Department of Education: Republic of The Philippines

Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
ABSTRACT
Improving Problem Solving Skills of

Grade 6 Pupils of Lagalag Elementary School through Using Block Model Approach in Teaching
Mathematics
JEFFERSON L. DIZON
PURPOSE. The main objective of this study was to determine the performance of Grade
six students of Lagalag Elementary School in terms of problem solving in Mathematics
and to determine if there is an improvement in students’ performance upon using Block
Model Approach in Teaching Mathematics.
DESIGN/METHODOLOGY/APPROACH. The study used the qualitative-quantitative

approach of research employing both the quantitative and qualitative approaches to
determine student’s performance and the quantitative approach to determine the
improvement of the students’ performance if any. The data was treated statistically using
Paired-Sample t-test analysis.
FINDINGS. The findings revealed that there is an improvement in the problem solving
skills of the Grade 6 students before and after the use of Block Model Approach in
Teaching Mathematics. The performance of the students rose from elementary
proficiency level to basic working proficiency level.
RESEARCH LIMITATIONS/IMPLICATIONS. UBMAT may be used to other pupils with

low problem solving skills since it was found out to help in the improvement of problem
solving skills of the Grade 6 students.
ORIGINALITY/VALUE. This action research provided significant data on a possible

approach to improve the problem solving skills of students in Mathematics other than the
traditional method of teaching Mathematics.
KEYWORDS. Problem solving skills, Block Model Approach, UBMAT
*(Adapted from ICBER 2017: one page, 200 words)

DEPEDQUEZON-SGO-PAR-04-004-004
“Creating Possibilities, Inspiring Innovations”

Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
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Email Address: quezon@deped.gov.ph
Website: www.depedquezon.com.ph
Region IV-A
TEMPLATE FOR COMPLETE ACTION RESEARCH
PARTS OF A GUIDE POINTS FOR MAKING A COMPLETE ACTION RESEARCH

COMPLETE
ACTION
RESEARCH
TITLE OF ACTION Improving Problem Solving Skills of Grade 6 Pupils of Lagalag Elementary School
RESEARCH through Using Block Model Approach in Teaching Mathematics
I. INTRODUCTI The enhancement of the quality of basic education in the Philippines is urgent and
ON critical. The determination of the Department of Education in the enactment of the K-12
model of education in the country is a proof.
In the K-12 program, the twin goals of Mathematics are critical thinking and problem
solving which serves as a focal point in the subject. Problem Solving in Mathematics is
an area that is hard to learn for the students and an area that is hard to teach for the
teachers.
Aside from the traditional ways in teaching problem solving in mathematics, an
approach called the Block Model Approach is also available for use. This approach uses
visual imaging using strips, bars, or rectangular regions called models. This is
considered a promising approach as studies shows a positive correlation between the
cognitive visualization and problem solving ability of learners.
Studying the effectiveness of this approach in teaching problem solving in
Mathematics is an important step in the improvement of the quality of education. This
study will help establish the Block Model Method of teaching problem solving in
Mathematics.
A. Research The study dealt with the performance of the Grade 6 pupils of Lagalag Elementary
Questions School upon exposure to Block Model Approach in teaching problem solving in
Mathematics during the Third Grading Period of the school year 2018-2019. Specifically,
it answered the following questions.
1. What is the performance of the Grade 6 pupils in the administered pre-test and
post-test?
2. Is there a significant difference between the performance of the students in the
pre-test and post-test?
B. Hypothesis There is no significant difference between the performances of the students in

problem solving before and after using Block Model Approach.
II. BRIEF Mathematical problem solving is one of the most important topics to learn as well
REVIEW OF as one of the most complex to teach. The teaching of Mathematics involves problem
RELATED solving skills proven to be difficult on the part of the learners due to misinterpretation of
LITERATURE
worded problems. (Dendane, 2009) Before students successfully solve a problem, good
AND
reading comprehension and analytical skills are needed aside from computational skills.

