Using Block Model Approach in Enhancing Pupils’ Word Problem Solving Performance
DOI:
https://doi.org/10.35877/454RI.eduline4297Keywords:
Keywords: Block Model Approach, intervention strategies, Mathematics education, problem-solving, Solomon Four-Group DesignAbstract
The Block Model Approach plays a vital role in the pupils' problem-solving performance in Mathematics. This experimental study investigated the effectiveness of the Block Model Approach in improving problem-solving skills among Grade 2 pupils in a public school in Misamis Occidental. Using the Solomon Four-Group Experimental Design, 40 pupils were randomly assigned to experimental and control groups, with pretest and posttest measures. A researcher-made 20-item Word Problem Solving Test was used to assess students' performance. Data were analyzed using mean, standard deviation, t-test, and two-way ANOVA. The findings revealed that, in the pretest, most pupils in both groups did not meet expectations, with the experimental group slightly outperforming the control group. After using the Block Model Approach, the control group showed minimal improvement, while the experimental group demonstrated substantial progress, with many pupils reaching satisfactory levels. A significant difference between the experimental and control groups in pretest and posttest performance underscored the Block Model Approach's effectiveness. However, no significant differences were observed between the control or experimental groups, suggesting that the pretest did not impact the outcomes. The Block Model Approach independently contributed to the improved performance of the experimental group. Therefore, using the Block Model Approach can effectively enhance problem-solving abilities in elementary mathematics education. Math teachers may adopt the Block Model Approach to promote equitable learning and enhance problem-solving skills, regardless of students’ prior knowledge.
Keywords: Block Model Approach, intervention strategies, Mathematics education, problem-solving, Solomon Four-Group Design
References
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Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self?efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251.
Chia, H. M., & Lim, C. S. (2020). Characterizing the pedagogical practices in mathematics lessons among selected Malaysian primary schools. The Mathematics Enthusiast, 17(1), 307-323.
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Hughes E. M., Witzel B. S., Riccomini P. J., Fries K. M., Kanyongo G. Y. (2014). A Meta-Analysis of Algebra Interventions for Learners with Disabilities and Struggling Learners Elizabeth M. Hughes Duquesne University Hughese1@ duq. edu. The Journal of the International Association of Special Education, 15(1), 36.
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Jade, S., & Oco, R. (2023). Students’ Mathematical Skills and Performance. International Journal of Multidisciplinary Research and Publications (IJMRAP), 6(2), 328-332.
Jiang, Q., & Zhou, Q., (2023). The role of working memory updating and capacity in children's mathematical abilities: A developmental cascade model. British Journal of Educational Psychology, 93(3), 676-693.
Kendra, C. (2024). How social learning theory works. Theory. Development Psychology. Verrywellmind. Https://Www. Verywellmind. Com/Social-Learning-Theory-2795074.
Khan, R., & Khan, M. (2021). Concrete-Representational-Abstract and Multisensory Strategies: An Inclusive Approach to Mathematics. Asia Pacific Journal of Developmental Differences, 8(2).
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Koskinen, R., & Pitkäniemi, H. (2022). Meaningful learning in mathematics: A research synthesis of teaching approaches. International Electronic Journal of Mathematics Education, 17(2), em0679.
Kusumadewi, C. A., & Retnawati, H. (2020, March). Identification of elementary school students’ difficulties in mathematical problem-solving. In Journal of Physics: Conference Series (Vol. 1511, No. 1, p. 012031). IOP Publishing.
Lai, C., & Murray, G. (2018, October). Predicting group satisfaction in meeting discussions. In Proceedings of the Workshop on Modeling Cognitive Processes from Multimodal Data (pp. 1-8).
Lapinid, M. R. C., Cordel II, M. O., Teves, J. M. M., Yap, S. A., Chua, U. C., & Bernardo, A. B. (2022). Which Filipino students are being left behind in mathematics? Testing machine learning models to differentiate lowest-performing filipino students in public and private schools in the 2018 PISA mathematics test.
Lee, A. (2021). The Effect of ARTIFICIAL INTELLIGENCE Literacy Education on University Students' Ethical Consciousness of Artificial Intelligence. Robotics & AI Ethics, 6(3), 52-61.
Lucasia, R. (2020). Applying block model approach in teaching mathematics in the Philippine classroom. the IAFOR Research Archive. The IAFOR Research Archive -. https://papers.iafor.org/submission55193/
Mai, N. N., Takahashi, Y., & Oo, M. M. (2020). Testing the effectiveness of transfer interventions using Solomon four-group designs. Education Sciences, 10(4), 92.
