PEAK GRI DAMILE-JEEANNIE-etc
PEAK GRI DAMILE-JEEANNIE-etc
PEAK GRI DAMILE-JEEANNIE-etc
MATHEMATICS
DAMILES, JEEANNIE
HINAMPAS, FATIMA
TORREJOS, MITCHELLE
June 2022
STUDENTS’ ADVERSITY QUOTIENT AND PROBLEM SOLVING SKILLS IN
MATHEMATICS
_______________
A Thesis
_______________
Major in Mathematics
_______________
JEEANNIE S. DAMILES
FATIMA A. HINAMPAS
MITCHELLE G. TORREJOS
June 2022
APPROVAL SHEET
THESIS COMMITTEE
EXAMINING PANEL
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Chapter Page
INTRODUCTION
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Literature Background . . . . . . . . . . . . . . . . . . . . . . . . . 3
THE PROBLEM
Statement of Hypotheses . . . . . . . . . . . . . . . . . . . . . . 13
RESEARCH METHODOLOGY
Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . 18
DEFINITION OF TERMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Skills in Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
APPENDICES
RESEARCHERS’ BIODATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
LIST OF FIGURES AND TABLES
Figure Page
Table
their Age. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
their Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
INTRODUCTION
Rationale
youth, student welfare’s social and mental health aspects in tertiary level
2019). According to news accounts, there was a rise in the number of college
students who committed suicide in different ways, such as jumping from a building
(Manila Bulletin, 2013) or shooting themselves with a pistol (Phnews, 2013). One
suicide referral was made every day among teenagers (Tomacruz, 2018).
Adversity Quotient in the area of education that focused on students could be used
to help students improve their character such that they had a positive mindset in
the face of adversity. The AQ allowed students the ability to face adversity,
important (Fernandez, Hadaway & Wilson, 2011). The primary aim of teaching
problem solving was for students to gain a general ability to solve real-world
the majority of students found it extremely difficult to learn the various Mathematics
2
skills and processes that they would need in their daily lives (Ganal & Guiab, 2014).
Effendi (2012) as cited in Hajidin, Marwan and Sari (2019) suggested that problem
solving skills for students needed to be sought so that students could find solutions
lives and studies. There were times when the researchers were brave to face these
but there were also times when they got down because of these. Cura and Gozum
(2011) noted that during his or her journey through the past, present and future
situation where he or she would put himself or herself through the test of his or her
patience, his or her strength to overcome it, his or her decision-making wisdom
and at the end a blinding light enlightening him or her that he or she had gained
Mathematics and real life. The researchers did their best in problem solving
activities all the time but there were times still when they were not able to solve
to use and integrate a variety of Mathematics concepts and skills while also making
3
decisions. Students, on the other hand, were said to be having difficulty solving
problems in Mathematics.
solving skills in Mathematics to their lives not just as students but also as human
beings. Being able to deal with adversities positively and solve problems related
to Mathematics and real life skillfully were great advantages to survive and
succeed in one’s journey (Brooks, 2015; Our Bureau, 2013). The researchers also
believed that all of these applied not just to them but also to others.
For these reasons, the researchers were inspired to determine the levels of
Literature Background
In the pursuit of its mandate, Bohol Island State University was supported
Search for Excellence. These could be related to the AQ and the problem solving
Mathematics had been extensively researched in the past (Insani & Mardika,
2017).
This research was conducted based on laws that were being implemented
in the Philippines. Article XIV Section 10 of the 1987 Constitution of the Republic
Students’ Profile
Action Plan
The AQ and the problem solving skills in Mathematics of the students were two
aspects in the area of education that indeed, helped promote students’ total
development.
This implied that the system of education should be based on the needs of the
people and society, such as the need for a high AQ and outstanding problem
difficult or unlucky situation or event”. In line with this, the definition of AQ in PEAK
Learning, Inc. (n.d.) was one’s “hardwired pattern of response to any and all forms
of adversity.” Paul G. Stoltz, PhD, chief executive officer of PEAK Learning, Inc.
was the originator of the AQ. This was a product of 19 years of research and 10
years of application about what it took to succeed. Dr. Stoltz oversaw a research
and advancing the applications of AQ. The AQ®, Adversity Quotient® and AQ
6
Profile® were registered trademarks of PEAK Learning, Inc., 3940 Broad Street,
It asked the question: To what extent could I influence whatever happened next?
action and engagement. R stood for “reach”. It asked the question: How far would
it reach into and affect everything else? This dimension determined burden, stress,
energy and effort and it tended to have a cumulative effect. E stood for
“endurance”. It asked the question: How long would it take to get past this
mindsets and beliefs shaped his or her experiences. One might start being more
resilient and learning to bounce back from life's adversities by understanding their
cognitive distortion in which issues or failures were internalized. When one held
of his or her life. An example was losing a contest and concluding that everything
7
was doom and gloom. One could move on toward a better existence by realizing
that terrible sentiments did not affect every aspect of his or her life. “Permanence”
was defined as the belief that negative experiences or incidents were permanent
from making an effort to improve his or her circumstances, leaving him or her
Philippines University. The instrument used was a questionnaire adapted from Dr.
indicated that the respondents had an average AQ. The research of Española
Students In MSU Marawi City” also determined the level of AQ of the third and
fourth year college students in Mindanao State University - Main Campus. The
instrument used was also a questionnaire adapted from Dr. Stoltz’s Adversity
Response Profile. The results indicated that the respondents had an average AQ,
age. Because the majority of the respondents were in their adolescent years, their
The lack of gender differences in AQ was assumed to be due to the fact that men
and women confronted identical challenges, hence their perceptions were similar
(Merchant, 2012).
among different undergraduate year levels, notably between first and second year
undergraduates and first and third year undergraduates. First year undergraduates
reported a significantly lower level of AQ when compared to second and third year
undergraduates.
On the other hand, the Situated Learning theory, by Jean Lave and Etienne
context, such as settings and applications that would normally involve knowledge
(Lave & Wenger, 1991). When applied to Mathematics, the theory suggested that
lessons needed to be based on real life because it was where Mathematics was
in the form of sentence/s and was related to Mathematics and real life. In a book
by George Polya which was published in 1945 and titled “How To Solve It”, there
were four steps in Mathematics problem solving. First, one had to understand the
problem. The second was to find the connection between the data and the
connection could not be found. He or she should obtain eventually a plan of the
solution. The third step was to carry out the plan. The fourth was to examine the
solution obtained.
least one of the four arithmetic operations and/or a ratio to solve practical situations
(Lacuis, 2011). Number problems, digit problems, age problems, clock problems,
probability, done through a problem solving type of test. The majority of the
Along with this, the findings of Matel (2013) in the research titled “Reading
School Students of Tagaytay City Science National High School” showed that
Mathematics when grouped according to their age and gender. This meant that
the age, as well as the gender of the students, did not matter in identifying their
research titled “What difference does a year of schooling make?” showed that
there was a significant difference in the second grade and third grade pupils’ level
of arithmetic problem solving skills when grouped according to their grade level.
Third grade pupils had a higher level of arithmetic problem solving skills than the
Speaking of which, there were studies that determined whether the AQ of pre-
(Hidayat, Noto & Sariningsih, 2019), both using an experimental design. The
variables.
that none of the mechanisms of the human agency were more central or ubiquitous
than people's beliefs in their ability to change events that affected their lives.
being were all built on this underlying belief (Bandura, 1977). This supported that
With all these in mind, the researchers were encouraged to find out if there
Mathematics across their age, gender and year level as well as if the level of AQ
Mathematics.
