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IMPROVING SOLVING WORD PROBLEM OF BEED IV- B USING

GROUP WORK (PEER GROUPING)

A Research Proposal presented to the faculty of Libon Community

College, Libon, Albay, in partial fulfillment of the academic

requirements in Bachelor of Education

Major in Mathematics

Reymark Montejo

Khattleya Layderos

BSED-IV

August 2017
ACKNOWLEDGEMENT

Profound gratitude is due to our Heavenly Father for all the blessings He

bestowed to us in the pursuit of this Action Research.

Likewise, we would like to extend our sincerest gratitude and appreciation

to the following:

to Mrs. Hilda Remendado, our Action Research instructor, for sharing her

ideas and providing information needed for the action research and for her effort

and time in guiding us in conducting and accomplishing this Action Research,

to our school, Libon Community College under our Administrator, Miss

Evelyn Fernandez, for generously providing the find and allowing the researchers

to conduct this study as preparation for our profession;

to all BEED IV-B of Libon Community for showing us respect and

warmest welcome during the administration of the study;

to the whole class of BSED IV Mathematics Major, for exerting effort and

manifesting encouragement and support in any ways;

to our friends, who are always ready for us when we feel down, when we

feel sick and most of all, for not letting us alone and motivating us to be positive

in every straggles; and

to our families, for their priceless support, understanding and

unconditional love that serve us our strength and inspiration.

The success we are having right now will not be possible without your

help and the knowledge in this study belongs to you.


TABLE OF CONTENTS

Title Page i

Acknowledgement ii

Abstract iii

Table of Contents iv

CHAPTER 1 (The Problem and its Setting)

Introduction

Statement of the Problem

Assumption

Hypothesis

Significance of the Study

Scope and Delimitation

Research Locale

Definition of Terms

Endnotes

CHAPTER 2 (Review of Related Literature)

Related Literature and Studies

Synthesis of the Art

Gap Bridged by the Study

Conceptual Framework

Theoretical Framework
Endnotes

CHAPTER 3 (Research Methodology)

o Research Design

o Sources of Data

Population

Respondents

Sampling Procedure

o Instrumentation

Construction

Validation

Administration

o Statistical Treatment

o Endnotes

o Bibliography

o Gantt Chart

o Budgetary Requirements

o Instrumentation

o Letter to the respondents


o Letter to the School
CHAPTER 1

THE PROBLEM AND ITS SETTING

I. Introduction

Mathematics is considered as one of the most important subject

among the subject thought in school, it took time and blood to fully master

a simple concepts in this subject thus considering the fact that it was

labeled as one of the worst subjects, you can’t deny that it gives bad

perception of the subject to the learner. It is part of human cultural

heritage, Mathematics is applied in various fields and disciplines i.e.,

mathematical concepts and procedures are used to solve problems in

science, engineering, economics.

Below is a list of skills that Mathematics can offer you. It may help and

provides an interesting glimpse into how you might change and develop

your skills over the next few years. It will help you focus your attention on

exactly what you have achieved during your Mathematics time.

Mathematical Skill- as a mathematics student you will study each of the

major subject areas of modern Mathematics: Algebra, Analysis, Geometry,

Statistics and Applied Mathematics. In this course of study you will learn:

1.) The language of mathematics and the rules of logic.

2.) How to state a Mathematical idea precisely and how to prove or

disprove a Mathematical conjecture.


3.) How to extract meaning from mathematics on the written page and

how to use mathematics to describe the physical world.

Analytic Skills-with mathematics, you will in ever again be able to

tolerate sloppy reasoning. It will enhance your ability to:

1.) Think clearly, pay attention to detail, manipulate precise and intricate

ideas.

2.) Follow complex reasoning.

3.) Construct logical arguments and expose illogical ones.

Problem Solving Skills-you will be given countless mathematical

problems to solve. Experience with these will teach you to:

1.) Formulate a problem in precise terms, identifying the key issues,

present a solution clearly, making your assumptions explicit.

2.) Gain insight into a difficult problem by looking at special case so sub-

problems, be flexible and approach the same problem from different points

of view and,

3.) Tackle a problem with confidence, even when the solution is not

obvious.

Useful Personality Traits-mathematics professor used to tell each

incoming first year class that dealing mathematics would change them for

life. Battling successful with ideas that are hard to understand and

problems that are hard to solve foster: determination, perseverance,


creativity, self-confidence and intellectual rigor. Mathematical problem

solving is one of the most important topic stole and also one of the most

complex to teach. The main goal is teaching mathematical problem

solving is that students develop a generic ability to solve real life problems

and apply mathematics in real life situations Problem solving can also be

used, as a teaching method, for a deeper understanding of concepts.

Successful mathematical problem solving depends upon many factors and

skills with different characteristics. These factors and skills make teaching

of problem solving one of the most complex topics to teach this research

will discuss the idea that problem solving is a process that needs to

understood by instructors so that they can develop better and more

effective classroom activities and tasks. The necessary skills for problem

solving as well as the method and strategies to teach or facilitate the mare

discussed. Mathematical problem solving related to counting and daily

transactions of commerce has been present from the earliest days of

human experience. If well facilitated, mathematical problem solving may

help students

1.) Develop and improve the generic ability to solve real life problems.

2.) Develop critical thinking skill and reasoning.

3.) Gain deep understanding of concepts.

4.) Work in groups, interact with and help each other.


Most of the mathematics textbooks suggest few types of problems

examples with detailed solution and then suggest similar problems as

exercises. Student's learning is limited; difficulties in teaching

mathematical problem solving will arise. Hence, the great need to

understand these factors and skills to require them to work among the

groups to help students acquire this important process. Work together has

distinct advantage solver individual problem solving because it allows for

an effective division of labor, the incorporation of information from multiple

perspectives experiences and sources of knowledge and it enhanced

creativity and quality of solution stimulated by the ideas of other group

members.

One major factor that contribute to the success of effective

understanding in problem solving is students working together through

interaction and communication, building a shared representation of the

meaning of the problem, understanding each individual roles,

understanding the abilities and perspective of a group members, mutual

tracking of the transfer of information and feedback among group

members also has a big help, on solving word problems. On the other

hand this additional efforts of justifying, defending, organizing and

reformation is a factor that may explain why groups achieve or more

efficient toward the solution. Since word problems are notoriously difficult

to solve. You need skills for you to be able to solve it .Children usually can

no longer solve or proceed a word problem due to some difficulties and


factors. First was comprehending abstract and ambiguous language.

Second is solution performance. Correct solutions were associated with

recall of the problem structure and with appropriate question generation.

Third lack of situation in understanding of the context is also one of the

problems that students happened to have difficulty children who receive

compare problems following stories that induced situational understanding

of qualitative comparisons performed better than children who received

compare problems following stories that nothing to do with the comparison

of sets. Students’ mathematical problem solving knowledge necessary to

understand and it will occur if the group members strive for building and

maintaining a shared understanding of the task and solution to be more

productive and successful.

