TEACHER COMPOSED SONG-AIDED INSTRUCTION IN SELECTED TOPICS

IN GENERAL MATHEMATICS: A STRATEGIC TOOL TO INCREASE

SENIOR HIGH SCHOOL STUDENTS’ LEARNING AND RETENTION

An Action Research presented to the Division of Palawan

Puerto Princesa City, Palawan

___________________________________________

By:

MARY GERALDINE CLAIR M. DELOS REYES

Teacher 1

KRISTLE ANGELI C. BAUTISTA

Teacher II

FELYN B. ERANISTA
Teacher II

Maasin National High School, Brooke’s Point, Palawan

 TABLE OF CONTENTS
Page
TITLE PAGE i

TABLE OF CONTENTS ii

CHAPTER

I INTRODUCTION AND RATIONALE 1

II LITERATURE REVIEW 4

III RESEARCH QUESTIONS 8

IV SCOPE AND LIMITATION 9

V RESEARCH METHODOLOGY 10

a. Sampling 10
b. Data Collection 10
c. Ethical Issues 10
d. Data Analysis 11

VI PLAN FOR DISSEMINATION AND ADVOCACY 12

VII TIMETABLE/GANTT CHART 13

VIII COST ESTIMATES 14

IX REFERENCES 15

iii
I. INTRODUCTION AND RATIONALE

Mathematics is a cradle of all creations. Without mathematics the world

cannot do its stupendous act, the world cannot move an inch. Be it a carpenter, a

doctor, a teacher, an engineer, a chef, a scientist a musician, a scientist, a

magician, a mechanic, a businessman, teacher and so on. Without Mathematics,

we cannot do our everyday living perfectly.

Since Mathematics is very essential, it should be given a priority in

education. students are the next generation players in the society and the future

success of the world is in their hands. Therefore, education through the help of the

teachers must be carefully refined in building students’ critical thinking skills in

Mathematics.

Yoho (2016) believed that music aids memory retention. Song aided

teaching in Mathematics helps students succeed in Mathematics while making

lesson easier and enjoyable. Also, students can easily remember the formula or

the rules that they need to remember.

Recently, in the PISA result last December 2019, the students’

performance in Mathematics in the Philippines is an awakening call for the

Department of Education. The global survey showed that Philippines ranked the

lowest in reading comprehension and second lowest in science and mathematics

among 79 countries included in the survey.

Maasin National High School teachers are currently facing a significant

problem in the retention of students learning specifically in Mathematics.

1
Teachers complain on students’ difficulty to retain, recall and apply problem

solving the topics taught in the classroom which include formula and other

concepts leading to students’ poor academic performance. Students do not know,

remember or have sufficient mastery of material previously discussed by their

teachers. The solution to the lack of skill, knowledge and retention becomes time

consuming due to re-teaching or remedial teaching that needs to take place before

the current curricular material can be taught.

To solve the problem, Maasin National High School Teachers’ composed

song aided instruction in selected topics in General Mathematics as a strategy in

students’ learning and retention is hereby conducted.

This action research sought to answer the question: Would using music

improve math skill and acquisition retention?

2
 RESEARCH PARADIGM

INPUT PROCESS OUTPUT

METHODS OF
INSTRUCTION
General ‘ Improved
Mathematics Song Aided Instruction
General Mathematics
Retention (Experimental Group)
Retention level
level
Traditional (Post-test)
(Pre-test) Instruction
(Control Group)

Figure 1. Schematic diagram of the input, process, output and impact of the study

Figure 1 shows the schematic diagram illustrating the General Mathematics

retention level of students during the pre-test as the input, methods of instruction such as

song-aided instruction for the experimental group and traditional instruction for the

control group as the process, improved General Mathematics skill level during the post-

test as the output.

3
II. LITERATURE REVIEW

According to Yoho (2011), most teachers are complaining on students’

retention. Students do not even remember or have sufficient mastery of material

they have previously been taught. Traditional instructional methods of reading a

textbook and solving problems solely through paper and pencil prove insufficient

for many students to learn and retain mathematical concepts. As Gardner (2004)

states, for auditory or kinesthetic learner, the textbook explanation does not match

their learning style. The need for instructional methods and learning strategies is

necessary to increase the learning of those students who have been successful

when previous instructional methodologies have been used.

