal,
10(1), 1-17. https://files.eric.ed.gov/fulltext/EJ1296276.pdf
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Philippine Institute for Development Studies. (2022, September 28). UNICEF

Chief urges PH to recover learning losses from the COVID-19 pandemic.
https://www.pids.gov.ph/details/news/press-releases/unicef-chief-urges-ph-to-
recover-learning-losses-from-the-covid-19-pandemic

Ali, W. (2020). Online and remote learning in higher education institutes: A

necessity in light of COVID-19 pandemic. Higher Education Studies. 10(3),
pp.16-25. https://files.eric.ed.gov/fulltext/EJ1259642.pdf
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Conceptual Framework (IPO) (Hassana Johana Ungga)

To illustrate the relationship between three main components of the research

paradigm, the input-process-output (IPO) model is being used.

The input includes the profile of the respondents. In order to produce the

output, these inputs will be needed as variables. The process involves collecting

data, distributing questionnaires, analyzing data, and presenting results. Because

play is the most enjoyable activity that children enjoy and it also provides a ground

for physical, social, mental, and emotional development of the child, as well as a

bridge between their cognitive, affective, and kinetic growth. A play-based activity

mathematical program will be developed as an output of the study in order to help

the remedial class to provide better learning opportunities to its students.

INPUT PROCESS OUTPUT

Profile of the Data Gathering

students of Taguig Play-based Activity
National High Questionnaire Program
School according Data Analysis
to:
Sex Presentation and
Section Tabulation of
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Statement of the Problem (Lalaine Estomaguio)

The primary objective of this study is to examine the perceptions of the teachers

regarding the implementation of the bring back the basics in mathematics education

and its implications for a play-based mathematical activity program. To achieve this

objective, the study answered the following specific questions:

1. What are teachers' perceptions of the Bring Back the Basics program in

mathematics education?

2. How does the Bring Back the Basics program influence the implementation of

a play-based mathematical activity program?

3. What are the implications of the Bring Back the Basics program for a play-

based mathematical activity program?

Questionnaire

For initial assessment:

1. How long have you been teaching mathematics?

2. Can you describe the current state of math education in your school? Are

there any challenges or areas for improvement?

3. In your opinion, what are the "basics" of mathematics that students should be

learning in school?
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4. In your experience, how important are these basic math skills for students to

learn?

What are teachers' perceptions of the Bring Back the Basics program in

mathematics education?

1. What are teachers' views on the relevance of the topics taught in the program

to the current mathematics curriculum?

2. What do teachers think is the most effective approach in teaching

mathematics in the Bring Back the Basics program?

3. What strategies have teachers used to implement the Bring Back the Basics

program and what implications have been observed in student performance?

4. What are the perceived benefits and challenges of the program in terms of

teaching and learning mathematics?

5. What changes have teachers seen in student performance since the

implementation of the program?

How does the Bring Back the Basics program influence the implementation of a

play-based mathematical activity program?

1. In your experience, what are the benefits of using play-based activities in

math education? Are there any drawbacks or challenges?

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2. Do you believe that a play-based mathematical activity program could be an

effective way to teach basic math skills? Why or why not?

3. What types of play-based mathematical activities do you think would be most

effective for teaching basic math skills?

4. How would you go about implementing a play-based mathematical activity

program in your classroom or school? What resources would be needed?

5. How do you think a play-based mathematical activity program could help

students who struggle with basic math?

What are the implications of the Bring Back the Basics program for a play-based

mathematical activity program?

1. What role do you think technology should play in a play-based mathematical

activity program?

2. How can teachers ensure that students are learning the necessary basic

math skills while also engaging in play-based activities?

3. What do you think would be the most important considerations in developing

a play-based mathematical activity program?

4. Would you be willing to participate in a play-based mathematical activity

program to help determine its effectiveness?

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Significance of the Study (Angel Anne Sevilla)

The significance of the study "Exploring Perceived Factors of Students'

Struggles in Mathematics as a Foundation for a Play-Based Intervention Program "

lies in the fact that it addresses a critical issue in the field of mathematics education.

