DEPARTMENT OF EDUCATION

Region VIII
Division of Southern Leyte
District of Hinundayan
NAVALITA MG ELEMENTARY SCHOOL
School ID # 192006
____________________________________________________________________________________

CONCEPT PAPER IN PROJECT BUNGA

(Build Understanding Numeracy Gain Achievers)

Title of Research : PROJECT BUNGA (BUILD UNDERSTANDING NUMERACY GAIN ACHIEVERS)

Authors : Navalita MG ES CI Team (Anna Marie M. Lalic, Mary Daphney A. Yekyek,
Gia Vera E. Aguilar, Brenda L. Rondon, Dianne M. Lagunda, Josie M.
Suase)
Implementing Unit : Navalita MG Elementary School, Hinundayan, Southern Leyte

I. Rationale

Guided by the goals of the Department of Education in the effective delivery of basic
education services to ensure that every Filipino has access to complete basic education (access), every
graduate is prepared for further education and the world of work (quality) and an effective, transparent
and collaborative governance of basic education (governance) and the provisions of Enhanced Basic
Education Act 10533 which states the “we shall create a functional basic education system that will
develop productive and responsible citizens equipped with the essential competencies, skills and values
for both life-long learning and employment”.
The Navalita MG Elementary School realized that there is an increasing demand for
good education but its standards seems to be declining and this is the reason why our school is now
struggling to cope up and to develop to gain achievers.
To emerge as one of the effective schools of the district, it has to exhibit the following
characteristics to wit:
 a strong focus on ensuring academic success for each student
 a refusal to accept excuses to poor performance, a willingness to expirement with a variety of
strategies.
 intensive and sustained efforts to involve parents and the community.
 An environment of mutual respect and collaboration
 And a passion for continuous improvement and professional growth.
 Based on our record, result of the second quarterly test in Math for the last three years
ranges an averages of 72.45%. the school then came into realization that said result failed to
conform to the Division Standards of 75% Mean Percentage Score (MPS) set by the Division
level. Of all the performance measures, it is very evident that the quarterly test should begiven
the utmost priority and focus because it has been leading problem. Hence, the Navalita MG
Elementary School, with the influence and leadership of the Regional Office Banner Project
LEAD and Schools Division Office Project UGMAD as models, accepted the challenge of providing
specific interventions and solutions that would serve as a roadmap to address more
systematically on a particular area of weakness the very low MPS in the quarterly exam in
almost all subject areas being tested.
After series of consultations with the different stakeholders, identifying the underlying
root causes, complexities, and factors of low MPS in the quarterly test the School Banner Project
Team conceptualized a banned Project “BUNGA” which focuses directly on aspects of students
achivements. Alog this line, to support the school Banner Project “BUNGA”, in its desire to
make remarkable improvements, the Teacher-in-Charge and teachers collaboratively worked
together to identify Cotinouos Improvement (CI) projects that would help solve other pressing
problems in the school and at the same time claim ownership.

Statement of the Problem

In school Year 2015-2016, 6 out of 9 (66.67%) in Grade III and IV class of Navalita MG
Elementary School got the low MPS of the 3rd quarter test.

II. Statement of the Project Goals and Objectives:

GOAL:
Promote best practices that will improve the performance of the students
OBJECTIVES:
The objectives of PROJECT BUNGA are as follows:

1. To identify least learnerd skills in all the subject areas being tested.
2. To construct a comprehensive, accurate, relevant materials aligned with the basic education
curriculum for the teaching learning process.
3. To increase academic performance of grade 3 students in Mathematics
4.
III. Purpose and Significance of Project BUNGA
 Navalita MG Elementary School is doing its best to find effective ways to address the
urgent and critical need to increase the MPS of Mathematics through the implementation of the school
Project Banner project “BUNGA” The purpose of our study is to eliminate non-numerates students of
our school. We focused specifically on student participation in the classroom and its effect on classroom
performance. In our experience we have seen common trends in the classroom, particularly with the
relationship between classroom participation and student performance. Classroom experience has
demonstrated that the students who contribute to mathematical discussions tend to succeed
academically. At the start of the academic year, we observed that the majority of our 3rd and 4th graders
did not voluntarily participate in classroom discussion. A number of factors could have contributed to
this behavior, such as adolescent shyness, lack of content knowledge, fear of embarrassment, or
language difficulty.

IV. Related Literature

Education plays an important role to every individual because it equips him/her with the
necessary knowledge and skills needed to become a functional member of the society. According to the
World Bank, education can also be one of the strongest instruments for reducing poverty, thereupon
improving the well-being of the people. However, to establish and maintain a high-quality education
system, proper investments must be made (Philippine Institute for Developmental Studies, 2012). More
so, there is a need to highlight the competence of students in subjects that prepares them for the world,
including Mathematics. Mathematics is one subject that pervades life at any age and in any
circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school
subject, therefore, must be learned comprehensively and with much depth (Department of Education,
2013). The achievement scores, whether in local or international examinations, are means to measure
LLI-II-0202 Proceedings of the DLSU Research Congress Vol. 3 2015 comprehension on different subject
areas and highlight students’ over- all academic performance. The National Achievement Test (NAT)
results for grade 6 in SY 2009- 2010 showed only a 69.21% passing rate while the NAT results for high
school is at a low 46.38%. Moreover, in international test results such as the 2003 TIMSS (Trends in
International Mathematics and Science Study), the Philippines ranked 34 throughout of 38 countries in
HS II Math and ranked 43rdout of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd
out of 25 participating countries in both Math and Science. In 2008, even with only the science high
schools participating in the Advanced Mathematics category, the Philippines ranked lowest
(Department of Education, 2010) As part of the efforts of the government to respond to the perceived
needs of the education sector, the Department of Education (DepEd) had pushed for the change in the
basic education curriculum—the implementation of the “Enhanced K to 12 Basic Education Program”.
Truly, in the Philippine context, education remains a top priority.