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STUDIES (De Guzman & Belecina, 2015)
Currently, traditional teaching based on the framework of behaviourism is already

being replaced by inquiry-based teaching methods which facilitate a constructivist
framework of learning. According to Draper (2002), advocates of the constructivist-
teaching paradigm recommend a more student-centered math classroom that
deemphasizes rote memorization of isolated skills and facts and emphasizes problem
solving and communication. When teachers carry out instructional process in the
classroom, learner tends to be more passive listeners. Furthermore, no lesson can be
effective unless there is effective pupil participation involved. (Kumar, 2000)
Problem solving, according to Mayer and Wittrock (2006) is a cognitive processing

directed at achieving a goal when no solution method is obvious to the problem solver.
This definition of problem solving emphasizes that it is cognitive thus occurs within the
solver’s cognitive system and can be inferred only from the solver’s behaviour. It also
emphasizes that is a process which involves applying cognitive processes to cognitive
representations in the solver’s cognitive system. Also, it is directed or guided by the
solver’s goal and it is personal, that is, it depends on the knowledge and skill of the
solver.
In teaching problem solving, support systems such as verbal-syntax imaging,

mathematics notation, planning, organizing and controlling, and affective systems are
critical aspects and any interference in these systems might result in difficulties in
problem solving. (Ariola et.al., 2017) Mayer (2008) identified four issues involved in the
teaching of problem solving. These four issues are: what to teach, how to teach, where
to teach, and when to teach. The most important for this research is the how to teach
issue. While it makes sense that students need practice in getting the right answer,
researches in cognitive science suggests that students benefit from training in describing
and evaluating the methods used to solve problems. This is where the Block Model
Approach in Teaching enters.
The Block Model Approach of solving mathematical word problems is an approach

that uses strips, bars, or rectangular regions called models to enable the problem solver
visualize concepts and/or manipulate problem situations. (Chavez, 2014) Visualizing
concepts or imagery in problem solving is an important step in actually solving the
problem. The Block Model Approach is useful in exposing pupils to respond better to

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visual stimuli. The ability to create mental representations for mathematical concepts is
directly related to success in mathematical reasoning and computation. (Siniguian, n.d.)
In the study of Thiyagu (2013) entitled “Effectiveness of Singapore Math Strategis

in Learning Mathematics among Fourth Standard Students” concluded that in general,
Singapore Math Strategies of Block Model Approach is effective in developing students’
fluency in Mathematics and makes students phenomenal problem solvers.
From these literatures, the research on the effectiveness of Block Model Approach
in teaching problem solving in Mathematics is pursued.
Figure 1. Conceptual Paradigm of the Study
Conceptual Framework
The figure presented the different stages the researcher took in the completion of
the study. The inputs used by the researching in completing the study is the result of the
pre-test given to the students in the determination of their problem solving skills before
employing the Block Model Approach.
The actual process of the study included the use of the Block Model Approach in
teaching the students problem solving in Mathematics as well as the assessment of the
students’ performance after the use of Block Model Approach. This also comprises the
actual comparison if there is an improvement in the problem solving skills of the
students.
After the data gathering, assessments, and statistical treatment, the output
consisted the results of the study determining whether there is an improvement in the
skills of the students in problem solving after the use of Block Model Approach in
Teaching Mathematics.
III. SCOPE AND
LIMITATIONS Block Model Approach targeted to improve the problem-solving skills among
Grade 6 learners of Lagalag Elementary School. Correspondingly, it aimed to help
learners visualize situations as it creates concrete picture from abstract situations. It
also intended to satisfy learner’s learning through seeing and doing that enhances
the retention of concepts learned, thus helping learners to perform better in the
problem-solving performance.
This study involved the Grade 6 learners of Lagalag Elementary School. As data
gathering instruments, a standardized pre-test and post-test were provided to the
respondents before and after the use of the Block Modelling Approach in teaching

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problem solving in Mathematics to find out the effectiveness of the strategy and the
improvement of learners’ performance in problem-solving. The standardized tests
were validated by the principal and master teacher in charge of Mathematics. This
was implemented during the Third Grading period of 2018-2019.
IV. METHODOL The researcher employed the qualitative-quantitative approach of analysis.