Mathematics skill level in the Philippines was shown in the global survey through

CNN Philippines Staff (December 2019) showing that the Philippines ranked the

lowest in reading comprehension and second lowest in Science and Mathematics

among 79 countries.

Witzel (2007) states that according to National Assessment of Education

progress (NAEP, National Center for Education Statistics,2005), only 2% of US

students reached the advanced achievement level in mathematics by 12th Grade. In

2003, almost one third of 8th grade students scored below the basic level. This

information indicates that there is a problem in learning retention in the area of

Mathematics. It is clear that there is a need to develop more effective

Mathematics instructional procedures, curricula and materials for low performing

students with and without disabilities (Witzel, 2007). There is a need to find ways

to improve

4
retention in the area of Mathematics.

Moroye (2009) pointed out that teachers should try to create the best

classroom learning experiences they can in order to provide the best type of

education.

According to Phisutthangkoon (2016), retention is the ability to recall or

recognize what has been studied or experienced. Retention can be known as

memory. Memory is the persistence of learning overtime. The model of human

memory is the process of information that involves encodes, stores, and retrieves

information.

According to Luiz (2007) as stated by Gardner's theory of multiple

intelligences, he incited several researchers to re-examine the relationships

between musical experiences, music learning, and academic achievement. The

majority of studies have found that the most significant relationships are between

music and mathematics, or to be more specific, between music and spatial-

temporal reasoning (important in mathematical concepts), and music and

performance in reading. With regard to the former relationship, the assumption is

based on a group of studies which explore the effects of learning to play the

keyboard on spatial-temporal reasoning, suggesting that mastering a musical

instrument helps one to develop an understanding of mathematics.

An interaction between music and the brain, and demonstrates that music

and the teaching of music to children and youths results in an optimization of their

spatial-temporal and mathematical performances. The structured neuronal model

of the cerebral cortex developed by Leng and Shaw (1991), named the “trion
 5

model,” provides the neuroscientific context for the relationship between music

and spatial cognition. Behavioral studies motivated by this model have found a

causal relationship between music and spatial-temporal reasoning (Rauscher et

al.1997)

Evidence is clear that there are many benefits of using music as well as many

means of incorporating it into instruction. In a Curriculum Review article (2007)

“A Little Bit of Rhythm & ‘Rithmatic”, references are made to studies of music

education on a variety of areas including math skills and spatial sense, among

others. Results are not concrete but do indicate music helps memory.

According to Singer (2008) music increased the chance students had to

learn, with music having been a strategy to assist in the recall of information. In

early grades, especial kindergarten, music was an integral part of the classroom

environment.

Lock (2006) found that music strengthens connections among neurons

because it is processed in both hemispheres of the brain and it stimulates

cognitive functioning.

According to Moreno (2009), scientists have found that music can change

the brain physically and how it performs. There were many ways to incorporate

music in math instruction.

Singer (2008) suggested having students write songs and music for them

to remember information.
Gardne
r (1993)
propose
s the
existen
ce of at
least
eight
intellig
ences,
includi
ng
musical
in-
telligen
ce and
spatial
intellig
ence.
It
appears
to be
connect
ions
betwee
n musi-
cal
capabili
ties
and
certain
spatial
capabili
-
ties.
These
interpre
tations
allow
for the
possi-
bility of
an
experie
nce in a
certain
area
having
an
inuen
ce on
perform
ance in
another
area
(Rausc
her and
Zupan
2000)
 Gardner (1993) proposes the existence of at least eight intelligences,

including musical intelligence and spatial intelligence. It appears to be

connections

between musical capabilities and certain spatial capabilities. These interpretations

allow for the possibility of an experience in a certain area having an influence on

performance in another area (Rauscher and Zupan, 2000).

