THE USE OF VENN DIAGRAM AS VISUAL MATHEMATICAL

REPRESENTATION (VMR’s) TO MEET THE DIFFICULTIES OF THE GRADE 7

STUDENTS IN SOLVING MATHEMATICAL WORD PROBLEMS

Proponent: MARK RYAN F. BANCUAL

T-I, TALAONGA NHS

I. Context and Rationale

Mathematics plays a big role in our everyday life and has become an
indispensable factor for the progress of our present-day world. Counting starts
from day one of the birth of a person. Most students would like to know why they
have to study various mathematical concepts.

In mathematics, ineffective instructional strategies may explain the poor

problem-solving performance of students with learning disabilities. One
commonly used instructional approach is the “key word” strategy, in which
students are taught key words that cue them as to what operation to use in
solving problems. For example, students learn that altogether indicates the use
of the addition operation, whereas left indicates subtraction. Similarly, the word
times calls for multiplication, and among indicates the need to divide. However,
Parmar et al. (1996) argued that “the outcome of such training is that the student
reacts to the cue word at a surface level of analysis and fails to perform a deep-
structure analysis of the interrelationships among the word and the context in
which it is embedded” (p. 427).

Venn diagrams have turned out to be visual tools that are enormously
popular, but diagrams to help visualize relationships between classes or
concepts in logic had existed prior to those of John Venn. The use of diagrams to
demonstrate valid logical arguments has been found in the works of a few early
Aristotelian scholars and appeared in the works of the famed mathematicians
Gottfried Wilhelm Leibniz and Leonhard Euler.

In a 1686 fragment (which remained unpublished for over 200 years), the
universal genius Leibniz illustrated all of Aristotle’s valid syllogisms through circle
drawings. In 1761, the much-admired master mathematician Euler used almost
identical diagrams to explain the same logical syllogisms. One hundred and
twenty years later, John Venn ingeniously altered what he called “Euler circles” to
become the familiar diagrams attached to Venn’s name. This paper explores the
history of the Venn diagram and its predecessors.

A Venn diagram is an illustration that uses circles to show the

relationships among things or finite group of things. Circles that overlap have
commonality while circles that do not overlap do not share those traits. Venn
diagram help to visually represent the similarities and differences between two
concepts.

According to the study of Bautista et al 2010, Young Filipino students are

expected to solve mathematical word problems in English, a language that many
encounter only in schools. Using individual interviews of 17 Filipino children, we
investigated why word problems in English are difficult and the extent to which
the language interferes with performance. Results indicate that children could not
solve word problems independently when these were given in English. However,
appropriate interventions such as presenting problems in Filipino or narrating
them led to improved performance. Implications for teaching are proposed.

It is for this reason that the researcher embarks on developing and validating
the use of Venn diagram as visual mathematical representation (VMR’s) in
solving mathematical problems this will help the mathematics teachers to cope
up with the problem on mathematical word problems.

II. Action Research Questions

This study aimed to use of Venn diagram as visual mathematical

representation (VMR’s) to develop the skills of the students in solving

mathematical problems. Specifically, it sought to answer the following sub-

problems:

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 1. What is the level of performance of Grade 7 students in solving

mathematical problems before the use of Veen diagram as visual

mathematical representation (VMR’s)?

2. What is the level of performance of Grade 7 students in solving

mathematical problems after the use of Venn diagram as visual

mathematical representation (VMR’s)?

3. Is there a significant difference between the level of performance of Grade

7 students in solving mathematical problems before and after the use of

Venn diagram as visual mathematical representation (VMR’s)?

III. Proposed Innovation, Intervention, and Strategy

Due to several factors students nowadays cannot comprehend even

simple problems related to mathematics. In addition, this pandemic can made

even worse due to the absence of teachers in doing their modules at home.

The main purpose of this action research is to use Veen diagram as visual

mathematical representation in solving mathematical problems. This intervention

material was used to improve the level of performance of the Grade 7 students in

mathematics.

The said Venn diagram used as a visual mathematical representation of

the teachers and students to simplify the word problem in mathematics. This

includes different types of Venn diagram and thoroughly discuss to the students

before it was given to them.

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 To ensure the content of the activities it was first consulted to the experts

such as Headteacher in math as well as master teachers. It was also coherent to

the learning competency of the Department of Education.

A pre-test and post test were given to the students. Pre-test determines

the performance of the grade 7 students before the use of the innovation while

the post test used to determine whether the innovation really effective tool to

improve the performance of the students in solving mathematical problems.

