Vocabulary Building Instruction: Answer to Improve Solving Word-Problem in Mathematics of Grade V Pupils in Ibayo Elementary School

Abstract

INTRODUCTION

The Republic Act 9155 is also known as the Governance of Basic Education Act of 2001. It is along this line that Ibayo Elementary School continues to support the different program and projects of the Department of Education, through the efforts of the competent teachers and administrators with supportive stakeholders who help improve the learner's performance towards quality basic education.A grade five teacher in Ibayo Elementary School noted that most of her pupils got low scores in a problem-solving test she gave. Only five (5) of the 35 pupils or 14% of the class solved five of the problem in the test. Review program and approaches were employed to check this problem; however, insignificant gains happened. Low achievement in Mathematics need to be discussed. Thus, this triggered the researcher to study the causes of the pupils’ difficulty in solving word problems in Mathematics to formulate actions and help pupils gain confidence and master the skill of solving the word problem in Mathematics.

METHODS

This study utilized a mixed method of research design, a convergence of qualitative and quantitative wherein data gathered through observation and interview. The stratified random sampling of respondents from Grade V pupils were considered in the study. The researcher collected the data through a written test involving a word problem in Mathematics. The instrument used were written test on word problems and interview record sheet. To ensure valid, reliable, and scientific presentation analysis and interpretation of data, the following statistical measures were applied: frequency counts, simple percentage, mean, and standard deviation.

RESULTS

Based on the results of the pupils' pre-test and post-test, mean scores were computed. The post-test results using vocabulary instruction were initially compared. The computed mean score was 3.34 with 1.22 SD during pre-test while 7.34 with 2.06 SD on the post-test. The data shows that respondents improved in the ability to solve word problems in Mathematics. Only Five (5) or only 14% of the respondents found difficulty in solving word-problem.

DISCUSSIONS

After the conduct of the study, vocabulary building instruction had a remarkable effect on the pupils' mathematics literacy as they scored better in the post-test after using vocabulary instruction. Therefore, the intervention used is said to be a great help in enhancing the pupils' literacy in Mathematics.