WEST VISAYAS STATE UNIVERSITY

HIMAMAYLAN CITY CAMPUS

Himamaylan City, Negros Occidental

ENHANCING THE FOUR FUNDAMENTAL OPERATION OF GRADE 4 STUDENTS USING

DIFFERENTIATED INSTRUCTION

An Action Research Proposal

Presented to

the Education Department

West Visayas State University

Himamaylan City Campus

In Partial Fulfillment

of the Requirements for the Degree

Bachelor in Elementary Education

(General Education)

by

MELJEAN V. DEDULLO

ANGIE H. DEÑOLA

DONESSA D. JIMENEZ

DINAH ROSE G. MAQUIRANG

LUZVI G. SANTOYO

2022
 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

Context and Rationale

Mathematics is deemed as a challenging but highly significant subject. It is

embedded in the modern world and in everyday life. Having the knowledge of

mathematics is crucial to educational and financial success in contemporary society and

is becoming ever more so (Tessema, 2018). All of the importance of mathematics can

be obtained through the application of four fundamental operations. The four

fundamental operations – addition, subtraction, multiplication and division – are basic

concepts in mathematics that are taught in primary education level. According to Vula,

2011 as cited by Tessema, 2018, acquisition of these four fundamental operational

concepts and their relations enables students to develop their understanding for

numbers and calculating strategies as well as associating them with daily life activities.

In spite of the said importance and applications of mathematics, students do not

perform well in this subject. In a study conducted by the Trends in International

Mathematics and Science Study 2019 (TIMSS), only 19 percent of Filipino students reach

the benchmark, which indicated that only a few percent have some basic mathematical

knowledge (Richardson, 2020).

Students differ greatly in various aspects of life such as in performance, cultural

background, language, gender, learning style, motivation and interests. Adjusting

teaching methods to accommodate student learning preferences helps to increase

student motivation and performance (Malacapay, 2019 as cited by Zens, 2021). In the

scope of mathematics teaching, the differentiated teaching approach has great

importance in that it can enhance multiple learning environments at various levels

(Abbati, 2012). According to Yang & Ru Wu (2010) as cited by Magayon & Tan (2016),

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

when the teacher provides flexibility in solving practical problems in the number sense

activities, they encourage students’ critical thinking. Differentiated instruction is a well-

known and practice-proven approach that responds effectively to the diverse students’

needs (Coffey, 2011; Coubergs, Struyven, Vanthournout, [Link], 2017; Tomlinson, 2014

as cited by Pozas, [Link]., 2019). To prove this claim, researchers such as Gottfried

(2013), Hart [Link]. (2015), and Poncy et al. (2013) have consistently found differentiated

instruction to be an effective instructional strategy leading to greater student motivation

and increased student achievement scores, especially in mathematics. Similarly,

Valiandes (2015) as cited by Pozas, [Link]. (2019), found that students in classrooms

where teachers implemented DI performed better compared to those students who did

not receive DI.

In line with this, the researchers considered implementing differentiated

instruction to enhance the four fundamental operations of Grade 4 students. The

researchers have observed during their field study that the Grade 4 students of

Binalbagan Elementary School have difficulties in learning and doing addition,

subtraction, multiplication and division and the researchers recognized how important

the acquisition of fundamental operation concepts is to the understanding and mastery

of other mathematical concepts such as counting and calculating which are crucial in the

everyday life. As an intervention, the researchers will make use of the differentiated

instructions such as games, videos, group or collaborative learning and the like to help

further the fundamental operation skills of the grade 4 students. The finding of this

study will serve as a guiding light to teachers to improve their teaching strategies

particularly in mathematics. The researchers believed that this study would benefit the

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

students and would help them achieve deeper understanding of the concepts of the four

fundamental operations and be able to perform well on it.

Action Research Questions

This action research aimed to find out the effectiveness of using Differentiated

Instruction in enhancing the Four Fundamental Operations of grade 4 students.

Specifically, this study sought to answer the following questions:

1. What is the level of performance in addition of the controlled and experimental group

before the intervention?

2. What is the level of performance in subtraction of the controlled and experimental

group before the intervention?

