LEVEL OF MASTERY OF THE LEARNING COMPETENCIES 1

Receptiveness of Grade 7 Science, Technology and Engineering Curriculum Students

Towards Flipped Classroom Approach

Jun P. dela Cruz

Corazon C. Aquino High School

November, 2018
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 2

INTRODUCTION

Mathematical literacy for all learners is not only the goal, but also the

fundamental priority objective of mathematics taught during basic education in the

country. This goal is far from being achieved and constitutes a primary challenge for

basic mathematics education. In general, there is much talk about the declining quality of

mathematics education in the country. Results of student’s achievement test and or post

diagnostic test clearly manifested that literacy in mathematics is deteriorating. Educators

in the higher level keep on blaming results of low performance of students to the teachers

in charge of their early mathematics education.

Teaching mathematics entails developing a personal knowledge of oneself, which

can be used to improve the teaching of mathematical power of the students. For the

students to know mathematics, they have to engage in a quest to understand and

communicate it. A special form of language is needed to pursue the quest. The language

of mathematics is quite abstract and difficult to comprehend. It is therefore a task of the

teacher to provide a meaningful link between mathematical abstractions and the real

world. (Subida, 2006).

Effective mathematics teaching requires understanding what students know and

need to learn and challenging and supporting them to learn it well. Students learn

mathematics through experiences that teachers provide. Teachers must know how and

understand and be committed to their students as learners of mathematics. Students must

LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 3

learn actively by building knowledge from experiences and prior knowledge. Learning

with understanding also helps the students become autonomous learners. It becomes

better when they take responsibility for their own learning and when they are engaged in

challenging situations. Students also become confident in thier ability to tackle difficult

problems, eager to figure out on their own, flexible in exploring mathematical ideas and

willing to persevere when activities are challenging. (NCTM, 2006).

Fractions are a huge part of mathematics, so it is very important for the students to

feel at ease around them in order for them to be successful in their math class. Fractions

are typically a difficult concept for students. Fractions are particularly challenging for

most students for several reasons. Students not only have to conceptualize fractions, but

also calculate and solve word problems involving fractions. Working with fractions

requires prior knowledge of fundamental operations like addition, subtraction,

multiplication and division. Knowing and familiarizing the different operations and rules

will definitely help students build a thorough understanding of what to do when they add,

subtract, multiply and divide fractions.

Developing the students' confidence and even an affinity for working with

fractions is an especially challenging task for the teacher. A student first learning

experiences with fractions should be at the concrete level. In learning fractions, students

should undertake many activities that involve folding and cutting figures into equal parts.

A bad experience can affect students negatively for a long time or possibly for the rest of

their lives. Also, an inadequate foundation and understanding of fractions can hinder
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 4

students' ability to understand higher mathematical and scientific concepts. Therefore it is

crucial for students to develop a robust understanding of fractions at an early age.

It cannot be denied that fractions play an important role in life but the reality is

majority of students find it very difficult to acquire the different mathematical skills and

processes that are useful in their everyday lives. Poor foundation in fraction, will lead the

students not to perform higher mathematics skills.

The problem of declining mathematical knowledge and skills of students entering

higher grades is widely recognized and alarming. Many of these students are doing great

in their recent year, and because of some circumstances affecting their mathematics

education, slowly, they ended fading and losing interest towards learning. Students of all

ages, from primary school children to high school learners, may struggle with fractions.

Recognizing the level of mastery of the learning competencies on fractions can help

prevent it from happening - if the proper pedagogy is taken to mitigate the problem.

