Effectiveness of Problem-Based Learning Strategy to The Test Performance of The Grade 5 Pupils in Mathematics

AUTHOR(S)

ERIC HAYSON B. BRAGA

ABSTRACT

— This study evaluated the effectiveness of Problem-based Learning Strategy to the performance of the Grade 5 pupils in Mathematics of Wague Elementary School in Leyte II District. The findings of the study were bases for a proposed intervention strategic plan. This study used the quasi-experimental method of research to evaluate the effectiveness of the Problemsolving based learning strategy to the performance of the Grade 5 pupils in Mathematics. The results of the study were basis for an Strategic intervention plan. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference between the pretest and posttest scores performances of the grade 5 pupils in Mathematics subject before and after the integration of the problem-based learning strategy in the delivery of the most essential learning competencies or the different lessons in Mathematics in the 4th grading period that lasted for 1 month or 4 weeks in the implementation. Based on the results given in Table 3, which discusses the pretest and posttest performances that the learners should gained before and after the implementation of the identified learning intervention that could enhance the mathematical problem skills or improving the performance of the Grade 5 pupils in Mathematics. It can be gleaned from the results in the table which entails the test of difference between the scores from the pretest and posttest performance of the Grade 5 pupils. it shows further that the Grade 5 pupils performances in Mathematics in the pretest which is very evident that it is below compared to the posttest performance result which resulted to the computed t value and it has identified that this results are quit high compared to the critical t value at 0.05 level of significances. The following results are the bases whether the hypothesis will be rejected or accepted on the certain level of significance. Based from the results in table 3, the teacher researcher decided that the hypothesis which states that there is no significant difference between the pretest and posttest score performances of the grade 5 pupils in Mathematics before and after the integration of the Problem-based learning strategy is rejected. In other words, the utilization of the new intervention that was identified by the researcher to be shared to the Grade 5 learners are quit effective considering that the performance in the pretest assessment prior to the utilization of the identified intervention which is the problem-based learning strategy in the delivery of the lessons in the fourth grading period which focus on the MELCS for 1 month or weeks. The results in table 3 regarding the test of difference of the pretest and posttest score performances in Mathematics of the Grade 5 pupils after the integration of the Demo-Video Lessons implied that since the grade 5 pupils performances are increasing or improving based on the results given, it is very evident that the integration of the Problem-based learning strategy is very significant in improving the mathematical skills of the learners or improve the numeracy performance of the learners as a whole and the good thing of having this experience is that they will already be active in interacting in the teaching and learning process and during in the delivery of the different topics in Mathematics which means that it is significantly effective and it really helped in improving the performance or skills specially in Mathematics Subject. Keywords — Effectiveness, Problem-based Learning Strategy, Grade 5 Pupils