International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-8, Issue-2, February 2022

ISSN: 2395-3470
www.ijseas.com

Math Trail Activities and Open-Ended Approach in the

Development of Problem Solving Skills in Measurement of
Grade 5 Students
Henry T. Legaste, EdD
Esperanza Central School, Esperanza, Sultan Kudarat, Region XII, Philippines

ABSTRACT: This study determined the extent of Math Trail activities and Open-Ended Approach in
developing the problem skills in Measurements of Grade 5 students. The researcher utilized the quasi-
experimental design particularly a non-equivalent experimental to verify the problem solving skills in
measurements through the utilization of Math Trail Activity and Open-Ended Approach. A total of
one-hundred twenty (120) selected Grade 5 students was included as research respondents using the
simple random sampling and proportionate sampling. The mean, one way ANOVA and t-test were
used to analyse the data. Findings revealed that the Mean Percentage Scores of Math Trail Activities
in the pre-test was 27.33 which mean Low Mastery and in the post-test was 81.25 which mean
Moving towards Mastery. The Mean Percentage Scores of Open-Ended Approach in the pre-test was
33.33 which mean Low Mastery and in the post-test was 79.89 which mean Moving towards Mastery.
There are seventy-two (72) or 60% of the Grade 5 students have scored between 35-65 MPS and
forty-eight (48) or 40% of the students have score between 66-85 MPS. There is a significant
difference between the mastery skills of students in problem solving involving measurements using
the math trail and open ended approach and conceptual knowledge assessment.

Key Words: Math Trail Activities, Open-Ended Approach, Problem Solving Skills, Measurements

INTRODUCTION
Mathematics is a call for recognizing broad characteristics towards communication,
connections, reasoning, and problem solving. A mathematics trail is a walk to discover mathematics.
Math trails fit very nicely into the ideas of popularization of mathematics and of informal
mathematics education that have been increasingly recognized as valuable adjuncts to improving
mathematics education in the schools.
Kenderov et al. (2019) stated that the classroom is just one of the homes where education
takes place. The process of acquiring information and promoting knowledge development of students
occurs in many ways and in many places. The use of the surroundings as a classroom environment
can foster positive attitudes and an additional motivation for the study of mathematics, allowing
students to realize the applicability of mathematics and the influence of Mathematics trail.
Open-ended approach is an approach of learning which an open-ended problem is presented
first and then many correct answers of it will provide experience in finding something new in the
process. This can be done through combining students’ own knowledge, skills, or ways of thinking
that have been learned. Open-ended problems or incomplete problems are the problems formulated to
have multiple correct answers and asked to focus on different methods, ways, or approaches to getting
an answer (Ninomiya & Pusri, 2015).
Open tasks give a pupil various possibilities in the statement of the question and in the
solving of the problem. Naturally, the open-ended approach is a kind of non-routine pedagogical
learning that gives the options to the learners to design their own solutions. It is an introduction into
the educational process is connected with a variety of serious problems (Ildar & Irina, 2018).
Gradually, the traditional model of face-to-face teaching and-learning has been revising. It has
become more student-centered through math trail activity and open-ended approach.
In line with problem-solving process, the most widely-used strategy of teachers for the
learners to learn is referred to as "chug and plug”. Learners first find formulas, put the data, and
accept answers come out of the calculation. This will induce learners merely memorize the process
and automated skills without total understandings. When learners are taken out of the pencil-and-
paper, for example, they are asked to design solutions which are related to certain daily problems
given by the teacher (Hsu-Wan Chen, 2013).
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ISSN: 2395-3470
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As experienced, some of those perform well in regular classes may fail to do so. Part of the
reason may be that their thinking is restricted to the problem-solving process frequently used in the
textbook-problems. As learners encounter real problems which they are unfamiliar with, their thinking
is stuck in the same way, rather than doing trial-and-error. Learners are a little bit flaccid and afraid of
making mistakes. This leads them to be good problem solvers only in the textbook contexts. It is
crucial to think about how to deal with these problems. Thus, learners need to develop systems of
concepts which help them learn better. Learners have to broaden applications and to connect ideas
across different areas of mathematics.
It has been a long tradition that elementary classes are lecture-based. Students learn only from
their textbooks with repetitive practice at solving problems in such classes. In addition, most of the
learners go to some tutorial canters after regular classes at school because of parents’ expectation.
With this idea, the researcher intend to promote connection with a contextualized
mathematics from everyday features, walking through and analyzing the surroundings of the school,
linking some of its details with exploration tasks and activity in measurements . The main purpose of
the study was to construct math tasks associated to a trail outside of the classroom and open-ended
approach, to foster a new attitude towards mathematics, through the observation and exploration of
learners in the open area, it is an opportunity for them to formulate problems, which involves making
decisions about what to consider and what to ignore in the situation under study, applying and
mobilizing the personal mathematical knowledge, in a situation that is, in this particular case, realistic.

