CHAPTER 1

INTRODUCTION

Mathematics, as observed, is everywhere. Wherever

people go and whatever they do, they make mathematical

decision. It serves as an important tool in our daily life.

Other’s said that “Mathematics is a science which involves

logical reasoning, drawing conclusions from assumed

premises, systematized knowledge, and/or strategic

reasoning based on accepted rules, laws, or probabilities”

(Gilfeather & Regato, 1999. para. 1). Tall and Vinner

(1981) said that compared with the other fields of human

behavior, mathematics is usually regarded as a subject of

great precision in which concepts can be defined accurately

to provide a firm foundation for the mathematical theory.

Mathematics is useful and important. Gouba (2008,

slide 2) stated, “Education should be started with

Mathematics, for it forms well designed brains that are

able to reason right. It is even admitted that those who

have studied mathematics during their childhood should be

trusted, for they have acquired solid bases for arguing

which become to them a sort of second nature”

 Trends in International Mathematics and Science Study

(TIMMS) is a large scale assessment that provides

information to policies of education by providing

international perspective on Mathematics and Science

subject. As of 2007, they reported that the United States

of America ranked 9th worldwide out of 48 participating

countries on an achievement test with an improvement of 16

points in the mean since 1995. Though United States of

America is a first world country, their performance in

Mathematics is still quite low (Samaniego, 2010).

Ogena, E.B. Laña, R.D. & Sasota, R.S. (2010, p. 12)

added that “TIMSS advanced results showed that, in general,

Philippines performed least among ten (10) participating

countries in mathematics overall and as well as in specific

content areas and cognitive domains in terms of average

scale score and percent correct responses. Comparing the

scale scores of the students with the benchmark levels,

only 1% of the Filipino students reached the Advanced

level”. Even in the Philippines there are low performing

students in Mathematics.

Napiere (2012) reported that Garner’s (1983) multiple

Intelligence (MI) was use with 232 freshmen in Lourdes

College, Cagayan De Oro City, Philippines, and the result

said that student’s logical-mathematical intelligence was

their lowest performance. The researchers, recommended that

Mathematics lesson should involve cooperative activities to

improve student logical-mathematical intelligence.

Even though Mathematics is important and plays a

significant tool in our daily life, many young children do

not realize it. There are still studies of low performing

students in Mathematics class. Plaissance (2009, as cited

by Tabaosares, 2013) stated that the low performance of the

students was caused by these three factors: personality,

intellectual, and environmental. These include Mathematics

anxiety, inability to handle frustration, shyness and

intimidation, inability to understand concepts, negative

classroom experience, poor math teacher and poor self-

confidence in Mathematics classroom. Alias (2009) defined

self-confidence as an individual’s characteristic which

allows a person to have a positive or realistic view of

themselves or situations that they are in.

According to Timoney (2007), one of the problems

encountered in Mathematics classroom was, students need to

be more active in the classroom. They need to improve their

confidence in presenting solution to the task and

explaining what strategy they use. As observed, the same

problem in various schools and universities today are

encountered.

It is important that the students have confidence in

their abilities to do Mathematical task. If they are

confident, they are willing to exert effort in learning,

hoping that they will be rewarded for their hard work. By

this, students enjoy class discussion.

In addition, Briggs (2014) reported that self-

confidence plays a huge part in learning. Many research

studies support the notion that believing in yourself to do

something enhance your ability to do it. In short, lack of

self-confidence can result a negative educational

performance and low mathematics achievements.

In Mountain View College Elementary School (MVCES),

Mathematics is also difficult. In fact, out of 18 grade

four pupils in Mathematics, only four got grade 90 above

and five of them got below 80. This means that the pupils

who has the grade of below 80, need guidance and help.

In the pre-survey about the self-confidence in

Mathematics, six of the grade four pupils were identified

to have low self-confidence in Mathematics, which leads

them to have low grades. These documents encourage the

researchers to consider applying an action research to this

school and among the six grade four student in Mountain

View College Elementary School (MVCES).

