EFFECTS OF EXPLICIT INSTRUCTION IN IMPROVING THE

ACADEMIC PERFORMANCE OF GRADE 4 LEARNERS

IN MATHEMATICS

GIRVIE

Master in Education

February 2022
EFFECTS OF EXPLICIT INSTRUCTION IN IMPROVING THE
ACADEMIC PERFORMANCE OF GRADE 4 LEARNERS
IN MATHEMATICS

School of Professional Studies

Universidad de Dagupan
Arellano Street, Dagupan City

Master in Education
Major in Educational Leadership

February 2022
 Approval Form

In partial fulfillment of the requirements for the degree MASTER IN EDUCATION, the
completed practicum paper entitled “EFFECTS OF EXPLICIT
INSTRUCTION IN IMPROVING THE ACADEMIC
PERFORMANCE OF GRADE 4 LEARNERS IN MATHEMATICS ”,
prepared and submitted by GIRVIE and is hereby endorsed for approval.

BARTOLOME A. CARRERA, Ed.D.

Adviser

This is to certify that the completed practicum paper mentioned above submitted
by GIRVIE
has been approved and accepted on June 2024 by the Oral Examination
Committee.

FELIZA ARZADON-SUA, Ed.D.

Chairman

JANN ALFRED A. QUINTO,MSIB FLORIBETH P. CUISON, DIT

Member Member

APPROVED and VERIFIED as partial fulfillment of the requirements for the degree
Master in Education on JUNE 2024 with a grade of _____________________.

CARIDAD OLI ABUAN, Ed.D.

Dean
 ABSTRACT

_______name, “____________________”, Master of Education, Major in Educational

Leadership , School Of Professional Studies Studies, Universidad de Dagupan, Arellano
Street, Dagupan City, Pangasinan, Philippines.

Adviser: BARTOLOME A. CARRERA, EdD

This research entitled “________________________” which aimed to determine

the effectiveness of multimedia instructional devices in increasing the numeracy skills of
SPED learners in Quarter 2 of Bacnotan Central School in school year 2020-2021. The
researcher used the quasi-experimental research design and conducted it to 9 (9) SPED
learners. The result of the research revealed that using modular distance learning
modality were effective in improving the numeracy skills of the students in Quarter 2.
Also, it showed that the teachers can use this teaching strategy as an alternative in
improving the numeracy skills of the learners in the mathematics subjects and also their
numeracy skills in other subjects. Hence, the proposed intervention was proven effective.

Keywords: Numeracy Skills, Mathematics, Modular Learning Modality,

SPED learners

Sample only
 ACKNOWLEDGMENT

This action research project would not have been possible without the guidance
and help of several individuals who, in one way or another, contributed and extended
their valuable assistance in the preparation and completion of this project.

The Panel of Evaluators, for providing me the foundational knowledge in action

research and for their special concerned, insightful comments, valuable and constructive
suggestions;

Dr. Bartolome A Carrera, my research adviser, for his unselfish support, patience,
approachableness, guidance and most of all his encouragement for without him this
action research project would not have been finished;

My beloved Principal of ___ School, for allowing me to conduct my investigation

and for providing logistical and moral support throughout the duration of my project;

My fellow teachers of ___ School for their support and cheers in the
accomplishment of this study;

My dearest and loving family who gave me all I need for the completion of this
project, and kept in pushing me to finish the course;

To all my relatives and friends who are always there to lend a helping hand, my
warm gratitude and thanks to all of you;

Last but not the least, the Almighty God for answering my prayers, for giving me
the strength and courage. Thank you so much dear Lord.

NAME
 DEDICATION

I dedicate my research work to my family and many friends

A special feeling of gratitude to my wonderful daughter _____ and to my
Loving wife and my dearest mother, who have never left my side throughout my masteral
studies.
My siblings.
Nephews,
Nieces,
Friends,
My School head,
My Learners,
Above all, to Almighty GOD,
The source of LIFE and BLESSINGS!
 TABLE OF CONTENTS
Page
Title Page ……………………………………………………………………….. i
Approval Form …………………………………………………………………. iii
Abstract ………………………………………………………………………… iv
Acknowledgement …………………………………………………………….. v
Dedication ……………………………………………………………………… vi
Table of Contents ………………………………………………………………. vii
List of Tables …………………………………………………………………… viii
List of Figure ………………………………………………………………….. ix

Chapter

1 INTRODUCTION
Background of the Study ……………………………………….
Conceptual Framework …………………………………………
Statement of the Problem ……………………………………….
Hypothesis ………………………………………………………
Significance of the Study ……………………………………….

