Enhancing Grade 1 Pupils’ Classroom Engagement Through the Use of Zoology-Imagery Approach in Teaching Mathematics

Enhancing Grade 1 Pupils’ Classroom Engagement Through the Use of Zoology-Imagery Approach in Teaching Mathematics

Renie Carl R. Hornido¹, Genelyn R. Baluyos², Crisfer A. Adolfo³

^1,2College of Education, Misamis University, Philippines

³Ozamiz City Central School, Ozamiz City, Philippines

DOI : https://dx.doi.org/10.47772/IJRISS.2024.8110268

Received: 04 November 2024; Accepted: 07 November 2024; Published: 24 December 2024

ABSTRACT

Mathematics has long been recognized as one of the most challenging subjects in education. The Philippines has consistently shown low performance in global Mathematics assessments, as the 2018 Programmed for International Student Assessment (PISA) highlights. This study examined the effectiveness of the Zoology-Imagery Approach in teaching mathematics to enhance classroom engagement among Grade 1 pupils in a public elementary school in Ozamiz City, Misamis Occidental, during the academic year 2023-2024. Using classroom- based action research, 31 pupils were selected through purposive sampling. Data collection involved a researcher-made test, and statistical analysis included mean, standard deviation, t-test, and thematic analysis. Results showed that the Zoology-imagery approach in teaching mathematics subject was a highly effective teaching strategy and has demonstrated a significant impact in enhancing pupils’ classroom engagement and involvement. Furthermore, the zoology-imagery approach significantly improved classroom engagement and motivation to learn mathematics and fostered pupils’ mathematical power. It is recommended to integrate this approach into educational practices to enhance pupils’ engagement, academic performance, and learning outcomes.

Keywords: Academic performance, classroom engagement, zoology-imagery approach.

CONTEXT AND RATIONALE

Mathematics is a subject that influences life at every age and in all situations, making its importance extend far beyond the classroom. Consequently, students must learn math thoroughly and deeply in school (DepEd, 2016). However, mathematics is one of the most critical subjects in human life. Without understanding mathematics, nothing is possible in the world (Acharya, 2017). Furthermore, mathematics has long been recognized as one of the most challenging subjects in primary and secondary schools and university institutions (Marpa, 2016). One of the elementary schools in the Division of Ozamiz City, Misamis Occidental, needs more classroom participation and engagement in mathematics lessons. The evidence was evident in the pupils’ academic performance in mathematics subjects, particularly in their second grading performance.

According to an OECD student assessment for learners aged 15, the Philippines ranked 77 out of 81 nations worldwide. Averaging 355 in math, 347 in reading, and 373 in science, the nation’s results on the 2022 student assessment were around 120 points below the average. In addition, according to the Program for International Student Assessment (PISA) data, students in the Philippines continue to be among the world’s lowest in math, reading, and science, with the latest test scores showing no substantial improvement over the country’s performance in 2018 (Chi, 2023).

Mathematics is one of primary education’s essential basic subjects (Xia et al., 2022). Despite that, many pupils find their mathematics courses challenging and unsatisfying. Pupils tend to drop or fail math classes as soon as feasible. On the other hand, mathematics is widely regarded as signficant and included in most countries’ curricula. Mathematical concepts are used in a variety of elds and vocations. Thus, negative views among pupils may severely affect their professional choices and contributions to society (Akhter & Akhter, 2018).

There is a severe problem with student engagement in math classes. It significantly impacts kids’ fun, engagement, and future involvement in mathematics classes (Skilling et al., 2015). This is very likely the case in the Philippines. Mathematics teachers frequently note that their pupils are academically capable yet disinterested and disengaged from the topic, finding it dull, uninteresting, and challenging. Students must avoid mathematics because they lack competence (Marpa, 2016).

Australian students are mathematically proficient, according to national and international research. Still, they need to be more interested in and disengaged from the subject since they think it is complicated, uninteresting, and irrelevant (Fielding-Wells & Makar, 2009). As a result, mathematics teachers may struggle to comprehend how to encourage students’ engagement since it is a multifaceted phenomenon with cognitive, behavioral, affective, and social elements (Fredricks et al., 2016). In Malaysia, as in many other countries, problem-solving is a critical component of the mathematics curriculum, requiring students to apply and integrate various mathematical concepts and skills and make decisions (Tabachnik & Meerah, 2010).

