Department of Education–Region 10

Division of Misamis Oriental

MAT-I (NAAWAN) NATIONAL HIGH SCHOOL

Mat-i, Naawan, Misamis Oriental
 Department of Education–Region 10
Division of Misamis Oriental

MAT-I (NAAWAN) NATIONAL HIGH SCHOOL

Mat-i, Naawan, Misamis Oriental
 CI Team
Step
1

RUEL;YN M.AYING,Ph.D.
School Head

AMOR A. EMBONE, T-III

SHYLZA C. TIPALAN, T-III CI Team Leader
School Facilitator

HELEN FRANCIS AGCOPRA, T-I ROSEMARIE P. LAO, T-I

Team Member Team Member
 BACKGROUND

Mat-i (Naawan) National High School is an institution

consistently committed, dedicated and task oriented to provide
quality education and answer the call for greater youth participation
in nation building. Having achieved level 2 during the School Based
Management Regional Evaluation last S.Y. 2014-2015,Still in its
level 2 during SBM evaluation in the District level S.Y.2018. Mat-i
(Naawan) NHS strives more to cater the needs of 422 learners of
this school year with the supportive efforts of the 20 teaching force.
National Achievement Test is the main focused as one of
the performance indicators of the school. For five years back, S.Y.
2014-2015 NAT result had the lowest Mean Percentage Score on
Mathematics. For this reason, a study on 29 students of Grade 10-
Honesty will be conducted to investigate the influence of localized
teacher-made instructional materials on students’ academic
performance in Mathematics.
 NAT RESULT IN THE S.Y. 2014-2015

71.91
80
51.96 50.56
60
37.8
40 26.23 30.14

20

0
Filipino AP Math Science English CTST
Filipino AP Math Science English CTST

Figure 1. Shows NAT Result of Mathematics that has the lowest Mean
Percentage Score (MPS)
 Voice of the Customers
Step
2

Interview Survey
Instruction: Please encircle the letter of your answer.
1. My most difficult subject is____
a. English c. Mathematics e. Filipino
b. Science d. Araling Panlipunan
2. What thoughts do you have while having your most
difficult class?
a. I enjoy it
b. I am doing great
c. I am not liking it
d. I wish I could be somewhere else
3. Which of the following makes you understand your most
difficult subject’s lesson?
a. Self-study
b. Well-explained with examples
c. Drills
d. Group activity
 Responses of the customer
I wish I
3% 4% 0% could be Ienjoy it I am
somewher 16% doing
7% English e else great
12% 8%
Science
Math I am not
86% liking it
Araling Panlipunan 64%
Filipino

Figure 2. Percentage distribution on the students’ most

difficult subject
Figure 3. Percentage distribution on students’
Group thoughts when attending the Mathematics class as
Activity Self-study
20% 16% their most difficult subject .
Drills
8% Well
explained
with written
examples
56%

Figure 4. Percentage distribution on how students understand well

the lesson of their most difficult subject Mathematics.
 Affinity Diagram

WANTS NEEDS

Instructional
Motivation and Materials
understanding concretizing
ideas

Improved Learning Outcomes

(e.g., test scores)
 SIPOC-CURRENT STATE

SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS

Curriculum Mathematics 29 Grade-10

DEPED Recorded Test
Guides Teaching- Honesty Students
Result
Learning
Process
Principal Text Books

Math Teacher Strategies in

teaching

Adviser Lesson Plans

CI Team
Members
Step
3 PROCESS FLOW CHARTS
Prayer, Greetings, Checking of
Attendance (29 students)

Review(e.g., Drill)
Question and answer

Motivation
Only few were given chance to participate

Lesson Proper
Need of varied IMs

Activity Abstract Analysis Application

Lack of time Needs extra coaching Not emphasized

Evaluation
Step
4 STATEMENT OF THE PROBLEM
Twenty-five (25) out of twenty-nine (29)
Grade 10 students (86 %) said that
Mathematics is the most difficult subject.
Step
5 WHY-WHY DIAGRAM
Learning
disabilities
Lack of
(perceptual
interest in
, language,
exercises/ Lack of
reasoning
25 out of 29 and
drills learning
Grade 10 materials
memory)
which
learners said
inspire
that them to
Mathematics engage
is their most with
difficult classroom
subject. Learning activities
Attitude
styles
toward the
were not
subject
met

i13
 PRIORITY VALID CAUSE

Lack of varied activities and IMs for diverse

learners
 IMPLEMENTED SOLUTIONS
Priority Root Cause Recommended Improvements
1. Lack of varied activities and IMs 3. Creative use of localized
for diverse learners teacher made instructional
materials
›worksheets
›color wheels
›chips
›dice
›three- dimensional objects
 OBJECTIVE STATEMENT