In this paper, we are addressing concerns related to mathematical

problem solving. The students in Libon Community College (LICOM),

especially BEED IV-B have difficulties in solving word problem and we

need to be aware of it. We need to address it and we want to improve the

teaching of problem solving that uses group work (peer grouping) for them

to work together to establish how their own knowledge and skills can

contribute to solving the problem as well as identify and appreciate the

knowledge and skills that other participants can contribute in fact it will

greatly improve student's thinking skills and problem solving abilities.


STATEMENT OF THE PROBLEM

Students word problem skills are one of the important skills that

student must possess with mastery to deal with problems easily. It is also

one of the objectives in Mathematics.

This study aims to determine the improvements in solving word problems

using group work ( peer grouping ) specifically this study seeks to answer

the following questions:

1. What is the performance of BEED IV-B in the;

a. Pre-test?

b. Post-test?

2. Is there any significant difference between pre-test and post-test?

3. Is the use of group work (peer grouping) effective in solving word

problem of BEED IV-B?

ASSUMPTION

In conducting a study in Improving Solving Word Problem using

Group Work (Peer Grouping) of selected students in Libon Community

College, the following assumptions were made:

1.) That the respondents will cooperate and give reliable responses.
2.) The respondents will improve their solving problem in the use of

group work (peer grouping) after the study was done.

3.) The researcher will gain useful information from the respondents.

HYPOTHESIS

Alternative hypothesis

The use of group work (peer grouping) improves the BEED IV-B’s

solving word problem.

SIGNIFICANCE OF THE STUDY

This action research study is aimed to be significant to the

following:

To the Department of the Education.

It will contribute for additional information that be formed through

the researchers conducted for the improvement of the teaching and

learning process.

To the School Administration.

This paper will serve as a guide to the flow of the educational

system. It gives an other strategies for teachers in administering their

class discussions especially when it comes to solving word problems.


To the Community.

It serves as ways to continually improve teaching, to generate ideas

and intended to be useful in the community.

To the Teacher.

They will be aware of the strategies that should be done in order to

arrive for a better understanding of the students specially in the field of

mathematics.

To the Students.

Establishing and maintaining understanding to take appropriate

action to solve problems using groupings that will lead for a deeper

understanding to their ability and to apply mathematics expand.

To the Incoming Researchers.

This will serve as reference material for other researcher who will

conduct studies. It will leads them to the right direction, further more it

shows and explains the interesting things especially in Mathematics that

influence other people in good decision making.

SCOPE AND DELIMITATION OF THE STUDY

This Action Research will be limited only to the improvements of

solving word problems, using group work (peer grouping). It is focusing


only in determining the significant difference of it. The respondent of this

Action Research will be limited only to 40 students of Bachelor of

Elementary Education IV-B students of Libon Community College, School

Year 2017-2018, who struggles in solving word problems. Meanwhile the

strategies for improving solving word problems will also be included in this

study.

RESEARCH LOCALE

The setting of this research was conducted at Libon Community

College, located at Libon, Albay.


DEFINITION OF TERMS

Mathematics - the science of numbers and their operations,

interrelations, combinations, generalizations, and abstractions and of

space configurations and their structure, measurement, transformations,

and generalizations.

Peer Group – a group of people of approximately the same age,

status and interests.

Ambiguous- 0pen to more than one interpretation; having a double

meaning

Problem – difficulty in understanding something

Glimpse – to look at or see (something or someone ) for a very short

time.

Explicit – very clear and complete: leaving no doubt about the

meaning.

Battling – fight or struggle tenaciously to achieve or resist something.

Interaction – reciprocal action or influence.

Strategies – a plan of action or policy designed to achieve a major or

overall aim.
ENDNOTES

Collaborative learning - httpps.//www.cte.cornell.edu/teaching-

ideas/engaging students/collaborative-learning.html

Individual versus group problem solving - Capble//,j.(1968,) Individual

versus group problem solving

http:/bit.ly/1Tb5Ys

http://www.bobpearlman.org/BestParactices/PBL-Reserved

pg

https:/ldoi.org/10.1016/j.learninstruc.2008.05.003Getrightsandcontent.

The ReadingTeacher,56(8):786-795.BouletG2007.
CHAPTER 2

Review of Related Literature

This chapter shows and discusses the Synthesis of the Art, Gap

Bridged of the Study as well as the Conceptual and Theoretical

Framework.

Related Literature and Studies

(JitendraAK, Harwell MR, Dupuis DN Karl SR). Effects of schema-

Based Instruction on Proportion Problem-Solving for students with

Mathematics Problem Difficulties. In this study, with 806 students as

participants were found out that students with MD-PS in SBI classroom

scored an average higher than their counter parts in control classroom on

a post test and delayed posttest administered 9 weeks later. The

important contribution of this research is the finding that when provided

with appropriate instruction, students with MD-PS are capable of enhance

proportional problem-solving performance.

Zeynep Fidan Kocak (The importance of group work in

mathematics) According to this study, mathematics is not an Abstract

Concept. It can not be learned nor taught just by reading and memorizing.

This study present the use of group work which is one of the integrated

approach theories encourage students discuss criticize and be more

attentive while rescuing them from memorizing information. This research

shows that students who studies mathematics in group work, comprehend


problems in a better way they put forward new ideas, they are in control of

the objectives and learned by applying what they understand instead of

memorizing mathematics that is mostly alleged formulae and their proofs.

Harris VW, Sherman JA (Effects of peer tutoring and consequences

on the math performance of elementary classrooms tudents)-This study

compared student's performance in two daily math sessions, during which

they worked problems of the same type and difficulty. When students tutor

each other over the same math problems as they subsequently worked,

higher accuracies and rates of performance were associated with the

tutored math sessions. This study also found out that the use of

consequences for accurate performance enhances the effects of tutoring

on accuracy. When students tutored each other over different but related

problems to those that they were subsequently asked to solve, accuracies

and rates during tutored math sessions were also higher.

(Sweller & Cooper, 1985) investigated the use of worked examples

as a way to develop mental schema which are required to categorize and

more easily solve problems. The study used year 9 students at a Sydney

high school. All students were given two worked example problems to

study and were then allowed to ask questions. The students were divided

into two groups, one group worked on conventional practice problems,

while the second group was given the same worksheet with every other

problem worked for them. The results showed that students in the worked
example group spent less time in the acquisition phase and made fewer

errors than the conventional group.

Carroll (1994) took Sweller and Cooper's (1985) findings and

applied it to a Midwestern, United States city. Students were given a

pretest to pair them based on ability and then were divided into a

conventional practice group and a worked example group. After instruction

and practice (either conventional or worked examples), a post test was

given. The results found that the worked example group did significantly

better on the post- test compared to the conventional practice group.

Singh (1981) studied this problem by investigating the effect of peer

tutoring in mathematics skills of learning disabled students. The major

question the study attempted to answer was whether the learning disabled

who received peer- tutoring made significant gains in mathematics

computation and in the application of mathematics concepts over the

learning disabled pupils who did not receive peer tutoring results indicated

that peer- tutored group of LD students made significant gains in both

mathematics computation and mathematics concepts application scores

over the non- peer tutored students.

