107am - 56.EPRA JOURNALS 7780

SJIF Impact Factor 2021: 8.013| ISI I.F.Value:1.241| Journal DOI: 10.
36713/epra2016 ISSN: 2455-7838(Online)

EPRA International Journal of Research and Development (IJRD)
Volume: 6 | Issue: 7 | July 2021 - Peer Reviewed Journal
HEURISTIC APPROACH IN ENHANCING THE

PERFORMANCE OF STUDENTS IN GRADE 3
MATHEMATICS
Milet Visario Valenzuela
ABSTRACT
One of the most important and fundamental reasons for learning mathematics is the ability to solve word
problems. Exposing students to various problem-solving strategies, such as the heuristic approach, can assist them
in becoming expert problem solvers. The primary goal of this study was to determine the effect of a heuristic
approach on improving students' problem-solving performance in Grade 3 Mathematics. In accordance with this,
the researcher developed the hypothesis that was no significant difference between the pretest and posttest of
students who used modular and online learning modes. It also revealed which of the five problem-solving strategies
use the best. This study employed a quasi-experimental design with no control group. The researcher purposively
selected two sections of Grade 3 students from Gatid Elementary School in the school year 2020-2021 as the two
experimental groups; 14 students for online learning approach and 26 students for modular learning approach.
Students who took part in the study completed likert-type surveys, content exams, and were interviewed
individually. Participants in the online and modular learning approaches were selected based on Likert survey
data and interview responses. A questionnaire checklist with a pretest and posttest was used to collect the necessary
data from forty Grade 3 students at Gatid Elementary School in the Division of Laguna. Mean, Standard
deviation, Parametric t-test and Cohens D were the statistical tools used. When integrating a heuristic approach in
teaching problem solving, it was discovered that the learners did not have equal cognitive skills. This provided a
medium effect on the improved performance of the students using modular. Furthermore, the heuristic approach
had a small effect on the posttest performance of the two student groups.
INDEX TERMS: Self Discovery, Find, Semantics, Decision making
Greek word „eurisko‟, meaning to „find‟, „search‟ or

1. INTRODUCTION
„discover‟ (Mulder, 2018). It is about using a
The ability of a child to perform well in
practical method that does not necessarily need to be
specific Math classes may vary depending on his
perfect.
specific areas of strength and weakness (Hodnett,
The primary reason for studying Mathematics,
2014). So, the problem solvers must think critically
as well as an important tool for assisting students in
and never give up easily; they must devise or
developing their thinking abilities, is to learn how to
implement a new strategy to solve the problem
solve problems. Non-routine problems should be
immediately. Learners' perceptions and problem-
introduced to students in order to encourage them to
solving abilities vary.
use their metacognition abilities and to provide
One of the most intriguing and perplexing
opportunities for them to develop their problem-
skills in Mathematics is word problem solving. Word
solving skills.
problems in Math can be tricky and difficult to solve.
Mathematical ability is improved by
Despite the fact that it is difficult and perplexing, it
problem solving. It provides students with the tools
greatly aids in the development of the learner's
they need to apply their math skills to both
critical thinking skills. Being a critical thinker boosts
hypothetical and real-world problems. It is enjoyable
a learner's competitiveness and helps him/her become
to solve problems. It enables students to work at their
a true problem solver.
own pace and choose how they will investigate the
Math problems with ease is the so-called
problem.
heuristic approach. Heuristic approach is a method of
Students are frequently expected to be
finding a solution that originates from the ancient
2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |489 |

