City College of Calamba

Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

APPROVAL SHEET

STUDENT RESEARCHERS : Princess Joy Cabotaje

Reanne Ernacio
Jeraima Hidalgo
Claire Recillo
DEGREE : Bachelor of Secondary Education
SPECIALIZATION : Mathematics
THESIS TITLE : The application of Vedic Math and
its impact on teaching and learning
of solutions to quadratic equations

EXAMINING COMMITTEE

Prof. Nora S. Sara

Adviser

Prof. Minariza Gillaco

Editor

Prof. Marlene R. Castillo

Facilitator

ORAL DEFENSE COMMITTEE

Prof. Ronald A. Gonzales

Chair

Prof. Edrian Gonzales

Member

Prof. Corazon Barachina

Member

Date Defended and Approved: ________________

Accepted and approved in partial fulfillment of the requirements for the degree of
BACHELOR OF SECONDARY EDUCATION, MAJOR IN MATHEMATICS

Prof. Ronald A. Gonzales

Director
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

THE APPLICATION OF VEDIC MATH AND ITS IMPACT ON

TEACHING AND LEARNING OF SOLUTIONS TO QUADRATIC
EQUATION

An Undergraduate Thesis

Presented to

The Faculty of the Department of Teacher Education

City College of Calamba

Calamba City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor in Secondary Education

Major in Mathematics

by

Cabotaje, Princess Joy

Ernacio, Reanne

Hidalgo, Jeraima

Recillo, Claire
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

November 2014
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 iii

TITLE : The Application of Vedic Math

And Its Impact on Teaching And
Learning of Solutions To
Quadratic Equation

RESEARCHERS : Princess Joy Cabotaje

Reanne Ernacio
Jeraima Hidalgo
Claire
Recillo

ADVISER : Prof. Nora S. Sara

TYPE OF DOCUMENT :Undergraduate Thesis

ABSTRACT

The study focused on the application of Vedic Math on teaching

and learning of solutions to quadratic equation among Fourth Year

students of Calamba National High School Annex S.Y. 2014-2015. Fifty-

two fourth year students took Algebra test and respond to the survey

questionnaire prepared and administered by the researchers. This study

used the experimental method in gathering data. The researchers

provided 30 item test questionnaires to determine the impact of Vedic

Math. A survey questionnaire was also used to get the perception of the

participants and the cooperating teacher on the two teaching methods.

The formulas that were used to get the result of the study were: paired t-

test, t-test for independent population, and Pearson r correlation. The

 City College of Calamba
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Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 iv

result showed that there was a significant difference in the performance

of the participants based on the given tests to them, and there was a

significant relationship between their perception on the two teaching

methods and the result of their performance. It was recommended that

the teacher should be open-minded about adopting other methods that

will result to the successful teaching-learning process.

ACKNOWLEDGEMENT

To Prof. Nora Sara, the researcher’s adviser who gave

time and support to the researchers.

To Prof. Minariza Gillaco, the researcher’s editor

who gave time to edit the study and support to the

researchers.

To Prof. Maranne Hibek, Prof. Richie Mendoza,

and Mr. William Bartolome who willingly validated the

researcher’s test questionnaire;

To Mrs. Rebecca Panopio, IV Ruby and IV Jade

students, and Mrs. Ma. Fe. Lorelei Amon, the school

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 v

principal for the assistance and participation in the conduct

of the study;

To Prof. Ronald Gonzales, Prof. Edrian Gonzales

and Prof. Corazon Barachina, the researcher’s panelist, for

giving valuable information to further improve the study;

To the researchers’ Parents, brothers and sisters

for their financial support, prayers, love, and patience;

To the researcher’s classmates in III-Sed3, for giving

advice, comfort, suggestions and ideas throughout this study;

To the students of III-Sed1 and III-Sed2, for their

advice and support to the researchers;

And most of all, to God, who provides everything for

the researchers, may it physically, emotionally, spiritually,

financially and mentally needs of the them and for continuous

guidance to the researchers to accomplish the entire task in

this study.

The
Researchers
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 vi

Cabotaje,
Princess Joy

Ernacio,
Reanne

Hidalgo,
Jeraima

Recillo, Claire

TABLE OF CONTENTS

P
age

Approval Sheet i
Title Page ii
Abstract iii
Acknowledgment
iv Table of Contents
 City College of Calamba
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Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 vii

vi List of Tables
ix List of Figures
x

CHAPTER

1 THE PROBLEM AND ITS SETTING

Introduction
1

Theoretical Framework
5

Statement of the Problem

6

Hypothesis 8

Scope and Limitation

8

Significance of the Study

9

Definition of Terms
10

2 REVIEW OF THE RELATED LITERATURE

Related Literature
12
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 viii

Related Studies
16

Synthesis
26

3 METHODOLOGY AND PROCEDURES

Research Method 30

Research Design 32

IPO 33

Participants of the Study

34

Research Locale
35

Data Gathering Procedure

35

Instruments 36

Validation of the Instruments

36

Statistical Treatment of Data

36

4 PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA

The level of performance of two section

40
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 ix

in the pretest and post test

Significant difference in the pretest and post test of

43

control group, and treatment group

Significant difference between the levels of

performance 45

of two sections in pretest and post test

The perception of the participants about Vedic math

46

Relationship between post test scores of participants

47

and their perception about Vedic math

Perception of the teacher about Vedic math

48

5 SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary and Findings

50

Conclusions
52

Recommendation
53

Derived Implication of the Study

54
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 x

Reference

Appendices

Letter of request to conduct the study

Observation sheet

Table List of Tables

Pages

1 Population and sample of the study

34

2 The pretest and the post test performance of the

41

students control group and treatment group

3 Comparison between the pretest and post test of

44
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 xi

the control group

4 Comparison between the pretest and post test of

44

the treatment group

5 Comparison of the pretest and post test scores of

45

the control group and treatment group

6 The perception of the treatment group about

Vedic 46

Math

7 Relationship between the level of performance of

the 47

Treatment group and their perception about

Vedic

Math

8 The perception of the teacher about Vedic math

48

List of Figure Figure

Page
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 xii

1 Research paradigm of the study

33
 City College of Calamba
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Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Mathematics is used all over the world and serves as an

essential tool in communication and in many fields. It helps us to

understand the world and a part of everyday living. It is known as

one of the gate keepers for success in all fields of life. It is a

common saying that Mathematics is the mother of all subjects.

That is why it is considered to be more than a subject and is

conceived as a key for solving the problem. It is a big contribution

of philosophies throughout the ages.

Mathematics is perceived by society as the foundation for

scientific and technological knowledge that is cherished by

societies worldwide. Since mathematics is about pattern and

structure. It includes logical analysis, deduction, and calculation.

When patterns are found often in widely different areas of science

and technology, the mathematics of these patterns can be used to

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

explain and control natural happenings and situations. It is an

instrument for political, socio-economic, scientific and

technological developments (Githua & Mwangi, 2003).

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 2

"Mathematics is a creation of human mind concerned chiefly with

ideas, processes and reasoning. It is much more than arithmetic, more

than algebra, more than geometry. Also it is much more than

trigonometry, statistics and calculus"(Prakash,J.).

(http://www.preservearticles.com/201105246938/mathematics.html)

The study of mathematics can satisfy a wide range of interests and

abilities. It develops the imagination. It trains in clear and logical

thought. It is a challenge with varieties of difficult ideas and unsolved

problems, because it deals with the questions arising from

complicated structures.

(http://www.popmath.org.uk/centre/pagescpm/imahob95.html)

Mathematics is one subject that pervades life at any age, in any

circumstance. Thus, its value goes beyond the classroom and the

school. Mathematics as a school subject, therefore, must be learned

comprehensively and with much depth.

In the basic education levels, K-10, mathematics has twin goals

which are critical thinking and problem solving.

Scrwin and Paul defined critical thinking as the intellectually

disciplined process of actively and skillfully conceptualizing,

analyzing, synthesizing and evaluating information gathered from

observation, experience, reflection, reasoning, or communication as a

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 3

guide to belief and action. While Polya, defined problem solving, as

finding a way around a difficulty, around on obstacle and finding a

solution to a problem that is unknown.

These two goals are to be achieved with an organized and rigorous

curriculum content, a well-defined set of high-level skills and

processes, desirable values and attitudes, and

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 3

appropriate tools, recognizing as well the different context of filipino

learners. (http://www.gov.ph/downloads/2012/01jan/MATHEMATICS-

K-12-Curriculum-Guide.pdf)

''Philippines ranks a poor seventh among nine Southeast Asian

nations in the area of education and innovation'', Guillermo M. Luz,

co-chairman of the National Competitiveness Council (NCC), said. At a

forum on Innovation and Entrepreneurship for a Globally Competitive

Philippines, Luz presented the disturbing results of the 2010-2011

Global Competitiveness Report of the World Economic Forum, which

showed that the Philippines only fared better than Cambodia, among

the eight Southeast Asian countries that were surveyed in the fields of

education, science and technology and innovation. In the area of

primary education, the Philippines ranked 99th out of 138 economies.

