SINGAPOREAN AND TRADITIONAL METHOD IN TEACHING MATHEMATICS

A Thesis

Presented to the

FACULTY OF THE COLLEGE OF EDUCATION

BOHOL WISDOM SCHOOL

Tagbilaran City

In Partial Fulfillment

Of the Requirements for the Degree of

BACHELOR OF SECONDARY EDUCATION

MAJOR IN MATHEMATICS

CASTRODES , SINDY CLAIRE L.

LOPENA , CHRISTINE MAE L.

TAGARO , NEIL JOHN L.

APRIL 2024
 ii

APPROVAL SHEET

The thesis titled “SINGAPOREAN AND TRADITIONAL METHOD

IN TEACHING MATHEMATICS” prepared and submitted by Sindy
Claire L. Castrodes, Christine Mae L. Lopena, and Neil John
L. Tagaro in partial fulfillment of the requirements for the
degree of BACHELOR OF SECONDARY EDUCATION, MAJOR IN
MATHEMATICS has been examined and recommended for acceptance
and approval for research proposal.

THESIS COMMITTEE

MARICEL F. DELOSO, LPT Ph.D.

Chairman

ENGR. MARILOU R. TUTOR JANN MARIE D. JABINES, M.A.Ed

Adviser Statistician

-----------------------------------------------------------
PANEL OF EXAMINERS

Approved by the committee on oral examination with

the grade of ___________.

BILLY O. COSARES, Ed.D. RAUL H. DELOSO, Ph.D.

Member Member

FE F. APARICIO, Ed.D. MARICEL F. DELOSO, Ph.D.

Member Chairman

Accepted and approved in partial fulfillment of the

requirements for the degree of Bachelor of Secondary
Education Major in Mathematics.

MARICEL F. DELOSO, LPT, Ph. D.

Date of Oral Defense Dean, College of Education
 iii

ACKNOWLEDGEMENT

The realization of this study would not have been

possible without the invaluable contributions of the

individuals who shared their time and effort. From the very

beginning until this completion, these people have been

instrumental in the success of this endeavor. Therefore, the

researchers would like to express their heartfelt gratitude

to the following individuals:

First and foremost, the researchers extend their

gratitude to the Almighty God for providing them with

wisdom, strength, courage, and perseverance in the pursuit

of this research.

Maricel F. Deloso, Dean of the College of Education,

for her expert, sincere, and valuable guidance and

unconditional kind assistance and moral support, especially

during the thesis proposal.

Grade School Principal and Teachers of Cogon Elementary

School, for allowing us the opportunity to conduct our

research among the Grade 5 students. Also, to the grade 5

Math teachers who have given their consent for the full

participation of the chosen 2 sections in grade 5.

The researchers would also like to acknowledge Engr.

Marilou R. Tutor, their research adviser, for this time,

effort, and knowledge in research. Her valuable criticisms

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and suggestions were crucial in the realization of this

study.

The researchers are also thankful to Jann Marie D.

Jabines, M.A.Ed, the research teacher and statistician, for

her guidance and support in drafting process and

interpreting the results of our research.

The panel of examiners; Maricel F. Deloso, LPT, Ph. D.,

Raul H. Deloso, LPT, Ph. D., Fe F. Aparicio, Ed.

D. ,and Billy O. Cosares, LPT, Ed. D. also deserves

recognition for their knowledge and constructive criticisms

that helped improve the quality of this study.

Grade 5 students, who gave their valuable time and

effort in participating in their experimental study and

making their study successful.

The library staff of the Bohol Wisdom School for their

efforts by supplying some references for our research.

Finally, the researchers would like to express their

appreciation to their families for their unwavering support,

spiritual and moral guidance, and financial assistance

throughout this study.

To everyone who has contributed to the success of this

study, the researchers extend their sincerest thanks.

- The Researchers
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DEDICATION

This fruit of hard work is lovingly dedicated

to the following people:

To our loving and supportive parents, siblings, family

members, friends, and fellow students who motivate

and encourage us and for putting

faith in our dreams;

To our mentors, who encouraged us to pursue our journey

and never give up or stop, as well as moving to

face every challenge in order to achieve

our ambitions and aspirations;

To our Almighty Father and His Blessed Mother for giving us

guidance, courage, enlightenment, and strength

to accomplish this research this piece

of work is humbly dedicated.

