STUDENTS’ BELIEFS IN

MATHEMATICS AND THEIR

PROBLEM SOLVING
PERFORMANCEs
Statement of the Problem

1. What is the profile of the students in terms of sex?

2. What is the level of beliefs of students in mathematics?

3. What is the level of performance of the students in

problem solving?

4. Is there a significant relationship between the students’

beliefs in mathematics to their problem solving
performance?
Null Hypothesis

There is no significant relationship between the

students’ beliefs in mathematics and their problem
solving performances.
Research Locale

The study was conducted at Sagkahan National High

School, Tacloban City because the respondents of this study
are enrolled in this School and it should be high school
students.
Respondents of the Study

The respondents of this study were the students in

Grade-9 Balinsasayaw of Sagkahan National High School
taking Mathematics as one of their subject in the entire
school year. The total population of the respondents is 40.
Data Gathering Procedure

Each of the respondents was given time to

fill out the profiling sheet. The researcher gave
first the Mathematics and Problem-Solving scale
then the problem solving Test.
Instrumentation

For the collection of the data, the

researchers used a Survey questionnaire
and Problem-solving Test as the instrument.
Instrumentation
Instrumentation
Table 2
Instrumentation
Statistical Treatment
This null hypothesis was tested at .05 level of significance.

To analyse the data gathered, the descriptive statistical tool was

used. These were the frequency counts, means, standard
deviation and percentages.
The formula of the statistics used in this study, is as follows;
%=f/N x 100
Where,
f = is the number of respondents who answered the given questions,
N = is the total number of respondents of the study.
Statistical Treatment

Pearson's’ r was used to determine the extent of relationship of

the variables.

To identify the causal comparison between the variables, the

linear regression was used.
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 4: Level of Beliefs in Mathematics of Grade 9 Students

Respondents Level of Beliefs in Frequency Percentage

Mathematics

Students in Grade Highly Positive 7 17.5%

9 Balinsasayaw of Positive 29 72.5%

Sagkahan Moderately Positive 3 7.5%

National High Fair 1 2.5%

School Negative 0 0%
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 5: Level of Problem-Solving Performance of Grade 9 Students

Respondents Level of Problem Frequency Percentage

Solving

Performance

Students in Grade Advanced 5 12.5%

9 Balinsasayaw of Proficient 16 40%

Sagkahan Approaching 6 15%

National High Proficient

School Developing 12 30%

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 6: The Pearson’s Product Moment Correlation between the Students’

Beliefs in Mathematics and Problem-Solving Skills

CORRELATION SIGNIFICANCE

Variables Pearson r Interpretation p – value Interpretation

(2-tailed)

Beliefs in Mathematics and

-.178 Weak .271 No Significance
Problem Solving Skills
Conclusions
1. The level of beliefs in mathematics of all students in grade-
9 Balinsasayaw are positive or the majority students have the
positive beliefs in Mathematics.

2. The level of Performance in problem-solving of all the

students in grade 9 Balinsasayaw are proficient. Meaning, most
of the students used correct procedure in solving the problems,
their work were presented in a logical order, and they expressed
their solutions clearly and with correct answer.
Conclusions

3.There was no significant relationship between the beliefs in

mathematics and problem-solving performance. This imply that
the students beliefs in mathematics whether highly positive or
not, will not affect their problem solving performance. However,
the result shown a negative correlation coefficient between the
beliefs in mathematics and the problem solving performance,
meaning the higher the level of beliefs in mathematics, the
lower the level of the performance in problem-solving.