EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

High school students, in public or private school, struggle to solve mathematical word

problems. These types of word problems require students to go beyond simple computations in

Mathematics (e.g., adding, subtracting, multiplying, and dividing) and use higher level reasoning

that includes recognizing relevant information, disregarding irrelevant information, and choosing

the correct arithmetic operation (Alter, 2012). Mathematics teachers tried, for so many years, to

find a way to make such problems easier for students.

Teaching strategy is generalized plan for a lesson or lessons which include structure,

desired learning behavior in terms of the goal of the instruction and an outline of tactics necessary

to implement the strategy. Two of the main aims of teaching strategy is to (1) induce students to

engage in exchange of ideas and (2) minimize the number of wrong responses as the students

attempt to learn a concept, principle, etc (Anil, 2011). From this point of view, the researchers

deduced that it is very vital to have a carefully planned and prepared teaching strategy for students

to attain maximum comprehension.

In a typical classroom, a teacher ordinarily presents one type of lesson and employs one

kind of instructional method to all students irrespective of their many differences. Under this setup,

slow learners are forced to catch up with the bright ones, preventing the latter to advance even a

little bit; otherwise, the gap between them would be considerably wide. The learning outcomes are

rather discouraging since both the slow and fast learners suffer with the process. On one hand, the

slow learners, no matter how much they try, can hardly cope with the same level the bright ones

can reach. Their efforts are usually futile and fruitless. Meanwhile, the progress of the bright

students is held in a stand still for they have to contend themselves with the lesson which seems to
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 2

be very easy and unchallenging to them (Soriano, 2001). It is therefore a must to present a lesson

wherein the slow and fast learners would attain maximum learning and advance in every lesson at

their own pace regardless of individual differences.

Word problems play a crucial role in Mathematics education. However, the authenticity of

word problems is quite controversial (Verschaffel et.al, 2011). Filipino children are expected to

solve mathematical word problems in English, which is not their mother tongue. Because of this, it

is often assumed that Filipino students have difficulties in solving word problems because they

cannot comprehend what they have read (Bautista, et.al, 2009). Therefore, in order for students to

answer word problems in Intermediate Algebra, they must know how to analyze the problems first

before translating it into an equation. These are some skills they need aside from the knowledge on

how to compute and solve a certain problem.

According to Yeo, Ph.D (2009), lack of comprehension of the problem posed, lack of

strategy knowledge, inability to translate the problem into mathematical form, and inability to use

the correct mathematics are the difficulties experienced by the students that prevented them in

obtaining correct solutions. Word problems constitute one of the few school mathematics domains

which require the mathematication of situations described in words and the transformation of a

mathematical situation back to the context of the problem (Novotna, 2000 cited by del Rosario,

et.al., 2011)

In Juan Sumulong High School, particularly the second year students, showed poor

performance in their second quarter examination. In fact, many of these students did not pass the

said examination. This indicates that there is a problem with students in dealing with worded

problems since the quarterly examinations mostly are made up of this particular type of question.

Therefore, the researchers formulated the RATTS strategy (Read, Analyze, Translate, Table,

Solve) in dealing with such problems. This is a systematic strategy that will help students deal with
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 3

word problems in a much easier way. This strategy involves reading the problem, analyzing the

context of the problem, translating mathematical phrases into equation, preparing a table that will

guide the students in answering the problem, and lastly, solving the problem with the help of the

table that was made. The RATTS strategy, the researchers believe, will help the students to deal

and to solve word problems in Intermediate Algebra.

As future teachers, the researchers are concerned in formulating and innovating teaching

strategies in order to attain and achieve high quality education. Hence, the researchers felt the

need to conduct this study and test its effectiveness.

Statement of the Problem

This study was conducted to develop and test the effectiveness of the RATTS strategy in

solving word problems in Intermediate Algebra.

Specifically, this study sought to answer the following questions:

1. Is there a significant difference between the mean score of the pretest and posttest result

of the experimental and control group?

2. Is there a significant difference between the mean gain score results of the experimental

and control group?

3. How effective is the RATTS strategy in helping the students solve word problems in

Intermediate Algebra as perceived by the students in the experimental group

Significance of the Study

The researchers believe in the effectiveness of using better strategies in dealing with

problem solving in Mathematics.

