ENHANCING GRADE 6 PUPILS’ PROBLEM SOLVING SKILLS IN MATHEMATICS

THROUGH 3C’S METHOD

An Action Research
of

HAZEL T. MARTINA
T-I

HILARIO K. CERNAL ELEMENTARY SCHOOL

DAVAO OCCIDENTAL DIVISION

TABLE OF CONTENTS

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 TABLE OF CONTENTS

PAGE

I. Title Page 1

II. Abstract 3

III. Acknowledgement 4

IV. Context and Rationale 5

V. Innovation, Intervention, and Strategy 8

VI. Action Research Questions 10

VII. Action Research Methods

a. Participants and/or other Sources of Data 10

and Information

b. Data Gathering Methods 11

VIII. Results and Discussion 12

IX. Action Plan 18

X. References 19

Appendices

Request Letter for School Head

Request Letter for Parents
Curriculum Vitae

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 II. ABSTRACT

The teacher always strives to explore new ways when it comes to upgrading the

learner’s availability to learn, increasing the learning experience through varied learning

opportunity and utilizing intervention material that may help the teacher achieve the

ultimate goal. Thus, this study was designed to determine the effectiveness of 3Cs

intervention in problem solving skills in Mathematics. This is due to the surprising low

test result of my grade 6 pupils during the first grading summative assessment. This

study primarily focused in enhancing the problem solving skills for ratio and proportion

word problems. These pupil’s low achievement was evident in their summative test

results.

The participants of this study were the nine (9) grade 6 pupils of section

Bonifacio of Hilario K. Cernal Elementary School,Barangay Kisulad, Sta. Maria Davao

Occidental. These nine (9) pupils consisted of six (6) boys and three (3) girls.

To achieve the target in enhancing my pupil’s performance in mathematics, an

intervention called 3 C’s was conducted. This intervention utilized a learning card which

focused on uplifting the problem solving capability of grade 6 pupils in math.

Another important aspect to consider was the time this study was conducted

made it more interesting since during that moment the entire world suffering under the

threat of a new virus.

After a month-long duration of implementation, a significant increase in the

performance was evident in the post-test result of the pupils. The findings of the study

revealed that 3C’s intervention enhanced the problem solving skills of the pupils.

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III. ACKNOLEDGEMENT

First and foremost, praises and thanks to the God, the Almighty, for His showers

of blessings throughout my research work to complete the research successfully.

It is my genuine pleasure to express my deep sense of thanks and gratitude to

the District Research Committee of Sta. Maria East District for giving me the opportunity

to do the action research and providing invaluable guidance throughout this research.

To Ma’am Girlee Chin, her vision, sincerity, dynamism and motivation have deeply

inspired me.

I would like also to thank my School Head Mrs. Elena P. Mahinay for always

inspiring me to soar high in every step in my life.

I would like also to give special thanks to my husband and my family as a whole

for their continuous support and understanding when undertaking my action research.

Your encouragement when the times get tough are much appreciated. It was a great

comfort and relief. My Heartfelt Thanks.

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IV. CONTEXT AND RATIONALE

“Hala Ka! Kagagmay sa score. Naunsa maning mga bataa ni?” This were the first

two sentences that I uttered when I was checking the papers of my grade 6 pupils for

their first quarter summative test consisting of twenty problem solving questions with

choices. A shocking reaction because I was in great disbelief that most of my pupils got

a failing score in their test contrary to their scores in the weekly self-learning modules.

As their teacher it was indeed confusing at the same time disappointing. A question

runs inside my head “Ang uban ani nila nangopya rajud siguro sa answer key ug basin

di pud jud ni sila kabalu mag answer sa word problems”.

To confirm my suspicion, I made a five item summative test in

mathematics about basic ratio and proportion word problems. I instructed the parents to

inform their respective son/daughter to answer this summative test because it’s an

essential part of their performance in mathematics. I was so eager to find out the

outcome of my investigation. It was Monday second week of January, when I received

their answer sheets for the summative test I personally made. As expected, 2 out of 9

pupils got a passing score and sadly the remaining seven did not. In fact, one of my

pupil got zero. The result of the test was a slap to my face. It was like a very cold ice

poured directly to my head.

