INTERVENTION ACTIVITIES OF ELEMENTARY MATHEMATICS

TEACHERS IMPLEMENTED IN THE NEW NORMAL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 18
Issue 5
Pages: 457-461
Document ID: 2024PEMJ1680
DOI: 10.5281/zenodo.10910045
Manuscript Accepted: 03-14-2024
 Psych Educ, 2024, 18(5): 457-461, Document ID:2024PEMJ1680, doi:10.5281/zenodo.10910045, ISSN 2822-4353
Research Article

Intervention Activities of Elementary Mathematics Teachers Implemented in the New Normal

Myla SJ. Ronquillo,* Ana Liza C. Estrada, Mary Ann G. Accad
For affiliations and correspondence, see the last page.
Abstract
The study determined the intervention activities of elementary Mathematics Teachers implemented during the new
normal. A descriptive design was utilized to conduct the study. Elementary Mathematics teachers from Grade 1 to
Grade 6 level, with a total of 158, became the participants in the study. In data collection, the researchers utilized the
survey checklist that was distributed face-to-face among the teacher participants. Likewise, Google Forms were also
used to give a chance to others who chose WFH due to health issues. Data collected was analyzed, evaluated, and
interpreted using the primary frequency distribution. Based on the findings on the frequency distribution of
mathematics teachers who have implemented intervention activities in terms of improving teachers’ competence,
conducting FGD ranked first at 35%, followed by conducting LAC at 34%. Then, the Intensifying mentoring/coaching
of MTs ranked 3rd, with 39 teachers utilizing it, and Attending Online Webinars in Teaching Strategies ranked 4th.
However, some of the challenges met by Math Teachers in the implementation of intervention activities in terms of
assessing the performance of learners include the irregular attendance of pupils during online drills, lack of
interest/motivation of learners, unavailability of gadgets, and lack of communication to guardians due to some
priorities. Findings revealed the following conclusions: Intervention activities are vital in the implementation of new
learning modalities, specifically in modular distance learning. Intervention activities should consider the following
factors/consideration for their effectiveness: assessing the performance level of learners, reducing the number of non-
numerates, and improving teachers’ competence. Moreover, in the implementation of such intervention activities,
teachers met several challenges/concerns.
Keywords: intervention activities, learning continuity, mathematics

Introduction
Education doesn’t stop despite of the pandemic brought by COVID-19. The resilience of everybody, particularly the unsung heroes –
our teachers is too evident. No odds in life have blocked them from continuing and performing their herculean task. Our teachers have
been submissive to the guidelines/rules and policies set forth by the department for the welfare of the learners. In the performance of
their duties and responsibilities, they have shown their flexibility and endurance. They always look for the good of their client – the
learners. Thus, they always see quality in every task they perform. Intervention programs and related strategies have become an
inseparable routine in the life of teachers. Whether it face to face or a new learning modality, our teachers still don’t set aside the
importance of innovation for their learners.
According to Chang-Richards (2013), teaching and learning assume different shapes in times of crisis. These crises brought about by
the pandemic have forced schools and colleges to find ways to continue teaching-learning activities. The migration to online learning
modalities to mitigate the risk of face-to-face interaction is the best means for education to continue. As a result of the pandemic,
universities have been forced to migrate from face-to-face delivery to online modality. In the Philippines alone, most universities have
resorted to online learning during school lockdowns. However, this sudden shift has resulted in problems, especially for learners who
do not have access to technology. However, in public schools nationwide, modular learning is prevalent. This is because high
percentage of learners cannot afford to use online learning. Additionally, the continuing academic engagement has been a challenge
for teachers and students due to access and internet connectivity.
Intervention program and activities done by classroom teachers really help learners to increase their performance level in selected
discipline. This intervention may vary from the use of innovative instruction or teaching strategies down to the use of creative and
interactive learning materials. The effect of such intervention program is lasting once become effective. Learners would certainly
benefit from the result of the intervention being implemented.
In the light of the present situation where teachers find difficulty in building face to face communication with school children, they
still don’t give up doing and applying the best alternative in delivering services. Intervention program become more active in these
pandemic times. Thus, Sta Cruz Elementary School Mathematics teachers have been responsive to the demands of the new normal.
They have been proactive in implementing the necessary intervention their children deserve during these crises.
Research Questions
Specifically, this study sought to answer the following questions:
1. What are the intervention activities implemented by the elementary Mathematics Teachers in the new normal in terms of:
1.1. assessing the performance level of learners;
1.2. reducing number of non-numerates; and
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Research Article

1.3. improving teachers’ competence?

