CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematical problems are really difficult to be solved. Students do not know

how to do it. That is why they do not like the subject especially problem solving as a

skill, the more that students hate mathematics when they are given a test in problem

solving. However, they cannot avoid this challenge being an important skill to be

acquired. In fact, problems are spices in life. So, it is a must for us to solve

problems to make on life meaningful and fruitful.

Problem solving in mathematics is not a topic but a process underlie the whole

mathematics programmes which contextually helped concepts and skills to be

learned (Ibrahim 1997). It is true that problem solving in mathematics is not a topic

but a process on how to solve or deal with mathematical problems. This

mathematical problems serves as a guide on how to apply its process in solving our

daily life problems. Many mathematical skills are involved in problem solving.

Mathematical difficulties are frequently characterized by cognitive deficits such as

ineffective problem solving strategies, lack of comprehension and computational

fluency. Leongson (2003) reveals that Pilipino students excel in knowledge

acquisition but fare considerably low in lessons requiring higher order thinking skills.

This disappointing condition is evident in the performance of students in national and

international surveys on mathematics and science competencies. The Third

International Mathematical Science Study (TIMMS, 2000) examined patterns of

students achievement in mathematics and found out that the school effectiveness
1
and teachers competency impact learning and promote higher level of achievements.

In addition, the quality of instruction and effective instructional design are necessary

to alleviate problems related to teaching and learning mathematics (Dursun &

Dede,2004).

In the 21st century, one shifting paradigm in education is about teachers role

and competencies. Competent mathematics teachers provide a roadmap to guide

students to an organized understanding of mathematical concepts, to reflective

learning, to critical thinking, and ultimately to mathematical achievement.

Problem solving is the real test in mathematical abilities. It concerns

understanding of the problem which practically demands reading comprehension. It

also requires the appropriate formula that is needed to get what is required. It also

requires the proper operation of the numbers/ expressions involved. These are some

of the common steps in solving problem.

It must be noted that in every problem there is a solution. It is then a challenge

for every problem solver to find some ways and measures to find the solution of the

problem. Any student who lacks knowledge and skills in solving problem in

mathematics in general (Algebra, Arithmetic, Geometry, etc.) will find difficulties in

order to arrive the correct solution, thus, this study.

Statement of the Problem

2
 The purpose of this study is to identify students difficulties in solving

mathematical word problems through a self-made test whose validity and reliability

are determined. This study also investigates what teaching strategies are used to

foster success to students difficulties in solving mathematical word problem.

Specifically this study intends to answer the following questions:

1. What is the demographic profile of the student as described in:

1.1 age;

1.2 gender; and

1.3 grade

2. What is the demographic profile of the teachers as described in:

2.1 age;

2.2 gender;

2.3 civil status;

2.4 highest educational attainment; and

2.5 teaching position

3. What are the difficulties of the students in solving mathematical word

problems?

4.What are the factors that affect students difficulty in solving mathematical word

problem?

5. What teaching practices that the teachers employ in teaching mathematical

word problems?

6. What are the strategies used by the students in solving mathematical word

problems?

3
Hypothesis of the Study

Ho 1: There is no significant difference in the extent of causes in solving

problems when the respondents are grouped according to their

profile variables.

Significance of the Study

The result of this study will be very beneficial to school administrators,

teachers, students, parents, researchers and to the researcher herself.

To the school administrators, the findings can give them insights to find

some measures to improve or enhance teachers competence other than themselves.

To the teachers, the findings can guide them in determining strategies for the

development of their skills in problem solving to be taught/ learned by the students.

To the students, the results of this study are their guide to acquire more skills

in problem-solving.

To the researchers, the result of this study may serve as tool or guide in their

research studies.

To the parents, this study will serve as a guide to help their children become

expose in different world problems to eliminate fears in facing it.

Scope of the Study

4
 The research will be conducted to the selected secondary institutions in the

Municipality of Siquijor. Particularly the researcher will get ten percent (10%) of the

total population of the student-respondents and one hundred percent (100%) of the

total population of the teacher-respondents both in the selected public and private

secondary education in the Municipality of Siquijor.

Theoretical Framework

This study is guided by the Situated Learning Theory of Jean Lave and

Etienne Wenger (1990) which is learning in the same context in which concepts and

theories are applied. It hinges on the belief that learning is embedded in or connected

to the context in which knowledge and skills are developed (Santrock 2004).

