Académique Documents
Professionnel Documents
Culture Documents
by:
MYRNA CAMPOS
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Context and Rationale
children depends a lot on several factors or aspects. These include the kind and quality
practices. Likewise, it relies on the kind and quality of instructional materials utilized by
the teacher greatly affects the learners in terms of motivation and interest towards the
instruction. Teachers realize the need to devise and implement instructional materials
that are catchy, visually-appealling and stimulating for the school-age children.
One way to make instructional materials more appealling for the pupils is to
employ colors, design and even animation. Colorful, well-designed and animated visual
aids are highly attractive and inviting for the children. This is because children by nature
are visually-oriented learners. They get easily attracted by colorful and creatively
designed stuffs including teaching-learning materials that they see in the classroom and
during the course of instruction. Colorful charts, textbooks with a lot of pictures and
Thus, in view of these, this study will explore on the implementation of the so-
called Project “CDA” or Colorful, Designed and Animated Visual Aids in teaching basic
operations specifically for the grade four pupils of Metodio Elementary School, the
selected locale of this research. This project primarily aims to innovate and enhance
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motivation on how this project could help improve the early numeracy skills of the pupils
Related Literature
The concepts of this study are supported by the following related literature and
studies:
Baroody (2010) stated that basic and early numeracy skills and competence
typically emerge even before the child formally enters schooling. Thus, it is improtant to
provide children with high quality early numeracy instruction towards the promotion of
learners. Early numeracy instruction primarily aims `to establish among children the
the first six years of children’s schooling, the importance and relevance of early
numeracy learning experiences are highly evident. Early numeracy instruction helps to
Mathematics. Teachers face the need and challenge of introducing early mathematical
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Powell (2012) claimed that children start their learning journey in basic
education with early encounter with varied mathematical skills. The goal of early
numbers and Mathematics. Quality and effective mathematical instruction is vital and
introduced and taught to children as early as around three years old. Early numeracy
instruction should be set and established driven by the goal of helping pupils
comprehend and master mathematical terminologies and concepts earlier so that they
will be prepared and trained to apply and relate these concepts in classroom-based
mathematical settings.
Smith (2014) mentioned that number sense is the very first and most basic
taught on how to visualize and recognize the relationship between numbers through the
among children. Children must be taught on how to visualize and recognize the
relationship between numbers through the mastery of basic counting skills. Number
sense should be well-established among children before they encounter and learn more
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Wilhelm (2014) explained that children are naturally visually-oriented learners.
They can understand relationships between numbers through pictures and other items
that can represent number concepts. The use of representation or pictures is one
effective way of making basic mathematical learning more realistic for these children. It
is a typical and well-established practice among early childhood educators to use visual
operations for the grade three pupils of Metodio Elementary School through Project
1. What is the level of numeracy skills of the pupils on basic operations before
the implementation of Project “CDA” or Colorful, Designed and Attractive Visual Aids as
2. What colorful, well-designed and attractive visual aids can be produced and
3. What are the effects of implementing Project “CDA’’ on the numeracy skills of
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Proposed Innovation, Intervention and Strategy
As a proposed innovation in this study, Project “CDA’’ will highlight the production
illustrations, graphs and even educational videos on mathematical lessons about basic
operations. All these visual aids will be highly employed and equipped with colors,
designs and even animation to make it catchy, interesting and stimulating for the grade
three pupils.
attractive visual aids can be utilized by the teacher to provide remedial instruction for at
risk pupils or those having severe difficulties in learning basic operations. The use of
these visual aids during the course of remedial instruction or lessons can help the pupils
division as these coloful visual aids can be used to present concepts in a more
concepts are presented and conveyed with clarity, with concrete examples and with the
support of visuals to make it more understandable for the learners. Thus, the use of
visualize clearly and effectively the mathematical instructions on basic operations for the
pupils.
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Action Research Method
concepts and phenomena under the different sectors of life including education. In this
study, the Descriptive-Survey method will be applied in the discussion of the innovation
Specifically, the Descriptive-Survey method will be utilized in this study for the
discussion and analysis of the following concepts of the study: 1. the level of numeracy
skills of the pupils before the implementation of Project “CDA” or Colorful, Designed and
Attractive Visual Aids as revealed by the pre-test; 2. the different visual aids utilized by
the teachers to innovate mathematical instruction on basic operations and 3. the effects
of the implementation of Project “CDA” or Colorful, Designed and Attractive Visual Aids
The respondents of this study are the selected 26 grade three pupils of Metodio
Elementary School. They are selected through random sampling method. These pupil-
attractive visual aids in learning the basic operations of addition, subtraction, division
and multiplication.
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b. Data Gathering Procedures
Prior to the formal conduct of this study, there are some ethical considerations
that the researcher needs to focus on. These include the need to seek the approval of
the school head, supervisor, SDS and the division research committee for the formal
respondents well about their roles and functions in this study and that their responses
These include the conduct of pre-test and post-test and interviews with the pupil-
respondents. Pre-test will be administered to gather data about the level of numeracy
skills of the pupils on basic operations prior to the implementation of the project. On the
other hand, post-test will be administered to determine the effects and level of
improvements in the numeracy skills of the pupils upon the intensive implementation of
colorful, well-designed and attractive visual aids. Series of interviews will be conducted
with the 29 pupil-respondents to support the results and outcomes of the study.
This study will make use of Descriptive Statistics for the statistical treatment of
data. This includes the use of frequency count, percentage and weighted mean. For
Problem 1 on the level of numeracy skills of the pupils before the implementation of
Project “CDA” or Colorful, Designed and Attractive Visual Aids as revealed by the pre-
test, the data will be treated using frequency count and percentage technique. For
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Problem 2 on the different visual aids utilized by the teachers to innovate mathematical
instruction on basic operations, the researcher will apply frequency count and weighted
mean for data treatment. Finally, for Problem 3 on the effects of the implementation of
Project “CDA” or Colorful, Designed and Attractive Visual Aids on the numeracy skills of
the pupils as revealed by the post-test, the data will be treated using frequency count
SUCCESS
ACTIVITIES TIME FRAME PERSONS INVOLVED
INDICATOR
Pre-implementation
Phase:
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pre-tes and post- research study
test
6. Collection,
tabulation, Collected,
analysis, and tabulated,
interpretation of analyzed, &
data interpreted the
7. Formulation of data
conclusion and
recommendation Formulated
conclusion &
recommendation
Post-
Implementation
Phase:
1. Submission of the June 2018 School Head, Accomplishment
Accomplishment proponent Report of the
Report Research
2. Revision (if any)
3. Submission and
Acceptance of the
Final Report
COST ESTIMATES
TOTAL
ITEM QUANTITY AMOUNT
AMOUNT
1. Preparation and formulation of action P5,000.00 P5,000.00
research proposal
PERSONS SUCCESS
ACTIVITIES TIME FRAME
INVOLVED INDICATOR
REFERENCES
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Powell, Sarah R. (2012). Early Numerical Competencies and Students with
Mathematical Difficulty. Retrieved on March 28, 2018 from
https://www.ncbi.nim.nih.gov/pmc/articles/pmc3756513
Lee, Audrey. (2012). Simple Mathematical Skills for Pupils. The Beginners’ Journey. pp
100-104.The Brigaders’ Press. Chicago, Usa.
Smith, Wiljohn C. (2014). Developing Number Sense among Primary Pupils. Basic
Mathematics. pp 66-69.People’s Press. New York.
Wilhelm, Arthur Z. (2014). Developing Early Numeracy Skills for Children through
Viualization. The Journey to Early Mathematics. pp 81-83. Liberty Publishings.
Melbourne, Australia.
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