Problem Solving Skills of Shs Students in General Mathematics

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PROBLEM SOLVING SKILLS OF SHS STUDENTS IN GENERAL MATHEMATICS
Research · April 2018

DOI: 10.13140/RG.2.2.28986.90563
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PROBLEM SOLVING SKILLS OF SHS STUDENTS
IN GENERAL MATHEMATICS
A Research Proposal
Presented to the
Candon National High School
Senior High School Department
In partial fulfilment
of the requirements for the subject
Research 2
(Quantitative Research)
By:
BAWAS, JHOANCEL
CAGAS, CHRISTOPHER LLOYD O.
FELICIANO, MARJORIE A.
GABOR, ANGELO RAVEN P.
GALUTAN, JOHN JOSHUA T.
GANNAPAO, JOHN LESTER M.
GARNACE, ALLEAH T.
MOLINA, MARK JOSEPH G.
Feljone G. Ragma Ed.D

(Research Adviser)
2
Republic of the Philippines

Region 1
Senior High School
Candon City, Ilocos Sur
INDORSEMENT
This is to certify that the researchers who conceptualized the study
“Problem Solving Skills of SHS Students in General Mathematics” are
ready for Oral Examination.
Feljone G. Ragma, Ed.D.

Adviser
Republic of the Philippines

Region 1
Senior High School
Candon City, Ilocos Sur
APPROVAL
This is to certify that the abovementioned study has
SUCCESSFULLY PASSED the Oral Examination on October, 2017 before
the following, whose signatures are accordingly affixed.
MR. FILOMENO VALDEZ
Panel Member
3
ACKNOWLEDGEMENT
In appreciation to the support given to this quantitative research study
entitled: PROBLEM SOLVING SKILLS OF SHS STUDENTS IN GENERAL
MATHEMATICS, the researchers would like to thank the people behind the
success of the study.
Specifically, the researchers would like to thank the following people:
Dr. Feljone G. Ragma, the researchers adviser, co-author of the said
research, as well as the chairperson of the defense panel for nurturing the
researchers and supporting the study which led to its completion.
Mr. Filomeno Valdez, member of the defense panel, for their contextual
criticisms, in-depth evaluation, and immeasurable assistance for the finalization
of the study.
The grade 12 Senior High School students, for being part of the study by
taking the test to bring out necessary data for the research.
Lastly, the researchers would like to thank the respondents for sharing
their knowledge with the researchers. The study cannot be accomplished without
the help of the respondents.

4
DEDICATION
This study is dedicated to our teacher in Research 2, Dr. Feljone G.
Ragma, who inspired us to persevere in accomplishing this research and acted
as a model and a friend who is always there to help us in accomplishing this
research.
He taught us how to conduct a research specifically a Quantitative
Research. He was always there to help us on the things that we do not understand
about research. He installed to our minds that time is precious and
procrastination is something that must be avoided. He was facilitating us and
ensuring that we reach the peak of success in this research.

5
ABSTRACT
Title: Problem Solving Skill of SHS Students in General

Mathematics
Researchers: BAWAS, JHOANCEL

CAGAS, CHRISTOPHER LLOYD O.
FELICIANO, MARJORIE A.
GABOR, ANGELO RAVEN P.
GALUTAN, JOHN JOSHUA T.
GANNAPAO, JOHN LESTER M.
GARNACE, ALLEAH T.
MOLINA, MARK JOSEPH G.
Adviser: Feljone G. Ragma, Ed.D.
Abstract:
The research aimed to determine the problem solving skills and
competency of senior high school students of Candon National High School
in General Mathematics. The quantitative research made used of descriptive
and comparative approaches and utilized problem solving test to gather the
data. The gathered information was deduced through Frequency and
Kruskal-Wallis H-Test to identify the skills of SHS students. There were 100
respondents from senior high school along different strands: Science
Technology Engineering and Mathematics (STEM), Accountancy and
Business Management (ABM), Information Communication Technology (ICT)
and Humanities and Social Sciences (HUMSS). The test was composed of 10
items that covers different topics in General Mathematics namely: Functions,
Rational functions, equations and inequalities, Inverse functions,
Exponential functions, equations and inequalities, Logarithmic Functions,
equations and inequalities, Simple and compound interests and Consumer
and Business Loans. After the conduct of the study, the researchers found
out that the level of problem solving skills of SHS students in General
Mathematics is not satisfactory. The respondents have not mastered the
topics/competencies in General Mathematics thereby reflecting a very poor
problem solving ability. The researchers also found out that there is no
significant difference among the different strands when it comes to their
problem solving skills.
It recommended, among others, that concerned authorities should
make use of the research data to create proper action to lessen or to avoid
the very low problem solving ability of SHS students in General
Mathematics.
6
TABLE OF CONTENTS
Page
Number
TITLE PAGE………………………………………………………….………. i
INDORSEMENT……………………………………………………….……. ii
APPROVAL SHEET…………………………………………………………. ii
ACKNOWLEDGEMENT……………………………………………………. iii
DEDICATION………………………………………………………………… iv
ABSTRACT…………………………………………………………………… v
TABLE OF CONTENTS.................................................................. vi
FIGURE........................................................................................ viii
TABLE…………………………….………………………......................... ix
CHAPTER
I Introduction…………………………………….………….. 1
Background of the Study………………....…………… 1-6
Framework of the Study....................................... 6-12
Statement of the Problem…………..……………….... 6-13
Hypothesis…...……………………………………..…… 13
Scope and Delimitation...…………………………..…. 14
Importance of the Study…………………………..….. 14-15
Definition of Terms…………..……………………..….. 15-17
Review of Related Literature and Studies…………. 18-36
II Method and Procedures…..………………………..…… 37

Research Design…….……………………….…...……. 37-38
Sources of Data….……………………………….…….. 38
7
Locale and Population of the Study……...….…………… 38-40

Instrumentation and Data Collection…….....…........... 40-41
Validity and Reliability............................................... 41
Tools for Data Analysis............................................... 41-42
Data Categorization.................................................... 42
Ethical Considerations.............................................. 43
III Findings and Discussion………………………………….. 44

Level of Problem Solving Skills.................................... 44-47
Comparison of the Level of Problem solving skills of
SHS students according to strands............................. 47
Comparison of Strands............................................... 48-49
IV Summary, Conclusions and Recommendations...... 50

Summary................................................................... 50
Findings..................................................................... 50
Conclusions............................................................... 51
Recommendations...................................................... 51-52
Bibliography…………………………………………………………………… 53
Appendices
A...................................................................................... 56
B..................................................................................... 60
C..................................................................................... 64
Curriculum Vitae......................................................................... 69
8
FIGURE
Figure Page
1 Bloom’s Hierarchy Theory ............................................. 11

9
TABLE
Table Page
1 Population Distribution ................................................. 39

2 Level of Problem Solving Skills of SHS Students............ 45
3 Comparison of Strands……………………………………….. 48
10
CHAPTER I
INTRODUCTION
Background of the Study
In order for man to reach his goal, making things in order and
preventing chaos would probably help. People are aligned with different
professions such as being a mechanic, an engineer, a doctor, a scientist,
a musician and even just being a living thing. Every single day, people
develop their power of reasoning, creativity, abstract or spatial thinking,
critical thinking, problem-solving ability and even effective communication
skills through Mathematics.
Mathematics is a part of the accumulated knowledge of the human
race. It is a subject that deals with problems which involve a process of
analysis, computation and other mental skills. The Merriam-Webster
dictionary (2016) defines Mathematics as the science of numbers and their
operations, interrelations, combinations, generalizations, and
abstractions and of space configurations and their structure,
measurement, transformations, and generalizations.
Mathematics therefore must be taught and learned comprehensively
and with much depth. It should be given great importance because of its
infinite applications in almost all walks of life. In a world advanced by

11
mathematical and technological breakthroughs; neglecting it would
definitely cause a downfall in our society.
The Implementation of the new K to 12 Basic Education Program
through the Enhanced Basic Education Act of 2013 puts emphasis on the
study of Mathematics. According to the Department of Education or DepEd
(2015) the new curriculum provides a solid foundation and deeper
understanding in Mathematics to students. More importantly, it prepares
students for Global future and provides them the best possible tools and
career choices after High School. It aims to provide necessary concepts
and life skills needed by Filipino learners as they proceed to the next stage
in their life as life-long learners and as citizens of the country. Under the
SHS there are only two branches of mathematics as core subjects to be
undertaken - Statistics and Probability and General Mathematics
(Commission on Higher Education K-12 Transition Program, 2016).
General Mathematics focuses on the use of mathematics to solve
problems in contexts (University of Calgary, 2017). It aims to provide
students with the knowledge of mathematics in its breadth by drawing its
courses from the different mathematical divisions: Pure and Applied
Mathematics, Statistics and Actuarial Science. In addition to acquiring
basic mathematical skills, students are free to explore the manifold areas
12
of this discipline to gain exposure to a variety of modern mathematical
subjects.
Thus, General Mathematics enhance the set of valuable skills of
students that include calculation techniques, logical (deductive)
reasoning, practical and probabilistic (inductive) reasoning and
formulation of mathematical problems from real-world scenarios. Studying
this discipline develops students’ natural ability to work with numbers,
shapes and figures, reason in a logical manner and be engaged with
problem solving.
Problem solving has been and will be a necessary skill not only in
Mathematics but in everyday living. Polya (1981) stated that problem
solving is a process starting from the moment the students are faced with
the problem until the end when the problem is solved. According to
Ibrahim (1997) there are two main procedural steps in problem solving; i)
transforming the problem into mathematical sentences; and ii)
computation of the operational involved in the mathematical sentences.
According to 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.
Conceptual understanding and procedural knowledge are essential skills
in problem solving (Geary 2014). These Problem solving skills should be