Snowman and Biehler (2006) maintain that learning is made meaningful when

it is anchored on a realistic context because learning cannot be separated from daily

routine that keep on acquiring new information every day in life.

According to Aquino (2015), the perspective of situated learning theory is anchored

on the idea that knowledge acquisition is focused on problem-solving skills.

Situated learning engages students in tasks that are related to real world

situations. It stresses the context and application of knowledge instead of memorizing

facts and ideas. In addition, Piagets foremost contributions was to enhance the

understanding of mental development. This would lead to the activities that involve

thinking, perceiving and problem-solving.

5
 Constructivist approach views learning as a process of constructing meaning

which is greatly influenced by the learners experiences and understanding.

Therefore, constructivist teacher should make the learners construct their own

knowledge by connecting lesson to their past experiences

Conceptual Paradigm

INPUT PROCESS OUTPUT

Students Profile
Administration of
Teachers Profile
Test and
Test result in problem
Questionnaire
solving
6
Tallying
Students Strategies in Intervention
Treatment of Data
Solving Mathematical Program
Definition of Terms

Figure 1

Conceptual Framework of the Study

Definition of Terms

The following terms are defined as the researcher uses it in the study:

Difficulties

Refers to the obstacles that cause error or mistakes made by students when

dealing with mathematical word problems.

Mathematical Word Problem

7
 Refers to mathematical exercises that present relevant information on a

problem as text, rather than in the form of mathematical notation

Mathematical Skill

Refers to the ability to solve mathematical problems

Lack

Refers to the insufficient skills in solving mathematical problems

Average

Refers to the normal skills of students in solving mathematical word problems

CHAPTER II

RELATED LITERATURE AND STUDIES

Problem-solving is the ability to identify and solve problems by applying

appropriate skills systematically (Jabberwocky). It provides students with

opportunities to use their newly acquired knowledge in meaningful, real-life activities

and assists them in working at higher levels of thinking.

8
 Problem solving has been and will be a necessary skill not only in

Mathematics but in everyday living. Part and parcel of problem solving is to translate

word problems into mathematical equation. However, students especially in grade

school have difficulties in analyzing and interpreting word problems. Students most

especially in grade school can easily perform an indicated operation but when this is

given verbal forms, students need to first identify what operation is involved by

translating this into a mathematical sentence before actually performing the operation

and arriving at the correct answer (Dela Cruz and Lapinid, 2014).

Problem solving requires two distinct types of mental skill, analytical and

creative. Analytical or logical thinking includes skills such as ordering, comparing,

contrasting, evaluating and selecting. It provides a logical framework for problem

solving and helps to select the best alternative from those available by narrowing

down the range of possibilities (a convergent process). Analytical thinking often

predominates in solving closed problems, where the many possible causes have to

be identified and analyzed to find the real cause. Lack of mathematical skills caused

difficulties in solving problem. Students are required to apply and integrate many

mathematical concepts and skills during the process of making decisions and

problem-solving. The lacked of mathematical skills among students are varied (Hill

2008).

These mathematical skills are:

i) number fact skill (proficiency of number facts, tables and mathematics principal);

9
ii) arithmetic skill (accuracy and logarithm in computational and mathematical

working-procedure);

iii) information skill (expertise to connect information to a concept, operational, and

experience as well as the expertise to transfer information and transform problems

into mathematical sentences.);

iv) language skill (proficiency of terms and relevance of mathematical information);

v) visual spatial skill (skill to visualize mathematical concepts, manipulate geometrical

shape and space meaningfully.)

Incomplete mastery of number facts, weakness in computational, inability to

connect conceptual aspects of math, in efficiency to transfer knowledge, difficulty to

make meaningful connection among information, incompetency to transform

information mathematically, incomplete mastery of mathematical terms, incomplete

mastery of mathematical language and difficulty to comprehend and visualizing

mathematical concept might results to difficulties (Nathan et al. 2002). In addition,

lack of commitment to solving problem, misinterpreting the problem, lack of

knowledge of the techniques and processes involved in problem solving, inability to

use techniques ineffectively, using a method inappropriate to the particular problem

and insufficient or inaccurate information lead to the difficulties in solving

mathematical word problem and making various errors and confusion in the process

of problem-solving.