Mathematics education is under threat in Nigeria. Young people describe it as uninteresting and challenging; teachers believe they are disengaged, even when they excel academically (Dele-Ajayi et al., 2019). Universal education has exacerbated the problem of student disengagement in Learning, stressing, in particular, a more comprehensive range of motives to learn and a broader diversification of students’ interests. Students’ involvement with the curriculum has become essential to classroom learning. How we engage them in the curriculum may be considered considerably more critical than the epistemological considerations in creating the school curriculum (Kong et al., 2003).

One of the main factors influencing the type and standard of students’ Learning is the tasks that teachers select and employ (Clarke & Roche, 2018). Therefore, students may exhibit low learning motivation in typical teacher-centered mathematics instruction since there are not enough applicable contexts (Wang et al., 2018). Consequently, it is a well-known fact that a significant portion of students pursuing degrees in higher education lack the fundamental mathematical abilities necessary for success despite a large proportion of new students taking mathematics courses. To provide pupils with the chance to meet the required levels, a typical solution has been to create learning support for mathematics (Mac & Bhaird, 2013).

Student motivation and engagement have been complex concerns in elementary mathematics instruction (Xia et al., 2022). In addition, student engagement is a multifaceted variable that predicts learning outcomes. However, student participation receives little attention, particularly in mathematics (Maamin et al., 2021). On the other hand, meaningful student engagement is crucial to excellent mathematics teaching and Learning at the school level. Learner engagement has been a persistent problem in Nepalese and other mathematics classes (Joshi et al., 2022). Moreover, Motivation and engagement in mathematics are essential to academic success, but these can be diminished in students with disabilities who have faced persistent frustration and failure (Morano et al., 2021).

In the past decade, teaching methods in mathematics classrooms have shifted towards a more problem-oriented approach emphasizing understanding and insight (Van Ores, 2002). There are two potential reasons why students need to engage in mathematics activities to the fullest extent possible or comprehend mathematical ideas. The student attitude and behavior category comprise those that lead to a lack of interest in and comprehension of mathematics. The instructional category comprises restricted teaching methods, evaluation procedures, and transfer importance awareness (Pinzker, 2001).

School engagement is complex and has behavioral, affective, and cognitive components. The varied conceptualization of school participation will impact research and practice (Jimerson et al., 2003). Therefore, there is a need for a more robust conception of engagement in mathematics education research (Jansen et al., 2023). Moreover, growing interest has been shown in school engagement as a potential remedy for dwindling academic desire and accomplishment. Engagement is assumed to be flexible, sensitive to contextual cues, and adaptable to changes in the surrounding context (Fredricks et al., 2003).

Student engagement is thought to be a changeable, multidimensional entity that incorporates three dimensions: behavioral, emotional, and cognitive involvement (Pedler et al., 2020). Early in secondary school, a student’s interest in mathematics might be brittle. Students’ experiences with mathematics influence their level of engagement in the subject, which is influenced by various maladaptive and adaptive factors (Skilling et al., 2021).

There are factors, barriers, or circumstances to consider when disengaging pupils in mathematics. The two obstacles noted are the lack of knowledge about where to find support and shame (Symonds et al., 2008). In recent events, it could be due to the complex and unpredictable circumstances resulting from the epidemic that learner engagement has grown more fractured and scattered than before (Piki, 2022).

The things that increased student engagement in three different learning settings were the EMU intervention lessons, classroom math lessons, and math learning at home. Teachers and researchers will better grasp the contextual elements that promote engagement among children struggling with mathematics. These engagement facilitators can help instructors develop more effective classroom practices and small group interventions and assist families in supporting their children’s mathematical Learning (Roche et al., 2023). Furthermore, positive characteristics, beliefs, and attitudes about oneself as a learner provide inspiration and expectations for success when dealing with mathematics (Ignacio et al., 2006).

