MULTIFLEX BOARD: A STRATEGY TO ENHANCE GRADE 4 PUPILS’

MULTIPLICATION SKILLS

A Classroom-Based Action Research Presented to

The Thesis Committee
College of Education
Camarines Norte State College, Daet

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Elementary Education

Abuyo, Sandy P.
Balandra, Annie Mae
Jimenez, Lyka M.
Solamin, Angel Mae H.
Sta. Monica, Angela O.
Terrinal, Lyniel L.

0
 CERTIFICATION AND APPROVAL SHEET

This classroom-based action research entitled “Multiflex Board: A

Strategy to Enhance Grade 4 Pupils’ Multiplication Skills” prepared and
submitted by ABUYO, SANDY P., BALANDRA, ANNIE MAE, JIMENEZ, LKA
M., SOLAMIN, ANGEL MAE H., STA. MONICA, ANGELA O., AND
TERRINAL, LYNIEL L. in partial fulfillment of the requirements for the subject
Teaching Internship for the degree of Bachelor of Elementary Education has
been examined and recommended for approval and acceptance.

JOAN P. ROJAS, MM
Adviser
______________________________________________________________

REVIEW PANEL

APPROVED by the Review Panel Committee on May __, 2024 with the
grade of _____.

JEOVANIE D. TARIMAN, PhD

Chairperson

BEVERLY V. MUSA, MAEd MADELENE G. ROCAS, MM

Member Member

______________________________________________________________

ACCEPTED AND APPROVED in partial fulfillment of the requirements

for the Teaching Internship Subject.

EDGAR P. ABAN, PhD

College Dean

1
Abstract
This quantitative study aimed to determine and investigate the efficacy

of using the Multiflex Board to improve the multiplication skills of grade 4

pupils at Mantagbac Elementary School. Thus, the participants

experienced difficulties mastering multiplication skills. The theory and idea

of the study were gleaned from the theory of experiential learning of David

Kolb in 1984. The 28 Grade 4 learners in Mantagbac Elementary School

were purposely selected from the Municipality of Daet. This study employed

a pretest-and-posttest quasi-experimental design. After taking the pretest,

each pupil was taught to solve multiplication equations using the Multiflex

Board. The instruments used for data collection were the pretest and

posttest. Pupils' scores on the pretest and posttest were analyzed using a

paired sample t-test, the mean, the standard deviation, and Cohen's d. The

findings of this study show that when the pupils were taught through

extensive use of this instructional material, they performed significantly

better. The results show that the proficiency level of Grade 4 pupils in

multiplication was proficient with the use of the Multiflex Board. Thus, the

use of this math manipulative proved to be a very effective and promising

approach to learning and teaching basic mathematical concepts for grade

school learners, and this can also help the learners improve their thinking

process as they solve mathematical problems. On the basis of these

findings, it is recommended that math manipulatives be used as a tool to

introduce learners to multiplication.

Keywords: Multiflex Board, multiplication, performance, learning

2
Acknowledgement

This accomplishment would not have been possible without the constant

guidance and unwavering support of the following individuals who have

been involved throughout the process of this endeavor:

We deeply revere our Almighty God, the most omnipotent and

omniscient, for His unconditional love and prudence, which made this study

possible. We are more than grateful for all of the grace and mercy that have

been bestowed upon us. We are nothing without You.

To our family, who never stops inspiring us to be motivated, support us

financially, and maintain the persistence that we have shown since the

beginning. Their words of wisdom have given us comfort when we were

about to lose motivation and give up on pursuing this study.

To our adviser, Ma'am Joan P. Rojas, for generously sharing her time,

expertise, and wisdom, even during demanding moments. This not only

significantly contributed to the successful completion of our research but

also fostered our personal growth as researchers. We consider ourselves

fortunate to have benefited from her tireless guidance, insightful comments,

and valuable suggestions for the completion and success of this study.

Without her invaluable assistance and thoughtful approach, our learning

experience would have been significantly diminished.

To our external validation panelists, Ma’am Beverly V. Musa, Ma’am

Madelene G. Rocas, and Mr. Jeovanie D. Tariman for your invaluable

service. We deeply appreciate the guidance, insightful comments, and

suggestions you provided throughout the validation process. Your expertise

3
and feedback were instrumental in strengthening our work, and we are

beyond grateful for your willingness to share your knowledge and provide

us with the necessary information to complete our paper to a high standard.

