International Journal of Humanities and Management Sciences (IJHMS) Volume 2, Issue 3 (2014) ISSN 23204044 (Online)
Development and Validation of a Workbook in
Elementary Mathematics VI
Nelia M. Adora
which could make learning interesting. It is at this point, the
emphasis in instruction is for the teachers to be equipped with
the necessary resource materials to facilitate the development
of the cognitive learning skills for all learners.
Taking into consideration the challenges in Mathematics, a
workbook on elementary Mathematics is a necessity to meet
the learners needs and equip them with skills required for
their level. Learners with different needs and interests were
target users of this workbook. This workbook would be the
output of this study based on the needs of the Grade VI pupils
in the different schools in the Division of Northern Samar.
Both the quality and the quantity of time spent in instruction
were critical variables in pupils achievement. The quality of
time spent could be determined by the teachers and pupils
behavior in instruction, application and practice which
demanded sufficient time to ensure pupils mastery of the
skills and competence through understanding the material.
AbstractDespite the implementation of the BEC Curriculum,
significant problems still exist especially on the level of knowledge,
mastery and skills of the learners, lack of instructional materials,
laboratory apparatuses and physical equipment, as manifested in
results of the National Achievement Test (NAT).
The study developed a workbook for Grade VI mathematics based
on most and least learned competencies in the mathematics
component of the NAT. The study assessed the validity and
acceptability of the workbook as rated by teacher-respondents. The
study made use of the descriptive evaluative research design.
Statistical tools used were frequency counts, percentages, and
weighted means.
Indentified competencies in Grade 6 mathematics served as
inputs in the development of the workbook. The respondents rated
all indicators on content validity as Very Much Valid. Majority of
the respondents strongly agreed that the workbook possessed clarity,
usefulness, language and style, illustrations, presentation, and
suitability. The study recommended the use of the developed
workbook in elementary mathematics classes. A study to assess the
effectiveness of the workbook is also suggested.
II. STATEMENT OF OBJECTIVES/PROBLEM
The study aimed to:
KeywordsDevelopment, validation, elementary mathematics,
1. Determine the mastery level of the Grade VI pupils
performance in Mathematics in the National Achievement
Test in the Division of Northern Samar based on the
Percentage of Correct Responses (PCR) per learning
competency;
2. Determine the most and least learned competencies of the
Grade VI pupils in Mathematics;
3. Draw inputs from the findings based on the mastery level
and learning competencies of Grade VI pupils in
Mathematics in the NAT that can be included in
developing a workbook;
4. Ascertain the content validity of the developed
Mathematics VI workbook in terms of objectives, key
concepts, direction/instructions, practical exercises,
reflections and topics; and
5. Identify the level of acceptability of the workbook in terms
of clarity, usefulness, language and style, illustrations,
presentations, and suitability.
workbook.
I. INTRODUCTION
Despite the implementation of the BEC Curriculum,
significant problems still exist especially on the level of
knowledge, mastery and skills of the learners, lack of
instructional materials, laboratory apparatuses and physical
equipment, as manifested in results of the National
Achievement Test (NAT). In the National Achievement Test
(NAT)results of 2012, there are only few high performing
schools with mean percentage score (MPS) of 86% which is
still categorized as Closely Approximating Mastery while
there are sizable number of low performing schools with MPS
of 34% and categorized as Low to Absolutely No Mastery.
Furthermore, the Percentage of Correct Responses (PCR) per
learning competency measured by subject area showed that
the pupils performance in Mathematics is very low.
The act of teaching is so complex that it is nearly
impossible to claim that a specific way of teaching is superior
to other ways. But, one way of maintaining the interest of the
learners is to provide them with activities which they could
perform individually after being given the proper guidance,
instruction as a teaching tool such as workbook or module
III. METHODOLOGY
After determining the most and least learned competencies
in Mathematics VI in the National Achievement Test as
found out from the certification rating issued by the National
Education Testing and Resource Center (NETRC), the
workbook was developed following the competencies covered
by Mathematics VI in the National Achievement Test. The
Nelia M. Adora, University of eastern philippines, Phillipines
140
International Journal of Humanities and Management Sciences (IJHMS) Volume 2, Issue 3 (2014) ISSN 23204044 (Online)
IV. RESULTS AND DISCUSSION
developed workbook in Mathematics VI was evaluated in the
study by mathematics teachers in 39 elementary schools in
Northern Samar. Descriptive-evaluative research design was
employed. Before the workbook was evaluated by
mathematics teachers, it underwent critiquing by senior
faculty members of the College of Education who have
produced modules, workbooks and textbooks in mathematics.
The level of validity was categorized into Very Much Valid,
Much Valid, Moderately Valid, Least Valid, Not Valid. The
level of acceptability of the workbook was categorized into
Highly Acceptable, Acceptable, Moderately Acceptable, Least
Acceptable and Not Acceptable. Statistical tools used were
frequency counts, percentages, and weighted means.
As shown in table 1. Majority of the Grade VI pupils in
mathematics for SY 2009-2010 and 2010-2011 were moving
towards mastery and closely approximating mastery levels.
