Effectiveness of Teaching Problem Solving in Mother Tongue-Based Instruction to the Performance of Grade 2 Learners in Math

AUTHOR(S)

REVELYN S. POGOY

ABSTRACT

—To develop sentence-based mathematics problem-solving skills among students, various models, pedagogies, activities, etc. have been introduced to assist mathematics teachers in delivering sentence-based mathematics problem-solving skills more effectively (Gurat, 2018; Khoiriyah and Husamah., 2018; Özreçberoğlu and Çağanağa, 2018; Hasibuan et al., 2019). However, students nowadays still face difficulties when trying to master sentence-based mathematics problem-solving skills. Thus, it is in this premise that the researcher decided to conduct this study to evaluate the effectiveness of teaching problem-solving in mother tonguebased instruction to the performance of Grade 2 learners in Math. Employing the quasiexperimental research design through the researcher-made problem-solving test questions based on the 3rd Quarter Most Essential Learning Competencies (MELCs) in Math Grade 2 used as pretest and post-test and utilizing differentiated, technology-based, and traditional learning materials were utilized by the researcher while teaching problem solving skills in Math. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the performance of Grade of Grade 2 learners before and after teaching problem-solving in mother tongue-based instruction in teaching Math. Thus, contextualizing the content and materials in teaching and the use of real-life situation in the problem-solving activities and using mother tongue as medium of instruction help in the improvement of learner’s performance in Math. Keywords — Effectiveness, Teaching Problem Solving, Mother Tongue-Based Instruction, Grade 2 Learners, Math