Chapter I

The problem and Its background

Introduction
 Mathematics (from Greek word “mathema” means
knowledge, study and learning) includes the study of such
topics as quantity (number theory), structure (algebra),
space (geometry), and change (mathematical analysis).
Mathematics is one of the most important and major subject
in our human life. It had its own terms, symbols, definition
and etc.
Having an excellent skill in solving mathematical
problems gives boost of confidence in every individual not
only academically but also professionally. But most of the
students find Mathematics subject hard to deal with, there are
some cases when a student becomes scared and their minds
will explode.
 People think that mathematics is really difficult and hard to
understand because of its different terms and symbols. Especially
when it involves on finding x and y, find the midpoint, slope of the
line, intersection and etc. People’s mind thinks it will explode and
fades.
According to Hugar (2011), pointed out the types of things we
might think about a mathematics classroom are equations, procedures,
and word problems, but in learning them, a student needs to master to
solve problem. Thus, over the last couple of decades there has been a
move to approach the teaching of mathematics through problem-
solving. Problem-solving as defined in the dictionary is the thought
processes involved in solving a problem and it is also the area of
cognitive psychology that studies the processes involved in solving
problems.
The article on Problem Solving in Mathematics: A Tool for Cognitive
Development from the University of New York, states that problem
solving is, “the process wherein students encounter a problem – a
question for which they have no immediately apparent resolution,
nor an algorithm that they can directly apply to get an answer. They
must then read the problem carefully, analyze it for whatever
information it has, and examine their own mathematical knowledge
to see if they can come up with a strategy that will help them find a
solution. The process forces the reorganization of existing ideas and
the emergence of new ones as students work on problems with the
help of a teacher who acts as a facilitator by asking questions that
help students to review their knowledge and construct new
connections.
 As the new knowledge is embedded into existing
cognitive frameworks, the result is an enrichment of the
network of ideas through understanding.” I think this in depth
look at what problem-solving is, is a great framework for what
the process entails and how the students benefit from learning
mathematics this way.

The objective of this study is to identify the performance of

Grade 10 students of Sto. Rosario National High School in
mathematics subject. And to know how they approach or find
solution in every problem or equation that is given to them.
STATEMENT OF THE
PROBLEM
 What is the demographic profile of the participants?
 age
 Sex
 Grades
 What topic do you find difficult to solve?
 Sequence
 Polynomial Division
 Synthetic Division
 Problem Solving
 What are the reasons of the respondents in having
difficulties in mathematics?
 Having difficulty to analyze a problem
 Sleepy in the class
 Lazy to study
 Lack of Understanding in Mathematical terms
 Easily to Forget the Studied Topic
 Is the teaching skill of the teacher affects you to understand
Mathematics?
 Yes
 No
 Maybe
 How the performance of the respondents based on the
view of their Mathematics Teacher?
 Very good
 Good
 Average
 Poor
 Very poor

 Do the respondents is willing to learn when the teacher

is having a discussion?
 Yes
 No
THEORITICAL
FRAMEWORK
 According to Hugar (2011), pointed out the types of things we
might think about a mathematics classroom are equations,
procedures, and word problems, but in learning them, a student
needs to master to solve problem. Thus, over the last couple of
decades there has been a move to approach the teaching of
mathematics through problem-solving. Problem-solving as
defined in the dictionary is the thought processes involved in
solving a problem and it is also the area of cognitive psychology
that studies the processes involved in solving problems. The
article on Problem Solving in Mathematics: A Tool for Cognitive
Development from the University of New York, states that
problem solving is, “the process wherein students encounter a
problem – a question for which they have no immediately
apparent resolution, nor an algorithm that they can directly apply
to get an answer.
 They must then read the problem carefully, analyze it for
whatever information it has, and examine their own
mathematical knowledge to see if they can come up with a
strategy that will help them find a solution. The process forces
the reorganization of existing ideas and the emergence of new
ones as students work on problems with the help of a teacher
who acts as a facilitator by asking questions that help students
to review their knowledge and construct new connections. As
the new knowledge is embedded into existing cognitive
frameworks, the result is an enrichment of the network of ideas
through understanding.” I think this in depth look at what
problem-solving is, is a great framework for what the process
entails and how the students benefit from learning mathematics
this way.
CONCEPTUAL
FRAMEWORK
 Statement of the Problem

Demographic What topic do they find difficult?

