stdClass Object
(
    [id] => 16611
    [paper_index] => 202506-01-022541
    [title] => KNOWS STRATEGY AND PRACTICE DRILLS: AN INTERVENTION IN IMPROVING SKILLS ON SOLVING WORK-RELATED PROBLEMS INVOLVING FRACTIONS
    [description] => 
    [author] => Windel C. Taypin, Charmine F. Hormillada, Christe Jane L. Rapal
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra22541
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022541.pdf
    [abstract] => This study examined the effectiveness of the KNOWS Strategy and Practice Drills as an intervention in improving skills in solving work-related problems involving fractions. The intervention was designed to address students’ persistent difficulties with fraction-based word problems through a structured, mnemonic-based approach. Utilizing a one-group pretest-posttest pre-experimental design, the study was conducted with 33 purposively selected Grade 8 students at Kapalong National High School. Quantitative data were gathered using a 10-item test administered before and after the intervention, and qualitative data were obtained through in-depth interviews. . Findings revealed a substantial difference in the scores before and after the intervention. The mean pretest score was 9.64% (poor), while the mean post-test score was 66.06% (satisfactory). The paired t-test results indicated a significant improvement in students' scores from the pretest to the post-test, with t (32) = 20.1, p < .001, with a standardized effect size of Cohen’s d= 3.50. Thematic analysis of student feedback identified five (5) core benefits: 1) enhancing mental clarity; 2) developing analytical confidence; 3) simplifying word problems enhances comprehension; 4) seeing KNOWS as an effective strategy for structured problem solving; and 5) enhancing analytical problem-solving skills. The findings confirm that the KNOWS Strategy and Practice Drills significantly improved both the performance and confidence of students in solving fraction-related problems, demonstrating its potential as an effective instructional approach in mathematics education.
    [keywords] => KNOWS Strategy, Intervention, Pre-experimental Design, Fractions, Philippines
    [doj] => 2025-06-18
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 127
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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