Utay (1992) undertook the study to examine the effect of combining

cross age tutoring ,peer tutoring, co-operating learning and computer

mediated writing together referred to as Peer Assisted Learning (PAI) to

improve the writing skills of second though sisth grades did not score
significantly higher than the control groups, they seemed to enjoy working

with the partners. They asked their partners help before asking their

teachers.

Allsopp(1997) performed a study comparing class wide peer

tutoring to traditional independent student practice. The study used 262

students from 14 different general mathematics classes in three middle

schools in the southeastern United States. The study was divided into four

phases. In the first phase, teachers were trained on the curriculum and on

class wide peer tutoring. In the second phase, students were trained to

use class wide peer tutoring. The third phase consisted of direct

instruction for one group and class wide peer tutoring for the second

group. The fourth phase tested retention of knowledge by giving a post

test. The study found that both treatment groups benefited from problem-

solving strategies, but there was no difference between the independent

practice group and the peer tutoring group.

Slavin (1999) and Davidson (1991) were reluctant to directly point to

cooperative learning as the reason for student improvements

academically, both seem to suggest that the amount of teacher knowledge

in cooperative learning as well as the implementation itself seems to have

a positive effect on the students achievement.

SafariY, Meskini H (The effect of metacognitive instruction on

problem solving skills in Iranian students of health sciences) This


researcher's finding of the post test showed that the total mean scores of

problem solving skills in experimental and control groups were 151.90 and

101.65, respectively. This indicates significant difference between them

(P<0.001) no significant difference, however was found between the

students' mean scores interms of gender and major.

Swanson HL (Cognitive strategy intervention improve word problem

solving and working memory in children with math disabilities ) –This study

had investigated the role of strategy instruction and working memory

capacity (WCM) on problem solving solution accuracy in children with and

without math possibilities (MD). There were three finding emerged; (1)

strategy instruction facilitated solution accuracy but the effects of strategy

instruction were moderate by WMC, (2) some strategies yielded higher

post-test scores than others, but these findings were qualified as to

whether children were at riskf or MD, and (3) strategy training on problem

solving measures facilitated transferred to working memory measures.

The main findings were that children with MD, but high WM spans, were

more surely benefit from strategy conditions on target and transfer

measures than children with lower WMC.

According to Town (2000), experiential learning theory uses personal

experience as the focal point for learning because it gives meaning to

abstract concepts. It characterizes learning as continuous process

grounded in experience. Concepts are derived from and continuously

modified by experience throughout life. Learning is a process where


knowledge is created through the transformation of experience. Thus,

learning requires both perceiving and transforming an experience.

Perception alone is not enough because something must be done so that

experience brings about learning.

Simon Hooper, Michae lV. Hannafin (The effects of heterogeneous

vs homogeneous grouping on the learning of progressively complex) –

This study compares the achievement of high and low ability eight-grade

students working cooperatively during computer-based instruction.

Students were grouped either homogeneous and heterogeneous on

ability, and received identical instruction on a fictitious rule-based

arithmetic number system no significant differences in achievement were

found between the two grouping methods. However, the mixed ability

treatment substantially improved th eachievement of the low ability

students. The result indicates that designers and teachers may have little

risks interms of achievement but potentially much to gain in socialization

and interaction, by cooperative heterogeneous grouping during computer

based instruction.

SYNTHESIS OF THE ART

The proposed research study of Zeynep Fidan Kocak (The

importance of group work in mathematics) was found out related to the

present study since it also talked about the use of group works in

instruction of mathematics. It is said that mathematics is not an Abstract


Concept. It cannot be learned nor taught just by reading and memorizing.

This study presented the use of group work which is one of the integrated

approach theories encourage students discuss criticize and be more

attentive while rescuing them from memorizing information. This research

shows that students who studies mathematics using group work,

comprehend problems in a better way they put forward new ideas, they

are in control of the objectives and learned by applying what they

understand instead of memorizing mathematics that is mostly alleged

formulae and their proofs.

GAP BRIDGED BY THE STUDY

The related study made by Zeynep Fidan Kocak was found similar to

the present study only that this research is focusing on the use of

groupings in teaching solving word problems, while the earlier study was

focused on the use of group work in all area of mathematics. The present

study is more specific since it focused only to the improvements of one

area in mathematics which is solving word problem.

CONCEPTUAL FRAMEWORK

The focus of this study was undertaken by the conceptual

framework shown below. The conceptual framework of this study uses the

input-process-output (IPO).
INPUT PROCESS OUTPUT
Independent and Instruction of solving Students with better
professional word problem by performance in
teachers group work (peer solving word problem
group)

THEORETICAL FRAMEWORK

Gestalt theory

This study was anchored on the point of view and theories of the

following well-known authorities which gave relevance to the researchers’

study.

The focus of Gestalt theory was the idea of "grouping", i.e.,

characteristics of stimuli cause us to structure or interpret a visual field or

problem in a certain way (Wertheimer,1922). The primary factors that

determine grouping were :(1.) proximity-elements tend to be grouped

together according to their nearness ,(2)similarity-items similar in some


respect tend to be grouped together,(3)closure-items are grouped

together If they tend to complete some entity, and (4)simplicity-items will

be organized into simple figures according to symmetry, regularity, and

smoothness. These factors were called the laws of organization and were

explained in the context of perception and problem-solving. Wertheimer

was especially concerned with problem-solving. Wertheimer (1959)

provides a Gestalt interpretation of problem-solving episodes of famous

scientists (e.g., Galileo, Einstein) as well as children presented with

mathematical problems. The essence of successful problem-solving

behavior according to Wertheimer is being able to see the overall structure

of the problem :"Gestalt theory applies to all aspects of human learning,

although it applies most directly to perception and problem-solving.

Social Learning Theory

Lev Vygotsky (1962), a Russian teacher and psychologist, first

stated that we learn through our interactions and communications with

others. Vygotsky examined how our social environments influence the

learning process. He suggested that learning takes place through the

interactions students have with their peers, teachers and other experts.

Consequently, teachers can create a learning environment that maximizes

the learner’s ability to interact with each other through discussion,

collaboration and feedback. In essence, Vygotsky recognizes that learning

always occurs and cannot be separated from a social context.


Consequently, instructional strategies that promote the distribution of

expert knowledge where students collaboratively work together to conduct

research, share their results and perform or produce a final project, help to

create a collaboratively community of learners.

GROUPWORK

GESTALT THEORY SOCIAL


LEARNING
THEORY
ENDNOTES

Jitendra AK, Harwell MR,Dupuis DN, Karl SR. A Randomized Trial of

the Effects of Schema- based Instruction on Proportional Problem for

students with Mathematics Problem- Solving Difficulties.

