Competency Level in Solving Decimal Problems of Grade Five Pupils of Miranda Elementary School: Basis of Improvement

Abstract

INTRODUCTION

Problem-solving has been and will be a necessary skill not only in mathematics but in everyday living. However, today, most of the students are encountering some problems in solving problems in mathematics especially in using the four fundamental operations. Because of this fact, the researcher aims to discover and determine the Competency Level in Solving Decimal Problems ofGrade Five Pupils of Miranda Elementary School and to make actions and plans for improvement.

METHODS

This action research made of descriptive research design attempted to determine the competency level of grade five pupils in solving decimal problems of Miranda Elementary School. The actual respondents were composed of18 males and20 females of Grade 5 pupils during the second grading period, the school year 2017-2018. No sampling was made in the study. The questionnaire was the main instrument of the study. The questionnaire for the pupils was collected immediately for consolidation. It was used to determine the competency level of the pupils through the use of frequency, percentage, and rank. The researcher distributed the questionnaire and sample test question in every competency so that they can determine the difficulty of it.

RESULTS

Based from the results, the last rank was (Competency number 1) solving routine problems involving addition and subtraction of decimal numbers including money, which showed that it is the easy competency for the pupils and the most difficult competency was solving non-routine problems involving division without or with any of the other operations of decimals and whole numbers including money (Competency Number 6).

DISCUSSIONS

The results demonstrate that when the pupils did not understand the concept and competency in addition and subtraction of decimals, they definitely experienced difficulty in understanding and solving multiplying and dividing decimals. If students are not able to master each skill as it is taught, they will be left behind as the teacher moves on. And when these problems are put into a real-life format, they are even harder for most students to comprehend. Moreover, of the four operations, the division is the most difficult to perform. After the implementation of the proposed plan and intervention including the instructional materials and activities, the proficiency level of the class increased. It signifies better performance and achievement of the pupils, thus the materials made by the researcher were effective.