This study was conducted to determine the effect of keywords approach on solving word problems involving addition of whole numbers with sums up to 99,999 including money following the steps in problem solving. Results revealed that the pre test score was low; the post test score was high. There was a significant difference on the pre test and post test scores of keywords approach. Further, the keywords approach has large effect on the solving word problems involving addition of whole number.
REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS INVOLVING SUBTRACTIONWayneRavi
This study was conducted to determine the effect of reality based on the solving word problems involving subtraction. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Tibungol Elementary School to Fifty student of Grade Three section 1. Results revealed that there was a significant difference on the pretest and post test scores of pupils in reality based approach. Further, the reality based approach is effective in improving the performance of student.
READ AND ACT APPROACH AND RETENTION SKILLS IN MTBWayneRavi
This study was conducted to determine the effect of read and act approach on the Retention Skills in MTB. Specifically, it sought to find out if read and act approach significantly contribute in the retention skills of student in MTB. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Beam Extension School of Guinobatan annex of Paradise Embac Elementary School to Thirty student of Grade Two section 3. Descriptive statistics (mean & SD), Paired-Sample T-test and Eta2were used as tools in the analysis of data. Results revealed that the pre test score was high; the post test score was very high. There was a significant difference on the pretest and post test scores of pupils in read and act approach. Further, the read and act approach has large effect on the retention skills of student in MTB.
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS INVOLVING SUBTRACTIONWayneRavi
This study was conducted to determine the effect of reality based on the solving word problems involving subtraction. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Tibungol Elementary School to Fifty student of Grade Three section 1. Results revealed that there was a significant difference on the pretest and post test scores of pupils in reality based approach. Further, the reality based approach is effective in improving the performance of student.
READ AND ACT APPROACH AND RETENTION SKILLS IN MTBWayneRavi
This study was conducted to determine the effect of read and act approach on the Retention Skills in MTB. Specifically, it sought to find out if read and act approach significantly contribute in the retention skills of student in MTB. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Beam Extension School of Guinobatan annex of Paradise Embac Elementary School to Thirty student of Grade Two section 3. Descriptive statistics (mean & SD), Paired-Sample T-test and Eta2were used as tools in the analysis of data. Results revealed that the pre test score was high; the post test score was very high. There was a significant difference on the pretest and post test scores of pupils in read and act approach. Further, the read and act approach has large effect on the retention skills of student in MTB.
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
LETTER SPINNER APPROACH AND LETTER SOUNDS OF KINDERGARTEN PUPILS WayneRavi
This study aims to find out whether the letter spinner approach is effective on kinder pupils. The Participants of this study are the 30 kinder section one pupils of Paradise Embac Elementary School, Paquibato Davao City SY 2014-2015. Descriptive causal comparative research design was employed in the study. Results in the study showed that there was a significant difference between the pretest and post test result of the pupils of Paradise Embac Elementary School.
The Implementation of Matematika Gasing on Multiplication Concept Toward Inte...NERRU
Abstract.
This research was conducted based on the findings that students have difficulties in learning multiplication of two numbers, especially multiplication of two digits with two digits and multiplication of two digits with three digits. This research is a pre-experimental design. The design that is used in this study is The One Shot Case Study. The purpose of this study is to find out: (1) to implement of Matematika GASING into the concept of multiplication (2) to know the influence of Matematika GASING toward students learning outcome (3) to know the positive influence of students interest and motivation simultaneously
to mathematics learning outcome in Matematika GASING. The population in this study is 5th grade students in Cihuni I elementary school in Kelapa Dua Tangerang districts. The sampling technique used purposive sampling and data collected by test and questionaire. The data findings analyzed by using anova with significance with level 5%. The expected results this research are: (1) Matematika GASING can be implement into the concept of multiplication (2) there is positive influence of Matematika GASING toward students learning outcome, (3) there is positive influence of students interest and motivation simultaneously to mathematics learning outcome in Matematika GASING.
Keywords and Phrases: study interest, study motivation, learning outcome, and Matematika GASING
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
This study applied a content analysis method to compare how the algebraic topic of using symbols for unknown quantities is presented in elementary school mathematics textbooks from Taiwan (Nani), Singapore (My Pals Are Here!), and Finland (Laskutaito). Specifically, differences in question types (purely mathematical, verbal, visual, or combined representation), contextual versus noncontextual presentation, and pedagogical content design were compared. The findings showed that (1) fewer visual representations are found in Nani compared with the other textbooks; (2) Taiwan uses more contextual problems than the other countries; and (3) the content design in Taiwan focuses on applying the equivalent axiom to solve for unknown quantities, whereas Singapore and Finland use line segments or divide concepts in geometry graphs. In addition, the Singaporean textbooks teach algebraic simplification, providing this topic earlier than the other countries and enabling students to form connections with junior high school learning. Other implications of this study are discussed, and suggestions for future research are provided.
Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
The authors applied a one group pretest-posttest quasi-experimental research design to one section of GVAHS with 45 students to look into the effectiveness of journal writing in mathematics performance consequently preparing the students to technical subjects in the STEM track of the K to 12 curricula. The findings of the study revealed that journals in mathematics produce better and improved scores for students in problem solving tasks. Likewise, journal writing helped the students communicate with their Math Teacher. It can improve their abilities on how to use mathematical tools, symbols and numbers, use math models, analyze, understand and solve problems preparing them for higher mathematics and other related sciences. Also, journal writing helped students to learn how to transfer ideas clearly and convey their feelings and thoughts effectively. Likewise, it enhanced different characteristics that they can use in pursuing the STEM track andin living in the globally competitive world of work.
`
Learning Intervention and Student Performance in Solving Word ProblemWayneRavi
This study was conducted to determine the relationship of learning intervention on the performance level in solving word problem involving addition of whole numbers including money with sums through millions and billions without and with regrouping following the steps in problem solving. Specifically, it sought to find out if learning intervention significantly contribute in the performance of student in solving word problem. Descriptive-Correlation was used to utilized in the study.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
EFFECTIVENESS OF INTEGRATING RIDDLES IN TEACHING MATHEMATICS AMONG VIII STAND...Thiyagu K
Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.
LETTER SPINNER APPROACH AND LETTER SOUNDS OF KINDERGARTEN PUPILS WayneRavi
This study aims to find out whether the letter spinner approach is effective on kinder pupils. The Participants of this study are the 30 kinder section one pupils of Paradise Embac Elementary School, Paquibato Davao City SY 2014-2015. Descriptive causal comparative research design was employed in the study. Results in the study showed that there was a significant difference between the pretest and post test result of the pupils of Paradise Embac Elementary School.
The Implementation of Matematika Gasing on Multiplication Concept Toward Inte...NERRU
Abstract.
This research was conducted based on the findings that students have difficulties in learning multiplication of two numbers, especially multiplication of two digits with two digits and multiplication of two digits with three digits. This research is a pre-experimental design. The design that is used in this study is The One Shot Case Study. The purpose of this study is to find out: (1) to implement of Matematika GASING into the concept of multiplication (2) to know the influence of Matematika GASING toward students learning outcome (3) to know the positive influence of students interest and motivation simultaneously
to mathematics learning outcome in Matematika GASING. The population in this study is 5th grade students in Cihuni I elementary school in Kelapa Dua Tangerang districts. The sampling technique used purposive sampling and data collected by test and questionaire. The data findings analyzed by using anova with significance with level 5%. The expected results this research are: (1) Matematika GASING can be implement into the concept of multiplication (2) there is positive influence of Matematika GASING toward students learning outcome, (3) there is positive influence of students interest and motivation simultaneously to mathematics learning outcome in Matematika GASING.
Keywords and Phrases: study interest, study motivation, learning outcome, and Matematika GASING
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
This study applied a content analysis method to compare how the algebraic topic of using symbols for unknown quantities is presented in elementary school mathematics textbooks from Taiwan (Nani), Singapore (My Pals Are Here!), and Finland (Laskutaito). Specifically, differences in question types (purely mathematical, verbal, visual, or combined representation), contextual versus noncontextual presentation, and pedagogical content design were compared. The findings showed that (1) fewer visual representations are found in Nani compared with the other textbooks; (2) Taiwan uses more contextual problems than the other countries; and (3) the content design in Taiwan focuses on applying the equivalent axiom to solve for unknown quantities, whereas Singapore and Finland use line segments or divide concepts in geometry graphs. In addition, the Singaporean textbooks teach algebraic simplification, providing this topic earlier than the other countries and enabling students to form connections with junior high school learning. Other implications of this study are discussed, and suggestions for future research are provided.
Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
The authors applied a one group pretest-posttest quasi-experimental research design to one section of GVAHS with 45 students to look into the effectiveness of journal writing in mathematics performance consequently preparing the students to technical subjects in the STEM track of the K to 12 curricula. The findings of the study revealed that journals in mathematics produce better and improved scores for students in problem solving tasks. Likewise, journal writing helped the students communicate with their Math Teacher. It can improve their abilities on how to use mathematical tools, symbols and numbers, use math models, analyze, understand and solve problems preparing them for higher mathematics and other related sciences. Also, journal writing helped students to learn how to transfer ideas clearly and convey their feelings and thoughts effectively. Likewise, it enhanced different characteristics that they can use in pursuing the STEM track andin living in the globally competitive world of work.
`
Learning Intervention and Student Performance in Solving Word ProblemWayneRavi
This study was conducted to determine the relationship of learning intervention on the performance level in solving word problem involving addition of whole numbers including money with sums through millions and billions without and with regrouping following the steps in problem solving. Specifically, it sought to find out if learning intervention significantly contribute in the performance of student in solving word problem. Descriptive-Correlation was used to utilized in the study.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
Running Head LEADERSHIP AND COLLABORATION IN TEACHING .docxwlynn1
Running Head: LEADERSHIP AND COLLABORATION IN TEACHING 1
LEADERSHIP AND COLLABORATION IN TEACHING
Name
Institutional affiliation
Date
LEADERSHIP AND COLLABORATION IN TEACHING 2
Students with disabilities need special attention when it comes to learning. Inclusive
learning has been adopted by many teachers across the world. This is where they would prefer
students with disabilities to learn in general classrooms alongside with non-disabled students.
Special education teachers should serve as leaders who assists general education teachers in
learning the needs of the students with disabilities. (Mulholland & O'Connor 2016). And how they
are supposed to be treated in order to have a good understanding of subjects as mathematics.
The teachers have an opportunity to demonstrate collaborative leadership and make sure
that students are satisfied from their mode of teaching. Team teaching is important in inclusive
learning. It helps special needs children have social interactions with their peers hence gaining
positivity. There have been collaboration models that teachers are using in order to be successful
in their activities and satisfying the needs of the students.
The learning center collaboration model is important as different teachers gather in a room
where students are arranged into groups. Special needs students help in giving instructions to other
teachers on how to handle the mild disabled students. The other model is the alternative
collaboration setting where special education teachers may work with paraeducators and ensure
that the student programs are followed. (De Melendez & Beck 2018). Students are divided into
small groups hence getting a chance with their instructors one on one. Inclusive learning will give
a chance to the mild disabled students to learn how to solve mathematical problems easily. This is
because they are interacting with other students under good guidance from different teachers and
paraeducators.
Teachers should adopt ways to come up with a safe and inclusive environment to students
with disabilities. They should encourage all students to be one’s keeper even outside classrooms.
This way, students who are fast learners will help students with mild disabilities to solve
LEADERSHIP AND COLLABORATION IN TEACHING 3
mathematical problems. Second, they should encourage students based on life experiences. Show
them that anything is achievable when it comes to the real world. (Ismail & Muhammad 2018). By
doing this, teachers will help in creating an environment which is culturally responsive with good
social interactions and better learning activities.
Team teaching may .
TEACHING STRATEGIES TO ENHANCE MATHEMATICAL THINKING FROM ENVIRONMENTAL SITUA...Eugenio Theran Palacio
In this work we report research results that reference the title. The project was developed in freshmen, Basic Education, through sociocultural problem situations and science under a qualitative design in three phases: design and implementation of a diagnostic test for recognition of potential difficulties of students, classroom intervention, to overcome the difficulties encountered, and contrast test to assess the achievement of the strategies applied and obtain information for improving student learning.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
One of the easy way to conduct remedial session. the hardest part of competency or the least learned competencies becomes easier by the use of this modules (SIM)
This slide use to present to all the math coordinator in elementary and high school. it aims to improve the learning level of each pupils in numeracy skills.
In June 2009, Republic Act 9709 also known as the Universal Newborn Hearing Screening and Intervention Act was approved and signed into law by the President of the Philippines, Gloria Macapagal –Arroyo . RA 9709.
This program was authored by the Education Program Supervisor
from the Division of Davao City. Implemented and adopted by the whole division and even other division.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
KEYWORD APPROACH AND SOLVING WORD PROBLEMS INVOLVING ADDITION OF WHOLE NUMBER
1. KEYWORD APPROACH AND SOLVING WORD PROBLEMS INVOLVING
ADDITION OF WHOLE NUMBER
WENEFREDO S. HIFARVA
Abstract
This study was conducted to determine the effect of keywords approach
on solving word problems involving addition of whole numbers with sums up to
99,999 including money following the steps in problem solving. Results revealed
that the pre test score was low; the post test score was high. There was a
significant difference on the pre test and post test scores of keywords approach.
