Majayjay Elementary School

Majayjay, Laguna

PROJECT MOLD
Measures to
Overcome
Learning
Difficulties
in
THE MOLDER TEAM

MYRNA G. DORADO
Process Owner

JULIAN G. MERUEÑA OWENN GRACE I. ROSALES

Team Leader Process Communicator

DIEGO P. ARIOLA JR. HELEN V. SOBREVIÑAS BRENDA R. BITICON

Scribe Documentation Process Observer
BACKGROUND:
Majayjay Elementary School is a central school
located at P. Zamora Street Barangay San Miguel
,Majayjay, Laguna. It has forty nationally funded
professional teachers including kindergarten, SPED and
ALS headed by an Elementary School Principal III which is
consistent with the mandate of the School Based
Management.
Based on the result of the First and Second
Periodical Test of intermediate pupils SY 2016-2017,
Mathematics has the lowest MPS. The Test Result
revealed that Grade Five-Dove pupils got the lowest MPS
in Math which is 42 %. Apparently skills in problem
solving got the lowest frequency.
 First and Second Periodical Test Result
Intermediate Average MPS by subject area
90
80
70
60
50
40
30
20
10
0
Fil Eng Math Sci AP EPP MAPEH ESP

The graph shows the average MPS per subject area in the
intermediate level. Mathematics has the lowest MPS which is 45 %
 Intermediate Average MPS in
Math
63
62
61
60
59
58
57
56
55
54
53
Gra Gra Gra

The graph shows the average MPS of intermediate level in Math.

Among the intermediate level, grade 5 has the lowest MPS which
is 56 %.
 Average MPS of the Test Result in Grade 5
Mathematics

70
60
50
40
62
30 47 48 51
42 45
20
10
0
Aguila Maya Dove Pipit Parrot Kilyawan

The graph shows the MPS in Grade Five Mathematics in six

sections. Among the sections, Dove got the lowest MPS which is
42 %
 Test questions and item analysis in math for grade five (Pretest)
QUESTIONS FREQUENCY PERCENTAGE
1. 0.8X 0.3= n
37 84
a. 0.11 b. 0.20 c. 0.15 d. 0.24
2. 4.5 X 4
34 77
a. 0.18 b. 0.018 c. 1.08 d. 18
3. 0.5x.06
36 82
a. 0.30 b. 3.00 c. 0.03 d. 0.003
4. If 6.1 is multiplied with 9.28, what is the product?
29 66
a. 56.608 b. 65.608 c. 56.806 d. 56.086
5. The quotient of 0.268 ÷ 4.
30 68
a. 0.067 b. 0.607 c. 0.706 d. 0.670
6. What is 0.75 in percent ?
25 57
a. 0.75% b. 7.5% c. 75% d. 750%
7. Evaluate 6³ 22 50
8. Evaluate (15÷3) + 5X6 26 59
9. Evaluate 11+6 (24-5) 24 55
10. Read and solve.
Susan purchased 12 pizzas which had 8 pieces each. After the party there
5 11
were 3 pieces of pizzas left. How many pieces of pizzas got eaten during the
party?

Table 1
Table 1 shows the test questions given to Grade Five Dove and its item analysis. It was
revealed in the table that during the Pretest, item number 10 got the lowest percentage.
 Test questions and item analysis in math for grade five (pretest)
ITEM FREQUENCY PERCENTAGE

1. I drive my car at 55 mile per hour. How far will I go in 5 hours? 3 7

2. Jack can run a mile in ten minutes on average. How long will it take him to run four miles? 2 5
3. Two policemen were augmented by six soldiers in a crime scene. How many armed men were
there? 1 2

4. A number increased by thirteen is twenty-six. Find the number. 10 23

5. What is the total weight of Alphie the dog which 25 kgs and Cyrus the cat which 8 kgs? 13 30
6. Four people buy a large pizza of eight pieces. If they split it evenly, how many pieces will each
person eat? 5 11

