Chapter 1

INTRODUCTION

Background of the Study

Mathematics occupies a prominent rank among the branches of knowledge in

which it is the pillar upon which all sciences depend on, playing a prominent role in the

renaissance of nations and peoples, having an important role in the progress, growth and

prosperity of earlier civilizations, as well as the current era. Despite its stature and

importance, mathematics education suffers from obvious deficiencies, it which Obaid

(2014) indicates a feeling of dissatisfaction mixed with pain for mathematics as teaching

material, in which mathematics education suffer disadvantages in the content, teaching

methods, educational activities, and outcomes learning at all stages of education, but also

in attitudes towards its study.

The current reality of teaching mathematics reveals teachers concentration on the

cognitive performance without giving appropriate attention to the development of the

learner’s mathematical power with its various aspects, which has led to the poor

performance in mathematics for many learners (Farid, 2014). Mes’ed (2014) indicates

that mathematics is one of the basic educational materials that can effectively contribute

to the development of the learners’ mathematical aspects, in which the use the of math

language with its symbols, words, forms and relationships which are used to express and

understand mathematical ideas and relations is what we refer to as mathematical

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communication; which is considered one of the goals of teaching mathematics, where

language skills are employed in reading, writing, speaking, listening and translating

mathematics using the written and read mathematical language, helping learners

understand math and enhance their ability to employ it in mathematical and life

experiences. (Rajai, 2013).

Mathematics plays a vital role in the lives of man. Every citizen should acquire

competence and development of power in quantitative competence and in the use of

mathematics procedure in daily living. Since the subject requires knowledge of each step

before the next one, beginning arithmetic should be emphasized. In authentic setting, are

our learners debilitated to read, comprehend, write, and compute? If so, what are the

conceivable keys to the glitches particularly the area of mathematics? It is an irrefutable

fact that some of our learners are weak when it comes to reading, writing, computing, and

even have lack of comprehension skills and some also have no retention capacity as

perceived and witnessed by many, most especially teachers. It cannot be denied that

learners lack the all-inclusive range of comprehension skills such as understanding the

printed words, word charts, graphs and even to solve problems. They also lack oral

language skills, thinking and reasoning skills, study and reference skills.

Gurney (2016) reported that Singapore, Hongkong, Korea, Chinese Taipie and

Japan continue to dominate international ranking for Mathematics and Science. This was

based on the latest results of Trends in International Mathematics and Science Study

(TIMMS) which was held last 2015. TIMMS takes place once every four years. The

results of the 215 assessments revealed that England has improved in both science and

2
math, with the country’s math results now at their highest point for 20 years in both age

groups. From the first assessment in 1995 to the most recent in 2015, England’s score

increased by 12.8% (from 484 to 546) for nine to 10 years, with a 4 percent improvement

(from 498 to 518) for 13 to 14 year-olds. However, the score is still some distance off the

top achievers. Overall, the top performing country for both math and science was

Singapore.

In the Philippines, mathematics education is one of the major concerns of the

Department of Education (DepEd). The dismal state of mathematics achievement of high

school learners was evident in the results of international, national and regional

mathematics test. For instance, the performance of Filipino learners in the 2003 Trends

in International Mathematics and Science Study (TIMSS) in which the Filipino second

year high school learners ranked 41st in math out of 46 participants, stuck at the bottom

while struggling at a passing level locally Caoili (2015). This is the last time that the

country participated in the said international test. Learners’ performance in the National

Achievement test (NAT) was even more discouraging. Some of the one million fourth

year learners’ NAT in 2003-2005 had only ten percent mastery in mathematics.

Learners’ NAT for four succeeding years (2006-2009) in both elementary and secondary

levels registered below mastery level of 75 percent Rimando (2012). Looking

particularly into the NAT results, DepEd singled out low reading competence as a

primary factor for the failure of public school learners in Mathematics Barton and Jordan

(2012). Along this line, appropriate measures were undertaken to improve learners'

performance in English and Mathematics. Some of these measures included various

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reading programs of the DepEd, training of Mathematics teachers and strengthening the

use of English language as a primary medium of instruction in all public institutions of

learning at the secondary level Arroyo (2016). Despite all these government efforts to

improve the quality of mathematics performance as well as reading skills, the problem on

these two areas still persists.

However, there is a graphic organizer, an instructional tool which learners can use

to organize and structure information and concepts and to promote thinking about

relationships between concepts. Furthermore, the spatial arrangement of a graphic

organizer allows the learner, and the teacher, to identify missing information or absent

connections in one's strategic thinking Ellis (2014). One of the graphic organizers is the

so called Structured Organizers.

