Enhancing the Mastery of Basic Integer Operations Among Grade 8 Learners in Secondary Education Through MathSPARK
Keywords:
Basic integer operations, Google applications, Mastery level, MathSPARK intervention
Abstract
Purpose of the study: Mastery of basic integer operations, an essential foundational skill, enables learners to progress into complex mathematical concepts. Accordingly, this study investigates the effect of MathSPARK as an intervention material on learners’ mastery of this skill.
Methodology: This study employed an explanatory-sequential mixed methods research design, which involved Grade 8 students from a public secondary school in Sorsogon City who met specific criteria. The data were collected through validated integer tests and a researcher-made questionnaire on student perceptions. The quantitative data were analyzed using both descriptive and inferential statistics, while the qualitative data were subjected to thematic analysis.
Main Findings: The number of those who reached the “Mastered” and “Closely Approximating Mastery” levels increased, and those at the lower mastery levels were reduced. Statistical analysis of the results confirmed that the improvement in the learners’ mastery is significant; hence, MathSPARK is effective. Moreover, varied insights from the learners supported the findings, highlighting both the benefits and challenges they encountered.
Novelty/Originality of this study: This study offers new insights into how to improve the mathematical skills of the learners by exploring the potential of available digital devices. It also provides an opportunity for a novel approach to enhance learning performance amidst challenges brought about by class disruptions and in an educational setting with limited resources, while taking advantage of what is available to learners
References
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[25] Department of Education. (2012). Maximizing the Utilization of the National Achievement Test (NAT) Results to Raise the Achievement Levels in Low Performing Schools (DepEd Memorandum No. 160, s. 2012). Pasig City: Department of Education. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2012/09/DM_s2012_160.pdf
[26] Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72. https://doi.org/10.4103/aca.ACA_157_18
[27] In, J., & Lee, D. K. (2024). Alternatives to the P value: Connotations of significance. Korean Journal of Anesthesiology, 77(3), 316–325. https://doi.org/10.4097/kja.23630
[28] Ariate, C. D. (2023). Development and validation of off-line Web Quest for Grade 7 mathematics students (Unpublished master’s thesis). Sorsogon State University.
[29] Asamoah, D., Chong, W. W. N., Shahrill, M., & Latif, S. N. A. (2022). Non-digital card game and year 8 students’ performance in integers. Journal of Mathematics and Science Teacher, 2(1), em007. https://doi.org/10.29333/mathsciteacher/11928
[30] Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
[31] Simarmata, J. E., & Mone, F. (2021). The COVID-19 pandemic era: The effectiveness of Google Classroom media in discrete mathematics learning in terms of student learning outcomes. MES: Journal of Mathematics Education and Science, 7(1), 21–28. https://doi.org/10.30743/mes.v7i1.4381
[32] Rafniwati, Sri Yona, Dekdi, & Herlinawati. (2025). The effects of digital learning media to improve mathematics learning outcomes and motivation of seventh grade junior high school students. International Conference on Education and Innovation (ICEI), Vol. 2(1). Retrieved from https://journal.unilak.ac.id/index.php/ICEI/article/view/28617
[33] Saccardo, F., Decarli, G., Missagia, V. I., Andrao, M., Gini, F., Zancanaro, M., & Franchin, L. (2024). Emotions and interactive tangible tools for math achievement in primary schools. Frontiers in Psychology, 15, 1440981. https://doi.org/10.3389/fpsyg.2024.1440981
[34] Vinuesa, L. M., & García, P. R. (2024). Expected usefulness of interactive learning platforms and academic sustainability performance: The moderator role of student enjoyment. Sustainability, 16(9), Article 3630. https://doi.org/10.3390/su16093630
[2] DepEdPH. (2024). Republic Act 10533: Enhanced Basic Education Act of 2013 | DepEd PH. DepEd PH. https://depedph.com/republic-act-10533-enhanced-basic-education-act/
[3] UNICEF Data. (2017). SDG Goal 4: Quality Education - UNICEF DATA. https://data.unicef.org/sdgs/goal-4-quality-education/
[4] Department of Education (2016). K to 12 Mathematics Curriculum Guide. Retrieved from http://www.deped.gov.ph/k-to-12/curriculumguides
[5] Ghadi, I. N., Bakar, K. A., & Njie, B. (2015). Influences of critical thinking dispositions on critical thinking skills of undergraduate students at a Malaysian Public University. Journal of Educational Research and Reviews, 3(2), 23–31. http://sciencewebpublishing.net/jerr/archive/2015/February/pdf/Ghadi%20et%20al.pdf
[6] Kaplan, Z. (2023). What are Problem-Solving Skills? Definition and Examples. Forage. https://www.theforage.com/blog/skills/problem-solving-skills
[7] Chi, C. (2023). Philippines still lags behind world in math, reading and science — PISA 2022. Philstar.com. https://www.philstar.com/headlines/2023/12/06/2316732/philippines-still-lags-behind-world-math-reading-and-science-pisa-2022
[8] Philippine Daily Inquirer. (2023). Local, international tests show urgent need to improve quality of education. Inquirer Opinion. https://opinion.inquirer.net/162422/local-international-tests-show-urgent-need-to-improve-quality-of-education
[9] Tan, M. K. (2024). DepEd’s priority should be skills training for teachers. INQUIRER.net. https://opinion.inquirer.net/175114/depeds-priority-should-be-skills-training-for-teachers
