PROBLEM SOLVING SKILLS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND

MATHEMATICS STUDENTS: BASIS FOR INTERVENTION DESIGN

In partial Fulfillment of the

Requirements for the
Practical Research 2

by:

Cañones, Hannah Mae

Mamaluba, Zaimien
Modesto, Jainne Rebecca
Talco, Mamoru

July 2019
Rationale

Problem solving skills refers to our ability to solve problems in an effective and timely manner

without any impediments. It is a process of working through details of a problem to reach a solution. It

may include mathematical or systematic operations and can be a gauge of an individual's critical

thinking skills (WebFinance, 2019). It involves being able to identify and define the problem, generating

alternative solutions, evaluating and selecting the best alternative, and implementing the selected

solution. Obtaining a feedback and responding to it appropriately is an essential aspect of problem

solving skills (Cleverism, 2019).

In PISA 2012 survey, Bulgaria occupies the penultimate 43rd place, with the 9th graders

registering their lowest results in terms of problem-solving compared to their achievements in

mathematics, reading comprehension and natural sciences, which are also tested by PISA - 402 points

vs. 500 points on average for the OECD (Organisation for Economic Co-operation and Development)

countries. Bulgarian students have serious difficulties in researching and understanding problems,

presenting and formulating, planning, implementing, controlling and rationalizing certain situations. This

is why they fall below the first (33.3% of the students, with an average of 8.2% for OECD countries) or

are in the first level of results, with only 1.6% in the fifth and sixth levels where results can be considered

excellent. In the context of cooperative problem-solving to the PISA 2015 problems, only 2% of students

show a high level of cooperation, successfully overcoming disagreements in the team and taking

effective action to solve the problems; the average result of Bulgarian students in cooperative problem

solving (444 points) is lower than the average for all participants (500 points) (Nikolay Tsankov, 2018).

A Science and Education Institute study on Trends in Mathematics and Science Study (TIMMS)

in 2003 showed that the Philippines’ 8th grade (2nd year high school) students’ skill and competencies

in Math ranked a pitiful 42nd out of 46 participating countries while the Philippines 4th grade students

placed 23rd out of 25 participating countries. The 2004 executive report on Philippines TIMMS showed

that in four years since the Third International Mathematics and Science Study Repeat (TIMMS-R) in
1999, only seven regions showed improvements in Math competencies among the 8th grade students.

Results of the student achievement test indicate very poor performance in each content domain at this

early education stage. Filipino students find word problems difficult (Brawner et al., 1999), and the

language factor is identified as one of the “what-else-is-new” reasons for student failure (Philippine

Executive Report on the TIMMS, Carteciano, 2005). Multiple studies have shown that Filipino students

find word problem in English more difficult than those in Filipino (Bautista, Mitchelmore, & Mulligan,

2009; Bautista & Mulligsan, 2010; Bernardo, 1999). It also well-known that the word problems in English

are more difficult for students who are still in the process of learning English that for native English

speakers (Martiniello, 2008).

In the local scenario, the National Achievement Test results of Marilog National School of

Agriculture, Marilog District, Davao City have scored below average in mathematics for the past years,

in the year 2009 only 24%. 2015 25% 2012 with 26% and 2013. It increases into 42% but it is not above

the mean standard of the school. Strong evidence has shown that the mathematics achievement of

these students aiming to enroll in good is below expectation, further more; results reveal that students

low in the area of problem solving (Velasco, 2010).

The above-mentioned problematic situation encourage the researcher to conduct a study on

Problem Solving Skills of Science, Technology, Engineering and Mathematics Students of St. John

Paul II College of Davao. The researcher is determined to identify the capabilities and competence of

Science, Technology, Engineering and Mathematics Students in solving problems. Also, the researcher

is determined to know the difficulties faced by the students in solving problem.