Conceptual Framework of the Study

The Mathematics Trail is a school-based activity that is conducted to expose learners in
different stations with different problems to be solved. . The activity is usually conducted within the
school compound, school neighbourhood, or at various parks or places of interest. The Mathematics
Trail provides a good opportunity for pupils to experience the relevance of Mathematics in real life. It
emphasizes skills such as estimation and hands-on activity. At the Trail, pupils will use creative
thinking skills to design feasible methods of solving real-life problems. They will also employ
mathematical skills to make good estimates of the measurements needed. Open-ended problems or
incomplete problems are the problems formulated to have multiple correct answers and asked to focus
on different methods, ways, or approaches to getting an answer. The open-ended problems were
classified into three types: (1) Finding relations problems: students are asked to find some
mathematical rules or relations, (2) Classifying problems: students are asked to classify according to
characteristics, and (3) Measuring problems: students are asked to measure a certain phenomenon.
The Math trail and open-ended approach will be used in developing the problem solving skills
in measurements of learners in Grade will be based on curriculum especially in 4th quarter. The P P

coverage is based on the lessons such as: (1) Circumference and area of the circle, (2) Volume of
Cube and rectangular prisms, (3) Area of trapezoid, square and rectangle.
The above cited concepts anchored the present undertakings of the study on math trail
activities and open-ended approach in developing the problem skills in measurements of Grade 5
learners.
Figure 1 depicts the independent and dependent variables of the study. The independent
variables are the two approaches such as math trail activities and open-ended approach in teaching
problem solving skills. The dependent variables will serve as determinants of the development of the
problem solving skills of Grade 5 students in Measurements. The dependent variables is the extent of
problem solving skills in Measurement using the pre-test and post-test as well as the conceptual
knowledge assessment.
The following diagram depicts how the two variables will be treated and the relationship of
the independent and dependent variable.

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 International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-8, Issue-2, February 2022
ISSN: 2395-3470
www.ijseas.com

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Problem Solving Skills of Grade 5

MATH TRAIL ACTIVITIES Learners in Measurements

and

OPEN-ENDED APPROACH Pre-Test

Post-Test
Conceptual Knowledge Assessment

Figure 1. Research Paradigm

Statement of the Problem

This study determined the extent of Math Trail activities and open-ended approach in
developing the problem skills in measurements of Grade 5 learners.
Specifically, this study sought to answer the following questions:
1. What is the pre-test and post-test scores of students in problem solving skills exposed in
using Math Trail Activities?
2. What is the pre-test and post-test scores of students in problem solving skills exposed in
using open-ended approach?
3. To what extent is the conceptual knowledge assessment of the students in problem solving
skills?
4. Is there a significant difference among the mean percentage scores of students in problem
solving skills exposed in math trail and open ended approach during the pre-test?
5. Is there a significant difference among the mean percentage scores of students in problem
solving skills exposed in math trail and open ended approach in the post-test?
6. Is there a significant difference among the mean percentage scores of students in problem
solving skills exposed in math trail and open ended approach during the conceptual knowledge
assessment?

METHODOLOGY
Research Design
The study utilized the quasi-experimental design particularly a non-equivalent experimental to
verify the problem solving skills in measurements through the utilization of math trail activity and
open-ended approach. It was a three-group design composed of two experimental group and one
control group. Mean gain scores which was the most important data needed in the study was
computed by getting the absolute difference of the pre-test and post-test scores of each group.

Locale of the Study

The study was conducted at Esperanza Central School in Esperanza District I for the school
year 2019-2020. The school is biggest elementary schools in municipality of Esperanza. It has a
population of 1, 865 learners. The school is offering curriculum for Special Education (SPED). It is
located in the Poblacion of the municipality.

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 International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-8, Issue-2, February 2022
ISSN: 2395-3470
www.ijseas.com
Respondents of the Study
The respondents of the study were Grade 5 learners who were exposed to math trail activities
and open-ended approach exercises to develop their problem-solving skills in measurements. The
respondents were selected from all sections. A total of one-hundred twenty (120) selected Grade 5
learners was included as research respondents. Table 1 presents the distribution of respondents. The
table reflects that out of one hundred twenty (120) respondents, 79 are males and 41 females. Each
group has the same number of learners.

