Visual Representations in Elementary Mathematics: Effects of the Block Model Approach on Word Problem-Solving

Word problem-solving remains challenging among elementary pupils, particularly in understanding mathematical situations and translating verbal statements into appropriate operations. This action research investigated the effectiveness of the Block Model Approach in improving the word problem-solving skills of Grade 2 pupils in a public elementary school in Misamis Occidental during School Year 2024–2025. A classroom-based pretest–posttest comparative design involving control and experimental groups was employed. The participants consisted of 20 purposively selected Grade 2 pupils equally distributed between the two groups. A researcher-made 20-item Word Problem Solving Test based on the Most Essential Learning Competencies (MELCs) was used to assess pupils’ performance before and after the intervention. Data were analyzed using frequency, percentage, mean, standard deviation, independent samples t-test, and paired sample t-test. Findings revealed low pretest performance among pupils in both groups. Following the implementation of the Block Model Approach through guided instruction, visual representations, and problem-solving activities, pupils in the experimental group demonstrated substantial improvement in posttest performance, while the control group showed minimal improvement under conventional instruction. Significant differences were found between the posttest performance of the control and experimental groups and between the pretest and posttest performance of the experimental group. The findings indicate that the Block Model Approach effectively improves pupils’ conceptual understanding, confidence, and mathematical problem-solving skills and may serve as a practical, learner-centered classroom intervention for strengthening learning outcomes in elementary Mathematics.