Being part of the institution for almost a decade and exposed to students who are

taking mathematics in public secondary schools, and being a Grade 7 Mathematics

teacher for two consecutive years, the researcher encountered enough stories of students

having difficulties in handling fractions; and also experienced challenges in teaching

fractions, then interested in innovating for a better pedagogy that would make the

teaching of fractions more effective, meaningful and interesting to the students. With

these frame in mind, the researcher seeks to find out the level of mastery of the learning

competencies on fractions among grade seven students so to come up with a proposed

module intended for each level of mastery on the learning competencies. It is in this
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 5

premise that the researcher embarks on this research so educators will recognize the

learning needs of their students and become more empowered to provide the kind of

pedagogy that group of students needs in order to learn fractions more effective,

meaningful and lasting.

RESEARCH QUESTIONS

The purpose of this research is to determine the receptiveness of Grade 7 STE

curriculum students towards flipped classroom approach.

Specifically, the proposed research will answer the following research

questions:

1. What is the subject-respondents’ technological capacity as regards:

1.1. access to technological gadgets, and

1.2. access to electronic learning resources?

2. How receptive are the subject-respondents towards flipped classroom

approach?

3. Is there a significant difference between the receptiveness of male and female

subject-respondents?

4. What challenges were encountered by the subject-respondents in flipped

learning?

5. What are the subject-respondent preference to alternative teaching

approaches?

6. Is there a significant difference between the subject respondents written work

grade before and after the used of flipped classroom?

LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 6

HYPOTHESIS

1. There is no significant difference between the receptiveness of male and

female subject-respondents.

2. There is no significant difference between the subject respondents written

work grade before and after the used of flipped classroom.

SIGNIFICANCE OF THE STUDY

The significance of the study was determined in relation to improving practice in

the field, to advancing knowledge in the field, to encouraging innovative practices, and to

contributing to positive social change.

In relation to improving practice in the field, this study has the potential to inform

teachers, students, and administrators. Teachers currently using the flipped model, or

those considering using the model, will benefit by better understanding the flipped

classroom culture from the students’ perspective. Educators may better understand the

impact of flipped instruction by how students’ recognize their learning and classroom

experiences. Student insights from this study may provide specific flipped instructional

strategies that are most effective in helping students achieve learning goals and that are

least likely to be disregarded by students. Therefore, instructors can use what they may

learn from this study to modify current instructional strategies to improve student

acceptance of flipped learning. Additionally, students also benefit as this study may

provide best practices for a better flipped learning environment for the next generation of

flipped learners. This study may also improve teaching practice in the field at the
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 7

building and district level, as decisions regarding the structure and support of these

curricular models are usually not made by teachers. A better understanding of how

students view flipped learning can help the planning of technology use both in and out of

the classroom, and maybe provide pedagogical support for instructors that align with

results found in this study.

In relation to advancing knowledge in the field, this study also has the potential to

help researchers develop a deeper understanding of the multifaceted impact of not only

instructional practices, but also technology use for flipped learning. Students may provide

insight on practices and technology that are recognized as most and least effective. By

specifically considering student receptiveness, this study will reveal further insights

related to flipped learning and add new depth to the knowledge base surrounding

innovative teaching practices that advance the social change process of improved student

learning. This study will also contribute to what is understood about learning, instruction,

and innovation. Flipped teaching has been clearly identified as an innovative and

effective method for reaching students for instruction, remediation, and enriched

learning, particularly when infused with technology (ChanLin, 2007). Because many

students are self-directed in their learning, they prefer the use of social and technological

tools to access learning and the world around them (November, 2007). By considering

the perspectives of students about flipped learning, teachers in flipped classrooms might

have insight into the instructional innovation that will support them in how to increase

content-mastery skills while improving the overall experience students have in the

flipped environment.
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 8

In relation to positive social change, this study has the potential to either further

confirm that flipped instructional practices are an innovative teaching strategy that

engages student learning and thinking, or the study may elucidate weaknesses of flipped

learning, which could cause a shift in how teachers use the instructional strategy. If

student perspectives add to past empirical research that flipped teaching is an effective

use of technology and time, educators and administrators can forge ahead and consider

talking to students within their own programs to gauge how students view the innovative

practice. However, there is the potential that the perspectives shared by students may

reveal weaknesses within the flipped model that were not previously identified. In that

case, this study may provide the foundation for further research to evaluate and describe

the issues within the instructional model.

