Verbal to Mathematical Translation Strategy and the Problem-Solving Performance of Grade 7 Students in Ugad High School

Shahani M. Calimag, Teacher III, Ugad High School

ABSTRACT

This action research was conducted to test the effectiveness of the Verbal to Mathematical Translation Strategy in the performance of the Grade 7 students in problem-solving through a Strategic Intervention Material (SIM) "Verbal Phrases to Mathematical Phrases." The study utilized the quasi-experimental research design through the control and experimental group, with thirty respondents (30) each chosen through stratified random sampling. The data collected were from 60 Grade 7 students of Ugad High School in the SY 2020-2021, where their problem-solving skills were tested. Results show that the experimental group's performance improved from low to fair after the intervention. Moreover, the t-test results revealed that there is a significant difference between the posttest scores of the control and experimental. The experimental group performed better than the control group. Moreover, the Verbal to Mathematical Translation Strategy moderately affected the respondents' performance, as shown by the eta squared value of 0.77. The implication of these results redounds to the importance of Verbal to Mathematical Translation as a way to improve the performance of students in problem-solving. Mathematics teachers should strengthen this strategy in classroom instruction, mainly when steps in problem-solving are discussed. It is also recommended that the SIM "Verbal Phrases to Mathematical Phrases" be used as remediation material in Mathematics 7.

Keywords: Mathematics Skills, performance improvement, SIM

Year: 2023

posted on September 9, 2023

How to Cite

Calimag, S. (2023). Verbal to Mathematical Translation Strategy and the Problem-Solving Performance of Grade 7 Students in Ugad High School. Saringit, 3(1), 123-127.

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