Research Objectives

The optimum goal of the study is to propose an intervention scheme on the Problem Solving

Skills of Science, Technology, Engineering and Mathematics Students at St. John Paul II College of

Davao

The specific objectives are of the study results enumerated as follows:

 1. To assess the Problem Solving Skill of Science, Technology, Engineering and Mathematics

Students at St. John Paul II College of Davao, in terms of:

1.1 Problem Solving; and

1.2 Mathematical Operations.

2. To determine the significant difference on the level of Problem Solving Skills of Science,

Technology, Engineering and Mathematics Students at St, John Paul II College of Davao when

respondents are analyzed by:

1.1 Sex; and

1.2 Grade Level.

2. To propose an intervention design on the basis of the findings of the study.

Hypothesis

The null hypothesis of the study is that there is no significant difference in the Problem Solving

Skill of Science, Technology, Engineering and Mathematics Students at St. John Paul II College of

Davao when respondents are grouped be sex and grade level. This is tested at 0.05 level of significance

set in the study.

Literature Review

Presented in this section are the related literatures that have bearings to the present study taken

from reliable websites.

Problem Solving Skills. According to University of Kent (2013), Problem solving skills involve

both analytical and creative skills which vary, depending on the problem. Also, analytical ability, literal

thinking, initiative, logical reasoning and persistence are keys to problem-solving. Analytical and critical

thinking skills help to evaluate the problem and to make decisions. A logical and methodical thinking

approach is best in some circumstances. In other situations, using creativity or lateral thinking will be

necessary to come up with ideas for resolving the problem and find fresh solutions.
 According to ITS Education Asia (2005), Problem solving skill requires two distinct types of

mental skill, analytical and creative. Analytical or logical thinking includes skills such as ordering,

comparing, contrasting, evaluating and selecting. It provides a logical framework for problem solving

and helps to select the best alternative from those available by narrowing down the range of possibilities

(a convergent process). Analytical thinking often predominates in solving closed problems, where the

many possible causes have to be identified and analyzed to find the real cause.

Problem solving. Problem solving according to Lester & Kehle (2003), is an activity that

involves the students' engagement in a variety of cognitive actions including accessing and using

previous knowledge and experience. Successful problem solving involves coordinating previous

experiences, knowledge, familiar representations and related patterns of inference, and intuition in an

effort to generate new representations and related patterns of inference that resolve the tensions or

ambiguity (i.e., lack of meaningful representations and supportive inferential moves) that prompted the

original problem-solving activity. It is clear that if student are to be engaged in problem solving activities

they need to develop a way of thinking consistent with mathematical practices, in which problem or

tasks are seen as impasses that need to be examined in items of questions. Thus, students need to

analyze their own learning.

Problem solving has been and will be a necessary skill not only in Mathematics but in everyday

living. Polya (1981) stated that problem solving is a process starting from the moment the students are

faced with the problem until the end when the problem is solved.

According to Ibrahim (1997) there are two main procedural steps in problem solving; i) transforming the

problem into mathematical sentences; and ii) computation of the operational involved in the

mathematical sentences.

According to Stendall (2009) the abilities to give good concentration, to make meaningful

perceptions, to think logically and to use memory effectively are important factors in learning skills and

solving problems. Conceptual understanding and procedural knowledge are essential skills in problem

solving (Geary, 2014). These Problem solving skills should be supported by cognitive systems that
control focus and interference in information processing. Apart from that, language and visual-spatial

skills are also important to interpret and manipulate information effectively in the working memory.

Moreover, Schoenfeld (1999) revealed that there are categories of knowledge/skills that are

needed to be successful in mathematics: first, resources. This is all about the proposition and

procedural knowledge of mathematics, second, heuristics strategies and techniques for problem

solving such as working backward, or drawing figures, third, control decisions about when and what

resources and strategies to use, and beliefs a mathematical world view that determines how someone

approaches a problem.

