Bucc- a Tool to Enhance the Performance Level in Problem Solving in Grade II Pupils of Tiyani Elementary School, Calamba City, Second Semester School Year 2015-2016

Abstract

INTRODUCTION

This action research project was conducted to improve mathematical skills/level especially in solving word problem of Grade II pupils of Tiyani Elementary School, Calamba East District, Division of Calamba City. The researcher intends to improve the mathematical skills by using the BUCC. BUCC is a tool in which B stands for Box the question in the problem, U is for underline the given, C stands for circle the word clue, and another C stands for writing and encircling the complete answer. The researcher believed that knowledgeable pupils in problem-solving will help them develop self-confidence and will carry out good and wise decision making.

METHODS

The researcher used a descriptive research design. The choice of this method was deemed appropriate since the study aims to determine the effects of BUCC tool on the Grade II pupils of Tiyani Elementary School. This strategy was modeled through utilizing PowerPoint presentation and chalk and board discussion. It was followed by the pupils’ use of the strategies through the whole class, small group, pair-shared and independent practice. The pre-Experimental One-shot case method of research was also utilized in which the treatment was the instruction of the BUCC tool/intervention. Documentary analysis was also employed since the results of the school's diagnostics test and the BUCC strategies were used as the source of data.

RESULTS

The researcher gathered information prior to implementing the BUCC-strategy intervention. The data was presented in the form of tables using: Mean, Standard Deviation, Mean Percentage Score (MPS), Frequency and Percentage. The diagnostic test and pre-assessment given to the grade II pupils identified that 37 out of 45 pupils fall under low performing level. The information gathered by the researcher after the intervention has been practiced showed improvement with the grade II pupils. The post-intervention scores for BUCC tool results showed a significant increase in pupils' knowledge of mathematics and problem-solving skills. The post-intervention scores indicate only 3 of the 45 of the grade II pupils remained struggling in mathematical skills and with difficulty on problem-solving.

DISCUSSIONS

The results of the research can help and inspire teachers to facilitate their teaching to all children for meaningful information and in making decisions for planning appropriate school-based teaching and learning that will lead to lasting and significant improvement in pupils academic and reading performance as well.