Action Research

1. TWO TO TANGO: WORD-MATHICS TELLING APPROACH ON THE LEARNER’S
LITERACY AND NUMERACY SKILLS
An Action Research Proposal
Conducted by:
MICHELLE F. CALLAO
Master Teacher ll
EDELUENA N. PEÑALVER
Teacher III
Lamberto H. Tirol National High School
Yapak, Malay, Aklan
Through the Financial Support Provided by the
Basic Education Research Fund
April 2023

2. Table of Contents
Title Page
I. Context and Rational 1
II. Action Research Questions 3
III. Proposed Innovation, Intervention, and Strategy 4
IV. Action Research Methods 9
a. Participants and/or Other Sources of Data 9
b. Data Gathering Methods 9
c. Data Analysis Plan 12
d. Ethical Issues 13
V. Action Work Plan and Timelines 15
VI. Cost Estimates 18
VII. Plans for Disseminations and Utilizations 19
VIII. References 20
Annexes 23

3. TWO TO TANGO: WORD-MATHICS TELLING APPROACH ON THE LEARNER’S
LITERACY AND NUMERACY SKILLS
CONTEXT AND RATIONALE
Literacy and numeracy are two fundamental skills that play a crucial role in
education. These skills are essential for individuals to function effectively in society and
to achieve academic success (Guillergan, 2023). Literacy is the ability to read and write
(Hasa, 2021). It is a fundamental skill that is required for success in many areas of life,
including education, employment, and personal development. In education, literacy is
essential for students to comprehend and learn from textbooks, academic journals, and
other written materials. It is also necessary for students to write essays, research
papers, and other assignments (Guillergan, 2023). Numeracy is the ability to apply and
understand simple math concepts like adding, subtracting, multiplying, and dividing
(Hasa, 2021). It is a critical skill required for individuals to function effectively in
society. Numeracy skills are necessary for individuals to manage their finances,
interpret data and statistics, and solve problem (Guillergan, 2023).
Both literacy and numeracy abilities are necessary for learners to perform
academically in the classroom. Learners need these abilities in order to comprehend
and analyze complicated concepts as well as to successfully write and speak about their
thoughts. Literacy skills are also necessary for learners to learn and comprehend
mathematical concepts and use them in solving problems.
Based on the Programme for International Student Assessment (PISA) which
were presented last December 3, 2019 involving 600,000 participating students in 79
countries, the data showed that the Philippines ranked 77 in Mathematics and ranked 78

4. in reading. The result became the baseline of the Department of Education to have a
core focus on the learning gaps between the two learning areas such as Mathematics
and English.
The improvement of literacy and numeracy programs will be some of the
priorities of the Department of Education (DepEd) in making the K to 12 Curriculum
relevant to produce job-ready, active and responsible citizens. Vice President and
Secretary of Education Sara Z. Duterte noted that the Department will revitalize its
Reading, Science and Technology, and Math programs as part of the MATATAG:
Bansang Makabata, Batang Makabansa agenda (Department of Education, 2023).
The current study is anchored on Project “MATATAG” to set the new direction of
the agency and stakeholders in resolving basic education challenges consisting four
critical components, in which one of its component is to TAke good care of learners by
promoting learner well-being, inclusive education, and a positive learning environment”.
It is also in lined with the Basic Education Research Agenda (BERA) under
teaching and learning category as stated in the theme, “As the national institution
mandated to provide quality basic education to all Filipinos, DepEd seeks to ensure that
learning outcomes are achieved by maximizing the competencies of teachers and
potentials of all types of learners. This theme thus covers the actors, activities, and
fundamental aspects of teaching and learning in various contexts. Specifically, the
Research Agenda looks into the strategies, best practices, and facilitating and hindering
factors relative to five sub-themes, namely: instruction, curriculum, learners,
assessment, and learning outcomes”.
Furthermore, as formulated in the school Strategic Improvement Plan (SIP),
which belongs under Pillar No. 2 Equity, that the school aims to achieve at least 75%