3. What is the level of performance in multiplication of the controlled and experimental

group before the intervention?

4. What is the level of performance in division of the controlled and experimental group

before the intervention?

5. What is the level of performance in addition of the controlled and experimental group

after the intervention?

6. What is the level of performance in subtraction of the controlled and experimental

group after the intervention?

7. What is the level of performance in multiplication of the controlled and experimental

group after the intervention?

8. What is the level of performance in division of the controlled and experimental group

after the intervention?

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

9. Is there a significant difference in the level of performance of the controlled and

experimental group in addition before and after the intervention was introduced?

10. Is there a significant difference in the level of performance of the controlled and

experimental group in subtraction before and after the intervention was introduced?

11. Is there a significant difference in the level of performance of the controlled and

experimental group in multiplication before and after the intervention was introduced?

12. Is there a significant difference in the level of performance of the controlled and

experimental group in division before and after the intervention was introduced?

13. What plan of action can be proposed based on the result of the study?

Hypotheses

In view of the nature of the study, these hypotheses were advanced:

1. There is no significant difference in the level of performance of the controlled

and experimental group in addition before and after the intervention was

introduced.

2. There is no significant difference in the level of performance of the controlled

and experimental group in subtraction before and after the intervention was

introduced.

3. There is no significant difference in the level of performance of the controlled

and experimental group in multiplication before and after the intervention was

introduced.

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

4. There is no significant difference in the level of performance of the controlled

and experimental group in division before and after the intervention was

introduced.

Innovation, Intervention and Strategy

The researchers will utilize differentiated instruction to enhance the performance

of the Grade 4 students in the practice of the four fundamental operations. According to

Carol Ann Tomlinson as cited by Lathan (2022) in his blog, differentiating instruction

means shaking up what goes on in the classroom so that students have multiple options

for taking in information, making sense of ideas and expressing what they learn.

Differentiated classroom provides different avenues to acquiring content, to processing

or making sense of ideas and to developing products so that each student can learn

effectively.

The researchers will construct a researcher-made test as a pre-test and post-test

to measure the level of performance of the Grade 4 students in the four fundamental

operations before and after the intervention is introduced in the classroom setting. In

line with the differentiated instruction, the researchers will teach the students on how to

perform the four fundamental operations such as addition, subtraction, multiplication

and division using different activities including games, individual and group activities,

using worksheets, cards, videos and other available materials that can be utilized.

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

Action Research Methods

This chapter contains the participants and/or other sources of data and

information, data gathering method and data analysis plan.

Participants and/or other Sources of Data and Information

The participants of this study will be the grade 4 students of section Dove in

Binalbagan Elementary School of the school year 2022-2023. The students will be

divided into two groups, namely: controlled group and experimental group.

Data Gathering Methods

This study will utilize the quasi-experimental method. Quasi-experimental

method aims to establish a cause-and-effect relationship between an independent and

dependent variable. Unlike a true experiment, a quasi-experiment does not rely on

random assignment, instead, subjects are assigned to groups based on non-random

criteria. The researchers often do not have control over the treatment, but instead

studies pre-existing groups that received different treatments after the fact (Thomas,

2022).

In the conduct of the study, first, a letter of approval from the Action Research

Adviser will be sought. Second, a letter asking for permission to conduct the study will

be submitted to the principal of Binalbagan Elementary School. Third, the researchers

will coordinate with the teachers of Grade 4 – Dove. Fourth, letter of consent to parents

will be administered to ask for their permission to let their child participate in this study.

Fifth, the researchers will construct a 15-item researcher-made test for each operation

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

that will serve as a pre-test and post-test, which will undergo validity checking by the

Grade 4 Mathematics teachers, which will then be answered by the participants. Lastly,

the participants will be awarded with certificates as a form of gratitude and recognition

for their participation.

Data Analysis Plan

The following statistical tools will be used to analyze the data collected.

For problem number one, which states that “What is the level of performance in

addition of the controlled and experimental group before the intervention?”, mean will

be used.