The Philippines ranked 69th in education system, 112th in science and

math, and 76th on Internet access. In all categories, the Philippines

was falling behind Singapore, Brunei, Malaysia, Indonesia, Thailand

and Vietnam. (http://www.abscbnnews.com/business/06/14/11/philippine-educatio-

ranked-poor)

Shiela Crisostomo (2000), updated that Filipino students still rate

low in math, science and that is according to results of the Third

International Mathematics and Science Study-Repeat (TIMSS-R). A

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 4

report of the Department of Science and Technology (DOST) stated

that the 6,601 Filipino students who took the TIMSS last year ranked

36th in both science and mathematics test, it noted, Filipino students

did best in Data Representation, Analysis, and Probability, and poorest

in Algebra. (http://www.philstar.com/news-feature/91528/filipino-students-still-rate-low-

math-science)

One of the important branches of mathematics is Algebra where

letters and other general symbols are used to represent numbers and quantities in formulae and

equations. It deals with properties of operations and the structures these operations are

defined on. (http://www.cut-the-knot.org/WhatIs/WhatIsAlgebra.shtml)

The main reason for studying mathematics specially algebra to an

advanced level is that it is interesting and enjoyable, challenging to

students and when solving problems gives excitement and

satisfaction. However, not all students have the same perception in

mathematics. Some students find it a difficult subject since they

encounter difficulty with basic arithmetical operations and in

manipulating symbols to balance equations. Students frequently

encounter mathematics problems involving calculations,

understanding of concepts, principles and mathematical relationship

with other subjects.

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 5

In order to improve the skills of the students in terms of

mathematics, especially in algebra, teachers add some techniques and

methods to motivate their students in learning mathematics. They

teach their students an easier way to solve math problems for the

students to enjoy their math lesson.

One system of mathematics that make the difficult things easy is

known as Vedic mathematics. This has been rediscovered from the

Indian Sanskrit text known as the Vedas, between 1911 and 1918 by

Sri Bharati Krsna Tirthaji (1884-1960). At the beginning of the

twentieth century, when there was a great interest in the Sanskrit

texts in Europe, Bharati Krsna stated that some scholars ridiculed

certain texts which were headed ‘Ganita Sutras’- which means

mathematics. They could find no mathematics in the translation and

dismissed the texts as rubbish. Bharati Krsna, who was a scholar of

Sanskrit, Mathematics, History and Philosophy, studied these texts

and after lengthy and careful investigation was able to reconstruct the

mathematics of Vedas. According to his research all of mathematics is

based on sixteen sutras, or word-formulae. Bharati Krsna wrote

sixteen volumes expounding the Vedic system but these were

unaccountably lost and when the loss was confirmed in his final years

he wrote a single book: Vedic Mathematics, currently available. It was

published in 1965, five years after his death.

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 6

(www.vedicmaths.org/introduction/history)

The purpose of this study was to find the impact of Vedic Math, a

simple method that students can easily adapt. The researchers

conducted this study, to find out if Vedic

Math will help increase the learners’ performance and learning

capability in mathematics.

Theoretical Framework

The researchers used the following as framework of their study.

According to Ormod (2004) a learning goal is a desire of an

individual to acquire new knowledge or master new skills. Learning

goal is for intrinsically motivated students who are more likely

motivated through mastery of a topic instead of just rote learning

performance.

Self- determined goal is a personal related goal and the students have

a self determination to enhance his/her motivation to learn.

Goal setting is a motivational tool. It is effective if the major

elements are present. The first element is goal acceptance, it is the

willingness of students to learn and accept new knowledge; Second,

specificity, the knowledge that the students need to learn are

specified and it must be Specific, Measurable, Attainable, Resource

oriented, and Time bounded (SMART); Third, challenge, students are

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 7

motivated very well if there is a challenge to the knowledge that they

want to acquire; Fourth, performance monitoring, it is important that

the teacher monitor the learning of the students if the new knowledge

that they acquire is really a big help to them; and lastly, the

performance feedback, it is how they find the new knowledge and its

effectiveness.

This theory is related to the current study of the researchers

because the students are exposed to a new method in solving Algebra.

This theory is appropriate for this research where students absorb

new method by solving an equation in algebra. This theory is related

to how students learn and how they are motivated to learn new

things. This theory views that a learner that has goal is willing to

acquire a new knowledge and is motivated intrinsically. This theory is

related to teaching Vedic mathematics to students because Vedic

mathematics is a method which is new and foreign to students. They

can adopt it and learn it well to help improved their mathematical

capabilities to solve problems and equations in algebra.

Statement of the Problem

The objective of this study was to determine the impact of Vedic

Math on students' Algebra learning.

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 8

Specifically, it sought to answer the following questions:

1. What is the level of performance of the students during

pretest and post test?

1.1. Control Group

1.2. Treatment Group

2. Is there a significant difference in the pretest and post test

scores of Control Group and Treatment Group?

3. Is there a significant difference between the scores of the

students in the following test?

3.1. Pretest

3.2. Post test

4. What is the perception of the treatment group about the use

of Vedic math in Algebra?

5. Is there a significant relationship between the post test

scores of the experimental group and their perception to Vedic

math?

6. What is the perception of the teacher about the use of Vedic

math in Algebra?
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 9

7. What is the implication of the study?

Hypotheses

The following Null Hypothesis was tested for their significance:

 There is no significant difference in the scores of the pretest and

post test of the treatment group.

 There is no significant difference in the pretest and post test

scores of the control group.

 There is no significant difference in the post test scores of

control group and treatment group.

 There is no significant relationship between the level of

performance of the group who used Vedic math and their

perception of Vedic Math.

Scope and Limitation

The main concern of this study was to find out if applying of Vedic

Mathematics in teaching Algebra will help increase the level of

performance of the students.

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 10

This study limits itself to the selected fourth year students of

Calamba National High School (ANNEX), S.Y. 2014-2015 where two

sections were chosen; IV- Ruby and IV-Jade. Section Ruby was

considered the treatment group since it is in this section that the

teacher applied Vedic Mathematics in factoring and finding roots of

quadratic equations while section Jade was considered the control

group since it is in this section that Vedic math was not introduced.

In using Vedic Mathematics, the researchers limit only on four out

of sixteen corollaries in Vedic Math. The researchers used

“Anurupyena” which means proportionality and

“Adyamadyenantyamantyena” which means the first by the first and

the last by the last in factoring quadratic equations. While in finding

roots of quadratic equation, “Kevalaih Saptakam Gunyat” which

means transpose and adjust and “Adyam-antyam Madhyam” which

means the factors of the sum is equal to the sum of the factors, were

used. Participants were chosen based on their grades and level of

performance in mathematics subject, a scale of 80%-82% grades was

used.

Significance of the Study

The result of this study will hopefully benefit the following as this

will give them insights on how to explore other methods of solving.

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 11

The Students. This will help them be motivated in studying

mathematics and increase their ability in mental computation.

The Teachers. It will give them an understanding of another teaching

method that will provide the ideas on how to solve in a new way a

particular topic in algebra which may ease their long method of

computation.

The Researchers. The data in this study may serve as an inspiration

to the researchers to explore more about this formulas in order to

understand mathematics in an easier way and also it will help them to

determine the effectiveness of using Vedic Mathematics in teaching.

Future Researchers. This study will provide them information as a

source for future researches related to the study.

Definition of Terms

The researchers provided conceptualized meaning to some

terminologies that were used in the study for better knowledge and

understanding.

Bit - This is a short term for binary digit. It is the smallest unit of data

in a computer. A bit has a single binary value, either 0 or 1. Although

computers usually provide instruction s that can test and manipulate

bits, they generally are designed to store data and execute

 City College of Calamba
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Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 12

instructions in bit multiples called bytes. In most computer systems,

there are eight bits in a byte. The value of a bit is usually stored as

either above or below a designated level of electrical charge in a

single capacitor within a memory device.

(http://whatis.techtarget.com/definition/bit-binary-digit)

Control Group – It refers to the group of students who were taught

quadratic equation without the application of Vedic math.

Perception – In this study, it pertains to the point of view of the

participants regarding the use of Vedic Math in their Algebra.

Pretest – It refers to the test given to the students before teaching

quadratic equation with the application of Vedic math.

Post-test – It refers to the test given to the students after teaching

quadratic equation with the application of Vedic math.

Quadratic Equation - It is an equation that can be written in the

standard form ax2+bx+c = 0, where a , b , and c are real numbers and

a does not equal zero.

(http://www.icoachmath.com/math_dictionary/quadratic_equation.html

Solution Solution Set - Any and all values of the variables that

satisfies an equation , inequality, system of equations, or system of

 City College of Calamba
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Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 13

inequalities. With a system of equations or system of inequalities, the

solution set is the set containing values of the variables that satisfy all

equations and or inequalities in the system.

(http://www.mathwords.com/s/solution.htm)

Treatment Group – It refers to the group of students who were

taught quadratic equation with the application of Vedic math.

Vedic - a mathematical concept related to the Veda or Vedas, the

variety of written Sanskrit in the Hindu culture.

(http://www.thefreedictionary.com/_/dict.aspx?rd=1&word=Vedic)

Vedic algorithm - a specific set of instructions for carrying out a

procedure or solving a problem, usually with the requirement that the

procedure terminate at some point. Specific algorithms sometimes

also go by the name method, procedure, or technique. The word

"algorithm" is a distortion of al-Khwārizmī, a Persian mathematician

who wrote an influential treatise about algebraic methods. The

process of applying an algorithm to an input to obtain an output is

called a computation. (http://mathworld.wolfram.com/Algorithm.html)

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter deals with the presentation of related literature and

studies which have significant bearing on the present study and which

helped to build the foundation of this study.

