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.
Table of Contents
1. Chapter 1
1.1 INTRODUCTION
1.2 RESEARCH QUESTIONS
2. Chapter 2 - METHODOLOGY
3. Chapter 3 PRESENTATION, DATA ANALYSIS AND INTERPRETATION
Research Objectives and Themes
This study aims to assess the performance of Grade Five learners in Mathematics at Mayor A.S. Fortuna Memorial Elementary School and evaluate the effectiveness of an intervention program based on a situative perspective using story problems to improve fraction comprehension.
- Analysis of learner performance in Mathematics during the first quarter.
- Identification of least-mastered competencies involving fractions.
- Implementation and validation of an innovative remedial intervention program.
- Evaluation of situative perspective and story problems as instructional strategies.
- Statistical assessment of pre-test and post-test data for pedagogical improvement.
Excerpt from the Book
Rationale
Mathematics is the science that deals with the logic of shape, quantity and arrangement. Math is all around us, in everything we do. It is the building block for everything in our daily lives, including mobile devices, architecture (ancient and modern), art, money, engineering, and even sports. People often wonder what relevance mathematicians serve today. In a modern world, math such as applied mathematics is not only relevant, it's crucial. Modern areas of applied math include mathematical physics, mathematical biology, control theory, aerospace engineering, and math finance. Not only does applied math solve problems, but it also discovers new problems or develops new engineering disciplines (Hom, E., 2013).
The order of teaching fractions is fairly consistent across all state standards (even if your state isn’t using Common Core). There are prime places where standards for teaching fractions should link to and build upon students’ prior understanding of whole numbers and prepare students for the next mathematical concepts. However, many children never master fractions. Such difficulties are not limited to fraction estimation problems nor do they end in 5th grade. This weak knowledge is especially unfortunate because fractions are foundational to many more advanced areas of mathematics and science. Fifth graders’ fraction knowledge predicts high school students’ algebra learning and overall math achievement, even after controlling for whole number knowledge, the students’ IQ, and their families’ education and income (Siegler, R., 2017).
Summary of Chapters
Chapter 1: This chapter provides the rationale for the study, emphasizing the foundational importance of fractions in mathematics and the difficulties students face, while outlining the research context and questions.
Chapter 2 - METHODOLOGY: This section details the experimental action research design, including the participant demographics, the instruments used (pre- and post-tests), and the IPO (Input-Process-Output) model for data analysis.
Chapter 3 PRESENTATION, DATA ANALYSIS AND INTERPRETATION: This chapter presents the statistical results of student performance, analyzing the effectiveness of the intervention program on various mathematical competencies and discussing the findings.
Keywords
fractions, problem solving, situative perspective, Descriptive Method, mathematics education, action research, intervention program, learner performance, mean percentage score, remedial instruction, pedagogical strategy, elementary education, competency assessment, quantitative analysis, conceptual generalization
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on assessing and improving the performance of Grade Five students in Mathematics, specifically regarding the learning of fractions at Mayor A.S. Fortuna Memorial Elementary School.
What are the central themes of the work?
The central themes include identifying least-mastered mathematical competencies, the role of situative perspectives and story problems in teaching, and the impact of remedial interventions on student achievement.
What is the main objective of the study?
The main objective is to evaluate whether using situative perspective-based story problems significantly affects the learning outcomes of students dealing with fraction-related mathematical operations.
Which methodology is employed in this research?
The study utilizes an experimental method within an action research framework, relying on pre-tests and post-tests to gather and analyze quantitative data.
What is discussed in the main body of the work?
The main body covers the theoretical background of teaching mathematics, the detailed methodology including participant selection, and an extensive analysis of data regarding student performance in written works versus performance tasks.
Which keywords characterize this work?
The study is characterized by keywords such as fractions, problem solving, situative perspective, descriptive method, and pedagogical intervention.
How does the researcher define the "situative perspective" in this context?
The researcher views the situative perspective as a strategy that uses real-life story problems and discussions to help students construct their own knowledge and understanding of mathematical concepts rather than relying solely on memorized algorithms.
What were the major findings regarding student performance?
The findings revealed that students performed better in performance tasks compared to written works, and that while the intervention was significant for addition/subtraction and division of fractions, it showed no significant effect for multiplication-related problems.
- Arbeit zitieren
- Diosyver Monteron (Autor:in), 2021, Learning fractions and story problems. A situative perspective, München, GRIN Verlag, https://www.grin.com/document/1118832