Mariano-Dolesh, M. L., Collantes, L. M., Ibanez, E. D., & Pentang, J. T. (2022). Mindset and levels of conceptual understanding in the problem-solving of preservice mathematics teachers in an online learning environment. International Journal of Learning, Teaching and Educational Research, 21(6), 18-33..
Melawati, O., Evendi, E., Halim, A., Yusrizal, Y., & Elisa, E. (2022). The influence of the use of student worksheet problem-based to increase problem solving skills and learning outcomes. Jurnal Penelitian Pendidikan IPA, 8(1), 346-355.
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Morina, Qëndresa & Vondrova, Nada. (2021). Block model approach and its effect on word problem solving, a case study..
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Niño, Jose & Belecina, Rene. (2012). Block Model Approach in Problem Solving: Effects on Problem Solving Performance of the Grade V Pupils in Mathematics. Mathematics Education Research Group of Australasia.
Pentang, J. T., Ibañez, E. D., Subia, G. S., Domingo, J. G., Gamit, A. M., & Pascual, L. E. (2021). Problem-solving performance and skills of prospective elementary teachers in Northern Philippines. Journal of Hunan University Natural Sciences, 48(1).
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Roche, T., Wilson, E., & Goode, E. (2024). Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice. Journal of university teaching and learning practice, 21(2), 1-29.
Sankalaite, S., Huizinga, M., Pollé, S., Xu, C., De Vries, N., Hens, E., & Baeyens, D. (2023). A Qualitative Study into Teacher–Student Interaction Strategies Employed to Support Primary School Children’s Working Memory. Education Sciences, 13(11), 1149.
Saxe, G. B., & Farid, A. M. (2021). The interplay between individual and collective activity: An analysis of classroom discussions about the Sierpinski Triangle. International Journal of Research in Undergraduate Mathematics Education, 1-34.
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Suarez, M., & Casinillo, L. (2020). Effect of strategic intervention material (SIM) on academic performance: evidence from students of science VI. Review of Socio-Economic Research and Development Studies, 4(1), 20-32.
Sukariasih, L., Tahang, L., Nursalam, L. O., & Fayanto, S. (2020). Description of physics problem-solving in the topic of static fluid: Case study of physics education in Halu Oleo University. Universal Journal of Educational Research, 8(10), 4568-4579.
Sullivan, P. (2020). Exploring an innovative approach to teaching mathematics through the use of challenging tasks: A New Zealand perspective. Mathematics Education Research Journal, 32, 497-522.
Thanheiser, E., & Melhuish, K. (2023). Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning. The Journal of Mathematical Behavior, 70, 101032.
Wang, Y., et al. (2021). Improving educational practices through research collaboration: A framework for expanding scope. Educational Research Review. Science & Education, 32(3), 845-869.32, 100377.
Yeh, C. Y., Cheng, H. N., Chen, Z. H., Liao, C. C., & Chan, T. W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14, 1-19.
Alspaugh, M. H., & Khurshid, G. (2023). Attitudes of University Students towards STEM Approach. International Journal of Technology in Education, 3(1), 39-48.
Ampofo, S. Y., Onyango, G. A., & Ogola, M. (2019). Influence of School Heads' Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region, Ghana. IAFOR Journal of Education, 7(2), 9-26.
Bautista, J. (2023). PH Students Still Among Lowest Scores in Reading, Math, Science-PISA. Inquirer. Net.
Bernardo, A. B., Cordel, M. O., Lapinid, M. R. C., Teves, J. M. M., Yap, S. A., & Chua, U. C. (2022). Contrasting profiles of low-performing mathematics students in public and private schools in the Philippines: Insights from machine learning. Journal of Intelligence, 10(3), 61.
Bernardo, A. B., & Mante-Estacio, M. J. (2023). Metacognitive reading strategies and its relationship with Filipino high school students’ reading proficiency: insights from the PISA 2018 data. Humanities and Social Sciences Communications, 10(1), 1-9.
Boaler, J. (2015). Mathematical Mindsets: Unleashing Students' Potential through Creative.
Bostic, J. D., Pape, S. J., & Jacobbe, T. (2016). Encouraging sixth-grade students’ problem-solving performance by teaching through problem solving. Investigations in mathematics learning, 8(3), 30-58.
Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Roberts, G., Fall, A. M., Nozari, M., & Lee, J. (2021). Improving the mathematics performance of second-grade students with mathematics difficulties through an early numeracy intervention. Behavior modification, 45(1), 99-121.
Burris, C. C., Heubert, J. P., & Levin, H. M. (2004). Math acceleration for all. Educational Leadership, 61(5), 68-72.
Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self?efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251.