2 METHODOLOGY
Research Design …………………………………………………
Sources of Data …………………………………………….........
Instrumentation and Data Collection ……………………………
Tools for Data Analysis …………………………………………

3 RESULTS AND DISCUSSION …………………………………

4 SUMMARY , CONCLUSIONS AND RECOMMENDATIONS

Summary …………………………………………..
Conclusions ……………………………………………………..
Recommendations ………………………………………………

BIBLIOGRAPHY ……………………………………………………………………..
Appendices ……………………………………………………………………..
 A. Permit to Conduct a Study…..………………………………
B. Schedule on the Conduct of the Study…..……………………………
C. Raw Data…………………………………………………38
D. Pre-test and Post-test Questions with Table of Specifications ………..
E. List of Instructional Materials Used with Brief Description……...…….42
F. Pictures of Instructional Materials Used ………………………………. 43
G. Pictures while Conducting the Study …………………………………...44
H.Curriculum Vitae

LIST OF TABLES

Table Title Page

1 Analyzing Norms……………………………………………………

2 Level of Learners’ Academic Performance in ___ before the

Implementation of Modules
3 Level of Learners’ Academic Performance in English after the
Implementation of Modules
4 SignificantDifference in The Learners’ Level of
Academic Performance in ______
 LIST OF FIGURES

Figure Title Page

1 Paradigm of the Study

 Chapter I

INTRODUCTION

Background of the Study

Elementary school i teachers in the Philippines are under a lot of pressure to assist

their learners to perform well on tests of reading and writing (Akerson, 2019). Because of

this, teachers usually downplay or ignore the math curriculum.

Tilgner (2019) suggests that many teachers already usually take for granted

Mathematics instruction when they need additional time during the school day “because

it is their least favorite subject to teach”. Without some changes, todays’ graduates may

be in similar crises for scientific knowledge as they were in the 1960s. It’s also true that

some Mathematics teachers hesitate to include Mathematics because of their commitment

to hands-on Mathematics teaching (Pappas, 2020).

Conversely, Mathematics learning area is vital for learners, teachers often turn to

interdisciplinary teaching for scientific, reading, writing, and oral language experiences.

Supporting teachers is particularly important in light of study results that indicate how

little actual Mathematics teaching occurs in classrooms.

Likewise, students may participate in Mathematics only once or twice a week

spending as little as 18 minutes per day in Mathematics class (Gerlovich, Downs, &

Magrane, 2019). Tilgner’s (2019) work indicates that many teachers feel incapable of

incorporating Mathematics in the classroom and that “teachers’ negative attitudes and

feelings of inadequacy” impact the quality of Mathematics instruction, often in a negative

way. Current anecdotal evidence indicates that the picture has not changed noticeably in

the 21st century.

 The National Mathematics Education Standards (NSES) (National Research

Council, 2019) and documents call for stronger Mathematics teaching and, in particular,

Mathematics Mathematics — not as an afterthought, but as a vital part of students’ life

skills. Pappas (2020) emphasizes the need for students to develop understanding of “the

language that scientists use as they read, write, and talk” (p. 2020).

Thus, nowadays another problem, is the shortened tine to teach Mathematics, as

in the past school years, class suspensions were frequent due to extreme heat weather

conditions. Making students lesser time to master lessons. In the fourth Grade 4

Mathematics wherein within 8 weeks they must develop Most Learning Competencies

(MELCs) namely visualizes, represents, and converts time measure: a. from seconds to

minutes, minutes to hours, and hours to a day and vice versa, b. days to week, month and

year and vice versa, c. weeks to months and year and vice versa, d. months to year and

vice versa for week 1 and solves problems involving conversion of time measure for

week 2. Furthermore to visualizes, and represents, and converts common units of

measure from larger to smaller unit and vice versa: meter and centimeter, kilogram and

gram, liter and milliliter; and visualizes, and represents, and solves routine and non-

routine problems involving conversions of common units of measure for week 3.

Solve routine and non-routine problems involving capacity measure (week 4),

visualizes, and represents, and measures area using \appropriate unit (week 5), collect

data on one variable using existing records (week 6), infer and interpret data presented in

different kinds of bar graphs (vertical/ horizontal) (week 7), and solve routine and non-

routine problems using data presented in a single-bar graph (week 8).