Ensuring the effectiveness of pupils’ classroom participation and engagement in mathematics lessons is crucial for their academic performance and development. However, Grade 1 pupils need more involvement and engagement in mathematics. To address this issue, this study aims to assess the effectiveness of using zoology imagery in teaching mathematics to enhance pupils’ classroom engagement and participation. The utilization of a zoology imagery approach in teaching mathematics is intended to fill this gap. Therefore, assessing the effectiveness of using zoology imagery to enhance classroom engagement among Grade 1 pupils in mathematics during the A.Y. 2023-2024 in a public elementary school in the Division of Ozamiz City is relevant for addressing the lack of classroom engagement in mathematics.

PROPOSED INTERVENTION

The “Zoology-imagery approach” is not a standard or widely recognized term in education literature. However, it likely refers to a pedagogical strategy that uses imagery related to animals (zoology) to teach and engage pupils in mathematics. This approach can help pupils leverage their natural interest in animals and visual Learning to make abstract mathematical concepts more concrete and relatable. Mathematics can be taught in a variety of ways and methodologies. Determine how pupils learn mathematical concepts using images, linkages, assessments, and tactics that interest them (Linde, 2016). Therefore, by integrating or using the zoology-imagery approach into mathematics lessons, educators can create a more engaging, memorable, and effective learning experience for pupils.

Using a zoology-imagery approach in math activities offers numerous benefits, enhancing student engagement and Learning. Animal imagery makes math more exciting and relatable, providing real-world context and helping students grasp practical applications. For example, counting animal legs or measuring their lengths makes abstract concepts concrete. Visual learners benefit from animal images that simplify patterns and spatial relationships. This approach also promotes cross-disciplinary learning, fostering connections between subjects and deepening understanding of math and science.

ACTION RESEARCH DESIGN

In this study, the researcher used a zoology-imagery approach to enhance Grade 1 Pupils’ classroom engagement in teaching mathematics during the academic year 2023-2024.Specifically, this study seeks to answer the following questions:

1. What is the pupils’ level of performance before using the zoology-imagery approach?
2. What is the pupils’ level of performance after using the zoology-imagery approach?
3. Is there any significant difference in the pupils’ level of performance before and after using the zoology-imagery approach?
4. What other improvements are observed among pupils after using the zoology-imagery approach in teaching mathematics?

ACTION RESEARCH METHODS

Research Design

This study used a classroom-based action research design to evaluate the effectiveness of integrating a zoology-imagery approach to enhance pupils’ classroom engagement in teaching mathematics during a two—to three-week lesson in Grade 1. This strategy allows educators to study their practice and determine what will and will not work for their pupils in their classrooms.

Classroom-based action research offers a realistic and meaningful professional development option, with its cyclical nature of thorough evaluation of teaching and Learning followed by data-driven improvements based on the findings. Following the establishment of improvement goals, the action research process can be utilized to tailor a teacher’s professional development, resulting in a far more relevant approach to professional growth. This technique allows teachers to evaluate their practice and determine what will and will not work for their pupils. Integrating classroom-based action research with professional cooperation and teacher evaluation is addressed. There are also recommendations for administrative support for classroom- based action research, focusing on training, time availability, collaboration, and incentives (Mettler, 2013).

Site

The study was conducted in a specific public elementary school in the Division of Ozamiz City, Misamis Occidental. It was a complete elementary school serving Kindergarten to Grade 6 levels of education in the community. This study focused on Grade 1 in the A.Y. 2023-2024.

Participants

The study participants were (31) thirty-one Grade 1 Rambutan pupils. They were chosen through a purposive sampling technique. The selection of participants was based on the following criteria: 1) pupils who were enrolled in Grade 1-Rambutan at Ozamiz City Central School for the academic year 2023-2024; 2) pupils who were observed to have a lack of classroom engagement or participation in mathematics; and 3) pupils who gave their full consent to serve as respondents of the study; (4) Only pupils from the Rambutan section were chosen because the researcher teaches in this section. The researcher ensured that all these conditions were met before conducting the survey.

Data Gathering Method

This action research gathered quantitative and qualitative data. The grade 1 pupils’ classroom engagement using a zoology- imagery approach was assessed using a researcher-made instrument, such as test and interview questions.