SJIF Impact Factor 2021: 8.013| ISI I.F.Value:1.241| Journal DOI: 10.36713/epra2016 ISSN: 2455-7838(Online)
successful problem solvers despite the fact that there important for survival. As a result, the majority of
is no formal method of teaching problem solving to students use these strategies automatically to solve
develop their skills. Teaching methods must be problems. This strategy is essentially a method of
developed to assist students in learning mathematical training students' minds on how to analyze a specific
problem solving rather than simply modeling how to problem and find its correct solution; this strategy
solve specific problems. Teachers should also look can be acquired in either a formal or informal
into teaching strategies that help students learn the manner.
necessary skills for solving mathematical problems. Yalamova (2010), claimed that a heuristic
According to Krulik and Rudnick (1996), as approach to explaining the Black-Scholes option
cited by Yeo (2012), the use of heuristic approaches pricing model in undergraduate classes is described.
can be an effective tool for teaching mathematical The approach draws upon the method of protocol
problem solving. analysis to encourage students to “think a loud” so
that their mental models can be surfaced.
1.1 Objectives of the Study Annie Grove-White (2010), stated that
This study determined to determine how Heuristic approach promotes confidence, openness
heuristic approach in problem solving can enhance and trusts such that students speak up more and
problem solving skills and thereby improve the participate fully contributing to their peers as well as
performance of Grade 3 Students in Mathematics. developing their own ability for self-reflection.
Norton-Meier, et al. (2013), pointed out that
the heuristic approach is a curriculum innovation that
2. LITERATURE REVIEW replicates authentic Science investigations by
According to Rufi'l (2015), heuristic learning strategy supporting student critical thinking and problem-
is a process of thinking and making that solving strategies through dialogue, reading and
automatically process in a step by step that provides writing.
an explanation after a step has been mastered that Hoon (2013), explained that heuristic
should be applied along with all previous steps. approach is introduced as a tool to develop students‟
Students can use strategy learning heuristics if they mathematical thinking skills. Students who have
understand the composition and structure of cognitive strong belief of applying heuristic approach show
operational processes related to knowledge better experience in identifying a mathematical
application. A heuristic learning strategy is a process problem.
related to knowledge application. A heuristic learning Problem solving has traditionally been
strategy is a method of putting what you've learned taught as a separate skill in the modern classroom.
into practice. It is analogous to a student seeing a This study looked into the improvement of
world problem and automatically calculating the set performance in mathematical problem solving using
of problems based on its step-by-step procedures by various strategies. Students were exposed to non-
simply analyzing it. routine problems that pushed them to improve their
In this regard, Maheshwari (2016) discussed problem-solving abilities. As a result, students
how heuristic strategies improved students' self- become expert problem solvers who can use effective
learning abilities through the principle of activity and techniques to find solutions to problems.
critical thinking abilities through the principle of There are numerous definitions of problem
logical thinking. He also stated that it can develop solving. Problem solving, according to Gurganous
students' attitudes toward accepting truth only after (2017), is the process by which students arrive at a
verification through the principle of proceeding from solution to a problem. The process entails students
the known to the unknown, as well as students' thinking, reasoning, planning, and carrying out a plan
attitudes toward not accepting things on blind faith to manipulate the initial problem in order to achieve
through the principle of purposeful experience. Thus, their goal of finding the best solution. Implementing
the main feature of this method is to ensure that every a problem-solving strategy necessitates strategies
lesson is presented in front of students in the form of learned in Math class. It has always been a challenge
an inquiry, so that some definite things concerning for educators to devise appropriate strategies for
curiosity have come to an end. teaching students how to solve problems. According
Meanwhile, Bristoll (2015) stated that to Erbas, A., and Okur, S. (2012), problem solving in
heuristic strategies are not a formal problem solving mathematics is a challenging activity in which
model, but can be used as an alternative solution to students deepen their understanding of various
problem solving where a perfect or optimal solution mathematical concepts by analyzing and synthesizing
is not guaranteed. She also mentioned that heuristics their knowledge. It is a process in which a student
are informal mental shortcuts that help students solves a problem by engaging in a variety of
improve their problem-solving performance, which is cognitive actions, each of which necessitates some

