1

CHAPTER I

THE PROBLEM AND IITS SCOPE

This chapter showed the background of the study, the significance of the

study, scope, and limitation, theoretical/conceptual framework, schematic

diagram, statement of the problem, hypothesis, and definition of terms.

Introduction

Problem-solving has special importance in the study of mathematics. The

main goal in teaching mathematical problem-solving is for the students to

develop a generic ability to solve real-life problems and apply mathematics in

real-life situations. It can also be used, as a teaching method, for a deeper

understanding of concepts. Successful mathematical problem-solving depends

upon many factors and skills with different characteristics. One of the main

difficulties in learning problem-solving is the fact that many skills are needed for a

learner to be an effective problem-solver. Also, these factors and skills make

teaching problem-solving one of the most complex topics to teach. Mathematics

is used to quantify numerically and spatially natural as well as man-made

situations.

Learning facts and contents in mathematics is important but these are not

enough. Students should learn how to use these facts to develop their problem-

solving thinking skills. Special attention to the development of problem-solving

ability has been accepted by mathematics educators and genuine mathematical

problem-solving is one of the most important components in any mathematics

program or curriculum.
 2

Filipino students regarded mathematics as useful in their daily lives and

valued the effort put into improving one's mathematical prowess. Filipino pupils,

on the other hand, thought that word problems weren't relevant and that they

could all be answered using a straightforward, step-by-step method. Statistics

showed that there is a considerable difference between the genders regarding

the utility of mathematics and the assumption that effort can improve

mathematical abilities.

This study "Difficulties Encountered by the Grade 8 students in

Mathematical Problems Solving" is deemed necessary for teachers, students,

and future researchers.

To the teachers, this study can be used to analyze the student's ability in

mathematical problem solving, and to address the student's difficulties in word

problems. This is helpful for the teachers, especially in teaching the steps in

problem-solving.

To the students, this study can help them understand their own difficulties

with mathematics problems and solve worded problems easier and accurately

through the use of the steps presented in this study.

To future researchers, it would be helpful for them to use this study as a

starting point to formulate actions to also address the concerns of the students

with regard to problem-solving.

 3

Theoretical Framework

This study was guided on Cognitivist Theory of Jean Plaget which states

the factors that affect learning and teaching Mathematics. Reading

comprehension skills and the ability to solve mathematical problems could be the

difficulties for to solve learners mathematical word problem. In relation to the

study, learners find difficulty in Mathematics. For instance, solving word problems

require the mental representation of the problem and simple arithmetic to

transform the word problem into a mathematical equation. As a result, students

who are not skilled in formulating a mathematical equation will not be able to

solve the word problem which will lead the pupils to unfavorable attitudes

towards Mathematics. The theory of the Cognitive Psychology Approach

stressed that pupils need to apply cognitive strategies of goals and sequences of

mental operation in order to learn and solved worded problems. Teachers should

adjust their instructional practices according to the different pre-skills that the

students have because these pre-skills play a big part in solving mathematical

problems. When students gain more conceptual and procedural skills in

Mathematics, they become more competent and efficient in learning

mathematics.
 4

Statement of the Problem

This study aims to determine the "Level of Comprehension on

Mathematical Problem

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of

1.1 Age:

1.2 Gender

2. What is the level of reading comprehension of the learners in

Mathematical problem-solving?

3. What are the lived experiences committed by the learners?

4. Is there a significant difference in the learners’ mathematical problems

solving skills when grouped to:

4.1. Age

4.2. Gender

5. Is there a significant relationship between learners' reading

comprehension skills and mathematical problems solving skills?

Hypotheses

The following null hypotheses well be tested at a 0.05 level of significance.

HO1: There is no significant relationship between learners' reading

comprehension skills and mathematical problems solving skills.

Scope and Limitation

 5

The study focus on the difficulties encountered by students in

Mathematical problems solving. The study involves grade 8 students at Northern

Mindanao Colleges, Inc. The research included the difficulties of the students in

the steps of problem-solving. The research also includes the mistakes committed

by the students. The study is conducted during the second term of the academic

year of 2022-2023.

Table 1

The Population of Grade 8 Students of Northern Mindanao Inc

Sex

Section Male Female Total

Green 23 25 48

Orange 27 17 44

Yellow 18 25 43

Beige 19 22 41

Blue 19 21 40

Red 20 20 40

TOTAL 126 130 256

 6

Definition of Terms

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

Age - This refers to a period of life, measured by years from birth usually marked

by a certain stage or degree of mental or physical development and involving

legal. responsibility and capacity. It is a time of life when a person does

something or becomes legally able to do something.