OGY Quantitative methods were used to determine the mean, t-value and the p-value of
the study in order to determine if there is an effect in the performance of the students
after using Block Model Approach in teaching. The qualitative approach was used to
determine the students’ performance on the pre-test and post-test.
This study was conducted at Lagalag Elementary School, since problem-solving

skill of Grade 6 learners became the waterloo of every learner. The researcher had
the eagerness to improve the problem-solving skill because it is one of the important
skills needed to develop in producing 21st century learners.
The respondents for this study were 34 out of 67 Grade 6 students of Lagalag
Elementary School in the school year 2018-2019. The students were on the same
Mathematics class under the supervision of one teacher.
The mentioned pre-test and post-test were administered before and after the
use of Block Model Approach. Pre and post tests were compared and analyzed to
determine the difference in the learners’ performance before and after the use of the
approach. These were all undertaken to collect the relevant data for the study
V. RESULTS This chapter presents the results gathered during the duration of the study
AND particularly the results of the pre-test and the post-test. The collected data are presented,
DISCUSSION analysed, and interpreted through manipulation of the research instrument used in the
study.
Table 1. Performance of Grade 6 Students in the Pre-Test and Post-Test
Pre-Test Post-Test
Range Number Number Percentag

Percentage
Description of of e
Score Percentile Students (%) Students (%)
General
17-20 100-85 Professional 0 0 2 5.88
Proficiency
Advanced
14-16 84-69 Working 0 0 8 23.53
Proficiency

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Basic Working
11-13 68-53 0 0 13 38.24
Proficiency
8-10 52-37 Intermediate 8 23.53 11 32.35
Working
Proficiency
5-7 36-21 Elementary 15 44.12 0 0
0-4 20-1 Novice 11 32.35 0 0
Total 34 34
Sum of Scores 180 405
Mean of Scores 5.29 11.97
Table 1 presents the performance of the students during the pre-test and post-test
given to them. During the pre-test, the mean performance of the students in problem
solving in Mathematics is 5.29 for a 20 item test. This falls under the Elementary Level of
Performance, the second lowest in the ranking of performance used in this study.
44.12% of the students fell under this level of performance, followed by a 32.35% on the
novice level or the lowest level and 23.53% under the intermediate working proficiency.
No student was able to reach the top three highest levels of performance, the general,
advanced, and basic working proficiency. The result of the pre-test conducted shows the
need to advance and improve the quality of learning of the students in Mathematics
particularly, problem solving.
During the post-test, the performance of the students improved compared to that of
the pre-test. The result for the post-test of the students determine the effectiveness of
the Block Model Approach. The mean performance of the students in the post-test is
11.97 which fell under the Basic Working Proficiency. 5.88% of the students got the
general professional proficiency or the highest level of performance. 32.35% of the
students fell under the intermediate working proficiency while no student fell under the
elementary and novice level.
Table 2. Comparison of the Pre-Test and Post-Test Results of the Students
Mean Mean Std. df Sig. Interpretation

Std. Computed
Differenc Error
Deviation t-value (2-tailed)
e Mean
Pre-test 5.29
Post- 11.9 -6.677 0.589 0.101 -66.116 33 1.18E-36 Reject Ho
test 8
From the data obtained in the study, a mean value of -6.677 is obtained with a

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standard deviation of 0.589. From the statistical analysis done, a t-value of -66.116 was
obtained and a 1.18E-36 value of 2-tailed significance or p-value. Since the p-value
1.18E-36 is less than the value 0.005, the null hypothesis of the study is rejected. It is
therefore found out that there is a significant difference between the performances of the
students in the pre-test and post-test conducted before and after using the Block Model
Approach in teaching problem solving in Mathematics.
Findings
After analyzing the results of the study, the researcher arrived at the following.
1. The Grade 6 pupils of Lagalag Elementary School has a mean performance of

