CiiT International Journal of Data Mining and Knowledge Engineering, Vol 13, No 1, January 2021 6

IM Magic Bilao and the Mastery Level of Grade 10

Students in Mathematics
Ariston G. Vasquez and Marisol S. Garcellano

Abstract---Circle is one topic that teachers find difficult to present Mathematics teachers are using instructional materials to
in ways that the students easily understand. Without using give students a real-world context. The abstract concepts in
instructional material, students spend more time drawing diagrams and mathematics are made concrete when students see and do some
making calculations; which does not allow them more time to explore activities using real objects like models. Studies indicate that
the characteristics of different circle theorems. Hence the need to find
better ways of teaching the topic and thereby improve students’
people learn 25 to 30 percent more when visual aids are used in
mastery level of the topic led to this study that explored the impact of teaching because they hold attention, motivate to take any
using IM Magic Bilao to teach selected topics in circle on Grade 10 action, increase the performance of learning make, make the
students’ achievement. job of teaching easier, and create interest. [2]
A total of 48 grade 10 students enrolled in the Science, Technology Students taught with improvised instructional materials
and Engineering (STE) program of Narra National High School were achieved statistically significantly higher scores compared to
identified as the respondents through purposive sampling. Diagnostic
those who were taught with the conventional method. [3] After
and summative tests for mathematics process skills which contain
multiple-choice and open-ended questions adapted from the Learner’s exposure to instructional material, students performed better in
Material and Teacher’s Guide issued by the Department of Education the post-test. [4]
were used in data gathering. The students obtained mean percentage Instruction of mathematics using the materials developed
scores of 51.19 classified as average mastery and 87.38 categorized as might be effective in increasing students’ achievement. When it
approximating mastery, respectively, before and after the utilization of is considered that materials developed keeping a given model
the Instructional Material (IM) Magic Bilao. Thus, it can be noted that
in mind leads to better results, it is recommended that it should
the instructional material used is effective in increasing the mastery
level of Grade 10 students in the least-mastered competencies. be used in mathematics lessons. [5]
This study recommends that since students taught mathematics Most high school students find it difficult to construct,
using instructional materials perform better than when they were visualize and justify geometrical concepts (Circle Theorems)
taught mathematics using abstract mathematics symbols only, they due to the traditional approach of teaching and learning process
should be taught by the use of instructional materials for better turning students into mere listeners since teachers dominate the
performance in mathematics. classroom. These pave the way for the researchers to embark on
developing instructional material in Mathematics for Grade 10
Keywords---Circle, Instructional Material, Mastery Level that will enhance learning. More so, the improvement is also
the product of the comments and suggestions given when the
I. INTRODUCTION instructional material was presented and eventually won first

T HE place of Instructional Materials (IM's) in the effective

implementation of any education program cannot be
undermined. Instructional materials serve as a medium where
place in the secondary teachers' category of On-the-Spot
Preparation of Instructional Materials during the conduct of the
1st Division Math Camp held on September 2016 in Puerto
the learning experience of learners are enriched, supplement Princesa City. Hence, the researchers would like to test if
and complement the teacher's verbal explanations, highlight Magic Bilao is effective in improving the students' mastery
instruction, and boost learning in transmitting knowledge, level in Mathematics.
ideas, skills, and attitude thereby making the learning
A. Innovation, Intervention, and Strategy
experience richer and providing the teacher with interest into a
wide variety of learning activities. The use of Strategic Intervention Material – Based
Mathematics is one subject that pervades life at any age and Instruction (SIM – BI) enhances the performance of students in
in any circumstance. Thus, its value goes beyond the classroom Chemistry regardless of the learning approach adopted. It
and the school. Mathematics as a school subject, therefore, further revealed that students performed well after exposure to
must be learned comprehensively and with much depth. [1] the instructional material. [6]
Before and after the use of the instructional material, pretests
and posttests were administered to the students to ascertain the

Manuscript received on February 02, 2021, review completed on February changes in students’ performance, and mathematics
03, 2021 and revised on February 05, 2021. self-efficacy beliefs in terms of attitude towards Mathematics,
A. G. Vasquez is with Narra National High School, Palawan, Philippines.
E-Mail: [email protected] Mathematics anxiety and to do Mathematics. The three IMs
M. S. Garcellano is with Narra National High School, Palawan, Philippines were found effective in enhancing student learning. [7]
E-Mail: [email protected]
Digital Object Identifier: DMKE012021002.

