The Effect Of Diagrams In Addressing Learners’ Difficulties In Solving Word Problems Involving Algebraic Expressions

Abstract

This study sought to assess the effectiveness of using diagrams in assisting learners in Basic Seven in solving word problems involving algebraic expressions. The multistage sampling technique was employed to select 171 participants from various schools, and a two-group pretest-posttest design with a delayed posttest was implemented. The participants were divided into low-achieving and high-achieving classes, each comprising control and experimental groups. Mathematics Achievement Test and Think-Aloud Protocols were used to obtain relevant data and were analysed using descriptive statistics, content analysis, and analysis of covariance. The study revealed that the experimental groups, which received instruction with the use of diagrams, displayed a significantly higher level of improvement compared to the control groups. Furthermore, the delayed posttest demonstrated the sustainability of the diagram usage's positive effects, further consolidating this instructional approach's long-term effectiveness. In conclusion, this study contributes to the existing literature by establishing the effectiveness of diagrams in assisting learners in the Basic Seven in solving word problems involving algebraic expressions. The findings underscore the importance of incorporating visual representations into mathematics instruction, particularly in solving word problems. The implications of this research for mathematics educators suggest that the incorporation of diagrams can serve as a valuable instructional strategy to foster learners' problem-solving skills and enhance their comprehension of algebraic word problems.