- The Researchers
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TABLE OF CONTENTS

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . iii

DEDICATION . . . . . . . . . . . . . . . . . . . . . . . v

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . vi

CHAPTER PAGE

1 THE PROBLEM AND ITS COPE

INTRODUCTION

Rationale . . . . . . . . . . . . . . . 1

Related Literature . . . . . . . . . . . 2

Theoretical and Conceptual Framework . . 4

THE PROBLEM

Statement of the Problem . . . . . . . 19

Statement of Hypothesis . . . . . . . . 19

Significance of the Study . . . . . . . 20

RESEARCH METHODOLOGY

Research Design . . . . . . . . . . . . 21

Research Environment and Participants . 22

Research Instruments . . . . . . . . . 23

Data Gathering Procedures . . . . . . . 23

Statistical Treatment . . . . . . . . . 25

DEFINITION OF TERMS . . . . . . . . . . . . . 28
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REFERENCES . . . . . . . . . . . . . . . . . . 29

CURRICULUM VITAE . . . . . . . . . . . . . . . 33
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Mathematics is a critical subject taught in elementary

and secondary education that provides students with

fundamental knowledge and skills to organize their lives

(Ariyanti & Santoso, 2020). It plays a crucial role in

shaping a child's cognitive development. It lays the

foundation for higher-level math and science, and critical

thinking skills are essential for success in any field.

However, for many students, it can be a difficult and

intimidating subject. Despite its importance, many students

struggle to acquire the necessary mathematical skills,

causing widespread concern over time and making mathematics

an essential component of the global curriculum.

The Singapore math approach imparts techniques that

enable students to better understand and comprehend issues

to have more control of "mental arithmetic." A thorough

understanding of mathematics is instilled by the deliberate

evolution of topics in the Singapore math approach. The goal

of the Singapore math method is mastery, which is attained

by purposeful concept sequencing. The Concrete, Pictorial,

Abstract (CPA) progression, number bonds, bar modeling, and

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mental math are a few of the approach's essential

components.

Traditional teaching methods emphasize teacher

dominance, rote memorization, and repetition in classrooms,

promoting a teacher-centered, firm, and teacher-arranged

instructional style. The traditional method of teaching

mathematics in the Philippines faces challenges in improving

the quality of mathematics education, including a shortage

of qualified teachers and a lack of resources. Additionally,

outdated and damaged learning resources are being shared

among students, who are primarily visual and kinesthetic

learners. With sufficient resources, students can study at

home and improve their understanding of mathematics.

In international math tests, Singapore generally

receives top scores. In the 2019 Trends in International

Mathematics and Science Study (TIMSS), the Philippines also

came in last out of 58 countries in mathematics and science.

The Southeast Asia Primary Learning Metrics (SEA-PLM) 2019

also showed that only 17 percent of Grade 5 learners met the

minimum standards in mathematics expected for the end of

primary.

In response to this current issue, the research study

seeks to compare the effectiveness of Singaporean Method

with Traditional Method of teaching Mathematics. The outcome

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of the study could assist Bohol Wisdom School College of

Education in creating programs that facilitate the

development of students’ performance and implementing a new

teaching approach in Mathematics.

Literature Background

Mathematics is one of the subjects that student’s study

in school. According to Dugre (2000), mathematics is a

challenging, difficult, and hated subject (quoted by Abne et

al., 2007). The cause could be linked to a variety of

factors, including the learning environment, teachers, or

instructional methods utilized in schools. On the other

hand, it is a subject based mostly on the use of

representations which entails utilizing an object or model

to represent a value or problem. Representation is about

presenting ideas in a mathematical situation in several

meaningful contexts.

This study is anchored on Jerome Bruner’s Concrete,

Pictorial, and Abstract Approach (2015), Kilpatrick,

Swafford, and Findell’s Theory of Conceptual Understanding

(2001) and Marton and Tsui’s Variation Theory of Learning

(2004) and supported by Educational Development Decree of

1972 Section 4 (a), Educational Development Decree of 1972

Section 5 (f), Batas Pambansa Blg. 232 “Education Act of

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1982” and Code of Ethics for Professional Teachers, Section

2 of Article VIII.