Https://www.nci.nim.nih.gov/pubmed/27300803

https://www.ncbi.nim.nih.gov/pubmed/19122881

Safari Y, Meskini H. The Effect of Metacognitive Instruction on Problem

Solving Skills in Iranian Students of Health

Sciences.http://journals.sagepub.com/doi/abs/10.2190/T26C-3FTH-

RNYP https://www.ncbi.nim.nih.gov/pubmed/26968809

https://www.ncbi.nim.nih.gov/pubmed/16795443

Swanson HL. Cognitive strategy intervention improve word problem

solving and working memory in children with math disabilities.

https://www.sciencedirect.com/science/article/pii/S1877042809004170

https://www.ncbi.nim.nih.gov/pubmed/26968809

Zynep Fidan Kocak Opens The importance of group work in

mathematics https://files.eric.ed.gov/fulltext/ED537813.pdf

Simon Hooper, Michael J. Hannafin Cooperative CBI: The effects of

heterogeneous versus Homogeneous versus homogeneous Grouping

on the learning of Progressively complex concepts

https://www.istor.org/stable/749120?seq=1#page scan tab contents


Sigh. R k, (1992) Peer tutoring , Its effect on the math skills of students

w/ learning disabilities (ed,D. The American University, 1981)

Dissertation Abstracts International, 54, (4) 1322-A

Utay (1992) The effects of co-operating learning and cross- age peer

tutoring on writing skills of students with learning disabilities (ed.D.

East texas state university, 1992) dissertion abstract International,

53(7) 2331- A

Gestalt theory

http://www.a2zpsychology.com-/a2z%20guide/-gestalt_theory.htm
CHAPTER 3

Research Methodology

This chapter contains the research design and methodology used

in the conduct of this study. It includes the sources of data, population,

respondents, sampling procedure, instrument to be used, construction,

validation, administration, coding and collating and the statistical

treatment.

This chapter also shows how the researchers came to the

necessary data for the study, and how these data were analyzed,

interpreted and presented in an organized and simple way.

RESEARCH DESIGN

This study uses the Pre-experimental design. Pre-experimental

design is also called one-group pretest and posttest design. A single case

is observed at two time points, one before the treatment and one after the

treatment. Changes in the outcome of interest are presumed to be the

result of the intervention or treatment. No control or comparison group is

employed. This method was used to test the hypothesis that the use of

group work (peer group) improves the BEED IV-B’s solving word problem.
The researcher will conduct a pre-test to the respondents to identify

their performance before the intervention is applied. An intervention will be

done through a strategic way of teaching with the use of group work (peer

grouping). Then a post test will be conducted to the same respondents to

determine the difference after the intervention was applied.

SOURCES OF DATA

POPULATION SAMPLE

BEED IV-B students of Libon 20 BEED IV-B students

Community College

RESPONDENTS

This study was formed by a total number of 40 students from the

course, Bachelor of Elementary Education of Libon Community College,

Libon Albay.

TABLE 1

THE RESPONDENTS

G e n d e r No. of BEED IV-B students Percentage (%)


M a l e 8 2 0 %

F e m a l e 3 2 8 0 %

T O T A L 4 0 1 0 0 %

Table 1 reflected the number of respondents of this study who are

the BEED IV-B of Libon Community College, school year 2017-2018.

There are a total number of 40 students having 25%of male and 75% of

female.

SAMPLING PROCEDURE

The researchers are having the 20 students as sample of the

Bachelor of Elementary Education (BEED IV-B) students of Libon

Community College as their respondents in their study. Having this

amount of respondents will ensure the researchers to have a sufficient

data to be interpreted, analyzed and organized for this study.

RESEARCH INSTRUMENTATION
Construction

The researchers construct a 10 item pre-test and a questionnaire to

be disseminated to the respondents before conducting the intervention.

Validation

The researchers will validate the pre-test and the post-test with the

help of their instructor to be administered to the respondents.

Administration

 The researchers will administer a pre-test to be able to identify the

prior knowledge of the respondents within the said lesson.

 The researcher observed the whole class while conducting a pre-

test.

 After administering the pre-test, the researchers will manage an

intervention through the use of groupings to solve word problem.

 A post-test will be given to the respondents after the intervention.

STATISTICAL TREATMENT

The statistical tools used in this study were the following:

Mean
This was used to determine where the most of the scores of the

students clustered. Since the number of students was less than 30, then

the ungroup data were used. This was done by adding all the scores of

the students and the sum was divided to the total number of students.

The mean formula for ungroup data is

̅ =𝜮𝒇(𝒙)
𝑿
𝑵

̅ is the mean,
Where 𝑿

Σ f(x) is the total scores of the students, and

N is the total number of students.

Percentage Rating

This was used to determine the performance of the respondents.

̅̅̅̅̅
∑ 𝑥̅
P= 𝑵 (100)

Where P is the percentage rating, ∑ 𝑥̅ is the mean and N is the total

number of respondents multiply by the number of item test. And multiply

by 100 a constant value.

Level of Significance
To interpret the significant difference of the pre- test to the post

test, the computed t-value was compared with the tabular t-value at 0.05

level of significance and 19 degrees of freedom. This was used also as

the basis as to whether the null hypothesis would be rejected or accepted.

Scoring Procedure

The level of performance of the students in solving word problems

was analysed using the interpretation given below.

This interpretation was based on the National Educational Testing

and Research Center (NETRC) or Bureau of Assessment score

interpretation.

Numeric Rating Description

96%-100% Mastered

86%-95% Closely Approximating Mastery

66%-85% Moving Towards Mastery

35%-65% Average Mastery

16%-34% Low Mastery

5%-15% Very Low Mastery

0%-4% Absolute No Mastery

NOTES
http://research-methodology.net/sampling-in-primary-data-
collection/purposive-sampling/

www.researchconnections.org/childcare/datamethods/preexperimental.j

BUDGETARY REQUIREMENTS
WEEK STAGES OF EXPENSE COST SOURCE
ACTION ITEMS ESTIMATE OF
RESEARCH FOUND
1 Identify Action Load for 200.00 Personal
Research question, internet
Extend resource connectivity
that related to the
research question
2 Research Proposal Printing of the 200.00 Personal
Making papers

3 Administering the Printing and 100.00 Personal


Pre- test of the photo copying
respondents of the test
papers
4 Intervention and Printing and 100.00 Personal
Administering the photo copying
Post-test of the of the test
respondents. papers
5 Data Analysis Draft 100.00 Personal
6-7 Organisation of Editing 500.00 Personal
Findings and other
data needed
8 Final Organization Printing 200.00 Personal
of the Research Compiling
Paper
9 Final defense Presentation 200.00 Personal
token

Total -
1600.00

CHAPTER 4
Improving Solving Word Problem of BEED IV-B Using Group Work

(Peer Grouping)

This section answers and discusses the results on the basis of the

specific research questions.

I. The level of performance of BEED IV-B students of Libon

Community College in solving word problem during pre- test.