THE PROBLEM
This study sought to determine the levels of Adversity Quotient and problem
1.1. age;
3.1. age;
in Mathematics across:
4.1. age;
Statement of Hypotheses
Students. The findings of this study would give Mathematics major students
would lead them to be conscious and improve on these aspects of their lives.
to strategize to help their students with their AQ and problem solving skills in
Mathematics.
and problem solving skills in Mathematics. This would inspire them to help their
skills in Mathematics.
future researchers who would like to conduct related studies. This would be a
RESEARCH METHODOLOGY
Design
This study utilized the quantitative type of study which according to Adanza,
gathered numerical values as its data and also investigated concepts, constructs
and variables. In this type, researchers started with hypotheses and then collected
data that could be used to determine whether empirical evidence that supported
This study used descriptive and regression designs. The descriptive design
was used to describe the characteristics of the population being studied and the
regression design was used to infer the relationship between the independent
questionnaire and test, respectively were used for the collection of data. These
were fitted to this study since the focus was to present, analyze and interpret data
looking for the association between these two aspects of the students’ being.
education in Bohol which was Bohol Island State University - Main Campus. It was
located along Carlos P. Garcia North Avenue, Tagbilaran City. One of the colleges
of the said institution was the College of Teacher Education which was committed
in the school year 2021-2022. Aside from being the best-fit respondents for this
study, they were also the easiest to approach for data gathering. Twenty percent
year 2021-2022 were the pilot respondents of the study. A total of 163 individuals
The type of sampling used in choosing the sample was purposive sampling.
for the sample are chosen by the judgement of the researcher” (Black, 2010).
Meanwhile, stratified random sampling was used to identify the pilot respondents.
This involved dividing the entire population into homogeneous groups called strata.
Random samples were then selected from each stratum (Hayes, 2020). In this
Instrument
In determining the students’ level of AQ, the researchers utilized the Online
AQ Profile developed by Dr. Stoltz. The items used to assess adversity response
patterns included the four CORE dimensions which together comprised and
hypothetical adverse events. Items were scored using interactive 10-point Likert
appointment...To what extent can you influence what happens next? (1) not at all
» (10) completely.” Another question read, “You suffer a financial setback... How
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long will this situation negatively affect you? (1) Forever » (10) Momentarily, if at
all.”
The PEAK Learning team estimated the reliability and validity of the Online
countries and represented a broad range of job positions and responsibilities. The
reliability of the Online AQ Profile was very good (.92) which indicated that the
scores were suitable for drawing reliable inferences about individual test takers.
one problem for each of the different routine problems, namely: number problem,
digit problem, age problem, clock problem, mixture and solution problem, work
The problem solving test was originally a 20-item test containing two
2021-2022. To estimate the reliability of the problem solving test, the researchers
used Cronbach’s alpha and the problem solving test was found to have very good
reliability (.95). To estimate its validity, the researchers performed an item analysis.
The discrimination index and the difficulty index of each item were considered so
17
that one problem from each of the different routine problems remained. Very good
items as well as marginal and poor items but displayed the capability of the
students to perform the expected outcome were retained. Marginal and poor items
were revised.
Both instruments inquired the profile of the students. The link to the Online
AQ Profile and the Portable Document Format (PDF) of the problem solving test
were posted in the Google Classroom created by the researchers where the
Procedure
Here were the steps the researchers took to gather the data:
I. Asking Permission
students of BISU - MC in the school year 2021-2022 was sent to the Campus
Director and Dean of the College of Teacher Education. After being approved, the
researchers asked for consent from the class advisers of the respondents as well
as from the respondents themselves. The letter presented the purpose of the study
with the request for approval to conduct the study to the respondents.
email to PEAK Learning. As the request was granted and signed as an agreement
on the use of the instrument. The problem solving test was drafted and was shown
to the thesis adviser, an expert Mathematics teacher and thesis critic, an expert
18
English teacher for improvement. Then, it was revised based on the adviser and
critic’s suggestions.
The Online AQ Profile was not anymore pilot tested because it was a
standardized one. The problem solving test was pilot tested on the 44 BSEd-
The Online AQ Profile was for determining the students’ level of AQ and the
problem solving test was for determining their level of problem solving skills in
Mathematics.
The researchers gathered the data and the data gathered underwent
made.
Statistical Treatment
High. The person probably had the ability to withstand significant adversity and to
Above Average. The person had probably done a fairly good job in persisting
basis.
Average. The person usually did descent job of navigating life as long as
everything was going relatively smooth. However, the person might suffer
Below Average. The person was likely to be under-utilizing his potential. Adversity
could take a significant and unnecessary toll, making it difficult to continue the
ascent. The person might battle against a sense of helplessness and despair.
respondents, the rubric below that was developed and validated by the California
(1992) was used in scoring the respondents’ solutions for the problem solving test.
The scores that they got were converted into percentages and interpreted based
on the following scale that was developed and validated by Oliveros (2014).
HOLISTIC RUBRIC FOR SCORING STUDENTS’ RESPONSES TO THE PROBLEM SOLVING TEST
BASED ON POLYA (1945)
6 5 4 3 2 1 0
Exemplary Competent Satisfactory Nearly Began Failed to No
response response with minor satisfactory, problem but begin attempt
flaws but contained failed to effectively at
serious flaws complete solution
solution
The response This The problem The response The response The problem No
was complete response was was was was not attempt
and included a was fairly completed incomplete. incomplete effectively at
clear and complete satisfactorily, The problem and showed represented. copying
accurate and but the was either little or no Parts of the or
explanation of included a explanation incomplete or understanding problem solving
the techniques reasonably was lacking major portions of the might be the
used to solve clear in clarity or had been mathematical copied, but problem
the problem. It explanation supporting omitted. Major processes no solution was
included of the evidence. computational involved. The was made.
accurate ideas and The errors might diagram or attempted.
diagrams processes underlying exist, or explanation Pertinent
(where used. Solid mathematical misuse of was unclear. information
appropriate), supporting principles formulas or was not
identified arguments were terms might identified.
important were generally be present.
information, presented, understood, The response
showed a full but some but the generally did
understanding aspects diagram or not show a
of ideas and might not description full
mathematical be as was understanding
processes clearly or inappropriate of the
used in the completely or mathematical
solution, and explained unclear. concepts
clearly as involved.
communicated possible.
this
knowledge.
Performance Rating
Qualitative Description Interpretation
(%)
81-100 Outstanding This meant the students
demonstrated comprehensive
problem solving skills.
21
level of AQ when grouped according to their age, the Kruskal-Wallis test, the
Independent sample t-test was used since the assumption of normality distribution
of the dependent variable for each group was not met. To determine whether there
according to their year level, the Kruskal-Wallis test, the nonparametric counterpart
level of problem solving skills in Mathematics when grouped according to their age,
One-way ANOVA was used since the assumptions for this parametric test were
sample t-test was used since the assumption of normality distribution of the
dependent variable for each group was not met. To determine whether there was
Mathematics when grouped according to their year level, the Kruskal-Wallis test,
Linear regression were tested. The relationship between the dependent and the
independent variable was linear since the value sig. Deviation from Linearity>0.05.