The Concrete, Pictorial, Educational Development

and Abstract Approach Decree of 1972 Section 4
- Jerome Bruner (a)
(2015)

Educational Development
Theory of Conceptual Decree of 1972 Section 5
Understanding (f)
- Kilpatrick,
Swafford, and
Findell (2001) Batas Pambansa Blg. 232
“Education Act of 1982”

Variation Theory of
Learning Code of Ethics for
- Marton and Tsui Professional Teachers,
(2004) Section 2 of Article
VIII

Grade 5 Pupils of Bohol Wisdom School

Experimental Group Controlled Group

(Singaporean Method) (Traditional Method)
 Pre-test  Pre-test
 Discussion  Discussion
 Post-test  Post-test

PROPOSED ACTION PLAN

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Figure 1. Theoretical and Conceptual Framework

'CPA' (Concrete, Pictorial, and Abstract) Approach. It

was first presented by Jerome Bruner in 1966 as a way to

scaffold learning. The psychologist feels that the abstract

character of learning (particularly in mathematics) is a

"mystery" for many children. As a result, it requires

scaffolding in the form of effective representation.

The Concrete Pictorial Abstract (CPA) approach is a

learning strategy that uses physical and visual assistance

to help children understand abstract concepts. Students are

taught a new mathematical topic using concrete resources

(e.g., fruit, Dienes blocks, etc.). When they are

comfortable solving issues with physical aids, kids are

given tasks to solve using pictures, which are usually

visual reproductions of the concrete things they used.

Then students are asked to solve problems with solely

abstract elements, such as numbers or symbols. Building

these phases throughout a class can help students better

understand the relationship between numbers and the actual

world, so ensuring their understanding of the mathematical

idea being taught.

Once children acquire a solid comprehension of the

topic using tangible materials and visual imagery, they can

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progress to the abstract stage. Children use abstract

symbols to model problems, which are frequently numerals. To

fully benefit from this stage, children must also have

access to the preceding two stages.

Children must frequently transition between each stage

to learn effectively. This guarantees that concepts are

reinforced and understandable.

The theory highly effective approach to teaching that

develops a deep and sustainable understanding of math in

pupils. In relation to the Singaporean Math Method, students

gain a solid understanding of the fundamental concepts of

mathematics by beginning with actual objects and progressing

to abstract notions. This helps to create a solid basis for

future learning and problem-solving.

The Singapore Math method focuses on mastery, which is

acquired through careful concept sequencing. Instead of

relying on rote memorization, students learn to think

mathematically and draw on the depth of knowledge learned in

prior classes. It is also necessary to have the mindset that

math is important and attainable. Students do better when

their capacity for comprehension and accomplishment is

presumed.

Theory of Conceptual Understanding. It refers to a

comprehensive and functional understanding of mathematical

 7

concepts. Students with conceptual knowledge comprehend more

than just facts and procedures. They understand why a

mathematical concept is essential and how it may be applied

in many settings. They have arranged their information into

a cohesive whole, allowing them to learn new concepts by

relating them to what they already know. (Council et al.

2001)

Conceptual understanding further helps with retention.

Because facts and procedures taught through knowledge are

linked, they are easier to retain and apply, and they can be

recreated if forgotten. If students comprehend a process,

they are less likely to recall it incorrectly. They keep

track of their memories and try to determine whether they

make sense. They may try to explain the process to

themselves and correct it as needed. Although teachers

frequently search for evidence of conceptual understanding

in students' ability to explain the connections between

concepts and representations, conceptual understanding does

not have to be apparent. Students frequently comprehend

before they can communicate their understanding.

The ability to describe mathematical issues in many

ways and understand how various representations might be

useful for different reasons is a significant aspect of

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conceptual understanding. To navigate the mathematical

terrain, it is necessary to understand how the various

representations interact with one another, how they are

similar, and how they differ. The complexity and scope of

the connections created by students determine their

conceptual comprehension.

The theory implies that the students who are exposed in

using hands-on approach and mathematical concepts and

representations helps students to really understand and

internalize the concepts. Furthermore, a student having a

conceptual understanding of mathematics provides a more

holistic education for him or her.

Variation Theory of Learning. It is an essential

component of education in order for pupils to notice what is

to be learned. It is method of learning that presents

multiple examples of the same topic, making it easier to

determine what constant qualities exist inside the idea and

what differs between examples. (Marton, 2015; Marton and

Booth, 1997)

Variation theory is certainly utilized during primary

math education, and it is especially beneficial for teaching

visual concepts like shape characteristics (Almond, 2023).

For example, when students view a triangle rotated in

 9

different directions, they may observe that the three sides

are what distinguishes all triangles. It is also an

excellent approach to instill mathematical techniques, such

as those used in algebra, by asking the same questions with

various variables.

According to Almond (2023), Variation Theory can assist

pupils improve their analytical and problem-solving skills.