13
supported by cognitive systems that control focus and interference in
information processing. Apart from that, language and visual-spatial skills
are also important to interpret and manipulate information effectively in
the working memory.
However, many students struggled to accomplish Mathematics
especially in problem solving. In Malaysia, studies showed that students
felt difficult in problem solving because they had difficulty in
understanding and retrieving concepts, formulas, facts and procedures
(Zahrah et al. 2013) and lacked the ability to visualize Mathematics
problems and concepts (Tarzimah 2005). In Thailand, the results of the
National Examination on Mathematics achievement of nationwide sixth
grade students between 2007-2009 shows that most students are in an
improvement-needed level (NIETS, 2012). In the results of Program for
International Student Assessment (PISA) in the year 2012 when it comes
to Mathematical Problem Solving the countries of Montenegro (0.8%),
Colombia (1.2%), Uruguay (1.2%), Bulgaria (1.6%) and Brazil with fewer
than 2% of students perform at level 5 or 6; and all of these countries
share low achievers and perform well below the OECD average.
Despite the importance of Mathematics, studies revealed an
alarming performance in the Philippine schools in terms of Science and
Mathematics both in the national and international. According to a global

14
survey the Philippine ranked 115th out of 142 countries in perceived
quality of Math and Science education. These results are based on WEF or
World Economic Forum’s Global Competitiveness Report for 2011-2012.
According to Jalmasco (2014), the Philippines ranked lowest among 10
countries even with only the science high schools participating in the
Advanced Mathematics category in 2008.
In the Locality of Candon City, home of the researchers, low
performance of students in Mathematics was observed. Students were not
able to cope with their daily lessons. As a result, they are having hard time
in applying what they have learned in their daily life. And because of that,
during the performance tasks, particularly in Mathematical Problem
solving they face difficulties which would possibly result to a failing grade.
In Candon National High School, General Mathematics was already
taken by the SHS students particularly in Grade 12. One of the problems
faced is that, are there lessons retained on them and have they really
understand something.
This Research study aims to determine the capabilities and
competence of SHS students in solving Mathematical problems
particularly in General Mathematics. Also, this aims to test if they really
understood their lessons by applying it on a Mathematical Problem

15
solving. And lastly, this aims to know the difficulties faced by the students
in solving Mathematical problems.
Framework of the Study
The framework of this study is aligned to the following underlying
learning theories, principles, and concepts.
Problem Solving is not a topic but a process underlies the whole
mathematics programmes which contextually helped concepts and skills
to be learned (Ibrahim, 1997). Thus, the K-12 Basic Education
Curriculum targets to develop and improve the knowledge and ability of
students to improve their knowledge particularly their skills in solving
mathematical problems. According to the curriculum guide of K-12 Basic
Education in General Mathematics (2016), there are three contents to be
taken by the students namely: Functions and their Graphs, Basic
Business Mathematics and Logic. The different contents include learning
competencies that students need to learn and develop.
The first content of the curriculum guide (2016) covers the different
functions and their graphs which include the different competencies such
as (a) Functions (b) Rational functions, equations and inequalities (c)
inverse functions, equations and inequalities (d) exponential functions,
equations and inequalities; and (e) logarithmic functions, equations and
inequalities. The second content covers the basic business mathematics

16
which includes (a) simple and compound interests (b) stocks and bonds;
and (c) Business and Consumer Loans. And lastly, the third content covers
(a) Simple and Compound Propositions (b) Syllogisms and Fallacies; and
(c) Proof and Disproof. These contents and competencies target to improve
the students’ mathematical abilities such as their problem solving skills.
In addition, Problem solving is an important means of developing
mathematical thinking as a tool for daily living because it lies at the heart
of mathematics (Cockcroft, 1982). This is parallel to Theory of Learning
in Constructivism (Piaget, 1936), which has a special importance in
learning and teaching mathematics. It is an important component of
mathematics education because it is the single vehicle which seems to be
able to achieve at school level all three of the values of mathematics;
logical, functional and aesthetic (National Council of Teachers of
Mathematics, 2006). Ideas are constructed or made meaningful when
children integrate them into their existing structures of knowledge
(Clements and Battista, 1991).
Thus, the theory of learning in constructivism is a psychological
theory of knowledge, which argues that human generate knowledge and
meaning from their experiences. It also enhances students’ logical and
conceptual growth (Piaget, 1936). It argues that people produce their
knowledge and form meaning through their experiences. This is where to

17
test their knowledge on Mathematical problem solving based on what
they have learned and understand.
In connection to the study, the learners are provided with activities
that are integrated with their existing knowledge in which they can detect
the connection between what they have learned. For instance, when the
teacher gives an assessment like quizzes, activities or performance tasks
to their students regarding Mathematical Problem solving, it enables the
educator to measure the learning competency of a student.
Furthermore, According to Thorndike (1926), learning becomes
more effective when one is ready for the activity, practices what he has
learned and enjoys the learning experience. As applied to Mathematical
competency of students they cannot solve mathematical problem solving
as an application to what they have learned if they did not understand
and enjoyed the learning process.
This is anchored to Thorndike’s law of effect (1905) which states
that, in learning, the more frequently a stimulus and response are
associated with each other, the more likely the particular response will
follow the stimulus. The law implies that one learns by doing or
application such as Mathematical problem solving and not by just merely
learning and listening.

18
Moreover, the philosophy of John Dewey, Charles Pierce, and
William James, advocates that the aim of education is the total
development of the child either through experience, self – activity or
learning by doing. Learning is indeed done by doing. The learners should
be active participants in the teaching – learning process. They should be
provided with activities that will test their capabilities and competency
which were considered in this study.
This is further supported by Caine and Caine’s Brain – Based
Learning theory which states that learning is a sense-making activity and
that new knowledge is acquired relative to existing knowledge (Caine,
2012). Caine further argues that brain research confirms that multiple
complex and concrete experiences are essential for meaningful learning
and teaching. They add that the brain is designed as a "pattern detector"
and that the function of educators should be to provide students with the
kind of experiences that enable them to perceive "the patterns that
connect."
In connection to the study, students must have a personally
meaningful challenge. Such challenges stimulate a student’s mind to the
desired state of alertness such as of solving mathematical problems. In
order for a student to gain insight about a problem, there must be

19
intensive analysis of the different ways to approach it, and about learning
in general.
Another theory that supports this study is Bloom’s Theory which
was proposed by Benjamin Bloom in 1913. According to Bloom (1956)
the cognitive domain involves the knowledge and the development of
intellectual skills of a human being. Thus, his theory is about mastery of
learning and higher level of thinking. This includes the recall or
recognition of specific facts, procedural patterns, and concepts that serve
in the development of intellectual abilities and skills. According to
Bloom’s theory (1913) there are six major categories of cognitive process,
starting from the simplest to the most complex; knowledge,
Comprehension, Application, Analysis, Synthesis and Evaluation.
Bloom’s Taxonomy is essentially a hierarchy, with knowledge as the
first level and evaluation as the sixth level. According to Bloom (1913)
Knowledge is about recalling information and answering comprehension
questions, Comprehension is about interpreting information, Application
is about using knowledge gained to solve problems, Analysis is about
breaking down concepts or ideas to understand the relationship of the
parts to the whole, Synthesis is about putting together something original
from learned information and Evaluation which is about judging
something against specific criteria.

20
Figure 1 Bloom’s Hierarchy Theory
In application to the study, Bloom’s theory will help the educators
in Mathematics to encourage students to pose their own questions and
enhance their critical thinking skills. Critical thinking was defined as the
ability to engage in reflective and independent thinking (Elena Caceres,
2014). Thus, presenting knowledge (first level of Hierarchy) will help the
student to acquire concepts about Mathematics, Comprehension will
enable the students to understand what they have learned on the
knowledge presented to them by the educators. Application is one
purpose of the learning process wherein the educators will be able to
measure the knowledge acquired by the students by giving them quizzes,
activities etc. Analysis will help the students to analyze or evaluate the
learning they have acquired for examples are the formulas in problem
solving, they will be able to solve the specific mathematical problem and
perform different steps in solving it. Synthesis is synonymous to

21
Application but only it is higher form wherein the students are not just
applying what they have learned but also they will share it to others and
lastly. Evaluation (last level of hierarchy) in this stage the students
judgment or interpretation on the knowledge they have acquired is the
important tool for the educators to test how deep their understanding on
the lesson about problem solving.
In conclusion, Problem solving is the process of finding solutions to
difficult questions or issues (Caceres, 2014). It is a higher order and
active learning task that is important for students to develop. To learn
and use mathematics, it requires mastery of computation. To master a
skill of computation requires constant practice, repetition and drill
(Ragma, 2011). Therefore, Mathematics must be taught and learned
comprehensively and with much depth.
Statement of the Problem
This study intends to determine the Problem solving skills of SHS
students in General Mathematics. Thus, the study seeks to give answers
to the following questions.
1. What is the level of Problem solving skills of Grade 12 learners in
General Mathematics along:
a. Functions;
22
b. Rational Equations and inequalities;
c. Rational Functions;
d. Inverse Functions;
e. Exponential functions;
f. Exponential Equations and Inequalities;
g. Logarithmic Functions;
h. Logarithmic Inequalities;
i. Compound Interest; and
j. Business and Consumer Loans (Amortization and Mortgage)?
2. Is there a significant difference on the level of problem solving skills of
Grade 12 learners when grouped according to their strands?
Hypothesis
There is no significant difference on the level of problem solving
skills of Grade 12 learners when grouped according to strands.
Scope and Delimitation
The respondents of the study are the SHS students particularly the
Grade 12 students of different strands: STEM, ABM, HUMSS, ICT in
Candon National High School. The study will be conducted from the
month of September until the last day of 1st semester in October 2017.
23
The researchers will be using a Problem Solving Test to determine the
Problem solving skills of SHS students in General Mathematics.
Importance of the Study
This study will greatly benefit the people, DepEd, teachers, student
body, researchers and future researchers.
This study will lend a hand to the people by providing information
regarding problem solving skills and applying these as their daily basis.
Also, this encourages people to believe in their ability to think
mathematically.
This study will help the DepEd (Department of Education). With the
help of this study, DepEd will gain information about the update of the
students in Candon National High School which will be of great
contribution for them to prepare for better learning materials.
This study will also benefit the teachers for they will know the
weaknesses and strengths of their present students when it comes to
solving mathematical problem. With the aid of the study, they shall be
guided in improving their teaching skills.
The student body of the said school will have an even greater
understanding on how to solve mathematical problems. Using the data,
they can also augment these information that will serve as their prior
knowledge or advance knowledge in General Mathematics.

