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Students' level of confidence and performance in solving

non-routine problems in remote learning
Bachelor of Secondary Education (Mindanao State University)

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STUDENTS’ LEVEL OF CONFIDENCE AND PERFORMANCE IN SOLVING

NON-ROUTINE PROBLEMS IN REMOTE LEARNING

An Undergraduate Thesis
Presented to the Faculty of the
Department of Secondary Teaching
College of Education
Mindanao State University – Main campus
Marawi City

In Partial Fulfillment of the

Requirements in the Degree
Bachelor of Secondary Education
Major in Mathematics

MARVIN L. BARCELON
VAN GILE M. ECLEO

April 2022

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Republic of the Philippines

Mindanao state university
COLLEGE OF EDUCATION
Marawi City

APPROVAL SHEET

This undergraduate thesis entitled STUDENTS’ LEVEL OF CONFIDENCE

AND PERFORMANCE TOWARDS SOLVING NON-ROUTINE PROBLEMS IN
REMOTE LEARNING prepared by VAN GILE M. ECLEO and MARVIN L.
BARCELON has been examined and recommended for acceptance and approval.

THESIS COMMITTEE

Accepted and approved by the committee on Oral Examination with the grade of
_______.

PROF. ARNOLD B. ASOTIGUE

Thesis Adviser

MR. FERNANDO R. SEQUETE, JR. MS. NORHANIFA P. GANDAROSA

Panel Member Panel Member

Date of Final Defense: April 6, 2022

Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education major in MATHEMATICS.

MR. FERNANDO R. SEQUETE, JR. MINERVA-SAMINAH M. NAGA, PhD

Chairperson, Secondary Teaching Department Dean, College of Education

Date: __________________ Date:__________________

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ABSTRACT

VAN GILE MANTILLA ECLEO, and MARVIN LOZANO BARCELON,

“Students’ Level of Confidence and Performance in Solving Non-Routine Problems
in Remote Learning”. An Undergraduate Thesis, College of Education- Mindanao State
University, Marawi City, April 2022.
Thesis Adviser: Prof. Arnold Biol Asotigue

The K to 12 curriculum is designed to develop the learners' critical thinking, creativity,

communication, and collaboration skills, hence a reflection of a learner-centered education.
Solving word problems, such as non-routine problems, can help students develop their
critical thinking, but in the context of remote learning, it is found to have detrimental effects
on the students’ confidence and/or performance. Anent this, this study aimed to determine
the relationship of students’ confidence level and performance in solving non-routine
problems in remote learning. The study utilized a correlational research design. A
purposive-sampling technique was employed to determine the sample size of the study.
The respondents were the selected sixty-eight (68) students from two sections of Grade 10
students in Mindanao State University – Integrated Laboratory School enrolled in modular
classes in the school year 2021-2022. Four (4) instruments were used to gather data, and
which was analyzed through correlational analysis. The statistical tool employed was
Statistical Package for the Social Sciences (SPSS), T-test was used to obtain the p-value
and correlation coefficient in each variable. Findings revealed that in solving non-routine
problems, the respondents’ academic performance is considerably fair fit while the
respondents’ confidence level is categorized as slightly confident. Moreover, the p-value
is less than the 0.05 level of significance, which means that there is a significant
relationship between the respondent’s level of confidence and performance in solving non-
routine problems. High confidence level of the students leads to high performance in
solving non-routine problems. The findings of this study provide importance of educators
and future researchers to work on confidence to improve the performance of the students.

Keywords: Self-confidence, Performance, Non-routine problems, Remote learning,

Problem-solving

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ACKNOWLEDGMENT

We would like to express our greatest and deepest gratitude to the following

individuals who have helped us in completing our study:

First and foremost, to our family most especially to our parents for giving us full

support, unending love, and meaningful sacrifices. For sustaining us morally, spiritually,

and financially. For the patience and concern, and for giving us the courage to pursue

whatever we want to achieve in this lifetime. You are always there to guide us in every

decision we make and remind us of the right road we have to take despite the hardship we

may encounter. Thank you for always believing in us.

To our research adviser, Prof. Arnold B. Asotigue, who always shows love and

guidance, and has been a second father to us. Thank you for the advice, may it be for school

or personal matters. Because of you, we have learned to become independent. Thank you

for teaching and encouraging us to learn more and improve our knowledge in

understanding matters in life. Thank you for helping us become the persons that we are

now.

To our panel members, Mr. Fernando R. Sequete Jr. and Ms. Norhanifa P.

Gandarosa for giving us relevant inputs, suggestions, and feedbacks to improve our paper.

All have afforded us great help in realizing our paper.

To the MSU-Integrated Laboratory School Principal, Prof. Jamilah B. Hadji

Latip for allowing us to conduct our survey in the school. May you continue to support the

CED in its research endeavors.

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To the MSU-Integrated Laboratory School Grade 10 Students, for being our

respondents and giving time and effort in answering the questionnaires.

To Prof. Sonny M. Magno, for being the statistician of our study and for helping

us analyze and interpret our gathered data.

To our classmates, friends, and the Batch Fermatics, for the unwavering support.

For always showing your love and understanding both in good times and in bad times.

And most importantly, to our Almighty Creator, our Heavenly Father, for giving us

more knowledge, understanding, and wisdom. For guiding us all the time, for showering

us with love and blessings. For giving us this opportunity to become better versions of

ourselves.

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DEDICATION

This Thesis is dedicated

To
Our Beloved Parents,
AMOR V. ECLEO
CHERRYLYN M. ECLEO
CONCESA L. BARCELON
PABLITO L. BARCELON

Our Siblings,
Francis Amor, Alyssa Grace
Jaydenn, Alvin, Lilibeth

Our Fermatics Family,

Niks, Rowa, Shyla, Perot, Shamry, Naina,
Aslie, Asnie, Wardz, Jennie

Our dear Academic Adviser,

Prof. Arnold B. Asotigue

And
Above all, to the
God Almighty

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TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Abstract iii
Acknowledgement iv
Dedication vi
Table of Contents vii
List of Tables ix
List of Figures x

Chapter
1 THE PROBLEM AND ITS SCOPE
Introduction 1
Theoretical Framework 4
Conceptual Framework 5
Statement of the Problem 6
Hypothesis 6
Scope and Limitation of the Study 7
Significance of the Study 7
Definition of Terms 9

2 REVIEWSOF RELATED LITERATURE AND STUDIES

Related Literature 11
Related Studies 21

3 RESEARCH DESIGN AND METHODOLOGY

Research Design 25
Research Locale 25
Respondents of the Study 27
Research Instruments 27
Data Gathering Procedure 28
Statistical Tools and Treatment 29

4 PRESENTATION, ANALYSIS AMD INTERPRETATION 31

5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary of Findings 46
Conclusion 47
Recommendations 48

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Bibliography 50

APPENDICES

A. Letter of Permission to the Principal in ILS 54

B. Letter to the Respondents 55
C. Respondents Profile 56
D. Students’ Confidence Questionnaire 57
E. Students’ Performance in Solving Non-Routine Problems 58
F. Answer Key 63
G. Table of Specification 70
H. Scoring Rubrics in Students’ Confidence & Solving Non-Routine
Problems in Remote Learning 71
I. Sample of Student’s Responses 72
J. Transcript of Interviewer 80
K. Statistical Data Analysis Result 92
L. Consultation Log 95
M. Certification from the Statistician 97
N. Certification from the Editor 98
O. TURNITIN Originality Report 99
p. TURNITIN Digital Receipt 100
P. Documentation 101
Q. Curriculum Vitae 103

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LIST OF TABLES

No. Title Page

4.1 Frequency Distribution of Respondents’ Age 30

4.2 Frequency Distribution of Respondents’ Sex 31

4.3 Mode and Interpretation of the Respondents’ Confidence Level 32

4.4 Respondents’ Mathematics Performance in Solving Non-Routine Problems 35

4.5 Relationship between the Confidence Level and Problem-Solving Skills 38

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LIST OF FIGURES

No. Title Pages

1 Schematic Diagram of the Conceptual Framework of the Study 5

2 Location of the Map of the Research Locale 25

3 Sample of Respondent’s Solution to Problem Solving No.1 72

4 Sample of Respondent’s Solution to Problem Solving No. 4 73

5 Sample of Respondent’s Solution to Problem Solving No. 5 74

6 Sample of Respondent’s Solution to Problem Solving No. 6 74

7 Sample of Respondent’s Solution to Problem Solving No. 7 75

8 Sample of Respondent’s Solution to Problem Solving No. 8 76

9 Sample of Respondent’s Solution to Problem Solving No. 9 77

10 Sample of Respondent’s Solution to Problem Solving No. 10 77

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Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

The K to 12 Curriculum, as a learner-centered approach to education, aims for the

development of the learners’ critical thinking, creativity, communication, and collaboration

skills. This reflects meaningful, authentic, and relevant learning experiences employed in

the classroom. To improve the students’ critical thinking in relations to Mathematics

specially solving word problems such as non-routine problems (in physical classroom

setting) maybe useful for them. However, the occurrence of the COVID-19 pandemic has

compelled educational sectors; to shift from traditional mode of learning to remote learning

approach which relatively affects their performance and confidence. Various aspects in

remote learning such as access to information and learning materials seem to have

influence on the teaching and learning process, too.

Our educational sectors had a crisis on how to operate formal learning amidst the

COVID-19 pandemic, but with the help of evolving web-based platforms and technology,

distance education provides students with educational environments that are independent

of time and space. However, institutions sometimes encounter obstacles and problems in

technology integration (Ozudugru, 2021).

Since the declaration of the COVID-19 pandemic, there is an implementation of

social distancing to the affected countries in-order to control and minimize the spread of

the virus. With this, education changed its way of learning from traditional of face-to-face

learning to new normal or remote learning, conducting modular distance or distance online

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learning class as a response to the pandemic. Although the shifting of learning method

requires a period of transition, the UNESCO still aims to prioritize quality education.

Thinking that remote learning is the answer to the social crisis could be right, but

there will always drawbacks of what is implemented and one of the known drawbacks are

the barriers. The Muilenburg & Berge (2005) classified some common problems that

arouse in remote learning. Among the stated barriers, the most common that is experienced

in the local setting are learner motivation, internet connection problems, academic skills,

and administrative issues. These will apparently question the effectivity of remote learning

as problems and barriers occur during implementation. In addition to that, the efficacy of

using the remote learning platforms and students’ confidence must align to have

satisfaction with the modality specially into difficult subjects that needs more focus and

attention in teaching and learning (Landrum, 2020).

In the field of mathematics, problem solving plays a great role. The study of

Angateeah (2017) revealed one of the importance of problem solving – learners could

practice think critically and logically. Logical thinking is the core competency needed to

solve word problems; it helps to analyze the problem, apply the appropriate method to

solve, and execute the plan. Furthermore, though solving problems the learners develop

their linguistic knowledge by reading and analyzing words and sentences to turn into

mathematical questions.

On the other hand, Daguplo (2017) explicated that incorporating problem solving

such as non-routine problems has both positive and negative impacts. One of its positive

impacts is that while solving non-routine problems, learners are encouraged to seek

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solutions to the problems which improve their critical thinking and creativity. Learners

who solve word problems tend to discipline their mind and make studying their habit. On

the other side, the known negative impact of incorporating non0routine problems to

students is that it could discourage learners in learning mathematics due to increased level

of difficulty that could be mentally exhausting for students who independently study

without any assistance or tutorials.

This corroborates Akbari’s (2020) study which indicated that the students’

confidence is a learning factor that can influence students’ participation and performance.

Similarly, Hareesol (2017) conveyed that it is not surprising that people perceive

mathematics as difficult subject, and this pushes some students to avoid courses that

involves mathematics. The act of avoiding mathematics makes the learners’ confidence

level low, while on the opposite side, students who willingly take courses with mathematics

course tend to enhance self-confidence. Moreover, the problem in the lack of confidence

of students may be affected by some factors such as the lack of motivation into learning

math, the existence of communication problem, the teaching method, the classroom setting,

teaching modality and lesson difficulty.

Thus, the discussion above led to the conduct of this study which is focused on the

possible relationship between the performance of the students in solving non-routine

problems and their level of confidence in solving non-routine problems in remote learning

context. The goal of the study is to verify whether the performance of the study in remote

learning class is influenced by the student’s self-confidence.

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Theoretical Framework

In this study, the problem-solving skills in solving non-routine problems of the

students are assessed based on the problem-solving methods of Polya (1945). In solving

problems, both routine and non-routine, the first thing to do is to understand the problem,

which falls under the first phase of Polya’s problem solving method. The second phase is

when students understand the problem, know what was asked in the problem and what

were the missing terms, and have a grasp on how to translate the word problem into

mathematical sentences. The third phase is devising a plan for solving to develop learner’s

own strategy of solving the problem. The fourth phase is to carry out the plan which

includes all the devised strategies to be implemented and the actual solving of the

mathematical sentences created. The last phase is for the checking and looking back to and

evaluating the solution with the use of proper reasoning. In this part also, learners re-

evaluate the process, the formula, and the solution used to avoid errors.