knowledge and skills and some of which are not diagram” as the most powerful and flexible problem-
routine. This implies that in order to be successful solving strategy. Most of the time, picturing a
problem solvers, students must learn how to regulate problem is the key to helping students understand the
their own critical thinking skills. The most difficult problem and identify a solution.
part of problem solving is analyzing the problem and “Drawing a picture”, diagram or other type
searching for a solution. This is why teachers teach of visual representation is often a good starting point
students techniques and methods for analyzing for solving all kinds of word problems. It is an
problems, even though it may appear simple, it is a “intermediate step between language-as-text and the
difficult task for them. Students must be trained to be symbolic language of mathematics” (Teacher Vision,
analytical and logical thinkers through mathematical 2018). By representing units of measurement and
strategies or techniques in order to achieve a high other objects visually, students can begin to think
level of understanding in mathematical concepts. As about the problem mathematically.
a result, they will gain a better understanding of Maslen and Southern (2011), found that by
mathematics, develop a love for the subject, and “drawing”, the brain‟s editing is somehow put on
become a successful student. That being said, hold, thereby permitting one to see more fully and
teaching problem solving builds students' self- perhaps more realistically which means that by
confidence and self-esteem while also developing drawing, one learns to see.
their creativity, persistence, and proactive minds, Mynlieff, et al. (2014), stressed that there is
allowing them to make decisions independently and no consensus in the literature on the definition of
become responsible students in their lives. “drawing”, and many terms (e.g., sketch, diagram,
Charles R. (2015), agreed that there are external representation, external model, visualization,
various strategies that students use to solve illustration, picture) are used differently in different
mathematical problems, and there is no single papers. We embrace an inclusive definition of
method that always leads to the answer. Students drawing to encourage drawing-to-learn as a parallel
choose one strategy over another because they endeavor to other pedagogical movements such as
approach the problem in a different way, and there writing-to-learn.
are numerous solution paths that allow them to reach Uesaka and Manalo (2011), claimed that
the answer. The study's researchers encourage “drawings” are a subset of the larger category,
students to learn specific problem-solving strategies diagrams.
that will prepare them to achieve their goals in the The above literatures were related to the
future and mold them into problem-solving experts. present study due to the fact that Draw a Picture is
A great problem solver can think of a good plan to one of the strategies used in problem solving by
solve a problem and determine whether or not it will students.
be effective by analyzing the outcome. As a result, “Guess and Check” is also a variable of this
exposing students to various problem-solving study. The authors below had their ideas related to
strategies that lead to a solution improved their the present study.
decision-making process. Novotna, et al, (2014), pointed out that
According to Talpin (2015), students who “Guess and Check” is from the family of
are critical thinkers and problem solvers are experimental strategies. Its principle is very simple,
considered 21st century learners. Thus, teachers “we guess a solution, check it and make a new guess
should shape students' critical thinking abilities and on the basis of the previous result.”
turn them into problem-solving experts by exposing The Bureau of Exceptional Education and
them to various problem-solving strategies. Students Student Services (2010), placed that “Guess and
will benefit from problem-solving instructional Check” is a problem-solving strategy that students
strategies not only today, but also in the future. "If can use to solve mathematical problems by guessing
you teach a man to fish, he can fish for a lifetime," the answer and then checking that the guess fits the
one proverb says. Similarly, if you teach a student condition of the problem.
how to solve a problem, they will be able to do so for Betany (2015), explained further that
the rest of their lives. To accomplish this, the solving problems, check is a process that requires
researcher of this study wished to instill in each logic and an understanding of the question so that it
student the importance of strategies in solving word can be done in a way that is organized and time
problems. saving. “This is a useful strategy when I‟m are given
The above literatures were related to the present the total and I‟m are asked to find the kinds or
study, in a way that heuristic approach is a technique number of things making up the total or when the
used to solve word problems that would develop questions asked for the value of two or more different
mathematical skills. kinds of things.”
Petti (2019) described “Make a picture or To begin, students should make a guess