SCOPE AND LIMITATIONS

This research “The receptiveness of grade 7 learners towards flipped classroom

approach” will be conducted in Corazon C. Aquino High School, school year 2018-2019

during the fourth quarter period.

The subject-respondents of this research are grade seven students from the

Science, Technology and Engineering (STE) curriculum.

LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 9

METHODS

This part of the research deals with the methods of research. It discusses the type

of research, respondents, sampling method, sources of data, the data collection procedure

and instrument, ethical considerations and data analysis.

TYPE OF RESEARCH

This research will employ both descriptive and analytical. Descriptive method

focuses on the present condition. The purpose is to find new truth (Calmorin, 1994). The

research is descriptive in nature because it signifies the gathering of data regarding

present condition. The determination of the most learned and least learned competencies

on fractions among grade seven students is the researcher’s primary concerns. In

analytical research, on the other hand, the researcher has to use facts or information

already available, and analyze these to make a critical evaluation of the material. In this

research, the researcher will look deeply on the causes of the least learned competencies

on fractions.

RESPONDENTS

The respondents of this research are grade seven students composed of four

sections handled by the researcher, namely: 7-Belle, 7-Veronica, 7-Christel and 7-Elnie

of Corazon C. Aquino High School, during the second semester of the school year 2017-

2018.

SAMPLING METHOD
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 10

This research will utilize the simple random sampling method. Simple random

sampling is a method of selecting a sample size from a universe such that each member

of the population has an equal chance of being included in the sample and all possible

combination of size have an equal chance of being selected as a sample. Because it gives

every member of the population an equal chance to be a sample, this strategy is known as

the best procedure. (Tejero, 2011).

Slovin’s formula will be used to determine the number of respondent. It is

N
computed as: n=
1+ Ne2

where: n=¿ no. of samples

N=¿total population

e=¿ margin of error

PROPOSED INNOVATION/INTERVENTION/STRATEGY

Education is a life-long process of growth and formation of values and skills that

are nurtured in all facets of the learner’s life. Mathematics Department of Corazon C.

Aquino High School recognizes the fact that every learner is brilliant with different

character and learning style and abilities. The department also believes that every learner

has a unique potential which should be tapped to the fullest. In the aspiration to

relentlessly improve the quality of basic education and improve learner’s academic

performance particularly in Mathematics, the researcher will design a module in

consideration with the individual differences of the learners. The basis of the module will
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 11

be the least learned and most learned competencies on fractions that will be determined in

this proposed study.

INSTRUMENT

The main instrument that will be used in this research to gather pertinent data is

the knowledge test. The researcher will prepare a table of specification (TOS) on

fractions and develop a 50-item knowledge test. The test will be based on the learning

competencies (LC) found in the grade seven curriculum guide (CG) issued by the

Department of Education. In developing the test, four stages will be followed sensibly.

Stage 1. Developing a Knowledge Test

Step 1. Preparation of Knowledge Test

Step 2. The first draft will be presented to the researcher immediate

supervisor for comments and suggestions

Stage 2. First Validation of Knowledge Test

Step 1. First Validation (Face Validity)

Step 2. Revision of the Knowledge Test

Step 3. Administration of Preliminary Try Out

Step 4. Administration of First Try Out

Stage 3. Second Validation of Knowledge Test

Step 1. Second Validation (Content Validity)

Step 2. Revision of the Knowledge Test

LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 12

Stage 4. Utilization of the Knowledge Test for Grade Seven Students.

DATA COLLECTION PROCEDURES

After seeking approval from the principal, the researcher will conduct a

knowledge test for the respondents. A 50-item validated knowledge test will be given to

grade seven students. Each test item has four options, letters A to D and students will be

instructed to choose one best answer among the given choices. Each student will be given

90 minutes to finish the test. Make sure that all students answered the test completely

after the given time. After 90 minutes, collect the test item, make sure that all test are

collected to the students. Check the test results and tabulated the score of every student.