According to Bandura (1992), to find a motivation and a will to solve problem,

boosting the individual’s confidence is influential for a person to strive for success.

Bandura’s theory looks at self-confidence as an individual’s judgement of what they can

possibly do, if they could be able to do what is asked, or if they could accomplish their

goal. To be brief what self-confidence’s major component, it falls under an individual’s

goal or evaluation of himself/herself. While goal-oriented confidence is a driving force for

an individual to strive, self-evaluation of oneself is a confidence gained through knowledge

and skills, which falls under how they perceive themselves in terms of monitoring and

satisfaction. In this study, the theory of confidence serves as a determinant if being

confident will help students perform well in solving non-routine problems.

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Conceptual Framework

The independent variable involved in this study is the remote learning approach

which employs modular instruction, while the dependent variables are the students’ level

of confidence and performance in solving non-routine problems. In this study, the

researchers intended to investigate the effects of remote learning approach to the students’

confidence level and performance in solving non-routine problems. Upon comparing the

independent variables and dependent variables, this study also examined the relationship

between the students’ level of confidence and performance towards solving non-routine

problems through modular instruction.

The schematic diagram below displays the interplay of these variables that serve as

the framework of the study. The independent variable relates to the two dependent

variables which are correlated to determine if there is significance between them.

Level of Confidence

Respondent’s Profile

• Age;
• Sex

Performance Towards
Solving Non-Routine
Problems

Figure 1: Schematic Diagram of the conceptual Framework of the Study

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Statement of the Problem

This study aimed to determine the relationship of students’ confidence level and

performance in solving non-routine problems in remote learning context. Specifically, it

sought to answer the following:

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

1.1 age; and
1.2. sex?
2. What is the level of confidence of the students in solving non-routine problems in

remote learning?

3. What is the students’ performance in solving non-routine problems in remote

learning?

4. Is there a significant relationship between the confidence level and performance of

the students in solving non-routine problems?

5. What are the difficulties encountered by the students in solving non-routine

problems in remote learning?

Null Hypothesis

The null hypothesis of the study is set at 0.05 level of significance.

Ho: There is no significant relationship between the students’ level of confidence

and performance towards solving non-routine problems in remote learning.

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Scope and Limitation of the Study

The research was conducted at Mindanao State University – Integrated Laboratory

School (MSU-ILS). It is located within the premise of MSU-Main Campus, Marawi City.

The participants of the study were Grade 10 who were enrolled in the school year 2021-

2022, in which modular instruction mode of learning was utilized. Out of the five sections

in grade 10, two sections comprised the respondents of the study. After getting the

permission of the advisers, the questionnaires were distributed to the 68 participants who

were present during their weekly module releasing. The questionnaires had been retrieved

after a week or following module releasing. Among the 68 respondents, 20 were male and

48 were female. The topics of the problem-solving were not limited to all mathematical

concepts in different subject areas that uses logic and critical thinking but also in science

subjects like Chemistry and Physics.

Significance of the Study

The findings of the study will aim to benefit the following:

Students. Being the subject of this study, junior high school students may use the

result to improve confidence and performance in terms of solving non-routine problems in

mathematics delivered using remote learning approach. Results may provide insights to

address existing challenges, too.

Teachers. The results of this study may help the mathematics teachers in assessing

the needs in academic performance through modular instruction. This study may help them

to come up with useful and effective strategies to help and assist their students who are

undergoing mathematics problems in modular instruction. Moreover, results may become

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reference to instructional materials, which will support the achievements of desired

learning outcomes.

Parents. This research may help parents in motivating their children to strive at

school, particularly in overcoming the challenges of using modular distance learning. The

findings of the study may help to enlighten the parents to support the growth of their

children in dealing with the changes in new methods of teaching and learning. After all,

parents are the ones who will encourage and support their children emotionally and

financially.

Department of Education (DepEd). The result of this study may become a

reference to enhance the existing curriculum delivered through modular instruction.

Furthermore, results may provide insights in coming up with the types of trainings and

support to be provided to educational sectors, most especially teachers.

School Administrators. The result of the study may enlighten them to devise

policies and initiatives to include non-routine problems in remote teaching and learning.

Curriculum Designers. The result of this study may shed light in the revision on

improvement of the curriculum with the inclusion of non-routine problems in various

mathematics courses.

Future Researchers. This study may serve as a basis or source of information to

the researchers who will conduct future studies that are relatively similar to this topic

and/or for the improvement of this research area.

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Definition of Terms

The following terms were defined either theoretically or operationally as used in

the study for better understanding of the readers.

Confidence. This refers to the to people’s sense of competence and skill; their

perceived capability to deal effectively with various situations (Shraunger & Schohn,

1995). In this study, it refers to the strong belief of the learners to perform well in solving

non-routine problems.

Self-confidence. Self-confidence is referred as a person’s belief in their capacity to

enhance their performance and how it would affect their performance. Also, self-

confidence enhances one’s belief in cognitive aspect, in self-motivation, and affective

towards others. In the study of (Bandura,1995), self-confidence refers to the learner’s

cognitive aspect and motivation, which is useful for them to be able to solve non-routine

problems.

Level of Self-Confidence. There is a formula to determine the level of a person’s

self-confidence – that is constructed through five levels in the book of Napoleon Hill

(1967). In comparison to this study, self-confidence is also categorized into five levels. The

first part is that there is no self-confidence at all, which in the formula states that the person

is supposed to find a goal or purpose and to have desires. Second is the not confident, which

refers to as doubting one’s mind about what a man could possibly do to attain his goal with

his current ability. In the third part which is referred as neutral, a person believes that he/she

could do something if he/she gives time and effort to practice what he/she sought. The

fourth part is where an individual shows confidence and has a plan to continue doing it

carrying the mindset that it is his/her purpose in life. The fifth or the last part refers to being

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extreme confident of oneself, one will engage others in this stage, to give confidence to

others by helping them succeed by attracting through positive traits.

Non-routine Problems. This refers to problems that are challenging, which

involves various strategies in solving, thus it requires flexibility and higher order thinking

skills from the learners according to Gavaz, et. al. (2021). In this study, since learners

nowadays encounter more problems as new generations grow also the problems evolve,

this study refers to the ability to face challenges which is crucial to the development of

logical thinking and abstract reasoning, which are also necessary in dealing with problems

across all levels.

Performance. Rolstadas (1998) defines performance as a complex

interrelationship between the performance criterion such as effectiveness, efficiency,

quality, productivity, quality of work life, and innovation. In this study, the performance

of the respondents is based on their performance in solving non-routine problems.

Remote Learning. This is defined by Sanja and Vlado (2021) as learning in

synchronous and asynchronous ways that are not distinct in distance and time. The

researchers refer to remote learning as online learning, distance learning or modular

instruction. In this study, although there is supplication of online video recordings to aid

teaching, teachers mainly utilized printed modules, thus modular learning as the

operational definition of remote learning.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with literatures and studies that are significant to the present

investigation. This includes discussions on non-routine problems, students’ performance,

and confidence level, and remote learning.

Related Literature

Non-Routine Problems

A non-routine problem is any complicated challenge that needs some level of

originality or imagination to solve. Non-routine problems generally do not have an obvious

solution method. Often, these issues may be handled in a variety of ways. Incorporating

non-routine problem solving into math curriculum is one of the most significant actions

taken by a teacher. Allowing students to wrestle with these difficult challenges on a regular

basis will help them develop critical problem-solving abilities as well as the confidence

needed to effectively execute them (Robinson, 2016).

Solving non-routine problems needs more cognitive effort, logical thinking,

creativity, and analytical thinking. That is why solving non-routine problem is not strict on

the formula used since it is not tackled in the classroom to have an organize and proposed

processes to be followed. Moreover, it is the idea of giving non-routine problems to engage

students into generating new or unique technique, ideas and formulas based on the

cognitive theory of Piaget (1936).

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The study of Salleh and Zakaria (2009) shows that due to the revision of the

curriculum into K-12, various improvisations in learning and teaching strategies are made.

One of the emphasized subjects of the revision is the problem-solving skills of the students

in mathematics. With the hope that through implementing non-routine problems to the

learners, it will help, improve their intellectual and logical thinking, decision-making,

flexible thinking, imagination, and creativity. Students will also develop knowledge,

concept, and ideas on how to solve occurring problems and apply mathematical concepts

into real-life situations. The study was conducted in a science curriculum; thus, students or

respondents are believed to be advance than the average students and are comprised of

some who may already experience solving non-routine problems in the past. This study

dwelled on both performance and confidence level of the students in solving non-routine

problems that may enhance their higher order thinking skills or may affect their motivation

into solving difficult questions.

Moreover, Marchis (2012) identifies two types of mathematics problems. First is

the routine problems, which refers to as the exact exercise in the textbook that learners

solve. Second is the non-routine problems, which pertains to ones that are not present in

their textbook and manifest advanced application of learned lessons. However, the

definition of routine and non-routine problems may change when giving the same set of

problems to different pace of learners. For instance, if an unlikely or unfamiliar problem is

given, but an advanced student already knows how to solve it, then in his mind, it is only

an exercise or routine problem but for the other learners who do not know it yet, it is

perceived as a non-routine problem.

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In the study of Yazgan (2015), solving non-routine problems helps the learners to

develop problem solving, reasoning skills, and applying mathematical concepts into real-

life situations. Learners learns to develop various strategies in solving, some look for

patterns, simplify the problem, listing method, trial and error, writing an equation, working

backwards and many more. Through implementing non-routine problems, not only

developing ways to solve problems are developed, but also the learner’s unique way of

solving. Regardless of how the students differ in the process, when they come up with the

same correct answer and conclusion, it is considered that they are knowledgeable and did

develop good problem-solving skill.

Difficulties and errors in solving are common experience when dealing with non-

routine problems, but these can be lessened and avoided with the application of some

strategies in solving. The study of Arslan and Altun (2007) showed six selected problem-

solving strategies to be imposed in a classroom knowingly: simplify the problem, making

an illustration, listing method, working backwards, looking for patterns and guessing &

checking. Although not all of them have high percentage of helping the student, the study

shows that most of the excellent learners make use of understanding and simplifying the

problem rather than guessing and looking for patterns. Nevertheless, all the six strategies

are useful depending on the subject matter or topic to be solved, since some problems

requires two or more strategies to solve.

Implementing of non-routine problems into learners is raised not only to improve

math students’ critical thinking, reasoning, and ability to solve real word problems, but

also to help non-math related courses to develop strategies in solving their own problem.

In the study of Nguyen, et. al. (2020), students with no mathematical background can

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understand the problem, but most of the time, fail to visualize the problem but only

occasional that they make mistakes in computation. With the result of the study, they

concluded that implementing problem-solving strategy would help boost non-mathematics

career in their field when they are equipped with knowledge and ideas on how to solve real

life problems.

Students’ Performance

Typical face-to-face interaction is either low or nonexistent in online education,

making communication critical. As a result, teachers must devise purposeful

communication techniques to improve relationships and to establish the learner-to-

instructor, learner-to-learner, and learner-to-content connections (Boaz, 1999). To create a

connection is to make a nonthreatening learning atmosphere which improves

approachability and engagement amongst all parties (Dillon & Walsh, 1992)

With this, in the area of mathematics, various ways are identified, for instance, the

International Mathematical Union, an international non-government organization aims to

develop the students’ cognitive aspect by incorporating problem solving at young age. This

includes both routine and non-routine problems. This is to know if students that perform

well in solving routine problems will also perform fair and well in solving non-routine

problems. In connection to this research, being able to perform in solving non-routine

problems will help determine if the performance in solving problems will also increase as

the teacher focuses on building self-confidence of the students towards problem solving by

incorporating non-routine problems in their mathematics class (Rose, 1991).

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According to Dillon and Walsh (1992), creating an approachable environment for

the students and the teacher will help increase the mood of participation of the students.

While students rely on information in learning, being able to ask questions and

clarifications from the teacher can give them more knowledge and clarify of the subject

matter. The interaction of the student and the teacher as well as the participation of the

students determines the learning inside the classroom.

Problem solving skills are connected into learners’ cognitive and reasoning skills,

it is proven as a result in the study of Angateeah (2017). Students were tested and

categorized according to their academic performance from low, average, and high

performing students. Given the same problem, the study showed that high-performing

students in class grasp more and have high percentage of solving the problem accurately,

while the average and low performing students have different problems arriving at different

answers. In reading the word problem, everyone could perform easily, but in terms of

understanding, visualizing, and representing the word problem students tend to fail. To

help improve the learners, implementing non-routine problems may improve their critical

thinking and analyzing skills only when their confidence level is not affected by giving

increased difficulty of problems to avoid downfall of learning.

In a related study involving self-confidence and its impact into solving

mathematical problems of Ramadhani (2018), success and failure of performance of the

students seem to have a direct proportion to the student’s confidence. Whether the students

are confident or less confident of themselves, it will determine their performance based on

how they portray themselves even before the problem-solving questions are given.

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In the study of Alhassora, et. al (2017), constant application and implementation of

higher order thinking skill problems improves the learner’s confidence. In this study, the

researchers implemented non-routine problems in the teaching and learning in regular or

remote learning classroom. This is to build the performance of the students and as well

their confidence, which consequently will benefit their academic performance due to being

cognitively motivated and self-efficient in solving math problems.

