IMPROVING THE PROBLEM-SOLVING ABILITY IN ADDITION AND SUBTRACTION

OF WHOLE NUMBERS OF PRIMARY LEARNERS USING

VIDEO-MEDIATED INSTRUCTION

EDWIN V. ANCHETA; ROMNICK C. GONZALO; and ROLAND G. VALDEZ

Bagani Elementary School, Bagani Campo, Candon City, Ilocos Sur
Schools Division of Candon City
Abstract
Problem solving is one of the crucial skills that must be developed in the early stages of
one’s life. It is a skill that serves as a basis to build knowledge and develop skills in every
individual. However, learners cannot perform well in the examination when it comes to word
problem-solving questions. Word problem-solving was an area of difficulty and frustration for
a considerable number of learners. Thus, this action research was conducted to improve the
problem-solving ability in addition and subtraction of whole numbers of the primary learners in
Bagani Elementary School for the school year 2021-2022. This action research utilized a
validated 20-item researcher-made test. Furthermore, it made use of a one-group pretest-post
test design to determine if Video-Mediated Instruction (VMI) improves word problem-solving
ability. The data gathered were statistically treated using mean, percentage, and t-test for
dependent means. It was found that before the intervention, the ability of the primary learners
was poor and subsequently improved to high ability after the intervention. The results showed
that the use of VMI was effective in teaching solving word problems. Moreover, it was found
that the learners who were exposed to VMI significantly improved with a t-value of 2.00. Based
on the findings, it is recommended that a LAC session be conducted among teachers at the
Schools Division of Candon City to discuss how this strategy can be implemented.

Keywords: VMI (Video-Mediated Instruction), Teaching and Learning, Learning Strategies,

Problem- Solving Ability, Addition and Subtraction, Primary Learners

1. Introduction
In today’s modern world, which is going through a tremendous change, mathematics is
one of the disciplines that plays an imperative role. Mathematics has empowered mankind to
cope with the changes and wrestle with the problems and challenges. Hence, it is an effective
tool to acquire practical knowledge that is sensible and meaningful for life. However, for
someone to survive the challenges of the 21st-century world, one should learn and possess
problem-solving abilities to be applied in real-life situations.
Problem-solving abilities include analytical and critical thinking skills. These skills help
learners in many ways, especially in decision-making. Throughout the process of problem
solving, learners will use their skills to analyze, come up with solutions, determine the causes,
evaluate possible strategies or solutions to confront or solve problems and apply effective
solutions. Mathematics is a potential medium to enhance the ability of students to engage in
critical thinking and mathematical thinking through mathematical problem-solving (Mokhtar,
2016).
Further, problem-solving is an important skill that one must have. It helps learners to
experience how to solve daily life problems by applying their mathematical knowledge and
skills. Word problem-solving is one of the important components of mathematical problem-
solving that incorporates real-life problems and applications (Mokhtar, 2010).
Despite the practical significance of possessing problem-solving skills, learners
throughout the world were found to have poor problem-solving abilities. Students in secondary
schools in Turkey struggled to solve mathematical problems (Incebacak & Ersoy, 2016). In
another study, Tambunan (2019) noted how difficult it is for Indonesian pupils to respond to
mathematical problem-solving questions. In a comparable study conducted in South Africa,
Raoano (2016) revealed that students could not solve mathematical problems due to linguistic
limitations.
In the Philippines, like many other countries, problem solving is one of the major aspects
of the mathematics curriculum which requires learners to apply and integrate many
mathematical concepts and skills as well as make decisions. However, learners cannot perform
well in the examination when it comes to word problem-solving questions. Word problem-
solving is an area of difficulty and frustration for a considerable number of learners (Olga,
2010). Learners find it difficult to grasp the problem or some parts of it because of the
mathematical language. Raya (2021) says that in 2003, the Philippines ranked 23 rd in Grade 4
Math among 25 countries in the Trends in International Mathematics and Science Study
(TIMSS).
Many factors affect learners’ achievement in problem-solving. One factor is poor reading
comprehension or limited vocabulary in Mathematics. Learners can successfully solve a
problem if they possess good reading comprehension, as well as analytic and computational
skills. Another factor is the teacher's pedagogical ways of teaching. Despite implementing a
wide range of techniques, teachers maintain an essential part in both teaching and learning.
Even though there are numerous methods and approaches available to aid learners in problem-
solving, some educators continue to follow the traditional, teacher-centered approach. A teacher
must adjust their instruction to meet the requirements and strengths of every learner (Osman,
2018). The needs of learners with different ways of learning and ability levels must be
considered by the teacher. Therefore, teachers need to change their ways of teaching based on
learners’ needs and vary the strategies they teach to them. Learners need to choose the best
strategy when they attempt the word problem-solving questions.
In a similar situation, the researchers had seen that Bagani Elementary School's primary
learners struggled in mathematics, especially in problem solving. Primary learners struggle to
comprehend and analyze word problems. The results of their tests and performance exercises
showed that they performed poorly in the learning area. Also, it was revealed in the results of
the analysis of Most Essential Learning Competencies (MELCs) that solving word problems
involving addition and subtraction of whole numbers was regarded as the “least” mastered
learning competency with a mean percentage of 68%.
The above results highlighted that primary learners are indeed not performing well in
Mathematics. Mathematics teachers must motivate the learners, create a desirable classroom
climate conducive to learning, transmit knowledge, implement effective instructional strategies,
and promote effective and meaningful teaching. As concerned teachers, the researchers
recognized the need to explore effective means to improve the teaching and learning of
Mathematics. Consequently, the researchers aimed to improve the problem-solving ability of
the primary learners of Bagani Elementary School in addition and subtraction of whole
numbers through video-mediated instruction.