Gender. It refers to the state of being male or female to the students.

Mathematical Problem- Refers to mathematical exercises that present relevant

information on a problem as text, rather than in the form of mathematical

notation.

Comprehension
 7

CHAPTER 2

Review of Related Literature and Studies

This chapter presented various literature and studies that have related to

the research’s topic and gave broader views to the researcher in emphasizing

the Difficulties Encountered by the Grade 8 Students in Mathematical Problems.

These served as the groundwork for the present survey

Related Literature

According to Webster's dictionary, the nature of mathematics was defined

as the science of relationships and patterns, a way of thinking, art, language, and

discipline. Kim (2019) said that mathematics was a subject that made students

rip their hair out and jump for joy, but the subject was inescapable as you

become an adult in the real world. Mathematics teachers should create strategies

to attain the goals, standards, and scope of teaching the subject. One of the big

goals in teaching mathematics was problem-solving skills that’s why many

students were scared of this subject.

 8

According to Frei (2019), if students lack conceptual comprehension, of

mathematics, rigidity in their use of mathematics, and an inability to successfully

apply the procedural information they have learned to novel and unusual

problems and circumstances…

Related Studies

The research on instruction in mathematical problem-solving has

progressed considerably during recent decades. Yet, there is still a need to

advance our knowledge of how teachers can support their students in carrying

out this complex activity (Lester and Cai, 2016). Results from the Program for

International Student Assessment (PISA) show that only 53% of students from

the participating countries could solve problems requiring more than direct

inference and using representations from different information sources (OECD,

2019). In addition, OECD (2019) reported a large variation in achievement with

regard to students’ diverse backgrounds. Thus, there is a need for instructional

approaches to promote students’ problem-solving in mathematics, especially in

heterogeneous classrooms in which students with diverse backgrounds and

needs are educated together. Small group instructional approaches have been

suggested as important to promote the learning of low-achieving students and

students with special needs (Kunsch et al., 2007).

 9

(Sri Adi WIDODO and Wahyudin 2018) One of the factors that determine

the success of mathematics learning is the learning media used. Learning media

can help students to create mathematical abstract mathematics that is abstract.

In addition to media, meaningful learning is learning that is adapted to the

student’s cognitive development. According to Piaget, junior high school students

are at the formal stage of thinking, but the reality in the field has not been entirely

capable of formal thinking so a learning media is needed that is able to serve

students with different cognitive development.

(Debbie Bautista et al., 2009) Young Filipino children are expected to

solve mathematical word problems in English, which is not their mother tongue.

Because of this, it is often assumed that Filipino children have difficulties in

solving problems because they cannot read or comprehend what they have read.

The study tested this assumption by determining whether presenting word

problems in Filipino or reading them aloud to children in either language

facilitated solution accuracy.

(Denis AbaoTan,2018) Numerous types of research from abroad had

been investigating the mathematical problem-solving process among students,

but little is done with regard to the mathematical problem-solving heuristics

among high school students in the Philippines. This paper is a portion of a

grounded theory research conducted by the researcher. This article presents the

portion in which the case study design was utilized to find out the mathematical

problem-solving heuristics among Filipino high school students. Thirty

participants representing different problem-solving skills ranging from poor to

 10

good problem solvers were interviewed over a period of three months. Interviews

were analyzed and mathematical problem-solving heuristics were identified.

Filipino senior high school students utilized the following heuristics when they

solved mathematical problems: use of logic or common sense, looking for a clue,

using an equation, drawing a picture, solving or recalling similar or equivalent

problem, making a list, finding a pattern, and make a table, make a diagram, use

of mathematical expressions, use a model and use a representation. Other

solution strategies used by the participants in the study were trial-and-error,

guessing, guess-and-test, skip counting, use of the basic operations, use of

adding techniques, and recall and creating a formula.

 11

CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the research design, research locale, research

respondents, research instrument, ethical standard, data gathering procedure,

statistical treatment, scoring, and quantification.

Research Design

This study design combines quantitative research design and qualitative

research design. Mixed methods research involves collecting quantitative and

qualitative data, and analysis of the data integrates both forms of data. A

Convergent Mixed Methods Design one phase design where both quantitative

and qualitative data collected and analyzed, then compared the analysis of

quantitative and qualitative data to see if the data confirms or disconfirms each

other.