Moreover, middle-grade teachers already use many different types of graphic

organizers in the writing process. All share the common trait of depicting the process of

thinking into a pictorial or graphic format. This helps learners reduce and organize

information, concepts, and relationships. When a learner completes a graphic organizer,

he or she does not have to process as much specific, semantic information to understand

the information or problem Ellis, (2014) as cited in the study of Graphic organizers allow,

and often require, the learner to sort information and classify it as essential or non-

essential, structure information and concepts, identify relationships between concepts,

and organize communication about an issue or problem.

Structured Organizers as one of a kind of graphic organizers help learners

communicate their thinking when they solve problems. The teachers found the use of

4
structured organizers in mathematical problem solving to be very efficient and effective

for all levels of learners. The teachers saw that their lower-ability learners, who normally

would not have attempted problems, had now written partial solutions. The structured

organizer appeared to help average-ability learners organize thinking strategies and help

high-ability learners improve their problem-solving communication skills Zollman

(2016).

The pictorial orientation allows learners to record their ideas in whatever order

they occur. If learners first think of the unit for their final answer, then this is recorded in

the fifth, bottom-right area. This idea (the unit), then, is not needed in the short-term

memory because a reminder is recorded. If learners first think of a possible procedure for

their answer, this is recorded in the third, upper-right area. The four corners and a

diamond graphic organizer allow, and even encourage, learners to use their problem-

solving strategies in a non-hierarchical order. A learner can work in one area of the

organizer and later work a different area. It also shows that completing a problem-solving

response has several different, but related, aspects.

Learners do not begin writing a response until some information or ideas are in all

five areas. The four corners and a diamond graphic organizer especially encourage

learners to begin working on a problem before they have an identified solution method.

As in the four square writing method, the learners then organize and edit their thoughts

by writing their solution in the traditional linear response, using connecting phrases and

adding details and relationships. The steps for the open response write-up are as follows:

(1) state the problem; (2) list the given information; (3) explain methods for solving the
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problem; (4) identify mathematical work procedures; and (5) specify the final answer and

conclusions.

The graphic portion of the organizer allows all learners to fill in parts of the

solution process. It encourages all learners to persevere to "muck around" working on a

problem. Further, teachers quickly can identify where learners are confused when solving

a problem by simply examining the structure graphic organizer.

The teacher should model proper use of the structure graphic organizer like four

corners and a diamond graphic organizer and have learners work in groups when

introducing this tool. Working in groups allows learners to see that many problems can

be worked in more than one way and that different people start in different places when

solving a problem. In their small-group discussions, learners identify relationships

between the areas in the graphic organizer and among the various solutions.

Fundamentally, as the work suggests, effective reading and writing strategies like

structured organizers may have crossover effects in Mathematics for learners of all ability

levels. It was found out that four corners and a diamond, when properly used, was an

extremely useful instructional method in the middle grades mathematics classroom. The

instructional approach helped learners construct content knowledge and strategic

knowledge and, contend, it also improved their mathematical communication skills. In

addition, four corners and a diamond allowed teachers to quickly identify the weaknesses

and strengths of learners' problem solving abilities. As teachers seek to expand and

improve learners' mathematical knowledge to help them solve problems, they may find

6
that the good teaching in reading and writing is also good and suitable in teaching

Mathematics.

Structured Graphic organizers can benefit learners when they take standardized

state mathematics assessments, specifically open-response problem-solving items. Most

states use a scoring rubric for these types of items. In Illinois, for example, the scoring

rubric has three categories: mathematical knowledge, strategic knowledge, and

explanation (Illinois State Board of Education, 2015). Responses are scored on a four-

point scale for each category, with scores ranging from zero for "no attempt" to four for

"complete." Typically, low-ability learners do not attempt to show any work in one or

more response categories, while average-ability learners often have disorganized

responses. Higher-ability learners sometimes skip steps in their explanations. The four

corners and a diamond graphic organizer helps each type of learner produce a more

complete response in each of the three categories and, thus, receive a higher score.

Findings in the daily journal reflected that learners feel lost and they have never

been introduced to any standard guideline in solving word problems. Moreover, when

they came across word problems on simultaneous equations, learners were confused by

the overloaded information given in the question. Learners did not know how to get

started and were discouraged by the abundance of information. Wordy word problem is a

common problem faced by most of the learners especially in Brunei where English

language is not their first language (Pungut & Shahrill, 2014).

During and after the introduction of graphic organizer, it can be seen that most of

the problems learners had before had been resolved. Teacher observed that learners now

7
has a guideline on how to begin their work and they can begin in whichever way they

want i.e. pictorial orientation in solving word problem.

