Investigating the Effectiveness of Math Relay Learning Assistance (MRLA) in

Enhancing Low Numeracy Level Skills of Grade 9 Students

An Action Research
Presented to the Faculty of the College of Education
Don Honorio Ventura State University
Main Campus, Bacolor, Pampanga

In Partial Fulfillment of the

Requirements for the Degree,
Bachelor of Secondary Education Major in Mathematics

Ma. Erica C. Lingat

Aira Jean P. Sicat
Kristelyn Carla Nicole R. Mariano
Glenbert S. Puno
Kenneth D. Bitagcul

May 2024
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ACTION RESEARCH PROFILE

Program BSEd Major in Mathematics

Year and Section 4-A

Semester Second Semester

Academic Year 2023 - 2024

University Research Agenda Program/Curricular Study in Higher Education

College Research Agenda Policy-Oriented Studies

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APPROVAL SHEET

This action research titled “Investigating the Effectiveness of Math Relay

Learning Assistance (MRLA) in Enhancing Low Numeracy Level Skills of Grade 9
Students”, prepared and submitted by Ma. Erica C. Lingat, Aira Jean P. Sicat,
Kristelyn Carla Nicole R. Mariano, Glenbert S. Puno, and Kenneth D. Bitagcul, in
partial fulfillment of the requirements for the degree, Bachelor of Secondary Education
Major in Mathematics, has been examined and hereby recommended for Oral
Examination.

JENSEN NIÑO P. BAKING, LPT

SIPP Coordinator

Action Research Committee

Passed by the Thesis Committee with a grade of __ on May 29, 2024.

JOSEPHINE LUZ DE LEON-PINEDA, PhD

Chairperson

ANGELO D. REGALA, LPT

Member

Approved and accepted in partial fulfillment of the requirements for the degree,
Bachelor of Secondary Education Major in Mathematics.

RIZA B. LINTAG, EdD

Dean, College of Education
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Investigating the Effectiveness of Math Relay Learning

Assistance (MRLA) in Enhancing Low Numeracy Level Skills
of Grade 9 Students
Ma. Erica C. Lingat, Aira Jean P. Sicat, Kristelyn Carla Nicole R. Mariano,
Glenbert S. Puno, and Kenneth D. Bitagcul
Bachelor of Secondary Education major in Mathematics Program
College of Education, Don Honorio Ventura State University
Main Campus, Bacolor, Pampanga
Corresponding E-mail: 2020101976@dhvsu.edu.ph

ABSTRACT

This action research intends to address low numeracy skills levels, an evident
problem in the academe of Mathematics. With that, this study aimed to examine the
effectiveness of implementing Math Relay Learning Assistance (MRLA) towards
enhancing the low numeracy level skills of the Grade 9 students in Pampanga High
School (PHS). Employing a mixed-method and quasi-experimental research design, it
intends to investigate if the proposed intervention can effectively enhance the relatively
low numeracy skills through quantitative and qualitative data. Further, the 20 respondents
of this study underwent a purposive sampling technique, where 10 of the participants
experienced the intervention and the remaining 10 utilized the conventional one. They are
from a Mathematics teacher who has the most number of students taking up numeracy
class. Based on the results, the participants had a low level of numeracy skills before
imposing the intervention. Upon rigorous analysis of the results of both groups’ post-test
results, it was concluded that after employing the intervention, there was a significant
difference in both groups and the experimental group who underwent the said
intervention had higher accumulated scores. Further, following their responses to the
structured interview, it was concluded that they explicitly enjoy learning through a math
relay game where engagement and interaction are highly observed rather than having
conventional as part of their learning process.

Keywords: Gamified Learning Assistance, Student Engagement, Long-term

Retention
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INTRODUCTION

Context and Rationale

Mathematics is often referred to as a difficult and tedious subject to learn.
Learning mathematics induces various challenges for massive students. However, it is an
inevitable and viable subject that pervades life at any age and in any circumstances. Thus,
it must be learned comprehensively and with much depth. To have skills and knowledge
in Mathematics, one should first improve his/her numeracy skills, specifically know how
to do basic calculations using the fundamental operations in integers and be able to use
other basic concepts to unravel complex problems. Numeracy is one of the fundamental
skills that a student must develop. Being numerate means having competence and
confidence in how to effectively use a range of mathematical skills and processes to solve
problems in everyday life. It goes beyond mere knowledge of number facts and processes
and the ability to perform arithmetic operations. In the Philippines, numeracy is a key
component of the country’s education system. However, there are concerns about the
numeracy level of Filipinos. One possible cause of such concerns was the occurrence of
the COVID-19 pandemic which created a profound impact on basic education. This
incident gave way to the adoption of distance learning modality, as emphasized by Pres.
Rodrigo R. Duterte and DepEd Secretary Leonor Magtolis Briones as an alternative way
to continue education in the light of the COVID-19 public health emergency. It is well
accepted and strategically carried out in all schools nationwide, particularly in private and
public schools in the province of Pampanga.

In Pampanga High School, a public school in the City of San Fernando,

Pampanga, online/virtual learning, and Modular Distance Learning (MDL) are the chosen
modalities to continue basic education. Modular Distance Learning involves
individualized instruction that allows learners to use Self-Learning Modules (SLMs) in
print or digital format/electronic copy, whichever applies to the learner, and other
learning resources like learner’s materials, textbooks, activity sheets, and much more.
However, this type of learning modality exponentially increases the number of students
who have low numeracy skill levels. Even in the present scenario, in which schools are
allowed to conduct fully face-to-face learning, the massive number of students with low
numeracy skill levels is evident. In this school year (S.Y. 2022-2023), students are
performing below grade level because of the accumulation of unfinished and
inappropriate ways of learning prerequisite skills from prior grades. With that, students
are inclined to benefit from grappling with grade-level content even when they haven’t
mastered earlier concepts. The cumulative nature of Mathematics makes predecessor
knowledge essential for many key skills, for instance, before the student becomes
mathematically proficient in Grade 9, s/he must acquire essential skills and concepts
present in the mathematics lessons for Grades 7 and 8. According to the K to 12
Curriculum Guide in Mathematics of DepEd in 2016, in Grade 7, the learner
demonstrates an understanding of key concepts and principles of numbers and number
sense (sets and real number system); measurement (conversion of units of measurement);
patterns and algebra (algebraic expressions and properties of real numbers as applied in
linear equations and inequalities in one variable); geometry (sides and angles of
polygons); and statistics and probability (data collection and presentation, and measures
 6

of central tendency and variability) as applied - using appropriate technology - in critical

thinking, problem-solving, reasoning, communicating, making connections,
representations, and decisions in real life. Whereas, in Grade 8, the learner demonstrates
an understanding of key concepts and principles of patterns and algebra (factors of
polynomials, rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two variables); geometry
(axiomatic structure of geometry, triangle congruence, inequalities in a triangle, and
parallel and perpendicular lines); and statistics and probability (probability of simple
events) as applied - using appropriate technology - in critical thinking, problem-solving,
reasoning, communicating, making connections, representations, and decisions in real
life.

However, there are students in Pampanga High School, particularly in Grade 9

who fail to show mastery of some concepts in a few branches of Mathematics, these are
Number Theory, Algebra, and Arithmetic. Without addressing these gaps, they will only
accumulate over time and lead to more inequitable outcomes. Pulling the prior year’s
textbooks from the supply closet is not the best option but carries another set of risks.
Students will only be bored and disengaged if the flow of the instruction is
teacher-directed, without having sufficient time to engage with students in a fun and
exciting way to learn. The confluence of several other forces—a widespread recognition
of learning loss and its inequitable impact, the infusion of educational technology, the
necessity of tending to students’ social and emotional development, and parents’ fears
that their children will not get back on track—all are the possible reasons for the
researchers to come up with an idea to investigate the effectiveness of Math Relay
Learning Assistance (MRLA) as a new way to meet every student needs and help them
achieve proficiency in Mathematics. This MRLA is a learning game used as an
intervention strategically designed for teaching specific skills and mathematical
knowledge other than simply entertainment through gamified exercises and simulations.

Review of Related Literature and Studies

Numeracy is defined as a useful ability being utilized in day-to-day activities that

require comprehension and utilization of mathematical principles (Celemin, 2023;
Belleza, 2022). There are various interpretations of the term “numeracy”. It is sometimes
termed “statistical literacy” (Watson, 2011), “quantitative literacy” (Steen, 2001), and
“mathematical literacy”, but these terms link in one particular meaning, that is numeracy
entails a disposition to recognize, understand, and apply mathematical ideas in a wide
range of contexts that is quite different from what the students encountered in a
classroom. Generally, it is a skill that includes a variety of capabilities to understand and
analyze numerical information, to make the right conclusions and decisions as well as to
appropriately apply in daily life the concepts and ideas of mathematics.

Filipino learners are not exempted from having a poor level of numerical
competence. In fact, in 2018, the Program for International Student Assessment (PISA),
an international assessment that measures the performance of 15-year-old students in
reading, mathematics, and science literacy every three years indicated that the Philippines
placed second overall lowest rank out of 79 participating nations worldwide. On the
given data, it shows that only 1 out of 5 Filipino students (19.7%) attained at least the
 7

minimum proficiency level (LEVEL 2) in Mathematical Literacy. It also revealed that

Filipino students achieved an average score of 353 points in Mathematical Literacy,
which was significantly lower than the Organization for Economic Cooperation and
Development (OECD) average of 489 points. It shows no significant improvement in the
performance of Filipino students as shown in the recent PISA results in 2022 which
revealed that the Philippines is still among the countries with the lowest proficiency in
mathematics, reading comprehension, and science. The results also show that in
mathematics, low achievers became stronger. Specifically, 16% of the Filipino students
attained at least Level 2 proficiency which is significantly less than the OECD average at
69%. Studies suggest that a notable proportion of adults and young individuals, with
percentages ranging from 10-40% in high-income countries and 30-60% in
middle-income countries, have inadequate or very low numeracy skills according to
reports on mathematical literacy or numeracy proficiency levels (OECD, 2019). Further,
a study by Nahdi et al. (2020) specified that students have poor problem-solving skills,
and one of the possible solutions is to strengthen their numeracy skills. Students’ early
mathematical aptitude generates a large contribution to their success in the academic field
(Hornburg et al., 2018). This implies that developing and enhancing numeracy skills are
critical actions that will serve as a foundation for prosperity in many fields. Identically,
Aunio (2019) stated that early acquisition of numeracy skills is vital for one’s success in
academe and professional aspects. Alongside, Nahdi et al. (2020) specified in their
research study that students’ numeracy skills are constantly insufficient, and with that, a
requirement for modifications and improvements in this area is highly imposed.