Related literature

Vedic Mathematics is an ancient system of mathematics. It was

formulated over many centuries by the ancient sages of India. The

term “Vedic Mathematics” refers to a set of sixteen mathematical

formulas or sutras and their corollaries or sub sutras derived from the

Vedic system. This speaks for its coherence and simplicity in handling

mathematical problems.

Also according to Singhal (2007), the sutras being single in line

phrases are easy to understand and remember. Although the sutras

are in Sanskrit, the knowledge of Sanskrit language is not a must as

they are very well translated. The sutras are so beautifully

interrelated and unified, that any mathematical operation can be

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015

performed in many different mathematical operations. The sutras not

only develop aptitude and ability but also, nurture and develop logical

thinking and intelligence and also encourage innovativeness.

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 1

3
While Vedic mathematics is nurturing the brain, it also helps

people to relate to the past. A full concentration on it even helps

people develop a spiritual bend within themselves. Also, in Vedic

system, difficult problems or huge sums can often be solved very

quickly and calculations can be carried out mentally or involves

one or two steps. Its simplicity leads to more creative, interested

and intelligent pupils. The students develop mathematical

intelligence and get more confidence in the subject. The advantage

of students who were trained with Vedic mathematics is, they will

become often ready with the answers soon after the teacher

finishes writing the problem on the board.

Singhal also pointed out that Vedic mathematics is very useful

in preparing students for competitive examinations for it may

increase the speed in computation. It can also provide them with

the “extra something” which helps them to be different. Many big

digit calculations can be done faster by Vedic math, although

calculators can also make calculations be done faster, but not all

times it can hold all types of calculations. Algebra, Geometry,

Calculus and many other topics can not be done using a calculator,

but in Vedic math it can be possible.

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 1

4
These qualities make mathematics easy, enjoyable and flexible

and their qualitative approach makes use of both parts of the brain.

So versatile is their science that it has been incorporated in the

educational syllabi of many countries worldwide. Even NASA

scientists applied its principles in the area of artificial intelligence.

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 1

5
The real beauty and effectiveness of Vedic mathematics cannot

be fully appreciated without actually practicing the system.

Without practice, Vedic methods will be soon forgotten since these

methods are not taught in regular schools, so learners have to

consciously take time out to practice the system, for them to be

benefited by these wonderful, logical and systematic and faster

methods of solving the most complex sums. One can then see that

it is an extremely refined and efficient mathematical system.

Similarly, William K. (2002) defined Vedic math as a system of

mental mathematics, though it can also be written down. It is a

complete system of mathematics which has many surprising

properties and applies at all levels and areas of mathematics, pure

and applied.

He also pointed out that the sutras are very short, but once one

understands them and the modus opperandi inculcated there in for

their practical application, the whole thing becomes a sort of

children's play and ceases to be a problem.

In like manner of the previous definition of Vedic math from

Singhal, William K. also stated that the benefits of using Vedic

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 1

6
mathematics include more enjoyment of math, increased flexibility,

creativity and confidence, improved memory, greater mental agility

and so on. It has a remarkable coherence and simplicity that make

it easy methods complex problems can often be solved in one line.

Because the Vedic methods are so different to the conventional

methods, and also to gain familiarly with the Vedic system, it is

best to practice the techniques as you go along.

He also added that Vedic math not only does the system give

many striking general and specific methods, previously unknown

to modern mathematics, but it is more coherent and integrated as

a system.

In the same fashion, Atul Gupta (2004), also emphasize Vedic

math as a wonderful set of techniques which can help school and

college students, teachers, parents, common people and people

from non-mathematical areas of study, to discover the joys of

solving mathematical problems.

He also mentioned that these techniques are derived from

sixteen sutras in the Vedas, which are thousands of years old

among the earliest literature of ancient Hindus in India. They are

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 1

7
endless source of knowledge and wisdom, providing practical

knowledge in all spheres of life. These techniques are very easy to

learn and encapsulate the immense and brilliant mathematical

knowledge of ancient Indians, who had made fundamental

contributions to mathematics in front of the decimal numerals, zero

and infinity. Techniques reduce drastically, the number of steps

required to solve problems and in many cases, after a little

practice, many of the problems can be solved orally. It gives

tremendous self-confidence to the students which lead them to

enjoy mathematics instead of fearing and disliking it.

Vedic mathematics deals mainly with various Vedic

mathematical formulas and their applications for carrying out

tedious and cumbersome arithmetical operations, to a very large

extent, executing them mentally. (http://books.google.com.ph/book?

rd=5fBZ8mQc&printsec=frontcover&dq=vedic+mathematics)

Correspondingly, A.P. Nicolas puts that Vedic mathematics

system as one of the most delightful chapters of the 20th century

mathematical history and J.T. Glover, says that the experience of

teaching Vedic mathematics methods to children has shown that a

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high degree of mathematical ability can be attained from an early

stage while the subject is enjoyed for its own merits.

Related Studies

In the study entitled, Maharashi's Vedic Mathematics in

Elementary Education: Developing All Knowingness To Improve

Affect, Achievement, and Mental Computation (John Muehlman,

1998). The researcher stated here that Maharishi's Vedic

Mathematics is the absolutely precise organizing power inherent in

the structure of self- refferal consciousness, pure knowledge, the

Veda. In elementary education, the computational aspect of

Maharishi's Vedic Mathematics is Vedic sutra based on

computation, derived from 16 Vedic Sutras or aphorisms. Each

sutra serves as the central point from which many different

algorithms emerge.

In the context of a full Maharishi's Vedic Mathematics program.

Vedic Sutra based computation cultures the ability of the mind to

function from the level of pure, self-referal consciousness-all

knowingness, the Unified Field of all the laws of Nature while the

student computes. This culturing process gradually develops the

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ability to think and act in accord with all the Laws of Nature. The

student begins to compute more in accord with the principle of

least action which makes computation easier, faster, more mental,

and more enjoyable. Through this developmental process, it is

predicted that over time a full Maharishi's Vedic Mathematics

program will create the instantaneous solution to any problem, the

state of all knowingness- "mathematics without steps''- in the life of

a student.

Results from an empirical study comparing Vedic Sutra based

multiplication and checking to conventional methods at the third

grade level indicate that students using the Vedic Sutra based

approach have higher achievement scores, retain more

multiplication and checking skill, and enjoy computation more than

students using conventional methods. The Vedic Mathematics

group also computed more efficiently and performed more mental

computation. Structured interviews conducted after all students

involved in the study had learned both approaches to computation

indicated that Vedic Sutra based computation was easier, more

enjoyable, and more motivating than conventional methods.

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(http://dl.acm.org/citation.cfm?id=921025 )

In the study entitled, Vedic Mathematics Multiplication the

researcher employed a case study methodology using a single class

of Year 10 with the students at the age of 15. They used a co-

educational state. Secondary school in Auckland., New Zealand

and the class contained 19 students, 11 boys and 8 girls. The

students, who included 9 recent immigrants, were drawn from

several cultural backgrounds, and accordingly have been exposed

to different approaches and teaching environments with respect to

learning mathematics. This also meant that nine of the students

have a first language difficulties tend to hinder their learning. Two

anonymous questionnaires were constructed using concepts that

are identified as important in developing a structural

understanding of binomial expansion and factorization, such as

testing the concept of a factor and the ability to apply a procedure

in reverse. Questions included: multiplication of numbers;

multiplication of binomial expressions; factorization of quadratic

expression; word problems on addition and subtraction of like

terms; and expansion of expressions in a practical context. Some

questions also involved description of procedures and meanings

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attached to words. In particular, the second questionnaire

contained items on the use of the Vedic method applied to binomial

expansion and factorization.

It was also mentioned in this study that Vedic mathematics has

been the range in American schools. The clear difference between

Asian Indians and Average American students approach for solving

math problems had been evident for many years, finally prompting

concerted research efforts into the subject. Many students have

conventionally found the process of algebraic manipulation,

especially factorization, difficult to them. Research studies have

investigated the value of introducing students to a Vedic method of

multiplication of numbers that is very visual in its application. The

question was whether applying the method to quadratic

expressions would improve student understanding, not only of the

process but also the concepts of expansion and factorization. It was

the case, and that some students also preferred to use the new

method.

(http://www.ukessays.com/dissertations/mathematics/vedicmathem

aticsmultiplication.php?cref=1)
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Advanced Algorithmic Techniques in Numerical Linear Algebra:

Hybridization and Randomization Thesis is submitted for the

degree of Doctor of Philosophy (Haim Avron, 2010). The main

theme of this thesis is the use of hybridization and randomization

to develop new algorithms for solving important problems in

numerical linear algebra. The importance of numerical linear

algebra cannot be overstated. Numerical linear algebra is

ubiquitous in scientific computing. For example, modeling real-

world changing conditions, such as weather, air flow around a

plane, automobile body deformation in a crash almost always

requires solving linear systems or computing eigenvalues In the

last few decades there has been considerable progress in the

development of general purpose linear solvers. Nevertheless,

concurrently the number and scale scientific applications increased

dramatically, and to day, more then ever, many research and

industrial centers are in need of widely-applicable efficient linear

solvers. This thesis explores two exciting methodologies,

hybridization and randomization, which seem promising in the

effort to push the boundary of numerical linear algebra. We begin

by exploring the use of hybridization. There are two methodologies

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for solving both sparse and dense systems of linear equations:

direct and iterative. Direct solvers factor the coefficient matrix into

a product of simpler matrices whose inverse is easy to apply.