Furthermore, teacher observed that learners has less confusion in understanding

wordy word as problem can be broken into parts and filled into the appropriate boxes in

the graphic organizer.

Shahrill (2014) concluded that with the use of graphic organizer in the learning

and teaching of solving word problems in the class, learners had shown a great

improvement in their overall performances in terms of their Mathematical strategy,

Mathematical knowledge and Mathematical explanation. From the intervention lesson, it

can be seen that the use of graphic organizer breaks problem into parts and organize their

data. Thus, this may help mitigate learners’ confusion in understanding a wordy question.

Additionally, from the study, the use of graphic organizers allows teachers too

specifically identify the areas of difficulty learners faced. As a result, this finding is

believed to be able to help overcome the weaknesses of learners in Brunei on their

communication and comprehension abilities in solving word problems (Ulat, 2012).

Moreover, the study showed that learners at present were having a positive

attitude and higher confidence level towards solving word problems. This is a positive

stance as most learners in the past were having negative impressions of solving word

problems and this discouraged them to try.

Building upon the literature that is emerging related to word problem solving

teaching strategy, as well as the relationship between reading comprehension and solving

word problems in mathematics (Whitby & Mancil, 2009), the researcher proposes that

8
learners with poor performance in word problems might benefit from a more structured,

concrete approach to effectively comprehend the language of a word problem in

mathematics and then apply an appropriate strategy to solve the problem.

Graphic organizers have traditionally been used in the content areas of reading

and writing, and can be defined as visual and spatial displays that make relationships

between related facts and concepts more apparent (Dexter & Hughes, 2011). Although

graphic organizers are more commonly found in classrooms during reading and writing

activities, these tools also can be used in mathematics instruction to help learners

understand and organize difficult concepts and represent their ideas visually (Ives, 2017).

This visual representation of abstract concepts can be very effective for learners, given

their strong preference for visual supports and a visual learning style.

The graphic organizer used in this study, the K-N-W-S, is a strategy whereby

learners can plan, organize, and analyze a mathematical word problem. The K-N-W-S

graphic organizer (Barton & Heidema, 2010) is comprised of the following four sections:

(1) “What do I KNOW (K) from the information stated in this problem?” (2) “What

information do I NOT need (N) in order to solve this problem?” (3) “WHAT (W) exactly

does this problem ask me to find?” and (4) “What STRATEGY (S) or operation will I use

to solve this problem?” This structured graphic organizer could provide the structure and

concrete representations of thought that many learners prefer, and might address the

challenge posed by the abstract thinking required in both higher level mathematics and

the embedded nuances that are not as literal in word problems. The K-N-W-S graphic

organizer has not yet been explored, nor has it been explored with learners with ASD.

9
This graphic organizer, when paired with strong teaching of mathematical concepts, may

provide a bridge between constructivist learning approaches to teaching mathematics,

such as the theory proposed by Piaget, which posits that learners are active learners who

must integrate their prior knowledge with new experiences, with the more direct

instruction needed, specifically for learners with poor performance.

The K-N-W-S graphic organizer could assist learners for a number of reasons.

Some researchers have suggested that the ability to produce visual-schematic

representations may aid learners in successfully understanding the text of a word problem

and, consequently, accurately solving it (Boonen, 2013). The four steps of the K-N-W-S

graphic organizer allow learners with ASD to reorganize the language of a word problem

in a structured, visual, and concrete way.

Learners in the Grade 6 class had trouble understanding and solving word

problem. The researcher feared that the lack of mastery in this competency will hinder

their success academically. Further, the researcher believed that teacher should help a

learner to improve his or her chance of success in the classroom. With this situation, the

call for the conduct of this study comes with a sense of urgency. To note during the

conduct of first and second periodical test the Grade 6 learners posted a mean score

percentage of 65% and 69% respectively. Based from the identified least mastered skills

of the learners word problem solving skills was the first least mastered skills. If the poor

performance of the learners will continue they will be graduated half-baked and lack of

competency. With this, this research study entitled “Efficacy of K-N-W-S (Know, Not,

10
What, Strategy) on Improving the Word Problem Solving Skills of the Grade 6 Learners”

deems to be necessary.

Conceptual Framework

Education at the elementary and secondary levels is the country’s major program

for the delivery of mass and universal education. It is thus expected that development of

the basic namely; reading, writing and arithmetic will enhance learning capabilities that

will enable Filipinos to become productive, self-reliant, versatile, civic minded,

physically fit and consequently totally developed citizens Collado (2014).

Understanding what a mathematical word problem is asking a learner to do is

often the hardest part of the problem solving process. Marzano (2011) suggested that

using strategies to foster understanding would allow leaners to construct meaning on their

own terms. Using strategies to aid in the understanding of the mathematics language in

word problems can further help learners conceptualize the problem and choose a strategy.