5. learners in situations of disadvantage with at least proficient level or better functional
literacy and numeracy by the end of 2028.
In Lamberto H. Tirol National High School, most of the Grade 11 learners find
difficulties in language and numbers learning areas. Results of the Enhanced-Regional
Unified Numeracy Test (E-RUNT) conducted last October 2022 show that only 7% of the
learners are numerates while none of the learners are literates based on the result of
Philippine Informal Reading Inventory (Phil-IRI) 2022. The observation made by the
teachers raised into their questions as to why and how the occurrence of the problems
and as what the problems be addressed.
It is therefore in line with these perspectives that the teachers as researchers
came into conclusion to integrate the Word-Mathics Telling approach during the
motivational activity in teaching General Mathematics and English for Academic and
Professional Purposes. The researchers believe that through this approach as an
intervention to the learners may enhance both their word and number skills as they use
the activities everyday independently and collaboratively. Generally, the researchers aim
to provide literate and numerate individual learner that could survive and live with the
educational demand globally.
ACTION RESEARCH QUESTIONS
General Objectives
This action research aims to determine the experiences of learners and teacher-
researchers in integrating Word-Mathics Telling as metacognition approach in teaching
General Mathematics and English for Academic and Professional Purposes in Grade 11
learners in Lamberto H. Tirol National High School for the school year 2023 – 2024.

6. Specific Questions
Specifically, this action research is determining to answer the following
questions:
1. What are the learning experiences gained by the learners during and after the
conduct of Word-Mathics Telling approach?
2. What are the experiences of the researchers before, during, and after the
conduct of Word-Mathics Telling approach?
3. What specific actions should be undertaken after the conduct of this study?
PROPOSED INTERVENTION, INNOVATION AND STRATEGY
The researchers will utilize the Word-Mathics Telling as metacognition approach
in enhancing learners’ numeracy and literacy skills. According to Owen & Vista (2017)
metacognition is thinking about thinking. It is an increasingly useful mechanism to
enhance student learning, both for immediate outcomes and for helping students to
understand their own learning processes. Metacognitive research in the area of
developmental psychology can be traced back to the theory proposed by Jean Piaget
and Lev Vygotsky. Piaget believed that children take an active role in the learning
process, acting much like little scientists as they perform experiments, make
observations, and learn about the world. As kids interact with the world around them,
they continually add new knowledge, build upon existing knowledge, and adapt
previously held ideas to accommodate new information (Kendra, 2022). On the other
hand, Lev Vygotsky recommends that teacher assists the child to progress through the
Zone of Proximal Development by using scaffolding. This zone lies between what a
learner can achieve alone and what a learner can achieve with expert guidance. The

7. teacher as expert initially takes responsibility for monitoring progress, setting goals,
planning activities and allocating attention. Gradually, the responsibility for these
cognitive processes is given over to the learner. The learner becomes increasingly
capable of regulating his or her own cognitive activities (Cambridge International
Education).
The integration of Word-Mathics Telling approach in teaching General
Mathematics and English for Academic and Professional Purposes allows the teachers to
level and structure the content so that it is within the child’s zone of proximal
development. In this approach, the learners will be given chances to perform
independently and collaboratively with the teacher as the facilitator and an assistant to
perform the learning tasks.
Additionally, the study is a kind of innovation into which the researchers believe
may create a change and development to the existing phenomenal problems in the
institution. According to Obama (2010), innovation is essential to winning the future
through long-term growth and competitiveness. The recent study integrates the Word-
Mathics Telling approach as the innovative action by the researchers to address the
need of the learners in literacy and numeracy. The innovative plan will be conducted to
the Grade 11 General Academic Strand (GAS) and Technical Vocational Livelihood (TVL)
learners enroll in Lamberto H. Tirol National High School for the School Year 2023 –
2024.
The researchers believed that the innovation is an answer to the demand of the
21st Century skills of the learners which are critical thinking, collaboration and
communication. Moreover, the teacher-researchers identify the intervention and

