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DEPARTMENT OF EDUCATION
Region VIII (Eastern VisayasL)
Division of Norther Samar
Catarman 1 District
Mathematics Problem-Solving
Skill and Reading
Comprehension in Grade-4
ANNABELE E. PULGA
Teacher-III / Grade 4 Mathematics Teacher
IMELDA T. VALENZUELA,Ph., D.
ES Principal IV
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.
who are poor both in comprehending and analyzing Mathematics word problems. Specifically in
SY 2017-2018 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.
monitored closely so that they would be able to correctly analyze the problem. Based on their
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
The problem is the failure of the Grade IV pupils of Catarman 1 Central School, SY 2017-
comprehension abilities.
Possible Causes:
problem.
e. Use the trial and error method or the guess and check
a. Objectives
b. Time Frame
This study will be conducted for one quarter, from July to September of SY 2015-2016
c. Target Subjects
Target subjects for this study are the Grade IV pupils of Catarman 1 Central School
during the academic year 2017-2018.
d. Activities to be undertaken
Persons
Target Date Activities Expected Results
Involved
1. Constructed
Test Questions
2. Administered
June 12, 2017 Grade IV pupils Pre-Test Pre-test Scores
3. Interpreted Pre-
Test Results
3. Establish a tutor-tutee
relationship in reading
comprehension and
Grade IV pupils, 100% of the slow pupils will
July 21-23, 2017 problem-solving wherein
Teacher learn from their tutor-classmates
a good pupil tutors a
slow classmate assigned
to him
3. Substitute large
numbers by simpler
100% of the pupils will be able
numbers and use them
August 24 to Grade VI pupils, to simplify the problem and
instead of what are given
September 4, 2017 Teacher substitute simpler numbers for
in the problem, Problems
the given numbers
can also be restated in
much simpler terms.
V. Evaluation Criteria
The result of this research shall be reported after 100% of the Grade IV pupils have
improved their Mathematics problem-solving skills.
Internet(Google.com,)-By lorenmurcia, Books
lorenmurcia.hubpages.com Explore Education and Science Teaching
VI. Research Design
This action research is purely descriptive in nature which uses pre-test/post-test results
and survey results to address the pupils problem.
1. Conduct a pre-survey of
the previous Math
Pre-survey result Average
vocabulary and reading
comprehension of students
5. Conduct a post-survey of
the Mathematics vocabulary Post-survey result Average
of the pupils