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.

1. REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS
INVOLVING SUBTRACTION
WENEFREDO S. HIFARVA JR.
Abstract
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.
Introduction
In teaching through problem solving, learning takes place during the
process of attempting to solve problems in which relevant mathematics concepts
and skills are embedded (Lester & Charles, 2003). Modifying teaching strategies
can be one simple way to implement an intervention for a student. Taking
aspects of reality into account in modelling the situations described in word
problems is a potentially powerful way to connect pupils’ mathematics problem
solving to the real world, and to modify the belief and feeling of many children
that mathematics is irrelevant in relation to their everyday experiences. In this
approach, students able to relate in real situation that they may encounter in their
daily life.

2. The theoretical underpinnings of the study is anchored on the idea of
Bottge et al, 2004 which stated that the use of contextualized problem solving to
provide concrete, reality-based instruction has provided positive results in
student math achievement. These strategies provide students with the
opportunity to use prior knowledge to solve meaningful problems. Kurz and
Batarelo (2005) stated that, “The primary goal of anchored instruction is to create
shared environments that permit examination by students and teachers and
enable them to understand the kinds of problems and opportunities that can be
found in real life” (p. 422). On the other, to teach math not only allows students to
learn through discovery by drawing on their past knowledge, but also helps
provide students the confidence they need to solve sophisticated math problems.
Traditional university teachings are often not capable of providing students
with all the skill sets and knowledge necessary to solve the real-world problems
encountered in construction industry (AbouRizk and Sawhney, 1994). It has been
found that the most widely adopted pedagogical approach used for conveying
knowledge in majority of the construction programs is the traditional teaching
methods that includes lectures, seminars, and tutorials to expose the students to
applied science courses (Sawhney, et al., 2001). Sometimes the knowledge is
also conveyed in fragments using a series of courses with limited or no
opportunities for students to interact with construction professionals to gain
practical experiences of a real life situation (Fruchter, 1996, Fruchter, 1997).
In other countries, contextualized instruction has been supported through
research by Hoffman and Brahier (2008).Through meaningful contextualized
instruction, “students become confident in their ability to tackle difficult problems,
eager to figure things out own their own, flexible in exploring mathematical ideas
and trying alternative paths, and willing to persevere” (National Council for
Teachers of Mathematics, 2000, p. 21). Teachers do not have to sacrifice great
teaching pedagogy to achieve on highs takes tests (Williamson et al., 2009).
“Students can learn sophisticated concepts when instructional methods and
materials are motivating and appropriate” (Bottge et al., 2006, p. 405). Research
has provided evidence that contextualized problem solving can be a teaching

3. strategy that is successful for increasing student achievement and motivation.
Using problem-based learning as a teaching strategy can be useful as a Tier
intervention; however, one intervention may not be the answer for all students.
The study aimed to answer the following questions; 1. What is the pre test
scores of pupils in solving word problems involving subtraction? 2. What is the
post test scores of pupils in solving word problems involving subtraction? 3. Is
there a significant difference in the pre-test and post-test scores of pupils? 4.
What is the effect size of reality based instruction to the solving word problems
involving subtraction?
Reality Based Approach – is an approach using situation, experiences use as
an example of problem solving. The teacher construct a problem by asking the
pupils about their experiences, problems and any situation might involve friends
and families.
Problem solving is a skill may be used to accomplish the instructional goals of
learning basic facts, concepts, and procedures, as well as goals for problem
solving within problem contexts.
Method
This study utilized Descriptive-Comparative research design using paired
samples T-test. The respondents of this study were the 50 pupils of Grade III
section 1. The researcher made use of purposive sampling technique as
respondents of the proposed study. The study was conducted at Tibungol
Elementary School, Paquibato District. 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 reality based approach will be examined. The data were collated and
analyzed using SPSS IBM statistics.

4. Results and Discussions
Table 1. Pre-Test Scores
Test n sd mean
Descriptive
Interpretation
Pre-Test 50 2.07 15.14 Low
Table 1 shows the pre-test scores of pupils. It shows a mean of 15.14 with
a descriptive interpretation of low.
Table 2. Post Test Scores
Test n sd mean
Descriptive
Interpretation
Post-Test 50 2.94 28.16 High
Table 2 shows the post test scores of pupils. It shows a mean of
28.16 with a descriptive interpretation high.
Table 3. Paired Sample T-test on Reality Based Approach
Test n df t-value
p-
value
Remarks
Pre Test and
Post Test
50 49 -29.264 .000 Significant
Table 3 shows the Paired Sample T-Test on Reality Based Approach. It
shows that the pre-test and post-test scores generated a T-value of -29.264 with
a p-value of .000 which is interpreted as significant.
The result of the study is anchored with the statement Lubienski (2007)
that students learn best when presented with concrete, reality-based instruction
is an effective tool in the improvement of pupils skills in solving word problems
involving subtraction.
Table 4. Effect Size of Reality Approach in Solving Word Problem
n t-value Eta2 Remarks
50 -29.264 0.946 Large Effect
Table 4 shows the Effect size of Reality Based Approach. It generated an
ETA2 value of 0.946 which signifies a large effect, thus the reality based
approach is effective in improving solving word problems in involving subtraction.

5. Conclusion
The pre test result of grade III pupils in solving word problems involving
subtraction was low. The post test result of Grade III pupils in solving word
problems involving subtraction was high. There was significant difference on the
pretest and post test scores of pupils in reality based approach. The reality based
approach has large effect on the solving word problems involving subtraction.
Recommendation
Use a set of more realistic non-routine problems as compared to the
traditional textbook word problems. Designed task to stimulate pupils attention to
the complexities involved in realistic mathematical modeling. Each
teaching/learning unit focused on one prototypical problem of mathematical
modelling. A varied set of highly interactive instructional techniques was
deployed, especially small group collaborative work followed by whole-class
discussions. Instruction should be developed from problem situations. As long as
the situations are familiar, conceptions are created from objects, events, and
relationships in which operations and strategies are well understood. Situations
should be sufficiently simple to be manageable but sufficiently complex to
provide for diversity in approach.
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