Research Locale

This study was conducted at Northern Mindanao Colleges, Inc. Atega

Street, Población 11 Cabadbaran City, Agusan del Norte of which the location of
 12

the respondents, based on Level of Comprehension of Learners on Mathematical

Problems,\

Respondents of the Study

The respondents of the study were the Grade 8 Students of Northern

Mindanao College’s Inc, as shown in Table 2.

Table 2
Distribution of Respondents

Sex

Section Male Female Total

Green 23 25 48

Orange 27 17 44

Yellow 18 25 43

Beige 19 22 41

Blue 19 21 40

Red 20 20 40

TOTAL 126 130 256

 13

The Sampling Procedure

Stratified random sampling was used in this study, selecting students from

Grades 8 of Northern Mindanao Colleges Inc. The first Strata was the section

and the second strata was the sex of the respondents. With this sampling

procedure, all the populations were divided into categories relevant to the

research, which allowed the categorization of respondents based on attributes

and characteristics.

Research Instruments

The main tool used in this study consists of closed-ended, and open-ended

questionnaires. These different ways of gathering information can supplement

each other and hence boost the validity and dependability of the data. In the

main, the quantitative data are obtained through closed-ended questionnaires,

and the qualitative data through open-ended questionnaires. The items of the

questionnaires are mainly developed based on the research objectives and

research questions.

The structured questionnaire was divided into two-factors the student

factors and teacher factors. Part one of the questionnaire was the student factors

(Attitude Towards Mathematics) while part two was the teacher factors

(personality traits and teaching skills) The rating scale part contained 40 items

that related to the attitudes towards mathematics (25 items), personality traits (5

items) and teaching skills (10 items). Scoring followed the guided four-point Likert

scale. And we prepared (5 items) for interviews.

 14

Ethical Standards

To respect the respondents' rights as study participants, the researcher

thoroughly explained the entire study and its key goals. The flexibility to decline

to respond to delicate questions during the research procedure was made clear

to the participants. The responders received letters of informed consent from the

researchers, and the school head received a letter requesting his or her voluntary

participation in the study. The researchers also expected that the profiles and

data of the responders would be kept totally secret.

Data Gathering Procedure

Before conducting the research, the researchers presented a letter

request to the school principal of where the respondents in the research to get

the data of their Grade 8 Junior High School, upon approval, the researchers

asked the teacher’s office for the total number of Grade 8 students in their

school. The researchers then proceeded to present the printed survey

questionnaires and asked when to conduct the survey. The researchers then

conducted the survey as soon as the schedule was made. After the survey,

results were gathered, collated, and treated.

Statistical Treatment

The data collected were tabulated according to the problem presented in

this study and it was collated and treated using the following statistical tool:

1. Frequency and Percentage. This was used to determine the modality of

the respondent’s profile.

 15

2. Weighted Mean. Used to determine the extent of implementation of

modular distance learning and the challenges in modular distance

learning encountered by the teachers.

1. Chi-square Test. Used to determine a significant association between

the respondent’s profile and the challenges they have encountered during

modular distance learning.

2. Kendall’s Tau Correlation. Used to determine the significant

relationship between the implementation of modular distance learning

and the challenges encountered in teaching Mathematics using modular

distance learning.

Scoring and Quantification

Scale Overall Average Description
4 3.5-4.0 Strongly Agree
3 2.5-3.49 Agree
2 1.5-2.49 Disagree
1 1-1.49 Strongly Disagree

This grading table used to determine the extent overall average of the

challenges met by the teachers and the equivalent verbal description. The

scale indicated the responses of the teachers to each statement of the

questionnaire.