Pupils can educate their minds to look for specific traits

and identify problems. It is an excellent technique to

encourage students to thoroughly utilize and think about the

material they are given. There are two sorts of variation

theory: procedural variation and conceptual variation. As

the names suggest, procedural variation changes the way

things are done, whereas conceptual variation changes how

information is presented.

Variation Theory has significant applications outside

mathematics education, serving as a foundation for how

pupils learn everything. The idea is based on the principle

that new learning happens when students understand how a

critical component of a new concept changes (varies) in

comparison to something that does not change (invariance).

Legal Bases
 10

Educational Development Decree of 1972 Section 4 (a).

It states that “Improvement of curricular programs and

quality of instruction of all levels by way of upgrading

physical faculties, adoption of cost-saving instructional

technology, and training and re-training of teachers and

administrators.” In line with this, it is the major

objective of any educational system to have total

development for every student’s learning experience.

Curriculum improvement entails modifying and improving

educational program content and organization. It could

entail updating curricular frameworks, rewriting topic

content to correspond with current standards or industry

requirements and adding innovative educational approaches or

methodologies to better meet the needs of students.

Educational Development Decree of 1972 Section 5 (f)

states that “Design, utilization and improvement of

instructional technology and development/production of

textbooks and other instructional materials.” This

encompasses the process of conceptualizing and creating

educational resources and tools.

It involves identifying educational objectives,

understanding learner needs, and developing content and

materials that effectively facilitate learning. The design

may involve concrete materials, pictures, the creation of

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digital platforms, software applications, interactive

multimedia, or traditional print materials like textbooks.

It also involves the practical application of instructional

technology and materials in educational settings.

It includes integrating technology into teaching

practices, using textbooks and other materials as part of

curriculum delivery, and employing various instructional

strategies to enhance learning outcomes. Utilization also

involves ensuring that educators are trained and equipped to

effectively integrate these resources into their teaching.

“Education Act of 1982” otherwise known as Batas

Pambansa Blg. 232 promotes the right of every individual to

relevant quality education, regardless of sex, age, creed,

socio-economic status, physical and mental conditions,

racial or ethnic origin, political or other affiliation. The

State shall therefore promote and maintain equality of

access to education as well as the enjoyment of the benefits

of education by all its citizens.

Quality education is vital to the progress of the

nation; therefore, it is the role of the teacher to make the

teaching of mathematics appealing, fun, and relevant to the

students.

The Code of Ethics for Professional Teachers, Section 2

of Article VIII recognizes that the Interest and welfare of

 12

learners are his and foremost concern and shall handle each

learner justify and impartially. According to this law,

teachers must be mindful and concerned about the learner's

interests and welfare.

Quality instruction refers to improving the overall

efficacy of educational methods and activities. It involves

ensuring that educators are equipped with the necessary

skills, resources, and support to deliver high-quality

instruction. This could involve providing professional

development opportunities for teachers, implementing best

practices in pedagogy, and promoting student-centered

learning approaches.

Furthermore, our country's goal is to enhance students'

comprehension of mathematical concepts and principles, as

well as mathematical skills, processes, and desirable

values, in order to produce mathematically literate and

productive citizens.

Singapore Mathematics is an approach to develop in the

students, an in-depth mathematical, understanding through

concept-building activities, unique mental mathematics

strategies, problem-solving methods and focus on mastery

(Nalayini, S. 1991). This strategy not only improves

mathematics learning, but also provides a solid foundation

on which to build broader mathematical principles.

 13

K. Thiyagu's study examines the effectiveness of

Singapore math strategies in teaching fourth-grade students.

Using two equivalent group experimental designs, the

investigator found that the experimental group outperformed

the control group in terms of gain scores. However, the pre-

and post-test scores did not significantly differ, and the

post-test attainment of knowledge, understanding, and

application objectives differed significantly between the

control and experimental groups.

Singaporean math practices are effective in improving

students' fluency. It uses fractions, decimals, percentages,

ratios, and proportions to substitute mathematics. Anxiety

about mathematics performance, requiring students to master

many strategies for informal assessment, develops students

into great problem solvers and assures that all children

learn. These are the reasons why students are eager to learn

mathematics with Singapore Math Strategies.

According to Mark Ryan J. Bacus and Junge B. Guillena's

research, introducing the Singapore math approach to math

class would improve students' performance. It concluded that

the Singapore Mathematics technique outperformed the

traditional approach in teaching pupils to solve word

problems. Furthermore, the Singapore Math technique

demonstrated considerable increases in learners' knowledge

 14

and application skills when compared to the traditional

teaching approach.