10
 Difficulties faced among students were more noticeable during the first

procedural step in solving problem compared to the other. Polya (1981) stated that

problem-solving is a process starting from the minute students is faced with the

problem until the end when the problem is solved. There are many problem solving

models.

Problem-solving models

Polya (1981) Krulick&Rudnick (1996) Zalina (2005)

4- hierarchy phase 5-hierarchy phase 3- hierarchy phase

i) understanding problem; i) reading and thinking; i) understanding

problem;

ii) planning; ii) analyze and planning; ii) solving the problem;

iii) performing the plan; iii) organizing strategy; iii) stating the answer;

iv) confirmation of the iv) getting the answer;

answer v) confirmation of the answer

Each phase involved a different combination of mathematical skills and

different cognitive abilities. Stendall (2009), the abilities to give good concentration, to

make meaningful perceptions, to think logically and to use memory effectively are

important factors in learning skills and solving problems. These abilities vary among

students.

11
 According to Dendane (2009), mathematical problem solving related to

counting and daily transactions of commerce has been present from the earliest days

of human experience. On the other hand, geometry was also widely used in land

measurement [1] Mathematics is now used to quantify numerically and spatially

natural as well as man-made situations. It is used to solve problems and with the

advent of the computer technology, it has helped in making social, economical and

technological advances that few decades ago would have been unthinkable.

Learning mathematical facts and contents is important but is not enough.

Students should learn how to use these facts to develop their thinking skills and solve

problems. Mathematics educators have accepted the idea that the development of

problem solving ability deserves special attention [2] and that one of the most

important components in any mathematics curriculum or program is genuine

mathematical problem solving. If well facilitated, mathematical problem may help

students:

1. develop and improve the generic ability to solve real life problems,

2. develop critical thinking skills and reasoning,

3. gain deep understanding of concepts,

4. work in groups, interact with and help each other.

Mathematical problem solving is a process that involves a set of factors and

tasks to achieve a defined goal. It depends on many skills and factors which

therefore makes it challenging both to learn and to teach.

12
 Mathematical application is no longer an intellectual exercise for the new nor

limited to scientist alone. It has become an essential part of mans working

equipment, which provides the best hope for coping effectively with problems in

everyday area of life (Parami, et. al., 2016).

According to Uthai in Phonapichat, et. al. (2013), difficulties affecting

mathematical problem solving can be classified as: 1) students cannot understand

the whole or some parts of the problem due to the lack of imagination and experience

needed to consider the problem. 2) Students have difficulties in reading and

comprehension, unable to understand what important information is in a problem and

organize it accordingly. Thus they cannot invert the text into mathematical symbols.

(3) Students lack interest in solving mathematical problems due to the length and

complexity of the problems, which is demotivating. 4. Teachers do not present daily

life matters as a problems very often. 5) Teachers are likely to make students

memorize keywords in the problems to use in formulae. 6) Teachers focus on

following examples given in textbooks rather than teaching the principles behind each

problem. 7) Teachers teach without concern with thinking process orders.

Related Studies

Foreign Studies

Meese (2001) said that teachers need to understand students potential,

problems and learning difficulties in order to implement effective teaching strategy

and to produce meaningful learning among students. If learning approaches and

teaching strategies applied did not fulfil the intellectual needs of the students these

13
could lead to students difficulties in learning mathematics. Aside from that, weakness

in understanding concepts, logic-thinking and lacking of strategic knowledge caused

errors in problem-solving (Tay Lay Heong 2005).

Phonapichat, et. al. (2013) asserts that mathematics teaching is to enable

students to solve problems in daily life. It reflects that students have difficulties in

comprehending mathematical problems affecting the process of problem-solving.

Therefore, in order to allow teachers to establish a proper teaching plan suitable for

students learning process. This study aimed to analyze the difficulties in

mathematical problem solving among elementary school students. The results

suggest that there are several difficulties in problem solving, namely 1) students have

difficulties in understanding the keyword appearing in problems, thus cannot interpret

them in mathematical sentences. 2) Students are unable to figure out what to assume

and what information from the problem is necessary to solving it, 3) whenever

students do not understand the problem, they tend to guess the answer without any

thinking process; 4) Students are impatient and do not like to read mathematical

problems, and 5) Students do not like to read long problems.

