1. Lessons Using Model Method Approach in Teaching Word Problem Solving ? 40 PERLA P. NEQUINTO Teacher III/Research Proponent Region XII Division of South Cotabato Tupi North District, Tupi Central School

2. Introduction The Development and Validation of Instructional Materials The Model Method Approach (MMA) Rationale

3. Research Purpose 2.validate the lessons by the panel of experts and the try-out pupils; and 3.revise the lessons to its final form based from the result of the validation. 1. Develop lessons using Model Method Approach (MMA) in teaching word problem solving; Specifically, the purpose of the study is to:

4. Conceptual Framework Model Method Approach Concepts from Cheong (2002), Kho, (1982), Yeap (2008), Clark (2010); Aguilar (2008) on Block Model Approach; Concrete-Pictorial- Approach (CPA) of Bruner (1996); Stages of Development Theory of Piaget (1896-1980); the Problem Solving Model from Polya (1973); and the Instructional Materials Development from Simbulan (2001) Pre-development TAT Planning Material Preparation Development Writing of the lessons Organizing materials & lessons Formatting the materials Post- development Evaluation by experts Evaluation by try-out group

5. Model Method Approach as integrated with Polya’s Model Understand Plan Solve Look Back Model Method Lessons in Solving Word Problems Addition Subtraction Multiplication Division Fractions Time Measure Area-Square & Rectangle Capacity

6. The Research Locale: Tupi Central School,Tupi North District, Tupi, South Cotabato, S.Y. 2010-2011. The Research Design: Research and Development ( R & D) design Methodology and Research Design Tryout Group of the Study: 51 heterogeneously grouped grade three pupils Sampling Procedure: Purposive sampling procedure

7. The Research Procedure The researcher sought permission from proper authorities through channel; and followed the R & D procedure of Simbulan (2001); prepared the TAT Pre- development stage Thirteen lessons using MMA were developed. Development stage Lessons were validated by the panel of experts and the 51 tryout pupils Lessons that need more elaborations were revised and improved. Post- development stage

8. The Instruments for Evaluation the 19-item evaluator’s checklist for the panel of experts the 10-item evaluation opinionnaire for the tryout group (adopted from Salera, 1995 and Salceda, 2005 with slight modifications to fit in the present study)

9. Scoring Procedure Range of Mean Rating Qualifying Description Qualifying Statement 3.50 – 4.0Very much agree When all the provisions in the lessons are satisfied very adequately 2.50 -3.49Much agreeWhen most of the provisions in the lessons are satisfied adequately 1.50 – 2.49Little agreeWhen some of the provisions in the lessons are satisfied 1.00 – 1.49Not at allWhen provisions are absent, thus, inadequate

10. Treatment of the Data To determine the suitability and the validity of the lessons, the mean result of the evaluators’ ratings were used and the mean result and the standard deviation of the tryout pupils’ responses were utilized. In response to objective #1, qualitative descriptions on the development and validation was done..

11. In response to objective # 3, qualitative description was given. To answer objective # 2, mean and standard deviation of the responses was taken

12.  Evaluation and Validation of the Lessons Evaluation of the lessons by the Panel of Experts The first revision of the lessons considered the general comments and suggestions of the panel of experts particularly focused on the manipulative materials which should indicate measurement or scale.

13. The lessons were evaluated according to the set criteria : appropriateness, clarity, relevance and congruence. Each criterion consisted of the items answerable by Very much (rating 4), Much (rating 3), Little (rating 2) or Not at all (rating 1).

14. Table 1 Summary of the Results of the Evaluation by the Panel of Experts (n=3) ItemMeanQualitative Description A. Title (definite and appropriate)4.0Very much agree B. The Objectives (clear and relevant) 4.0Very much agree C. Materials (reusable, appropriate, relevant, clear procedures) 3.78Very much agree D. The Activity (clear, congruent, appropriate for low, average and high pupils) 3.89Very much agree E. The Word Problems (congruent, clear, real, promote HOTS, complete, develop concepts through MMA) 4.0Very much agree Overall3.93Very much agree

15. Validation of the Lessons by the Tryout Group Table 2 Summary of the Overall Results of the Ratings Done by the Tryout Pupils in the Thirteen Lessons through Pupils’ Opinionnaire (n = 51) Items.d.Q.D. 13.990.08Very much 23.950.18Very much 33.940.20Very much 43.860.31Very much 53.320.41Much 63.640.45Very much 73.900.27Very much 83.930.24Very much 93.910.26Very much 103.950.22Very much Overall3.850.09Very much

16. The Revisions of the Lessons Based on the Comments and Suggestions of the Panel of Experts and the Tryout Group No major revisions were made except for some clerical and grammatical errors to the textual content of the materials, since the evaluators found the lessons using Model Method Approach in teaching word problem solving to be appropriate, relevant, clear, interesting, and workable for the users.

17. Summary of Findings The following are the findings of the study: 1.The 13 lessons developed using Model Method Approach (MMA) in teaching word problems were found to be appropriate, clear, relevant and congruent to the objectives, title and materials. 2.The panel of experts and the try-out group evaluated the lessons to be very adequate. 3.The final form of the lessons using MMA was revised and produced for actual classroom use.

18. Conclusions and Recommendations Conclusions 1. The 13 lessons developed using the Model Method Approach in teaching word problems were found to be appropriate, clear, relevant and congruent to the objectives, title and materials; therefore, the developed lessons using the Model Method Approach (MMA) are materials that could strengthen the problem solving skills of the pupils.

19. 2. The panel of experts and the tryout group evaluated the lessons to be very adequate; hence, these MMA lessons could be utilized as supplementary materials in teaching word problems in mathematics. 3. The final form of the lessons using MMA was revised and produced for actual classroom use; thus, the MMA lessons could help teachers in teaching word problem efficiently.

20. Recommendations 1. The Grade Three mathematics teachers shall use the Model Method Approach lessons in teaching word problem solving and adjust it to the MTB-MLE in their locality. 2. Administrators may encourage teachers to make their own teaching devices and may try using the Model Method Approach lessons to teach word problem solving.

21. 3. Pupils are suggested to be exposed to creative and innovative strategies like the Model Method Approach to provide rich and varied exposure to learn the new trends in Mathematics. 4. Administrators may design and implement in-service trainings for teachers in the preparation of instructional materials like the Model Method Approach and tap the trained teachers to give the training.

22. Thank You VERY MUCH!!