TWO TO TANGO: WORD-MATHICS TELLING APPROACH ON THE LEARNER’S

LITERACY AND NUMERACY SKILLS

An Action Research Proposal

Conducted by:

MICHELLE F. CALLAO
Master Teacher ll

EDELUENA N. PEÑALVER
Teacher III

Lamberto H. Tirol National High School

Yapak, Malay, Aklan

Through the Financial Support Provided by the

Basic Education Research Fund

April 2023
 Table of Contents

Title Page

I. Context and Rational 1

II. Action Research Questions 3

III. Proposed Innovation, Intervention, and Strategy 4

IV. Action Research Methods 9

a. Participants and/or Other Sources of Data 9

b. Data Gathering Methods 9

c. Data Analysis Plan 12

d. Ethical Issues 13

V. Action Work Plan and Timelines 15

VI. Cost Estimates 18

VII. Plans for Disseminations and Utilizations 19

VIII. References 20

Annexes 23
 TWO TO TANGO: WORD-MATHICS TELLING APPROACH ON THE LEARNER’S

LITERACY AND NUMERACY SKILLS

CONTEXT AND RATIONALE

Literacy and numeracy are two fundamental skills that play a crucial role in

education. These skills are essential for individuals to function effectively in society and

to achieve academic success (Guillergan, 2023). Literacy is the ability to read and write

(Hasa, 2021). It is a fundamental skill that is required for success in many areas of life,

including education, employment, and personal development. In education, literacy is

essential for students to comprehend and learn from textbooks, academic journals, and

other written materials. It is also necessary for students to write essays, research

papers, and other assignments (Guillergan, 2023). Numeracy is the ability to apply and

understand simple math concepts like adding, subtracting, multiplying, and dividing

(Hasa, 2021). It is a critical skill required for individuals to function effectively in

society. Numeracy skills are necessary for individuals to manage their finances,

interpret data and statistics, and solve problem ( Guillergan, 2023).

Both literacy and numeracy abilities are necessary for learners to perform

academically in the classroom. Learners need these abilities in order to comprehend

and analyze complicated concepts as well as to successfully write and speak about their

thoughts. Literacy skills are also necessary for learners to learn and comprehend

mathematical concepts and use them in solving problems.

Based on the Programme for International Student Assessment (PISA) which

were presented last December 3, 2019 involving 600,000 participating students in 79

countries, the data showed that the Philippines ranked 77 in Mathematics and ranked 78
in reading. The result became the baseline of the Department of Education to have a

core focus on the learning gaps between the two learning areas such as Mathematics

and English.

The improvement of literacy and numeracy programs will be some of the

priorities of the Department of Education (DepEd) in making the K to 12 Curriculum

relevant to produce job-ready, active and responsible citizens. Vice President and

Secretary of Education Sara Z. Duterte noted that the Department will revitalize its

Reading, Science and Technology, and Math programs as part of the MATATAG:

Bansang Makabata, Batang Makabansa agenda (Department of Education, 2023).

The current study is anchored on Project “MATATAG” to set the new direction of

the agency and stakeholders in resolving basic education challenges consisting four

critical components, in which one of its component is to TAke good care of learners by

promoting learner well-being, inclusive education, and a positive learning environment”.

It is also in lined with the Basic Education Research Agenda (BERA) under

teaching and learning category as stated in the theme, “As the national institution

mandated to provide quality basic education to all Filipinos, DepEd seeks to ensure that

learning outcomes are achieved by maximizing the competencies of teachers and

potentials of all types of learners. This theme thus covers the actors, activities, and

fundamental aspects of teaching and learning in various contexts. Specifically, the

Research Agenda looks into the strategies, best practices, and facilitating and hindering

factors relative to five sub-themes, namely: instruction, curriculum, learners,

assessment, and learning outcomes”.

Furthermore, as formulated in the school Strategic Improvement Plan (SIP),

which belongs under Pillar No. 2 Equity, that the school aims to achieve at least 75%
learners in situations of disadvantage with at least proficient level or better functional

literacy and numeracy by the end of 2028.