ETHICAL CONSIDERATIONS

All respondents must voluntary participate in the research. Explain clearly the

objective of the research and let them know that their voluntary participation is essential

to gain a reliable and valid result; privacy and anonymity of the respondents will be given

a paramount importance; the use of offensive, discriminatory, gender biased, or other

unacceptable language will be avoided in the formulation of the instrument that will be

used in the research; acknowledgement of works of other authors that will be used in any

part of the research paper will be cited accordingly; and maintaining of the highest level

of objectivity in discussions and analyses throughout the research will be manifested.

DATA ANALYSIS
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 13

The results of the mastery test will be organized into table, after which the data

will be statistically treated, analyzed and interpreted to provide pertinent data for the

research. Criterion reference test will be used to determine the learners’ mastery of skill,

knowledge or any subject matter taught to them with reference to a criterion established

which an absolute standard. The result of each learner in the test will be compared with

the standard set to ascertain whether he passes or fails. The status of individual learner’s

scores is not dependent upon the scores of other learners who also take the same, but it is

dependent upon the established standard or criterion.

To ensure the validity and reliability of the data, results will be analyzed with the

use of descriptive method. The data, as the results of knowledge test will be tested using

the following statistical computations based.

MEAN PERCENTAGE SCORE (MPS) - This will be used to determine the

mastery level of the students in a particular learning competency in grade seven

mathematics. The MPS will be computed by finding the total number of respondents who

got the item correctly divided by the total number of respondents who took the test, times

100 to get the percentage.

n
The formula is MPS= x 100 ,
N

Where nis the total number of respondents who got the answer correctly, and

N is the total number of respondents who took the test

To categorize the level of mastery of the skills, in the knowledge test, as revealed

by the results of the mean percentage score, the scale below will be used.

MPS CATEGORY
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 14

75-100% Most Learned Competencies

74% and below Least Learned Competencies

The scale of 75-100% will be used for most learned competencies was based on

the 75% passing average on the criterion level of knowledge test. The scale that will be

using was based on the guidelines provided by the Department of Education for

evaluating the mastery level of students for particular learning competency in different

subject and for the purpose of evaluating learner’s performance.

Ranking of scores in every test item will be used to determine the hierarchy of

items on students most learned and least learned competencies.

WORK PLAN

ACTIVITIES TIMELINE RESOURCES

PERSON PHYSICAL
Internet
Formulate of research Nov. 5-14, connection,
Researcher
proposal 2017 computer and
printer

Researcher, School Hard copy of

Submit research
Nov. 15, 2017 Principal, School research
proposal
research Committee proposal
Hard copy of
Revisit research Researcher, School research
Nov. 16, 2017
proposal Principal proposal and
printer
Submit research Researcher, Division
Nov. 17, 2017 Finance
proposal Research Coordinator
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 15

Internet
Develop research Nov. 18-19, connection,
Researcher
instrument 2017 computer and
printer

Submit the research Researcher, Expert

Nov. 20, 2017 Finance
instrument for checking Validators

Validate research Hard copy of

Researcher, Expert
instrument (Face Nov. 21, 2017 research
Validators
Validation) instrument

Hard copy of
Revise the research
Nov. 22, 2017 Researcher revised research
instrument
instrument

Hard copy of
Administer of the Researcher, Select
Nov. 23, 2017 research
preliminary tryout grade 7 students
instrument

Hard copy of
Administer of the first Researcher, Select
Nov. 24, 2017 research
tryout grade 7 students
instrument

Validate research Hard copy of

Researcher, Expert
instrument (Content Nov. 25, 2017 research
Validators
validation) instrument

Hard copy of
Revise the research Nov. 26, 2017
Researcher revised research
instrument
instrument
Finance,
Reproduce the research
Nov. 27, 2017 Researcher Photocopies of
instrument
research tool