Setting

Mountain View College Elementary School (MVCES) is

located on the campus of Mountain View College, Mt. Nebo,

Valencia City, Bukidnon. The school is owned and operated

by the Seventh-day Adventist church. This school is

accredited by the two accrediting agencies, the Adventist

Accrediting agency and the Association of Christian

Schools, Colleges, and Universities Accrediting Agency

Incorporated.

This school operates as a private. Grades 5 and 6 are

single-sectioned, while grades 1 and 2 as well as grades 3

and 4 were combined under one teacher. The school children

were receiving the same treatment, method, and strategy

employed by the teacher in every subject. There were one

hundred thirty-six children enrolled on this school this

school year. And 89% of them was identified as faculty

children. Although it is the school policy to speak in

English while they are at school, many of them speak in

Cebuano.
 There are five regular teachers in this school. One

gentleman and four ladies. All of them are Master’s Degree

holders and had taught for more than ten years. The school

is fully supported by the parents and the administration of

Mountain View College (MVC).

Each classroom is estimated to be 7 x 9 meters wide.

The school facilities which include the library, computer

laboratory, science laboratory, home economics room,

guidance office, pathfinder office, teacher’s lounge, and

chapel building, are big enough to accommodate the school

children. While this school has been quite established,

Mathematics learning in grade four pupils was still

identified as a problem.

The grade four classroom of Mountain View College

Elementary School (MVCES) is in the second room to your

left upon entering the campus. The room has its own comfort

room for their personal necessity. There are 18 pupils who

are currently enrolled in this level this school year 2014-

2015. There are seven boys and 11 girls in this class. And

most of them are faculty children.

Problem Statement

This study will hopefully help children increase their

confidence and achievements in Mathematics classroom

session, by implementing the Think-Pair-Share strategy. To

find an answer to the problem, the statement of purpose is

presented.

Statement of the Purpose

The purpose of this action research paper is to decide

whether the Cooperative Learning Strategy: Think-Pair-Share

increase children’s confidence and achievements in

Mathematics classroom. To find the effect of Think-Pair-

Share in children’s confidence and achievements, the

following specific questions were formulated:

1. Is there a significant increase in self-confidence

of the participants before and after the intervention?

2. Is there a significant increase in the Mathematics

achievements of the participants before and after the

intervention?

3. What point of view do children make before and

after the interventions are applied in Geometry lesson?

Null hypothesis

1. There is no significant increase in self-confidence

of the participants before and after the

intervention.
 2. There is no significance increase in the

Mathematics achievements of the participants before

and after the intervention.

Alternative hypothesis

1. There is a significant increase in self-confidence

of the participants before and after the

intervention.

2. There is a significance increase in the Mathematics

achievements of the participants before and after

the intervention.
 CHAPTER 2

REVIEW LITERATURE

This section will discuss the three loops that would

help the children improves their self-confidence and

achievements in Mathematics classroom.

First loop: Cooperative Learning: Think-Pair-Share

Strategy.

Cooperative learning is a teaching procedure that

refers to small groups of diverse students working together

to accomplish a given task. In this arrangement, the

students work together to learn and to acquire new

mathematical knowledge with their teammates (Altamira,

2013).

In additional, Snyder (2006), stated that Cooperative

learning is usually done with two to four students in every

group; the smaller the group, the better. Working with

partners formed a higher performance results than students

working individually. Cooperation increased the probability

of engagement in the forms of talk that support learning.

When working with a partner, learning is more effective

than working alone.

Cooperative learning is known to improve self-

confidence. Think-Pair-Share is a cooperative learning

strategy which involves presenting question to the class

and gives students time to think and answer in their own

ways. Then student are paired, they are allowed to discuss

their ideas and answer to their partner in order for them

to formulate the best answer to the given task. After that,

each pairs have given time to share their ideas to the

class (Sampel, 2013).

Think-Pair-Share was developed by Frank Lyman and

Arlene Mindus back in 1977. It is probably one of the best

strategies to solve a task as a team. These are the three

reasons, why it was considered as one of the best

strategies in Mathematics learning: First, it is versatile.