The values of the residuals were independent since the Durbin-Watson statistic
was approximately 2. The variance of the residuals was constant since the
scatterplot of the residuals did not have an obvious pattern. The residuals were
approximately normally distributed since the data points were near the diagonal of
the P-P Plot of Regression Standardized Residual. There were no influential cases
biasing the model since no instance of Cook’s distance greater than one had
DEFINITION OF TERMS
occurrence that a person might experience like the unexpected death of someone
close.
adversity positively.
number problem, digit problem, age problem, clock problem, mixture and solution
problem, work problem, uniform motion problem, investment and money problem,
student to solve a problem in Mathematics. This was their ability to understand the
problem, devise a plan, carry out the plan and look back.
Profile. This referred to the age, gender and year level of the respondents
of this study who were the BSEd-Mathematics students of BISU - MC in the school
year 2021-2022.
data gathered. It contained the profile and levels of AQ and problem solving skills
2021-2022. The data gathered were statistically treated and presented in the
Table 1.1
Distribution of the Respondents’ Age
Table 1.1 showed that the age of the respondents ranged from 18 to 22
years old. Based on Section 4 of Republic Act No. 10533, the entrant age to the
senior high school level was typically 16 years old in two years of senior high
school education (Republic Act No. 10533, 2013). This implied that the entrant age
to the college level was typically 18 years old. Since BSEd-Mathematics was a
four-year program, the age of the students ranged from 18 to 22 years old.
Table 1.2
Distribution of the Respondents’ Gender
Table 1.2 showed that females numerically dominated the analyzed field.
Tasner, Mihelic and Ceplak (2017) confirmed that the predominance of women in
25
respondents’ habitus and their perception of the field they were entering.
Table 1.3
Distribution of the Respondents’ Year Level
Table 1.3 showed that majority of the respondents were from the first and
fourth year levels. This was because the first and fourth year levels both had two
sections while second and third only had one section each.
Table 2.1
Respondents’ Level of AQ
N = 163
Table 2.1 showed that the AQ of the respondents had a mean of 124.34.
This indicated a below average AQ that meant the respondents were likely to be
toll, making it difficult to continue the ascent. They might battle against a sense of
helplessness and despair and escape was possible by raising the level of AQ.
This result was the same with Sanchez (2018) where the Psychology
meant that even though the respondents might perceive control and responsibility
over these temporary adverse events, they might under-utilize their potential to do
26
so, thus these events might take unnecessary toll in their lives. Another study
conducted by Fernando et al. (2018) discovered that more than half of the total
As one would observe, the respondents in this study were college students
like the respondents in the abovementioned studies. On the other hand, in the
study conducted by Patdo, Mariano and Gonzales (2011), the respondents were
those parents who were involved in child-care who might have more life experience
adversity.
Table 2.2
Respondents’ Level of Problem Solving Skills in Mathematics
N = 163
Table 2.2 showed that the problem solving skills in Mathematics of the
problem solving skills. They did not require assistance in problem solving but they
still had a room for improvement. The respondents were able to solve the routine
Modern World.
27
Table 3.1
Respondents’ Level of AQ Across their Age
N = 163
Kruskal
Mean
Age N -Wallis df Asymp. Sig. Description Decision
Rank
H
18 32 74.56
19 34 75.37
20 37 92.19 6.531 4 0.163 Insignificant Accept 𝐻0
21 29 72.03
22 31 94.11
Table 3.1 displayed the result of the Kruskal-Wallis test done to determine
age. The result indicated insignificant difference, x2(4)=6.531, p=0.163. Since the
p-value was greater than the significance level of 0.05, the null hypothesis was
accepted. There was no significant difference in the level of AQ between 18, 19,
20, 21 and 22 years old respondents. This could be because the ages were very
The result was the same with the findings of the study conducted by
Fernandez et al. (n.d.) showing that the level of AQ of first to fourth year BS
did not differ significantly in terms of age. Because majority of the respondents
were in their adolescent years, the researchers believed that their response to
Table 3.2
Respondents’ Level of AQ Across their Gender
N = 163
across their gender. The result indicated insignificant difference between groups,
[U=1910.500, p=0.393]. Since the p-value was greater than the significance level
of 0.05, the null hypothesis was accepted. There was no significant difference in
the level of AQ between males and females. This meant that regardless of the
gender of the respondents, both had the same coping abilities when facing
adversities in life.
This was similar to the result of the study conducted by Hanum (2018)
due to the fact that men and women confronted identical challenges, hence their
Table 3.3
Respondents’ Level of AQ Across their Year Level
N = 163
Kruskal
Year Mean
N -Wallis df Asymp. Sig. Description Decision
Level Rank
H
1 59 80.22
2 31 71.11
3 3.250 3 0.355 Insignificant Accept 𝐻0
27 92.07
4 46 85.71
Table 3.3 displayed the result of the Kruskal-Wallis test done to determine
Since the p-value was greater than the significance level of 0.05, the null
29
between first, second, third and fourth year respondents. The result was different
from Abdullah and Khairani (2018) who found significant differences in AQ scores
among the different undergraduate year levels, specifically between first and
second as well as first and third year undergraduates. This might be due to the
huge differences in the distribution of the respondents for each year level in this
study.
Table 4.1
Respondents’ Level of Problem Solving Skills in Mathematics Across their Age
N = 163
Sum of Mean
df F Sig. Description Decision
Squares Square
Between
6986.263 4 1746.566
Groups
Within 6.727 <.001 Significant Reject 𝐻0
41024.227 158 259.647
Groups
Total 48010.491 162
Table 4.1 displayed the result of the One-way ANOVA that was employed
problem solving skills in Mathematics across their age. The result indicated a
than the significance level of 0.05, the null hypothesis was rejected. At least one
of the age groups had significantly different level of problem solving skills in
and mathematics.
30
run. Scheffee was used since there was prior knowledge of the need for all
contrasts to be tested.
Table 4.1.1
Scheffee on the Significant Difference in Level of Problem Solving Skills in Mathematics
Across Age
N = 163
Table 4.1.1 displayed the result of the Scheffee ran to determine which age
Result in the pairwise comparison of means revealed that the level of problem
solving skills in Mathematics was significantly different between 18 and 21, 18 and
22, 19 and 21 and 19 and 22 (p<0.05). The 18 years old respondents had lower
years old respondents had lower level of problem solving skills in Mathematics
old respondents. This could be because the 21 and 22 years old respondents were
and 19 years old respondents. However, this was not the case between 18 and 19
In the study of Ozdayi (2019), the results revealed that there was a
ages. The age group 22-25 had the lowest level of problem solving skills while the
age group 30 and above had the highest level of problem solving skills. Bakare
(2015) assumed that the more growth, the better the person, due to accumulation
of experiences, which in no small way always guided the decision making of such
individual.