8. innovation as the possible effective strategy to answer the learning gaps of the students
in literacy and numeracy. The strategic plan for the implementation are as follows:
Implementation Stage
The actual intervention will be done for six weeks. The teacher-researchers will
integrate the use of Word-Mathics Telling approach during the motivational activity in
every lesson in General Mathematics and English for Academic and Professional
Purposes. The targeted objectives, learning competencies, procedures, and mechanics
of the interventional activity will be presented to the learners. The teacher-researchers
will use the intervention to all learners but will focus only the observation to the
targeted participants.
The intervention will be done in three phases: group activity, peer activity, and
independent activity to expose learners on the different phases of learning, thus,
learning by group, learning by peer, and learning by oneself. This learning process also
support the Zone of Proximal Development in which learners learned through scaffolding
by making contact with the social environment on an interpersonal level and then
internalize their experience. The group activity will enhance the social and cognitive
skills of the learners in which the learners with the better grasp of the task will help the
students who have lesser experience and yet trying to per part of the task. The peer
activity will provide chances to the learners to share their knowledge to both and the
same time to learn from each other. Finally, the independent activity provides the
learner the opportunity to assess his/her own knowledge as to where he/she can do the
given task.
The intervention phases are shown on Table 1 on the next page:

9. Table 1
Intervention Phases of the Word-Mathics Telling Approach
Activities Person Involved Time Frame
Group Activity Leader of the Group as a teaching student
and the members as the learning students
Week 1 and 2
Peer Activity Member as a teaching student and a
learning student
Week 3 and 4
Individual Activity Independent Learner Week 5 and 6
As shown in the table 1, the Group activity will be given at the beginning of the
implementation stage. The presence of the teaching student serves as the scaffold in
order to perform the task. It will be followed by peer activity, in this stage the scaffold
is gradually taken out, so that the learners will be given more chances to perform the
required task, likewise to assess the readiness of the learners in performing
independently. Finally, the individual activity as the finale of the implementation stage,
to evaluate the learning independence of a learner in performing the task.
The activity will include solving mathematical equations and formulation of
number story in order to enhance their skills in language and numbers. In every
activity, the teacher will ask a concept, situation and or experience of the learners in
which their perceptions or point of views will be discussed and presented through Word-
Mathics Telling approach, which means the explanation or discussion is a combination of
both words and numbers. As motivational activity in General Mathematics and English
for Academic and Professional Purposes lessons, learners are expected to express
mathematical sentence into mathematical equation, solve mathematical problem, and
express oneself through sentence construction. On each activity, the teacher will post
on the board the guide situation or problem and have the learners express their answer

10. or interpretation through the Word-Mathics approach. Below is the sample of Word-
Mathics Telling activity.
John as a new student sat at the back of the first column
of a 5-row chair. He was called by his teacher to move in
front of the four students from his seat on the same
column. In what row does John is sitting now? Express
your answer in a mathematical equation and create
another story out of that equation.
Answer: 5 – 4 = 1, so John is sitting in the first row.
Possible Number story.
My mother is cooking at the kitchen. I asked her what she
is cooking, she answered five fried chickens. I went back
in my room. I felt quite hungry, so I decided to go to the
kitchen to eat my favorite fried chicken my mother had
cooked earlier. When I opened the container, I find only 1
piece, so I asked my mother the remaining 4. She
answered me with a smile looking at my little brother.
Taxonomy of Educational Objectives familiarly known as Bloom’s Taxonomy will
use to anchor the activity in the generations of the K-12 learners. Thus, the learners
will expose to the activities from simple to complex and concrete to abstract levels of
understanding. As parcel of the classroom management and the routinely activity, it is a
continuous and daily practice to assess the development and progress of the activity to
the learners.