2. What are the challenges met by the elementary Mathematics teachers in the implementation of their intervention activities in the
new normal in terms of:
2.1. assessing the performance level of learners;
2.2. reducing number of non-numerates and
2.3. improving teachers’ competence?
3. What output can be produced from the results of the study?

Literature Review
Mertler (2009) emphasized that teachers should craft interventions to help the learners during this pandemic. Thus, this classroom
action research help teachers reflect on their own practice and identify the main aspects that do not allow the successful learning of
students and he/she tries to help students overcome their learning problems or find a solution. Metler also define action research as
“any systematic inquiry conducted by teachers”. The main characteristic of this research is that is done by teachers for themselves.
This allows them to study about issues related to their own instructional methods, students, their own assessments with the main
objective to understand them and improve their quality. Usually during this kind of research, teachers connect theory with the practice
and take some actions to increase the utility of effectiveness of the strategies, instruments, methods or techniques applied to know what
are more beneficial in a classroom.
In this connection, Olawale (2020) argued that the role of developing instructional and intervention materials in the teaching-learning
process should not be undermined. It plays an integral role in the achievement of a fruitful interplay of teaching and learning. If
adequately prepared, these materials will be useful and effective in terms of enhancing, facilitating, and making teaching and learning
smooth, lively, and concrete.
Simon (2018) stated that instructional strategies include all approaches that a teacher may take to engage students in the learning
process actively. These strategies drive a teacher's instruction as they work to meet specific learning objectives and ensure that their
students are equipped with the tools, they need to be successful. Effective instructional strategies meet all learning styles and the
developmental needs of all learners. Teachers must be equipped with a well-rounded arsenal of effective instructional strategies to
maximize their effectiveness and to increase student learning opportunities. Diaz and Dio (2017), clarified that strategic intervention
material (SIM) is a type of instructional material that deepens students’ skills in manipulation, thinking, understanding and observing.
It is a user-friendly instructional material that can be used inside the four corners of the classroom, or it can be given as a take home
activity of students. SIM can be answered solely by a student or by a group of students through cooperative learning.
For Sumiati (2018), teaching strategy emphasizes the learning process actively in efforts to acquire the capability of learning outcomes.
Using appropriate teaching methods is aimed at solving the problems that arise in the learning process. One of the methods suggested
in the curriculum in 2013 is an inquiry model, this method is best used in the learning process.
Methodology
Participants
The study involved participants who were selected using a descriptive research design aimed at collecting data to accurately forecast
outcomes based on specific hypothesis. It included all Mathematics teachers at Sta. Cruz Elementary School implemented intervention
activities during the new normal of the SY 2021-2022. The participant group comprised a total of 158 Mathematics teachers from grade
1 to grade 6.
Procedure
Through the use of Google Forms, an e-copy of the survey questionnaire was sent/distributed to the teacher participants via email or
through their messenger account. However, in the case of in-person or face-to-face distribution of hard copies of the survey forms, the
researchers see to it that the Inter-Agency Task Force protocols were strictly followed. Social distancing, proper wearing of face mask
and the use of sanitizers/alcohol were observed. Collected data were evaluated, analyzed, and interpreted.
Ethical Considerations
The researchers personally provided detailed explanations and obtained informed consent from each participant regarding ethical
considerations, including confidentiality, privacy, respect for appropriate data collection and analysis conduct, and utilization of
findings. Participants were assured that the information would be treated with the utmost confidentiality and strictly used for the
purposed of the study.

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Research Article

Results and Discussion

This section presents the findings according to the study's research questions.
Intervention activities implemented by the elementary Mathematics Teachers in the new normal
Table 1. Frequency Distribution of Mathematics Teachers Who Have Implemented
Intervention Activities in Terms of Assessing the Performance of Learners
Activities No. % Rank
1. Giving regular feedback to learner’s performance 32 20% 3
2. Introducing peer and self-assessment tool 36 23% 2
3. Asking learners to write reflection on their work 63 40% 1
4. Giving sets of performance tasks/activities 27 17% 4
Total 158 100%