It can be used before, during and after reading a task or

viewing a presentation or participating in a direct

instruction lesson. Second, it integrates strategies that

have a high probability of increasing students’

achievement. Lastly, Think-pair-share can be done in a

variety of setup and in any content area with any group of

age (Spencer, 2011).

Cooperative Self- Mathematics

Learning: Think-Pair-
Share Strategy confidence Achievements

Second loop: Manipulatives.

Manipulatives in mathematics are objects that are used

as medium to provide students the picture of abstract

concepts. It is a way to provide the learners to learn

these mathematical concepts during a non-lecture strategy

through first-hand experiences or hands-on learning and

discovery method (Mutnansky, 2010).

Curtis (2006, as cited by Stuart, 2000) reported that

the use of manipulatives helped three fourth of her

students. She also added that with the use of

manipulatives, the level of confidence of her students had

increased.

In implementing Manipulatives in the class, the

researchers will make Geometrical models that would be used

in every topic. The researchers also will follow the four

steps in implementing manipulative which are explore,

investigate, engage, and record.

Manipulatives Self- Mathematics

confidence Achievements

Third loop: Scaffolding Strategy.

Bikmaz, Celebi, and Ata et. al. (2010, as cited by

Chang, Sung & Chen, 2002) said, Scaffolding is a strategy

in teaching which focuses on individual instruction based

on the learner’s Zone of Proximal Development. With this

teaching strategy, the student who is more knowledgeable

offers scaffolds to assist the development of the learner.

Careful scaffolding in math aids the student and the

teachers. It can nurture the creative thinking of the

learners. The use of Scaffolding as a teaching strategy in

a mathematics classroom increases the students’

independence, sense-making and self-confidence (McCosker,

Natalie and Diezmann, Carmel, 2009).

In addition, Casem (2013) reported that Scaffolding

strategy was effective in teaching 24 third year high

school students of La Union National High School in City of

San Fernando, La Union. She said that the result

Scaffolding was very effective in come to boosting

students’ confidence, reducing frustration and anxiety in

learning Mathematics, and developing more positive

perception to their teacher’s attitudes.

In using the Scaffolding strategy, the teacher need to

teach the pupils step by step. First, the instructor or the

teacher will do task, then the class will do it, after that

the teacher will let the pupils to make a group and let

them do the task by group, and finally the teacher will let

the pupils do it individually.

Scaffolding Self- Mathematics

confidence Achievements
Strategy
 CHAPTER 3

METHODOLOGY

This study will hopefully help children increase their

confidence and achievement in Mathematics classroom

session, by implementing the Think-Pair-Share strategy. To

find an answer to the problem, the statement of purpose is

presented.

Statement of the Purpose

The purpose of this action research paper is to decide

whether the Cooperative Learning Strategy: Think-Pair-Share

increase children’s confidence and achievement in

Mathematics classroom. To find the effect of Think-Pair-

Share in children’s confidence and achievement, the

following specific questions were formulated:

 1. Is there a significant increase in self-confidence

of the participants before and after the intervention?

2. Is there a significant increase in the Mathematics

achievements of the participants before and after the

intervention?

3. What point of view do children make before and

after the interventions are applied in Geometry subject?

Description of Action

This action research will implement the three loops

which are the: Cooperative Learning Strategy: Think-Pair-

Share, Manipulatives, and Scaffolding Strategy in improving

students’ confidence and achievement in Mathematics

classroom.

First Loop: Cooperative learning Strategy: Think-Pair-

Share.

The intervention will employ the Think-Pair-Share

strategy. Pupils will be given a task that will enable them

to think on their own, then they will be paired with other

pupil and share their ideas to the class.

Think: The teacher will ask a question or give a

Mathematical equation to the pupils, then they will be

given a time to think on their own to solve and answer the

given question or equation.

Pair: After formulating their own ideas to the given

task, the teacher will allow a pupil to pair with another

pupil then discuss their responses to the task and select

the best answer.