References:
 16

Bahar, CJ Maker - Eurasia Journal of Mathematics, Science and …, 2015

https://www.ejmste.com/article/cognitive-backgrounds-of-problem-
solving-a-comparison-of-open-ended-vs-closed-mathematics-problems-
4451
DP Sari - 2020 - repo-dosen.ulm.ac.id
https://repo-dosen.ulm.ac.id/handle/123456789/22879
D Bautista, M Mitchelmore, J Mulligan Educational Psychology 29 (6), 729-745,
2009
https://scholar.google.com/citations?
view_op=view_citation&hl=en&user=lsFdT6IAAAAJ&citation_for_view=ls
FdT6IAAAAJ:LkGwnXOMwfcC
DA Tan International Journal of English and Education
https://scholar.google.com/citations?
view_op=view_citation&hl=en&user=8EP916kAAAAJ&citation_for_view=
8EP916kAAAAJ:TQgYirikUcIC
Frei. (2019). In E. Romeo M. Daligdid, Mathematics in Modern World (p. 200).
Metro Manila: Lorimar Publishing, Inc.
JS Bruner - 1966 - books.google.co
https://books.google.com/books?
hl=en&lr=&id=F_d96D9FmbUC&oi=fnd&pg=PA1&dq
J Bruner - Educational Horizons, 1986 – JSTOR
https://www.jstor.org/stable/42926834?
fbclid=IwAR33rn9YtObkTGIDuWEzaY4-
Ien_9hD9qsNBWLQhLrDEHolViN7Z3J6sWxc
J Bruner - 1996 - books.google.com
https://books.google.com.ph/books?
hl=en&lr=&id=7a978qleVkcC&oi=fnd&pg=PA1&dq=jerome+bruner
%2Bmathematical+problem%2B1996&ots
J Bruner - Peabody Journal of Education, 1983 - Taylor & Francis
https://www.tandfonline.com/doi/pdf/10.1080/01619568309538407
J Bruner - Thinking and learning skills, 2013 - taylorfrancis.com
https://search.proquest.com/openview/
04851690244c2043203232bafe01b334/1?pq-
origsite=gscholar&cbl=18750&diss=y
JS Bruner - The Mathematics Teacher, 1960 - pubs.nctm.org
https://pubs.nctm.org/downloadpdf/journals/mt/53/8/article-p610.pdf
Kim, K. (2019). In E. Romeo M. Daligdig, Mathematics in Modern World (p. 9).
Metro Manila: Lorimar Publishing, Inc.
Kunsch, AK Jitendra, S Sood - … Disabilities Research & …, 2007 - Wiley Online
Library
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-5826.2007.00226.x
 17

FK Lester Jr, J Cai - Posing and solving mathematical problems: Advances …,

2016 – Springer
https://link.springer.com/chapter/10.1007/978-3-319-28023-3_8
WIDODO, Wahyudin Turkish Online Journal of Educational Technology 17 (1),
154, 2018
https://scholar.google.com/citations?view_op=view_citation&hl=en&user
 18

APPENDIX A
LETTER OF APPROVAL
FEBUARY 15, 2023

ALVIN T. HINAY, PhD

Director of Academic Affairs
Northern Mindanao Colleges, Inc.
Cabadbaran City

Thru: HERMIE LIZA D. SASIS

Basic Ed Principal

Dear Sir/Ma’am

Warm Greetings!

We, the students of Northern Mindanao Colleges, INC. (NORMI), taking up a

Bachelor of Secondary Education major in Mathematics, are currently
undertaking
research work entitled '' DIFFICULTIES ENCOUNTERED BY THE GRADE 8 IN
MATHEMATICAL PROBLEMS’’ as part of the requirements for the degree of
Bachelor of Secondary Education.

In this regard, we sincerely ask for your kindness in allowing us to conduct a

distribution of questionnaires among the selected Grade 8 students. Rest
assured that the students’ responses will be kept confidential.

Your approval is highly appreciated. Thank you.

Respectfully yours,

CAPLES IRISH JOY B. DINGAL RICHARD B.

DAGANI NIÑO JAMES BRIAN Y.

Noted by:

MARIA REMEDIOS CONSORCIA P. BECERIL, MSc

Research Adviser

MARLENE S. HINAY, Ph.D.,

Dean of CTE

HERMIE LIZA D. SASIS

Basic Ed Principal
Approved by:

ALVIN T. HINAY, Ph.D

Director of Academic Affairs
 19

APPENDIX B

RESEARCH INSTRUMENT

‘’Difficulties Encountered by Grade 8 Student In Mathematical Problem

Solving at Northern Mindanao Colleges Inc.’’

Name: (optional) ___________________________________

Sex Age

Male
Female

I. Student Factors

Directions: Please check (P) and rate yourself honestly based on what you do

give the statements using the following scales:

4 – strongly agree

3 – agree

2 – disagree

1 – strongly disagree

Attitudes Toward Mathematics 4 3 2 1

1. I am a strong problem-solver in mathematics.

2. I am challenged by mathematics problems that I

cannot immediately solve.

3. I like to try approaches to a problem that I couldn’t

solve.

4. I do not mind making a mistake when solving a

 20

mathematics problem.

5. Mathematics problems are something that I enjoy a

great deal.

6. Most mathematics problems are frustrating.

7. I like to solve mathematics problems related to real

life.

8. Most mathematics problems, other than simple types,

take too long to solve.

9. With sufficient time I believe I could be successful at

solving most mathematics problems.

10. I tend to think of mathematics problems as being

more like games than hard work

11. I would rather have someone tell me how to solve a

difficult problem than have to work it out for myself.