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CiiT International Journal of Data Mining and Knowledge Engineering, Vol 13, No 1, January 2021 7

Students who were taught with instructional materials selected topics in Geometry. It also aims to improve students’
performed better than those taught without. The study, performance through the use of IM Magic Bilao.
therefore, recommended that teachers should employ the use of Specifically, it seeks answers to the following questions:
essential instructional materials for their teaching and also 1. What is the mastery level of the students in the diagnostic
improvise where and when the materials are not available. [8] test?
The significant learning experiences in Mathematics of 2. What is the Grade 10 students’ least-mastered learning
Grade 9 students in using the Contextualized Strategic competencies in the selected topics in circles?
Intervention Materials (CSIM) were: (a) gained new 3. What is the mastery level of the students in the learning
experiences and developed into independent learners, (b) competencies after the utilization of IM Magic Bilao?
learned effectively and found the topics easy to understand, (c) 4. Does IM Magic Bilao significantly improve students’
became more interested in learning Math topics, (d) appreciated mastery in selected Geometry learning competencies?
problem-solving, and (e) enjoyed and felt comfortable in 5. What are the students’ experiences while using the IM
learning Math topics using the CSIM. Students’ conceptual Magic Bilao?
understanding improved and were significantly different (p <
Research Hypothesis
0.05) for the formative and summative assessments. [9]
Significant differences between the scores of the participants 1. There is no significant increase in the mastery level of the
from the control and experimental groups exist. This implies students after the utilization of IM Magic Bilao.
that the participants who used the instructional materials have
significantly higher scores than those who did not use the II. METHOD
learning materials. Also, there is a significant difference
A. Research Design
present in the mean gain scores of the participants with regards
to their pretest and posttest scores. This is an indication that the This study used the pre-experimental design where only a
use of instructional material is an effective way of improving single group was considered and no control group was included
the achievement of the students in their Mathematics subject. in the study. The single group was used to determine the effect
[10]. of the use of the Instructional Material (IM) Magic Bilao in
The unavailability of instructional resources may have their mastery level.
affected the teaching and learning of counting, measurement, B. Respondents
and classification of numbers. [11] Instructional materials The respondents of this study were the forty-eight (48)
improvisation and utilization influence students’ academic Grade 10 students enrolled in the Science, Technology, and
performance in Mathematics. [12] Engineering (STE) Program of Narra National High School SY
The instructional material that was used in this study is 2019 – 2020.
entitled “IM Magic Bilao” that covers topics in junior high
school mathematics particularly concepts related to circle. It C. Data Tools and Procedures
discusses circle and the terms related to it, as well the The study used the instruments: diagnostic-test and
relationships existing among them. The table below shows the summative-test for mathematics process skills which contain
learning competencies in Grade 10 where the use of the Magic multiple-choice and open-ended questions adopted from the
Bilao instructional material can be applied: Learner’s Material and Teacher’s Guide issued by the
Department of Education. This gauge students’ mathematics
TABLE 1 process skills anchored on the skills that the instructional
LEARNING COMPETENCIES IN LESSONS ABOUT CIRCLE
Subject: Mathematics Learning Competencies
material is expected to develop. A diagnostic test was
10 1. The learner derives inductively the relations administered to determine the mastery level of the students and
Quarter: Second among chords, arcs, central angles, and their least-mastered competencies. After the instructional
Topic: Circle inscribed angles. material was completely administered, a summative test
2. The learner proves theorems related to
Lessons: chords, arcs, central angles, and inscribed parallel to the diagnostic test was administered to identify the
1. A. Chords, Arcs, angles. students’ mastery level after utilizing IM Magic Bilao. A
and Central Angles 3. The learner illustrates secants, tangents, focused group discussion was conducted to validate the
B. Arcs and segments, and sectors of a circle.
Inscribed Angles 4. The learner solves problems involving students’ experiences while using the Instructional Material
chords, arcs, central angles, and inscribed Magic Bilao.
2. A. Tangents and angles of circles.
Secants of a Circle 5. The learner proves theorems on secants, D. Data Analysis
B. Tangent and tangents, and segments. The statistical treatments that were used in the study were
Secant Segments 6. The learner solves problems in circles.
descriptive analysis to determine the level of mastery of the
B. Aim participants in the diagnostic and summative tests on
This study tries to identify the Narra National High School mathematics process skills, and a one-sample t-test to
Grade 10 students’ least-mastered learning competencies in determine the significant difference between the diagnostic and
summative tests scores of the participants. The level of