Self-Confidence

Students with self-confidence are better equipped to deal with failures. Resilient

youngsters, rather than being crippled by failure they get up quickly and learn from their

mistakes and try again until they succeed. They understand that failure is a part of life and,

consequently, they take more risks, which leads to greater success later in life.

Self-confidence is defined by Tripathy and Srivastava (2012) as the attitude of the

students to either believe in their skills or not. Most of the students who have high self-

confidence are goal-oriented and have a positive outlook in life that they can achieve their

objectives and meet the expectations of the society. Self-confidence is described as the

student’s belief or faith in his or her ability to complete a task effectively according to

Perkins (2018). Self-confidence is connected to success, educational accomplishments,

conciliation, and a person’s personality. Among other things, well-being and self-efficacy,

self-esteem, and self-compassion are three characteristics that might influence the amount

of well-being.

Self-confidence for every human is essential according to Rubio (2007), for it

inspires an individual to work on something and is a relying factor for an individual to gain

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courage from to face any challenge in life. This entails that the more students take on

challenges, the more opportunities are afforded to improve their performance.

Most of the current educational crisis is due to low self-confidence, which has

resulted in a lack of adequate involvement and inadequate growth despite spending a

significant amount of time in class according to Norman and Hyland (2003). Also,

confidence is a factor in learning that can influence students’ participation and success that

is why self-confidence is highly important for a student.

Self-confidence influences the motivation of the students which is a common

problem to the university students. Aside from affecting student’s motivation it is also a

factor that aids or worsens the problem-solving skills of the students (Bernabou & Tirole,

2002). In addition, Palavan (2017) claims that those students who lack self-confidence

tend to lose motivation, which can possibly lead to less-effective education. Whenever the

unmotivated students are obligated to do tasks, the tendency is that the students may have

a negative feeling and attitude towards learning. This has a direct reflection on how the

teacher conducted the class and will be soon reflected on the curriculum as less or not

attainable.

Based on the study of Daguplo (2017), aside from the positive and negative impacts

of learning and solving non-routine problems, struggling alone is more difficult to

overcome than struggling with peers which suggests help from being isolated and

demotivated. Being within peers or a group not only offers motivation and desire in

learning but can also share knowledge that will help everyone out in brainstorming and

reasoning especially for problem solving skills.

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A study of Laird (2005) about the diversity of learners and their self-confidence

was conducted to determine what factors can affect and their impact on the self-confidence

of the students if it is upon their experiences, the social interaction, or their own critical

thinking skills. The result showed that all the named factors do affect the student’s self-

confidence. Moreover, having different challenges and experience, being able to solve

problems without the help of others, and having a positive relationship with one another

and good public interaction does boost the self-confidence of a person.

However, aside from being motivated in solving problems and answering other

subjects in class, students also need confidence to improve their performance. Although

self-interest in solving mathematical problems is a great factor for students to perform well

in class, there should still be the presence of self-confidence that is gained through

experience, knowledge, and preconceptions about the topic to further improve their

performance and learning outcomes according to Martyanti (2016). While students are

motivated, they still need to be given more knowledge and information to be confident in

solving mathematical problems since motivation alone is not enough for them to improve

their learning outcomes.

The students’ confidence level depends on how they portray themselves and how

they assess themselves on what they can do and do not know according to Nabila and

Widjajanti (2020). In this study, real confidence is measured as how the individuals portray

themselves, that is why the results of this study should benefit the students most by aiding

where they fell behind. The study suggests that the teacher should find ways and answer

the question how to bring back the students’ confidence as being aware that self-confidence

affects their academic performance.

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In the action research of Lori (2007), the students were asked to perform their own

mathematical solutions and present it in the classroom. The study results improved the

confidence of the students in mathematics subjects. In relation with this study, it is

beneficial to look at the positive effect of incorporating self-confidence to students for them

to perform well especially in mathematics subject.

Remote Learning

In the study of Owens et al (2009) about the experience of students in remote

learning, the problems that are addressed in implementing online learning are the lack of

confidence alone in exploring technology, and lack of orientation to study. The occurrence

of learning barriers that affects technology could be power interruption, lack of gadgets,

internet connection problems and other specific reasons that may affect online synchronous

learning. In connection to this study, learning the barriers that may affect the performance

and confidence of the students are important to address the learner’s needs to perform well

in online and modular class.

The impact of learning showed a minimal effect to the student’s academic

performance. So, the other factor that affects student’s learning aside from the modality is

the effectivity of the implementation of the teacher of the subject (Wilen-Daugenti, 2009).

As it points out, the teacher plays a great role in helping the students do well through online

or modular learning modality. The distribution of resource information, giving of

immediate feedback, conducting active and participative class are the key factors in making

bridging the gap of learning through distance.

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An initial theory of Hrastinski (2009) about remote learning implies that if the aim

is an effective distant teaching, then it is imparative to focus more on how the students can

participate in each lesson. It is not enough that lessons and instructions are given to

students, the teachers need to establish a good relationship with the students, where they

can easily pick up the student’s attention and participation. Moreover, engaging the

learners into all sorts of activities utilizing the available tools online and offline can be of

great help into establishing learner participation.

In the study of Cowden (2020), the rapid literature review shows the impact of

remote learning during the pandemic. As most of the result shows, effectivity of

deliberation of information and effective blending of technology into teaching-learning

process are pivotal on the success of remote learning. Although there are drawbacks in pro

distance learning due to its preparedness into shifting modality to remote learning, the

environment and the phenomenon suggest that home schooling and online learning is best

fit approach into teaching today.

Due to the pandemic and the resolution of the school to close their face-to-face

classes another stakeholder that is essential in deciding if they should pursue the remote

learning modality are the parents. Although they are not directly involved in the learning,

the consent of the parent and guardians are the basis why the remote learning exist. That

leads to the study of Garbe et. Al. (2020) which endeavored to determine the struggles of

the students at home. Results revealed that challenges include balancing their chores or

responsibilities, their motivation, the accessibility of the information, and the learning

outcomes in every lesson. It also concluded that amidst the negative impact of the student’s

socio-emotional development, the parents and guardians agreed to have remote learning

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class rather than no class at all but with the suggestion to make the remote learning more

effective by the policy makers.

A local study about the difficulties of the students in the Philippines in remote

learning was conducted by Rotas and Capahay (2020) and according to the study, the

COVID-19 pandemic causes a lot more damage and effect into developing countries

especially in education. They found out several problems encountered by tertiary students.

One of the frequent answers of the students is the internet connectivity which directly affect

their learning due to unable to hear the discussion and in the worst-case scenario, is unable

to join the class. Some answered that they lack learning resources such as gadgets and

information to be able to answer the given tasks, students also react with the poor

communication by their peers and especially the teacher-student interaction, the rising

mental health issue is also a concern and the most anticipated for everyone in the country

is the financial-related problems they encounter.

Related Studies

The study of Talsma (2009), entitled Miscalibration of Self-efficacy and Academic

Performance aimed to determine if the self-efficacy of the students aligns with their

performance in all subject areas. Assignments and exams were given to every student in a

whole semester period. The study revealed two types of self-efficacy namely, accuracy and

bias. Results include how performance exceeded self-expectation for those students who

expected low self-efficacy. On the other hand, those who expected high of themselves or

has high self-efficacy performed lower than they expected themselves to be. Conclusion of

the study revealed that there is no significant relationship between self-efficacy and

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performance of the students. The study also concluded that overlooking self-efficacy could

cause negative impact in the regulation of student performance.

Gok (2012) endeavored to reveal the factors that affect the problem-solving

confidence and performance of the students in mathematics. The researchers employed

problem solving questionnaires to determine the student performance in mathematics.

After answering the questionnaire, respondents were interviewed to identify their

confidence in solving. Consequently, most respondents are not interested in problem

solving, but those who are somehow interested described their confidence by solving the

given problems. It was also mentioned that problem solving skills do not only apply to

mathematical concepts but also reading comprehension which plays a role in understanding

the concept of the problems. This study explicated that if there is a high level of self-

confidence from the students then they could perform well in solving word problems. Gok

developed a questionnaire tool that would help to identify the self-confidence of the

students in solving word problems that is considered a reliable instrument in conducting

related studies about student’s confidence level and performance. The tool was also utilized

by the local study of Abdulwahab and Banto (2020), which also concluded that if the

students have enhanced self-confidence in solving problems, then it would also improve

the student’s performance.

In contrast to the study above, the study of Meltzer (2005) showed a significant

difference between the ability of the male and female students in solving mathematical

problems. Female students tend to make mistakes in understanding and illustrating the

word problems, which means that male students in that school are better than the female

students. Even if the students got the right responses and answers, they still have different

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way of solving problems. This suggests that male and female have differences in

understanding and comprehension skills, which influence their performance in solving

mathematical word problems.

Voyles (2011) conveyed that student should consider the age advantage in learning.

Looking at the current evaluation of the education nowadays, age is a significant factor in

the student’s performance. In the older curriculum, it shows that higher age performs well

in academic performance. That is why in this study, the researcher had chosen students

with higher ages and looked at their relation to performance in solving math problems. The

results of the study implied that although gender has no significant relationship in

performance, age and performance of the students varies directly to each other.

In addition to the statement above, age is a determinant factor of students’ academic

performance. In the study of Navarro et al (2015), relative age effect and influence

academic performance. The results showed that there is a relationship on age relevant

enrollment of the students in high schoolers. Furthermore, it suggests that students should

be enrolled in a grade level that suits their age. In this study, since the researchers chose

grade 10 students, the relative age influence may also be present and could affect the

student’s academic performance.

The study of Vakoufari, et. al. (2014) entitled “Factors Affecting Student’s

Performance in Open and Distance Learning” determined the relationship of support

received by the students from their acquired performance in distant learning. The study

employed both questionnaire and interview to measure the performance and the support

they get from their family. The key findings of the study showed the problems encountered

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by the students at home, which are the responsibilities and chores that cause less time in

studying and the lack of guidance in the modular mode of teaching and learning. The

researchers recommended that the curriculum developers should communicate to refer for

the self-sufficient learning that is appropriate for distant learning

On the other hand, the study of Rhampho and Ramorola (2017) entitled “Learning

Problem-Solving Skills in a Distant Education Physics Course” aimed to prove whether

the problem-solving skills of the students in distant learning will improve if various

techniques will be applied in teaching and learning. The study employed ex post facto

research design with the stratified sampling technique to examine if there is effect of

various ways in teaching problem-solving to the performance of students enrolled in distant

learning. The result indicated that there is no significant relationship between the

performance of the students regardless of the various ways of solving problems.

Looking at the engagement of the students in learning mathematics, it is a vital need

for the teacher to address the queries of the students according to the study of

Kalogeropoulos et. al. (2021) which is focused on learning mathematics from home during

pandemic. The study aimed to discover the plan and implementation of the teacher in

teaching mathematics, also the challenges and accomplishments of the students in distant

learning. The students were surveyed about their social behavior and cognitive level, and

the teachers were evaluated and showed the same teaching method which is inquiry-based.

Findings of the study showed the concerns of the teachers if they employed effective

teaching to students since students are diverse in nature. While the students on the other

hand showed positive relationship and engagement towards their distant learning

experience in mathematics even at the lack of the opportunity to learn with their peers.

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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design and method used to conduct the study.

This includes the research design, the locale of the study, respondents of the study, research

instruments, data gathering procedure, and statistical treatment tools and treatment.

Research Design

This study utilized correlational research design. Correlational research is a non-

experimental research strategy that uses statistical analysis to investigate the relationship

between to variables. The researchers wanted to measure the relationship between two

variables without controlling either of them (Bhandari, 2021). Correlational analysis is

used in this study to determine the relationship between the confidence level and the

performance of students in solving non-routine problems in remote learning. Once the

correlation is known, it can be used to make predictions. After a correlational analysis, it

allowed the researchers to predict future trends between the related variables. This was

supplemented by an interview to cross validate the responds and the quantitative data of

the study.

Research Locale

The study was conducted in the Mindanao State University – Integrated Laboratory

School (MSU-ILS). It is located inside the campus of Mindanao State University Main, 2nd

Street, Marawi City. The MSU-ILS was formerly named as Mindanao State University

Laboratory Elementary School and was founded on September 9, 1964, to meet the

educational exposure and training needs of the students, faculty, and staff of the university.

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Under the BOR resolution 1522 series of 1978, the school evolved as an Integrated

Laboratory School after they expanded, having additional four years in high school, which

is now called as junior high of the new K to 12 curricula.

The MSU ILS school was selected as the locale of the research because of

convenience in terms of proximity. The students at the school also come from different

barangays living around the school inside and outside the Mindanao State University

campus. Furthermore, the students enrolled in the said school are conducting modular

classes, which is desired in this research.

