Knowledge and Ability Sharing About Mathematics: Key for Improvement and Tasks Accomplishment (Project KASAMA: KITA) for an Improvedacademic Performance in Basic Calculus

Knowledge and Ability Sharing About Mathematics: Key for Improvement and Tasks Accomplishment (Project KASAMA: KITA) for an Improved Academic Performance in Basic Calculus

Ronelon V. Paglinawan

San Mateo Senior High School, San Mateo, Rizal, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90300253

Received: 25 February 2025; Accepted: 05 March 2025; Published: 12 April 2025

ABSTRACT

Information and technology fueled the word’s modern life, and a huge portion of this knowledge was derived mathematically. Mostly of the people did not recognize that we use calculus quite often in our daily lives. Even though Calculus is vital to our society, many students struggle to comprehend it. The objective of this study is to improve the academic performance of the students in Basic Calculus using Project KASAMA: KITA (Knowledge and Ability Sharing About Mathematics: Key for Improvement and Tasks Accomplishment). The focus of this study was on knowledge acquisition, mathematical skills enhancement and attitude development. Qualitative and quantitative methods were used in this research to gather data that will answer the problems of the study. To determine the improvement in the academic performance of the students in Basic Calculus, experimental research approach was used. Participants were selected using the purposive sampling. A teacher-made test was used to measure the pre-test and post-test percentage performance of the students in Basic Calculus. Likert-scale survey questionnaire was used by the researcher to assess students’ level of satisfaction in the implementation program. Weighted mean and standard deviation were used to describe the degree of satisfaction of the students with the project’s implementation; t-test through Microsoft Excel was used to determine if there is a significant difference between the pre-test and post-test percentage performance of the students in Basic Calculus before and after exposure to project. Based on the study’s results, the percentage scores on the pre- and post-tests in Basic Calculus before and after being exposed to project differ significantly, which implies that the program is successful in resolving the students’ difficulties in learning Basic Calculus. Overall, the program was found to be quite helpful, especially for students who struggle in Basic Calculus.

Keywords: Academic Performance, Attitude, Calculus

CONTEXT AND RATIONALE

Mostly of the people did not recognize that we use calculus quite often in our daily lives. Although the average person isn’t solving differential or integral calculus problems daily, we are using technology and equipment developed through the application of calculus in almost every aspect of our lives. Calculus is applied in many areas of life. It can be used to model systems where there is change. Examples of the applications of calculus in scientific fields are space exploration, telecommunications systems, computer science, engineering, medicine, pharmacology, business, meteorology, biological research, economics, architecture, electronics, statistics and music all benefit from the use of calculus. Application of calculus in real life may not be directly or obviously observed. However, it is observed by using things that were created because calculus exists, and it works. This includes using electricity, computers, cell phones, TV and radio, cars, bridges, medical technology, and so on (Guldenpfennig, 2023).

The offering of Basic Calculus in the Senior High School is important for students because it helps develop critical thinking and problem-solving abilities, enhances mathematical understanding, its relevance to higher education, wide range of real-world applications, and fosters creativity and innovation (Guruathome, 2023). Even though Calculus is vital to our society, many students struggle to comprehend it. This is because Calculus is a broad topic with a wide range of ideas, approaches, and strategies. Mostly abstract ideas, such as limits, derivatives and integrals. For many of the students, comprehending these ideas and how they relate to one another may be difficult. Understanding these fundamental ideas in Calculus, their mathematical underpinnings, and their relationships with one another is necessary for mastery. Beginners often struggle with these abstract concepts because they may involve mathematical formulas, symbolic notation, and complex reasoning.

Many studies support the idea that learning Calculus or Mathematics in general is difficult for students. The importance of mathematical learning had been repeatedly emphasized by educators, but poor skills in comprehension and analysis. Students linked their anxiety to their underdeveloped comprehension and analysis skills. They acknowledged that to perform good in mathematics requires in-depth comprehension and analytical understanding of different word problems. The students should be able to analyze the situation and apply correct mathematical principles and formulas that govern it. Difficulty in connecting the new topic with the previous lessons as well as identifying which topic must be used to solve the problem (Estonanto & Dio, 2019). According to Tin (2021) the students cannot visually identify calculus concepts that were studied procedurally. They demonstrated a lack of conceptual understanding of the calculus procedures. Research carried out by Jaudinez (2019) revealed that low performance of students has been attributed to students’ lack of mastery of basic skills, stigma, and language used which could be aggravated with books that are user-unfriendly and erroneous. In the study of Casinillo & Aure (2018) it revealed that in order for the students to perform well in Basic Calculus they must first understand the basic skills in Pre-calculus. The students may perform well when they highly favor the said subject. Furthermore, students’ academic performance in Basic Calculus may remain limited by knowledge, interest, and capability. Hence, academic performance of the said subject was not derived from socio-demographic profile of students, economic resources, and student’s perception to teacher but to their past knowledge and interest in mathematics.

