CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter covers the rationale of the problem and the perceptive discussion about the

background of the study. Along with these are the statement of the problem, theoretical

framework, conceptual framework, assumptions, hypothesis, significance of the study, scope and

limitations, and the definition of terms.

1.1 Introduction

To make meaningful mathematics teaching and effective learning in the classroom, the

learners should be interested and attracted to learn mathematics and they should also find its

usefulness and application to their real-life situations, so various methods of mathematics

teaching have been devised to achieve this goal. For such a new concept, the teacher must decide

what subject matter will help in achieving the aim of study, and then select the proper method for

teaching the concept. Mathematics is interpreted, explained, and used in different ways or

situations of human life. It helps to generate, logic, intuition, constructivism, analysis,

formulation, and generalization of judgment power. (Jaisi, 2020).

Learning Resources (2023) rekenrek's teaching effectiveness in grade 4 multiplication is

consistent with the classification of this arithmetic counting frame. It has ten beaded rows that

are easily worked along the rungs. There are five red and five white beads per row. Remarkably,

the rekenrek comes in three different bead counts (ten, twenty, and one hundred) to

accommodate a range of mathematical difficulties. It emphasizes how flexible the rekenrek is,

demonstrating how well it can meet the varying needs of students with varying degrees of

mathematical ability. Through hands-on interaction, this resource connects theoretical ideas to

real-world applications, helping students develop a comprehensive understanding of

multiplication in the context of grade 4 academics. The effectiveness of using manipulative

instructional materials depends on how the facilitator introduces or demonstrates its usage in

front of the learners. It is important also to consider how well the teachers would facilitate this

kind of learning so that learners would properly intake the knowledge and ideas of the content

being taught. rekenrek's integration into grade 4 math classes has a major positive impact on the

learners' overall learning process. The tool's hands-on approach has been instrumental in helping

learners grasp arithmetic and number sense on a deeper level. Learners can visualize and

internalize mathematical concepts by physically manipulating the vibrant beads on the rekenrek,

which results in a deeper understanding of abstract concepts. According to St. Peter’s

Preparatory School 2022, the foundational significance of multiplication as the primary tool in

various math classes, spanning algebra, calculus, equations, and beyond, underscores its pivotal

role in mathematical education. Serving as a fundamental building block, multiplication equips

students with a versatile and indispensable skill set essential for tackling progressively complex

mathematical concepts. The culmination of primary school marks a crucial juncture in a learner's

mathematical journey, wherein the mastery of multiplication up to and including 12 is a key

developmental milestone. This proficiency lays a robust groundwork, fostering not only

computational dexterity but also a deep comprehension of numerical relationships. As learners

navigate the intricacies of multiplication during their primary years, they cultivate the cognitive

agility and confidence required to proficiently engage with more advanced mathematical subjects

in subsequent academic phases. The mastery of multiplication, therefore, emerges as a

foundational cornerstone, propelling learners toward mathematical fluency and readiness for the

challenges that lie ahead in their educational pursuits.

 Under Section 10.3 of Republic Act 10533, “The Production and Development

Materials” as confirmed by Br. Armin Luistro FSC, Dr. P.B. Licuanan, and Sec. E. J. Villanueva

aims to encourage the production and development of locally produced materials. For the benefit

of the learners the government (DepEd and other agencies) is encouraging teachers to develop

self-instructional materials suited to the level of understanding of the learners (Candelaria, 2021).

The goal is to improve the caliber and applicability of educational resources, which will

ultimately help learner by offering resources that closely match their comprehension and learning

requirements. This legislative provision emphasizes a dedication to a flexible and customized

method of developing educational materials, with an emphasis on efficiently facilitating learner's

learning.

The researcher observed numerous problems that need to be addressed leading to the

conduct of this study. The use of rekenrek as instructional material in learning multiplication

among Grade 4 learners is considered a problem because it addresses a challenge or difficulty

that exists in the current educational system. It limits only to simple or basic mathematical

operations, which can be considered a problem as it does not apply to any complex mathematical

operations. There are many factors affecting the use of instructional materials mainly the

rekenrek in learning multiplication. These factors could be the teachers’ strategy or methods of

teaching, learning environments, diverse learning abilities, or classroom management.

Understanding and mastering multiplication concepts in traditional instructions might not be

effectively supporting learners’ learning needs which is why the researchers need to conduct pre-

test assessment before using rekenrek in instruction and post-test assessment after using rekenrek

in instruction. In the study of Smith, Johnson, and Lee (2019), they used a quasi-experimental

approach to investigate the effects of rekenrek on Grade 5 students' knowledge of addition and
subtraction. The experimental group received teaching via rekenrek, while the control group was

instructed via traditional means. The results demonstrated that the experimental group improved

much more in their knowledge of addition and subtraction concepts than the control group. In

this study, the researchers will use a mixed-method research design comparing the test results in

terms of pre-test and post-test among the grade 4 learners.