Once learners understand the problem they can put their personal opinions towards

solving mathematical word problems aside and begin the mathematics necessary to solve

the problem.

One of the teaching strategies used by teacher in teaching comprehension and

vocabulary building is the graphic organizers. In mathematics four corner and diamond

is used when solving worded problem. A graphic organizer is an instructional tool

learners can use to organize and structure information and concepts and to promote

thinking about relationships between concepts. Furthermore, the spatial arrangement of a

11
graphic organizer allows the learner, and the teacher, to identify missing information or

absent connections in one's strategic thinking Ellis (2014).

The researcher used the input, process and output in determining the effect of K-

N-W-S graphic organizers in the improving the word problem solving skill of the Grade 6

learners.

The raw data that had been gathered through pre-test and posttest were process

through statistical analysis using the MS Excel Data Analysis Tool Pack.

Finally, the output was the difference between the test scores of the Grade 6

learners in their mathematics performance before and after the use of K-N-W-S graphic

organizers in improving the word solving skill of the Graders 6.

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 Input Process Output

1. Difference between the

1. Administer pre-te
1. Test Scores before the
st examination performance of the grade 6
utilization of k-n-w-s graphic 2. Use the k-n-w-s
strategy for 2 learners in pre-test and
strategy months
3. Administer posttest
2. Test Scores after the posttest examination
2. Effectiveness of k-n-w-s
4. Test for the
use k-n-w-s strategy
difference between strategy in teaching
the pre-test and
posttest scores mamthematics

FEEDBACK
Figure 1. Paradigm of the Study

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Statement of the Problem

The main focus of this study was to determine the efficacy of K-N-W-S

graphic organizer in improving the word problem solving skills of the Grade 6

learners.

Specifically, it dealt to answer the following problems:

1. What is the performance of the Grade 6 learners in solving word problem in pre-test

and posttest?

2. Is there a significant difference in the performance of the Grade 6 learners in

solving word problem in pre-test and posttest?

Hypothesis

There is a significant difference in the performance of the Grade 6 learners in

solving word problem in pre-test and posttest.

Significance of the Study

For the learners to be aware about the importance of word-problem, it’s

different stages, and development. This study will help them develop their skills in

solving word problem after knowing their strong and weak points that would help

them be more capable in the society, may help them to seek job be nationally and

internationally competitive.

For the Instructors

This study may help the instructors in any schools be informed about the

different ways, techniques and methods that they should improve more in order to

14
enhance their potentials in teaching as a result, development on their learners may

noticed.

For the Administration

The school administration may use the findings of this study as a basis in

creating improvements for learners’ word problem solving skills and may apparently

assists them in sustaining plans, strategies and programs that are needed by the

learners’ development in word problem solving and are needed by the instructors to

enhance their methods in teaching.

To the DepEd

The findings of this study will help the DepEd prepare certain assessments that

will develop the word problem solving of the learners in each school. It will serve as

an eye opener for the department of education in order for them to be informed about

the development and standings of each learner in different schools and universities,

that by this, they can create certain assessments that can help to enhance the skills and

word problem solving skills of the learners.

For the Parents:

As for the parents, this study will help them understand what their children

possibly lacks of, that may also, by these parents will be updated and will prepare

certain assessments for their child’s development in word problem solving skills.

15
For the Future Researchers

The results and findings of this study will help other researchers who are

planning to conduct comparative or the same study that will serve as their resource to

come up for a successful research study.

16
 Chapter 2

METHODOLOGY

Research Design

Research is a way of observation and has the objective to find the answer of

problems or discovery process Sukardi (2013). In an experiment, a researcher

manipulates one or more independent variables, controls any other relevant variables,

and observes the effect of the manipulations on the dependent variable(s) Ary (2016).

The design of this research is Experimental Research Design. According to

Sugiyono (2016), experimental research is a research which has the purpose to find the

cause-effect relationship among variables in a controlled condition. The essential

feature of experimental research is that investigators deliberately control and

manipulate the conditions which determine the events, in which they are interested,

introduce an intervention and measure the difference that it makes. An experiment

involves making a change in the value of one variable – called the independent

variable and observing the effect of that change on another variable – called the

dependent variable Louis (2017).

This study classified as experimental research used one group pre-test and

posttest design. In the one group pre-test and post-test design, a single group is

measured or observed not only after being exposed to a treatment of some sort, but

also before it by applying pre-test. A pre-test provides a measure on some attribute or

17
characteristic that the researcher asses for participants in an experiment before the

group receive a treatment, while a post-test measure on some attribute or characteristic

that is assessed for participants in an experiment after a treatment Creswell (2008).

