This study was conducted to determine the relationship of learning intervention on the performance level in solving word problem involving addition of whole numbers including money with sums through millions and billions without and with regrouping following the steps in problem solving. Specifically, it sought to find out if learning intervention significantly contribute in the performance of student in solving word problem. Descriptive-Correlation was used to utilized in the study.

1. LEARNING INTERVENTIONS AND STUDENT PERFORMANCE IN SOLVING
WORD PROBLEM OF GRADE IV OF PARADISE EMBAC E/S
Wenefredo S. Hifarva Jr.
Teacher I
Paradise Embac Elementary School
Abstract
This study was conducted to determine the relationship of learning intervention on the
performance level in solving word problem involving addition of whole numbers including money
with sums through millions and billions without and with regrouping following the steps in problem
solving. Specifically, it sought to find out if learning intervention significantly contribute in the
performance of student in solving word problem. Descriptive-Correlation was used to utilized in
the study. The study was carried out in Paradise Embac Elementary School to Sixty Grade IV
students. Mean, Pearson R and Regression were used as tools in the analysis of data. Results
revealed that the level of learning intervention was often done; the performance of students in
solving word problem was very good. There was a strong significant relationship between
learning intervention and solving word problem in Mathematics. Further, worksheet was the
intervention that had the highest contribution in solving word problem.
Introduction
In mathematical skills, problem solving is one of the hardest areas to inject
in the mind of young learner. It is not surprising that a lot of Filipino students who
have completed two or three years of schooling are unable to resolved even
simple addition and subtraction word problems, (Bautista, Mitchelmore, &
Mulligan, 2009). Learning how to solve math-word problems can be frustrating
causing the poor performance of pupils. For the learners, the process of
translating from English to Mathematics is what makes word problem so
confusing. Language problems often arise as a cause for poor performance in
Mathematics cited by Carteciano (2005). However, reading problems thoroughly
and employing specific learning interventions can help breakdown word problems
and make them easier to solve.

2. This study is anchored on the idea of Polya (1945) that “the application of
general problem-solving strategies was key to problem-solving expertise and
intellectual performance”. Further, learning interventions has significant potential
to improve outcomes for students. Therefore, it is necessary to know the
fundamental ideas of learning intervention and consider how could it affect the
performance of students, Marston, (2002), Reschly & Tilly,(1999). On the other
hand, effective intervention can have a dramatic impact on student learning. To
provide an effective mathematics program, teachers need a thorough knowledge
of how children learn Mathematics and of the best approaches to teaching math.
In other countries, Chastity London Adams (July 2011) which claims that
the result of her study have an impact on both schools and student. The results
indicate that remedial math is beneficial for increasing students’ standardized
math test scores. This indicates that at-risk students’ participation in remedial
math classes does assist in increasing math achievement scores.
Liping Ma’s research in 1999, indicates that teachers of elementary
mathematics must have a profound understanding of fundamental mathematics.
The process of solving word problem and learning is highly unique and individual.
Each student has his/her own unique styles of learning and solving problems.
Some interventions of learning is highly effective, other is not as effective, and
still others may be ineffective. “As students become more aware of how they
learn and solve word problem and become exposed to alternative interventions,
they can refine and modify their personal styles so that these can be employed
more effectively”, Gerald J. Pine and Peter J. Horne,(1990).
This study is set to determine the performance level of pupils in solving
word problem. The researcher observes that most students are poor in analyzing
and manipulating the problems presented. There are lot of reasons why a
student might have this problem. Some students don’t receive adequate
grounding in math and language to prepare themselves. Other students may
have transferred in and out of schools or missed school a lot, creating gaps in
their education that contribute to lack of knowledge in core subjects. Student
failed to analyzed word problems and it happen due to lack of appropriate

3. intervention. Nevertheless, only few can manipulate independently. Therefore,
student need remediation, mentoring and must be guided in order for them to
develop skills and understanding of mathematical concept.
The researcher intends to test whether or not the learning interventions
has an effect to the performance of students in solving word problem of Grade IV
level of Paradise Embac Elementary school. This study aims to find out the
answers of the following problem statement: 1) What is the level of learning
interventions in terms of remedial, mentoring, and worksheet? 2) What is the
performance level of pupils in solving word problem? 3) Is there significant
relationship between learning intervention and performance of pupils in solving
word problem when analyzed by remedial, mentoring, and worksheet? 4) Which
among the learning intervention significantly influence the performance of pupils
in solving word problem?
For the purpose of clarity, the following terms were operationally define:
Learning intervention is an initiative approaches utilized by the teacher
to assist the learning ability especially those in need of development. It is
designed to improve performance relative to a specific, measurable goal.
Performance of pupils in solving word problem refers to the skill of
student to organize and manipulate data into a mathematical sentence. It reviews
student strengths and weaknesses.
Method
This study utilized Descriptive-Correlation design to acquire result on the
relationship between learning intervention and performance of pupils in solving
word problems. Correlation research would find out which of the given indicators
greatly affects the performance level of students in solving word problem. Sixty
(60) Grade Four students of Paradise Embac Elementary School were identified
through universal sampling technique as respondents of the proposed study.
Secondary data were tabulated, analyzed, and interpreted. Researcher
made questionnaire were used to gather responses from the respondent with
regards to their problem solving skills. The questionnaire consisted of ten item

