Effectiveness of Visualisation Integrated Problem Solving Approach on Improving Grade Three Malaysian Students’ Arithmetic Word Problem Solving Ability

Abstract

Problem solving serve as the centre piece of mathematical instructions in elementary school. However, tackling word problems remains one of the most challenging tasks for students. This study is conducted to determine the effectiveness of visualisation integrated problem-solving approach on improving grade three Malaysian students’ arithmetic word problem solving ability. This quasi-experimental research involved 59 Grade Three students from National Type Chinese Primary School (NTCPS) selected using multistage cluster sampling. The hypothesis of the study is tested by performing independent samples t-test. The findings indicate that visualisation integrated problem-solving approach is effective in improving students learning and retention in solving arithmetic problems. Teachers are encouraged to guide students in using schematic diagrams to illustrate the problem context and relationships between numerical information. This not only helps students apply their conceptual knowledge more effectively but also equips them with a practical tool for problem-solving in real-world contexts.