Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
Division of Nueva Ecija
MAMBANGNAN HIGH SCHOOL
SPECIAL SCIENCE CLASS EXTENSION CAMPUS
Diversion, San Leonardo, Nueva Ecija

ENDORSEMENT

March 16, 2017

Respectfully forwarded to the Schools Division Superintendent, Schools Division

of Nueva Ecija, the herein research proposal of Mrs. Arcely V. Mateo entitled “Efficacy
of Engineering Wheel in the Heightened Performance in Mathematics of Grade 8
Students of Mambangnan Special Science Class” for further evaluation and approval,
for funding under the Basic Education Research Fund (BERF) Grant Facility.

LAURA A. CRUZ
OIC/ Head Teacher III
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Schools Division of Nueva Ecija
Cabanatuan City, Nueva Ecija

ENDORSEMENT

March 16, 2017

Respectfully forwarded to Regional Director, Deped Regional Office III, DGMC,

Maimpis, City of San Fernando, the herein research proposal of Mrs. Arcely V. Mateo
entitled “Efficacy of Engineering Wheel in the Heightened Performance in
Mathematics of Grade 8 Students of Mambangnan Special Science Class” for
further evaluation and approval, for funding under the Basic Education Research Fund
(BERF) Grant Facility.

RONALDO A. POZON
Schools Division Superintendent
Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of
Grade 8 Students of Mambangnan Special Science Class

By

ARCELY V. MATEO
Researcher

March 16, 2017

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Division of Nueva Ecija
MAMBANGNAN HIGH SCHOOL
SPECIAL SCIENCE CLASS EXTENSION CAMPUS
Diversion, San Leonardo, Nueva Ecija

CERTIFICATE OF ACCEPTANCE

This action research proposal entitled “Efficacy of Engineering Wheel in the

Heightened Performance in Mathematics of Grade 8 Students of Mambangnan
Special Science Class”, prepared by and submitted by ARCELY V. MATEO, Junior
High School Teacher I was evaluated by the committee and recommended for
acceptance.

DIVISION ACTION RESEARCH EVALUATION COMMITTEE

RENATO TAN
EPS, MATH

RAMIL P. POLINTAN, Ph.D.

SEPS, Planning and Research

JAYNE M. GARCIA, Ed.D.

OIC- Chief, CID

JOHANNA N. GERVACIO
OIC-Office of the Assistant Schools Division Superintendent
Chairman,

Accepted on March_____, 2017

RONALDO A. POZON, Ph.D., CESO V

Schools Division Superintendent
 TABLE OF CONTENTS

Title Page-------------------------------------------------------------------------------------------1

Abstract---------------------------------------------------------------------------------------------1

Rationale and Review of Related Literature and Studies--------------------------1

Conceptual Framework-----------------------------------------------------------------6
Statement of the Problem--------------------------------------------------------------6
Hypothesis---------------------------------------------------------------------------------7
Significance of the Study---------------------------------------------------------------8
Scope and Delimitation-----------------------------------------------------------------8

Method
Type of Research------------------------------------------------------------------------9
Respondents and Sampling Method------------------------------------------------9
Instrument---------------------------------------------------------------------------------10
Data Collection and Procedure and Ethical Considerations------------------10
Data Analysis-----------------------------------------------------------------------------11

References-----------------------------------------------------------------------------------------13

Appendices

A. Letter of Request
B. Instruments
C. Work Plan
D. Cost Estimates
 ABSTRACT

The study entitled “Efficacy of Engineering Wheel in the Heightened

Performance in Mathematics of Grade 8 Students of Mambangnan Special Science

Class” aims to analyze the effectiveness of engineering wheel as a motivational tool in

improving mathematical ability of the students during recitation and problem solving

activities.

The researcher will use Experimental Research in the conduct of this study in order

to cite the differences and similarities of the controlled samples. The activity that will be

using an engineering wheel will be tested among the last two sections of grades 8

students. Purposive Sampling Method will then be executed to choose respondents from

grades 8 Mambangnan Special Science Class. The researcher will be constructing a set

of questionnaire to gather the necessary data from the respondents. Students will also be

observed based on their excitement and eagerness to solve a math problem provided that

a reward will be given upon their successful calculation. In addition, students’

mathematical performance will be measured through time pressured recitation.