Figure 2. Location Map of the Mindanao State University – Integrated Laboratory

School

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Respondents of the Study

The respondents of the study were the enrolled students at Mindanao State

University – Integrated Laboratory School under a modular instruction. The responses

were gathered for the interpretation and analysis of data. The researchers employed

purposive-sampling technique in determining the sample size of the research study. A

purposive sampling is very appropriate type of sampling technique in the study since its

main goal is to determine the changes in students’ confidence and performance in solving

non-routine problems. The respondents shared common characteristic namely: grade level,

and mode of instruction (modular class). There were 68 respondents from the two sections

of Grade 10 classes.

Research Instrument

There are two main instruments in this study. The first instrument was adapted from

the study of Abdulwahab and Banto (2020). It has three parts: Part 1 focuses on the

respondents’ profile in terms of age and sex, while part 2measures the confidence level and

performance of respondents in solving non-routine problems. It contains 20 questions in

which responses are described through Likert scale to measure confidence level. Finally,

part 3 is comprised of 10 questions to assess the performance level of the students in solving

non-routine problems. Furthermore, this instrument was validated by experts, contextualize

and pilot tested, resulting to a reliability of Cronbach alpha coefficient 0.766 or 76.6%. The

responses on the problem solving were scored based on the rubric that was used by the

researchers. On the other hand, the second instrument includes interview questions to

support the qualitative data describing the confidence and performance level and to

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determine the difficulties of the respondents in solving non-routine problems using

modular instruction.

Data Gathering Procedure

Prior to the actual data gathering procedure, the researchers constructed a set of

non-routine problems based on the learning competencies manifested in the K to 12

Curriculum to determine the performance of the students in problem solving. On the other

hand, the part of the instruments intending to measure confidence level was adapted from

one of the cited literatures and was contextualized to serve the purpose of this study. After

completing the questionnaire, it was validated by an expert in mathematics. Then, the

questionnaire was submitted to the adviser for final checking and approval before the

conduct of pilot testing.

The researchers wrote a letter of consent to the principal of the Mindanao State

University-Integrated Laboratory School to allow them to pilot test their questionnaire with

the involvement of 30 students in Grade 10 under modular class and another 68 Grade 10

students, still under modular class, for the actual data gathering after. As scheduled by the

principal and the adviser, the researchers employed pilot testing, collected, and tallied the

data and forwarded it to the statistician for analysis and interpretation. Based on the 0.766

or 76.6 % result of the pilot testing, the instrument is a reliable tool for the study.

The respondents set another schedule for the actual data gathering. During the

weekly distribution of modules, the researchers also distributed the questionnaires to the

68 respondents and collected them a week after. Upon the collection/retrieval of the

questionnaires together with their modules, the researchers invited 10 students to conduct

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an interview regarding to their feelings in answering the non-routine problems. All the

responses were then gathered and tallied, submitted to the statistician for analysis. After

the statistical analysis, the researchers then analyzed and interpreted the results to draw

conclusion and come up with appropriate recommendations.

Statistical Tools and Treatment

To ensure the reliability of the outcome of the research data in this study, the

researchers organized the tools used in measuring the data gathered. The hypothesis was

tested using the level of significance, which was determined by analyzing and interpreting

the data using the following statistical tools:

Frequency Percentage Distribution. This tool was used to describe and show the

number of observations a sample or scores observed. In this study, the age, gender, and

math performance were measured and described using frequency percentage distribution.

Mode. It was used to show the most frequent occurring value, data, or score in an

arrangement or set of data. In this study mode was used in listing the frequent answers of

the respondents in the students’ confidence level questionnaire.

T-test. The t-test was used for comparing the average value of two data sets. In this

study, the self-confidence and performance in solving non-routine problems in math was

compared to get the average values of the two variables.

SPSS. To find the significant relationship between the two variables, the

researchers used correlation analysis. The data gathered from the respondents were

analyzed using: Statistical Package for the Social Sciences for Windows (SPSS). It was

utilized to get the p-value and correlation coefficient in each variable.

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Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter presents the gathered data along with analysis, and interpretation.

Gathered date are presented through tabular and textual forms and are further supported

with discussions and claims from related literatures.

Respondents’ Profile

This table show the age, frequency, and percentage of respondents of the study.

Table 4.1 Distribution of Respondents’ Age

Age Frequency Percentage
15 13 19
16 24 35
17 27 40
18 3 4
19 1 2
Total 68 100.0

As shown in table 4.1, 13 or 19% of the respondents were 15 years old, 24 or 35%

were 16 years old, and 27 or 40% were 17 years old. Moreover, 3 or 4% were 18 years old,

and only one or 2% was 19 years old. Most of the respondents were already 17 years old

since the respondents are Grade 10 students. Moreover, there was nothing remarkable

about these figures since these hardly differ from the gathered data from other studies. The

data showed that the respondents were relative to their age and grade level, and the

respondents were matured enough to understand and deal non-routine problems intended

for their age level.

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Table 4.2 Frequency Distribution of Respondents’ Sex

Sex Frequency Percentage

Male 20 29
Female 48 71
Total 68 100.0

Table 4.2 indicates that 20 or 29% of the respondents were male and 48 or 71%

were female. The data on the table suggests that most of the respondents in the two (2)

sections of Grade 10 students in MSU-ILS is composed of female students. Generally,

female students are likely to be more persistent in school as compared to male students.

According to Mastekaasa (2006), it is common that the population of women

dominates men especially in secondary education. The reason for this phenomenon is that

most of the school dropouts are boys, while girls tend to listen to the social advice and

parental encouragement that they should finish their studies. Although being dropped out

in school and perceiving academic performance do not have a relationship with the external

factors, the choice of an individual to go to school or not is the reason that boys are

dominated by girls in every school population. As compared to the age and performance

of the students in socio-economic status, the boys are always dominated by girls in

academic performance given different socio-economic status around the globe according

to Ullah and Ullah (2019).

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Respondents’ Confidence Level in Solving Non-routine Problems in Remote Learning

Table 4.3 Mode and Interpretation of the Respondents’ Confidence Level

Indicators Responses (n=68) Mode Interpretation
(Confidence Level)
1 2 3 4 5
1. I like to solve a problem. 3 9 21 26 9 4 Slightly Confident
2. I enjoy solving problems in my modular 6 17 20 17 8 3 Neutral
class
3. I like to solve a numerical problem 4 14 17 21 13 4 Slightly Confident
4. I do my best to be successful in problem- 0 7 14 28 19 4 Slightly Confident
solving through a modular class.
5. I am interested in doing problem-solving 1 7 18 32 10 4 Slightly Confident
given by the modular teacher/facilitator.
6. I like to solve problems even if I cannot 6 9 18 23 12 4 Slightly Confident
solve the problem posed in the modular
class.
7. I struggle with a problem until I find the 2 1 9 35 21 4 Slightly Confident
correct answer.
8. I like to solve problems from printed 8 14 22 19 5 3 Neutral
sources.
9. I try too hard when I cannot solve the 3 6 18 21 20 4 Slightly Confident
problem.
10. I am sure that I can solve the problems 7 13 22 19 7 3 Neutral
from my modular lesson.
11. I am confident enough that I am doing 6 14 25 18 5 3 Neutral
well in problem-solving.
12. I am sure that I can solve even tricky 10 19 22 15 2 3 Neutral
problems given by the modular
teacher/facilitator.
13. I do my best to solve the problems 1 9 20 29 9 4 Slightly Confident
given by the teacher/facilitator, no matter
how complex the problem is.
14. I lose track of time when I solve a 0 3 19 26 20 4 Slightly Confident
problem.
15. I feel discouraged if I cannot solve a 4 2 22 20 20 3 Neutral
problem.
16. I am stressed while solving problems 1 10 17 29 11 4 Slightly Confident
given by the modular teacher/facilitator.
17. I lose self-confidence if I cannot solve 4 14 17 21 12 4 Slightly Confident
a problem.
18. I am upset when I find an incorrect 2 9 15 31 11 4 Slightly Confident
answer to a problem from my modular
lesson.
19. I am afraid of making numerical 3 14 14 21 16 4 Slightly Confident
mistakes.
20. Preconceptions prevent me from 1 6 35 23 3 3 Neutral
solving a problem given by the
teacher/facilitator in modular.
Legend:
1 = “Not at all confident 3 = “Neutral” 5 = “Extremely Confident”
2 = “Less confident” 4 = “Slightly Confident”

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Table 4.3 displays the mode and interpretation of the respondents’ confidence level

in solving non-routine problems in remote learning. Among the 20 statements, the

respondents were found to be slightly confident in 13 indicators: They like to solve a

problem; to do their best to be successful in problem-solving; are interested in doing

problem-solving given by the teacher; like to solve problems even if they cannot solve the

problems; struggle with a problem until they find the correct answer; try too hard when

they cannot solve the problem; do their best to solve the problems given by the teacher no

matter how complex the problem is; lost track of time when they solve a problem; are

stressed while solving problems given by the teacher; lose self-confidence if they cannot

solve a problem; are upset when they find an incorrect answer to a problem; and are afraid

of making numerical mistakes. This entails that even amidst the implementation of modular

instruction as a type of remote learning approach, respondents are still slightly confident

in solving non-routine problems.

Based on the study of Landrum (2020), students in secondary education exploit

more self-efficacy to learn in their own by the means of technology. Learning how to use

learning platforms make the technology useful for them regardless of the modality of

education, could be online or distance learning. Students, who align their confidence to

their learning skills, impose time management in learning, and create strategies on how to

learn more amidst the absence of the instructor and their peers.

The study of the relationship between the self-confidence towards remote learning

by Alhassora, et. al. (2020) resulted to a medium to moderate level of confidence. The

study focused on determining the attitude of the students towards online class and showed

a positive relationship in the confidence and their cognitive aspect, but a low confidence

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into affective and behavior such as motivation and autonomy. In addition, according to

Haresol (2017), students who perceive to land a better earning job makes the students

compliant to take on mathematics courses as a challenge and practice for future

preparations and in order to develop confidence. Thus, the desire of the students to have a

professional job is a confidence itself, even more the skill they will develop in learning and

solving mathematical problems will build them more confidence to their future work.

On the other hand, seven of the indicators received the “neutral” response from the

respondents. Neutral responses from the student suggest that they may or may not enjoy

solving problems in modular class; are undecided if they entirely like to solve numerical

numbers; undecided if they like to solve problems from a modular class; can perhaps solve

the problems in their modular class; are have neutral confidence to say that they are doing

well in problem-solving; are undecided if they can solve even tricky problems given by the

teacher/facilitator; may or may not feel discourage if they cannot solve a problem; and are

undecided if their preconceptions prevent them from solving a problem given by the

teacher in modular learning.

The study of Nabila and Widjajanti (2020) initially shows that there is a positive

relationship between the students’ confidence and their mathematics skills by making the

students believe they can. In the context where the teacher relates the lessons in day-to-day

living, the students can develop a positive attitude and more confidence to answer relatable

problems. On the other hand, in the absence of purposive approach of the teacher, those

students who failed to have confidence in learning mathematics in their own and those who

encountered negative experience in mathematics may exploit low self-confidence and

performance. In addition, Lori (2007) conducted action research imposing problem solving

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homework every day to the students and letting the students discuss their answers. At the

end of the action research, the students’ developed confidence in solving mathematical

problems. It suggests that constant exposure and practice on mathematical problems can

increase confidence and performance.

Respondents’ Performance in Solving Non-Routine Problems in Remote Learning

Table 4.4 Respondents’ Mathematics Performance in Solving Non-Routine Problems

Score Frequency Percentage
Below 20 19 27.9
20-25 18 26.5
Above 25 31 45.6
Total 68 100.0

Table 4.4 describes the distribution of frequency and percentage of the respondents’

performance in solving non-routine problems in remote learning 19 or 27.9% of the

respondents got below 20 scores, 18 or 26.5% had scores ranging 20-25, and 31 0r 45.6%

scored above 25. Those students who scored below 20 are considered to belong in the lower

range, scores of 20-25 are in the middle range, and the scores above 25 are in the upper

range. The scores from the lower range compared to the scores in higher range are nearly

equal in number. Thus, it suggests that majority of the students scored half and above.

In the study of Angateeah (2017), students’ cognitive level is categorized according

to their academic performance from low, average, and high performing students. The

performance of the students is based on their problem-solving performance. The same with

this study, the researchers employed problem-solving questionnaire and categorized the

scores of the students using the three level of academic performance as cited in the study

of Angateeah.

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Regarding the low scores of the students in solving non-routine problems, Arslan

and Altun (2007) discussed in their study that difficulties and errors in solving are common

experience in solving non-routine problems for the first time, although, difficulties can be

lessened, and errors can be avoided with proper discussion and teaching of the appropriate

problem-solving strategies. But teaching and learning process is low or either non-existent

in distant learning according to Dillon and Walsh (1992), that is why the problem-solving

strategies that must be practiced by the students inside the classroom is affected due to the

lack of communication of the student and the teacher (Boaz, 1999).

In addition, the study of Kalogeropoulos et. al. (2021) explicates that the students

in remote learning do share positive engagement in learning mathematics. Conclusion

includes that even in the absence of opportunity to learn with their peers, students showed

positive outlook and engagement into their remote learning experience. Although with the

implementation of the distance learning method, the absence of constant interaction, and

lacking deliberation of the strategies and information can affect the teaching-learning

process of the students according to Cowden (2020), the performance of the students in

this study showed average scores that implies that students perform well in solving non-

routine problems.

