Compentency on Solving Mathematical Word Problems Through Schema-Based Instruction Among Grde IV Learners Of GSIS Village Elementary School
Type
Thesis
Authors
Category
Mathematics
[ Browse Items ]
Publication Year
2020
Pages
77 pages.
Subject
schema-based instruction, math learning disabilities, word problem solving
Abstract
Many learners struggled in Mathematics especially in word problem-solving. Research
literature, however, showed that one influencing factor of poor problem solving skills is
reading and math learning disabilities. Presently, most textbooks teach word problem through
(GSI) popularized by George Polya which learners used the steps
General Strategy Instruction
eStand, Plan, Solve and Check". Innovations from different countries were introduced
wCn Uses visual presentations as tools to improve learner 's problem solving skills. Asha K.
enara, Yan Ping Xin and colleagues have pioneered a strategy for problem solving called
SChema-based instruction Unlikp the other instructional mnethods, schema-based instruction
ave Jound to be effective in improving the performance of normally-achieving students,
otuenS With learning disabilities, serious emotional disturbances, mild mental retardation,
tenton deficit hyperactive disorders, and those who are at-risk for mathematics failure.
Enthused by this instruction, this study was conducted to assess the effectiveness of using
SChema-based in teaching word problem among thirty Sir (36) Grade Four learners of GSIS
Village Elementary School during the School Year 2019 - 2020 selected through purposive
Sampling. This study utilized the pre-erperimental design from which the partcipants were
grven an adapted pretest and posttest composed of 25 items about specific word problem types.
During the first phase students were taught how to solve "change", "total", and "compare"
one-step addition and subtraction word problems designed by Jitendra, et.al and on the second
phase it focused on "equal group" and multiplicative compare" word problems. Based from
the results, it showed that there is a significant difference between the pretest and the posttest
of the students, with posttest to be significantly higher than the pretest. Hence, using the
Schema-based instruction, learning was possible creating a significant difference on their
performance.
literature, however, showed that one influencing factor of poor problem solving skills is
reading and math learning disabilities. Presently, most textbooks teach word problem through
(GSI) popularized by George Polya which learners used the steps
General Strategy Instruction
eStand, Plan, Solve and Check". Innovations from different countries were introduced
wCn Uses visual presentations as tools to improve learner 's problem solving skills. Asha K.
enara, Yan Ping Xin and colleagues have pioneered a strategy for problem solving called
SChema-based instruction Unlikp the other instructional mnethods, schema-based instruction
ave Jound to be effective in improving the performance of normally-achieving students,
otuenS With learning disabilities, serious emotional disturbances, mild mental retardation,
tenton deficit hyperactive disorders, and those who are at-risk for mathematics failure.
Enthused by this instruction, this study was conducted to assess the effectiveness of using
SChema-based in teaching word problem among thirty Sir (36) Grade Four learners of GSIS
Village Elementary School during the School Year 2019 - 2020 selected through purposive
Sampling. This study utilized the pre-erperimental design from which the partcipants were
grven an adapted pretest and posttest composed of 25 items about specific word problem types.
During the first phase students were taught how to solve "change", "total", and "compare"
one-step addition and subtraction word problems designed by Jitendra, et.al and on the second
phase it focused on "equal group" and multiplicative compare" word problems. Based from
the results, it showed that there is a significant difference between the pretest and the posttest
of the students, with posttest to be significantly higher than the pretest. Hence, using the
Schema-based instruction, learning was possible creating a significant difference on their
performance.
Description
77 pages : illustrations (some color), portrait ; 21 cm x 29.7 cm.
Action Research -GSIS Village Elementary School Division of Quezon City, 2020
Action Research -GSIS Village Elementary School Division of Quezon City, 2020
Number of Copies
1