To the Principal of our Cooperating School where we conducted our

CBAR, thank you for taking the time to consider our request to choose

participants and conduct our research from your institution.

To the participants, the grade 4 - Caring pupils for answering the test

questionnaires and to their adviser, our cooperating teacher, Ma’am

Josephine P. Pantila for her worthy support, cooperation, and time in

providing us with necessary information and support during our internship.

4
I. Context and Rationale

Multiplication, a cornerstone of elementary mathematics, serves as a

gateway to broader numerical comprehension and problem-solving skills. In

the landscape of Grade 4 education, mastering multiplication is not merely

an academic milestone but a foundational skill that lays the groundwork for

future mathematical proficiency. Based on a 2013 study by Harkness and

Thomas, students who struggle with multiplication are more likely to

experience academic failure. Additionally, poor achiever groups lack the

motivation to master multiplication (May & Ahmad, 2018). Mastering

multiplication is a crucial ability for a student, yet most need help to grasp it.

Unquestionably, poor achievers who lack enthusiasm for mastering it also

experience this (Ahmat et al., 2017). Additionally, how math is taught,

learned, and assessed affects students' enthusiasm for learning to multiply;

moreover, some teachers need to gain the necessary expertise and use

effective teaching methods (Voinea and Purcaru, 2013).

A study performed by the National Assessment of Education Progress

in 2005 found that almost 64% of fourth graders and 70% of eighth graders

are not performing at grade level standards (Poncy et al., 2006). Especially

now with the higher standards in the CCSS, teachers are looking for

answers on how to engage their students better in the mathematics

classroom, particularly on being fluent in the basic math facts, which will

carry over into all other skills in the math classroom. Students who tend to

be slow in responding to mathematics questions, although they are

accurate, tend to not engage in mathematics as much as their peers who

show fluency in math knowledge. This limits them from being able to

5
maintain their grade-level math skills (Poncy, Skinner, and Axtell, 2010). “All

students do not necessarily learn mathematics the same way using the

same resources and within the same time frame”. This quote explains the

need for teachers to provide multiple ways of teaching and to supply a range

of concrete materials for students to use when exploring multiplication. In

order to teach multiplication effectively, educators have to utilize various

strategies, one of which is the use of Board-based strategies. This Board-

based strategy was a physical object that students can manipulate to

visualize and understand multiplication. They have the potential to engage

students in active learning, promote multiplication skills, and enhance

mathematical understanding. The use of this strategy in teaching

multiplication is grounded in the theory of constructivism and experiential

learning. According to this theory, students construct their own

understanding of mathematical concepts based on their experiences and

interactions with the environment. Learning through games allows students

to experiment in non-threatening scenarios and acquire knowledge through

practice and social interaction both with the environment and their peers.

According to the study of Rabano, L.E. and Manal, A., (2019), findings

revealed that Game-Based Learning (GBL) is an interactive pedagogy that

greatly improves learners' multiplication skills. The use of games helped the

learners improve multiplication skills and enhance the retention of the

concepts learned. Games to be applied in each lesson involving

multiplication skills should be designed well based on the three elements of

the game-competition, engagement, and immediate reward. Exploring new

ways of learning through the implementation of a Board-based strategy also

6
benefits the students according to their cognitive and affective domains.

Well-designed and correctly utilized board-based can improve the student's

learning due to the competitive elements that encourage the students to

engage in learning mathematics. The impact of the rewards acts as a

motivation and can also attract the student's interest in learning, especially

in relation to their cognitive aspect.

After observing and assisting the class for almost three months, we

observed that teachers in Grade 4 at Mantagbac Elementary School did use

instructional materials like flashcards as one of their learning tools in

teaching multiplication but we also observe that some instructional materials

do not work with some pupils. Some pupils preferred big materials rather

than small ones and the ones they can manipulate to learn multiplication

skills. We also know that today's pupils are more attracted to technology

such as gadget’s rather than traditional methods in terms of their learning

process. As a result of that traditional method some of the pupils received

the lowest scores on some quizzes and had difficulty understanding some

mathematical concepts, especially multiplication. This study is inspired by

the concept that enriching the learners' knowledge or skills with strategies

can be beneficial and aid in obtaining a quality mathematics education.