Share: After selecting the best answer to the task,

the teacher will allow the pupils to share their ideas and

answer to the class.

Second Loop: Manipulative.

The intervention will employ the four steps in using

manipulatives developed by Home-School Classroom (2011).

The four steps were explore, investigate, engage, and

record.

Explore: To explore is the first step in implementing

the use of manipulatives. In this level, the children were

given five minutes to explore the given manipulatives. To

explore means to hold, touch, and play with the materials.

The children are allowed to share and talk with their

classmates about their discovery upon using the material.

Investigate: After the children explored on the given

materials, the teacher investigated the results of what

they did to the materials. The teacher asked questions

during this time so that the children could draw their own

conclusions. At this level, the children developed their

critical thinking skills because they were given the time

to investigate.

Engage: Children learned much if they were active

participants in the learning process. At this level, the

participants were actively involved in the learning

process. They formed smaller squares to determine how many

units was the area of the given square. Using the given

materials, they formulated the different formulas in

finding the area of quadrilaterals.

Record: After involving the children in the learning

process, they were given problems to determine or assess if

they have understood the lesson. This time the teacher gave

them some exercises for their mastery and understanding.

Third Loop: Scaffolding Strategy.

The intervention will employ the four steps in using

Scaffolding strategy in the class. The four steps are the

instructor does it, the class does it, the group does it,

and the individual does it.

Instructor: The instructor models how to perform a new

or difficult task, such as how to use a graphic organizer.

For example, the instructor may project or hand out a

partially completed graphic organizer and asks students to

"think aloud" as he or she describes how the graphic

organizer illustrates the relationships among the

information contained on it.

Class: The instructor and students then work together

to perform the task. For example, the students may suggest

information to be added to the graphic organizer. As the

instructor writes the suggestions on the white board,

students fill in their own copies of the organizer.

Group: At this point, students work with a partner or

a small cooperative group to complete the graphic organizer

(i.e., either a partially completed or a blank one). More

complex content might require a number of scaffolds given

at different times to help students master the content.

Individual: This is the independent practice stage

where individual students can demonstrate their task

mastery (e.g., successfully completing a graphic organizer

to demonstrate appropriate relationships among information)

and receive the necessary practice to help them to perform

the task automatically and quickly.

Population and Sample

 The researchers will conduct the study in grade four

pupils of Mountain View College Elementary (MVCES) for

seven sessions. There are six grade four participants

involve in this study. First, class observation and

interview has done by the researcher to confirm the

existence of the problem. Second, pre-test will be given to

the six grade four pupils of Mountain View College

Elementary School (MVCES). Lastly, post-test will be given

after the whole remedial class.

Research Instrument

To extract the level of self-confidence, the

questionnaire in self-confidence developed by Gabriel

(2012) was use. To avoid any problem the researchers test

the validity of the questionnaire. There were eight

questions in this questionnaire. And all of them is all

about confidence of the pupils in Mathematics classroom.

The researchers also will use, table of specification,

pre-test, post-test, and lesson plans. The pre-test and the

post-test will be made by the researchers with the help of

the adviser. The researchers will construct a table of

specification in relation to the pre-test and post-test.

The researchers will then make a semi-detailed lesson plans

for each subject matter.

Data Collection Procedure

The data gathering and data treatment requires ethical

considerations to guarantee the correct research process.

Ethical considerations given extra attention in this action

research were permission letter, confidentiality of

records, and informed consent.

Data Gathering

The researchers will conduct the study in six grade

four pupils of Mountain View College Elementary School

(MVCES) seven sessions. First, class observation and

interview has done by the researchers to confirm the

existence of the problem. Second, pre-test will be given to

six grade four pupils of Mountain View College Elementary

School (MVCES). Lastly, post-test will be given after the

whole remedial class.