Profile What are the reasons of the
respondents why they are
Age having a hard time in
Gender Mathematics?
Grades Is the teaching skill of the
teacher affects you to
understand Mathematics?
How the performance of the
respondents based on the view
of their Mathematics Teacher?
Do the respondents is willing to
learn when the teacher is Performance of Grade 10 students in
having a discussion? Mathematics
SCOPE OF DELIMITATIONS

This study will be conduct in the

second semester of the School Year
2019-2020. The participants are the
Grade 10 students of Sto. Rosario
National High School, Sto. Domingo
Nueva Ecija.
 SIGNIFICANCE OF THE STUDY
The study is beneficial to the following people and entities:
To the Students- this research gives awareness to the students
on how can they improve their skill in solving mathematical
problems.
To the Mathematics Teacher- this research inspires the teachers
to encourage the students to focus on their study to achieve
their dreams in life.
To the Parents- this study will inform the parents about the
performance of their child/children and helps them to guide their
children in their education.
To the Future Researchers- this study will be their guide and it
helps them to accomplish their research.
DEFINITION OF TERMS
Change (mathematical analysis)- is the branch of
mathematics dealing with limits and related theories, such
as differentiation, integration, measure, infinite series, and
analytic functions.
“Mathema”- Greek word of mathematics which means
knowledge, study and learning.
Mathematics- a subject where most of the students find
hard, difficult and afraid of.
Quantity (number theory)- or arithmetic is a branch of pure
mathematics devoted primarily to the study of the integers.
Space (geometry)- (from the Ancient Greek geo- “earth”, -metron
“measurement”) is a branch of mathematics concerned with
questions of shape, size, relative position of figures and the
properties of space.
Students- those who afraid and having a hard in solving
mathematical problems.
Structure (algebra)- is the study of mathematical symbols and the
rules for manipulating these symbols.
Synthetic Division-is a method for manually performing Euclidean
division of polynomials, with less writing and fewer calculations
than occur with polynomial long division.
 CHAPTER II
REVIEW OF RELATED
LITERATURE
Local Literature
 According to Alvaera, Bayan, & Martinez (2009) of
De LaSalle University, Manila, conducted study
intended to determine whether parental
involvement and autonomy (mothers and fathers),
and teaching approach can predict public school
students’ achievement as measured by the general
average grades of students. In determining which
variable has a significant relationship with student
achievement, it showed that mother involvement
was significantly related with the students'
academic achievement.
According to Bandong (2010) of the University of the
Philippines Baguio, stated that as long as a student
is patient and sets his mind into it, he can learn
everything. All he needs is the understanding of the
four fundamental operations of arithmetic – addition,
subtraction, multiplication and division. Teachers and
students believe that Mathematics needs patience in
analyzing and solving every problem. The heart
determination is needed to make the subject
interesting and easy.
According to Lucero (2009), parental
involvement was significantly correlated with
both students' mathematics achievement and
attitudes. Mathematics achievement was
significantly correlated with both father's
education and mathematics attitudes; while
mathematics attitude was significantly
correlated with parents' monthly income.
According to Bigornia (2013) determined
the factors affecting the mathematical
proficiency level of students. Teacher
competence, students' background and
communication skills were found to have
highly significant relationship with pupils'
mathematics achievement.
A study conducted in Lanao del Norte by
Caliao (2014) aimed to determine the factors
associated with the students' ability to solve
problems in mathematics by associating
students' mathematics achievement with the
following factors: home environment, quality of
mathematics instruction received by the
students, students' attitude towards
mathematics, mental ability, and reading
comprehension ability.
According to Rondez (2009) studied
students in Iligan City wherein she
attempted to associate high achievement
in mathematics with the following factors:
home environment, quality and quantity of
math instruction received by students, and
students' attitude towards math.
Foreign Literature
 According to Hugar (2011), pointed out the types of
things we might think about a mathematics classroom are
equations, procedures, and word problems, but in learning
them, a student needs to master to solve problem. Thus,
over the last couple of decades there has been a move to
approach the teaching of mathematics through problem-
solving. Problem-solving as defined in the dictionary is the
thought processes involved in solving a problem and it is
also the area of cognitive psychology that studies the
processes involved in solving problems.
 According to Hugar (2011), Problem solving is the back bone
for mathematical instruction. This emergence has come to be
established due to the idea that studying math through problem
solving improves one’s ability to think, to reason, and to solve
problems that are confronted with in the real world. There seems
to be three themes characterized by the role of problem solving in
school mathematics curriculum: 1) Problem solving as content;
the idea that problems and the solving of them are a means to
achieve other valuable ends. 2) Problem solving as skill; this is
the idea that it is a skill to be taught and not necessarily a unitary
skill, but is a clear skill orientation. 3) Problem solving as art; this
is the idea that learning math through problem solving is an art of
discovery for its methods and rules.
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. These abilities vary
among students.
As reflected in the study of Cai (2010) on Mathematical
problem solving: What we know and where we are
going, states that there are three specific goals for
Problem Solving: (1) to examine the understanding of
the complex cognitive processes involved in problem
solving; (2) to explore the actual mechanisms by which
students learn and make sense of mathematics through
problem solving, and how this can be supported by
teachers; and (3) to identify future directions of
problem-solving research, including the use of
information technology.
According to Yeo (2014), states that problem
solving in Mathematics can also be explained
as “thinking and working mathematically” but
the converse is not true. It is an intricate
process which calls for problem solver who is
engaged in mathematical task to organize and
deal with the domain general pieces of
knowledge.
 Chapter iii
Methodology
RESEARCH DESIGN