The study utilized the experimental design with pre-test and posttest. Prior to

the implementation of the K-N-W-S graphic organizer in solving word problem a pre-

test was administered to measure the word problem solving skill of the learners after

which the researcher utilized the said intervention in the teaching and learning process.

Sources of Data

The aimed of this study was to determine the effectiveness of K-N-W-S

graphic organizer in improving the world problem solving skill of the Grade 6

learners. There are fourteen (14) and eleven (11) a total of twenty-five (25) Grade 6

learners who were currently enrolled in Cabilaoan Elementary School , Laoac

Pangasinan for the School Year 2019-2020.

Instrumentation

Two sets of test instruments of similar context and style as pretest and posttest

were used. The 10 word problems was selected from the textbook and teacher’s

manual used by the teacher-researcher. The selected problems included in the test

instruments should qualify as word or word and multistep problem and within the

context and level of the learners as perceived by the researcher. These word and word

problems were taken from the Mathematics 6.

Learners who answer each item had a minimum score of 1 point and a

maximum score of 5 points. A perfect score of 50 points is awarded to learners who

18
answered all the problems excellently as describe in the rubrics for determining the

performance in solving a general mathematics problem. A score of zero is given only

if there was no attempt had been made to answer the problem. The 5-point scale is

interpreted and described as follows:

Mean Score Interpretation Description

5 Excellent Uses common sense and knowledge in

mathematics to identify relationship variables

leading to a correct answers

Excellent representation of the problem situation.

4 Very Good Uses known formula to relate various elements of

the problem situation leading to a correct answer.

Very minimal item is missing.

3 Good Identifies basic information correctly. Represents

the problem situation correctly. Some

representation of the problem situation is missing

leading to a wrong answer.

2 Fair Identifies given information correctly. Uses

erroneous relationship among variables leading to

a wrong answer.

1 Poor Minimal attempt has been made to answer the

problem

19
Data Collection

Introduce the lesson by writing the following on the board: KWLS. Ask

learners if they have ever seen these letters. Learners should say that they sometimes

use KWLS as a strategy for reading, where the K refers to what they know about a

topic, the W refers to what they want to learn and the L refers to what they did learn

from a lesson. It is a strategy to help learners better understands what they are going to

read and what they have read.

Share with learners that they can use a similar strategy in math to better

understand what a word problem is asking. Write the following on the board: K-N-W-

S. Have learners guess what they think each letter means.

Tell learners that when reading word problems, K-N-W-S can help them to

determine: K – What facts they KNOW N – What information is NOT relevant W –

WHAT the problem wants them to find out S – What STRATEGY can be used to

solve the problem

Share with learners that the K-N-W-S strategy helps them to plan, organize,

and analyze how to solve word problems. Share with learners that effective problem

solvers first focus on what needs to be done when they start working with a word

problem. The K-N-W-S strategy does this as well. In addition, the K-N-W-S strategy

allows learners to plan, organize, and analyze how to solve word problems, while

teachers can evaluate learners’ understanding and possible misconceptions about word

problems.

20
 Model for learners how to use the strategy. Draw a four-column chart on the

board or chart paper. Provide each learner with a copy of Handout A: K-N-W-S or

have learners construct their own. Using a word problem, model how the columns are

used. A sample problem is provided for you to use or you can use a current word

problem from a unit that is currently being taught.

Explain how you know which pieces of information belong in each area of the

chart.

Tools for Data Analysis

Raw scores that were obtained from pre-test and posttest was presented in

graphical and tabular forms for the purpose of interpretation. For the manipulation of

data, the means and mean percentage score was computed using the MS Excel data

analysis. Significance of difference between the mean scores of the respondents was

tested at 0.05 level by applying t-test.

21
 Chapter 3

RESULTS AND DISCUSSIONS

Performance of the Grade 6 Learners in Solving Word Problem in Pre-test and

Posttest

Figure 3.1 reveals the performance of the Grade 6 Learners in solving word

problem in pre-test and posttest.

90

80

70

60

50
Score

40

30

20

10

0
Pretest Posttest

Figure 3.1 Performance of the Grade 6 Learners in Solving Word Problem in Pre-test
and Posttest

It can be seen from the above figure that the learners posted a mean score of

29.84 in their pre-test which yielded a mean percentage score of 59.68%. The mean

score in the pre-test and posted percentage mean score show that the learners are poor

in word problem solving. With that, it can be said that learners need some

intervention for them to be able to improve their performance.

22
 On the contrary, after the utilization of structure organizers they were able to

post a mean score of 38.56 in the posttest which resulted to 77.12 percentage of

achievement.