7. Three students rent an apartment for P6,000 / month. What will each have to pay? 5 11

8. Five items cost a total of P25.00. What is their average cost? 3 7

9. Nena’s weight before was 58kgs. Because of regular exercise it was reduced by 6kgs. What is
her weight now? 4 9

10. If there are eight pieces of apples and I ate two pieces, how many are left? 5 11

Table 2

Table 2 shows the test questions given to Grade Five Dove including its item analysis.
It was revealed in the table that pupils have difficulty in solving word problems.
 Voice of the Costumer
• 1. Anong mga salita sa mga tanong

ang hindi mo naunawaan ang

kahulugan? Magbigay ng ilan sa

mga ito.
• 2. Bakit hindi mo ito naunawaan?
Voice of the Customer
 Voice of the Costumer
Mga Salitang Hindi Maunawaan ang
Kahulugan
Augmented Average
Increased Reduced
Total weight Left
Each Split
 Voice of the Costumer
Reason Frequency

Hindi ko alam ang katumbas na operation ng 38

salita

Hindi ko maintindihan ang mga salita dahil english 33

Hindi ko alam basahin ang ibang salita. 6

Hindi palaging ginagamit ang mga salita 20

 Reasons Why Learners have Difficulty in
Problem Solving
40
35
30
25
20
15
10
5
0

The graph reveals that the most prominent factor of learners’ difficulty in solving word
problem lies on the understanding of the equivalent operation of the language used
within a word problem.
VOC Results
The result of the test given to 44 grade 5
pupils shows that they failed to answer correctly
the questions dealing with problem solving
because of the inability of pupils to understand the
equivalent operations of the language used within
a word problem.
The CIP team believes that necessary
measures must be done to help pupils overcome
their learning difficulties in solving mathematical
word problems.
 SIPOC (CURRENT STATE)
SUPPLIER INPUTS PROCESS OUTPUTS CUSTOMER

Teacher Lessons Teaching 70% Increase in Grade 5 –Dove

involving learning MPS in pupils
problem solving Process Math

Process
Steps

RECORDING
REVIEW/DRILL MOTIVATION LESSON PROPER EVALUATION RESULT
 CURRENT STATE
Pupils cannot
answer word
problems
Review/
correctly
Drill
START

The teacher
The teacher Teacher Teacher gives the pupils The teacher
do the motivates discusses the problems to records the
review/drill the pupils lesson solve result
Focus Problem Statement

Math Test Result

39 out of 44 Grade 5-Dove pupils cannot answer

word problems correctly
 Root Cause Analysis
Inability to
decode words
39 out of 44 used in a word
grade 5 – problem
Dove pupils The teacher
Lack of practice
failed to unlock
cannot in vocabulary
difficult words in
answer word development
Do not have the problem
problems confidence or the
correctly ability to
concentrate when
reading
Probable Solution
Root Cause Potential Solution

1. Failed to unlock difficult words in *Brainstorming key words

the problem that indicate mathematical
equation

*Posting of mathematical terms

on the word wall everyday in
order for the pupils to be
familiarized with the different
mathematical terms

*Require pupils to have list of

key words / phrases associated
with the different operations
 CI Improvement Plan
TIMELINE
PERSONS RESOURCES
ACTIVITY TARGET OUTPUT
RESPONSIBLE NEEDED
STARTING DATE COMPLETION DATE

1. Conduct Teacher 01/23/17 01/23/17 Teacher Internet

teacher’s CI Team
evaluation and
strengthen the
process of
brainstorming
2. Daily posting Pupils to 01/24/17 02/02/17 CI Team Word Wall
of mathematical familiarized List of
terms used in the with the mathematical
problems mathematical terms
terms
3. Try out drills Grade 5-Dove 01/30/17 01/31/17 Teacher Word problem
and exercises pupils exercises
 TIMELINE
PERSONS RESOURCES
ACTIVITY TARGET OUTPUT
RESPONSIBLE NEEDED
STARTING DATE COMPLETION DATE

