Enhancing Problem Solving Skills of Grade 6-1 Pupils of Pinaglabanan Elementary School through Cooperative Learning

Abstract

INTRODUCTION

This study was conducted to enhance the problem-solving skills of Grade 6 pupils of Pinaglabanan Elementary School for School Year 2014-2015, to determine the level of solving skills of the pupils in Mathematics, identify the problem solving skills they performed well, identify skills that need improvement, and determine the effectiveness of cooperative learning strategies in teaching Mathematics.

METHODS

This study used the Descriptive Design. It also utilized the Triangulation Method that includes questionnaire, test, and interview. The pretest and posttest result for every skill taught were thoroughly interpreted and analyzed. Every competency of the class in pretest and posttest were identified to determine the performance level of the pupils and be given necessary interventions. The pupils worked on their outputs using the different cooperative learning such as small group discussion, congressional discussion, triads, dyads and pair, and think and share.

RESULTS

In general, the pupils’ PL increased in almost all the competencies tested. 1-2-Step Word Problems involving addition or subtraction of decimals including currency had a 78.29% rating. 1-3-Step Word Problems involving addition, subtraction, and multiplication of decimals had an 84.14% rating. Word problems involving division of decimals including currency had a 97.86% rating. Solving 2-3-Step Word Problems including currency had a 91% rating. Word problems in addition and subtraction of fractions in simple or mixed forms with or without regrouping had a 94.71% rating. 2-3-Step Word Problems involving addition, subtraction, and multiplication in simple or mixed form, a PL of 69.86% was recorded. Solving word problems involving division of fractions, a PL of 84.71% was recorded. Solving 2-3-Step Word Problems involving all operations in fraction has a PL of 47.57%. As to the impact, there was an increase of the number of pupils who have enhanced their problem solving skills.

DISCUSSIONS

The researcher recommends encouraging and accepting pupils’ autonomy and initiative. Teachers should also make use of cognitive terminology such as: illustrate, visualize, and create. Teachers should also give thought-provoking and open-ended questions to each other and seek elaboration of pupils’ responses. The intervention materials that should be prepared by the teacher must foster understanding on the different operations by using objects as reference for numbers and demonstrating the physical manipulation associated with each operation. Cooperative learning is highly recommended for active and enthusiastic pupils but less active pupils must be encouraged and be given opportunities to participate.