Administrators. The findings and results would make the administrators of the school

realize that the RATTS strategy could be an effective method of instruction. They may also conduct

a seminar for teachers discussing this strategy.

EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 4

Teachers. Teachers may apply this strategy in their own classes. The findings and results

would help them decide on what method of instruction is to be used for their students.

Students. It is believed to be useful and beneficial to the students of Mathematics in high

school because the RATTS strategy provides them with a simplified and universal approach in

solving word problems. This study will also help the students raise their confidence level in solving

word problems in Intermediate Algebra.

Researchers. This study will be of great use to researchers in the future when they

undergo practice in the field. They can adopt or improve this teaching strategy and apply it to

students after the effectiveness of the said strategy was tested.

Future Researchers. Future researchers may develop another strategy parallel to this

appropriate in teaching problem solving in Algebra. This study may serve as a reference for studies

concerning such strategies.

Scope and Delimitation of the Study

This study was conducted to measure the effectiveness of the RATTS strategy in solving

word problems in Intermediate Algebra. The respondents of this study are the second year

students of Juan Sumulong High School for the school year 2012 – 2013. The respondents are

composed of two groups: the experimental group consisting of 29 students and the controlled

group consisting of 29 students. The study was conducted from the 7 th of January, 2013 up to the

25th of January, 2013. It covered the topic “Variation” in Intermediate Algebra. The beneficiaries of

this study are the students that were taking up Intermediate Algebra. The study did cover any

other word problems in Mathematics aside from Algebra.

EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 5

CHAPTER II

CONCEPTUAL FRAMEWORK

This chapter deals with the review of related literature and studies, conceptual model,

research hypotheses and the definition of key terms in the study.

Related Literature and Studies

Teaching Strategies in Mathematics

Anil, (2011) stressed that teaching strategy is generalized plan for a lesson or lessons

which include structure, desired learning behavior in terms of the goal of the instruction and an

outline of tactics necessary to implement the strategy. Two of the main aims of teaching strategy is

to (1) induce students to engage in exchange of ideas and (2) minimize the number of wrong

responses as the students attempt to learn a concept, principle, etc.

The fundamental skill of a teacher is effective goal setting. It is one or more of the

following, these are: a. Outcome – focusing on the end product; b. Performance – focusing on your

actual performance; and c. Process – focusing on how it feels (Castle and Buckler, 2009). Goal

setting is important for it would determine the end product of your teaching. In the process of

achieving the goal, you may develop new teaching strategies for learning in addressing the

difficulties encountered by the students in solving word problems. This is related to the present

study owing its focus on teaching strategies that would fit to students.

Mousley and Kelly(1998), as cited by del Rosario et.al. (2011)set off three teaching

strategies in working on spatial and word problems in college-level mathematics. These are asking

students to explain problem in writing, asking students to visualize the problem solving process and

modeling the solution process before introducing the problem. The RATTS strategy will help the
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 6

student explain, visualize and model the solution process of the problem solving problems since

the strategy will guide them on how to do it.

Word Problem

A word problem is a mathematics exercise presented in the form of a hypothetical situation

that requires an equation to be solved (Oxford Dictionary). As cited by Clark(2009), the

NCTM(2000) defines problem solving as “engaging in a task for which the solution method is not

known in advance” (p.52). According to Feliciano (2002), “a verbal or word problem simply gives a

description of a situation that involves the known and unknown quantities and the relations that tie

the known to the unknown” (p.161). The above mentioned studies are related to the present study

owing its focus on word problems.

Word problem solving involves the construction of two different mental representations,

namely, mathematical and situational. Although educational research in word problem solving has

documented different kinds of instruction at these levels, less is known about how both

representational levels are evoked during word problem solving in day-to-day learning

environments (Rosales, 2012). According to Polya (1965), as cited by del Rosario et. al., (2011),

“solving a problem means finding a way out of a difficulty, a way around an obstacle, attaining an

aim which is not immediately available. Verschaffel, et.al (2010) defined word problems as verbal

descriptions of problem situations wherein one or more questions are raised, the answer to which

can be obtained by the application of mathematical operations to numerical data available in the

problem statement. In their most typical form, word problems take the form of brief text describing

the essentials of some situation wherein some quantities are explicitly given and the others are not.