 Thus, there is a need to adapt an intervention to catch the interest of students in

learning Mathematics as a literature and also to come up of an efficient way for the

students to master the lessons in a lesser span of time. One of the interventions in mind is

the use of Explicit instruction. leading the study “Effects of Explicit instruction in

improving the academic performance Grade 4 learners in Mathematics”

Explicit instruction is a teaching method that uses clear, direct, and unambiguous

language to teach students new content or skills. It's a teacher-driven method that can be

used with students of all ages (Greene, 2024).

Thus, Explicit instruction has been proven to be a highly effective method for

teaching mathematics, particularly for students with learning difficulties or those at risk

of falling behind, as it provides a structured and clear approach to learning concepts and

procedures, leading to significant improvements in mathematical skills and problem-

solving abilities.

The effectiveness of such intervention was manifested in the study “Effectiveness

of Explicit and Constructivist Mathematics Instruction for Low-Achieving Students in the

Netherlands“, by Kroesbergen, Van Luit and Maas (2024), that compared the effects of

small-group constructivist and explicit mathematics instruction in basic multiplication on

low-achieving students' performance and motivation. A total of 265 students (aged 8-11

years) from 13 general and 11 special elementary schools for students with learning

and/or behavior disorders participated in the study. The experimental groups received 30

minutes of constructivist or explicit instruction in groups of 5 students twice weekly for 5

months. Pre- and posttests were conducted to compare the effects on students'

automaticity, problem-solving, strategy use, and motivation to the performance of a

control group who followed the regular curriculum. Results showed that the math

performance of students in the explicit instruction condition improved significantly more

than that of students in the constructivist condition, and the performance of students in

both experimental conditions improved significantly more than that of students in the

control condition. Only a few effects on motivation were found. We therefore concluded

that recent reforms in mathematics instruction requiring students to construct their own

knowledge may not be effective for low-achieving students.

Likewise Rajan (2022) study, “A Case Study in Using Explicit Instruction to

Teach Young Children Counting Skills”, by Hinton, Stroizer and Flores (2015), revealing

that number sense is one’s ability to understand what numbers mean, perform mental

mathematics, and look at the world and make comparisons. The Research shown

instruction that teaches children how to classify numbers, put numbers in sequence,

conserve numbers effectively, and count builds their number sense skills. Explicit

instruction that teaches children to count in a flexible manner increases number

knowledge, therefore improves number sense. A common manner of providing targeted

instruction for children who have mathematics difficulties is called explicit instruction.

Explicit instruction that utilizes objects and pictures teaches conceptual and procedural

knowledge for specific mathematical skills. Researchers show explicit instruction

improves mathematical skills which range from place value to algebra equations for

students who have mathematic difficulties. The purpose of this case study was to explore

and investigate if further research should be conducted on the use of explicit instruction

to teach young children counting skills that lead to flexibility with numbers.
 Furthermore, the study “Effect Of Explicit Instruction On The Mathematics

Achievement Of Pupils With Dyscaculia”, by Nwabueze (2020), was conducted to

experimentally determine the effects of Explicit Instruction (EI) strategy on the

mathematics achievement of pupils with dyscalculia in Federal Capital Territory (FCT)

Abuja putting into consideration gender as a variable. Two research questions were

articulated and two hypotheses were formulated to guide the study. The study employed a

quasi-experimental research design. Specifically, the nonequivalent control group design

was used. The population for the study was all the 97 primary three pupils with

dyscalculia in Local Education Authority (LEA) primary school Kpeyegie and Local

Education Authority (LEA) primary school Garki as identified by the special education

unit in AMAC local education authority Federal Capital Territory Abuja. Purposive

sampling technique was employed to select the two case schools where the large number

of children with dyscalculia would be found, being public inclusive schools. Then the

sampled schools were randomly assigned to experimental and the control groups. In the

schools selected, two intact classes comprising 20 primary three pupils made up of 11

males and 9 females were used for the study. The instrument for data collection was a 10-

item Mathematics Achievement Test (MAT). The instrument was face and content

validated. Using Kendall’s Coefficient of Concordance (W), the reliability co-efficient

of .88 was obtained for the MAT. Research questions were answered using mean and

standard deviation while the hypotheses were tested at 0.05 level of significance using

Analysis of Covariance (ANCOVA).The result of the study revealed that: EI has

significant effect on the mean achievement scores of pupils with dyscalculia in

mathematics; There is significant influence of gender on the mathematics achievement

scores of pupils with dyscalculia. Based on the findings some recommendations made

among which is that Explicit Instruction should be used in teaching mathematical

concepts in primary schools so as to improve pupils’ achievements and participation in

the subject.