using what they know from the problem. This first roots in early metacognition research. However, there
guess can be anything at all, so long as it follows the are differences
criteria given. Then, once a guess is made, students between both models as well.
can begin to make more educated guesses based on The above literatures were related to the
how close they are to the correct answer (Bethany, present study, in a sense that Look for pattern is a
2015). strategy in problem solving.
Douthat (2012), emphasized that “the Young (2009), said that a person learns by “trial and
strategy for the method guess and check is to guess a error” if he occasionally tries out new strategies,
solution and then plug the guess back into the rejecting choices that are erroneous in the sense that
problem to see if you get the correct answer. If the they do not lead to higher payoffs.
answer is too big or too small, make another guess According to Ridvan Ata (2016), it is by
that will get you closer to the goal and continue “trial and error”, by experimentation that educators
guessing until you arrive at the correct solution. The scaffold their understanding and engagement with
process might sound long but often you will find virtual words. As being another motif of educators‟
patterns that you can use to make better guesses involvement with the communities. “I sought to find
along the way.” out their motivation to engaging within virtual worlds
“Guess and Check”, is a method of reaching a correct other than the class activity requirement.”
solution or satisfactory result by trying out various Cherry (2018), concluded that the “trial and
means until error is sufficiently reduced or eliminated error” approach to problem solving involves trying a
(Free Dictionary) their students who have not been number of different solutions and ruling out those
previously introduced to any method will naturally that do not work. This approach can be a good option
use “Guess-and-Check” if one has a very limited number of options available
The above sets of literatures were related to Psychestudy (2016), claimed that
the present study for the reason that Guess and Check approaching “trial and error” strategy as the first
is one of the strategies used in problem solving by method in an attempt to solve any problem can be
students. highly time consuming.
School Tutoring Academy or STA.com Lui, et al. (2011) suggested that the students
(2014), pointed out that one of the problem-solving who perceived a flow experience state frequently
strategies that is often used in Math is “looking for a applied trial and error, learning by example and
pattern”. Often when exploring problems, the analytical reasoning strategies to learn the
student can notice a relationship between numbers. computational problem-solving skills.
This relationship can help to solve the problem by The above literatures were related to the
shortening the number of steps it takes to get to a present study, in a way “Trial and Error” is a strategy
solution. of problem solving which is trying different solutions
Patterns can help students who find Math difficult until the problem is solved.
and uninspiring into understandable and visual Ramful (2015) defined “working
(Mango Math, 2018). Helping them see how backwards” as a particularly useful method in
patterning can help them become better problem-solving when the end result is known and
mathematicians. one has to find the initial quantity.
Fryer, et al. (2016), shared that more Grobe (2015) added that “working backward” means
longitudinal research has even conducted with longer that solution steps omitted from the end of the
time intervals and multiple measurements to track solution, which means that the learners start with
down developmental patterns in student learning solving the last step on their own. the strategy of
patterns. undoing key elements in the problem in order to find
Coertjens, et al. (2013), found out that more the solution. Students should read the problem
advance statistical techniques have even used for data carefully and paraphrase if necessary, then solve the
analysis investigating the constituent aspects of problem.
learning patterns and development of learning Katz, et al. (2016) stated that “working
patterns over time. backwards” is a strategy that work well for this type
Vanthournout, et al. (2014), discussed the of problem. It is particularly useful when trying to
differences and similarities between learning patterns discover proofs. “Instead of starting from what you
and approaches to learning. Compared to related know and working toward what you want, start from
concepts, a learning pattern represents a more holistic what you want and ask yourself what you need in
notion. order to get there. Highly effective people start with
According to Zusho (2017), some of concept the end in mind.”
used in the learning patterns framework was similar Nokes and Schum (2010), added that
to key concepts in SRL models due to their common novices have been shown to use general problem-

solving heuristic, such as means-ends analysis to wok used modules, while the remaining fourteen (14)
backward from the problem goal. However, strategy students used an online learning approach. Simple
use for both experts and novices critically depends on random sampling was used to ensure an equal
the relationship between prior knowledge and the distribution of samples in each stratum.
task. Experts may also use general problem-solving The researcher proposed three research titles.
methods and backward working strategies when Among the proposed titles, the “Heuristic Approach
solving very novel tasks in the domain. to Improving Mathematical Performance” was
The above sets of literatures were related to chosen. Following approval of the research title, the
the present study, that “Working Backwards” was researcher submitted an approval sheet of the title to
also one of the strategies in problem solving. the thesis adviser. The researcher created
questionnaires and a checklist that had to be
3. METHODOLOGY approved by five (5) Math instructors. The study
The study used a quasi-experimental research was carried out by the researcher in her advisory
design, specifically a pre-test and post-test design class and in another section online class of Grade 3
with students randomly assigned to be part of the students at Gatid Elementary School.
study, to determine the effect of a heuristic approach To obtain permission to conduct the study at
on improving students' performance in Grade 3 Gatid Elementary School, a letter of request was
Mathematics in terms of pretest and posttest. submitted to the Division Office. The
According to Thomas (2020), the goal is to establish questionnaires were distributed to other teachers
a link between the independent and dependent and students immediately after approval, with the
variables. By controlling existing groups in analysis, permission of the District Supervisor and the school
the researcher was able to make use of them. It is principal.
frequently used to carry out and assess the efficacy of To collect data from teachers and students, a
a treatment. Each group received only one treatment. checklist and questionnaires were created. The
The researcher chose not to use a controlled group questionnaires were validated with the help of some
because the primary goal of this study was to experts in the field. The number of copies of the
determine which strategy would be more effective in questionnaires was multiplied by the number of
problem solving using heuristic approaches. respondents. To ensure a high percentage of recovered
The study included forty (40) Grade three students items, all of the information gathered from the
who were officially enrolled in Gatid Elementary respondents was categorized, totaled, and presented.
The test results assisted the researcher in determining
School for the 2020-2021 school year. The researcher
the efficacy of the heuristic approach in improving
chose at random two sections of Grade 3 students as
students' performance in Grade 3 Mathematics. The
respondents, totaling forty (40) members, fourteen researcher tabulated, analyzed, and interpreted the data
(14) using online approach and twenty-six (26) using based on the information obtained from the respondents.
modules. In gathering the data needed for this study, the
The respondents for this study were Grade 3 researcher used questionnaires for the respondents‟
students from Gatid Elementary School in the school perception on heuristic approach consisting five (5)
year 2020-2021. items and a set of pretest and posttest, consisting fifteen
The researcher used forty (40) randomly selected (15) problems, to determine the performance of the
Grade 3 students from Gatid Elementary School to respondents in solving problems in Mathematics. The
obtain the desired sample of Gatid Elementary School rating scale used to evaluate the response of students in
students. Twenty-six (26) of the forty (40) students the checklist was as follows:
Rating Range Description Interpretation

