The Computational and Problem Solving-Skills of Grade Six Pupils: Basis of a Training Program to Improve the Teaching of Mathematics in the 5th Congressional District, Division of Camarines Sur

Abstract

INTRODUCTION

This research work proposed a training program for mathematics teachers in the 5th Congressional District, Division of Camarines Sur. It drew out the profile of the pupils' computational and problem-solving skills; determined the significant difference of performances of pupils in the different districts; the extent of the strengths and weaknesses of the pupils. Likewise, it drew out the professional background of teachers; extent of the Strengths and Weaknesses of the teachers; methods and strategies employed and utilized in the development of computational and problem-solving skills; and whether the rank orders of the strengths and weaknesses, methods and strategies utilized significantly agree among the teachers in the different types of schools.

METHODS

The Descriptive -Inferential -Correlational Method of research was employed with documentary analysis. A teacher-made test administered to pupils and teacher-made questionnaire.

RESULTS

The following findings were taken from the analyzed data and found out that there is a need to undergo a training program on Methods and Strategies in Meaningful Mathematics Learning Activities.

DISCUSSIONS

On the bases of these findings, the researcher made the following conclusions:1. Majority of the profile of the pupils' computational and problem solving skills on the different mathematical concepts admitted and rated "average." 2. There is no significant of agreement among the three groups of respondents on the rank orders of pupil's performance in Mathematics. The respondents consider lack of comprehension skills. 3. The pupils manage smartly the activities in Mathematics maximize for a more interactive learning. 4. Most of the teacher finished Elementary Education, attended district level seminars, and formulated test questions/assessment in Mathematics Instruction. 5. There are strengths and weaknesses perceived by the respondents along teaching mathematics. 6. The methods and strategies employed in meaningful Mathematics learning activities by the three groups vary from each other. 7. The teacher respondents are lack of seminars and trainings in Mathematics Instruction. 8. The Training program is designed to help improve the teaching capabilities of Mathematics Teachers and Pupils' academic performance. 9. There is a need to undergo a training program on Methods and Strategies in Meaningful Mathematics Learning Activities.