Paradigm of the Study

Explicit instruction is unambiguous, structured, systematic, and scaffolder

instruction. There are many descriptions of explicit instruction, all of which involve a

combination of modeling and practice. We will rely on this model.

Thus, Explicit instruction" in mathematics learning refers to a direct, structured

teaching approach where the teacher clearly demonstrates and explains mathematical

concepts and procedures, providing step-by-step guidance, ample practice opportunities,

and frequent feedback to students, ensuring they fully understand the material before

moving on.

The paradigm on the next page indicates how this study will work.

The box on the left signifies the input of this action research which will be the test

scores before and after the implementation of Explicit Instruction in the Mathematics

classes of the Grade 4 learners.

Meanwhile, the process deals with the administration of pretest, examination, use

of Explicit Instruction, administration of the post test examination and test the significant

for the difference between the pretest and post-test scores.

 Lastly the box on the right will be the output which consists of the Effectiveness

of Explicit Instruction, and the difference between the test scores of Grade 3 learners in

Mathematics before and after the implementation of Explicit Instruction.

 INPUT PROCESS OUTPUT

 Test Scores  Difference

before the use  Administer pre- between the
of Explicit test examination scores of Grade
Instruction  Use of Explicit 4 learners in
 Test Scores Instruction Mathematics
after the use of Administer post- before and after
Explicit test examination the use of
Instruction  Test for the Explicit
difference Instruction
between the  Effectiveness
pretest and post- of Explicit
test scores Instruction

Feedback

Figure 1. Paradigm of the Study

Statement of the Problem

This study aimed to determine the efficacy of Explicit Instruction in improving

the performance in Mathematics of Grade 4 learners.

Specifically, this study answered the following questions:

1. What is the level of academic performance in Mathematics of Grade 4 learners

before the conduct of Explicit Instruction?

2. What is the level of academic performance in Mathematics of Grade 4 learners

after the conduct of Explicit Instruction?

3. Is there a significant difference in the level of academic performance in

Mathematics of Grade 4 learners after the conduct of Explicit Instruction?

Hypotheses

The following hypothesis was tested At 0.05 Level of significance.

There is no significant difference in the level of academic performance in

Mathematics of Grade 4 learners after the conduct of Explicit Instruction.

Significance of the Study

The researcher believes that the findings of the study will benefit the following:

Department of Education. The results of this study will give them

information and will help them to understand how Explicit Instruction can be utilized as

an innovative intervention in teaching Mathematics. This study will serve also as input to

the DepEd officials in their incessant quest to trace out the implications of the Most

Essential Learning Competencies .

 School Heads and Administrators. This study will serve as a baseline data in

planning better strategies that will help in enhancing Mathematics instruction, giving

more material support to make sure innovations/programs effective in helping learners

improve their academic performances.

Teachers. It can be a supplemental material in their teaching endeavor.

The content is relevant to the needs of their teaching session. Further, this will give them

better insights for enhancing the teaching-learning process. The result of the study will

lead the Mathematics teachers to introspect unto themselves on how they could improve

their teaching skills and techniques. They can use the result of this study to make

themselves sensitive to the needs of the Grade 4 learners who are the primary factors to

be considered in creating worthwhile learning activities.

Learners. The developed intervention can be used as an aid in their everyday

learning, they can grasp more information using an intervention tailored to their needs.

As student-centered research, this study may benefit the students in terms of their

performance in Mathematics.

Researchers. This study helps and guides the future researcher to conduct more

relevant study that will ensure the continues improvement in the system. Future

researchers may be benefited also utilizing the data that this may provide sufficient data

related or similar to this study.

 Chapter 2

METHODOLOGY

Research Design

This study utilized the quasi-experimental design with a non-equivalent control

group pretest-posttest design to determine the efficacy of Explicit Instruction in

improving the Mathematics of Grade 4 learners.

Quasi-experimental studies encompass a broad range of nonrandomized

intervention studies. These designs are frequently used when it is not logistically feasible

or ethical to conduct a randomized controlled trial. Examples of quasi-experimental

studies follow. As one example of a quasi-experimental study, a hospital introduces a

new order-entry system and wishes to study the impact of this intervention on the number

of medication-related adverse events before and after the intervention. As another

example, an informatics technology group is introducing a pharmacy order-entry system

aimed at decreasing pharmacy costs. The intervention is implemented and pharmacy

costs before and after the intervention are measured (Harris et.al., 2019).

Sources of Data

Data were gathered among forty five (45) Grade 3 learners enrolled in

_____________________ Elementary School during the School Year 2024-2025.

Purposive sampling was used to determine the participants of the study. Purposive

sampling is a non-probability sampling technique where the researcher relies on their

discretion to choose variables for the sample population. Here, the entire sampling

process depends on the researcher's judgment and knowledge of the context.

