BAR MODEL METHOD AS A STRATEGY FOR TEACHING MATHEMATICAL WORD PROBLEMS: AN EXPERIMENT

This study aimed to determine the effectiveness of the bar model method as an instructional strategy in solving mathematical word problems involving ratio and proportion, fractions, and age problems. A quasi-experimental design was utilized in the study. The study was conducted at the Monkayo, College of Arts, Sciences, and Technology (MonCAST). Mean was used to calculate class proficiency to determine the competency level of the research subjects. Based on the computed mean of the pretest scores, both groups had the same baseline of competency and were believed to be comparable. To test the significant difference, paired and independent t-tests were employed as statistical tools. The results indicated that there was a significant improvement in using direct interactive instructional strategy in Mathematics-1B as the control group. Also, the bar model method as an instructional strategy improved the Mathematics-1A students’ scores in the assessment higher than the average mean of the control group. In addition, these key findings suggest that the bar model method as an instructional strategy fared better than the direct interactive instruction. Therefore, it was recommended that teachers use this as an alternative strategy in the classroom setting.