Assessing Multiplication Skill among Grade 7 Students of Zosimo S.

Magdadaro National High School

Chapter I

Introduction

Background of the study

Multiplication is a fundamental arithmetic operation that plays a crucial role

in various mathematical concepts and real-life applications, but it can become a

hindrance to students' progress if they encounter difficulties in understanding and

applying multiplication concepts effectively. Multiplication is the main tool for many

forms of math such as algebra, calculus, equations and more. The ability to

rehearse and understand multiplications up to and including 12 by the final year of

primary school will enable students to confidently and skilfully tackle more complex

mathematical subjects. But why we choose this in our study because it is multi-

purpose, that’s right, multiplication skills don’t just help with math! They can also

boost communication skills, improve memory and make rehearsals of speeches or

scripts easier, help gain analytical and numerical skills for science, and even apply

to subjects you wouldn’t expect.

Multiplication is one of the four basic operations of elementary arithmetic

and is commonly defined as repeated addition. However, while this definition

applies to whole number multiplication, some math researchers argue that it falls

short for multiplication of fractions and other kinds of numbers. These

mathematicians prefer to define multiplication as the scaling of one number by

another, or as the process by which the product of two numbers is computed

(Princeton University Wordnet, 2010). Despite the controversy, multiplication, by

any definition, is an essential skill to students preparing for life in the mathematical

world of the 21" century. It is an important tool in solving real-life problems and

builds a firm foundation for proportional reasoning, algebraic thinking, and higher-

level math.

The standard algorithm for teaching the multiplication of larger numbers in

this country is known as long multiplication and was originally brought to Europe

by the Arabic-speaking people of Africa. In long multiplication, one multiplies the

multiplicand by each digit of the multiplier and then adds up all the appropriately

shifted results. This method requires memorization of the basic multiplication facts.

However, a wide variety of efficient, alternative algorithms exist. Many students

find these methods appealing and easier to navigate, even to the point of

preferring them to the more traditional algorithm.

Statement of the problem

The study aims to quantitatively measure and analyze the multiplication skill of

the grade 7 students of Zosimo S. Magdadaro National High School.

This study aims to answer the following:

1. How proficient are the grade 7 students of Zosimo S. magdadaro National

High School in multiplication?

2. Are there significant differences in multiplication skill across different

gender?

Significance of the study

This study will help us to find a way and how we can help other students to be

good in multiplication.

This study is beneficial to:

School- The findings of the study will help both educators and learners in knowing

“How proficient are the grade 7 students of Zosimo S. magdadaro National High

School in multiplication?”.

Administrator- The research will be beneficial to the school’s administration as it

helps them to know what they need to do to the students who have difficulties in

multiplication.
Teacher- This study would be helpful for them to understand their student’s that

have difficulties in multiplication and to let the teachers know how to handle the

students who are behind in their academics.

Students- This study would very helpful to them to know what they need to do

make them do multiplication easily.

Future Researcher- This is very helpful for future researchers because this study

might be the basis for future study related to multiplication.

Scope and Delimitation

This study is delimited to Zosimo S. Magdadaro National High School. The main

purpose of our study is to quantitatively measure and analyze the multiplication

skill of the grade 7 students of Zosimo S. Magdadaro National High School.

Definition of Terms

Assessment Task-

Grade 7 Students-

Quantitatively-

Multiplication-
 Conceptual Framework

INPUT PROCESS OUTPUT

 Assessment
Tasks  Administration
 Materials  Student  Performance
Engagement Indicators
*Paper-based  Strategies and  Feedback and
worksheet Approaches Evaluation
 Instructions  Monitoring and  Data Analysis
Support

In assessing the multiplication skill among grade 7 students, the dependent

variable would typically be the students' performance or proficiency in

multiplication. This variable is dependent because it is expected to change based

on the independent variable.

The independent variable in this case could be the teaching method or

instructional intervention used to teach multiplication to the grade 7 students. The

independent variable is manipulated or controlled by the researcher or educator to

observe its effect on the dependent variable.

By implementing different teaching methods or interventions, the researcher can

assess how each approach impacts the students' multiplication skills. The

dependent variable, in this case, would be measured through various

assessments, such as tests or quizzes, to determine the students' level of

understanding and proficiency in multiplication.

Theoretical Framework

A theoretical framework illustrates the expected relationship between your

valuables. It defines the relevant objectives for your researcher process and maps

out of how they come together to draw coherent conclusions (Swaen, B. and

George, T., 2022). A theoretical framework provides the orientation to the study

and assist both research and the reader in seeing how the study contributes to the

body of knowledge on the topic, how element of the study align, and how the study
design and methodology meet rigorous research standards. In summary, a

theoretical framework is incredibly important (Crawford, L., 2020).