Table 1 shows the implemented intervention activities in terms of assessing the performance of learners which includes giving regular
feedback to learners’ performance, introducing peer and self-assessment, asking learners to write reflection on their work and giving
sets of performance tasks/activities. Of these interventions, the third one ranked first with 63 teachers or 40%; the second one ranked
2nd with 36 teachers or 23%; the first intervention ranked 3rd and the fourth one which is giving sets of performance tasks/activities
ranked 4th.
This implies that asking learners to write reflection on their work is the best intervention. Reflection helps learners analyze and evaluate
their own learning process, fostering self-awareness and metacognition. It can be a valuable tool for intervention to enhance
understanding and improvement in their academic performance.
Table 2. Frequency Distribution of Mathematics Teachers Who Have Implemented Intervention
Activities in Terms of Reducing Number of Non-numerates
Activities No. % Rank
1. Having virtual drills/exercises once a week 16 10% 4
2. Providing more learning activities 33 21% 3
3. Using the D-D cards for drills 38 24% 2
4. Reciting basic four fundamental facts like A1, S1, M1 and D1 71 45% 1
Total 158 100%

Table 2 presents the implemented intervention activities in terms of reducing number of non-numerates of Elementary Mathematics
Teachers. Of these interventions,16 teachers or 10% had virtual drills/ exercises once a week, 33 teachers or 21% provided more
learning activities, 38 teachers or 24% used DD cards for drills and 83 teachers or 45% utilized the Reciting basic four fundamental
facts like A1, S1, M1 and D1.
It can be ascertained that reciting the basic four fundamental facts like A1, S1, M1 and D1 was the most effective and practical
intervention activities in Terms of reducing number non-numerates as it got the highest percentage score of 45% while Having virtual
drills or exercises once a week got the lowest rank.
This implies that mastering the four fundamental operations (addition, subtraction, multiplication and division) is indeed crucial for
developing a solid foundation. These operations form the basis for more advanced mathematical concepts and problem solving skills.
By understanding and practicing these operations, learners can enhance their numeracy skills.
Table 3. Frequency Distribution of Mathematics Teachers Who Have Implemented
Intervention Activities in Terms of Improving Teacher’s Competence
Activities No. % Rank
1. Attending Online Webinars in Teaching Strategies 16 10% 4
2. Conducting regular Focus Group Discussion (FGD) 55 35% 1
3. Conducting Learning Action Cell (LAC) 54 34% 2
4. Intensifying mentoring/coaching of MTs 33 21% 3
Total 158 100%

Table 3 shows the Frequency Distribution of Mathematics Teachers who Implemented Intervention Activities in Terms of Improving
Teachers’ Competence. Among the interventions were, attending online webinars in teaching strategies with 16 teachers or 10% of the
participants, conducting regular focus group discussion (FGD) with 55 teachers or 35%, conducting learning action cell with 54 teachers
or 34% and intensifying mentoring/coaching of MTs with 33 teachers or 21%.
It can be ascertained that conducting regular focus Group discussion (FGD) has been identified as the most effective intervention
activity during the new normal to improve teachers’ competence. This findings suggest that for teachers to enhance teaching
competencies, engaging in regular FGDs to discuss interventions and aimed improving the teaching and learning process is crucial.

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Research Article

Challenges met by the elementary Mathematics teachers in the implementation of their intervention activities in the new normal
Table 4. Frequency Distribution of Mathematics Teachers Who Met Challenges in the
Implementation of Intervention Activities in Terms of Assessing the Performance level of learners
Challenges No. % Rank
1. Irregular attendance of pupils during online/virtual drills 28 18% 4
2. Lack of interest/motivation to learners/pupils 52 33% 1
3. Unavailability of gadgets/resources 40 25% 2
4. Lack of communication to guardians due to some priorities 38 24% 3
Total 158 100%

Table 4 presents the challenges met by Math Teachers in the implementation of intervention activities in terms of assessing the
performance level of learners: which lack of interest/motivation to learners/ pupils with 52 teachers or 33%; unavailability of gadgets/
resources with 40 teachers or 25%, the Irregular attendance of pupils during online/ virtual drills with 28 teachers or 18% and lack of
communication to guardians due to some priorities with 38 teachers or 24%.
These findings denote that lack of interest or motivation to learners is the primary factor contributing to decreased performance level.
Informal interview to learners indicate that gadgets and peer influence are significant factors that undermine their motivation to learn.
Table 5. Frequency Distribution of Mathematics Teachers Who Met Challenges in the
Implementation of Intervention Activities in Terms of Reducing Number Non-numerates
Challenges Met by Mathematics Teachers No. % Rank
1. Lack of interest among learners 36 23% 2
2. Lack of communication to some parents due to priorities 24 15% 3.5
3. Lack of mastery in pre-requisite basic Math skills 74 47% 1
4. Peer influence/outside factors hinder learners to focus on modular study 24 15% 3.5
Total 158 100%

