SDCA Journal of Education

Abstract

This study aims to determine the effectiveness of the Read, Identify, Clarify, Represent, Solve, and Check (RICRSC) method on the performance of the students in solving math word problems. The researchers utilized Quantitative-Descriptive research design in this study. With the aid of validated checklist for classroom observation, the researchers observed classes with lessons in math word problems on the students’ performance in solving word problems with their known method. Observation checklist, item analysis, pretest and posttest were the tools used in data gathering. Item analysis was utilized to identify the difficulties of the students in solving math word problems. The researchers utilized the t-test for Pretest-Posttest result to determine how the proposed RICRSC method affects the performance of the students in solving math word problems. The Analysis of Variance was used to determine the difference between the three (3) sections involved in this study. The Pretest and Posttest t-test result of the Grade 6 students showed the absolute computed value (0.23) is lower than the critical p-value (1.98) at 0.05 significance level, the computed value falls within the acceptance region, the null hypothesis that there is no significant difference on the performance of the students before and after the implementation of the RICRSC method. The Posttest ANOVA Result of the 3 Sections showed the F-value (8.49) is greater than the F critical value (3.10) at 0.05 significance level. The significant differences of the three sections before and after implementation of RICRSC method reveal that this method affects the performance of the students in solving math word problems. The researchers suggest that teachers should seek further evidence on the difficulty of students in solving math word problems and focus on those difficulties in creating strategies that could improve their performance.

Keywords: Word problems, RICRSC method, Mathematics, Grade VI, Education.