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CiiT International Journal of Data Mining and Knowledge Engineering, Vol 13, No 1, January 2021 8

significance that was adopted for the analysis is P = 0.05 which related to chords,
arcs, central
formed the basis for rejecting or accepting the hypothesis. The
angles, and
scores in both the diagnostic and summative tests were inscribed angles.
identified and compared against the standards used by the Illustrates secants,
National Education Testing and Research Center (NETRC) to tangents,
64.58 Average Mastery 5
segments, and
ascertain the level of mastery of the students. The results of the sectors of a circle.
diagnostic and summative tests were calculated through the Solves problems
mean score formula and were described using the Mastery involving chords,
arcs, central
Descriptive Equivalence based on Department of Education angles, and
47.92 Average Mastery 3
Memorandum No. 160, series of 2012 as shown below. inscribed angles
of circles.
TABLE 2 Proves theorems
MASTERY DESCRIPTIVE EQUIVALENCE on secants,
54.86 Average Mastery 4
Percentage of Correct Interpretation tangents, and
Responses segments.
96% – 100% Mastered Solves problems
29.51 Low Mastery 1
86% – 95% Closely Approximating Mastery in circles.
66% – 85% Moving Towards Mastery
35% – 65% Average Mastery Table 4 shows the least-mastered competencies of grade 10
15% – 34% Low Mastery
5% – 14% Very Low Mastery students. As shown, among the six competencies, the
0 – 4% Absolutely No Mastery competencies solves problems on circles and proves theorems
related to chords, arcs, central angles, and inscribed angles
were the least-mastered competencies. It has mastery level
III. RESULTS AND DISCUSSION descriptions of low mastery with mean percentage scores of
29.51 and 34.03, respectively. During the school year
A. Mastery Level of Grade 10 Students in the Diagnostic Test 2015-2016, these two competencies were also the
least-mastered competencies in grade 10 in the City Schools
TABLE 3 Division of Dasmariñas as reflected in the division
MASTERY LEVEL OF GRADE 10 STUDENTS IN THE DIAGNOSTIC
TEST memorandum no. 41, s. 2016. The results of this study are in
Mean Percentage Scores (n = 48) Interpretation line with the findings of Angateeah (2017) as cited by
51.19 Average Mastery Malibiran (2018) that most students may have mastered the
math concepts but struggle when they are applied in real life
Table 3 shows the mean percentage scores and its mastery and when stated in a form of word problems. They mentioned
level descriptions in the diagnostic test. As shown, the Grade that since the real importance of learning math is not
10 students enrolled in the Science, Technology, and memorizing its concepts but its application, the ability of the
Engineering (STE) Program of Narra National High School students to solve a wide variety of problems in mathematics
obtained a mean percentage score of 51.19. It shows further needs a thorough analysis and critical thinking. More so, they
that the mastery level of the students in the topics about circles claimed that problem-solving becomes more challenging when
is average mastery. This concurs with the study of Ogbonnaya worded in the learners’ second language and students find it
(2018) who claimed that circle is one topic that teachers find difficult to understand the keywords in the problem that result
difficult to present in ways that the students easily understand. in difficulty in interpreting words into mathematical symbols.
He also stated that without using instructional material, [14]
students spend more time drawing diagrams and making
calculations; which does not allow them more time to explore C. Mastery Level of the Students in the Summative Test
the characteristics of different circle theorems. [13]
TABLE 5
B. Least-mastered Competencies SUMMATIVE-TEST MEAN PERCENTAGE SCORES OF THE GRADE 10
STUDENTS
Mean Percentage
TABLE 4 Competencies Scores Interpretation
LEAST-MASTERED COMPETENCIES OF THE GRADE 10 STUDENTS (n = 48)
Mean Derives inductively the
Percentage Closely
Competencies Interpretation Rank relations among chords,
Scores (n = 88.54 Approximating
arcs, central angles, and
48) Mastery
inscribed angles.
Derives Proves theorems related to
inductively the chords, arcs, central Moving Towards
relations among Moving Towards 75.69
79.17 6 angles, and inscribed Mastery
chords, arcs, Mastery angles.
central angles, and Illustrates secants,
inscribed angles. 95.83 Mastered
tangents, segments, and
Proves theorems 34.03 Low Mastery 2