During my daily evaluation, only 12% of the total population of the class has a

solution in the problem solving part. For those 15%, only half has the correct response.

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 For further validation of my hypothesis that my pupils struggled in solving word

problems, I casually interviewed five parents of my pupils who got failing scores in the

test. They have almost similar answers “Maam, lingo-lingo akoang anak basta problem

solving bisan pa multiple choice maam kay di jud siya kabalu magsolve. Maglibog siya

sa process maam”.

The results of the test and the response of the parents’ reveals that my pupil’s

problem solving skills is at risk. As their educator, it’s an alarming news because this

could be one of the reason they will drop-out from school. It was a basic word problem

how much more in the secondary were the topics are a little bit complicated. Problem

solving skill is one of the most essential skill needed in order for a learner to survive in

mathematics and in other subject areas.

Mathematical problem solving is a process that involves a set of factors and

tasks to achieve a defined goal. It depends on many skills and factors which therefore

makes it challenging both to learn and to teach which requires a very specific skill, the

problem solving skills.

Problem solving skills is an essential ability of the pupil in order for him to

advance in much higher skills in mathematics. This is a skill were enable a learner to

solve word problems using varied math concepts and principle.

According to Meredith Cicerchia in her book “Students Struggling with Math” many

kids have trouble with math, but some students find it more difficult than others. These

may be otherwise bright children who have a keen sense of logic and reasoning but still

perform poorly on homework, tests, and quizzes. Over time, repeated

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underperformance in math can cause a student to become demotivated and believe he

or she is “stupid” or not good at the subject

Moreover, as math is cumulative, falling behind might mean a learner misses out

on much of what is taught for the rest of the school term. Having basic math skills is

important, regardless of the career an individual chooses to pursue. That’s why it’s key

to identify issues early on. Given the right combination of classroom accommodations

and learning strategies, every student can achieve his or her full potential in math.

There are a number of reasons why a child may be having problems with math at

school, from low motivation caused by math anxiety, to a poor understanding of how to

apply and perform mathematical operations. But sometimes the root cause of under-

performance is something different, like a learning difference or a motor skills difficulty.

Books suggest to make word problems into real life situation so that the learner

can relate to the problem and will boost their interest in engaging to find solution. It

helps in engaging learners to solve the problem but their performance still remains low.

To help students achieve independence and take responsibility for their learning

is an ultimate goal of instruction, yet without intervention many students with learning

disabilities (LDs) struggle to achieve this goal. One approach to intervention includes

explicit teaching of self-management strategies. Due to there is limited time in the

school days, it is critical for teachers to implement strategies that teach self-

management in the context of teaching academic. They should select teaching methods

that are effective, efficient, portable and socially valid skills (Konrad et al. 2011).

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 To find intervention in enhancing their problem solving skills motivates me to

conduct this action research entitled” Enhancing Grade 6 Pupils’ Problem Solving Skills

in Mathematics through 3C’s method”.

V. Innovation, Intervention and Strategy

Students, their parents, and educators around the world felt the extraordinary

ripple effect of the novel coronavirus as schools are shutting down and quarantine

methods are being ordered to cope with the global pandemic. While governments and

health officials are doing their best slowing down the outbreak, global education

systems are collaborating to collectively respond and provide quality education for all

during these difficult times. Our job is to help everyone in providing quality education for

all even in these exceptional times. One strategy made by the department of education

is distant learning through Self-Learning Modules which are printed materials prepared

by teachers.

As I checked the summative test result of the pupils in math, the mean of the

scores did not reach the passing level most especially the problem solving part. I was

obliged to make intervention that is appropriate to the kind of distance learning

implemented by the school. I searched for creative interventions that could help me in

enhance the problem solving skills of my learners. In this study, the researcher

employed the three C’s intervention to enhance the problem solving skills of the pupils

in mathematics 6. This aimed to equip pupils the mastery in solving problem which is

one of the most essential competencies. Three C’s is a kind of intervention that is self-

learning. It has three integral parts (a) Cover (b) Copy and lastly (c) Compare. I used

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the term 3C’s instead of Cover-Copy-Compare to make it more appropriate to my

chosen field of study which is mathematics.