Further, the keywords approach has large effect on the solving word problems
involving addition of whole number.
Introduction
The term problem solving is used in many disciplines, sometimes with
different perspectives and often with different terminologies. In classroom setting,
teachers always find out that teaching mathematics is not an easy task. It
involves numeracy where pupils struggling to understand mathematical concepts
and principles. Teachers also struggling to discover different approaches to
utilized to absorb by the young learners.Students were excited about math and
have had many opportunities to broaden their math horizons and look outside the
box when doing many of the problem of the day story problems. They are looking
for keywords in story problems and are able to decipher what information they
need and can disregard.
“Learning something new is like adding a thread to a web. For students
with memory challenges or processing disorders, a keywords approach becomes
a tool to build threads from new to old ideas” (American Institute for Research,
2. 2004, p. 1). The daily use of keywords will increase students’ understanding and
retention of key mathematical concepts. By using keywords approach in the
classroom, students be able to retain information and use their understanding of
math concepts to solve new math problems.
Keyword assist with mathematical learning. Students that practice
keyword may retain the math concepts and be able to retrieve them at a later
date. They able to communicate these keyword techniques with fellow
classmates in order to enhance learning and understanding of math concepts.
According to Kathy DeLashmutt in her study, “ when a few of my co- teachers
tried just one of the mnemonic rhymes, they were surprised how quickly the kids
memorized the concepts”. Teachers are under a lot of pressure to have their
students not only understand the concepts, but also be able to retain the
information over a longer period of time.
The study is anchored on the idea of Mastropieri, Scruggs, Levin, Gaffney
and McLoone (1985) which claims that the reason of comprehension scores are
higher for students using mnemonic strategies was that the strategy increased
their ability to recall the factual information needed to answer comprehension
question. In addition, Scruggs & Mastropieri (1989) reminds that pegword
mnemonics has proven useful in teaching students to remember ordered or
numbered information .Similarly, mnemonics instruction is important is because it
appears to be an effective strategy for increasing student comprehension test
scores. Students who have been trained in mnemonic instruction outperform
students without training on comprehensive exams.
In developed countries, mnemonic/keyord strategies were used in a
general education setting by college undergraduateslearning foreign language
vocabulary (Scruggs & Mastropieri, 1989). Later research extended the use of
such instruction into classrooms of younger students and among students with
learningdisabilities. In a recent study, college students used a mnemonic strategy
to study and recall painting-to-artist matchings. All four experiments of the study
repeatedly showed that thosestudents who used mnemonics substantially
3. outperformed those who did not use them on teststhat required recall of artists
and their paintings (Carney & Levin, 1991).
The study aimed to answer the following questions; 1. What is the pre test
scores of pupils in word problems involving addition of whole number with sums
up to 99,999 including money following the steps in problem solving? 2. What is
the post test scores of pupils inword problems involving addition of whole number
with sums up to 99,999 including money following the steps in problem solving?
3. Is there a significant difference in the pre-test and post-test scores of pupils?
4. What is the effect size of keyword approach to the word problems involving
addition of whole number with sums up to 99,999 including money following the
steps in problem solving?
Keyword Approach is a mnemonic strategy that teachers can create to help
students remember content. It is memory aids in which specific words are used
to remember a concept or a list. An example of this approach is to use the first
letter as a cue like My Dear Aunt Sally which means Multiply, Divide, Add,
Subtract mathematical order of operations.
Performance of pupils in solving word problemis refers to the skills of pupils
to manipulate data from English into mathematical sentence.
Method
This study use of the Descriptive-Comparative research design using
paired sample T-test. The respondent of the study were the 30 Grade Four
students. The researcher made use of purposive sampling technique. This study
was conducted at Tambongon Elementary School, Paquibato District Davao City.
The researcher made use of secondary data, specifically the scores in pre-test
and post-test. The statistical tools use were Descriptive Statistics (mean & SD),
paired-sample T-test and ETA2. In this study, the learning keywords approach will
be examined.
4. Results and Discussions
Table 1. Pre-Test Scores
Test n sd mean
Descriptive
Interpretation
Pre-Test 30 1.83 5.43 Low.
Table 1 shows the pre-test scores of pupils. It shows a mean of 5.43 with
a descriptive interpretation of low.
