RESEARCH DAY 1 SEMINAR GROUP RESEARCHFUL

RESEARCH

1. GROUP 6 RESEARCHFUL

2. Problem Identification Grade V pupils having a low performance rate in solving routine and non-routine problem.

3. Research Problem How can teachers enhance the problem-solving skills of the Grade 5 pupils in Mathematics?

4. Data to Support the Problem School Consolidated Least Learned Competencies in Periodical Test 2022-2023 2023-2024 M5NS-Ia-87.3 Solves routine and non-routine problem M5NS-Ia-87.3 Solves routine and non-routine problem M5Ns-lb-92.2 Solves Routine or non-routine problem M5NS-Ia-87.3 Solves routine and non-routine problem M5NS-Ia-87.3 Solves routine and non-routine problem M5Ns-lb-92.2 Solves Routine or non-routine problem

5. Project All Numerates Result

6. Project All Numerates Result

7. Conventional Teaching Method Lecture-Based Method It is a method of teaching that relies primary on the use of a chalkboard for instruction. Teacher-Centered Approach “ Sage on the stage style ” Providing direct instruction via lecture

8. Step 4 Conventional Teaching Method Why not effective? Limited Interaction Lack of Real-World Application Diverse Learning Styles Critical Thinking

9. Step 5 Teaching Intervention for Word Problem Graphic Organizer : helps students breakdown problems into manageable parts. (Findley, n.d.) Schema-Based Instruction : Encourages categorization of problems by type.(Woodward et al., 2018) Inquiry-Based Learning : Promotes problem-solving through exploration ( Findley,n.d .). Simulation

10. Step 6 Identify the Gaps in Existing Interventions 1. Direct Instruction Failure to Foster Critical Thinking: Direct instruction often emphasizes rote memorization and passive learning, which can hinder the development of critical thinking skills. Research indicates that students learn better when they engage in problem-solving activities rather than simply receiving information (Hattie, 2009). 2. Cooperative Learning Inequitable Participation: While cooperative learning aims to promote teamwork and communication, it can sometimes lead to unequal participation among students. Some individuals may dominate discussions, while others remain passive, resulting in a lack of comprehensive understanding for all group members (Johnson & Johnson, 2009). 3. Inquiry-Based Learning Insufficient Structure for Young Learners: Inquiry-based learning encourages exploration and questioning; however, it may lack the necessary structure for Grade 5 learners who require guidance in developing their problem-solving skills. Without adequate scaffolding, students might struggle to formulate effective questions or pursue inquiries productively (Bell et al., 2010).

11. Step 6 Identify the Gaps in Existing Interventions 4. Technology-Enhanced Learning Overreliance on Technology: While integrating technology into teaching can enhance engagement, it may also lead to overreliance on digital tools. This can detract from the development of fundamental problem-solving skills as students might depend on technology for answers rather than developing their analytical abilities (Higgins et al., 2012). 5. Differentiated Instruction Challenges in Implementation: Although differentiated instruction aims to cater to diverse learning needs, teachers often face challenges in effectively implementing this approach due to large class sizes and varying levels of student readiness. As a result, some students may not receive the tailored support they need to develop problem-solving skills (Tomlinson, 2014). References Bell, R. L., Smetana, L., & Binns, I. (2010). Designing effective inquiry-based science lessons. Science Teacher, 77(1), 30-34. Higgins, S., Xiao, Z., & Katsipataki , M. (2012). The impact of digital technology on learning: A summary for the Education Endowment Foundation. Education Endowment Foundation. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Psychologist, 44(2), 90-102. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.

12. Step 7 Unique New Teaching Strategy To enhance Project MATHLIT (Math Literacy for Word Problem Solving), you can implement a multi-faceted approach that targets both the literacy and mathematical aspects of word problems. Implementation in Project MATHLIT In-Class Activities: Start by teaching key math and literacy concepts using traditional methods (vocabulary building, reading comprehension, problem-solving frameworks). Graphic Organizer Shema-Based Instruction Inquiry-Based Learning Integrate gamified math activities into classroom sessions, where students can work in pairs or small groups to solve "quests" or compete for points. Simulation -real life situation Use online tools that allow students to practice at their own pace while teachers monitor progress and offer targeted support based on data analytics

13. Step 8 New Intervention Applicable to Learning Theory Simulation as a teaching intervention aligns closely with constructivist learning theory, which posits that learners construct knowledge through experiences and interactions within their environment. This approach emphasizes active participation and engagement, allowing students to explore, experiment, and reflect on their learning.

