An Action Research on Improving the Decimal Reading Ability of

Grade V-B Pupils of DepEd-CLSU Elementary (Lab.) School,

S.Y. 2012-2013

JULIUS VICTOR REYES PRONTO

An Action Research Submitted in Partial Fulfillment of the Requirements

for the Degree of Bachelor of Elementary Education

College of Education

Central Luzon State University

Science City of Muñoz, Nueva Ecija

April 2013
A. Introduction

Decimal is one of the lessons in the Elementary Mathematics. It includes

addition, subtraction, multiplication, and division of decimals. Also, teachers

teach the correct way of reading decimals to their pupils.

The word “decimal” really means “based on 10”. It comes from the Latin

word decima which means a tenth part. A decimal number contains a decimal

point (www.mathsisfun.com).

Reading is an integral part of the teaching-learning process, not only in

English and Filipino but also in other subjects including Mathematics. Since

decimal reading is taught in the elementary, pupils should learn it correctly.

It is important to use the correct language in reading decimals. For

instance, in reading 12.25, there are two things that you should keep in mind:

(1) a decimal point means “and”, and (2) take note of the correct place of the

last digit in the number. The decimal is read as “twelve and twenty-five

hundredths” (cstl.syr.edu).

On the other hand, in reading 0.038, ignore the decimal point and read

the number as a whole number, then say the decimal unit where the last digit

falls. It is read as “thirty-eight thousandths” (www.themathpage.com).

Some pupils read decimals in a much more casual way. The decimal 7.29

are read as “seven point two nine” or “seven point twenty nine”. But it is the

wrong way. They read the decimal point as “and”.

It is the responsibility of the teacher to correct the pupils’ wrong way of

reading decimals. Some appropriate teaching strategies could greatly help in

improving the pupils’ decimal reading ability.

 The focus of this action research is improving the decimal reading ability

of Grade V-B pupils of DepEd-CLSU Elementary (Lab.) School. The concerns of

this paper are the factors that can cause the poor decimal reading ability of

pupils as well as the teaching strategies that can be used to improve that ability.

The result of this action research may be considered by the teachers or

educators in their decision making regarding what appropriate teaching

strategies can be used in improving the decimal reading ability of pupils.

B. Problem Identification

I was assigned in DepEd-CLSU Elementary (Lab.) School as student

teacher. One of the subjects that I handled was Mathematics V of Grade V-B

pupils. During my teachings about multiplication of decimals, I noticed that some

pupils read decimals incorrectly.

Then, I found out that my cooperating teacher has already taught the

correct way of reading decimals to the pupils but for some reasons, some pupils

still read decimals incorrectly. I was really bothered on my observation because

students should learn the correct way of reading decimals. In this case, I decided

to do an action research regarding this matter.

C. Preliminary Investigation

As a preliminary investigation, I tested the pupils’ decimal reading ability.

I devoted time in letting each pupil to read three decimal numbers. Through this,

I was able to record the number of pupils who read the decimals correctly as

well as those who read the decimals incorrectly.

Table 1. Number of Pupils Who Read the Decimals

Correctly and Incorrectly

No. of Pupils No. of Pupils

Who Read the Percent Who Read the Percent
Decimals
Decimals (%) Decimals (%)
Correctly Incorrectly
0.50 21 58.33 15 41.67

12.7 19 52.78 17 47.22

1.543 13 36.11 23 63.89

N=36

Table 1 presents the number of pupils who read each given decimal

correctly and incorrectly. The data revealed that even though the correct way of

reading decimals was already taught, some pupils in Grade V-B still read

decimals incorrectly.

With regards to the first given decimal which is 0.50, 41.67% of pupils

read it incorrectly, 47.22% of pupils read the second given decimal which is 12.7

incorrectly, and 63.89% of pupils read the third given decimal which is 1.543

incorrectly.

It is evident that some pupils of Grade V-B have poor decimal reading

ability.
D. Statement of the Problem

Generally, this action research focused on improving the decimal reading

ability of Grade V-B pupils of DepEd-CLSU Elementary (Lab.) School.

Specifically, the action research sought to answer the following questions:

1. What are the factors that can cause poor decimal reading ability of

Grade V-B pupils?

2. What are the teaching strategies that can be used to improve the

decimal reading ability of Grade V-B pupils?

E. Objective of the Study

This action research generally aimed to improve the decimal reading

ability of Grade V-B pupils of DepEd-CLSU Elementary (Lab.) School.

Specifically, the action research aimed to achieve the following

objectives:

1. Identify the factors that caused poor decimal reading ability of Grade

V-B pupils.

2. Determine the teaching strategies that can be used to improve the

decimal reading ability of Grade V-B pupils.

F. Hypothesis

I formulated the hypothesis:

 The determined teaching strategies do not affect the poor decimal

reading ability of Grade V-B pupils.

G. Scope and Limitation

This action research focused only on improving the decimal reading

ability of Grade V-B pupils of DepEd-CLSU Elementary (Lab.) School for the

School Year 2012-2013. A total of thirty six (36) pupils composed of eighteen

(18) boys and eighteen (18) girls served as participants in this action research.

H. Planned Interventions

To be able to improve the decimal reading ability of Grade V-B pupils, the

following interventions were employed:

1. I asked the pupils about the factors that caused their poor decimal

reading ability through the use of checklist.

The following are the identified factors in the checklist:

a. Pupils easily forget the correct way of reading decimals.

b. Pupils do not pay attention to the correct way of reading decimals.

c. The teacher does not pay attention to the correct way of reading

decimals.

d. Pupils always feel confused on place values as they read decimals.

e. The teacher did not taught the correct way of reading decimals.
2. I utilized various teaching strategies in order to improve the decimal

reading ability of Grade V-B pupils.