Significant Difference Between the Confidence Level and Performance of the

Respondents in Solving Non-Routine Problems

Table 4.5 Significant Relationship between the Confidence level and Performance of the
Respondents
Relationship t-test dependent samples Remark
t-value p-value
Math Performance 19.964 .000* Significant
Confidence Level

Legend: *means significant at .05 level of significance

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Table 4.5 reveals the significant relationship between respondents’ confidence level

and performance in solving non-routine problems in remote learning. Also shown are the

t-test dependent samples of t-value and p-value. It can observe that the obtained significant

value (p-value) in the said t-value is less than 0.05 (p<0.05) level of significance. The

action taken for this study since the p-value is lower than 0.05 is to reject the null

hypothesis. It implies that there is a significant difference between the respondents’

confidence level and performance in solving non-routine problems in remote learning.

The study of Hareesol, et. al. (2016) revealed that working on to improve the

students’ performance in mathematics will increase the self-confidence of the same

students. The findings of this study establish the importance in incorporating problem

solving skills to improve the students’ performance in mathematics to be able to build their

self-confidence. Thus, based on the results, student’s confidence clearly is related to their

academic performance. Specifically, high confidence results to a good academic

performance, also good academic performance adheres that student have high self-

confidence.

Furthermore, the results of the study of Vakoufari, et. al. (2014) includes that there

is no significant relationship between the loneliness and self-confidence of the students and

self-esteem with academic performance. Although the relationship between self-

confidence and academic performance is not involved, the conclusion denotes that

loneliness at home of the students does not affect their confidence in academic

performance.

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V. Difficulties Encountered by the Students in Solving Non-routine Problems in

Remote Learning
Question 1. Do you enjoy solving problems in modular class? Why?

Theme 1: Enjoyable

The students found solving problems in modular class enjoyable due to freedom in

choosing personal preferences. Similarly, they felt confident in solving challenging

problems.

“I am enjoying maybe because I love mathematics and I was

able to solve most of the problems that others could not. I really

enjoy learning through solving problems and practicing so that I

would be able to remember all the important concept, ideas, and

formulas in math. Also, I enjoy solving when the problems demand

familiar solving process. I can focus more at home than in the school

because most of my classmates are noisy and distract me by asking

questions on how to do this and that.it makes me lose all my focus.”

Problem solving is the most associative term in mathematics according to the

students. Whenever the students are interested in mathematics, they tend to solve problems

even though it is difficult for them to learn and re-learn old concepts in math. It is

motivational for them to continue solving when the problems are easy and understandable

rather difficult ones. Conducive environment is also important for them to focus well.

Theme 2: Unenjoyable

The students found solving problems in modular class not enjoyable because of

their perceived study styles which are limited considering their environment at home.

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“No, very stressful. It feels like I am wasting my time. I

always skip several pages of my module; tend to forget what I

learned and have difficulty in finding sources to find the answers of

those problems. No, I am not enjoying it. for me, it would have been

better if I have a companion while solving. No, because I find it hard

to solve problems. Also, I am the type of student who has lots of

inquiries, but since there is no teacher to ask at home, my queries

will not be answered, that is why I do not enjoy solving problems in

modular class. I don’t enjoy solving especially when algebra is

involved and when there are lots of formulas to derive. I always find

myself lost and unable to remember the process, that is why it is not

enjoyable at all.”

Some students answered that it is more enjoying solving problems when one has a

companion. It increases the possibility to be able to solve when there is a teacher that can

answer queries about how to solve such problems. Students do not enjoy solving problems

especially for certain topics in which they find themselves lost and unable to formulate

solution to solve the problems. Also, it becomes more challenging when the modules

provided lacks examples and discussions on the problems that students are supposed to

solve,

Theme 3: Undecided

The students responded neutral in solving problems in modular class due to specific

considerations such as the nature of the problem, context or level of difficulty.

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“It depends on the question if it is easy then it is enjoying, if

it is hard then it is not.”

The students commonly shared ideas on what is enjoying and not. However,

unanimously they answered it is enjoying when problems are easy are not enjoying when

they are difficult.

Question 2: Do you have a hard time in solving problems in modular class?

Theme 1: Having a Hard Time

The students had a hard time in solving problems in modular class due to the

problem with information and communication coming from their advisers.

“Yes, I had a hard time especially when you do not know

how to answer because there is no formula and examples of the

problems in the given module. It also equally challenging to

comprehend the questions the questions in the essay part. All, the

more it is difficult when the topics is new, and I have no background

knowledge about it.”

The students had a difficult answering when the topic is new and when the sources

are insufficient in the module resulting to online research to solve the problems.

Theme 2: Moderate Difficulty

The students found it slightly difficult solving problems in modular class due to

their preconception and disposition in finding ways to answer.

“Slightly, just neutral. I am not that good, but I find ways to

do my tasks. Sometimes hard because since you are at home, then

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you can just use calculator or search in the google for answers if

you are not able to answer it on your own.”

The students who were able to find ways to solve the problem did not have a hard

time. most of them opted to use technology and online sources to support the lacking

sources from their modules.

Question 3: What are the difficulties you encountered while having modular class?

Theme 1: Insufficient Information in the Module

The students encountered difficulties while having modular class when there are

insufficiency in the module itself.

“The explanation in the modules sometime is lacking. This

is the reason why we students are confused. Sometimes, there are

lessons that are hard to understand because of lacking in proper

explanation. For topics we do not have an idea of, the teacher must

answer our questions in order for us to learn how to answer. One of

the difficulties is that when the lesson and the examples are lacking,

we must read it many times because we don’t really know where it

is coming.”

When the problem of understanding and answering the modules comes from the

module itself, the students really struggle in studying especially when the teachers whom

they ask clarifications from is not present.

Theme 2: Preconception Problems

The students found problems to be difficult when they have lesser experience of the

topic itself.

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“Those newly introduced problems we don’t have

knowledge about, that are really difficulty. Answering the essay type

problems are one of the hardest because you need to have a wide

vocabulary, and this denotes another thing to learn and

understand.”

In order for the students to adapt, it is better that the newly introduced topic is easily

introduced as well for them to visualize, analyze and process what the topic is all about.

Theme 3: Student’s Adjustments

The students found it challenging to adjust in their new setup in modular class.

“I have problem with internet connection in our home

because it is frequently unstable. While problem solving alone is

challenging already, poor internet connection is another story and

clearly a distraction to my study. The time intended to answer the

module seems to become shorter, too. Every time I experience this,

I have to always go to the other building to buy ticket WiFi.”

Question 4: What are the difficulties you encountered during solving non-routine

problems?

Theme 1: Understanding the Problem

The students have difficulties in understanding and solving non-routine problems

in their modular class.

“There are problems that is hard to analyze, and if ever you

finalize your answer, you will still feel unsure about it. There are

tricky questions that make you read twice to understand the

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problem. I cannot figure out the problem through solving in my

photographic mind. Sometimes, I must find and create my own

formula in order to answer the word problems. I am not that good

in logic, that is why I cannot pinpoint the important words that

serves as clue in solving the word problems, instead I use trial and

error.”

The students found it challenging to analyze the problem, which requires them to

read it twice or more to clearly understand what is asked in the problem. There are times

that they employ trial and error to find which formula is needed for the problems.

Theme 2: There’s no Problem

There are students who do not have a problem in solving problems in modular class.

“For me, all the problems are just okay. It is okay.”

The students who claimed that all the problems are manageable means that they

understand the problems given and that they do not have a problem in understanding them.

Question 5: Do you have problems in answering the non-routine word problems? What

was it?

Theme 1: Difficulty in Devising a Formula

The students have problem in devising a formula due to tricky questions that are

used in the non-routine problems.

“I am not able to answer all the problems given. Out of the

10 questions, there are three whose formulas I cannot seem to figure

out. Without formula, I cannot solve the entire problem, especially

the new ones. This is what it makes more difficult”

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The student’s problem in answering non-routine problems is how to devise a

formula that is appropriate in solving them.

Theme 2: Analogy of the Problem is Difficult

The students found it challenging to analyze the problem due to some vocabulary

words or situation given in the non-routine problems.

“In analogy, there are words in English that I do not know

and that makes it hard. Although there are words that are basic and

simple to analyze but still not enough for me to understand the

problems. I have experienced difficulties partly in the analyzation of

the tricky problems that requires thinking-out-of-the box and a wide

range of understanding.”

The students need to think critically and think outside the box in order to answer

the tricky questions even more because they are dealing with problems in different

language and vocabulary.

Question 6: What are your other difficulties in solving non-routine problems in modular

learning? Specify.

Theme 1: Problems at Home

The other difficulties of the students that encountered in modular learning is that

they have personal problems at home.

“The problems I have encountered in modular learning is

that the orders from our parents can be a hindrance and a

distraction while we are solving and doing our modules. The noise

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at home distracts me when I am answering in my modules and that

results to me forgetting how to do it.”

The common shared problem in modular learning at home is that their parent’s

command distracts them from focusing, along with the household chores and the

environmental noise.

Theme 2: External Problems

The students experience external problems that affect modular learning. This

prevents them from focusing and giving a holistic performance.

“Personally, because I have my chatmate, I could slack

sometimes and become out of focus. It is not big of a problem since

it is also a motivation in another way. The internet connectivity is a

huge problem when it is poor. The black outing electricity during

night time is also another problem since most of us prefer to answer

the module at night.”

The external factors that affect the students are the presence of chatmates who

distract and motivate them at the same time, internet connectivity problems which limits

their resources and black outing electricity and /or frequent blackouts which prevent them

to study during their desired time.

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Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and recommendations

of the researchers in relation to the set research objective.

Summary of Findings

This study was conducted to investigate the relationship of the confidence level and

performance of the two sections of Grade 10 students in Mindanao State University –

Integrated Laboratory School enrolled in modular classes in the school year 2021-2022.

This study employed correlational study. To collect the data, the researchers utilized two

instruments. First instruments have three main parts. The first part focuses on the

demographic profile of the respondents in terms of age and sex. The second part intends to

measure confidence level of the respondents through Likert scale. The third part comprise

10 non-routine problems to determine their performance. The researchers also use table of

specification (TOS) for this part and scoring rubrics thereafter. On the other hand, the

second instrument is composed of interview questions to serve the qualitative part of the

study. After the gathering of data, results were analyzed and interpreted. The following

findings were drawn based on the analysis:

1.) Most of the respondents or 40% of them were 17 years old;

2.) Majority of the population or 71% were female;

3.) 45.6% of the respondents get a score of above 25;

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4.) The mean score of all the score in solving non-routine problem is 24.1912, which

suggests that the respondents’ academic performance is considerably fair fit in the

middle bracket;

5.) The mean score of the respondents’ confidence level is 3.5147, which denotes that the

respondents’ confidence is categorized as slightly confident; and

6.) The p-value is less than the 0.05 level of significance, which means that there is a

significant relationship between the respondents’ level of confidence and performance

in solving non-routine problems.

Conclusion

As the pandemic continues to change the educational platform of the schools,

changes in terms of confidence level and performance in mathematics are also inevitable.

In this study, the two sections of the Grade 10 students of Mindanao State University –

Integrated Laboratory School have more female students than male as expected for higher

grade levels and most of them were 17 years old. Results conveys that the students’ self-

confidence is described as slightly confident, while their performance in solving non-

routine problems is average or lower than the passing rate. On the other hand, respondents’

difficulties in solving non-routine problems in remote learning include lack assistance,

insufficient examples in the book/module, poor internet connectivity to search for other

materials, difficulty in comprehending and translating words into mathematical concept,

finding the appropriate formulas for each problem, and discomfort at home which includes

noise from their neighborhood, disturbance and daily routines or chores to do at home.

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Furthermore, this research revealed that there is a significant relationship between

the students’ confidence and performance in solving non-routine problems in remote

learning, thus, rejecting the null hypothesis. It can be interfered from this enhancing the

self-confidence of the students relatively increases their ability to perform in solving non-

routine problems in mathematics as well. Thus, building the students’ confidence through

motivation, practice, effective teaching and learning process, and learning modality can

build and improve their performance as well in mathematics.

Recommendations

The findings verified that there is a significant relationship between the

respondents’ level of confidence and performance in solving non-routine problems in

remote learning. With this, the researchers recommend the following courses of action:

1. The students better focus on studying their previous lessons for them to be able to have

preconception, wide understanding, and could come up with different methods in solving

given problems. Moreover, they should also try to explore or try to solve non-routine real

life word problems.

2. Teachers may rationalize the instances to utilize non-routine problems in their

mathematics class. They may also conduct diagnostic test to determine the current level of

the students in relation to non-routine problems. The approach of teaching should be

reconsidered as well including the contextualization of the lessons to address relevance and

authenticity of learning.

3. Parents are encouraged to check the performance of their children especially in remote

learning. Through this, they will be able to guide and supervise the behavior of their

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children towards learning. Aside from that, they should show support to their children’s

endeavors to increase their confidence level and performance.