Iterative solvers start with an approximate solution and iteratively

refine it. Each of the two methodologies has advantages and

disadvantages. Direct methods tend to be generic, robust,

predictable and efficient. But their scalability is limited: they may

run out of memory and be too slow for very large matrices.

Iterative methods scale much better, but are usually more fragile

and slower than direct methods. These difficulties are usually

overcome by using a preconditioned, but this reduces generality.

But preconditioning also opens the do or for hybridization: a direct

method can b e used to form the preconditioned. By embedding a

direct method inside the iterative method we are able to enhance

its robustness and efficiency without sacrificing too much

generality.

Moreover, Fast Numerical Methods and Biological Problems

(Brune P., 2011) this thesis encompasses a number of efforts

towards the development of fast numerical methods and their

applications, particularly in light of the simulation of biochemical

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systems. Scientific computing as a discipline requires

considerations from computer science; namely those of algorithmic

efficiency and software automation. Also required is knowledge of

applied mathematics in order to bridge the gap between computer

science and specific application. This thesis spans these fields, with

the study and implementation of optimal numerical techniques

encompassing two chapters, and the development and application

of numerical techniques to biochemical problems encompassing

another two. The first of these efforts is the construction of robust,

optimal geometric unstructured multi-grid methods in the face of

difficult problem and mesh conditions. The second was the

construction of optimal discrete function spaces for problems

arising in quantum mechanics and electronic structure

calculations. The third and fourth were the development of fast and

flexible methods for nanoscale implicit solvent electrostatics. The

development of fast and parallel methods for an important quantity

of interest in classical density functional theory calculations is

discussed. Also, the derivation and implementation of a finite

element method for improved solvent models using automated

scientific computing tools is described. In this study, the researcher

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focuses on the development of efficient numerical methods and

application of efficient numerical methods in the simulation of

biochemical systems. This effort is composed of four projects:

unstructured multi-grid methods, optimal meshes for exponentially

decaying functions, classical density functional theory, and finite

element methods for no local electrostatics. The development and

implementation of techniques for geometric unstructured multi-

grid involves the incorporation of interesting insights from a

number of fields, including computational geometry, fast solvers,

and adaptive finite element methods. The goals for this project

were to expand the applicability of both theory and methods for

multi-grid methods into problems where this was difficult before.

This provided a very flexible geometry and mesh interface as well

as very flexible tools for the discrimination and solution of finite

element equations. They explore further possibilities for the

marriage of fast solvers.

The researcher began investigating geometric multi-grid

methods as a Givens Associate in the Mathematics and Computer

Science division at Argonne National Laboratory in 2006 under the

direction of Matthew Knepley. Efficiently creating a series of

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quality controlled coarse meshes for use with fast multilevel

methods presents many algorithmic challenges. He focused on

computational geometry methods and algorithms for efficient

quality-controlled node-nested coarsening of highly graded initial

meshes. The final implementation made use of FEniCS extended to

use the multi-grid framework from PETSc.

(https://mailman.cs.uchicago.edu/pipermail/cs/2011-

June/001459.html)

Furthermore, Vedic Mathematics and Its Applications in

Computer Arithmetic (Saurabh Sunil Bengali, 2011) emphasize

Vedic Mathematics is a name which is heard many times with

reference to the techniques for solving mathematics problem

mentally. One of the main purposes of Vedic mathematics is to

transform the tedious calculations into simpler, orally manageable

operation without much help of pen and paper. Any ordinary

human can perform mental operations for very small magnitude of

numbers and hence Vedic mathematics provides techniques to

solve operations with large magnitude of numbers easily. Vedic

mathematics provides more than one method for basic operations

like multiplication and division. For each operation there is at least

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Action Research in Mathematics 1st Semester 2014-2015 2

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one generic method provided along with some methods which are

directed towards specific cases simplifying the calculations further.

The objective of this study is to understand and implement the

formulas of Vedic Mathematics for binary numbers and assess their

use in Computer Arithmetic. The different mathematical functions

explored are Multiplication: 8 bit, 16 bit and 23 bit multiplication

are implemented and synthesized, timing, area and power of the

hardware designed is evaluated, Squaring: Similar to multiplication

8 bit, 16 bit and 23 bit such that single precision squaring

hardware design are implemented and evaluated, Sine and Cosine

functions are implemented by polynomial approximation and

interpolation method and performance is observed, Division

algorithm for a 16 by 8 bit division is implemented in Verilog and

performance is evaluated.

Multiplication, Squaring, Division, Sine and Cosine Vedic

algorithms were designed in Verilog and compared to DesignWare

block with criteria as cycle time, area and power. It is observed

that Vedic multiplication performs better than DesignWare for

cycle time, but has significantly larger area. Square outperforms

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DesignWare multiplication in all categories as it reduces the partial

products itself. Though Sine for 8 bit performs better for cycle time

and 8 bit Cosine matches the performance with DesignWare other

two functional implementations 16 bit Sine and 16 bit Cosine are

significantly slower and less efficient than DesignWare. Division

proves to be better in all three criteria-cycle time, area and power.

Hence it can be concluded that basic mathematical functions can

effectively be implemented with Vedic Mathematics algorithms.

On the other hand, Dhanave M.N. and Kangale M.A. (2014), in

their study entitled, The Implementation of Vedic Mathematics to

Algebra and Geometry discussed the possible application of Vedic

mathematics to branches of mathematics that is algebra and

geometry. In this study, the researchers first introduce the sixteen

sutras as a content of Vedic mathematics and then used the two of

these sutras as an application of Vedic math to algebra and

geometry. They applied Adyamadyenantyamantyena which means

"the first by the first and the last by the last" in factorization of

polynomial expression of two or more variables in algebra. While in

geometry, they applied Sankalana-Vyavakalanabhyam which means

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"by addition and by subtraction" to find the area of the shape they

given.

According to them, Vedic math appears, at first, to have magical

quality. When methods are understood particularly in relation to

one another, then it is unified mathematics. Vedic methods are

direct and truly extraordinary in their efficiency and simplicity.

They reflect a long mathematical tradition, which produced many

simplifications, shortcuts and smart tricks. Arithmetic

computations cannot be obtained faster by any other known

method. These methods and ideas can be directly applied to

trigonometry, plain and spherical geometry, conics, calculus and

applied mathematics of different kinds.

The researcher conclude that compared to conventional

mathematical methods, these are computationally faster and easy

to perform.

However, on study entitled, VLSI Implementation of RSA

Encryption System Using Ancient Indian Vedic Mathematics

(Himanshu Thapliyal and M.B Srinivas) This paper proposes the

hardware implementation of RSA encryption/decryption algorithm

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0
using the algorithms of Ancient Indian Vedic Mathematics that

have been modified to improve performance. The recently

proposed hierarchical overlay multiplier architecture is used in the

RSA circuitry for multiplication operation. The most significant

aspect of the paper is the development of a division architecture

based on Straight Division algorithm of Ancient Indian Vedic

Mathematics and embedding it in RSA encryption/decryption

circuitry for improved efficiency. The coding is done in Verilog HDL

and the FPGA synthesis is done using Xilinx Spartan library. The

results show that RSA circuitry implemented using Vedic division

and multiplication is efficient in terms of area/speed compared to

its implementation using conventional multiplication and division

architectures.

As a result of this study, the researcher conclude that The RSA

circuitry implemented with Vedic overlay high speed multiplier and

novel Vedic division algorithm exhibits improved efficiency in terms

of speed and area. Due to its parallel and regular structure the

proposed architecture can be easily laid out on silicon chip and can

work at high speed without increasing the clock frequency. It has

the advantage that as the number of bits increases its gate delay
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and area increase very slowly as compared to RSA circuitry

employing traditional multipliers and division algorithms. It is

found that this design is quite efficient in terms of silicon area and

speed and should result in substantial savings of resources in

hardware when used for crypto and security applications.

(http://www.researchgate.net/publication/1959871_VLSI_Implementation_of_R SA_Encr

yption_System_Using_Ancient_Indian_Vedic_Mathematics)

Synthesis

Vedic Mathematics refers to a set of sixteen mathematical

formulas or sutras and their corollaries or sub sutras derived from

the Vedic system., it contains sutras or formulas that are so

beautifully interrelated and unified. These formulas can be applied

in many mathematics operations. It is also stated that sutras can

develop aptitude and ability, even nurture and develop our logical

thinking and intelligence. (Singhal, 2007)

Singhal added a complement to Vedic math, that is emphasizing

it’s usefulness in mathematics life of student, that difficult

problems or huge numbers can be solved quickly and it can also

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2
sometimes be done mentally. Vedic math can also increase the

speed in computation which may prepare the students in facing

examinations and also competition.

Similarly William (2002) defined mathematics as a system of

mental math that can increase flexibility, creativity and confidence

as it includes more enjoyment of math.

He also added that through amazing way of Vedic math, even

the complex problems in mathematics can be solved and done in

only one line.

In like manner, Atul (2004) stated that Vedic math are

techniques that are easy to learn sutras of it are consider as

endless source of knowledge and wisdom that can provide practical

knowledge in all spheres of life.