Data Treatment

To answer the sub-problem, the mean, standard

deviation, skewness and kurtosis of the scores of two test

will be used.
Reference:

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Scaffolding Strategies Applied by Student
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self-efficacy-and-learning/#ixzz3IGMBMLYC
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www.knowledgebasepublishers.org/.../Remalyn%20Qui
nay-Casem.pdf
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Appendix

FIELD NOTES FOR CLASSROOM OBSERVATIONS

November 24, 2014
Observation:
- The class is noisy
- Some are listening. Some are reading their
books.
- The teacher uses direct method strategy.
- Some are eating inside the classroom while the
class is going on.
- They are not paying attention to the
discussion.
- The voice of the teacher is low.
 - Needs classroom management

November 25, 2014

Observation:
- The teacher is presenting the problem. Some
students are raising their hands to
participate.
- They are answering their teachers while talking
to each other.
- The teacher’s voice is low.
- The classroom is a little bit dim.
- If the students can’t understand the problem,
they ask question to the teacher.
- The teacher uses direct method.
- The class is noisy.
- Needs classroom management

November 26, 2014

Observation:
- Not all students are participating in the
class.
- The teacher uses direct method.
- The teacher’s voice is low.
- Some students are sleeping.
- Some students are just talking to their
seatmates.
- During their activity/seatwork, some students
are just roaming around.

Questionnaire:

Name: _____________________________________________ Date: ___________

Dear Friend,
Please check the box that best describes you. Please do not leave any item unanswered. Thank
you.

Self Confidence 5- Strongly 4- Agree 3- Neutral 2- Disagree 1- Strongly

Agree Disagree
1. I am the type who is good in
Mathematics.
2. Mathematics is difficult to me.
3. I am able to get a good mark in
Mathematics.
4. Mathematics is my weakest school
subject.
5. I can do also difficult Mathematics
tasks.
6. I trust in myself in Mathematics.
7. I know that I can be successful in
Mathematics.
8. I am sure that I can learn
Mathematics.
Pre-survey:

Pre-survey mean Grade Teacher

Recommendation
Student 1 2.75 – below average 79 Low
Student 2 2.25 – fair 73 Low
Student 3 3.25 – average 77 Low
Student 4 2.25 – fair 85 Low
Student 5 2.625 – below 73 Low
average
Student 6 3.375 – average 92
Student 7 3 – average 95
Student 8 4 – above average 85
Student 9 3.75 – above average 85
Student 10 3.625 – above 99
average
Student 11 3 – average 83
Student 12 4.375 – excellent 95
Student 13 3.125 – average 80
Student 14 3.375 – average 83
Student 15 3.25 – average 82
Student 16 3.75 – above average 88
Student 17 3.625 – above 87
average
Student 18 2.75 – below average 75 Low

