City of Cabadbaran: Northern Mindanao Colleges, Inc
City of Cabadbaran: Northern Mindanao Colleges, Inc
City of Cabadbaran: Northern Mindanao Colleges, Inc
City of Cabadbaran
College of Teacher Education
A Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
Major in Mathematics
By
IRISH JOY B. CAPLES
NIÑO JAMES BRIAN Y. DAGANI
RICHARD B. DINGAL
December 2022
CHAPTER I 1
terms.
Introduction
deals with issues requiring analysis, computation, and other mental abilities.
The concept that studying mathematics aids in learning, thinking, and the
driving force for both learning mathematics and teaching it. Math helps to train
higher order thinking skills is one of the intriguing topics regarding studying
enhances students' skills and their capacity for thoughtful, rational, and
creative thought. Hugar (2011) said that while equations, processes, and word
problems may come to mind when picturing a mathematics classroom, a
has been a shift in recent years toward teaching arithmetic through the
uncomfortable because they are not able to recall and apply learned
Access to a wider universe than that in which people were educated and
Filipino students find word problems difficult (Brawner et al., 1999), and the
English more difficult than those in Filipino (Bautista, Mitchelmore, & Mulligan,
2009; Bautista & Mulligan, 2010 ; Bernardo, 1999). It is also well-known that
word problems in English are more difficult for students who are still in the
2008).
solving steps.
problem-solving that will meet the needs of the students and assist teachers
To the students, using the strategies discussed in this study, they can
comprehend why they have trouble with some mathematical issues and solve
This study was guided on Cognitivist Theory of Jean Plaget which states
students who are not skilled in formulating a mathematical equation will not be
able to solve the word problem which will lead the pupils to the unfavorable
stressed that pupils need to apply cognitive strategies of goal and sequences
that the students have because these pre-skills play a big part in solving
mathematics.
directed to the conduct of the study. The pupils' attitude and the teachers
(Bruning, et. al., (2011). Comitive Psychology and Instruction (5th ed.).
process skill errors that is the ability of student in doing process skill errors of
mathematics correctly or not, and (e) enconding errors that is student ability to
solving the problem solving, there are four steps to be taken: “(1) to
understand the problem, (2) plan for completion, (3) do the problem according
to plan, and (4) to re-examine for all steps are done. In the PISA mathematics
Pre-test score
Mathematical Modeling
Post-test score
Pre- evaluation
Math Riddles
α Post- evaluation
Figure 1. This diagram showed the interplay of independent variable and the
dependent variable.
Statement of the Problem
Mindanao Colleges, Inc. The research included the difficulties of the students
committed by the students. The study is conducted during the second term of
Definition of Terms
Math Riddles-
Mathematical Modeling-
Chapter II
2016). There is a greater need than ever for persons who appreciate
Identifying the issue is the first step, as you can read. The issue solver
attempts to determine the concept or principle at play within the problem. This
is essentially a higher form of step one in which the student identifies what the
however, the student is really asking, “What is this problem like?” He or she is
connecting the new problem to prior knowledge. The student might draw a
picture of what the situation would look like.The third step, Select a Strategy,
the problem based on the what he or she found in steps one and two.One
forms tentative hypothesis, and assumes a solution. The fourth step is Solve
the Problem. Once the method has been selected the student applies it to the
problem. The final step, Review and Extend, is where the student verifies his
or her answers and looks for variations in the method of solving the problem
heuristic. For Polya (1945), problem solving heuristics are not clear-cut rules
in coming up with the correct answers, rather they are possible solutions for
certain problems. According to Polya (1981), solving a routine problem did not
extremely uncomfortable because they are not able to recall and apply
and reading. Powell et al. (2020) revealed the estimated comorbidity rates for
and 70% among existing research studies. They presented a brief overview of
Powell et al. raised the question of whether students’ reading abilities might
students with MD+RD or MD alone. Among them, only three studies directly
compared the responses of students with MD+RD and with MD alone to the
Chapter III
Methodology
Research Design
This research is purely descriptive in nature and uses pre-test /post - test
Research Locale
The respondents of this study are the Grade 8 students enrolled in the subject
Considering a very large number of respondents the sample size has been
Research Instruments
The research instrument used in this study was pre- design questioner for
pre- test and posttest for the students. the questioner was a tool to use by
The pretest is a word problem type and composed of 5 items. The pretest
posttest also a word problem type and composed of 5 items. The posttest
includes explaining how they derive that solution, that help evaluate what they
learn.
The researchers will give a letter of request and sample draft questioners to
the Authority/ Adviser for improvement. Upon approval, the researchers will
secure permission from the school head and the selected Grade 8 students.
After a letter of permission was sought, the researchers met the respondents
The data were gathered from the questionnaire were collected and
These are used to describe the pre-test and post-test scores of the students.
Weighted Mean and Descriptive Rating was used to describe the math
enables us to determine with a great deal of accuracy where the values of the
distribution are located in relation to the mean. This was used in describing