The first research question was “what is the performance of BEED

IV-B in solving word problem during pre-test? The level of performance of

BEED IV-B OF Libon Community College in solving word problem was

3%, which was verbally interpreted as absolutely no mastery. It could be

concluded that the level of performance of the respondents in solving word

problem was below 5%. This further implies that the students did not

master the skills needed in the subject to attain the 75 % performance

level. This fact is supported by the transformation learning theory of Wink

(2011), that it is important for the mathematics educators to recognize the

fact that a student who cannot solve certain problems is one who lacks

particular knowledge. According to Town (2000), experiential learning

theory uses personal experience as the focal point for learning because it

gives meaning to abstract concepts. It characterizes learning as

continuous process grounded in experience. Concepts are derived from

and continuously modified by experience throughout life. Learning is a


process where knowledge is created through the transformation of

experience.

Here are the sample questions in the pre-test with their

interpretation based on the NETRC scores interpretation

1. The three angles of a triangle are in the ratio 3:4:5.


What is the measure of each angle?

It could be noted that this item was asking for the measure of each
angle of the triangle. It was answered by 3 students out of 20 respondents
or 15%. It means to say that 85% of the respondents did not answer it
correctly. Thus, based from the NETRC scores interpretation, 15% was
under very low mastery.

3. The area and the circumference is numerically


equal. How long is its radius?

It could be noted that this item was asking about the length of the

radius. And from the result of the pre-test, only 2 students out of 20

respondent or 10% of them got it right. It was under very low mastery

based from the NETRC scores interpretation.

2. Three squares 9 cm2 each are placed side by side


forming a rectangle. What is the perimeter of the
rectangle formed?

In this item, the students were asked to find the perimeter of the

rectangle. Only 1 student out of the 20 respondents or 5% of them


answered it correctly. It could be noted that 95% of the respondents failed

to answer it right. And based from the NETRC scores interpretation, 5%

falls under very low mastery level.

The rest of the items which were not mention were answered

incorrectly by 100% of the respondents. Hence it could be interpreted by

the researchers that the students were not familiar with those kind of

problems or worst the students has no knowledge about it.

II. The level of performance of BEED IV-B students of Libon

Community College in solving word problem during post- test.

The second research question was ‘’what is the performance of

BEEDIV-B in solving word problem during post- test?’’ since the results of

the performance of the respondents pre-test were 3%, the researchers

prepared an intervention to which aimed for the improvement of the

respondents performance in solving word problem. The researcher made

a strategic way of teaching with the use of group work (peer group) as an

intervention for the improvement of the respondent’s performance in

solving word problem.

.The K-12 curriculum is learner-centered. As such, teachers have to

give prior attention to the characteristics of the students. For instance, to

provide optimum instruction, it is important to know the appropriate

teaching-learning approaches and strategies applicable to a certain group

of students or learners.
This knowledge will help the teachers design and tailor the activities

to be conducted in the classroom. There are many strategies and

approaches that can be utilized in order to enhance the level of

performance of students in a specific competency in Mathematics,

particularly in solving word problem. This was supported by Zeynep Fidan

Kocak (The importance of group work in mathematics) According to his

study; mathematics is not an Abstract Concept. It cannot be learned nor

taught just by reading and memorizing. This study present the use of

group work which is one of the integrated approach theories encourage

students discuss criticize and be more attentive while rescuing them from

memorizing information. This research shows that students who studies

mathematics in group work, comprehend problems in a better way they

put forward new ideas, they are in control of the objectives and learned by

applying what they understand instead of memorizing mathematics that is

mostly alleged formulae and their proofs. Also, Singh (1981) studied this

problem by investigating the effect of peer tutoring in mathematics skills of

learning disabled students. The major question the study attempted to

answer was whether the learning disabled who received peer- tutoring

made significant gains in mathematics computation and in the application

of mathematics concepts over the learning disabled pupils who did not

receive peer tutoring results indicated that peer- tutored group of LD

students made significant gains in both mathematics computation and

mathematics concepts application scores over the non- peer tutored


students. The researchers found out that the use of group work (peer

grouping) would be beneficial to the students to acquire knowledge in

order to perform well in Mathematics.

After the intervention was applied and a post- test was

conducted, the level of performance of the BEED IV-B students in solving

word problems was now 26.5% which was verbally interpreted as low

mastery.

Here are some items in the post-test with their corresponding


interpretation based from the NETRC scores interpretation;

4. The length of a rectangle is three times its width and the

perimeter is 90cm. find the measure of its length and

width.

It should be noted that the students were just asked to get the

dimensions of the rectangle. This item was answered correctly by 16

students out of 20 respondents or 80%. It could be concluded that almost

all of the respondents has already knowledge about this kind of problem.

This was interpreted as closely approximating mastery based on NETRC

score interpretation.

7. The three angles of a triangle are in the ratio 5:6:7.


What is the measure of each angle?
This item was answered by 11 students out of the 20

respondents or 55%. Based on the NETRC score interpretation it was

under average mastery level.

3. you are about to go to an exhibit and you have to bring


with you your 2 meter sword, but you are not allowed to bring it
inside the bus. Instead you have to put it in a 2 meter cubic box.
How will you put it in? explain.

In this item where the students need to work on their logical

reasoning 10 students out of 20 respondents answered it correctly or 50%

and interpreted as average mastery by the NETRC score interpretation.

1. The sum of the angles of a triangle is 180®. If the second


angle is three times as great as the first angle and the third
angle are 10 more than the first angle. Find the measure of the
angles.

In this item, the students were asked to find for the measures of

all the angles of the triangle and only 6 students out of 20 respondents

answered it correctly or 30% and based on the NETRC score

interpretation, 30% was under low mastery level.

2. Three squares 16 cm2 each were placed side by side forming a


rectangle. What is the perimeter of a rectangle formed?

6. 4 days ago I’m 12 years old. Now I’m 13 but this year I will be
turning 14. What date is today?
In these two items the students both have the same frequency to

who answered it correctly. 3 students out of 20 respondents or 15% got it

right. And based from the NETRC scores interpretation it was under very

low mastery level.

5. What is the area of a circle circumscribing a square whose


diagonal is 20 cm? Use π 22/7.

In this item almost all of the students did not got the correct

answer because only 1 student out of 20 respondents or 5% answered it

correctly, which goes to show that the respondents were not familiar with

this kind of problem. And based from the NETRC scores interpretation,

5% was under very low mastery.

The rest of the items which were not mention were answered incorrectly.

Which can be interpreted based from the NETRC scores interpretation as

absolutely no mastery.

III. Improvement of Respondents Performance in Solving Word

Problem Based on the Pre-test and Post-test.

The third question of this study was “is there a significant difference

between pre-test and post-test?” the computed mean of the pre-test and

post-test were 0.3 and 2.65 respectively. And the percentage technique of

the respondents in the pre- test was 3% while on the post-test it was

26.5%.It could be noted that the mean and the percentage technique of

the post test was higher compared to the pre-test. It could be concluded
that there is a positive significant difference between the pre-test and post-

test of BEED IV-B in solving word problem. This was supported by Harris

VW, Sherman JA (Effects of peer tutoring and consequences on the math

performance of elementary classrooms tudents)-This study compared

student's performance in two daily math sessions, during which they

worked problems of the same type and difficulty. When students tutor

each other over the same math problems as they subsequently worked,

higher accuracies and rates of performance were associated with the

tutored math sessions. This study also found out that the use of

consequences for accurate performance enhances the effects of tutoring

on accuracy. When students tutored each other over different but related

problems to those that they were subsequently asked to solve, accuracies

and rates during tutored math sessions were also higher.

