ENHANCING THE PROBLEM-SOLVING ABILITY OF STUDENTS THROUGH THE IMPROVEMENT OF THEIR NUMERICAL FLUENCY

Abstract

The study was centered on enhancing students’ problem solving ability using the instructional strategy with numerical fluency activities namely math cards, manipulatives, and puzzles. The subjects of the study involved two selected Grade 7 sections with 28 students each, forming the control and experimental groups. This was conducted from February 20 to March 31, 2017 at Jose J. Mariano Memorial High School during the academic year 2016-2017 This study was conducted to determine how the students’ problem solving ability be enhanced through the improvement of numerical fluency. Specifically, it described the problem solving ability of the students before and after the implementation of the two instructional strategies. Moreover, it also answered the questions if there are significant differences in the level of problem solving ability of the students based on the pre-test and post-test results of the two groups. The study adopted the qualitative-quantitative methods of research and used the quasi-experimental method of study. The instruments used to collect data were the: (1) test of numerical fluency and problem solving ability (pre-test and post-test) consisted of 30 items multiple choice questions, (2) Talk- Aloud Test was utilized for the qualitative aspect of the study, (3) STAR observation technique was used to ensure proper implementation of experiment, and (4) rubrics were used to evaluate students’ output. The data of the study were treated using descriptive and inferential statistics. Mean and mean percentage were used to describe the numerical fluency and problem solving ability of the students before and after the treatment. The t-test was utilized to determine the significance of the mean difference between the post-test results of the control and experimental groups. Furthermore, it was also used to determine the significance between the mean differences of the pre-test and post-test results of the both groups. The results of the study showed that instructional strategy with numerical fluency activities has significant impact on students’ problem solving ability since the experimental group improved from beginning to approaching proficiency level. Although both methods showed significant differences on students’ mathematical performance after exposure to the assigned strategy, findings revealed that instructional strategy with numerical fluency is better than the traditional method of teaching number problems. In light of the findings of the study, the researcher recommends utilizing instructional strategy with numerical fluency activities as supplemental strategy in teaching problem solving topics. It may be adopted to address the deteriorating performance of students in Mathematics. Similar topics can be conducted using other approaches and topics.