The effectiveness of the teaching tool determined using the following

instrument: assessment tool for evaluating the worksheets by the experts, pretest

and posttest results. The pretest and posttest items were drawn from item banks,

related references, and research-made tests.

This intervention was conducted during home visitation to all grade 7

students of Talaonga National High school. In addition, parents, teachers and

advisers were directly involved in the study. Junior high school students from

Grade 8-10 and senior high school students from other strands will not be

included in the study.

IV. Action Research Methods

This study utilized a pre-experimental research design, specifically the

one-group pretest-posttest design. This design is appropriate as it aims to

develop and validate the use of Venn Diagram as VMR’s. There is a single

selected group under observation, with a careful measurement being done

before applying the experimental treatment and then measuring after

(MartynShuttleworth, 2009). The design follows basic research steps but fails to

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include a control group. It is one of the methods for determining the effectiveness

of an intervention.

Figure 1: Research Design of the Study

The use of
Veen Diagram
as VMR’s to
meet the
50 Grade 7 difficulties of
Pre-Test the Grade 7
Post-Test
Students
students in
Solving
Mathematical
Word Problems

A. Participants and/or other Sources of Data and Information

The design involved one group, which was formed by random

sampling. This includes fifty (50) participants. These respondents were come

from Grade 7 enrolled students at Talaonga National High School School

Year 2021-2022. This was done because of the pandemic. The treatment

Veen Diagram used to address the needs of the students to meet the

difficulties of the students in solving mathematical problems. The treated

group will be pretested and post-tested and the results were analyzed to

determine the difference in the performance before and after the intervention.

The study was taken from primary source and that is the pre-test and

post-test result of the students

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 B. Data Gathering Methods

Instruments

The use of Veen Diagram as VMR’s to meet the difficulties of the

Grade 7 students in Solving Mathematical Word Problems

The researchers used pre-test in identifying the knowledge of students in

solving mathematical word problems. These was developed by the researcher

and validated by experts. The level of performance was identified by using pre-

test which will serve as the basis in developing Venn diagram used as visual

mathematical representation (VMR’s).

The implementation of the said action research was done in one grading

period specifically second grading period. A pre-test was given to the students

and identify their level of performance in solving mathematical problems.

Afterwards, the researcher utilized the validated tool or innovation to address the

difficulties in solving mathematical problems. It was done during home visitation

wherein one on one lesson was done at the same time assess the effectiveness

of the tool through posttest.

Pre-test and Post-test

The pre-test and post is the same multiple choice type of test consist of 35-

items. Each item in the pre-test and post-test is aligning to the present learning

competencies of Grade 7 mathematics and all involves on mathematical word

problems. This instrument will be used to determine the effects of used of Venn

diagram in improving the performance level of the students in solving

mathematical word problem. The test items came from different sources

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especially books on research, internet sources and etc. A table of specification

will be used as a guide in the preparation of the pre-test and post-test items.

Survey

The survey contains questions pertaining to the assessment and

effectiveness of the tool or innovation. The pre-test and post test will be in a form

face to face implementation which includes the questions align to the learning

competencies in Mathematics 7. This will help the researcher to identify easily

the effectiveness of the Venn diagram to the performance level of the students.

Date Gathering Procedure

The researchers submitted a communication letter to the Principal and

requesting his/her permission and help regarding the study. This was to illicit

permission to conduct the study as it involved their school. Upon approval, the

study process began. The researcher developed the instruments which have

been evaluated by 5 experts from the Sorsogon Province. The experts’

suggestions and recommendations were considered in the revision or

refinements of the instruments.

In the administrations of the instruments, both the teachers/adviser, students,

and parents will be informed that intervention are not intended for evaluating

them but to address the difficulties in solving mathematical word problems and

that the results will not affect their grades. Further, they were informed that the

purpose of the study is to give what is the best for the students especially in

mathematics.

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 A pre-test was administered prior to the implementation of the intervention.

The pre-test worksheets were given to students as their homework to help

students explore and gain deeper understanding of the concepts outside of the

classroom time due to pandemic.

A post-test was given after the intervention or the conduct of the intervention.

This test identified if there is an improvement to the performance of the students

after using the said learning material. In addition, this test also identified the

effectiveness of the intervention.

The data which have been acquired from different instruments were collated

and analyzed using appropriate statistical tools. The triangulation of the results of

the analysis of data was used in determining the effect of intervention in

addressing the difficulties in solving mathematical word problems in

mathematics.