Table 4.2
Respondents’ Level of Problem Solving Skills in Mathematics Across their Gender
N = 163
solving skills in Mathematics across their gender. The result indicated insignificant
32
difference between groups, [U=1854.500, p=0.551]. Since the p-value was greater
than the significance level of 0.05, the null hypothesis was accepted. There was
Problem Solving Skills of Fourth Year High School Students of Tagaytay City
Science National High School”, the result indicated that there was no significant
grouped according to their gender. This meant that the gender of the students did
not matter in identifying their level of problem solving skills in Mathematics. The
reason for the equal performance of male and female students might not be
unconnected with the fact that both saw themselves as equals and capable of
Table 4.3
Respondents’ Level of Problem Solving Skills in Mathematics Across their Year Level
N = 163
Year Kruskal-
N Mean Rank df Asymp. Sig. Description Decision
Level Wallis H
1 59 55.53
2 31 65.08
49.438 3 <.001 Significant Reject 𝐻0
3 27 112.07
4 46 109.70
Table 4.3 displayed the result of the Kruskal-Wallis test done to determine
skills in Mathematics across their year level. The result indicated a significant
difference, x2(3)=49.438, p=<.001. Since the p-value was lesser than the
significance level of 0.05, the null hypothesis was rejected. There was a significant
33
second, third and fourth year respondents. At least one of the year level groups
to Cakiroglu, Kuruyer and Ozsoy (2015), when students proceeded through higher
classes, acquired skills were developed further and higher skills were inculcated
Table 4.3.1
Mann-Whitney U-test on the Significant Difference in Level of Problem Solving Skills in
Mathematics Across Year Level
N = 163
Mann- Asymp.
Year Mean Sum of
N Whitney Sig. (2- Description Decision
Level Rank Ranks
U tailed)
1 59 42.84 2527.50
757.500 0.182 Insignificant Accept 𝐻0
2 31 50.56 1567.50
Total 90
1 59 32.71 1930.00
160.000 <.001 Significant Reject 𝐻0
3 27 67.07 1811.00
Total 86
1 59 39.98 2359.00
589.000 <.001 Significant Reject 𝐻0
4 46 69.70 3206.00
Total 105
2 31 19.85 615.50
119.500 <.001 Significant Reject 𝐻0
3 27 40.57 1095.50
Total 58
2 31 26.66 826.50
330.500 <.001 Significant Reject 𝐻0
4 46 47.32 2176.50
Total 77
3 27 32.43 875.50
497.500 .157 Insignificant Accept 𝐻0
4 46 39.68 1825.50
Total 73
determine which year level groups had significantly different level of problem
that the level of problem solving skills in Mathematics was significantly different
between 1 and 3, 1 and 4, 2 and 3 and 2 and 4 (p<0.05). The first year respondents
had lower level of problem solving skills in Mathematics than the third and fourth
year respondents. Also, the second year respondents had lower level of problem
solving skills in Mathematics than the third and fourth year respondents. This could
be because of the experience in higher mathematical topics that the third and
fourth year college students encountered in their study compared to the first and
second year college students. However, this was not the case between 1 and 2
and 3 and 4.
This was the same result with Barth, Menon and Rosenberg-Lee (2011) in
their research titled “What difference does a year of schooling make?”, there was
a significant difference in second grade and third grade pupils’ level of arithmetic
problem solving skills when grouped according to their grade level. Third grade
pupils had a higher level of arithmetic problem solving skills than the second grade
pupils. According to Bingham (1998), problem solving skill was a learnable concept
Table 5
Respondents’ Level of AQ Predicting their Level of Problem Solving Skills in Mathematics
N = 163
Hypothesis
Testing Result
R Adjusted Unstandardized
Model Sig. at 95%
Square R Square B
confidence
interval
Reject 𝐻0 (0.032
1 0.028 0.022 0.212 0.032
< 0.05)
a. Predictor: Level of AQ
b. Dependent Variable: Level of Problem Solving Skills in Mathematics
35
solving skills in Mathematics was explained by level of AQ. Since the p-value was
0.032 which was lesser than the significance level of 0.05, the null hypothesis was
Mathematics. For every unit increase in level of AQ, level of problem solving skills
Hakim and Murtafiah (2020) found that the level of AQ of the Mathematics
beliefs in their ability to change events that affected their lives. Human inspiration,
With the help of appropriate statistical tools, the data gathered were able to
produce valid and reliable results that were presented, analyzed and interpreted
year-olds, mostly females and first and fourth years in majority. Their AQ was
36
below average while their problem solving skills in Mathematics was satisfactory.
There was no significant difference in their level of AQ across their profile but there
across their age and year level. The 18 and 19 year-olds had lower level of problem
solving skills in Mathematics than the 21 and 22 year-olds. The first and second
years had lower level of problem solving skills in Mathematics than the third and
This chapter manifested the summary of the study as well as its conclusion
Summary of Findings
The main aim of the study was to determine the levels of Adversity Quotient
Mathematics across their age, gender and year level as well as their level of AQ
also aimed to develop a plan of action that would be proposed to improve these
The locale of the study was Bohol Island State University - Main Campus.
The study utilized the quantitative type of study. It made use of the
and the regression design to infer the relationship between the independent
variable and dependent variable. The Online AQ Profile was used for determining
38
the respondents’ level of AQ and a 10-item test was used for determining their
statistical treatment through IBM SPSS Statistics Trial software. To determine their
their level of AQ, PEAK Learning provided the data results along with an AQ Profile
Mathematics, a rubric that was developed and validated by the California State
for the problem solving test. The scores that they got were converted into
percentages and interpreted based on a scale that was developed and validated
by Oliveros (2014).
level of AQ when grouped according to their age and year level, the Kruskal-Wallis
test was used. To determine whether there was a significant difference in their
level of AQ when grouped according to their gender, Mann Whitney U-test was
problem solving skills in Mathematics when grouped according to their age, One-
way ANOVA was used. To determine whether there was a significant difference in
their level of problem solving skills in Mathematics when grouped according to their
gender, Mann Whitney U-test was used. To determine whether there was a
grouped according to their year level, the Kruskal-Wallis test was used. To
39
Findings
Age. Data revealed that the age of the respondents ranged from 18
to 22 years old.
analyzed field.
AQ. In general, this indicated a below average AQ that meant they were
and unnecessary toll, making it difficult to continue the ascent. They might
that the problem solving skills in Mathematics of the respondents was 30%
40
meant they demonstrated adequate problem solving skills. They did not
require assistance in problem solving but they still had room for
improvement.
p=0.163. Since the p-value was greater than the significance level of 0.05,
the null hypothesis was accepted. There was no significant difference in the
groups, [U=1910.500, p=0.393]. Since the p-value was greater than the
significance level of 0.05, the null hypothesis was accepted. There was no
x2(3)=3.250, p=0.355. Since the p-value was greater than the significance
level of 0.05, the null hypothesis was accepted. There was no significant
difference in the level of AQ between first, second, third and fourth year
respondents.
Mathematics
significance level of 0.05, the null hypothesis was rejected. The level of
and 21, 18 and 22, 19 and 21 and 19 and 22 (p<0.05). The 18 and 19 years
than the 21 and 22 years old respondents. However, this was not the case
between 18 and 19, 18 and 20, 19 and 20, 20 and 21, 20 and 22 and 21
and 22.
groups, [U=1854.500, p=0.551]. Since the p-value was greater than the
significance level of 0.05, the null hypothesis was accepted. There was no
x2(3)=49.438, p=<.001. Since the p-value was lesser than the significance
level of 0.05, the null hypothesis was rejected. The level of problem solving
and 3 and 2 and 4 (p<0.05). The first and second year respondents had a
lower level of problem solving skills in Mathematics than the third and fourth
year respondents. However, this was not the case between 1 and 2 and 3
and 4.