5 4.21-5.00 Strongly Agree Highly Effective
4 3.41-4.20 Agree Effective
3 2.61-3.40 Moderately Moderately
Agree Effective
2 1.81-2.60 Disagree Less Effective
1 1.00-1.80 Strongly Disagree Not Effective
The rating scale used to evaluate the level of performance in the pretest and posttest responses of students.

Rating Description
90% and above Advance
85%-89% Proficient
80%-84% Approach Efficiency
75%-79% Developing
74% and below Beginning
The test results from the Grade 3 respondents' Mathematics on pretest and posttest. Cohens d was
pretest and posttest were grouped, organized, tabled, used by the researcher to determine the effectiveness
and statistically analyzed in the study. The mean, of the heuristic approach in improving Grade 3
standard deviation, parametric t-test, and cohens d Mathematics performance. The aforementioned
were used to analyze data in this study at the 0.05 inferential statistics also demonstrated a better
level of significance. According to Broto (2011), the treatment in a heuristic approach to improve the level
arithmetic mean is the average obtained by dividing of Grade 3 students in Gatid Elementary School
the sum of two or more quantities by the number of during the school year.
quantities, whereas standard deviation indicates how
far apart the individual score values are from the 4. RESULTS AND DISCUSSIONS
mean value. Table 1 reflects the level of heuristic approach of
The researcher used the mean and standard problem solving using a Draw a Picture strategy. It had
deviation to determine the level of the heuristic an overall mean of 4.69 for modular and 5. 00 for online
approach in terms of problem solving strategies learning approach. Both had a verbal interpretation of
based on Draw a Picture, Guess and Check, Look for Highly Effective. It appears that the heuristic
Patterns, Trial and Error, and Working Backwards. approached using Draw a Picture strategy was
Meanwhile, the researcher used the parametric t-test considered to be highly effective in solving word
to determine whether there was a significant problems in Mathematics.
difference between students' performance in Grade 3
Modular Online
Verbal Verbal
Mean SD Mean SD
Interpretation Interpretation
Even more, I enjoy
Highly
1 using the Draw a 4.69 0.47 5.00 0.00 Highly Effective
Effective
picture technique.
It was quite beneficial 4.69 0.55 Highly 5.00 0.00
2 Highly Effective
to my response. Effective
It is less difficult to
Highly
3 implement than other 4.69 0.62 5.00 0.00 Highly Effective
Effective
strategies.
Highly
Overall Mean 4.69 5.00 Highly Effective
Effective

5 4.21 - 5.00 Strongly Agree Highly Effective
4 3.41 - 4.20 Agree Effective
3 2.61 - 3.40 Moderately Agree Moderately Effective
2 1.81 - 2.60 Disagree Less Effective
1 1.00 - 1.80 Strongly Disagree Not Effective
The statement, “Even more, I enjoy using problem solving. Its overall mean was 3.62 for
the draw a picture technique” (Mean = 5.00, SD = modular and 3.86 for online. These averages had the
0.00) provided a strong evidence of this claim. same verbal interpretation of Effective. And based
Dunlosky, et al. (2013), assessed Minute on Table 2, the indicator which reflected the
Sketches in Folded Lists as a study method in effectiveness of guess and check was “I learned to
comparison with a preferred study method, VR, and guess and check (Mean = 3.93, SD = 0.73). This
taught the method to students in an intervention and statement is from the response of students under
allowed them to self-assess the effectiveness of the online learning approach.
method. Any learning gain that motivates students to Morton (2014), investigated middle school
use drawing as a learning strategy will create African American female perceptions of themselves
opportunities for development of higher-order skills as learners and students‟ knowledge of the meaning
with drawing that they use for purposes ranging from of ratio, proportionality and how to apply and explain
recall to complex study method. their application of proportionality concepts by
Unlike the Draw a Picture strategy, Guess examining written problem-solving strategies over a
and Check strategy was considered effective in three-year period. The categories of strategies