However for 2011-2012, majority of the pupils were on the
average and moving towards mastery level. It means that
there was an improvement on mastery level from 2010 to
2011 and there was a decline of the respondents NAT
performance on year 2011-2012. Hence it can be inferred that
the pupils in Northern Samar have not yet reached the
mastery level in mathematics VI.
TABLE I
MASTERY LEVEL OF THE GRADE VI PUPILS PERFORMANCE IN MATHEMATICS IN THE NATIONAL ACHIEVEMENT TEST IN THE DIVISION OF NORTHERN SAMAR
FOR SCHOOL YEARS 2010-2012 BASED ON THE PERCENTAGE OF CORRECT RESPONSES (PCR) PER LEARNING AREA.
YEAR
TOTAL
MASTERY LEVEL
Mastery (M)
Closely Approximating Mastery
(CAM)
Moving Towards Mastery (MTM)
Average Mastery (AM)
Low Mastery (LM)
TOTAL
2010
2011
2012
3
6
0.90
17.91
30
85
8.96
25.37
1
42
0.30
12.54
34
187
3.38
18.61
168
97
7
50.15
28.96
2.09
160
55
5
47.76
16.42
1.49
112
125
55
33.43
37.31
16.42
440
277
67
43.78
27.56
6.67
335
100
335
100
335
100
1005
100
On the learning competencies in mathematics VI presented
in table 2, the most learned competencies were identifying
congruent polygons, interpreting data presented in a line
graphs followed by reading and interpreting reading from
electric meter/water meter. The least learned mathematics
competency was in solving word problems involving
measurements of solids-prism, finding rates and measurement
of surface area of triangles. It could be observed that the most
learned competency is in geometry while the least learned
concept is also in geometry. The least learned competencies
are focused on problem solving. Since there is no competency
which was mastered, all competencies served as inputs in
developing the workbook for Mathematics VI.
disseminated, and used by teachers in mathematics classes
to enhance pupils academic performance and to elicit
feedback for the improvement of the material.
3. The government should financially support teachers who
have the interest and potentials in developing workbook
and other instructional materials to provide quality
education. This could also serve as an income-generating
project in school.
4. A study should be conducted to assess the relevance and
usefulness of the workbook by subjecting it to the use of
Grade VI pupils.
REFERENCES
[1]
V. CONCLUSIONS
The Grade VI pupils have not mastered the learning
competencies. There is a need for elementary math teachers
to devise ways to teach word problems, particularly applied to
triangles, prisms and finding the rate. The developed
workbook is valid and acceptable. This signifies that the
material could be a potential tool to enhance learning in
Mathematics VI.
[2]
[3]
[4]
[5]
VI. RECOMMENDATIONS
1. Teachers should devise innovative ways to teach the least
learned skills.
2. The developed workbook should be published,
[6]
141
Dale, Ginny. Competencies. Washing State Human Resources.
Retrieved from [Link] Retrieved on
November 22, 2012.
Li, Yuan H. An Evaluation of the Construct Validity for the MultipleSubject Testing Programs. Paper Presented at the Annual Meeting of the
American Educational Research Association, Seattle, Washington, April
10-14, 2010.
Messick, Samuel. Validity of Performance Assessment. Technical Issues
in Large-Scale Performance Assessment. Washington, DC: National
Center for Educational Statistics, 2006.
Nichols, Lacy. What is Mastery Level?. United States: Demand Inc., 2003.
Antonio, Liezl Lungay. Academic Performance in Math and RVM Math
Achievement Test Results of Intermediate Level of the University of the
Immaculate Conception. Unpublished Masters Thesis, University of the
Immaculate Conception, Davao City, March 2011.
Gidayawan, Cyrene R. Proposed Mathematics Skillbook for Grade V
Pupils: Its [Link] Masters Thesis, Eulogio Amang
Rodriguez Institute of Science andTechnology, 2009.
International Journal of Humanities and Management Sciences (IJHMS) Volume 2, Issue 3 (2014) ISSN 23204044 (Online)
TABLE II
THE MOST AND LEAST LEARNED LEARNING COMPETENCIES OF GRADE SIX PUPILS IN MATHEMATICS IN THE NATIONAL ACHIEVEMENT TEST RESULTS
Percentage Of
Competencies
Mastery Level
Rank
Correct Responses
Identifying congruent polygons
73.31
MTM
1
Interpreting data presented in a line graph
70.70
MTM
2
Reading and interpreting reading from electric meter/water meter
67.81
MTM
3
Subtracting dissimilar fractions in mixed forms with regrouping
Solving word problems involving body temperature
Solving word problems involving finding the percentage
Solving 1 to 3 step word problems involving addition and subtraction of
decimals including money
Reading and interpreting data presented in a circle graph
Solving 1-step word problem involving addition of fractions
Subtracting dissimilar fractions
Multiplying mixed form by a fraction
Solving word problems with proportions
Adding similar fractions in mixed forms with regrouping
Solving word problems involving measurement of surface area-trapezoid
Solving word problems involving measurement of surface area-triangles
Solving word problems involving finding the rate
Solving word problems involving measurement of solids-prism
Legend: MTM (Moving Towards Mastery) AM (Average Mastery)
Table 3 shows the assessment of the developed workbook
in terms of content validity. The respondents rated the
objectives, key concepts, directions, practical exercises,
67.62
67.15
66.15
MTM
MTM
MTM
4
5
6
65.99
AM
65.80
65.57
64.20
62.55
61.95
59.27
57.06
53.81
49.82
45.29
AM
AM
AM
AM
AM
AM
AM
AM
AM
AM
8
9
10
11
12
13
14
15
16
17
reflection, topics as very much valid. The indicator with the
highest mean is that the workbook is easy to follow.
