EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS

MASTER OF ARTS IN EDUCATION Major in Educational Administration

This qualitative phenomenological study examined the lived experiences of seasoned Grade 1 teachers in teaching mathematical word problems in selected public elementary schools in the Compostela East District, Davao de Oro, Philippines. Anchored in Vygotsky’s scaffolding theory, the study explored how teachers understand and respond to the instructional, linguistic, and contextual complexities inherent in early-grade word problem instruction. Ten teachers, each with at least ten years of experience, were purposively selected and interviewed using a semi-structured interview guide. The data were transcribed and analyzed using Braun and Clarke’s thematic analysis. Findings revealed that teachers’ instructional practices have evolved from traditional, teacher-directed approaches to more learner-centered, student-centered, contextualized, and multimodal strategies. Storytelling, role-playing, visuals, the Concrete–Pictorial–Abstract (CPA) model, and translation into Filipino or the vernacular emerged as core practices. Despite these efforts, teachers consistently encountered significant challenges, particularly students’ limited reading comprehension, linguistic barriers, large class sizes, insufficient instructional materials, and strict curriculum pacing. In response, seasoned teachers employed various coping mechanisms, including differentiated instruction, step-by-step modeling, peer collaboration, parental engagement, and creative resource improvisation. The study concludes that effective word problem instruction in Grade 1 requires systemic support that integrates language scaffolding, meaningful professional development, adequate teaching resources, and contextualized pedagogical approaches. Insights from seasoned teachers emphasize the importance of aligning curriculum, instruction, and support systems to enhance young learners’ comprehension and problem-solving skills.

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