DIVISION OF PAMPANGA

S.T.A.R METHOD. USE OF DECODING IN IMPROVING THE WORDED

PROBLEM SOLVING SKILLS IN MATHEMATICS OF GRADE 8
STUDENTS OF STO.ROSARIO HIGH SCHOOL

By
ZALDY R. MENDOZA JR.
Teacher
October 2016

S.T.A.R METHOD. USE OF DECODING IMPROVE THE WORDED PROBLEM SOLVING SKILLS 1
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TABLE OF CONTENTS

Title Page………………………………………………………………. 1

Table of Contents …………………………………………………….. 2

Introduction

Review of Related Literature and Studies …………………………. 3

Conceptual Framework………………………………………………..8

Statement of the Problem ………………………………………….....9

Hypothesis ……………………………………………………………..9

Significance of the Study …………………………………………….10

Scope and Limitations ………………………………………………11

Method

Type of Research ………………………………………………….. ..12

Respondents and Sampling Method ……………………………….12

Instruments ………………………………………………………….. 13

Data Collection Procedure and Ethical Considerations ……….. 13

Data Analysis ……………………………………………………….. 14

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Introduction and Review of Related Literature and Studies

In the absence of intensive instruction and intervention, students with

mathematics difficulties and disabilities lag significantly behind their peers

(Jitendra et.al., (PAKIKABIT LA RENG GANG AUTHORS) 2013; Sayeski &

Paulsen, 2010). Conservative estimates indicate that 35% to 50% of students

struggle with mathematics knowledge and application skills in general education

classrooms, indicating the presence of mathematics difficulty (Mazzocco, 2007).

Children’s poor performance with mathematical word problems is a trend that

the researcher became aware of very early. This concept is an interest that has

been taken in by those who are involved in Mathematics education. Difficulties

in this category involve children not being able to decode the words used in a

word problem, not comprehending a sentence, not understanding specific

vocabulary and not having confidence or the ability to concentrate when

reading.

The debate stems over what affects students and their ability to be good

problem solvers. Themes found while conducting research which creates a

successful problem solving classroom include 1) word problem comprehension,

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2) understanding math vocabulary, 3) translating key words to mathematical

representations, 4) having prior knowledge, 5) confidence in themselves, and 6)

teacher instructional techniques.

According to the learning principle, in order for students to solve problems,

they need to have a conceptual and procedural understanding of the problem. In

addition, confidence and perseverance are qualities necessary to start and finish

when a challenge is given. The students also need to be able to select and

apply mathematical representations. This skill was key to my research because

the students were to identify operation words (decoding) in word problems and

represent them with correct symbols. Students were then not only asked to take

those representations and use reasoning to decide upon an appropriate problem

solving strategy, but to also give a justifiable statement as to their decision. My

last expectation was for students to be able to communicate their findings to

other classmates and myself. In showing their thought process, a connection

was made between different mathematical concepts and how they built upon

one another.

According to the assessment of the researcher during the school year

2016-2107, one of the problems arises in the classroom is the low scores

obtained by the Grade 8 students on test items that requires problem solving

skills. In an attempt to find solution to improve the skills in solving worded

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problem and raise the academic performance not only in Mathematics but also

in other subject that requires this kind of skills like Science, the researcher will

take methodical studies on the issues contributing to this weak point.

The researcher used the critical thinking made evaluation to identify problem

that need to address immediately such as the most important, most urgent, most

relevant and most doable among gaps. Collected and recorded results of least

learned in periodical examination in past three school years and results of the

formative and summative assessment of the first quarter are strong evidences

that the problem is really alarming and affects the grades of the learners. The

used of Gap Analysis, area focus, target group and baseline data as tools to

compare on the standard, it is evident that the learners have common problems

and which is actually seen inside the classroom. Out of 154 students of Grade 8

student under my class; 91students still unable to analyze the worded problem

and answer the questions correctly and only 63 students can analyze and

answer worded problem correctly.