Table 1. Distribution of Respondents

Groups Male Female Total

I 25 15 40
II 28 12 40
II 26 14 40
Total 79 41 120

Data Collection Instrument

The quantitative data that was utilized in the study was collected and analyzed using a
researcher-made test to measure the problem-solving skills of learners. The researcher-made test
initially consisted of 30 items, 6 items per objectives. In the conceptual knowledge assessment test
was taken from the standardized test. The items were based on Curriculum Guide of Grade 5
Mathematics during third and fourth quarters. To ensure proper distribution of the test items, Table of
Specification (TOS) was prepared following the competencies for Grade 5.
In the open-ended approach, the researcher made the 15-tem test utilized during the pretest
and posttests assessment. In the Math Trail Pre-test and Post-test, rubrics for scoring was used to
check the outputs of the respondents. The math trail problems composed of five stations.
The research instrument went through validation process, which was the most important
feature of an instrument. The items was reviewed and validated by at least 3 Mathematics Experts.
After the validation process, the reliability test was conducted.
The learners’ scores in the pre-test, post-test and conceptual knowledge assessment were
converted into Mean Percentage Score (MPS) and dichotomously categorized, described and
interpreted following the criteria adopted from National Educational Testing Research Council
(NETRC). Table 2 presents the criteria.
Table 2. Students’ Competence Criteria

Mean Percentage Score (MPS) Descriptive Rating

96 – 100 Mastered
86 – 95 Closely Approximating Mastery
66 – 85 Moving Towards Mastery
35 – 65 Average Mastery
15 – 34 Low Mastery
5 – 14 Very Low Mastery
0–4 Absolutely No Master

Sampling Technique
This research study was employed the simple random sampling using lottery method that was
utilized to identify the three (3) sections and also applied to determine the actual student-respondents.
Thus, proportional sampling procedure was used to obtain the number of student-respondents per
group.

Statistical Treatment
The mean along with standard deviation was used in determining the level of the pre-test and
post-test for both the experimental groups. To determine the significant difference in the pre-test and
post-test and conceptual knowledge assessment mean scores one-way ANOVA and t-test was used.
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ISSN: 2395-3470
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DISCUSSION OF RESULTS AND REFLECTION

Action research questions were categorically answered by the following tables. Systematic
analysis and comprehensive interpretation for each table were presented to provide good implication
and finally to seek answer to the main problem of the research.

Pre-test and Post-test Scores of students in Math Trail Activities

Table 3. Pre-test and Post-test Scores of students in Math Trail Activities

Math Trail Activities MPS Description

Pre –Test Assessment 27.33 Low Mastery

Post-Test Assessment 81.25 Moving Towards Mastery

Table 3 shows the results of pre-test and post-test scores of Grade 5 learners exposed to Math
Trail Activities. The Mean Percentage Scores in the pre-test was 27.33 which mean Low Mastery.
The MPS in the post-test was 81.25 which mean Moving towards Mastery. This finding means that
the learning skills of students before the exposures Math Trail activities has lack of knowledge about
the in problem solving in measurements. Yet, after their exposures to the Math Trail activities their
level of Mathematics achievement in problem solving of Measurements increased. This implies that
using Math Trail activities could help learners understand the problem-solving involving
Measurements such as area, volume and conservation of units.

Pre-test and Post-test Scores of students in Open-Ended Approach

Table 4. Pre-test and Post-test Scores of students in Open-Ended Approach

Open Ended Approach MPS Description

Pre –Test Assessment 33.33 Low Mastery

Post-Test Assessment 79.89 Moving Towards Mastery

Table 4 shows the results of pre-test and post-test scores of Grade 5 students exposed in
Open-ended Approach. The Mean Percentage Scores in the pre-test was 33.33 which mean Low
Mastery. The MPS in the post-test was 79.89 which mean Moving towards Mastery. This finding
means that the learning skills of students before the exposures Open Ended Approach has lack of
knowledge about the in problem solving in measurements. Yet, after their exposures to the Open-
Ended Approach their level of Mathematics achievement in problem solving of Measurements
increased. This implies that using Open Ended Approach could help learners understand the problem-
solving involving Measurements such as area, volume and conservation of units. The strategy could
be recommended for mathematics teachers as useful in teaching Measurements.