Instrumentation and Data Collection

The Researcher used a 30-item multiple choice questionnaire in the pretest and

post-test. The test material constructed based on the K to 12 Mathematics Curriculum

Guide prescribed by the Department of Education. It is a 30-item Mathematics test. The

test was administered by the researcher in April 2024 for the pre-test and May, 2024 for

the posttest as scheduled. The result of the pretest and posttest were tabulated and

interpreted using the scales and norms prescribed by the Department of National

Education Testing Research Center.

The researcher asked permission to the School Head for the administration of

pretest to obtain the baseline data. Before conducting the said intervention and study, the

test material and the material for intervention were validated by three (3) persons

considered experts in the field which was composed of two master teachers and the

school head.

The researcher conducted the pre-test and got the scores of the respondents to see

if they do well in the subject area and to have an immediate knowledge without applying

the intervention from the study. After this, the researcher applied the intervention to the

dyscalculia learners in which, learners were taught using Gamer-based Learning

Modules. Post-test material was made after the intervention of the teaching technique.

Data collected were organized in a spreadsheet for analysis and were subject to

appropriate statistical treatment.

Tools for Data Analysis

To obtain valid and accurate results from the data that were gathered, appropriate

statistical tools were employed by the researcher.

For problems number 1 and 2, frequency, percentage, and mean were used as

tools for data analysis. Further, frequency means a representation, either in a graphical or

tabular format that displays the number of observations within a given interval (Young,

2020). Percentage means a relative value indicating hundredth parts of any quantity. One

percent (symbolized 1%) is a hundredth part; thus, 100 percent represents the entirety and

200 percent specifies twice the given quantity (Britannica, 2021).

For mean computation mean: It is used to represent the level of performance of the

respondents in Grade 6 Basic Operations before and after the learning investigation

which was the use of Nursery Rhymes.

Formula:

X= ∑x
N
Whereas x= mean score

N= no of learners

∑x= sum of all scores

The following norms were used in analyzing the obtained data; .

Table 1. Norms in Analyzing the Obtained Data

Descriptive Equivalent Score

High Level Academic
21-30
Performance
Average Level Academic 11-20
Performance
Low Level Academic 1-10
Performance

For problem number 3, T-test method was utilized to discover the improvement in

the Academic Performance in Basic Operations of the learners. The information

assembled were arranged, assessed and broken-down utilizing rates to distinguish the

learning academic performances of the understudies and decided the critical improvement

between the pre-test and the post-test results in Computer System Servicing. Meanwhile,

a t-test is a type of inferential statistic used to determine if there is a significant difference

between the means of two groups, which may be related in certain features. It is mostly

used when the data sets, like the data set recorded as the outcome from flipping a coin

100 times, would follow a normal distribution and may have unknown variances. A t-test

is used as a hypothesis testing tool, which allows testing of an assumption applicable to a

population (Hayes, 2020).

Hayes (2020) further divulged that a t-test looks at the t-statistic, the t-distribution

values, and the degrees of freedom to determine the statistical significance. To conduct a

test with three or more means, one must use an analysis of variance.

This was used to find if there is significant difference between the pretest and

posttest scores of the respondents.

 T-TEST
COMPUTATION
 Chapter 3

RESULTS AND DISCUSSIONS

Level of Academic Performance of the Grade 4 in Mathematics before the

Implementation of Explicit Instruction

Table 2. Level of academic performance in Mathematics of Grade 4 learners before the

implementation of Explicit Instruction

Frequency Percentage

High Level Academic 0 0.00

Performance
Average Level Academic 0 0.00
Performance
Low Level Academic 45 100.00
Performance
Total 45 100.00

Mean 5.91

Table 2 presents the level of academic performance in Mathematics of Grade 4

learners before the implementation of Games for the school year 2023-2024.

The result expresses that 45 or 100.00 percent of the learners have low level

academic performance with an average of 5.91.

The table shows that the Grade 3 learners have poor level of academic

performance, denoting that they do not completely comprehend the subject matter

learning competencies prior to the introduction of Explicit Instruction.

The learners with low level of academic performance may be attributed to the

lack of interest of the learners on the traditional means of teaching Mathematics.