Through this action research, we aspire to explore the transformative

potential of interactive board-based strategies in Grade 4 mathematics,

intending to inform and influence future instructional practices and

contribute to the ongoing discourse on effective pedagogy.

7
II. Innovation, Intervention, and Strategy

This classroom-based action research determines the effect of

implementing gamified multiplication boards that develop the mental

computations of elementary pupils mainly in multiplication. The

implementation integrates gamified and modified board games which are

new to the pupil’s eye view. This allowed the learners to become explorers

of their learning and assess how much they learned. It assisted the pupils

in practicing the use of this manipulative board. A board game that

enhances the pupils’ retention, and memory, and enhances how pupils

mentally compute. The innovation and strategy aspect of this research

focused on using a gamified board game as well as the effectiveness of

using it during their oral memorization and classroom activities. This

research developed a manipulative tool for helping the memorization and

mental computation skills of Grade 4 Caring pupils at Mantagbac

Elementary School. The researchers created a manipulative tool which is

an innovative and modified board game containing the spinning

multiplication table.

The manipulative helped the learners who found it hard to memorize the

multiplication table much better and much easier. This tangible math

manipulative game board has 12 spinning tables that have the multiplication

table number and the product itself. It also has a set of flashcards to be

solved by the pupils and a whiteboard to write their answers which can be

easily accessed by the learners inside the classroom. It comes with 12

flashcards too for the memorization skills aspect as we aimed for the

learners to master the multiplication table itself. By smoothly fusing

8
entertainment and education, tangible gamified board games improve

pupils’ retention, memorization abilities, and mental multiplication

computation. These games' tactile elements appeal to a variety of senses,

resulting in a more immersive educational experience that surpasses

conventional approaches. Players engage their visual and tactile memories

as they manipulate the game board and interact with physical pieces, which

enhances the learning experience beyond passive learning. The addition of

gamification components, like competition, challenges, and rewards, further

inspires pupils and adds to the enjoyment of learning.

When it comes to multiplication, these games frequently provide

scenarios that call for quick mental calculations and strategic thinking,

pushing players to use multiplication in a realistic and engaging

environment. Frequently encountering multiplication problems in the context

of games enhances memory pathways, leading to faster recall and better

mental computation abilities. By adding aspects of skill in memorization,

mental computation, and sharp thinking, manipulatives deepen the tactical

aspect of board games. They act as instruments for cooperation and

communication, encouraging social contact and a feeling of shared

accomplishment among the learners. Through practicing over and over

again in this board game, it solved the problem of pupils who cannot

memorize the multiplication table. Rather, the learners improved their

retention, and mental math computations, and memorized the whole table.

Through this gamified board game manipulative tool, it is expected that

pupils’ academic performance in memorizing and mental computation

abilities in Grade 4 would be improved.

9
III. Action Research Questions

This study aims to determine the impact of Implementing Multiflex Board

as a Strategy to Enhance Grade 4 Pupils' Multiplication Skills.

Specifically, the study aims to answer the following questions;

1. What is the level of proficiency in multiplication of Grade 4 pupils?

2. What is the difference in the level of proficiency in multiplication skills

of Grade 4 pupils’ before and after the use of the Multiflex Board?

3. How does the Multiflex Board influence the improvement of

multiplication skills of Grade 4 pupils?

IV. Action Research Methods

a. Participants and/or other Sources of Data and Information

The participants of this study include the 28 pupils in Grade 4 Caring at

Mantagbac Elementary School. A complete enumeration was used in the

selection of the participants. The teacher serves as the source of information

and data about the recent performance of the pupils in multiplication. The

pupils provided the needed data for the study. The pupils and teachers are

the primary sources of data and information that helped the researchers

accomplish this action research. The secondary sources of data and

information are relevant books, websites, and online journals. These

secondary sources provide reliable and related studies and theories.

The limitations of this study include using lessons in the 3rd grading

period only and developing instructional materials, specifically the Multiflex

Board that was used in teaching multiplication in Grade 4 Caring.