4. The school administrator may not only focus on teachers’ performance but also on the

students in a way that factors to their success or failure are assessed, analyzed, addressed,

and monitored.

5. The curriculum designers may design or create programs that will help learners

understand problem-solving exercises better and appreciate mathematics as a whole. The

difficulties of the students should be considered as well and serve as reference to improve

performance and confidence of the respondents,

6. Future researchers are encouraged to conduct more studies to extend this study by

examining each performance in solving non-routine problems of the students and its

correlation to their confidence level. Thus, they could further study about the possible

teaching methods in utilizing non-routine problems for better understanding of the

students. Moreover, other factors that affect the confidence of the students may also be

explored.

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APPENDICES

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APPENDIX A

Letter of Permission to the Principal

Mindanao State
University
COLLEGE OF
EDUCATION
Marawi City

March 1, 2022

PROF. JAMILAH B. HADJI LATIP

Principal/School Head
Integrated Laboratory
School
MSU-Main Campus
Marawi City, Lanao del Sur

Dear Prof. Hadji Latip,

Greetings of Peace and Prosperity.

We are the undergraduate students at the College of Education, Mindanao State University – Main Campus who
are conducting a study entitled “Student’s Confidence Level and Performance Towards Solving Non-
Routine Problems in Remote Learning”. This is in partial fulfillment of the requirements for the degree
Bachelor in Secondary Education major in Mathematics.

In connection with this, the researchers would like to ask your permission to allow us to administer our research
instruments to the selected science high school students through a Google form.

Rest assured that all information gathered will be treated with utmost confidentiality and will be used for
academic purposes only.

Thank you very

much

Respectfully
yours,

Marvin L. Barcelon

Van Gile M. Ecleo

Researchers

Noted:

PROF. ARNOLD B. ASOTIGUE

Thesis adviser

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APPENDIX B

Letter to the Respondents

March 1, 2022

Dear Respondents,

Greetings of peace!

We are the undergraduate students at the College of Education, Mindanao State University-
Main Campus, who are conducting a study entitled “Student’s Confidence Level and
Performance Towards Solving Non-Routine Problems in Remote Learning.” This is
in partial fulfillment of the requirements for the degree Bachelor in Secondary Education
major in Mathematics.

In this connection, we humbly request your full support and cooperation as a respondent
to this study. Your honest answer is of great help in the success of this endeavor.

Rest assured that all information taken will be kept with the utmost confidentiality. Thank
you very much and more power!

Very respectfully yours,

Marvin L. Barcelon
Researcher 1

Van Gile M.Ecleo

Researcher 2

Noted:

PROF. ARNOLD B. ASOTIGUE

Thesis Adviser

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APPENDIX C

Respondents’ Profile

Part I. MATHEMATICS PROBLEM-SOLVING SKILLS TEST AND

LEVEL OF CONFIDENCE QUESTIONNAIRE

Instruction: Answer the following as honestly as possible. Write your personal

information and mark a check ( √ ) on your chosen scale.

Part I. Respondent’s Profile

Name: _________________________________
Grade Level/Section:______________________

1. Age
( ) 14 years old ( ) 15 years old
( ) 16 years old ( ) 17 years old

Other (please specify): ___________________

2. Gender

( ) Male ( ) Female

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APPENDIX D

Part II. Students’ Confidence Questionnaire

Direction: Check the box on the right for your response to the following questions. The
statements below will determine your level of confidence in your skills in problem-solving.
Please respond to the questions honestly.
5 – Extremely Confident 4 – Slightly Confident 3 – Neutral 2 – Less Confident 1 – No
at al Confident

Statements 5 4 3 2 1
1. I like to solve a problem.
2. I enjoy solving problems in my online class.
3. I like to solve a numerical problem
4. I do my best to be successful in problem-solving through
an online class.
5. I am interested in doing problem-solving given by the
online teacher/facilitator.
6. I like to solve problems even if I cannot solve the problem
posed in the online class.
7. I struggle with a problem until I find the correct answer.
8. I like to solve problems from online sources.
9. I try too hard when I cannot solve the problem.
10. I am sure that I can solve the problems from my online
lesson.
11. I am confident enough that I am doing well in problem-
solving.
12. I am sure that I can solve even tricky problems given by
the online teacher/facilitator.
13. I do my best to solve the problems given by the
teacher/facilitator, no matter how complex the problem is.
14. I lose track of time when I solve a problem.
15. I feel discouraged if I cannot solve a problem.
16. I am stressed while solving problems given by the online
teacher/facilitator.
17. I lose self-confidence if I cannot solve a problem.
18. I am upset when I find an incorrect answer to a problem
from my online lesson.
19. I am afraid of making numerical mistakes.
20. Preconceptions prevent me from solving a problem given
by the teacher/facilitator online.

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APPENDIX E

MATHEMATICS PROBLEM SOLVING SKILLS TEST

Part III. Test Questionnaires on Mathematics Problem Solving skills in

determining the students’ performance.

Instruction: Read the following mathematical problem-solving statements

carefully. Solve the following word problems according to your method, or if you
know a formula, it might be better. Write all your solutions. If possible, avoid
erasures. Use the back of the test paper as your scratch.

Problem #1
On a farm, there are goats and geese. They have a total of 35 heads and 100 legs. How
many goats and geese are there?

Problem #2
There are three boxes, one containing two black marbles, one containing white marbles,
and another one containing black and white marble. These boxes are labeled for their
content – BB, WW, and BW. But someone has shifted the labels so that every box now
is incorrectly marked. If you draw one marble without looking inside, how will you
know the content of all the boxes?

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Problem #3
Ferijan gives Maribel and Carlo as many peanuts as each already has. Then Isabel gives
Miguel and Angelo as many peanuts as each of them has. Finally, Angelo gives Isabel
and Miguel as many peanuts as each has. If at the end each has sixteen peanuts, how
many peanuts did each have at the beginning?

Problem #4
When JM Claire was ten years old, he started saving his money using a coin bank. When
he opened his coin bank one day, his saving total was P335. If there are 50 coins in all,
which are made up of 10 pesos and 5-peso coins only, how many of the coins are 10
peso coins?

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Problem #5
The electrician, lawyer, and doctor in a school are named GMA, P-Noy, and PRRD but
not necessarily in that order. PRRD is the lawyer’s neighbor, P-Noy and the lawyer have
the same birthday. The electrician is the PRRD’s only child. Who has which job?

Problem #6
I am thinking of a number. If I multiply 2 to this number, then add 6, then divide by
eight, then subtract 1, then ass 9, the result is 10. What is the original number?

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Problem #7
Karl challenges his sister Mia to guess the numbers he wrote on a piece of paper. He
said, “When my two numbers are added, their sum is 32. When the bigger of the two
numbers is divided by, the smaller, the quotient is 3. What are my numbers?

Problem #8
Five children, A, B, C, D, E, were sitting around a table. Cards with numbers from 201
to 400, arranged in order, were placed on the table. C took the first card; D took the
second, and so on until all cards had been taken up.

A B C D E A. Who received the card with the

201 202 203 number 215?
204 205 206 207 208 B. Who got the card with the number
209 210 301?

C. Who picked the card with the number 398?

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Problem #9
How can two fathers and two sons divide nine P100 bills evenly among them? Each
must receive an equal number of 100-peso bills.

Problem #10
Tickets were sold for a school play. Balcony tickets cost Php 12.00 while orchestra
tickets cost Php 8.00. If I sold 14 tickets for Php 132.00, how many tickets of each type
did I sell?

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APPENDIX F
Answer key
PART II: Problem Solving

1.

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2.

3.

3.

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4.

5.

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6.

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7.

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8.

9.

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10.

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APPENDIX G

TABLE OF SPECIFICATION
(Problem Solving)

Cognitive Level

Content Number Item Knowledge Comprehension Application Distribution

of Percentage of Items
Items

Guess and 4 40% - 2 2 1, 4, 7, 10

check

Logical
reasoning and 3 30% - 1 2 2, 5, 9
Elimination

Pattern 3 30% 2 1 3, 6, 8
-

-
Total 10 100% 5 5 10

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APPENDIX H

SCORING RUBRICS OF CONFIDENCE LEVEL and PROBLEM SOLVING

Scoring Rubric for the Confidence Level

Response Equivalent Range Result

Score Interpretation
Strongly Agree 5 4.21 – 5.00 Extreme Confident
Agree 4 3.41 – 4.20 Confident
Neutral 3 2.61 – 3.40 Neutral
Disagree 2 1.81 – 2.60 Not Very Confident
Strongly Disagree 1 1.00 – 1.80 Not at all Confident

Scoring rubric for the problem solving

POINTS

0 No answer at all

1 Unable to identify the key elements

2 Identify the key elements but not clearly stated the problem

3 Identify the key elements but not clearly stated the problem and
incomplete solution in solving

4 Identify the key elements, stated the problem clearly but an

incomplete solution in solving

5 Identify the key elements, stated the problem clearly with a complete
solution in solving

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APPENDIX I

Sample of the Student’s Output

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Appendix J

Qualitative responses of the students

1. Do you enjoy solving problems in modular class? Why?

Respondent 1: No,stress. Nakakastress. A waste of time kasi kung sasagutan mo

magskip ka lang pabalik sa module like hahanapin mo lang doon yung
sagot mo. Yung di kailangang e remember yung gi study mo.
“No, very stressful. It is a waste of time for if you want to answer it then
you need to skip back in the module, find the answer on it. you don’t
need to remember of what you have studied.”

Respondent 2,3 and 7: Depende sa questions, depende sa questions. Either its, its
either easy ba siya or mahirap. Pag hard na not enjoying.
“It depends on the question. It’s either easy or difficult. If it is difficult,
then I am not enjoying so, if it difficult that means I am not enjoying.”

Respondent 4: Siguro, mahilig din kasi ako sa math, yung iba is nasasagutan ko pero
yung iba din is hindi. And yes, kapag medyo madali yung math Hehe.
Nakukuan mp yung self mo na madali. Yung parang paulit-ulit..
“Maybe, because I do have fun in math. Some of the problems, I was
able to answer it but some are not. And yes, I do enjoy it especially when
it is easy. You can tell yourself that it is easy for it always repeating.”

Respondent 5: Oo, kasi na sa bahay is nakakafocus ako magsolve kesa sa room. Kasi
sa room ah na may mga classmates ako is minsan nag-aask sila or
maingay na sa room is hindi ako makaka focus na sa bahay is silent
doon at nakakafocus ka doon pag-answer. And yes, nag-eenjoy naman.
“Yes, because in our home I can focus solving than in the classroom. In
the classroom, my classmates sometimes ask questions or being to
noisy. That is why, I can’t focus. In our home is very quiet and with that
I can focus solving. And with that, I enjoy somehow.”

Respondent 6: Hindi po. Hindi ko po nae enjoy since para po sakin is nakakaenjoy
magsolve kapag may kasama.

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“No sir, I am not enjoying it. For me sir, I am enjoying solving if I have
some companions.”

Respondent 8: No sir. Definitely no po because most of the times I found difficulties

also. And also, ako kasi yung may maraming tanong na studyante, so
kung modular na as in marami akong tanong na hindi or walang
makakasagot.
“No sir because often I found it difficult solving math problems. And I
am that kind of student who is lots of inquiries. If in modular class, many
of my inquiries will not be answered.”

Respondent 9: Ah! If, ah! What do you mean sir by solving is about mathematics or
all about algebra like.. Kasi sir na kunwari na kapag nakasolve na ako
tapos nasa utak ko na yung mga equation and etc, formula for example
then at the certain time na malilimutan ko na yung mga formula na
ginamit ko from the previous to solve that problem. In comparison to
that is kaya di nakaka enjoy.
“What do you mean sir about solving? Is about mathematics or all about
algebra? For example, sir, if ever you solve the problem, automatically
the equations and formula, etc will registered in our brain for example.
At the certain time, I tend to forget those equations, formula, etc. that I
use in the previous solution to the problem. In comparison to that, it is
not enjoyable.”

Respondent 10: Ah!, yes sir. Naeenjoy ko po kasi na parang ah, ah na kukuan kaba,
ah, Parang nag papraktis lang din po akong magsolve po. Para di din
po malimutan yung mga lesson ko po sa past, mga concepts, mga
theorem at mga formula.
“Yes sir, I really enjoy solving problems like I was just keep on
practicing solving. And also, for me to remember all the lessons of the
past concepts, theorems and formulas.”
“Most of the students did not enjoy solving problems in modular class.

Accordingly, they spent a lot of time solving and some of the problems are difficult to

understand. Aside from that, if the students have some inquiries or questions, there were

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no teacher to answer about their concern. In solving problems also, the students answered

that they only love solving depending on their mood.”

2. Do you have a hard time solving problems in modular class? Why?

Respondent 1: Slight. Neutral lang. Neutral.

“Slightly, it is neutral”
Respondent 2: Opo especially sa Filipino and math kasi na yung iba for me lang,
naoobserve ko lang is yung ibang questions is wala sa examples na
nabigay sa modules which is ikaw pa yung maghahanap kung ano
talaga yung formula na dapat jan.
“Yes, especially in Filipino and math because for me, as what I have
observe is that some of the questions don’t have any examples in the
modules in which I’ll be the one finding or creating the formula.”