He also said that instead of fearing and disliking math, students

will enjoy it through Vedic math.

A high mathematically ability of a child can be attained if Vedic

math were teached (J.T. Gloven)

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Vedic math can be considered as the most delightful chapters of

the 20th century mathematical history (A.P. Nicolas)

In the study of Vedic mathematics multiplication, Vedic math

formula were also implemented which is the same as the current

study. But they differ in methodology and coverage of topic that

were applied by Vedic formula, for current study deals only with

finding roots of quadratic expression while the former covers more

than one concept including quadratic expression. After the

application of this study, participants on it better choose the new

method which is Vedic math.

Avron (2010) gave the main theme of his thesis which was the

use of hybridization and randomization to develop new algorithms

for solving important problems in numerical linear algebra. It is

slightly similar to the current study for it used another simpler

method to gain new ideas or way of solving but it differs in

methodology.

On the other hand, Brune (2011) also studied about the fast

numerical methods and techniques in math, in his thesis entitled

Fast Numerical Methods and Biology. His study and the current
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4
study were the same related on fast numerical methods but they

were differ in process and methodology. Similarly Bingali (2011)

gave emphasize on his study that one of the main purposes of Vedic

mathematics is to transform the tedious calculations into simpler,

orally manageable operation without much help of pen and paper

On the same fashion Dhanave et al. (2014) studied about the

Implementation of Vedic mathematics to algebra and geometry and

reflect a long mathematical tradition, which produced many

simplifications and shortcuts that is related on the current study,

they same applied Adyamadyenantyamantyena which means "the

first by the first and the last by the last" in factorization but they

were different in limitation, for the current study applied Vedic

math only in algebra. Dhanave et al. conclude on this study that it

is better than the traditional way. Finally, Thapliyal et al. also

conclude in their study that the RSA circuitry implemented with

Vedic overlay high speed multiplier and novel Vedic division

algorithm exhibits improved efficiency in terms of speed and area

which is related on the current study but different in application,

limitation and methodology.

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Overall, the related literature and studies helped the

researchers to further understand their study about the application

of Vedic math formulas as a short method or even sometimes

complex method to widen and explore the knowledge of students

about formulas.
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015

Chapter 3

METHODOLOGY AND PROCEDURES

This chapter provides methodology and procedures that were

used in the study. It is composed of the Research Method, Research

Locale, Data Gathering Procedure, Research Instrument Validation

of the Instrument, and Statistical Treatment of Data.

Research Method

The researchers used the experimental method, especially with

the use of pretest, post test and Control Group Design, to this

method the experimental group undergoes the Vedic Mathematics

in solving Quadratic equations while the control group will use the

traditional way in solving for solution set of Quadratic equations. A

pretest was conducted for both experimental group and control

group with the same test before the treatment was given to

experiment group. The pretest will serve as feedback. After the two

weeks experiment, the researchers will conduct post-test for both

experimental group and control group. Survey on perception of

students on the use of Vedic math will be given also after post-test
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015

examination. The pretest result will be the baseline and the post-

test results are the end line data. These two tests will be compared

in order to identify if Vedic math is effective.

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Action Research in Mathematics 1st Semester 2014-2015 31

In this study, the researchers gathered, summarized and analyzed

the data to find out if the Vedic Mathematics is effective than the

traditional Math in the Math performance of the students in Calamba

National High School (ANNEX). The experimental group is IV-Ruby

while the control group is IV-Jade.

The researchers implement and used the method of Vedic Math in

factoring and finding the roots of quadratic equation. In factoring

quadratic equation, this method was used: (“Anurupyena” means

proportionality and “Adyamadyenantyamantyena” means the first by

the first and the last by the last.)

1. With the standard form Ax2+Bx+C=0 of quadratic equation,

get the numerical coefficient B and split it into two.

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2
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Department of Arts, Sciences, and Teacher Education

Ax
B
Action Research in Mathematics 1st Semester 2014-2015 32

2
BC
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Action Research in Mathematics 1st Semester 2014-2015 33

2. Let the one addend be the denominator of the first term equal

to another addend over the third term, () = (), thus they were equal in

ratios, then the first factor will be attained.

B
x
A 3. Make the first factor be the denominator of the first term and

last term of the equation, then second factor will be given. For finding
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Action Research in Mathematics 1st Semester 2014-2015 34

the roots of quadratic equation, the researchers used the derived

formula in Vedic math, thus, A=C, B=A2+1, A>0, and C>0.

( “Kevalaih Saptakam Gunyat” means transpose and adjust)

Another Vedic way of finding roots of quadratic equation:

C
x 
Ax 1 . With the equation Ax2-Bx+C=0, divide the whole term by Ax,

thus equation , will be formed.

 City College of Calamba
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CB
Action Research in Mathematics 1st Semester 2014-2015 35

 r1 
A
A
2.

, thus,

r1 + r2 =

,
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 36

therefore, r1 and r2 are the real roots.

This Vedic Math method and formula will be added to the methods

in factoring and finding roots of quadratic equation of our treatment

group, while control group will be stocked up only in the traditional

formulas.

Research Design

This study used the input, process, output (IPO) Model. The input

contains personal perception of the students in the use of Vedic

Mathematics in teaching Quadratic equations. The following

instructional aspects: lectures, board work, seat works and survey.

Consequently, the process of the research undergone through

gathering data through use of t-test. Finally the output of the study is

the derive implications from the finding of the study.

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Action Research in Mathematics 1st Semester 2014-2015 37

INPUT PROCESS OUTPUT

Pretest Treatment Identified if the

Vedic Math
Use of Vedic Gathering of data
improved the
Mathematics information
performance of

Post test -conducting pre-test students

and post-test
Survey

-Use of all available

sources and

reference material

The data gathered

were scored,

tallied, tabulated

and interpreted

using statistical

treatment data.

FEEDBACK

Figure 1. Research paradigm of the study

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Action Research in Mathematics 1st Semester 2014-2015 38

Participants of the Study

The participants of the study were senior high school with student

from two sections of Algebra classes at Calamba National High School

(ANNEX) (S.Y. 2014-2015). The researchers used a purposive

sampling technique in selecting students in each section. They made

sure that the participants had the same level of performance in

Algebra to avoid student factor.

Table 1. Population and sample of the study

FOURTH YEAR SECTIONS POPULATION SAMPLE

JADE 53 18

RUBY 53 34

TOTAL 106 52

Table 1 shows the population and sample size of the participants.

The researchers were able to get 18 participants from the list of the

students taught without the application of Vedic Mathematics at 34%

of their total number of 53. On the other hand, the total population of

the students taught with the application of Vedic Mathematics is equal

to 53. The researchers were able to select 34 from its members

comprising 64% of their total number. Scale of 80-82 grades in

mathematics subject was the basis of researchers to get 52

respondents out of 106 students.

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Action Research in Mathematics 1st Semester 2014-2015 39

Research Locale

Calamba National High School (ANNEX) is located in San

Cristobal, Calamba City. The Principal of the school is Mrs. Ma. Fe

Lorelei Amon.

The main mission of the school is to serve and promote a better

quality life through program geared to develop a sense of nationalism,

intellectual and adaptable individual. To meet the demands of

diversified environment. The vision of the school indicates that

Calamba National High School (ANNEX) is an institution of learning

that prepares student to a more productive citizen of the society.

Data Gathering

The researchers sent a letter to the principal for permission to

gather data needed in the study. The principal assigned a teacher who

can teach Vedic Mathematics in class. The researchers ask for

permission and personally met the teacher concerned.

A pretest was given to the target participants of two sections.

Next, the treatment group was taught Algebra with the application of

Vedic Mathematics for two weeks which was observed by the

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Action Research in Mathematics 1st Semester 2014-2015 40

researchers. Finally, a post-test was then given to both sets of

participants a survey questionnaire on perception was given to the

treatment group because they were the one, who were taught Algebra

with the use of Vedic Mathematics.

Instruments

The questionnaire used for this study have application type of test

and multiple choice type of test for perception survey questionnaire.

The pretest and post test containing thirty (30) items were used to

measure the performance of the students in Algebra. The test covered

the solving for solution sets of quadratic equation which is enriched

during the treatment period. The survey questionnaire containing five

(5) items focused on the perception of the participants about the use

of Vedic Mathematics for the study.

Validation of the Instrument

The researchers presented their drafts of the tests and

questionnaire survey to the adviser, which were validated by two

professors of City College of Calamba, one high school teacher and

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 41

selected high school students who were not involved in the study.

Some revisions were made as recommended by the professors and

high school teachers.

As for the survey perception questionnaire, this was validated by

teacher-education instructors and high school teacher. Revision was

also made as per suggestion of the validators.