After the intervention, the Singapore Math participants

were more involved and confident, and they improved their

ability to solve word problems. Thus, the Singapore Math

Approach might be promoted as an alternate teaching strategy

for solving word problems in the classroom.

Singapore Math's educational philosophy differs from

that of many other math curricula. The emphasis is on

teaching students how to think mathematically, rather than

simply memorizing and repeating similar problems. This

approach assists students in grasping the underlying theory

and developing a deeper comprehension of concepts.

The Singapore Math approach is built on concrete,

pictorial, and abstract learning theories. This means that

pupils are exposed to math ideas through concrete items and

manipulatives like blocks or counters. This hands-on

approach allows pupils to truly comprehend and internalize

the principles. Once kids have a good knowledge of the topic

using concrete materials, they progress to using

illustrations and diagrams to portray it.

The bar model method is also known as 'the Singapore

Math Model'. Despite its name, the Singapore bar model (like

most math mastery approaches) is heavily based on Bruner,

 15

Dienes, and Bishop's research on the best way to help

children learn teaching for mastery. Bar models serve as a

'bridge' between the concrete, pictorial, and abstract (CPA

in math); once learners are comfortable utilizing pictorial

versions of their concrete elements, they can move on to

employing bars as visual representations. Bars are a more

abstract means of describing amounts, making the step to

fully abstract numbers much easier.

Remedios Canda Bulac's (2019) study on the Singapore

Bar Model Approach in Teaching Math VI found that both the

traditional method and the Singapore Bar Model approach were

beneficial in increasing the academic performance of the

respective respondents. The experimental group was likewise

favorable about using the Singapore Bar Model technique. It

is advised that the Singapore Bar Model be employed as an

alternative teaching method, particularly in themes where it

is more relevant.

Mathematical problem-solving is central to mathematics

learning. It involves the acquisition and application of

mathematical concepts and skills in a wide range of

situations, including non-routine, open-ended, and real-

world problems. The development of mathematical problem-

solving ability is dependent on five interrelated

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components, namely, concepts, skills, processes, attitudes,

and metacognition. (Clark, A. 2015)

Mathematical concepts encompass basic knowledge needed

for solving problems, while skills involve manipulative

skills like estimation, communication, and data handling.

Processes involve thinking skills like classification,

comparing, and identifying attributes, while attitudes

involve the affective aspects of mathematics learning, such

as enjoyment, confidence, perseverance, and appreciation for

the beauty and power of mathematics.

Metacognition is the ability to control one's own

thinking processes in problem-solving, including constant

monitoring of strategies, seeking alternative ways, and

checking the appropriateness and reasonableness of answers.

Attitudes, on the other hand, involve enjoying and

showing confidence in using mathematics, persevering in

problem-solving, and appreciating the beauty and power of

mathematics.

Meanwhile, one of the main elements of Singapore Math

is the usage of the bar model method for problem-solving.

This method visualizes a problem by utilizing bars and boxes

to describe numbers and relationships. This graphic

representation allows pupils to better understand the

problem and locate the answer. The bar model method is an

 17

effective tool for helping pupils make sense of complicated

situations and improve their problem-solving abilities.

(Evans, L. 2023)

Moreover, Efren S. Tellermo et al. (2014) noted in

their study "Singaporean Mathematics and Algebraic Approach

in Problem Solving" that utilizing the Singapore Mathematics

approach to problem-solving increased students' performance.

It allowed students to exercise their imagination and

stimulate their artistic minds as they sketched models. On

the other hand, the algebraic approach can help enhance

mathematics, but it should only be employed after the lesson

has been learned.

Additionally, an experimental study was done to

determine the effectiveness of applying the Singapore Bar

Model Approach in improving the math performance of 60 Grade

VI pupils at Loboc Central Elementary School in the S.Y.

2016-2017.

The study also aimed to determine the performance of

the experimental group taught using the Singapore Bar Model

Approach and the control group taught using the traditional

method, the significant difference between the pre-test and

post-test of the control group, the pre-test and post-test

of the experimental group, and the post-tests of both

groups.
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The study found that both the traditional method and

the Singapore Bar Model approach were effective in boosting

the academic performance of the respondents. The

experimental group also had a favorable view of the

Singapore Bar Model method. It is advised that the Singapore

Bar Model be employed as an alternative teaching style,

particularly in topics where it is more suitable.