5.29 out of 20 items in the pre-test conducted for this study. This means an
average performance of an Elementary Proficiency Level. After the use of the
Block Model Approach in teaching problem solving in Mathematics, the students
showed a mean performance of 11.97 out of 20 items. This means an average
performance of Basic Working Proficiency Level in the post-test.
2. After employing statistical treatment on the obtained data, it is found that there is a
significant difference between the performance of the students in the pre-test and
post-test. It is then found out that there is a significant difference in the
performance of students before and after using the Block Model Approach in
teaching problem solving in Mathematics.
VI. CONCLU Based on the findings, the researcher arrived at the following conclusions:
SIONS
1. The Grade 6 pupils of Lagalag Elementary School has an average performance
of Elementary Proficiency Level during the pre-test which means there is a need
to improve the quality of learning of these students. After the use of the Block
Model Approach in teaching problem solving in Mathematics, the students
showed improvement and achieved an average performance of Basic Working
Proficiency Level in the post-test. This signifies that there is an improvement in
the performance of the students before and after the use of Block Model
Approach.
2. There is a significant difference between the performance of the Grade 6
students of Lagalag Elementary school during the pre-test and post-test. This
concludes therefore that the use of the Block Model Approach in teaching
problem solving in Mathematics is effective.

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VII. RECOMME Based on the findings and conclusion, the researcher recommends the following:
NDATIONS 1. Make use of the Block Model Approach in teaching problem solving in
Mathematics.
2. Find other alternative methods of teaching and conduct a study comparing these
methods the traditional and block model approach.
3. Conduct parallel studies on the effect of the Block Model Approach in different
grade levels and age group.
4. Conduct parallel studies on the effect of the Block Model Approach considering
the gender of the students.
VIII. LIST OF Chavez, C. (2014). Block Model Approach in Solving Math Problem. Chinese
REFERENCE International School Manila. (Online). Retrieved from
http://cismconnect.org/cchavez/2014/02/02/block-model-approach-in-solving-math-
S problem/. [accessed December 15, 2018]
De Guzman & Belecina (2015). Block Model Approach in Problem Solving. Mathematics
Education Research Group of Australasia Inc.
Dendane, A. (2009). Skills Needed for Mathematical Problem Solving. United Arab
Emirates University. (Online) Retrieved from
https://www.analyzemath.com/math_problems/paper_1.html. [accessed December 15,
2018]
Gurbuz, R. & Erdem, E. (2016). Relationship Between Mental Computation and

Mathematical Reasoning. Academia. (Online). Retrieved from
https://doi.org/10.1080/2331186X.2016.1212683 [accessed December 15, 2018]
Murcia, L. (2011). Action Research Proposal: Mathematics Problem Solving Skill and
Reading Comprehension. (Online) Retrieved from https://owlcation.com/stem/Action-
Research-Proposal-Mathematics-Problem-Solving-Skill-And-Reading-Comprehension.
[accessed December 28, 2018]
Thiyagu, K. (2013). Effectiveness of Singapore Math Strategies in Learning Mathematics

Among Fourth Standard Students.. Cogent Education Journal. (online). Retrieved from
https://www.academia.edu/7751058/EFFECTIVENESS_OF_SINGAPORE_MATH_STRA
TEGIES_IN_LEARNING_MATHEMATICS_AMONG_FOURTH_STANDARD_STUDENT
S. [accessed December 15, 2018]
VII. APPENDICES WORK PLAN
PROGRAM DESCRIPTI OBJECTIVE ACTIVITIES TIME PERSONS EXPECTED

ON S FRAME INVOLVED OUTCOMES
UBMAT Using 1. To 1. Third Teacher Improved problem
Block improve Everyday Quarter Grade 6 solving skills of
Model problem exposure (October Pupils Grade 6 pupils.
Approach solving to the use 2018 to
in skills of of Block January
Teaching Grade 6 Model 2019)
Mathemati Students Approach

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cs of Lagalag in solving
Elementar problems.
y School.
2. To find
other
effective
strategy/ie
s to teach
Math.
ROOT CAUSE ANALYSIS
CURRICULUM VITAE
JEFFERSON LAYGO DIZON
Brgy, Lagalag Tiaong ,Quezon
DepEd-Tiaong / jefferson.dizon@deped.gov.ph
Personal Information
Gender: Male
Date of Birth: October 08, 1986
Place of Birth: Tiaong, Quezon
Religion: Roman Catholic
Civil Status: Married
Citizenship: Filipino
Father : Anacleto Cornejo Dizon
Mother : Zenaida Gonzales Laygo
EDUCATIONAL BACKGROUND:

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Region IV-A
Elementary: Lagalag Elementary School

Lagalag, Tiaong, Quezon
March 1999
Secondary: Recto Memorial National High School
Tiaong, Quezon
March 2003
Tertiary: Tayabas Western Academy
Candelaria, Quezon
March 31, 2007
Course: Bachelor of Elementary Education
Area of Specialization: Mathematics
Graduate Studies: Laguna State Polytechnic University (San Pablo City Campus)
San Pablo City, Laguna
Degree: Masters of Arts in Education
Major in Educational Management
Laguna State Polytechnic University (San Pablo City Campus)
San Pablo City, Laguna
April 2014
Civil Service Eligibility:
Licensure Examination for Teachers ( 79.60%)
August 2007, Lucena City
Work Experience:
June 03, 2007-April 7, 2009
Teacher- Trinity Christian Academy
October 01, 2009 - October 10, 2010

Teacher I Ayusan Elementary School - Tiaong District- Tiaong, Quezon
October 11, 2010 – November 17, 2013

Teacher I Lagalag Elementary School. -Tiaong District -Tiaong, Quezon
November 18, 2013 – January 19, 2015

Teacher II Lagalag Elementary School. -Tiaong District -Tiaong, Quezon
January 19, 2015 to date

Teacher III Lagalag Elementary School. -Tiaong District II -Tiaong, Quezon
Seminars/Trainings Attended:
INCLUSIVE DATES OF
TITLE OF LEARNING AND ATTENDANCE
DEVELOPMENT (mm/dd/yyyy) Number of Conducted/Sponsored
INTERVENTIONS/TRAINING Hours by
PROGRAMS From To
CLUSTER MID-YEAR IN DEPARTMENT OF

10/22/2019 10/25/2019 32
SERVICE TRAINING FOR EDUCATION

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TEACHERS WITH THE

THEME: STRENTHENING
COMPETENCE AND
STRIVING EXCELLENCE
TOWARDS LEARNING
DEVELOPMENT
DISTRICT IN-SERVICE
TRAINING FOR TEACHERS
AND SCHOOL HEADS WITH
DEPARTMENT OF
THE THEME: "DUTY, 5/27/2019 5/31/2019 40
EDUCATION
DIGNITY, AND
DETERMINATION
TOWARDS EXCELLENCE
CLUSTER ROLL OUTON
PEDAGOGICAL RETOOLING DEPARTMENT OF
23/08/2018 25/08/2018 24.0
IN MATHEMATICS, EDUCATION
LANGUAGE AND ARTS
2017 DISTRICT MID YEAR
DEPARTMENT OF
IN-SERVICE TRAINING FOR 23/10/2017 25/10/2017 24.0
EDUCATION
TEACHERS
REFRESHER COURSE IN
TABLE TENNIS DEPARTMENT OF
26/08/2017 28/08/2018 24.0
OFFICIATING AND EDUCATION
COACHING
PLDT TRAINING:
ENHANCING TEACHING 14/07/2017 16/07/2017 24.0 PLDT-GABAY GURO
USING TECHNLOGY
MASS TRAINING FOR
GRADE 5 TEACHERS ON DEPARTMENT OF
24/04/2016 30/04/2016 56.0
THE IMPLEMENTARTION EDUCATION
OF K TO 12 CURRICULUM
DIVISION TRAINING
WORKSHOP ON
ENHANCING RESEARCH
DEPARTMENT OF
CAPABILITY IN 12/04/2016 14/04/2016 24.0
EDUCATION
MATHEMATICS THROUGH
SIMPLIFIED STATISTICS
FOR BEGINNERS
2015 INTERNATIONAL MIND
EDUCATION SPECIALIST
TRAINING WITH CULTURAL
INTERNATIONAL
EXCHANGE FOCUSING ON
04/12/2015 06/12/2015 24.0 MIND EDUCATION
LEADERSHIP OF
INSTITUTE
MANAGEMENT TRAINING
AND REFORMATION OF
THE MIND
"BALIKTANAW SA MGA 21/08/2015 23/08/2015 24.0 ADHIKA NG
TULAY NG KASAYSAYAN" A PILIPINAS, INC.
NATIONAL HISTORY