The present work refers to the way in

which the basic elements of music are
related to mathematics. Firstly, notes,
intervals, scales, harmony (consonance
and dissonance), tuning, and
temperaments are related to proportions
and
numerical relations, integers, and
logarithms (Beer 1998). Secondly,
mathematical concepts are present in
melody and rhythm; musical notation
includes concepts of time (length of
notes, bar lines, and time signatures),
rhythm (beat and the grouping of notes
in tempos), pitch (clefs, staff, and
frequency of the sound), and dynamics
(signs of graduation of intensity), all
in the circle of musical space (geometry
of music). These elements are related
to certain arithmetical operations
(division, multiplication, addition, and
logarithmic function), trigonometry, and
geometry (Beer 1998, Fauvel et al.
2006).
The present work refers to the way in which the basic elements of music

are related to mathematics. Firstly, notes, intervals, scales, harmony (consonance

and dissonance), tuning, and temperaments are related to proportions and

numerical relations, integers, and logarithms (Beer 1998). Secondly,

mathematical concepts are present in melody and rhythm; musical notation

includes concepts of time (length of notes, bar lines, and time signatures), rhythm

(beat and the grouping of notes in tempos), pitch (clefs, staff, and frequency of the

sound), and dynamics (signs of graduation of intensity), all in the circle of

musical space (geometry of music). These elements are related to certain

arithmetical operations (division, multiplication, addition, and logarithmic

function), trigonometry, and geometry (Beer 1998, Fauvel et al. 2006).

 7
RESEARCH QUESTIONS

This study entitled “Teacher Composed song-aided Instruction in General

Mathematics: A strategic tool to increase Senior High School Students’ Retention

intends to determine the effectiveness of song activities in memorizing General

Mathematics rules and formula for students’ learning and retention. Specifically,

it sought to answer the following questions:

1. What is the demographic profile of respondents in terms of mathematics

grade in Grade 10?

2. Is there significant difference between the pre -test and post test scores

of control group?

3..Is there significant difference between the pre -test and post test scores

of experimental group?
 4. Is there a significant difference between the post-test scores of the

control and the experimental group?

PROPOSED INNOVATION, INTERVENTION AND STRATEGY

In this study, the proposed innovation is the teachers’ composed song

aided

instruction in selected topics in General Mathematics. This innovation is a

strategic tool to increase students’ retention of Senior High School Students of

Maasin National High School. The teachers’ composed song will be used by the

teacher as a strategic instruction tool in General Mathematics classes.

SCOPE AND LIMITATION

This study is delimited on selected General Mathematics formula and rules

in General Mathematics.

The study will involve all Grade 11 Senior High School students of

Maasin National High School for the School Year 2020-2021.

 The study will be conducted from October 2020 to December 2020.

III. RESEARCH METHODOLOGY

a. Sampling

Availability sampling will be used to conduct the study. The respondents

of the study will be the incoming Grade 11 General Mathematics students of

Maasin National High School for SY 2020-2021.

b. Data Collection

The data will be collected through pre-test and post-test including song

activities. The researchers will conduct an interview, orientation and proper

instructions to all respondents. Teacher-made questionnaire Math skill test will be

prepared and given to each student. The researchers will administer a pre-test and

a two posttests such as Post–test 1 (administered immediately) and Post-test 2

(administered two weeks later).

 After data gathering, field editing will be observed to ensure the

completeness of the obtained data. Thereafter, categorizing, coding, and

tabulating in preparation for statistical interpretation and analysis will be

performed.

c. Ethical Issues

A letter of consent stating the purpose of the study and assuring the

confidentiality of information gathered will be signed by the researchers. This

consent will be sent to the Principal of Maasin National High School and General

Mathematics students. A copy will be furnished to the researcher. The researchers

will ensure that the consent signed by the participants for ethico-legal

considerations will be made confidential. The researchers will do their best not to

plagiarize the research work of other researchers.

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d. Data Analysis

This research is an action research using the experimental descriptive design.

The scores of pretest and delayed posttest will be taken separately and the data

will be encoded, tallied and statistically treated independently. The data will be

analyzed through mean, standard deviation and Independent sample t-test.

