Action Research: Finding the Value of One Strategy
Title of Research: Finding the Value of One (1) Strategy: Its Effect on Pupil’s Speed and Accuracy to Add and Subtract Dissimilar Fractions.
I. Introduction/Background of the Study
Addition and subtraction of dissimilar fractions is one of the competencies that should be mastered by a pupil before he/she will graduate in the elementary. (PELC, BEC, 2002) However, this skill is one of the skills that is least mastered by pupils.
It has been observed that Grade VI-pupils have difficulty in adding and subtracting fractions with unlike denominators. They tend to add both numerators and denominators to find the sum and to subtract both numerators and denominators to find the difference.
Their diagnostic test results show that 70% of 31 pupils got incorrect responses in items that test this skill.
It is further observed that pupils’ inability to find the least common denominator (LCD) and lack of understanding on the concepts behind it contributed to the problem.
These observations prompt the researcher to seek innovative and effective strategy to let pupils understand the concepts and learn the skills on adding and subtracting dissimilar fractions. Moreover, the fact that this is one of the competencies being evaluated in the National Achievement Test in which they have to solve problems accurately at limited time motivates the researcher further to find effective ways to solve this problem.
II. Statement of the Problems
This action research aims to determine the effective strategy that will improve the Grade VI pupils’ speed and accuracy in adding and subtracting dissimilar fractions.
Specifically, this action research aims to answer the following questions:
1. What are the prerequisite skills that pupils need to master in order to add and subtract dissimilar fractions accurately?
2. What are the concepts that pupils need to visualize and understand in adding and subtracting dissimilar fractions?
3. What is the performance of the pupils
I. Introduction/Background of the Study
Addition and subtraction of dissimilar fractions is one of the competencies that should be mastered by a pupil before he/she will graduate in the elementary. (PELC, BEC, 2002) However, this skill is one of the skills that is least mastered by pupils.
It has been observed that Grade VI-pupils have difficulty in adding and subtracting fractions with unlike denominators. They tend to add both numerators and denominators to find the sum and to subtract both numerators and denominators to find the difference.
Their diagnostic test results show that 70% of 31 pupils got incorrect responses in items that test this skill.
It is further observed that pupils’ inability to find the least common denominator (LCD) and lack of understanding on the concepts behind it contributed to the problem.
These observations prompt the researcher to seek innovative and effective strategy to let pupils understand the concepts and learn the skills on adding and subtracting dissimilar fractions. Moreover, the fact that this is one of the competencies being evaluated in the National Achievement Test in which they have to solve problems accurately at limited time motivates the researcher further to find effective ways to solve this problem.
II. Statement of the Problems
This action research aims to determine the effective strategy that will improve the Grade VI pupils’ speed and accuracy in adding and subtracting dissimilar fractions.
Specifically, this action research aims to answer the following questions:
1. What are the prerequisite skills that pupils need to master in order to add and subtract dissimilar fractions accurately?
2. What are the concepts that pupils need to visualize and understand in adding and subtracting dissimilar fractions?
3. What is the performance of the pupils