THE PROBLEM

Statement of the Problem

The main purpose of this study is to test the

effectiveness of using the Singaporean Method in Teaching

Mathematics to fifth-grade students at Bohol Wisdom School

for the academic year 2024-2025.

Specifically, the study will seek to answer the

following questions:

1. What is the pre-test and post-test performance of the

students who are:

1.1 experimental group; and

1.2 controlled group?

2. Is there a significant difference in the performance of

the students in the following:

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1.1 pre-test and post-test of the controlled and

experimental group; and

1.2 pre-test and post-test between the two

groups?

3. What plan could be proposed from the result of the

study for the improvement of the institution and

learning practices?

Statement of Hypotheses

This study hypothesized that there is no significant

difference in the:

1. pre-test and post-test of the controlled and

experimental group; and

2. pre-test and post-test between the two groups.

Significance of the study

The findings of this study are believed to be

beneficial to the following:

Administrators. This study can help the administrators

see the effectiveness of the Singaporean Math Method, thus

leading them to support and take proper actions such as

training the teachers to practice the use of the Singaporean

math method in mathematics. Moreover, this study could

inspire them to implement the method for students’

convenience and improve students’ performance in achievement

tests in Mathematics.
 20

Teachers. The result of this study will help

mathematics teachers use a new and easy method of teaching.

This will also inspire them to be more competent and

confident in teaching. The study provides an additional

teaching method that could be a portal to further useful

innovations. This way, the teachers not only practice a new

way of teaching but can also share with their colleagues a

problem-solving technique during seminars and workshops.

Parents. This study will help the parents coach their

children in applying the Singaporean Math Approach. Since

the Singaporean Math Method is easily understood, the

parents could act as teachers for their children at home.

Students. The result of the study will help the

students develop confidence which reduces math anxiety, make

more sense of math, and appreciate its practicality and

applicability in everyday life. Thus, students will be able

to build visualization, allowing them to understand, break

down, and solve multi-step word problems and acquire various

21st-century skills needed to be globally competitive.

Future Researchers. This study can be useful to future

researchers as a reference to studies related to Singaporean

Math Method.

RESEARCH METHODOLOGY
 21

Design

A quasi-experimental design will be used, specifically

the matching-only design. Two sections from Grade 5 will be

the respondents. The students in each section served as the

control and experimental groups based on their scores from

the pre-test being conducted. The Singaporean Math Method is

the instrument being tested, was only exposed to the

experimental group. Then, a post-test was administered to

all groups.

Environment and Participants

The proposed research project will be conducted at the

Bohol Wisdom School, situated on C.P.G. North Avenue in

Tagbilaran City. This esteemed institution is a non-profit

educational establishment dedicated to providing students

with a high- quality education that focuses on academic

excellence and overall betterment. With its goal of

equipping students with an all-encompassing understanding

and knowledge, the Bohol Wisdom School is the first Chinese

school in Bohol, providing a unique learning experience that

combines academic rigor with cultural immersion. The

school's commitment to its students is reflected in its

emphasis on high standards, which are aimed at ensuring that

students are well-equipped to succeed in their future

 22

endeavors and become builders of minds, witnesses to Christs

and servants of the community.

The study focused on incoming Grade 5 students from

Bohol Wisdom School who are expected to enroll for the

academic year 2024-2025. The respondents are not randomly

selected but with the help of a t-test, the researchers will

see to it that the academic performance of both sections,

the controlled and the experimental group is comparable.

Table 1
Mean Difference of the Pupils’ Mathematics Final Grade in
Grade Four of the Experimental and Control Group

Mean of the Mean of the

Computed t-
Control Experimental p-value Decision
value
Group Group

Instruments

The teacher-made test will be used to get the data on

the respondents’ performance in understanding the

fundamental mathematical knowledge in mathematics during the

course of the pre-test and post-test. The pre-test and post-

test test papers were of the same content. The items were

derived from primary math books and some sources that are

related to the topic of fundamental knowledge in

 23

mathematics. The researchers made 30 questions that will go

through validation with the assistance of the researchers’

adviser. The test paper will undergo pilot testing and

consultation with mathematics experts to verify its validity

for testing. Pilot-testing will be administered to one of

the sections in Grade 5 of Bohol Wisdom School, which is not

part of the control group nor the experimental group.

Data Gathering Procedure

To get accurate data, the systematic procedure given

below was followed.