Skills in Mathematics
42
solving skills in Mathematics was explained by the level of AQ. The p-value
was 0.032 which was lesser than the significance level of 0.05. Therefore,
skills in Mathematics. If the level of AQ increased for one unit, the level of
Conclusion
The age, gender and year level of students did not matter in identifying their
level of AQ. On the other hand, the older students had a higher level of problem
solving skills in Mathematics than the younger ones and the students in the higher
year level had a higher level of problem solving skills in Mathematics than those in
the lower year level. Finally, their level of AQ gave a positive influence on their
Recommendations
In line with the findings of the study, the conclusion reached and their
1. The education system should be aligned with the profile of the students.
2. The teachers would let the students read the book of Paul G. Stoltz, PhD
students would also reflect on the word of God. Also, the teachers would let
the students study the book by George Polya titled “How To Solve It”. The
3. Regardless of age, gender and year level, the family and friends of the
students should encourage them in every way they can for their better future
5. Future researchers could replicate the study to further verify the results.
Rationale
Ecclesiastes 3 said, “There is a given time for everything and a time for
every happening under heaven:… A time for tears, a time for laughter; a time for
mourning, a time for dancing..” Life was not always easy. Regardless of any status
in life, adversity was present. Nevertheless, it was not about the adversity. It was
was below average and this influenced their level of problem solving skills in
Objectives
Mechanics of Implementation
Center. It would be submitted to the Campus Director for the approval of its
Schedule of Implementation
The program would be for the whole school year and for the next school
years to come. It was the free will of the students when they would approach for
counseling.
Evaluative Measure
For the success of the guidance program, the Guidance Office as the
The school’s technical group would also offer assistance since the educational
Persons Evaluative
Areas of Concern Objectives Strategies Time Frame Budget
Involved Measure
1. The Hiring of To provide Social Media One month Guidance 10,000 License
a School students with Post Counselors
Psychologist professional
counseling
REFERENCES
Barth, M., Menon, V., & Rosenberg-Lee, M. (2011). What difference does a year
of schooling make? Neuroimage, 57(3), 796–808.
https://doi.org/10.1016/j.neuroimage.2011.05.013
Dorji, R., & Singh, K. (2019). Role of Adversity Quotient in Learning, International
Journal of Education, 11(46229),119–125. Retrieved from
http://ijoe.vidyapublications.com
Fernandez, M., Hadaway, N., & Wilson J. (2011). Mathematical Problem Solving.
University of Georgia. Retrieved
from http://jwilson.coe.uga.edu/emt725/PSsyn/Pssyn.html
49
Hajidin, H., Marwan, M., & Sari, I. (2019). Students' Thinking Process in Solving
Mathematical Problems in Build Flat Side Spaces of Material Reviewed
from Adversity Quotient, Malikussaleh Journal of Mathematics Learning
(MJML), 2(2). https://doi.org/10.29103/mjml.v2i2.1468
Hidayat, W., Noto, M. S., & Sariningsih, R. (2019). The Influence of Adversity
Quotient on Students’ Mathematical Understanding Ability. Journal of
50
Insani, S. U., & Mardika, F. (2017). Adversity Quotient and Students’ Problem
Solving Skill in Mathematics. 4th ICRIEMS Proceeding, 211-25.
Yogyakarta: The Faculty of Mathematics and Natural Sciences,
Yogyakarta State University.
Juwita, H. R., Roemintoyo, & Usodo, B. (2020). The Role of Adversity Quotient in
The Field of Education: A Review of The Literature on Educational
Development. International Journal of Educational Methodology,
6(3), 507-515. Retrieved from https://doi.org/10.12973/ijem.6.3.507
Manila Bulletin (2013, October 25). Another LRT Suicide. Manila Bulletin.
Retrieved from http://ph.news.yahoo.com/another-lrt-suicide-
153844473.html
Our Bureau. (2013, January 20). ‘Adversity quotient’ vital for survival.
@businessline.
https://www.thehindubusinessline.com/news/education/%E2%80%98Adve
rsity-quotient%E2%80%99-vital-for-survival/article20566745.ece
Patdo, V., Mariano, K., & Gonzales, A. (2011). The Adversity Quotients of
Parents With Special Children and Adversity Quotient of Parent with
Normal Children. Retrieved from
http://www.peaklearning.com/documents/PEAK_GRI patdo.pdf
PHnews (2013, April 07). (Batangas) Two college students committed suicide
due to academic problems. PHnews. Retrieved from
http://phnews.net/batangas-two-college-students-committed-suicide-due-
to-acamedic-problems/
Polya, G. (1945). How to Solve it?. Princeton, NJ: Princeton University Press
Republic Act No. 10533. Section 4. Enhanced Basic Education Program (2013).
Retrieved from
https://www.lawphil.net/statutes/repacts/ra2013/ra_10533_2013.html
Seligman, M. (1990). Learned Optimism: How to change your mind and your life.
New York: Simon and Schuster.
52
Tasner, V., Mihelic, M., & Ceplak, M. (2017). Gender in the Teaching
Profession: University Students’ Views of Teaching as a Career. Retrieved
from https://files.eric.ed.gov/fulltext/EJ1145804.pdf
Tomacruz, S. (2018). A cry for help: Mental illness, suicide cases rising among
youth. Retrieved from https://www.rappler.com/newsbreak/in-
depth/211671-suicide-cases-mental-health-illness-youth-rising-philippines
APPENDICES
Appendix A-1
Letter to the Campus Director
Vision: A premier S & T university for the formation of a world-class and virtuous human
resource for sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well
as in the professional and technological fields; undertake research and development, and
extension services for the sustainable development for Bohol and the country.
Sir:
In connection with this, the researchers seek approval from your good office to allow us to assess
the level of Adversity Quotient and the level of problem solving skills in Mathematics of the BSEd-
Mathematics students of BISU-MC in the school year 2021-2022. Your approval is of great help in
the realization of this study. Thank you and may God bless you always.
Respectfully yours,
Noted by:
Recommending Approval:
Approved by:
Appendix A-2
Letter to the College Dean
Vision: A premier S & T university for the formation of a world-class and virtuous human
resource for sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well
as in the professional and technological fields; undertake research and development, and
extension services for the sustainable development for Bohol and the country.
Ma’am:
In connection with this, the researchers seek approval from your good office to allow us to assess
the level of Adversity Quotient and the level of problem solving skills in Mathematics of the BSEd-
Mathematics students from the College of Teacher Education of BISU - MC in the school year
2021-2022. Your approval is of great help in the realization of this study. Thank you and may God
bless you always.
Respectfully yours,
Noted by:
Approved by:
Appendix A-3
Letter to the Statistician / Adviser
Vision: A premier S & T university for the formation of a world-class and virtuous human
resource for sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well
as in the professional and technological fields; undertake research and development, and
extension services for the sustainable development for Bohol and the country.
Sir:
We are writing to humbly request for your service and expertise to serve as the Statistician / Adviser
for our thesis with a running title of: STUDENTS’ ADVERSITY QUOTIENT AND PROBLEM
SOLVING SKILLS IN MATHEMATICS. We believe that your knowledge and insights will be
valuable and would greatly enrich our research. Thank you and may God bless you always.
Respectfully yours,
Noted by:
Approved by:
Conforme:
Appendix A-4
Letter to the English Critic
Vision: A premier S & T university for the formation of a world-class and virtuous human
resource for sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well
as in the professional and technological fields; undertake research and development, and
extension services for the sustainable development for Bohol and the country.
