Difficulties on Addition and Subtraction of Dissimilar Fractions of Select Grade Six Pupils of Dacanlao G. Agoncillo Elementary School

Abstract

INTRODUCTION

Students often encounter difficulty in regard to fractions, especially in adding and subtracting dissimilar fractions. Research has shown some grounds as to how students find it challenging by trying to determine the factors affecting the students' performances with the end in view of designing intervention activities to improve their knowledge and skills in adding and subtracting dissimilar fractions.

METHODS

The researcher used the quantitative survey method of research because this study will focus on the problem and will deal with the pupils' difficulty on addition and subtraction of dissimilar fraction and the remedies and interventions done by the researcher to address the problem. The researcher came up with10 students to be the participants/source of the data and information for this research. She used a set of tests to determine the difficulty and factors that hinder the participants for their mastery of the concept. Short quizzes, weekly tests, summative tests, unit tests, and questionnaires were utilized to define the level of students' knowledge on how to add and subtract dissimilar fractions. The respondents' responses were tallied, ranked, and interpreted using the Likert scale.

RESULTS

As the data analysis was successfully executed, it showed that students find it really difficult. With5 as strongly agree and1 as strongly disagree, the composite mean of3.18 means that they find it quite challenging. Out of the indicators used, the respondents are finding the language of instruction to be the main reason. Other difficulties related to the subject are finding the Least Common Denominator (LCD) and changing of mixed number to an improper fraction and vice-versa. After applying the interventions, the respondents were again asked to rate their difficulties on the subject. Data show the mean went down from 3.69 (difficult) to 1.69 (easier), which means that students find it now easier to add and subtract dissimilar fractions after the interventions such as group studies on memorizing the multiplication table and using a bilingual language in teaching were applied.

DISCUSSIONS

Through the 10 respondents of this study, the difficulties before and after applying the interventions were identified, together with the factors resulting in these difficulties; the researcher came up with the following conclusions: language of instructions, finding the LCD and changing of mixed numbers to fractions and vice versa, and overlapping of activities due to Extra Curricular Activities (ECA) was the main reason why the respondents are experiencing difficulty in the subject.