O To increase the learning outcomes of students

in Grade 10 Mathematics
Step
6
SIPOC-FUTURE STATE
SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS

Curriculum Mathematics Recorded Test 29 Grade-10

DEPED Teaching- Result
Guides Honesty Students
Text Books Learning
Strategies in Process
Principal teaching
Lesson Plans Activity sheets
Creative use Answered
Math Teacher of localized worksheets
teacher made Score sheets
instructional
Adviser materials
e.g.,
worksheets,
CI Team color wheels,
Members chips, dice
three-
dimensional
objects
 PROCESS STEPS-Future State

Prayer, Greetings, Checking of

Attendance (29 students)

Review(e.g., Drill)
Exercises using
worksheets, color Exercises/Drills
wheels, chips, dice
three- Motivation
dimensional objects
Through games
Lesson Proper
Group dynamic

Unlocking of difficult Stating the importance

Time management
Activity Abstract
terms
Analysis Application

Evaluation
Step
7 IMPLEMENTATION PLAN
Activity Output Responsible Time Resources
Person Frame / Budget
1. Conduct of Learning Learning Style Inventory C I Team November 12, Learning
Style Inventory Quuestionnaire . 2018 Resource
Center/MOOE

2. Preparation of Lesson Pack C I Team January 9 , 2019 MOOE

Instructional Materials

3. Demonstration Lesson Plan C I Team January 14, MOOE

Teaching 2019

4. Demonstration Lesson Plan CI Team January 21, MOOE

Teaching 2019

5. Peer mentoring Activity Sheets CI Team January 25, MOOE

2019
Step
8 PILOT IMPLEMENTATION STATUS
EXPERIMENTAL GROUP
Activity Output Responsibility Actual Remarks
Date
Demonstration teaching Lesson Plan Rosemarie P. January Accomplish
•Probability of dependent and Activity Lao 14,2019 ed
independent events Sheets with
•Drills. localized IMs
•Discovery/inquiry-based learning
•Games
•Group activity

CONTROLED GROUP
Activity Output Responsibility Actual Remarks
Date
Demonstration teaching Lesson Plan Rosemarie P. January Accomplish
•Probability of dependent and Activity Lao 21,2019 ed
independent events Sheets
•Drills.
•Discovery/inquiry-based learning
•Games
•Group activity
EXPERIMENTAL GROUP
CONTROL GROUP
Comparative Result in
Probability Test

Mean Percentage Score

80
69
70
60
50 46

40 34
31
30
20
10
0
Without LTIM With LTIM

Pretest Post Test

 Result
t-Test: Paired Two Sample for Means

Control Experimental
Mean 5.8 7.7
Variance 8.589473684 13.90526316
Observations 20 20
df 19
t Stat -2.254885151
t Critical Value 2.093024054

The students taught with instructional materials have higher

achievement scores compared with those taught without any material.
Step
9 ROLL OUT
Using Algebra Tiles in teaching Grade 8 Charity
Students
Using puppet and drawing in teaching
Grade 8 Students about Slope
Comparative Grades of Third
Comparative Result of Grades&
Fourth Quarter
18
16
16 15

14

12 11

10 9

8
6
6 5 5
4
4

2 1
0
0
DNME Fairly Satisfactory Satisfactory Very Satisfactory Outstanding
Third Grading w/o LTIM Fourth Grading with LTIMs
 LEARNINGS
O In every step of the CI Methodology,
processes/activities must be properly
documented.
O The CI Methodology provided us
comprehensive understanding on how to do
root cause analysis in problem solving.
HIGHLIGHTS OF THE PROJECT
HIGH LIGHTS
Comparative Result in Probability
Test
(Pre-test & Post-Test)
Control Group Experimental Group
Pre-Test Post Test Pre-Test Post Test
3 6 2 11
1 3 0 11
4 5 9 12
3 3 3 11
5 8 7 12
7 12 8 12
2 10 8 12
8 7 7 7
5 6 5 7
9 9 2 8