Statistical Treatment

Weighted Mean:
 
City College of Calamba
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wx 
Department of Arts, Sciences, and Teacher Education

f w
Action Research in Mathematics 1st Semester 2014-2015 42

N
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 43

Where:

f 
frequency
w
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Action Research in Mathematics 1st Semester 2014-2015 44

weight
 City College of Calamba
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N
Action Research in Mathematics 1st Semester 2014-2015 45

number of sample

For computing the t-test (paired sample)

 City College of Calamba
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d n
Action Research in Mathematics 1st Semester 2014-2015 46

d
t
d 
n
Sd
Where:
 City College of Calamba
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d
Action Research in Mathematics 1st Semester 2014-2015 47

Difference between pairs

n
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Action Research in Mathematics 1st Semester 2014-2015 48

Number of samples
 City College of Calamba
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Sd 
Action Research in Mathematics 1st Semester 2014-2015 49

Standard deviation
 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 50

dMean difference

For computing the t-test (independent samples)

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 51

x  y
(nx  1)( S )  (n y  1 2

t
Sp 
n n 2 x y

1
Sp ( 
nx n
Where:
 City College of Calamba
Calamba City

x
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 52

mean of the first group

 City College of Calamba
Calamba City

y
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 53

mean of the second group

 2
City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 54

variance
S
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

N
Action Research in Mathematics 1st Semester 2014-2015 55

number of participants

The formula for correlation is:

N ( xy )  ( x)( y )
r
[ N ( x )  ( x) ][ N ( y ) 
2 2 2
Pearson

Where:
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

N
Action Research in Mathematics 1st Semester 2014-2015 56

total population
 x
City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 57

individual scores of first group

y= individual scores of second group

Verbal Interpretation of the computed coefficients of correlation:

±1 = Perfect Correlation
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 58

±0.75 - ±0.99 = Very High Correlation

±0.51 - ±0.74 = High Correlation

±0.26 - ±0.50 = Moderately Small Correlation

±0.09 - ±0.25 = Very Small Correlation

0 = No Correlation

(Francisco M. Zulueta & Jose R. Perez, 2010)

Likert Scale:

Rating Scale Interpretation Symbols

4.21 - 5.0 Strongly Agree SA

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

3.41  4.2
Action Research in Mathematics 1st Semester 2014-2015 59

Agree A

2.61 - 3.4 Moderately Agree MA

1.81 - 2.6
 City College of Calamba
Calamba City
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Action Research in Mathematics 1st Semester 2014-2015 60

Disagree D

1.00  1.8 Strongly Disagree SD

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

All throughout, this chapter presents analysis and interprets the

data gathered in the study to address the specific problems in the

study.

1. The level of performance of two sections in the pretest and

post test

The first concern of the study was to determine the level of the

performance of the participants in the pretest and post test of

Treatment Group and Control Group of Calamba National High

School. The table on the next page indicates the results for the

administered test.
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 41

Table 2. The pretest and post test performance of the students Control Group and
Treatment Group.

Control Group Treatment Group

Performance Level Pretest Post test Pretest Post test

f % f % f % f %

High Performing(91%- 0 0 1 6% 0 0 10 30%

100%)

Average 2 11% 6 33% 1 3% 15 44%

Performing(81%-90%)

Low Performing(80% and 16 89% 11 61% 33 97% 9 26%

Below)

Total 18 100% 18 100% 34 100% 34 100%

Average 77% 80% 73% 85%

Interpretation Low Low Low Average

Performing Performing Performing Performing

Based on Table 2, out of 18 participants of Control Group, 16(89%)

participants got the scores 13 and below(80% and below), which

means that the level of their performance is Low Performing. Only

2(11%) got the scores of 14-21(81%-90%); it shows that the level of

their performance is Average Performing.

Based on the pretest of the participants of Treatment Group, out of

34 participants 33(97%) got the scores 13 and below(80% and below),

which means that the level of their performance is Low Performing.

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 42

And only 1(3%) got the scores of 14-21(81%-90%), which means that

the level of their performance is Average Performing.

Both of the two sections reached the Average Performing level of

performance, but the Control Group has more number (2) of students

who got the Average Performing level of performance than the

Treatment Group which has only (1) student who got the Average

Performing level. However, majority of the students in Treatment

Group and even Control Group reaches the Low Performing level.

Generally, the average score of the participants Control Group is

10(77%) which is interpreted as Low Performing level.. While the

Treatment Group has the average of 7(73%) which interpreted as Low

Performing. Based on the table above, it shows that the participants of

Control Group have a better performance rather than the Treatment

Group during pretest examination..

Based on the post test of the participants Control Group, it shows

that out of 18 participants 11(61%) students got the scores of 13 and

below(80% and below), which means that the level of their

performance is Low Performing, and only 1(6%) student got the

scores of 22-30(91%-100%), it means that the level of their

performance is High Performing.

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 43

Based on the post test of the participants Treatment Group, out of

34 participants, 15(44%) participants got the scores 0f 14-21(81%-

90%), which means that the level of their performance is Average

Performing, and only 9(26%) got the scores of 13 and below(80% and

below), which means the level of their performance is Low

Performing.

Both of the two sections reached the highest level of performance

which is the High Performing, but With Vedic Math has the most

number (10) of the students got the High

Performing level than those Without Vedic Math that has only (1)

student who got High Performing level. However, majority of the

students with Vedic Math reached Average Performing level, while

without Vedic Math reached the Low Performing level of performance.

Generally, the average score during post test of the participants

with Vedic Math is 17(85%) which is interpreted as Average

Performing level. While those without Vedic Math have an average of

13(80%) which is interpreted as Low Performing level. Based on the

table above, it showed that the participants with Vedic Math have a

better performance rather than those participants without Vedic

Math.
 City College of Calamba
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Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 44

Based on the result of the pretest and post test of the Treatment

Group and Control Group the researchers found out that there is a

change in the level of performance of the Treatment Group while

there is no change on the level of performance of the Control Group.

The pretest of Treatment Group is Low Performing and their post test

is Average Performing. While the Control Group, their pretest is Low

Performing and their post test was still Low Performing. So there is an

improvement to those who undergone the Vedic Math, from Low

Performing to Average Performing level of performance.

2. Significant difference in the pretest and post test of Control

Group and Treatment Group

In relation to Table 2, this study wanted to determine the

significant difference between the pretest and post test scores of the

section without the implementation of Vedic Math. The table below

shows the data in determining the differences.

Table 3. Comparison between the pretest and post test of the control group

tcomputed tcritical Decision Conclusion

4.39 2.11 Reject Null Hypothesis Significantly Different

 City College of Calamba
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Action Research in Mathematics 1st Semester 2014-2015 45

Table 3 shows that the participants Control Group, generated a

computed t-value of 4.39 which is greater than the tabulated value of

2.11. Based on this, the decision is to reject the null hypothesis. It is

concluded that there is a significant difference between the pretest

and post test of Control Group.

In relation to Table 2, this study also aimed to determine if there

was a significant difference between the pretest and post test scores

of participants with the implementation of Vedic Math. The table

below shows the data in determining the differences.

Table 4. Comparison between the pretest and post test of the treatment group

tcomputed tcritical Decision Conclusion

10 2.03 Reject Null Hypothesis Significantly Different

Table 4 shows that the comparative analysis generated a computed

value of 10 which is greater than the tabulated value of 2.03. Based

on this, the decision is to reject the null hypothesis. It can be

concluded that there is a significant difference between the pretest

and post test scores of the participants with the implementation of

Vedic Math.
 City College of Calamba
Calamba City
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Action Research in Mathematics 1st Semester 2014-2015 46

3. Significant difference between the levels of performance of

the two sections in pretest and post test

This study aimed to know the significant difference in the

performance level of the Control Group and the Treatment Group

during pretest and post test.

Table 5. Comparison of the pretest and post test scores of the control group and treatment
group

tcomputed tcritical Decision Conclusion

Pretest 2.31 2.01 Reject Null Hypothesis Significantly Different

Post test 2.04 2.01 Reject Null Hypothesis Significantly Different

Based on the above data, the comparative analysis in the

performance of the two group in pretest shows a computed t-value of

2.31 which is greater than the critical value of 2.01, base on this case

the decision is to reject the null hypothesis. On the other hand, the

comparative analysis in the performance of the two sections in post

test, shows a computed t-value 2.04 which is greater than the critical

value of 2.01, based on this case the decision is to reject the null

hypothesis.

Based on the findings shows that the result of both pretest and

both post test of the two groups were the same in decision and
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 47

conclusion, which was to reject the null hypothesis which means,

there is a significant difference, however during pretest the control

group performed better, while during post test the treatment group

was the one who performed better.

4. The perception of the participants about Vedic Math

Other concern of this study was to know the perception of the

participants about Vedic Math after implementing it to their

classroom discussion. The table below indicates the results for the

administered survey.

Table 6. The perception of the Treatment Group about Vedic Math

Indicators SA A MA DA SD Mean Interpretation

5 4 3 2 1

1. I enjoyed my lessons through 20 3 10 1 0 4.24 Strongly

Vedic Math
Agree

2. Vedic Math explored and 13 9 12 0 0 4.03 Agree

improved my thinking skills.

3. Vedic Math helps me 14 10 8 2 0 4.06 Agree

understand more the lesson.

4. Vedic Math gave me additional 15 9 10 0 0 4.15 Agree

knowledge and technique.

5. Vedic Math made my solving 13 10 9 1 1 3.97 Agree

speed faster.

Total 75 41 49 4 1 4.09 Agree

 City College of Calamba
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Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 48

Rating Scale Interpretation

Symbols

4.21-5.00 Strongly Agree SA

3.41-4.20 Agree A

2.61-3.40 Moderately Agree MA

1.81-2.6 Disagree D

1.00-1.80 Strongly Disagree SD

The participants Strongly Agree on the statement that they enjoyed

the lessons through Vedic Math. While they were Agree that Vedic

Math explored and improved their thinking skills; Vedic Math helps

them to understand more the lesson; Vedic Math gave them additional

knowledge and technique; and lastly, Vedic Math made their solving

speed faster. Based on the table, out of seventy five (75) ''Strongly

Agrees'' for five (5) statements, thirteen (13) participants were

''Strongly Agree'' that Vedic Math explored and improved their

thinking skills, and thirteen (13) participants were ''Strongly Agree''

that Vedic Math made their solving speed faster.

