ANALYSIS OF PUPILS' MISCONCEPTIONS IN SOLVING NON-ROUTINE WORD PROBLEMS

MATHEMATICS

ABSTRACT This study aimed to analyze the misconception of pupils in solving non-routine problems. Explanatory Research design or Quantitative and qualitative research design was utilized in the study. Specifically, the Standardized test and Focus Group Discussion (FGD) were used in this paper. The researcher followed rigorous procedures to produce a high-quality instrument, including expert review, internal consistency evaluation, creation of the final instrument, and comparison analysis. The respondents of the study were the 38 pupils of Grade VI in one Public Elementary School Philippines for School Year 2022-2023. The 36 pupils were given the instrument, while problem number one was treated with frequency and percentage, problem number two with mean and standard deviation, problem number three with a T-test to determine the significance of differences, and problem number four with thematic analysis. Based on the FGD responses, the common misconceptions of learners emerged in two general themes, including misinterpretation and misrepresentation and operational and procedural misconceptions. The study's results revealed that the level of misconception in solving non-routine problems indicates the need to innovate and conduct intervention approaches to address the high level of misconception. Limited vocabulary and low level of comprehension are the problems affecting pupils in solving non-routine problems. Therefore, there is a need to improve the comprehension and vocabulary skills of the learners. Teachers may adapt several intervention approaches and methods from other established studies. Teachers can provide intervention plans such as a class-wide peer tutorial program (CWPT) for Math-specific content and vocabulary enhancement using collaborative strategic reading (CSR).

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