Table 2

COMPARISON OF THE MEAN AND PERCENTAGE LEVEL OF PRE-

TEST AND POST-TEST

PRE-TEST POST -TEST


No. of Mean Percentage No. of Mean Percentage
Respondents level Respondents level
20 .3 3% 20 2.65 26.5%
6

3
PRE-TEST
2 POST-TEST

0
A

I
J

R
B

T
F

S
Category 4

The table shows the number of respondents which is 20 who took

the pre-test and the post-test. Both the pre-test and post-test were scored

based on the number of correct answers attained with 10 being the perfect

score. It could be noted that in the pre-test the students did not attain the

mastery level wherein they only has 3% as the percentage level or

absolutely no mastery based on the NETRC scores interpretation. On the

other hand, during the post test, the students attained 26.5% performance

level or low mastery based on the NETRC scores interpretation. It was

observed that there was an increase of 23.6% in the performance level of

the students during the post test. The change on the mean and the

performance level of the students between pre-test and post-test shows

that there is a positive improvement of the BEED IV-B’s solving word

problem when the strategic teaching with the intervention which is group

work was administered.


IV. Effectiveness of group work (peer grouping) in solving word

problem of the respondents.

The fourth questions of the research was” is the use of group work

(peer grouping) effective in solving word problem of the BEED IV-B”. the

computed mean of the pre-test and post-test were 0.3 and 2.65

respectively and performance level of 3% for the pre-test and 26.5% for

the post-test. It could be observed that there was an improvement on the

performance of the BEED IV-B students in solving word problem.

Table 3

The level of performance of the BEED IV-B student in solving word

problem

STUDENTS PRE-TEST POST-TEST DIFFERENCE DIFFERENCE

(X1) (X2) D 𝐃𝟐

Student A 3 5 -2 4

Student B 0 2 -2 4

Student C 0 2 -2 4

Student D 0 1 -1 1

Student E 0 2 -2 4

Student F 2 4 -2 4

Student G 0 3 -3 9

Student H 0 4 -4 16
Student I 0 1 -1 1

Student J 0 4 -4 16

Student K 0 4 -4 16

Student L 1 3 -2 4

Student M 0 0 0 0

Student N 0 2 -2 4

Student O 0 0 0 0

Student P 0 2 -2 4

Student Q 0 1 -1 1

Student R 0 3 -3 9

Student S 0 5 -5 25

Student T 0 5 -5 25

TOTAL-20 ∑ 𝑋1 = 6 ∑ 𝑋2 = 53 ∑𝑫 = ∑ 𝐷2 = 151
STUDENTS

TESTING THE HYPOTHESIS

1.) Define the Alternative Hypothesis

H1: there is a significant difference in using group work (peer

grouping) in solving word problem of BEED IV-B of Libon

Community College.
2.) State Alpha

a=0.05 significance level

3.) Calculate Degrees of Freedom

Df = n-1

Df =20-1

Df =19

4.) State the Decision Rule

If t is less than -1.729 or greater than 1.729, reject the null

hypothesis.

5.) Calculate the Test Statistic

T-Test. This was used to determine the significant difference of the

use of group work (peer grouping) in solving word problem of the

BEED IV-B students of the Libon Community College.

̅
𝒅
t=
(𝜮𝒅 )𝟐
𝜮𝒅𝟐 −( 𝒏 )
√_________________
(𝒏−𝟏)(𝒏)

̅ is the
where t is the test statistic, and n is the sample size. 𝒅

mean of the difference, 𝜮𝒅𝟐 is the sum of all the squared

differences and 𝜮𝒅 is the sum of all the differences


−𝟐.𝟑𝟓
t=
(−𝟒𝟕)𝟐
𝟏𝟓𝟏−( 𝟐𝟎 )
√ _________________
(𝟐𝟎−𝟏)(𝟐𝟎)

−𝟐.𝟑𝟓
=
𝟏𝟓𝟏−( 𝟏𝟏𝟎.𝟒𝟓)
√ _________________
𝟑𝟖𝟎

= −𝟐.𝟑𝟓
.𝟑𝟐𝟔𝟕

= -7.19

6.) State the Results

If t is less than -1.729 or greater than 1.729, accept the Ha.

t=-7.19

Result: accept the Ha

7.) State Conclusion

Since the computed t value of -7.19 is less than the t critical

value of -1.729 with degrees of freedom of 19 at 0.05 levels of

significances, so the alternative hypothesis is accepted. It means

that there is a significant difference in the use of group work (peer

grouping) in solving word problem of BEED IV-B students of Libon

Community College.
CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the previous study; likewise, it involves

the findings, conclusions and recommendations in improving solving word

problem of the BEED IV-B of Libon Community College using group work

(peer grouping), where the results of this study could be generalized.

Summary

This study employed the pre-experimental research design.

Specifically, the study sought to determine the following:

1. What is the performance of BEED IV-B in the;

a. Pre-test?

b. Post-test?

2. Is there any significant difference between pre-test and post-

test?

3. Is the use of group work (peer grouping) effective in solving word

problem of BEED IV-B?


The instruments used in gathering data were pre-test and post-test

(See Appendix E). They were administered to the 20 students of BEED IV-

B of Libon Community College. The data gathered were treated

statistically using the frequency count, mean and percentage formula in

getting the level of performance of the students during the pre-test and

post-test and a scoring rubric based on the National Educational Testing

Research Center or NETRC. The test-statistic was used to test the

hypothesis that there is a significant difference between the performance

of BEED IV-B in the pre-test and in the post-test.

Findings

The statistical analysis of the data established the following

findings:

1. The level of performance of BEED IV-B students Of Libon Community

College in solving word problem during the pre-test was 3%, which was

verbally interpreted as absolutely no mastery. It could be concluded that

the level of performance of the respondents in solving word problem was

below 5%. This further implies that the students did not master the skills

needed in the subject to attain the 75 % performance level. This fact is

supported by the transformation learning theory of Wink (2011), that it is

important for the mathematics educators to recognize the fact that a

student who cannot solve certain problems is one who lacks particular
knowledge. According to Town (2000), experiential learning theory uses

personal experience as the focal point for learning because it gives

meaning to abstract concepts. It characterizes learning as continuous

process grounded in experience. Concepts are derived from and

continuously modified by experience throughout life. Learning is a process

where knowledge is created through the transformation of experience.

After the intervention was applied and a post- test was conducted,

the level of performance of the BEED IV-B students in solving word

problems was 26.5% which was verbally interpreted as low mastery.

Since the results of the performance of the respondents pre-test were 3%,

the researchers prepared an intervention to which aimed for the

improvement of the respondents performance in solving word problem.

