PROJECT-BASED LEARNING ON MATHEMATICS PERFORMANCE OF LEARNERS IN THE

NEW NORMAL

An Action Research Proposal

Submitted by

GELYNNE G. LOPEZ

ASELA E. PEÑAFIEL
 Context and Rationale

It’s been a strange time to be a mathematician. “The New Normal”. Numerous brilliant

Mathematical communicators have risen to this short-term challenge with articles and

researches, but across the whole profession we need to work to maintain the interest towards

mathematics and help propagate the love of numbers. Alongside this optimism, though, there is

also a danger, especially that mathematics is a subject that people love to hate, we should be

flexible enough to cater any changes that may occur in any way. These changes in how

mathematics influences our lives require a more radical thinking on the role of mathematics

education. Just as the set of skills needed to design and build a safe car is completely different

from that needed to drive the same car safely, we need to distinguish between the skills needed

by the minority, currently the intended audience for many mathematical curricula, who will go on

to be the creators of new mathematical concepts, models and algorithms, and the majority who

need to be informed users of mathematics without necessarily understanding all the theory

underpinning the tools they use. For the students, we need to challenge the perception that

math is the subject of choice for those who don’t like writing: the ability to explain mathematical

concepts clearly, and justify results, should be rewarded at least as much as the ability to

calculate the correct answer – after all, in the real world, there is often no single “right” answer.

If this could be done successfully, then there is hope that the pandemic will leave us with

a generation equipped to use mathematical tools to inform decisions in a responsible way,

rather than a generation more mistrustful of the subject than ever.

According to Dowker (2008) as cited by Cañete (2020), math proficiency is a strong

predictor of positive outcomes for young adults. It influences their ability to participate in post-

secondary education and their expected future earnings. Developing and enhancing the
mathematical skills of the learners in school will help them understand each topic more and will

trigger them to create more interesting habits to learn better.

In our local setting in Sto. Nino Integrated School, the performance of learners in

mathematics is one of our main priorities in the new normal education amidst pandemic.

Records show that on the recently concluded first quarter, out of 31 or (100% of learners) in

grade 7 only 11 or (35.4% of learners) passed mathematics subject. 20 or (64.5% of learners)

have been failed. The learners show poor performance in Mathematics.

Record tells that there is a need to improve mathematics performance among

learners specifically on sets and set operation. The learners find math subject as boring,

difficult, and not interesting. This situation led the researchers to develop an intervention of a

“Project Based Learning” which may cause a positive effect to the mathematics performance of

learners.

Mathematics performance of learners, can be a predictor of either success or failure in

academic or non-academic performances in school. In such a manner, their actions will be

guided so as to get most out of learning while in school.

Action Research Questions

This study aims to determine the mathematics performance of Grade 7 learners of Sto.

Niño Integrated School with the use of Project Based Learning in Mathematics.

Specifically, it seeks answers in the following questions:

1. What is the mathematics performance of Grade 7 learners before the intervention?

2. What is the mathematics performance of Grade 7 learners after the intervention?

 3. Is there a significant difference between the mathematics performance of Grade 7

learners before and after the intervention?

4. What are the actions to be undertaken after the assessment of the effectiveness of the

intervention?

Proposed Innovation, Intervention, and Strategy

This study will use the project-based learning as learners are at home and dealing with

the Modular Learning Modality. The intervention was named “Project-based learning” which is a

pedagogical strategy in which students produce a product related to a topic “Sets “among Grade

7 learners. The teachers will guide the learners in creating project in their locality related to sets,

for example “Plant and manage a garden to feed local homeless” learners are then instructed to

create a garden with different sets of vegetables, grouped according to their plant family, by

then concepts on sets and set operation will be integrated to the project for the learner to

appreciate the essence of mathematics in their actual endeavor and could arouse their interest

and at the same time they can learn through hands on activities. The teacher will just serve as a

facilitator in this student-centered approach and provides scaffolding and guidance when

necessary.