The data will then be consolidated and treated using statistical tool such as

FREQUENCY DISTRIBUTION, AVERAGE, WEIGHTED MEAN AND T-TEST. The result

will be tabulated and interpreted. Conclusion and recommendation shall be drawn purely

from the result of statistical treatment used.

 Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of
Grade 8 Students of Mambangnan Special Science Class

RATIONALE

Mathematics is the most misunderstood subject due to its complexities and

analytical reasoning. Most students fail to comprehend the concept, idea, pattern and even

sequence behind every lesson administered by their teacher. Nonetheless, the

importance of mathematics in the curriculum and its emphasis in real life scenario must

be highlighted. Mathematical skills come in two ways, mental and written. Some students

are poor in written exams and recitation; but can genuinely solve it mentally. My

experience in teaching math subjects caught my attention and had inspired me to come

up with this study. During one of the recitations we were regularly doing in class, students

can’t possibly solve any math problem even when its level of difficulty is low. And so, I

thought of a solution that will challenge them and at the same time boost their confidence

to solve difficult problems.

One day, I came up with an engineering wheel. I told my students that the wheel

is worth five points and it will be a reward to the first three students who can solve the

given problem correctly. By doing so, they were so excited of knowing the question and

hurriedly solved for the answer. As I waited for the first three correct answers, I observed

the changed in them. Their interest towards a difficult and complex subject had

disappeared. Unlike exams and quizzes where they all feel estranged and feel drained,

this activity also improve their time in solving a math problem because of the pressure that

the engineering wheel has given them. I can strongly say that the system of penalty and

reward is still effective in a learning environment and that learners’ motivation is an

important aspect to make teaching and learning process effective.

REVIEW OF RELATED LITERATURE AND STUDIES

Mathematics is often thought of as a subject that a student either understands or

doesn't, with little in between. In reality, mathematics encompasses a wide variety of skills

and concepts. Although these skills and concepts are related and often build on one

another, it is possible to master some and still struggle with others. For instance, a child

who has difficulty with basic multiplication facts may be successful in another area, such

as geometry. An individual student may have some areas of relative strength and others

of real vulnerability.

In recent years, researchers have examined aspects of the brain that are involved

when children think with numbers. Most researchers agree that memory, language,

attention, temporal-sequential ordering, higher-order cognition, and spatial ordering are

among the neurodevelopmental functions that play a role when children think with

numbers. These components become part of an ongoing process in which children

constantly integrate new concepts and procedural skills as they solve more advanced

math problems.

For children to succeed in mathematics, a number of brain functions need to work

together. Children must be able to use memory to recall rules and formulas and recognize

patterns; use language to understand vocabulary, instructions, and explain their thinking;

and use sequential ordering to solve multi-step problems and use procedures. In addition,

children must use spatial ordering to recognize symbols and deal with geometric forms.

Higher-order cognition helps children to review alternative strategies while solving

problems, to monitor their thinking, to assess the reasonableness of their answers, and

to transfer and apply learned skills to new problems. Often, several of these brain
functions need to operate simultaneously. Because math is so cumulative in nature, it is

important to identify breakdowns as early as possible. Children are more likely to

experience success in math when any neurodevelopmental differences that affect their

performance in mathematics are dealt with promptly -- before children lose confidence or

develop a fear of math.

Competence in mathematics is increasingly important in many professions. And

it's important to remember that this competence draws on more than just the ability to

calculate answers efficiently. It also encompasses problem solving, communicating about

mathematical concepts, reasoning and establishing proof, and representing information

in different forms. Making connections among these skills and concepts both in

mathematics and in other subjects is something students are more frequently asked to

do, both in the classroom setting, and later in the workplace.

The language demands of mathematics are extensive. Children's ability to

understand the language found in word problems greatly influences their proficiency at

solving them. In addition to understanding the meaning of specific words and sentences,

children are expected to understand textbook explanations and teacher instructions.

Math vocabulary also can pose problems for children. They may find it confusing

to use several different words, such as "add," "plus," and "combine," that have the same

meaning. Other terms, such as "hypotenuse" and "to factor," do not occur in everyday

conversations and must be learned specifically for mathematics. Sometimes a student

understands the underlying concept clearly but does not recall a specific term correctly.