3C’s (Cover-copy-compare) is an intervention that enabled learners acquire a

range of academic skills and achieve self-management (Joseph et al., 2012).

Journal of Human Services: Training, Research, and Practice enumerated the

five-step process of traditional three C’s procedures : (1) the student examines a math

problem and its solution; (2) the student covers the problem and writes the problem and

answering the adjoining column; (3) the student uncovers the first column and

compares the problem with the correct solution to the one written; (4) if the problem and

answer match, then the student moves to the problem in the next row; and, (5) if the

problem and answer do not match, then the student copies the problem and answer into

the next three columns before moving to the item in the next row. The three C’s method

provides frequent opportunities to practice solving basic math facts and receive

immediate corrective feedback, while working at one’s own pace.

In the study written by Skinner, Bamburg, Smith, & Powell three C’s method is

effective particularly in the case for students with attention deficit/hyperactivity disorder,

because it includes key features of effective instruction: (a) modeling, (b) high rates of

correct responding, (c) ample practice, and (d) corrective feedback.

Studies shows that three C’s is effective for teaching spelling and math. The

method also reveals promising results for other content areas. In general, they found

that CCC appears to yield more dramatic improvement in performance for students with

disabilities than for those without disabilities. Additionally, when CCC was combined

with other instructional components, such as reinforcement for correct responding, goal

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setting, or extra practice, results were even stronger (Joseph et al. (2012). This

motivated the researcher to conduct this study.

VI. ACTION RSEARCH QUESTION

Pupil’s low mastery in baIsic skills needed to continue for higher learning skills is

one of the reasons why pupils are at risk of dropping out. This intervention served as

reinforcement for their learning thus, this study sought to find answer to the question

below:

How will 3C’s Method enhance the Grade 6 pupils’ problem solving skills in

Mathematics of Hilario K. Cernal Elementary School?

VII. ACTION RESEARCH METHODS

a. Participants and/or other Sources of Data

The participants of this study were the nine (9) grade 6 pupils of section

Bonifacio of Hilario K. Cernal Elementary School. These nine (9) pupils consisted of six

(6) boys and three (3) girls. The researcher chose these pupils since they were

performing low especially in mathematics based on their academic performance. Their

ages were ranging from 10 to 12 years old.

I intentionally further chose these 9 pupils of the grade 6 class as the participants

of this study because of the strategic location of their houses from three different sitios

of the barangay where they resided.

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 The participants came from less fortunate families whose primary source of

income were making charcoals from trees, farming and fishing. Four of the pupils had

parents who have not finished primary education.

b. Data Gathering Methods

This study was conducted on March to May of this year. This study only focused

on problem solving skills of the learners.

There were four phases of this study: (1) pre-test (2) implementation of the Three

C’s through home visitation (3) Posttest and lastly (4) the interview. The teacher

conducted home visitation in administering the intervention and interview.

The researcher conducted pre-assessment on the second week of March. A test

paper consisting of ten problem solving items was provided to the participants of this

study. Whole month of April was scheduled for home visitation and implementation of

the three C’s. Posttest was conducted on the first week of May. The remaining weeks of

May concentrated in interviewing the pupils. The following instruments were applied:

Pretest and Posttest. These tests measured the participants’ level of problem

solving skills in mathematics before and after the administration of the 3Cs intervention.

Reflective Journal. This journal was used during the interview with the

participants. All the feedback given by the participants were tallied in the journal and

other essential information that could help determined the outcome of this study.

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VIII. DISCUSSION OF RESULTS AND REFLECTIONS

For almost nine years in this type of service I am already exposed to some

perennial problems about the pupils’ academic performance and among all the subjects,

pupils really find Mathematics as a very challenging subject to learn. It made me feel

guilty especially that it is my line of expertise. I always asked myself, ‘How can I improve

them? What else should I do? Am I missing something?’

