Improving the Performance of Grade Six Pupils in Gumaca West Central School in Solving Problems Involving Addition and Subtraction of Dissimilar Fractions Using GAWARD (Games and Reward) Strategy

Abstract

INTRODUCTION

The result of the pretest, and the outcome of the Division Program in Math6 in adding/subtracting dissimilar fractions showed that the mathematical skills and performance of grade-6 pupils in GWCS need to be enhanced. To address this problem, GAWARD (Games and Reward) strategy was used in teaching Math. The purpose of this study was to find out whether GAWARD strategy improves the performance in solving problems involving Addition/Subtraction of Dissimilar Fraction of Grade-6 pupils in GWCS.

METHODS

The study was a descriptive research utilizing quantitative method. The 40 grade-6 pupils, section RCQ of GWCS Gumaca, Quezon SY2017-2018 were of the same age group from heterogeneous class. Teacher-made tests were used as assessment containing 20 items in adding/subtracting dissimilar fractions with varying degree of difficulty. Assessment was done then GAWARD Strategy was used in teaching addition/subtraction of dissimilar fractions. An intervention (MCAC) was applied to those struggling pupils;likewise, sets of exercises were given. Repetitions of the item test were provided on the least mastered skills of the respondents.

RESULTS

(1) Pretest result revealed that the mean percentage score and the performance level, 39.65 and 39.63% respectively (2) Positive improvement was realized after the implementation of GAWARD strategy in solving problems involving addition/subtraction of dissimilar fraction having MPS of 76% (3) The computed t-value of -2.47 is higher than the computed critical value (degree of freedom 78.5%) which is 1.67 (4) This study have several significant implications for both pupils, teachers and school head which aid and direct them for the betterment of their teaching and improving the educational system.

DISCUSSIONS

(1) Adopt GAWARD strategy in teaching-learning for solving problems involving addition/subtraction of dissimilar fraction (2) Implement the intervention program develop during the period of study (3) Guide the teachers in finding solutions to learners' difficulty in mastering the least learned tasks/skills. It would be beneficial to both teachers and pupils, used as reference for future study (4) Significant implications for both pupils and teachers of grades-6 and so with the school head which aid and direct not only the teachers for the betterment of their teaching but also administrators in improving the educational system.