Therefore, the results found in this research will lead to the creation and the

development of mathematical problem solving diagnostic tests for teachers, in order

to improve students mathematical problem solving skills.

Angateeah (2017) conducted a study where it explored the cognitive

processes undergone by Mauritian students who have difficulties in solving word

problems. Based on the findings, all students could read the problems. High

Achievers (HA) are wrong due to careless errors. While HA demonstrate good

14
problem solving skills, some exhibit overconfidence. Average Achievers suffer from

procedural errors while Low Achievers face difficulties mainly in visualizing and

representing the problem.

Tambychika, Subahan and Meerah (2010) asserts that problem solving is one

of major aspect in mathematics curriculum which required students to apply and to

integrate many mathematical concepts and skills as well as making decision.

The findings showed that respondents lacked in many mathematical skills

such as number-fact, visual-spatial and information skills. Information skill was the

most critical. The deficiency of these mathematics skills and also of cognitive abilities

in learning inhibits the mathematics problem-solving. This understanding on how the

deficits influenced the problem-solving is expected to give effective guide lines in

preparing diagnostic instruments and learning modules in order to develop the

mathematics skills.

Local Studies

Miranda (2006) stated that children might experience difficulties in thinking and

learning when they demonstrated difficulty in giving attention, describing orientation

of shape and space, making perception and understanding mathematical language.

As a result, students struggle in different phases in the process of problem-solving.

Dela Cruz and Lapinid (2014) examined the students difficulties and level of

performance in translating worded problems into mathematical symbols. A 20-item

15
problem solving test involving the four fundamental operations was given during the

third quarter of the school year 2012-2013 to 2014 Grade 5 students. Scores in this

test measured their performance level in translating worded problems while

interpretation of their mistakes identified their difficulties in translating word problems.

Results indicate that 40% of the respondents are below the satisfactory level in

translating worded problems. Carelessness, lack of comprehension, interchanging

values, and unfamiliar words are some of the common difficulties encountered by the

respondents in translating word problems.

Ganal and Guiab (2014) focused on the problems and difficulties encountered

by Bachelor of Elementary Education sophomore students towards mastering

learning competencies in mathematics. The problems and difficulties are categorized

into personal problems, emotional problems, problems on teachers instruction,

problems with school adjustment, problems in adjusting to classmates and

boardmates, and problems arising from over-extended schedule/workloads for

practice in different competitions. The study reveals the findings that in general, the

respondents encountered personal problems relating to school expenses, lack of

interest and negative attitude towards the subject. The emotional problems

encountered are excessive stress in doing academic tasks and low self-esteem or not

believing in ones capabilities. On problems relating to teachers instruction, there

are no effective motivation and introduction, and not creative enough to adapt his/her

method to the learners capability. As to problems with school adjustment, the most

frequent are difficulty in adjusting to life/role of a college student, and not doing the

tasks well. The problems in adjusting to classmates/boardmates are how to be

16
accepted by classmates and boardmates, and working effectively with different kinds

of classmates. With regard to problems arising from over-extended

schedule/workloads for practice in different competitions, the most common problems

are too many academic tasks and project assigned, and studying and reviewing too

many subjects everyday.

Ambut, et. al. (2008) conducted a study on reading and mathematics tutorial

based on intervention. The findings show that the respondents were performing very

low in reading. After the intervention, out of 26, 6 or 23.1 percent were on frustration

level, 13 or 50 percent were on instructional level and 7 or 26.9 percent were on

independent level.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research design, research

respondents, and data gathering procedure, validation of questionnaires, research

instruments, and statistical tools.

Research Design

This research will utilize the descriptive-quantitative method. This study will

utilize the descriptive method to know the difficulties of the students in solving

mathematical word problems. The descriptive research involves describing,

analyzing, and interpreting data. The quantitative method is utilized to measure to

17
what extent causes of the difficulties of the students in solving mathematical word

problem.

Research Locale

The research will be conducted to the selected private and public schools in

the Municipality of Siquijor. The researcher will get ten percent (10%) of the total

population of the student-respondents in the selected private and public secondary

institutions in the Municipality of Siquijor and one hundred percent (100%) of the total

population of the Mathematics teacher-respondents in the selected private and public

secondary institution in the Municipality of Siquijor.

