Improving Learners' Performance in Solving Mathematical Word Problems through Read, Analyze, Solve, and Check Strategy
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| Title: | Improving Learners' Performance in Solving Mathematical Word Problems through Read, Analyze, Solve, and Check Strategy |
|---|---|
| Language: | English |
| Authors: | Al Saddam D. Sandiong, Belina P. Agapito, Bainorie Mantawil |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 60 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Grade 5, Elementary School Mathematics, Word Problems (Mathematics), Problem Solving, Learning Strategies, Computation, Comprehension, Teaching Methods, Program Effectiveness, Intervention |
| Geographic Terms: | Philippines |
| Abstract: | This study, entitled "Improving Learners' Performance in Solving Mathematical Word Problems Through Read, Analyze, Solve, and Check (RASC) Strategy," investigated the effectiveness of the RASC strategy combined with the Shortcut Method in enhancing the mathematical problem-solving skills of Grade 5 learners. The study was conducted to address the persistent difficulties learners experience in understanding, analyzing, and solving mathematical word problems, which often require both comprehension and computational accuracy. By introducing the RASC strategy--a structured four-step approach that encourages learners to Read, Analyze, Solve, and Check their work--and the Shortcut Method, which promotes efficiency and confidence in computation, the study sought to improve learners' performance and attitudes toward problem solving. A one-group pre-test and post-test design was employed, involving nine (9) Grade 5 learners from the researcher's class. During the intervention, learners were guided to apply the RASC steps systematically while solving various mathematical word problems and expressions. Data were collected through pre-test and post-test scores to measure performance before and after the implementation of the intervention. The data were analyzed using the Wilcoxon Signed Rank Test, a nonparametric statistical test used to determine significant differences between paired observations. The findings revealed a marked improvement in learners' performance after the intervention. The mean pre-test score of 8.33 increased to a mean post-test score of 16.44, yielding a mean difference of 8.11 points. The computed Wilcoxon test statistic was W = 0, with a corresponding p-value of 0.0039 (p < 0.05), indicating a statistically significant difference between the pre-test and post-test results. This suggests that the intervention effectively enhanced learners' mathematical understanding, analytical thinking, and accuracy in problem solving. In conclusion, the Read, Analyze, Solve, and Check (RASC) strategy combined with the Shortcut Method significantly improved the mathematical problem-solving performance of Grade 5 learners. These strategies helped learners develop a more organized approach to tackling word problems, encouraged critical thinking, and strengthened their confidence in mathematics. The results imply that integrating RASC and shortcut strategies into regular classroom instruction can serve as an effective means of improving learners' comprehension and computation skills, ultimately leading to higher achievement and greater interest in mathematics. This suggests that structured problem-solving steps, reinforced with efficient computation techniques, can be an effective pedagogical approach in elementary mathematics. Recommendations include integrating these strategies into regular classroom instruction to sustain and further improve problem-solving performance. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679786 |
| Database: | ERIC |
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