The solver is required to give a numerical answer to a specific question by making explicit and

exclusive use of the quantities, given in the text and mathematical relationships between those

quantities inferred from the text. According to this definition, a characteristics feature of word
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 7

problems is the use of words to describe a (usually hypothetical) situation. The aforementioned

study is related to the researchers‟ study as it also deals on solving word problems in mathematics.

Reading

Reading is a complex cognitive process of decoding symbols in order to construct or

derive meaning. It is a means of language acquisition, of communication, and of sharing

information and ideas. Like all language, it is a complex interaction between the text and the reader

which is shaped by the reader‟s prior knowledge, experiences, attitude, and language community

which is culturally and socially situated (Wikipedia). Establishing a clear definition of reading

provides an important perspective for analyzing word problems in mathematics. Lapp and Flood

(1978) as cited by Romero (2005) states that all definitions of reading fall into two categories: First,

there are those who view reading primarily as a decoding process, a breaking of a visual code. In a

second view, reading for meaning is emphasized from the very earliest stages of instruction; in this

view reading as a comprehension process is stressed (Romero, p. 1). Base from these definitions,

we can deduce that reading is the process of interpreting and translating the written symbols in the

text.

Word problem solving involves more than basic computational skills. Mathematics

teachers have to teach students how to interpret vocabulary and comprehend the mathematical

language. In essence, the Mathematics teacher must also be a reading teacher (Maikos-Diegnan,

2000 as cited by Clement, 2008). This study is related to the present study owing its focus on

reading and interpreting vocabulary which is a key step in problem solving.

Analyzing

Students in adult basic education/general educational development classes need skills in

analyzing and solving problems, extending beyond those learned through word problems in the

mathematics curriculum. In teaching problem solving through mathematics, the teacher needs to
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 8

provide time for students to grapple with problems, search on their own for solutions, and learn to

evaluate their results. Students need to develop interest in finding solutions, confidence to try

strategies, willingness to risk failure and to persevere, ability to accept frustrations, and

understanding of the difference between not knowing the answer and not having found it yet.

Teachers should model these attitudes so students will perceive problem solving as a valued skill

(Miller, 1986 as cited by Danes 2003). This study by Danes is related to the present study due to

its emphasis on analyzing word problems which is one of the components of the RATTS strategy.

Translating Word Problems

Translating word problems, according to Ross (1993) as cited by Galvinez (2005), involves

taking a problem or idea in one form and representing it in another. Restating ideas in other words,

constructing a graph or drawing a diagram to illustrate a concept would be some of the best

examples. It also involves using an idea or concept in a context different from that in which it was

learned, an extremely important process in a rapidly changing society. The study of Galvinez is

related to the present study since it focuses on word problem translation which is a part of the

RATTS Strategy.

Hagerty, Mayer and Monk (1995) as cited by Clement (2008) found out that unsuccessful

problem solvers had more difficulties than successful problem solvers in translating word problems

to mathematical representations because former were more focused on the numbers than on

informative words within the problem. Learning how to find these key words in a word problem is a

key ingredient to being a successful problem solver and must be modeled within the classroom. He

also stated that mathematical vocabulary could be an obstacle in problem solving if students do not

have a full understanding. They agree that if students do not know the terminology, translating it to

mathematical representations is very difficult (Clement, 2008). The researches above are related to

the present study due to its focus on translating word problems to correct mathematical equation.
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 9

Solving Word Problems

According to the learning principle of the NCTM, in order for students to solve problems,

they need to have a conceptual and procedural understanding of the problem. The students also

need to be able to select and apply mathematical representations (NCTM Principles and

Standards, as cited by Clement, 2008).

Yeo, Ph.D (2009), stated that lack of comprehension of the problem posed, lack of strategy

knowledge, inability to translate the problem into mathematical form, and inability to use the correct

mathematics are the difficulties experienced by the students that prevented them in obtaining

correct solutions. Many students have difficulty converting a word problem into the necessary

mathematical form needed to solve the problem. They seem unable to create a mental

representation that links the text of the word problem to appropriate mathematical expressions

(Hart, 1996 as cited by Del Rosario, et.al, 2011). One of the speculated reasons for student

underachievement is the inability to solve Mathematics word problems. Word problems are the

most challenging problems in Mathematics because word problem solving requires the use of skills

in language, reasoning, and computation. Because the focus of present curriculum and

standardized achievement tests are on word problems, inability to solve these problems can hinder

the achievement of students in Mathematics (Vincent, 2009). The above cited context resembles

the present study as it also deals with solving word problems in Mathematics.

