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Title: :  EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS
PaperId: :  28022
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 12 Issue 1 2026
DUI:    16.0415/IJARIIE-28022
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
NOVIE GRACE M. HIPONIAThe Faculty of the Graduate School Assumption College of Nabunturan Nabunturan, Davao de Oro
Roel P. Villocino, PhDThe Faculty of the Graduate School Assumption College of Nabunturan Nabunturan, Davao de Oro

Abstract

MASTER OF ARTS IN EDUCATION Major in Educational Administration
Educational Administration, Mathematical Word Problems, Early Grade Instruction, Seasoned Teachers’ Experiences, Phenomenological Design, Philippines
This qualitative phenomenological study examined the lived experiences of seasoned Grade 1 teachers in teaching mathematical word problems in selected public elementary schools in the Compostela East District, Davao de Oro, Philippines. Anchored in Vygotsky’s scaffolding theory, the study explored how teachers understand and respond to the instructional, linguistic, and contextual complexities inherent in early-grade word problem instruction. Ten teachers, each with at least ten years of experience, were purposively selected and interviewed using a semi-structured interview guide. The data were transcribed and analyzed using Braun and Clarke’s thematic analysis. Findings revealed that teachers’ instructional practices have evolved from traditional, teacher-directed approaches to more learner-centered, student-centered, contextualized, and multimodal strategies. Storytelling, role-playing, visuals, the Concrete–Pictorial–Abstract (CPA) model, and translation into Filipino or the vernacular emerged as core practices. Despite these efforts, teachers consistently encountered significant challenges, particularly students’ limited reading comprehension, linguistic barriers, large class sizes, insufficient instructional materials, and strict curriculum pacing. In response, seasoned teachers employed various coping mechanisms, including differentiated instruction, step-by-step modeling, peer collaboration, parental engagement, and creative resource improvisation. The study concludes that effective word problem instruction in Grade 1 requires systemic support that integrates language scaffolding, meaningful professional development, adequate teaching resources, and contextualized pedagogical approaches. Insights from seasoned teachers emphasize the importance of aligning curriculum, instruction, and support systems to enhance young learners’ comprehension and problem-solving skills.

Citations

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IJARIIE NOVIE GRACE M. HIPONIA, and Roel P. Villocino, PhD. "EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS" International Journal Of Advance Research And Innovative Ideas In Education Volume 12 Issue 1 2026 Page 688-698
MLA NOVIE GRACE M. HIPONIA, and Roel P. Villocino, PhD. "EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS." International Journal Of Advance Research And Innovative Ideas In Education 12.1(2026) : 688-698.
APA NOVIE GRACE M. HIPONIA, & Roel P. Villocino, PhD. (2026). EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS. International Journal Of Advance Research And Innovative Ideas In Education, 12(1), 688-698.
Chicago NOVIE GRACE M. HIPONIA, and Roel P. Villocino, PhD. "EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS." International Journal Of Advance Research And Innovative Ideas In Education 12, no. 1 (2026) : 688-698.
Oxford NOVIE GRACE M. HIPONIA, and Roel P. Villocino, PhD. 'EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS', International Journal Of Advance Research And Innovative Ideas In Education, vol. 12, no. 1, 2026, p. 688-698. Available from IJARIIE, https://ijariie.com/AdminUploadPdf/EXPERIENCES_WITH_WORD_PROBLEM_INSTRUCTION_IN_GRADE_1__PERSPECTIVES_FROM_SEASONED_TEACHERS_ijariie28022.pdf (Accessed : ).
Harvard NOVIE GRACE M. HIPONIA, and Roel P. Villocino, PhD. (2026) 'EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS', International Journal Of Advance Research And Innovative Ideas In Education, 12(1), pp. 688-698IJARIIE [Online]. Available at: https://ijariie.com/AdminUploadPdf/EXPERIENCES_WITH_WORD_PROBLEM_INSTRUCTION_IN_GRADE_1__PERSPECTIVES_FROM_SEASONED_TEACHERS_ijariie28022.pdf (Accessed : )
IEEE NOVIE GRACE M. HIPONIA, and Roel P. Villocino, PhD, "EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS," International Journal Of Advance Research And Innovative Ideas In Education, vol. 12, no. 1, pp. 688-698, Jan-Feb 2026. [Online]. Available: https://ijariie.com/AdminUploadPdf/EXPERIENCES_WITH_WORD_PROBLEM_INSTRUCTION_IN_GRADE_1__PERSPECTIVES_FROM_SEASONED_TEACHERS_ijariie28022.pdf [Accessed : ].
Turabian NOVIE GRACE M. HIPONIA, and Roel P. Villocino, PhD. "EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 12 number 1 ().
Vancouver NOVIE GRACE M. HIPONIA, and Roel P. Villocino, PhD. EXPERIENCES WITH WORD PROBLEM INSTRUCTION IN GRADE 1: PERSPECTIVES FROM SEASONED TEACHERS. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2026 [Cited : ]; 12(1) : 688-698. Available from: https://ijariie.com/AdminUploadPdf/EXPERIENCES_WITH_WORD_PROBLEM_INSTRUCTION_IN_GRADE_1__PERSPECTIVES_FROM_SEASONED_TEACHERS_ijariie28022.pdf
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