Furthermore, this study is designed to know the impact of using rekenrek in learning

Mathematics among the grade 4 pupils in Jampason Elementary School. The researchers chose

this study because they wanted to know if there would be a positive or negative impact of using

rekenrek as a manipulative instructional material in learning Mathematics. This study will

contribute to the Teacher Education Program of Initao College once published. The researchers

realized that it is important to consider the grade level upon choosing the participants of the

study. The previous title was being revised from having the participants of grade 5 learners to

grade 4 learners because learning multiplication is much more integrated in this level. They also

realized that the usage of rekenrek is only applicable in basic mathematical operations.

1.2 Statement of the Problem

This study seeks to determine the effectiveness of rekenrek in learning multiplication.

Hence, the researchers aim to answer the following questions:

1. How does integration of rekenrek enhance learners’ ability to grasp multiplication in terms of:

1.1 motivation;

1.2 participation; and

1.3 confidence?

2. What is the extent of learning multiplication in terms of:

 2.1 multiplication of 2 to 3 digit by 2-digit numbers; and

3. Is there a significant relationship between the pre-test and post-test using the rekenrek and

learning multiplication?

1.3 Theoretical Framework

The usage of rekenrek as instructional material in learning multiplication is anchored

with Constructivism Theory. This theory was proposed by Jean Piaget that suggests learners

actively construct their understanding of a subject by building on their prior knowledge and

experiences (Miller, et. al. 2020). Constructivist teaching methods complement the interactive

and hands-on nature of rekenrek when it comes to using it as teaching material. Constructivism

theory emphasizes the importance of active engagement in the learning process. Learners

construct knowledge by interacting with their environment and manipulating materials. The

rekenrek provides a hands-on experience for students. They actively move beads on the rekenrek

to represent and manipulate numbers, allowing for a more interactive and engaging learning

process. rekenrek also helps in building prior knowledge. Learning is most effective when it

builds upon the learner's existing knowledge and experiences. Constructivism values the

incorporation of prior knowledge into the learning process. Social Interaction and Collaboration

play a crucial role in constructivist learning environments. Learning is enhanced through

discussions and interactions with peers and educators. The rekenrek aligns with these

constructivist principles, providing a tangible and interactive tool for students to construct their

understanding of mathematical concepts.

The Theory of Cognitive Learning proposed by Jean Piaget is essential to comprehending

how people gather, process, and remember information including the ability to multiply (Feder,

2022). Transfer of learning where learners gain the ability to apply their multiplication
knowledge in various contexts. Transfer of learning happens when students apply multiplication

in interdisciplinary projects or real-world situations, realizing its applicability outside of the

classroom. Problem-solving and critical thinking skills where multiplication is introduced in the

context of solving problems. Students apply multiplication to analyze and solve real-world

problems, which helps them develop critical thinking skills. This method helps them to view

multiplication as an adaptable tool that can be used to solve a variety of problems.

The integration of the rekenrek into Grade 4 multiplication instruction harmoniously

blends the principles of constructivism and cognitive learning theory. Functioning as a tactile

conduit, the rekenrek encourages active engagement by providing a tangible representation of

multiplication concepts. It facilitates the transition from concrete to abstract understanding,

aligning with constructivism's emphasis on building knowledge on existing foundations.

Through collaborative activities, the rekenrek becomes a catalyst for shared exploration and

discourse, embodying the constructivist ideals of social learning. Concurrently, cognitive

learning theory comes to the forefront as learners engage in metacognitive processes, discerning

patterns and fortifying mnemonic recall. The rekenrek's applicability to real-world scenarios

underscores the cognitive principle of transferability, affirming the practical utility of

multiplication. In this synthesis, the rekenrek emerges not only as a pedagogical tool but as an

immersive vehicle for cultivating a profound and multifaceted comprehension of multiplication

in the academic landscape.

1.4 Conceptual Framework

The conceptual framework for utilizing a rekenrek as an instructional material in learning

multiplication among grade 4 learners is grounded in cognitive and constructivist theories.

Cognitive theory emphasizes the importance of mental processes in learning, and rekenrek
provides a tangible and visual representation that aids students in conceptualizing multiplication

as repeated addition. The hands-on nature of the rekenrek engages students in active learning,

fostering a deeper understanding of mathematical concepts. Vande Walle & Lovin, (2006)

believed that experiences and continuous active exploration help students develop relationships

from one concept to another.

Furthermore, the constructivist perspective highlights the role of learners actively

constructing their knowledge. Students create a growth mindset when believing they can develop

their mathematical ability reinforcing the idea that math is the process of learning, not the

product (Boaler, 2013). The rekenrek encourages students to explore multiplication through

manipulation and interaction, allowing them to build their understanding through meaningful

experiences. By incorporating rekenrek into the curriculum, educators can create an environment

that supports the construction of mathematical knowledge, aligning with the developmental stage

of grade 4 learners.

Independent Variable Dependent Variable

Rekenrek Learning Multiplication

 Figure 1. The Schematic Diagram of the Study.