Learning mathematics presents various challenges for many students due to the
difficult and often tedious nature of the subject. As a response, educators integrate such
alternative methods, neglecting the conventional methods, to enhance the learning in this
subject (Gamit et al., 2017). Adopting alternative methods has shown numerous
promising results in enhancing their mathematics learning as these methods make
engaging and a way for having active learning leading to a positive attitude towards
Mathematics. According to Campit et. al. (2015), employing educational games as
teaching strategies has the potential to make mathematics instructions easier to
comprehend and positively impact students’ mathematics learning and attitudes.
Educational games can consume student's attention for hours while providing instruction
and an engaging learning experience. It has been used to promote student’s mathematics
achievement in various domains including problem-solving and algebra skills
(Abramovich, 2010), strategic and reasoning abilities (Bottino et. al., 2007), critical
geometry skills (Yang & Chen, 2010), and arithmetic procedures (Moreno & Duran,
2004). Earlier review studies focused on evaluating the impact of games on math
learning. Divjak and Tomie (2011) conducted a systematic review of 27 identified studies
published in 1995-2010 on Game-Based Learning (GBL) for Mathematics Education.
They concluded that math learning games not only promoted the targeted learning
outcomes (with 21 out of 27 studies showing positive results) but also fostered students’
motivation and positive attitudes toward math learning (14 out of 17 studies confirmed
positive effects). To critically evaluate and statistically combine the results of the
comparison, Tokak et. al., (2019) conducted a quantitative meta-analysis review of 24
studies to examine the effects of learning games on math achievement in K to 12 settings.
The result showed that compared to conventional instructions, learning games led to
better improvements in math learning. Also, an in-depth analysis of game-based learning
 8

in mathematics education was undertaken by reviewing 57 articles. The research revealed

that 54% of these articles explored the affective domain, with 84% reporting notable
positive effects, such as increased motivation and engagement among students. However,
the findings from this study suggest that certain articles presented mixed results,
indicating potential intricacies and complexities in the connection between game-based
learning and the affective domain (Vankus, 2021). This underscores the persistent need
for refining research methodologies and continuously enhancing game design to gain a
deeper understanding and optimize the educational advantages of this approach in future
academic studies.

Participating in gameplays can assist in a more deep understanding of

mathematical concepts among students (Rutherford, 2017). Moreover, the incorporation
of an educational computer game as an intervention has been made, which proves that it
increases the numeracy skills of students (Aunio & Mononen, 2017). It is similar to the
findings of Insorio (2020) where applying an offline game application as a proposed
intervention resulted in notable improvements in the numeracy skills of the students.
Incorporating educational computer games and offline game applications as interventions
has proven effective in enhancing the numeracy skills of students with lower proficiency,
leading to substantial improvements according to research studies.

In the study of Layug et al. (2021), interventions employed by Grade 7 Math

teachers at Baguio City National High School revealed varying levels of effectiveness.
These interventions, encompassing parent and student conferences, one-on-one tutorials,
redoing low-scoring activities, home visitation, and the provision of supplementary
materials, demonstrated outcomes ranging from moderate to high. The observed impact
of these interventions in significantly narrowing the numeracy gap among Grade 7
students emphasizes their positive role in improving students' numeracy skills within the
school environment. The diverse effectiveness of each intervention underscores the
necessity for a comprehensive and tailored approach, offering valuable insights for
educators navigating numeracy challenges in similar educational settings.

Additionally, Smith et al. (2020) highlighted the efficacy of the gameplay and
Design Framework, a pedagogical strategy executed over a 14-week professional
development program involving middle school teachers. By utilizing the Wearable
Learning Cloud Platform, the initiative engaged educators in activities encompassing
playing, designing, testing, and implementing mathematics games. This holistic approach
not only resulted in the creation of games by teachers and the gathering of insightful
student feedback but also presented compelling evidence of substantial learning progress.
The proven success of this approach underscores its significant potential as a
transformative pedagogical tool for educators in similar contexts, particularly in
enhancing higher-level thinking within STEM classrooms.

As reported by Belleza (2022), during these unprecedented times, an enhanced

math learning kit that includes parents as active participants is a highly effective approach
 9

to improving the numeracy skills of non-numerate learners. Further, following the

integration of an 8-week mentoring session, students marked a desirable improvement
and mastery of the essential mathematical competencies, attaining the required level of
proficiency (Asuncion et al., 2023). Per Celemin (2023), utilization of authentic
performance tasks also develops a noteworthy outcome and improvement in testing the
numeracy skills of the students, specifically in their pre-test and post-test about the four
fundamental operations as well as problem-solving. According to Magtolis (2023), based
on an analysis of significant differences, it has been concluded that Project Renrich is an
effective intervention program for enhancing the numeracy skills of learners. Relating to
the stated studies above, the application of such effective interventions was made that
resulted in the improvement of the numeracy skills of the respective students. Implying
that having a good and promising intervention can ensure improvements in students'
numeracy skills.

In line with the findings of Onyinyechi and Akudo (2022), students who were
taught mathematics through a math relay game not only retained more knowledge but
also achieved better results than those who were taught the same topics using an
expository method. Thus, validating that the proposed intervention which is the MRLA is
a highly applicable pedagogical strategy for the mentioned problem as it aims to assist
students with low numeracy skills. Further, using the Math Relay game in mathematics is
better than the expository method for students, supporting the notion that math relay
helps students succeed academically and stay interested in the subject. Hence,
incorporating interactive and engaging methods, such as the Math Relay game results to
enhance students' academic performance and fosters sustained interest in mathematics.
This supports the broader idea that innovative instructional approaches can positively
impact students' learning experiences and outcomes.
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Conceptual/Theoretical Framework

Figure 1
Paradigm Shift of the Study

The conceptual framework above is based on the Basic Experimental Design

Model of Leatherdale’s in 2019 where the participants are categorized into two (2)
groups, experimental and control group. The participants, who are Grade 9 students that
come from a specified section that is identified with low numeracy level skills are divided
into two groups, the experimental and control groups. For Phase 1, both groups
underwent a pre-test to determine the numeracy skills of both stated groups and a
 11

quantitative method was utilized to compare the scores of both groups. Then, both groups
are acquainted with a short discussion of the lesson. Afterward, the experimental group
went through the gamified intervention called Math Relay Learning Assistance (MRLA),
on the other hand, the control group encountered the conventional assessment, activities
involving paper and pencil tests. To check the effectiveness of the intervention, a post-test
was undertaken for both groups, likewise, a quantitative method was used. The
researchers also conduct a semi-structured interview to gather experiences and reflections
on the effects of the intervention on the experimental group, using the qualitative method.
The data gathered for the quantitative and qualitative methods are rigorously processed
and analyzed for the overall results and interpretations of this study.
Furthermore, this framework is also anchored with the model of Creswell and
Plano Clark in 2007 which is referred to as the Embedded Sequential Mixed Methods
Design Model, where two parts, sequential, are exerted where quantitative and qualitative
data are collected simultaneously. According to Grace and Kaufman in 2013, in the
utilization of this design, quantitative data has the primary role as the basis for the
analysis of the qualitative data, being a secondary role as a supporting system.
Quantitative data are the scores of the participants in the pre-test and post-test,
meanwhile, the qualitative data are based on their insights, such as experiences and
reflections regarding the implementation of the intervention. The collected data serves as
the foundation and ground for the overall results and interpretations made in this study.
According to Magaldi and Berler (2020), semi-structured interviews pertain to
researchers offering a fundamental framework of questions, however, providing a space
for flexibility to permit the conversation to have follow-up questions for further
exploration. Semi-structured interviews are qualitatively similar to surveys and
questionnaires but they contain slightly different characteristics. This type of interview
allows incorporating follow-up questions that are not confined to a set or predetermined
questions, permitting natural, deeper, and better insights and understanding of the said
concern or topic. This creates a promising connection between the interviewee and
interviewer as the interviewers can respond and react actively to the perspective of the
other party in real time. Thus, the researchers got a deeper grasp of the effectiveness of
Math Relay Learning Assistance (MRLA) in enhancing the low numeracy level skills of
the students and identifying potential areas for improvement through semi-structured
interviews. The researcher also gained a larger quantity of knowledge regarding the
effectiveness of MRLA and how it influences student learning by active engagement in
the teaching process with MRLA and interviews in the experimental group.
As stated by Costello et al. (2015), reflection plays a crucial role in action
research, particularly when addressing real-life problems through intervention and adding
to existing knowledge. The importance of reflective practices cannot be stressed in the
context of improving student’s low numeracy level skills. Subsequent analyses of this
study project are anticipated to methodically evaluate the effectiveness of the MRLA
intervention, providing information about its effectiveness by collecting the reflections
and experiences of the participants. Moreover, consistent reflection leads to a deeper
knowledge of how the intervention and student results interact, which can promote a
continuous method for development. By actively engaging in the teaching process using
the MRLA and interviewing the students who belong to the experimental group, the
 12

researcher gains firsthand insights into the intervention effectiveness and its impact on
the numeracy level skills of students.
Aim of the Study
The purpose of this study is to examine the effectiveness of Math Relay Learning
Assistance (MRLA) in enhancing the low numeracy level skills of Grade 9 students and
seek reflections and modifications for the betterment of the aforementioned intervention.
Specifically, the following questions will be answered:
1. How may the entry level of numeracy skills of the control and experimental group
of respondents be described prior to their exposure to the intervention?
2. Is there a significant difference between the pre-test results of the numeracy skills
of the control and experimental respondents?
3. How may the entry level of numeracy skills of the control and experimental group
of respondents be described after their exposure to the intervention?
4. Is there a significant difference between the post-test results of the numeracy
skills of the control and experimental respondents?
5. What are the experiences and reflections of the respondents on the
implementation of the intervention?
Statement of Hypothesis
There is no significant difference between the pre-test results of the numeracy
skills of both the control and experimental groups of respondents.
There is a significant difference between the post-test results of the numeracy
skills of both the control and experimental groups of respondents.