C. Data Analysis Plan

The students ‘difficulties in understanding learning competencies in 3 Is have

been identified using pre-test. The researchers employed quantitative analysis.

Quantitative Analysis

The quantitative was employed to determine the effect of Venn diagram as

VMR’s in addressing the difficulties meet by Grade 7 students in solving

mathematical word problem. The data gathered were tabulated and analyzed

using frequency count, percentage mode, and arithmetic mean. Likewise, the

difference in the pre-test and post-test results was used to determine the

effectiveness of the intervention.

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 Frequency Count. It was used to organize or summarize the data. It is an

arrangement that shows how often the data occurs (Lyndsay T. Wilson,

2010).This measure was used in profiling the pre-test and post-test results of

the treated group.

Percentage. Used to denote the positional importance of an item or

response and is denoted by the following formula (Lyndsay T. Wilson, 2010):

P = F x 100

Where: P = percentage N = total number of respondents

F = frequency 100 = constant

Mean. It is a measurement of central tendency. It characterizes the

average of a given data (Turner, 2013). This was used to express the mean

score of the students in the pre-test and post-test on each learning

competencies in Mathematics 7.

Mean Difference. This was determined between the pre-test and post-test

and used to measure the effectiveness of the intervention in addressing the

difficulties in solving mathematical word problems.

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I. Action Research Work Plan and Timeline

The work breakdown fromphase 1 of the webinar to thefull implementation

will be as follows:

ACTIVITIES SCHEDULE DURATION

A. Project identification and selection October 5-10, 5 days

1. Identifying problems 2021

B. Project initiation and planning October 11-15, 5 days

1. Action research proposal 2021
2. Submission of the action research
proposal to the Schools Division
Research Committee
3. Construction and Validation of Pre-
test
4. Conduct of the pre-test
October 16-20,
5 days
2021

C. Intervention development and validation November 2-7, 1 week

1. Development of intervention 2021
2. Validation of intervention by experts
D. Pilot testing of the intervention November 8-14, 1 week
3. Pilot testing of the intervention on the 2021
identified students
4. Conduct of the intervention November 17-21, 3 days
5. Utilization of intervention 2021

E. Data gathering and data analysis November 22-31, 2 weeks

1. Conduct of Post-test 2021
2. Conduct of documentary analysis
3. Data analysis of the data
gatheredusingdescriptive statistics
6. Evaluation of the effectiveness of the December 1-5, 1 week
webinar 2021

F. Communicating results December 26- 1 week

30,2021

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II. Cost Estimates

The cost estimates are presented as follows according to the work

breakdown presented in the work plan and timelines.

EXPENSES

ACTIVITIES
PARTICULARS COST

A. Project initiation and For printing:

planning
B. Intervention  Ink (8 bottles @ ₱295.00 ₱2,360.00
development and each)
validation  Bond Paper (4 reams of
C. Pilot testing of the Substance 20 8x11 and
₱1000.00
intervention 8x13.5 Size)
7. Conduct of  Binding Cost
intervention  Intervention production
D. Data gathering and  Food Allowance during the ₱3,000.00
data analysis conduct of the research
8. Evaluation on the  Transportation cost ₱3,000.00
effectiveness of the  Load allowance cost
intervention ₱2,500.00

₱1,500.00

₱8,000.00

E. Communicating  Snacks and lunch for ₱6,400.00

results/Research trainees and speaker for
dissemination 40 participants in one day
activities (160.00 each per day)
 Certificates of participants

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 ₱1,500.00

Total ₱29,260.00

III. Plans for Dissemination and Utilization

The result of the studywill be disseminated and utilized during the

Learning Action Cells (LACs) and/or In-Service Training for junior high school

mathematics teachers in Talaonga National High School.

References:

 Swindoll, C. R. (2012). Quotable quotes. Retrieved from http://

www.goodreads.com/ quotes/ 267482-the-longest-i-live-the-more-i-realize-

theimpact.

 Shaukat, S., et.al. (2014). Postgraduate students’ attitude towards

research. Bulletin of Education and Research, 36(1), 111-122.

 Wilson, Lyndsay T (2010). Descriptive Statistics. Retrieved from

https://explorable.com/descriptive-statistics

 Papanastasiou, E.C. (2005). Factor structure of the “attitudes towards

research” scale. Statistics Education Research Journal, 4(1), 16-26.

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