• Pre-Implementation Phase

The researcher sought permission from the Schools Division Superintendent of the Division of Ozamiz City, Misamis Occidental. Upon approval from the Schools Division Superintendent, the researcher sought permission from the School Principal of Ozamiz City Central School (OCCS) and the School Head to conduct the study. Furthermore, the researcher obtained approval from the cooperating teacher. The researcher began the data collection only after securing the necessary permits. A pretest was conducted to determine pupils’ engagement in the mathematics subject. Assessments and activities were also prepared during this phase based on the researcher’s lesson plans and PowerPoint presentations.

• Implementation Phase

The researcher presented and discussed the lessons in mathematics using a zoology-imagery approach with the class. The pupils were given detailed instructions on using zoology imagery for the activities, which could be done individually or in groups. After a month of integrating and utilizing the intervention, a post-test was administered to determine how much the pupils had enhanced their engagement and performance in mathematics.

Since data triangulation was used in this study, observations and interviews were also conducted with the pretest and post-test to gather more data. The researcher took photos/screenshots and field notes throughout the implementation to record the data. Semi-structured interviews were also conducted to gain specific data concerning the pupils’ and teachers’ feelings and perceptions regarding using the zoology-imagery approach. The interviews were conducted after the intervention period, both in person and audio- recorded by the researcher for future reference.

• Post-Implementation Phase

The post-implementation phase included drawing conclusions, making recommendations, proofreading, revising, and finalizing the research study. It also involved properly disseminating the study findings to a specific group of individuals.

Ethical Consideration

The researcher requested that the participants participate voluntarily to retain the study’s ethical component. The participants were assured they would not suffer harm, and the researcher appreciated their dignity. Researcher should always adhere to a specific code of conduct when collecting information from individuals. (Bryman & Bell, 2007). After receiving signed informed consent from the subjects, formal interviews were undertaken. The researcher adhered to the “Data Privacy Act of 2012” guidelines or Republic Act No. 10173. This study prioritized tackling concerns such as plagiarism and fraud, and discussions focused on the procedures to prevent them. Ethical considerations were rigorously followed throughout the data collection process. The participants’ information was kept confidential, as was the respondents’ anonymity.

Data Analysis

The study used the following statistical tools:

Frequency and Percentage were used to determine the pupils’ performance level.

Mean and standard deviation were used to describe pupils’ performance. The mean represented the average score, but the standard deviation represented the variability in performance.

A T-test was utilized to compare pupils’ performance levels. This statistical method helped establish whether the intervention significantly improved pupils’ performance.

Furthermore, the researchers used thematic analysis to conduct qualitative observation and interview data analyses. This technique enables academics to code and evaluate data efficiently (Gibbs, 2018).

RESULTS AND DISCUSSION

Pupils’ Performance Before Using Zoology-Imagery Approach

Table 1 shows the performance of Grade 1 pupils before implementing the Zoology-Imagery approach. The results indicate a pervasive problem with Grade 1 pupils’ overall mathematics performance (M=9.65; SD=7.53). The highest frequency of pupils fell into the “Did not meet the expectations’ category, with 19 pupils (61.26%) achieving (M=4.16; SD=3.08). Additionally, one pupil (3.23%) each fell into the “Satisfactory” and “Very Satisfactory” categories (M=13.00; M=16.00), respectively. Ten pupils (32.36%) were categorized as “Outstanding” (M=19.10; SD = 1.10).

The results indicate a critical need for innovative teaching strategies to improve mathematics performance and engagement among Grade 1 pupils. The substantial Percentage of pupils falling into the “Did not meet the expectations” category, 61.29% (M=4.16; SD=3.08), highlights a significant engagement and comprehension issue. Conversely, 32.36% (M=19.10; SD=1.10) of pupils were categorized as “Outstanding,” which suggests that many pupils may already possess a firm grasp of the subject, likely due to different learning styles or external support. The minimal representation in the “Very Satisfactory” and “Satisfactory” categories (3.23%) further underscores the disparity in pupil performance (M=16.00; M=13.00), respectively. Implementing the Zoology-imagery approach could bridge this gap, fostering better engagement and understanding and enhancing overall mathematics academic outcomes.

