Ilocos Sur Polytechnic State College

OPEN APPROACH METHOD IN MATHEMATICS PROBLEM SOLVING OF GRADE III

STUDENTS

STEPHANIE R. MATEO

AN ACTION RESEARCH PRESENTED TO THE FACULTY OF THE

ILOCOS SUR POLYTECHNIC STATE COLLEGE
COLLEGE OF TEACHER EDUCATION
STA. MARIA, ILOCOS SUR

IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS
FOR THE DEGREE

BACHELOR OF ELEMENTARY EDUCATION

MAY 2018
 Ilocos Sur Polytechnic State College

ACKNOWLEDGMENT

The researcher wishes to express her sincerest thanks and deepest appreciation to the following persons

who played the vital roles which served as her inspiration in the completion of this research:

Dr. Francisco D. Lopez , President of Ilocos Sur Polytechnic State College, for his love and deep

concern for the welfare of the students;

Dr. Jeanno Manzano, for his unending support and care to us;

Mrs. Estephany Mary Ann F. Bayuca, to the Dean of College of Teacher Education, the OIC of Sta.

Maria West Central School, for allowing the researcher to conduct her study in their school;

Mrs.Rosemarie D. Bitania, her cooperating teacher, for allowing the researcher to conduct this study

during their class and for the encourage, care and support;

Mrs. Joyce C. Corres, her Adviser and Statistician in this study, for her time and effort, perseverance,

guidance, advices, assistance and challenging comments recommendations to make this study successful;

Dr. Joel C. Ferrer, FS Coordinator BEED Program, for sharing everything he knows that helped the

authors to become well-moulded person;

Dr. Jocelyn L. Absolor, English Critic, for her time, perseverance, guidance and assistance to make this

study successful.

Her acknowledge would not be complete without expressing her gratitude, likewise, to the multitude of

students (Grade III-B) in her mathematics classes for their interest and enthusiasm in the lessons exercises and

their earnest desire to learn more, much of the experience from which, have been incorporated to enrich this

work.

For the realization of this study, her deepest thanks and appreciation are also due the following: Squad

Goals for finishing touches on the revisions and her Family, Friends, Classmate and Relatives for the

inspiration, for being there all the time, joy and laughter they’ve shared.
 Ilocos Sur Polytechnic State College

Finally, to the Greatest Teacher (GOD) from whom all things come, her inspiration, her guardian and

her strength, her all, no words can express her deepest thanks. For without Him and His blessings, she can do

nothing.

S.R.M.
 Ilocos Sur Polytechnic State College

DEDICATION

The researcher humbly and lovingly dedicated to:

Her beloved and loving parents,

For her sisters,

To their relatives,

To her special someone,

To her beloved sisters and brothers in Christ,

Their best friends, for sharing their precious time, love and support.

The OIC, Teachers, Pupils of Sta. Maria West Central School

To her beloved Alma Matter, ISPSC

And most of all our Almighty God for his love, guidance and blessings, not only in the success of this work.

THAN YOU VERY MUCH!!

S.R.M.
 Ilocos Sur Polytechnic State College

ABSTRACT

MATEO, STEPHANIE R. May 2018, “OPEN APPROACH METHOD IN MATHEMATICS

PROBLEM SOLVING SKILLS OF GRADE III STUDENTS”, prepared and submitted by STEPHANIE

R. MATEO in partial fulfilment of the requirements for the Degree of Bachelor in Elementary Education is

approved and accepted.

Adviser: Joyce C. Corres

This study was conducted to improve the level of performance in mathematics of Grade-III B pupils in

Sta. Maria West Central School through the use of Open Approach Method. Specifically, it sought answers to

the following question: What is the level of performance of the Grade III-B pupils of Sta. Maria West Central

School in teaching the problem solving before and after using the Open Approach Method; Is there a significant

difference between the level of performance of the Grade III-B pupils of Sta. Maria West Central School in

teaching problem solving before and after using Open Approach Method?

This study made use of one shot pre intervention research design. The performances of the students were

evaluated before and after using Open Approach Method. 32 were considered as respondents of the study

composed of 18 boys and 14 girls.

The level of performance in mathematics of the students was evaluated and determined using their scores in the

pre intervention and post intervention

Data gathered were presented, tabulated and analysed using the mean, frequency count, and percentage.