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CiiT International Journal of Data Mining and Knowledge Engineering, Vol 13, No 1, January 2021 9

sectors of a circle. when exposed to the Instructional Material (IM) Magic Bilao.
Solves problems Similar findings were highlighted in the study conducted by
involving chords, arcs, Closely
central angles, and 86.46 Approximating Adebule (2015) who concluded that a significant difference
inscribed angles of Mastery exists between the performance of students taught with
circles. instructional materials and those taught without instructional
Proves theorems on Closely
secants, tangents, and 87.50 Approximating materials. It revealed further that the students who were taught
segments. Mastery with instructional materials performed better than those taught
Solves problems on Closely without using instructional materials. The findings are also
circles. 90.28 Approximating
consistent with the study of Adipo (2015) who stated that the
Mastery
Closely difference in the performance of students taught with
TOTAL 87.38 Approximating instructional material and students taught without it was found
Mastery to be statistically significant. This implies that students who are
taught mathematics using instructional material perform better
than those who are only taught mathematics using abstract
Table 5 reveals the mean percentage scores and mastery level mathematics symbols only. [17]
descriptions of the learning competencies in the
summative-test. As shown, the Grade 10 students enrolled in E. Experiences of the Students
the Science, Technology, and Engineering (STE) Program of Based on the focus group discussion, most of the students
Narra National High School achieved a closely approximating said “The IM Magic Bilao help me master the identified skills
mastery with a mean percentage score of 87.38 after using the in Geometry”; “The presentation of the concepts using the IM
Instructional Material (IM) Magic Bilao. Similar results were Magic Bilao is clear and appropriate to my needs”; “I can easily
found in the study conducted by Adebule (2015) who claimed understand the explanations provided using the IM Magic
that students will perform better in Mathematics provided that Bilao”; “I enjoy doing all activities using the IM Magic Bilao”;
they are allowed to interact or participate effectively in the “The IM Magic Bilao inspire and encourage me to learn more
teaching-learning process through the use of instructional topics in Geometry”; “I want to use the IM in a regular
materials. [15] Furthermore, the study supports the findings of classroom learning next time”; and “I can easily understand the
Herrera (2016) who asserted that a significant increase in the words/concepts/theorems using the IM Magic Bilao”.
scores of the students was observed and that they have
relatively improved their performance or competence after they IV. REFLECTIONS
have been exposed to Strategic Intervention Material. [16] Though this study was limited to selected topics in circle
geometry, it makes a significant contribution to research on
D. Difference between the Diagnostic and Summative Tests students’ learning of an aspect of geometry using IM Magic
Bilao in rural Philippine school setting.
TABLE 6 This study established that instructional materials make a
DIFFERENCE OF DIAGNOSTIC/SUMMATIVE-TEST MEAN huge difference in learning achievement in mathematics. It
PERCENTAGE SCORES OF THE STUDENTS EXPOSED TO further asserted that instructional materials when used in
INSTRUCTIONAL MATERIAL
(IM) MAGIC BILAO teaching and learning aid understanding, retention and recall. It
Mean can therefore be said that it helps in increasing students
Comput Interp
Groups
Percent
SD ed
p-
retatio
learning experiences and subsequently improve their academic
age value performance.
t-value n
Scores
Diagnostic
More so, this inquiry recommends that since students taught
51.19 17.0 mathematics using instructional materials perform better than
Test
Signifi
-5.818 0.002
cant
when they were taught mathematics using abstract mathematics
Post Test 87.38 6.6 symbols only, they should be taught by the use of instructional
materials for better performance in mathematics.
Table 6 indicates that there is a significant increase between A significant increase from the mean percentage scores in
the diagnostic test and summative-test mean percentage scores both the diagnostic and summative tests was obtained. Hence,
of the students. It can be noted that a 36.19 mean difference is the use of the IM Magic Bilao is encouraged.
obtained from 51.19 and 87.38 mean percentage scores in the It is suggested that IM Magic Bilao be used in teaching
diagnostic test and post-test, respectively. Since the p-value of students enrolled across all the curricular programs offered at
0.002 is less than the significance level of 0.05, it is safe to say the secondary schools where it is deemed appropriate and be
that the instructional material used is effective in increasing the tested its effectiveness.
mastery level of Grade 10 students in the least-mastered Further analysis and study on the pedagogical applications of
competencies. More so, the data presented manifests that the IM Magic Bilao to other learning competencies should be
difference between the diagnostic test and the summative test is conducted and reviewed.
significant. Consequently, the students attained better mastery

