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Introduction
how to do it. That is why they do not like the subject especially problem solving as a
skill, the more that students hate mathematics when they are given a test in problem
solving. However, they cannot avoid this challenge being an important skill to be
acquired. In fact, problems are spices in life. So, it is a must for us to solve
Problem solving in mathematics is not a topic but a process underlie the whole
learned (Ibrahim 1997). It is true that problem solving in mathematics is not a topic
mathematical problems serves as a guide on how to apply its process in solving our
daily life problems. Many mathematical skills are involved in problem solving.
acquisition but fare considerably low in lessons requiring higher order thinking skills.
students achievement in mathematics and found out that the school effectiveness
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and teachers competency impact learning and promote higher level of achievements.
In addition, the quality of instruction and effective instructional design are necessary
Dede,2004).
In the 21st century, one shifting paradigm in education is about teachers role
also requires the appropriate formula that is needed to get what is required. It also
requires the proper operation of the numbers/ expressions involved. These are some
for every problem solver to find some ways and measures to find the solution of the
problem. Any student who lacks knowledge and skills in solving problem in
mathematical word problems through a self-made test whose validity and reliability
are determined. This study also investigates what teaching strategies are used to
1.1 age;
1.3 grade
2.1 age;
2.2 gender;
problems?
4.What are the factors that affect students difficulty in solving mathematical word
problem?
word problems?
6. What are the strategies used by the students in solving mathematical word
problems?
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Hypothesis of the Study
profile variables.
To the school administrators, the findings can give them insights to find
To the teachers, the findings can guide them in determining strategies for the
To the students, the results of this study are their guide to acquire more skills
in problem-solving.
To the researchers, the result of this study may serve as tool or guide in their
research studies.
To the parents, this study will serve as a guide to help their children become
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The research will be conducted to the selected secondary institutions in the
Municipality of Siquijor. Particularly the researcher will get ten percent (10%) of the
total population of the student-respondents and one hundred percent (100%) of the
total population of the teacher-respondents both in the selected public and private
Theoretical Framework
This study is guided by the Situated Learning Theory of Jean Lave and
Etienne Wenger (1990) which is learning in the same context in which concepts and
theories are applied. It hinges on the belief that learning is embedded in or connected
to the context in which knowledge and skills are developed (Santrock 2004).
Snowman and Biehler (2006) maintain that learning is made meaningful when
Situated learning engages students in tasks that are related to real world
facts and ideas. In addition, Piagets foremost contributions was to enhance the
understanding of mental development. This would lead to the activities that involve
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Constructivist approach views learning as a process of constructing meaning
Therefore, constructivist teacher should make the learners construct their own
Conceptual Paradigm
Students Profile
Administration of
Teachers Profile
Test and
Test result in problem
Questionnaire
solving
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Tallying
Students Strategies in Intervention
Treatment of Data
Solving Mathematical Program
Definition of Terms
Figure 1
Definition of Terms
The following terms are defined as the researcher uses it in the study:
Difficulties
Refers to the obstacles that cause error or mistakes made by students when
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Refers to mathematical exercises that present relevant information on a
Mathematical Skill
Lack
Average
CHAPTER II
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Problem solving has been and will be a necessary skill not only in
Mathematics but in everyday living. Part and parcel of problem solving is to translate
school have difficulties in analyzing and interpreting word problems. Students most
especially in grade school can easily perform an indicated operation but when this is
given verbal forms, students need to first identify what operation is involved by
translating this into a mathematical sentence before actually performing the operation
and arriving at the correct answer (Dela Cruz and Lapinid, 2014).
