All teachers could make an Action Research. Let’s try! You shall develop a Plan of our Action Research by following the simple cycle. Please share your output to your mentor.
Topic you chose (from the past episodes)
Episode 12 - Selecting Non-Digital or Conventional Resources and Instructional Materials
Unit and Title: “Mathinik: Enhancing Sequencing Skills Through Arts Engagement”
Activity 1: Developing an Initial Research Action Plan
A. Observe/ Notice.
What problem have I noticed that affect teaching -learning?
Write your own observed/noticed classroom problem here:
The problem that we have noticed that affects the teaching and learning process is the lack of foundational skills of students in addition. They struggle to comprehend the concept and process especially when it is administered through paper and pencil. There is a need to enhance their skills through the utilization of hands-on and engaging activities in delivering instruction to enhance the engagement of students in learning numeracy.
What was your experience in writing the action research plan?
My experience in writing an action research plan together with my groupmates was so enlightening and refreshing because we get to talk about our past lessons and what aspect of the problem did we observe in the classroom that needs to be addressed.
What Knowledge, Skills, and Attitudes did you have that helped you accomplish it?
In helping us accomplish the plan that we have, first, we were observant and particular with the problem. Then we were decisive of what intervention might be best that we can use to address the problem. We were also persistent and compassionate that if the plan that we made is not accurate, we are very willing to change some of its aspect to help solve the problem.
What do you still need to learn and develop in yourself to be skilled teacher-researcher?
The thing that I still need to learn and develop myself to be a skilled teacher-research in the end is my ability to adapt to certain changes think of broad alternatives that can be used as an intervention of ever on chosen is not suitable for any circumstances. I will try my best to come up with an action research that will address the needs of the learners.
My Initial Action Research Plan
Proposed Title:
“Mathinik: Enhancing Addition Skills Through Counting Machine”
I. Identified Problem:
The common problem that we have identified and observed with the students is that they are having a hard time understanding the concept of adding concrete objects that later on becomes a problem when written in number sentences. The problem that we have identified can be translated into questions that will help us determine what are the steps we will take to solve the problem.
The questions that will help address the problem are:
What is the level of addition skills before the implementation of counting machine intervention?
What is the level of addition skills after the implementation of counting machine intervention?
Is there a significant difference in the addition skills before and after the implementation of counting machine activity?
How effective is the Counting Machine in enhancing the addition skills of the child?
The problem that was determined is important to us as future teachers because numeracy skills are very important in the development of the child’s learning. It is as important to the learners because it is their learning experience that is being improved for them to acquire new skills in accordance with their learnings. In our previous courses, we have learned that numeracy in children can be a bit challenging especially when it involves numbers. They need proper materials that can help them grasp the topic at hand and manipulatives are one of the examples of this.
II. My Reflection about the Problem:
The problem that we are proposing is about addressing the learning needs of kindergarten learners about improving their numeracy skills particularly their addition skills. I have learned during my field study and observation towards the learners that some of them are having a hard time adding numbers especially the basics where they will count their fingers to add or having concrete objects being used. They usually need guide and help to further understand this concept since the pandemic somehow hindered this development of interacting with the peers and the teacher inside the classroom so that they will have an idea of the concept of addition.
III. My Plan of Action:
Young children learn best by exploring their surroundings, mostly through playing, during which they construct mental representations of the world. Prior to Piaget’s formal operational stage, young children need concrete, hands-on experiences rather than abstract concepts to learn, develop, and think. Learning with manipulatives was found to correlate positively with the development of mental mathematics and produce better achievement, conceptual understanding than traditional teaching techniques. (Alghazo, Aswaie, and Al-Awidi (2010). According to the National Research Council (2001), when students have acquired conceptual understanding in an area of mathematics, they see the connections among concepts and procedures and can give arguments to explain why some facts are consequences of others. They gain confidence, which then provides a base from which they can move to another level of understanding.
Students can understand the concept of addition when they are presented with concrete materials that they can manipulate, which gives them hands-on learning experiences to make sense of concepts before they are presented with more abstract learning. Building a foundation of conceptual understanding in learners allows them to transfer and apply what they know to new situations, which is what learning addition is all about.To provide foundation to the conceptual understanding of learners in addition, the researcher will make a multifunctional manipulative model, the "Addition Machine," which will be used as an instructional material in developing their understanding of addition and performing the competency standards in numeracy: "Combine elements of two sets using concrete objects to represent the concept of addition." (MKAT-OO-4) and "Recognize the words "put together,""add to," and "in all" that indicate the act of adding whole number." (MKAT-00-26), which will be given to selected learners in Kindergarten. The researchers will collaborate with the adviser of the selected participants to gather information and observations. They will also work closely with the parents, who will share additional information about the child and observations regarding the participants' addition skills before and after the intervention. Prior to the event, participants will be given a pre-test which is made by the researchers to determine their level of mastery of the competencies.
The addition machine is composed of three parts: counters, tally marks, and an addition ring. They will be used for 6 weeks, during which specific parts of the multifunctional model will be utilized in accordance with the targeted skill to be developed. The participants will start by learning the foundational skills of addition that will progress in the following weeks as they develop other skills until they grasp the concept of addition. For Weeks 1 and 2, the participants will learn sequential counting through counters, where they will practice one-on-one correspondence by moving or pointing an object as they say the corresponding number words. Researchers will facilitate them as they manipulate the machine where real-world problems will be given and the student will demonstrate it using the counters. They will be taught to find the total number of counters using the strategies of count all, count from first number, and count on from the large number. In Weeks 3 and 4, the participants will continue manipulating tally marks, with the researcher guiding them by posing a problem and having them find the answers using tally marks. For Weeks 5 and 6, the participants will utilize the addition ring, wherein they will be introduced to numbers, addition, and equal signs that are guided by visual cues.
After the intervention, the participants will be given a post-performance test which will be used to determine whether there has been an improvement in the performance of the selected kindergarten students. Parents of the participants will also be interviewed regarding the improvements that they have observed in their children after the intervention.
References:
Alghazo, I., Aswaie, O., and Al-Awidi, H. (2010). Enhancing Counting Skills of Preschoolers through the use of Computer Technology and Manipulatives. Retrieved from https://cgscholar.com /bookstore/works/enhancing-counting-skills-of-preschoolers-through-the-use-of-computer-technology-and-manipulatives
National Research Council. (2001). Adding It Up: Helping Children Learn Mathematics. Retrieved from "4 THE STRANDS OF MATHEMATICAL PROFICIENCY | Adding It Up: Helping Children Learn Mathematics |The National Academies Press" https://nap.nationalacademies.org /read/9822/chapter/6#122
Submitted By: Astillo, Ulyech Maryhanne N., Gulmatico, Kaye Ann S., Nodado, Franchesca Necole M., Urbano, Mary Grace V.
Degree: BECED 4-A
Name of Institution: West Visayas State University
SY: 2022-2023