Pupils’ classroom participation leads to better academic performance. Pupil classroom participation is essential not only for academic success but also for the holistic development of pupils. Classroom participation plays a vital role in the success of education and the future personal development of pupils (Loftin et al.,2010). Classroom participation is a word that is frequently used in educational contexts, with varied meanings and implications. Participation is crucial in understanding classroom learning and developing critical thinking skills (Billings & Halstead, 2009). Increasing participation does not imply that every student must contribute in class; instead, it means allowing students to study in a conducive environment and explore knowledge and concepts from their viewpoints. Student engagement varies depending on their learning interests and personalities. Therefore, the teacher is responsible for providing a supportive environment where students can contribute (Aziz & Kazi, 2019).

The findings suggest that most pupils struggled significantly with their mathematics performance, highlighting the need for innovative teaching methods, such as the Zoology-imagery approach, to improve engagement and academic outcomes. In addition, they highlight the critical need for educational strategies that address pupils’ diverse learning needs to improve their mathematics performance.

To bridge these gaps, it is suggested that educators undergo training to integrate zoology imagery into their lesson plans skillfully. Moreover, it would be beneficial to supplement these visuals with various interactive and engaging teaching methods, such as group discussions, hands-on activities, and regular formative assessments to assess and support pupil progress. Regular feedback sessions also help pinpoint specific areas where students may struggle and need extra assistance. Embracing a more interactive and supportive approach is expected to significantly enhance pupils’ performance and classroom participation in mathematics lessons.

Table 1 Pupils’ Performance Before Using Zoology-Imagery Approach

Scale: 17-20 (Outstanding); 15-16 (Very Satisfactory);13-14 (Satisfactory); 11-12 (Fairly Satisfactory); 1-10 (Did not Meet the Expectations) h

Table 2 presents the performance of Grade 1 Pupils after implementing the zoology-imagery approach. The overall performance of the pupils improved significantly (M=14.87; SD=4.65). The highest frequency of pupils fell into the “Outstanding” category, with 16 pupils (51.61%) achieving (M= 29.00; SD = 1.10). Following this, nine pupils (29.03%) did not meet the expectations (M=9.00; SD=1.23). Four pupils (12.90%) were categorized as “Fairly Satisfactory (M=12.00; SD = 0.00). One pupil (3.23%) each fell into the “Very Satisfactory” and “Satisfactory” categories (M=15.00; M=13.00), respectively.

Implementing the Zoology-Imagery approach significantly improved the performance of Grade 1 pupils in mathematics, as evidenced by the data presented in Table 2. The overall performance increased (M=14.87; SD=4.65), indicating more consistent performance among the pupils. A majority of the pupils, 16 in total (51.61%), fell into the “Outstanding” category, achieving (M=29.00; SD=1.10). Despite this improvement, nine pupils (29.03%) still did not meet expectations (M=9.00; SD=1.23). Four pupils (12.90%) were categorized as “Fairly Satisfactory” (M=12.00; SD =0.00). Additionally, one pupil (3.23%) each fell into the “Very Satisfactory” and “Satisfactory” categories (M=15.00; M=13.00), respectively. These results indicate a notable enhancement in overall performance and a more uniform distribution of scores among the pupils after adopting the Zoology-Imagery approach.

The signcan’t improvement in the performance of Grade 1 pupils following the implementation of the Zoology-Imagery approach has important implications for educational strategies in mathematics. The increase in the overall mean score and the reduced variability suggest that this innovative approach enhances individual student performance and creates a more consistent learning outcome across the classroom. The high Percentage of pupils achieving “Outstanding” scores highlights the effectiveness of this method in helping students reach higher academic standards. However, the fact that a notable portion of pupils still need to meet expectations indicates that while the approach is beneficial, additional support and targeted interventions may be necessary for some students. These findings imply that incorporating visual and thematic elements into mathematics instruction can significantly enhance understanding and retention, potentially transforming educational practices to better cater to diverse learning needs. Schools and teachers should consider using similar methods to boost student engagement and success in other subjects.

The findings reveal that the Zoology-Imagery approach significantly improved the performance of Grade 1 pupils in mathematics. Post-implementation, the overall performance increased (M=14.87; SD=4.65), reflecting higher scores and more consistent performance among the pupils. A substantial (51.61%) of the pupils fell into the “Outstanding” category, achieving (M=19.00). Despite these gains (29.03%), the pupils still did not meet expectations, indicating room for further support and improvement. Additionally, 12.90% of pupils were categorized as “Fairly Satisfactory,” while small percentages achieved “Very Satisfactory” and “Satisfactory” scores. These results underscore the approach’s effectiveness in enhancing mathematical performance and suggest that integrating thematic and visual elements into teaching can lead to signcan’t educationally benefits. However, they also highlight the need for targeted interventions for students who continue to struggle.