Multiplication is a fundamental arithmetic operation that combines repeated

addition. The concept of multiplication as a mathematical operations has involved

over centuries, and it doesn’t have a single attributed author. Various ancient

civilizations, including the Egyptians and Babylonians, developed methods for

multiplication. In terms of formal mathematical notation, it became more

standardized in the 17th century with the works of mathematicians like John Walis

and William Oughtred. The understanding and use of multiplication have since

been refined by numerous mathematicians across different cultures and time

periods. According to the original theory, an individual’s reading comprehension is

the product of her decoding skill and language comprehension (Gough & Tunmer,

1986). The key idea is that both the ability to decode and language

comprehension are necessary for reading comprehension.

Chapter II

Review of Related Literature

International

Students frequently find multiplication tasks to be a stumbling block in

their mathematical progress. Many use inefficient and inaccurate counting

methods and encounter difficulties in memorising tables (Geary, 2004;

Kilpatrick, Swafford, & Findell, 2001; Koscinski & Gast, 1993) and later in

dealing with larger single digit operands (Campbell & Graham, 1985; Steel &

Funnell, 2001; Swan & Sparrow, 2000). Primary school children have stated

they practise multiplication by writing down the series of numbers, by

“looking at them,” reciting them and listening to tapes (Steel & Funnell, 2001).

Regrettably, if basic multiplication facts are not acquired during the primary school

years, it is highly unlikely they will be practised in a structured manner in

secondary school (Steel & Funnell, 2001).

Mulligan and Mitchelmore’s (1997) two year longitudinal study of 60

Australian children in Year 2 and Year 3 identified a number of strategies

employed by children to solve a range of multiplication problems.

Improvements in speed and accuracy as students complete basic

multiplication tasks in part reflect changes in the strategies children use. As

they acquire new strategies they tend to abandon older, slower and less accurate

ones (Lemaire & Siegler, 1995).

In mathematics education today, the emphasis is on developing children’s

understanding through exploration and discovery (Elkins, 2002; van

Kraayenoord & Elkins, 2004; Westwood, 2003; Wu, 1999). Use of concrete

materials, pictures, diagrams, and discussion increases students’ familiarity with

the process of multiplication and assists in their observation of regularities and

patterns. For example, to learn the basic multiplication facts contained within the 0

to 9 times tables, over 100 multiplication combinations need to be mastered.

 For more than a hundred years the multiplication table has had an

important claim on what all children should learn. Its conquest used to be

considered almost a hallmark of successful elementary education, a kind of

entrance certificate either to secondary school or to the world of work. In the early

1980's there is again an increasing public voice that no matter what other

activities, old or new, are experienced by students, the" times table" must continue

to hold its place in a basic curriculum. However, its relevance, its content and its

power can now be viewed quite differently. Rather than the learning of the table

being considered as an end, either to elementary mathematics or to the mastery of

the multiplication facts themselves, it can-and indeed must-be seen as a source of

discovery and wonder, as a compact amalgama-tion of patterns and inter-

relationships which provide depar-ture points to many other arithmetical and

mathematical topics across the twelve years of school.None of this need interfere

with the learning by heart of the traditional facts. On the contrary, so much more

practice and use of them is thereby encouraged that they become part of

everyone's fluent vocabulary as they knit together mathematical insights which by

tradition have been striven for amid sepa-rate chunks of subject matter.

National

This study explored the mathematical thinking on problem solving and self-

regulation strategies of Filipino primary grade pupils in a school located in an

urban area in Nueva Ecija, Philippines. The pupils solved arithmetic story

problems in English. Results showed that the pupils were capable of solving story
problems written in English and did much better when the problems were

translated in Tagalog, their home language. They were able to solve multiplication

and division problems prior to receiving formal instructions of these operations.

Results also showed that the pupils employed self-regulated solution strategies

like writing a number sentence, algorithm in subtraction, estimation, backward

counting, trial and error, use of tally marks, making a drawing, skip counting,

repeated addition, and invented algorithm. Because they were free to employ

solution strategies of their own choice, invented algorithms and creativity came out

from their works. The proficiency on the language in which the problem is written

plays an important role in pupils’ success in solving story problems in

mathematics. The results of the study present relevant implications to problem

solving pedagogies and mathematics instruction particularly in the primary level

Local

The study was conducted to develop the best fit model of problem-solving ability.