In Lamberto H. Tirol National High School, most of the Grade 11 learners find

difficulties in language and numbers learning areas. Results of the Enhanced-Regional

Unified Numeracy Test (E-RUNT) conducted last October 2022 show that only 7% of the

learners are numerates while none of the learners are literates based on the result of

Philippine Informal Reading Inventory (Phil-IRI) 2022. The observation made by the

teachers raised into their questions as to why and how the occurrence of the problems

and as what the problems be addressed.

It is therefore in line with these perspectives that the teachers as researchers

came into conclusion to integrate the Word-Mathics Telling approach during the

motivational activity in teaching General Mathematics and English for Academic and

Professional Purposes. The researchers believe that through this approach as an

intervention to the learners may enhance both their word and number skills as they use

the activities everyday independently and collaboratively. Generally, the researchers aim

to provide literate and numerate individual learner that could survive and live with the

educational demand globally.

ACTION RESEARCH QUESTIONS

General Objectives

This action research aims to determine the experiences of learners and teacher-

researchers in integrating Word-Mathics Telling as metacognition approach in teaching

General Mathematics and English for Academic and Professional Purposes in Grade 11

learners in Lamberto H. Tirol National High School for the school year 2023 – 2024.
Specific Questions

Specifically, this action research is determining to answer the following

questions:

1. What are the learning experiences gained by the learners during and after

the conduct of Word-Mathics Telling approach?

2. What are the experiences of the researchers before, during, and after the

conduct of Word-Mathics Telling approach?

3. What specific actions should be undertaken after the conduct of this study?

PROPOSED INTERVENTION, INNOVATION AND STRATEGY

The researchers will utilize the Word-Mathics Telling as metacognition approach

in enhancing learners’ numeracy and literacy skills. According to Owen & Vista (2017)

metacognition is thinking about thinking. It is an increasingly useful mechanism to

enhance student learning, both for immediate outcomes and for helping students to

understand their own learning processes. Metacognitive research in the area of

developmental psychology can be traced back to the theory proposed by Jean Piaget

and Lev Vygotsky. Piaget believed that children take an active role in the learning

process, acting much like little scientists as they perform experiments, make

observations, and learn about the world. As kids interact with the world around them,

they continually add new knowledge, build upon existing knowledge, and adapt

previously held ideas to accommodate new information (Kendra, 2022). On the other

hand, Lev Vygotsky recommends that teacher assists the child to progress through the

Zone of Proximal Development by using scaffolding. This zone lies between what a

learner can achieve alone and what a learner can achieve with expert guidance. The
teacher as expert initially takes responsibility for monitoring progress, setting goals,

planning activities and allocating attention. Gradually, the responsibility for these

cognitive processes is given over to the learner. The learner becomes increasingly

capable of regulating his or her own cognitive activities (Cambridge International

Education).

The integration of Word-Mathics Telling approach in teaching General

Mathematics and English for Academic and Professional Purposes allows the teachers to

level and structure the content so that it is within the child’s zone of proximal

development. In this approach, the learners will be given chances to perform

independently and collaboratively with the teacher as the facilitator and an assistant to

perform the learning tasks.

Additionally, the study is a kind of innovation into which the researchers believe

may create a change and development to the existing phenomenal problems in the

institution. According to Obama (2010), innovation is essential to winning the future

through long-term growth and competitiveness. The recent study integrates the Word-

Mathics Telling approach as the innovative action by the researchers to address the

need of the learners in literacy and numeracy. The innovative plan will be conducted to

the Grade 11 General Academic Strand (GAS) and Technical Vocational Livelihood (TVL)

learners enroll in Lamberto H. Tirol National High School for the School Year 2023 –

2024.