4. Piloting Grade 5-Dove 02/06/17 02/09/17 Teacher 5-item word

Solution pupils CI Team problem

5. Unlocking of Increased 02/13/17 02/22/17 Teacher List of keywords

difficulties in vocabulary skills CI Team
problem solving

6. Posttest Grade 5-Dove 02/23/17 02/24/17 Teacher 10-item word

pupils problem
 TIMELINE
PERSONS RESOURCES
ACTIVITY TARGET OUTPUT
RESPONSIBLE NEEDED
STARTING DATE COMPLETION DATE

7. Roll-out the Ability to solve 03/01/17 03/10/17 Teacher Tested materials

tested solution word problems CI Team and strategy
correctly

8. Data gathering Identified the 03/13/17 03/15/17 CI Team Test result

and assessment result of the
of result tested solution
 FUTURE STATE
SUPPLIER INPUTS PROCESS OUTPUTS CUSTOMER

Teacher Lessons Teaching 70% Increase in Grade 5 –Dove

involving learning MPS in pupils
problem solving Process Math

Process
Steps

LESSON PROPER
-Decoding words
used in the
REVIEW/DRILL MOTIVATION
problem
Steps in Asking RECORDING
-Vocabulary
Solving Word questions EVALUATION RESULT
development
Problems leading to
-choose the
the problem
appropriate key
word on the list
 FUTURE STATE

START

The teacher
The teacher Teacher Teacher gives the pupils The teacher
do the motivates discusses the problems to records the
review/drill the pupils lesson solve result
 CI Implementation Plan
Novem December January-February March
Activities ber
3 4 1 2 3 4 1 2 3 4 1 2 3 4

1. Pre-test
a. Identify the problem area
b. Monitor and evaluation
2. Determine the problem/root cause
a. Analyze the problem
b. Identify the possible problem
3. Presentation of word problem
a. Discussion of steps in word problem
b. Solve word problem activities
4. Try out drills and exercises
5. Assessment (Piloting pretest)
a. Solve 10 items word problem
b. Discussion of steps used
6. Process details (Use of varied activities)
a. Brainstorming key words
a.1 Posttest
b. Word wall
b.1 Posttest
7. Roll-out
a. 5 sections of grade 5
Comparative analysis on the test result after using different
teaching activities

80
70 Posttest Activities
60 67 %
62 %
60 %
50
40
30
20 23 %
10
0
Pretest Brainstorming Word Wall List of Keywords

The graph shows that using brainstorming keywords in solving

word problems is the most effective strategy
Brainstorming Key Words
Brainstorming Key Words
 Use of Word Wall

• Mathematical terms are posted on the word

wall in order for the pupils to be familiarized
with the different terms
Brainstorming Key words

The teacher used brainstorming technique to unlock

difficult words in the problem
 Piloting

Pupils can transform word problem into an equation with

the help of the key words
ROLL-OUT
Miss Faith Starlife D. Umali and Mrs. Marie B. Sotalbo, grade 5 Math
teachers used brainstorming technique to unlock difficult words in
solving word problem
The CI team collected data through observations
on the different strategies used.
RESULT
For the past years, pupils’ poor
performance with mathematical word
problems as revealed by the low MPS
in the test results is a trend that the
team became aware. However through
the efforts of the CI team and the school
principal, we are hopeful that we can
achieve the targeted 70 % increase in
MPS in Math
 COMPARATIVE ANALYSIS ON POSTTEST RESULT GIVEN TO OTHER
SECTIONS OF GRADE FIVE
90

80

70

60

50

40

30

20

10

0
Aguila Parrot Kilyawan Pipit Maya

Pretest Column1

The graph shows that using the brainstorming key words in solving word
problems increased the MPS on the test result of grade five pupils.
 Pictorials

• COACHING The Molder Team underwent intensive coaching and

mentoring from the CI coaches of SCINHS. Ms. Iza Arasa, Mrs. Emily del
Mundo, Mrs Rosie Rogado, Mrs. Riza Viterbo, and Mr. Neil John R. Zarzua
Recommendation
As a result of the project, the CI team have compiled a list
of strategies that teachers could trial to help pupils to
overcome difficulties with mathematical word problems:
- encourage pupils to read the word problems thoroughly
- ensure that pupils practice solving word problems to
allow them to be able to familiarized with the keywords
and therefore know the operations to be use in each
problem
- Implement the project to grade four and six pupils for the
coming school year 2017-2018