ii

DEVELOPMENT AND VALIDATION OF TRIGO QUEST AS AN

INTERACTIVE INSTRUCTIONAL MATERIAL IN POLAR COORDINATE

A Concept Paper
Presented to the Faculty
of the College of Education
Tarlac State University
Tarlac City

In Partial Fulfillment
of the Requirements for the Course
MM*11 - Action Research in Mathematics

AGLINAO, Aubrey Faith N.

DIZON, Pamela Rose Q.
FACUN, Joliena H.
GUEVARRA, Owen Keith M.
GUMELA, Janelle S.
GUTIERREZ, Shery Ann S.
LAUS, Melisa M.
LUMBA, Jossel D.
May 2019
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ABSTRACT

Title: Development and Validation of Trigo Quest as an

Interactive Instructional Material in Polar Coordinate

Researchers: AGLINAO, Aubrey Faith N.

DIZON, Pamela Rose Q.

FACUN, Joliena H.

GUEVARRA, Owen Keith M.

GUMELA, Janelle S.

GUTIERREZ, Shery Ann S.

LAUS, Melisa M.

LUMBA, Jossel D.

Institution: Tarlac State University

Degree: Bachelor of Secondary Education

Major: Mathematics

This study aimed to develop and validate Trigo Quest as an interactive instructional
material in learning the Polar Coordinates of BSED 1st year mathematics major students of
Tarlac State University. The entire concept of this study is to help students achieve
successful learning through computer games and software. Pre-test – Post test Only Design
was used to validate the effectiveness of the material in terms of the students’ performance.
Moreover, Independent Sample T-test and Paired sample T-test was utilized to test the
hypotheses through the performances of the control and experimental groups in their pre-
test and post test results. Rating scales were given to Mathematics Experts to validate the
developed module made by the researchers that served as the content of the said material.
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Also, rating scales were given to Mathematics Experts and Information Technology
Experts to evaluate the effectiveness of the interactive instructional material. Furthermore,
through the experts’ validation, Trigo Quest is effective.
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ACKNOWLEDGEMENT

This study was developed by the grace of God who gave us the knowledge and wit
to finish and established this study entitled “Development and Validation of Trigo Quest
as an Interactive Instructional Material in Polar Coordinate”.

We would like to thank the following people who helped to make this study
possible.

To the Dean of the College of Education, Dr. Erwin P. Lacanlale for giving us the
permission to conduct this study to the BSED 1st year mathematics major students and for
giving us his full support in conducting this study.

To our Professor in Action Research in Mathematics, Dr. Nino B. Corpuz who

patiently taught us everything we need to know and for his teaching styles and enthusiasm
made a strong impression on us to accomplish this study.

To our beloved Adviser, Prof. Paulo Xavier V. Samson for sharing his expertise
and for his sincere and valuable guidance and encouragement extended to us.

To our statistician, Mr. Robespierre James N. Perez for always making sure that all
the statistical formulas, computations and tables were correct.

To the developer of the Trigo Quest, Mr. Carlos Flores who never failed to support
us and accepting our suggestions for the improvement of the Trigo Quest. We were so
honored to have you as the developer of our proposed material.

To the mathematics experts, Ms. Maiden R. Navarro, Ms. Michelle Ann C. Bagtas
and Mr. Robespierre James N. Perez who evaluated the module and the developed Trigo
Quest and to the information technology experts, Ms. Danica Reyes, Mr. Rico Jay V.
Manabat and Mr. Rovell F. Asidera who evaluated the developed Trigo Quest. Thank you,
we appreciate your support to us.
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To the BSED 1A-1 and BSED 1A-2 students for the academic year 2018-2019, for
giving us the permission to be the respondents of the study. Thank you for your time and
support.

Special thanks to Mr. Ronnie A. Dungo for helping us sought our respondents, it
was highly appreciated.

And we would like to thank our family, friends and BSED 4A-1 family who
supported us throughout this venture. Especially to our parents who helped us with
everything financially, to our friends who believed that we can finish this study despite of
all the struggles and stress we experienced in the making of this study.

From all the researchers, a very big thanks to all of you and may God bless you!

The Researchers
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DEDICATION

Aglinao, Aubrey Faith N. I dedicate this to myself because I want to have a better
future and for my family because I want them to experience
a better life than we have right now.

Dizon, Pamela Rose Q. I dedicate this to our Almighty God who guide and never
leave us and to my family, and friends who always support
me in every milestone of my life.

Facun, Joliena H. I dedicate this to my grandfathers and parents who support

me and push me to become what I am today.

Guevarra, Owen Keith M. I dedicate this to all the people who believes in me,
especially to my friends cheering me up every time I have a
problem.

Gumela, Janelle S. I dedicate this to my family who continue to anchor me in

every problem that comes, and to my always supportive
friends that stand together as strong as ever.

Gutierrez, Shery Ann S. I dedicate this to my acquainted teachers, who taught me all
the knowledge that I may use and to my ever-supportive
family and friends who are the reasons why I am still
standing strong.

Laus, Melisa M. I dedicate this to my family especially to my mother who had

lot of sacrifices for me and who encouraged me to continue
my studies whatever problem will come to us.

