Republic of the PhilippinesDEPARTMENT OF EDUCATIONRegion IX, Zamboanga PeninsulaDivision of Zamboanga CityVitali District

SIBUKTOK ELEMENTARY SCHOOLSchool ID: 126243

Action Research Proposal:

Mathematics Problem-Solving Skill and Reading Comprehension

JAY-AR M. VENIGRATeacher-1/Sch. Math Coordinator-Designate

JOCELYN P. MALIKHead of School

I. Introduction

Mathematics problem-solving and reading comprehension go hand-in-hand. It cannot be denied that problem solving is an important part of Mathematics education. Mathematics, in general, is an important subject because of its practical role to a person and the society as a whole. However, before a student can successfully solve a problem, he has to posses good reading comprehension, analytic and computational skills. Solving Math problems entails or requires the students to do or apply two skills at the same time- reading and computing. It is a two-edged sword which the student should conquer, so to speak.As a teacher of Mathematics in Grade 4 in our school, I have encountered many pupils who are poor both in comprehending and analyzing Mathematics word problems. Specifically in SY 2014-2011 Grade 4 class, only 11 out of 60 pupils can successfully solve problems in Math without or with just little help from the teacher. The rest need to be guided to understand the problem. Approximately 82% find it hard to picture the situation indicated by the problem they are trying to solve. The slow ones would even ask the meaning of a certain word in the problem. When they have understood it, it is only then that they fully grasp the event/situation pictured in the problem. However, there are still some who cannot understand it, probably because they cant connect or relate the ideas explained in the problem. When it is time to analyze or break down the problem, only the 11 pupils mentioned earlier can actively participate.During group activities, the leaders would most often report that their members have to be monitored closely so that they would be able to correctly analyze the problem. Based on their report, roughly 3 out of 7 members actively contribute in their output.That is why, during formative tests, only 11 can get a higher score. Majority of the class get 0-3 correct answers out of 5 given problems. Since the beginning of the school year, I have noticed that roughly 85%of the class has poor reading comprehension skills. The Grade 3 teacher warned me beforehand that this class is the slowest batch she has handled; particularly in reading comprehension. Many of the pupils in the class have poor vocabulary skills. True enough, I experience the same thing now. It seems that the present batch of pupils is worse than the previous one. Translating this into analyzing the problems in Mathematics, there is a grim prospect that they would find it hard to understand Math problems and thus affect their performance in the said area, not withstanding their numerical skills. In straight computations like plain addition, multiplication, subtraction and division, they can solve them successfully with very little help. But when these are written in the verbal context-not in the numerical context- they are already at a loss, so to speak. Obviously, the bane of these pupils is the understanding of the contents of the math problems correctly and connecting the ideas expressed in it to fully grasp and find a way to successfully solve the problem.II. The ProblemThe problem is the failure of the Grade IV pupils of Sibuktok Elementary School, SY 2014-2015, to correctly analyze word problems in Mathematics due to poor reading comprehension abilities.Possible Causes:1. Limited vocabulary words in Mathematics.2. Lack of techniques and interest in solving word problems.III. Generation of Alternative SolutionThis action research offers alternative solution to the following:1. Limited Mathematics vocabularya. Provide unlocking of difficulties through vocabulary development before the beginning of the Math class.b. Establish a tutor-tutee relationship wherein a good pupil tutors or teaches a slow classmate assigned to him in areas of reading comprehension and problem-solving.c. Provide interesting and challenging vocabulary activities involving Mathematics vocabulary such as in contests and games.2. Lack of technique in solving word problemsa. Organize the given information found in the problem.b. Use object representation and manipulative to picture clearly the given Math problem.c. Substitute large numbers by simpler numbers or restate the problem in much simpler terms through improved reading comprehensiond. Make a number sentence out of the word probleme. Use the trial and error method or the guess and check

IV. Plan of Actiona.Objectives1. Improve the pupils limited vocabulary words in Mathematics and enhance reading comprehension ability of the students2. Develop the pupils techniques in solving word problemsb.Time FrameThis study will be conducted for one quarter, from July to September of SY 2015-2016c.Target SubjectsTarget subjects for this study are the Grade IV pupils of Sibuktok Elementary School during the academic year 2015-2016.d.Activities to be undertakenTarget DatePersons InvolvedActivitiesExpected Results

June 2015School HeadA. Inform the school head about the action research to be undertakenGranted permission to conduct the research

June 12, 2015Grade VI pupils 1. Constructed Test Questions2. Administered Pre-Test3. Interpreted Pre-Test Results

Pre-test Scores

June 15-18, 2015Grade VI PupilsUse a powerpoint presentation in teaching Science The class will have 75% or more CPL

June 22-25, 2015Grade VI PupilsOrient and Assess the pupils for research the assign topic in the E-classroom using the installed topics in the desktopThe pupils will be oriented and familiar in using the program

July 6-9, 2015Grade VI pupils Let the pupils use the games related to the lessons installed in laptop and ipad as the evaluation part100% of the pupils will participate

July 20-24, 2015Grade VI pupilsUsing the computer let the pupils individually answer their worksheets installed to their assigned desktop 100% of the class will get passing score

July 21-23, 2015Grade IV pupils, Teacher3. Establish a tutor-tutee relationship in reading comprehension and problem-solving wherein a good pupil tutors a slow classmate assigned to him100% of the slow pupils will learn from their tutor-classmates

August 5, 2015 until the end of the school yearGrade VI pupils , Teacher4. Evaluated the Degree of learning achieved through administering the First Quarter TestFirst Quarter Test Results

July 20 to August 10, 2015Grade IV pupils, Teacher1. Draw a graph, chart, graphic organizer or list to help the students organize their information found in the word problem.100% of the pupils will be able to organize the given data and connect the ideas expressed in the problem

August 17-20, 2015Grade IV pupils, Teacher2. Ask the students to make representation of objects so they will be able to visualize the problem clearly. They can use ruler, play money, realia, blocks, dice, etc.100% of the pupils can manipulate and be aided by these materials in solving word problems

August 24 to September 4, 2015Grade IV pupils, Teacher3. Substitute large numbers by simpler numbers and use them instead of what are given in the problem, Problems can also be restated in much simpler terms.100% of the pupils will be able to simplify the problem and substitute simpler numbers for the given numbers

September 7-18, 2015Grade IV pupils, Teacher4. From the given problem, make a number sentence by substituting the English sentences into Mathematics sentences. Another technique is to translate the problem into a dialect most understood by the students.100% of the pupils will be able to master writing the number sentence

September 21-25, 2015Grade IV pupils, Teacher5. Solve by "trial and error" or "guess and check" by using the answers provided in multiple choice problems.100% of the pupils will be able to apply the guess and check technique

V. Evaluation CriteriaThe result of this research shall be reported after 100% of the Grade IV pupils have improved their Mathematics problem-solving skills.

VI. Research DesignThis action research is purely descriptive in nature which uses pre-test/post-test results and survey results to address the pupils problem.ActivitiesData To Be CollectedStatistical Treatment

1. Conduct a pre-survey of the previous Math vocabulary and reading comprehension of studentsPre-survey resultAverage

2. Administer the pre-testResult of the pre-testPercentage

3. Conduct daily test on Math vocabularyResult of the daily testPercentage

4. Conduct weekly test on problem-solvingWeekly test resultPercentage

5. Conduct a post-survey of the Mathematics vocabulary of the pupilsPost-survey resultAverage

6. Administer the post-testResult of the post-testPercentage

Internet(Google.com,)-Bylorenmurcia, Bookslorenmurcia.hubpages.com Explore Education and Science Teaching