DEPARTMENT OF EDUCATION

Region IV-MIMAROPA
Division of Oriental Mindoro
Gloria District
PAPANDUNGIN ELEMENTARY SCHOOL
Gloria


ENHANCING THE PERFORMANCE LEVEL OF PUPILS OF PAPANDUNGIN
ELEMENTARY SCHOOL IN SOLVING MATHEMATICS TROUGH COOPERATIVE
LEARNING
SY 2014-2015
AN ACTION RESEARCH

I. Situation

Mathematics, one of the tool subjects, is considered one of the languages of
survival because of the role it plays in our lives of men. Every citizen should acquire
competence and development of power in quantitative thinking and in the use of
mathematics in daily living. Since this subject requires knowledge of each steps before
the next one should be taken, a firm foundation of the fundamentals of beginning
Mathematics is a prime necessity.

The current issue is whether or not this firm foundation of the fundamentals of
beginning Mathematics will established and out up. Latest results of National
Achievement Test reveal that many pupils are low performer in Mathematics.
Furthermore, the report made by the then Secretary Gonzales reveals that the
academic achievement of students is according to the targeted norms up to Grade V but
beginning Grade VI and thereafter, achievement is only 50% level and by the end of
grade VI, our pupils are two grades below whre they should be.

In effect, researchers have been exploring the extent through which numeracy
among students or pupils develop and improve via Mathematics Instruction. The quality
of Mathematics education in the country is alarming as stipulated in foregoing findings.
However, some measures have been exhausted to address this disciplines multi-facted
reasons and causes.

Papandungin Elementary School pupils obtained low performances in
Mathematics based on the latest NAT Results. It is for this reason that an hour of
instructional time is added to Mathematics or enhancement classes. The need to
maximize the use of this additional instructional time in yielding positive results in
enahcnign the performance level of students in Mathematics inspired the researcher to
conduct this action research.

In a sample achievement test in Mathematics, fifteen (15) out of ___ pupils of
Grade VI got 75% performance level while ____ out of ____ perfroemd below the
criterion level.



II. Problem
This action research aims to find the best possible remedial measures to
enhance the performance level of the fourth year students of Grade VI in solving
problems in Mathematics

POSSIBLE CAUSES:
1. Low comprehension level
2. Low mastery level of prerequisite skills
3. Low retention rate as an offshoot of the lack of meaningful experiences


III. GENERATION OF ALTERNATIVE SOLUTIONS

This study will attempt to use Cooperative Learning to the students of Grade VI in
Papandungin Elementary School during the second to third grading period as a strategy
to enhance the pupils performance in solving problems in Mathematics

Said attempts were based on the studies hereunder presented.

A considerable degree of success in learning Mathematics can be achieved by
recognizing the following shifts in teaching Mathematics.

1. Memorization of tables and formulas as important tools in answering
questions to exploration answers through the processes of analysis, synthesis
and evaluation of the problem.
2. Rote learning in terms and concepts labels in Mathematics to experiences
with examples of concepts before their names are presented and
3. Listening or watching how a problem is solved through teacher-presentation
procedures and formulas to manipulating objects and patterns to solve or
cooperative learning of solution to a problems where ideas and strategies are
tossed around a small group discussion.

Cooperative learning refers to the instructional methods in which students of all
levels of performance work together in group goal (Alkin,1992). The many cooperative
learning methods differ considerably from one another; the many cooperative learnin
methods differ considerably from one another;
Pupils Teams Achievement Divisions (PTAD)
In PTAD, pupils are assigned to four-member learning teams that are mixed
in performance level, gender and ethnicity. The teacher presents a lesson and then
students make sure that all their team members have mastered the lesson. Finally,
all students take individual quizzes on the material at which they may not help one
another.

Pupils scores are compared to their own past averages and points based on
the degree to which pupils can meet or exceed their own earlier performance are
awarde.d these points are then summed up to form team scores, and teams that
meet certain criteria earn certificates or other awards. The whole cycles of activities
from teacher presentations to team practice to quiz usually takes three to five class
periods.

Team Games tournament (TGT)
The TGT Method uses the same teacher presentation and teamwork as in
PTAD but replaces the quizzes with weekly tournaments, in which the students
compete with members of the teams to contribute points to their team scores.
Pupils compete at three-person-tournament against others with similar past
records in Mathematics. A bumping procedure keeps the competition fair by
changing assignments to tournaments tables each week based on pupils
performance.

Team assisted Individual (TAI)
The TAI method shared with PTAD and TGT the use of four members,
mixed ability learning teams and certificates for high-performing teams. But
whereas PTAD and TGT use a single pace of instruction for the class. TAI
combines cooperative learning with individualized instruction. The TAI is
specifically designed to pupils not ready for full mathematics subject.

In TAI, pupils enter an individual sequence according to a placement test
and then proceed at their own rates. In general, team-members work on different
units. Teammates check each others work against answer sheets and help each
other with any problems. Final unit test are taken without teammates help and
are scored by pupils monitored. Each week, teachers total the number of units
completed by all team members and give certificate or other team rewards to
teams that exceed a criterion score based on the number of final test, passed
with extra points for perfect papers and completed homework.

Our pupils have a tremendous amount of energy that is not fully utilized by the
school system. Most often, teacher requires the pupils to sit quietly and listen as the
teacher explain. Cooperative learning contrast this system and mobilizes the energy of
the pupils by engaging them actively in the process of learning in a small group towards
a goal. Learning becomes more meaningful when teachers make full use of this energy
by engaging the pupils in working in small groups to gather, present and represent
ideas (Miranda, 1999).

It is along the foregoing premise that the researcher explored the effectiveness of
using cooperative learning as a means to enhance the performance of pupils in solving
problems in Mathematics.



Prepared by:

MARIGRES O. MEJICO
Master Teacher I