10
b. Data Gathering Methods

Upon the approval of the panel members and the finalization of the

action research proposal, the researchers undergo the following steps and

procedures in gathering data for the study: The researchers asked

permission from the school head of the cooperating school, Mantagbac

Elementary School, to use the manipulative board material during their

internship. Upon approval, the letter of endorsement seeks to accommodate

the researchers to administer an assessment after the intervention. Before

they used the Multiflex Board, they conducted a pretest to measure and

identify the knowledge of grade 4- caring pupils when it comes to mental

computation. Then, they used manipulative as a tool in the pupils' mental

computation and memorization of multiplication tables. Then, the

participants took the post-test. A test questionnaire in the form of multiplying

equations. Furthermore, the researchers retrieved the questionnaires after

the respondents answered all the items. After that, the researchers tallied

and tabulated all the data gathered from the respondents, subject to

statistical analysis. The statistical results were analyzed and interpreted.

With the data, conclusions were drawn, and recommendations were

formulated based on the findings of the study.

11
V. Discussion of Results and Reflection
Level of proficiency in Multiplication of Grade 4 pupils
Table 1

Legend:

Can work independently

Needs Moderate Supervision/Guidance

Needs More Supervision/Guidance

The research findings on the level of proficiency in multiplication among

Grade 4 pupils reveal that 57% of the pupils (16 out of 28) need moderate

supervision, while 32% (9 out of 28) require more supervision, and 14% (4 out

of 28) can work independently. This distribution highlights a significant need for

targeted instructional support across the cohort. The majority of pupils who

need moderate supervision could benefit from additional practice and guidance

on more complex problems to improve their skills and confidence in solving

multiplication. The group that requires more supervision may struggle with

fundamental concepts and would benefit from focused intervention such as

one-on-one tutoring or remedial lessons. Conversely, the pupils who can work

12
independently should be provided with more challenging tasks and enrichment

activities about multiplication to foster further growth.

Understanding that the pupils' proficiency level was below average

before the Multiflex board intervention helps frame the significance of the

intervention. It suggests that the pupils were struggling to grasp the subject

matter or achieve desired learning outcomes. This could be due to various

factors such as individual learning styles. The introduction of the Multiflex board

likely aimed to address these challenges and improve pupil engagement and

understanding. It's essential to monitor the effectiveness of such interventions

to ensure they are making a positive impact on pupils' learning and proficiency

levels.

Significant difference between the pretest and post-test of Grade 4 pupils

in Multiplication
Table 2
Pretest Score

INDICATOR N MEAN STD. DEVIATION

MULTIPLICATION 28 16.64 4.01

The result of the study, as presented in Table 2, shows that the data

from the pretest of the participants had a mean score of 16.64 with a 4.01

standard deviation. This indicates that the learners still need room for

improvement when it comes to their multiplication skills and it also means to

say that before implementing the Multiflex board, the pupils had a low

performance in solving multiplication. This serves as a baseline measure to

gauge the current level of understanding of learners in multiplication in terms of

13
skill proficiency, or behavior and the progress of the pupils. The purpose of the

pretest is to provide valuable data that informs the direction and effectiveness

of this classroom-based action research.

Upon administering this pretest, pre-service teachers identify existing

strengths and areas that need improvement, establish clear objectives for their

research, and tailor interventions to meet the specific needs of their pupils. It

helps in measuring the impact of any changes implemented during the research

process.

Table 3
Post-Test Score

INDICATOR N MEAN STD. DEVIATION

MULTIPLICATION 28 19.43 1.43

The result of the study presented in this table 3 shows the post-test data.

Based on the test questionnaires conducted by the researchers, the average

score on the posttest was 19.43 with a standard deviation of 1.43. This indicates

that there was an improvement in pupils' performance on a multiplication test

after the implementation of the Multiflex Board. The purpose of the post-test is

to assess the effectiveness of the Multiflex board in enhancing pupils'

multiplication comprehension levels and measuring any advancements in their

multiplication skills.

Upon analyzing the post-test data, the Multiflex Board shows that it

would be a valuable strategy for educators seeking to strengthen pupils' grasp

14
of multiplication concepts. It can be inferred that the participants performed well

on multiplication, which suggests that the Multiflex Board that was used in the

study have been effective in enhancing their understanding and performance

in multiplication. The high mean score and relatively low standard deviation in

multiplication indicate a higher level of proficiency and consistency among the

participants. By comparing the pretest and posttest results, this progress is

further illustrated.

