Improving the Problem-Solving Skills for Word Problems through Mathematical Interventions for Struggling Selected Grade One Pupils of Guadencio B. Lontok Memorial Integrated School

Abstract

INTRODUCTION
Solving word problems in Mathematics go hand in hand. It requires the learners to apply two skills at the same time; reading and computing. When deciding on methods or procedures to use to solve problems, the first thing you will do is look for clues, which is one of the most important skills in solving problems in mathematics.

METHODS

This action research used descriptive methods. The researcher had prepared test questions which were validated by the master teachers and serves as the primary tool in identifying the performance of the pupils in solving a word problem. To be able to collect data for the study, the teacher-made mathematical intervention in solving word problems used during after class hours of the respondents for the succeeding months of SY 2017 -2018.

RESULTS

The scores of both the pretest and the posttest have been taken and these data were coded, tallied, and statistically treated using the MPS, mean and standard deviation. The mean and the standard deviation were used to determine the level of performance of the selected pupils. The results show that the pre-test sum up with the MPS of 64.333, Mean of 8.600 and an SD of 3.466, wherein the pupils are not yet capable to comprehend some word problems. The computed t-ratio of 1.0479 is greater than the tabular of .05. Hence the hypothesis of significant difference is accepted. There is significant difference between the pretest and posttest scores of the class groups.

DISCUSSIONS

Among seven sections, there are large numbers of pupils who are not yet capable to comprehend well in solving mathematical problem. The results show that there is improvement in the level of performance of the struggling grade one pupils of Gaudencio B. Lontok Memorial Integrated School with the help of piloting solving word problem techniques and activities. There is a significant difference between the performance of solving word problem assessment pre-test and posttest.