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SEMINAR WORKSHOP
BASIC TRAINING COURSE BOY SCOUTS OF THE
05/09/2014 07/09/2014 24.0
FOR TROOP LEADERS PHILIPPINES
PANGREHIYONG
DEPARTMENT OF
KONGRESO NG WIKANG 23/08/2014 23/08/2014 8.0
EDUCATION
FILIPINO
TRAINING FOR PE KEY
TEACHERS ON
DEPARTMENT OF
STRENGTHENING THE K 02/10/2013 03/10/2013 16.0
EDUCATION
TO 12 PHYSICAL
EDUCATION CURRICULUM
JEFFERSON L. DIZON
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

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Improving Problem Solving Skills of

DESIGN/METHODOLOGY/APPROACH. The study used the qualitative-quantitative

RESEARCH LIMITATIONS/IMPLICATIONS. UBMAT may be used to other pupils with

ORIGINALITY/VALUE. This action research provided significant data on a possible

KEYWORDS. Problem solving skills, Block Model Approach, UBMAT

*(Adapted from ICBER 2017: one page, 200 words)

“Creating Possibilities, Inspiring Innovations”

TEMPLATE FOR COMPLETE ACTION RESEARCH

PARTS OF A GUIDE POINTS FOR MAKING A COMPLETE ACTION RESEARCH

B. Hypothesis There is no significant difference between the performances of the students in

“Creating Possibilities, Inspiring Innovations”

STUDIES (De Guzman & Belecina, 2015)

Currently, traditional teaching based on the framework of behaviourism is already

Problem solving, according to Mayer and Wittrock (2006) is a cognitive processing

In teaching problem solving, support systems such as verbal-syntax imaging,

The Block Model Approach of solving mathematical word problems is an approach

“Creating Possibilities, Inspiring Innovations”

In the study of Thiyagu (2013) entitled “Effectiveness of Singapore Math Strategis

Figure 1. Conceptual Paradigm of the Study

“Creating Possibilities, Inspiring Innovations”

IV. METHODOL The researcher employed the qualitative-quantitative approach of analysis.

This study was conducted at Lagalag Elementary School, since problem-solving

Table 1. Performance of Grade 6 Students in the Pre-Test and Post-Test

Range Number Number Percentag

“Creating Possibilities, Inspiring Innovations”

5-7 36-21 Elementary 15 44.12 0 0

0-4 20-1 Novice 11 32.35 0 0

Sum of Scores 180 405

Mean of Scores 5.29 11.97

Table 2. Comparison of the Pre-Test and Post-Test Results of the Students

Mean Mean Std. df Sig. Interpretation

“Creating Possibilities, Inspiring Innovations”

1. The Grade 6 pupils of Lagalag Elementary School has a mean performance of

“Creating Possibilities, Inspiring Innovations”

Gurbuz, R. & Erdem, E. (2016). Relationship Between Mental Computation and

Thiyagu, K. (2013). Effectiveness of Singapore Math Strategies in Learning Mathematics

PROGRAM DESCRIPTI OBJECTIVE ACTIVITIES TIME PERSONS EXPECTED

“Creating Possibilities, Inspiring Innovations”

ROOT CAUSE ANALYSIS

Brgy, Lagalag Tiaong ,Quezon

“Creating Possibilities, Inspiring Innovations”

Elementary: Lagalag Elementary School

October 01, 2009 - October 10, 2010

October 11, 2010 – November 17, 2013

November 18, 2013 – January 19, 2015

January 19, 2015 to date

CLUSTER MID-YEAR IN DEPARTMENT OF

“Creating Possibilities, Inspiring Innovations”

TEACHERS WITH THE

“Creating Possibilities, Inspiring Innovations”

SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

“Creating Possibilities, Inspiring Innovations”

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