Data Gathering Procedure

The researcher will write a letter to the Superintendent in the Division of

Siquijor, and the School Director of the Catholic Schools asking permission to

conduct a survey about one hundred (100%) of the total population of the

Mathematics teacher-respondents in the selected basic education institutions in the

Municipality of Siquijor and ten percent (10%) of the total population of the student-

respondents in both selected private and public schools in the Municipality of Siquijor.

The researcher herself will conduct the survey and retrieve the questionnaires,

tabulate, compute, analyze, and interpret the data.

Validation of Questionnaires

18
 Research questions will be formulated by the researcher based on the 21st

Century Mathematics, by Henry N. Adorna, et. al., Math Power (Intermediate

Algebra) by A.O. Reyes and Next Century Mathematics Geometry by Jesus P.

Mercado, et.al.,(2008). The research questions validated by the experts in the field

like the adviser of the researcher. The research questions were checked and were

revised.

To achieve content-related validity, the researcher will show the research

instruments for comments and improvements to experts. The researcher hopes that

the comments of the experts will be very helpful for the improvement of the research

instruments.

Research Instruments

The survey questionnaires have two (2) parts. The first part is on the

demographic profile of the student-respondents (which include age, gender, and year

level) and teacher-respondents (which include age, gender, highest educational

attainment, civil status, length of service, and teaching position). The second part is

the survey questionnaire proper. It composed of students survey questionnaire and

teachers survey questionnaire.

Statistical Tool

The following statistical tools will be applied in the presentation, analysis, and

interpretation of the data gathered.

19
1. Percentage

The researcher will use the percentage formula (P= X 100) in getting the

percentage of the demographic profile of the respondents where

P= Percentage

= Summation

f= Frequency

n= Total number of respondents

The researcher will use the percentage (P= X100) in getting the percentage

of the scores of the respondents in the questionnaires where:

P= Percentage

TS= Total score

TI= Total number of Items

To measure the students difficulties when solving mathematical word

problems, numerical scaling is provided below.

Scale Verbal Description Meaning

96-100 Excellent Students show excellent skills in

solving mathematical word problem

starting from understanding the

problem, using appropriate

20
 strategies/methods, visualizing the

problem, familiarizing problem context,

computational skill and the ability to

identify the formula to be used to solve

the problem. (Score of 5/5)

90-95 Very Good Students show a very good skills in

solving mathematical word problem

starting from understanding the

problem, using appropriate

strategies/methods, visualizing the

problem, familiarizing problem

context/computational skill to solve the

problem. (Score of 4/5)

85-89 Average Students show average skills in

solving mathematical word problem,

using appropriate strategies/methods,

visualizing the problem, familiarizing

the problem content and

computational skill. (Score of 3/5)

80-84 Good Students show good skills in

understanding the problem, using

appropriate strategies/methods,

visualizing the problem, familiarizing

21
 problem context, and has a good

computational skill to solve the

problem. (2/5)

75-79 Lack of Understanding Students show lack in understanding

the problem, using appropriate

strategies/methods, visualizing the

problem, familiarizing problem context,

and lack in computational skill to solve

the problem. (Score of 1/5)

Below 74 Poor Students are poor in understanding

the problem, using appropriate

strategies/methods, visualizing the

problem, familiarizing problem

contexts and poor in computational

skill to solve the problem. (Score 0/5)

2. Weighted Mean

The researcher will use weighted mean formula ( = ) in getting the

mean of the extent causes of students difficulties in solving mathematical word

problem to both students and teachers where

Xw = Weighted mean

= Summation

22
f = Frequency

x = Weights

n = Total number of respondents

Likert Scaling

The researcher will use Likert Scaling in identifying the extent causes of

students difficulties in solving mathematical word problems will be rated in the scale

of 1 to 5, where 1 is the lowest and 5 is the highest with accompanying verbal

description of 5 as strongly agree, 4 as agree, 3 as doubtful, 2 as disagree and 1 as

strongly disagree.

3. Chi-square

()
The researcher will use chi-square formula ( = ) in getting the

significant relationship between the integration of concepts on history and philosophy

by the teachers and their profile where

O = Observed frequency

E = Expected frequency

= Summation

2 = Chi-aquare

Formula for E is given below:

()
=

23
Where

GT= Grand Total

24
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