Table 4
Significant Difference Between Pretest and Posttest Scores on
Enhancing Multiplication of Grade 4 Students

PAIRED DIFFERENCE

INDICATORS Mean Std. Std. 95% T sig

Deviation Error Confidence
Mean Interval of
Difference

Lower Upper

MULTIPLICATION -2.79 3.44 0.65 -4.12 -1.45 -4.29 <.001

A paired sample T-Test was conducted to evaluate the impact of the

Multiflex board strategy on enhancing the multiplication skills of grade 4 pupils

at Mantagbac Elementary School. The result shows it has a significant

difference between pretest and post-test scores. It indicates how much the

pupils' performance improved after the Multiflex Board strategy intervention.

Based on the result, the paired samples t-test yielded a significant result (t = -

4.29, df = 27, p < .001 (two-tailed). This meant there was a significant statistical

difference between the pretest and post-test scores in the impact of the Multiflex

Board strategy. The mean difference between pretest and post-test scores was

15
-2.79, with a standard deviation of 3.44. Such mean difference is evidence of

improvement in multiplication skills from the pretest and post-test.

Furthermore, the 95% confidence interval for the difference (-4.12 to -

1.45) does not include zero, showing that it is unlikely that this difference arises

out of random chance. Additionally, Cohen’s d statistics (.811) indicated a

moderate to large effect size of the Multiflex Board strategy on enhancing the

multiplication skills of Grade 4 pupils. This finding suggests that the multiflex

board strategy significantly enhanced multiplication skills among grade four

pupils, leading to improved performance after the intervention of the Multiflex

Board.

The results of the paired sample T-test conducted at Mantagbac

Elementary School shows that using Tangible Math Manipulative, specifically

the Multiflex Board, has a significant impact on Grade 4 pupils' multiplication

skills. The increase in pupils' achievement scores after using the Multiflex Board

suggests that physical representation of mathematical concepts can be

beneficial for young learners. This finding is consistent with previous research

emphasizing the importance of early childhood education and numeracy

opportunities for developing strong math skills. The study's results also suggest

that Tangible Math Manipulatives can specifically improve pupils' multiplication

skills, which is essential for their success in later grades. Using Tangible Math

Manipulative can help bridge the gap between low- and high-performing pupils

in math and alleviate difficulties in understanding and performing multiplication.

The study's findings also highlight the importance of teachers having a sound

basis of information about when, why, and how to use manipulatives and

16
explicitly explaining the objectives to the pupils during the teaching process.

The effect size (Cohen's d statistics) was found to indicate a moderate large

effect size of the Multiflex Board strategy on enhancing the multiplication skills

of Grade 4 pupils. The consistent mean increase in test scores across the

pretest and posttest about multiplication further highlights the effectiveness of

the intervention. The study emphasizes that the Multiflex Board should be used

by the pupils throughout the school year as their practice to enhance their

multiplication skills. Overall, the Study's results have significant implications for

mathematics education, and teachers should consider incorporating Tangible

Math Manipulatives into their teaching to improve pupils' mathematical

understanding.

The suggested manipulative tool to enhance multiplication skills

The findings of this study highlight the potential benefits of incorporating

such tangible math manipulative in teaching multiplication, particularly for

young learners who are still developing their multiplication skills. It is important

for educators to be aware of the different learning styles of their pupils and to

utilize a variety of teaching methods to cater to their needs. Furthermore, the

study raises the need for further research on the long-term effects of tangible

math manipulatives, specifically the Multiflex Board, on the multiplication skills

of pupils across different age groups and educational contexts. This could

provide valuable insights into the effectiveness of manipulatives as a

pedagogical tool and inform the development of evidence-based teaching

practices. Overall, the study's findings suggest that the Multiflex Board has the

potential to significantly enhance pupils' multiplication skills and improve their

17
understanding of mathematical concepts. As such, it is important for educators

to consider incorporating this tool into their teaching to promote better learning

outcomes for their pupils.