A problem in learning to solve mathematics word problems students have been facing is to

transfer the learned problem-solving knowledge from one story context to another story context.

Some studies have provided evidence showing that structure facilitates transfer of learning to solve

word problems. However, it is still under development for what algebra word problem structures

students can recognize and what kinds of structures are effective for what kinds of algebra word

problems regarding transfer of learning (Chang Ph.D., 2010). Many factors influence a student‟s
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 10

performance in word (or textbook) problem solving in class. Among them is the comprehension

process the pupils construct during their attempt to solve the pupils‟ real-world knowledge, which

support the construction of a „situation model‟ (Voyer, 2011).

Synthesis

The studies presented in this chapter stress that teaching strategies are effective way of

helping children solve word problems in Mathematics. Furthermore, a teacher should choose a

teaching strategy that best fits the students‟ interest in order to attain the outcome he/she wishes to

attain. The studies also showed the difficulties encountered by students in dealing with word

problems in Mathematics.

Zahorick, (1996) found out that hands-on-activities are another effective way of promoting

involvement and students‟ interest. Students are making manipulation in math, concrete materials

in science, maps and globes in geography or computers in language arts, their level of interest

increases significantly. He also states that hands-on-activities add variety to learning activities, and

variety has been found to create learner interest (Zahorick as cited by Del Rosario et.al. 2011).

As a final point, the RATTS strategy will help students understand, visualize and optimize

their learning regarding solving word problems in Intermediate Algebra through better

understanding of the problem itself, analysis of the key words of the problem, translating the key

words into mathematical sentence, formulating a table to make a proper equation to solve the

problem, and answering the question being asked after making the equation. Also, the RATTS

strategy will raise the students‟ confidence in answering every types of problem solving in

Intermediate Algebra because the teacher will guide them in making the right table of

representation to solve each problem.

EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 11

Conceptual Model of the Study

The conceptual model of this study are shown in the following paradigm.

RATTS STRATEGY
(Reading, TRADITIONAL
Analyzing,
Translate, Table,
APPROACH
Solving) CONTROLLED
EXPERIMENTAL GROUP
GROUP

STUDENTS’ PERFORMANCE
IN SOLVING WORD
PROBLEMS IN INTEMEDIATE
ALGEBRA

Figure 1

Figure 1 illustrates the model for this study. The input consists of the two groups; the

experimental group and the control group. The two groups are second year students in Juan
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 12

Sumulong High School. The process involved the administration of the pretest before groups had

undergone the actual tryout.

Hypotheses

The study tested the following hypotheses:

1. There is no significant difference between the mean score of the pretest and posttest result of

the experimental and control group

2. There is no significant difference between the mean gain score result of the experimental and

control group

Definition of Terms

To have a clearer understanding of the study, the following terms are operationally defined:

Analyze - Means to separate a thing or idea into its parts in order to figure out all the nature and

interrelationship of all the parts or to consider and evaluate a situation carefully.

Control Group-A group used as a standard of comparison in a control experiment.

Data- It represents the result of one analysis.

Effectiveness - This refers to the actual and not merely the theoretical production of desired result.

Experimental Group - A group of subjects that are exposed to the variable of a control

experiment.

Operations- it pertains to the operations used to solve the mathematical problems.

Posttest- An achievement test administered after a course of instruction.

Pretest -A test given to determine if students are sufficiently prepared to

begin a new course of study.

RATTS (Read, Analyze, Translate, Table, Solve) - A new developed teaching strategy for

students in Intermediate Algebra focusing on solving worded problems. (Researchers, 2013)

EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 13

Reading - It is the interpretation of the written words which the students need to be able to solve

the certain problems.

Strategy -It is a method or plan chosen to bring about a desired future, such as achievement of

a goal or solution to a problem.

Solve. - To find the answer or explanation for.

Table- It is used to separate equations.

Translating- Means to translate the word into a mathematical equation.