The following are the determined teaching strategies utilized:

a. Guided Reading

In this teaching strategy, I read the decimals correctly

while the children were encouraged to read along. Through this,

the pupils were given the opportunity to observe the correct way

of reading decimals. Then afterwards, they should read the

decimals on their own with the guidance of the student teacher.

This teaching strategy served as a guide to the Grade V-B

pupils in improving their decimal reading ability.

b. Drill

During the discussion of multiplication and division of

decimals, I administered drills regarding decimal reading. This was

done before each class. I used flashcards as materials in the drills.

In every drill, the cards were flashed to the whole class then

afterwards to each group or column.

Drills served as practice to the pupils of Grade V-B as they

improve their ability in reading of decimals. Drills are great help in

improving or developing a particular skill or ability.

Guided by one of the principles of learning which is the

principle of practice or principle of repetition, I performed drills as

one teaching strategy in improving decimal reading ability of

Grade V-B pupils. The said principle states that a learning activity
 participated in many times tend to be remembered longer and to

be recalled easier.

c. Peer Tutoring

I also employed peer tutoring as a teaching strategy in

improving the pupils’ decimal reading ability. I asked the help of

the brighter students to tutor their other classmates regarding the

correct way of reading decimals.

Through this strategy, the more able ones assisted the less

able in reading decimals. The tutors were more focus in helping

their tutees.

d. Individual Recitation

After almost two weeks of everyday drills, I also employed

individual recitation to my pupils. This teaching strategy

emphasizes independent work. During the recitation, a pupil reads

decimals orally while other pupils prepare quietly and

independently for their own impending recitation performances.

Since this is an individual activity, the pupils are expected

to perform well as they stand and read decimals because

somehow, the pupil who recites gets the attention of other pupils.

Moreover, this was a graded activity that served as

motivation to pupils.
I. Outcomes

Based on the checklists and observations that I administered, the

following data were collected.

Table 2. Factors that Caused Poor Decimal Reading Ability

of Grade V-B Pupils

Percent
Factors Frequency Rank
(%)
a. Pupils easily forget the correct way of
23 63.89 1
reading decimals.
b. Pupils do not pay attention to the
10 27.78 2
correct way of reading decimals.
c. Pupils always feel confused on place
3 8.33 3
values as they read decimals.
d. The teacher does not pay attention to
0 0 4.5
the correct way of reading decimals.
e. The teacher did not taught the correct
0 0 4.5
way of reading decimals.
N=36

The data on Table 2 revealed the factors that caused poor decimal

reading ability of Grade V-B pupils. It shows that 63.89% of the pupils easily

forget the correct way of reading decimals, 27.78% of pupils do not pay

attention to the correct way of reading decimals, and 8.33% of pupils always feel

confused on place values as they read decimals. On the other hand, no pupil

chose the following factors: the teacher does not pay attention to the correct

way of reading decimals and the teacher did not taught the correct way of

reading decimals.
 Table 3. Number of Pupils Who Read the Decimals

Correctly and Incorrectly After Utilizing Different Teaching Strategies

No. of Pupils No. of Pupils

Who Read the Percent Who Read the Percent
Decimals
Decimals (%) Decimals (%)
Correctly Incorrectly
0.50 36 100 0 0

12.7 34 94.44 2 5.56

1.543 30 83.33 6 16.67

N=36

The data on Table 3 were gathered through the individual recitation

which also served as one of the teaching strategies employed by the student

teacher.

Table 3 shows the number of pupils who read the given decimals

correctly and incorrectly after utilizing different teaching strategies. The data on

the table revealed that 100% of the pupils read the decimal 0.50 correctly,

94.44% of pupils read the decimal 12.7 correctly, and 83.33% of pupils read the

decimal 1.543 correctly.

Compared to the Table 1 in the preliminary investigation, it is evident in

the Table 3 that the pupils of Grade V-B of DepEd-CLSU Elementary (Lab.)

School have improved a lot in terms of their decimal reading ability after utilizing

different teaching strategies such as guided reading, drill, peer tutoring, and

individual recitation.

With these outcomes, the hypothesis has been disproven.

J. Recommendations

The findings of this action research indicate further recommendations as

follow:

1. Teachers should be more sensitive in identifying the problems of their

students in order to perform some necessary actions. In case of poor

ability in a particular skill, teachers should utilize teaching strategies that

will greatly help in improving or developing that skill.

2. Teachers should consider the result of this action research in their decision

making regarding what appropriate teaching strategies can be used in

improving the pupils’ decimal reading ability.

3. Follow-up studies and action researches can be conducted in broader

manner that will determine the factors affecting the poor decimal reading

ability of pupils. Some other teaching strategies can also be utilized in

improving that skill or ability.

4. Further studies regarding this topic shall be conducted and treated with

more time and dedication that could give better results.

K. List of Tables

The tables in this action research are the following:

Table 1. Number of Pupils Who Read the Decimals Correctly and Incorrectly

Table 2. Factors that Caused Poor Decimal Reading Ability of Grade V-B Pupils

Table 3. Number of Pupils Who Read the Decimals Correctly and Incorrectly

After Utilizing Different Teaching Strategies

L. Bibliography

Decimals. Retrieved January 8, 2013 from

http://www.mathsisfun.com/decimals.html.

How to name or read a decimal. Retrieved January 8, 2013 from

http://www.themathpage.com/arith/decimals-2.htm.

Introduction to decimals. Retrieved January 8, 2013 from

http://cstl.syr.edu/fipse/decunit/intrdec/intrdec.htm.