CHAPTER I

THE PROBLEM

Background of the Study

Mathematics is an interesting but a very challenging

subject. Several studies reported different factors which

lead to students’ poor performance in this subject (Alpacio

et al., 2014). Furthermore, Phonapichat et al., (2014)

opine that mathematics is an instrument that can be applied

to train students to be able to solve problems, and also to

build their thinking ability that leads to further solving

of non-mathematical problems.

Algebra is a branch of mathematics that substitutes

letters for numbers (Rusell 2017). The subject Algebra

serves as the basic foundation in solving problems in other

mathematics subjects like Geometry and Trigonometry. This

subject makes use of symbols, usually letters of the

alphabet, to represent numbers or quantities and express

general relationships that hold for all members of a

specified set (Torio, 2015).

Algebraic solving ability had been discussed by many

educators and researchers, wherein most of their views

focused on identifying the kinds of algebraic processes

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which are required in solving algebraic tasks or process-

based (Latterell, 2003). There exists no definite

definition for algebraic solving ability as it can be

viewed from different perspectives.

Smith and Philips (2000) presented student work which

illustrated the range, depth and character of students’

algebraic solving ability in judging about equivalence.

They highlighted a few of algebraic skills which they

viewed as a starter set of competencies that can served as

a solid foundation for developing more advanced algebraic

solving ability. The finding showed that the students knew

different ways to think about equivalence, such as: a)

substitute particular values for x and compare the results;

b) generate and compare tables of values; and c) simply

inspect the expressions.

Edwards (2000) experienced that in the early middle

school, the most difficult aspect of developing algebraic

solving ability among the students is the meaningful

acquisition of algebraic notation, the concept of variable,

function and properties of numbers. These four basic

concepts had been highlighted as a big idea of algebra and

should be developed in order to build a strong foundation

of algebraic solving ability in classroom.

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Femiano (2003) shared his teaching experiences that

problem solving and pictorial representation were more

practical ways to promote algebraic solving ability amongst

the primary-grade students. Once equations were transformed

into concrete problems, the students can make sense of the

problems. They were able to understand easily the role of

an unknown and this conceptual understanding allowed them

to logically generate a solution plan that was based on

reasoning rather than on memorized methods.

Bishop, Otto and Lubinski (2001) identified and

suggested several approaches that students used to solve

algebraically about pattern. Initially, students were asked

to form an arithmetic expression to solve some specific

value of questions.

Fernandez and Anhalt (2001) presented some mathematics

tasks used to help students to expand their views of

algebra, as well as the importance of engaging students in

algebraic problem solving and exploration of mathematical

ideas through a variety of representation.

According to Sinclair (2005), the used of spreadsheet

to solve algebraic problems was able to help students

visualize mathematical concepts, to permit more realistic

problems to be tackled, to allow students to analyze a

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situation using multiple representations and use computer

in later mathematics courses. Three results stood out

through the use of spreadsheets in developing algebraic

solving ability.

The demographic information provides data regarding

research participants and is necessary for the

determination of whether the individuals in a particular

study are a representative sample of the target population

for generalization purposes (Salkind 2010).

In mathematics education, plenty of researchers

endorse innovative ways of teaching, linking concept and

real- life applications and motivating the students to have

interest in mathematics, Hemmings, Grootenboer & Kay,

(2011). Therefore, in order to meet students’ needs and

thirst for mathematics, effective teaching pedagogy must be

applied in the classroom.

However, in the study of Dagaylo-an & Tancinco (2016)

concluded that the teaching approach used by the teachers

in Mathematics has nothing to do with the Math anxiety of

the students.

Low performance in Mathematics is a problem in the

Philippines. For instance, in the National Achievement Test

(NAT) result for S.Y 2011- 2012, students showed poorly in

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this subject with an overall Mean Percentage Score (MPS) of

46.37. It is second to the lowest rank which is Science

with 40.53. This is further confirmed with the poor showing

of the country in the Trends in International Mathematics

and Science Study (TIMSS). Ironically, its neighboring

countries like Singapore, South Korea, Hong Kong, Chinese

Taipei, and Japan are among the world’s leader in

Mathematics achievement (Mullis et al., 2011).

Since, the teaching approach used by the teachers in

mathematics had nothing to do with the math anxiety of the

students, so that, it was possible that the demographic

profile affects the performance level in algebraic solving

ability of grade 9 students at San Francisco National High

School.

Therefore, this study was significant to assess the

relationship of the demographic profile and the performance

level in algebraic solving ability of Grade 9 students of

San Francisco National High School Bulan, Sorsogon. This

study may helped the students to be aware on the effects of

their demographic profile to their performance level in

algebraic solving ability. It was necessary to know the

significant relationship between the variables because it

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should be helpful on the study and for the future

researchers.

Statement of the Problem

This study aimed to determine the relationship between

the demographic profile and the performance level in

algebra of Grade 9 students at San Francisco National High

School Bulan, Sorsogon for the S.Y. 2018-2019.

Specifically, it sought to answer the following

questions:

1. What are the demographic profile of the Grade 9 students

in terms of:

a. Age

b. Sex

c. Family income

2. What is the performance level in Algebraic Solving

Ability of Grade 9 students of San Francisco National High

School Bulan, Sorsogon for the S.Y. 2018-2019?

3. Is there a significant relationship between the

demographic profile and the performance level in algebraic

Solving Ability of Grade 9 students?

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4. What can be proposed based on the result of the study?

Scope and Delimitation

This study determined the relationship between the

demographic profile and the performance level in Algebraic

Solving Ability of Grade 9 students of San Francisco

National High School, Bulan, Sorsogon for the S.Y. 2018-

2019.

The researchers used both qualitative and

quantitative type of research. The researchers used survey

questionnaire in gathering data and an activity test in

algebra in determining the performance level of the Grade 9

students. Hence, the target respondents of this study are

the Grade 9 students of San Francisco National High School,

Bulan Sorsogon.

This study delimited the weather, behavior, beliefs of

the respondents and the availability of the information

sources. The other levels and sections at San Francisco

National High School, Bulan Sorsogon are excluded in this

study, as well as the other students in the other schools

which are not mentioned in the said study.

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Significance of the Study

The result of this study may be beneficial to the

following:

Students. The result of this study may help them

recognize the importance of learning algebra. It may also

help them to enhance their algebraic solving ability in

their studies and for the future use.

Teachers. The result of this study may help them to

determine the algebraic solving ability of the students.

And this may initiate them to develop an effective and

encouraging teaching strategies to help improved the

algebraic solving ability of the students.

Parents. The result of this study may be beneficial

to the parents of the students which give them awareness

regarding the performance level of the students in algebra.

This will serve as a motivation to the parents to extend

more their fully support and attention to their children.

School Administrators. The result of this study may

help them to implement more programs and seminars for an

effective teaching method.

Future Researchers. This study may be beneficial to

the future researchers as this will provide an intellectual

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input and knowledge about the relationship between the

demographic profile and the performance level in algebraic

solving ability. Indeed, this may serve as their reference

to their research if ever they will conduct the same

investigation.