PHILIPPINE SCIENCE HIGH SCHOOL - WESTERN VISAYAS CAMPUS ​
Metropolis Avenue, Barangay Bito-on, Jaro, Iloilo City, 5000 Iloilo
Social Science Unit
Terminal Report
A.​ Members of the project
Members:
CADAY, Nicolo Vince
ESPINO, John Willian
GIBE, Julian Thaddeus
RUIZ, Daniel Matthew
TAÑEDO, Jeremy Joseph
Organization/Community
Grade 5 Students of Leganes Central
Elementary School (LCES)
Location
Leganes Central Elementary School
Project Duration
February 27, 2025 to April 3, 2025
Date of Submission
May 7, 2025
​
The community project “Let’s Learn in Leganes” was conducted at the Leganes
Central Elementary School (LCES) for 2 months starting from the third week of February
until the first week of April. The team is composed of Julian Thaddeus Gibe, our project
leader, Daniel Matthew Ruiz, John Willian Espino, Nicolo Vince Caday, and Jeremy Joseph
Tañedo.
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644
Acknowledgement
​
The researchers would like to extend their gratitudes to the LCES Principal, Louinne
Grace Insular for her support in conducting our project in her school. Furthermore, the
researchers would also like to thank Sir $NAME_OF_MATH_TEACHERS for allowing us to
borrow their period to teach math topics to their students. We also extend our gratitude to the
section of Grade 5 - Ganymede for their participation as students in our study. We also thank
our Social Science 6 teacher Sir Carlito Cerbo for guiding us and giving us advice on how to
properly conduct our study. Lastly, we would like to thank Ma. Melannie Solinap - Jaleco for
being our primary contact and supervisor in LCES.
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644
Table of Contents
Acknowledgement.................................................................................................................... 2
Table of Contents......................................................................................................................3
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644
List of Tables
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644
Abstract
Let’s Learn in Leganes was a project aimed to aid the Grade 5 - Ganymede students of
Leganes Central Elementary School (LCES) with their Mathematics skill and knowledge. It
aimed to determine the areas in Mathematics in which the students lacked, and it also aimed
to improve their skills in these areas through teaching. It consisted of three phases:
pre-testing, teaching, and post-testing. Pre-testing consisted of administering the students
with a pre-test containing four sections: Arithmetic, Geometry, Number Theory and Word
Problems. The scores from these tests were then compared to each other, which determined
which areas will be taught. However, all the students attained minimal scores on all of the
areas, which led to the teaching of the four subject areas. Next, the teaching phase consisted
of a day-to-day teaching of the subsections contained in the four sections of the pre-tests.
Each subsection was taught by a different member of the group. This persisted until the
section was fully taught. This led to the post-test phase, where at the end of every section, a
short quiz was administered in order to determine the increase in skill of the students in the
specific section. Then, these papers would be checked, tabulated, and compared to the
specific sections in the pre-test. This was repeated until the four sections were completed
(except for the Number Theory and Word Problems, which were merged into one post-test).
After the three phases were conducted, data analysis was performed. It was shown that there
was a large increase in the scores of the students from the pre-test to the post-test. This
suggests that the students have a problem with retention, as they only got higher marks after
the lessons were re-taught to them. The group members suggest integrating reinforcement
sessions before advancing on to another topic in order to boost their retention of fundamental
lessons. Future initiatives should focus on prioritizing retention-focused strategies such as
having formative assessments before the actual long exams.
B.​ Introduction
This project focuses on providing supplementary Mathematics lessons to grade 5
students in Leganes Central Elementary School located in Poblacion, Leganes, Iloilo.
Mathematics is a fundamental subject which requires a basis of critical thinking and
problem-solving skills. However, there is an observed lack of mastery in this specific area
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644
due to limited resources and time. This project seeks to offer additional learning opportunities
to these students.
The project will involve organizing and delivering interactive, engaging, and
curriculum aligned math lessons. These sessions are designed to compliment the established
school curriculum while using some new techniques that could help learning be enjoyable
and effective.
Objectives of the Study
This study aims to achieve the following goals:
-​ Assess the baseline knowledge and skill of the Grade 5 – Ganymede students of
LCES in the area of mathematics.
-​ Teach the students math lessons based on the results of the pre-test, specifically
focusing on the sections with the lowest scores.
-​ To administer post-tests that will help the students practice what they have learned,
and determine if our teaching method is effective.
Methodology
​
Ocular visit of LCES. The principal of LCES was sent an invitation to conduct the
community project at the school with her permission and guidance. The principal was
informed that a grade 5 section will be picked based on their performance on mathematics,
and taught 4 aspects of mathematics, namely Arithmetic Operations, Geometry, Number
Theory, and Word Problems. Afterwhich, the section “Ganymede” was chosen to teach these
topics.
​
Conducting Pre-tests. An 80-item pre-test on arithmetic operations, geometry, number
theory, and word problems were conducted to assess the initial capabilities of the students.
Twenty questions were allotted for each topic, and were answered for 50 minutes.