Utilize the research

Researcher, Grade 7 Photocopies of
instrument among the Nov. 28, 2017
respondents research tool
grade 7 respondents

Consolidate gathered Nov. 29- Dec Researcher, School

Printed results
data 8, 2017 Principal
Dec. 9-10,
Interpret data Researcher Printed results
2017
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 16

Internet
Nov. 11-17, connection,
Prepare module Researcher
2017 computer and
printer

Hard copy of
Print module Dec. 18, 2017 Researcher
module

Submit module for Researcher, Expert Hard copy of

Dec. 19, 2017
evaluation evaluator module, Finance

Dec. 20-21, Hard copy of

Revise module Researcher
2017 module

Print the revised Hard copy of

Dec. 22, 2017 Researcher
module revised module

Researcher, Division Finance and final

Submit final module Dec. 23, 2017
Research Coordinator copy of module

Researcher, School Computer and

Write final report Jan. 2-14, 2017
Principal printer

Researcher, Division Finance and final

Submit final report Jan. 15, 2017
Research Coordinator copy of module

Reproduce approved Printed copies of

Jan. 16, 2017 Researcher
copy of research the research

Reproduce approved Jan. 17-18, Printed copies of

Researcher
copy of module 2017 the module

Researcher, School
Disseminate the findings Copies of
Jan. 9, 2017 principal, Department
during SLAC session findings
Head

COST ESTIMATES
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 17

An estimated cost amounting to ________________________________________

will be spent in conducting the research.

A. CONCEPTUALIZATION OF RESEARCH PROPOSAL

ACTIVITIES PARTICULAR AMOUNT

Internet
Formulate of research proposal 100.00
connection/provider
Hard copy of research
proposal and
Submit research proposal 150.00
transportation

Internet
Revisit research proposal 100.00
connection/provider
Hard copy of revised
research proposal and
Submit research proposal 150.00
transportation

B. IMPLEMENTATION OF THE APPROVED RESEARCH PROPOSAL

Develop research instrument Internet connection 100.00

Hard copy of research
Submit the research instrument
instrument and 100.00
for checking
transporation
Validate research instrument
Transportation 100.00
(Face Validation)
Revise the research instrument Internet connection 100.00
Administer of the preliminary Hard copy of research
75.00
tryout instrument
Hard copy of research
Administer of the first tryout 75.00
instrument
Validate research instrument
Transportation 100.00
(Content validation)
Revise the research instrument Internet connection 100.00
Reproduce the research Hard copy of research
75.00
instrument instrument
Utilize the research instrument Hard copy of research
0.00
among the grade 7 respondents instrument
Consolidate gathered data Hard copy of results 100.00
Interpret data Hard copy of results 100.00
Prepare module Internet connection 100.00
Print module Printer 200.00
Submit module Hard copy of module 100.00
LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 18

Revise module Hard copy of module 100.00

Print the revised module Hard copy of module 200.00
Hard copy of final
Submit final module 100.00
module
Write final report Internet connection 100.00
Submit final report Transportation 100.00
C. RESULTS DISSEMINATION

Hard copy of approved

Reproduced approved copy of
research and approved 1 000.00
research
module
Reproduce approved copy of Hard copy of approved
2 000.00
module modules
Disseminate the findings during Presentation and hard
100.00
SLAC session copy of results
TOTAL Php. 5 225.00

PLAN FOR DISSEMINATION AND ADVOCACY

The researcher is planning to disseminate the results and findings of the research

during the School Action Cell (SLAC). He also plans to disseminate the results and

findings by furnishing a copy to LRMDS and EPS in charge of mathematics.

Furthermore, the researcher plans to furnish a copy of module to his colleagues for

additional learning resources for future use.

LEVEL OF MASTERY OF THE COMPETENCIES ON FRACTIONS 19

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