 These results reflects the challenges in teaching Science include the need for

future leaders in the field, the recruitment of future technology education students, and

the limitations faced by teachers when implementing technology in their work

environments. There is a shortage of adequately trained technology education teachers,

which poses a challenge in meeting the demand for qualified educators. Additionally,

teachers and employees face daily challenges in implementing technology due to rapid

changes in work environments. (PubGenius, 2024).

Table 3 presents the level of academic performance in Basic Operations of Grade

4 learners after the implementation of Explicit Instruction for the school year 2024-

2025.

Table 3. Level of academic performance along Mathematics of Grade 3 learners

after the implementation of Explicit Instruction

Frequency Percentage
High Level Academic 23 51.11
Performance
Average Level Academic 22 48.89
Performance
Low Level Academic 0 0.00
Performance
Total 12 100.00
Mean 20.24

Table 3 shows the level of performance in Mathematics of the Grade 4 learners

after the use of Explicit Instruction. It shows that 23 out of the 45 learners or 51.11% are

identified to be of high level in their performance in Mathematics, and 22 or 48.89% at

average level, with an average of 20.24. This demonstrates the efficacy of the use of

Explicit Instruction in improving the performance in Mathematics of the Grade 4

learners.

The results were in parallel with the study “Effectiveness of Explicit and

Constructivist Mathematics Instruction for Low-Achieving Students in the Netherlands“,

by Kroesbergen, Van Luit and Maas (2024), that compared the effects of small-group

constructivist and explicit mathematics instruction in basic multiplication on low-

achieving students' performance and motivation. A total of 265 students (aged 8-11

years) from 13 general and 11 special elementary schools for students with learning

and/or behavior disorders participated in the study. The experimental groups received 30

minutes of constructivist or explicit instruction in groups of 5 students twice weekly for 5

months. Pre- and posttests were conducted to compare the effects on students'

automaticity, problem-solving, strategy use, and motivation to the performance of a

control group who followed the regular curriculum. Results showed that the math

performance of students in the explicit instruction condition improved significantly more

than that of students in the constructivist condition, and the performance of students in

both experimental conditions improved significantly more than that of students in the

control condition. Only a few effects on motivation were found. We therefore concluded

that recent reforms in mathematics instruction requiring students to construct their own

knowledge may not be effective for low-achieving students.

Significant Differences in the level of Academic Performance of Grade 6

mainstreamed learnersLearners in Basic Operations after the Implementation of
Game-based Learning Modules
 Table 4 presents the significant difference in the level of Academic Performance

of Grade 4 learners in Mathematics before and after the implementation of Explicit

Instruction.

Table 4. Significant Difference in the Grade 3 Learners’ Mathematics after using

Game-based Learning Modules

Table 4
t-Test: Two-Sample Assuming Unequal Variances

PRETEST POSTEST
Mean 5.911111 20.24444

Variance 6.537374 24.91616

Observations 45 45

Hypothesized Mean 0
Difference
Df 66

t Stat -17.1443

P(T<=t) one-tail 2.64E-26

t Critical one-tail 1.668271

P(T<=t) two-tail 5.28E-26

t Critical two-tail 1.996564

A t-test was used to determine the difference between the pretest and post-test

findings, using t-test for two samples with differing variances was used at 0.05 level of

alpha. The following are the outcomes

The results of the t-test are shown in Table 4 As a result, P (T<=t) one-tail =

2.64E-26 and P (T<=t) two-tail = 5.28E-26 are both less than alpha (<0.05). The

difference between the means is significant when the p values are smaller than the

significance level. Thus, the significant difference depict that using Explicit Instruction

was effective in improving the Mathematics of Grade 3 learners.

 The results coincide with of Rajan (2022) study, “A Case Study in Using Explicit

Instruction to Teach Young Children Counting Skills”, by Hinton, Stroizer and Flores

(2015), revealing that number sense is one’s ability to understand what numbers mean,

perform mental mathematics, and look at the world and make comparisons. The

Research shown instruction that teaches children how to classify numbers, put numbers

in sequence, conserve numbers effectively, and count builds their number sense skills.

Explicit instruction that teaches children to count in a flexible manner increases number

knowledge, therefore improves number sense. A common manner of providing targeted

instruction for children who have mathematics difficulties is called explicit instruction.

Explicit instruction that utilizes objects and pictures teaches conceptual and procedural

knowledge for specific mathematical skills. Researchers show explicit instruction

improves mathematical skills which range from place value to algebra equations for

students who have mathematic difficulties. The purpose of this case study was to explore

and investigate if further research should be conducted on the use of explicit instruction

to teach young children counting skills that lead to flexibility with numbers.

