Reciprocal Teaching on Solving Word Problems and its Effects on Mathematical Ability of Students in Mathematics in the Modern World

This study investigated the effect of reciprocal teaching on solving word problems among selected students enrolled in Mathematics in the Modern World at Tiwi Community College during the second semester of AY 2024–2025. It specifically examined the performance of control and experimental groups in the pre-test across Polya’s four steps in problem solving, mathematical problems involving patterns, and recreational problems using mathematics. The study also assessed the post-test performance of both groups, determined whether significant differences existed between their pre-test and post-test results, identified difficult topics encountered by the experimental group, and proposed enhanced instructional materials to address these challenges. By focusing on reciprocal teaching, the research aimed to evaluate its effectiveness in improving students’ mathematical problem-solving skills and overall performance. A quasi-experimental design was employed, utilizing pre- and post-tests administered to both control and experimental groups. The teacher-made tests served as the primary instrument for data collection, with results analyzed through mean scores and performance levels. To establish statistical validity, a t-test for independent samples was conducted to determine significant differences between the groups’ performances. Findings revealed that reciprocal teaching positively influenced the experimental group’s ability to solve word problems, particularly in applying Polya’s steps and recognizing mathematical patterns. However, certain topics remained difficult, underscoring the need for enhanced instructional materials tailored to students’ learning needs. Overall, the study highlights the potential of reciprocal teaching as an effective pedagogical strategy in mathematics, while emphasizing the importance of continuous refinement of teaching materials to support student learning outcomes.