Ma’am:
We are writing to humbly request for your service and expertise to serve as the English Critic for
our thesis with a running title of: STUDENTS’ ADVERSITY QUOTIENT AND PROBLEM SOLVING
SKILLS IN MATHEMATICS. We believe that your knowledge and insights will be valuable and
would greatly enrich our research. Thank you and may God bless you always.
Respectfully yours,
Noted by:
Approved by:
Conforme:
Appendix B-1
AQ Profile Technical Report 2019
59
Appendix C-1
Pilot Testing Data
Mixture and
Investment
and Money
Geometric
Problem 1
Problem 1
Problem 1
Problem 1
Problem 1
Problem 1
Problem 1
Problem 1
Problem 1
Problem 1
Students
Variation
Solution
Uniform
Number
Motion
Clock
Work
Digit
Age
1 6 6 6 5 5 3 5 6 6 5
2 5 5 5 5 5 5 6 4 5 5
3 5 5 6 3 6 6 6 6 5 5
4 5 5 3 5 5 5 5 5 5 5
5 4 6 2 3 6 5 5 5 5 5
6 5 5 5 3 5 5 5 5 5 5
7 5 4 5 3 5 5 5 5 5 5
8 5 5 3 5 3 5 5 5 5 5
9 5 0 5 3 5 5 5 6 3 5
10 5 5 5 3 5 5 5 5 5 5
11 5 0 6 5 5 5 6 0 3 6
12 3 5 3 5 3 5 5 5 5 5
13 6 0 6 5 6 6 6 6 6 5
14 5 5 5 0 5 5 5 5 6 5
15 5 3 5 3 5 5 5 5 3 5
16 5 3 3 3 4 5 5 5 5 5
17 5 3 3 3 4 5 5 5 5 5
18 5 0 5 0 5 5 5 5 3 5
19 3 3 5 5 3 5 5 3 5 5
20 5 3 3 3 4 5 5 5 5 0
21 3 5 3 3 3 3 5 5 2 5
22 5 0 5 3 5 5 5 5 3 5
23 5 3 3 3 0 5 5 5 5 5
24 5 5 5 0 5 3 5 0 2 5
25 5 0 4 5 0 5 5 5 5 5
26 5 0 5 0 5 5 5 0 3 5
27 5 5 2 3 5 5 5 0 0 5
28 6 2 5 1 0 5 5 0 2 5
29 5 0 0 4 5 6 5 5 0 0
30 3 0 0 5 0 5 6 5 0 5
31 5 0 0 4 5 6 5 5 0 0
32 5 0 3 2 0 5 3 3 5 0
33 5 0 3 0 0 3 5 2 5 2
34 3 0 3 3 0 5 6 6 0 0
35 3 2 0 2 0 3 3 2 2 1
36 5 3 0 2 0 5 0 2 2 0
37 2 2 2 1 1 1 2 0 0 1
60
38 1 2 2 1 1 1 2 1 0 1
39 2 2 2 1 0 1 2 0 0 1
40 2 2 2 1 0 1 2 0 0 1
41 2 2 0 1 1 1 2 2 0 0
42 2 3 1 1 0 1 1 0 0 0
43 5 0 0 0 0 0 0 0 0 0
44 5 0 0 0 0 0 0 0 0 0
Mixture and
Total Score
Investment
and Money
Geometric
Problem 2
Problem 2
Problem 2
Problem 2
Problem 2
Problem 2
Problem 2
Problem 2
Problem 2
Problem 2
In Percent
Students
Variation
Solution
Uniform
Number
Motion
Clock
Work
Digit
Age
1 5 6 5 3 5 5 5 5 5 5 102 85%
2 5 3 5 5 5 5 6 5 5 5 99 83%
3 3 3 6 3 5 6 3 5 5 5 97 81%
4 3 3 5 5 5 5 5 5 5 5 94 78%
5 6 6 6 3 5 5 5 2 5 3 92 77%
6 3 3 5 3 5 4 5 5 5 5 91 76%
7 3 3 5 3 5 4 5 5 5 5 90 75%
8 2 5 5 3 5 4 5 5 5 4 89 74%
9 5 3 5 3 5 5 5 5 5 5 88 73%
10 3 3 5 3 5 4 5 5 4 3 88 73%
11 3 3 6 3 5 5 6 0 6 6 84 70%
12 3 3 5 5 3 5 5 3 5 3 84 70%
13 2 3 6 3 5 4 3 0 0 5 83 69%
14 2 5 5 0 5 5 5 0 5 5 83 69%
15 3 3 5 3 5 5 5 0 5 5 83 69%
16 2 3 3 3 5 5 5 2 5 5 81 68%
17 2 3 3 3 5 5 5 2 5 5 81 68%
18 2 3 5 0 5 5 5 6 5 5 79 66%
19 2 2 5 5 5 4 3 3 5 3 79 66%
20 2 3 5 3 5 5 3 2 5 5 76 63%
21 3 3 5 3 3 5 3 3 5 5 75 63%
22 3 0 5 0 5 5 5 0 5 5 74 62%
23 2 3 3 3 0 5 5 2 5 5 72 60%
24 5 3 3 0 3 5 5 0 5 5 69 58%
25 2 0 5 0 0 5 5 0 5 5 66 55%
26 3 3 5 0 5 5 5 0 2 5 66 55%
27 5 3 3 0 0 5 5 0 0 5 61 51%
28 5 1 5 1 0 4 5 0 2 5 59 49%
29 3 0 3 3 5 4 5 0 0 0 53 44%
30 5 3 0 0 0 5 5 0 0 5 52 43%
31 0 0 3 4 5 4 5 0 0 0 51 43%
61
32 2 3 5 1 0 5 3 3 3 0 51 43%
33 5 0 5 0 0 5 5 0 5 0 50 42%
34 5 6 0 0 0 4 3 0 0 0 44 37%
35 2 1 3 2 0 3 3 1 2 1 36 30%
36 2 2 5 1 0 5 0 0 0 0 34 28%
37 1 1 2 2 1 1 2 0 0 1 23 19%
38 1 1 2 2 1 1 2 0 0 0 22 18%
39 1 1 2 2 1 1 2 0 0 0 21 18%
40 1 1 2 2 1 1 2 0 0 0 21 18%
41 1 1 0 2 1 1 2 1 0 0 20 17%
42 2 0 1 2 1 1 1 0 0 0 17 14%
43 3 0 0 0 0 0 0 0 0 0 8 7%
44 2 0 0 0 0 0 0 0 0 0 7 6%
62
Appendix C-2
Item Analysis Report
*A total of 44 students answered the test.