The t-test for significance at 0.01 level of significance was used to determine the significant difference between

the mathematics performance of the students before and after using the Open Approach Method.

Results revealed that the students had higher mathematics performance after using Open Approach Method

and that highly significant difference between the scores of the students in the pre- test and post-test was also

evaluated.
 Ilocos Sur Polytechnic State College

Based on the finding of this study, it can be concluded that the use of Open Approach Method in teaching

fractions was effective in enhancing the mathematical knowledge and ability of the students.

Based on the findings and conclusion drawn in this study, the researcher strongly recommends the use of

Open Approach Method in teaching problem solving to improve and enhance their performance and

mathematical ability of the students. Also, a follow-up study along this line should be conducted to verify

further the effectiveness of the use of Open Approach Method in improving the knowledge of the students.

Finally, a parallel study should be conducted to determine other teaching methods that could enhance the

knowledge on problem solving of the students.

 Ilocos Sur Polytechnic State College

TABLE OF CONTENTS

PRELIMINARIES Page

Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Abstract v
Table of Contents vi
List of Tables vii

CHAPTER I INTODUCTION

Overview 1
Problem 2
Importance 2
Literature 3
Objectives 4
Time and Place of the Study 4
Scope and Limitation 5

CHAPTER II METHODOLOGY

Research Design 6
Source of Data 6
Research Instrument 6
Data Gathering Procedure 7
Statistical Treatment of Data 7

CHAPTER III RESULTS AND DISCUSSION

Conclusion 9
Recommendations 10
Bibliography 11

APPENDICES

A Request letter 12
B Questionnaire of Pre-test and Post-test 13
C Result of Pre-test, Post-test and Mean 14
BIOGRAPHICAL SKETCH 15
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LIST OF TABLES

TABLE TITLE Page

1 The Level of the Problem 9

Solving Skills of the Pupils before the
Use of OPEN APPROACH METHOD

2 The Level of the Problem 9

Solving Skills of the
Pupils after the Use of
OPEN APPROACH METHOD

3 Comparative Analysis 10
Between Pre-test and Post-test
 Ilocos Sur Polytechnic State College

CHAPTER I

INTRODUCTION

Overview

Mathematics is not just a subject but it serves as an important tool to cope up in real life situation. We
encountered the world of Mathematics in our daily lives. McBride and Lamb (1986) explain that educators have
different ways of implementing manipulative as teaching tools in the classroom. Belenky and Nokes (2009)
discuss that some educators believe that students learn concepts and problem solve better when using hands-on,
concrete models. Others feel manipulative are a way of allowing the students additional play time in the
classroom and are not thought of as teaching tools according to Moyer (2001).

According to Raymond Wlodkowski and Margery Ginsberg (1995), teaching strategy that will consistently
enable all learners to learn better. Teachers need to vary teaching styles and techniques so as not to coach
boredom to the students in the classroom.

One of the first places where many students begin to struggle is solving math problem. Seeking greater
insight on how children learn from the way teachers discuss and handles the classroom as well teaching students
the life skills they need, could be one of the greatest achievement in the teaching process. As I observe to my
learners, some of them showed poor performance in mathematics, they hate mathematics and they have
difficulty in solving the problem due to lack of conceptual understanding.

In this case, learners will realize that Mathematics is challenging but enjoyable when you exert an effort
and impart some knowledge and skills.

Teaching students better metacognitive technique provides them with life skills that will help them get
better grades. As with any skill, it requires time, patience and practice. But helping them develop solving ability
at each stage of a task will help. Prior to the task this involves setting goals, preparing thoroughly and thinking
about similar previous situations.

Problem

The researcher was deployed at Sta Maria West Central School for their pre-service training. The
Researcher observe that during mathematics class many of the learners has a poor performance in solving math
problems especially in multiplication because learners often solve math problem individually and sometimes it
is boring that’s why they lack interest in understanding the lesson as result of having low grades in mathematics.

The researcher thinks of possible solution to solve this particular problem which leads to better
understanding and to improve the mathematical ability of the learners. Through this observation, the researcher
got the idea to use Open Approach Method in teaching, to enhance the mathematical ability of the learners and
to help them to achieve a highest grade in math.
 Ilocos Sur Polytechnic State College

Importance

The findings of this study in general were serving as bases towards the improvement of solving math
problem skills and knowledge of the learners. Also the results of this study will be beneficial to the following:

ISPSC. Results of the study will contribute to the researcher output of the college.