Utilizing effective strategies in teaching mathematics is crucial for improving pupils’ performance. Innovative approaches, such as the Zoology-Imagery method, have significantly enhanced students’ understanding and retention of mathematical concepts. Instruction required a range of teaching strategies to ensure that the teaching and learning process was effective. Mathematics teachers can improve the effectiveness of their instruction by recognizing the strengths of their multiple intelligences and using them in their teaching (Sulaiman, 2010). Understanding students’ learning styles will lead teachers to develop various techniques to help students improve their Learning and performance in mathematics (Cardino & Cruz, 2020). Math knowledge is an essential skill for success in today’s environment. All learners need equal access to math instruction, and teachers must work hard to achieve it (Furner et al., 2005).

Table 2 Pupils’ Performance After Using Zoology-Imagery Approach

Scale: 17-20 (Outstanding); 15-16 (Very Satisfactory);13-14 (Satisfactory); 11-12 (Fairly Satisfactory); 1-10 (Did not Meet the Expectations)

Significant Difference in Pupils’ Performance Before and After Using the Zoology-Imagery Approach

Table 3 presents the significant differences in pupils’ performance before and after using the Zoology-Imagery approach. The analysis revealed that the difference in performance was highly substantial (t = 5.92; p = 0.00).

The analysis revealed that the only significant variable was the performance of pupils before and after using the Zoology-Imagery approach. The mean score before using the approach was (M=9.65; SD=7.53); after using the approach, it increased to (M=14.87; SD=4.65). With a t-value of 5.92 and a p-value of 0.00 (p < 0.01), the difference was statistically significant, resulting in the null hypothesis (Ho) being rejected. These results strongly suggest that the Zoology-Imagery approach significantly positively affects pupil performance, as their scores significantly improved after the intervention. As only one comparison was made and found to be highly significant, there were no non-significant findings in this analysis.

The highly significant improvement in pupil performance after using the Zoology-Imagery approach has profound implications for educators and school administrators. This compelling evidence underscores the transformative potential of integrating imaginative and visual methods into the curriculum. By improving student understanding and retention of the material, the Zoology- Imagery approach not only enhances academic performance but also creates a more engaging and lively learning environment. Such innovative educational strategies are crucial for preparing students to excel in an increasingly complex and visual world. The success of this approach strongly advocates for its continued and expanded use, encouraging a shift towards more interactive and impactful teaching methodologies.

Teachers are crucial in improving students’ engagement in classroom activities (Al-Qaisi, 2010). Various interventions resulted in enhancements in the math proficiency of students facing challenges in mathematics. These interventions include (a) furnishing teachers and students with data concerning student performance, (b) utilizing peers as tutors or instructional mentors, (c) offering clear and precise feedback to parents regarding their children’s progress in mathematics, and (d) employing explicit instructional methods to teach mathematical concepts and procedures (Baker et al., 2002). Boosting Learning in the Primary Classroom is a comprehensive handbook designed to help educators grasp the nuances of children’s physical development and its impact on their learning capabilities (Blyth, 2015). Schools must create policies and procedures that align with engaging with parents as partners and encouraging student participation (Beveridge, 2004).

The significant improvement in pupil performance after using the Zoology- Imagery approach implies that incorporating imaginative and visual teaching methods can substantially enhance classroom engagement. Traditional teaching methods must fully capture students’ attention or cater to diverse learning styles, leading to less effective learning outcomes. This evidence suggests that the Zoology-Imagery approach improves academic performance and increases student interest and lesson participation. Consequently, educators and school administrators should prioritize adopting such innovative strategies to foster a more interactive and engaging classroom environment. This approach helps guarantee that students are more actively engaged in learning, which is crucial for achieving a deeper understanding and better material retention.

Table 3 Significant Difference in the Pupils’ Performance Before and After Using Zoology-Imagery Approach

Ho: There is no significant difference in the performance of pupils before and after the use of zoology-imagery approach.