 11

IV. DISSEMINATION AND ADVOCACY PLAN

If this basic research proposal will be approved by the school’s division

superintendent of the Division of Palawan, the researchers will be more than

willing to share the findings of her to other educator through production of

leaflets. The leaflets shall contain findings, conclusions and recommendations of

the researchers. It will also feature part of the basic research that can become a

pattern for future researchers.

If given a chance, the researchers will present their research during in-

service training within the school, district, or even in the division level so that the
 researchers can share to other teachers’ who are currently working on the field of

study.

Social Media such as Facebook and blogs can also be channel for sharing

of findings of the research. Here, the researchers will post or blog the presentation

that will showcase the special features of the basic research.

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TIMETABLE/GANTT CHART

ACTIVITY JUN NOV.

STAGE JULY AUG. SEPT. OCT.
E

Pre Ask permission from School

Implementation Head.

Draft research proposal.

.
Finalize, print and submit

proposal.
 Write letter to the respondent.

Prepare and print diagnostic

test.

Develop, validate and

Implementation implement the module and

workbook.

Polish the manuscript, submit

Post
the finished research to the
Implementation
committee in charge.

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 FINANCIAL REPORT

Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Palawan
MAASIN NATIONAL HIGH SCHOOL
Maasin Brooke’s Point, Palawan

BUDGET LIQUIDATION REPORT

APPROVED FINANCIAL ESTIMATES

Activity Amount (Php)

Tarpaulin layout and Printing 380.00

Registration Fee 13,500.00

Notarial Fee 150.00

Tarpaulin Stand 200.00

Manuscript Binding 105.00

Module and workbook lay-out, printing 670.00

and binding
LBC Freight 305.00

TOTAL 15,310.00

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 REFERENCES
Beer M. (1998). How do Mathematics and Music Relate to Each Other? Brisbane,
Queensland, Australia: East Coast College of English

Gardner H. (1993). The Theory of Multiple Intelligences. New York: Basic Books.

Gardner H. (1997). Is musical intelligence special? In V. Brummett (ed.), Ithaca

Conference ’96 Music as Intelligence: A Sourcebook (pp. 1-12). Ithaca, New York,
USA: Ithaca College Press.

Graziano A. B., Peterson M., and Shaw G. L. (1999). Enhanced learning of proportional
math through music training and spatial-temporal training. Neurological Research, 21,
pp. 139-152

Lock, R. (2006). Use music in the classroom. Intervention in School & Clinic, 41(5),
307309. Retrieved from Education Research Complete database.

Moroye, C., & Uhrmacher, P. (2009). Aesthetic themes of education. Curriculum &
Teaching Dialogue, 11(1/2), 85-101. Retrieved from Academic Search Premier
database.

Mastin (2010). The Human Memory. Retrieved December, 2015 from

http://www.human-memory.net/types_long.html

Moreno, S. (2009). Can music influence language and cognition? Contemporary Music
Review, 28(3), 329-345. doi:10.1080/07494460903404410

Rauscher F. H. (1997). A cognitive basis for the facilitation of spatial-temporal cognition

through music instruction. In V. Brummett (ed.), Ithaca Conference '96 Music as
Intelligence: A Sourcebook (pp. 31-44). Ithaca, New York, USA: Ithaca College
Press.

Singer, M. (2008). Accessing the musical intelligence in early childhood education.

Australian Journal of Early Childhood, 33(2), 49-56. Retrieved from Education
Research Complete database.

Graziano A. B., Peterson M., and Shaw G. L.

(1999). Enhanced learning of proportional
math through music training and spatial-temporal
training. Neurological Research,
21, pp. 139-152
 Witzel, B., & Riccomini, P. (2007). Optimizing math curriculum to meet the learning
needs
of students. Preventing School Failure,52(1), 13-18. Retrieved from Academic Search
Premiere database.

Yoho, C. (2016) Using Music to increase Math skill retention. Retrieved from
file:///E:/11520/Using_Music_to_Increase_Math_Skill_Retention.pdf.

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