Improving the Math Performance of Struggling Grade 7 Students Through Self-Learning Materials with a Word Bank and Problem-Solving Strategies

Abstract

This study investigated the effectiveness of self-learning materials incorporating a word bank and step-by-step problem-solving strategies in improving the mathematics performance of struggling Grade 7 students. The participants were ten (10) students who had difficulty solving word problems. A one-group pretest-posttest design was employed to measure students’ performance before and after the intervention. Results showed a significant improvement in students’ scores, with the mean pre-test score increasing from 8.8 to a post-test mean of 14.8, and a consistent gain of 6 points per student. Statistical analysis using a paired sample t-test (t = 12.45, p < 0.05) confirmed that the improvement was significant. The findings indicate that the use of structured self-learning materials, including a word bank and guided strategies, helped students better understand mathematical terms, organize their thinking, and solve real-life word problems more confidently. The study highlights the importance of targeted instructional support for struggling learners in mathematics and suggests practical strategies for teachers, parents, and educators to enhance student learning outcomes.