For problem number two, which states that “What is the level of performance in

subtraction of the controlled and experimental group before the intervention?”, mean

will be used.

For problem number three, which states that “What is the level of performance

in multiplication of the controlled and experimental group before the intervention?”,

mean will be used.

For problem number four, which states that “What is the level of performance in

division of the controlled and experimental group before the intervention?”, mean will be

used.

For problem number five, which states that “What is the level of performance in

addition of the controlled and experimental group after the intervention?”, mean will be

utilized.

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

For problem number six, which states that “What is the level of performance in

subtraction of the controlled and experimental group after the intervention?”, mean will

be utilized.

For problem number seven, which states that “What is the level of performance

in multiplication of the controlled and experimental group after the intervention?”, mean

will be utilized.

For problem number eight, which states that “What is the level of performance in

division of the controlled and experimental group after the intervention?”, mean will be

utilized.

For problem number nine, which states that “Is there a significant difference in

the level of performance of the controlled and experimental group in addition before and

after the intervention was introduced?”, T-test will be used.

For problem number ten, which states that “Is there a significant difference in

the level of performance of the controlled and experimental group in subtraction before

and after the intervention was introduced?”, T-test will be used.

For problem number eleven, which states that “Is there a significant difference in

the level of performance of the controlled and experimental group in multiplication

before and after the intervention was introduced?”, T-test will be used.

For problem number twelve, which states that “Is there a significant difference in

the level of performance of the controlled and experimental group in division before and

after the intervention was introduced?”, T-test will be used.

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

Action Research Work Plan and Timelines

A. Introduction

Mathematics is challenging yet a very important subject. It has been regarded as

a fundamental subject because arithmetic and logical reasoning are the basis of science

and technology (Yeh, [Link]., 2019). It is an indispensable human endeavor that allows

individuals to describe, analyze and understand the world we live in (Tessema, 2018).

Its importance is obtained through the acquisition of the four fundamental operations,

namely, addition, subtraction, multiplication and division. Unfortunately, learners

struggle in performing this basic mathematical concept.

This action plan was developed to serve as a guide and basis for the conduct of

this study. It contains action research activities, the target subjects, the persons

responsible, the date of the implementation of the activities and the expected outcome.

In addition, it includes three phases – Phase 1 which is the pre-implementation; Phase 2

which is the implementation stage; and Phase 3 which is the post-implementation stage.

B. Plan Description

This action plan highlights the activities, steps and processes to be taken in

conducting this study. The researchers plan to conduct the intervention for six weeks

within the month of March to April. Prior to the implementation of the intervention, the

researchers will conduct a pre-test and will administer differentiated instruction

afterwards. After weeks of conducting the intervention, the researchers will conduct a

post-test to determine the effectiveness of the differentiated instruction in enhancing

the four fundamental operations of the grade 4 students.

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

C. General Objectives of the Action Plan

Generally, this Action Plan intends to:

a. Provide guidance and step by step processes for the researchers to follow in

conducting the study.

D. Action Plan Matrix

Action Research Target Persons Date Expected

Activities Subjects Responsible Output

A. Phase 1 - Pre – Implementation

1. Preparation

• Observation Action

and Data Researchers November Research

Gathering 2022 Problem

• Identifying

a Problem

2. Writing of Action Approved

Research Proposal Researchers December Action

2022 Research

Proposal

3. Giving Letter of Dr. Regie M.

Approval to the Bangoy Researchers January Approved

Adviser 2023 Letter

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

4. Giving Letter of Principal of

Intent to the Binalbagan Researchers January Approved

School Principal Elementary 2023 Letter

School

5. Coordinating Grade 4- Good

with the Grade 4 Dove Researchers January Coordination

Teachers Teachers 2023 with Teachers

6. Construction of January Approved Test

Test (Pre-test & Researchers 2023

Post-test)

