Republic of the Philippines

Department of Education
REGION IV – A CALABARZON
Division of Batangas
San Juan East District
LAIYA NATIONAL HIGH SCHOOL

BOOSTING THE MATHEMATICAL ABILITY ON BASIC OPERATIONS

PARTICULARLY ON MULTIPLICATION OF WHOLE NUMBERS

Action Research

Prepared by:
JOANA MANLANGIT
NILDA PAGLINAWAN
JUVILYN TRIVIÑO

Approved:
JOSEPHINE D. ROSALES
Principal II
I. Introduction

The four fundamental operations of mathematics concepts such as

addition, subtraction, multiplication and division, and their relations were

taught at the primary level of education. The attainment of these concepts

enables the students to develop their understanding on numbers and

calculating strategies as well as associating them with daily life problems.

Based on research, if students do not learn multiplication during the

elementary school year they will have difficulty being successful in middle

school and even high school (NMAP, 2008). Many middle and high school

teachers reported that students are lacking necessary basic skills and

strategies to be successful with upper level mathematics (NMAP, 2008).

Students must be proficient with basic fact multiplication in order to carry

out more complex algorithms (Fuson, 2003). One study further supports

this notion in that the students who used effective strategies for

multiplication performed better on other types of mathematics tests (Steel

& Funnell, (2001). The elementary years are the prime time for students’ to

become proficient in multiplication.

However, mathematics teachers of 7th and 8th grade level found out

that most students who enter the secondary level have difficulty in

performing multiplication of numbers, as reflected on written works and

performance tasks. It is one of the needed skills that must be acquired in

solving mathematical equations and eventually can solved higher level of

equations pursuant to the spiral progression of K-12 Mathematics

Curriculum.

Based on the researchers’ observation, one possible reason why

learners found it difficult to perform the mathematical operation was unable

to recall rapidly the multiplication of facts resulting to poor mastery of the

concept and skills of multiplication table. Furthermore this study intends to

help improve the students of Grade 7 and 8 level with having difficulties in

acquiring mathematical skills particularly the concept of Multiplication of

Whole Numbers. Without giving attention, the dilemma could affect the

students’ performance when moving up to higher grade level. The findings

of this study will be useful and valuable as it will give insights to school

administrators and teachers of the possible means to help student at risk

with difficulty in performing mathematical operation related to multiplication

of Whole Numbers.

II. Review of Related Literature and Studies

The researcher has gone through intensive readings of materials,

both printed and downloaded materials through internet which has a great

significance to solve the problem and issues of this action research.

Zutaut, A.K. (2002). Using mnemonic strategies in fourth grade

multiplication. Retrieved January 20, 2009 from, Education Resources

Information Center (ERIC) Web site: http://www.eric.ed.gov This action

research is centered on finding strategies that increase student recall of

multiplication facts, and then seeing if students’ accuracy when performing

multiplication improves As I browsed through this reference, I felt as

though this teacher experienced the same frustrations and challenges that

I am currently facing. It is very parallel to my research focus. It presents

new solutions other than the ones I had already brainstormed and provides

insightful tips. The phrase that grasped my attention and made me choose

this reference was, “. . . memorization of the one hundred basic

multiplication facts improves a child’s ability to solve more involved

problems.” This is something that I believe whole-heartedly. Also, this

resource includes an extensive list of additional references.

Brewer, R.A. (2004). Memory, multiplication, and mnemonics: A

study into the recall of basic multiplication facts. Retrieved January 22,

2009 from, Education Resources Information Center (ERIC) Web site:

http://www.eric.ed.gov This resource is useful as it presents learning the

multiplication facts in a unique way I had never heard of. The numbers are

turned into words (for example: “four” is portrayed as “door”; sixteen is

portrayed as “sick queen”) so the students can memorize the facts as

riddles. Since all students learn differently, this may be an alternative

solution and very effective for some of my students. This research also

discusses the retention rate after learning using this method. While I do not
wish to test this specific strategy, I may use a similar idea as one of my

interactive games.

Ediger, Marlow (1998, September). Teaching suggestions in

mathematics. Retrieved February 17, 2009 from, Web site:

www.eric.ed.gov This article supports my notion that flash cards are a

promising and successful practice. In addition to discussing the success of

flash cards, the journal presents other activities that I may be able to use

with my “interactive game” group. Dorwaldt, L.E. (1999). Understanding

multiplication concepts. Retrieved February 17, 2009 from, Web site:

www.eric.ed.gov This article goes against my notion that flash cards will be

the most successful strategy implanted. This article argues that repetitive

exercises do not work well any longer; rather, multiplication concepts must

be presented in fun and practical ways. This article gives me much to think

about as I create interactive games for one of my classes. Gopal, N. &

Krupp, R. (2003). Tripleblaster. Retrieved February 19, 2009 from , Web

site: www.eric.ed.gov This is a very helpful article! It does, again, apply to

my “interactive games” group of students. This article presents math

games with die designed to help students learn addition, subtraction,

multiplication, and division. (https://files.eric.ed.gov/fulltext/ED506074.pdf)

III. Statement of the Problem

This study was developed to improve the students mathematical

skills particularly in Multiplication of Whole Numbers. Likewise, how

memorization of multiplication table and repetition of addition of whole

numbers boost the ability in multiplying whole numbers.

Specifically, it sought to answer the following:

1. What is the profile of the ten students in terms of:

1.1 Age
1.2 Grade Level
1.3 Grade in Mathematics last year
1.4 Result of Pre-Test and Post Test
2. What are the difficulties met by the learners in multiplying whole

numbers during their elementary time?

3. How does memorization of multiplication table and repetition of

addition of whole numbers boost their skills in multiplying whole

numbers? Are there significant relationships?

4. What are the students’ perceptions in concepts and operations on

multiplication using different strategies and techniques?

5. Based on the results, what strategies can be proposed for the

students to easily multiply whole numbers.

IV. Innovation, Intervention, Strategies

In order to increase the students’ ability in multiplying numbers, we

will implement the following strategies:

a) Reinforce the idea that multiplication is repeated addition

b) Memorization of the multiplication table

c) Use of flashcards
 d) Giving activity sheets and drill during their vacant time

V. Action Research Methods

The action research design, data gathering methodology,

respondents, research instrument, and statistical treatment of

data is presented in this chapter.

Respondents of the Study

The respondents of this action research are ten selected students

from Grade 7 and five selected students from Grade 8 of Laiya National

High School who have difficulty in mathematics.

Figure 2

The Respondents

Gender Number of Number of Total Percentage

Grade VII Grade VIII (%)

Male 6 4 10 67%
Female 1 5 33%
4
Total 10 5 15 100 %
 It is reflected in Figure 2 the number of respondents of this study who are

the Grade VII and the Grade VIII students. There are 15 total numbers of

students as respondents. 10 or 67 percent are males and 33 percent are

females.

In this section, it could be seen that there are more males than females

who’s been a part of the sample.

VI. Results and Discussion

 PRETEST RESULT IN MATHEMATICS
Raw Scores %
No. Name of Students
(50)
Grade 7
1. Banez, Reniel
2. Enosa, Alvin
VII. 3. Velasquez, John Eiron Re

4. fer
5.
en
6.
7. Flores, Mutya ce
8. Galit, Princess Jane s
9.
10.
Grade 8
11. Evangelista, Nico 7 14%
12. Rosales, Arvin 10 20%
13. Samarita, Wally 6 12%
14. Villanueva, Iron 1 2%
15. De Torres, Bianca 6 12%
Total Raw Score
Mean
Standard Deviation
Mean Percentage Score
Proficiency Level