The researchers send letters to the School Director of

Bohol Wisdom School and the Dean of the College of Teacher

Education asking permission to conduct the study. Second,

the researchers will be asking permission from the

Elementary Principal of Bohol Wisdom School and the math

teacher of the two Grade 5 sections. Letters will be

forwarded to the different offices and individuals to

further explain the purpose of the study.

The test papers are prepared to get the data as the

basis for the results of the study. Both will undergo

validation with the thesis adviser and pilot tested. The

items had also been consulted by mathematics experts. The

items were a combination of items based on the Table of

Specification.
 24

The pre-test will be administered to determine the

level of performance of the respondents in solving

mathematical problems prior to the discussion or

introduction of the topic. The test was composed of 30 items

that could be answered in 40 minutes.

The scores will be ranked evenly among two groups. The

control group will be subjected to the traditional method of

teaching, while the experimental group will be exposed to

the Singaporean method.

The control group will be subjected to the Singaporean

Method. A discussion on the concepts of fundamental

mathematical knowledge will be conducted. The sessions are

good for 120 minutes, done in 3 days.

The experimental group will be exposed to fundamental

mathematical knowledge. Then, the Singaporean method will be

introduced. The students will be taught how to use the

Singaporean method in learning the topic in 120-minute

sessions done in 3 days.

The post-test will be administered to all the groups,

the experimental group and the control group, in each

section. It will be done simultaneously in 120 minutes. The

result of the post-test will be analyzed to determine the

effectiveness of the Singaporean Method in Fundamental

mathematical knowledge.
 25

Statistical Treatment

The data from the results of the pre-test and post-test

of both the control group and experimental group will be

collected, analyzed, and subjected to descriptive

statistical treatment.

To determine the level of performance of the control

group and the experimental group during pre-test and post-

test before and after the exposure to the Singaporean and

Traditional method of teaching mathematics, the researchers

used the arithmetic mean formula.

The computed mean of scores will be interpreted

according to the following scale:

Scores Description

24-30 Excellent

18-23 Very Good

12-17 Good

6-11 Fair

0-5 Poor

To determine the difference between the pre-test and

post-test performance of both groups, the t-test formula of

independent sample will be used.

 26

x 1−x 2
t=

√
2 2
s1 + s2
+
n1 n2

where:

t = computed t-value

x 1= mean score of the first group

x 2 = mean score of the second group

2
s1= variance of score of the first group

2
s2 = variance of score of the second group

n1 = number of respondents in the first group

n2 = number of respondents in the second group

To find the difference between the pre-test – and post-

test performance of both groups t-test of the dependent

sample will be used.

D−μ D
t=
SD
√n
where:

t = computed t-value

SD = variance of the differences of scores

D = mean difference of the score

n = number of respondents
 27

DEFINITION OF TERMS

The following terms were conceptually and operationally

defined for a better understanding of the readers.

Bar Modelling. It refers to a pictorial representation

of a problem or concept where bars or boxes are used to

represent the known and unknown quantities.

CPA Approach. The Concrete Pictorial Abstract (CPA). It

refers to a system of learning that uses physical and visual

aids to build a student's understanding of abstract topics.

Experiential Learning. It refers to the practice of

learning by doing.
 28

Manipulatives. It refers to the concrete objects that

allow students hands-on experience while being actively

engaged in the learning process in the classroom.

Mathematics Performance. It refers to the students’

performance, such as scores and grades in their mathematics

subject.

Singaporean Math Method. It refers to the method of

solving mathematical problems with the use of models.

Traditional Math Method. It refers to the method of

solving mathematical problems using conventional methods

that teachers use to teach their students.

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Bacus, M., & Guillena, J. B. (2023). Singapore mathematics
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Badger, James. (2013). Teaching Singapore Math: Evaluating
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ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED SYSTEM
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in Focus, a “Singapore Math” Program. Journal of
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/10/Singapore-Math-handout.pdf
 30

K, T. (2014). Effectiveness of singapore math strategies in

learning mathematics among fourth standard students.
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on-learning-mathematics.html
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for-learning-the-singapore-math-model-method/
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elementary student problem solving performance: single
subject Research. Retrieved from https://eric.ed.gov/?
id=ED552318

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solving in Singapore math. Math in Focus.
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“Manipulating” Mathematics - ProFuturo. ProFuturo -
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Telefónica y Fundación “la Caixa.” Retrieved from
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(2020). The effect of Concrete-Pictorial-Abstract (CPA)
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spatial sense ability. Mimbar Sekolah Dasar/Mimbar
 31