12. I am capable of clearly describing my solution

method.

13. If I cannot solve a problem right away, I like to stick

with it until I have it solved.

14. Mathematics problems, generally, are very

interesting.

15. The number of rules one must learn in mathematics

makes solving problems difficult.

16. `Real-life problems required synthesizing mathematics

 21

knowledge.

17. If I cannot solve a problem right away, I tend to give

up.

18. I find it difficult to concentrate on mathematics

problems for a very long period of time.

19. It makes me nervous to think about having to solve

difficult math problems.

20. I do not particularly like doing difficult mathematics

problems.

21. Trying to discover the solution to a new type of

mathematics problem is an exciting experience.

22. Mathematics problems make me feel as though I am

lost in a jungle of numbers and I cannot find my way

out.

23. It is better for me to see how to solve problem than to

let me discover it on my own.

24. I need to be given the correct answer to all of the

problem I work.

25. Hearing different ways to solve the same problem

confuses me.

II. Teacher Factors

 22

Directions: Please check (P) and rate yourself honestly based on what you do

give the statements using the following scales:

4 – strongly agree

3 – agree

2 – disagree

1 – strongly disagree

Personality Traits 4 3 2 1

My Mathematics Teacher…

1. Has a good relationship with the students and

teachers

2. Shows smartness, confidence, and firmness in making

decisions

3. Imposes proper discipline and is not lenient in

following the prescribed rules

4. Has an appealing personality with a good sense of

humor

5. Is open to suggestions and opinions and is worthy of

praise

Teaching Skills

My mathematics Teacher…

1. Explains the objectives of the lesson clearly at the

start of each period

2. Has mastery of the subject matter

 23

3. Is organized in presenting subject matters by

systematically following the course outline

4. Is updated with present trends, relevant to the subject

matter

5. Uses various strategies, teaching aids/devices, and

techniques in presenting the lessons.

6. My teacher encourages me to try and think of a similar

problem if I cannot see how to solve the given

problem.

7. My teacher emphasizes that there are often many

different ways to solve the same problem.

8. My teacher encourages me to use trial and error

procedures when solving many mathematics problems

9. My teacher encourages me to adopt stop-and-think

attitude when solving problems.

10. My teacher encourages me to check my answer to

problems to see if the answer are actually make

sense.
 24

APPENDIX C

Map of the Research Locale

Figure 1. Northern Mindanao Colleges Inc. DEEN Campus

 25

APPENDIX D
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

Name : Irish Joy B. Caples

Date of Birth : August 30, 1988

Place of Birth : Putting Bato, Cabadbaran City

Residence : Purok 7 Brgy. Putting Bato, Cabadbaran City

Religion : I. F. I

Civil Status : Married

Name of Husband : Drandrave C. Caples

Occupation : Driver

EDUCATIONAL BACKGROUND

College : Bachelor of Secondary Education

Northern Mindanao Colleges, Inc., (2022 – 2023)

Secondary : Cabadbaran City National High School- (2018-2019)

Elementary : Puting Bato Elementary School Candelaria Institute.

 26

APPENDIX D
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

Name : Niño James Brian Dagani 999

Date of Birth : October 2, 1999

Place of Birth : Butuan City

Residence : Brgy. Mabini Cabadbaran City, Agusan del Norte

Religion : I. F. I

Civil Status : Single

Name of Father : James P. Dagani

Occupation : None

Name of Mother : Libne Y. Dagani

Occupation : Secondary Teacher

EDUCATIONAL BACKGROUND

College : Bachelor of Secondary Education

Northern Mindanao Colleges, Inc., (2022 – 2023)

Secondary : Cabadbaran City National High School- (2018-2019)

Elementary : Alfonso B. Dagani Elementary School (2012 – 2013)

 27

APPENDIX D
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

Name : Richard B. Dingal

Date of Birth : August 08. 2000

Place of Birth : Punta Gracia Tubay Agusan Del Norte

Residence : Purok 3-B Brgy Cabayawa Tubay Agusan Del Nortte

Religion : I. F. I

Civil Status : Single

Name of Father : Emenecio A. Dingal

Occupation : None

Name of Mother : Ponciana B. Dingal

Occupation : House Wife

EDUCATIONAL BACKGROUND

College : Bachelor of Secondary Education

Northern Mindanao Colleges, Inc., (2022 – 2023)

Secondary : Northern Mindanao Colleges, Inc - (2019-2020)

Elementary : Caasinan Elementary School (2013 – 201)