The researchers believed that the innovation is an answer to the demand of the

21st Century skills of the learners which are critical thinking, collaboration and

communication. Moreover, the teacher-researchers identify the intervention and

innovation as the possible effective strategy to answer the learning gaps of the students

in literacy and numeracy. The strategic plan for the implementation are as follows:

Implementation Stage

The actual intervention will be done for six weeks. The teacher-researchers will

integrate the use of Word-Mathics Telling approach during the motivational activity in

every lesson in General Mathematics and English for Academic and Professional

Purposes. The targeted objectives, learning competencies, procedures, and mechanics

of the interventional activity will be presented to the learners. The teacher-researchers

will use the intervention to all learners but will focus only the observation to the

targeted participants.

The intervention will be done in three phases: group activity, peer activity, and

independent activity to expose learners on the different phases of learning, thus,

learning by group, learning by peer, and learning by oneself. This learning process also

support the Zone of Proximal Development in which learners learned through scaffolding

by making contact with the social environment on an interpersonal level and then

internalize their experience. The group activity will enhance the social and cognitive

skills of the learners in which the learners with the better grasp of the task will help the

students who have lesser experience and yet trying to per part of the task. The peer

activity will provide chances to the learners to share their knowledge to both and the

same time to learn from each other. Finally, the independent activity provides the

learner the opportunity to assess his/her own knowledge as to where he/she can do the

given task.

The intervention phases are shown on Table 1 on the next page:

Table 1

Intervention Phases of the Word-Mathics Telling Approach

Activities Person Involved Time Frame

Group Activity Leader of the Group as a teaching student Week 1 and 2
and the members as the learning students
Peer Activity Member as a teaching student and a Week 3 and 4
learning student
Individual Activity Independent Learner Week 5 and 6

As shown in the table 1, the Group activity will be given at the beginning of the

implementation stage. The presence of the teaching student serves as the scaffold in

order to perform the task. It will be followed by peer activity, in this stage the scaffold

is gradually taken out, so that the learners will be given more chances to perform the

required task, likewise to assess the readiness of the learners in performing

independently. Finally, the individual activity as the finale of the implementation stage,

to evaluate the learning independence of a learner in performing the task.

The activity will include solving mathematical equations and formulation of

number story in order to enhance their skills in language and numbers. In every

activity, the teacher will ask a concept, situation and or experience of the learners in

which their perceptions or point of views will be discussed and presented through Word-

Mathics Telling approach, which means the explanation or discussion is a combination of

both words and numbers. As motivational activity in General Mathematics and English

for Academic and Professional Purposes lessons, learners are expected to express

mathematical sentence into mathematical equation, solve mathematical problem, and

express oneself through sentence construction. On each activity, the teacher will post

on the board the guide situation or problem and have the learners express their answer
or interpretation through the Word-Mathics approach. Below is the sample of Word-

Mathics Telling activity.

John as a new student sat at the back of the first column

of a 5-row chair. He was called by his teacher to move in

front of the four students from his seat on the same

column. In what row does John is sitting now? Express

your answer in a mathematical equation and create

another story out of that equation.

Answer: 5 – 4 = 1, so John is sitting in the first row.

Possible Number story.

My mother is cooking at the kitchen. I asked her what she

is cooking, she answered five fried chickens. I went back

in my room. I felt quite hungry, so I decided to go to the

kitchen to eat my favorite fried chicken my mother had

cooked earlier. When I opened the container, I find only 1

piece, so I asked my mother the remaining 4. She

answered me with a smile looking at my little brother.

Taxonomy of Educational Objectives familiarly known as Bloom’s Taxonomy will

use to anchor the activity in the generations of the K-12 learners. Thus, the learners

will expose to the activities from simple to complex and concrete to abstract levels of

understanding. As parcel of the classroom management and the routinely activity, it is a

continuous and daily practice to assess the development and progress of the activity to

the learners.
 ACTION RESEARCH METHODS

This chapter describes the participants and/or other sources of data, the data

gathering methods, data analysis plan and ethical considerations/ issues.

a. Participants and/or Other Sources of Data

The participants of the study will be 20 Grade 11 Senior High School Students

from General Academic Strand and Technical Vocational Livelihood (TVL) enrolled at

Lamberto H. Tirol National High School, Yapak, Malay, Aklan, during the Second Quarter

of the School Year 2023-2024. This group of participants will be chosen because most

of the students who are enrolled as Grade 11 are still non-numerate and non-literate

based on the conduct of the Enhanced-Regional Unified Numeracy Test (E-RUNT) and

the Philippine Informal Reading Inventory (Phil-IRI) during the School Year 2022-2023.