Note: Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not Significant)

Other Improvements Observed Among Pupils After Using Zoology- Imagery Approach

The study analyzed the distinguished effects of the implementation of the Zoology-imagery approach. Participants of the study presented individual experiences and feelings regarding implementing this approach. The researcher utilized the responses of (5) five participants and analyzed the results for significant meaning in search of emergent themes to classify the reactions. The three (3) emerging themes mentioned in the study revealing the participants’ experiences and feelings in the use of the Zoology-imagery approach are as follows: 1) Boosting pupils’ classroom engagement; 2) Increasing Motivation to learn in math lessons;3) Fostering pupils’ mathematical power.

Boost Pupils’ Classroom Engagement

Introducing a zoology-imagery approach in teaching mathematics significantly enhances Grade 1 pupils’ classroom engagement. By integrating examples from the animal kingdom to illustrate mathematical concepts such as patterns, young learners not only grasp these abstract ideas more efficiently but also retain them better. This approach makes mathematics more accessible by connecting it to familiar and intriguing aspects of the natural world, sparking students’ curiosity and interest. Feedback from Grade 1 pupils participating in the study highlights the positive impact of the zoology-imagery approach:

• “I enjoy learning and participating in math lessons with animals-imagery! It helps me remember the lessons.” (P1)
• “Using animals-imagery to explain math makes it more interesting. It feels like solving a puzzle with pictures.” (P2)
• “When we learn math using animals-imagery, I can picture it in my mind. It is like having fun with animals while learning math.” (P5)

Engaging students in their learning is an effective way to improve their educational experience. However, the concept of engagement is quite broad and can be interpreted in many ways. Teachers’ beliefs about engagement are likely to shape their teaching methods when they aim to increase students’ academic performance (Davies et al., 2018). Engagement is the behavioral intensity and emotional quality of a person’s active participation in a task (Reeve et al., 2004). Teachers who want to provide classes in nature may be hesitant because they are concerned that pupils would become overly excited and unable to concentrate in following indoor lessons (Kuo et al., 2018). In addition, student engagement is a multifaceted and intricate concept encompassing behavioral, emotional, and cognitive participation (Alruwais & Zakariah, 2023).

Increasing Motivation to learn in Math lessons

The zoology-imagery approach in Grade 1 math lessons enhances understanding and significantly boosts students’ Motivation to learn. By incorporating examples from the animal kingdom to illustrate mathematical concepts like shapes and sizes, young learners find the lessons more engaging and relevant to their interests. This approach makes mathematics more accessible by connecting it to familiar and captivating aspects of nature, fostering a sense of curiosity and excitement among students. Feedback from Grade 1 pupils participating in the study underscores the positive impact of the zoology-imagery approach on Motivation:

• “I love learning math with animals! I always want to use animal pictures when I answer questions on the board.” (P2)
• “Using animal pictures in math class is fun and enjoyable. It makes me feel like I am exploring and learning new things at the same time.” (P4)
• “I like raising my hand to answer using animal pictures. It helps me understand math better and makes learning more fun.” (P5)

Motivational factors, like interest in the subject, are significant results of educational processes. (Krapp & Prenzel, 2011). Many students struggle with learning mathematics, so their Motivation to learn the subject decreases (Trifunov, 2017). In primary school classrooms, stronger teacher-student relationships, greater student engagement with school, better academic performance, and more frequent academic interactions with teachers are linked to higher levels of student engagement (Wang, 2017). Therefore, successful mathematics teaching and learning are crucial for achieving strong academic and professional outcomes (Macknowski et al., 2022). Consequently, fostering students’ interest should be a primary educational goal for schools and individual teachers (Kiemer et al., 2015). Moreover, effective teachers are actively engaged and play a vital role in boosting student motivation and achievement (Doño & Mangila, 2021).