METHOD
This chapter exemplifies the research design, the respondents, the data gathering
instruments, the sampling method, the procedure for the data collection, ethical
considerations, and the statistical tool for the data analysis.
Research Design
Action research is recognized as an engaged and collaborative research approach
designed to instigate change and improve practices. It involves a repetitive cycle of
planning, taking action, observing, and reflecting, enabling researchers to address
real-world problems and generate valuable knowledge. According to McNiff and
Whitehead (2011), action research is a systematic approach to investigating and solving
problems within educational settings, fostering collaboration between researchers and
practitioners to bring about significant enhancements. Similarly, Stringer (2014) points
out that action research gives educators the authority to participate directly in the research
 13

process, allowing them to devise strategies tailored to their specific classroom

environments and student needs. This paper is an instance of Action Research and utilizes
a mixed-method approach. Through iterative cycles of planning, taking action, observing,
and reflecting, action research entails the researcher actively participating in the inquiry
process to solve a problem or improve a practice.
This study exemplifies a mixed-method type of action research as it aims to assess
the effectiveness of Math Relay Learning Assistance (MRLA) in improving the low
numeracy level skills of Grade 9 students. According to Poth and Munce (2020), a
mixed-method research approach was advantageous for studying complex problems as it
integrated diverse data sources. This comprehensive approach involved gathering and
analyzing both quantitative and qualitative data, enhancing the depth and breadth of the
study. In addition, Creswell and Clark (2017) defined the mixed methods approach as
involving researchers gathering and analyzing quantitative and qualitative data in a single
study.
The most suitable research design for this study was a mixed-method approach, as
it utilized both quantitative and qualitative components. The quantitative aspect involved
gathering data to evaluate the students' numeracy skills before and after the intervention.
The objective was to determine if there is a significant difference in the control and
experimental group's numeracy skills after the implementation of the intervention,
whereas the experimental group must obtain higher post-test scores. Additionally, the
researchers aimed to explore students' reflections and experiences using Math Relay
Learning Assistance (MRLA), and this qualitative research question was addressed
through qualitative data. Hence, a mixed-method research design was essential for the
comprehensive examination of this study.
In alignment with this, the researchers also employed a quasi-experimental
approach that integrated quantitative and qualitative components. Quasi-experimental
research, as described by Villegas (2023), involved collecting numerical data and
subsequent statistical analysis. The inclusion of qualitative data enriched the
understanding of participants' experiences and perspectives within this research method.
The quasi-experimental design facilitated controlled comparisons, and the qualitative
component captured participants' voices and experiences, aligning with the action
research framework. This approach emphasizes not only outcome assessment but also
reflection and understanding of MRLA's impact.
Participants
The participants of this study are the 20 students of the Grade 9 Jade-3 in
Pampanga High School (PHS) who are identified as having low numeracy level skills and
enrolled in the school year 2023 - 2024. Further, the criterion in the selection is the
participants must be from one specific block, veritably handled by one particular
Mathematics teacher who has the most number of students participating in the numeracy
class. After a block was identified, all sections were rigorously analyzed to obtain which
from them had the lowest numeracy level skills.
In general, Grade 9 students are the focus of the study since this particular group
level consists of numerous students who undergo numeracy classes, alongside other grade
 14

levels. Apparently, they were those who experienced Virtual Learning or Modular
Distance Learning (MDL) during their stay in PHS, as Grades 7 and 8 where basic
mathematical concepts and skills should be honed and mastered.
A purposive sampling technique was utilized in choosing the respondents for the
quantitative part. The purposive sampling method involves the deliberate selection of
samples from the total sample size, guided by the judgment of the surveyor or researcher.
According to Campbell et al. (2020), purposive sampling is utilized to choose individuals
who are informative about the phenomenon under investigation. This method ensures that
participants chosen deliberately contribute meaningful information to the research. By
deliberately choosing participants with relevant insights, purposive sampling enhances
the depth and relevance of the information gathered for the research.
A simple random sampling was employed in selecting participants who
underwent the intervention for the qualitative part. As per Noor et al. (2022), a simple
random technique is beneficial in populations that exhibit homogeneity and uniform
selection. In this method, each individual possesses an equal likelihood of being
incorporated into the study, as the selection process is entirely chance-based. Choosing
participants through a simple random sampling technique entails the selection of
individuals entirely by chance from the population, ensuring an equal opportunity for
every member to be selected. The participants for the qualitative part were randomly
selected from the respondents who underwent the intervention.
Intervention
Various study findings propose that students' numeracy skills are still
impoverished. With that, enhancement and strengthening of numeracy skills are highly
required (Nahdi et al., 2020). As stated in the study of Onyinyechi and Akudo (2022),
applying math relay games highly assisted in further understanding mathematical
concepts and having greater impacts in comparison to the conventional one. Further, in
2017, Aunio and Mononen, their study utilized an educational computer game that
improves the numeracy skills of low-performing students. Identically, in this study,
offline game applications were used as an intervention, and through the experiment,
students' numeracy skills increased (Insorio, 2020). Indicating that the integration of
engaging games, whether online or offline, has positive effects on improving the
aforementioned skill.
In response to the noticeable low numeracy level skills of Grade 9 students taking
numeracy classes, the researchers considered implementing gamified learning assistance,
a Math Relay intervention strategy. To implement, the experimental group would be
divided into groups depending on the participants’ size. This Math Relay Learning
Assistance (MRLA) contains 10 stations with corresponding problems, categorized from
easy to hard level, to be solved by the participants. Also, each station has its
corresponding points reflected in the level of difficulty. To verify the participants’
solution and answer for each station, they need to consult the facilitator to have their
proposed solution checked.
At each station, several group members are waiting for the preceding member to
finish answering the problem. The group member/s assigned to Station 1 must
 15

successfully solve the problem with its corresponding solution and yield the correct
answer. A researcher who acts as the facilitator will then verify if they got the correct
answer. Next, a cue will be given for the participant/s to proceed to Station 2 if they got
the correct answer, where accompaniment of the awaiting group member/s will be
observed. As a team, they will engage in collaboration to solve the problem which is
gradually becoming difficult. However, only the member assigned to each station has the
authority to solve the problem hands-on, and the other member/s who solve the preceding
problem/s will only act as a support system, whereas, they can only verbally help the one
who is solving it.
This process will be continuously repeated for the succeeding stations and will
end until the given duration limit or if they have finished answering the problems
prepared. After the gamified intervention, the total number of points will be computed
following the corresponding problems’ points they have answered.
Table 1
Game Components of the Intervention

Game Components Operational Description

Objectives The gamified learning assistance intervention, called “Math

Relay” aims to promote teamwork and refine the numeracy
skills of the students by answering and solving mathematics
questions regarding problem-solving skills, specifically basic
fundamental operations in integers.

Rules or Instruction With the given groups, each of them must divide and assign
themselves to which station they would be placed. For their
answers to be checked, they must let the assigned researcher
approve their answers and wait for the cue to move on to the
next station. After settling their agreed positions, the time limit
will start and the 1st person assigned to the first station must
solve it before proceeding to the next one where some group
member/s are waiting and serving as helping hand in solving
for the 2nd station, the same process goes for the upcoming
stations. Their respective final points will only be up until the
station they successfully finish within the given time limit.
There is no limit on how many times they will solve the
problem, the goal is for them to get the correct answer. Any
kind of cheating will not be considered and tolerated.

Challenge They must first finish solving the problem in the preceding
station before moving to the next one. A time limit is observed
to finish the game. Various solutions or insights may arise. The
preceding members who successfully solved a problem can
only help in solving the succeeding problems limited only
through verbal assistance.
 16

Interactivity They will have their group members as their companions,

waiting at each station can help in solving the problems. They
can share their insights and proposed solutions to get the
desirable answer.

Points Each station has its corresponding points depending on the

level of difficulty. If they have finished all the problems and
got them correctly, they will get a perfect score. However, if
they haven’t finished it on time, their score would be the
accumulated points before the specified time limit.

Instrument

The researchers employed both quantitative and qualitative research

methodologies. For the quantitative component, researchers utilized a standardized
pre-test and post-test from the Department of Education (DepEd) Grade 9 Mathematics
Module to ensure the instrument's validity and reliability. Each test comprised 20 items,
with the scores standardized to a maximum achievable score of 20 points. Both the
control and experimental groups underwent the pre-test prior to the initiation of the Math
Relay Learning Assistance (MRLA) technique and the post-test subsequent to its
completion. This design facilitates a comparative analysis to evaluate the impact of the
MRLA intervention on students' numeracy skills.

In the qualitative component, the researchers conducted semi-structured

interviews to gather insights into participants' perspectives on the MRLA strategy. A set
of purposefully crafted guide questions was administered to the experimental group
involved in the MRLA intervention. This qualitative data complements the quantitative
findings, providing a nuanced understanding of the potential effectiveness of the MRLA
technique. The interviews aimed to capture detailed feedback and personal experiences,
enriching the overall analysis with contextual and subjective dimensions.