Sekolah Dasar, 7(1), 16–29. Retrieved from

https://doi.org/10.17509/mimbar-sd.v7i1.19585
Richardson, P. (2023, May 24). The ultimate guide to the bar
model: how to teach it and use it in KS1 and KS2. Third
Space Learning. Retrieved from
https://thirdspacelearning.com/blog/teach-bar-model-
method-arithmetic-maths-word-problems-ks1-ks2/
Simply Psychology. (2024, February 2). Kolb's Learning
Styles & Experiential Learning Cycle. Retrieved from
https://www.simplypsychology.org/learning-kolb.html
Simply Psychology. (2024, January 24). Piaget’s Stages: 4
Stages of Cognitive Development & Theory. Retrieved
from https://www.simplypsychology.org/piaget.html
Studocu. (2020). The effectiveness of learning Singaporean
Math for young Learners. Studocu. Retrieved from
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effectiveness-of-learning-singaporean-math-for-young-
learners/
Tellermo, E. S., & Camarista, G. G. (2014). Singapore
Mathematics and Algebraic approach in problem solving.
WVSU, 3(1), 36–47. Retrieved from
https://ejournals.ph/article.php?id=11886
University of Queensland. (2021, November 23). Institute for
Teaching and Learning Innovation - Experiential
learning. Retrieved from
https://itali.uq.edu.au/teaching-guidance/teaching-
practices/active-learning/experiential-learning
WWC. (2015, December). Singapore Mathematics. National
Center for Education Evaluation and Regional
Assistance. Retrieved from
https://ies.ed.gov/ncee/wwc/Intervention/60
 32

CURRICULUM
 33

VITAE

PERSONAL BACKGROUND

Name: Sindy Claire L. Castrodes

Address: P3 Mayuga, Guindulman, Bohol

Email: scl.castrodes@gmail.com

Date of Birth: April 20, 2001

Place of Birth : HOUSE

Age: 23

Sex: Female

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

 34

Father's Name: Dante A. Castrodes

Mother's Name: Maria Lilibeth L. Castrodes

No. of Sibling/s: 2

EDUCATIONAL BACKGROUND

Primary : Mayuga Elementary School

Mayuga, Guindulman, Bohol
2007 to 2013

Secondary : Mayuga National High School

Mayuga, Guindulman Bohol
2013 to 2019

Tertiary : Bohol Island State University

CPG North Avenue, Tagbilaran City
2019 to 2022

Bohol Wisdom School

CPG North Avenue, Tagbilaran City
2022 to present

PERSONAL BACKGROUND

Name: Christine Mae L. Lopena

Address: P6 Songculan, Dauis, Bohol

Email: lopenachristine@gmail.com

Date of Birth: September 3, 2002

Place of Birth : Songculan, Dauis, Bohol

Age: 21

Sex: Female

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

 35

Father's Name: Edgar L. Lopena

Mother's Name: Emelyn L. Lopena

No. of Sibling/s: 2

EDUCATIONAL BACKGROUND

Primary : Songculan Elementary School

Songculan, Dauis, Bohol
2012 to 2015

Secondary : Tabalong National High School

Tabalong, Dauis, Bohol
2015 to 2019

Dr. Cecilio Putong National High School

CPG North Avenue, Tagbilaran City
2019 to 2021

Tertiary : Bohol Wisdom School – 2021 to present

CPG North Avenue, Tagbilaran City
2021 to present

PERSONAL BACKGROUND

Name: Neil John L. Tagaro

Address: P8 Tabalong, Dauis, Bohol

Email: nyljan20@gmail.com

Date of Birth: July 20, 2002

Place of Birth : Tagbilaran City, Bohol

Age: 21

Sex: Male

Citizenship : Filipino

Religion: Roman Catholic

Civil Status: Single

 36

Father's Name: Nolasco L. Tagaro

Mother's Name: Liza L. Tagaro

No. of Sibling/s: 3
EDUCATIONAL BACKGROUND
Primary : Tagbilaran City Central Elementary School
Poblacion II, Tagbilaran City, Bohol
2009 to 2010

Dampas Elementary School

Dampas District, Tagbilaran City, Bohol
2010 to 2012

Tabalong Elementary School

Tabalong, Dauis, Bohol
2012 to 2015

Secondary : Tabalong National High School

Tabalong, Dauis, Bohol
2015 to 2021

Tertiary : Bohol Wisdom School

CPG North Avenue, Tagbilaran City
2021 to present