1.5 Assumptions

The researchers assume that the utilization of the rekenrek as an instructional material

will result in increased motivation and interest among grade 4 pupils toward learning

multiplication. Additionally, the researchers assume that the rekenrek will provide a tangible and

visual representation of mathematical concepts, facilitating a deeper understanding of

multiplication operations. Moreover, it is assumed that the rekenrek will promote active and

collaborative learning experiences, fostering peer interaction and meaningful mathematical

discourse among grade 4 pupils.

1.6 Hypotheses

This study is determined to know whether there is a significant difference or none

between the pre-test and post-test using the rekenrek and learning multiplication among the

grade 4 learners in Jampason Elementary School. Thus, the researchers present the hypotheses of

the study:

Ha: There is a significant difference between the pre-test and post-test using the rekenrek in

learning multiplication.

Ho: There is no significant difference between the pre-test and post-test using the rekenrek in

learning multiplication.

1.7 Significance of the Study

The researchers consider the following significance of studying the use of the rekenrek as

an instructional material in enhancing multiplication learning among grade 4 learners:

Grade 4 Pupils. This research prioritizes the benefit of Grade 4 pupils as they are the primary

recipients. Through the utilization of the rekenrek as an instructional material, these pupils can

acquire a deeper comprehension of multiplication, enhance their problem-solving abilities, and

engage in meaningful learning experiences. The research endeavors to improve their conceptual

understanding, procedural fluency, and overall engagement with multiplication.

Teachers. This study holds great importance for teachers. It equips them with valuable insights

into effective instructional practices using the rekenrek. Armed with this knowledge, teachers

can enhance their teaching strategies, facilitate conceptual understanding, and promote active

student involvement in multiplication learning. The research findings offer teachers evidence-

based approaches to elevate their instructional methods.

Parents. Parents also reap significant benefits from this research. By understanding the impact

of the rekenrek as an instructional tool, parents can actively support their child's multiplication

learning at home. They can participate in activities that reinforce conceptual understanding,

provide additional practice opportunities, and strengthen the parent-child educational

partnership. This involvement contributes to their child's academic growth and mathematical

development.

Future Researchers. For future researchers in the field of education, this study holds substantial

value. It lays the groundwork for further exploration and investigation into the effectiveness of

the rekenrek. Future researchers can delve into additional aspects, such as its efficacy across

different grade levels or mathematical concepts. Building upon this study, they can contribute to

the advancement of instructional practices in mathematics education .

1.8 Scope and Limitations

 Despite encountering difficulties, the researchers faced challenges in implementing

rekenrek as an instructional material for learning multiplication among grade 4 learners.

However, they also acknowledge the potential opportunities it offered for enhancing students’

understanding of multiplication concepts. Overcoming these challenges and effectively utilizing

the rekenrek had the potential to significantly improve the learning experiences and outcomes in

multiplication for grade 4 students, making it a promising instructional tool.

This study aims to explore how rekenrek impacts students’ multiplication skills by

focusing on the constructs of motivation, participation, and confidence. The researchers will

investigate how the use of the rekenrek influences students’ participation in multiplication

activities, their intrinsic motivation to learn multiplication, and their confidence in their

multiplication abilities. The selected constructs and variables were chosen because of their

significance in evaluating the impact of rekenrek as an instructional tool on students’

multiplication skills. Participation is essential as it indicates students’ active engagement and

involvement in multiplication tasks and discussions. Motivation plays an essential role in

students’ willingness to learn and their perseverance in overcoming challenges in multiplication.

Confidence is important as it affects students’ belief in their abilities and their willingness to take

risks and tackle more complex multiplication problems. By examining these constructs, the

researchers can gain insights into how rekenrek influences students’ motivation, participation,

and confidence, which in turn contribute to their overall improvement in multiplication skills.

Understanding the impact of the rekenrek on these constructs will provide valuable information

on how instructional materials can effectively enhance grade 4 learners’ engagement, motivation,

and confidence in multiplication learning.

 In this study, learning multiplication as the dependent variable only focuses on

multiplication by 2-digit by 2-digit numbers, 3-digit by 2-digit numbers, and 4-digit by 2-digit

numbers and it does cover the broader topics of multiplication. Application of the usage of

rekenrek depends on how the demonstrators which are the researchers will integrate and use it

based on the provided lesson plan ahead of the conduct.

1.9 Definition of Terms

This section aims to clarify and establish a clear comprehension of terms that are

essential to this research. The definitions offered are intended to establish a shared and logical

framework, guaranteeing accuracy and clarity in the discussion throughout the study.

Cognitive Theory. Focuses on the internal processes surrounding information and memory.

Constructivism Theory. It is founded on the notion that individuals actively establish their

understanding through experiences, rather than just passively accepting information. (Structural

Learning, 2023)

Multiplication. A mathematical operation that at its simplest is an abbreviated process of adding

an integer to zero to a specified number of times and that extended to other numbers by laws that

are valid for integers. (Merriam-Webster, 2023)

Rekenrek. A rekenrek is a mathematics counting frame that has rows of 10 beads. Each row has

five red and five white beads that can easily be moved along the rungs. Rekenreks come in

different sizes, and colors including a 10-bead, 20-bead, and 100-bead option. (Learning

Resources, 2023)