Data-Gathering Procedure

In gathering the data, the researchers identified a Mathematics teacher who

teaches a specific block which is specifically teaching Grade 9 students and a
mathematics-related subject in Pampanga High School (PHS). Then, the researchers
asked the respective teacher for the list of the students in that specific block who were
taking numeracy classes. The researcher asked permission from the teacher for the
researchers to be the facilitator of the discussion proper and in the implementation of the
numeracy learning assistance in a specific period. Next, the researchers also asked for the
school principal's approval to conduct this study. After the approval from the
Mathematics teacher and principal had been granted, the researcher requested the
student's permission to take part in the study through a parental consent form.
 17

By incorporating the aforementioned intervention, first, the participants

underwent a pre-test to determine their numeracy level skills. Then, a discussion
regarding a fourth quarter lesson is accomplished by the researchers, afterward, they are
divided into two (2) groups, specifying that they do not have significant differences. The
control group engaged in the conventional assessment, the pencil and paper test, on the
other hand, the experimental group was exposed to the intervention. Then, a post-test is
administered to determine if the intervention positively enhances the low numeracy skills
of the students. Lastly, a semi-structured interview was conducted for the experimental
group to seek insights from them regarding their reflections and experiences in the
implementation of the said intervention, ensuring that follow-up questions were
administered to answer the aim of this study accurately. Since this research uses a mixed
method, there are two processes for gathering data, which are qualitative for the
semi-structured interview and quantitative for test scores.

In gathering data for the quantitative part, the students from both groups answered
the pre-tests and post-tests. To assess whether there is a significant difference between the
student's performance in the control and experimental groups, the researchers analyzed
the results of the participants' pre-tests and post-tests using the appropriate statistical
method, t-test independent. For the qualitative part, the researcher conducted a
semi-structured interview with the experimental group and asked them about their
reflections and experiences utilizing specified questions, and follow-up questions may
arise if needed.
Ethical Considerations
During the study, the researchers made sure that all ethical guidelines were
adhered to. Before implementing the Math Relay Learning Assistance (MRLA) as a
gamified strategy, the researcher asked for the approval of the teacher who is handling a
specific block or section. Additionally, the researcher sought full consent from the school,
research adviser, participants, and teachers involved in conducting this study.
A consent form was given to the participants and the researchers who went over
the procedure, risks, and benefits of the study with them. The consent form required the
parent or guardian's signature because Grade 9 students are still minors. This was in line
with the National Ethical Guideline for Research Involving Human Participants 2022 by
PHREB, which stipulates that consent from parents or guardians must be obtained and
that the minor's consent must be properly documented and witnessed by a third party if
the research participants are minors. It made clear to participants that they would be able
to withdraw from the study at any time. The participant's answers and test results were
kept completely private and confidential by the researchers; they were only utilized to
further the study's objectives. The Data Privacy Act of 2012 (Republic Act 10173) ethical
guidelines state that collecting data for research necessitates a strong commitment to
maintaining individual privacy and confidentiality. Researchers adhere to the provisions
outlined in the Act, which include obtaining informed consent from participants,
maintaining transparent communication regarding the data collection process, and strictly
limiting the use and disclosure of collected data. Other academic works and related
literature to this study were appropriately referenced and given credit. Biases and false
information were avoided, and the value of academic integrity was recognized.
 18

Data Analysis
The data gathered in this study, the pre-test and post-test scores was recorded and
analyzed to evaluate the effectiveness of Math Relay Learning Assistance for Grade 9
students identified as having low numeracy skills using Microsoft Excel and IBM SPSS
Statistics version 27.
Since the class size is relatively small, with a total of 20 participants, it is essential
to conduct a test of normality. To accomplish the normality test, Shapiro Wilk was
implemented and utilized. Upon testing, the p-value for the control group was 0.232 and
the experimental group was 0.213. With the usually accepted level of significance of
0.05, it can be observed that the computed p-value for both groups is greater, thus, the
data is normally distributed for both groups.
For the quantitative data, weighted mean and standard deviation were used to
determine the level of numeracy skills of students prior to the implementation of Math
Relay Learning Assistance (MRLA) through analysis of the pre-test scores.
Table 2
Verbal Interpretation of Students' Numeracy Skills based on their Scores

Mean Verbal Description

17-20 Very High Level of Numeracy Skills

13-16 High Level of Numeracy Skills

9-12 Average Level of Numeracy Skills

5-8 Low Level of Numeracy Skills

0-4 Very Low Level of Numeracy Skills

Table 2 shows the mean intervals and their equivalent numerical and verbal
responses to guide the researchers to determine the level of numeracy skills of Grade 9
students through their pre-test scores.

Further, to determine if there is a significant difference between the control and

the experimental group, an Independent Sample T-test of their pretest scores was utilized.
It is to test if both groups are not statistically significant and would be comparable for the
implementation of the intervention.

With regards to determining the entry level of numeracy skills of the experimental
group described after their exposure to the intervention, their mean scores and standard
deviation were obtained through their post-test scores.
 19

Table 3
Verbal Interpretation of Students' Numeracy Skills based on their Scores

Mean Verbal Description

17-20 Very High Level of Numeracy Skills

13-16 High Level of Numeracy Skills

9-12 Average Level of Numeracy Skills

5-8 Low Level of Numeracy Skills

0-4 Very Low Level of Numeracy Skills

Table 3 shows the mean intervals and their equivalent numerical and verbal
responses to guide the researchers to determine the level of numeracy skills of Grade 9
students through their post-test scores.

An Independent Sample T-test was further utilized to establish if there is a

significant difference between the post-test scores of the control and experimental groups,
thus, implying the effectiveness of the MRLA in enhancing numeracy skills.

For the qualitative data, in describing the experience and reflection of the
participants belonging to the technique’s implementation by the experimental group, the
responses were collected using semi-structured interviews. Furthermore, the summative
content evaluation or analysis was applied to examine the answers in the semi-structured
interview. One way to analyze qualitative data is through thematic analysis. Usually, it is
used concerning a collection of texts, like transcripts or interviews. To find recurring
themes—topics, concepts, and patterns of meaning—the researcher carefully scrutinizes
the data (Claufield Jack, 2019).
Once determined that thematic analysis is the best technique for examining the
data and have considered the strategy, the researchers can proceed using the six steps that
Braun and Clarke have established. First, the researcher should get to know the data.
Second, coding the data or highlighting the sections of a text – it is usually a phrase or a
sentence and creating abbreviations, or "codes," to represent the information contained.
Third, the researchers looked over the codes created, identified patterns among them, and
started coming up with themes. Fourth, ensure that the themes accurately and usefully
convey the data. Fifth, after compiling a final list of themes, it's time to give each one a
name and definition. Lastly, the researchers finally wrote up the analysis of data. Below,
Table 4 illustrates the six (6) phases of this analysis and their corresponding descriptions.
 20

Table 4
Phases of Thematic Analysis and its Descriptions (Braun and Clarke, 2006)

Phase Description of the process

1 Familiarizing yourself Transcribing data (if necessary), reading and

with your data rereading the data, noting down initial details.

2 Generating initial codes Coding interesting features of the data in a

systematic fashion across the entire data set,
collaging data relevant to each code.

3 Searching for themes Collating codes into potential themes,

gathering all data relevant to each potential
theme.

4 Reviewing themes Collating codes into potential themes,

gathering all data relevant to each potential
theme.

5 Defining and naming On-going analysis to refine the specifics of

themes each theme, and the overall story the analysis
tells, generating clear definitions and names
for each theme. The final opportunity for
analysis. Selection of vivid, compelling extract
examples, final analysis of selected extracts,
relating back of the analysis to the research
question and literature, producing a scholarly
report of the analysis.

6 Producing the report The final opportunity for analysis. Selection of

vivid, compelling extract examples, final
analysis of selected
extracts, relating back of the analysis to the
research question and literature, producing a
scholarly report of the analysis.
 21

Work Plan
Table 5
Work Plan of the Study

Research Process Date Started Duration Date Completed

Identification of the November 16, 2023 1 week November 22, 2023

Problem:

During their journey as a

student intern, the researchers
assessed the encountered
problems, and then,
brainstormed for ideas and
feasible solutions. With that,
they pointed out a trouble
they would yearn for to work
out in their action research.

Collection of Related November 23, 2023 1 week November 29, 2023

Studies:

An exhaustive analysis of
various literature and studies
was accomplished to fortify
the credibility of the said
action research. This
comprises identifying reliable
and pertinent sources to
authenticate the action
research.

Planning of Action: November 30, 2023 1 week December 5, 2023

After pinpointing a particular

problem, the researchers now
have to proceed to map out a
course of action leading to
initiation in creating a
concept paper.

Choosing the Proposed December 6, 2023 1 week December 12, 2023

Intervention Strategy:

After a thorough analysis of

the identified problem, the
researchers now determined
 22

the course of action they

wanted to pursue. The
intervention Math Relay
seeks effectivity to enhance
the low numeracy skills of the
students.

Refinement of Concept January 1, 2024 1 month January 26, 2024

Paper:

The concept paper was

further refined after being
proposed and going through a
rigorous analysis conducted
by the research panels. The
panels’ suggestions, remarks,
and recommendations were
contemplated and reflected in
the paper.

Gathering of Initial Data: April 15, 2024 1 day April 16, 2024

The researchers gathered

initial data from all the blocks
being taught by a specific
Mathematics teacher, the 1st
to 3rd Quarter grades in
Mathematics of each block,
which will serve as the basis
for choosing the participants
of this study.

Actual Assessment: April 18, 2024 1 day April 19, 2024

Before the implementation of

the intervention, assessments
such as the Pre-test will be
accomplished by the students
concerning certain topics.

Execution of Intervention: April 19, 2024 3 weeks May 13, 2024

After further refinements are (April 19; May 2, 6,

drafted on the Intervention, 13, 2024)
the employment of the
intervention to their target
group will commence.
Discussion on both groups
 23

will be done, then, the control

group will have a
conventional assessment as a
component of their drills.
Meanwhile, the experimental
group will be exposed to
MRLA, a gamified learning
assistance embedded with a
series of activities and
assessments.