7. Validation of the Researchers February, Validated Test

Test 2023

B. Phase 2 – Implementation Stage

Implementation

1. Applying the Grade 4 – Scores/

Intervention Dove Researchers March Performance

2023 of Learners

2. Data Gathering Grade 4 – Results of the

and Analysis Dove Researchers April 2023 Performance

3. Interpretation Researchers/ Mean of the

Statistician Researchers May 2023 Scores and

Significance

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

4. Token and Principal/ Certificates

Awards Teachers Researchers May 2023 and gifts to

/Students Principal,

Teachers,

Students

C. Phase 3 – Post Implementation Stage

Post-Implementation

1. Comparing the

results of Researchers May 2023 Results of the

performance before analyzed data

and after the

intervention is

introduced

2. Submission of the Final Action

Results of Action Researchers May 2023 Research

Research

Cost Estimates

In conducting this research, the following expenses will be incurred:

Research Tasks or Activities Cost

1. Reproduction of Research Instrument P 2,000.00

2. Expenses of Data Analysis and Finalization of Paper P 1,000.00

3. Printing and Photocopy during the Research Process P 1,000.00

4. Food, Tokens and Certificates during the Conduct of Research P 2,000.00

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

5. Travel and Communication Expenses P 1,500.00

6. Reproduction of Final Research Report P 1,000.00

7. Expenses for Dissemination P 2,000.00

TOTAL COST P 10, 500.00

Plans for Dissemination and Utilization

The researchers plan on disseminating the results of this study by giving copies

to the school library, publishing it on a website and creating a handbook containing the

results of and the strategies used in conducting the study. Disseminating the result of

this study through the aforementioned ways will help the teachers and students

understand the role that the differentiated instruction has played in the enhancement of

the students’ performance in doing four fundamental operations. It will serve as basis

for teachers to improve their teaching strategy and consider adopting the strategies that

will be utilized in this study. Likewise, it will serve as a reference for future researchers

who will conduct studies related to this research.

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 WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

References

Abbati, D. G. (2012). Differentiated instruction: Understanding the personal factors and

organizational conditions that facilitate differentiated instruction in elementary
mathematics classrooms. Unpublished doctoral dissertations, University of
California, Berkeley. (UMI No.3526480).

Gottfried, M. A. (2013). The spillover effects of grade-retained classmates: Evidence

from urban elementary schools. American Journal of Education, 119(3), 405-444.

Hart, S. [Link]. (2015). A latent profile analysis of math achievement, numerosity, and
math anxiety in twins. Journal of Educational Psychology,
doi:[Link]

Lathan, J. 2022. What is differentiated instruction. Retrieved from

[Link]
instruction/#:~:text=Differentiated%20instruction%20is%20the%20practice,to
%20meet%20students'%20individual%20needs.

Magayon, V. & Tan, E. (2016). Learning Mathematics and Differentiated Instruction in

the Philippines: A Phenomenographical Study on Struggles and Successes of
Grade 7 Students. Retrieved from [Link]
file/397462

Poncy, B. C., Fontenelle, S. F., & Skinner, C. H. (2013). Using detect, practice, and
repair (DPR) to differentiate and individualize math fact instruction in a class
wide setting. Journal of Behavioral Education, 22(3), 211-228.
doi:[Link]

Pozas, M., Letzel, V., and Schneider, C. (2019). Teachers and differentiated instruction:
exploring differentiation practices to address student diversity. Retrieved from
[Link]

Richard, M. (2020). Trends I International study and mathematics. Retrieved from

[Link]

Tessema, G. (2018). Improving of Students’ Performance on the Four Basic

Mathematical Operations on the Set of Rational Numbers: The Case of Selected
First Year Students of Fitche College of Teachers Education, Ethiopia. Retrieved
from [Link]

Thomas, L. (2022). Quasi-Experimental Design| Definition, Types & Examples. Retrieved

from [Link]

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HIMAMAYLAN CITY CAMPUS
Himamaylan City, Negros Occidental

Yeh, C., [Link]. (2019). Enhancing Achievement and Interest in Mathematics Learning
through Math-Island. Retrieved from
[Link]

Zens, A. (2021). The Impact of Differentiated Learning Activities on Student

Engagement and Motivation in the English Language Arts Classroom. Retrieved
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[Link]
xt=Based%20on%20the%20data%20collected,students%20in%20the%20non%
2D%20differentiated.

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