Respondent 3: Yes, specifically sa math dahil na may ibang lesson na kulang yung
examples.
“Yes, especially in math because there are some lessons that do not have
enough examples.”

Respondent 4: About sa essay lang po. Doon ako nahihirapan

“In the essay part, I feel like it is difficult.”

Respondent 5: Sometimes lang po sir kasi may mga questions sa modular class na
pwede mong maansweran kasi pag sa bahay ka lang is makakagamit ka
ng calculator or minsa nakaksearch ka sa google for answer.
“Sometimes sir because there are questions in our modules where you
can use calculator or sometimes do some research in google for
answers.”

Respondent 6: Yes, sobrang hirap po lalo nap ag hindi mo alam yung formula na
gagamitin.

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“Yes, I find it hard to answer the problems especially when you don’t
know the formula to be used in solving the problem.”

Respondent 7: ah! Yes sir, kasi kulang ng example sir para ma understand yung
problems.
“Yes sir because there is no enough examples for us to understand the
problems”

Respondent 8: Yes, those problems that are newly introduced po sir.

Respondent 9: sir, na maybe din na, we do videos in a certain topics. For example
na you have to discuss it through our videos din. For me, I have to
search ahm exact questions in google such as in solving part. I have to
get some references from google the same, or exact proportion or
something like that na mga problems and then, for example, we’ve got
an algebraic expression topics then I have to search the exact or even if
yung di sya exact sa numbers or something like that na same or
katumbas niya na problem. So, I have to understand that and I have to
applied that to the video that I have to do I our report activity.\
“Sir, we do some videos to a certain topic. For example, you must
discuss it through video recording. For me, I must search exact
questions in google to get some reference at the same time. For example,
in algebraic expression topic, I must search it not necessarily the same
but at least there’s a similarity in it. So, I have to understand that and
applied it to the video that I am making.”

Respondent 10: yes, in our modular in grade 9 and grade 10 ah in ah specifically in

math na may mga ah questions talaga doon na hindi na, walang lesson,
kulang yung naibigay na lesson.
“Yes, in our modules in grade 9 and grade 10 specifically in math, there
are questions that don’t have a lesson, or sometimes is lacking.”

“Mostly of the students are having a hard time in solving problems in modular class.

Aside of having not enough examples, the lesson itself is lacking. And with that, the

students need some assistance from google just to support their learnings.”

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3. What are the difficulties you encountered while having modular class?

Respondent 1: Ah, answering essay parts ba. Yeah, kailangan talaga na yung
vocabulary is malawak.
“Answering the essay part, that is why you have to have a wide
vocabulary”

Respondent 2: Internet connection kasi na kailangan ng mga sources.

“Internet connection because you need it to find some sources.”

Respondent 3: Sa math lang talaga, meron sa kuan sa ibang subjects like Filipino.
“In math and other subjects like Filipino.”

Respondent 4: Kasi na pag nagkukuan kasi ako ng kuan, yung explanation nila is
kulang. Merong examples doon pero kulang yung examples doon. Kaya
medyo nalilito din po ako kaya ganon
“The explanation they have provided is sometimes lacking. Maybe
that’s the reason why I am confused.”

Respondent 5: Sometimes lang sir na may mga topics or lesson na hindi ko siya
maintindihan without the teacher’s guidance. For us, may mga lesson
din na yung hindi namin alam. For example, na nagmomodule class na
kami sa 3rd year, na sa 2nd year kami noong ah nag face-to-face. May
mga topic sa 3rd year na hindi samin na tackle noong 2nd year na hindi
ma understand kung papaano yun na solve.
“Sometimes sir. There are topics or lessons that I can’t even understand
without the teacher’s guidance. For us, there are lessons that we didn’t
even know. For example, in our modules in 3rd year, there are topics that
we didn’t tackle when we are in 2nd year in which I we cannot
understand how that problem is being solve.”
Respondent 6: Sir, if e re-rate ko out of 10, siguro 7. First, first time kong actually
noong first pre-mid pandemic I mean like pandemic na medyo
nahihirapan na akong mag-adjust so parang naafectan niya ung way ko
na pag-intindi or pag-analyze ng mga problems. Medyo nahihirapan
akong magsolve and all. Yon nga kasi wala akong kasama and
nahihirapan din akong maghanap sa internet sense, since hindi nman

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palagi na may load ako and nakakasayang din ng pera na magload ako
imbes na pangkain nalang.
” Sir, if I rate it out of 10, maybe 7. At first in pre-pandemic, I feel it
hard to adjust so it affects my way of how to understand or analyze the
problems. I even feel difficult to solve and all. I find it hard also to
search for connectivity since not all the time I have load. Instead of
buying some load, why not on foods.”

Respondent 7: Na yun yung kuan sir time na parang kulang sa time.

“Not enough time sir.”

Respondent 8: yung mga newly introduced, yung iba is mga continuation pero yung
mga bago talaga na wala kayong knowledge is mahirap talaga.
“Those newly introduce problems sice you don’t have any knowledge
about it. The others are just a continuation from your 2nd year or 3rd
year.”

Respondent 9: yun sir, yung kulang yung mga lessons po. Na minsan na di naming
magets ba kung saan nanggaling.
“The lessons are lacking. Sometimes, I find it hard to understand to
where it comes from.”

Respondent 10: the difficulties sir is yung minsan na kulang yung lesson at mga
examples po. Na nahihirapan akong e analyze minsan yung mga
examples.
“The difficulties sir is sometimes the lesson is lacking as well as the
examples. With that, it is hard for me to analyze the example
sometimes.”

“The difficulties encountered by the students in solving problems in modular class are:

First is the connectivity itself. Considering our location, they have the slowest speed of connection

in terms of internet. Second, the example itself is not enough.”

4. What are the difficulties you encountered during solving non-routine problems?

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Respondent 1: Ahm, paghahanap ng sariling formula kasi na hindi given yung

formula dapat na gagawa ka. Yung trial and error din.
“In finding our own formula because it is not given. And the trial and
error also.”

Respondent 2: Encountered ko doon is yung problem solving, mahina kasi ako doon
sa mga logic, logic kasi sa part na essay is confident ako doon. As a
journalist kasi na parang naaano mo yung idea or payo. Na my mga
words doon is di mo aakalain na clues or numbers pala yun. Especially
doon sa 2 father and 2 son na question is nakakalito
“I have encountered difficulties in solving those problem. I’m not good
with logic. In the essay part is I am confident in it. As a journalist is you
can easily get the ideas or advice. There were words that you can’t
imagine are clues.”

Respondent 3: Yung word problem. Kasi may mga terms na yon pala na ah mga
numbers pala yun. Kala natin na hindi. Mahirap e transfer sa formula.
“The word problem because there are terms that are numbers. We didn’t
even expect, and it is difficult to translate it into a formula.”

Respondent 4: Yung essay na part po is nahirapan po ako doon pero doon sa mga
numbers na medyo madali lang pero may nasagutan ako.
“I find it hard in the essay part but I have answered some of them.
Respondent 5: Ah, for me sir na okay lang sir. Lahat is okay.
“Ah, for me sir it is okay. All of it is okay.”

Respondent 6: Regarding po doon sa problems is medyo tricky siya sir. Yung isang
basa mo is ma confuse ka agad. Tsaka may mga part doon sa questions
na pwedeng gawan ng formula, minsan din po is di ka makakagawa ng
formula.
“Regarding the problem, it is tricky sir. When you read it once, you
already feel confused. There are parts of the questions that you can
create formulas, and some are not.”

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Respondent 7: yung kuan sir, yung di masolve yung “mata-mata” yung kuan ah, yung
problems. Yung boxes ah nakakalito po.
“You can’t solve the problem using “mata-mata” like problems related
to those boxes.”

Respondent 8: Na yung difficulties po sir is yung di mo maintindihan yung problem

sa isang basahan lang. Yung sinasabi ni sir kahapon na “mata-mata”
is my part doon na di makaya.
“The difficulties I encountered sir is that I don’t understand the problem
in one reading. The “mata-mata” way of solving said by sir yesterday is
not applicable to the other.”

Respondent 9: ano sir, na yung ibang problem is tricky. I mean na if di mo siya

basahin dalawang beses na di mo talaga magets specifically doon sa
boxes ah, yung mga marbles, marbles.
“Sir, the other problems are tricky. I mean, if you don’t read the problem
twice, you cannot understand the problem specifically in the problem of
boxes/marbles.”

Respondent 10: may mga problem po doon na mahirap e analyze na if ma aanalyze

mo is di kadin sure if tama ba. Yung logic ba na confusing din minsan.
Pero yung iba is madali lang naman.
“There are problems that is hard to analyze. When you are able to
analyze the problem, you are not also sure if it is right or wrong.” But
the other problems are easy.”

“In solving non-routine problems, most of the difficulties encountered by the

student is that the problem itself is confusing and tricky. They did not know what formula

is needed or to be used in solving the problems. Aside from that, according to the

respondents, they cannot understand the problem by reading it once but more likely twice

or more.”

5. Do you have problems in answering the non-routine word problems? What was it?

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Respondent 1: Yes. Ahm, around nasagutan ko lang ata is around 75% ata or more.
Tas 2 questions yung di ko nasagutan. May 3 tsaka ah di tatlo, 3 then 5
tsaka yung last.
“Yes, I answered almost 75% of it or more. And there are 2 questions that I cannot
answer, I mean 3 of the problems; 3, 5 and the last problem.”

Respondent 2: Yes sir.

Respondent 3: Yes sir, yung mga formula na mahihirap.
“Yes sir, specifically the difficult formulas.”

Respondent 4: Problema ko lang doon na sa tuwing di ako makaka answer na doon

ako napoproblema. Tapos na
“The only problem I have is when I cannot answer it.”

Respondent 5: Sa analogy sir. Sa analogy sir na may mga word sa English na di ko

alam. Yon yung medyo mahirap. Yung mga basic lang, yung mga
common is simple lang.
“In analogy sir. There are words in English that I did not know and that makes it hard
but the common or basics is simple.”

Respondent 6: Yes, po sir, madami po. Like yung pag-analyze sa problem. May mga
nakakalitong problems. Minsan din po is parang di naming to na
encounter.
“Yes sir, many, like in analyzing the problem. There are confusing
problems. There are times, we never encountered those problems.”

Respondent 7: yung ano sir, yung di moa lam kung anong gagawin mo sa problem
sir. Medyo tricky din po kasi po sya. Tsaka din po is kailangan mo
talaga yung malawak nap ag-uunawa at understanding po sir.
“Sir, when you don’t know what to do with those problems. Partly, those
problems are tricky. And besides, you need to have a wide
understanding of what you have read.

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Respondent 8: Yes sir. If not mistaken po is mga 50% po yung nahirapan akong
sumagot. Gaya po doon sa problem 9 na iniisip ko kung paano ma
divide yung 9 pcs. of 100 pesos bill sa dalawang father at dalawang son
po.
“If I’m not mistaken sir is around 50% of it I find it hard to answer. Like those
problem in number 9, thinking how to divide nine pieces of a hundred
(100) peso bill to the 2 father and 2 sons.”

Respondent 9: Definitely po sir lalo na po doon sa father-father na kahit na

maintindihan mo sya is ma confuse ka talaga like paano hatiin sa apat
yung 9 pcs of 100-peso bill na hindi nahahti yung 100.
“Difinitely yes sir most specifically the father-son problem. I was
confused of how to equally divide the 9 pieces of a hundered peso bill
to the 2 father and 2 sons without breaking the 1oo peso bill.”

Respondent 10: Yes, po sir, yung ibang parts po like po doon sa number 2 na boxes
boxes po at tsaka doon po sa peanut ah. Yung kung ano yung starting
or ilan yung peanut meron sina carlo from the beginning po.
“Yes sir. There are some problems like numbers 2 (problem related to
boxes) and the peanut problem. The one who’s primary number of
peanuts is missing.”

“Majority of the student are having problems in solving non-routine problems. First

thing is that, according to them, to be able to understand it, you should have a wide

knowledge or vocabulary. Second, they never encountered such problems like that, a

difficult and a tricky one.”

6. What are your other difficulties in solving non-routine problems in modular learning?

Specify.

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Respondent 1: Personal po ba? Kasi noong sinasagutan siya, my ka chat kasi ako so
di ako masyadong nakaka focus pero nasagutan ko parin after ng chat,
so di nman sya masyadong malaki yung problema.
“Is it personal? Because when I answer it, I do have chatmate. That is
why, I can’t focus but still I am able to answer it. And with that, it is not
a big problem.”

Respondent 2: Difficulties?Ano, ahm partly ang factors doon kasi is sa bahay is

marami, especially ako is marami akong gawain, so may mga time
talaga na maipagpaliban ko yung mga answer sheet ko kesa sa utos.
Mga household chores as in na e step-aside ko na yung mga modules
ko. Nafocus na sa work kasi medyo na busy na.
“Difficulties? Partly the factors like in the house, especially me is that I
have a lot of things to do. So, there are times that I must put off or
postpone answering it than the mandates. I have to step aside my
modules. My focus is on the mandates not on the modules.”