24
The researchers that are found and working in the said school, they
will be able to give information and share their knowledge basing on this
study. At the same time, their mindset about Mathematics shall be
widened through the information stated in the study.
The future researchers will have a head start with the aid of this
study. If ever they shall be studying regarding General Mathematics, then
the data indicated in the study shall be of great help in their related
studies. It will also serve as a guide or basis for their future
studies/researches.
Definition of Terms
General Mathematics. It is a core subject taught in Senior High
School as part of the new K-12 curriculum program. It aims to strengthen
the knowledge of students in Mathematics by supporting the knowledge
they acquired during Junior High School.
Level of Problem Solving skills. It refers to the manifestation of the
capacity/capability of students in solving Mathematical problems. It is
also the main objective of the study.
Functions – It refers to a relation from a set of inputs (domain)
to to a set of possible outputs (codomain) where each input is related
to exactly one output, according to Nykamp (2009).

25
Rational Equations and inequalities – Rational Equation
refers to an equation that contains one or more rational expressions.
Thus, Rational Inequality refers to one or more rational expressions,
according to Mc Dougal (2013).
Rational Functions – it refers to functions that contain the
ratio of two polynomials (cannot be zero).
(https://www.mathsisfun.com, 2017)
Inverse Functions – it refers to functions that are denoted by
𝑓 −1 that are pronounced as “f inverse”. It is not necessary as the
reciprocal of function. (https://people.richland.edu)
Exponential Functions – it refers to functions of the form
𝑓 (𝑥 ) = 𝑏 𝑥 in which the input variable x occurs as an exponent,
according to Goldstein and Schneider (2006).
Exponential Equations and inequalities – Exponential
equations refer to equations that contain variables on the exponent
according to Chegg Inc., (2013). Thus, Exponential inequalities refer
to inequalities in which one (or both) sides involve a variable
exponent, according to Katz, et al., (2017).
Logarithmic Functions – it refers to functions (such as 𝑦 =
𝑙𝑜𝑔𝑎 x or 𝑦 = 𝑥) that is the inverse of an exponential function (such
as 𝑦 = 𝑎𝑥 or 𝑦 = 𝑒 𝑥 ) so that the independent variables appears in
logarithm, according to Merriam Webster (2017).

26
Logarithmic inequalities – it refers to inequalities in which
one (or both) sides involve a logarithm. Just like exponential
inequalities, it is also useful in analyzing situations involving
repeated multiplication, such as interest and exponential decay,
according to katz, et al. (2017)
Compound Interest – it refers to an interest calculated on
the initial principal and also on the accumulated interest of
previous periods of a deposit or loan. (https://investopedia.com)
Business and Consumer Loans – Business loans refer to the
money lent specifically for a business purpose. It may be used to
start a business or to have a business expansion. Thus, Consumer
loans refer to the money lent to an individual for personal or family
purpose, according to Commission on Higher Education or CHED
(2016).
Review of Related Literature and Studies
This part of the study presents the significant readings including
literature and studies that were surveyed from database documents and
from different scholarly reading materials such as books, journals, theses,
and dissertations.
27
Level of Problem Solving Skills
According to University of Kent (2013), Problem solving skills involve
both analytical and creative skills which vary, depending on the problem.
Also, analytical ability, literal thinking, initiative, logical reasoning and
persistence are keys to problem-solving. Analytical and critical thinking
skills help to evaluate the problem and to make decisions. A logical and
methodical thinking approach is best in some circumstances. In other
situations, using creativity or lateral thinking will be necessary to come up
with ideas for resolving the problem and find fresh solutions.
According to ITS Education Asia (2005), 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 analysed to find the
real cause.
Van Merrienboer and Jeroen (2013) investigated the perspectives on
problem solving and instruction. It was found that problem solving should
28
not be limited to well structured problem solving but be extended to real
life problem solving.
Sungur and Tekkaya (2006) investigated the effectiveness of
problem based learning and traditional instructional approaches on
various facts of students self regulated learning, including motivational
and learning strategies. Results revealed that problem based learning
students had higher levels of intrinsic goal orientation, critical thinking,
meta-cognitive, self regulation and peer learning compared with control
group students.
Sunitha (2004) made a study on effectiveness of problem solving
approach on achievements and problem solving ability at higher secondary
level. It is concluded that the problem solving approach is more effective
than the conventional text book approach.
Faux (1992) investigated the extent of relationship among creative
thinking, critical thinking, intelligence and problem solving ability. It was
found that critical thinking and intelligence have relation with problem
solving ability.
Penner and Voss (1983) compared the problem solving processes of
experts and non experts and the results indicated that experts did not use
a one solution process, rather, their processes differed with respect to
problem decomposition into sub problems and in the way they close to
represent the problem statement.

29
Leti (2015) accentuated that the results of a number of researches
in Mathematics competencies of Filipino students showed that most of
them did poorly in Mathematics. Pupils likewise developed negative
attitudes towards this discipline. Much has been done to improve the
ability of the students but the problems still remain. It is then the major
concern of teachers, administrators, curriculum planners, as well as
parents to improve the Mathematics performance of learners.
In the study of Alicna (2016), she disclosed that the level of problem
solving skills along knowing and understanding of Grade 7 students of
Diocesan Schools of La Union is poor. This means that the students still
lack in getting the meaning of the terms used in the problem. She added
that their lack of skills in the said area added to their difficulty identifying
what needs to be answered in a given problem.
Correspondingly, Putil (2014) determined the capabilities and
constraints of Mathematics instruction along attainment of objectives,
adequacy of materials, competency of Mathematics teachers in the use of
different methods and techniques, and the effectiveness of the utilization
of the various evaluative techniques in the intermediate grades of Suyo
District, Division of Ilocos Sur. From the constraints found, he developed
an intervention program aimed to improve the Mathematics instruction in
his district.
30
Functions
According to curriculum guide presented by the Department of
Education (2015), a function is a relation where each element in the
domain is related to only one value in the range by some rule. The elements
of the domain can be imagined as input to a machine that applies a rule
so that each input corresponds to only one output. A function is set of
ordered pairs (x and y) such that no two ordered pairs have the same x-
value but different y-values.
A function relates an input to an output. It is like a machine that
has an input and an output. And the output is rekated somehow to to the
input.
The classic way of writing a function is f(x). In functions there are
three main parts of the input, the relationship, and the output. (Drlik,
2015)
In 1838, Lobachevsky gave a definition of a general function which
is still required it to be continuous. A function of x is a number which is
given for each x and which changes gradually together with x. The value
of the function could be given either by an analytic expression or by a
condition which offers a mean for testing all number and selecting one
from them or lastly the dependence may exist but remain unknown.
In 1882, Fourier says that the function f(x) represents a succession
of values or ordinates each of arbitrary. An infinity of values being given of

31
the abscissa x, there are an equal number of ordinates f(x). All have actual
numerical values, either positive or negative. We do not suppose these
ordinates to be subject to a common law; they succeed each other in many
matters whatever, and each of them is given as it were a single quantity.
According to Fourier (1882), his studies about function moves away from
analytic expressions. However, when he begins to prove theorems about
expressing an arbitrary function as a Fourier series, he used the facts that
his arbitrary function is continuous in the modern sense.
According to the study of (Özalkan, 2010) wherein his study is
subjected on the difference between the students taught by Problem
Solving Method and those taught by Traditional Method in regards to
Function. He found out that in understanding Functions, the instructor
can actually use different methods depending on the students’ capability
and level of understanding. He found out also that the level of problem
skills of students along functions vary on the method that are used by the
instructor.
Another study conducted by (Drlik, 2015) talks about the
relationship of Functions to students’ success on Calculus. The results
showed student’s ability to work with functions would translate into
roughly the appropriate level of success in calculus (working with
functions at the process level would translate into a high rate of success
32
while working with functions at the pre-action levels would translate into
a lower rate of success).
Another study conducted by Valdez (2016) the learners obtained a
mean score of 14.98 basing on the 1st quarterly examination he conducted
with an equivalent rate of 59.92% in Functions. He concluded that the
level of competence of students in General Mathematics along functions is
satisfactory. However, based on his findings the topic about functions
considered as weakness of the students and it was based on the mean
score of 14.98 and a rate of 59.92%.
Rational Function, Equation and Inequalities
According to Peter Kosek (2003), he defined Rational function as a
function that is also similar to fraction that has the property of polynomial.
Thus, according to the Curriculum guide (2015), a rational function is a
𝑝(𝑥)
function of the form where p(x) and q(x) are polynomial functions, and
𝑞(𝑥)
q(x) is not the zero function, q(x) ≠ 0. The domain of f(x) is all values of x
where q(x) ≠ 0. In other words, R(x) is a rational function if R(x) = p(x) /q(x)
where p(x) and q(x) are both polynomials. In addition, a polynomial is any
function of the form f(x)= 𝑎0 + 𝑎1 (𝑥 ) + 𝑎2 (𝑥 ) + ⋯ + 𝑎𝑛 where 𝑎0 , 𝑎1 … . 𝑎𝑛 are
all real numbers and the exponents of each x is a non-negative integer.