The improvement of learners’ low performance in Basic Calculus remains a challenge to teachers. Teachers need to have a variety of teaching strategies and approaches to enhance students’ learning outcomes in order to solve the low achievement of learners in Mathematics (Gaylo & Dales, 2017). In the study of Moliner & Alegrecan (2020) revealed that peer tutoring may be very beneficial for middle school students’ (12–15 years old) mathematics anxiety, independent of their gender or their course grade. Considering the results of this research, same-age and reciprocal peer tutoring is recommended for practitioners in the field who want to improve students’ mathematics anxiety. Additionally, from an organizational perspective, same-age and peer tutoring are easier to carry out, as they may be implemented within the same classroom. Furthermore, practitioners in the field may find improvements not only in students’ mathematics anxiety, but also in other academic and psychological variables, such as self-concept or attitude toward mathematics. Awudza (2017) stated that Class Wide Peer Tutoring (CWPT) instructional strategies have significant effects on students’ achievement, retention and perception in quadratic functions more than the conventional method of teaching. In addition, the study conducted by Hidayat, et al. (2023) shows that the peer tutoring approach in mathematics education has many benefits in various aspects and needs to be extended to improve the quality of education.

Given the numerous concerns regarding students’ difficulties in studying Calculus or Mathematics as a whole, it is imperative to address these difficulties to increase students’ performance on the course. Mathematics equips learners with powerful tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. The Department of Education (DepEd) did many revisions and innovations to improve learners’ performance in Mathematics, but it is still one of the most difficult subjects in Basic Education. The DepEd implemented the K-12 curriculum because of the poor quality of the Philippine Basic Education with the hope that it will help learners face the real world (Domondon, et al., 2023). Given that Basic Calculus is already covered in senior high school curricula, it is imperative that the difficulties the students have in learning Calculus be addressed.

Anchored on the MATATAG: Bansang Makabata, Batang Makabansa agenda, the Department of Education (DepEd) adopted the implementation of the National Learning Recovery Program (NLRP) through DepEd Order 13, Series 2023 in order to enhance students’ literacy and numeracy skills and enhance their academic progress. The department is constantly looking for methods to raise students’ academic achievement, particularly in Mathematics. In year 2023, the Department of Education, Division of Rizal launched the National Mathematics Program through Division Memorandum 517, Series 2023 which aims to improve students’ learning, enhance teacher capacity, and support learning recovery of the students. This is very relevant and timely on the students of San Mateo Senior High School who are struggling in Basic Calculus. This inspires the researcher to use Project KASAMA: KITA to assist struggling students in studying Calculus.

This study aimed to improve the academic performance of the students in Basic Calculus through Project KASAMA: KITA. In addition, the aim of this study is to determine how well Project KASAMA: KITA works to enhance students’ mathematical performance through knowledge acquisition, mathematical skills enhancement, and attitude development.

Action Research Questions

The objective of the study is to help and improve the academic performance of Low-Performing Students in Basic Calculus through Knowledge and Ability Sharing About Mathematics, as Key for Improvement and Tasks Accomplishment (KASAMA: KITA) vis-à-vis Peer Tutoring specifically Buddy System.

Specifically, this study aims to answer the following questions.

• What is the academic performance of the students in Basic Calculus based on the pre-test and post test results before and after exposure in Project KASAMA: KITA?
• Is there a significant difference between the academic performance of the students in Basic Calculus based on the pre-test and post test results before and after exposure in Project KASAMA: KITA?
• In what extent that the students are satisfied in the implementation of Project KASAMA: KITA in improving students’ performance in Basic Calculus in terms of knowledge acquisition, mathematical skills, and attitude development?
• Which aspect of the program might be enhanced going forward for the school’s ongoing improvement plan?

Hypothesis of the Study

This study hypothesizes that students who will be exposed to Project KASAMA: KITA will show greater improvement in their post test scores and academic performance compared to pre-test scores.

Proposed Innovation, Intervention and Strategy

Project KASAMA: KITA (Knowledge and Ability Sharing About Mathematics: Key for Improvement and Tasks Accomplishment) is an intervention program by the researcher that assists underachieving students in the Basic Calculus learning competencies. The researcher presented Project KASAMA: KITA as a solution to the students’ poor performance in Basic Calculus.

Project KASAMA: KITA was conducted every meeting of the scheduled time for the Basic Calculus class. It used Peer Tutoring, specifically Buddy System, as a major strategy in assisting students in learning their identified weaknesses of the course. The tutors are the students of Basic Calculus who excel in their first summative test. It also gives the opportunity both the tutor and tutee to enhance their mathematical skills and focuses on increasing their positive attitude in studying Basic Calculus.