Proponents of project-based learning cite numerous benefits of these strategies

including a greater depth of understanding of concepts, broader knowledge base, improved

communication and interpersonal/social skills, enhanced leadership skills, increased creativity,

and improved writing skills. When learners use technology as a tool to communicate with others,

they take on an active role vs. a passive role of transmitting the information by a teacher, a

book, or broadcast. The learner is constantly making choices on how to obtain, display, or

manipulate information.
 John Dewey initially promoted the idea of “learning by doing.” Educational research has

advanced this idea of teaching and learning into a methodology known as “project-based

learning.

Think back to when you were in school. Most of us don’t remember the lectures, books

or test. Instead, we remember that class trip to the museum or space camp. We remember the

projects we created with our own two hands, and it is more than likely, we remember the

subjects we were taught from these projects.

Action Research Method

This study will utilize the One Group Pretest – Posttest design. According to Allen (2017)

as cited by Cañete (2020), a one-group pretest–posttest design is a type of research design that

is most often utilized by behavioral researchers to determine the effect of a treatment or

intervention on a given sample.

Participants and/or Other Sources of Data and Information

This study will utilize the 20 grade seven learners of Sto. Nino Integrated School, school

year 2022 – 2023. The participants are purposively chosen by the teacher – researcher for

having low scores in their mathematics test.

Data Gathering Method

This study will use the result of the first quarter summative test as its Pretest. The

researchers will then use project-based learning approach as an intervention. The teachers –

researcher will utilize project-based learning approach to the learners following the maximum

health protocol of the Department of Health for the safety of everyone. During the pretest, the

teachers – researcher will be the one to give the test to participants with the distance of 5
meters. During the intervention, the teachers – researcher will be monitoring the Project-Based

learning activities of every participant via phone call and video chats from 8:00am to 10:00 am

during Mondays and Wednesdays, and face to face from 2:00 pm to 4:00 pm on Fridays for the

period of 30 days. After the intervention, the researchers will conduct a post test on

mathematics performance just like with the pretest. The mean scores of the pre-test and post-

test of the purposively chosen group of participants will be analyzed using the SPSS.

The interpretation of results will be based of the following:

Score Description

30 – 55 Good

0 – 29 Poor

Ethical Issues

The school principal will be contacted prior to involving the learners, and to gain

approval of the study for this new normal situation. Once approval is attained, the researchers

will contact the parents of grade seven learners through phone call and writing a letter to inform

of their intent to conduct action research. The letter will state the intentions, objectives and the

specific intervention that will happen. Added also are the risks, time schedules and benefits of

the study.

Furthermore, the researchers will ask permission to sign a parental consent or waiver

stating that the parents are considering the benefits and granting the researcher the permission

to do so, the researchers also will ask permission from the Brgy. Captains of the catchment

barangays to conduct the study on the Brgy. Quadrangles and permit or certificate from the
Municipal Health Officer certifying that a certain barangay. is of zero case and Covid Free

Barangay.

In addition, the researchers will also reassure the parents of the safety of the

participants, confidentiality of the study, even the individual work; and that everyone will be

treated equally and with respect regarding of their diversity and cultural identity. Moreover, the

researchers will ask consent to take photographs for the documentation of the study.

Moreover, the researchers will provide food as an ethical consideration in conducting the

research as a way of incentive to the participants during the orientation.

Data Analysis Plan

This study will use the Statistical Package for Social Sciences (SPSS) for computing the

data gathered. The statistical tools to be used are mean, standard deviation, and t-test for

dependent samples in order to determine the significance of the difference between the pretest

and posttest mean gain scores of the participants.

Action Work Plan & Timelines

To achieve this research work’s objectives, the researchers will religiously follow the

activities, timelines, and activity duration presented below.

