Difficulties Encountered by the Grade Six Pupils of Salong Elementary School in Adding and Subtracting Dissimilar Fractions

Abstract

INTRODUCTION

Some of the students consider Mathematics as their favorite, while some consider this subject as their weakness. It is because there are some topics in Mathematics that are challenging, an example of this is how to solve fractions, specifically adding and subtracting fractions, as observed by the researcher for years that passed.

METHODS

This research made use of the descriptive method of research because this design employs descriptive techniques to answer questions regarding current conditions. The respondents of this study were the selected fifty (50) Grade 6 pupils, batch 2017-2018 of Salong Elementary School. With the approval of the concerned principal, the instrument was personally administered to the respondents; the researcher prepared the necessary materials in gathering important data in the study. Questionnaires were used for data gathering and utilized a quantitative method of research, which includes frequency count and weighted mean. The test questions were validated by experts. Once validated, the researcher sought approval for the administration of the test. Upon approval, the researcher started administering the test.

RESULTS

It can be recognized that Grade VI pupils agreed that they find it hard to find the Least Common Denominator (LCD) as revealed with the highest weighted mean of 3.1. This was supported by the idea of Bezuk and Cramer (2016) that the difficulty children have with fractions should not be surprising considering the complexity of the concepts involved. Clearly, the way fractions are taught must be improved. Because of the complexity of fraction concepts, more time should be allocated in the curriculum for developing students' understanding of fractions. It can be perceived that Grade VI pupils strongly agreed that their teachers provide drill to enhance retention, as revealed with the highest weighted mean of 3.64.

DISCUSSIONS

The results of this study reveal that the application of drills is still effective for learners to better understand the lesson because the concept can be retained in their minds. The findings likewise show that Grade VI pupils have a hard time finding the Least Common Denominator; therefore, this study is significant for teachers to realize that in teaching fractions, the use of instructional materials that are visible anywhere is essential so that the learners can easily relate what they've learned in mathematics while giving focus on student-centered approach in teaching.