[10] Department of Education. (2022). DepEd highlights Digital Rise Program as key player in addressing challenges in education quality. https://www.deped.gov.ph/2022/05/10/deped-highlights-digital-rise-program-as-key-player-in-addressing-challenges-in-education-quality/
[11] Muneer, R., Ibrahim, M., & Begum, R. (2023). EXAMINING THE CHALLENGES AND FACTORS AFFECTING TECHNOLOGY INTEGRATION IN THE LEARNING PROCESS. Pakistan Journal of Educational Research, 6(4). https://pjer.org/index.php/pjer/article/download/990/340/1615
[12] NEAP Region V. (2023). About B-COOL logo [Facebook post]. Facebook. https://web.facebook.com/story.php?story_fbid=512776474332788&id=100068013203838&mibextid=oFDknk&rdid=9E3QzRNtpRRI2IL0#
[13] Mathnasium of Littleton. (2020). Understanding math learning gaps. Mathnasium. https://www.mathnasium.com/math-centers/littleton/news/understanding-math-learning-gaps
[14] Hughes, D. (2021). Understanding, teaching, and reaching digital native students—and digital native caregivers. Waterford.org. https://www.waterford.org/blog/reaching-digital-native-students-and-caregivers/
[15] Providence College. (2022). Meet the newbies? An inside scoop on Generation Alpha. https://parents.providence.edu/wp-content/uploads/sites/43/2022/11/generation-alpha.pdf
[16] Department of Education – Sorsogon City. (2024). DIVISION IMPLEMENTATION OF OPLAN KWENTA: MASTERING MATH BASIC DURING CATCH-UP FRIDAYS. https://drive.google.com/file/d/118AAj8XjY0k52s_r_LR0NrJhfV1FxrES/view?usp=sharing
[17] Gonzaga University. (2025). Qualitative research: Mixed methods research. LibGuides. https://researchguides.gonzaga.edu/qualitative/mixed-methods
[18] Andrade, C. (2020). The inconvenient truth about convenience and purposive samples. Indian Journal of Psychological Medicine, 43(1), 86–88. https://doi.org/10.1177/0253717620977000
[19] Palinkas, L. A., et al. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
[20] Malik, S. (2021). Learning theory of cognitivism and its implications on students’ learning. World Wide Journal of Multidisciplinary Research and Development, 7(5), 67–71. Retrieved from https://wwjmrd.com/upload/learning-theory-of-cognitivism-and-its-implications-on-students-learning_1622555691.pdf
[21] Yang, B. W., Razo, J., & Persky, A. M. (2019). Using testing as a learning tool. American Journal of Pharmaceutical Education, 83(9), 7324. https://doi.org/10.5688/ajpe7324
[22] Bruner, R.F.: Repetition is the first principle of all learning (2001). https://pa-pers.ssrn.com/sol3/papers.cfm?abstract_id=224340, last accessed 3 January, 2024
[23] Nurnberger-Haag, J., Kratky, J., & Karpinski, A. C. (2022). The Integer Test of Primary Operations: A Practical and Validated Assessment of Middle School Students’ Calculations with Negative Numbers. International Electronic Journal of Mathematics Education, 17(1), em0667. https://doi.org/10.29333/iejme/11471
[24] Department of Education. (2017). Research management guidelines (DepEd Order No. 16, s. 2017) [PDF]. https://www.deped.gov.ph/wp-content/uploads/2017/03/DO_s2017_016.pdf
[25] Department of Education. (2012). Maximizing the Utilization of the National Achievement Test (NAT) Results to Raise the Achievement Levels in Low Performing Schools (DepEd Memorandum No. 160, s. 2012). Pasig City: Department of Education. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2012/09/DM_s2012_160.pdf
[26] Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72. https://doi.org/10.4103/aca.ACA_157_18
[27] In, J., & Lee, D. K. (2024). Alternatives to the P value: Connotations of significance. Korean Journal of Anesthesiology, 77(3), 316–325. https://doi.org/10.4097/kja.23630
[28] Ariate, C. D. (2023). Development and validation of off-line Web Quest for Grade 7 mathematics students (Unpublished master’s thesis). Sorsogon State University.
[29] Asamoah, D., Chong, W. W. N., Shahrill, M., & Latif, S. N. A. (2022). Non-digital card game and year 8 students’ performance in integers. Journal of Mathematics and Science Teacher, 2(1), em007. https://doi.org/10.29333/mathsciteacher/11928
[30] Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
[31] Simarmata, J. E., & Mone, F. (2021). The COVID-19 pandemic era: The effectiveness of Google Classroom media in discrete mathematics learning in terms of student learning outcomes. MES: Journal of Mathematics Education and Science, 7(1), 21–28. https://doi.org/10.30743/mes.v7i1.4381
[32] Rafniwati, Sri Yona, Dekdi, & Herlinawati. (2025). The effects of digital learning media to improve mathematics learning outcomes and motivation of seventh grade junior high school students. International Conference on Education and Innovation (ICEI), Vol. 2(1). Retrieved from https://journal.unilak.ac.id/index.php/ICEI/article/view/28617
[33] Saccardo, F., Decarli, G., Missagia, V. I., Andrao, M., Gini, F., Zancanaro, M., & Franchin, L. (2024). Emotions and interactive tangible tools for math achievement in primary schools. Frontiers in Psychology, 15, 1440981. https://doi.org/10.3389/fpsyg.2024.1440981
[34] Vinuesa, L. M., & García, P. R. (2024). Expected usefulness of interactive learning platforms and academic sustainability performance: The moderator role of student enjoyment. Sustainability, 16(9), Article 3630. https://doi.org/10.3390/su16093630
Published
2025-10-27
How to Cite
[1]
A. Ebio and A. Buenaflor, “Enhancing the Mastery of Basic Integer Operations Among Grade 8 Learners in Secondary Education Through MathSPARK”, J. Bs. Edu. R, vol. 6, no. 3, Oct. 2025.
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Copyright (c) 2025 Arvin Ebio, Annie Buenaflor
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