11. ACTION RESEARCH METHODS
This chapter describes the participants and/or other sources of data, the data
gathering methods, data analysis plan and ethical considerations/ issues.
a. Participants and/or Other Sources of Data
The participants of the study will be 20 Grade 11 Senior High School Students
from General Academic Strand and Technical Vocational Livelihood (TVL) enrolled at
Lamberto H. Tirol National High School, Yapak, Malay, Aklan, during the Second Quarter
of the School Year 2023-2024. This group of participants will be chosen because most
of the students who are enrolled as Grade 11 are still non-numerate and non-literate
based on the conduct of the Enhanced-Regional Unified Numeracy Test (E-RUNT) and
the Philippine Informal Reading Inventory (Phil-IRI) during the School Year 2022-2023.
The participants will be chosen purposively based on their General Average on General
Mathematics and English for Academic and Professional Purposes during the First
Quarter Period. These will be a low performing students who are Fairly Satisfactory on
their academic performance or have a General Average ranging to 75% - 79%.
b. Data Gathering Method
Prior to the conduct of the actual study, the researchers will secure necessary
permit and permission will be sought from the Schools Division Superintendent, Division
of Aklan, to conduct the study at Lamberto H. Tirol National High School, Yapak, Malay,
Aklan. After the approval, copies of the endorsement letter from the Office of the
Schools Division Superintendent will be sent to the Office of the School Head and

12. permission will also be sought to utilize the Grade 11 - GAS and TVL students in the
study.
Thereafter, the researchers will prepare 10 validated lesson plans to serve as
guide in teaching and the Word-Mathics Telling activities that will be used during the
intervention.
The data use in this study will be the learners’ observation checklist, teacher-
researchers’ observation checklist, and the interview guide questions.
The teacher-researchers will distribute the learners’ observation checklist to the
participant to be filled up every week to use as guide in identifying their behavior and
responses with the materials as well as to determine if learnings takes place during the
conduct of the intervention. Instruction on the use of the observation checklist will be
clarified to the participants before hands. Observable responses may include their
behavioral learning and cognitive skills. Behavioral learning may signify their active
participations in the conduct of intervention as well as their feelings to work with group,
peer, and independently. Cognitive skills may show their learnings in every activity
whether they are working with groups, peer, or independently. Responses of the
learners will signify prior to the conduct of the activity to the next level. The sample
observation checklist for learners to be used is shown on Annex A.
The teacher-researchers will also observe and record the behavior of the learners
in every intervention using the teachers’ observation checklist. This data will be
gathered as basis in enhancing the intervention and to improve the delivery of the
lesson. The sample observation checklist for teachers to be used is shown on Annex B.
At the end of actual study, the participants will be also asked to fill up the
interview-guide questionnaire. It will compose of five-open ended questions which will

13. gather the learners’ insight and learning experiences during and after the conduct of the
intervention (See Annex C). According to Cullen (2022), open-ended questions provide
participants or whoever they may be directed towards, the opportunity to delve deep
with their responses and voice what is really on their minds. They encourage a full
answer, rather than the simple “yes” or “no” response that is usually given to a closed-
ended question. Not only are these questions designed to elicit a longer and more
detailed response, but they, likewise, ask the respondent to take extra time to consider
what is being asked of them and what they should say. Furthermore, open-ended
questions are for gathering insights rather than just answers.
The researchers will also randomly select five participants to participate in Focus
Group Discussion (FGD) in order to elicit their feedbacks about the activities. The
objectives and the initial results of the study will be presented to the participants so that
they could give their truthful responses, insights, and opinions according to what they
really experienced, observed, and learned during the conduct of the intervention.
Furthermore, they could also share their suggestions and recommendation for the
improvement and enhancement of the intervention. As cited by Masadeh (2012), Focus
Group Discussions are used in some studies as one of the research methodologies
because of their ability to actually generate items for the development of a
questionnaire. Focus Group Discussions also enable the researcher to drill more deeply
to attain in-depth insights into the researched topic as well as to collect a certain
amount of information and opinions from a small number of people in a short time. The
primary goal of Focus Group Discussions in these cases is not to generalize, but simply
as a step to help develop a set of questions to be asked in the subsequent
questionnaire.