Specifically, it established the relationship among mathematics anxiety, aptitude,

and learning culture. Descriptive correlational and causal-comparative designs

were utilized in this study. The data were gathered from Cluster I’s senior high

school students, Division of Davao del Norte. Sets of adopted survey

questionnaires were used as instruments for mathematics anxiety and learning

culture. An aptitude was measured through the mathematics 10 final grades, and

the NCAE results in mathematics. The problem-solving ability was measured using

a researcher-made test. The findings revealed that the learners’ level of problem-

solving skills was beginning. Among the four steps, which are understanding a
problem, devising a plan, carrying out the plan, and looking back, only

understanding a problem obtained developing level. All other factors were

beginning. The mathematics anxiety extent of Senior High School learners was a

fair amount of anxiousness. The three mathematics anxiety factors: test anxiety,

numerical anxiety, and subject anxiety, are all in a fair amount of anxiousness. The

students agreed that the sound learning culture of the school is much evident.

Moreover, the students agreed that the positive atmosphere in the learning culture

in terms of peers was apparent. The constructivist teaching approaches were

evident. The positive learning environment was evident in the school, and the

learning facilities were favorable. There was a significant relationship among

mathematics anxiety, learning culture, aptitude, and problem-solving ability. The

model suggested a high level of mathematics aptitude supported by peers,

teaching approaches, learning environment, and learning facilities was the critical

factor in better problem-solving ability in mathematics.

Methodology

This chapter comprises study respondents, sample procedures, and

sources, data collection, data analysis and interpretation, trustworthiness, and

ethical considerations.
 The purpose of the proposed study is to quantitatively measure and analyse

the multiplication skill of the grade 7 students of Zosimo S. Magdadaro National

High School.

Specifically, it seeks to answer the following question:

1. How proficient are the grade 7 students of Zosimo S. magdadaro National

High School in multiplication?

2. Is there significant difference in multiplication skill across different gender?

Research Design

This quantitative study aims to assess the multiplication skills of grade 7

students. A sample of 40 grade 7 students from Grade 7 will be the respondents.

The assessment will include a combination of written tests and survey

questionnaire. Data will be collected using standardized assessment tools and

questionnaire. The findings will provide valuable insights into the multiplication

skills and inform instructional strategies and interventions to support students'

multiplication proficiency during the academic years.

Research Locale

This study will be conducted in Zosimo S. Magdadaro National High School

Bonifacio, Kiblawan, Davao del Sur for the year 2023-2024.

Research Subject

The respondents of this study will be the grade 7 High students of Zosimo

S. Magdadaro National High School.

Research Instrument

For this study, quantitative survey questionnaires were the primary method

of data collection. Quantitative survey questionnaire allows us to get large sample

data that really needed in data analysis and these questionnaires will give to the

respondents after introducing the research study and giving the instructions.
Chapter IV

Presentation, Analysis, and Interpretation of Data

Table 1

Gender Frequency Percetage

Male

Female

Total

Table 2
Age Frequency Percentage

Chart
 Assessing Multiplication Skill among Grade 7 Students of Zosimo S.

Magdadaro National High School

Survey Questionnaire

Name (Optional):_______________________________

Gender:_____

Age:____

Please put (/) on your preferred answer.

1. How confident do feel about your multiplication skills?

__Not really confident __Confident
__Confident enough __Very confident
2. On average, how many minutes per day do you spend practicing
multiplication (e.g. homework)?
__5mins. __20mins.
__10mins. __30mins.
__15mins. __60mins.
3. What resources do you use for multiplication practice?

__Textbooks __Online resources

4. What do you think could help you improve your multiplication skills?
__ Differentiate instruction
__ Memorize multiplication facts
 __ Use visual aids and manipulative
__ Offer practice opportunities
5. Rate your understanding of basic multiplication concepts.

__Poor __Very Good

__Fair __Excellent

__Good

6. What specific multiplication concepts do you find challenging?

__Multiply __Exponents
__Algebra __Square root

8. Find the prudoct of this set of multiplication problems to the best of your ability.

a. 8 x 7 =

b. 64 x 8 =

c. 72 x 13 =

d. 321 x 7 =

e. 678 x 14 =

f. 212 x 122 =

7. Do you have any problem while answering those multiplication problems?

__ Yes __No
8. What kind of multiplication problems do you find challenging?

__ Multiply by one digit.

__ Multiply by two digits.

__ Multiply by three digits.

 10. Are you open to learning and using alternative multiplication
techniques?

__Yes __No

Thank you