14. Step 8 New Intervention Applicable to Learning Theory Connection to Constructivist Learning Theory Active Learning: Simulation requires students to actively engage with scenarios that mimic real-world situations. This hands-on approach encourages learners to apply theoretical concepts in practice, facilitating deeper understanding (UNSW Teaching Staff Gateway, 2023). According to constructivist principles, knowledge is built through active participation rather than passive reception of information. Experiential Learning: Simulation embodies the experiential learning cycle proposed by Kolb, which includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. Students first engage in a simulated scenario (concrete experience), then reflect on their actions (reflective observation), develop insights (abstract conceptualization), and finally apply what they have learned in new situations (active experimentation) (Barton & Maharg , 2007).

15. Step 8 Step 8 New Intervention Applicable to Learning Theory Collaborative Learning: Many simulations are designed for group participation, fostering collaboration among students. This social interaction is vital in constructivist theory, where knowledge is co-constructed through dialogue and teamwork (Kent State University, 2023). Students learn from each other’s perspectives and approaches to problem-solving. Critical Thinking and Problem Solving: Simulations often present ambiguous or complex problems that require critical thinking and adaptive problem-solving skills. This aligns with constructivist ideals that advocate for learning environments where students confront real challenges and develop strategies to navigate them ( Haar , 2021). The immersive nature of simulations encourages learners to think critically about their decisions and the consequences of their actions. Feedback Mechanism: Effective simulations include a debriefing phase where students reflect on their experiences and receive feedback from instructors and peers. This reflective practice is essential in constructivist learning as it helps solidify understanding and allows for adjustments in future learning strategies (USAHS, 2023).

16. Step 8 New Intervention Applicable to Learning Theory Conclusion In summary, simulation as a teaching intervention effectively supports the principles of constructivist learning theory by promoting active engagement, experiential learning, collaboration, critical thinking, and reflective practice. By placing Grade 5 learners in realistic scenarios where they can experiment and solve problems, simulations provide a robust framework for developing essential problem-solving skills. References Barton, K., & Maharg , P. (2007). Computer simulations in legal education: A case study. In Simulation-based learning: Just like the real thing. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2966567/ Haar , J. (2021). Simulation as a teaching strategy. Retrieved from https://www.kent.edu/ctl/simulation-teaching-strategy UNSW Teaching Staff Gateway. (2023). Simulations. Retrieved from https://www.teaching.unsw.edu.au/simulations USAHS. (2023). Benefits of Simulation in Education. Retrieved from https://www.usa.edu/blog/simulation-in-education

17. Step 9 New Intervention in Detail A proposed new intervention for teaching problem-solving skills among Grade 5 learners is simulation-based learning . This approach utilizes controlled, artificial environments to mimic real-life scenarios, allowing students to practice and apply their knowledge in a safe setting. Below is a detailed description of how simulation can effectively address the least learned competency of problem solving in this age group. Overview of Simulation-Based Learning Simulation-based learning involves creating realistic situations where students can engage in experiential learning. This method can take various forms, including role-playing exercises, computer-based simulations, and virtual reality environments. The key components of this intervention include: Realistic Scenarios: Simulations present students with scenarios that closely resemble real-world problems, encouraging them to think critically and creatively to devise solutions. Active Participation: Students assume roles within the simulation, which promotes engagement and accountability for their learning outcomes. Immediate Feedback: Participants receive real-time feedback on their decisions and actions, allowing them to understand the consequences of their choices and adjust their strategies accordingly ( Classplus , 2023).

18. Step 9 New Intervention in Detail A proposed new intervention for teaching problem-solving skills among Grade 5 learners is simulation-based learning . This approach utilizes controlled, artificial environments to mimic real-life scenarios, allowing students to practice and apply their knowledge in a safe setting. Below is a detailed description of how simulation can effectively address the least learned competency of problem solving in this age group. Overview of Simulation-Based Learning Simulation-based learning involves creating realistic situations where students can engage in experiential learning. This method can take various forms, including role-playing exercises, computer-based simulations, and virtual reality environments. The key components of this intervention include: Realistic Scenarios: Simulations present students with scenarios that closely resemble real-world problems, encouraging them to think critically and creatively to devise solutions. Active Participation: Students assume roles within the simulation, which promotes engagement and accountability for their learning outcomes. Immediate Feedback: Participants receive real-time feedback on their decisions and actions, allowing them to understand the consequences of their choices and adjust their strategies accordingly ( Classplus , 2023).