14. Learners’ answers from the interview guide question and focus-group discussion
will be gathered, transcribed, and interpreted. Thorough evaluation of the result is the
mainstream as to the efficacy of the intervention. The progression will determine the
acceptance of the intervention and the opposite is for rejection. Rejection may follow
for revisiting the innovation for deep planning and crafting alternative innovative plan.
The final findings of the study will be discussed again to the participants in order
to verify the validity and accuracy of the results. It will also be presented to the Division
Research Committee for more suggestions and recommendation for its improvement.
c. Data Analysis Plan
This study will utilize the qualitative data using thematic analysis. The thematic
analysis will be used to determine the experiences of learners in integrating Word-
Mathics Telling approach in teaching both General Mathematics and English for
Academic and Professional Purposes before, during, and after the conduct of
intervention. According to Lochmiller (2021), thematic analysis enables researchers to
define and describe what a participant’s reality is using their own written or spoken
account. It is usually applied to a set of texts, such as an interview or transcripts. The
researcher closely examines the data to identify common themes – topics, ideas and
patterns of meaning that come up repeatedly (Caulfield, 2022). The pattern of
meanings that thematic analysis allows the researcher to identify need to be important
in relation to the particular topic and research question being explored (Braun & Clarke,
2012).
To analyze the data using thematic analysis, six phases of thematic analysis will
be used (Braun and Clarke, 2006 in Naelgas, 2022). This should not be viewed as a

15. linear model, where one cannot proceed to the next phase without completing the prior
phase (correctly); rather analysis is a recursive process (Naelgas, 2022). Figure 1 shows
the phases of thematic analysis will be used in this study.
Figure 1. Thematic analysis used in analyzing qualitative data.
d. Ethical Issues
Research in education focuses mostly on human beings. Therefore, it is the
responsibility of the researcher to protect the rights and welfare of the participants in
the research (McMillan & Schumacher, 2010 in Khobo, 2015). In order to conduct the
research, the researchers will secure all the necessary permits that are involve in the
study. The researchers will also secure consent letter to all participants in the study.
The letters will clearly explain the purpose of the study and also address issues of
anonymity, confidentiality, voluntary participation, time and benefits. Since participants
are still minors the parents’ permission will also be requested. The researchers
guarantee that the participants of the study will not be forced or subjected to any threat
Writing-up
involves
weaving
together
the
analytic
narrative
and data
extracts to
tell the
reader a
coherent
and
persuasive
story about
the data,
and
contextuali
zing it in
relation to
existing
literature.
Writing Up
It required
the
researcher
to conduct
and write a
detailed
analysis of
each theme,
identifying
the
‘essence’
of each
theme and
constructin
g a
concise,
punchy and
informative
name for
each theme.
Defining
and naming
Themes
The
researcher
reflected on
whether the
themes tell
a convincing
and
compelling
story about
the data,
and begin to
define the
nature of
each
individual
theme, and
the
relationship
between the
themes.
Reviewing
Themes
The
researcher
ended this
phase by
collating
all the
coded data
relevant
to each
theme.
Searching
for Themes
The
researcher
coded
every data
item and
ended this
phase by
collating
all the
codes and
relevant
data
extracts.
Coding
The researcher
immersed
himself
intimately with
the data
through reading
and re-reading
the FGD
transcript,
listening to
audio-recorded
data, and
watching the
video-recorded
data, and
noting any
initial
analytic
observations.
Familiarization
with the Data

16. in providing the necessary data for this study. They will not answer questions that they
found offending or uncomfortable that is why no guidelines will be imposed on how
much they will answer.
The gathering of data will be done in a suitable time and place and no harm in
any form such as physically or emotionally will be inflicted to the participants during
interview sessions. They are free to answer or give their opinions without any
consequence at their disadvantage. Their answers will be treated with confidentiality in
the part of the researchers. On top of it all, the outcomes of this study will be expected
to uplift the standards of educational practices and address implementation problems
and issues that will soon be of great benefit to all students.

