https://hdl.handle.net/20.500.12852/37 2026-05-24T18:53:54Z 2026-05-24T18:53:54Z Cudo, Marvilou Jean P. Drilon, Chazlene Joy B. Galvan, Lyra Jade C. Silva, Eulyn D. https://hdl.handle.net/20.500.12852/3826 2026-05-06T07:00:31Z 2025-11-01T00:00:00Z

The use of number line as a strategy in teaching problem solving involving fractions Cudo, Marvilou Jean P.; Drilon, Chazlene Joy B.; Galvan, Lyra Jade C.; Silva, Eulyn D. This study examined the use of the number line as a strategy in teaching problemsolving involving fractions. A quasi-experimental pretest-posttest design was used. The respondents were 50 learners who complied with the inclusion/exclusion criteria and completed both the pretest and posttest, with 24 learners from the rule-based method and 26 learners from the number line method. This study employed the random assignment of the two sections of Grade 4 learners to the experimental (number line) and control (rule-based) groups. A nine-item problem-solving multiple-choice test involving the addition and subtraction of fractions served as the research instrument. The mean, standard deviation, and mean difference were employed for descriptive statistics, and the t-test was used for inferential statistics set at a 0.05 level of significance. The t-test showed that the two groups' mean scores were similar before and after the intervention. However, statistical analysis revealed significant gains within each group. Students who used the number line method and the rule-based method did much better on the posttest than they did on the pretest. The findings suggest that both the rule-based approach and the use of the number line can improve procedural skills among young learners. The findings support the importance of developmentally appropriate visual teaching strategies such as number lines, especially at the elementary level. These strategies enhance mathematical understanding and foster greater confidence in learners' abilities. As educators continue to explore effective teaching methods, integrating visual aids like number lines could prove essential in supporting diverse learning styles. Abstract only

2025-11-01T00:00:00Z Argao, Rhea Mae F. Bernas, Jonna Mae M. Caligidan, Aiza T. Gabitanan, Richel B. https://hdl.handle.net/20.500.12852/3824 2026-05-07T08:00:23Z 2025-01-01T00:00:00Z

The use of puzzle in teaching geography for kindergarten pupils Argao, Rhea Mae F.; Bernas, Jonna Mae M.; Caligidan, Aiza T.; Gabitanan, Richel B. The research study titled "The Use of Puzzle in Teaching Geography for Kindergarten Pupils" aimed to investigate the impact of incorporating puzzle maps in teaching geography to Kindergarten 2 pupils. The study aimed to identify the level of engagement of the kindergarten pupils before and after the intervention. It also sought to determine if there was a significant difference in pupils' engagement before and after using a puzzle map. A mixed method approach was used, with pupils’ engagement checklists administered before and after the intervention to measure how pupils engaged in the class. A puzzle map was developed by the researchers, which consisted of the seven (7) administrative districts of Iloilo City: City Proper, Jaro, Lapaz, Lapuz, Mandurriao, Molo, and Villa Arevalo. The intervention incorporated a combination of conventional teaching techniques and puzzle-based instruction. Data collection involved observing pupils' engagement levels by the use of a checklist and analyzing test scores statistically. Overall, the research study focused on determining the level of pupil engagement in geography class, both before and after the intervention. Before the intervention, students showed low engagement, with a mean score of 20.88, indicating ritual compliance. In post-intervention, the average engagement score rose to 31.71, reflecting a shift to strategic compliance. The findings of the study indicated that the intervention had a significant difference in students' engagement. The pupils’ engagement shifted from ritual compliance to strategic compliance, resulting in a notable improvement in their overall engagement levels. Analysis of themes revealed three themes, namely: (1) Positive pupils’ engagement, (2) positive attitude towards learning, and (3) collaboration and peer learning. The study concluded that incorporating puzzle-based learning in geography education significantly enhanced students' engagement, interest, and participation in class. Abstract only

2025-01-01T00:00:00Z Adurante, Peony Belle M. Gaitano, AR Clifford Kyle O. Pingoy, Mary Ann Junette A. Ruba, Johnna Crysnel D. Trabuco, Alliah Faith B. https://hdl.handle.net/20.500.12852/3822 2026-05-05T07:00:32Z 2025-01-01T00:00:00Z

The effectiveness of using graphic short stories and vocabulary in enhancing reading comprehension skills of grade 2 learners Adurante, Peony Belle M.; Gaitano, AR Clifford Kyle O.; Pingoy, Mary Ann Junette A.; Ruba, Johnna Crysnel D.; Trabuco, Alliah Faith B. This study examined the effectiveness of using graphic short stories and vocabulary in enhancing the reading comprehension of primary learners in a private school in the province of Guimaras. The researchers used a quantitative type of research utilizing a pre-experimental approach using a one-group pretest and post-test research design. It focused on enhancing the reading comprehension skills of primary learners with the use of graphic short stories as an intervention with a focus on using baseline level of reading comprehension, the W and H questions such as what, when, where, who, why, and how used in pretest and post-test. The learners’ reading levels were determined using the Philippine Informal Reading Inventory (Phil-IRI) adapted scale which divided comprehension skills into frustration, instructional, and independent levels. In this study, the researchers utilized a purposive sampling design. A total of 26 Grade 2 learners served as the participants of this study. The Wilcoxon Signed-Rank Sum test, a nonparametric method, showed data with a significance level of .002. The results showed the effectiveness of using graphic short stories and vocabulary in enhancing the reading comprehension skills of primary learners. Learners advanced to independent from the instructional level. The findings of this study showed that there was a significant level of effectiveness in the scores of the reading comprehension skills in answering W and H questions of the Grade 2 learners for the pre-test with a mean of 3.87 categorized as instructional level and post-test with a mean of 4.81 categorized as independent level. Abstract only

2025-01-01T00:00:00Z Arroyo, Lorenze Jim T. Quindipan, Andrew Niño T. Agramon, Kristia Marie B. Lamparero, Eula Marie G. https://hdl.handle.net/20.500.12852/3821 2026-05-05T04:00:36Z 2025-09-01T00:00:00Z

The use of traditional games in improving the fine motor skills of grade 2 pupils Arroyo, Lorenze Jim T.; Quindipan, Andrew Niño T.; Agramon, Kristia Marie B.; Lamparero, Eula Marie G. This research aimed to determine the use of traditional games in improving the fine motor skills of Grade 2 pupils, specifically in terms of hand-eye coordination and finger control. The researchers used a pre-experimental, one group pretest and posttest procedure. The respondents of the study were the 20 Grade 2 pupils from a public elementary school in Iloilo City selected through purposive sampling. The research instrument used for the hand-eye coordination was based on the Philippine Physical Fitness Standards Department of Education (2019). On the other hand, the researchers developed a scale to measure the ability of finger control of the pupils. The collected data were gathered and processed through Statistical Package for the Social Sciences(SPSS). The statistical tools used were the frequency count, percentage, mean, standard deviation and the Wilcoxon signed –rank test. Results showed that before the introduction of traditional games, Grade 2 pupils exhibited generally low performance in both hand–eye coordination and finger control. After the intervention involving traditional games, the findings indicate notable improvements in both hand–eye coordination and finger control among the pupils, highlighting the positive impact of traditional games on fine motor skill development. The pupils’ low performance scores showed the need for interventions, such as the use of traditional games, to support the development of fine motor skills as the pupils’ scores increased after the intervention where the girls maintained higher scores than boys in both the pre-test and post-test. Abstract only

2025-09-01T00:00:00Z