The mean scores between the pre-test and posttest resulted a difference of 8.72

or 17.44 mean percentage score. The difference in both scores proved that the

instructions made improve the performance of the Grade 6 learners in word problem.

This implies that the instruction being conducted is effective in improving the word

problem solving performance of the learners.

The findings of this study are similar to that of Ellis (2014). He stated that K-

N-W-S graphic organizers help learners to reduce and organize information, concepts

and relationships.

According to Lloyd and Keller (2009), when instruction is broken down into

small units from complex tasks, the learning becomes accessible for all learners. The

learning becomes more accessible because teachers will tailor lessons to the individual

need of the learner. In addition, the learning becomes accessible because the teacher

will be able to interpret errors, give corrective feedback, select examples to illustrate

concepts and explain new ideas in several ways. Therefore, learners will achieve more

at mathematical problem solving.

Significant Difference in the Performance of the Grade 6 learners in Solving

Word Problem in Pre-test and Posttest

Table 3.1 displays the significant difference in the performance of the Grade 6

learners in solving word problem in pre-test and posttest.

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 Table 3.1
Significant Difference in the Performance of the Grade 6 Learners in Solving Word
Problem in Pre-test and Posttest
N = 25
Mean df t-stat t-crit Decision
Pre-test 29.84 24 11.88 2.06 Reject the
Posttest 38.56 null
hypothesis

In order to see if there is a significant difference of the mean score of the

learners in the pre-test and posttest, t-test was used and computed using the Microsoft

Data Analysis Computer Application.

Based from the table, it can be gleaned the performance of the Grade 6 learners

had been improved. The statement above is based on the mean score of the learners

from 29.84 to 38.56 in pre-test and posttest respectively. Meanwhile, the t-test or

computed t-value is 11.88 while the t-critical is 2.06. This proved that the graphic

organizer were effective in improving the word problem solving performance of the

Grade 6 learners.

The findings of the study are parallel to the findings of Zollman (2016). The

teachers found the use of graphic organizers in mathematical problem solving to be

very efficient and effective for all levels of learners. The teachers saw that their lower-

ability learners, who normally would not have attempted problems, had now written

partial solutions. The organizer appeared to help average-ability learners organize

thinking strategies and help high-ability learners improve their problem-solving

communication skills. Learners now had an efficient and familiar method for writing

and communicating their thinking in a logical argument.

24
 Good problem solvers have different thoughts when first presented with a

problem. These unsystematic brainstorming ideas may or may not be useful. Using a

graphic organizer allows haphazard information and ideas to be recorded but not

processed. A learner can later reflect upon usefulness of information and ideas. If the

information and ideas help the learner make relationships between concepts, then it is

essential. Using a graphic organizer allows a learner quickly to organize, analyze and

synthesize one’s knowledge, concepts, relationships, strategy and communication. It

also gives every learner a starting point of the problem-solving process Gould (2015).

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

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Summary

The study was conducted to determine the efficacy of K-N-W-S graphic

organizer in improving the word problem solving skills of the Grade 6 learners.

Specifically, it sought to answer the following problems: What is the performance of

the Grade 6 learners in solving word problem in pre-test and posttest? and is there a

significant difference in the performance of the Grade 6 learners in solving word

problem in pre-test and posttest?

The learner-respondents in the said action research were the Grade 6 learners

who were presently enrolled at Cabilaoan Elementary School. The researcher used a

10-item word problem which is equivalent to 50 points. Teacher made test was

utilized in the study and to establish the content validity of the said test it underwent a

face validation and it was tried by (4) schools in the. Descriptive statistics was used

such as mean, frequency, percentage and t-test.

The study shows that there was a remarkable improvement in the performance

of the Grade 6 learners in word problem solving skills through the use of K-N-W-S

graphic organizer as is shown in the results of their pre-test and posttest.

It was also found out that there was a significance difference in using the

intervention done to the learner-respondents.

Conclusion

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 Based from the generated data which were analyzed and interpreted, the

teacher concludes that the utilization of the K-N-W-S graphic organizer significantly

increased the performance of the Grade 6 learners.

Moreover, the different findings and results analyzed and interpreted proved

that K-N-W-S graphic organizer effective to the learner-respondents and caused

positive impact in improving their skills in word problem solving.

Finally, the t-test result has shown significant difference in the pre-test and

posttest means.

Recommendations

On the basis of the findings and conclusions of this study, the following

recommendations are given:

1. Mathematics teachers are encouraged to use a K-N-W-S graphic organizer in

the delivery of instruction.

2. Mathematics supervisors and Master Teachers should continuously conduct

seminar-workshop that improve or update the teaching competence of teachers.