2. Research Questions
 This research aimed to improve the problem-solving ability of primary learners of
Bagani Elementary School. Specifically, it answered the following questions:
1. What is the problem-solving ability of primary learners before the video mediated
instruction?
2. What is the problem-solving ability of primary learners after the video mediated
instruction?
2.1 What is the percentage of learners with improved ability?
3. Is there a significant difference in the problem-solving ability of learners before and
after the intervention?

3. Methodology
3.1. Research Design
This study utilized an Experimental Research design, specifically a one-group pretest-
posttest design. Experimental Research is a research design that attempts to establish a cause-
and-effect relationship in a situation or phenomenon. It is a causal research design that involves
the researcher who aims to observe the impact of a variable on a dependent variable. Utilizing
experimental models, the researcher aims to determine what could possibly occur (Anastas,
1999). One group pre-test posttest design measures scores before and after an intervention and
then compares the difference between the pre-test and post test scores. This design is
appropriate for this study since it endeavored to measure the improvement in the problem-
solving ability of the primary learners. According to Cranmer (2017), one group pre2test-
posttest design is most often utilized by behavioral researchers to determine the effect of a
treatment or intervention on a given sample.

3.2. Participants
The respondents of the study were the primary learners of Bagani Elementary School
with 20 grade 1 learners, 29 grade 2 learners, and 19 grade 3 learners, a total of 68 learners
during the school year 2021-2022. They utilized the total enumeration sampling because it was
found that most learners did not perform well during their periodic examination brought about
by the pandemic. According to Sugiyono (2014), total population sampling is a sampling
technique where the whole members of the population are treated as a sample.

3.3. Intervention
The Video-Mediated Instruction (VMI) capitalizes on the visual processing strengths of
learners. VMI facilitates the smooth integration of direct instruction with video modeling
approaches. Moreover, it is an evidence-based teaching method whereby an individual watches
a video of someone completing an activity and imitates the activity. The special feature of the
content will be the word problem with animation and an explanation of the process of how to
solve the problem itself. The auditory and visual nature of the video hooks the attention and
interest of the learners. Mayer’s (2001) theory of multimedia learning suggests that combined
animated and audio presentations provide a more effective learning experience than the
traditional approach.
Because many learners are poor in both comprehending and analyzing math word
problems, the video has unlocking of difficult words. Moreover, to make it more engaging and
interactive, the VMI also utilized Quick-match-text-to-images as one of its special features.
"Quick-match-text-to-images" typically refers to an educational or interactive activity in which
participants or learners are presented with a set of images and a list of corresponding text
descriptions. The challenge or task is to match each text description with the appropriate image,
usually by drawing lines or connecting labels. This activity is often used to test and reinforce
associations between visual and textual information and can be a useful tool for learning and
assessment, particularly in areas like vocabulary development, memory, or concept recognition.
Furthermore, the videos used as an intervention were validated by an IT expert and two
Master Teachers. The result of the validation tool showed that the intervention has a validity of
4.11 which is Very Highly Valid.
The intervention was implemented in the conduct of synchronous classes during the
pandemic. Videos were presented to the learners to explain and demonstrate step-by-step
procedures in solving word problems. This can be helpful for learners who benefit from visual
and procedural explanations. Watching how problems are solved can improve learners'
problem-solving ability. Moreover, to intensify the implementation of the intervention, videos
were sent to the parents of the learners through a Google Drive link for easy access.

