Raising the Performance Ability in Grade Two-SPED of Infanta Central Elementary School in Problem Solving through PGOESA Approach (Problem, Given, Operation, Expression, Solution, Answer)

Abstract

INTRODUCTION

Problem solving is an important component of Mathematics education because it is the single vehicle which seems to be able to help achieve, for elementary school level, all three of the values of Mathematics: functional, logical and aesthetic. Presenting a problem and developing the skills needed to solve that problem is more motivational than teaching the skills without a context. Teaching Math is very challenging. especially to those who were average learners. The responsibility to successfully impart the lesson in Mathematics calls for an answer. It is therefore through the foregoing view that the researcher was prompted to conduct a study on a certain strategy, which is using PGOESA (Problem, Given, Operation, Expression, Solution, Answer) to solve easily the problem.It has been suggested that using a PGOESA Approach can contribute significantly to the outcomes of a mathematics education. Not only is it a vehicle for developing logical thinking, it can also provide students with a context for learning mathematical knowledge, it can enhance transfer of skills to unfamiliar situations and it is an aesthetic form in itself. PGOESA Approach can provide a vehicle for students to construct their own ideas about mathematics and to take responsibility for their own learning.There is little doubt that the mathematics program can be enhanced by the establishment of an environment in which students are exposed to teaching via problem solving, as opposed to more traditional models of teaching about problem solving. The challenge for teachers, at all levels, is to develop the process of mathematical thinking alongside the knowledge and to seek opportunities to present even routine mathematics tasks in problem-solving contexts.

METHODS

The quantitative experimental with single group method of research was used in this study to determine the performance ability of pupils in solving problems before and after using PGOESA Approach as a teaching method in Mathematics to the selected Grade 2 pupils in SPED of Infanta Central Elementary School. The researcher chose Infanta Central Elementary School as research locale for easy access to the respondents. The study population consisted of the 35 Grade Two-SPED pupils in Infanta Central Elementary School. The researcher utilized only the minimum number of respondents for the purpose of the study. A convenient sample of 30 respondents out of 35 pupils in Grade 2-SPED was selected through simple random sampling.

RESULTS

Based on the findings the following conclusions were drawn:

1. The pupils who learned the lesson in Mathematics using PGOESA Approach in problem solving performed well in the test, showed confidence when answering, participated actively in the discussion and developed a deeper understanding on the Mathematics lesson.

2. The pupils, who learned the Math concept without using PGOESA Approach in problem solving, had less comprehension in the lesson and show confusion when taking the exam, had less understanding of the lesson, and had a low confidence when answering the test. The respondents tended to be dependent on the teacher and asked questions frequently.

3. The PGOESA Approach showed that in problem solving, the performance ability of the pupils is very essential in learning Mathematics.

4. There was a significant difference between teaching Mathematics using PGOESA Approach versus teaching problem solving in Mathematics using traditional method.

DISCUSSIONS

The purpose of this research was to determine the performance ability in problem solving using PGOESA Approach in teaching Mathematics before and after the implementation. The empirical investigation has been triggered to enhance or raise the students' interests in Mathematics subjects. The philosophy underlying this approach is constructivism which emphasizes problem solving and understanding, using authentic tasks, experiences and assessment. This research was limited only to Grade 2-SPED pupils of Infanta Central Elementary School.