The participants will be chosen purposively based on their General Average on General

Mathematics and English for Academic and Professional Purposes during the First

Quarter Period. These will be a low performing students who are Fairly Satisfactory on

their academic performance or have a General Average ranging to 75% - 79%.

b. Data Gathering Method

Prior to the conduct of the actual study, the researchers will secure necessary

permit and permission will be sought from the Schools Division Superintendent, Division

of Aklan, to conduct the study at Lamberto H. Tirol National High School, Yapak, Malay,

Aklan. After the approval, copies of the endorsement letter from the Office of the

Schools Division Superintendent will be sent to the Office of the School Head and
permission will also be sought to utilize the Grade 11 - GAS and TVL students in the

study.

Thereafter, the researchers will prepare 10 validated lesson plans to serve as

guide in teaching and the Word-Mathics Telling activities that will be used during the

intervention.

The data use in this study will be the learners’ observation checklist, teacher-

researchers’ observation checklist, and the interview guide questions.

The teacher-researchers will distribute the learners’ observation checklist to the

participant to be filled up every week to use as guide in identifying their behavior and

responses with the materials as well as to determine if learnings takes place during the

conduct of the intervention. Instruction on the use of the observation checklist will be

clarified to the participants before hands. Observable responses may include their

behavioral learning and cognitive skills. Behavioral learning may signify their active

participations in the conduct of intervention as well as their feelings to work with group,

peer, and independently. Cognitive skills may show their learnings in every activity

whether they are working with groups, peer, or independently. Responses of the

learners will signify prior to the conduct of the activity to the next level. The sample

observation checklist for learners to be used is shown on Annex A.

The teacher-researchers will also observe and record the behavior of the learners

in every intervention using the teachers’ observation checklist. This data will be

gathered as basis in enhancing the intervention and to improve the delivery of the

lesson. The sample observation checklist for teachers to be used is shown on Annex B.

At the end of actual study, the participants will be also asked to fill up the

interview-guide questionnaire. It will compose of five-open ended questions which will

gather the learners’ insight and learning experiences during and after the conduct of the

intervention (See Annex C). According to Cullen (2022), open-ended questions provide

participants or whoever they may be directed towards, the opportunity to delve deep

with their responses and voice what is really on their minds. They encourage a full

answer, rather than the simple “yes” or “no” response that is usually given to a closed-

ended question. Not only are these questions designed to elicit a longer and more

detailed response, but they, likewise, ask the respondent to take extra time to consider

what is being asked of them and what they should say. Furthermore, open-ended

questions are for gathering insights rather than just answers.

The researchers will also randomly select five participants to participate in Focus

Group Discussion (FGD) in order to elicit their feedbacks about the activities. The

objectives and the initial results of the study will be presented to the participants so that

they could give their truthful responses, insights, and opinions according to what they

really experienced, observed, and learned during the conduct of the intervention.

Furthermore, they could also share their suggestions and recommendation for the

improvement and enhancement of the intervention. As cited by Masadeh (2012), Focus

Group Discussions are used in some studies as one of the research methodologies

because of their ability to actually generate items for the development of a

questionnaire. Focus Group Discussions also enable the researcher to drill more deeply

to attain in-depth insights into the researched topic as well as to collect a certain

amount of information and opinions from a small number of people in a short time. The

primary goal of Focus Group Discussions in these cases is not to generalize, but simply

as a step to help develop a set of questions to be asked in the subsequent

questionnaire.
 Learners’ answers from the interview guide question and focus-group discussion

will be gathered, transcribed, and interpreted. Thorough evaluation of the result is the

mainstream as to the efficacy of the intervention. The progression will determine the

acceptance of the intervention and the opposite is for rejection. Rejection may follow

for revisiting the innovation for deep planning and crafting alternative innovative plan.