Word Problem - It is a mathematics exercise presented in the form of a hypothetical situation that

requires an equation to be solved.

EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 14

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method of research/research design, subject of the study, the

locale of the study and the statistical treatment to be applied.

Research Design

This study employed the experimental method of research to test the effectiveness of

RATTS strategy in solving word problems in Intermediate Algebra.

Experimental research as defined by Good (2004), is a method or procedure involving the

control or manipulation of conditions for the purpose of studying the relative effects of various

treatments applied to members of a sample or of the same treatment applied to member of

different samples. This is an experiment where the researchers manipulate one variable,

and control/randomizes the rest of the variables. It has a control group, the subjects have been

randomly assigned between the groups, and the researcher only tests one effect at a time. It is

also important to know what variable(s) you want to test and measure.

This study was experimental in nature. In the tradition of experimental research, the

experimental group, which was subjected to the teaching with modules, had been compared with

the control group, which was subjected to the traditional lecture method. Experimental method,

Sevilla, et. al. (1992) as cited by Del Rosario, et.al (2011) represents Mill‟s Canon or principle of

research known as the method of difference. This means that the effect of a single variable applied

to one situation can be assessed and the difference determined. Summarizing the concept of

experimentation, Ary, et al., (1972) as cited by Del Rosario, et.al (2011) give three characteristics

of this method:

1. An independent variable is manipulated;

2. All other variables except the dependent variable are held constant; and
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 15

3. The effect of the manipulation of the independent variable on the dependent variable is

observed or measured.

This study which is the development of a teaching strategy needs to expose the experimental

group into the RATTS strategy and will compare the posttest results with another control group

which is exposed to the traditional teaching method. Before and after the experiment period, both

groups were given parallel form of test covering the subject matter studied during the period.

This study used a quasi-experimental design with pretest-posttest for two groups. One

group will be exposed in a new strategy and the other group has a title or no manipulation at all.

Experimental Group O1 X1 O2

Controlled Group O1 X2 O2

Where:

X1=exposure to the RATTS strategy (read, analyze, translate, table and solve.)

X2=exposure to the traditional teaching strategy

O1=pretest given by both groups

O2=posttest given by both groups

Procedure

After the content and face validation of the instrument, the researchers used the second

grading exam of the students as a basis of the pretest that will be given to the students. The

pretest was given to both experimental and controlled group. The pretest showed that there is

comparability between the two groups. After the evaluation of the pretest for both experimental and

controlled group, the researchers conducted teaching the experimental group using the proposed
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 16

RATTS strategy and the controlled group using the traditional teaching methods within 3weeks for

a total of 30 hours. Each group is given the same lesson, quizzes and homework. The posttest, in

parallel with the pretest, is given to both experimental and control group. The mean scores showed

the effectiveness of the RATTS strategy to the students.

Research Locale

The study was conducted in Juan Sumulong High School Cubao, Quezon City. It currently

has 5 school buildings namely, Del Pilar Building, Rizal Building, Sonny Belmonte building, Quezon

Building, and Pumaren Building. The school has an area of 450 square meter with a multipurpose

covered court. It is near Ali Mall Cubao.

Brief History of the School

. Juan Sumulong High School started as an annex of Ramon Magsaysay (Cubao) High

School in the school year 1961-1962 with a total population of 207 students and 10 teachers in a

rented building known as Cachero at Main Ave., Murphy, Quezon City. It became independent in

1964. The school was names after Juan Sumulong, a great nationalist of the Commonwealth.

The first principal of the school was Mrs. Sofia Javier (1964-1967). The late Miss Aurora Taguba

assumed the principalship from 1967-1971. She was instrumental in acquiring the present site and

its first building at the east side of the school.

Mrs. Virginia Littauna Medel took over the administration in 1981. It was then that a second

building was constructed. This alleviated the school's pressing problem of classroom shortage due

to the fast growing population.

In August 1982, Mr. Florencio B. Dumlao succeeded Mrs. Medel. Since then, he worked for

marked improvement in the school both in academic and in physical aspects. In line with facilities

development, he had the old grotto of the Blessed Mother repainted and landscaped. The whole

school ground was cemented and bordered with grass plots. This serves now as the school's
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 17

quadrangle, the site of the school's annual graduation rites and assembly or community-wide

conferences, notwithstanding the tournaments and sports competitions held regularly. On the

western corner of the whole site near the school state stands the bronze statue of Juan Sumulong.