included no response, guess and check, additive build Using Look for Pattern strategy in problem
up with and without a pictorial representation and solving was highly effective for students under online
multiplicative nature. Participants reported positive learning but it was just an effective strategy when
dispositions about themselves as Mathematics considering the response of the students under
learners. modular approach.
Table 2. Heuristic Approach using Guess and Check Strategy
Modular Online
Verbal Verbal
Mean SD Mean SD
It's fun to try out the
Effective
1 guess and check 3.69 1.23 Effective 3.86 0.36
technique.
I quickly got the
Effective Effective
2 answer with the help 3.46 1.03 3.79 0.43
of Guess and check.
I learned to use 3.69 0.84 Effective 3.93 0.73 Effective
3
Guess and Check.
Effective Effective
Overall Mean 3.62 3.86

As reflected in Table 3, this strategy had an overall A child who expects things to „make sense‟ looks for
mean of 4.21 and 3.97, respectively. The students the sense in things and from this sense develops
under online learning approach claimed that this understanding. A child who does not see patterns
strategy was highly effective for its increased often does not expect things to make sense and sees
retention of information in their minds. But for all events as discrete, separate, and unrelated.”-Mary
students under modular learning, it was only an Baratta- Lorton (cited on p.112 of About Teaching
effective strategy in problem solving. The statement Mathematics by Marilyn Burns).
considered as the least indicator of the effectiveness In the Trial and Error strategy, both groups
of this strategy, “I understood the answer better with of pupils saw this as an effective strategy in problem
the help of the Look for Pattern strategy.” solving. This was based on the results from Table 4.
“Looking for Patterns trained the mind to It had an overall mean 3.64 with a verbal
search out and discover the similarities that binded interpretation of Highly Effective and Effective,
seemingly unrelated information together in a whole. respectively.
Table 3. Heuristic Approach Using Look for Pattern Strategy

Modular Online
Verbal Verbal
Mean SD Mean SD
Using the Look for
Pattern strategy is Effective Highly
1
more retained in my 4.19 0.69 4.79 0.43 Effective
mind.
With the Look for
Pattern Strategy, I Effective Effective
2
was able to respond 4.15 0.54 3.93 0.47
quickly.
I understood the
answer better with Effective Effective
3
the help of the Look 3.58 0.90 3.93 0.47
for Pattern strategy.
Effective Highly
Effective


The above-mentioned strategy was effective According to Bandola (2014), Trial and
in solving problems in Mathematics according to the Error, or Trial by error, is a general method of
response of students under online and modular problem solving for fixing things or for obtaining
learning. This was evident from the statement, “My knowledge. Learning does not happen from failure
knowledge increased with the help of Trial and Error itself but rather from analyzing the failure making a
strategy.” change and trying again.
Table 4. Heuristic Approach Using Trial and Error Strategy

Modular Online
Verbal Verbal
Mean SD Interpretati Mean SD Interpretati
on on
My knowledge increased
1 with the help of the Trial 3.65 1.06 Effective 3.93 0.62 Effective
and error strategy.
I understood and
answered the question Moderately
2 Effective
faster with the help of trial 3.62 1.13 3.14 0.36 Effective
and error.
I prefer using the Trial and 3.65 1.02 3.86 0.36
3 Effective Effective
error strategy.
Overall Mean 3.64 Effective 3.64 Effective

However, the least indicator of the effectiveness of qualitatively explore how teaching problem solving
this strategy was the statement, “I understood and focusing on the working backwards strategy
answered the question faster with the help of Trial enhances students‟ efficacy beliefs to solve problems
and Error.” In terms of using Working Backwards as in Mathematics. Results showed that teaching
a strategy in solving problems in Mathematics, the problem solving focusing on the Working Backwards
students under online learning approach claimed that strategy enhanced student‟s problem-solving efficacy
it was highly effective and the same approach was beliefs, self-regulation and contributed to
effective according to the students under from mathematical thinking performances.
modular learning approach. From the results shown Table 3 reflects the parametric t – test for
in Table 5, it had an overall mean of 5.00 and 4.01 significant difference between pretest and posttest.
and with a verbal interpretation of Highly Effective Based on the results, there was a significant
and Effective, respectively. The best indicator of this difference between pretest and posttest of the
level of effectiveness was the statement, “I quickly students using modular learning approach, Student‟s t
figured out the answer with the help of working = 17.35, p = < .001, and between pretest and posttest
backwards.” of the students using online learning approach,
According to Katz, et al. (2016), teachers Student‟s t = 9.72, p = < .001.
Table 5. Difference between Pretest and Posttest