Generally the average result of their perception is 4.09; it means

they Agree in Vedic Math.

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 49

5. Relationship between post test scores of participants and
their perception about Vedic Math

In relation to Tables 2 and 6, this study also aimed to determine if

there was a significant relationship between the level of performance

in the post test and perception of the treatment group with regards to

the implementation of Vedic Math. The table below shows the data in

determining the relationship.

Table 7. Relationship between the level of performance of the treatment group and their
perception about Vedic Math

rcomputed Interpretation rcritical Conclusion

0.43 Moderately Small Correlation 0.33 There is a significant relationship

Based on the table above, the correlation analysis resulted to

computed r-value of 0.43 which is greater than the r-critical of 0.33 in

this case the decision is to reject null hypothesis. It

can be concluded that the perception of the students who were taught

with Vedic Math is significantly related to their level of performance.

The above mentioned findings of the study implied that the

participants undergone the treatment with Vedic Math was improved,

while the participants undergone the treatment without Vedic Math

was still at the Low Performing level of performance, Therefore we

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 50

can conclude that the treatment group was more improved than the

control group.

6. Perception of the teacher about Vedic Math

Other concern of this study was to know the perception of the

teacher about Vedic Math. The table below indicates the results for

the administered survey.

Table 8. The perception of the teacher about Vedic Math

SA A MA D SD

Indicators 5 4 3 2 1

1. Students enjoyed their lessons through Vedic Math. 

2. Vedic Math explored and improved the student's thinking  ..

skills.

3. Vedic Math helps the students to understand more the 

lesson.

4. Vedic Math gave the students additional knowledge and 

technique.

5. Vedic Math made the student's solving speed faster. 

Based on the table 8, the teacher is Strongly Agree that the

students enjoyed their lessons through Vedic Math and Vedic Math

gave the students additional knowledge and technique. On the other

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 51

hand, she is Agree that Vedic Math explored and improved the

student's thinking skills; Vedic Math helps the students to understand

more the lesson and lastly, Vedic Math made the student's solving

speed faster.

Generally, the teacher Strongly Agree on the perception about

Vedic Math. And as the researchers compare it to the perception of

the students, they both Agree on the following issues like, explored

and improved thinking skills, helps to understand more the lesson and

made solving speed faster.

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATION

This chapter covers the entirely of the study with emphasis on the

summary of findings, conclusion and recommendation based on the

gathered data which we analyzed and interpreted by the researchers.

Summary of Findings

The data gathered which have been presented, analyzed and

interpreted revealed the following:

1. What is the level of performance of the two sections

during pretest and post test?

The level of performance of the control group in the pretest is Low

Performing same as the level of performance of the treatment group.

The level of performance of the control group in the post test is

still Low Performing. While the level of performance of the treatment

group in the post test is Average Performing.

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 41

2. Is there a significant difference between the pretest and

post test score of the control group and the treatment group?

The decision was to reject the null hypothesis. Therefore, there is

a significant difference between the results of the pretest and post

test scores of the participants without Vedic math.

While on the treatment group, the decision was also to reject the

null hypothesis. Therefore, there is a significant difference between

the results of their pretest and post test.

3. Is there a significant difference between the levels of

performances of the two sections in the pretest and post test?

With regards to pretest, the decision was to reject the null

hypothesis. Therefore, there was a significant difference between the

results of the pretest of the two sections.

With regards to post test, the decision was to reject the null

hypothesis. Therefore, there was a significant difference between the

results of the post test of the two sections.

4. What is the perception of the treatment group about the

use of Vedic Math in Algebra?

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 42

The students do agree that the implementation of Vedic Math can

be an effective technique in mathematics.

5. What is the perception of the teacher about the use of

Vedic Math in algebra?

The teacher does agree that the implementation of Vedic math can

be used in teaching Algebra.

6. Is there a significant relationship between the level of

performance of the treatment group and their perception to

Vedic Math?

The interpretation is positive moderate correlation, there is a

significant relationship between their level of performance and their

perception

Conclusions

Based on the findings of the study, the following conclusions are

drawn:

 That the participants with Vedic Math have Low

Performing level of performance and the participants without

Vedic Math have also Low Performing level of performance based

on the result of their pretest. While on their post test, the

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 43

participants with Vedic Math have Average Performing level of

performance and participants without Vedic Math still have Low

Performing level of performance.

 That there is a significant difference between the pretest

and post test of the treatment group as well as the pretest and

post test of the control group. The post test scores of the two

groups were higher than their respective pretest scores. Based on

this, it was manifested that traditional method and Vedic method

were both effective.

 That there is a significant difference between the pretest

and between the post test of the two groups. It was shown that

based on pretest scores, the control group performed better, while

on post test, the treatment group who used Vedic Math was the

one who performed better. It manifested that Vedic Method was

more effective

than traditional method.

 That the students agreed on the implementation of Vedic

Math as an effective technique in mathematics.

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 44

 That the teacher agreed on the implementation of Vedic

Math in teaching Algebra.

 That there is a significant relationship between the level

of performance of the participants and their perception after the

implementation of Vedic Math. It was interpreted that the

treatment group’s performance and perception about Vedic Math

are related from each other.

Recommendations

Based on the findings and conclusions of the study, the researchers

are recommending the following:

1. Teacher should not be stuck in traditional formulas, but

encourage his/her students to explore on other methods of solving.

2. Further studies with regards to Vedic Math involving the

application of its

corollaries to further confer with the results of this study.

3. Students must be given opportunities to have their choices

between traditional formulas with long method and other formulas

with short methods.

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 45

4. Teachers should be open-minded about adopting other methods

that will result to the successful teaching-learning process.

5. Vedic Math should be given a chance to enter in a mathematics

class as an exploration and another method of solving.

Derived Implication of the Study

Based on the observations and findings of this study, the following

implications are derived :

1. Vedic Math gave much improvement to the test scores of the

students, gave an additional knowledge and techniques that explore

the minds of the students.

2. Vedic Math is effective, since the students who used Vedic Math

were able to attain the Average Performing level from Low Performing

level of performance. The teacher who used both traditional and Vedic

method admitted the effectiveness of it more than the traditional

method only, in helping the students to improved their performance.

Hence, Vedic method is not applicable in all cases, for it has rules and

conditions to be relied before applying the formulas and the

integration of this strategy is in the teacher’s prudent decision.

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 46

3. For the teacher-participant in this study, the study has proven

that the use of varied methods and formulas in mathematics is worth

a try to determine whether what methods students can learn best.

4. For the students-participants in this study, as research also

indicates, they prefer to learn best after providing Vedic method and

formula. As important participants of the educational process, their

minds should be explored, by adopting other methods

and formulas in their mathematics learning that can improve their

performances and filled their minds with lot of choices and

knowledge.

5. For the school administrators, curriculum planners and

designers, and

material writers, the good impact of Vedic Math should be further

explained to motivate not only the students and the teachers but also

other individuals to be impressed with many works of Vedic Math.

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015 47

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

REFERENCES

Avron, H. (2010). Advanced algorithmic techniques in numerical

linear algebra: hybridization and randomization. Published
Thesis. Tel Aviv University. Retrieved on July 25, 2014, from
http://www.cs.tau.ac.il/thesis/avron.pdf

Bengali, S.S. (2010). In Raleigh, North Carolina. Vedic mathematics

and it's applications in computer arithmetic. Published Thesis.
Graduate Faculty of North Carolina State University. Retrieved
on July 23, 2014, from

http://repository.lib.ncsu.edu/ir/bitstream/1840.16/7232/I/etd.pdf

Brune, P. (2011). Fast numerical method and biological problems.

Dissertation. Department of Computer Science/The University of
Chicago. Retrieved on July 21, 2014, from
https://mailman.cs.uchicago.edu/pipermail/cs/2011- June/001459.html

Dhanave, M.N. & Kangale, M.A. (2014). The implementation of vedic

mathematics to algebra and geometry. Retrieved on July 21,
2014, from, http://www.iosjournals.org- jm/papers/vol10-issue2/version-
7/f010273336.pdf

Essays, UK. (2013). Vedic mathematics multiplication. Retrieved on

July 21, 2014, from http://www.ukessays.com/dissertations/mathematics/vedic-
mathematics- multiplication.php?cref=1

Gupta, A. (2004). The power of vedic maths. Retrieved on July 21,

2014, from http://books.google.com.ph/books?
id=jgTnutsfly4c&printsec=frontcover#v= onepage&q&f=false

Hartosh, Singh Bal. (2010). The fraud of vedic maths. Retrieved on

July 21, 2014, from http://www.openthemagazine.com/article/art-
culture/the-fraud-of vedic-mAths

K to 12 Curriculum guide MATHEMATICS(Grade 1 to Grade 10).

2012. http://www.gov.ph/downloads/2012/01jan/MATHEMATICS-K-12-
Curriculum-Guide.pdf
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

Lucas, M.R. & Corpuz, B. (2007). Facilitating Learning: A
Metacognitive Process. Quezon City: Lorimar Publishing Inc.