TABLE III
ASSESSMENT OF THE DEVELOPED WORKBOOK IN TERMS OF CONTENT VALIDITY
Indicator
Mean
Description
Objectives
relevant to the topics covered in Mathematics VI
specific and clearly stated
measurable
attainable
result oriented
time bounded
Section Mean
Concepts/Principles
gives insights and ideas what the activity is all about
provides background of concepts and information about the topic to be solved
arouses pupils interest to solve the exercises
attracts pupils attention
Section Mean
Directions
simple and clear
easy to follow
properly sequenced
can be done independently
Section Mean
Practical Exercises
relevance to objectives
adequate to develop pupils mathematical knowledge and skills
appropriate to pupils abilities
sufficient enough to determine mastery level of pupils
4.79
4.77
4.79
4.82
4.69
4.74
4.77
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
4.85
4.77
4.79
4.79
4.80
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
4.82
4.87
4.77
4.56
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
4.76
Strongly Agree
Strongly Agree
Strongly Agree
Very Much Valid
Very Much Valid
Very Much Valid
4.7
4.7
Section Mean
Reflection
motivates pupils to express their learning experience
gives insights to teacher if the pupils need remediation or enrichment
Section Mean
Topics
sequence according to PELC
carefully organized
well constructed
logically presented
Section Mean
GRAND MEAN
142
Interpretation
4.7
4.6
4.66
Strongly Agree
Strongly Agree
Very Much Valid
Very Much Valid
Strongly Agree
Very Much Valid
4.6
4.7
4.67
Strongly Agree
Strongly Agree
Strongly Agree
Very Much Valid
Very Much Valid
Very Much Valid
4.6
4.8
4.8
4.6
4.76
4.74
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
Very Much Valid
International Journal of Humanities and Management Sciences (IJHMS) Volume 2, Issue 3 (2014) ISSN 23204044 (Online)
Acceptable. The highest mean is on the workbook being
relevant to the topic
Table 4 revealed the acceptability level of the workbook in
terms of clarity, usefulness, language and style, illustrations,
presentations and suitability. All indicators were rated Very
TABLE IV
LEVEL OF ACCEPTABILITY OF THE WORKBOOK
Mean
Indicators
Clarity
information is clear and simple
language used is clear and easy to understand
the concepts for each activity are arranged logically to ensure that
there is no duplication
Section Mean
Usefulness
the materials prepare the pupils to think logically and critically
the concepts in the material are simple and comprehensible
as a whole the enrichment activity is teachable
the material provides opportunity for the development/ enhancement
of mathematical skills
the learning contents provide adequate information on the topics
presented
it encourages the pupils to become actively involved in the learning
activities
it stimulates the learners to intellectual activities
the activities seek to relate new concepts from previous learning
Section Mean
Language and Style
the presentation is clear observing
correct grammar
the language is clear and comprehensive in terms of vocabulary
there is sufficient familiar vocabulary to ensure learning
the structure, style and format are
appropriate to the target level
Section Mean
Illustrations
clear and simple
arouses pupils interest making learning effective and enjoyable
provides concrete visual clues
guides pupils to follow direction
relevant to the topic
Section Mean
Presentations
topics presented in logical and orderly sequences
the direction is concise, readable
and easy to follow
topics fit the sequence of the course
Section Mean
Suitability
the activity takes in consideration the varying attitudes and
capabilities of the learner
the activities are suitable to the subject matter
the activities are relevant,
interesting and self-motivating to the
learner
the use of enrichment activity is adaptable to classes with large
number of pupils
Section Mean
Grand Mean
143
Description
Interpretation
4.31
4.69
4.33
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
4.44
Strongly Agree
Very Acceptable
4.62
4.77
4.79
4.74
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
4.69
Strongly Agree
Very Acceptable
4.74
Strongly Agree
Very Acceptable
4.74
4.69
4.70
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
4.67
4.69
4.69
4.62
4.68
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
4.72
4.66
4.58
4.74
4.81
4.70
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
Very Acceptable
4.70
Strongly Agree
Very Much
Acceptable
4.73
Strongly Agree
4.70
4.71
Strongly Agree
Strongly Agree
Very Much
Acceptable
Very Acceptable
Very Acceptable
4.47
Strongly Agree
Very Acceptable
4.74
4.69
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
4.59
Strongly Agree
Very Acceptable
4.64
4.66
Strongly Agree
Strongly Agree
Very Acceptable
Very Acceptable
