Title Details

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It was the purpose of this study to determine the difficulties encountered in solving word problems involving fractions by Grade V and Grade VI as basis for an intervention program. The aspects included in the study were: (1) levels of academic performance in the mathematics achievement test conducted; (2) areas of operation considered difficult by the respondents; (3) significant difference between pupils' performance in mathematics considering gender, grade level and type of school; and (4) the intervention program to address pupils' difficulties. The study used the descriptive design by utilizing achievement test in problem solving involving the four fundamental operations in fractions and a questionnaire for respondents' profile. The subject of the study are the 117 Grades V and VI pupils in 5 Seventh-day Adventist Elementary Schools in Southern Luzon Mission, school year 2004-2005. Of these, 74 are males and 43 are females. Out of this 117 respondents, 68 are in the combination class and 49 are in the multi-grade class. The statistical measures used in data analysis were frequency and percentages mean and standard deviation, difficulty index; and t-test. Within the limits of the study, the following were the findings: 1. The level of academic performance of the respondents is low. 2. The four areas of operations were considered very difficult by the respondents. 3. There is no significant difference in mathematics performance between male and female. 4. The mathematics performance of Grade VI is significantly higher than Grade V. 5. There is no significant difference in the mathematics performance of the respondents whether they belong to a multi-grade or combination class. The study concluded that the Grade V and Grade VI had difficulties in solving word problems involving fractions as seen in their performance. To prevent such difficulties to happen an intervention program was proposed by the researcher.

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