33
𝑥 2 +4𝑥−1
For example, the function R(x)=3𝑥2 −9𝑥+2 is a rational function since
the numerator, 𝑥 2 + 4𝑥 − 1, is a polynomial and the denominator 3𝑥 2 −
9𝑥 + 2 is also a polynomial.
A rational equation or inequality can be solved for all 𝑥 values that
satisfy the equation or inequality. Whereas we solve an equation or
inequality, we do not “solve” functions. Rather, a function (and in
particular, a rational function) expresses a relationship between two
variables (such as 𝑥 and 𝑦), and can be represented by a table of values or
a graph.
In solving Rational Equations you have to a.) Eliminate
denominators by multiplying each term of the equation by the least
common denominator (LCD) and b.) Note that eliminating denominators
may introduce extraneous solutions. Check the solutions of the
transformed equations with the original equation (Curriculum Guide,
2015).
A Rational Inequality is an inequality in which the two expressions
are rational expressions (Bales, 2012). A rational inequality just only mean
a rational expression combined with a ≤, ≥, >, < or sign. Solving Rational
Inequalities requires the same initial steps as solving quadratic equations;
first, get all the terms on the left side of the inequality sign and have zero
on the right side of the inequality sign. Second, Once all terms are on the
34
left side of the inequality and lastly, make sure there is only one single
rational expression.
In solving rational inequalities a.) Use addition or subtraction to
rewrite the inequality as a single fraction on one side of the inequality
symbol and 0 on the other side b.) Determine over what intervals the
fraction takes positive and negative values. First, Locate the x-values for
which the rational expression is zero of undefined (factoring the numerator
and denominator is a useful strategy). Second, mark the numbers found
on a number line. Use a shade circle to indicate that the value is included
in the solution set, and a hollow circle to indicate that the value is
excluded. These numbers partition the number line into intervals. Third,
select a test point within the interior of each interval. The sign of the
rational expression at this test point is also the sign of the rational
expression at each interior point in the aforementioned interval. And lastly,
summarize the intervals containing the solutions.
A study conducted by Valdez (2016) along Rational Functions,
Equations, and Inequalities, based on the examination results of students
they obtained a mean score of 12.33 with an equivalent rate of 61.65%. He
found out that the competence level of students along Rational functions,
equations and inequalities is very satisfactory. He also found out that topic
about Rational Functions, Equations, and Inequalities is considered as a

35
strength of the students because of the mean score of 12.33 and a rate of
61.65%
Inverse Functions
An Inverse function is a function that undoes the action of the other
another function. A function g is the inverse of a function f if whenever 𝑦 =
𝑓 (𝑥 ) then 𝑥 = 𝑔(𝑦). In another words, applying f and the g is the same thing
as doing nothing (Nykamp, 2010). A function f has an inverse function
only if for every y in its range there is only one value of x in its domain for
which 𝑓 (𝑥 ) = 𝑦. This inverse function is unique and is frequently denoted
by 𝑓 −1 and called “f inverse”.
In finding the inverse function first First, replace f (x) with y. This
is done to make the rest of the process easier. Second, Replace every x with
a y and replace every y with an x. Third, solve the equation from Step 2
for y. This is the step where mistakes are most often made so be careful
with this step. Fourth, managed to find the inverse by
replacing y with 𝑓 −1 (x) and lastly, verify your work by checking that
(𝑓 ᴏ 𝑓 −1 )(𝑥 ) = 𝑥 and (𝑓 −1 ᴏ 𝑓 )(𝑥 ) = 𝑥 are both true. A function says that
for every x, there is exactly one y. That is, y values can be duplicated but
x values can not be repeated.

36
If the function has an inverse that is also a function, then there can
only be one y for every x. A one-to-one function is a function in which for
every x there is exactly one y and for every y, there is exactly one x. A one-
to-one function has an inverse that is also a function. There are functions
which have inverses that are not functions. There are also inverses for
relations. For the most part, we disregard these, and deal only with
functions whose inverses are also functions.
If the inverse of a function is also a function, then the inverse
relation must pass a vertical line test. Since all the x-coordinates and y-
coordinates are switched when finding the inverse, saying that the inverse
must pass a vertical line test is the same as saying the original function
must pass a horizontal line test. If a function passes both the vertical line
test (so that it is a function in the first place) and the horizontal line test (so
that its inverse is a function), then the function is one-to-one and has an
inverse function.
According to the study Valdez (2016) based on the examination
results of his students they obtained a mean score of 7.57 with an
equivalent rate of 50.47%. He concluded that his students’ level of
competence along Inverse function is satisfactory. However, the topic on
Inverse function is considered as weakness based on the mean score of
7.57 with a rate of 50.47%. His findings show that the competence level of
37
Grade 11 learners in General Mathematics is not that impressive.
Basically, the competence level of the learners as manifested in the test
results for the first quarter shows that the learners can satisfactorily deal
with most of the problems, but not all. They can answer problems of
average difficulty yet they find difficulty with complex problems.
Exponential Functions, Equations and Inequalities
Exponential functions occur in various real world situations.
Exponential functions are used to model real-life situations such as
population growth, radioactive decay, carbon dating, growth of an
epidemic, loan rates, and investments. An exponential function with base
b is a function of that form f(x) = bx or y = bx, where b > 0, b ≠ 1. A
transformation of an exponential function with base b is a function of the
form g(x) = a ∙ bx-c + d where a, c, and d are real numbers.
An exponential expression is an expression of the form a ∙ bx-c + d,
where b > 0. Exponential equation is an equation involving exponential
expression. Exponential inequality is an inequality involving exponential
expressions. An exponential equation or inequality can be solved for all x
values that satisfy the equation or inequality. An exponential function is
not solved rather it expresses a relationship between two variables, and
can be represented by a table of values or a graph.

38
There are two main property of exponential inequalities. First, if b >
1, then the exponential function y = bx is increasing for all x. This means
that bx >by if and only if x < y. And second, if 0 < b < 1, then the exponential
function y = bx is decreasing for all x. This means that bx>by if and only if
x < y.
According to Valdez (2016) his learners obtained a mean score of
4.01 with an equivalent rate of 40.10% in Exponential Functions,
Equations, and Inequalities. He concluded that the level of competency of
his students along this topic is satisfactory. However, this topic is still
considered as a weakness based on the mean score obtained by his
students of 4.01 and a rate of 40.10%.
Logarithmic Functions, Equations and Inequalities
Logarithmic functions are the inverses of exponential functions. The
inverse of the exponential function y = a x is x = a y . The logarithmic
function y = loga x is defined to be equivalent to the exponential
equation x = a y .y= loga x only under the following
conditions: x = ay , a > 0 , and a≠1 . It is called the logarithmic function
with base a, according to Dawkins (2012). The domain of a logarithmic
function is real numbers greater than zero, and the range is real numbers.
39
The graph of y = loga x is symmetrical to the graph of y = a x with respect
to the line y = x . This relationship is true for any function and its inverse.
In addition, natural logarithmic function is a logarithmic function
with base e . f (x) = loge x = ln x , where x > 0 . ln x is just a new form of
notation for logarithms with base e . Most calculators have buttons labeled
"log" and "ln". The "log" button assumes the base is ten, and the "ln"
button, of course, lets the base equal e . The logarithmic function with
base 10 is sometimes called the common logarithmic function. It is used
widely because our numbering system has base ten. Natural logarithms
are seen more often in calculus.
Two formulas exist which allow the base of a logarithmic function to
1
be changed. The first one states this: loga = 𝑙𝑜𝑔 . The more famous and
𝑏(𝑎)
useful formula for changing bases is commonly called the Change of Base
Formula. It allows the base of a logarithmic function to be changed to any
𝑙𝑜𝑔𝑏 𝑥
positive real number ≠1. It states that 𝑙𝑜𝑔𝑎 = . In this case, a , b ,
𝑙𝑜𝑔𝑏 𝑎
and x are all positive real numbers and a, b≠1 .
Thus, Logarithmic Inequalities are inequalities in which one (or
both) sides involve a logarithm. Like exponential inequalities, they are
useful in analyzing situations involving repeated multiplication, such as
in the cases of interest and exponential decay, according to Katz et. al

40
(2017). A logarithmic equation or inequality can be solved for all x values
that satisfy the equation or inequality
According to study of Valdez (2016) his students obtained a mean
score 3.87 with an equivalent rate of 38.70%. He concluded that the level
of competency of his students on logarithmic function, equations and
inequalities fairly satisfactory. Based on his findings, he found out that
the topic about logarithmic functions, equations and inequalities are
considered as a weakness of his students and it was based on the mean
score of 3.87 and a rate of 38.70%.
Simple and Compound Interest
According to Nickolas (2017) Interest is the cost of borrowing money,
where the borrower pays a fee to the owner for using the owner's money.
The interest is typically expressed as a percentage and can be either simple
or compounded. Simple interest is only based on the principal amount of
a loan, while compound interest is based on the principal amount and the
accumulated interest.
Simple interest is the amount calculated on the original principal
amount, or on an amount left unpaid from the principal amount. Simple
interest holds great importance in our daily life, which is why it's one of
the most important topics in mathematics. It is usually the basis of many

41
money transactions, especially in depository areas, where interest rate
defines the earnings, according to Surbhi (2015)
Simple interest is calculated by multiplying the principal amount by
the interest rate and the number of periods in a loan. Generally, simple
interest paid or received over a certain period is a fixed percentage of the
principal amount that was borrowed or lent. For example, a student
obtains a simple interest loan to pay one year of her college tuition, which
costs $18,000, and the annual interest rate on her loan is 6%. She repaid
her loan over three years and the amount of simple interest she paid was
$3,240 = $18,000 x 0.06 x 3. The total amount she repaid was $21,240 =
$18,000 + $3,240.
While Compound interest, is interest on interest (Nickolas, 2017). It
is calculated by multiplying the principal amount by the annual interest
rate raised to the number of compound periods. As opposed to simple
interest, compound interest accrues on the principal amount and the
accumulated interest of previous periods. For example, if the student
introduced above obtained a compound interest loan for college. The
amount of compound interest that would be paid is $18,000 x ((1.06)3- 1)
= $3,438.29, which is higher than the simple interest of $3,240. This is
because unlike the simple interest, the compound interest accrues on both
the principal and the accumulated interest.

