This paper assessed the performance of Grade Five learners in Mathematics 5 of Mayor AS Fortuna Memorial Elementary School, Guizo, Mandaue City during the first quarter of school year 2020 -2021.
To analyze the data, the researcher made use of the input – process – output (IPO) continuum, which served as the structure and guide for the direction of the research. The inputs of the study will show the effectiveness of intervention program.
These inputs will be obtained through the pre-test and post test scores. The process of this research includes the administering the pre-test, intervention through innovation remedial program and validation, presentation including the statistical treatment thereof, and analyses use in the interpretation of the data. The findings of the study reveal that the grade five learners performed better in performance tasks with a mean percentage score of 67.33% than the written works with a mean percentage score of 80.50%.
This study reveals that situative perspective in solving routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem solving strategies and tools and in solving routine or non-routine problems involving division without or with any of the other operations of fractions and whole numbers using appropriate problem solving strategies and tools significantly affects teaching and learning fractions while it does not affect in solving routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.
Inhaltsverzeichnis (Table of Contents)
- ABSTRACT
- Chapter 1
- INTRODUCTION
- RESEARCH QUESTIONS
- Chapter 2 - METHODOLOGY
- Chapter 3 PRESENTATION, DATA ANALYSIS AND INTERPRETATION
- REFERENCES
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research aims to assess the performance of Grade Five learners in Mathematics at Mayor A.S. Fortuna Memorial Elementary School, Guizo, Mandaue City, during the first quarter of the 2020-2021 school year. The study focuses on improving learners' understanding and performance in solving problems involving fractions, particularly in the context of routine and non-routine problems.
- The effectiveness of an intervention program designed to improve learners' performance in fractions.
- The impact of using a situative perspective in teaching fractions through story problems.
- The relationship between learners' performance in different types of fraction problems (addition/subtraction, division, multiplication).
- The role of appropriate problem-solving strategies and tools in facilitating learning.
- The importance of integrating practical applications and real-world contexts in the teaching of fractions.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1: Introduction
This chapter provides a rationale for the research by highlighting the importance of mathematics and the challenges faced by students in learning fractions. It emphasizes the need for effective teaching strategies, particularly those that incorporate real-world applications and situative perspectives. The chapter also discusses the context of the study, including the observed difficulties of students at Mayor A.S. Fortuna Memorial Elementary School in solving problems involving fractions.
Chapter 2: Methodology
This chapter delves into the research methodology employed in the study. It details the research design, data collection methods, and data analysis techniques used to assess the effectiveness of the intervention program. The chapter also outlines the specific tools and approaches utilized to analyze the data, such as the input-process-output (IPO) continuum.
Chapter 3: Presentation, Data Analysis and Interpretation
This chapter presents the findings of the research, including the data collected through pre-tests and post-tests. It analyzes the results to determine the impact of the intervention program on learners' performance in fractions. The chapter also interprets the findings in relation to the research objectives and key themes, drawing conclusions about the effectiveness of the situative perspective approach in teaching fractions.
Schlüsselwörter (Keywords)
The study centers around the key concepts of fractions, problem solving, and the situative perspective. The research explores the effectiveness of an intervention program designed to enhance learners' understanding of fractions, particularly in the context of real-world scenarios and story problems. The research utilizes a descriptive method and focuses on the specific case of Mayor A.S. Fortuna Memorial Elementary School in Mandaue City, Cebu.
- Quote paper
- Diosyver Monteron (Author), 2021, Learning fractions and story problems. A situative perspective, Munich, GRIN Verlag, https://www.grin.com/document/1118832