Lumba, Jossel D. I dedicate this to my family and friends and to our God, they
gave everything to achieve all my dreams to have a better
future.
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TABLE OF CONTENTS

APPROVAL SHEET ………………………………………………………….…… i

TITLE PAGE ……………………………………………………………….……… ii

ABSTRACT …………………………………………………………………….…. iii

ACKNOWLEDGEMENT …………………………………………………….…… v

DEDICATION ………………………………………………………………….…. vii

TABLE OF CONTENTS ………………………………………………………….. viii

LIST OF TABLES …………………………………………………………………. xi

LIST OF FIGURES ………………………………………………………….…….. xiii

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction …………………………………………………………….……..… 1

Statement of Objectives ………………………………………………………… 3

Significance of the Study ……………………………………………………..… 3

Scope and Delimitation ……………………………………………………...….. 5

Definition of Terms ………………………………………………………...…… 5

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ………………………………………………………….…… 7

Foreign Studies ………………………………………………………………… 14

Local Studies ……………………………………………………………...…… 16

Conceptual Framework ………………………………………………...……… 18

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3 METHODS OF STUDY AND SOURCES OF DATA

Research Design ………………………………………………………..….……. 21

Subjects of the Study ……………………………………………….…...….…… 23

Research Instrument …………………………………………………….….…… 23

Data Gathering Procedure …………………………………………….………… 30

Data Processing and Statistics Treatment ………………………………….…… 31

4 PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

Development of the Module ……………………………………………..……… 35

Module in Polar Coordinates ……………………………………………….…… 36

Development of the Interactive Instructional Material …………………..……… 37

Installation Manual and User’s Guide of the Trigo Quest ………………….…… 41

Mathematics Experts Validation of the Module …………………...……….…… 50

Mathematics Experts Validation of the Interactive

Instructional Material ……………………………………………….…………… 52

Information Technology Experts Validation of the Interactive

Instructional Material ……………………………………………………….…… 57

Validation of the Users ……………………………………………………..…… 60

5 SUMMARYOF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings …………………………………………………….……… 66

Conclusions ……………………………………………………………………… 70
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Recommendations ……………………………………………………….……… 72

BIBLIOGRAPHY ……………………………………………………….………… 74

APPENDICES

A. Letter to Conduct a Study ……………………………………………...………… 76

B. Letter for the Mathematics Experts (Module) ………………………………….… 77

C. Letter for the Mathematics Experts (Trigo Quest) ………………………..……… 80

D. Letter for the Information Technology Experts (Trigo Quest) …………………… 83

E. Letter for the Statistician ………………………………………………………..… 86

F. Evaluation Sheet of the Module for the Mathematics Experts …………….……… 87

G. Evaluation Sheet of the Trigo Quest for the Mathematics Experts …………….… 88

H. Evaluation Sheet of the Trigo Quest for the Information Technology Experts ...… 90

I. Acceptability Scale for the Module …………………………………………...…… 92

J. Acceptability Scale for the Trigo Quest …………………………………………… 93

K. Table of Specification …………………………………………………………..… 94

L. Test Papers ………………………………………………………………………… 95

M. Scores Results ……………………………………………………………….…… 101

N. Computation Results ……………………………………………………………… 106

O. Item Analysis ………………………………………………………………...…… 111

P. Computation on the Reliability of the Pre-test using Kuder-Richardson 20 ……… 117

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LIST OF TABLES

Table Page

1 Difficulty Level …………………………………………………………..… 28

2 Discrimination Level ……………………………………………………...... 28

3 Index of Difficulty ……………………………………………………...…... 30

4 Index of Discrimination …………………………………………………..… 30

5 Acceptability Scale for the Module on Polar Coordinate ……………...…… 34

6 Acceptability Scale for the Interactive Instructional

Material (Trigo Quest) on Polar Coordinate ……………………………….. 34

7 Evaluation of the Mathematics Experts on the Module

in terms of Relevance of Contents, Adequacy of Scope,

and Appropriateness of Procedure …………………………………………. 50

8 Summary of Evaluation of the Mathematics Experts on the Module ……… 52

9 Feasibility of the Materials Equipment of the Trigo Quest ………………... 53

10 Objectives of the Trigo Quest ……………………………………………… 54

11 Rules and Procedures of the Trigo Quest ……………………………….…. 55

12 Relevance of the Trigo Quest ……………………………………………… 56

13 Summary of Ratings of the Mathematics Experts on the Trigo Quest ….…. 57

14 Evaluation of the Information Technology Experts on the

Trigo Quest in terms of the Objectives, Equipment and

Facilities, and Instructional Characteristics ………………………………... 58

15 Summary of Ratings of the Information Technology Experts

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on the Trigo Quest ……………………………………………….……….. 60

16 Summary of Means and Interpretation of Overall Evaluation

of the Mathematics and Information Technology Experts

on the Trigo Quest ………………………………………………...……… 60

17 Independent Sample T-test for the Pre-test of Experimental

and Control Groups ……………………………………………………….. 61

18 Independent Sample T-test for the Post test of Experimental

and Control Groups ………………………………………………………. 62

19 Paired Sample T-test in the Post test and Pre-test of the

Control Group ……………………………………………………………. 63

20 Paired Sample T-test in the Post test and Pre-test of the

Experimental Group ……………………………………………………… 64

21 Independent Sample T-test on the Gain Score of Control

and Experimental Groups …………………………….………………….. 65

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LIST OF FIGURES

Figure Page

1 Paradigm of the Study ……………………………………………………… 20

2 Pre-test/Post test Design ……………………………………………….…… 22

3 Process Flow for the Development of the Trigo Quest …………………..… 39