3.4. Instrumentation and Data Collection

To assess the problem-solving ability of the primary learners, the researchers developed
a 20-item researcher-made test. They divided the test into two parts: 5-item multiple choice and
3-item worded problem solving with a holistic rubric. The test items for grades 1, 2, and 3 were
carefully differentiated to match the cognitive development of learners at each grade level. For
grade 1, the focus was on foundational knowledge, with basic multiple-choice questions and
straightforward worded problem-solving tasks. For grade 2, slightly more complex multiple-
choice items, and difficult problem-solving tasks to evaluate learners' ability to apply
knowledge in diverse contexts were introduced. For grade 3, the complexity increased
significantly, with refined multiple-choice questions and challenging worded problems that
required a deeper understanding of mathematical concepts. The rubric for assessment became
more detailed, encompassing a broader range of criteria to evaluate learners' depth of
understanding, accuracy in solutions, and ability to explain reasoning. This variation ensured
that the test items aligned with the progressive development of learners' mathematical skills
across the three grade levels. It was validated by experts or authorities in the field of
Mathematics including three Master Teachers in the division. The mean value of 4.33 shows that
the test is very highly valid. In addition, the researchers ensured the reliability of the test. They
obtained a KR20 = 0.68 coefficient which has moderate reliability. Therefore, the test can produce
consistent results.
Furthermore, the researchers sought a letter of request from the school principal of
Bagani Elementary School to endorse the request to the Schools Division Superintendent to
allow them to float the pre-test and posttest to their learner-respondents. Thus, upon approval,
the researchers administered the pre-test, and then, the posttest after the implementation of the
intervention. Right after the test, answers were immediately checked and the results were
recorded, tabulated, and treated with confidentiality.

3.5. Data Analysis

The data analysis tools used in the treatment data were mean, t-test dependent,
frequency count, and percentages. The mean is used to determine the level of ability of the
primary learners during the pre-test and posttest. To describe the level of ability of the
respondents in the pre-test and posttest, the following statistical scales were utilized:

Statistical Scale of Scores Descriptive Equivalent Rating (DER)

16.01 – 20.00 Very High Ability (VHA)
 12.01 - 16.00 High Ability (HA)
8.01 – 12.00 Moderate Ability (MA)
4.01 – 8.00 Poor Ability (PA)
0.00 – 4.00 Very Poor Ability (VPA)

Furthermore, t-test dependent was used to determine the significant difference in the
ability level of learners before and after the intervention. Moreover, frequency count and
percentages were used to determine the improved skills of the learners after the intervention.

3. Results and Discussion

3.1 Level of Problem-Solving Ability of Primary Learners Before the Intervention
Table 1 shows the skill level of the primary learners during the pre-test.

Table 1. Level of Problem-Solving Ability of Primary Learners in the Pre-test

Grade Level Pretest Descriptive Rating
1 6.06 Poor Ability
2 7.14 Poor Ability
3 7.10 Poor Ability

The grade 1-3 pupils performed poorly in the pretest with an average mean score of 6.06,
7.14, and 7.10 respectively. This shows that the respondents had difficulty in solving word
problems involving addition and subtraction of whole numbers. Moreover, primary learners
could not understand the nature of the problem, the what, why, and how of it. They find
difficulty in comprehending the problem statement and identifying the key information. They
can only write data from the problem but do not know the meaning of it. They also struggle to
recognize whether it is an addition or subtraction problem. As such, they are confused in
determining whether to add or subtract the given numbers. Similarly, they do not know how to
formulate and manipulate the mathematical sentence described by the problem. This may have
been because learners have had misleading and misguided solutions since it was pandemic at
that time. The pandemic resulted in the closure of schools, a shift to remote learning, and
disrupted routines. This situation made it difficult for many learners to maintain a consistent
learning environment, posing challenges in focusing on complex word problems. Additionally,
remote learning limited the availability of one-on-one teacher support, leaving learners in need
of assistance with word problems without the required help. Evaluating learners' progress and
providing timely feedback also became more complicated during the pandemic, impeding their
ability to identify and rectify errors in their problem-solving skills. Furthermore, parental
involvement became essential, as not all parents were adequately prepared to aid their children
with complex math problems, especially word problems that demand a solid grasp of
mathematical concepts.
Conversely, it can be gleaned from the table that during the pre-test, all groups
performed equally. The primary learners have poor ability as manifested by the obtained mean
score which implies that they encountered difficulties in solving word problems involving
addition and subtraction of whole numbers. Likewise, learners were confused about the initial
attempt to solve the problem which significantly hindered progress in all steps of problem
solving such as selecting the right operation, formulating, and solving the mathematical
sentences, and verifying the solution. Addressing these foundational issues in understanding
and strategy formulation is essential to improving overall problem-solving skills in
mathematics. Moreover, this confirms the finding of Tambunan (2019) that Indonesian learners
had difficulty responding to mathematical problem-solving questions. This also attests to the
results of the learners’ quizzes, tasks, and activities as observed by the researchers.

