An Action Research on the Correlation of Solving Word Problem in Mathematics and Comprehension Ability of Grade V and VI Pupils of Alfonso Central School SY 2018-2019

Abstract

INTRODUCTION

Problem-solving is one of the numerical skills that manifest the difficulties in teaching-learning situations. Before a pupil can successfully solve a problem, he has to possess not only computational skills but also good reading comprehension and analytic skills. Problem-solving in Mathematics seems to be a difficulty among pupils. In this study, we explored the correlation of solving a word problem in Mathematics and the comprehension ability of Grade V & VI pupils.

METHODS

This action research used a descriptive method which utilized the pretest, posttest and summarization worksheets in addressing the pupils’ problems. The respondents in this study were 45 Grade V-Sampaguita pupils and 48 Grade VI Sampaguita pupils of the Alfonso Central School from SY 2018-2019. A 10-item test measuring their learning competencies within the second grading period was used to assess the pupils’ analytical and comprehension skills.

RESULTS

Compared results of the pretest and posttest reveal that there is a 10% increase on the computed mean. This means that with the application of the Intervention program Making Math Fun and Fruitful, the pupils' comprehension increased. There is a significant relationship in the reading comprehension of the pupils and their computation and solving problem skills.

DISCUSSIONS

This study implied that reading comprehension and the problem-solving skills of pupils are correlated. The more they develop better reading comprehension, the more they develop better problem-solving skills. A more in-depth study is further recommended to cover the aspects not found in this study.