MASTERY OF PROBLEM-SOLVING SKILLS OF GRADE 6
I. Context and Rationale
Mathematics is among one of the most important subjects that make up the core
curriculum of basic education in most countries throughout the world. Before the study,
it was observed that the students were not able to understand and solve mathematical
problems properly (Atteh et al, 2014)
Problem-solving plays an important role in mathematics and should have a
prominent role in the mathematics education of K-12 students (NTCM.org). It has the
potential to provide intellectual challenges for enhancing students’ mathematical
understanding and development.
In the implementation of K-12 program, one of the goals of mathematics is to
enhance the problem-solving skill of every learner and has to be achieved with an
organized and rigorous curriculum content, a well-defined set of high-level skills and
processes, desirable attitudes, and appropriate tools, recognizing as well the different
context of Filipino learners (Alcantara & Bacsa, 2017).
Casing (2019) stated in his reaction paper regarding methods of teaching
mathematics that there are many different methods in teaching Mathematics proposed
by different educators and knowledge of these methods may help in working out a
better teaching strategy. It is not appropriate for a teacher to commit to one particular
method, he or she should adopt a teaching approach after considering the nature of the
children, their interests and maturity and the resources available for every method has
certain merits and few demerits and it is the work of a teacher to decide which method
is best for the students.
Klerlein & Harvey cited Burn (2000) that “a problem-solving curriculum, however,
requires a different role from the teacher. Rather than directing a lesson, the teacher
needs to provide time for students to grapple with problems, search for strategies and
solutions on their own and learn to evaluate their own results, thus requires students’
thinking processes”.
This action research will try to come up with innovative teaching or intervention
strategies in reference to pupil’s interest, level of maturity, and available learning
materials or resources in the locality that will enhance the problem-solving skill of grade
6 pupils.
II. Action Research Question
This research initiates innovation on learning delivery to enhance the
mathematics problem-solving skill of DWCC grade 6 pupils during the school year 2021-
2022. Specifically, it seeks to answer the following questions:
1. What are the factors that affect the performance of grade 6 pupils in mathematics?
2. What are the teaching styles/strategies employed by the teacher?
3. What is the level of problem-solving skill of grade 6 pupils?
4. What is the level of performance in mathematics of pupils when grouped into:
4.1 using the traditional teaching style/strategy?
4.2 after employing the new teaching styles/strategies?
III. Proposed Innovation, Intervention, and Strategy
COVID-19 has turned around the way we live. Disruption in the education sector
had tremendous impact in the teaching-learning process, and even some private
schools shutdown their operation due to their lack of capacity to switch to alternative
modality that they have to invest so much budget for up-to-date technology both
facilities and skills of the teaching force.
With the lockdown being implemented, pupils are already missing their
classroom learning, working with peers in groups, and most importantly co-learning as
well as co-creating which was earlier considered normal. On the other hand, parents are
finding it more difficult to motivate their children to maintain the pace of learning without
getting distracted.
Educators are coming up with novel ways to enhance their current teaching using
virtual space as well as artificial intelligence and making it more multifaceted which not
only maintains the interest of the students but also helps develop competencies and
skills of their students (Chandra, 2020).
According to Gunner (2020), in his study of Difficulties Encountered by
Mathematics Students, the three main themes that appeared in the investigation were
teacher-based, content-based, and student-based difficulties. And some sub-themes
are “too many rules and formulas”, and “doesn’t have enough time to review”. While
Mangulabnan cited Kaur et al (2001) that pupils have difficulty in problem solving due to
lack of comprehension of the problem posed, lack of strategy knowledge, inability to
translate the problem into a mathematical form, inability to use the correct mathematics,
inappropriate strategy used, incorrect formulation of the mathematical form,
computational errors, imperfect mathematical knowledge, and misinterpretation of the
problem.
With these difficulties, mastery of the skill in problem-solving would be at stake or
by far to take place on specified time. In this study, the researchers will try to employ the
flipped classroom strategy with differentiated instruction. On their study entitled
Transformation of the mathematics classroom with internet, Engelbrecht, Llinares, &
Borba (2020) states that:
The idea of a flipped classroom, where students watch earlier prepared lectures
outside the classroom.
In this pedagogical model, students completed preparatory activities (e.g.,
readings and reflections) before class and then participated in collaborative
activities in class. (Crouch and Mazur 2001).
The flipped classroom approach in mathematics education is related to
increasing in-class time for task/practice, the possibility of integrating new
knowledge with existing beliefs and real-time feedback. (Lo et al. 2017).
Voigt, Fredriksen and Rasmussen (2020) conducted a study on flipped
classrooms. In their study, they addressed the efficacy of using a flipped
classroom approach on student outcomes. They accounted for the classroom
activities and learning theories used to design the curriculum, uniting the at-
home video and in-class curricular components of the flipped classroom via
design heuristics that empowered students to think critically about mathematical
problems individually before engaging with the task in a collective environment.
By linking the content presented in the video lectures with the experiences of
students inside the classroom, they highlighted how design theories can be
leveraged to create a richer flipped classroom model and provide an opportunity
to analyze critically how flipped classrooms can be designed in a way that values
the diversity of student experience and moves beyond a transferable mode of
learning.
