Effects of Module-Based Active Learning Strategies in Solving Word Problems in Mathematics : Implication to teaching Mathematics / Gabriel, Roberto V.

Includes bibliographical references.

This study aimed to assess the effects of module-based active learning strategies in solving worded problems of Grade 5 pupils in Mathematics at Cataning Elementary School during School Year, 2015-2016 as inputs in the implication to teaching Mathematics. Specifically, the study focused on the profile pupils described in terms of age, sex and grade point average (GPA) during the third grading period; the mean score of the pre-tests and post-tests of the experimental and control groups be described; the significant difference in the mean scores of pre-test and post-test of the experimental and control group of the study; the significant difference between the two groups in terms of profile, pre-test and post-test results; and the implications of this study in teaching Mathematics. The study raised a total of 100 Grade 5 pupils if Cataning Elementary School during the School Year, 2015-2016. Fifty or 50.00% served as the experimental. They were selected using quota sampling. The researcher used the quasi-experimental method of research through active learning modules, pre-test, post-test and documentary analysis as instruments in gathering all the needed data to complete the study. The data gathered in this study are encoded and statistically analyzed using PASW Statistics 20 or SPSS version 20. Statistical techniques used include descriptive statistics (frequency counts, percentage, weighted mean and standard deviation), as well as inferential statistics (Paired Sample T-test and Independent Sample T-test). In the light of the findings of the study, the researchers concluded that majority of the respondents were 11 years of age which indicated that they were in their early teenage years or early adolescence since they were in Grade 5 level, males, and have a GPA, for both groups of 76.84 described as fairly satisfactory grade level; on the respondents from the experiment group generally obtained high scores; there was a significant difference between the mean scores of pre-test and post-test of the experimental and control groups. This suggested that the respondents from the control group and experimental both improved after the course of the study and experiment. Thus, both traditional leaner's modules and active learning modules were effective in teaching worded problems; there was no significant difference between the control group and the experiment in terms of age, sex, GPA and pre-test and post-test results. However, a significant difference was yield on the posttest of the two groups. Hence, there was a limited significant difference existed between the two groups in terms of profile, pre-test and post-test result; and the accumulated results that pupils have improved their scores and performance in solving worded problems in Mathematics of Grade 5 pupils which implied the integration of active learning strategies as alternative modes of learning. Thus, various active learning strategies that can be incorporated in various parts of the lesson and can posit optimal performance on the part of learning by actively participating class' discussion assured that learning and solving worded problem in Mathematics of Grade 5 pupils would be fun, easy, interesting, and motivating. in view of the findings, the following items were recommended; the developed modules incorporated with active learning strategies should be utilized in intensifying the learning experience of pupils in word problems; Active learning strategies should be fully integrated in the lesson to help pupils yield higher scores leading to the increase of their accumulated Grade Point Average (GPA) in a grading period; Teachers may develop pre-test and post-test suiting to the varying needs and skills of the learning to make them more adaptive, catering, and responsive to them. In such a way, the teacher-made tests become more self-pacing on the part of the learners; A monitoring mechanism may be developed to ensure that pupils will sustain their relatively high performance. Such mechanism may be helpful in sustaining positive gains on the scores of the learners as they manifest what they have learned after the course of study, whether be it in traditional or using active learning strategies; Teachers may consider other profile of the learners significant in their learning in order to maximize the performance in the posttest which serves as the true measure of their learning; and The use of active learning strategies must be promoted, sustained and developed further in order to maximize the learning opportunities given to the pupils. Teachers may explore various practicalities of learning where active learning strategies can be best applied to benefit the learners to the fullest.