42
When interest rates are calculated using compound interest, they
calculate interest for the whole mean period and it is added to principal,
and the resulted amount now serves as the principal for the next period of
time. During the next period, the interest is calculated on the new
principal, which is then added to it again. We use equation for compound
interest to calculate interest for the whole mean period
Thus, according to Valdez (2016) based on the study he conducted.
He found out that his students obtained a mean score of 6.65 with an
equivalent rate of 66.50% on Simple and Compound Interests. He
concluded that the level of competency of his students along this topic is
very satisfactory. Basing also on the result, his students consider Simple
and Compound Interests as a strength.
Business and Consumer Loans
Major and local banks, credit unions and other financial institutions
offer both personal and business/commercial loans, but usually under
separate departments. These institutions may offer good interest rates, but
major banks reject about 80% of small business loan applications.
For business loans, the Small Business Association (SBA) works
with banks and other financial institutions to help provide funding as do
local government and trade organizations in states and larger cities.
The Federal Housing Administration (FHA) provides insurance to lenders

43
to help consumers get mortgages and other related housing financing. But
government agencies do not provide assistance for other types of personal
loans.
The number of alternative lenders has substantially increased in
recent years for business loans. Lenders, such as BFS Capital, generally
have more flexible requirements than most banks, but interest rates are
typically higher. There are alternative lenders for personal loans as well,
which also charge more interest than standard banks loans.
Business loans must be repaid in a shorter time frame than personal
loans. Major banks will frequently require collateral for business loans,
such as inventory or real estate, while alternative lenders are often more
flexible (Fleetwood, 2017). The process for a business loan from a bank is
very long and detailed with an extensive application. Lending limits are
often higher for business loans, compared with personal loans. However,
alternative lenders such as BFS Capital have a much shorter and more
flexible process for business loans as it bases approvals on average
monthly gross business volume. BFS Capital will make loans ranging from
$4,000 to $1 million.
On the other hand, Consumer loans are unsecured, but lenders will
usually require some form of income verification, along with proof of other
44
assets worth at least as much as the individual is borrowing. The
application process is far easier from banks for personal loans and
decisions are often made more quickly.
Consumer loans have significantly lower monthly payment costs
because repayment is spread out over a longer amount of time. A
Consumer loan doesn’t usually require a guarantor to sign the loan. But
for business loans, owners usually have to sign as guarantors. It should
be considered carefully as business owners are putting both personal and
business assets at risk if the loan is not repaid (Fleetwood, 2017).
Thus, according to Valdez (2016) his study described the topic on
Business and Consumer loans as satisfactory basing on the mean score of
2.45 with an equivalent rate of 49.00% obtained by his students. He also
concluded that the topic about business and consumer loans is considered
as a weakness of his students.
His findings imply that the Grade 11 learners do not have
remarkable competence level in General Mathematics. This shows that
the learners have not yet mastered and attained the desired competencies
in the said subject.
The findings seemed parallel with that of Damilig (2014) when she
found out that the level of performance of Bachelor of Science in Business

45
Administration (BSBA) students along sets and real numbers, algebraic
expressions, special products and factoring, rational expressions,
exponents and radicals, and solving linear equations is at satisfactory
level. Furthermore, these findings are also in consonance with the
findings of Rodriguez (2010) when she found out that the performance
of the freshmen students in Fundamentals of Mathematics is at a
moderate level.
46
CHAPTER II
METHODS AND PROCEDURES
This chapter comprises the following parts: research design, sources
of data, locale, and population of the study, instrumentation and data
collection, tools for data analysis, data categorization and ethical
consideration.
Research Design
This study utilized the descriptive comparative method of
quantitative research. The descriptive comparative method is classified
into two namely: Descriptive and comparative approaches.
The descriptive method of research was defined by Polit & Hungler
(1999) a method that involves the collection of data that will provide an
account or description of individual, groups or phenomenon. This type of
research also describes what exists and may help to uncover new facts
and meaning. Hence, this research design will be used to describe the level
of problem solving skills of SHS students in General Mathematics.
Moreover, the comparative method of research according to Hantrais
(1995) enables the researchers to identify and explore the similarities and
differences between chosen phenomena or groups with use of comparison.
Richardson (2001) added the comparative studies can be used to increase

47
understanding between cultures and societies and create a foundation for
compromise and collaboration. Thus, this research design will be a help to
discuss the comparison of the level of problem solving skills of SHS
students when grouped according to strands.
Also, this study utilized the quantitative approach. According to
Babbie (2010) quantitative approach focuses on gathering numerical data
and generalizing it across groups of people or to explain a particular
phenomenon. Hence, this approach was suited for this study since it will
be using quantitative technique particularly a Problem solving test to
determine the level of problem solving skills of SHS students in General
Mathematics.
Sources of Data
Locale and Population of the study
The population of the study is mainly composed of Grade 12
students, studying at Candon National High School who took General
Mathematics during Grade11. They are the ones best suited for the study
in order to achieve the aim of the study, which is to determine the level of
problem solving skills particularly in General Mathematics.
The researchers utilized the Quota sampling and there will be a total
of 100 students from STEM, ABM, ICT, and HUMSS that are subjected as
48
respondents in the study. Also, the researchers utilized the stratified
random sampling technique. The table below shows the strata of SHS
students per strand and section:
Table 1. Population Distribution
Strand N n
STEM
1 36 10
2 36 10
3 37 11
ABM
1 45 13
2 43 13
3 45 13
ICT
1 49 14
2 33 10
HUMSS 21 6
Total 345 100
As shown on the table, the total population of Grade 12 students
which is 345 is subdivided according to strands and their section. It is also
shown the computed sample size of each section and the total number of
students that answered the test.
Furthermore, the systematic sampling is used. According to
Investopedia (2017), it is a type of probability sampling technique in which
sample members from a larger population are selected according to a
random starting point or a fixed periodic interval. In order to administer
the interval, the following formula was used.

49
𝑵
𝑲=
𝒏
Where: K- Interval
N- Population
n- Sample population
Instrumentation and Data Collection
To gather relevant data and information the researchers formulated
Problem Solving Test. It is composed of 10 items that covers different
topics in General Mathematics namely: Functions, Rational functions,
equations and inequalities, Inverse functions, Exponential functions,
equations and inequalities, Logarithmic Functions, equations and
inequalities, Simple and compound interests and Consumer and Business
Loans. The questions that are formulated are actually based on the
Curriculum Guide (2015) presented by the Department of Education in
General Mathematics to ensure its validity. Also, a table of specification
was made based on the said source which includes the coverage of the
topics that are subjected on the Problem solving test.
Moreover, the distribution of the Problem solving test is conducted
by the researchers themselves. They distributed and retrieved the test after
the respondents answered it.

50
Validity and Reliability
Since the Problem solving test has been copied from the Curriculum
Guide in General Mathematics presented by the Department of Education
(2015) and the researchers have ensured that the said source is reliable.
Therefore, the validity and reliability has been established and there is no
need to conduct a validity and reliability testing.
Tools for Data Analysis
The data that are collected, collated, and tabulated are subjected for
analysis and interpretation using the appropriate statistical tools. The raw
data were tallied and presented in tables for better understanding.
For problem no. 1, the frequency is used to determine the correct
responses of the respondents every topic/competencies. Also, it is used to
describe the level of problem solving skills of grade 12 learners in General
Mathematics.
For problem no. 2, Kruskal-Wallis H-Test is used to determine the
comparison of level of problem solving skills of SHS students in General
Mathematics when grouped according to strands. According to Andale
(2013) it is a rank-based nonparametric test that can be used to determine
if there are statistically differences between two or more groups of an
independent variable on a continuous or ordinal dependent variable. If the

51
H-critical Value is greater than .05, there is no significant difference and
vice versa. If there is significant difference, post-hoc test will also be
conducted to determine which among the groups are statistically different.
For more organized and accurate conclusions, the data are
tabulated and treated using MS Excel Worksheet and the MegaStat which
is present in the said application.
Data Categorization
To describe the level of problem solving skills of SHS students in
General Mathematics, the following scale for frequency was utilized to
describe the correct responses obtained by the respondents:
Scale of Frequency Descriptive Equivalent Rating

81-100 Outstanding (0)
61 - 80 Very Satisfactory (VS)
41 – 60 Satisfactory (S)
21 – 40 Fairly Satisfactory (FS)
0 – 20 Not Satisfactory (NS)
Ethical Considerations
To establish and safeguard ethics in conducting this research, the
researcher strictly observed the following:

52
The student’s names will be confidential, only the researchers will
know the names and the full detail of the students involved. The students
were emotionally and physically harmed just to be a respondent of the
study.
Proper document sourcing or referencing of materials will be done
to ensure and promote copyright laws and to avoid plagiarism.
A communication letters with the approval letter from the principal
will be sent to the advisers of the students as well as the students
themselves.
53
CHAPTER III
RESULTS AND DISCUSSION
This chapter presents, analyzes, and interprets the results and
discussions of the data gathered based on the major and specific problems
of the study.
Level of Problem Solving Skills
The first problem in this study dealt with the problem solving skills
of SHS students in Candon National High School.
The table below shows that the level of problem solving skills of SHS
students in General Mathematics is not satisfactory. This is shown by the
number of students who got the items correctly; it is shown that 16 out of
100 got the correct answer. This means that only 16% of the total test
takers have gotten the answers correctly while a bigger portion of the
population, 84% got the item incorrectly. This only points out that only a
few of the SHS students can answer word problems in General
Mathematics. This further indicates that the students have not mastered
the skills needed in solving word problems. They have not mastered how
concepts are applied to real-life problems thereby reflecting a very poor
problem solving ability.
From among the listed topics, the highest number of correct
responses obtained from the respondents is 39, which is along Functions

54
Table 2. Level of Problem Solving skills of SHS students
Topics Frequency Description

Functions 39 FS
Rational Equations 28 FS
Rational Functions 39 FS
Inverse Functions 21 FS
Exponential Function 13 NS
Exponential Equation 20 NS
Logarithmic Function 0 NS
Logarithmic Inequalities 0 NS
Compound Interest 3 NS
Business and Consumer Loans 0 NS
Overall 16 NS
Legend : FS – Fairly Satisfactory NS- Not Satisfactory
and Rational Functions. This means that only a few among the
respondents understood the concepts about these topics thus, can apply
their learnings on real-life problem solving. This further indicates that
these topics are considered as strength of those respondents who got it
correctly, though at some point it needs further improvement.
In addition, the second highest among the topics is along Rational
Equation with 28 correct responses acquired from the respondents. Still,
this implies that only a few among the SHS students mastered the desired
competency on this topic.
Moreover, the topics along Inverse Functions and Exponential
equations got 21 and 20 correct responses from the respondents,
respectively. Compared to the first three topics, the number of respondents
who got the items correctly declined with almost 10. This may imply that
55
along these topics most of the students are out of focus or not paying
attention during discussion. These topics are also considered as weakness
of students thus it also needs to be improved.
Likewise, Exponential Equation with only 13 correct responses is
also considered as a weakness of students among the topics. Thus, it can
also be concluded that only a few of the students understood this topic.
Meanwhile, the lowest among the listed topics are along Compound
Interest with only 3 respondents got the correct answer followed by
Logarithmic Functions, Logarithmic Inequalities and Business and
Consumer Loans where there are no correct responses obtained from the
respondents. This only indicates that the whole population has not
mastered the concepts about these topics. Also, this may imply that the
teacher’s way of teaching was not compatible with the learning system
preferred by the students. As a result, low problem solving ability and
competency were reflected based on the number of correct responses of
the students especially on these topics. This signifies that these topics are
considered as a weakness by most of the students hence, this really needs
to be improved.
As a corroboration, the Findings seemed parallel to the studies of
Zahrah et al. (2013) and Tarzimah (2005) in Malaysia, their results showed
that students felt difficult in problem solving because they had difficulty
56
in understanding and retrieving concepts, formulas, facts and procedures
and lacked the ability to visualize Mathematics problems and concepts.
Comparison of the Level of Problem solving skills of SHS
students according to strands
The second problem dealt with the comparison of the level of
Problem solving skills of SHS students when grouped according to strands.
The table below shows the results of the gathered data using Kruskal
Wallis H- test.
The table below shows that the calculated H-critical value is 0.0630,
which is greater than 0.05, indicating that researchers accepted the null
hypothesis. This means that there is no significant difference on the level
of problem solving skills of SHS students when grouped according to
strands. This only shows that the strands have almost the same level of
problem solving ability and competency in General Mathematics. Since
they have very low scores in all the domains, it can be implied that the
students have not gained the necessary skills in all topics in the said
subject. This further implies that SHS students in Candon National High
School are not competent enough in solving mathematical problem
solving. Furthermore, they have not mastered and attained the desired
competencies in General Mathematics thereby reflecting poor problem
solving skill.
57
Table 3. Comparison of Strands
Comparative Average H- Stat H-Critical Decision Remarks

Groups Scores Value
STEM 25.70 7.299 0.0630 Accept 𝐻0 Not
Significant
ABM 24.30
HUMSS 15.25
ICT 16.75
However, it can be seen on the table that Science Technology
Engineering and Mathematics (STEM) strand got the highest average
number of correct responses with almost 25.70. This means that most of
the respondents who got a correct answer came from this strand. This
further implies that among SHS students, STEM constitute a large portion
of the population of students who mastered different competencies in
General Mathematics thus can solve real-life problems. But considering
the significance testing, none among the strands performed better than
the others.
The second highest among the strands is Accountancy and Business
Management (ABM) strand with an average of 24.30 correct responses
obtained from the respondents. It can be observed that only 1 point is the
difference of this strand among STEM. This means that ABM also
contributes to the population of students who mastered the desired

58
competencies in General Mathematics. This further implies that among
the strands of SHS students, STEM and ABM have higher competency and
problem solving ability when it comes to General Mathematics. Also, it can
be concluded that several students in STEM and ABM strands are good in
solving real-life problems since mathematics is one of their area of
expertise.
On the other hand, Information Communication Technology (ICT)
strand together with Humanities and Social Sciences (HUMSS) got the
lowest average number of correct responses with 16.75 and 15.25
respectively. This means that only few of the students among this strands
contributed to a few of those respondents who can solve problems thereby
reflecting low competency and problem solving ability in General
Mathematics. This further implies that students along these strands do
not prioritize General Mathematics since it is not their area of expertise.
As corroboration, this study has a connection to the study of Valdez
(2016) wherein based on his findings, he found out that Grade 11
learners of Candon National High School do not have remarkable
competence level in General Mathematics. This shows that the learners
have not yet mastered and attained the desired competencies in the said
subject.
59
CHAPTER IV
SUMMARY, CONCLUSIONS, AND RECOMMENDATION
This chapter presents the summary, the significant findings,
conclusion and recommendations.
Summary
This Quantitative study, which made use of descriptive-comparative
approach, focused on the level of problem solving skills of SHS students
in General Mathematics.
It utilized the Problem solving test to gather pertinent data from a
quota of 100 Grade 12 students from senior high school in Science
Technology Engineering and Mathematics (STEM), Accountancy and
Business Management (ABM), Information Communication Technology
(ICT) and Humanities and Social Sciences (HUMSS). The frequency and
the Kruskal-Wallis H-test with its corresponding hypothesis testing were
utilized in treating the data.
Findings
The following are the salient findings of the study:
1. The Level of Problem solving skills of SHS students in General
Mathematics is not satisfactory.
2. The comparison between the strands of SHS students in Candon
National High School when it comes to the level of Problem solving
skills in General Mathematics is not significant.

60
Conclusions
The researchers arrived at the following conclusions:
1. The respondents have not mastered the topics/competencies in
General Mathematics thereby reflecting a very poor problem
solving ability.
2. The respondents have almost the same level of Problem solving
skills and competency in General Mathematics.
Recommendations
Based on the findings and conclusions of the study, the following
are suggested:
1. The SHS students should pay more attention on their studies and
setting aside other stuffs/things that aren’t important.
2. Parents should inspire their children by giving their full support
in all aspects.
3. The Teachers should craft remarkable strategies in their teachings
or lectures that will encourage the students to strive harder.
4. The School should conduct activities that would enhance the
problem solving ability of the students.
5. The Government or DepEd should provide learning materials or
equipment such as books especially in General Mathematics.
6. Further studies should also be conducted for the improvement of
the study.
61
BIBLIOGRAPHY
62
Bibliography
Assaf, S., & Hejji, A. (2009). Causes of d Clements, D. H. and M. T.
Battista (2009). Constructivist Learning and Teaching. The National
Council of Teachers of Mathematics, Inc. Retrieved on September
25, 2017 from file:///E:/751_chapter.pdf
Bales, J. W. (2012). Solving Rational Inequalities. United States of America:

gnu general public press.
Chayo, R. (1978). Making Practice Fun. United States of America: Addison-

Wesley Publishing Company
Drlik, D. I. (2015, May). STUDENT UNDERSTANDING OF FUNCTION AND

SUCCESS IN CALCULUS. Boise.
Duka, C. D. (1997). Historical, Philosophical, Anthropological, and Sociological

Foundations of Education. Quezon City: Phoenix Publishing House, Inc.
Ebuk, L. E. and O. O. Bamijoko (2016). The effective management of

mathematics workbook: Sure remedy to students’ performance in
mathematics. Int. J. Adv. Multidiscip. Res. 3(4): 46-
53.www.ijarm.com
Education, D. o. (2015). Curriculum Guide in General Mathematics. Retrieved
from Department of Education: https://www.DepEd.gov.ph
Lardizabal, A. S. et. al. (1999). Principles and Methods of Teaching Third Edition.
Quezon City: Phoenix Publishing House, Inc.
Levi, G. et al. (2014). Components of Mathematical Competence in Math

Grade of Spanish Universities. Retrieved on September 23, 2017
from http://directorymathsed.net/monTenegro/
63
Lipschutz, S. et al. (2005). Theory and Problems of Beginning Finite Mathematics.