Weselby (2021) cited that Tomlinson describes differentiated instruction as
factoring students’ individual learning styles and levels of readiness
first before designing a lesson plan. Research on the effectiveness of differentiation
shows this method benefits a wide range of students, from those with learning
disabilities to those who are considered high ability. Differentiating instruction may mean
teaching the same material to all students using a variety of instructional strategies, or it
may require the teacher to deliver lessons at varying levels of difficulty based on the
ability of each student.
This flipped classroom with differentiated instruction would require the pupils to
allot more time in dealing with their mathematics subject. And it is then the time of the
teacher to assess and assist the pupils individually according to their needs and
learning styles.
IV. Action Research Method
A. Participants and/or other source of data and information
This research will focus on the use of flipped classroom strategy to enhance the
mastery of problem-solving skill of grade 6 pupil of Divine Word College of Calapan for
the school year 2021-2022. The base reference of the level of their problem-solving skill
is their academic performance during first and second quarter grades in mathematics in
which traditional teaching strategies are being employed. It is therefore implied that the
use of flipped classroom strategy will commence on the start of the third quarter up to
the last day of fourth quarter period. The grades in the third and fourth quarter will then
be compared on the previous quarters grades.
B. Data Gathering
The researchers will send formal letter request to the principal asking permission
to have the grades of the grade 6 pupils for the first and second quarter and to make
some interview with the pupils concerning difficulties encountered in their mathematics
class.
A survey-questionnaire exposing the factors that influence the skills and
performance of the students in mathematics is to be designed first. This is to assess
how we to innovate strategies and generate intervention that would take action on these
factors arise and encountered by the grade 6 pupils. The implementation of the
innovation and intervention will be applied on the time set as well as to the target
respondents of the action research
V. Action Research Work Plan and Timelines
Activity Person Involved Date
1. Conceptualizing the Research July 2021
research Proponent/Research
Adviser July 2021
2. Actual writing of the Research Proponent July 2021
research proposal.
3. Technical Assistance Research Proponent, August 2021
from Department Head as Research Adviser
to data gathering and other
research concerns.
4. Formulation of Research Research Proponent August 2021
Questions and other
Research Tool
5. Administration of Research Proponent, September 2021
Research Questions Research Question
Facilitators, Respondents
6. Data gathering and Research Proponent
Analysis based on research September 2021
questions administered.
7. Writing the final draft of
the complete action Research Proponent
research with results and October 2021
discussions.
8. Submission of the final Research Proponent,
research to DWCC Research Adviser October 2021
research department.
VI. Cost Estimates
Eligible expenditures Quantity Amount
A. Supplies and Materials
1. Bond paper 1 box A4 bond paper 900.00
2. Ink 1 bottle 250.00
B. Services
1. Editing and Proof 5000.00
Reading 5000.00
2. Statistician
C. Others
1. Transportation 1000.00
2. Meals 3000.00
(facilitator/respondent)
Total 15150.00
VII. Plans for Dissemination and Utilization
Activity Persons Date/Time Venue
Responsible
1. Discussion of the Research October 2021 DWCC
Result with Proponent and
Department Head Department Head
and teachers
2. Presentation of Research October 2021 DWCC
the Action Research Proponent and
during LAC session Department Head
3. Presentation of Research November 2021 DepEd
the Action Research Proponent Calapan City
in Division
Research Summit
4. Publication of the Research December 2021
research. Proponent
VIII. References
Alcantara, E., Bacsa, J (2017). Critical Thinking and Problem-Solving Skills in Mathematics of Grade-7
Public Secondary Students. Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 4,
November 2017
Atteh, E., Andan, E., Dente, W., Okpoti, C., Johnson, A. (2014). The Problem Solving Strategy of Solving
Mathematical Problems: The Case Study of Esaase Bontefufuo Senior High Technical School,
Amansie West District of Ghana. International Journal of Applied Science and Mathematics
Volume 1, Issue 2, ISSN (Online): 2394-2894
Casing, P (2019) Reaction Paper on Methods of Teaching, https://www.researchgate.net/project/
University of Science and Technology of Southern Philippines, Cagayan de Oro City
Chandra, Y. (2020). COVID-19: The Emergence Of New Innovations In Teaching Methods.
https://eduvoice.in/covid-19-the-emergence-of-new-innovations-in-teaching-methods/
Engelbrecht, J., Llinares, S., Borba, M. (2020). Transformation of the mathematics classroom with the
internet. https://link.springer.com/article/10.1007/s11858-020-01176-4
Guner, N (2020). Difficulties Encountered by High School Students in Mathematics. International
Journal of Educational Methodology Volume 6, Issue 4, 703 - 713. ISSN: 2469-9632
https://www.ijem.com/
Klerlein, J and Hervey, S. Mathematics as a Complex Problem-Solving Activity: Promoting students’
thinking through problem-solving. https://www.generationready.com/white-papers
Mangulabnan, M. (2016). Difficulties encountered by the students in mathematical problem.
https://www.academia.edu/34837407/
Weselby, C. (2021). What is Differentiated Instruction? Examples of How to Differentiate instruction in the
Classroom. HTTPS://RESILIENTEDUCATOR.COM/CLASSROOM-RESOURCES/EXAMPLES-
OF-DIFFERENTIATED-INSTRUCTION/
