PROJECT MVES: A Math Intervention for Grade Five Pupil of Cabangaan Elementary School

Abstract

INTRODUCTION

The primary source of this research is to identify whether the math intervention PROJECT MVES (Mathematical Vocabulary for Easy Solving) could address the difficulties of the students in solving a word problem. The said intervention is expected to help increase comprehension of students' mathematics vocabulary, ability to solve word problems, and their views in the project.

METHODS

This study is pursued because the researcher wanted to help the respondents of this study (n-28) from grade 5 level of Cabangaan Elementary School who obtained scores ranking below grade level expectations during Quarterly Tests. The researchers made use of Quasi-Experimental Design were in 2 groups were selected, the first group acted as the control group and the other group undergoes vocabulary instruction.

RESULTS

From the data gathered and observed by the researcher, she can conclude that Project MVES (Mathematical Vocabulary for Easy Solving) is indeed a good math intervention for grade 5 participants since it has significantly increased students' performance before and after the series of word problem-solving practices. It also reflects that the problem-solving skills of the students improved through the program. To support the positive results, the views of the student about the intervention were also tabulated to show the positive impact of it to students.

DISCUSSIONS

Although the researcher has a high belief on the study's result it is still highly recommended to have a further study for this type of intervention since there are also other factors that can be considered that can affect mathematical vocabulary comprehension. The output of this paper can be used as enhancement reference of the school.