Students. The study can help learners to understand better and broaden their minds to solve math problems and
to enhance their mathematical ability.

Teachers. The result of the study will serve as additional information and encourage improving their methods
and techniques in the teaching learning process.

Future Researcher. This study will serve as reference and guide of future researchers who will conduct similar
study.

Parents. The result of the study will help the parents of the learners feel secured because these manipulative
objects in teaching will greatly help their children.

Literature

The origins of open approach method in Japan, Mathematics educators have traditionally been
emphasizing mathematical perspectives in their research and practice. In these twenty years, more attention has
been paid to individual students in the stream of mathematical perspectives emphasized. Some of the
representative research result have been published under the titles of the “The open-ended approach”, “The open
approach”, “From problem to problem” and “Various ways of thinking” (Shimada, 1977; Nohda, 1983;
Takeuchi & Sawada, 1984; Sawada & Sakai, 1995; Koto 1992). The tradition of posing and solving problems in
mathematics class since before World War II served as a base for the emergence of these researches.

Most of these recent researches focus on possibilities of individual students as well as their mathematics
ways of thinking. Development of teaching methods that are tuned to a variety of student’s ways of thinking is
also a major issue. In other words, students mathematical thinking, mathematical perspectives and development
of teaching methods have been integrated, which constitutes a remarkable feature in recent Japanese
mathematics education and mathematics education research.

An origin of such trend was the research on evaluation conducted at the beginning of 1970s. One of
leading research was the one by Shimada and others concerning the method of evaluating student’s achievement
in higher objectives of mathematics education. They meant highest objectives as follows:

-To be able to mathematize a situation and to deal with it. ( In other words, to be able to bring forth an important
aspect of the problem into students favoured way of thinking by mobilizing their repertories of learned
mathematics, to reinterpret it in order to deal with the situation mathematically, and then to apply their preferred
techniques.) (Shimada, 1977)
 Ilocos Sur Polytechnic State College

This learning method promotes classroom participation by encouraging a high degree on students’
response, rather than using a basic recitation method in which teacher poses a question and they technically
afraid to response. Additionally, this method provides an opportunity for all students’ to gain their confidence
because in this method they learn to stand alone without the help of others. In this method, a problem posted,
students’ have time to think mathematically.

According to Leser and Kroll, 1993, with problem solving creating such demands the importance of a
child’s motivation and engagement is a powerful indication of their overall likelihood success. A method,
effective from early childhood through all subsequent phases of education to tertiary and beyond. It is a very
versatile instructor, which has been adopted and use.

Objectives of the Study

This study was undertaken with the following objectives that might be achieved: the effectiveness and
improvement of the grade III pupils in problem solving skills by using Open Approach at Sta Maria West
Central School. Specifically this study aimed the following objectives:

1. The level of performance of the Grade III pupils before and after the use of open approach in solving math
problem.

2. The significant difference on the level of performance before and after the use of the open approach in
solving math problem.

Time and Place of the Study

This study necessitated the participation of grade III students of Sta. Maria West Central School, Sta.
Maria Ilocos Sur, and School Year-2018 during their last period in the morning 10:30-11:30 with 32
respondents in Grade III-B.

Scope and Limitation

The study focused on the effectiveness of Open Approach as teaching strategy in enhancing and
improving the problem solving skills of Grade III-B pupils in Sta Maria West Central School Year 2017-2018.
The respondents were composed of 18 boys and 14 girls having a total of 32 pupils. This is limited only in
evaluating the level of problem solving skills of Grade III-B pupils during pre-test and post-test.
 Ilocos Sur Polytechnic State College

CHAPTER II

METHODOLOGY

This chapter presents a discussion of the research design, source of data, research
instrument, data gathering procedure and statistical tool of data used.

Research Design

This study made use of one shot pre-test and post-test research design. It aimed to determine the
effectiveness of the open approach method in enhancing the mathematical skills of Grade III pupils in Sta Maria
West Central School particularly in problem solving.

This level of the problem solving skills of the pupils was evaluated and interpreted as follows:

Range of Scores Descriptive Equivalent

9-10 Very Satisfactory

7-8 Satisfactory
5-6 Average
3-4 Fair
0-2 Poor

Sources of Data

The respondents of this action research were the Grade III pupils in Sta Maria West Central
School, Sta Maria Ilocos Sur. Academic year 2017-2018. These respondents were composed

Research Instrument

The main tool used to gather the needed data is open approach method (egg tray method) which
intends to open up the hearts of students toward mathematics. A worksheet on the problem solving was be made
or constructed by the researchers and validated by their cooperating teacher and adviser.