The final findings of the study will be discussed again to the participants in order

to verify the validity and accuracy of the results. It will also be presented to the Division

Research Committee for more suggestions and recommendation for its improvement.

c. Data Analysis Plan

This study will utilize the qualitative data using thematic analysis. The thematic

analysis will be used to determine the experiences of learners in integrating Word-

Mathics Telling approach in teaching both General Mathematics and English for

Academic and Professional Purposes before, during, and after the conduct of

intervention. According to Lochmiller (2021), thematic analysis enables researchers to

define and describe what a participant’s reality is using their own written or spoken

account. It is usually applied to a set of texts, such as an interview or transcripts. The

researcher closely examines the data to identify common themes – topics, ideas and

patterns of meaning that come up repeatedly (Caulfield, 2022). The pattern of

meanings that thematic analysis allows the researcher to identify need to be important

in relation to the particular topic and research question being explored (Braun & Clarke,

2012).

To analyze the data using thematic analysis, six phases of thematic analysis will

be used (Braun and Clarke, 2006 in Naelgas, 2022). This should not be viewed as a
linear model, where one cannot proceed to the next phase without completing the prior

phase (correctly); rather analysis is a recursive process (Naelgas, 2022). Figure 1 shows

the phases of thematic analysis will be used in this study.

Defining
Searching Reviewing and naming Writing Up
Familiarization Coding for Themes Themes Themes
with the Data
The researcher The The The researcher It required Writing-up
immersed himself reflected on
intimately with researcher researcher the involves
the data through coded every ended this whether the researcher to weaving
reading and re- themes tell a conduct and together the
reading the FGD data item phase by convincing and
transcript, and ended collating write a analytic
compelling detailed narrative and
listening to this phase all the story about
audio-recorded
by collating coded data the data, and
analysis of data extracts
data, and
watching the all the relevant to begin to each theme, to tell the
video-recorded define the identifying reader a
data, and noting
codes and each theme. the ‘essence’ coherent and
any initial relevant nature of each
individual of each theme persuasive
analytic data and story about
observations. theme, and the
extracts. relationship constructing the data, and
between the a concise, contextualizi
themes. punchy and ng it in
informative relation to
name for each existing
theme. literature.

Figure 1. Thematic analysis used in analyzing qualitative data.

d. Ethical Issues

Research in education focuses mostly on human beings. Therefore, it is the

responsibility of the researcher to protect the rights and welfare of the participants in

the research (McMillan & Schumacher, 2010 in Khobo, 2015). In order to conduct the

research, the researchers will secure all the necessary permits that are involve in the

study. The researchers will also secure consent letter to all participants in the study.

The letters will clearly explain the purpose of the study and also address issues of

anonymity, confidentiality, voluntary participation, time and benefits. Since participants

are still minors the parents’ permission will also be requested. The researchers

guarantee that the participants of the study will not be forced or subjected to any threat
in providing the necessary data for this study. They will not answer questions that they

found offending or uncomfortable that is why no guidelines will be imposed on how

much they will answer.

The gathering of data will be done in a suitable time and place and no harm in

any form such as physically or emotionally will be inflicted to the participants during

interview sessions. They are free to answer or give their opinions without any

consequence at their disadvantage. Their answers will be treated with confidentiality in

the part of the researchers. On top of it all, the outcomes of this study will be expected

to uplift the standards of educational practices and address implementation problems

and issues that will soon be of great benefit to all students.

 ACTION WORK PLAN & TIMELINES

The objectives of this study will be achieved according to the following

categories: schedule of activities, target outputs, timelines, duration, and person

responsible of the activity. The researchers will religiously follow the schedule presented

in Table 2.