VI. Action Plan

Strategies/Action Time Persons Resources

Fame Involved Needed

Pre-Implementation

Planning January The Action research

2024 Researchers proposal

Formulation

a. Implementation March 18, Researchers Action Research

plan for the 2024 Proposal
action research
b. Preparing the Researchers
questionnaires Letters
for the pre-test
c. Seeking for the Principal of
approval of Mantagbac Pre-test
signatories Elementary questionnaires
School

3rd Quarter
multiplication quiz

During Implementation

Conduct of Action March 18- Researchers Multiflex Board

research April, 2024

Grade 4 Pupils

Post Implementation

a. Evaluation of April 4, Researchers

the action 2024 Research
research

18
 conducted Adviser
b. Preparation of
the
Accomplishment BEED
Report Chairperson
c. Submission of
the
Accomplishment Dean of the
Report College of
Education

19
References
Ahmat, T., et al. (2017). Towards the development of a well-being model

for Aboriginal and Torres Strait Islander peoples living with

chronic disease. BMC Health Services Research, 17(1), 1-13.

Bratina, T., & Krudwig, K. M. (2003). Get it right and get it fast! Building

automaticity to strengthen mathematical proficiency. Focus on

Learning Problems in Mathematics, 25, 47.

Burte, H., Gardony, A. L., Hutton, A., & Taylor, H. A. (2017). Think3d!:

Improving mathematics learning through embodied spatial

training. Retrieved February 7, 2021, from

https://files.eric.ed.gov/fulltext/ED574652.pdf.

Byun, J., & Loh, C. (2015). Audial engagement: Effects of game sound

on learner engagement in digital game-based learning

environments. Computers in Human Behavior, 46, 129–138.

http://dx.doi.org/10.1016/j.chb.2014.12.052

Casbergue, R. M., & Kieff, J. (1998). Marbles, anyone?: Traditional

games in the classroom, Childhood Education, 74(3), 143-147.

https://dx.doi.org/10.1023/A:1025624520956

Charlier, N., Ott, M., Remmele, B., & Whitton, N. (2012). Not just for

children: Game-based learning for older adults. In P. Felicia (Ed.),

Proceedings of the 6th European Conference on Games Based

Learning, Cork, Ireland - ECGBL 2012 (pp. 102–108). Reading,

England: Academic Publishing International Limited.

20
Chen, Z. H., et al., (2012). Influence of game quests on pupils' enjoyment

and goal-pursuing in math learning. Educational Technology &

Society, 15(2), 317-327.

Connolly, T. M., et al., (2012). A systematic literature review of empirical

evidence on computer games and serious games. Computers &

Education, 59, 661–686.

https://dx.doi.org/10.1016/j.compedu.2012.03.004

Department of Education. 2019. PISA 2018 Philippine National Report;

Pasig City: Department of Education. Available online:

https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-

2018-Philippine-National-Report.pdf

Geary, D. C. (2004). Mathematics and learning disabilities. Journal

of Learning Disabilities, 37(1), 4–15.

Gross-Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental

dyscalculia: Prevalence and demographic features.

Developmental Medicine and Child Neurology, 38(1), 25–33.

https://doi.org/10.1111/j.1469-8749.1996.tb15029.x

Kirriemuir, J., & McFarlane, A. (2004). Report 8: Literature review in

games and learning. Bristol, UK: Nesta Futurelab Series.

Retrieved April 17, 2018 from

http://www.futurelab.org.uk/resources/documents/lit_reviews/Ga

mes_Review.pdf

21
Lujan, H. L., & DiCarlo, S. E. (2006). Too much teaching, not enough

learning: What is the solution? Advances in Physiology

Education, 30(1), 17-22. 006.

https://dx.doi.org/10.1152/advan.00061.2005.

May, Y. S., & Ahmad, N. A. (2018). Needs analysis of DoCtor WoRM’s

Module in improving multiplication skills among year four low

achievers. International Journal of Academic Research in

Business and Social Sciences, 8.

Nelson, P., et al., (2013). Comparison of a math fact rehearsal and a

mnemonic strategy approach for improving math fact fluency.

Journal of School Psychology, 51, 659-667.

https://doi:10.1016/j.jsp.2013.08.003

Noël, M. P., & De Visscher, A. (2018). Hypersensitivity-to-interference in

memory as a possible cause of difficulty in arithmetic facts storing.