Actual Assessment: May 15, 2024 1 day May 16, 2024

After the implementation of

the intervention, assessments
such as the Post-test will be
accomplished by the students
concerning certain topics.

Interview and Validation: May 16, 2024 1 day May 17, 2024

Structured interviews will be

outlined for several students
from the experimental group.
Moreover, validation and
analysis of their responses
will be carried out.
 24

RESULTS AND DISCUSSION

This chapter incorporates the presentation and interpretation of the results of the
gathered and analyzed data, which has an objective to convey an answer to the aim of this
study.

Quantitative Part

Table 6
Level of Numeracy Skills of Respondents’ Pre-Test Scores

The descriptive analysis of numeracy skills of the control and experimental group
prior to their exposure to the intervention is displayed in Table 6. As observed, the
Pre-test result presents that the control group got a higher mean score of 6.9 with a
standard deviation of 1.52 compared to the experimental group which got a mean score of
6.1 with a standard deviation of 1.29. It implies that in terms of points in the pre-test
mean score, the control group performed better than the experimental group.
 25

Further analysis of the score distribution provides additional context. In the

control group, 9 out of 10 students scored between 5 and 8 indicating low level of
numeracy skills, while only one (1) student scored between 9 and 12 categorized under
average level of numeracy skills. This distribution indicates a generally higher level of
numeracy skills within the control group compared to the experimental group, yet, they
are both under low level of numeracy skills. Conversely, in the experimental group, 7 out
of 10 students are categorized under low level of numeracy skills, and three (3) students
scored between 0 and 4, being under the very low level of numeracy skills. This
demonstrates a lower overall level of numeracy skills in the experimental group, as
evidenced by a lower mean score and the presence of students with significantly lower
scores.

The data suggests that the control group not only had a higher mean score but also
a more consistent performance among its students. In contrast, the experimental group
had a broader range of scores, including some students who struggled significantly with
pre-test. This disparity in pre-test performance highlights the initial difference in
numeracy skills between two groups, with the control group exhibiting a higher overall
level of numeracy skills before any intervention was applied.

Table 7
Test of Significant Difference of the Respondents’ Pre-test Scores

*significant at 0.05 level

Table 7 presents the results of an independent sample t-test that compared the
pre-test scores of the numeracy skills between the control and experimental groups. The
control group had a mean pre-test score of 6.9 with a standard deviation of 1.52388,
while the experimental group had a mean pre-test score of 6.1 with a standard deviation
of 1.28668. The standard deviations show that the scores in both groups are relatively
spread out around their respective means, with the control group exhibiting slightly more
variability.
The calculated t-value for the difference between the two groups' means is -1.268,
and the corresponding p-value is .221. Since the p-value exceeds the conventional
significance level of 0.05, the results suggest that the observed difference in mean scores
is not statistically significant. Therefore, there is no significant difference in the pre-test
results of the numeracy skills between the control and experimental groups. These
findings indicate that the control and experimental groups had similar initial numeracy
skills, which is important for evaluating the impact of the subsequent intervention. Thus,
the pre-test results confirm that both groups started at a comparable level of mathematical
ability, enabling a fair comparison of the intervention's effectiveness.
 26

Table 8
Level of Numeracy Skills of Respondents’ Post-Test Scores

Following their exposure to the aforementioned intervention, Table 8 displays the

descriptive analysis of the control and experimental groups. The average post-test scores
for the experimental group are 17.3 with a standard deviation of 1.34, while the control
group's average post-test scores are 14.6 with a standard deviation of 2.22. The
experimental group's improved performance on the post-test indicates that the usage of
Math Relay Learning Assistance was effective. It shows that the experimental group
fared better than the control group in terms of points on the post-test mean score.

In terms of their corresponding level of numeracy skills, the control group has two
(2) students with an average level of numeracy skills in which they got a score ranging
from 9 to 12 out of the 20 items in their post-test, and six (6) students are classified under
high-level numeracy skills with a score minimum of 13 and maximum of 16, then, for the
very high-level numeracy skills, there are only two (2) who got a score in between of 17
and 20. Meanwhile, the levels of numeracy skills for the experimental group class were
 27

categorized as high and very high only. Out of 10 participants in this group, there are 3
under a high level of numeracy skills and the rest of the seven respondents were in a very
high level. In accordance to Table 6, both groups got higher scores in their post-test
results compared to their pre-test results. Further implies that even though both groups
enhance their numeracy level skills, the post-test scores of the experimental group are
shown to be higher than the results of the control group, indicating that they got better
results after going through the intervention and that the Math Relay Learning Assistance
(MRLA) is an effective tool.

Table 9
Test of Significant Difference of the Respondents’ Post-test Scores

*significant at 0.05 level

The test of significant difference of the post-test outcomes of the control and
experimental groups coming from the Grade 9 students recognized as having low
numeracy levels is displayed in Table 9, employing an independent sample t-test. The
data investigated that is contemplated above shows that the control group has a mean
score of 14.6, on the other hand, the experimental group garners a mean score of 17.3. In
terms of their standard deviation, they are 2.22 and 1.34, respectively. Furthermore, it
indicates that the scores for the post-test of the control group are somewhat spread out in
comparison to the experimental group.
Meanwhile, it is exhibited that there is a difference concerning the post-test results
of both groups, accordingly, it can be concluded that their difference is highly significant
as presented above, where the level of significance of 0.05 is greater than the computed
p-value which is 0.004, with its corresponding t-value of 3.293. Further, this signifies that
the students who underwent conventional assessment and the gamified learning
assistance, MRLA, don't have identical levels of numeracy skills. Thus, the MRLA is
proven to be effective in enhancing the numeracy skills of Grade 9 students with low
numeracy level skills.
These findings are parallel to the findings of Onyinyechi and Akudo (2022) and
Rutherford (2017) that utilizing gameplays such as a math relay game highly assisted in
retaining and having a deeper understanding of mathematical concepts leading to
achieving greater outcomes compared to those who utilize conventional. Moreover, this
supported the conclusion that integrating games as an intervention significantly enhances
the numeracy skills of the students, towards improvements with their existing learnings
(Aunio & Mononen, 2017; Insorio, 2020).
Qualitative Part
The qualitative data needed to supplement the study was gathered through
semi-structured interviews with an open-ended set of questions. The transcripts from five
 28

(5) participants in an interview were thoroughly reviewed and analyzed to accomplish the
initial coding of the data and to reflect common themes and patterns concerning students’
experiences and reflections on the implementation of Mathematics Relay Learning
Assistance (MRLA). The raw data retrieved from the interview were transcribed and
coded for analysis using a line-by-line technique. Glaser and Laudel (2013) likewise
Saldaña (2016) as well as Corbin and Strauss (2015) posited that line-by-line coding is an
important technique for analyzing interview transcripts. The line-by-line technique
involved applying codes to each line of qualitative data (Glaser & Laudel, 2013; Corbin
& Strauss, 2015; Saldaña, 2016).
Interview questions 1, 2, 3, 4, and 5 were synthesized to answer the fifth research
question, “What are the experiences and reflections of the respondents on the
implementation of the intervention?”. The major themes that emerged from the data
analysis were students’ overall experience, the impact on students’ engagement and
motivation, students’ challenges and difficulties, perceived effectiveness, and enjoyable
and non-enjoyable aspects. The researchers randomly assigned the five (5) participants as
follows: P1, P2, P3, P4, and P5.
The researchers considered the five participants to be part of the qualitative part
of the study because all of the participants came from the respondents who concurrently
enrolled in the school year 2023 - 2024 and are identified as one of the participants with
low numeracy level skills.

Students’ Experiences and Reflections After the Implementation of the Intervention.

Questions:
1. Please tell me a little bit about your experience in engaging with this type of gamified
learning assistance.
Students’ Overall Experience: Initial Impressions, Level of Engagement Over Time

Students’ Overall Experience

This theme emerged based on the collected responses regarding the overall
experiences of the participants on Math Relay Learning Assistance. A keen analysis of
the data led to the emergence of two subthemes (a) initial impressions, and (b) level of
engagement over time which were further discussed below.

Initial Impressions. The participants used descriptive words to provide a

comparative account of their initial judgments or impressions of MRLA. Three
(3) out of five (5) participants, or 60% stated that they did not embrace the use of
MRLA at the initial stage of its introduction. As they shared:

“At first glance, it seems like a competition. It's like a

time-bounded activity where there is a need to finish a
particular task in a specified amount of time per
station.”
P2
 29

“Initially, I thought it was like a typical relay in which

the winners are determined based on which group/team
finished first.”
P4

“I thought it was a typical team relay where the groups

collaboratively and simultaneously do the task per
station but it’s not, it is an individual task though the
activity or task must be done as a team but it is
somehow subjected to accomplishing a task individually
since there is assigned member per station.”
P5

This means that there is a bit of confusion or misconception about the purpose of
implementing MRLA. They were of the view that the implementation of MRLA in their
learnings was a bit of competition wherein they were trying to win as a group rather than
a form of assessment that nurtured and assessed their personal growth over time.

Level of Engagement Over Time. The participants described their personal

experiences on how MRLA changed their level of engagement in the lesson over
time. Two (2) out of five (5), or 40% expressed that MRLA was truly effective in
boosting their interest, their activeness, and their willingness to cooperate. As they
shared:

“I felt shy to contribute in a group work activity before,

but upon doing this MRLA, it helped me to boost my
confidence, to be more interactive, and to be
cooperative in doing a collaborative task.”
P1

“It reminds me to be attentive, to be active, and fully

engaged in the discussions so that I am ready to
correctly answer the task given on which possible
station I was assigned to. Honestly, this is good and
new. It somehow takes the teacher away from the
forefront and allows us to explore the lessons, though a
bit guided but it allows us to do hands-on experience.”
P5

The responses convey that MRLA improves their learning and engagement
because they can both do the task independently share ideas and learn from each other.
Some say that it was a useful tool that can be used to assess their learning in a particular
topic. The participants also articulated that they found it to be very rewarding and an
effective tool to enhance their performance in the subject.

