Visual Representations in Elementary Mathematics: Effects of the Block Model Approach on Word Problem-Solving

Skip to content Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV7I80017 Volume: 07 Issue: 08 Pages: 168-179 Date: June 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Elsan Rose T. Tumapang. (June 2026). Visual Representations in Elementary Mathematics: Effects of the Block Model Approach on Word Problem-Solving. United International Journal for Research & Technology (UIJRT) , 7 (8), 168-179. Abstract Word problem-solving remains challenging among elementary pupils, particularly in understanding mathematical situations and translating verbal statements into appropriate operations. This action research investigated the effectiveness of the Block Model Approach in improving the word problem-solving skills of Grade 2 pupils in a public elementary school in Misamis Occidental during School Year 2024–2025. A classroom-based pretest–posttest comparative design involving control and experimental groups was employed. The participants consisted of 20 purposively selected Grade 2 pupils equally distributed between the two groups. A researcher-made 20-item Word Problem Solving Test based on the Most Essential Learning Competencies (MELCs) was used to assess pupils’ performance before and after the intervention. Data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test, and paired sample t-test. Findings revealed low pretest performance among pupils in both groups. Following the implementation of the Block Model Approach through guided instruction, visual representations, and problem-solving activities, pupils in the experimental group demonstrated substantial improvement in posttest performance, while the control group showed minimal improvement under conventional instruction. Significant differences were found between the posttest performance of the control and experimental groups and between the pretest and posttest performance of the experimental group. The findings indicate that the Block Model Approach effectively improves pupils’ conceptual understanding, confidence, and mathematical problem-solving skills and may serve as a practical, learner-centered classroom intervention for strengthening learning outcomes in elementary Mathematics. Keywords: Block Model Approach, Grade 2 Pupils, Mathematics, Problem-Solving Skills, Word Problems. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV7I80017 Volume: 07 Issue: 08 Pages: 168-179 Date: June 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Elsan Rose T. Tumapang. (June 2026). Visual Representations in Elementary Mathematics: Effects of the Block Model Approach on Word Problem-Solving. United International Journal for Research & Technology (UIJRT) , 7 (8), 168-179. Abstract Word problem-solving remains challenging among elementary pupils, particularly in understanding mathematical situations and translating verbal statements into appropriate operations. This action research investigated the effectiveness of the Block Model Approach in improving the word problem-solving skills of Grade 2 pupils in a public elementary school in Misamis Occidental during School Year 2024–2025. A classroom-based pretest–posttest comparative design involving control and experimental groups was employed. The participants consisted of 20 purposively selected Grade 2 pupils equally distributed between the two groups. A researcher-made 20-item Word Problem Solving Test based on the Most Essential Learning Competencies (MELCs) was used to assess pupils’ performance before and after the intervention. Data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test, and paired sample t-test. Findings revealed low pretest performance among pupils in both groups. Following the implementation of the Block Model Approach through guided instruction, visual representations, and problem-solving activities, pupils in the experimental group demonstrated substantial improvement in posttest performance, while the control group showed minimal improvement under conventional instruction. Significant differences were found between the posttest performance of the control and experimental groups and between the pretest and posttest performance of the experimental group. The findings indicate that the Block Model Approach effectively improves pupils’ conceptual understanding, confidence, and mathematical problem-solving skills and may serve as a practical, learner-centered classroom intervention for strengthening learning outcomes in elementary Mathematics. Keywords: Block Model Approach, Grade 2 Pupils, Mathematics, Problem-Solving Skills, Word Problems. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794