Some math skills obviously develop sequentially. A child cannot begin to add

numbers until he knows that those numbers represent quantities. Certain skills, on the

other hand, seem to exist more or less independently of certain other, even very
advanced, skills. A high school student, for example, who regularly makes errors of

addition and subtraction, may still be capable of extremely advanced conceptual

thinking.

The fact that math skills are not necessarily learned sequentially means that

natural development is very difficult to chart and, thus, problems are equally difficult to

pin down. Educators do, nevertheless, identify sets of expected milestones for a given

age and grade as a means of assessing a child's progress. Learning specialists, including

Dr. Levine, pay close attention to these stages in hopes of better understanding what can

go wrong and when.

Much is known about mental strategies and how children use them. Evidence

suggests that discussion should play a key part in the development of mental strategies

and yet many mental computation sessions are still characterized by the traditional ten

or twenty quick question approach. This paper reviews what is known about mental

strategies, examines why a certain level of inertia exists and suggests a way forward.

Within the idea of mental strategy building is the issue of whether or not to teach explicitly

various strategies or to let them grow and develop as children face and solve problems

concerned with mental calculation. This paper adopts the position and assumption that

children develop a range of mental strategies by being exposed to rich situations requiring

them to explain and describe their method of solution to their peers. In this way they hear

and see other strategies to solve problems involving mental computation. This is,

however, not an ad hoc, laissez-faire approach as the skilled teacher is aware of the

possible variety of strategies and can draw and highlight them in the situation. The

strategies children use to calculate mentally have been researched to the point where we

know:
• children invent their own strategies for calculating mentally (Kamii, 1994; Kamii, Lewis

& Livingston, 1993);

• children often adopt one method in school and another out of school (Carraher, Carraher

& Schliemann, 1985);

• methods vary from child to child and even the same child may choose to use different

methods to solve similar problems at different times (Hope & Sherrill, 1987);

• mental strategies differ from written methods: for example, many mental strategies for

addition, subtraction and multiplication start from the right, whereas most mental methods

start from the left (Askew, 1997; Hope & Sherrill, 1987);

• the teaching of written methods, particularly at an early age can stifle the development

of mental strategies (Carraher & Schliemann, 1985; Kamii & Dominick, 1989);

• some mental strategies are more efficient than others: for example, counting on in ones

from a smaller number rather than the larger of two numbers if adding (Hope & Sherrill,

1987);

• strategies have been identified and coded, although strategies are often referred to by

different names and codes in the literature (McIntosh, deNardi & Swan, 1996)

CONCEPTUAL FRAMEWORK
CONTEXT PROCESS
INPUT

Problem OUTPUT
Experimental Group
Low TOS Heightened
Perform Performance
-ance in
Controlled Group TOS
Mathematics

FEEDBACK

STATEMENT OF THE PROBLEM

The study entitled “Efficacy of Engineering Wheel in the Heightened

Performance in Mathematics of Grade 8 Students of Mambangnan Special Science

Class” aims to answer the following questions:

1. How may the students’ performance be described in terms of:

a. Pre-Test

b. Post Test

2. Is there a significant difference between the performance of students in mathematics

during an engineering wheel drill and in regular pen and paper activity?

3. How may the efficacy of engineering wheel be described as perceived by the

students?
HYPOTHESIS

The study entitled “Efficacy of Engineering Wheel in the Heightened Performance in

Mathematics of Grade 7 & 8 Students of Mambangnan Special Science Class”, has

the following hypotheses:

Null: There is no significant increase in the performance of the students in Mathematics

during the engineering wheel drill.

SIGNIFICANCE OF THE STUDY

Competence in mathematics is increasingly important in many professions. And

it's important to remember that this competence draws on more than just the ability to

calculate answers efficiently. It also encompasses problem solving, communicating about

mathematical concepts, reasoning and establishing proof, and representing information

in different forms.

The result of this study could help math educators realize that the complexity of

any mathematical problem may not be a factor why some students have poor

mathematical understanding. And that certain variable or intervention can manifest

sudden change towards their behavior that elevates their mathematical skills like what a

stimulus does.