Respondent 3: Ah na yung kuan internet sir.

“The internet connectivity sir.”

Respondent 4: Distraction? Student 4: Okay lang po ako pero ang prblema is yung
walang ilaw tapos isa pa, yung mga kapatid ko ang iingay din nila.
“Is it okay for me actually. The problem is that when there is no
electricity. Another is that my siblings are to noisy.”

Respondent 5: Mga hindrance lang po is yung walang ilaw at or minsan na mayroong

inuutos sayo. Minsan din na nakakakuha ako na sa internet na wala
akong time sa module mag scan or magbasa.
“The only hindrance is that no electricity or sometimes the mandates
of our parents. Sometimes I can get my answer in the internet for I have
no time to for my module to scan or read.”

Respondent 6: yung internet connection po sir is mahina, tapos na may mg utos pa

yung mga magulang natin. Isa din po sa difficulties is yung noises po
kasi na madistract ka talaga if ganon.

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“The internet connectivity sir is too slow. And the mandates of our
parents. Other one is the noise which totally distract me.”

Respondent 7: yung mga distractions sir like yung kuan ah, yung mga utos po na
minsan ako po lage yung nauutusan po tapos po na yung mga ingay din
po. At saka kulang sa time po minsan.
“The distractions sir are the mandates of our parents.”

Respondent 9: Yung difficulties po na na encounter ko is ung noises po. Minsan kasi

na sobrang ingay po sa bahay na minsan po is di ako nakaka
concentrate po. Tapos na may mg autos din po ng mga parents ko din
po. So ayun po, na may mga distraction po talaga kahit saan ka man po
mapunta.
“The difficulties I have encountered is the noise. Sometimes, the noise
in our home is too much, the mandates of my parents. With that, there
are distraction to wherever you go.”

Respondent 10: na pag nasa bahay ka po na minsan is maingay kaya di ako nakaka
focus. Na minsan din po na yung mga utos din po ng mga magulang po.
Di naman po sa nagrereklamo ah, na minsan kasi is nakakawala sa
focus or attention mo. I mean na yung mga idea mo is nawawala ah.
“If I am in my home, sometimes it is very noisy. That is why, I can’t
focus my study. Sometimes also, the commands or mandates from our
parents. I lost my focus and attention to it I mean the idea that I have
will lost.”

“Other difficulties encountered by the students in solving non-routine problems are

the noises from the surroundings. Aside from that, the mandates and chores asked by their

parents. And the internet connectivity for in solving non-routine problems, you need some

basis or references as a guide in solving

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APPENDIX K
STATISTICAL DATA ANALYSIS RESULT

Statement of the Problem

This study aims to determine the relationship of students’ confidence level and
performance towards solving non-routine problems in remote learning. Specifically, it
sought answers to the following:
1. What is the respondents’ profile in terms of the following?
Age, Sex, and mode of instruction:

Age

Frequency Percent
15.00 13 19.1
16.00 24 35.3
17.00 27 39.7
18.00 3 4.4
19.00 1 1.5
Total 68 100.0

Sex

Frequency Percent
Male 20 29.4
Female 48 70.6
Total 68 100.0

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2. What is the confidence level of the students in solving non-routine problems in remote
learning?

Indicators Responses (n=68)

Mode Interpretation
(Confidence level) 1 2 3 4 5
1 Slightly
I like to solve a problem. 3 9 21 26 9 4
Confident
2
I enjoy solving problems in my online class. 6 17 20 17 8 3 Neutral
3
I like to solve a numerical problem 4 13 17 21 13 3 Neutral
4
I do my best to be successful in problem- Slightly
solving through an online class.
0 7 14 28 19 4
Confident
5
I am interested in doing problem-solving given Slightly
1 7 18 32 10 4
by the online teacher/facilitator. Confident
6
I like to solve problems even if I cannot solve Slightly
the problem posed in the online class.
6 9 18 23 12 4
Confident
7
I struggle with a problem until I find the Slightly
correct answer.
2 1 9 35 21 4
Confident
8
I like to solve problems from online sources. 8 14 22 19 5 3 Neutral
9 Slightly
I try too hard when I cannot solve the problem. 3 6 18 21 20 4
Confident
10
I am sure that I can solve the problems from
my online lesson.
7 13 22 19 7 3 Neutral
11
I am confident enough that I am doing well in
problem-solving.
6 14 25 18 5 3 Neutral
12
I am sure that I can solve even tricky
10 19 22 15 2 3 Neutral
problems given by the online teacher/facilitator.
13
I do my best to solve the problems given by
Slightly
the teacher/facilitator, no matter how complex 1 9 20 29 9 4
the problem is. Confident
14 Slightly
I lose track of time when I solve a problem. 0 3 19 26 20 4
Confident
15
I feel discouraged if I cannot solve a problem. 4 2 22 20 20 3 Neutral
16
I am stressed while solving problems given by Slightly
the online teacher/facilitator.
1 10 17 29 11 4
Confident
17
I lose self-confidence if I cannot solve a Slightly
problem.
4 14 17 21 12 4
Confident
18
I am upset when I find an incorrect answer to Slightly
a problem from my online lesson.
2 9 15 31 11 4
Confident
19 Slightly
I am afraid of making numerical mistakes. 3 14 14 21 16 4
Confident
20
Preconceptions prevent me from solving a
problem given by the teacher/facilitator online.
1 6 35 23 3 3 Neutral
Legend: 1=“Not at all confident”, 2=“Less confident”, 3=“Neutral”, 4=“Slightly Confident”, 5=“Extremely Confident”

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3. What is the students’ performance in solving non-routine problems in remote learning?

Math Performance

Frequency Percent
Below 20 19 27.9
20-25 18 26.5
Above 25 31 45.6
Total 68 100.0

4. Is there a significant difference between the confidence level and performance of the
students in solving non-routine problems?

t-test dependent samples

Difference Remark
t-value p-value
Math Confidence
19.964 .000* Significant
Performance Level
Legend: *means significant at .05 level of significance

T-Test
Paired Samples Statistics

Std. Error
Mean N Std. Deviation Mean
Pair Math Performance 24.1912 68 8.76945 1.06345
1 Confidence Level 3.5147 68 .70165 .08509

Paired Samples Correlations

N Correlation Sig.
Pair Math Performance
68 .362 .002
1 & Confidence Level

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Std. Error Difference
Mean Std. Deviation Mean Lower Upper t df Sig. (2-tailed)
Pair Math Performance -
20.67647 8.54041 1.03568 18.60925 22.74369 19.964 67 .000
1 Confidence Level

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APPENDIX L

CONSULTATION LOG

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APPENDIX M

CERTIFICATE FROM THE STATISTICIAN

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APPENDIX N

CERTIFICATE FROM THE EDITOR

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APPENDIX O

TURNITIN ORIGINALITY REPORT

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APPENDIX P

TURNITIN DIGITAL RECEIPT

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APPENDIX Q

(DOCUMENTATION)

With the Junior Principal Of Integrated Laboratory School

Prof. Jamilah B. Hadji Latip

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APPENDIX R

CURRICULUM VITAE

MARVIN L. BARCELON

Sison, Surigao del Norte

+69675837577
[email protected]

PERSONAL DATA

Age : 28
Date of Birth : September 12, 1993
Place of Birth : Sison, Surigao del Norte
Gender : Male
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 163cm
Language Spoken : English, Filipino/Tagalog, Bisaya

EDUCATIONAL BACKFROUND

Tertiary : Mindanao State University – Main Campus

Marawi City
2018-2022
Secondary : Toledo S. Pantilo Sr. Memorial National High School
Sion, Surigao del Norte
2007-2011
Elementary : Sison Central Elementary School
Sison, Surigao del Norte
2001-2007

SKILLS:

➢ Can work in a circle of people

➢ Future educator for the students that will mold their social, emotional, spiritual
aspect and academic performance to be a globally competitive learner
➢ Public Speaker (Master of Ceremony)

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SEMINAR AND WORKSHOPS:

➢ Seminar-Workshop on Current Trends, Issues and the Role of Education

Technology in the K to 12 Curriculum held on November 30, 2018 at the Lecture
Hall, Academic Complex, Mindanao State University, Marawi City
➢ 4th Marawi Teacher Education Institutions’ (TEIs’) Student Congress with a
theme: “Outcomes-Based Education: Key to Quality Education” held on March
22-23, 2019 at the Dimaporo Gymnasium, MSU-Main Campus, Marawi City
➢ Parallel Workshop on the the topic “Personality Development” during 4th
Marawi Teacher Education Institutions’ (TEIs’) Student Congress held on
March 22, 2019 at the Science Lecture Hall, MSU-Main Campus, Marawi City
➢ Seminar-Workshop on Teaching Strategies in an Inclusive Classroom with the
theme: “One child and one teacher can change the world.” held on July 23, 2019
at the Mamitua Saber, MSU-Marawi City
➢ Webinar on the Basics of Intellectual Property (IP) with the theme
“Intellectual Property (IP) and MSMEs: Our Road to Recovery, held on April
28, 2021 Via Zoom and FB Live
➢ Webinar entitled “April Series: All About Google For Education Part 7:
Facilitating Learning Using Google for Education Tools held on April 29, 2021,
via Zoom and FB Live.
➢ 1st Annual PAFTE-BARMM Research Webinar with the topic, “Exploratory
Factor Analysis and confirmatory Factor Analysis” held on June 25, 2021
➢ 17th Research Webinar Series with the topic “Doing Qualitative Data
Analysis” held on October 29, 2021, via Zoom and FB Live
➢ 18th Research Webinar Series with the topic “Phenomenology as a Research
Method” held on October 29, 2021, via Zoom and FB Live
➢ Webinar on Teaching Mathematics Through Problem Solving, Investigation
and Modelling held on November 21, 2021 via Zoom and FB Live
➢ Webinar on Financial Literacy and Investment for Teachers with the theme
“Improving Financial Literacy in an increasingly Globalized World” held on
November 26, 2021, via Zoom and FB Live

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CURRICULUM VITAE

VAN GILE M. ECLEO

Maon, Butuan City

09122665850
[email protected]

PERSONAL DATA

Age : 22
Date of Birth : April 10, 2000
Place of Birth : Butuan City
Gender : Male
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 175 cm
Language Spoken : English, Filipino/Tagalog, Bisaya

EDUCATIONAL BACKGROUND

Tertiary : Mindanao State University – Main Campus,

Marawi City
2018-2022
Senior High School : Agusan National High School
A.D. Curato St. Butuan City
2016-2018
Junior High School : Agusan National High School
A.D. Curato St. Butuan City
2012-2016
Elemenraty : Maon Elemenraty School
Brgy. Maon, San Vicente St. Butuan City
2006-2012

SKILLS:

➢ Competent at Microsoft Office (MS word, PowerPoint Presentation, Excel, etc.)

uses
➢ Proficient in using Social Media Platforms (Canva, Video Editor, Blog, etc.)

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SEMINAR AND WORKSHOPS:

➢ Seminar-Workshop on Current Trends, Issues and the Role of Education

Technology in the K to 12 Curriculum held on November 30, 2018 at the Lecture
Hall, Academic Complex, Mindanao State University, Marawi City
➢ 4th Marawi Teacher Education Institutions’ (TEIs’) Student Congress with a
theme: “Outcomes-Based Education: Key to Quality Education” held on March
22-23, 2019 at the Dimaporo Gymnasium, MSU-Main Campus, Marawi City
➢ Parallel Workshop on the the topic “Personality Development” during 4th
Marawi Teacher Education Institutions’ (TEIs’) Student Congress held on
March 22, 2019 at the Science Lecture Hall, MSU-Main Campus, Marawi City
➢ Seminar-Workshop on Teaching Strategies in an Inclusive Classroom with the
theme: “One child and one teacher can change the world.” held on July 23, 2019
at the Mamitua Saber, MSU-Marawi City
➢ Webinar on the Basics of Intellectual Property (IP) with the theme
“Intellectual Property (IP) and MSMEs: Our Road to Recovery, held on April
28, 2021 Via Zoom and FB Live
➢ Webinar entitled “April Series: All About Google For Education Part 7:
Facilitating Learning Using Google for Education Tools held on April 29, 2021,
via Zoom and FB Live.
➢ 1st Annual PAFTE-BARMM Research Webinar with the topic, “Exploratory
Factor Analysis and confirmatory Factor Analysis” held on June 25, 2021
➢ 17th Research Webinar Series with the topic “Doing Qualitative Data
Analysis” held on October 29, 2021, via Zoom and FB Live
➢ 18th Research Webinar Series with the topic “Phenomenology as a Research
Method” held on October 29, 2021, via Zoom and FB Live
➢ Webinar on Teaching Mathematics Through Problem Solving, Investigation
and Modelling held on November 21, 2021 via Zoom and FB Live
➢ Webinar on Financial Literacy and Investment for Teachers with the theme
“Improving Financial Literacy in an increasingly Globalized World” held on
November 26, 2021, via Zoom and FB Live

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