4. question. It was validated through an evaluation done by three teachers. The
statistical tools use were mean, Pearson-R, and Regression. In this study, the
learning intervention will be examined. The data were collated and analyzed
using SPSS IBM statistics Version 21.
Results and Discussion
This section deals with the presentation, analyses and presentation of
findings of the study based on the problem statement.
Table 1. Level of Learning Interventions of Paradise Embac Elementary
School
Indicators n sd Mean
Descriptive
Interpretation
Remedial
60
1.82535 7.58 Sometimes
Mentoring 1.66010 6.70 Often
Worksheets 1.93423 6.56 Often
Total 1.80656 6.94 Often
Table 1 the level of learning intervention of Paradise Embac Elementary
School shows that remedial has the highest mean of 7.58 with a descriptive
interpretation of sometimes and worksheet has the lowest mean of 6.56 also has
an often descriptive interpretation. This can be construed that the level of
learning intervention is often done since the total mean value is 6.94.
Table 2. Performance Level of pupils in Problem Solving of Grade IV-2
Pupils of Paradise Embac Elementary School
Variable n sd Mean
Descriptive
Interpretation
Solving Word Problem
Skills
60 5.69158 84.75 Very Good
Table 2 reveals the level of pupils in solving word problem of Grade IV
pupils of Paradise Embac Elementary School that it obtained a mean value of
84.75. This be construed that the pupils performance is very good.

5. Table 3. Test of Relationship between Learning Interventions and
Performance in solving word problem of student in Paradise Embac E/S
Variable n r-value p-value Remarks
Remedial
60
0.610 0.000 Strong
Mentoring 0.482 0.000 Moderate
Worksheet 0.761 0.000 Strong
Table 3 shows the relationship between learning intervention and solving
word problem. It reveals that worksheet record the r-value of 0.761 which is
higher among the three variables and describe as qualitatively as strong. On the
other hand, mentoring tallies the r-value of 0.482 which is the lowest among the
three and can be described as moderate. The results indicate that the learning
intervention in Grade IV students is strong. This implies that learning intervention
can contribute to the performance of the grade IV students in solving word
problem.
This result is in consonance with the idea of Thorndike which reveals that
“there is no learning that would take place without doing. Children learn best
when they understand what they are learning.
Table 4. Significance between Learning Interventions to the Solving Word
Problems
R2
ANOVA
Summary
Regression Coefficients
F
p-
value
Standardi
zed Beta
t-value p-value Remarks
0.998 8497.485 0.000
DV Solving Word Problem Skills
Constant
Remedial 0.543 82.286 0.000 Significant
Mentoring 0.496 77.249 0.000 Significant
Worksheets 0.562 85.610 0.000 Significant
Table 4 shows the significance of learning intervention to the solving word
problem. Among the three indicators worksheet has the highest standardized
beta of 0.562 with a p-value of .000 which is lesser than .05 level of significance,
hence, it indicates significant. This implies that worksheet has the highest
contribution in improving the performance of students in solving word problem of
grade IV students of Paradise Embac Elementary School.

6. This result is in line with the findings of Nagihan Yildirim (2009) in her
study “The Effect of the Worksheets on Students Achievement in Chemical
Equilibrium” which reveals that the used of worksheets in the experimental group
is more successful than the control group taught with the traditional instruction.
Further, Dewey point out that “The teacher should not be the one to stand at the
front of the room doing bits of information to be absorbed by passive students,
instead the teacher’s role should be that of a facilitator and guide”. This implies
that teacher must not depend on the lecture type but instead make the student
center as working creator for their learning.
Conclusion
1. The level of learning intervention of Paradise Embac Elementary School is
often done.
2. The performance level of pupils in solving word problem is very good.
3. There is a significant strong relationship between learning intervention and
solving word problem of pupils in Grade IV level of Paradise Embac.
4. Among the three indicators, worksheet has the highest contribution in
improving the performance in solving word problem.
Recommendation
1. Employ a substantial amount of programmed time spent on math everyday
and opportunities to teach math concepts. It should not be missed throughout
the school day especially in the primary because it plays a vital role in student
learning.
2. Teachers may be monitor student success and conduct regular
assessments, knowing that these practices are essential to ensuring steady
student progress.
3. Teachers will turn to again and again for guidance as they teach
mathematics, improving their own skills and helping their students develop a
solid understanding of foundational mathematical concepts.

7. 4. Engage/allow students to work together to solve problems learn from one
another as they demonstrate and communicate their mathematical
understanding.
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