Mean Cohen's
statistic Df p
difference d
POSTTEST PRETEST Student's
17.35 25 < .001* 4.69 3.4
MODULAR MODULAR t
POSTTEST PRETEST Student's
9.72 13 < .001* 2.86 2.6
ONLINE ONLINE t
The positive mean difference between the Table 5 reflects the parametric t – test for significant
posttest and pretest of both groups showed a difference between pretest and posttest. Based on the
significant improvement in the performance of the results, there was a significant difference between
students in problem solving. This improvement in pretest and posttest of the students using modular
the posttest scores or in the performance of the learning approach, Student‟s t = 17.35, p = < .001,
students as a whole could be attributed to the and between pretest and posttest of the students using
different strategies of problem solving. The heuristic online learning approach, Student‟s t = 9.72, p = <
approach in terms of Guess and Check, Draw a .001. heuristic approach had a medium effect on the
Picture, Look for Pattern, Trial and Error and improved performance of the pupils from both
Working Backwards provided a medium effect groups. Moreover, there was also a significant

difference in the pretest of students under modular students using modular learning approach and online
and online learning approach. On the contrary, there learning approach were shown in Table 6. Based on the
was no significant difference in the posttest of results, the mean score in the pretest on students under
students under modular and online learning approach. online and in the pretest of students from modular and
The heuristic approach of problem solving had a online, varied significantly, Student‟s t = -2.44, df = 38,
small effect on this difference. On the improved p = 0.02. The mean difference which was negative
performance of the students using modular, Cohen’s d = means that the mean score in the pretest of students
3.4, and of the students using online learning approach, using online learning was higher than the mean score in
Cohen‟s d = 2.6. the pretest of students using modular learning approach.
The results of the parametric t – test for Further, it signified that the level of cognitive skills of
significant difference in the pretest and posttest of students from the two groups was not the same.
Table 6. Difference in the Pretest and Posttest of Students from Modular and Online Learning Approach
Mean
Statistic Df p Cohen's d
difference
PRETEST Student's t -2.44 38 0.02 -2.02
POSTTEST Student's t -0.312 38 0.756 -0.187 -0.104
On the contrary, the results of the posttest were than the posttest mean score of students using online
different. The mean score of the posttest of students approach. Moreover, the heuristic approach had a
under the modular and the mean score of the posttest small effect on the posttest performance of the two
of students under online did not vary significantly, groups of students, Cohen‟s d = -1.04. This effect
Student’s t = -0.312, df = 38, p =0.756. The negative was further reflected by the observed level of
mean difference suggested that the posttest mean effectiveness of the different problem solving
score of students using modular approach was lower strategies.
Table 7. Heuristic Approach Using Working Backwards Strate

Modular Online
Verbal Verbal
Mean SD Mean SD
Using the Look for
Pattern strategy is Effective Highly
1
more retained in my 4.19 0.69 4.79 0.43 Effective
mind.
With the Look for
Pattern Strategy, I Effective Effective
2
was able to respond 4.15 0.54 3.93 0.47
quickly.
I understood the
answer better with Effective Effective
3
the help of the Look 3.58 0.90 3.93 0.47
for Pattern strategy.
Effective Highly
Effective

Table 8 showed the level of performance of learning approach had a posttest performance which
the pupils in the pretest and posttest using heuristic was above the level of Beginning. It seemed that
approach. The level of performance in the pretest of using Guess and Check, Draw a Picture, Look for
about 19% of the students under the modular learning Pattern, Trial and Error and Working Backwards
approach and about 64% under the online learning influenced the posttest performance of the students
approach was above the line of beginning. On the from both groups.
other hand, 100% of the students under the modular
using approach and about 93% under the online

