Advisers

Ryan Christopher M. Villalon, PhD

Discipline

Education

Abstract

This study evaluated Conversion Chronicles as a story-based instructional material for teaching unit conversion to elementary learners at Bagbaguin Elementary School in Quezon City, Philippines. It examined whether presenting metric conversion through a narrative structure could support learners’ fluency, reasoning, and conceptual understanding. The study used a quasi-experimental design with stratified sampling and involved 187 Grade 5 students. Pretests and posttests measured performance, while a survey questionnaire assessed engagement, motivation, and interactivity. Data were analyzed using frequency, percentage, weighted mean, ranking, the Shapiro–Wilk test, and the Wilcoxon signed-rank test. Most students were aged 9–10 years, and gender distribution was nearly equal. Pretest performance was classified as “not proficient” across the unit-conversion domains, with a mean score of 1.50. After the intervention, all domains reached the “proficient” level, with a posttest mean of 4.30. The Wilcoxon signed-rank test indicated a significant difference (Z = 11.87, p < 0.001). The findings are consistent with Padin (2024), who emphasized the value of relatable, real-world narratives in supporting communication and understanding. Grade 5 learners initially demonstrated difficulty with unit conversion but reached proficient performance after using Conversion Chronicles. Survey findings also indicated engagement, motivation, self-efficacy, and appreciation of the real-life relevance of conversion. These results suggest that narrative-based instruction can make mathematical concepts more relatable and understandable; however, broader comparative studies are needed to establish its effectiveness across settings.

Keywords

quasi-experimental design, conversion chronicles, mathematics education, narrative-based learning, story-based instruction