An Action Research

Presented to
SALAZAR COLLEGES OF SCIENCE AND INSTITUTE OF TECHNOLOGY
Madridejos, Cebu

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Secondary Education
Major In Mathematics

JASON A. CENA
JUVELYN G. REBUSIT
2018
ABSTRACT
 ACKNOWLEDGEMENTS

First of all, we would like to acknowledge to our heavenly father

God, we thank you for the life you have given to us. For your guidance
that took for this long journey of life and for your strength that sustained
us in this desperate moments. To our families who gave an unconditional
love and support. To our friends, whose shoulders we stand upon, for your
constant love, loyalty, and knowledge inspired us t greater accomplishments,
we respectfully blow to you ladies and gentlemen.
To our beloved school, Salazar colleges of Science and Institute of
Technology, which provides us with enough knowledge and molded us
with appropriate behaviour that is acceptable to society and the world.
Special thanks to Mr.Rex Taytayan, the adviser of our respondents.
We appreciate your assistance and guidance in this valued study, without
your arms, this research won’t be successful.
TABLE OF COTENTS
 SIGNIFICANCE OF THE STUDY

This Action Researchwas conducted fully understand the

hindrances mugged by the students in learning mathematics and look for
remedies in this certain circumstances. The main goal of this study is to
examine student’s learning response with regards to worded problems. This
research study subsisted to determine the rationale behind their learning
hardships vanquished among them as they go along with their higher
knowledge accession and for the students to be able to equip themselves
with problem-solving skills and this will train them to develop their learning
to cope with more complex problem- solving. This study aims for the
progress of the student’s learning skills. This Action Research had
intervention and tutorial session to prepare and to enhance their learning
when problem-solving in mathematics is encountered.
 STUDENT’S DIVERSTIY IN TRANSLATING
WORDED PROBLEMS
IN MATHEMATICS

INTRODUCTION

“ Students must speak the language of mathematics to be successful

in learning mathematics”
-(Pimm, 1987; Moshkovich, 2012)
We live in mathematical world. Wherever we go, whatever we do,
everything we involves math. According to Archimedes, all
“is numbers,” that’s why this subject plays a significant role in our life. As
a student, as a learner, and as a person, we need mathematics. In our
daily life, when we buy something in the market, to pay the bills, we must
know how to count and manipulate currency in performing such tasks in
life. In classroom setting , this is the tool subject taught in any educational
institution. Math is challenging because it requires a level of precise, clear
thinkingand problem-solving activities quite in any other disciplines. It
requires logical and higher order thinking skills. For this reason , students
take little interest to study Mathematics. Researchers pose some reason
or difficulties faced by students in learning Mathematics. One reason is
is that students have lack of learning support. In most educational
institutions, it is unusual to see 20 to 30 students in a class. This makes
it difficult for the teachers to understand and meet the learning needs of
the student. Second reason is that students have math anxiety. Students
have the perception that Math is hard to learn because they don’t
understand why such things existed and need to be used. Lastly, they
have bad math study habits. They just prefer the subject that requires only
memorization and identification. For them , studying is boring. On the other
hand , the most common problem and many had admitted it is solving
worded problems.
A mathematical wordproblem is a real context in which
Mathematical quantities are given, values of one or more quantities are
given, values of one more quantities are known or unknown. The
relationship between and among quantities are described, the a question is
stated asking one to find the value of one or more unknown quantities and
involves the four basic operations namely, addition, subtraction, multiplication
anddivision. Problem solving tests the students HOTS and critical thinking
abilityas well as their logical reasoning. This is usually done or paced
after they have mastered the basic principle and discipline of the topic, it
is where they apply the knowledge they have learned. However, the
researcher found out the hindrances experienced by the students in solving
worded problems.
Word problems in mathematics is a challenge among the student
because they require them to read and comprehend the text of the
problem, identify the questions that need to be answered, and finally create
and solve a numerical equation. Students said that they have a failure to
correctlyanalyze word problems due to poor reading comprehension
abilities. Translation from process in solving word problems is considered to
be critical. ( Bardillon, Jr. 2004)
Yeo (2009) found that some students have slow progress in solving
the problems due their inability to translate the problems into a mathematical
form . Students get confused because some words are used in both
everyday English and Math but have different meaning. Additionally, some
words used have multiple meanings that’s why students get confused, and
sometimes they overlook the whole context. When it comes to homework, the
students get struggling to finish it because they lack of mathematical skills.
According to George Polya (1957), incomplete mastery of number facts ,
weakness in computational ability, inability to connect conceptual aspects of
math, and inefficiently to transfer knowledge, are among the reasons why
students find problem difficult.
On the other hand, there are students who says that their teacher
as well is not a good model and facilitator in teaching word problems.
According to them, teachers themselves didn’t master the problem even the
basic arithmetic skills.
Upon knowing these rationale, therefore the researcher is aware of
the factors and reasons why students have difficulties in problem solving
and to look for remedies with regards to this matter for both the teachers and
the students.
 STATEMENT OF PURPOSE:

The problem was students were unable to answer problem solving

correctly due to difficulty translating problem statement into numerical form
or equation. The purpose of our action research is to promote interest in
Math by illustrating the connection between math and real world and
translating English terms. To improve reading comprehension by introducing
“key terminologies” in worded problems and to acquire the students with
Problem solving strategies.

The research questions were as follows:

 What were the student’s attitudes towards Mathematics?

 What difficulties do students encounter in understanding and

translating word problems into numerical equations?

 How did the use of mathematical strategies affect at risk students

performance?

 What is the impact of teaching mathematical vocabulary on

student’s abilities to solve worded problems?

 What is the impact of formative feedback on the development of

students to solve word problems?

 What are the suggested remedies to overcome the problems faced

by students in solving word problems?
 HYPOTHESIS

To be able to draw valid inferences and generalizations in

this research study, the researcher evaluates and interprets the results
involving decision making based on the observed variable.

STATEMENT OF HYPOTHESIS:

Is there a significant difference between the pre-test and post-

test after giving the tutorials to the students?

Ha: There is a significant difference between the pre-test and post-

test after giving tutorials to the students.

Ho: There is no significant difference between the pre-test and post-

test after giving tutorials to the students.
 CONCEPTUAL FRAMEWORK

Constructivism learning theory is a philosophy which enhances

student’s logical and conceptual growth. It argues that people produce and
Knowledge and form meaning based upon their experiences. According to
Piaget andVygotsky, students do not just passively receive information
But constantly create knowledge based upon their prior knowledge in
conjunction with new experiences.
Constructivist teachers encourage students to constantly assess how
the activity helping them gain understanding.
Zone of proximal development is the distance between the actual
development level as determined by independent problem solving and the
level of potential development as determined through problem using under
adult guidance with peer collaboration with more capable peers(Vygotsky).
Scaffolding (Jerome Bruner) is the support given during the learning
process which is tailored to the needs of the students of the students
with the intention of helping the student achieve his/her learning
goals.
 PARADIGM

Mathematizing Math Problem-solving

vocabularies/ skills/strategies
Worded
problems terminologies

solution

The respondents in our study were taught how to deduce

problem solving regarding how to comprehend the problem using the
“key terminologies and with the problem-solving skills. The
researcher introduced them “key vocabularies” inmathematics followed
by the strategies employed to find thesolution. After the tutorial
session, the researcher then gave an activity to be answered by the
students individually.They will be assessed with
the researcher. Afterwards they were grouped, in a group, they
can express and share ideas. And for those student who are slow
learner, they can ask the fast learner student within the group.
Because working collaboratively increase student retention, can gain
trust, and most of all will encourage learning.
 REVIEW OF RELATED LITERATURE

During the 20th century Polya and John Dewey influenced the
teaching of Problem Solving.Polya argued that ”students must be taught
to do arithmetic insightfully rather mechanically” because it leads to deeper
understanding of Mathematics.Dewey highlighted the importance of reflective
thinking inhis work. (Atlantic and Kilpatrick, 1998)
Conducted a research using the NEA Model to analysis the
data. He found that 66.67% of the errors made when solving the word
problems occur at the stages of Reading, Comprehension, Transformation
(first three stages) (Clements 1980).
Errors can be used as motivational device and as a starting
point forcreative mathematical explorations, involving valuable problem
solving andproblem posing activities (Borasi 1997).
The advocateof teaching mathematics through problem solving
base their pedagogy on the idea that “students who confront problematic
situations use their existing knowledge to solve those problems, and in the
process of solving the problems, they construct new knowledge and new
understanding” (D’Ambrosio, 2006. p.48).So we say, that problem-solving
can be a vehicle for developing new understanding. ”Students can assess
their learningthrough writing reflection or solving follow-up problems”
(Cope and Shager 2003).
 METHODOLOGY