Item Mean StDev Difficulty Discrimination
1A 4.34 1.27 0.73-An item that displays 0.27-Marginal item, usually
the capability of the needing improvement
students to perform the
expected outcome
1B 2.84 1.43 0.23 -0.09-Poor item, to be
rejected or improved by
revision
2A 2.48 2.12 0.32- An item that displays 0.45-Very good item
the capability of the
students to perform the
expected outcome
2B 2.39 1.67 0.11 0.14-Poor item, to be
rejected or improved by
revision
3A 3.16 1.99 0.41 0.45-Very good item
3B 3.80 1.86 0.59- An item that displays 0.64-Very good item
the capability of the
students to perform the
expected outcome
4A 2.64 1.74 0.27- An item that displays 0.18-Poor item, to be
the capability of the rejected or improved by
students to perform the revision
expected outcome
4B 2.09 1.58 0.11 0.14-Poor item, to be
rejected or improved by
revision
5A 2.95 2.34 0.52- An item that displays 0.59-Very good item
the capability of the
students to perform the
expected outcome
5B 2.95 2.28 0.52- An item that displays 0.77-Very good item
the capability of the
students to perform the
expected outcome
6A 4.09 1.76 0.70 0.41-Very good item
6B 3.98 1.64 0.80- An item that displays 0.41-Very good item
the capability of the
students to perform the
expected outcome
7A 4.27 1.72 0.75- An item that displays 0.50-Very good item
the capability of the
students to perform the
expected outcome
7B 3.91 1.65 0.61 0.32-Reasonably good
item, but possibly subject to
improvement
8A 3.39 2.29 0.59- An item that displays 0.64-Very good item
the capability of the
students to perform the
expected outcome
8B 1.70 2.11 0.23 0.45-Very good item
9A 2.98 2.25 0.45 0.55-Very good item
9B 3.05 2.36 0.57- An item that displays 0.77-Very good item
the capability of the
63
Reliability coefficient alpha - a measure of the internal consistency of the exam. This
statistic ranges from 0 to 1.00, and the higher the value the better.
Standard error a measure of accuracy of individual student scores. The smaller the
of measurement number, the more accurate the measurement.
Difficulty the percentage of students answering the question correctly. In cases of
more complex weighting, it is the percentage of points gained divided by
the total points.
Discrimination the correlation of responses to individual items with overall test score. The
higher the correlation, the more the item results are consistent with the
test as a whole.
Note: The difficulty index takes a different meaning when used in the context of
criterion-referenced interpretation or testing for mastery. An item with a
high difficulty index will not be considered as an “easy item” and therefore
a weak item, but rather an item that displays the capability of the students
to perform the expected outcome.
64
Appendix C-3
Problem Solving Test
Instructions: Fill in the blanks with the required pieces of information. Read the following
problems and show your respective solutions. Write clearly on a clean paper and use the
Scanner feature of Google Classroom to submit your work. The holistic rubric below will be
used for scoring.
1. Number Problem
Find four consecutive odd integers such that the sum of the first and second odd
integer is twelve more than one-half of the sum of the third and fourth odd integer.
2. Digit Problem
The value of the ones digit of a three-digit number is the sum of the hundreds and
tens digit. The difference between the hundreds and tens digit is 6. If the order of the digits
is reversed, the resulting number is 99 more than the original number. Find the original
number.
3. Age Problem
Fatty is three years younger than Annie. Annie is twice as old as Mitch. The sum
of their ages is 42. How old is each?
4. Clock Problem
When the minute hand is seven minutes behind the hour hand, what time is it
between 5 and 6 o'clock?
6. Work Problem
James can build a dog house by himself in 4 days. Rodel can build the same dog
house by himself in 8 days. How long could it take them to build a dog house if they had to
work together?
9. Geometric Problem
When a length of a certain rectangle was decreased by 5 cm and the width was
increased by 5 cm, the resulting figure was a square with a perimeter of 64 centimeters.
Find the dimensions of the original rectangle.
HOLISTIC RUBRIC FOR SCORING STUDENTS’ RESPONSES TO THE PROBLEM SOLVING TEST
BASED ON POLYA (1945)
6 5 4 3 2 1 0
Exemplary Competent Satisfactory Nearly Began Failed to No
response response with minor satisfactory, problem but begin attempt
flaws but contained failed to effectively at
serious flaws complete solution
solution
The response This The problem The response The response The problem No
is complete response is is completed is incomplete. is incomplete is not attempt
and includes a fairly satisfactorily, The problem and shows effectively at
clear and complete but the is either little or no represented. copying
accurate and explanation incomplete or understanding Parts of the or
explanation of includes a is lacking in major portions of the problem solving
the reasonably clarity or have been mathematical may be the
techniques clear supporting omitted. Major processes copied, but problem
used to solve explanation evidence. computational involved. The no solution is
the problem. It of the The errors may diagram or was made.
includes ideas and underlying exist, or explanation is attempted.
accurate processes mathematical misuse of unclear. Pertinent
diagrams used. Solid principles are formulas or information
(where supporting generally terms may be was not
appropriate), arguments understood, present. The identified.
identifies are but the response
important presented, diagram or generally
information, but some description is does not
shows a full aspects inappropriate show a full
understanding may not be or understanding
of ideas and as clearly unclear. of the
mathematical or mathematical
processes completely concepts
used in the explained involved.
solution, and as
clearly possible.
communicates
this
knowledge.
Developed and validated by: California State Department of Education Assessment Program
(Meier, 1992)
66
Appendix D
Statistical Test Computations
Male
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Gender Statistic df Sig. Statistic df Sig.
AQ Female .090 138 .009 .967 138 .002
Male .137 25 .200* .932 25 .095
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Here, the level of AQ in Female is not significantly normal and in Male is
significantly normal.
Nonparametric Counterpart: Mann Whitney U-test
Independent-Samples Mann-Whitney U Test Summary
Total N 163
Mann-Whitney U 1910.500
Wilcoxon W 2235.500
Test Statistic 1910.500
Standard Error 217.040
Standardized Test Statistic .855
Asymptotic Sig.(2-sided test) .393
Since the Asymptotic Sig.(2-sided test) is more than 0.05, then researchers
have evidence that there is not a statistically significant difference in the level of AQ
between the female and male students.
3.3. year level?
Test Assumptions for One-way ANOVA
a. Normality Distribution of the Dependent Variable for Each Group
ANOVA is robust to non-normality. This test can still be considered even
if the distribution is not normal and is even better than its non-parametric
counterpart (McDougal & Rayner, 2004).
b. Homogeneity of Variance
Tests of Homogeneity of Variances
Levene
Statistic df1 df2 Sig.
AQ Based on Mean 4.148 3 159 .007
Based on Median 3.497 3 159 .017
Based on Median and with 3.497 3 141.156 .017
adjusted df
Based on trimmed mean 4.002 3 159 .009
Since p-value<0.05, then equal variance cannot be assumed.
Nonparametric Counterpart: Kruskal-Wallis test
69
Ranks
YearLevel N Mean Rank
AQ 1 59 80.22
2 31 71.11
3 27 92.07
4 46 85.71
Total 163
Test Statisticsa,b
AQ
Kruskal-Wallis H 3.250
df 3
Asymp. Sig. .355
a. Kruskal Wallis Test
b. Grouping Variable: YearLevel
A Kruskal-Wallis H test showed that there was no statistically significant
difference in the students’ level of AQ across their year level.
hoc analysis. Scheffee will be used since we have prior knowledge of the need for all
contrasts to be tested.