Table 8. Level of Performance of the Pupils in the Pretest and Posttest Using Heuristic Approach.
Modular Online
Levels Pretest Posttest Pretest Posttest
f % F % F % F %
Beginning
21 80.77 0 0.00 5 35.71 1 7.14
(74% and below)
Developing
1 3.85 3 11.54 3 21.43 0 0.00
(75 - 79%)
Approaching
Proficiency 2 7.69 7 26.92 4 28.57 3 21.43
(80 84%)
Proficient
1 3.85 7 26.92 0 0.00 5 35.71
(85-89%)
Advanced
1 3.85 9 34.62 2 14.29 5 35.71
(90% and above)
Total 26 100 26 100 14 100 14 100
5. RESULTS AND DISCUSSIONS students under modular and online learning approach.
The objective of this study was to determine The heuristic approach of problem solving had a small
how heuristic approach in problem solving could effect on this difference.
enhance problem solving skills and thereby improve
the performance of Grade 3 students in Mathematics. 6. CONCLUSIONS AND
This study followed the pretest – posttest RECOMMENDATIONS
research design and used forty (40) randomly Since there was a significant difference in
selected Grade 3 students of Gatid Elementary the pretest and posttest of students using modular and
School. Twenty – six (26) students of those forty online learning approaches and both pretest of the
(40) students were using module and the remaining two groups were statistically not the same therefore,
fourteen (14) students were using online learning there was a sufficient statistical evidence to not
approach. completely reject the null hypothesis of this study.
The level of heuristic approach in problem solving The following were the recommendations
was determined using mean and standard deviation based on the above - mentioned findings:
while the parametric t – test for dependent and 1. The heuristic approach may be used, guess and
independent samples were used to test for any check, draw a picture, look for pattern, trial and error
significant difference between the pretest and posttest and working backwards in problem solving to
of the students. Findings: Level of heuristic approach enhance the performance of pupils in Mathematics.
the heuristic approach of problem solving in terms of 2. The heuristic approach of problem solving may be
Guess and Check, Draw a Picture, Look for Pattern, utilized in any learning modality. This approach
Trial and Error and Working Backwards varied from develops independence. It could also improve the
effective to highly effective. Level of performance in performance of the pupils in Mathematics as well as
pretest and posttest, the level of performance in the enhance the computational skills of the students.
pretest of about 19% of the students under the modular 3. The study may also be used as a guide for teachers
learning approach and about 64% of the students under to create other instructional materials in which the
the online learning approach was above the level of solution is based on a heuristic approach. It may also
Beginning performance. On the other hand, 100% of the assist teachers in conducting action research in their
students under the modular learning approach and about respective classes to deepen the usefulness and
93% of the students under online learning approach had effectiveness of the heuristic approach while also
a posttest performance which was above the level of
looking for the type of strategies.
Beginning performance. Difference between pretest and
4. Teachers may encourage students' creative
posttest there was a significant difference between
pretest and posttest of students using modular learning
problem-solving approaches by allowing each
approach and between pretest and posttest of students student to find their own solution rather than simply
using online learning approach. The heuristic approach relying on direct instruction. As a result, students are
had a medium effect on the improved performance of no longer afraid to solve word problems.
the pupils from both groups. Moreover, there was also a 5. More workshop or training sessions on teaching
significant difference in the pretest of students under strategies as possible may be provided by the
modular and online learning approach. On the contrary, administrator, so that students become familiar and
there was no significant difference in the posttest of

comfortable with the various teaching and learning the Mathematics Performance of Grade 8
techniques. Students of Pagsanjan National High School,
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of Laguna State Polytechnic University, Santa Cruz knowledge. Computers and Education, an
Main Campus including the president, Dr. Mario R. International Journal
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SJIF Impact Factor 2021: 8.013| ISI I.F.Value:1.241| Journal DOI: 10.

36713/epra2016 ISSN: 2455-7838(Online)

HEURISTIC APPROACH IN ENHANCING THE

Milet Visario Valenzuela

Greek word „eurisko‟, meaning to „find‟, „search‟ or

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2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |491 |

2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |492 |

Rating Range Description Interpretation

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Rating Range Description Interpretation

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Rating Range Description Interpretation

Table 3. Heuristic Approach Using Look for Pattern Strategy

Rating Range Description Interpretation

2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |495 |

Table 4. Heuristic Approach Using Trial and Error Strategy

Rating Range Description Interpretation

Table 5. Difference between Pretest and Posttest

2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |496 |

PRETEST Student's t -2.44 38 0.02 -2.02

POSTTEST Student's t -0.312 38 0.756 -0.187 -0.104

Table 7. Heuristic Approach Using Working Backwards Strate

Rating Range Description Interpretation

2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |497 |

Total 26 100 26 100 14 100 14 100

2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |498 |

2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |499 |

2021 EPRA IJRD | Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com |500 |

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