Furthermore, the study “Effect Of Explicit Instruction On The Mathematics

Achievement Of Pupils With Dyscaculia”, by Nwabueze (2020), was conducted to

experimentally determine the effects of Explicit Instruction (EI) strategy on the mathematics

achievement of pupils with dyscalculia in Federal Capital Territory (FCT) Abuja putting into

consideration gender as a variable. Two research questions were articulated and two hypotheses

were formulated to guide the study. The study employed a quasi-experimental research design.

Specifically, the nonequivalent control group design was used. The population for the study was

all the 97 primary three pupils with dyscalculia in Local Education Authority (LEA) primary

school Kpeyegie and Local Education Authority (LEA) primary school Garki as identified by the
special education unit in AMAC local education authority Federal Capital Territory Abuja.

Purposive sampling technique was employed to select the two case schools where the large

number of children with dyscalculia would be found, being public inclusive schools. Then the

sampled schools were randomly assigned to experimental and the control groups. In the schools

selected, two intact classes comprising 20 primary three pupils made up of 11 males and 9

females were used for the study. The instrument for data collection was a 10-item Mathematics

Achievement Test (MAT). The instrument was face and content validated. Using Kendall’s

Coefficient of Concordance (W), the reliability co-efficient of .88 was obtained for the MAT.

Research questions were answered using mean and standard deviation while the hypotheses were

tested at 0.05 level of significance using Analysis of Covariance (ANCOVA).The result of the

study revealed that: EI has significant effect on the mean achievement scores of pupils with

dyscalculia in mathematics; There is significant influence of gender on the mathematics

achievement

Rajan (2022) study, “Effectiveness of Game Based Learning to Enhance Student

Learning” has discussed the importance of game based learning. Game based learning is

the technology based learning that helps to enhance student learning. In the present time,

most countries have adopted game based learning to increase student meaning

capabilities. This study has conducted the secondary qualitative data collection method

from previous online research paper. In this regard, from this secondary data, the

researcher has chosen thematic analysis to find authentic results of this research. This

study has concluded that game based learning enhances student learning capabilities. This

learning approach has increase student self-confidence and social interaction

 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study aimed to determine the efficacy of Explicit Instruction in improving

the academic performance in Mathematics of Grade 4 learners. The level of the academic

performance of the Grade 4 learners before and after the conduct of Explicit Instruction

was measured through pretest and posttest. Moreover, the significant difference in the

level of academic performance in Mathematics of the Grade 4 learners after the conduct

of Games was also determined.

The researcher used the quasi-experimental design particularly the pretest-posttest

control group design. Data were gathered from forty five (45) Grade 4 learners of

_________________ Elementary School.

The results of the study showed that before the implementation of Explicit

Instruction, 100.00 percent of the learners have low in Mathematics. After the conduct of

Explicit Instruction, the learners were identified to be either of average level or high

level. It was also found out that there is a significant difference in the level of academic

performance in Mathematics of the Grade 4 learners after the conduct of Explicit

Instruction.
Conclusions

The following are the conclusions of the study:

1. For the level of the academic performance of Grade 4 learners before the conduct

of Explicit Instruction, the learners exhibited low level academic performance.

2. For the level of the academic performance of the Grade 4 learners after the

conduct of Explicit Instruction, the learners have improved academic performance

as they exhibited either average to high level academic performance.

3. Explicit Instruction are effective interventions in improving the academic

performance in Mathematics of Grade 4 learners.

Recommendations

Based on the findings and conclusions made, the following are recommended:

1. When using explicit instruction in mathematics learning, teachers should

include clearly modeling the skill, providing frequent practice opportunities,

reviewing prior knowledge, giving immediate feedback, using clear language,

breaking down complex concepts into smaller steps, and actively involving

students in the demonstration process to ensure understanding is achieved at each

stage.

2. That Explicit Instruction as an intervention be strengthened in order to further

build the performance of the learners in Science.

3. That School administrators strengthen the use of Explicit Instruction by including

this modality in the school programs of development.

4. Seminars and workshops should be conducted to teachers teaching Mathematics

and teachers of other area on the implementation of Explicit Instruction to

enhance their strategies in teaching their respective subjects.

5. That further studies on both the advantages and disadvantage of Explicit

Instruction in various grade levels be conducted in order to help improve the

features of the intervention.