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CiiT International Journal of Data Mining and Knowledge Engineering, Vol 13, No 1, January 2021 10

ACKNOWLEDGMENT 20and%20Impact%20of%20SIM-MOD%20(Strategic%20Intervention
%20MAterial%20and%20Module%20COmbined)%20on%20Students%
This paper and the research behind it would not have been 27%20Academic%20Achievement%20in%20Mathematics%20at%20the
possible without the exceptional support of our former school %208th%20Grade%20Leve.pdf
[11] Yusta, N., Karugu, G., Muthee, J., Tekle, T. (2016). Impact of
principal, Felomina V. Alanis, and mathematics department Instructional Resources on Mathematics Performance of Learners with
head, Althea J. Pancho. Their continued support and Dyscalculia in Integrated Primary Schools, Arusha City, Tanzania.
understanding inspired the researchers to carry out this study. Journal of Education and Practice, 7(3), 12-18.
We are also grateful for the insightful comments offered by Lea https://files.eric.ed.gov/fulltext/EJ1089780.pdf
[12] Ani, N. P. (2014). Instructional Materials Improvisation and Utilization
L. Gumandoy, Mark G. Javillonar, and Corazon A. Quintos, And Students’ Academic Performance In Mathematics.
our colleagues at Narra National High School. The same https://turboyadak.com/images/2vgikz2/viewtopic.php?id=0cf807-impro
acknowledgment is extended to the personnel from the Schools visation-of-instructional-materials-in-mathematics
[13] Ogbonnaya, U.I.; Chimuka, A. (2018). The Impact of Using Geogebra to
Division Office of Palawan, Nenito J. Basaya, Senior Teach Circle Geometry on Grade 11 Students’ Achievement. Retrieved
Education Program Specialist for Planning and Research, and November 17, 2019 on
Astrid N. Agbanlog, Education Program Supervisor for https://pdfs.semanticscholar.org/013a/0dc5a20f6dedf48771d5a6f59b8b1
378a1d7.pdf
Mathematics. Their untiring and priceless assistance, constant [14] Malibiran, H.M. et.al (2019). Determinants of Problem-Solving
motivation, and brilliant ideas contributed much to the Performance in Mathematics 7: A Regression Model. International Forum
attainment of this masterpiece. Vol. 22, No. 1, 65-86, June 2019. Retrieved November 17, 2019 from
http://journals.aiias.edu/iforum/article/download/431/405
We are also thankful for the Basic Education Research Fund
[15] Adebule, S.O.; Ayoola, O.O. (2015). Impact of Instructional Materials on
that has provided financial support for the conduct of this Students’ Academic Performance in Mathematics in Secondary Schools
study. Our appreciation is likewise given to our dear students as in Ekiti State, Nigeria. Research Journal of Educational Studies and
the respondents of this research. Review, Vol. 2 (1), 1-4, January 2016. Retrieved December 30, 2018 from
http://pearlresearchjournals.org/journals/rjesr/index.htm
[16] Herrera, F.T.; Soriano, A.T. (2016). The Efficacy of the Strategic
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