3. Similar study should be conducted to further investigate the effectiveness of K-

N-W-S graphic organizer.

Bibliography

27
Arroyo GM. (2016)Executive Order 210: Establishing the policy to strengthen the use
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Appendix A

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 Letter to the Principal to Conduct a Study

COLEGIO DE DAGUPAN
School of Teacher Education
INSTITUTE OF GRADUATE STUDIES
Dagupan City, Pangasinan
Philippines

Date

_____________________
Principal
Cabilaoan Elementary School
_____, Pangasinan

Madam:

Warmest greetings!

The undersigned is undertaking a study entitled, “Efficacy of K-N-W-S

(Know, Not, What, Strategy) on Improving the Word Problem Solving Skills of the
Grade 6 Learners”, in partial fulfillment of the degree of Master in Education at
Colegio de Dagupan, Dagupan City.

In this regard, the researcher earnestly solicits your permission to conduct a

study to the 23 Grade 6 learners in connection to her action research.

Your kind and favorable consideration of this request will be highly

appreciated.

Respectfully yours,

BRENDA M. BEGENIO
(Researcher)
Approved:

___________________________
Principal

30
 Appendix B

Pre-test

Directions: Read each given problem. Analyze and solve each problem using
structured organizers. Write your answers in your notebook.

1. What is the surface area of a rectangular prism whose length is 6 m, height is 4

m and width is 5 m.
2. Find the surface area of a cylinder whose base is 8 cm in radius and height is
12 cm.
3. Find the surface area of a cone whose base is 40 cm in radius and whose slant
height is 20 cm.
4. A milk can has a radius of 4 cm and a height of 11 cm. How much tin was used
in making it?
5. A closed cone model has a radius of 7 cm and a height of 12 cm. Find the
amount of material used in making the cone.
6. Mrs. Buan has a wooden box in the shape of a cube whose side is 1.5 meters.
She wants to paint its outer surface. How much area will be painted?
7. How much gift wrapper is needed to wrap a box 45 cm long, 30 cm wide and
20cm high?
8. A ball made of rubber has a radius of 15 cm. What is the area of the rubber
material of which it is made?
9. A can of fruit juice shaped like a cylinder has a radius of 6 cm and a height of
24cm. Find the area of the material of which it is made.
10. Dino made a wooden square pyramid with each face 60 cm2 in area and with a
base whose side is 10 cm. he wants to varnish its outer faces. Find the area that
he should cover with varnish.

Appendix B

31
 POSTTEST

1. Mary Ann put 1 1/5 slices of cheese for every sandwich that she made. How
many sandwiches did she make out of 14 slices of cheese?
2. Kristine used 13 4/5 m of clothing material to make 9 pillowcases. How much
material did she use for each pillowcase?
3. Nenita equally poured 5/6 liter of lemonade into 7 cups. How much lemonade
did each cup have?
4. Rodrigo spent 3/5 of an hour solving 9 Math problems. What fraction of an
hour did he spend solving each problem?
5. If 4 men can finish 25 desks in 7 days, how many days can 8 men finish the
same number of desks?
6. A basket of food is sufficient to feed 10 persons for 3 days. How many days
would it last for 5 persons?
7. If a dozen doughnuts cost P212, how much will 5 dozens of doughnuts cost?
8. A car of dog food can feed 7 dogs for 5 days. How long will it feed 10 dogs?
9. A stock of food is enough to feed 30 orphans for 12 days. How many days will
the food last if 10 more orphans are added?
10. Mr. Roxas has enough money to pay 12 employees for 2 weeks. For how many
days can he pay 15 workers at the same rate?

Appendix C

32
 K-N-W-S GRAPHIC ORGANIZER

Problem:
K N W S
What do I KNOW What info do I WHAT exactly What STRATEGY
from the NOT need in order does this problem or operation will I
information stated to solve this ask me to find? use to solve this
in this problem? problem? problem?

Appendix D

RESULTS OF PRETEST AND POSTTEST

Learne Pretest Posttes

33
 r t
1 35 40
2 30 38
3 29 35
4 34 39
5 26 42
6 29 40
7 31 38
8 27 35
9 32 37
10 25 37
11 33 43
12 28 36
13 26 35
14 27 38
15 34 43
16 25 38
17 34 40
18 25 37
19 34 35
20 35 38
21 30 42
22 30 38
23 27 43
24 30 38
25 30 39
Sum 746 964
Mean 29.84 38.56
MPS 59.68 77.12

Documentation

34
Paste pictures here – implementation of your intervention ppo mam

Efficacy of K-N-W-S (Know, Not, What, Strategy) on Improving

the Word Problem Solving Skills of the Grade 6 Learners

35
 Brenda M. Begenio

Institute of the Graduate Studies

Colegio de Dagupan

Arellano St., Dagupan City

Master in Education – Major in Educational Leadership

November 2019

Approval Form

36
 In partial fulfillment of the requirements for the degree Master in Education,
the completed practicum paper entitled Efficacy of K-N-W-S (Know, Not, What,
Strategy) on Improving the Word Problem Solving Skills of the Grade 6
Learners prepared and submitted by Brenda M. Begenio is hereby indorsed for
approval and acceptance.