USA: McGraw-Hill Companies, Inc.
Orines, F. B. et al. (2008). Next Century Mathematics Advanced Algebra,

Trigonometry, and Statistics 2nd Edition. Quezon City: Phoenix Publishing
House, Inc.
Oronce, O. A. and M. O. Mendoza (2007). e-math Advanced Algebra and

Trigonometry. Quezon City: Rex Book Store, Inc.
Özalkan, B. E. (2010, May). The Effects of Problem Solving on the topic

functions. Middle East .
Ragma, F. G. (2014). Error Analysis in College Algebra in the Higher

Education Institution. Unpublished Dissertation. Saint Louis College,
City of San Fernando, La Union
Swokowski, E. W. and J. A. Cole (2010). Algebra and Trigonometry with
Analytic Geometry, Classic Twelfth Edition. Belmont CA, USA:
Brooks/Cole Cengage Learning
64
APPENDIX A
65
Table of Specification
CONTENT COMPETENCIES APPLIC EVALU SYNTH TOTAL
ATION ATION ESIS POINTS
FUNCTIONS
The learner...
1. represents real-life
situations using functions,
including piece-wise
functions.
1 1
2. evaluates a function.
3. performs addition,
subtraction, multiplication,
division, and composition of
functions
4. solves problems involving
functions.
RATIONAL FUNCTIONS
5. Represents real-life
situations using rational
functions.
6. distinguishes rational
function, rational equation,
and rational inequality.
7. solves rational equations
and inequalities.
8. represents a rational
function through its: (a) table
of values, (b) graph, and (c)
equation.
9. finds the domain and
range of a rational function.
10. determines the:
(a) intercepts
(b) zeroes; and
(c) asymptotes of rational
functions
11. graphs rational
functions.
12. solves problems
involving rational functions,
equations, and inequalities.
INVERSE FUNCTIONS
situations using one-to
one functions.
66
2. determines the inverse of a

one-to-one function.
3. represents an inverse
of values, and (b)graph.
range of an inverse function.
5. graphs inverse functions.
inverse functions.
EXPONENTIAL FUNCTIONS
situations using exponential
functions.
8. distinguishes between
exponential function,
exponential equation, and
exponential inequality.
9. solves exponential
equations and inequalities.
10. represents an exponential
equation.
range of an exponential
function.
12. determines the intercepts,
zeroes, and asymptotes of an
exponential function.
13. graphs exponential
functions.
exponential functions,
LOGARITHMIC FUNCTIONS
situations using logarithmic
functions.
16. distinguishes logarithmic
function, logarithmic
equation, and logarithmic
inequality.
17. illustrates the laws of
logarithms.
67
18. solves logarithmic

equations and inequalities.
19. represents a logarithmic
equation.
range of a logarithmic
function.
21. determines the intercepts,
zeroes, and asymptotes of
logarithmic functions.
22. graphs logarithmic
functions.
logarithmic functions,
SIMPLE AND COMPOUND
INTERESTS
24. illustrates simple and compound
interests.
25. distinguishes between simple
and compound interests.
26. computes interest, maturity
value, future value, and present
value in simple interest and
compound interest environment.
27. solves problems involving simple
and compound interests.
STOCKS AND BONDS
33. illustrate stocks and bonds.
34. distinguishes between stocks
and bonds.
35. describes the different markets
for stocks and bonds.
36. analyzes the different market
indices for stocks and bonds.
37. interprets the theory of efficient
markets.
38. illustrates business and
consumer loans.
39. distinguishes between business
and consumer loans.
business and consumer loans
(amortization, mortgage).
68
APPENDIX B
69

Bagani Campo, Candon City, Ilocos Sur
SENIOR HIGH SCHOOL
Dear Respondent:
We are the SHS student-researchers of CNHS working on a study entitled, “PROBLEM SOLVING
SKILLS OF SENIOR HIGH STUDENTS IN GENERAL MATHEMATICS” as part of the requirements in
Quantitative Research. Relative to this, we would like to get your SOLUTION/S on the following
problems.
Name (Optional):
Strand and section:
Instructions: Solve the problems completely. SHOW ALL NECESSARY SOLUTIONS. You can use
calculator.
(Solving problems involving Functions)

1. Edward started selling snacks in the nearby school. In one day, he spends Php 200.00 for rent and
Php 25.00 for each snack item he prepares. How much are his expenses if he prepares 100 snack
items? Construct the relevant function c(x) and solve.
(Solving Rational equation and Inequalities)

2. In an Inter-barangay basketball league, the team from Barangay San Isidro has won 12 out of 25
games, a winning percentage of 48%. How many games should they win in a row to improve their
win percentage to 60%?
(Solving problems involving Rational functions)

5𝑡
3. Suppose that 𝑐(𝑡) = 𝑡 2 +1
(in mg/mL) represents the concentration of a drug in a patient’s
bloodstream t hours after the drug is administered. Construct a table of values for c(t) for t= 1,2,5,10.
70
Round off answers to three decimal places. What is the drug concentration in mg/mL after 15 hrs?
Create a table.
(Solving Inverse Functions)

5
4. To convert from degrees Fahrenheit to Kelvin, the function is 𝑘(𝑡) = 9 (𝑡 − 32) = 273.15, where
t is Fahrenheit (Kelvin is the SI unit of temperature. Find the inverse function converting the
temperature in Kelvin to degree Fahrenheit.
(Solving Exponential Functions)

5. The population of Candon City is approximately 120 000 and its rate increases 4% every year. Find
the population after 15 years.
(Solving Exponential Equation and Inequalities)

6. The Half-life of a substance Zn-71 is 2.45 minutes. Initially, there were 𝑦𝑜 grams of Zn-71, but only
1
of this amount remains after some time. How much time has passed?
256
(Solving Logarithmic Functions)

7. The decibel level of sound in a quiet office is 10−6 watts/m2. What is the corresponding sound
𝐼
intensity in decibels using the function of 𝐷 = 10 log .
10−12
71
(Logarithmic Inequalities)
8. The 2013 Earthquake in Bohol and Cebu has a magnitude of 7.2, while the 2012 earthquake
occurred in Negros Oriental recorded a 6.7 magnitude. How much more energy was released by the
2013 bohol/Cebu earthquake to that by the Negros Oriental earthquake in 2012 by using the formula
2 E
= log 4.4 .
3 10
(Solving Problems involving Compound Interests)

9. Find the maturity value and interest if Php 50,000 is invested at 5% compounded annually for 8
years. Find (a.) Maturity value F ; (b.) Compound Interest 𝐼𝑐
(Solving Problems involving Business and Consumer Loans -amortization and mortgage)
10. Mrs. Norris borrowed Php 1,200,000 for the purchase of a car. If his monthly payment is Php 31,000
on a 5-year mortgage, find (a.) the total amount of Interest and (b.) total amount of mortgage.
Thank you for your precious time in answering our test. May God bless you a thousand folds! –
Researchers
72
APPENDIX C
73
ANSWERS
1. 𝐶 (𝑥 ) = 25𝑥 + 200 X= 100
= 25 (100)
= 2500 + 200
= 𝑃ℎ𝑝 2700
2. Let x represent the number of games they need to win to raise their
percentage to 60%.
12+𝑥
The rational equation is 25+𝑥
= 0.6
12+𝑥
= 0.6
25+𝑥
12 + 𝑥 = 0.6 (25 + 𝑥)
12 + 𝑥 = 0.6 (25) + 0.6𝑥
𝑥 − 0.6𝑥 = 15 − 12
0.4𝑥 = 3
𝑥 = 7.5
5𝑡 5𝑡 5𝑡
3. 𝑐(𝑡) = 𝑐 (𝑡 ) = 𝑐 (𝑡 ) =
𝑡 2 +1 𝑡 2 +1 𝑡 2 +1
5(1) 5(2) 5(5)

𝑐 (1) = 𝑐(2) = 𝑐(5) =
(1)2+1 (2)2 +1 (5)2+1
5 5 10 10 25 25
𝑐 (1) = =2 or 2.5 𝑐(2) = = or 2 𝑐 (5) = = or 0.962
1+1 4+1 5 25+1 26
5𝑡 5𝑡
𝑐 (𝑡 ) = 𝑐 (𝑡 ) =
𝑡 2 +1 𝑡 2 +1
5(10) 5(15)
𝑐 (10) = 𝑐(15) =
(10)2+1 (15)2 +1
50 50 75 75
𝑐 (𝑡 ) = = or 0.495 𝑐 (𝑡 ) = = or 0.332 mg/mL is
100+1 101 225+1 226
the concentration after 15 hrs.
T 0 1 2 5 10 15
c(t) 0 2.5 2 0.962 0.495 0.332

74
5
4. 𝑘 (𝑡) = 9 (𝑡 − 32) = 273.15
5
𝑘 − 273.15 = 9 (𝑡 − 32)
9
(𝑘 − 273.15) = 𝑡 − 32
5
9
(𝑘 − 273.15) + 32 = 𝑡
5
9
𝑡 = (𝑘 − 273.15)
5
Therefore, the inverse function is
9
𝑡 = 5 (𝑘 − 273.15) where k is the temperature in Kelvin.
5. 𝑃 = 𝑃0 (1 + 𝑟)2 𝑃15 = 120,000 (1 + 0.04)15
𝑃0 = 120, 000 𝑃15 = 120,000 (1.04)15

r= 4%or 0.04 = 216, 113
n= 15
1 1
6. 𝑦𝑜 = (2) t/2.45 = 256
1 1
𝑦𝑜 = (2) t/2.45 = (2) 8
𝑡
=8
2.45
t= 19.6
𝐼
7. 𝐷 = 10 log 10−12
10−6
𝐷 = 10 log
10−12
= 10log106
log 106 = 6
Thus, 𝐷 = 10(6) = 60 Decibels
8. Let 𝐸𝐵 and 𝐸𝑁 represents the Bohol/Cebu and Negors Oriental