In A. Henik & W. Fias (Eds.), Heterogeneity of Function in

Numerical Cognition (pp. 387–408). Elsevier.

https://doi.org/10.1016/B978-0-12-811529-9.00018-2

Odenweller, C. M., Hsu, C. T., & DiCarlo, S. E. (1998). Educational card

games for understanding gastrointestinal physiology. Advances

in Physiology Education, 275(6), S78-84.

https://dx.doi.org/10.1152/advances.1998.275.6.S78

Ontario Curriculum. (2005). The Ontario Curriculum Grades 1-8

Mathematics. Principles Underlying the Ontario Mathematics

22
 Curriculum, pg. 4.

https://www.edu.gov.on.ca/eng/document/curricul/elementary/m

ath1-8e.pdf

Partnership for Assessment of Readiness for College & Careers (2012).

PARCC Models Content Frameworks: Mathematics, Grade 3-11,

3rd Version. Washington, DC: Authors.

Poncy, B. C., Skinner, C. H., & Axtell P. K. (2010). An investigation of

detect, practice, and repair to remedy math-fact deficits in a group

of third-grade students. Psychology in the Schools, 47(4), 342-

353. An investigation of Detect, Practice, and Repair to remedy

math‐ fact ...

Poncy, B. C., Skinner, C. H., & Jaspers K. E. (2007). Evaluating and

comparing interventions designed to enhance math fact accuracy

and fluency: cover, copy, and compare versus taped problems.

Journal of Behavioral Education, 16, 27-37. doi: 10.1007/s10864-

006-9025-7.

Räsänen, P., & Ahonen, T. (1995). Arithmetic disabilities with and

without reading difficulties: A comparison of arithmetic errors.

Developmental Neuropsychology, 11(3), 275–295.

https://doi.org/10.1080/87565649509540620

Rabano, L.E. & Manal, A. (2019). Multiplication Skills among

Intermediate Learners through Game-Based Learning Strategy in

23
 Laurel Elementary School, Taysan District. Vol. 3 No. 2N (2019):

Ascendens Asia Journal of Multidisciplinary Research Abstracts

Sardone, N. B., & Devlin-Scherer, R. (2016). Let the (board) games

begin: Creative ways to enhance teaching and learning. The

Clearing House: A Journal of Educational Strategies, Issues and

Ideas, 89(6), 215-222,

https://dx.doi.org/10.1080/00098655.2016.1214473

Selby, G., Walker, V., & Diwakar, V. (2007). A comparison of teaching

methods: interactive lecture versus game playing. Medical

Teacher, 29(9-10), 972-974.

https://dx.doi.org/10.1080/01421590701601584

Voinea, M., & Purcaru, M. (2013). Individual learning plan in teaching

mathematics for children with sen– a constructivist approach.

Procedia-Social and Behavioral Sciences, 187, 190-195.

24
Financial Report

The table below shows the financial report of the study. The

expenses were charged against the school’s MOOE.

Activities Description Quantity Unit Total

Cost Cost

1. Pre-Implementation

Planning

Formulation

a. Implementation Printing of the 35 pages, 3 P 3.00 P 105.00

plan for the Action research copies
action research paper proposal,
b. Preparing the Letters and
Test Analytic Rubric 1 ream P 260.00 P 260.00
questionnaires A4 papers
c. Seeking for the substance 20
approval of
signatories

2. During Implementation

a. Creating Board- Glue gun 1 piece P 68.00 P 68.00

based math
manipulative Glue stick 2 pieces P 8.00 P 16.00

Paints 4 cans (1 P 75.00 P 300.00

black, 1
sky blue
and 2
white)

Whiteboard 1 piece P 89.00 P 89.00

10 sheets 2 pack P 75 P 150.00

Laminating
Film Document

Plywood 3*3 1 piece P P 250.00

250.00
Coco Lumber
b. Conduct of the Wood 2*2 2 pieces P 104.00 P 208.00
Action Research
Nails 2*2 ¼ kl P 17.00 P 42.00

25
 3*3 ¼ kl P 25.00

Liha 1 piece P 17.00 P 17. 00

Styrofoam 1 piece P 42. 00

P 42.00
Paint Brush 2 pieces P 45.00 P 90. 00

Printing of Pre-test
questionnaires (28 P 2.00 P 56. 00
pieces)

Post-test
(28 P 2.00 P 56. 00
copies)

3. Post Implementation

a. Evaluation of Compilation of
the action research
research questionnaires
conducted
3 copies P 10.00 P 30.00
Printing of the
b. Preparation of Accomplishment
the Reports
Accomplishment
Report

c. Submission of
the
Accomplishment
Report

TOTAL Php. 1,779.00

26