mproving Skills in Solving Word Problems by Enhancing Reading Comprehension Skills of Grade Vi Pupils in Bancod Elementary School

Abstract

INTRODUCTION

The problem-solving process is defined as a complicated process requiring the use of multiple skills together. It is thought that the first and key step in problem-solving is reading comprehension. As a public-school teacher of sixth-grade mathematics for eight years in Bancod Elementary School, I have encountered pupils who are poor in both comprehending and analyzing math word problems. Specifically, in my 2018-2019 class, only 7 out of 37 pupils could successfully solve word problems with or without help from the teacher. The rest is needed to be guided to understand the problem. Approximately 80% find it hard to picture the situation indicated in the problem they are trying to solve. Some pupils would even ask the meaning of a certain word in the problem. When they have understood it, it is only then that they fully grasp the situation pictured in the problem. Obviously, the bane of these pupils is the understanding of the contents of the math problems correctly and connecting the ideas expressed in it to fully grasp and find a way to successfully solve the problem.

METHODS

The action research aimed to improve skills in solving Mathematical word problems through enhancing reading comprehension skills of 30 out of 37 or 81.08% of Grade VI pupils of Bancod Elementary School S.Y. 2018-2019 throughout the five-month time period. The following interventions and strategies were utilized in teaching problem solving: (1) enhancing vocabulary (2) develop reading comprehension skills (3) analyze and solve word problem.

RESULTS

After the implementation of the project, the number of pupils who are needed to be guided to understand and solve Math word problems was reduced from 81.08% to 43.24%. The result also showed that there are still some pupils who need to be guided or need more intervention materials to fully grasp and find a way to successfully solve the problem.

DISCUSSIONS

To conclude, the following observations in the study contributed to the success of the project: Enhancing vocabulary by a tutor-tutee relationship wherein good pupil tutors or teaches slower pupils; developing vocabulary before the beginning of the math class, establishing classmate assigned to him in areas of understanding mathematical keywords; and providing interesting and challenging vocabulary activities involving mathematics vocabulary, such as contests and games. Developing reading comprehension skills by identifying the keyword/s used in the problem, providing interesting and challenging vocabulary activities involving Math vocabulary, using object representation or illustration to visualize word problems, restating the problem in simpler terms. Analyzing and solving word problems by knowing what is asked for in the problem, choosing the required information among the data, thinking the operation to be used in solving the problem, and making a number sentence out of the word problem. It was suggested to continue the implementation of the listed interventions in the next school year to help more pupils solve Math word problems easily.