Data Gathering Procedure

Prior to the conduct of the study, a request letter was forwarded to the OIC of Sta Maria West Central
School for approval. Upon approval, immediately the researcher conducted the study.

Open Approach Method was employed after the researcher discussed the lesson about problem solving,
introduced another problem and taught how to solve the problem the steps. She gave more examples to
respondents to understand very well the problem using egg tray and to enhance their skills in problem solving. It
was observed that the pupils are enjoying and they taught it was easy to solve when they use egg tray and chips
as their material to solve the problem.
 Ilocos Sur Polytechnic State College

Statistical Treatment of Data

The results of the pre-test and post-test were tabulated analysed and interpreted.

The treatment employed the percentage, mean and t-test at 0.01 level of significance.

Mean was used to measure the centrality of the pre-test and post-test scores gained by the pupils before
and after using Open Approach Method.

Percentage was computed using the formula:

P=F/N×100

Where in:

P=Percentage (%)

F=Frequency

N=Total number of respondents

t-test was used to determine if there is a significant difference between the two variables being studied.
 Ilocos Sur Polytechnic State College

CHAPTER III

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of the results of the pre-test and post- test administered to
the 32 grade III students of Sta. Maria West Central School for the school year 2017- 2018.

Table 1. Level of performance in Mathematics Problem Solving of the pupils before and after the
use of Open Approach Method.

PRE-TEST POST-TEST

Range of Level of
Scores Frequency Percentage Frequency Percentage Problem
Solving Skills

9-10 0 0 15 46.88 Outstanding

7-8 4 12.5 16 50 Very Satisfactory
5-6 7 21.88 1 3.13 Satisfactory
3-4 11 34.38 0 0 Fair
0-2 10 31.25 0 0 Poor

Total 32 100 32 100

Mean 3.91 8.44

Table 1 shows the frequency and percentage of the distribution of the scores of the pupils during pre-test

and post-test. In the pre-test, most (34.38%) of the pupils obtained “fair” level of the performance followed by

post-test (0%) had a “fair” level in Problem Solving Skills. Half (50%) of the pupils obtained a “Very

Satisfactory” level of performance. Nobody in the group got 9-10 scores in the pre-test but there’s an

improvement in post-test, there are 15 pupils got 9-10 scores with a percentage of 46.88 had an “Outstanding

level” in Problem Solving Skills. According to Leser and Kroll, 1993, with problem solving creating such

demands the importance of a child’s motivation and engagement is a powerful indication of their overall

likelihood success
 Ilocos Sur Polytechnic State College

Table 2. Comparative Analysis between the Pre-test and Post-test

t-value
Computed Tabular
Mean t-value t-value Decision
Before the use of Open Approach 3.91
10.29 1.68 Highly Significant
After the use of Open Approach 8.44

*Highly Significant at 0.01 levels

It can be seen from Table 2 that the mean difference between Pre-test and Post-test scores is 4.53. When
these were subjected to t-test, computed t-value of 10.29 was higher than the tabulated t-value of 1.68 at
0.01level of significance. This shows that there is a significant difference between the pre-test and post-test.
This further implies that Open Approach method is effective in improving the problem solving skills of Grade
III-B pupils. According to Belenky and Nokes (2009) that students learn concepts and problem solve better
when using hands-on or concrete models and lead to improved problem solving skills behaviours. Through the
use of Open Approach (egg tray and colourful chips) as a strategy can help to improve their problem solving
skills.

Conclusion

Based on the finding of the study, the researcher concluded that the use of manipulative objects “Open
Approach Method” in teaching is effective in improving the Problem Solving Skills of Grade III-B pupils at Sta
Maria West Central School. Using Open Approach Method helped pupils to enhance their critical thinking skills
about the given problem. Pupils had the opportunity to learn higher-level thinking skills form their peers and
gaining confidence to cope up to their topic.