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644
​
Teaching the topics. After conducting the pre-test, two sessions with each session
lasting for 50 minutes were allotted to teach each topic, which was then followed by a
post-test at the next meeting.
​
Conducting Post-tests. After two sessions for each topic, a 30-item post-test was
given to the students to answer for 30 minutes.
​
Descriptive analysis. The number of students who participated in the pre- and
post-test and the average scores of the students for each topic were analyzed using the
software Jamovi.
​
Statistical analysis. Shapiro-Wilk tests were performed on the pre- and post-tests
scores for arithmetic operations, geometry, number theory, and word problems to determine
the normality of the data. The data were found to have missing values and not normalized,
thus, a Linear Mixed-Effects Model was used to determine if there was a significant
difference in the post-test scores and pre-test scores for each topic.
Discussion of Results and Findings
​
Descriptive analysis of the scores in Arithmetic Operations, Geometry, Number
Theory, and Word Problems in the pre- and post- tests. The average scores in each category
for the pre- and post-tests are shown in table 1. The number of total students are denoted by
N and the number of students who weren’t able to take the test are also shown. Shapiro-Wilk
tests were conducted to determine the normality of the data gathered.
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644
Table 1. Descriptive analysis of the gathered data in the pre- and post-tests for Arithmetic
Operations, Geometry, Number Theory, and Word Problems
Shapiro-Wilk
Pre /
Post
Test
N
Missing
Mean
SD
W
p
Arithmetic
Operations
Pre
28
16
0.2679
0.552
0.548
<.001
Post
32
12
5.1250
3.200
0.967
0.414
Geometry
Pre
28
16
0.3571
0.826
0.477
<.001
Post
31
13
12.3710
4.330
0.957
0.243
Pre
28
16
0.0714
0.224
0.366
<.001
Post
42
2
10.2857
4.820
0.984
0.818
Pre
28
16
0.0000
0.000
NaN
NaN
Post
42
2
10.2857
4.820
0.984
0.818
Number
Theory
Word
Problems
​
Linear Mixed-Effects Model analysis. The Shapiro-Wilk tests showed that all data
collected are not normalized. Additionally, due to some students missing the pre- or/and postexams, the data gathered were not complete. Because of this inconsistency and lack of normal
data, a linear mixed-effects model was used to determine if there was a significant difference
between the sores in the pre-test and post-test for each category. Shown in Table 2 are the
p-values of each analysis.
Table 2. Statistical analysis conducted on the pre-test and post-test scores of each category
Pretest vs Posttest analysis
p-value
Arithmetic Operations
< 0.001
Geometry
< 0.001
Number Theory
< 0.001
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644
Word Problems
< 0.001
​
The p-values were shown to be < 0.001 for all analyses, indicating that the scores of
the students in the post-test have a significant difference in their scores in the pre-test.
However, it is important to note that this does not necessarily show that all students have
increased their scores, as there were individual students whose scores did not significantly
increase.
Sustainability
​
The study is expected to have a short-term effect of the students reviewing and
re-understanding their old lessons. However, due to their lack of retention, this is not
expected to be a long-term effect as they may forget these topics and lessons again. Another
one of the short-term effects could be that the students may have had a delayed learning
experience for their normal Mathematics curriculum, as our project took place during the
time slots of their Mathematics period.
​
One of the longer-term effects of the study is that the students will be more aware of
what areas in Mathematics they are lacking in. As we reviewed their past lessons, there were
different students who excelled and recited more in different topics. Hopefully the study will
make it more clear of what they need to improve on. Another longer-term effect is that this
study will make the teachers more aware that the students heavily lack retention. This can
possibly lead to the teachers devising more interesting and captivating lesson plans in order to
hopefully help the students remember more of the lessons that they are being taught.
Summary Conclusion
​
After the project implementation, we discovered that there was indeed a significant
increase of the student’s score from the pre-test to the 3 pos-tests. This means that the
teaching sessions did indeed have a positive effect on the students. However, due to the
pre-test scores mostly being 0, the group suggests that it is a problem with the students’
retention, as the lessons presented were already taught to them in previous grade levels. This
led the group members to suggest the teachers find a more engaging way to teach the lessons
to the students, such as through games or prizes. We also recommend to have constant
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644
formative assessments relating to the lessons taught in order to ensure that these lessons are
retained and remembered.
​
For the group members ourselves, we have all undergone challenges and learned
important lessons from each of them. First is the necessity to plan ahead and to stick to the
schedule if possible. This was due to the fact that we started late, and therefore had to rush
some parts of our project in order to complete it in time. This highlighted the need to stick to
the schedule and to not laze off. The second lesson is adaptability. Our group encountered the
problem off class cancellations due to high heat index. As a result, we had to spontaneously
fix our schedule based on the announcements of the mayor if shortened classes were to be
followed. This made us learn the importance of resilience and adaptability. In instances where
we cannot adhere to the schedule set, we must learn to compr
​
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Postal Address: Brgy. Bito-on, Jaro, Iloilo City​
Tel. No. : (033)329-2011, (033)326-5973, (033)503-2578​
Website: https://wvc.pshs.edu.ph
Fax No. : (033)329-5644