Justification of applied word problems is to attempt to make greater links to the world beyond

school. What is central is that this contextualization process increases the literacy demands in school

mathematics (Zevenbergen, 2001).

Martiniello (2008) confirmed how important language skills are for understanding and solving

mathematical problems in large-scale assessments. Thus the teaching of mathematics to ELLs can no

longer be perceived as separate from the teaching of language. Research on teacher’s perceptions

has found some contradictions in the way teachers conceive of math’s instruction (as free from

language) and the kinds of math’s assessments they use in their classrooms (with great language

demands). Teachers must provide sustained linguistic scaffolding for ELLs while encouraging the

development of their mathematical meaning-making skills.

Lesh (1981) elaborated that in establishing the applicability of mathematical operations is a

prerequisite for a discussion of the Mathematical foundation of economics theory. In particularly, without

the operations of addition and multiplication, which are elementary Mathematical tools, very limited

results can be delivered.

On the other hand, mathematical language skill of the students is according to Biemiller (2001)

that vocabulary knowledge is strongly related to overall academic achievement in school. The students

must understand math vocabulary if they are to master content and be able to apply it in future

situations.
 Problem solving has a special importance in the study of Mathematics. A primary goal of

mathematics teaching and learning is to develop the ability to solve a wide variety of complex

Mathematics problem (Plaisance, et al., 2009).

A problem solving approach contributes to the practical use of mathematics by helping people

to develop the facility to be adaptable when, for instance technology break down. It can thus also help

people to transfer into new work environment at this time when are most likely to be faced with several

career changes during working lifetime. He expressed the belief that school should focus its efforts on

preparing people to be good adaptive learners so that they can perform effectively when situations

unpredictable and task demands change (Furner &Berman 2004).

Van Merrienboer and Jeroen (2013) investigated the perspectives on problem solving and

instruction. It was found that problem solving should not be limited to well-structured problem solving

but be extended to real life problem solving.

Cockcroft (1982) also advocated problem solving as means of developing Mathematical thinking

as a tool for daily living, saying that problem solving ability to lies 'at the heart of mathematics' because

it is the means by which mathematics can be applied to a variety of unfamiliar situations.

In addition to this, Van Merrienboer and Jeroen (2013) also investigated the perspectives on

problem solving and instruction. It was found that problem solving should not be limited to well-

structured problem solving but be extended to real life problem solving.

Bautista (2010) stipulated that problem solving is more than a vehicle for teaching and reinforcing

Mathematical knowledge and helping to meet everyday challenges. It is also a skill which can enhance

logical reasoning. Individuals can no longer function optimally in society by just knowing the rules to

follow to obtain a correct answer. They also need to be able to decide through a process logical

deduction what algorithm, if any, situation where an algorithm cannot be directly applied. For these

reasons problem solving can be developed as a valuable skill in itself, a way of thinking, rather than

just as the means to an end of finding the correct answer.

 Students can become even more involved in problem, or by rewriting problems in their own

words in order to facilitate understanding. It is particular importance to note that they are encouraged

to discuss the processes which they are undertaking, in order to improve understanding, gain new

insights into the problem and communicate their ideas. The purpose for engaging in problem solving is

not just to solve specific problems, but to encourage the exteriorization and reorganization of the

involved schemes as a result of the activity (Cobb et al., 1991).

Mathematical Operations. Numerical operations are an essential part of the Mathematics

curriculum. Student must be able to select and apply various computational methods, including mental

Math, estimations, paper -and-pencil techniques, and the use of calculators. Students must understand

how to add , subtract ,multiply and divide whole numbers , fractions and other kinds of numbers .With

calculators that perform these operations quickly and accurately, however the instructional emphasis

now should be on understanding the meanings and uses of the operations , and on estimations and

mental skill ,rather than society on developing paper - and -pencil skill (Van de Walle ,1990).