This study may help boost the mathematical confidence of poor learners during

classroom activity which require them to beat the pressure of time and compete against
 their classmates’ mathematical ability with the aid of an engineering wheel as an

intervention tool.

On the other hand, the study could motivate and challenge the learning process

of the human brain which questions our ability to comprehend, analyze and memorize

solutions, patterns and mathematical sequence when pressure and stimulus are both

present in an experimental environment. Moreover, it will also serve as basis in the study

on how rewards affect the learning capability of a student in mathematics.

SCOPE AND DELIMITATION

This study will be focused on the enhanced mathematical skills of grades 8

students of Mambangnan Special Science Class as a result of an engineering wheel drill.

This activity results to an increase in confidence, drive and competence of students in any

mathematical problem with different level of difficulty. Furthermore, the study will only

mention the effects of the engineering wheel to the meta-computation of the students.

The significant differences between the scores of the respondents during pre-test

and post-test will also be discussed.

Thus, the study will not measure nor discuss the psychological impact of

engineering wheel among the students. It will also not cover analysis of time frame

difference between their performance during the drill and their actual pen and paper

activity.

METHOD

TYPE OF RESEARCH
 This study uses Two Group Design Experimental Research since it will test and

analyze the effect of one variable (engineering wheel) with two comparable groups.

Experimental studies are very much applicable for researches wherein variable causes a

change in a samples’ response of performance. The independent variable in this research

is the engineering wheel and it is also called as experimental variable. The researcher will

then measure the motivation, drive, and competence in mathematics of the respondents

when the engineering wheel is introduced or included in an activity such as board work

and mental math drill. Their scores will be tabulated and compared through different

statistical tool

RESPONDENTS AND SAMPLING METHOD

The respondents of this study are the sixty-eight (68) grade 8 students of

Mambangnan Special Science Class. The first group will be the control group whereas

the other section will be the experimental group. The experimental group will be observed

during the engineering wheel drill and their performance will be recorded. The controlled

group will be using the traditional quiz and seatwork and their performance will also be

recorded.

The researcher used purposive sampling which includes identified student from

the last two sections of grade 8 students.

INSTRUMENT
 In order to gather the essential data in this study, the researcher will be using a

survey questionnaire to identify the effect of the engineering wheel activity to the students.

In doing so, the respondents shall be given statements which will reflect their heightened

mathematical confidence, competence and drive while the drill is on-going. The

statements will be answered according to the degree or leverage of the result to them.

Moreover, the researcher will also be recording the mathematical performance

during an engineering wheel activity of the experimental group and compare it with the

scores of actual pen and paper drill of the controlled group.

DATA COLLECTION PROCEDURE AND ETHICAL CONSIDERATIONS

After the retrieval of permits from the respondents’ parents, the researcher

immediately distributes survey questionnaires to grades 8 students. The following day,

questionnaires are then acquired. Data are tabulated and treated using the mentioned

statistical tools.

Upon the conduction of the study, the researcher assures the anonymity of the

respondents. The researcher had likewise informed the respondents of the study's

purpose, content, duration, and potential risks and benefits. Moreover, the confidentiality

of the respondents’ information is well assured.

DATA ANALYSIS
 The validity of this research relies on the proper statistical tool to be used in the

treatment of the gathered data. Moreover, when the statements should reflect the

effectiveness of the variable under study, the weighted mean should be used. A weighted

mean is a kind of average. Instead of each data point contributing equally to the

final mean, some data points contribute more “weight” than others. The formula for the

weighted mean is:

Where:
Xi = data
Wi = weight

Aside from the actual recording of the samples’ performance to be compared

using chi-square and t-test, the efficacy of the engineering wheel can also be analyzed

using the weighted mean and frequency distribution.