__________________________
Adviser

This is to certify that the completed practicum paper mentioned above

submitted by Brenda M. Begenio has been examined and approved on November
____ 2019 by the Oral Examination Committee.

FELIZA ARZADON-SUA, EdD

Chairman

_____________________________ ____________________________
Member Member

____________________________
Member

APPROVED and ACCEPTED as a partial fulfillment of the requirements for

the degree of Master in Education-Major in Educational Leadership on November
____ 2019 with a grade of _____.

FELIZA ARZADON-SUA, EdD

Dean

ii

37
 Abstract
Brenda G. Begenio., “Efficacy of K-N-W-S (Know, Not, What, Strategy) on
Improving the Word Problem Solving Skills of the Grade 6 Learners” Master in
Education, School of Professional Studies, Colegio de Dagupan, Arellano Street,
Dagupan City, Pangasinan, Philippines, November 2019.

Adviser: ________________________

This study aimed to improve the solving word problem of the Grade 6 learners
through K-N-W-S in Cabilaoan Elementary School for the School Year 2019-2020.
Experimental with pre-test and posttest was used in the study. There were fourteen
(14) male and eleven (11) female a total of twenty-five (25) Grade 6 Learners who
were currently enrolled in Cabilaoan Elementary School. Researcher made pre-test
and posttest was the main instruments used in this study. The 10 word problem test is
teacher made test underwent content validity. Descriptive statistics such as mean,
percentage and t-test was utilized in the study. The Grade 6 learners posted a mean
score of 29.84 or 59.68 and 38.56 or 77.12 in pre-test and posttest respectively. It can
be said that there is a significant difference in the word problem solving skills of the
Grade 6 Learners in pre-test and posttest. This is attributed to the result of t-test where
the t-stat 11.88 and t-critical 2.06 value. It can be concluded that the respondents
performed better in the posttest than in the pre-test. The researcher recommends the
use of K-N-W-S in the delivery of instruction and similar study can be done by other
researcher to the different subject, place and improved methodology.

Keywords: K-N-W-S (Know, Not, What, Strategy) , solving word problem, Grade 6
learners

Acknowledgement
iii
38
The researcher would like to express extreme gratitude and earnest appreciation to the
following that provides assistance, support, encouragement and prayers extended for
the accomplishment of the output.

To her research advisers, _________________ who rendered his time and guidance
and suggestions that served as his motivation to do his best.

To the researchers’ families for their financial and moral support that helped them to
successfully finish this research.

Most of all, to our loving Father, for answering her prayers, for the guidance, strength
and protection despite all the obstacles that she met on her way to accomplish her
output.

All praise and glory are raised to Him.

Sample lang po ito mam

Dedication
iv
39
This work is dedicated to my parents: _________and _______________, my
wife _________________ ___________ and, my daughters ____________ and
_______________________God bless you.

Sample po ito mam

Table of Contents

v
40
 Page
Title Page. i
Approval Form ii
Abstract iii
Acknowledgment iv
Dedication v
Table of Contents vi
List of Tables vii
List of Figure viii
Chapter
1 INTRODUCTION 1
Background of the Study 1
Conceptual Framework 4
Paradigm of the Study 5
Statement of the Problem 6
Significance of the Study 6
2 METHODOLOGY 8
Research Design 8
Sources of Data 8
Instrumentation and Data Collection 8
Tools for Data Analysis 8
3 RESULT AND DISCUSSION 10
4 SUMMARY, CONCLUSION, RECOMMENDATION 13
Summary 13
Conclusions 13
Recommendations 14
Bibliography 15
Appendices
A Permit to Conduct an Action Research 16
B Sample Pre-test and Post-test 17
C Results of Pre-test and Posttest 22
D Documentation
Curriculum Vitae

List of Tables
vi

41
Table Title Page

3.1 Mathematics Performance of the Grade 4 Learners in 10

Pre-test and Posttest

3.2 Significant Difference in the Mathematics 11

Achievement of the Grade 4 Learners in Pre-test and
Posttest

List of Figures
vii

42
Figure Title Page

1.1 The Research Paradigm 5

viii

43