2. In what ways does the MRLA impact your engagement and motivation to learn the
topics discussed in the Mathematics subject?
 30

Impact on Students’ engagement and Motivation: Increased Interest, Intrinsically and

Extrinsically Motivated

Impact on Students’ Engagement and Motivation

This theme emerged based on the impacts of MRLA on the participants’
engagement and motivation to learn the topics discussed in the Mathematics subject. In
this theme, the participants’ experiences were described into two (2) sub-themes which
include (a) increased interest, and (b) intrinsically and extrinsically motivated which
were further discussed below.

Increased Interest. The participants described how MRLA increased or leveled

up their interest in the subject, to the content of the lessons or particular topics
discussed. Two (2) out of five (5) participants or 40%, said that this gamified
learning assistance boosted their interest in the subject. As they shared:

“I used to find math boring, but with the Mathematics

Relay Learning Assistance, it feels more like a game.
The interactive problems and challenges keep me
interested, and I find myself looking forward to math
class. It’s a lot more engaging than just doing
worksheets.”
P2

“I like the variety of problems and the different levels of

learning you can unlock as you progress. It keeps me
hooked and I don’t get bored easily.”
P4

The participants described a significant increase in their interest and engagement

with Mathematics due to the implementation of the Math Relay Learning Assistance
(MRLA). They highlighted that the interactive problems and gamified challenges
transformed the learning experience from a usual, typical, monotonous, and boring
activity to an engaging and enjoyable collaborative type of activity. The participants
noted that the variety of problems and ability to unlock different levels maintained their
interest and prevented boredom. This shift in perception indicates that the gamified
elements of MRLA effectively capture students’ attention and sustain their engagement
over time.

Intrinsically and Extrinsically Motivated. The participants describe how

MRLA keeps them intrinsically and extrinsically motivated to learn the topics
discussed in the Mathematics subject. Four (4) out of five (5) participants, or 80%
said that they felt a sense of accomplishment and eagerness to complete tasks or
reach other milestones due to its intangible rewards or external recognition which
makes them put in extra effort. As they shared:

“I feel a sense of accomplishment when I solve a

difficult problem or complete a level. It makes me want
to learn more and tackle even harder questions. The
 31

personal satisfaction I get from figuring things out on

my own is a huge motivator for me.”
P1

“MRLA helps me to see math as a series of puzzles to

solve, which is something I enjoy. The sense of curiosity
and the challenge of figuring out the right answers
keeps me motivated. It’s not just about getting good
grades or verbal recognition anymore; it's about
enjoying the process of learning.”
P2

“I love the stickers and treats I get when I complete

tasks or reach milestones. The external recognition and
rewards make me put in extra effort. Instances like
knowing my progress pushes me to do better and to look
forward to other tasks.”
P4

“The point system and the ability to earn rewards like

extra credit in the form of stickers drive me to
participate more actively. Knowing that there’s a
tangible reward at the end of the challenge keeps me
motivated to keep trying, even when the problems are
tough.”
P5

The participants describe how the Math Relay Learning Assistance (MRLA)
fosters both intrinsic and extrinsic motivation, significantly enhancing their engagement
in Mathematics. Intrinsically motivated participants reported a sense of accomplishment
and personal satisfaction from solving difficult problems and viewing math as a series of
enjoyables activities. This intrinsic enjoyment and curiosity drive them to learn more and
tackle increasingly challenging questions. On the other hand, extrinsically motivated
students highlighted the effectiveness of treats and stickers, as a result of their progress in
boosting their participation and effort. The external recognition and intangible rewards
provide additional incentives to persist through challenging tasks.

3. What challenges or difficulties have you encountered while engaging with this type of
gamified activity?

Students’ Challenges and Difficulties:

Students’ Challenges and Difficulties. This theme emerged based on the identified
challenges and difficulties that the participants encountered while engaging in Math
Relay Learning Assistance (MRLA). All the participants shared their challenges and
difficulties while participating or engaging in Math Relay Learning Assistance (MRLA),
here as follows:
 32

“One of the biggest challenges was when a team

member failed to do their task on time. This would slow
down the entire group and make it hard for us to
progress through the activities. We had to wait for them
to catch up, which was frustrating and made me feel
less engaged.”
P1

“It was really difficult when a team member was

absent. We had to cover their part of the work, which
added extra pressure on those of us who were present.
This disrupted our workflow and often resulted in
incomplete or rushed solutions.”
P2

“There were times when a team member mistakenly

solved a problem incorrectly. This would throw off our
entire sequence, and we had to spend additional time
figuring out where the mistake was and correcting it. It
was especially challenging to stay motivated when we
had to redo tasks.”
P3

“Sometimes, a member of our group would fail to

understand the task, and their confusion would affect
the whole team. We had to take extra time to explain the
problem and the solution steps to them, which slowed
us down and made it difficult to keep up with the class
pace.”
P4

“Occasionally, the coordination among team members

wasn’t smooth. For instance, if someone didn’t complete
their part on time or misunderstood the instructions, it
impacted our ability to move forward. This lack of
synchronization was a significant challenge for our
group.”
P5

This means that students encountered several challenges or difficulties while

engaging with the Math Relay Learning Assistance (MRLA). The effectiveness of the
said gamified learning assistance was often hampered by issues related to team dynamics.
When team members failed to complete the task on time, it slowed down the entire
group, causing frustration and disengagement among other team members. Absenteeism
added additional pressure on the present team members to cover for the missing
individual, leading to incomplete or rushed solutions. Incorrect solutions by a team
member disrupted the workflow, necessitating additional time to identify and correct
mistakes, which further diminished motivation. Misunderstanding tasks or instructions by
 33

some members required the team to spend extra time on explanations, impacting the
overall pace and progress of the group. These coordination issues underscore the critical
need for effective communication, collaboration, and individual responsibility within
teams to ensure the smooth and successful implementation of Math Relay Learning
Assistance (MRLA) activities.

4. Do you think MRLA helps you to effectively improve your understanding and
performance in Mathematics?

Perceived Effectiveness: Conceptual Understanding, Performance Improvement,

Long-term Retention.

Perceived Effectiveness. This theme emerged based on how Math Relay Learning
Assistance (MRLA) effectively improved their understanding and performance in
Mathematics. In this theme, the participants’ experiences were described into three (3)
sub-themes which include (a) conceptual understanding, (b) performance improvement,
and (c) long-term retention which were further discussed below.

Conceptual Understanding. The participants described how Math Relay

Learning Assistance (MRLA) affects their conceptual understanding of the
lessons in Mathematics.
Two (2) out of five (5) participants, or 40% said that this gamified learning
assistance enhanced their conceptual understanding of Mathematics. As they
shared:

“Yes, MRLA has enhanced my conceptual

understanding of Mathematics. Through the gamified
activities of Mathematics Relay Learning Assistance, I
have been able to visualize and interact with
Mathematical concepts in a way that traditional
methods didn’t allow. This hands-on approach has
deepened my comprehension of abstract ideas, making
them more tangible and easier to grasp.”
P3

“Yes, the gamified approach of MRLA has greatly

improved my conceptual understanding of
Mathematics. By engaging in activities that require
problem-solving and critical thinking, I have gained
deeper insight into the underlying principles of various
Mathematical topics. MRLA has helped me see the
connections between different concepts, leading to a
more holistic understanding of the subject”.
P5

This means that the gamified approach of Mathematics Relay Learning Assistance
effectively enhances students’ conceptual understanding of Mathematics. By engaging in
hands-on activities that encourage visualization, interaction, problem-solving, and critical
 34

thinking, students deepen their comprehension of abstract mathematical concepts. Math

Relay Learning Assistance (MRLA) enables students to see connections between
different topics, leading to a more holistic understanding of the subject.

Performance Improvement. The participants describe how Math Relay Learning

Assistance (MRLA) improves their performance in the subject. Two (2) out of
five (5) participants, or 40% said that they not only gained a better understanding
of the lessons but also improved their problem-solving skills and accuracy in
calculations. As they shared:

“I have noticed a significant improvement in my

performance in Mathematics upon participating in
Math Relay Learning Assistance (MRLA). The gamified
activities have provided me with ample opportunities to
practice and apply mathematical concepts in a fun and
engaging way. This hands-on approach has helped me
build confidence in my abilities and develop effective
strategies for tackling math problems. As a result, I
have seen a noticeable increase in my scores on
assessments and exams.”
P2

“Math Relay Learning Assistance (MRLA) has

undeniably boosted my performance in Mathematics.
The interactive nature of the said gamified learning
assistance has made learning math more enjoyable and
effective. By actively participating in the gamified
activity, I have not only gained a better understanding
of the lessons but also improved their problem-solving
skills and accuracy in calculations. As a result, my
performance in assessments and exams has improved.”
P5

The responses indicate that the interactive and gamified approach of Math Relay
Learning Assistance (MRLA) effectively enhances students’ performance in
Mathematics. The enjoyable and engaging nature of MRLA encourages students to
practice and apply mathematical concepts, leading to increased confidence and the
development of strategies for tackling math problems. Consequently, students experience
significant improvements in their performance on assessments and exams.