The researcher made a strategic way of teaching with the use of group

work (peer group) as an intervention for the improvement of the

respondent’s performance in solving word problem. The K-12 curriculum is

learner-centered. As such, teachers have to give prior attention to the

characteristics of the students. For instance, to provide optimum

instruction, it is important to know the appropriate teaching-learning

approaches and strategies applicable to a certain group of students or

learners. This knowledge will help the teachers design and tailor the

activities to be conducted in the classroom. There are many strategies and

approaches that can be utilized in order to enhance the level of

performance of students in a specific competency in Mathematics,


particularly in solving word problem. This was supported by Zeynep Fidan

Kocak (The importance of group work in mathematics) According to his

study; mathematics is not an Abstract Concept. It cannot be learned nor

taught just by reading and memorizing. This study present the use of

group work which is one of the integrated approach theories encourage

students discuss criticize and be more attentive while rescuing them from

memorizing information. This research shows that students who studies

mathematics in group work, comprehend problems in a better way they

put forward new ideas, they are in control of the objectives and learned by

applying what they understand instead of memorizing mathematics that is

mostly alleged formulae and their proofs. Also, Singh (1981) studied this

problem by investigating the effect of peer tutoring in mathematics skills of

learning disabled students. The major question the study attempted to

answer was whether the learning disabled who received peer- tutoring

made significant gains in mathematics computation and in the application

of mathematics concepts over the learning disabled pupils who did not

receive peer tutoring results indicated that peer- tutored group of LD

students made significant gains in both mathematics computation and

mathematics concepts application scores over the non- peer tutored

students. The researchers found out that the use of group work (peer

grouping) would be beneficial to the students to acquire knowledge in

order to perform well in Mathematics


2. The activities made or intervention may be utilized to improve the

level of performance of BEED IV-B student of Libon Community

College in solving word problem. This was used to re- teach the

concepts or topics which are least mastered competency and

utilizing it in improving the performance of the students.

3. There is a positive effect on the utilization of group work (peer

grouping) on the level of performance of the BEED IV-B student

of Libon Community College in solving word problems because

there is an increase of 23.5% on the level of performance after

using group work (peer grouping).

Conclusions

Based on the findings revealed, the following conclusions were

drawn:

1.) The performance of BEED IV –B students in solving word problem

during the pre-test was under absolutely no mastery based on the

NETRC score interpretation.

2.) The performance of BEED IV-B students in solving word problems

during the post test was under low mastery based on the NETRC score

interpretation.

3. The use of group work (peer grouping) in solving word problem

improves the performance of BEED IV-B students of Libon Community

College.
4. After the intervention was applied through strategic way of teaching,

almost all of the students score improve.

Recommendations

In view of the foregoing findings and conclusions, the researchers

hereby offer the following recommendations:

1.) School administrators should plan curricular programs or seminars

on the importance and advantages of the use of group work in

solving word problems.

2.) Teachers, especially those who teach Mathematics should

integrate group work in various activities in their lessons that will

help the students to understand the lesson better.

3.) Students should practice good and effective study habits that will

aid them to improve their critical thinking and problem solving skills.

4.) Mathematics teachers should make group activities as a habit in

their daily lessons.


BIBLIOGRAPHY

A. INTERNET

Collaborative learning - httpps.//www.cte.cornell.edu/teaching-

ideas/engaging students/collaborative-learning.html

Individual versus group problem solving - Capble//,j.(1968,) Individual

versus group problem solving

http:/bit.ly/1Tb5Ys

Estella Vosniado. How Children Learn. Retrieved from


http://tsoktok.blogspot.com/2012/11/08

http://www.bobpearlman.org/BestParactices/PBL-Reserved

pg

https:/ldoi.org/10.1016/j.learninstruc.2008.05.003Getrightsandcontent.

The ReadingTeacher,56(8):786-795.BouletG2007.

Jitendra AK, Harwell MR,Dupuis DN, Karl SR. A Randomized Trial of the

Effects of Schema- based Instruction on Proportional Problem for students

with Mathematics Problem- Solving Difficulties.

Https://www.nci.nim.nih.gov/pubmed/27300803

https://www.ncbi.nim.nih.gov/pubmed/19122881

Safari Y, Meskini H. The Effect of Metacognitive Instruction on Problem

Solving Skills in Iranian Students of Health


Sciences.http://journals.sagepub.com/doi/abs/10.2190/T26C-3FTH-RNYP

https://www.ncbi.nim.nih.gov/pubmed/26968809

https://www.ncbi.nim.nih.gov/pubmed/16795443

Swanson HL. Cognitive strategy intervention improve word problem

solving and working memory in children with math disabilities.

https://www.sciencedirect.com/science/article/pii/S1877042809004170

https://www.ncbi.nim.nih.gov/pubmed/26968809

Zynep Fidan Kocak Opens The importance of group work in mathematics

https://files.eric.ed.gov/fulltext/ED537813.pdf

Simon Hooper, Michael J. Hannafin Cooperative CBI: The effects of

heterogeneous versus Homogeneous versus homogeneous Grouping on

the learning of Progressively complex concepts

https://www.istor.org/stable/749120?seq=1#page scan tab contents

Sigh. R k, (1992) Peer tutoring , Its effect on the math skills of students w/

learning disabilities (ed,D. The American University, 1981) Dissertation

Abstracts International, 54, (4) 1322-A

Utay (1992) The effects of co-operating learning and cross- age peer

tutoring on writing skills of students with learning disabilities (ed.D. East

texas state university, 1992) dissertion abstract International,53(7) 2331-A

http://www.a2zpsychology.com-/a2z%20guide/-gestalt_theory.htm

http://research-methodology.net/sampling-in-primary-data-
collection/purposive-sampling/

www.researchconnections.org/childcare/datamethods/preexperimental.jsp
GANTT CHART

JUL. JUL. AUG. AUG. SEPT. SEPT. OCT. OCT.


TASK Week Week Week Week Week Week Week Week
DESCRIPTION 1-2 3-4 1-2 3-4 1-2 1-2 1-2 3-4
.

Making three
problems with
interventions,
extend resource
that related to the
research question
Choosing one
problem to be
focus on
Research Proposal
making
Chapter 1-3
Revising some
information /
content on the
research proposal
Submit the
proposed research
Critique by an
experience teacher

Administering the
pre-test of the
respondents
Intervention and
administering the
post- test of the
respondents
Data analysis

Organization of
findings and other

Final Organization
of the action
research paper
Final defense
APPENDIX A
Republic of the Philippines

Province of Albay

Municipality of Libon

Libon Community College

Libon , Albay

A/Y: 2017-2018

Dear Respondents

Greetings!

The undersigned researchers of BSED-Math IV students from Libon


Community College Libon, Albay are presently conducting their research
study entitled " Improving Solving Word Problem of BEED IV - B using
Group Work ( Peer Group)" in partial fulfilment of requirements for
Mathematics 117 (Action Research and Math Education).

In connection with this, we are requesting for your cooperation and


support by participating well as our respondents for the intervention and
studies we are going to have.

Thank you very much and may God bless us all.