Chia, H. M., & Lim, C. S. (2020). Characterizing the pedagogical practices in mathematics lessons among selected Malaysian primary schools. The Mathematics Enthusiast, 17(1), 307-323.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Darmawan, I. N., Ben, F., & Education, S. O. (2019). Classroom Practices in Mathematics: Effects on Elementary and Secondary School Students' Achievement in Mathematics in Region XII. Philippines (Doctoral dissertation).
De Guzman, N. J. P., & Belecina, R. R. (2012). Block Model Approach in Problem Solving: Effects on Problem Solving Performance of the Grade V Pupils in Mathematics. Mathematics Education Research Group of Australasia.
De Koning, B. B., Boonen, A. J., Jongerling, J., van Wesel, F., & van der Schoot, M. (2022). Model method drawing acts as a double-edged sword for solving inconsistent word problems. Educational Studies in Mathematics, 111(1), 29-45.
Dingle, A. (2023). The Effect of COVID-19 on Third Grade Students’ Math and ELA Performance in South Carolina Lowcountry Title I Elementary Schools (Doctoral dissertation, South Carolina State University).
Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior research methods, 41(4), 1149-1160.
Fosnot, C. T., & Perry, R. S. (2023). Constructivism: A psychological theory of learning. Constructivism: Theory, perspectives, and practice, 2(1), 8-33.
Garzon, J. R., & Casinillo, L. F. (2021). Visualizing mathematics: the use of block models for strategic problem solving. Journal of Education Research and Evaluation, 5(1), 112-117.
Gonzalez, G. R., et al. (2022). Educational equity: Addressing variations in teaching quality. Journal of Education Policy, 37(5), 703-722.
Hanifa, S., Afrilianto, M., & Amelia, R. (2024). The Effect of Problem Based Learning Model on Junior High School Students' Problem Solving Ability. (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING, 7(2), 136-144.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hughes E. M., Witzel B. S., Riccomini P. J., Fries K. M., Kanyongo G. Y. (2014). A Meta-Analysis of Algebra Interventions for Learners with Disabilities and Struggling Learners Elizabeth M. Hughes Duquesne University Hughese1@ duq. edu. The Journal of the International Association of Special Education, 15(1), 36.
Igarashi, T., & Suryadarma, D. (2023). Foundational mathematics and reading skills of Filipino students over a generation. International Journal of Educational Development, 96, 102688.
Jade, S., & Oco, R. (2023). Students’ Mathematical Skills and Performance. International Journal of Multidisciplinary Research and Publications (IJMRAP), 6(2), 328-332.
Jiang, Q., & Zhou, Q., (2023). The role of working memory updating and capacity in children's mathematical abilities: A developmental cascade model. British Journal of Educational Psychology, 93(3), 676-693.
Kendra, C. (2024). How social learning theory works. Theory. Development Psychology. Verrywellmind. Https://Www. Verywellmind. Com/Social-Learning-Theory-2795074.
Khan, R., & Khan, M. (2021). Concrete-Representational-Abstract and Multisensory Strategies: An Inclusive Approach to Mathematics. Asia Pacific Journal of Developmental Differences, 8(2).
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Helping Children Learn Mathematics. National Academies Press.
Klang, N., Karlsson, N., Kilborn, W., Eriksson, P., & Karlberg, M. (2021, August). Mathematical problem-solving through cooperative learning—the importance of peer acceptance and friendships. In Frontiers in Education (Vol. 6, p. 710296). Frontiers Media SA.
Koskinen, R., & Pitkäniemi, H. (2022). Meaningful learning in mathematics: A research synthesis of teaching approaches. International Electronic Journal of Mathematics Education, 17(2), em0679.
Kusumadewi, C. A., & Retnawati, H. (2020, March). Identification of elementary school students’ difficulties in mathematical problem-solving. In Journal of Physics: Conference Series (Vol. 1511, No. 1, p. 012031). IOP Publishing.
Lai, C., & Murray, G. (2018, October). Predicting group satisfaction in meeting discussions. In Proceedings of the Workshop on Modeling Cognitive Processes from Multimodal Data (pp. 1-8).
Lapinid, M. R. C., Cordel II, M. O., Teves, J. M. M., Yap, S. A., Chua, U. C., & Bernardo, A. B. (2022). Which Filipino students are being left behind in mathematics? Testing machine learning models to differentiate lowest-performing filipino students in public and private schools in the 2018 PISA mathematics test.
Lee, A. (2021). The Effect of ARTIFICIAL INTELLIGENCE Literacy Education on University Students' Ethical Consciousness of Artificial Intelligence. Robotics & AI Ethics, 6(3), 52-61.
Lucasia, R. (2020). Applying block model approach in teaching mathematics in the Philippine classroom. the IAFOR Research Archive. The IAFOR Research Archive -. https://papers.iafor.org/submission55193/
Mai, N. N., Takahashi, Y., & Oo, M. M. (2020). Testing the effectiveness of transfer interventions using Solomon four-group designs. Education Sciences, 10(4), 92.