We conducted this research in a class of grade 11 students, in

Salazar Colleges of Science and Institute of Technology in Poblacion,
Madridejos, Cebu. SCSIT is one of the most distinguished school in
Madridejos, recognized for the success and academic achievement of the
students. This is the school where the researchers took their bachelor’s
degree. It is private school comprising a complete primary up to tertiary
level. The school is composed of multicultural diverse learners coming
from different background, orientation, and places with different interest and
motivation. The researchers were challenged on how to handle this multi-
diverse class. The target respondents of this study is the grade 11
students, this year level composes of three sections but only 22 students
were involved.
Our study lasted about one week, started on 20th of November ,
2017 up to 24th of this month. The researchers tried various ways to
collect data needed. But before this was done, the researchers first move
was the identification of the respondents. We conduct an
open enrolment for free tutorials for all grade 11 students with difficulties
in worded problems then the researchers made room to room campaign.
With this particular method, we come up with the participants of 22
students. Researchers’ purpose in the identification of the participants is to
sort out possible evidences that will help them the most.
Factors that were considered in identification of participants include
self-interest, backgrounds, and even their insights about the subject. It most
helpful to see useful models of classroom that is ideal to achieving
instructional goals through preferred application of varied techniques and
activities to be done. This was the segment done by the research-
Methodologies.
Various strategies and activities were planned out to
overcome the difficulties expressed by students in word problem
solving. Tools used for data collection were pre-test, post-test, and
survey. Pre-test were given to students on the first day. To presume
the validity of the test, we scrutinized it by constructing table of
specification and pass through item analysis before it was distributed
to the students. After the result
Students Pre-test Pre-test TOTAL

A 17 19 36
B 10 21 31
C 21 20 41
D 21 16 37
E 14 17 31
F 20 23 43
G 15 26 41
H 18 11 29
I 10 15 25
J 17 19 36
K 12 20 32
L 16 28 44
M 18 20 38
N 13 28 41
O 18 21 39
P 15 17 32
Q 14 16 30
R 18 15 33
S 13 10 23
T 22 29 51
U 15 23 38
V 15 10 25
TOTAL 352 424 776
 POST-TEST

1. Tom planted vegetables in a rectangular garden that was 25 feet long and 15 feet wide.
He used 1/3 of the area for corn and 1/5 of it for peas. How many square feet are left
for other vegetables?
A. 174 sq. ft. C. 176 sq. ft.
B. 175 sq. ft. D. 177 sq. ft.
2. How big is a Toblerone box (triangular prism) if its triangular side has a base of 3 cm and
a height of 4.5 cm and the box’s height is 25 cm? (hint: volume= ½ x base x height of
triangular base x height of the prism. V= (½ bh)H
A. 170.23 cu. cm C. 201.48 cu. cm
B. 168 cu. cm D. 162.3 cu. cm
3. The length of a rectangle is 10 m more than its breadth. If the perimeter of rectangle is
80 m, find the dimensions of the rectangle.
A. 10 m x 15 m C. 20 m x 30 m
B. 15 m x 25 m D. 11 m x 12 m
4. A rectangular field is 50m wide by 100m long. How long is the diagonal path
connecting the two opposite corners of the field?
A. 110.25 m C. 111.80 m
B. 125.11 m D. 210.41 m
5. If you have (100𝑥 3 -5x+3) pesos in your wallet and you spent (80𝑥 3 -2𝑥 2 +9) pesos in
buying foods, how much money is left in your pocket?
A. 20𝑥 3 -2𝑥 2 -5x-6 C. 20𝑥 3 +2𝑥 2 -5x-6
3
B. 20𝑥 -5x-6 D. 20𝑥 3 -5x+6

6. Mary’s mom is getting ready for Mary’s birthday. She blew up 6 balloons this morning
and 5 balloons this afternoon. How many balloons did she blow up in all?
A. 9 C. 11
7. Convert 36 inches into feet. (hint: 1 foot= 12 inches)
A. 3 feet C. 5 feet
B. 4 feet D. 6 feet
4 3
8. Shane has a piece of rope that is that is 75 long. If he cuts it into pieces that are 5 long,
how many pieces does he have?
A. 13 pieces C. 15 pieces
B. 14 pieces D. 16 pieces
9. Right angle is an angle whose measure is 90°. Which of the following is a right angle?