However, in implementing academic curricular changes specifically in Mathematics, many

factors need to be considered. For one, there is a need for carefully planned programs of exchange in
the curriculum. Also, there must be an examination of the place of formative process and summative
evaluation of curriculum programs and of the practical materials for the actual process of installing new
curricula in schools (Andres and Francisco, 2008).As presented by Biggs (2003), the implementation of
the curriculum should follow the Principle of Alignment. It describes teaching as a balanced system in
which all components support each other, as they do in any ecosystem. To work properly, the three
components, namely Objectives, Instruction, and Assessment, must be aligned with each other. In
aligned teaching, there is maximum consistency throughout the system. The objectives must be clearly
stated in a manner that the level of understanding is properly defined and not simply a list of topics to
be covered. The instruction or the teaching and learning tasks chosen must be those that are likely to
realize the stated objectives.
Finally, the assessment tasks must address the objectives so that one can identify if the
students have learned what was intended for them to learn.Imbalance in the system will lead to poor
teaching and surface learning. Non-alignment is signified by inconsistencies, unmet expectations, and
practices that contradict what we preach.
As part of the efforts of the government to respond to the perceived needs of the
education sector, the Department of Education (DepEd) had pushed for the change in the
basic education curriculum—the implementation of the “Enhanced K to 12 Basic Education Program”.
Truly, in the Philippine context, education remains a top priority. However, in implementing
academic curricular changes specifically in Mathematics, many factors need to be considered. For
one, there is a need for carefully planned programs of exchange in the curriculum. Also, there
must be an examination of the place of formative process and summative evaluation of
curriculum programs and of the practical materials for the actual process of installing new
curricula in schools (Andres and Francisco, 2008).As presented by Biggs (2003), the
implementation of the curriculum should follow the Principle of Alignment. It describes teaching as
a balanced system in which all components support each other, as they do in any ecosystem. To
work properly, the three components, namely Objectives, Instruction, and Assessment, must be
aligned with each other. In aligned teaching, there is maximum consistency throughout the
system. The objectives must be clearly stated in a manner that the level of understanding is
properly defined and not simply a list of topics to be covered. The instruction or the teaching
and learning tasks chosen must be those that are likely to realize the stated objectives.
Finally, the assessment tasks must address the objectives so that one can identify if the
students have learned what was intended for them to learn. Imbalance in the system will lead to
poor teaching and surface learning. Non-alignment is signified by inconsistencies, unmet
expectations, and practices that contradict what we preach

Moreover, Math seems to be one of those subjects that people love or hate. Children who are
good in Math love or hate it. Some students have trouble conceptualizing Math skills such as
multiplication. Programs and projects in Mathematics is good tool to produce pupils who are good in
Mathematics, to uplift the skills of teachers in Mathematics and to have all equipped with knowledge in
making better lesson plans and instructional materials.

This aims to help the pupils using the different techniques and to prepare the pupils in

different contests. Some studies show that Mathematics is a language. It is used to communicate

complex processes and thoughts efficiently using symbols and specific precise terms. Mathematics has

Its own register or special vocabulary, which students have to learn to be able to communicate well

about mathematics and to speak and think like mathematicians. This is by far the most important way

to help your children enjoy Math. Thankfully, it is easy to make Math fun. Math is all around us, it is

everywhere we go. Why not make it fun and easy? Children of all ages can develop and increase their

understanding of math skills at home. It is wonderful way to spend time with your children through

Math play and fun challenges.

Prepared by:
ANNA MARIE M. LALIC
Teacher-in-Charge
REFERENCES:

Andres, T., & Francisco, F. (2008). Curriculum development in the Philippine setting.
Quezon City: National Bookstore.

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32,
347- 364.

Biggs, J. (2003). Teaching for quality learning at university (2nd ed.). Buckingham: The
Society for research into Higher Education and Open University Press.

De Winstanley, P., & Bjork, R. (2002). Successful lecturing: presenting information in ways.
NewDirections for Teaching and Learning, 89, 19-32.

Department of Education. (2010). Discussion paper on the enhanced K to 12 education

program. Pasig City: CEAP.Department of Education. (2012). Retrieved June 12, 2014,
from Official Gazette: http://www.gov.ph/k-12/#about Department of Education. (2013). K to
12 Curriculum Guide (Mathematics). Pasig City: Department of Education.

Entwistle, N., & Tait, H. (1990). Approaches to learning, evaluations of teaching, and
preferences for contrasting academic environments. Higher Education, 19, 169- 194.