Table 2

Action Work Plan and Timelines in the Conduct of Word-Mathics Telling Approach

Activities Target Outputs Timeline Duration Person

Responsible
A. Preparation Phase

1. Preparation of Action Research April 10-12, 3 days Researchers

Action Research Proposal 2023
Proposal

2. Proof Reading and Action Research April 13, 1 day Researchers

Editing of Proposal Proposal 2023

3. Presentation and Finished Action April 14, 1 day Researchers

Consultation of Research 2023 and Division
Proposal to the Proposal Research
Division Committee

4. Finalization of Action Finalized Action April 17-19, 3 days Researchers

Research Proposal Research 2023
Proposal

B. Implementation Phase

1. Permission from the Approved Aug. 7, 2023 1 day Researchers/

School Head Permission Letter School Head

2. Development of Developed Aug. 8-12, 5 days Researchers

Word-Mathics Word-Mathics 2023
Telling materials Telling materials

3. Formulation of Formulated Aug. 14-15, 2 days Researchers

interview protocol interview 2023
questionnaire protocol
questionnaire
4. Establishment of Teacher- First Quarter Whole Researchers/
rapport and Student's of the School Quarter Learners
familiarization with Relationship Year 2023-
students 2024

5. Implementation of Implemented Second 6 to 8 Researchers/

Word-Mathics Intervention Quarter of weeks Learners
Telling the School
Year 2023-
2024

6. Conduction of Learners’ Second 6 weeks Researchers/

weekly observation responses on Quarter of Learners
checklist observation the School
checklist Year 2023-
2024

7. Monitoring and Researchers’ Second 6 weeks Researchers

Evaluation of the observation Quarter of
conduct of Word- checklist tool the School
Mathics Telling Year 2023-
2024

8. Conduction of Learners’ Last week of 1 day Researchers/

Interview Protocol responses on the Second Learners
interview Quarter of
protocol the School
Year 2023-
2024

9. Conduction of the FGD Discussion Last week of 1 day Researchers/

Focus Group the Second Learners
Discussion Quarter of
the School
Year 2023-
2024
10. Gathering of data Learners' Last week of 1 day Researchers/
and other Responses on the Second Learners
information Interview Quarter of
Protocol the School
Year 2023-
2024
11. Analysis and Analyzed and Last week of 2 days Researchers
interpretation of Interpreted Data the Second
data gathered Quarter of
the School
Year 2023-
2024
C. Dissemination Phase

1. Preparation of final Final Action First week of 5 days Researchers

manuscript Research paper the Third
Quarter of
the School
Year 2023-
2024

2. Proof Reading of the Final Action Second week 2 days Researchers

Final Paper Research Paper of the Third
Quarter of
the School
Year 2023-
2024

3. Submission of Final Certification of Third week 1 day Researchers/

Paper Acceptance of the Third Division
Quarter of Research
the School Screening
Year 2023- Committee
2024

4. Dissemination of Disseminated Fourth week 1 day Researchers

Final Report Final Report of of the Third
the Action Quarter of
Research Paper the School
Year 2023-
2024

5. Submission of Submitted Fourth week 5 days Researchers

Liquidations Report Liquidation of the Third
Report Quarter of
the School
Year 2023-
2024

6. Presentation of Presented Result First week of 1 day Researchers

Results in School of Action the Fourth and Teaching
Research Quarter of Personnel
the School
Year 2023-
2024
7. Submission of hard Hard Copy of the First week of 1 day Researchers
bound of Final Paper Action Research the Fourth
Paper Quarter of
the School
Year 2023-
 2024
COST ESTIMATES

Table 5 shows the breakdown of expenses needed during the conduct of the

study. The items/materials needed, the quantity, unit, and unit cost of each item

materials, and the total cost are indicated for transparency and accountability purposes.

Table 3

Breakdown of Expenses Needed During the Conduct of the Study.