3.2 Level of Problem-Solving Ability of Primary Learners in the Post test

Table 2 shows the skill level of the primary learners in the Posttest

Table 2. Level of Problem-Solving Ability of Primary Learners in the Post test

Grade Level Posttest Descriptive Rating
1 14.00 High Ability
2 13.24 High Ability
3 13.42 High Ability

Table 2 clearly illustrates that grade 1-3 learners performed high in the post test with an
average mean score of 14.00, 13.24, and 13.42, respectively. This means that the learners can now
identify the given correctly and give the correct meaning to the identified data. They can now
identify the correct operation to be used in each problem leading to the correct formulation of
mathematical sentences. Further, the learners can now present the correct procedure for
manipulating the mathematical sentence. However, they are still hard up in giving precise
interpretation.
As learners engage with VMI and partake in video-based instruction, it emerges that
they acquire the capacity to not only comprehend but also critically analyze and separately
resolve complex word problems. This transformative process is reinforced by the VMI's unique
feature of deconstructing the problem, enabling learners to grasp its underlying intricacies. By
making these intricate components comprehensible, VMI empowers learners to embark on
solving word problems individually and independently.

3.3 Percentage of Learners with Improved Ability

Table 3 presents the percentage of learners with improved ability after the intervention.

Table 3. Percentage of Learners with Improved Ability

Grade Number of Learners Percentage Number of Learners Percentage
Level with With No
Improvement Improvement
1 18 90% 2 10%
2 25 86% 4 14%
3 17 89% 2 11%
Total 60 88% 8 12%

As reflected in the table, 60 learners showed improvement in the post test which is
equivalent to 88 percent of the respondents. Consequently, eight learners equivalent to 12
percent showed no improvement in the posttest. This implies that almost all of the respondents
showed improvement after the implementation of the intervention. Most of the learners can
already solve word problems involving addition and subtraction of whole numbers.

3.4 Significant Difference Between the Pre-test and Posttest of Primary Learners
Table 4 shows the significant difference in the problem-solving ability of the primary
learners during the pre-test and posttest.
Table 4: Significant Difference Between the Pre-test and Post test of Primary Learners
Grade Pretest Posttest Mean t-stat t-critical Decision Remarks
Level Difference
1 6.06 14.00 7.94 18.5 2.09 Reject There is a significant
Ho difference
2 7.14 13.24 6.10 12.33 2.04 Reject There is a significant
Ho difference
3 7.10 13.42 6.32 26.04 2.10 Reject There is a significant
Ho difference

Table 4 displays that the mean difference between pre-test and posttest of grade 1 is 7.94,
grade 2 is 6.10, and grade 3 is 6.32. It was found that there is a significant difference in their
problem-solving ability as reinforced by the t-stat values of 18.50, 12.33, and 26.04 which are
greater than the t-critical values of 2.09, 2.04, and 2.10, respectively. The observed improvement
in learners' problem-solving abilities following exposure to VMI underscores the efficacy of this
approach. The positive impact of VMI can be attributed to its ability to captivate learners'
interest. The interactive nature of video content increased motivation and concentration among
learners. Consequently, they were able to effectively follow the problem-solving processes
demonstrated in the videos. This heightened engagement and focused learning directly
correlate with the significant improvement observed, highlighting the effectiveness of VMI as a
valuable pedagogical tool in enhancing learners' problem-solving skills.
Furthermore, the data analysis reveals a noteworthy enhancement in the problem-
solving aptitude of the respondents concerning addition and subtraction of whole numbers
following the incorporation of VMI. This improvement is attributed to a distinctive
characteristic of VMI, wherein it initially elucidates and explains complex vocabularies and
concepts integral to the word problem. This preliminary step equips learners with a
fundamental understanding of the problem-solving process. Learners can analyze and
understand the word problem, identify the relevant information, select the correct operation to
be used, write the number sentence, and carry out solutions that might be more adept at
explaining the meaning of their answers in the context of the problem and relating the solution
to a real-life scenario, and lastly, they can check and look back at their solutions.
It also corroborates with the findings of Donkor (2010) when he compared the
effectiveness of video-based and print-based instructional materials for teaching practical skills.
The finding reveals that learners taught using video instructional materials promote teaching
and learning of practical skills.

4. Conclusions
When the problem-solving ability of learners is developed, they can solve daily life
problems and apply effective solutions. When teachers utilize VMI in teaching solving word
problems involving addition and subtraction of whole numbers, learners are engaged and
motivated to solve. Thus, they understand the nature of the problem better. Since VMI is
deemed effective and has a positive impact on the problem-solving ability of the learners,
teachers need to adopt this intervention and be encouraged to craft instructional videos.
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