Table 1
Schedule of Research Activities
Activity Timeline Duration
A. Planning
1. Preparation of Research
September 1-7, 2022 5 days
Proposal
2. Checking and Editing of Proposal September 8- 9, 2022 2 days
3. Proofreading and Consultation of
September 12, 2022 1 day
Proposal
4. Finalization of Proposal September 13-14, 2022
 2 days

5. Subject for Congressional

September 15 – October 26, 2022 30 days
District/Division Approval

B. Implementation
1. Orientation of Participants October 27 – 28, 2022 2 days
2. Pretest November 3 – 4, 2022 2 days
3. Intervention for the Participants November 7– December 20, 2022 30 days
4. Post Test January 2 – 4, 2023 3 days
5. Computation and Interpretation of
January 5 – 12, 2023 6 days
Results
6. Finalization of the Results of the
January 16 – 20, 2023 5 days
Collected Data
7. Proofreading of Interpreted
January 23 – 27, 2023 5 days
Results

C. Dissemination
1. Preparation of Final Write-up January 30 – February 3, 2023 5 days
2. Proofreading of Final Paper February 6 – 10, 2023 5 days
3. Finalization of Paper February 13 – 17, 2023 5 days
4. Liquidation of Expenses February 20 –24, 2023 5 days
5. Presentation of Results in School February 27, 2023 1 day
6. Submission of Final Paper February 28, 2023 1 day
Duration: 115 days

Cost Estimates

The table below shows how the research will operate in terms of expenditures. Items,

unit, unit cost, and total cost are included for transparency and accountability purposes.

Table 2
Materials and Costs
Unit Total
Item Unit
Cost Cost
1. Black and Colored Inks 10 bottles 245.00 2,450.00
2. Letter-Sized Bond Paper 4 reams 200.00 800.00
3. Cellphone Load 1 card 1,000 1,000.00

4. Wifi Internet Load 1 card. 500.00 500.00

 5. Ballpen 10 pcs. 10.00 100.00
Grand
4,850.00
Total

Plans for Dissemination and Advocacy

According to the DepEd Order No. 16, s. 2017, dissemination and utilization of research

results are crucial in the achievement of learning outcomes, and improve teaching-learning and

governance processes in schools, SDOs, ROs, and CO, thus, the researcher plans to

disseminate the results by the following:

1. The teachers-researcher will share the results of the research in our school LAC

Sessions in order to give insights for my co-teachers in their respective teaching-learning

strategies.

2. The teachers-researcher will present the idea and results during the District In-Service

Training in order to help the teachers in utilizing the result in the whole district.

3. The teacher-researcher will present the result and information to the School Governing

Council in order to be considered in the school planning and monitoring activities during

the draft of the School Learning Continuity Plan, Enhanced School Improvement Plan,

Annual Implementation Plan and School Report Card.

 References

Cañete B. (2020). Unpublished Action Research: Home-based twenty-four game on the

numeracy skills of learners in the new normal, Schools Division of Iloilo

ProjectBasedLearning.https://courses.lumenlearning.com/educationx92x1/chapter/project-
based-learning/ retrieved 01/25/2021

What is PBL? Book Widgets interactive Learning. https//bookwidgets.com/ retrieved 01/27/2021

 Research Instrument

Pretest- Post Test in Math Grade 7

Q1. How did you able to come up with a title for your research proposal?

Answer:
 The challenge brought about by pandemic in the academic learnings of learners
and the performances of learner specifically on mathematics arouses our interest to
device method that could possibly intervene mathematics performances. In our local
setting in Sto. Niṅo Integrated School, the performance of learners in mathematics is
one of our main priorities in the new normal education amidst pandemic. The very
reason why we come up with the notion that Project Based Learning could be of a great
help to students learning.

Q2. What are your bases in the formulation of your specific questions and hypotheses?

Answer:
The statement of the problem is based on the inquiries where the researcher
wants to find the answer. It is based on the premised that Project Based Learning really
influence or has a positive impact on learners academic learning in mathematics.

Q3. How did you able to gather research literature and studies related to your work?

Answer:
Browsing the internet and reading different books, at the same time exploring
past and present studies on the benefit of Project Based Learning enable us to come up
with the literature and studies where our research be anchored with.

Q4. How did you come up with the proposed respondents of your study?

Answer:
Based on assessment of learners and upon determining the results and as will as
analyzing the a of our actual performances of our learners we were able to come up
with the respondents of our study.

Q5. What is your participation/involvement in the making of your group research proposal?

Answer:
I am the one in-charge with manuscript writing ang critiquing of our research.