Abstract
The purpose of this research is to determine how well the AGONSA pocket chart works as an intervention approach to improve learners in Grade 6's ability to solve mathematical word problems. Forty-five students from elementary school took part in the activity, and at first, their proficiency in solving mathematical puzzles varied. Pre- and post-test assessments were used in the study to look at how the AGONSA chart affected the skills of the participants. The pretest results showed that a large percentage of students had difficulty solving arithmetic word problems prior to the intervention, with the majority of answers falling into the "Unsatisfactory" and "Poor" categories. The posttest results showed some improvement in the "Satisfactory" and "Very Satisfactory" categories, indicating some development. Even so, a large portion continued to fall into the "Unsatisfactory" category, suggesting persistent difficulties with problem-solving abilities. The pretest and posttest mean scores differed significantly, according to statistical analysis using t-tests, indicating that the intervention significantly increased proficiency. This statistical significance demonstrated how well the AGONSA chart works as a tool to improve grade six students' ability to solve mathematical problems. The results indicate that although the intervention resulted in some progress, more work is still needed to address enduring difficulties in solving mathematical word problems. In order to further improve students' proficiency in this crucial skill area, it highlights the significance of focused interventions and structured methods to problem- solving. The study demonstrates how the AGONSA chart can be an effective teaching tool that supports students' understanding and implementation of mathematical problem-solving techniques, leading to improved academic achievement in mathematics.