Very truly yours,

Reymark Montejo

Khattleya Layderos

(Researchers)

Noted by

Mrs. Hilda Remendado

(Instructor)
APPENDIX B
Libon Community College

Libon, Albay

A/Y: 2017-2018

MRS. EVELEYN FERNANDEZ

College Administration

Libon Community College

Libon Albay

Madam;

The undersigned researchers of BSED-Math IV students from Libon


Community College Libon, Albay are presently conducting their research
study entitled " Improving Solving Word Problem of BEED IV - B using
Group Work (Peer Group)" in partial fulfillment of requirements for
Mathematics 117 (Action Research and Math Education).

In connection with this, may we ask permission from your good office
to allow us to gather the needed data and conduct our study in one of the
courses in this institution the BEED IV- B students.

We are looking forward for your utmost consideration and approval


of this request.

Thank you very much and may God bless us all.

Very truly yours,

Reymark Montejo

Khattleya Layderos

(Researchers)
Noted by

Mrs.Hilda Remendado

(Instructor)

Approved

Mrs. Evelyn Fernandez

(College Administration)
APPENDIX C

TABLE OF SPECIFICATIONS FOR THE TEACHER-MADE TEST


QUESTIONNAIRE
Learning Remembering/ Applying/ Evaluating/ No. Percen Time
Competencies Unders- Analysing Synthesi- of tages allot-
tanding zing items % ment
Solve triangle 1,7 2 20% 10
problems that minutes
involve triangle
similarity and
right
triangle.(MGME-
IIIh-89)
Solves problem 5 1 10% 5
on circles minutes
(M10GE-IIf-2)
Solve routine 2,4,9,10 4 40% 20
and non-routine minutes
problems
involving area of
composite
figures formed
by any two or
more of the ff.
triangle ,
square,
rectangle, circle
and semicircle
Proves 3 1 10% 10
Pythagorean minutes
theorem(M9GE-
IIIi-2)
Solves routine 8,6 2 20% 10
and non- routine minutes
problems
involving
multiplication or
w/ addition or
subtraction of
fuction mixed
fractions using
appropriate
problem solving
strategies and
tools (MGNS-Ib-
922)
TOTAL 10 100% 55
minutes
APPENDIX D
LESSON PLAN

I. OBJECTIVES

At the end of the lesson the students must be able to:

1. Solve word problems

2. Collaborate with their group assignment

II. SUBJECT MATTER

Topic: SOLVING WORD PROBLEM

References: INTERNET

Materials: USUAL AID

Values Integration: COLLABORATION

III. PROCEDURE

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES


Good Evening BEED IV-B Good evening too!

 Tonight we will going to

discuss solving word

problems

Last night you had your pre- test, Oh!

consisting of 10 items word

problems, sad to say that the

result was very poor. This time

we will try to answer the same

question from your pre-test but l

am going to group you into 4.

 Find your group where you Yes!

are comfortable working

with, then afterwards I am

going to give you

problems for you to solve.

I have here the copy of the

problems from your pre-test.

Group 1 1 and 2 items

Group 2 3 and 4 items

Group 3 5 and 6 items

Group 4 7 and 8 items


 I will give you 20 minutes

to answer then afterwards Okay!

you have to post your

answers and explain.

DISCUSSION

Ok, times up, post your answer

on the board and explain.

Is the answer correct?(For every

representation)

 Now that we already

answered the 8 question of

the pre-test, let’s now

proceed w/ the remaining 2

questions.

 But before I’ve proceed,

please stand up first and

jump 10 times while

shaking your hands to

energize your next

problems.

 Thank you! now group 1

please combine with group

2 then group 3 combine to


4.

 First group answer item

no.9 and second group

answer no. 10. Answer it

for 10 minutes then

present afterwards.

Time’s up, please post your

answer and explain. Okay, very

good BEED-IV B. You did great

tonight tomorrow we will be

conducting again a test but it

would be post-test this time. If

you understand the lesson

tonight definitely you will answer

each item of our post-test.

For now, let’s all get ready to

leave thank you for your Your welcome.

cooperation.
APPENDIX E

Libon Community College

Libon, Albay

A/Y: 2017-2018

Solving Word Problem

BEED IV – B

PRE - TEST

Name:______________________ Date: ________Score:_________

DIRECTION: SOLVE THE FOLLOWING PROBLEMS.

1.) The three angles of a triangle are in the ratio 3:4:5. What is the
measure of each angle?

2.) Three squares 9 cm² each are placed side by side forming a rectangle.
What is the perimeter of a rectangle formed?

3.) The area and circumference numerically equal. How long is its radius?

4.) The length of a rectangle is three times its width and the perimeter is
96 cm. Find the measure of its length and width.
5.) 2 days ago I’m 18 years old. Now I’m 19 but this year I will be turning
20.What date is today?

6.) What is the area of a circle circumscribing a square whose diagonal is


14cm? Use π = 22/7

7.) The sum of the angles of a triangle is 180°. If the second angle is twice
as great as the first angle and the third angle are 20° more than the first
angle. Find the measure of the angles.

8.) Find the measure of the apex angle of an isosceles ∆ if it is 20 more


than twice the measure of one base angle.

9.) Boi can run the oval in 6 minutes. Men can do the same task in 4
minutes and Tol in 8 minutes, if they started running on the same time, at
what time will they be finishing the oval at once?

10.) You are about to go to an exhibit and you have to bring with you your
1 meter sword, but you are not allowed to bring inside the bus the sword.
Instead you have to put in 1 meter cubic box. How will you put it in?
Explain.
APPENDIX F

Libon Community College

Libon, Albay

A/Y: 2017-2018

BEED IV –B

POST- TEST

Name:______________________ Date: ________Score:_________

DIRECTION: SOLVE THE FOLLOWING PROBLEMS.

1.) The sum of the angles of a triangle is 180°. If the second angle is twice
as great as the first angle and the third angle are 10° more than the first
angle. Find the measure of the angles.

2.) Three squares 16 cm² each are placed side by side forming a
rectangle. What is the perimeter of a rectangle formed?

3.) You are about to go to an exhibit and you have to bring with you your 2
meters sword, but you are not allowed to bring inside the bus the sword.
Instead you have to put in 2 meters cubic box. How will you put it in?
Explain.
4.) The length of a rectangle is three times its width and the perimeter is
90 cm. Find the measure of its length and width.

5.) What is the area of a circle circumscribing a square whose diagonal is


20cm? Use π = 22/7

6.) 4 days ago I’m 12 years old. Now I’m 13,but this year I will be turning
14.What date is today?

7.) The three angles of a triangle are in the ratio 5:6:7. What is the
measure of each angle?

8.) Ken can run the oval in 7 minutes; Men can do the same task in 5
minutes and Koy in 9 minutes, if they started running on the same time, at
what time will they be finishing the oval at once?

9.) Find the measure of the apex angle of an isosceles ∆ if it is 20 less


than twice the measure of one base angle.

10.) The area and perimeter of a rectangle are numerically equal. How
long is its length?