17. ACTION WORK PLAN & TIMELINES
The objectives of this study will be achieved according to the following
categories: schedule of activities, target outputs, timelines, duration, and person
responsible of the activity. The researchers will religiously follow the schedule presented
in Table 2.
Table 2
Action Work Plan and Timelines in the Conduct of Word-Mathics Telling Approach
Activities Target Outputs Timeline Duration Person
Responsible
A. Preparation Phase
1. Preparation of
Action Research
Proposal
Action Research
Proposal
April 10-12,
2023
3 days Researchers
2. Proof Reading and
Editing of Proposal
Action Research
Proposal
April 13,
2023
1 day Researchers
3. Presentation and
Consultation of
Proposal to the
Division
Finished Action
Research
Proposal
April 14,
2023
1 day Researchers
and Division
Research
Committee
4. Finalization of Action
Research Proposal
Finalized Action
Research
Proposal
April 17-19,
2023
3 days Researchers
B. Implementation Phase
1. Permission from the
School Head
Approved
Permission Letter
Aug. 7, 2023 1 day Researchers/
School Head
2. Development of
Word-Mathics
Telling materials
Developed
Word-Mathics
Telling materials
Aug. 8-12,
2023
5 days Researchers
3. Formulation of
interview protocol
questionnaire
Formulated
interview
protocol
questionnaire
Aug. 14-15,
2023
2 days Researchers

18. 4. Establishment of
rapport and
familiarization with
students
Teacher-
Student's
Relationship
First Quarter
of the School
Year 2023-
2024
Whole
Quarter
Researchers/
Learners
5. Implementation of
Word-Mathics
Telling
Implemented
Intervention
Second
Quarter of
the School
Year 2023-
2024
6 to 8
weeks
Researchers/
Learners
6. Conduction of
weekly observation
checklist
Learners’
responses on
observation
checklist
Second
Quarter of
the School
Year 2023-
2024
6 weeks Researchers/
Learners
7. Monitoring and
Evaluation of the
conduct of Word-
Mathics Telling
Researchers’
observation
checklist tool
Second
Quarter of
the School
Year 2023-
2024
6 weeks Researchers
8. Conduction of
Interview Protocol
Learners’
responses on
interview
protocol
Last week of
the Second
Quarter of
the School
Year 2023-
2024
1 day Researchers/
Learners
9. Conduction of the
Focus Group
Discussion
FGD Discussion Last week of
the Second
Quarter of
the School
Year 2023-
2024
1 day Researchers/
Learners
10. Gathering of data
and other
information
Learners'
Responses on
Interview
Protocol
Last week of
the Second
Quarter of
the School
Year 2023-
2024
1 day Researchers/
Learners
11. Analysis and
interpretation of
data gathered
Analyzed and
Interpreted Data
Last week of
the Second
Quarter of
the School
Year 2023-
2024
2 days Researchers

19. C. Dissemination Phase
1. Preparation of final
manuscript
Final Action
Research paper
First week of
the Third
Quarter of
the School
Year 2023-
2024
5 days Researchers
2. Proof Reading of the
Final Paper
Final Action
Research Paper
Second week
of the Third
Quarter of
the School
Year 2023-
2024
2 days Researchers
3. Submission of Final
Paper
Certification of
Acceptance
Third week
of the Third
Quarter of
the School
Year 2023-
2024
1 day Researchers/
Division
Research
Screening
Committee
4. Dissemination of
Final Report
Disseminated
Final Report of
the Action
Research Paper
Fourth week
of the Third
Quarter of
the School
Year 2023-
2024
1 day Researchers
5. Submission of
Liquidations Report
Submitted
Liquidation
Report
Fourth week
of the Third
Quarter of
the School
Year 2023-
2024
5 days Researchers
6. Presentation of
Results in School
Presented Result
of Action
Research
First week of
the Fourth
Quarter of
the School
Year 2023-
2024
1 day Researchers
and Teaching
Personnel
7. Submission of hard
bound of Final Paper
Hard Copy of the
Action Research
Paper
First week of
the Fourth
Quarter of
the School
Year 2023-
2024
1 day Researchers