A growing concern has been raised that students are not mastering the basics of

math, which affects their ability to succeed in more advanced math courses. The

study would be helpful to the following:

Curriculum Planners. Findings from the study can inform the development

of mathematics curricula that cater to the needs of struggling students. Curriculum

planners can create interventions that target the specific factors contributing to

students' difficulty with mathematics and provide opportunities for students to

engage in playful activities that promote learning and understanding. This study's

findings can contribute to the growing body of research on effective interventions in

mathematics education. In addition, curriculum planners can use the results of the

study to help increase student engagement and success in mathematics lessons by

promoting and supporting innovative pedagogies.

Institutional Management. By exploring the perceived factors that contribute

to students' struggles in mathematics, school management can better understand

the challenges that students face and develop strategies to help them overcome

these challenges. This can include providing additional resources, such as tutoring

or extra classes, and designing interventions that focus on engaging students in a

fun and interactive way.

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Teachers and Educators. By exploring perceived factors of students'

struggles, this study can help identify gaps in current teaching strategies and provide

insights into how to improve teaching methods to make mathematics more

accessible and engaging for students. Understanding the perceived factors that

contribute to students' struggles in mathematics can help teachers and educators

develop better teaching strategies and approaches that can promote mathematical

learning and understanding. This can lead to improved teaching and learning

outcomes for students and contribute to their long-term success in mathematics.

Future Researchers. The study can serve as a basis for further research on

the effectiveness of play-based interventions in improving students' mathematical

skills. Future researchers can build upon the findings of this study to design and

implement new interventions and evaluate their impact on students' academic

performance. The study can serve as a foundation for future researchers to design

play-based intervention programs that can help students develop their mathematical

skills. The results can inform future studies and interventions aimed at enhancing

students' mathematics learning.

Parents. Parents could benefit from this study by becoming more aware of

possible factors influencing their children's struggles in Mathematics. They can learn

about the various challenges that students face, such as anxiety, low self-

confidence, lack of motivation, and difficulties with specific math concepts. The study

can also provide information about play-based intervention programs that have been

successful in addressing students' math struggles. Parents can use this information

to identify effective strategies that they can use to help their child overcome their
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math difficulties. Parents can use the information from the study to better support

their child's learning.

Students. Many students struggle with mathematics, and this can lead to a

lack of interest and confidence in the subject, which can have long-term negative

effects. Therefore, understanding the factors that contribute to students' struggles in

mathematics can help develop effective interventions that can improve their

mathematical skills and confidence. A play-based activity program may help to

increase student engagement in mathematics, which can lead to improved learning

outcomes. By exploring the factors of the student’s struggles on this approach, the

study may provide insights on how to better engage students in mathematics. The

study is based on students' perspectives, which is important because they are the

ones who are experiencing the struggles firsthand. By understanding their

perspectives, the researchers can create interventions that are more likely to be

effective and engaging.

The study seeks to investigate the factors of students' struggles in

Mathematics at Taguig National High School. In summary, exploring perceived

factors of students' struggles in mathematics as a foundation for a play-based

intervention program is significant because it can improve our understanding of the

factors that contribute to students' difficulties in mathematics, inform the

development of effective interventions, and improve teaching strategies and

approaches.
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Hypothesis & Scope (Danna Grace Bel-ot)

Scope:

The study aims to explore the perceptions of mathematics teachers in Taguig

NationalHigh School on the 3BM Program and its potential for a play-based

mathematical activity program. The study will focus on the mathematics teachers'

perspectives on the following: The 3BM Program and its key components, The use

of play-based mathematical activities in teaching mathematics, The challenges and

opportunities in implementing the 3BM Program and play-based mathematical

activities. The study will use a qualitative research approach and will gather data

through interviews with mathematics teachers in Taguig National High School. The

study will provide insights that may inform the development of a play-based

mathematical activity program based on the 3BM Program.

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Limitations of the Study (Marian Rosales Gatilogo)

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Theoretical Framework (Grazeil Fernandez and Jocelyn Otero)

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Definition of Terms (Pedro A. Llagas III)

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CHAPTER 2

REVIEW OF LITERATURE AND STUDIES

This chapter presents the assemblage of articles, journals, and ideas that were
conducive to familiarizing the information that is relevant and similar to this study.

Perception of Students Toward Mathematics.

Perception of Students Toward Teachers Teaching Mathematics.

Play-Based Activity.
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Synthesis (Andrea Dela Cruz Vinasoy)

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RESEARCH METHODOLOGY
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RESULTS AND DISCUSSIONS

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