Problem solving requires two distinct types of mental skill, analytical and
solving and helps to select the best alternative from those available by narrowing
predominates in solving closed problems, where the many possible causes have to
be identified and analyzed to find the real cause. Lack of mathematical skills caused
difficulties in solving problem. Students are required to apply and integrate many
mathematical concepts and skills during the process of making decisions and
problem-solving. The lacked of mathematical skills among students are varied (Hill
2008).
i) number fact skill (proficiency of number facts, tables and mathematics principal);
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ii) arithmetic skill (accuracy and logarithm in computational and mathematical
working-procedure);
mathematical word problem and making various errors and confusion in the process
of problem-solving.
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Difficulties faced among students were more noticeable during the first
procedural step in solving problem compared to the other. Polya (1981) stated that
problem-solving is a process starting from the minute students is faced with the
problem until the end when the problem is solved. There are many problem solving
models.
Problem-solving models
problem;
ii) planning; ii) analyze and planning; ii) solving the problem;
iii) performing the plan; iii) organizing strategy; iii) stating the answer;
different cognitive abilities. Stendall (2009), the abilities to give good concentration, to
make meaningful perceptions, to think logically and to use memory effectively are
important factors in learning skills and solving problems. These abilities vary among
students.
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According to Dendane (2009), mathematical problem solving related to
counting and daily transactions of commerce has been present from the earliest days
of human experience. On the other hand, geometry was also widely used in land
natural as well as man-made situations. It is used to solve problems and with the
advent of the computer technology, it has helped in making social, economical and
technological advances that few decades ago would have been unthinkable.
Students should learn how to use these facts to develop their thinking skills and solve
problems. Mathematics educators have accepted the idea that the development of
problem solving ability deserves special attention [2] and that one of the most
students:
1. develop and improve the generic ability to solve real life problems,
tasks to achieve a defined goal. It depends on many skills and factors which
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Mathematical application is no longer an intellectual exercise for the new nor
equipment, which provides the best hope for coping effectively with problems in
the whole or some parts of the problem due to the lack of imagination and experience
organize it accordingly. Thus they cannot invert the text into mathematical symbols.
(3) Students lack interest in solving mathematical problems due to the length and
life matters as a problems very often. 5) Teachers are likely to make students
following examples given in textbooks rather than teaching the principles behind each
Related Studies
Foreign Studies
teaching strategies applied did not fulfil the intellectual needs of the students these
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could lead to students difficulties in learning mathematics. Aside from that, weakness
students to solve problems in daily life. It reflects that students have difficulties in
Therefore, in order to allow teachers to establish a proper teaching plan suitable for
suggest that there are several difficulties in problem solving, namely 1) students have
them in mathematical sentences. 2) Students are unable to figure out what to assume
and what information from the problem is necessary to solving it, 3) whenever
students do not understand the problem, they tend to guess the answer without any
thinking process; 4) Students are impatient and do not like to read mathematical
Therefore, the results found in this research will lead to the creation and the
problems. Based on the findings, all students could read the problems. High
Achievers (HA) are wrong due to careless errors. While HA demonstrate good
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problem solving skills, some exhibit overconfidence. Average Achievers suffer from
procedural errors while Low Achievers face difficulties mainly in visualizing and
Tambychika, Subahan and Meerah (2010) asserts that problem solving is one
such as number-fact, visual-spatial and information skills. Information skill was the
most critical. The deficiency of these mathematics skills and also of cognitive abilities
mathematics skills.
Local Studies
Miranda (2006) stated that children might experience difficulties in thinking and
Dela Cruz and Lapinid (2014) examined the students difficulties and level of
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problem solving test involving the four fundamental operations was given during the
third quarter of the school year 2012-2013 to 2014 Grade 5 students. Scores in this
Results indicate that 40% of the respondents are below the satisfactory level in
values, and unfamiliar words are some of the common difficulties encountered by the
Ganal and Guiab (2014) focused on the problems and difficulties encountered
practice in different competitions. The study reveals the findings that in general, the
interest and negative attitude towards the subject. The emotional problems
encountered are excessive stress in doing academic tasks and low self-esteem or not
are no effective motivation and introduction, and not creative enough to adapt his/her
method to the learners capability. As to problems with school adjustment, the most
frequent are difficulty in adjusting to life/role of a college student, and not doing the
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accepted by classmates and boardmates, and working effectively with different kinds
are too many academic tasks and project assigned, and studying and reviewing too
Ambut, et. al. (2008) conducted a study on reading and mathematics tutorial
based on intervention. The findings show that the respondents were performing very
low in reading. After the intervention, out of 26, 6 or 23.1 percent were on frustration
independent level.