This study was determined to answer whether the 3C’s intervention had improve

the problem solving skills of grade 6 pupils in mathematics. Despite a very challenging

situation, this study was pursued amidst pandemic times where face to face classes are

prohibited. To ensure health and safety, the researcher together with the pupils strictly

followed social distancing, wearing of face mask and shield during the conduct of this

study.

Before the researcher conducted this study, a letter was sent to the parents of

the pupils then the parents were asked to sign the letter as a proof that they allowed

their child to undergo in this study. Another letter was sent to the school head and

district supervisor for approval in the conduct of the study.

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 I started to conduct this study on March 19, 2020 through a letter sent to all the

parents of grade 6 selected pupils of Hilario K. Cernal Elementary School. The parents

were informed that their children were the chosen as the participants, as to help them

improve their academic performance in Mathematics .

On March 22, 2020, a pretest was administered through a ten item quiz on ratio

and proportion. (The researcher selected ratio and proportion as the topic since this

lesson was already undertaken during the second quarter trough modules and based

on the results of the assessment their mean score was very low.)

The researcher conducted home visitation for pretest administration. Of the 9

pupils, two of them got 4, three got a score of 2 while the rest got only 1. The results

showed by a very low mean percentage score of 20%, which I considered a very

frustrating truth. The pupils really needed an intervention to help them learn.

The whole month of April 2020 was scheduled for the implementation of the 3 C’s

intervention. The researcher created the 3C’s Learning Card to be utilized as the

intervention material. The researcher visited the participants of the study individually on

a given schedule. Together with their parents the researcher explained the reason and

the manner of employing the intervention and the utilization of the 3C’s learning

materials. The duration of 3C’s intervention for each participant was 2 hours per week.

The 3C’s Learning Card started from simple ratio and proportion problem to the

most complicated one. There were five sets of word problems (Ratio and Proportion)

arranged from easy to difficult. The researcher told the pupils that they are going to

receive 3C’s cards folded into three regions. The pupils followed these simple steps. 1;

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read carefully the ratio and proportion word problem together with the correct solution

located in the middle part of learning card. The pupil was given one minute to complete

this task. After one minute, the researcher then covers the word problem. 2; answered

the problem similar to what was shown to him/her in the first step for another minute

(the answer was written in the copy region of the learning card). 3; compared his/her

answer to the correct solution. The researcher gave the pupil enough time to check

his/her work. At this moment, the pupil needs to determine in which part of his/her

solution was erroneous. If the pupils mistakenly answered the problem, the pupil needs

to repeat the procedure from the beginning. There is no limited number for trial. The

process only stops when the pupil got the correct solution. The pupils were asked

about their reaction/comments about the study.

During the first implementation, no pupil got the correct answer for only one trial

in all sets of problem, two achieved the correct answer in two repetitions problems 1,2

and 3 while seven pupils got the correct solution in multiple repetitions for all problem

sets. All of the students said; (nakulbaan man gud ko maam woi) I got nervous ma’am.

Four of them said; (lisod man kaayu memorizon maam kay daghan ug numero) it was

hard to memorize since there were plenty of numbers.

In the second week of implementation, there was a sign of improvement. Three

pupils got the correct solution for one process for problems 1 and 2, four of them in two

attempts for problems 1-4.. Some of the participants said; (dali nalang siya maam kay

nafamiliarize na naku ang process) it was easy since I already familiarized the process.

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 Third week implementation, more sign of progress. Six pupils got the correct

answer for problems 1-4 in one attempt only. For problem number 5, only one pupil got

the correct solution in first try.

The conduct of post-test was administered on April 26-30, 2020 through home

visitation. The result of the post-test was; one pupil got 8 points, one got 6, three got 5

points, two pupils got 3 points and two pupils got a 2 score. Based on the result, the

MPS was 43.33 % and by observation you can simply tell that there is a difference

between the pre-test and post-test scores. For better comparison of the pre-test and

post-test scores the bar graph was used below.