The students were engaged by the researcher in studying Basic Calculus through guided- learning discussion supported with self-instructed worksheets. The buddies were seated together during the discussion, tutees were assisted by the tutors in solving exercise and problems. Based on the program, students will take the next summative test (post-test) as part of their activities during regular class hours and their scores will be compared to their scores in summative test-1 (pre-test) which they also took during regular class hours.

ACTION RESEARCH METHODS

Participants and/or other Sources of Data and Information

The participants of the study were the selected 20 out of 53 total number of Grade 11 STEM students at San Mateo Senior High School for SY 2023-2024. The researcher used a purposive sampling strategy to identify students who performed poorly in the Basic Calculus learning competencies on the summative test-1 (pre-test). All students with below 60% performance scores in the summative test were the main beneficiaries and participants in the intervention program.

Data Gathering Methods

The researcher used a descriptive method employing quantitative manipulation of data. The summative tests and a survey questionnaire created by the researcher were the instruments used to collect the necessary data. The researcher secured permission from the Principial and Assistant Principal of San Mateo Senior High School in gathering the data needed.

The researcher conducted the regular class routines. During the lesson, the tutees were assisted by their respective tutors (Buddies) in understanding the lesson, in performing the formative assessments and other activities except the summative tests. The students were instructed on the Basic Calculus learning competencies over the course of 7 days through guided and engaging discussions. The summative test was given on the eighth day of the program.

A Likert-scale survey-questionnaire was distributed to the student to gauge the program’s impact on knowledge acquisition, mathematical skill enhancement, and attitude development. The researcher personally retrieved the results of the pre- test and post-test. The test and survey results were consolidated and tabulated, and their secrecy was maintained during analysis.

Data Analysis

The students’ academic performance in their summative tests results in Basic Calculus was expressed in percentage. The researcher employed the t-test through Microsoft Excel to see whether there has been a significant change in the students’ percentage performance in Basic Calculus. The program’s impact on students’ knowledge acquisition, mathematical skills enhancement, and attitude toward learning Basic Calculus was measured using the weighted mean and standard deviation. The computations were performed using Microsoft Excel. Textual form will be used to enumerate recommendations of the students in the improvement of the program in the future.

DISCUSSION OF RESULTS AND RECOMMENDATIONS/REFLECTIONS

This section deals with the presentation and analysis of the results and findings of the study. This is sectioned into four (4) parts namely: academic performance of the students in Basic Calculus, significant difference between the academic performance of the students in Basic Calculus before and after exposure in Project KASAMA: KITA, students’ level of satisfaction on the Implementation of Project KASAMA: KITA and recommendations to improve the program.

Problem No. 1: What is the academic performance of the students in Basic Calculus based on the pre-test and post test results before and after exposure in Project KASAMA: KITA?

Table 1 Pre-test and Post-Test Percentage Score in Basic Calculus Before and After Exposure to Project KASAMA: KITA

Table 1 shows the average percentage performance scores of the students in Basic Calculus based on the pre-test and post-test results. Based on the data, it was observed that the average percentage performance of the students in Basic Calculus after taking the summative test (pre-test) are all below 60%. These results served as the basis of the researcher in selecting these students to be the beneficiaries of the Project KASAMA: KITA. Moreover, data also revealed that, as seen by the post-test results, students’ average performance in Basic Calculus increased after participating in Project KASAMA: KITA. Data indicates that every student’s average performance in Basic Calculus is more than 70%. This implies that Projects KASAMA: KITA is effective in addressing students’ difficulty in learning the concepts in Basic Calculus.

Problem No. 2: Is there a significant difference between the academic performance of the students in Basic Calculus based on the pre-test and post test results before and after exposure in Project KASAMA: KITA?

Table 2 Comparison of Pre-test and Post-Test Percentage Scores in Basic Calculus Before and After Exposure to Project KASAMA: KITA

Table 2 presents the comparison of pre-test and post-test percentage Score in Basic Calculus Before and After Exposure to Project KASAMA: KITA. Data revealed that the all-computed p-value is less than 0.05 alpha which led the researcher to reject all its null hypothesis. This implies that the percentage scores on the pre- and post-tests in Basic Calculus before and after being exposed to Project KASAMA: KITA differ significantly, which is also a sign that the program is successful in resolving the students’ challenges with learning Basic Calculus.

The study’s findings were in line with other research on peer tutoring in mathematics. In the study conducted by Berso & Lorente, (2020) titled “Peer Tutoring: Exploring the Effects on Learning Grade 9 Mathematics”, showed that the peer tutors were able to master the lessons since they have the opportunity to study it again and revise what they have learned. They also gained more friends, boosted their confidence, and became more interested and enthusiastic in learning and teaching Mathematics together with their peer tutees. On the other hand, the peer tutees grasped the lessons because their tutor gave immediate feedback to them. They also learned how to cooperate and participate with their group to achieve their goal. It was also showed that the peer tutees were very much engaged and eager to learn during the peer tutoring.