𝐸𝐵
Earthquake respectively. We while determine .
𝐸𝑁
3 E
Solving for 𝐸𝐵 : 7.2 ( 2 ) = log 10B4.4
75
E
10.8 = log 10B4.4
E
1010.8 = log 10B4.4
𝐸𝐵 = 1010.8 . 104.4 = 1015.2
3 E
Solving for 𝐸𝑁 : 6.7 ( 2 ) = log 10N4.4 𝐸𝑁 = 1010.05. 104.4 = 1014.45
E
10.05 = log 10N4.4
E
1010.05 = log 10N4.4
𝐸𝐵 1015.2
Thus, = = 100.75≈5.62
𝐸𝑁 1014.45
The Bohol/Cebu Earthquake released 5.62 times more energy than

the Negros Oriental Earthquake.
9. Given: P=Php 50,000
r= 5% or 0.05
t= 8 years.
(a.) F= P(1+r)2
F= (50,000)(1+0.05)8
F=Php 73,872.77
(b.) 𝐼𝑐 = 𝐹 − 𝑃
𝐼𝑐 = 73,872.77-50,000
𝐼𝑐 =Php 23, 872.77
10. Given: P= Php 1,200,000
Monthly Payment= Php 31,000
The total amount paid is given by

Total Amount paid = (Php 31,000)(12 months)(5 years)
=Php 1,860,000
The Total Interest = Total amount paid – mortgage

= Php 1, 860, 000 –Php 1, 200,000
=Php 660,000
76
The Total Mortgage = (Total amount paid + mortgage) – total interest

= (Php 1,860,000 + Php 1,200,000)- Php
660,000
=Php 2,400,000
77
CURRICULUM
VITAE
78
Curriculum Vitae
Name: BAWAS, JHOANCEL

Address: Kiblongan, Uso, Suyo, Ilocos Sur
Cellphone Number: 09197791245
E-mail Adress:
I. Personal Information
Nickname: Ancel
Birthday: October 27, 1999 Age: 17
Birthplace: Kiblongan, Uso, Suyo, Ilocos Sur Nationality:
Filipino
Religion: Pentecost Civil Status: Single
Father’s Name: N/A
Mother’s Name: Narcisa Bawas
II. Educational Background
Senior High School Candon National High School S.Y. 2017-2018

Junior High School Candon National High School S.Y. 2015-2016
Elementary Uso Elementary School S.Y. 2011-2012
III. Honors and Awards Received
HONORS AWARDS
3rd Honorable Mention
(Elementary)
79
Curriculum Vitae
Name: CAGAS, CHRISTOPHER LLOYD O.

Address: Palacapac, Candon City, Ilocos Sur
E-mail Address: chrisortiz@yahoo.com
Nickname: Lloyd
Birthday: June 13, 2000 Age: 17 years old
Birthplace: Tala, Bagong Silang, Nationality: Filipino
Caloocan City
Father’s Name: Jaysen Bataclan
Mother’s Name: Jasmin Bataclan
Elementary: Caloocan North Elementary

School
Junior High School: Candon National High School
Senior High School: Candon National High School
HONORS AWARDS
8thhonor
With Honor
With Honor
With Honor
80
Curriculum Vitae
Name: FELICIANO, MARJORIE A.

Address: Langlangca 1st , Candon City, Ilocos Sur
E-mail Address: ashley_feliciano50@yahoo.com
Nickname: Marj
Birthday: July 04, 1999 Age: 18 years old
Birthplace: San Fernando, Nationality: Filipino
Pampanga
Father’s Name: Joel Feliciano
Mother’s Name: Marilou Feliciano
Elementary: Sapang Biabas Resettlement

Elementary School
HONORS AWARDS
4thhonor 1st Feature Writing in English
With Honor (District Level)
With Honor 4th Feature Writing in Filipino
With Honor (Division level)
81
Curriculum Vitae
Name: GABOR, ANGELO RAVEN P.

Address: San Nicolas, Candon City, Ilocos Sur
E-mail Adress: ravengabor@gmail.com
Nickname: Angelo
Birthday: July 11,2000 Age: 17
Birthplace: Sta. Lucia, Ilocos Sur Nationality:
Filipino
Religion: Catholic Civil Status: Single
Father’s Name: Allan M. Gabor
Mother’s Name: Ma. Rosie P. Gabor

Elementary Candon South Central School S.Y. 2011-2012
HONORS AWARDS
2nd
Honor ( Grade7 2ndplace in group Math Quiz Bee in
Gumamela) Grade 10
82
Curriculum Vitae
Name: GALUTAN,JOHN JOSHUA T.

Address: Bagani Campo Candon Cty Ilocos Sur
Cellphone Numeber: 09158396697
E-mail: galutanjohnjoshua@gmail.com
I. PERSONAL INFORMATION
Nickname: Josh
Birthdate: January 10, 2000 Age: 17
Birthplace: Batac City, Ilocos Norte Nationality:
Filipino
Religion: Baptist Civil Status: Single
Father’s Name: Jojo Galutan
Mother’s Name: Rolalyn Galutan
II. EDUCATIONAL ATTAINMENT

Senior High Candon National High School S.Y. 2017-2018
School
Junior High Candon National High School S.Y. 2015-2016
School
Elementary Bagani Elementary School
III. AWARDS
HONORS AWARDS
With Honor Best in Attendance
Best in Performing Arts
83
Curriculum Vitae
Name: GANNAPAO, JOHN LESTER M.

Address: Bagani Campo, Candon City, Ilocos Sur
E-mail Adress: retseljhongannapao@gmail.com
Nickname: Jhon Jhon

Birthday: January 29, 2000 Age: 17
Birthplace: Tagudin, Ilocos Sur Nationality:
Filipino
Religion: Roman Catholic Civil Status: Single
Father’s Name: Orlando Gannapao
Mother’s Name: Crispina Gannapao

Elementary Bagani Elementary School S.Y. 2011-2012
HONORS AWARDS
Grades 3-6 With Honors Artist of the Year
Grade 10 Completer
84
Curriculum Vitae
Name: GARNACE, ALLEAH T.

Address: San Jose, Candon National High School
E-mail Address: none
Nickname: Lleah
Birthday: December 14, 1999 Age: 17
Birthplace: San Jose, Candon City, Ilocos Sur Nationality: Filipino
Religion: Lutheran Civil Status: Single
Father’s Name: Danny Boy Garnace
Mother’s Name: Joselyn Garnace
Elementary Candon South Central School

Junior High School Candon National High School
Senior High School Candon National High School
HONORS AWARDS
7th Honors Most Obedient
85
Curriculum Vitae
Name: MOLINA, MARK JOSEPH G.

Address: San Nikolas, Candon City, Ilocos Sur
E-mail Address: markjosephmolina@yahoo.com
Nickname: Mark
Birthday: October 19, 1999 Age: 17 years old
Birthplace:Talogtog, Candon City Nationality: Filipino
Religion: Roman Catholic Civil Status: Single
Father’s Name: Emanuel Jessie Molina
Mother’s Name: Lanei Molina
Elementary: South Central Elementary School

HONORS AWARDS
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PROBLEM SOLVING SKILLS OF SHS STUDENTS IN GENERAL MATHEMATICS

Research · April 2018

Quantitative Research View project

conference paper View project

The user has requested enhancement of the downloaded file.

Feljone G. Ragma Ed.D

Republic of the Philippines

This is to certify that the researchers who conceptualized the study

“Problem Solving Skills of SHS Students in General Mathematics” are

ready for Oral Examination.

Feljone G. Ragma, Ed.D.

Republic of the Philippines

This is to certify that the abovementioned study has

SUCCESSFULLY PASSED the Oral Examination on October, 2017 before

the following, whose signatures are accordingly affixed.

MR. FILOMENO VALDEZ

In appreciation to the support given to this quantitative research study

entitled: PROBLEM SOLVING SKILLS OF SHS STUDENTS IN GENERAL

success of the study.

Specifically, the researchers would like to thank the following people:

Dr. Feljone G. Ragma, the researchers adviser, co-author of the said

researchers and supporting the study which led to its completion.

criticisms, in-depth evaluation, and immeasurable assistance for the finalization

the help of the respondents.

This study is dedicated to our teacher in Research 2, Dr. Feljone G.

Ragma, who inspired us to persevere in accomplishing this research and acted

as a model and a friend who is always there to help us in accomplishing this

He taught us how to conduct a research specifically a Quantitative

about research. He installed to our minds that time is precious and

procrastination is something that must be avoided. He was facilitating us and

ensuring that we reach the peak of success in this research.

Title: Problem Solving Skill of SHS Students in General

Researchers: BAWAS, JHOANCEL

Adviser: Feljone G. Ragma, Ed.D.

II Method and Procedures…..………………………..…… 37

Locale and Population of the Study……...….…………… 38-40

III Findings and Discussion………………………………….. 44

Comparison of Strands............................................... 48-49

IV Summary, Conclusions and Recommendations...... 50

1 Bloom’s Hierarchy Theory ............................................. 11

1 Population Distribution ................................................. 39

Background of the Study

professions such as being a mechanic, an engineer, a doctor, a scientist,

develop their power of reasoning, creativity, abstract or spatial thinking,

critical thinking, problem-solving ability and even effective communication

skills through Mathematics.

Mathematics is a part of the accumulated knowledge of the human

race. It is a subject that deals with problems which involve a process of

analysis, computation and other mental skills. The Merriam-Webster

dictionary (2016) defines Mathematics as the science of numbers and their

operations, interrelations, combinations, generalizations, and

abstractions and of space configurations and their structure,

measurement, transformations, and generalizations.

Mathematics therefore must be taught and learned comprehensively

infinite applications in almost all walks of life. In a world advanced by

mathematical and technological breakthroughs; neglecting it would

definitely cause a downfall in our society.

The Implementation of the new K to 12 Basic Education Program

study of Mathematics. According to the Department of Education or DepEd

(2015) the new curriculum provides a solid foundation and deeper

understanding in Mathematics to students. More importantly, it prepares

career choices after High School. It aims to provide necessary concepts

SHS there are only two branches of mathematics as core subjects to be