Long-term Retention. The participants describe how Math Relay Learning

Assistance (MRLA) solidified their learnings more effectively and how it also
contributed to long-term retention of the material. Two (2) out of five (5)
participants, or 40%, said that it reinforced and solidified their learning of
mathematical concepts and helped them retain the information better. As they
shared:
 35

“It reinforced my learning and solidified my

understanding of mathematical concepts. The
collaborative nature of Math Relay Learning Assistance
(MRLA) has helped me retain the information better by
discussing and sharing the ideas with my groupmates.”
P1

“The gamified activities have not only made learning

math more enjoyable but also more memorable. It
enables me to internalize mathematical concepts in a
way that traditional methods couldn’t achieve.”
P3

The responses convey that the collaborative nature of Math Relay Learning
Assistance (MRLA) made them actively engage, reinforce their learning, and solidify
their understanding of Mathematical concepts, which contributes to better retention over
time. The participants also indicate that Math Relay Learning Assistance (MRLA)
encourages discussions and idea-sharing among peers, further enhancing information
retention.

5. What aspects of the MRLA do you find most and least enjoyable, and why?

Enjoyable and Non-enjoyable Aspects

Enjoyable and Non-enjoyable Aspects.

This theme emerged based on the identified aspects of Math Relay Learning
Assistance (MRLA) that the participants found to be most enjoyable and least enjoyable.
Four (4) out of five (5) participants, or 80% said that one of the enjoyable aspects of
MRLA was its interactive nature or gamified format that motivates them to participate
and stay focused whereas the aspects that they found least enjoyable was the presence of
time limits on each task per station which gives a bit of stress trying to solve complex
problems. As they shared:

“It was engaging to work together with classmates to

solve math problems in a fun and a bit competitive
environment. I appreciate how the gamified format
makes learning math feel like a game, which motivates
me to participate and stay focused.”
P1

“I find the collaborative aspect of Math Relay Learning

Assistance (MRLA) to be highly enjoyable. Working in
teams to tackle math challenges fosters a sense of
camaraderie and encourages us to learn from each
other’s strengths. It’s rewarding to see our collective
efforts pay off as we work together towards a common
goal.”
P3
 36

“One aspect of Math Relay Learning Assistance

(MRLA) that I found less enjoyable was the time
pressure. While it adds excitement to the game, it can
also feel stressful at times, especially when trying to
solve more complex problems. Sometimes, I wish there
was more time to thoroughly think through the
solutions.”
P4

“I find it least enjoyable when others treat it as a

competition because it creates unnecessary pressure
and detracts from the collaborative spirit of the
activity”.
P5

This means that Math Relay Learning Assistance (MRLA) offers enjoyable
aspects such as its interactive and collaborative nature. Students find it engaging to work
together in teams, solving math problems in a fun and competitive environment. The
gamified format of MRLA adds excitement to learning, motivating students to participate
and stay focused. However, there are also non-enjoyable aspects, such as the time
pressure during activities which can create stress, especially with complex problems.
Additionally, occasional competitiveness among classmates may detract from the
collaborative spirit of MRLA, highlighting the importance of balancing competition with
cooperation for a more enjoyable learning experience.

CONCLUSIONS, REFLECTIONS, LIMITATIONS, AND RECOMMENDATIONS

Conclusions

The exploration of gamified educational strategies is essential for improving

student outcomes, particularly in foundational skills such as numeracy. This study
investigates the effectiveness of the Math Relay Learning Assistance (MRLA) in
enhancing numeracy skills among students. By comparing a control group, which
experienced conventional assessment methods, with an experimental group that received
the MRLA intervention, the researchers aim to determine the relative impact of these
different approaches.

Prior to the intervention, pre-test results indicate that the control group
outperformed the experimental group in terms of numeracy skills prior to the
intervention. This suggests that the control group had higher numeracy skills compared to
the experimental group. Insinuating the importance of considering this initial discrepancy
when analyzing the impact of the intervention.

The independent sample t-test conducted on the pre-test scores of numeracy skills
between the control and experimental groups indicates that there is no significant
difference between the two groups. This suggests that both groups exhibited similar
 37

levels of numeracy skills and the respondents were comparable before the intervention,
providing a solid foundation for assessing the effectiveness of the subsequent
intervention.

Moreover, based on the result of their post-test, the experimental group performed
better than the control group after integrating the intervention. Thus, indicating that the
Math Relay Learning Assistance was beneficial. This further implies that the control
group has a higher numeracy level after being exposed to the aforementioned
intervention, which is relatively different before its integration.

Further analysis is highly needed to determine the effectiveness of the

intervention in enhancing the experimental group’s numeracy skills relative to the control
group. The post-test results after undergoing the intervention reveal that there is a
significant difference in terms of the numeracy skills of the two groups after being
exposed to two different activities, the conventional assessment and MRLA, yet, the
experimental group performed better than the control group. Thus, following the
deliberated results, it was found that the proposed gamified learning assistance, MRLA,
is exceptionally effective in enhancing the low numeracy level skills of the students.
Further, this can be concluded that in terms of increasing the numeracy level skills, a
gamified learning assistance such as the MRLA is highly applicable compared to the
conventional one.

The students who experienced the interview reported that MRLA enhanced their
interest, motivation, and achievement in Mathematics through gamified and interactive
learning activities. However, there were some misconceptions and challenges in
coordinating teams of students. Students experienced deeper conceptual understanding
and improved retention as the interactive learning assistance was collaborative and
enjoyable. The interactive and gamified design of the instructional strategy was
motivating and helped them to stay on task. Despite this, time pressure in the activities
could be stressful when the problems are complex. Additionally, the students also
reported that occasionally there was a competitive spirit which could have been more
helpful among bright classmates. Thus, implementing the instructional strategy needs to
be balanced to enjoy and get the maximum benefit of the activities.

Reflection

Undertaking the demanding internship journey, the researchers embarked on

introducing a vital intervention aimed at enhancing students' numeracy skills. However,
they encountered a series of obstacles that tested their problem-solving abilities and
resilience. Throughout the internship, challenges in implementing the intervention arose.
One significant difficulty was the scheduling conflict between the students' 3rd periodical
test and the planned intervention period, which left the students occupied and
unavailable. Another issue stemmed from the absence of students enrolled in the
numeracy program, posing challenges in effectively involving the intended participants.
Additionally, the suspension of classes due to the high heat index further disrupted the
intervention plans, creating additional hurdles.
 38

Faced with these challenges, the researchers devised alternative strategies to

successfully execute the intervention. The approach was promptly adjusted to recruit
participants, ultimately securing participation from students enrolled in the numeracy
program. Obtaining consent and assent forms from the students during the initial meeting
was a significant achievement, renewing hope for the success of the action research
endeavor. Subsequently, a revised intervention plan was meticulously discussed and
developed, tailored to fit the constraints and circumstances encountered during the
internship. The implementation of the intervention during face-to-face sessions with the
students marked a turning point, enabling the planned assessments and interviews to
proceed. Despite potential limitations and the possibility of insignificant results, the
determination to address the identified problem remained unwavering. This steadfast
dedication underscores the paramount importance of the research endeavor, transcending
the immediate outcome of the action research.

During the implementation of the intervention, two groups were examined: the
control group and the experimental group. For the control group, the researchers utilized
traditional teaching methods, encountering no significant difficulties or errors, as these
methods were within their expertise. However, dealing with the experimental group,
where the Math Relay Learning Assistance was employed as a tool in the numeracy
program, presented challenges. The researchers needed to repeatedly explain the game to
ensure full understanding and avoid confusion, given the students' prior knowledge of
math relays. Additionally, setting up the game in a small classroom required extra effort
to maximize the use of 10 stations and accommodate all students, demonstrating the
researchers' commitment and adaptability in meeting these challenges.

Reflecting on the experience, the value of adaptability and resilience in the face of
unforeseen challenges became strikingly evident. Each obstacle provided a valuable
learning opportunity, reinforcing the importance of flexible planning and swift
problem-solving in conducting field research. Observations throughout the process
revealed that student engagement and motivation were crucial to the success of the
intervention. The initial setbacks underscored the need for effective communication and
relationship-building with participants. Firsthand experiences in coordinating schedules
and navigating external factors such as weather disruptions fostered a deep appreciation
for meticulous logistical planning. Feedback from participants and educators underscored
the effectiveness of the revised intervention plan. Students reported feeling more
supported and understood, which enhanced their participation and performance in the
numeracy program. Educators acknowledged the perseverance and innovative
approaches, noting that these qualities significantly contributed to the program's success
despite the initial difficulties. This feedback confirmed the positive impact of the
intervention and the significance of adaptability in research implementation.
 39

Limitations

Along with the undertaking of the proposed intervention, the Math Relay
Learning Assistance (MRLA), the researchers stumbled across various challenges that
can influence its successful implementation. These challenges test their capabilities and
flexibility to adapt to the inevitable complications.

One of those forename challenges is that the students don't yearn to participate in
this study. The researchers already notified them about their intervention and exemplified
to them that their participation in this was crucial, however, they didn’t comply with the
agreed time and place to conduct the intervention, and thus, only two (2) students were
present. With that, asking for assistance from the Mathematics teacher who handles them
to assist in persuading the students to come is favorably required. Accordingly, she
rendered help by disclosing to the students that she would allocate additional points for
those who would attend. Fortunately, more than half of the students obeyed and they
became the participants of this study.

The hindrances confronted by the researchers don't halt there. Concerning the
Heat Index getting higher, an alternative to conducting an asynchronous class is
pronounced. Therefore, the scheduled and acknowledged time and place for its
conduction is constantly rescheduled. Anticipated that, the researchers immediately seize
an opportunity once there were synchronous classes to execute the intervention.

Moreover, several of the student's parents disagree with the parent's consent and
don't desire for their children to partake in the study. In this consequence, the researchers
cannot accomplish anything as this is voluntary, and parental consent is needed before
they can implement the intervention.

Lastly, students have busy schedules for their forthcoming periodical tests and
compliance with their requirements as the school year is coming to an end. Concerning
that, some cannot assemble time to attend the intervention as it is scheduled after class
hours. Nonetheless, several of them make time to attend and be participants in this study
showing their interest in the study.

Comprehensively, those challenges that the researchers confronted were all settled
and resolved. Thus, the successful implementation of the intervention is apparent. The
researchers' ability to overcome these obstacles shows their adaptability and commitment
to the study. This approach to solving the occurrence of problems confirms the
intervention's feasibility and demonstrates its usefulness and potential for improvement in
educational environments.