If proven successful, the use of decoding could increase the students’

ability to solve problems. The students could also gain confidence at the

academic and emotional levels while working individually and in groups. Their

knowledge of mathematical operation words and problem solving strategies may

give them the confidence to not only attempt, but to solve

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mathematical problems they encounter. This newfound knowledge has the

capacity to lead to self-confidence, which is needed in their career as a student

and contributing citizen.

“The mathematical language that we use (symbols, pictures, words, and

numbers) is sometimes unique (only used by mathematicians) or is taken from

everyday language and turned into something else (i.e. table)” (Kotsopoulos,

2007, p. 302). Sometimes students are quick to only look at the numbers and

then put operation symbols between them in one-step problems. These students

are rushing into finding a calculation (Lee, 2007). Hegarty, Mayer, and Monk

(1995) performed a study at the college level on the different types of reading

errors made by two types of problem solvers—successful and unsuccessful.

They found that unsuccessful problem solvers had more difficulties than

successful problem solvers in translating the word problem to mathematical

representations because they were more focused on the numbers than on

informative words within the problem. Learning how to find these key words in a

word problem is a key ingredient to being a successful problem solver and must

be modeled within the classroom.

The model of education typical of 20th century classrooms was effective

for that era of human history, but the ‘knowledge society’ we now live in

requires new thinking about what constitutes effective and engaging teaching

and learning. Teachers are now faced with the challenge that “former

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conceptions of knowledge, minds and learning no longer serve a world where

what we know is less important that what we are able to do with knowledge in

different contexts.”( Friesen, 2013).

This study concerns whether or not decoding has any effect on word

problem solving, primarily being able to select a strategy from the given

information. The topic becomes the priority of the researcher because

mathematics educators have consistently struggle with students and word

problem solving instruction. Furthermore, this research will investigate the

effects of decoding word problems on students’ abilities to determine what

problem solving strategy to use to solve a word problem. The literature

reviewreflects the key components of this research—reading, comprehension,

translation, instructional methods, problem solving steps and strategies,

confidence, and prior mathematical knowledge.

The study may reiterate what Fuentes (1988) and Maikos-Diegnan (2000)

believe to be important in problem solving, which is reading and vocabulary.

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Conceptual Framework

Independent Variable Dependent Variable

Students’ Worded
S.T.A.R. Method Problem Solving
Skills

Figure 1. Research Paradigm

The above figure shows the paradigm of the study, it covers the

independent and dependent variables. The independent variable include the use

of decoding which is the S.T.A.R. Method and the dependent variable is the

Students’ Worded Problem Solving Skills. S.T.A.R. Method involves:

S— Search the word problem.

T— Translate the words into an equation in picture form
A— Answer the problem
R— Review the problem.

The categories of the types of questions pertained to the follow areas: 1)

decoding, 2) choosing a problem solving strategy, 3) justifying a problem solving

strategy, 4) setting up the problem, or 5) justifying their answer.

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Statement of the Problem

The ultimate aim of this study is to determine the effectiveness of

S.T.A.R. Method as a decoding process to improve the worded problem solving

skills of Grade 8 students in Mathematics of Sto. Rosario High School, S.Y.

2016-2017.

Specifically, it seeks answer to the following questions:

1. What is the level of skills in analyzing and solving worded problem of

Grade 8 students in Mathematics before the exposure to STAR

method?

2. What is the level of skills in analyzing and solving worded problem of

Grade 8 students in Mathematics after the exposure to STAR Method?

3. Is there a significant difference on the level of skills in analyzing and

solving worded problem of Grade 8 students in Mathematics before

and after the exposure to STAR Method?

Hypothesis

This study is guided by the hypothesis:

1. There is no significant difference on the level of skills in analyzing and solving

worded problem of Grade 8 students in Mathematics before and after the

exposure to STAR Method.

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Significance of the Study

This study will be essential and important in the field of Mathematics

education. It will show the effects of the new proposed technique in teaching

worded problem in Mathematics in uplifting the proficiency level of the students.