Post Hoc Tests
Multiple Comparisons
Dependent Variable: ProblemSolvingSkillsinMathematics
Scheffee
Mean Difference 95% Confidence Interval
(I) Age (J) Age (I-J) Std. Error Sig. Lower Bound Upper Bound
18 19 0.51838% 3.96871% 1.000 -11.8520% 12.8888%
20 -6.61993% 3.88992% .577 -18.7447% 5.5048%
21 -12.91164%* 4.13126% .049 -25.7887% -0.0346%
22 -15.96169%* 4.06075% .005 -28.6189% -3.3044%
19 18 -0.51838% 3.96871% 1.000 -12.8888% 11.8520%
20 -7.13831% 3.82808% .484 -19.0703% 4.7937%
21 -13.43002%* 4.07309% .032 -26.1257% -0.7343%
22 -16.48008%* 4.00155% .003 -28.9528% -4.0073%
20 18 6.61993% 3.88992% .577 -5.5048% 18.7447%
19 7.13831% 3.82808% .484 -4.7937% 19.0703%
21 -6.29171% 3.99635% .649 -18.7482% 6.1648%
22 -9.34176% 3.92342% .231 -21.5710% 2.8874%
21 18 12.91164% * 4.13126% .049 0.0346% 25.7887%
19 13.43002%* 4.07309% .032 0.7343% 26.1257%
20 6.29171% 3.99635% .649 -6.1648% 18.7482%
22 -3.05006% 4.16282% .970 -16.0255% 9.9253%
22 18 15.96169%* 4.06075% .005 3.3044% 28.6189%
19 16.48008%* 4.00155% .003 4.0073% 28.9528%
20 9.34176% 3.92342% .231 -2.8874% 21.5710%
21 3.05006% 4.16282% .970 -9.9253% 16.0255%
*. The mean difference is significant at the 0.05 level.
Result in the pairwise comparison of means reveal that the level of AQ is
significantly different between 18 and 21, 18 and 22, 19 and 21 and 19 and 22. The 18
year-olds have lower level of problem solving skills in Mathematics than the 21 and 22
year-olds. Also, the 19 year-olds have lower level of problem solving skills in
mathematics than the 21 and 22 year-olds. This is not the case of the others.
4.2. gender; and
Test Assumptions for Independent sample t-test
a. Normality Distribution of the Dependent Variable for Each Group
Female
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Male
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Gender Statistic df Sig. Statistic df
ProblemSolvingSkillsin 1 .135 138 <,001 .948 138
Mathematics 2 .196 25 .014 .857 25
Tests of Normality
Shapiro-
Wilka
Gender Sig.
ProblemSolvingSkillsin 1 <,001
Mathematics 2 .002
Here, the level of problem solving skills in Mathematics in both groups is
not significantly normal.
Nonparametric Counterpart: Mann Whitney U-test
Independent-Samples Mann-Whitney U Test Summary
Total N 163
Mann-Whitney U 1854.500
Wilcoxon W 2179.500
Test Statistic 1854.500
Standard Error 216.918
Standardized Test Statistic .597
Asymptotic Sig.(2-sided test) .551
Since the Asymptotic Sig.(2-sided test) is more than 0.05, then researchers
have evidence that there is not a statistically significant difference in the level of
problem solving skills in Mathematics between the female and male students.
4.3. year level?
Test Assumptions for One-way ANOVA
a. Normality Distribution of the Dependent Variable for Each Group
ANOVA is robust to non-normality. This test can still be considered even
if the distribution is not normal and is even better than its non-parametric
counterpart (McDougal & Rayner, 2004).
b. Homogeneity of Variance
Tests of Homogeneity of Variances
Levene
Statistic df1 df2
ProblemSolvingSkillsin Based on Mean 7.265 3 159
Mathematics Based on Median 4.184 3 159
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ProblemSolvingSkills
inMathematics
Kruskal-Wallis H 49.438
df 3
Asymp. Sig. <.001
a. Kruskal Wallis test
b. Grouping Variable: YearLevel
A Kruskal-Wallis H test showed that there was a statistically significant
difference in the students’ level of problem solving skills in Mathematics across their
year level. At least one of the year levels has significantly different level of problem
solving skills in Mathematics. To determine which groups differ, we need to run post
hoc analysis. Mann-Whitney Test will be used.
Post Hoc Tests
Ranks
YearLevel N Mean Rank Sum of Ranks
ProblemSolvingSkillsinMathematics 1 59 42.84 2527.50
2 31 50.56 1567.50
Total 90
Test Statisticsa
ProblemSolvingSkillsin
Mathematics
Mann-Whitney U 757.500
Wilcoxon W 2527.500
Z -1.336
Asymp. Sig. (2-tailed) .182
Exact Sig. (2-tailed) .183
Exact Sig. (1-tailed) .092
Point Probability .001
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ProblemSolvingSkillsin
Mathematics
Mann-Whitney U 497.500
Wilcoxon W 875.500
Z -1.415
Asymp. Sig. (2-tailed) .157
Exact Sig. (2-tailed) .159
Exact Sig. (1-tailed) .079
Point Probability .001
a. Grouping Variable: YearLevel
Since the Asymp. Sig. (2-tailed) is more
than 0.05, then researchers have evidence that
there is not a statistically significant difference in the
level of problem solving skills in Mathematics
between the third and fourth year students.
5. Is the level of AQ of the students a significant predictor of their level of problem solving
skills in Mathematics?
Test Assumptions for Linear regression
1. The relationship between the dependent and the independent variable is linear.
ANOVA Table
Sig.
ProblemSolvingSkillsinMathematics * AQ Between Groups (Combined) .255
Linearity .030
Deviation from Linearity .349
Within Groups
Total
The value sig. Deviation from Linearity>0.05, then the relationship between
the independent variable is linear.
2. The values of the residuals are independent.
Model Summaryb
Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson
1 .169a .028 .022 17.02157% 1.706
a. Predictors: (Constant), AdversityQuotient
b. Dependent Variable: ProblemSolvingSkillsinMathematics
As a general rule of thumb, the residuals are uncorrelated when the Durbin-
Watson statistic is approximately 2. Values below 1 and above 3 are cause for concern
and may render your analysis invalid. In this, the residuals are uncorrelated.
3. The variance of the residuals is constant (Homoscedasticity).
76
Data points are near to our diagonal line indicating that the residuals are
approximately normally distributed.
5. There are no influential cases biasing the model. (No outliers)
Residuals Statisticsa
Minimum Maximum Mean Std. Deviation N
Predicted Value 50.9002% 68.6945% 57.5399% 2.90097% 163
Std. Predicted Value -2.289 3.845 .000 1.000 163
Standard Error of Predicted Value 1.334 5.312 1.793 .585 163
Adjusted Predicted Value 50.4160% 69.8485% 57.5413% 2.92658% 163
Residual -48.70384% 39.13413% 0.00000% 16.96895% 163
Std. Residual -2.861 2.299 .000 .997 163
Stud. Residual -2.889 2.318 .000 1.003 163
Deleted Residual -49.63968% 39.77191% -0.00138% 17.17883% 163
Stud. Deleted Residual -2.957 2.350 -.002 1.011 163
Mahal. Distance .001 14.785 .994 1.711 163
Cook's Distance .000 .080 .006 .011 163
Centered Leverage Value .000 .091 .006 .011 163
a. Dependent Variable: ProblemSolvingSkillsinMathematics
No instance of Cook’s distance greater than one has occurred. Thus, there is
no significant outlier.
Linear regression
Model Summaryb
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .169a .028 .022 17.02157%
a. Predictors: (Constant), AdversityQuotient
b. Dependent Variable: ProblemSolvingSkillsinMathematics
2.2% of variance in level of problem solving skills in Mathematics is explained by
level of AQ.
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 1363.333 1 1363.333 4.705 .032b
Residual 46647.158 161 289.734
Total 48010.491 162
a. Dependent Variable: ProblemSolvingSkillsinMathematics
b. Predictors: (Constant), AdversityQuotient
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Since the p-value is less than 0.05, then there is enough evidence to support that
regression coefficients is not equal to 0. Thus, level of AQ significantly explains level of
problem solving skills in Mathematics.
Coefficientsa