ERROR ANALYSIS ON DIVIDING WHOLE NUMBER AMONG GRADE THREE PUPILS: BASIS FOR ACADEMIC INTERVENTION WILMEL R. DE JOSE, RYAN G. GALLEGA, LIZA P. TIGOLO, ROGELIO D. RASAY III, EdD
Santo Nino College Foundation, Inc.
New Hope School of Agriculture and Fishery, Inc.
Abstract
Division is a challenging operation as students misinterpret word problems, struggle to apply context-appropriate approaches, and execute procedural errors. This study investigates the common errors committed by Grade 3 pupils in dividing whole numbers, focusing on five key areas: reading, comprehension, transformation, process skills, and encoding. Utilizing a mixed-methods research design, the study began with a diagnostic phase involving 100 randomly selected participants. Based on the diagnostic results, 15 informants were purposively selected to participate in the subsequent quantitative and qualitative stages of the research. Quantitative data were collected using a six-item, researcher-developed, competency-based test- with each item further analyzing the areas error analysis. Qualitative data were gathered through a semi-structured interview guide and participants^ answer sheets. Frequency and percentage were used to present quantitative results, while thematic and documentary analysis were utilized to examine qualitative data. Findings revealed that errors in process skills were the most prevalent, with students frequently skipping steps, mishandling remainders, and showing limited procedural fluency. Comprehension and transformation errors were also notable, particularly in interpreting word problems and converting real-life situations into mathematical equations. Based on the findings, a targeted academic intervention plan was developed, emphasizing step-by-step instruction in division, reinforcement of basic multiplication skills, and integration of real-world problem-solving activities. The study underscores the importance of addressing foundational gaps in mathematical proficiency to enhance students^ division skills and offers a practical framework for teachers to improve learning outcomes, ultimately contributing to the broader goal of strengthening mathematics education at the elementary level.
Keywords: Division of Whole Number, Error Analysis, Academic Intervention
