Mathematical Clue Word Drills: An Effective Tool for Problem Solving Among Grade III SPED Pupils of the Hinatuan South Central Elementary School for SY 2016-2017

Abstract

INTRODUCTION

Competence in Mathematical processes is evident when a learner can solve problems; communicate in the language of Mathematics within and across disciplines. Learners should possess a deep-seated knowledge of Mathematical concepts and the underlying principle in the different fundamental operations. Nevertheless, some teachers are very much at home with some techniques intertwined with the direct method, overlooking the activity-centered approach nor putting more emphasis on Higher Order Thinking Skills (HOTS). As a result, many of the competencies and skills are not mastered, proof of which is the low achievement level of pupils in the test. This concern has challenged the researcher to alleviate the achievement level of pupils in Mathematics.

METHODS

The participants were the 15 pupils of Grade 3 SPED of Hinatuan South Central Elementary School. It made use of the descriptive method of research using questions in problem-solving. All the 32 Grade 3 SPED will be involved to increase the confidence of the 15 pupils who have the difficulty in problem-solving. Problem-solving exercises of the different operations are administered. Based on the researcher's observation as reflected in the class record, the number of pupils has been found to be low in problem-solving.

RESULTS

Problem-solving allows pupils to experience a range of emotions associated with various stages in the solution process. Constant practice and use of clue word drills enhance their knowledge to solve problems.

As Clement, 2008 conclude that pupils felt more confident when working in groups because they could begin to trust one another. As trust increases, pupils asked more questions to their peers than to their teacher. Using clue words in solving problems give comprehension thus making them easier to analyze and solve word problems.

The study shows the number of respondents who got 80-84, 85-89, and 90 up with their percentage.

DISCUSSIONS

The result shows that the most prevalent learning difficulties encountered in problem-solving are on output difficulties.

The different various remedies the teacher employed or utilized to the participants are the group activities plus individual activities equal problem-solving skills that help enhance the performance in Math. The level of participation after the intervention increased. This implies that consistent clue word drills are effective.