Figure 1. Bar Graph for Pre-Test and Post-Test Results

Mean Percentage Score

4.5

3.5

2.5

1.5

0.5

0
Pre-Test Post_Test

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 Figure 1 shows that the mean percentage score of the participants before

employing the intervention was only 20 %, but after the 3C’s was applied it increases to

43%. Based on the shown data it is safe to say that there was a slight difference in the

performance of the pupils before and after the implementation of 3C’s intervention.

To determine if this differences in scores was significant, the researcher used

paired sample t-test at 0.5 level of significance. The researcher used the statistical tool

mentioned above and yielded a probability value of 0.000177 which less than the level

of significance. Based on the results, the researcher finally concluded that there was

significant difference between the pre-test scores of the pupils and post-test.

After the thorough analysis of data gathered, the researcher conducted an

interview to the pupils individually through home visitation on the first week of May

2020. The researcher prepared a reflective journal for record purposes. The following

questions were used during the interview; 1. (for pupils) Did the intervention (3C’s) help

you improve your learning experience? In what way? 2. (for the parents) What have you

observed to your child’s behavior after the intervention was implemented?

Based on the feedback of the participants, 5 pupils said; (nakatabang siya maam

kay mas nakasabot ko maam kadtong naa nay learning card kay makita dayun naku

ang process kung giunsa pagkuha ang answer) it help them understand better when

they used learning card since they can easily see the process on how to get the answer.

Seven pupils said; (nakatabang siya kay mas giganahan ko ug answer maam kay

macompare man gud dayun namo amoang answer sa kung unsa ang tama. Makit an

dayun nako asa ;pud ko namali dapit.) it help because it motivated me to answer since I

can easily compare my solution from the correct one. I can easily figure out in what part

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of my solution has the error. Four pupils said that; (nakatabang siya sa akoa tungod kay

mas dali naku nafamiliar ang process sa correct nga solution) It really helped me since I

could familiarize easily the coreect process of the solution. Two of them answered;

(wala maam kay naglisod raman gihapon ko kay dli paman ko kabalu mo times ug

divide) No Ma’am because I find it difficult to answer cause I don’t know how to multiply

and divide.

For the parents, six of them said; (mas giganahan ug solve akoang bata kay

macompare niya iyahang answer ug ang tama nga solution) My child was much eager

to answer since he/she can easily compare his/her answer to the right solution. Two of

the parents said; (murag wala may kausaban maam) There is no changes in the

behavior.

Reflection

3C’s is an intervention material especially designed to enhance a specific skill or

competency. In case of this study, 3C’s was used specifically for improving the problem

solving skills of grade 6 pupils in Mathematics. This intervention used a learning card

the same with the materials used in Strategic Intervention Material (SIM) but it has only

three parts. 3C’s learning card was folded into three. The first folded part was used for

covering (Cover). Second was used for the printed sample problem with the complete

step by step process for solution to be copied by the pupil in the third folded region of

the card. Then the pupil will compare the given solution and his work. Adjustments will

be applied if the solution does not match. Repeat the procedure until the identical

solution is achieved.

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 Based on the findings, the researcher concluded that 3C’s intervention was

effective in improving the problem solving skills of grade 6 pupils. Thus, the researcher

strongly suggested the following recommendations; 1. Apply 3C’s in other least

mastered competencies in Mathematics, 2. Pupils who are performing academically low

in Math could be given frequently with 3C’s as additional and supplemental activity, 3.

Apply 3C’s in mastering the four fundamental operations in Math.

IX. ACTION PLAN

AREA OF OBJECTIVES ACTIVITIES/ RESOURCES TIME FRAME ESTIMATED

FOCUS METHODS OR COST
STRATEGIES
Materials for To purchase Ask the school head if Personal March, 2021 Php 500
the participants 1 ream of the material could be Fund
bond paper, 1 purchased or
box of staple, provided by the
1 stapler. school.
Administration To conduct The intervention will Personal April-May, Php 300
of the the be administered Fund 2021
intervention intervention through home
program program. visitation.
Data gathering To gather and The researcher will Personal April-May, Php 300
collect the collect the data right Fund 2021
data to be after the participants
tabulated and finish to answer the
analyzed. posttest
questionnaire.
Data Analysis To analyze Statistical tools will be Personal April-May, Php 300
the data used to treat the data. Fund 2021
gathered.
Finalization of To finalize Editing and finalizing Personal May, 2021 Php 100

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 the and finish the context of the Fund
manuscripts editing all the manuscript of all the
sections of sections of the study.
the study.
Final Printing To produce The soft copy of the Personal May, 2021 Php 200
copies of the study will be printed Fund
study through using the school
a printer. printer to minimize the
cost of the study.