Mariano-Dolesh, M. L., Collantes, L. M., Ibanez, E. D., & Pentang, J. T. (2022). Mindset and levels of conceptual understanding in the problem-solving of preservice mathematics teachers in an online learning environment. International Journal of Learning, Teaching and Educational Research, 21(6), 18-33..
Melawati, O., Evendi, E., Halim, A., Yusrizal, Y., & Elisa, E. (2022). The influence of the use of student worksheet problem-based to increase problem solving skills and learning outcomes. Jurnal Penelitian Pendidikan IPA, 8(1), 346-355.
Min, K. J., Jackman, J., & Chan, J. C. (2014, June). Visual models for abstract concepts towards better learning outcomes and self-efficacy. In 2014 ASEE Annual Conference & Exposition (pp. 24-1363).
Montemayor, M. T. (2023). CHED to address PH students’ low int’l assessment ranking. Philippine News Agency.
Morina, Qëndresa & Vondrova, Nada. (2021). Block model approach and its effect on word problem solving, a case study..
Mullis, I. V., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020, December). TIMSS 2019 international results in mathematics and science.
National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. NCTM. Reston, VA.
Ng, C., & Yu, B. (2019). The development of mathematical ability and cognitive structure of elementary school students in grades 3 to 6. A Preregistered Meta-Analysis. Educational Psychology Review, 37(1), 1-36.
Niño, Jose & Belecina, Rene. (2012). Block Model Approach in Problem Solving: Effects on Problem Solving Performance of the Grade V Pupils in Mathematics. Mathematics Education Research Group of Australasia.
Pentang, J. T., Ibañez, E. D., Subia, G. S., Domingo, J. G., Gamit, A. M., & Pascual, L. E. (2021). Problem-solving performance and skills of prospective elementary teachers in Northern Philippines. Journal of Hunan University Natural Sciences, 48(1).
Polya, G. (2014). How to solve it: A new aspect of mathematical method. In How to solve it. Princeton university press.
Reading and Math for K-5 © www.k5learning.com. (n.d.). Addition and subtraction word problems. https://www.k5learning.com/worksheets/math/grade-2-mixed-addition-and-subtraction-word-problems-f.pdf
Roche, T., Wilson, E., & Goode, E. (2024). Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice. Journal of university teaching and learning practice, 21(2), 1-29.
Sankalaite, S., Huizinga, M., Pollé, S., Xu, C., De Vries, N., Hens, E., & Baeyens, D. (2023). A Qualitative Study into Teacher–Student Interaction Strategies Employed to Support Primary School Children’s Working Memory. Education Sciences, 13(11), 1149.
Saxe, G. B., & Farid, A. M. (2021). The interplay between individual and collective activity: An analysis of classroom discussions about the Sierpinski Triangle. International Journal of Research in Undergraduate Mathematics Education, 1-34.
Shadish, W. R. (2007). To accompany: Experimental and quasi-experimental designs for generalized causal inference, Shadish and Cook and Campbell, 1st edition.
Sinaga, B., Sitorus, J., & Situmeang, T. (2023, February). The influence of students’ problem-solving understanding and results of students’ mathematics learning. In Frontiers in Education (Vol. 8, p. 1088556). Frontiers Media SA.
Suarez, M., & Casinillo, L. (2020). Effect of strategic intervention material (SIM) on academic performance: evidence from students of science VI. Review of Socio-Economic Research and Development Studies, 4(1), 20-32.
Sukariasih, L., Tahang, L., Nursalam, L. O., & Fayanto, S. (2020). Description of physics problem-solving in the topic of static fluid: Case study of physics education in Halu Oleo University. Universal Journal of Educational Research, 8(10), 4568-4579.
Sullivan, P. (2020). Exploring an innovative approach to teaching mathematics through the use of challenging tasks: A New Zealand perspective. Mathematics Education Research Journal, 32, 497-522.
Thanheiser, E., & Melhuish, K. (2023). Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning. The Journal of Mathematical Behavior, 70, 101032.
Wang, Y., et al. (2021). Improving educational practices through research collaboration: A framework for expanding scope. Educational Research Review. Science & Education, 32(3), 845-869.32, 100377.
Yeh, C. Y., Cheng, H. N., Chen, Z. H., Liao, C. C., & Chan, T. W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14, 1-19.
Published
2025-11-17
How to Cite
Baluyos, G. (2025). Using Block Model Approach in Enhancing Pupils’ Word Problem Solving Performance. EduLine: Journal of Education and Learning Innovation, 5(4). https://doi.org/10.35877/454RI.eduline4297
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