UNIT TOTAL
QTY UNIT PARTICULARS
COST COST
4 Reams Bond Paper (long) 220 880
5 Reams Bond Paper (short) 200 1,000
4 Bottles Epson 003 Ink (Black and Colored) 450 1,800
1 Unit Stapler 250 250
1 Box Staple wire #35 80 80
10 Boxes Ballpen 100 1,000
50 Pieces Tokens for Participants 50 2,500
5 Copies Bookbinding (Hard bound) 400 2,000

Local travels Transportation expenses:

(back & forth) (Malay-Iloilo) Submission of
  deliverables   4,000
(Malay-Kalibo) Claim of check and
submission of final output

    Total   13,510
 PLANS FOR DISSEMINATION AND UTILIZATION

The result of the Action Research Paper will be disseminated in the School as the

primary recipient of the study. The researchers will secure a permit from the School

Head, as the immediate superior, as to the conduction of the activity. Teaching

personnel both in Junior and Senior High School will serve as the attendees. The

researchers will serve as the facilitators and resource speakers. The Matrix will be

developed and to be approved by the School Head. School Head and teachers across

learning areas are encouraged to utilize the research-based innovative activity as a

motivational approach in their teaching and learning processes.

Furthermore, the study will also be recommended as one of the suggested topics

during the In- Service Training for Teachers (INSET) both in school and district levels. It

aims to utilize the study into different learning situations that the innovation may bring

out. Feedbacks as responses from the teachers will be the further and future basis of

the researchers as to the efficiency of the study.

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psychology, Vol. 2, First Edition, American Psychological Association.

[Link]

Cambridge International Education Teaching and Learning Team. Getting started with

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Caulfield, J. (2019). How to do thematic analysis|step-by-step guide & examples .

[Link]

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Cullen, E. (2022). How to ask open-ended questions: 20 Examples.

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ended-questions

Department of Education (2023, February). DepEd to strengthen numeracy, literacy

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programs-integrate-peace-competencies-in-revitalized-k-to-12/

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=tqr

Masadeh, M. A. (2012). Focus Group: Reviews and Practices . International Journal of

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strategies-for-teaching-metacognition-in-classrooms/
Annex A

Observation Checklist for Learners

Observation Checklist (for learners)

Direction: Read each statement below and check the column of your desired preference.
Behavior Statements YES MAYBE NO
1. I am happy to participate in the priming activity.
2. I am happy doing the priming activity independently.
3. I am happy doing the priming activity with my peer.
4. I am happy doing the priming activity with my group.
5. I learned something in the priming activity.
Cognitive Skills
6. I can solve mathematical problem independently.
7. I can transfer mathematical equation into number story.
Do you have any question, suggestion or recommendation? _______

If yes, please specify.

Question: _________________________________________________________________

Suggestion: ________________________________________________________________

Recommendation: ___________________________________________________________
Annex B.

Observation Checklist for Teachers

Observation Checklist (for teacher)

Behavior Statements Always Sometimes Rarely Not

Observed Observed Observed Observed
1 Show enjoyment in participation in the
. priming activity independently.
2 Show enjoyment in participation in the
. priming activity with peer.
3 Show enjoyment in participation in the
. priming activity with group.
Cognitive Skills

4 Solve mathematical problems accurately.

.
5 Transfer mathematical sentence into
. number story.
Annex C

Interview Guide Question

Name (Optional): ___________________________Date of Interview:

_______________

Directions: Read and understand the questions below and give your own point of view.

1. Are you in favor of the use of Word-Mathics activity in the beginning of the class
session? Why or why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Does the use of Word-Mathics activity help you to think and learn more critically?
Why and why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. Does the use of Word-Mathics activity help you learn English? Mathematics? Why
and why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. What can you say about the use of Word-Mathics as a motivational activity in
general?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

5. What are your experiences on the implementation of Word-Mathics activity?

a. Before the implementation
______________________________________________________________
______________________________________________________________
b. During the implementation
______________________________________________________________
______________________________________________________________
c. After the implementation