Table 2. Post Test Scores
Test n sd mean
Descriptive
Interpretation
Post-Test 30 1.36 10.83 High
Table 2 shows the post test scores of pupils. It shows a mean of
10.83 with a descriptive interpretation high.
Table 3.Paired Sample T-test on Mnemonic Approach
Test n df t-value
p-
value
Remarks
Pre Test and
Post Test
30 29 -15.833 .000 Significant
Table 3 shows the Paired Sample T-Test on Keyword Approach. It shows
that the pre-test and post-test scores generated a T-value of -15.833 with a p-
value of .000 which is interpreted as significant.
The result of the study corroborates with the study of Carney & Levin,
1991, they proved that mnemonics was a definite aid in retention of factual
information. Keyword approach is an effective tool in the improvement of pupils
performance in problem solving involving addition of whole number with sums up
to 99,999 including money following the steps in problem solving.
Table 4. Effect Size of Mnemonic Approach in Solving Word Problem
N or n t-value Eta2 Remarks
30 -15.833 0.896 Large Effect
5. Table 4 shows the Effect size of Mnemonic Approach. It generated an
ETA2 value of 0.896 which signifies large effect, thus the keyword approach is
effective in improving solving word problems involving addition of whole number
with sums up to 99,999 including money following the steps in problem solving.
Conclusion
The pre test result of grade IV pupils in solving word problems involving
addition of whole number with sums up to 99,999 including money following the
steps in problem solving was low. The post test result of Grade II pupils in
solvingword problems involving addition of whole number with sums up to 99,999
including money following the steps in problem solving was high. There was
significant difference on the pretest and post test scores of keyword approach.
The keyword approach has large effect on the solving word problems involving
addition of whole number with sums up to 99,999 including money following the
steps in problem solving.
Recommendation
Use keywords in math concepts also in the teaching of other subject
areas. Find more mnemonic phrases or chants that would help make
connections between key concepts. Conduct a symposium to orient teachers and
pupils the use of keywords in the teaching process. Make a bulletin board
withmnemonic phrases and chantsto disseminate different forms of mnemonics.
References
Bellezza, F. (1981). Mnemonic devices classification, characteristics and criteria.
Review of Education Research, 51(2), 247-275.
Carney, R. & Levin, J. (1991). Mnemonic facilitation of artists and their paintings:
Effects of familiarity and correspondence. Contemporary Educational
Psychology, 16, 154-170.
D. Deshler & J. B. Schumaker (Eds.). Teaching adolescents with disabilities:
6. Accessing the general education curriculum (pp. 121-156), Denver, CO:
Love.
Goldish, M. (2006). Memory-boosting mnemonic songs for content area learning.
Scholastic Inc.: New York, New York.
http://scimath.unl.edu/MIM/files/research/DeLashmuttK.pdf
http://olms1.cte.jhu.edu/olms/data/resource/8882/FIRST
Pletter%20mnemonic%20strategy.pdf
Kathy DeLashmutt (July 2007).A Study of the Role of Mnemonics in Learning
Mathematics Math in the Middle Institute Partnership Department of
Education University of Nebraska Lincoln, Hastings, Nebraska
Levin, J. (1993). Mnemonic strategies and classroom learning: a twenty-year
report card.Elementary School Journal, 94(2), 235-244
Mastropieri, M., Scruggs, T., Levin, J., Gaffney, & McLoone, B, (1985).
Mnemonic vocabulary instruction for learning disabled students. Learning
Disability Quarterly, 8(1), 57-63.
McDaniel,M. & Pressley, M. (1987). Imagery and related mnemonic processes,
theories, individual differences, and applications. New York: Springer-
Verlag.
Nigel, D. R., Schumaker. J. B., & Deshler, D. D. (2003). The FIRST-letter
mnemonic strategy (2nd ed.). Lawrence, KS: Edge Enterprises.
Pressley, M., Levin, J., & Delaney. (1982). The mnemonic keyword method,
Review of Educational Research, 52(1), 61-91.
Schumaker, J. B., & Deshler, D. D. (2006). Teaching adolescents to be strategic
learners. In D.
Scruggs, T. E., & Mastropieri, M. A. (1990). Mnemonic interventions for students
withbehavior disorders: Memory for learning and behavior. Beyond
Behavior, 10, 1-_
Wang, T., (2000). Looking for long-term mnemonic effects on serial recall: The
legacy of simonides, The American Journal of Psychology, 113(3), 331-
340.Mnemonics 26