 BIBLIOGRAPHY

a. Books
Akerson, V. L. (2019). Teaching science when your principal says “Teach Language
Arts.” Science and Children. Sybex.
Cresswell, K. (2023). Educational Research and Inquiry: Qualitative and Quantitative
Approaches. Bloomsbury: Bloomsbury Publishing.
Gerlovich, J. A., Downs, G., & Magrane, G. (2019). How essential is science at the
elementary level? Science and Children, Sybex.
Kroesbergen, E.H. Johannes E. H. Van Luit and Cora J. M. Maas, (2024). Effectiveness
of Explicit and Constructivist Mathematics Instruction for Low-Achieving
Students in the Netherlands. The Elementary School Journal, Vol. 104, No. 3
(Jan., 2004), pp. 233-251.
Nwabueze, J.N. (2020). Effect of explicit instruction on the Mathematics achievement of
pupils with Dyscaculia. Journal of the Nigerian Academy of Education Vol. 15,
No.1 207. pp. 207-217
National Research Council. (2019). National science education standards. Washington,
DC: National Academy Press.
Pappas, C. C. (2006). The information book genre: Its role in integrated science literacy
research and practice. Reading Research Quarterly.
Tilgner, P. J. (2019). Avoiding science in the elementary school. Science Education,
Sybex,

b. Online Resources
Harris, A. D., McGregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D. E.,
& Finkelstein, J. (2006). The Use and Interpretation of Quasi-Experimental
Studies in Medical Informatics. Journal of the American Medical Informatics
Association : JAMIA, 13(1), 16-23. https://doi.org/10.1197/jamia.M1749
Hinton, V., Stroizer, S., Flores, M. (2015). A Case Study in Using Explicit Instruction to
Teach Young Children Counting Skills. investigations in Mathematics Learning
©The Research Council on Mathematics Learning Winter Edition 2015, Volume
8, Number 2, 37-55.
Britannica, T. Editors of Encyclopaedia (2021, December 10). frequency
distribution. Encyclopedia Britannica.
https://www.britannica.com/technology/frequency-distribution
Greene, K. (2023), What is explicit instruction?, Understood,
https://www.understood.org/en/articles/what-is-explicit-instruction,
 Appendix A

PERMIT TO CONDUCT A STUDY

____________

MRS. _
__________ School
_________District I

Madam:

Greetings!

The undersigned is undertaking a study entitled “___” in partial fulfillment of the degree
of Master in Education major in Educational Leadership at Colegio de Dagupan,
Dagupan City, Pangasinan.

In this regard, the researcher earnestly solicits your permission to conduct a study to the
Grade ____ pupils in connection to her Action Research.

Your kind favorable consideration of this request will be highly appreciated.

Respectfully yours,

_
Teacher-Researcher

Approved:

_
Principal III
 Appendix B

Schedule in Conducting the Action Research

Work Plan

The study was conducted during the second quarter of SY 2020-2021 (January 2021 to

March 2021).

Time Frame Persons Involved Activities/Strategies Expected Outputs

Identify the reading skill Identified

level of the learners worksheets to be
used

(Subject Teacher)
Asked permission from
January 2021 the school head Prepared Nursery
Rhymes
Asked parental consent Recorded the pre-

Conducted the test

(Subject Teacher) experiment

Data analysis Data analysis

Continuation of the Recorded the daily

February 2021 experiment activities
(Subject Teacher)
Use of Modular
Learning Modality

Administer the post-test

(Subject Teacher)

March 2021
Data Analysis Final paper

(Subject Teacher)
Completed out put
 Appendix C

RAW SCORES

LEARNER PRETEST POSTTEST LEARNER PRETEST POSTTEST

1 5 11 24 4 23

2 6 15 25 2 25

3 4 14 26 3 16

4 8 16 27 5 14

5 8 21 28 9 17

6 8 25 29 5 18

7 9 24 30 6 19

8 8 22 31 7 11

9 2 23 32 8 15

10 4 25 33 8 14

11 2 16 34 8 16

12 3 14 35 9 29

13 1 17 36 8 25

14 9 18 37 5 24

15 5 19 38 4 22

16 6 25 39 2 23

17 7 27 40 3 25

18 8 24 41 1 16

19 8 26 42 9 14

20 8 21 43 10 30

21 9 25 44 5 18

22 8 28 45 4 19

23 5 22
 Appendix D

PRETEST POSTTEST QUESTIONS WITH TABLE OF SPECIFICATIONS

WITH PREPARED BY

AND VALIDATED BY
 Appendix E

LIST OF INSTRUCTIONAL MATERIALS USED AS AN INTERVENTION

 Appendix F

PICTURES OF INSTRUCTIONAL MATERIALS USED

 Appendix G
PICTURES WHILE CONDUCTING THE STUDY
 Appendix H
CURRICULUM VITAE