Recommendation

Based on the conclusion and findings of the study, the researcher strongly recommended that teachers
should use Manipulative objects “Open Approach Method” in teaching problem solving to help improve the
level of performance of the students; teachers may use Manipulative objects on other subjects when needed to
arouse interest and encourage active participation of the students; and parallel study should be conducted to
determine other teaching methods that could enhance the knowledge on problem solving of the students.
 Ilocos Sur Polytechnic State College

BIBLIOGRAPHY

A. Books

B. Unpublished Reading Materials

Pagaduan, Charlene Silva, May 2017 Enhancing the Problem Solving Skills of Grade III pupils through pair-
approach, Ilocos Sur Polytechnic State College, College of Teacher Education.

C. Webliography

http://dx.doi.org/10.4236/psych.2013.47084

http//www. Businessdictionary.com/definition/problem-solving.html retrieved

from January 22, 2017

 Ilocos Sur Polytechnic State College

APPENDIX A

LETTER OF REQUEST

Republic of the Philippines

Ilocos Sur Polytechnic State College
College of Teacher Education
Santa Maria, Ilocos Sur

MARCH 06, 2017

ESTEPHANY MARY ANN F. BAYUCA

OIC – Master Teacher III
Santa Maria West Central School
Santa Maria, Ilocos Sur

Sir:
I, the undergraduate student of the Ilocos Sur Polytechnic State College, College of Teacher Education,
is presently conducting an action research entitled, ” OPEN APPROACH METHOD IN MATHEMATICS
PROBLEM SOLVING OF GRADE III STUDENTS” as one of the degree requirements.
In this connection, may I request from your good office the permission to conduct the action research
particularly to the Grade 3 pupils.
It is hoped that the results of this study will have significance on the academic performance of the pupils
particularly in Mathematics.

Thank you very much. Your time, effort and expertise on this endeavour are very much appreciated.

Very truly yours,

(Sgd) STEPHANIE R. MATEO

Researcher
Noted by:

(Sgd) JOY CORRES

Adviser
Approved:

(Sgd) ESTEPHANY MARY ANN F. BAYUCA

OIC – Master Teacher III
 Ilocos Sur Polytechnic State College

APPENDIX B

QUESTIONNAIRE OF PRE-TEST AND POST-TEST

Direction: Multiply the following problem.

1. 432 2. 142 3. 324 4. 235

3 2 4 5

5. 423 6. 563 7. 537 8. 523

3 4 2 7

9. 765 10. 847

5 8
 Ilocos Sur Polytechnic State College

APPENDIX C

RESULTS OF PRE-TEST, POST-TEST AND MEAN

PUPILS PRE-TEST POST-TEST

1 5 8

2 3 9

3 2 7

4 5 6

5 4 8

6 5 9

7 7 10

8 6 10

9 2 7

10 4 8

11 2 8

12 2 7

13 7 10

14 6 9

15 5 9

16 8 10

17 3 7

18 4 8

19 4 9

20 2 8

21 1 9

22 3 10

23 2 8
 Ilocos Sur Polytechnic State College

24 3 7

25 1 8

26 1 9

27 5 8

28 4 10

29 8 10

30 3 9

31 1 8

32 3 7

TOTAL: 125 270

MEAN: 3.91 8.44

 Ilocos Sur Polytechnic State College

APPENDIX E
PICTORIALS

Before applying Open Approach they look they felt difficulty to solve the given problem.
 Ilocos Sur Polytechnic State College

Applying the Open Approach and it seems they are enjoying to solve the given problem.
 Ilocos Sur Polytechnic State College

BIOGRAPHICAL SKETCH

“I am enough of a realist to understand that I can’t reach every

child, but I am optimist to get up every morning and try.”

“Education is the most powerful weapon which you can use to

change the world.”

The researcher was 21 years of age from Cabcaburao, Burgos,

Ilocos Sur. She was born on January 05, 1997. She is the 1st child

of Mrs. Merlyn M. Ajon and her step father is Mr. Eleazar B.

Ajon. She finished her elementary education at Cabcaburao

Elementary School. During her Elementary years, she

participated in different competitions like quiz in spelling and she is also an athlete of volleyball. She

finished her Secondary Education at Burgos National High School. During her secondary level, the

researcher spent more time in academic activities and co-curricular in their campus such as folk dance

competition and cheer dance and now she is taking up Bachelor in Elementary Education at Ilocos Sur

Polytechnic State College. The researcher pursues her studies to help and supports her parents in the

future. She believes that she can reach her dreams by the help of Almighty God.

STEPHANIE RONQUILLO MATEO