T- Test

Where:

X1 & X2 = mean of two groups

S1 =standard deviation of controlled
group
S2 =standard deviation of experimental
group
N1 =sample size of the controlled group
N2 = sample size of the of controlled
group

Standard Deviation
 Where:

X =value
n =sample size of the controlled group

X = mean of the group

REFERENCES

 http://www.pbs.org/wgbh/misunderstoodminds/mathbasics.html

 Ethics of Survey Research

 https://www.nfer.ac.uk/schools/developing-young-researchers/how-to-develop-

research-instruments/

 Developmental Variation and Learning Disorders

 NCTM's Principles and Standards for School Mathematics

 file:///C:/Users/USER/Downloads/tdt_MC_swan1.pdf

 Strategies for Going Mental, Paul Swan & Len Sparrow, 2001, Page 236–243

 “Effects of Self-Correction Strategy Training on Middle School Students' Self-

Efficacy, Self-Evaluation, and Mathematics Division Learning”, Darshanand
Ramdass, Barry J. Zimmerman, First Published,January 1, 2008,article

 Garavalia L. S., Gredler M. E. (2002). An exploratory study of academic goal

setting, achievement calibration and self-regulated learning. Journal of
Instructional Psychology, 29, 221–230. Google Scholar

 Pajares F. (1996). Self-efficacy in academic settings. Review of Educational

Research, 66, 543–578. Google Scholar Abstract

APPENDIX A
 LETTER OF REQUEST

March 16, 2017

LAURA A. CRUZ
OIC/ Head Teacher III
Mambangan Special Science Class

Madam;

In connection with the action research entitled ““Efficacy of Engineering Wheel

in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan
Special Science Class”, I would like to ask your permission to allow the students in
grades 8 students be my respondents. In doing so, they will also be given questionnaires
to be answered and their performance in mathematics shall be considered as vital data in
this research. The respondents will be 68 students of Mambangnan Special Science
Class.

Respectfully yours,

ARCELY V. MATEO
Researcher

APPENDIX B
 INSTRUMENTS

March 16, 2017

______________________
______________________
______________________

Dear Sir/ Madam;

In connection with the action research entitled “Efficacy of Engineering Wheel

in the Heightened Performance in Mathematics of Grade 8 Students of Mambangnan
Special Science Class”, may I be permitted to include your
son/daughter_______________________ in the list of my respondents?

Rest assured that your son/daughter_____________________________will be

treated with utmost care.

Thank you for your cooperation and positive response.

Respectfully yours,

ARCELY V. MATEO
Researcher

APPENDIX C
 GANTT CHART

18-Aug 23-Aug 28-Aug 2-Sep 7-Sep 12-Sep 17-Sep 22-Sep 27-Sep 2-Oct

APPENDIX D
 COST ESTIMATE

Material Quantity Amount

Bond paper 1 rim 150

Printing Expenses 200 copies 2000

Miscellaneous Expenses 500

Total 2650

APPENDIX E
 PLAN FOR DISSEMINATION

Task Date

1. Dissemination of letters to the parents of grades 7 and 8 June 2, 2017

students allowing their children to be respondents of this study

2. Retrieval of the letter of consent from parents Sept. 3, 2017

3. Observation of the performance of the students during class Sept. 6-24, 2017
drill with engineering wheel

4. Dissemination of survey questionnaires among the Sept. 7, 2017

respondents

5. Survey Questionnaires are then retrieved Sept. 7, 2017

6. Data are being tabulated, treated and computed. Sept. 8 and 27,
2017

7. Interpretation shall be drawn from the statistical result Sept. 27, 2017

QUESTIONNAIRE
Name:___________________________ Gender: _____Male _____Female
Engineering Wheel Activity Scores: Year level:________________________
_____________________________

“Efficacy of Engineering Wheel in the Heightened Performance in Mathematics of

Grade Students of Mambangnan Special Science Class”

General Instruction: Choose your answer by checking the corresponding weight/

level for every statement.
5 - Always 4-Frequent 3- Sometimes 2- Seldom 1-Never

STATEMENT 5 4 3 2 1
1. I am excited to solve mathematical problem
during an engineering wheel drill.

2. I am participative in the class whenever we are

conducting the drill.
3. I am confident that I will get the engineering
wheel and so I keep on trying and trying

4. I can answer a math problem during an

engineering wheel drill no matter how hard the
problem is

5. I am challenged to solve the problem during

the drill

6. I can solve the problem more easily during an

engineering wheel drill
7. I love to compete with the classmates during
an engineering wheel drill

8. I became persistent in solving math problems

because I want the engineering wheel badly

9. I am eager to gain the engineering wheel and

so I solved problems as fast as I could
10. I felt accomplish whenever I solve problems
during the drill where everybody compete
against