Findings and results of this study will ultimately benefit the following:

Students. They are the primordial beneficiaries as respondents of this

study. The knowledge and experiences gained may use by the students to

motivate themselves to strive harder in their studies. Moreover, this will serve as

motivation to uplift their performance in Mathematics.

Teachers. The result of the study may serve as a guide to remind teachers

on their role in providing intervention such as decoding in solving worded

problem to improve their performance in Mathematics and other related

subjects. They will be able to formulate, help and facilitate improvements in

solving worded problems.

School Administrators. The findings of the study will be beneficial to the

administrators in managing their respective institution and serve as an

opportune venue to encourage teachers to teach with dedication in meeting the

needs of the students.

Community. The study will also be important to the community as a

whole, because quality students will be an asset of the society in towards

nation-building.

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Future Researchers. The researcher ultimately believes that the results of this

study will help the future researchers to conduct an in-depth study or similar

subject using other variables.

Scope and Limitations

The respondents of this study will be the two sections of Grade 8 in Sto.

Rosario High School. The study will be delimited on the use of S.T.A.R. Method

(Decoding) in improving the worded problem solving skills of Grade 8 students

in Mathematics of Sto. Rosario High School, Minalin, Pampanga, S.Y. 2016-

2017.

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Type of Research

The researcher will use the quasi-experimental design in which the researcher

will use an experimental group and control group as part of the study. As stated

by Baker, Shinn, and Briers (2007), it is designed to conceptualize the study and

its specific aims or purposes.

The researchers will use comparative study to show facts about comparing the

capability of the Grade 8 students in terms of understanding concepts and

improving skills in solving worded problem. This will further investigate the

effects of Decoding in improving the worded problem solving skills of Grade 8

students in Mathematics.

Respondents and Sampling Method

The 103 Grade 8 students of Sto. Rosario High School, Minalin,

Pampanga, S.Y. 2016-2017 will be the respondents of this study, likewise, total

enumeration will be employed in this study.

Provide table of the respondents

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Instrument

A teacher made pre-test and post test will be used by the researcher as

instrument of this study. The test will undergo content validation in order to

make sure that right questions will be given to the respondents. Experts in

Mathematics will be asked to validate the test.

Data Collection Procedure and Ethical Consideration

Upon the approval of the action research proposal, the teacher will

administer the pre-test on the two participating group. The researcher will teach

Mathematics lessons in different technique, control group (Group B) will not be

exposed to the intervention while the experimental group (Group A) using the

S.T.A.R. Method Decoding as intervention.

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 Activities Target Period Data Needed
1. Submission of AR Proposal
October 2016 AR Proposal

2. Collection of data (before

the conduct of the study) November 2016 Pre-test

3.The conduct of the research November 2016 – DLL, Decoding

activity. January 2017 intervention

4.Collection of data (after the

January 2017 Posttest
conduct of the study)

5.Treatment and
Interpretation of data.
2nd week February 2017 AR Manuscript
6.Submission of AR to the
Division Office for approval.

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The researcher will keep in mind the ethical considerations for this study,

such as the experiences of the participants during study. The researcher will

refrain from making judgments or comments that may have affected the

confidence or perceptions of the participants. The researcher will consider the

potential impact of his or her research on those affected.

Data Analysis

To determine the effectiveness of S.T.A.R. Method (Decoding) in

improving the worded problem solving skills of Grade 8 students in

Mathematics, t-test analysis will be employed in this study.

The pretest scores of the selected control and experimental groups will be

compared using independent t test. Moreover, if the pretest scores are normally

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distributed, a variance ratio test will be performed to determine whether t test for

groups with equal or unequal variance will be used.

If the pretest scores of the two randomly selected groups turn out to be

significantly different, another group of pupils/students will have to be selected

and the pretest scores will again be compared. The final control and

experimental groups should be comparable at baseline in terms of S.T.A.R.

Method (Decoding).

After the intervention, the posttest scores will also be compared following

the same procedures mentioned for the pretest scores.

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P-values less than 0.05 will be considered statistically significant.

Statistical computations will be performed using Stata.

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