Today, Juan Sumulong is a beautiful sight to behold with landscaped grounds and newly repaired

and repainted buildings. "Sumulong na ang Juan Sumulong". It is moving onwards to be one of the

best schools not only in the Division of Quezon City. It has become a school with "One vision,

together in action".

The Mission of the School

To transform Juan Sumulong High School into a school where students are globally

competitive and responsive to the demands of a technologically advancing society united in their

common goal of achieving richer and fuller lives in the service of God and Country.

The Vision of the School

To mold and produce intellectually equipped and value laden youth through relevant and

meaningful education.

Respondents of the Study

The respondents of this study are composed of 58 students all in the second year level.

They are divided into two groups, 29 students from section II-Atis which is the controlled group that

was exposed to the traditional way of teaching and 29 students from section II-Macopa which is the

experimental group that was exposed to the RATTS strategy.

Sources of Data

The population which constituted samples of the respondents in this study consists of

second year students of Juan Sumulong High School, Quezon City during school year 2012 –

2013. No regrouping of students or rearranging the seat plans was made, The usual setting was

maintained so as not to disturb the mental and environmental set of the subjects The materials
EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 18

used in this study are books, theses and dissertations from different libraries. All of the data that

will be taken from the students came from a researcher-made test (Pretest and Posttest).

Data Gathering Instrument

The data gathered for this research were taken from the results of the pre-test and post-

test of the controlled group and the experimental group from the selected topics in mathematics.

The researchers were the ones who administered the tests. The researcher-made lesson plans

and tests have been consulted to the experts in this field for further modifications and validation.

Research Instrument

The instrument used in this study is the researcher made test stands as the pretest and

the posttest.

The pretest is a researcher made test which contains word problems and was created

based from different books in intermediate algebra. To ensure the reliability of the instrument used,

it underwent content validation from different mathematics experts.

The following range and verbal interpretations were used:

81.00 - 100.00 Very High

61.00 - 80.99 High

41.00 - 60.99 Average

21.00 - 40.99 Fair

00.00 - 20.99 Poor

EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 19

10-Point Response: 8-Point Response:

 Shows complete understanding of the  Shows nearly complete understanding of the

problem‟s essential mathematical concepts. problem‟s essential mathematical concepts.

 Executes procedures completely and gives  Executes nearly all procedures and gives
relevant responses to all parts of the task. relevant responses to most parts of the task.

 Contains a clear, effective explanation detailing  The explanation detailing how the problem was
how the problem was solved so that the reader solved may not be clear, causing the reader to
does not need to infer how or why the decisions make some inferences on how or why the
were made. decisions were made.

 The response contains no errors.

6-Point Response: 4-Point Response:

 Shows understanding of the problem‟s essential  Shows insufficient understanding of the

mathematical concepts but on a certain extent problem‟s essential mathematical concepts.
only.
 The response and procedures contain major
 The response and procedures may be errors.
incomplete and/or contain some errors.
 No explanation or the reader may not
 Incomplete explanation of how the problem understand how the problem was solved
was solved causing the reader to question how causing the reader to question how or why the
or why the decisions were made. decisions were made.

2-Point Response 0-Point Response

 Shows insufficient understanding of the  The student did not answer the problem.
mathematical concepts.
 Nothing is written on the student‟s paper.
 Almost all of the answers contain major errors.

 Only the given is written on the answer sheet.

Table 1- Rubrics for Solving Word Problem

EFFECTIVENESS OF RATTS STRATEGY IN SOLVING WORD PROBLEM IN INTERMEDIATE ALGEBRA 20

Statistical Treatment

For the analysis of the data gathered the following statistical tools will be used:

 To determine the significant difference between the pretest and posttest mean scores of

the controlled group and the experimental group, two sample t-tests is used.

 To determine the mean gain score of the controlled group and experimental group, the

difference of the mean of both pretest and post test results are used.

 To test the effectiveness of the RATTS strategy, the researchers evaluated the mean gain

score if the experimental and control group and compared it.

The researcher used Minitab software to compute the data needed in this study.