The researchers use a descriptive research

design in the form of formative which they
give a set of questionnaire to gather the data
they need. According to Explorable,
descriptive research design is a scientific
method which involves observing and
describing the behavior of a subject without
influencing it in any way.
SAMPLING AND POPULATION

The researchers conduct a survey questionnaire

from Grade 10 students of Sto. Rosario National
High School SY 2019-2020. With a total of 124
students and 1 Mathematics Teacher, where they
check their corresponding answer for the following
questions that is given in the survey questionnaire.
RESPONDENTS OF THE STUDY

The respondent of the study consisted of the

entire population of Grade 10 students of Sto.
Rosario National High School SY 2019 2020.
From Grade 10 Almeda is 41 students, Alcaraz
is 35 students, and Alcala is 48 students with a
total of 124 students and 1 Mathematics
Teacher.
RESEARCH INSTRUMENT

The researchers use a survey

questionnaire for the respondents of the
study. Consisting of six question, four for
the students and two for the mathematics
teacher. The respondents check their
corresponding answer for the following
question given in the survey questionnaire.
DATA GATHERING PROCEDURE
The first step that the researchers do is that they
make a survey questionnaire for the Grade 10
students. Then after that they get the total population
of their respondents and it has a total of 124 students.
And they also ask the mathematics teacher about the
performance of the students. They also ask the
mathematics teacher about the performance of the
students. And they ask a permission to the
respondents, before conducting the survey.
STATISTICAL TREATMENT
P = F/N x 100
Where:
F = frequency
N = number of respondents
P = percentage

WM = TFV/N
Where:
WM = weighted mean
TFV = total frequency value
FV = frequency x value
N = number of respondents
THANK YOU