Q: Discuss the instruments used (below) to gather the data and mention the evidence of reliability and validity of the instruments. Are there limitations of the data based on this criterion? Why do you say so?

Block Moodel Afproach enqloy the concrete representation - abstract mathod of soiving word peoblems. The Block Model Approach helps pupal visulize siruations because if creates concrete picture of from absuact siruation. In miny satisfies the pupil's learning troush seeing and doing Finally, it unntorms words into recognizable pictures for young minds. The resencher nunted to find out nhether the problem solving perfocmance of the Grade 5 pupils was moderated by the problem solving appcoach. The imervening variables are mathematical ability und types of peoblem. Under mothemstical ability pupils are groued into aboce avenge, average and below average for type of problams, it nas chasified into one - step, two - step, and three - step. Data Gathering Procedure The staiy has turee phases. These arey 1) Fre - experimental phase; 2) experimental phase; and 3) post-experimeninl. Phere 1. Pre-Experinental Phase An Achienement Test together nith the toble of specification was prepared The oher instruments used were also prepared. Lesson plins and Activity phests for both the experimental and control group. Letter of request were made (Appenciees A to F); one was aditessed to the Principal's office the ocher one is adfiressed to the Registrar's ofince troush the Onine of the Academic Cooruinators for the final gades of the respondents mining the school year 20062007. After the thorough evaluation of the Achiecement test, the finnl copy of this test nas ased as pretest and posttest of the study. Phare 2. Exporimantaj Phase The teacher administered the Problem Solving Perfoumance Test a diny after the chiss ocientation. Tbe studerts in the control group went through the concentional way of teaching using te Trationoal method. The students in the experimennl group were exposed to Block Model Approach. During the experiment, the Iresenrcher following the same coctent coverage haniled both groups. Phare 5. Post-Experimental Poriod A posttest was aininiztered to both groups the day affer the sesions. The realts of the pretest and postest were monlyzed and examined to evaluate assess the effects of the block model approach on the performince of the stadents. Statistical Treament of the Data The following statistical tools were used to amalyze the datn gathered. - t-test for Dependent Sanples. This was ueed to deterwine if tere is significant difference berween the pretest and postest scores of the experimennl group and condol group in tems of perforinince in the test - t-test for Independent Samples. This was used to find out if tere is significant difference berween the posttest mean scores of te experimennl group and conrel group on problen solving performance test. - Two - Way Anvysis of Variance This nus ased to determine if there is a sienificant interaction effect of problem solving approach and the mothemotical ability on the problem solving performance of the purils. Problem Soiving Performance Test (PSPT) Stage 1. Preawing the sinitad Drafi. A table of Specifications for the first datt was constructed to enore that all coctent areas were represented in the test (Appentix B1 ). The scope and sequence and the instructiocal objectives in the La Salle Green Hill, Grade School Math Deparmerr were the determining fictors in the prepancion of the table of specifications. - Content Valication An initinl dratt of 50 mzultiple - choice items was made and suburitted to the Academic Coordinator and tiree Mathenudics taschers of the La Salle Gren Hills for a thorough examination. A table of specifications was prepared to cover all the topics that will be discussed in the duation of the stary. - Face Valicintion Three Muth experts teaching at La Salle Green Hills were insolsed in the validation of the Problem Solving Performance Tert. - First Try-our The 50 milliple choice test items nere tried out to ooe of the sections of the gaduncing class of 2007 coasisting of 30 pupils. These students were considered for the ty - out of the test as thy bad just leamed the itams covered in the tost fer moaths back that they were in tie position to answer the test items. Stage 2. Ifem Avayysis. After the try-cut, the test itens were anilysed by using the Upper and Loner Index Method Opcion analyzis was done. Deciding whether to retain of remove the items was based ca tro ranges. Irems nith difficulty intices nitthin 0.20 to 0.80 and discrimination intices wittin 0.30 to 0.80 were rethined From the 50 multiple - choice items, 10 of these were uijscarded and, 30 items were reained and 10 were subjected to Ievision. Stage 3. Sacound Ty - out. Affer amalyzing the reults of the first draft, the final rersion of the 40 ittem maltiple choice problem solving performance was adininittered to another gevoup of eradunting pupis. Anocher item analysis was dooe to find out the indices of discrimination and dififculty of the revised test items. Irems with difficuly indices nittin 0.20 to 0.80 and discrinination indices within 0.30 to 0.90 nere retained The samee procetire and congutation instruments as in the first try - oul were ueed. Appentix C2 shows the option for te secood try - out and the analysis of each item as to difirally and discrinination indices. From 40 multiple choice items, 10 were discardsd, 24 were recained and 6 were rabjected to revision Stage 4. Prequring the Fwal Dr qfi. After conctating and rerising the second try - out the final was reidy to serve as pretest and posttest in the stuty. The final version consosed of 30 malriple-choice items can be found in Appentis N. - Lessca Plans Before the start of the expriment, lesson plans were prepared conering the lessons given during the experimental period, one using the ruditionsl wechod and the other one using the Block Model Afrroach. These overe submitted to a group of senior Mathemutios tsachers in La Sille Gren Hills. After critiquing suggestiocs and recommendintions from the Mathenulics experts were solicited and observed. The lesson plan can be formd from Appendices AB to A