Conceptual Knowledge Assessment of the Students in Problem Solving Skills

Table 5. Conceptual knowledge assessment of the students in problem solving skills

Mean Percentage Frequency Percentage Descriptive Rating

Score (MPS)
66 – 85 48 40.00% Moving Towards Mastery
35 – 65 72 60.00% Average Mastery
120 100
*MPS=60.28- Average Mastery

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As shown in Table 5, there are seventy-two (72) or 60% of the Grade 5 students have scored
between 35-65 MPS and forty-eight (48) or 40% of the students have score between 66-85 MPS. This
means that majority of the Grade 5 students have Average Mastery during the conceptual assessment
in the problem-solving involving measurements. This result is supported by the overall MPS with
60.28 which mean Average Mastery. Furthermore, findings revealed that the level of Grade 5
students exposed to Math Trail and Open-Ended Approach have high conceptual skills in
measurements wherein they belong to Average and Moving towards Mastery.

Significant Difference among the Mean Percentage Scores of Students in Problem Solving Skills
in the Pre-Test of Math Trail and Open-Ended Approach

Table 6. T-test Analysis on the Pre-test of Math Trail and Open-Ended Approach

Source of MPS p-value t-computed t-critical Interpretation

Variation

Pre-Test Scores 30.33 0.102 1.66 1.98 Not Significant

*= 0.05 Level of Significance

It can be shown in Table 6 that the pre-test scores in Math Trail and Open-Ended Approach
finds not significant having the t computed value of 1.66 is less than the t-critical with 0.102
probability value higher than the level of significance set at 0.05. The scores in Math Trail and Open
Ended Approach of Grade 5 students shows no significant difference. This means that the result of
their level of mastery and skills in solving word problems in measurements before exposing to the two
approaches was almost the same. Furthermore, the Grade 5 students have low mastery in solving word
problems in measurements.

Significant Difference among the Mean Percentage Scores of Students in Problem Solving Skills
in Post-Test of Math Trail and Open Ended Approach

Table 7. T-test Analysis on the Post-test of Math Trail and Open Ended Approach

Source of MPS p-value t-computed t-critical Interpretation

Variation

Post-Test Scores 76.07 0.000* 14.86 1.98 Significant

*= 0.05 Level of Significant

It can be shown in Table 7 that the post-test scores in Math Trail and Open Ended Approach
finds significant having the t computed value of 14.86 is greater than the t-critical of 1.98 with
probability value of .000 lower than the level of significance set at 0.05. The scores in Math Trail and
Open Ended Approach of Grade 5 students shows significant difference. This means that the result
of their level of mastery and skills in solving word problems in measurements after exposing to the
two approaches is not the same. The mastery level of students exposed to Math Trail Activities is
higher than compared to their mastery level exposed to Open Ended Approach.

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Significant Difference among the Mean Percentage Scores of Students in Problem Solving Skills
Exposed in Math Trail and Open Ended Approach and Conceptual Knowledge Assessment

Table 8. Analysis of Variance on the MPS of Students Using the Math Trail and Open Ended
Approach and Conceptual Knowledge Assessment

Assessments MPS P-value F F-crit Interpretation

Math Trail 81.25
Open-ended 79.89 0.000* 294.92 3.92 Significant
Conceptual 60.28
**=.01 Level of Significance

It can be shown in Table 8 that all types of assessment tools gave significant increase in the
Mastery skills of students in problem solving involving measurements as indicated by the p-values of
0.000 which are all less than α = 0.05, thus there is a significant difference between the mastery skills
of students in problem solving involving measurements using the math trail and open ended approach
and conceptual knowledge assessment. This means that regardless of assessment method, students
really learned from the teachers’ discussion in problem solving of measurements topics. This further
means that math trail activities and open-ended approach were all effective in improving the mastery
skills of Grade 5 students in problem solving involving measurements.

CONCLUSION/REFLECTION

Using Math Trail activities could help learners understand the problem-solving involving
Measurements such as area, volume and conservation of units. The Grade 5 students exposed to Math
Trail and Open-Ended Approach have high conceptual skills in measurements wherein they belong to
Average and Moving towards Mastery. The mastery level of students exposed to Math Trail
Activities is higher than compared to their mastery level exposed to Open Ended Approach.

RECOMMENDATION

1. The Mathematics teachers are encourage to utilize Math Trail Activities and Open-Ended Approach
in teaching measurements.

2. Appropriate strategies in teaching Mathematics should be utilized in order to develop the critical
and conceptual skills of the students.

3. The school should conduct training and seminars in utilizing the different teaching strategies in
Mathematics.

4. Activity materials must be crafted and provided to other teachers in the district. This activity sheets
are helpful in problem solving skills and the conduct of math trail activity to the learners. This would
lessen the burden of teachers in making activity e to the learners.

5. Institutionalization of Math Trail in School must be encouraged to expose the students in real-life
situation and hands-on activities that merely could not be experienced in the four walls of the
classroom.

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