National assessment of student’s achievement clarifies that more than 70% of the students are below the level of competencies expected by the curriculum, and algebra is one of the weakest mathematical areas in public schools of Nepal. In this context, this research aim is to measure the improvement of problem-solving skills of Grade 8 students using model drawing for word problem solving in province 5 of Nepal. For this purpose, pre-test, intervention lesson, post-test and social validity survey for students were carried out. The lesson structure of Control Class (CC) was composed using traditional abstract algebraic method and for Experimental Class (EC) using Hogan & Forsten (2007)’s eight steps of model drawing approach. The quantitative data was analyzed using non-parametric test of SPSS. Result shows that the knowledge, comprehension, application and reasoning skills of EC became better than before, and consequently their problem-solving skills appeared more improved than that of CC after the treatment using model drawing approach of teaching.
ADHIKARI et al. (2025) studied this question.