Assisting At-risk Pupils to Solve Mathematical Word Problems through the Use of Direct Instruction and Problem Solving Strategies for Grade Four to Grade Six Pupils in Kayrilaw Elementary School

Abstract

INTRODUCTION

In today's mathematical classrooms, problem-solving has many effects on pupils learning. It would be presumptuous to say that at-risk students are not successful at problem-solving because students lack conceptual knowledge. In many cases, pupils are familiar with the mathematical vocabulary but may need assistance with the mathematical process. In this action research, it can help those pupils who are at risk in solving Mathematical Problems.

METHODS

To bring the subject of the study, the researcher used the descriptive method using a questionnaire to gather information on how the teachers help at-risk pupils solve Mathematical word problems through the use of direct instruction and problem-solving strategies for Grade Four to Grade Six Pupils in Kayrilaw Elementary School. The data will undergo statistical analysis and the results will provide the intervention needed in improving the teaching process.

RESULTS

Most of the respondents want intense contact with the students as a method of direct instruction. In solving Mathematical Problems, the teachers want the use of PowerPoint presentation. In terms of the pupil's attitudes towards Math, pupils should show enthusiasm in performing mathematical activities. It is recommended that teachers use action research as a means for learning about their own teaching practices. Learning about students’ problem-solving abilities in mathematics addressed many questions and concerns about the achievement levels of our students and the needs to help them improve their performances.

DISCUSSIONS

The results reveal that educators need to teach pupils mathematical language skills that include the ability to read with comprehension, to express mathematical thoughts clearly, to reason logically, and to recognize and to employ common patterns of mathematical views. It is recommended that researches continue to be done on the mathematical abilities of the at-risk student. It also recommended that the use of a direct instructional approach be more accepted in our schools. Teachers should have an accurate perception of what and how direct instruction is used. Schools must encourage teachers to believe in the creativity that direct instruction had in attending the needs and progress of all students. Educators need to be more aware of the effect that learning strategies can offer to pupils to achieve a cognitive level of achievement. Furthermore, it is highly recommended that use of technologies in the classroom be increased.