Muehlman, J. (1994). Maharishi's vedic mathematics at the

elementary level: Improving achievement, affect, and mental
mathematics through vedic sutra-based computation.
Doctoral Dissertation. Maharishi University of Management
Retrieved on July 25,2014, from http://dl.acm.org/citation.cfm?
id=921025

Prakash, J. (2012). Short essay on the importance of mathematics.

Retrieved on July 23, 2014, from

http://www.preservearticles.com/201105246938/mathematics.html

Porter T. (1996) The importance of mathematics. Retrieved on July 23, 2014, from,
http://www.popmath.org.uk/centre/pagescpm/imahob95.html

Singhal, V. (2007). In India, Delhi. Vedic mathematics for all ages.

Retrieved on July 21, 2014, from http://www.books.google.com.ph/book?
id=UTLYdDokF7oc&printsec=frontc over
&da=vedic+mathematics&hl=en&sa=x&ei

Thapliyal, H. & Srinivas, M.B. (2006). VLSI Implementation of RSA

encryption system using ancient indian vedic mathematics.
Retrieved on July 23, 2014,
http://www.researchgate.net/publication/1959871_VLSI_Implementation_of_R SA
_Encryption_System_Using_Ancient_Indian_Vedic_Mathematics

Vega, V. & Prieto, N. (2006). Facilitating Learning: Mandaluyong City:

Booksatbp.Publishing.Corp.

William, K. (2002). In Delhi. Vedic mathematics teacher's manual.

Retrieved on July 21, 2014, from http://books.google.com.ph/books?id=kj+hK3-
OQQC&printsec=frontcover&dq=vedic+mathematical&hl
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

Tirthaji and the rediscovery of vedic mathematics (2014). Retrieved
on July 23, 2014 from, http://www.vedicmaths.org/introduction/history

Zulueta, F. & Perez, J. (2010). Methods of research thesis writing and applied statistics.
Mandaluyong City: National Book Store.

July 31,2014

Mrs. Ma. Fe Lorelei Amon

School Principal
Calamba National High School Annex
San Cristobal Calamba Laguna

Dear Mrs. Amon:

We, the undergraduate students in Bachelor of Secondary

Education (BSED) from City College of Calamba, will be conducting
our thesis this 1st semester 2013-2014 entitled, The Application
of Vedic Math and Its Impact on Teaching and Learning of
Solutions To Quadratic Equation, as a partial requirement for
the subject Action Research in Mathematics.

In line with this, we are asking permission from your school to

allow us to conduct the said study and gather primary data that we
need. Rest assured that the gathered data will be used only for the
study.

Thank you very much for your favorable consideration.

Respectfully yours,

Cabotaje, Princess Joy S.

Ernacio, Reanne D.
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

Hidalgo, Jeraima M.

Recillo, Claire

Noted: Approved by:

(Sgd.) Prof. Nora S. Sara (Sgd.) Mrs. Ma.

Fe Lorelei Amon ThesisAdviser
Principal

(Sgd.) Prof. Marlene R. Castillo

Research Facilitator

(Sgd.) Prof. Ronald A. Gonzales

Director

OBSERVATION SHEET
IV-Ruby

(Treatment Group)

DAY 1

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

The teacher assigned some students to Some student's showed their solution on the
answer the assignment on the board. board all of them exchanged their notebooks
from their seatmates and checked it.

The teacher discussed the Some students seriously listened

nature of quadratic equation. but most of them were not.

The teacher gave a seatwork The students answered it.

to her students.
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

DAY 2

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

The teacher recalled the lesson. The students listened to her,

even some of them were too
noisy.

The teacher started her new The students participated in the

lesson which is the different discussion but as usual, some of
ways of finding roots of them were not.
quadratic equation.

After cited some examples, the The students answer it on their

teacher gave a seatwork to her notebook.
students.

DAY 3

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

The teacher recall the past The students listen to their

lessons teacher

The teacher introduced Vedic The students picked up the new

Math to her students as another method.
way of finding roots and
factoring quadratic equations.

The teacher gave her students The students kindly answer their
some exercises seatwork.
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

DAY 4

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

The teacher recalled the past The students participated in

lesson. recalling.

The teacher gave her students The students practice the

some exercises to practice Vedic formula and method.
Math formula.

DAY 5

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

The teacher recall the Vedic The students listened to their

Math and cited another some teacher
examples

The teacher group her students The students went to their

into nine groups proper place

The teacher made a group game, The students participated in the

which is related on the topic game.
discussed which is Vedic Math
application to quadratic
equation.
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

OBSERVATION SHEET
IV-Jade

(Control Group)

DAY 1

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

The teacher assigned some Some student's showed their

students to answer the solution on the board all of them
assignment on the board. exchanged their notebooks from
their seatmates and checked it.
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

The teacher discussed the Like the previous section, some
nature of quadratic equation. students seriously listened but
most of them were not.

The teacher gave a seatwork to The students answered it.

her students.

DAY 2

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

The teacher recalled the past The students listened to their

lesson teacher

The teacher moved to the next The students participated on the

lesson which is the different discussion but others were not
ways of finding roots of
quadratic equation

The teacher cited some The students applied the

examples different methods

DAY 3

TEACHER'S ACTIVITY STUDENT'S ACTVITY

The teacher recalled the past The students recalled the

lesson. methods

The teacher gave three items The students tried to answer the
exercises to the students given exercises.

The teacher early dismissed

her students
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

DAY 4

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

The teacher used the whole

period to made her students
mastered the different
methods

The teacher gave five items The students answered the quiz
quiz about factoring and sincerely but not all of them
finding roots of quadratic seriously did the task.
equation, using traditional
methods

The teacher collect the papers The students passed their

papers

DAY 5

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

The teacher assessed the The students formed into ten

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

students to group themselves groups.
into ten groups with five
members within the group

The teacher cited the rules and The students listened carefully
mechanics of the game that
would happened.

The teacher assessed the The students were messy but

students on the game which is enjoy participated on the game.
related on traditional methods
of finding roots and factoring
quadratic equations.

CURRICULUM VITAE
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

PERSONAL DATA

Name: Princess Joy Cabotaje

Nick Name: Princess
Age: 18
Birthday: February 18,
1996 Citizenship:
Filipino Father’s name:
Camilo Cabotaje Mother’s
name Minerva Cabotaje
Adress: Phase 2, Pabahay Banadero Calamba City
E-mail adress: princessjoycabotaje@yahoo.com

EDUCATIONAL BACKROUND

Tertiary: Bachelor of Secondary Education

Major in Mathematics
City College of
Calamba
Undergraduate
2013-2014

Secondary: Calamba National High School

Brgy. Banadero Calamba City
2011-2012

PERSONAL SKILLS AND COMPETENCE

Knows how to speak and write English and Filipino

Knows how to manipulate mathematical
equations
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

CURRICULUM VITAE

PERSONAL DATA

Name: Reanne D. Ernacio

Nick Name: Reanne
Age: 20
Birthday: October 21, 1994
Citizenship: Filipino
Father’s name: Ruben
Ernacio Mother’s name Sonia
Ernacio Adress: 1161
Reyes Subdivision Looc Calamba City E-mail adress:
09457078568

EDUCATIONAL BACKROUND

Tertiary: Bachelor of Secondary Education

Major in Mathematics
City College of
Calamba
Undergraduate
2013-2014

Secondary: Looc National High School

Nara Avenue Looc
Calamba City 2010-2011

PERSONAL SKILLS AND COMPETENCE

 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

Knows how to speak and write English and Filipino
Knows how to manipulate mathematical
equations

CURRICULUM VITAE

PERSONAL DATA

Name: Jeraima M. Hidalgo

Nick Name: Jeraima
Age: 18
Birthday: March 24, 1996
Citizenship: Filipino
Father’s name: Jeremias
Hidalgo Mother’s name Eloisa
Hidalgo Adress: Purok 7,
San Cristobal, Calamba City E-mail
adress: jeraimahidalgo@yahoo.com

EDUCATIONAL BACKROUND

Tertiary: Bachelor of Secondary Education

Major in Mathematics
City College of
Calamba
Undergraduate
2013-2014

Secondary: Calamba National High School Annex

Brgy. San Cristobal,
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

Calamba City 2011-2012

PERSONAL SKILLS AND COMPETENCE

Knows how to speak and write English and Filipino

Knows how to manipulate mathematical
equations

CURRICULUM VITAE

PERSONAL DATA

Name: Claire Recillo

Nick Name: Claire
Age: 18
Birthday: February 24,
1996 Citizenship: Filipino
Father’s name: Claro
Recillo Mother’s name
Ligaya Recillo Adress:
Purok 2, Banlic, Calamba City E-
mail adress: recillo@yahoo.com

EDUCATIONAL BACKROUND

Tertiary: Bachelor of Secondary Education

Major in Mathematics
City College of
Calamba
Undergraduate
 City College of Calamba
Calamba City
Department of Arts, Sciences, and Teacher Education

Action Research in Mathematics 1st Semester 2014-2015

2013-2014

Secondary: Liceo De Mamatid High School

Mamatid Cabuyao Laguna
2011-2012

PERSONAL SKILLS AND COMPETENCE

Knows how to speak and write English and Filipino

Knows how to manipulate mathematical
equations