Mathematics reveals hidden patterns that help us understand the world around us. Now much

more than arithmetic and geometry, Mathematics today is a diverse discipline that deals with data

,measurement ,and observations from science; with inference ,deductions, and proof ;and with

Mathematical models of natural phenomena ,of human behavior, and of social systems (Field, 2009).

One of the most widely accepted ideas in Mathematics educations is that students should

understand Mathematics .The interest towards teaching and learning Mathematics with understanding,

which is shown in recent curricular reforms in many countries. This interest is also reflected in

conference proceedings and research articles in psychology and artificial intelligence (Pirie et al.,

1994).
Theoretical framework

The study is anchored on Bloom’s Theory which was proposed by Benjamin Bloom in 1913.

According to Bloom (1956) the cognitive domain involves the knowledge and the development of

intellectual skills of a human being. Thus, his theory is about mastery of learning and higher level of

thinking. This includes the recall or recognition of specific facts, procedural patterns, and concepts that

serve in the development of intellectual abilities and skills. According to Bloom’s theory (1913) there

are six major categories of cognitive process, starting from the simplest to the most complex;

knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. Bloom’s Taxonomy is

essentially a hierarchy, with knowledge as the first level and evaluation as the sixth level. According to

Bloom (1913) Knowledge is about recalling information and answering comprehension questions,

Comprehension is about interpreting information, Application is about using knowledge gained to solve

problems, Analysis is about breaking down concepts or ideas to understand the relationship of the parts

to the whole, Synthesis is about putting together something original from learned information and

Evaluation which is about judging something against specific criteria.

Conceptual Framework

Input Output

Problem Solving Skills

 Problem Solving Intervention

 Mathematical Operation Scheme

 Sex
 Grade Level

Moderator Variables
Significance of the Study

This study will greatly benefit the Administration, Teachers, Students, and Future Researchers

for the input of this study provides data and information about the Problem Solving Skills of Science,

Technology, Engineering and Mathematics Students. This study will help the Administration to gain

information about the update of Problem Solving Skills of the Science, Technology, Engineering and

Mathematics Students at St. John Paul II College of Davao which will be a great contribution for them

to prepare for better learning materials. Furthermore, this study will also benefit the teachers for they

will know the weaknesses and strengths of their students when it comes to solving problems. With the

aid of the study, they will be guided in improving their teaching skills. In addition, students will have an

even greater understanding on how to solve problems. Using the data, they can also augment these

information that will serve as their prior knowledge or advance knowledge in solving problems. Lastly,

future researchers will have a head start with the aid of this study. If ever they will be studying regarding

Problem Solving Skill, the data indicated is this study will be of a great help and will also serve as a

guide or basis for their future studies or researches.

Definition of Terms

Problem Solving Skills. This refers to the main variable of the study.

Science, Technology, Engineering and Mathematics Students. This refers to the respondents of

the study.

Intervention Scheme. This refers to the solution of the problem being studied.
 SURVEY QUESTIONNAIRE

(FOR THE STUDENTS)

Dear Respondent:

The objective off this study is to determine the situational problem solving skills and

mathematical language skills of the students; please indicate whether the following statements are 5-

Always 4- Often 3- Sometimes 2- Not Often 1- Never, based on your experience by putting ( ∕ ) on

the box that corresponds to your answer using the scale provided below.

5- Always 4- Often 3- Sometimes 2- Not Often 1- Never

SITUATIONAL PROBLEM SOLVING SKILLS

Problem Solving 5 4 3 2 1

1. I can construct Math problems immediately.

2. I can decide what strategy to use to solve problems.

3. I can explain my procedure.

4. I can immediately solve situational problems by understanding and

identifying it.

5. I can solve and handle difficult problems.

Mathematical Operations 5 4 3 2 1

1. I can decide on what information I need to use to solve the

problem.

2. I can choose the right operation to use.

3. I can write and solve an equation.

4. I can identify appropriate operation for a certain problem.

5. I can solve immediately to a given problem.