Problem No. 3: In what extent that the students are satisfied in the implementation of Project KASAMA: KITA in improving students’ performance in Basic Calculus in terms of;

knowledge acquisition

Table 3 Students’ Perceived Level of Satisfaction on the Implementation of Project KASAMA: KITA in Relation with Knowledge-Acquisition

Scale: 3.25-4.00 (Very Satisfied) 2.50-3.24 (Satisfied) 1.75-2.49 (Moderately Satisfied) 1.00-1.74 (Dissatisfied)

Table 3 shows the students’ perceived level of satisfaction on the implementation of Project KASAMA: KITA in relation to knowledge-acquisition. A statistical mean of (3.35) and standard deviation of (0.65) shows that the objective/s of the lesson was clearly presented and met by the teacher. The statistical mean (3.60) and standard deviation (0.49) indicate that students are very satisfied with the methods and exercises used by the researcher to teach Basic Calculus. The students are also very satisfied with the worksheets provided by the researcher which are used in guided activities in Basic Calculus with a mean of (3.75) and Standard deviation of (0.43). Lastly, the students are very satisfied with the support and guidance given by the teacher and buddies/tutors based on their needs during activities with a mean 0f (3.65) and standard deviation of (0.48). Overall, the students are very satisfied with how the program addresses students’ needs in terms of knowledge acquisition in Basic Calculus with a weighted mean of (3.59) and composite standard deviation of (0.51).

mathematical skills enhancement

Table 4 Respondent’s Perceived Level of Satisfaction on the Implementation of Project KASAMA: KITA in Relation with Mathematical Skills Enhancement

Scale: 3.25-4.00 (Very Satisfied) 2.50-3.24 (Satisfied) 1.75-2.49 (Moderately Satisfied) 1.00-1.74 (Dissatisfied)

Table 4 shows the level of satisfaction of the students on the project in terms of mathematical skills enhancement. Based on the data, the students are very satisfied with how they correctly apply their current mathematical ability and acquiring additional mathematical skills in learning Basic Calculus with a mean of (3.50) and standard deviation of (0.59). Over all the students are very satisfied on how Project KASAMA: KITA enhances their mathematical skills with a composite mean of (3.53) and composite standard deviation of (0.59).

attitude development

Table 5 Respondent’s Perceived Level of Satisfaction on the Implementation of Project HELPS-KITA in Relation with Attitude Development

Scale: 3.25-4.00 (Very Satisfied) 2.50-3.24 (Satisfied) 1.75-2.49 (Moderately Satisfied) 1.00-1.74 (Dissatisfied)

Table 5 reveals the level of satisfaction of the students on the project in terms of attitude development. Students’ enthusiasm, willingness, and interest in learning Basic Calculus rise after experiencing the intervention program, as indicated by their mean score of (3.25) and standard deviation of (0.69). The students were also very satisfied in terms of their understanding and appreciation of the importance of studying math subjects as applied to real-life situations with a mean of (3.35) and hard work with standard deviation of (0.57). Notably their level of satisfaction in terms of their development and appreciation of the value of teamwork, sharing, and a mean of (3.85) and standard deviation of (0.36). Overall, the students were very satisfied in terms of attitude development with a composite mean of (3.48) and standard deviation of (0.54).

Problem No. 4: Which aspect of the program might be enhanced going forward for the school’s ongoing improvement plan?

The students recommended that Project KASAMA: KITA should continue in the next school years to help more students in learning mathematics, to help more students who struggle with the subjects of Basic Calculus, this program should be promoted. The students suggested that peer tutoring could be in group not limited to partners or buddy system. They also suggested that the program should be also used to other mathematics subjects.

Recommendations

Based on the results of the study the researchers presented the following recommendations are as follows:

To Mathematics Teacher. Teachers may consider the results of the program in enhancing the project by looking at different strategies and methodologies that can be helpful in the next implementation of the project. Teachers can also look at the possible replication of the project in other math-related subjects like General Mathematics and Statistics.

To the School Head. The researchers recommend that school heads should continue to provide support to the project and extend the utilization of the project in the different core, specialization and major subjects especially on subjects which involves Mathematics and Statistics.

To the other District Schools. Different district school may study the results of the study for future development of intervention programs that will focus on skills development of the students in Mathematics, English and. Science.

To the Education Program Specialist in Mathematics. Education Program Specialist of Division of Rizal may consider the results of this study in developing a unified intervention program in Mathematics and Statistics for Senior High School.

To the Department of Education. Department of Education may consider the results of the study in development of future programs and policies that will address students’ poor performance of the students in Mathematics and Statistics, Science, and English.

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