CHAPTER III
RESEARCH METHODOLOGY
Research Design
This research will utilize the descriptive-quantitative method. This study will
utilize the descriptive method to know the difficulties of the students in solving
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what extent causes of the difficulties of the students in solving mathematical word
problem.
Research Locale
The research will be conducted to the selected private and public schools in
the Municipality of Siquijor. The researcher will get ten percent (10%) of the total
institutions in the Municipality of Siquijor and one hundred percent (100%) of the total
Siquijor, and the School Director of the Catholic Schools asking permission to
conduct a survey about one hundred (100%) of the total population of the
Municipality of Siquijor and ten percent (10%) of the total population of the student-
respondents in both selected private and public schools in the Municipality of Siquijor.
The researcher herself will conduct the survey and retrieve the questionnaires,
Validation of Questionnaires
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Research questions will be formulated by the researcher based on the 21st
Mercado, et.al.,(2008). The research questions validated by the experts in the field
like the adviser of the researcher. The research questions were checked and were
revised.
instruments for comments and improvements to experts. The researcher hopes that
the comments of the experts will be very helpful for the improvement of the research
instruments.
Research Instruments
The survey questionnaires have two (2) parts. The first part is on the
demographic profile of the student-respondents (which include age, gender, and year
attainment, civil status, length of service, and teaching position). The second part is
Statistical Tool
The following statistical tools will be applied in the presentation, analysis, and
The researcher will use the percentage formula (P= X 100) in getting the
P= Percentage
= Summation
f= Frequency
The researcher will use the percentage (P= X100) in getting the percentage
P= Percentage
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strategies/methods, visualizing the
appropriate strategies/methods,
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problem context, and has a good
problem. (2/5)
2. Weighted Mean
The researcher will use weighted mean formula ( = ) in getting the
Xw = Weighted mean
= Summation
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f = Frequency
x = Weights
Likert Scaling
The researcher will use Likert Scaling in identifying the extent causes of
students difficulties in solving mathematical word problems will be rated in the scale
strongly disagree.
3. Chi-square
()
The researcher will use chi-square formula ( = ) in getting the
O = Observed frequency
E = Expected frequency
= Summation
2 = Chi-aquare
()
=
23
Where
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References
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tutorial: An intervention. The Science and Technology Research Journal.
Volume 3 No. 1 ISSN No. 1908-4420.
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Curie, M. (2005). Why People Fail To Solve Problems Effectively. Retrieved from
http://www.itseducation.asia/why-people-fail.htm
Dela Cruz, J.K.B. and Lapinid, M.R. (2014). Students difficulties in translating
worded problems into mathematical symbols. Presented during DLSU
Research Congress. De La Salle University, Manila, Philippines.
Fisico, M., Sia. L., et. al., (1995). 21st century mathematics first year. Phoenix
Publishing House Incorporated.
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Ganal, N.N. and Guiab, M.R. (2014). Problems and difficulties encountered by
students mastering learning competencies in Mathematics. Academic
Journal Article.
Klymchuk, S., Zverkova, T., Gruenwald, N., et.al. (2010). University Students
Difficulties in Solving Application Problems in Calculus: Student
Perspectives. Mathematics Education Research Journal. Retrieved from
https://link.springer.com/article/10.1007/BF03217567
Orines, F., Mercado, J. (2008). Next century mathematics. Geometry (2nd Ed.).
Phoenix Publishing House Incorporated.
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