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Republic of The Philippines San Pablo Colleges San Pablo City

An action research about Increasing Learning in Solving Word Problems in Mathematics using Interactive Teaching Strategies.

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veronicaanna
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150 views5 pages

Republic of The Philippines San Pablo Colleges San Pablo City

An action research about Increasing Learning in Solving Word Problems in Mathematics using Interactive Teaching Strategies.

Uploaded by

veronicaanna
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

San Pablo Colleges


San Pablo City

Graduate Studies
Master of Arts in Educational Management

In Partial Fulfillment of the Course Requirement in


Educ 204 – Action Research

An Action Research Proposal

INCREASING LEARNING IN SOLVING WORD PROBLEMS IN


MATHEMATICS USING INTERACTIVE TEACHING STRATEGIES

Submitted by:
Veronica Anna R. Segunial

Submitted to:
Imelda C. Torres Ed.D.
Increasing Learning in Solving Word Problems in Mathematics using
Interactive Teaching Strategies

Introduction

The Mathematics standards are the driving force for our educational system
today. Our national government has recognized the importance of Mathematics and the
integration of technology in our present classrooms (Duncan, 2011). In able to be
aligned with the educational standards, we teachers must teach Mathematics using
different techniques and alternative strategies to meet our learners and students. This is
different from our traditional method of teaching Mathematics which usually use
memorization, practical use of numbers and equations, work sheets, drill methods and it
is usually teacher centered instruction.
The San Pablo Colleges as one of the biggest private school in San Pablo City,
Laguna offers Senior High School level. It has a total of 2,030 SHS students on both
Grade 11 and Grade 12 level. Mathematics is one of the core subjects in the Senior
high school curriculum which is offered in all strands (STEM, ABM, HUMSS, GAS and
TECH-VOC). Base on the observation most of the students of SPC in SHS are having
difficulty in problem solving which is an integral part of all mathematics learning.
Normally, the resistance at-risk students had with problem solving came from a
language barrier, slow learning pace, attention deficit, retention difficulties, abstract
reasoning, visual/auditory-processing or perpetual deficits (Geary, Bow-Thomas, & Yao,
1992 & Bernardo, 1999). In order to assist at-risk students in problem solving, a
mathematics teacher must integrate technology and non-traditional strategies when
teaching mathematics to meet the requirements of our educational standard.

Background of the Study

Many students struggled to accomplish mathematics especially in problem-


solving (Ibrahim 1997; Garderen 2006; Zahrah et al. 2003; Tarzimah 2005). However,
they still need to learn mathematics because of its importance in daily life (Ibrahim
1998; Meese 2001; Aziz 2002; Kaufman 2008; Berch & Mazzocca 2007). They must be
able to solve problem because problem solving is important for the development of
human competencies (T. Subahan 2007). In real life, students need to solve problems
because that is a basic way to survive in our daily life and mathematics is seen as the
language. The primary and secondary mathematics curriculum emphasized on
arithmetic, problem-solving, communication, mantic-thinking, connection-building and
technology application skills (Curriculum Development Centre, Ministry of Education
2003; 2001). Mathematics skills such as language, Mathematics Skills Cognitive
Abilities Mathematics Difficulties Tarzimah Tambychik and Thamby Subahan Mohd
Meerah / Procedia Social and Behavioral Sciences 8 (2010) 142–151 145 number fact,
information and arithmetic are vital in problem-solving. Deficiency in any of these skills
could cause difficulties in mathematics skills among students (Hill 2008)
A new quality of learning and teaching in general, is an absolute priority for
education in the Philippines. The innovation in the training of teachers, the creation of
new teaching and assessment models, increased the quality of teaching and the
classroom management becomes much more attractive and effective. An important
innovation in teaching methods is occupied by the interactive learning that affects the
students’ personality, based on the interdependent relations established in such
student-student interactions. The cultural level of communication between teacher and
student and among students is much higher than with traditional approaches. The
students gain teamwork skills, the teamwork is considered a standard in education
(Todorina, 2011.
"Interactive learning" (i.e., jigsaw, learning together, group investigation, student
teams-achievement divisions, and teams-games-tournaments) is a generic term that is
used to describe an instructional arrangement for teaching academic and interactive
skills to small, heterogeneous groups of students (Rich,1993; Sharan,1980). Interactive
learning is deemed highly desirable because of its tendency to reduce peer competition
and isolation, and to promote academic achievement and positive interrelationships. A
benefit of cooperative learning, therefore, is to provide students with learning disabilities
(LD), who have math disabilities and social interaction difficulties, an instructional
arrangement that fosters the application and practice of mathematics and interactive
skills within a natural setting (i.e., group activity). Thus, interactive learning has been
used extensively to promote mathematics achievement of students both with and
without LD (Slavin, Leavey, & Madden, 1984; Slavin, Madden, & Leavey,1984).
According to the National Council of Teachers of Mathematics (NCTM; 1991),
learning environments should be created that promote active learning and teaching;
classroom discourse; and individual, small-group, and whole-group learning. Interactive
learning is one example of an instructional arrangement that can be used to foster
active student learning, which an important dimension of mathematics is learning and
highly endorsed by math educators and researchers. Students can be given tasks to
discuss, problem solve, and accomplish.
Interactive learning activities can be used to supplement textbook instruction by
providing students with opportunities to practice newly introduced or to review skills and
concepts. Teachers can use interactive learning activities to help students make
connections between the concrete and abstract level of instruction through peer
interactions and carefully designed activities.
Finally, interactive learning can be used to promote classroom discourse and oral
language development. Wiig and Semel (1984) described mathematics as "conceptually
dense." That is, students must understand the language and symbols of mathematics
because contextual clues, like those found in reading, are lacking in mathematics. For
example, math vocabulary must be understood to work problems as there are no
contextual clues to aid understanding. In interactive learning activity, vocabulary and
symbolic understanding can be facilitated with peer interactions and modeling.
Research (e.g., Johnson & Johnson, 1986) supports interactive learning as an
effective approach for including students with LD in classroom group work and
promoting peer acceptance. However, some researchers (e.g., Andersen, Nelson, Fox,
& Gruber, 1988; Rivera, Gillam, Goodwin, & Smith,1996; Slavin, Madden, &
Leavey,1984) caution teachers to integrate direct instruction and interactive learning.
Description of the Research Context

The study is limited to Grade 11 – HUMSS students of the San Pablo


Colleges Senior High School Department and has mathematics (General Mathematics
and Statistics and Probability) as Core subjects. This is because the skill which is
solving word problems in mathematics that they find difficult. This is necessary for them
to improve in able them to understand and developed their logical and mathematical
skills.

Data Collection and Analysis

This Pre-experimental study is design in which a group of a whole strand


is studied. The tool used in this study is through observation during the first and second
semester in the Grade 11 HUMSS students of the San Pablo Colleges Senior High
School Department. This tool is used to determine the learner’s development in solving
word problems in mathematics through the use of different kinds of interactive teaching
strategies. This is used to know if the learners developed skills and at the same time
enjoy solving math problems.
The data collected will be analyzed depending on the type of data collected.
Activities like games, group projects, and group investigation will be given to test
whether the students developed skills using the interactive teaching strategies.
Students’ scores, performance, and grades will be analyze to know if the strategy used
has a significant impact in their performance.

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