20. COST ESTIMATES
Table 5 shows the breakdown of expenses needed during the conduct of the
study. The items/materials needed, the quantity, unit, and unit cost of each item
materials, and the total cost are indicated for transparency and accountability purposes.
Table 3
Breakdown of Expenses Needed During the Conduct of the Study.
QTY UNIT PARTICULARS
UNIT
COST
TOTAL
COST
4 Reams Bond Paper (long) 220 880
5 Reams Bond Paper (short) 200 1,000
4 Bottles Epson 003 Ink (Black and Colored) 450 1,800
1 Unit Stapler 250 250
1 Box Staple wire #35 80 80
10 Boxes Ballpen 100 1,000
50 Pieces Tokens for Participants 50 2,500
5 Copies Bookbinding (Hard bound) 400 2,000
Local travels
(back & forth)
Transportation expenses:
(Malay-Iloilo) Submission of
deliverables
(Malay-Kalibo) Claim of check and
submission of final output
4,000
Total 13,510

21. PLANS FOR DISSEMINATION AND UTILIZATION
The result of the Action Research Paper will be disseminated in the School as the
primary recipient of the study. The researchers will secure a permit from the School
Head, as the immediate superior, as to the conduction of the activity. Teaching
personnel both in Junior and Senior High School will serve as the attendees. The
researchers will serve as the facilitators and resource speakers. The Matrix will be
developed and to be approved by the School Head. School Head and teachers across
learning areas are encouraged to utilize the research-based innovative activity as a
motivational approach in their teaching and learning processes.
Furthermore, the study will also be recommended as one of the suggested topics
during the In- Service Training for Teachers (INSET) both in school and district levels. It
aims to utilize the study into different learning situations that the innovation may bring
out. Feedbacks as responses from the teachers will be the further and future basis of
the researchers as to the efficiency of the study.

22. References
Braun & Clarke (2012). Thematic analysis. APA handbook of research methods in
psychology, Vol. 2, First Edition, American Psychological Association.
https://www.researchgate.net/publication/269930410_Thematic_analysis.
Cambridge International Education Teaching and Learning Team. Getting started with
metacognition. https://cambridge-community.org.uk/professional-development/
gswmeta/index.html
Caulfield, J. (2019). How to do thematic analysis|step-by-step guide & examples.
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Cherry, K. (2022). Piaget's 4 stages of cognitive development explained. Background
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Cullen, E. (2022). How to ask open-ended questions: 20 Examples.
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ended-questions
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Guillergan, Y. P. (2023). The importance of literacy and numeracy in education. Press
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25. Annex A
Observation Checklist for Learners
Observation Checklist (for learners)
Direction: Read each statement below and check the column of your desired preference.
Behavior Statements YES MAYBE NO
1. I am happy to participate in the priming activity.
2. I am happy doing the priming activity independently.
3. I am happy doing the priming activity with my peer.
4. I am happy doing the priming activity with my group.
5. I learned something in the priming activity.
Cognitive Skills
6. I can solve mathematical problem independently.
7. I can transfer mathematical equation into number story.
Do you have any question, suggestion or recommendation? _______
If yes, please specify.
Question: _________________________________________________________________
Suggestion: ________________________________________________________________
Recommendation: ___________________________________________________________

26. Annex B.
Observation Checklist for Teachers
Observation Checklist (for teacher)
Behavior Statements Always
Observed
Sometimes
Observed
Rarely
Observed
Not
Observed
1. Show enjoyment in participation in the
priming activity independently.
2. Show enjoyment in participation in the
priming activity with peer.
3. Show enjoyment in participation in the
priming activity with group.
Cognitive Skills
4. Solve mathematical problems accurately.
5. Transfer mathematical sentence into
number story.

27. Annex C
Interview Guide Question
Name (Optional): ___________________________Date of Interview: _______________
Directions: Read and understand the questions below and give your own point of view.
1. Are you in favor of the use of Word-Mathics activity in the beginning of the class
session? Why or why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Does the use of Word-Mathics activity help you to think and learn more critically?
Why and why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Does the use of Word-Mathics activity help you learn English? Mathematics? Why
and why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. What can you say about the use of Word-Mathics as a motivational activity in
general?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What are your experiences on the implementation of Word-Mathics activity?
a. Before the implementation
______________________________________________________________
______________________________________________________________
b. During the implementation
______________________________________________________________
______________________________________________________________
c. After the implementation