The table shows the challenges met by Mathematics teachers in reducing the number of non-numerates, With these challenges, Lack
of mastery in pre-requisite skills was the highest followed by Lack of interest among learners and Peer influence/outside factors hinder
learners to focus on modular study and lack of communication to some parents due to priorities got the lowest rank.
It could be gleaned from the result that peer influence and engagement in negative activities, and lack of communication to some
parents due to priorities can adversely affect academic performance. It is essential for educators and parents to address these issues
collaboratively to create a supportive environment for learners to thrive academically. Implementing strategies such as regular
communication with parents , fostering positive peer relationships, and providing resources for learners facing external challenges can
help mitigate these negative influences and promote academic success.
Table 6. Frequency Distribution of Mathematics Teachers Who Met Challenges in the
Implementation of Intervention Activities in Terms of Improving Teacher’s Competence
Challenges No. % Rank
1. Time constraints due to other assignments/tasks 79 50% 1
2. Overlapping of teacher’s activities/tasks 55 35% 2
3. Health and safety security issue 24 15% 3
Total 158 100%

Table 6 shows the challenges Math teachers face in terms of improving their competencies. These factors include time constraints due
to other assignments/tasks, which ranked 1st; Overlapping of teachers’ activities ranked 2nd, and Health and safety security ranked
3rd.
The data highlights the impact of staggering workloads on teachers’ personal lives, well-being, and their ability to provide quality
education. When teachers are burdened with tasks beyond teaching, it hinders their capacity to focus on professional development and
improving their competence; this can lead to a decrease in teachers’ effectiveness in the classroom. Therefore, addressing the workload
and providing support for teachers to manage their responsibilities effectively is crucial for maintaining and enhancing their
competence.
Conclusion
Below are the conclusions made after the conduct of this study: (1) Implementing intervention activities, such as having learners reflect
on their work, is vital for the success of new learning methods, especially in modular distance learning. (2) Mastery of the basic four
fundamental facts (Addition, Subtraction, Multiplication, and Division) is essential for reducing the number of learners who are
considered as non-numerates. (3) Engaging in regular Focus group Discussions can enhance teachers’ competence. (4) Lack of
interest/motivation among learners poses the most significant challenge in implementing intervention activities and assessing learner
performance. (5) Addressing lack of mastery in pre-requisite basic Math skills in terms of reducing the number of non-numerates. (6)

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Research Article

Time constraints due to additional assignments hinder teachers ‘efforts to enhance their competence.
Below are the recommendations of this study: (1) Implementing reflective writing activities for learners could enhance intervention
efforts. (2) Incorporating the recitation of the four basic fundamental facts (Addition, subtraction, multiplication, and division) may
help decrease the number of non-numerated learners. (3) Regularly conduct Focus Group Discussions (FGD) to enhance teachers’
Competence. (4) Develop teaching strategies in Mathematics to increase learners’ motivation. (5) Provide activities to master the pre-
requisite basic Math skills to reduce the number of non-numerated learners. (6) Employ a systematic and continuous approach to
improve teachers’ competence for effective teaching. (7) Explore further research opportunities based on the findings of this study,
which could yield valuable insights.
References
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(English Translation). China Pol. Rev. 10, 117–119.
Cook, V., & Bassetti, B. (Eds). (2005). S e c o n d la n g u a g e writing systems. Clevedon, UK:Multilingual Matters.
Cook, L., & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and
Psychological Consultation, 20, 1-8.
Diaz, E.& Dio, R.” Effectiveness of Tri-In-1 Strategic Intervention Materials for Grade 9 Students through Solomon Four-Group
Design”, Asia Pacific Journal of Education, Arts and Sciences, Vol. 4 No. 1, 2017.
Mertler, C. A. (2009) Action Research: Teachers as researchers in the classroom. United States: SAGE Publications.
Simon, A. Explicit Instruction: Efficient and Effective Teaching. New York, NY: Guilford Publications, 2018.
Sumiati, Fernando M., Principles of Teaching 2. Manila: Lorimar Publishing 2018.

Affiliations and Corresponding Information

Myla SJ. Ronquillo
Sta. Cruz Elementary School
Department of Education – Philippines
Ana Liza C. Estrada
Sta. Cruz Elementary School
Department of Education – Philippines
Mary Ann G. Accad
Sta. Cruz Elementary School
Department of Education – Philippines

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