Paper Details Subject: Educational Management Paper ID: UIJRTV7I80017 Volume: 07 Issue: 08 Pages: 168-179 Date: June 2026 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Elsan Rose T. Tumapang. (June 2026). Visual Representations in Elementary Mathematics: Effects of the Block Model Approach on Word Problem-Solving. United International Journal for Research & Technology (UIJRT) , 7 (8), 168-179. Abstract Word problem-solving remains challenging among elementary pupils, particularly in understanding mathematical situations and translating verbal statements into appropriate operations. This action research investigated the effectiveness of the Block Model Approach in improving the word problem-solving skills of Grade 2 pupils in a public elementary school in Misamis Occidental during School Year 2024–2025. A classroom-based pretest–posttest comparative design involving control and experimental groups was employed. The participants consisted of 20 purposively selected Grade 2 pupils equally distributed between the two groups. A researcher-made 20-item Word Problem Solving Test based on the Most Essential Learning Competencies (MELCs) was used to assess pupils’ performance before and after the intervention. Data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test, and paired sample t-test. Findings revealed low pretest performance among pupils in both groups. Following the implementation of the Block Model Approach through guided instruction, visual representations, and problem-solving activities, pupils in the experimental group demonstrated substantial improvement in posttest performance, while the control group showed minimal improvement under conventional instruction. Significant differences were found between the posttest performance of the control and experimental groups and between the pretest and posttest performance of the experimental group. The findings indicate that the Block Model Approach effectively improves pupils’ conceptual understanding, confidence, and mathematical problem-solving skills and may serve as a practical, learner-centered classroom intervention for strengthening learning outcomes in elementary Mathematics. Keywords: Block Model Approach, Grade 2 Pupils, Mathematics, Problem-Solving Skills, Word Problems. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Elsan Rose T. Tumapang. (June 2026). Visual Representations in Elementary Mathematics: Effects of the Block Model Approach on Word Problem-Solving. United International Journal for Research & Technology (UIJRT) , 7 (8), 168-179.

Abstract Word problem-solving remains challenging among elementary pupils, particularly in understanding mathematical situations and translating verbal statements into appropriate operations. This action research investigated the effectiveness of the Block Model Approach in improving the word problem-solving skills of Grade 2 pupils in a public elementary school in Misamis Occidental during School Year 2024–2025. A classroom-based pretest–posttest comparative design involving control and experimental groups was employed. The participants consisted of 20 purposively selected Grade 2 pupils equally distributed between the two groups. A researcher-made 20-item Word Problem Solving Test based on the Most Essential Learning Competencies (MELCs) was used to assess pupils’ performance before and after the intervention. Data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test, and paired sample t-test. Findings revealed low pretest performance among pupils in both groups. Following the implementation of the Block Model Approach through guided instruction, visual representations, and problem-solving activities, pupils in the experimental group demonstrated substantial improvement in posttest performance, while the control group showed minimal improvement under conventional instruction. Significant differences were found between the posttest performance of the control and experimental groups and between the pretest and posttest performance of the experimental group. The findings indicate that the Block Model Approach effectively improves pupils’ conceptual understanding, confidence, and mathematical problem-solving skills and may serve as a practical, learner-centered classroom intervention for strengthening learning outcomes in elementary Mathematics. Keywords: Block Model Approach, Grade 2 Pupils, Mathematics, Problem-Solving Skills, Word Problems. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Word problem-solving remains challenging among elementary pupils, particularly in understanding mathematical situations and translating verbal statements into appropriate operations. This action research investigated the effectiveness of the Block Model Approach in improving the word problem-solving skills of Grade 2 pupils in a public elementary school in Misamis Occidental during School Year 2024–2025. A classroom-based pretest–posttest comparative design involving control and experimental groups was employed. The participants consisted of 20 purposively selected Grade 2 pupils equally distributed between the two groups. A researcher-made 20-item Word Problem Solving Test based on the Most Essential Learning Competencies (MELCs) was used to assess pupils’ performance before and after the intervention. Data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test, and paired sample t-test. Findings revealed low pretest performance among pupils in both groups. Following the implementation of the Block Model Approach through guided instruction, visual representations, and problem-solving activities, pupils in the experimental group demonstrated substantial improvement in posttest performance, while the control group showed minimal improvement under conventional instruction. Significant differences were found between the posttest performance of the control and experimental groups and between the pretest and posttest performance of the experimental group. The findings indicate that the Block Model Approach effectively improves pupils’ conceptual understanding, confidence, and mathematical problem-solving skills and may serve as a practical, learner-centered classroom intervention for strengthening learning outcomes in elementary Mathematics.

Keywords: Block Model Approach, Grade 2 Pupils, Mathematics, Problem-Solving Skills, Word Problems.

Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026

Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City

Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026

Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School

Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026

Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement

Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026

Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc.

The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026

The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning

Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026

Instructional Leadership Support and Professional Growth Among TVL Teachers

Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026

Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements

Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026

Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action

Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026

Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data

Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes

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Visual Representations in Elementary Mathematics: Effects of the Block Model Approach on Word Problem-Solving » UIJRT

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