Recommendations

Action research is a powerful tool for teachers seeking to improve their teaching
practices and enhance student learning outcomes. A recent study found significant
deficiencies in students' numeracy skills, requiring immediate and targeted interventions.
It is crucial to address these gaps during class hours to ensure that all students receive the
necessary support to succeed in mathematics. The researchers propose several
 40

recommendations to effectively address these issues and enhance students' numeracy

skills.
One of the researchers' recommendations is to implement the intervention of Math
Relay Learning Assistance during class hours. This method allows teachers to observe
and adjust their strategies in real time, gauge student understanding, and adjust
instruction accordingly. By actively engaging students and immediately addressing
knowledge gaps, teachers can create a more responsive and supportive learning
environment. This approach not only benefits students by providing timely feedback but
also empowers educators to continuously refine their techniques.
The study's findings indicate that to support students with inadequate numeracy
skills during the numeracy program, math teachers should ensure the appropriate usage of
mathematical games in general and math relay games in particular. To create a game that
meets the demands of the students, a teacher must first determine which game best suits
each student's needs. After selecting a game, the instructor must introduce it to the class
and provide a thorough explanation. Then, arrange the game so that each student in the
class takes part with great enthusiasm.
Furthermore, it is recommended that the Department of Education (DepEd) and
the Math Division support these classroom interventions by providing resources and
training for teachers. This can include professional development workshops focused on
the use of educational games and interactive teaching methods. Additionally, regular
assessments should be conducted to evaluate the effectiveness of these interventions and
to identify further areas for improvement. Implementing these recommendations, can
create a more dynamic and supportive educational environment that addresses the diverse
needs of students and ultimately improves their numeracy skills.
 41

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%20analysis%20is%20a%20method,making%20sense%20of%20the%20data
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Watson, J. (2011). Personal and Professional Numeracy: A Unit for Pre-Service Teachers
at the University of Tasmania. ResearchGate; University of South Florida
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What is numeracy | Basic Numeracy Skills for Adults. (2016). Nationalnumeracy.org.uk.
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ces_and_spatial_abilities_within_a_digital_pentominoes_game
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Appendix A.

Permission Letter to Conduct the Study Addressed to the School Principal

47
 48

Appendix B.

Informed Assent Form for the Participants of the Study

49
 50

Appendix C.

Informed Consent Form for the Participants of the Study

51
 52

Appendix D.

Pre-test for the Participants of this Study

53
54
 55

Appendix E.

Post-test for the Participants of this Study

56
57
 58

ACKNOWLEDGMENT
The researchers would like to express their deepest and heartfelt gratitude to the
following individuals for their unwavering assistance and significant contributions to the
success of the study, which have been instrumental to the success of this study and merits
special mention and recognition. Their contributions such as their advice, support, and
unwavering guidance are highly appreciated. This study would not be completed without
their input and assistance.

First and foremost, the researchers blissfully appreciate and are genuinely
thankful to our Lord, God Almighty, for His never-ending grace and holy guidance in
every step they take in accomplishing the research study as well as for making them safe
and giving them the substantial skills and character-optimism, perseverance, bravery, and
righteous intellect. Also, to thank Him for bestowing the people who had helped them in
consummately accomplishing this research study in the best way possible.

Further, the researchers also would like to extend their sincerest appreciation to
the School Principal, Administrators, and Staff of Pampanga High School (PHS) for their
cooperation, their contributions, and for allowing the researchers to conduct data
gathering on the Grade 9 Jade-3 of the School Year 2023-2024. In connection with this,
special thanks to the aforementioned respondents of the study who took the time to
partake in this study.

To their research professor, Mr. Jensen Niño P. Baking, who adamantly offered his
astounding assistance, support, and guidance. Also, for shared his ideas, pieces of advice,
insights, extremely useful comments, and constructive criticism that greatly helped in the
completion of this paper. His input, extensive discussions, and helpful suggestions that
considerably improved the research are well appreciated and favorably cherished by the
researchers. This study would crumble apart and would not stand firm on its own without
his knowledge and assistance.

With utmost felicity, the researcher would like to thank the panelists of the
previous oral defense for their invaluable comments, essential suggestions, remarks and
recommendations, and constructive criticism that assisted the researchers in further
enhancing their works as well as for their words of encouragement to amplify their
eagerness to continue and fully accomplished their study.

The researchers would like to extend their deepest gratitude to their parents for
believing in them from the very start, for their pieces of advice and words of inspiration
that they treasured, and for supporting them financially, morally, and emotionally. The
researchers are also incredibly grateful to their friends and classmates who fully support
them and for giving them suggestions and encouragement to make the success of the
paper even more reachable.
 59

Lastly, the researchers, particularly the people behind this study, would like to
express their gratitude to one another because of their tireless efforts and quality time in
this research. Their dedication and collaboration toward one another are much
appreciated. It will not be in vain that they sacrificed their blood, sweat, tears, and small
bits of their souls to this effort, as well as the time and strength they expended to
complete this study. Everyone is expressing appreciation for everyone's hard work and
contributions; the researchers of this study are always appreciative.
 60

RESEARCHERS’ BIONOTE

Ma. Erica C. Lingat, a 22-year-old student-teacher, was

born on October 5, 2001, and is currently pursuing a
degree of Bachelor of Secondary Education major in
Mathematics (BSEd Mathematics) at Don Honorio
Ventura State University (DHVSU). She retains a
remarkable academic background and has ascertained
steady leadership skills at a young age. In her elementary
days, she was recognized as a salutatorian of her class and
she participated actively in journalism. Then, during her
high school years, she constantly received recognition
“with honors.” Her excellence persisted in college, as
evidenced by her consistent recognition as a dean's or
president's lister. She has also firmly embraced leadership
positions throughout her academic journey. She is known
to assist people and her industrious disposition has been
commended by her mentors and peers. As she aspires to
become a teacher, her academic excellence and leadership
experience equip a substantial foundation for her future
career. Her dedication to learning and teaching,
incorporated with her hands-on leadership roles, makes
her an inspiring figure for future students. Her journey
contemplates a variety of intellect, hard work, and a
sincere love for education, all of which are vital qualities
for a prosperous and impactful educator.

Aira Jean P. Sicat was born on October 9, 2001. She is a

4th year student taking Bachelor in Secondary Education
major in Mathematics at Don Honorio Ventura State
University. She is a consistent honor student and an
exemplary performer at her level both in academic and
extracurricular activities. Her interest in writing and
communication started in elementary school when she was
ranked 1st in Sports Writing. Then, in Senior High School,
she was part of a group of publishers who won 1st in
Collaborative Desktop Publishing, Division level, with
awards like 1st in Best Sports Page and overall, in
Contests for Desktop Publishing. She is a devoted and
hardworking individual who participates in contests such
as math quiz bees and team reading competitions. As a
student teacher, she uses all her knowledge and skills to
create an effective learning environment and to help her
students excel in their fields. Hence, she agreed that
learning and development processes are constant
processes in life. She brings out the best in anything she
 61

lays her hands on because she sets out to be the best

person she can be. She has the passion and the drive to
succeed and she will be changing the world, especially in
the area of education.

Kristelyn Carla Nicole R. Mariano, is a passionate

student-teacher who is 22 years old and was born on
March 28, 2002, and is currently taking a Bachelor of
Secondary Education Major in Mathematics at Don
Honorio Ventura State University (DHVSU), Main
Campus, and also an incoming graduating student, who is
a consistent top achiever student from elementary to
secondary level preferably until Senior High by being on
the with honor list and also always stand as a leader. She
is committed to fostering a love for learning in her
students and dedicated to helping students understand and
appreciate the beauty of math that’s why she works as a
freelance tutor for elementary and high school students.
Kristelyn has completed her practice teaching at
Pampanga High School (PHS) handling grade 8 and grade
10 students, where she has received positive feedback
from both students and teachers for her engaging teaching
style and ability to connect with students of all abilities.
She is looking forward to continuing her journey in
education and hopes to inspire a love of math in her future
students. She believes that all students may achieve
excellence in mathematics. She promotes critical thinking
and practical application of mathematics in her classroom.

Glenbert S. Puno, insert

 62

Kenneth D. Bitagcul was born on March 23, 2002. She is

a dedicated and passionate 22-year-old currently pursuing
a Bachelor of Secondary Education major in Mathematics
at Don Honorio Ventura State University (DHVSU).
Renowned for her academic excellence, Kenneth has
consistently been a top achiever from kindergarten
through her first year of college. Kenneth is also gaining
invaluable practical experience as a student-teacher at
DHVSU - Laboratory High School. Her commitment to
education is further demonstrated by her role as a Math
Tutor at the same institution since the 2023-2024
academic year. Kenneth’s dedication to teaching is evident
in her approach; she creates engaging lesson plans and
employs innovative teaching strategies to ensure her
students grasp complex mathematical concepts. Her
passion for teaching shines through in her enthusiastic and
patient interactions with students, fostering a positive and
effective learning environment. Kenneth’s dedication to
teaching has been recognized through her practice
teaching at Don Honorio Ventura State University, where
she adeptly handled Grade 10, Grade 12, and College
students. She has received positive feedback from both her
students and supervising teachers for her ability to explain
difficult topics clearly and for her supportive and
motivating presence in the classroom. Beyond her
academic and teaching pursuits, Kenneth is actively
involved in her community as the SK Treasurer in her
barangay. She has completed comprehensive training in
Bookkeeping and Government Accounting, earning an
NCIII certification in Bookkeeping. This role has
enhanced her organizational and financial management
skills, which she brings to her educational endeavors.
Kenneth's dedication to her studies, her students, and her
community showcases her as a well-rounded individual
committed to making a positive impact in the field of
education and beyond. Her passion for teaching and her
continuous strive for excellence make her a valuable asset
to the educational community.