Pre-survey:
Low 1 – 1.56
Fair 1.57 – 2.13
Below average 2.14 – 2.7
Average 2.71 – 3.27
Above average 3.28 – 3.84
Excellent 3.85 – 4.41
Outstanding 4.42 - 5
 RESEARCH PARTICIPANT INTERVIEW (SELF-CONFIDENCE IN MATH)
November 21, 2014
Interview Question: Why you don’t have self-confidence in doing Mathematics task? In
what situation/topic you find Mathematics difficult?
Participant 1:
Kuya ang Math kay lisod man gud. Tapos
gamay lang ko magstudy. Ug lisod ang
mga answer. Usahay kung tawagon ko ni
ma’am wala ko ga answer kay maulaw ko
basi mali akong answer. Mahadlok pud ko
gamay. Usahay kung tawagon ko ni
ma’am para ma answer mag,ingon lang ko
nga uban ko lang nga classmate kay dili
ko kabalo sa answer. Lisudan ko kung
magparecite si ma’am ug magpaadto sa
board.
Participant 2:
Kuya kay lisod man ang Math. Tapos
usahay lang ko gastudy. Maulaw ko
mag,answer-answer kay basi mali akong
eanswer. Usahay kong paansweron ko ni
ma’am kay wala ko ga answer,
gahilomhilom lang ko. Lisudan ko kung
division, multiplication, ug word problem.
Participant 3:
Kuya ang Math kay lisod-lisod gamay.
Lisudan ko kay wala ko gapaminaw ug
wala pud ko ka study. Suko ko ni ma’am
kay usahay tama akong answer iyang
malian. Ipabilin dayon mi. Usahay
patindugon mi kung mali among answer
ug ipabalik-balik kami answer. Kung dili
ko kabalo didto lang ko sa gilid
maghilom-hilom. Usahay pud kung
magparecite si ma’am, magbasabasa
dayon ko ug book para dili makit,an ni
ma’am, para dili ko makaanswer.
Participant 4:
Kuya para sa akoa kay lisod pud ang
Math. Mao ng gamay ang score kay abi
nko sayon lisod man diay. Tapos la pud
“Kuya”, Mathematics is difficult for me. I
study less. And the answers are difficult.
Sometime I was shy when ma’am called
me to answer because I may have the
wrong answer. I’m little bit afraid.
Sometime when ma’am call my name I
asked her that my classmate will answer
the question because I don’t know the
answer. It was difficult for me when we
have oral recitation and board work.
“Kuya”, Math is difficult. I study less. I
was shy to answer the question because
my answer might be wrong. Sometime
when ma’am ask me to answer I didn’t
answer and I just keep quiet. I find it
difficult when the topic is division,
multiplication, and word problem.
“Kuya”, Math is a little bit difficult. I find
it difficult because I’m not always
listening to the teacher and I’m not always
study. I was angry with ma’am because
sometimes my answer was right but she
mark it wrong. And she sometimes let us
stand if we don’t know the answer and
she let us answer again and again. When I
don’t know the answer I was there in the
bottom sitting and just keep quiet.
Sometimes, when we have oral recitation,
I will pretend that I’m reading my book
and cover my face so that she will not call
me to answer the question.
“Kuya”, for me, Math is also difficult.
That’s why my score is low because I
assume that Math is easy but it is difficult.
ko ga study. Maulaw pud ko
magpaticipate ug mag answer kay basi
mali ang akong e answer tapos ingnun
dayon ko sa akong mga classmate nga
bogo. Kung tawagon ko ni ma’am ingnun
nako siya nga ang uban nalang kay dili ko
kabalo sa answer. Ang akong nalisudan
kay fraction ug word problem.
Participant 5:
Kuya ako pud lisdan sa Math. Wala pud
ko gapaminaw kay mam kay gadula rako.
Kung paansweron ko kay gna answeran
nako pero pinataka ra. Usahay wala ko ga
participate magstorya2 lang ko didto sa
gilid. Maulaw pud ko usahay mag,answer
kay gnakataw,an ko sa akong classmate
kay mali daw akong answer. Lisdan ko
kuya sa times.
Participant 6:
Ako kuya lisudan ko sa Math gamay.
Lisod magtimes ug dako nga digit. Ang
Math kuya kay “Mental Abuse To
Human”. Maulaw pud ko mag,answer kay
lisod basi mali akong answer tapos
kataw,an pud ko sa akong mga classmate.
Kung mangutana si ma’am kung kinsa ang
ganahan mag,answer kay maghilomhilom
lang ko. Multiplication ang nalisdan ko.
I don’t study my lesson. I was shy to
participate and answer the question
because I might give the wrong answer
and my classmate will tell me that I am
“bogo”. When ma’am call me, I will tell
that my classmate will answer that task
because I don’t know the answer. The
lesson that I found difficult are fraction
and word problem.
“Kuya”, Math is difficult for me also. I
didn’t listen to the teacher and I’m just
playing. When the teacher ask me to
answer, I answer it without recognizing if
my answer was right or wrong.
Sometimes I was not participating
because I busy talking to my classmate.
Sometimes I also shy to answer because
my classmate were laughing at me
because my answer in wrong.
Multiplication is difficult for me.
For me “kuya” Math is a little bit difficult.
It was difficult to multiply bigger
numbers. For me Math is “Mental Abuse
To Human”. I’m also shy to answer
because I might also give the wrong
answer and my classmate will laugh at
me. When the teacher will ask if who
want to answer the question, I’m just
there quiet. Multiplication is difficult for
me.