Fostering Pupils’ Mathematical Power

The zoology-imagery approach in Grade 1 math lessons enhances pupils’ mathematical power by integrating examples from the animal kingdom to illustrate concepts like counting, shapes, and patterns. This approach makes math more relatable and accessible, bridging abstract ideas with real-world familiarity and empowering young learners to connect mathematical principles with their interests and experiences. By leveraging children’s natural curiosity about animals, educators create a dynamic learning environment where students actively participate and explore mathematical concepts through visually stimulating and contextually relevant examples. This engagement fosters more profound understanding, retention, and a genuine enthusiasm for learning mathematics early, laying a solid foundation for developing essential mathematical skills and nurturing pupils’ mathematical potential. Feedback from Grade 1 pupils participating in the study underscores the positive impact of the zoology-imagery approach on Motivation:

• “I love learning about numbers and shapes with animals! It is like playing and learning at the same time.” (P1)
• “Using animals in math class makes me want to learn more. I feel like I understand better when we use pictures of animals.” (P3)
• “When we talk about math using animals, I remember it better. Seeing how math is everywhere, even with animals, is fun!” (P5)

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The study aimed to enhance Grade 1 pupils’ classroom engagement using a Zoology-imagery approach during the academic year 2023-2024 in a public elementary school in the Division of Ozamiz City, Misamis Occidental. The research utilized classroom-based action research; 31 pupils were selected through purposive sampling. Data collection used a researcher-made test, and statistical analysis involved calculating mean and standard deviation and conducting a t-test. The study objectives were: (1) to assess pupils’ performance before implementing the Zoology-imagery approach; (2) to evaluate pupils’ performance after implementing the Zoology-imagery approach; (3) to know if there was a significant difference in performance before and following the implementation of the Zoology-imagery approach; and (4) to explore additional observed developments among pupils following the intervention.

Findings

The following are the salient findings of the study:

1. All the pupils’ performances before using the Zoology-imagery approach needed to meet the expectations.
2. The pupils’ performance improved significantly after using the Zoology- imagery approach. Their overall mean fell in to the “satisfactory “category
   The study revealed that the difference in performance before and after using the Zoology-imagery approach was highly significant.
3. After the use of the Zoology-imagery approach, several developments among the pupils were identified. These include boosting pupils’ classroom engagement, increasing their Motivation to learn in math lessons, and enhancing their mathematical power.

Conclusion

Based on the findings, the following conclusions are drawn:

1. The pupils’ performance before the integration of the zoology-imagery
The approach was below the expected standards. This suggests that traditional methods or previously used instructional tools and techniques were not sufficiently effective in engaging pupils in the lessons and helping them achieve the desired performance levels.
2. After integrating the Zoology-imagery approach in teaching mathematics lessons, there was a significant improvement in the pupils’ performance. Most pupils achieved an “Outstanding” performance level, demonstrating that the strategy was highly influential in enhancing their classroom engagement, participation, and interest in the subject matter.
3. The study identified a significant difference in pupils’ performance
before and after implementing the Zoology-imagery approach. This substantial improvement underscores the positive effect and considerable impact of pupils’ classroom engagement in learning mathematics. This suggests that such a teaching strategy can significantly enhance pupils’ participation, engagement, and involvement in math lessons.
4. The Zoology-imagery approach has proven to be a highly effective teaching method for the mathematics subject and has significantly enhanced pupils’ classroom engagement, increased motivation to learn math lessons, and enhanced pupils’ mathematical power. This approach effectively boosts pupils’ involvement in mathematics by utilizing vivid animal examples and real- world applications. It enhances their understanding and interest while fostering critical thinking and problem-solving skills essential for mathematical reasoning.

Recommendations

Based on the findings and conclusions of the study, the following are the recommendations:

1. Elementary schools should consider expanding the integration of the Zoology- imagery approach beyond mathematics to other subjects.
2. Elementary teachers apply it to other subjects such as science, language arts, and social studies, which may similarly boost pupils’ interest and understanding across the curriculum.
3. Elementary teachers may train on how to incorporate zoology-imagery and other related techniques into their teaching practices.
4. Educational leaders implement a comprehensive professional development program for teachers focused on innovative teaching strategies like the Zoology-imagery approach.
5. School Principals and heads may train by offering workshops, seminars, and continuous support to help teachers effectively integrate this approach into their lessons.
6. School Principals and heads emphasize the development of creative instructional materials that incorporate zoology imagery. These materials will empower teachers to deliver more engaging and effective lessons, fostering better student outcomes.
7. Future researchers are encouraged to use the zoology-imagery approach in other subjects.

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