X. REFERENCES

Apisitwasa, N., Perngparn, U., & Cottler, L. (2018). Effectiveness of School-and

Family-Based Interventions to Prevent Gaming Addiction Among Grade 4-5

Students in Bangkok, Thailand. Psychology Research and Behavior

Management: 103-115. http://www.dovepress.com

Khazaal, Y., Breivik, K., Billeux, J., Zullino, D., Thorens, G., Achab, S., Gmel, G.

and Chatton, A. (2018). Game Addiction Scale Assessment Through A

Nationally Representative Sample of Young Adult Men: Item Response Theory

Graded – Response Modeling. Journal of Medical Internet Research /vol. 20/

iss.8/ e10058/ p.1. http://www.jmir.org/2018/8/e10058/

19 | P a g e Hilario K. Cernal Elem. School

Van Rooij, A. J. (2011). Online Video Game Addiction. Exploring a new phenomenon

[PhD Thesis]. Rotterdam, The Netherlands: Erasmus University Rotterdam

APPENDIX I

REQUEST LETTER FOR SCHOOL HEAD

ELENA P. MAHINAY
ESHT-III
HILARIO K. CERNAL ELEMENTARY SCHOOL
Kisulad, Sta. Maria Davao Occidental

March 15, 2021

Dear Maam:

Greetings of Peace!

I am currently conducting an action research on ENHANCING GRADE 6 PUPILS’

PROBLEM SOLVING SKILLS IN MATHEMATICS THROUGH 3C’S METHOD. In this

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view, may I request your good office for the permission to conduct this study of my nine

Grade VI pupils in Hilario K. Cernal Elementary School School Year 2020-2021.

I am deeply hoping your favorable response to this request.

Thank you.

Your truly,

HAZEL T. MARTINA
Researcher

APPENDIX II

REQUEST LETTER FOR PARENTS

PARENTS OF VI PUPILS
HILARIO K. CERNAL ELEMENTARY SCHOOL
Kisulad, Sta. Maria Davao Occidental

Dear SIR/ MAAM:

Greetings of Peace!

I am currently conducting an action research on ENHANCING GRADE 6 PUPILS’

PROBLEM SOLVING SKILLS IN MATHEMATICS THROUGH 3C’S METHOD. In this

view, may I request your permission to conduct this study in your son/ daughter.

I am deeply hoping your favorable response to this request. Thank you.

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Yours truly,

HAZEL T. MARTINA
Researcher

CURRICULUM VITAE

HAZEL T. MARTINA
KISULAD, Sta. Maria, Davao Occ.
Mobile No.:9393326015
Email: [email protected]

PERSONAL BACKGROUND
Nationality: Filipino
Sex: Female
Marital Status: Married
Date of Birth: March 15, 1989
Place of Birth: Kisulad,Sta. Maria, Davao Occidental
Religion: Christianity
Father: Virgilio C. Talaid
Mother: Daylinda A.Talaid (deceased)
__________________________________________________________________

EDUCATIONAL ATTAINMENT

Southern Philippines Agri-Business And Marine And Aquatic School Of

Technology
Bachelor of Secondary education Major in Mathematics
2007-2011

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Basiawan National High School
Secondary Education
2001-2005

Kisulad Central Elem. School

Elementary Education
1997-2001

_________________________________________________________________
WORK EXPERIENCE

Department of Education
Teacher I
Hilario K. Crnal Elem. School
Kisulad,Sta. Maria East District, Division of Davao Occidental
2012-Present

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