A. C.

B. D.

10. How do you translate the English statement “the product of 5 and a number is 25” into
numerical equation?
A. 5x = 25 C. 25-5 = x
 B. 25/x = 5 D. 25x = 5
1
11. Jackie used to be on the phone 3 times as much as her brother. Her parents
2
2
threatened to take away the phone, so she cut down to 5 of the time she used on the
phone. How many times as much as her brother is Jackie on the phone?
2 1
A. 1 5 C. 1 5
2 3
B. 2 D. 2
5 5
12. The volume of the rectangular box is 330 inches. The length on one side of the top is 11
inches, and the height of the box is 3 inches? What is the area of the top of the box?
A. 108 sq. inch C. 110 sq. inch
B. 109 sq. inch D. 111 sq. inch
13. The division of whole number N by 13 gives a quotient of 15 and a remainder of 2. What
is the value of N?
A. 197 C. 199
B. 198 D. 170
14. The following are the height in cm by 9 boys: 190 110 200 180 130 150 180 100 200.
What is the median of distribution?
A. 240 C. 180
B. 200 D. 160
15. A triangle has an area of 45 sq. cm and a base of 5 cm. What height corresponds to this
base?
A. 17 cm C. 19 cm
B. 18 cm D. 20 cm
16. What must be added to 3x+10 to get a result of 5x-3?
A. 2x+13 C. 2x-8
B. 2x-25 D. 2x-13
17. In an English statement “ 5 added to a number is 9”, what operation is being used?
A. Multiplication C. addition
B. Subtraction D. division
18. Find the area of the square whose side is 6 cm.
A. 36 sq. cm C. 48 sq. cm
B. 24 sq. cm D. 54 sq. cm
19. Given the conversion factors:
1 km = 1000 m
1000mm = 1 m

How many millimeters are there in 1 kilometer?

A. 0.0001 mm C. 0.001 mm
B. 0.000001 mm D. 0.0000001 mm
20. Given the set of data: 3, 7, 6, 10, 9 , 12 & 4. Find the median.
A. 7 C. 9
B. 6 D. 12
21. Jason ran 2 miles in a marathon. What is 2 miles in inches? (hint: 1 mile= 5,280 feet, 1
foot= 12 inches)
A. 123,256 inches C. 157, 261 inches
B. 126,760 inches D. 142, 724 inches
22. The area of a rectangular swimming pool is 375 sq. meters. If the length is 25 meters,
what is its width?
A. 5 meters C. 15 meters
B. 10 meters D. 20 meters
23. Find the quotient of (-51) and (-3)
A. 14 C. -14
B. -17 D. 17
24. Convert 100 ◦C to ◦F. (hint: ◦F = (9/5)(◦C)+32)
A. 210 ◦F C. 212 ◦F..
B. 211 ◦F. D. 213 ◦F.
25. Let y = 2x+9. What is y when x=5?
A. 118 C. 28
B. 34 D. 19
26. Two friends, Zale and Enzo, run in marathons. Zale finished a 21-km marathon in
Madridejos while Enzo finished a 15-mile marathon in Cebu. Who between the two ran
a longer distance? By how many meters?
(hint:1 km= 1000 m
1 km= 1.61 mile )
A. Enzo , 9316 meters C. Zale , 21 000 meters
B. Zale , 9316 meters D. Enzo , 21 000 meters
27. Given the set of numbers N={ 7, 9, 1O, 14, 8, 16, 13 }. When a number x is added to the
set, the new mean is 12. Calculate the value of x.
A. 17 C. 19
B. 18 D. 20
28. In translating English phrase into mathematical phrase, addition would indicate an
increase, putting together, combining, etc. Which of the following words indicate
subtraction?
A. Plus C. is greater than
B. Product of D. diminished by

29. Given the mathematical expression” 2x-1”. How can you translate this into verbal
phrase?
A. Twice a number decreased by one
B. Twice a number increased by one
C. A number divided by one
D. A number multiplied by one
30. Which of the following makes the sentence
69-3=_____+2 true?
A. 33 C. 66
B. 64 D. 68