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Enriching Problem Solving Skills of SHS Students in Business Mathematics using
PSADRI (Problem-solving Assessment, Diagnosis, and Remedial Instruction) System

Technique
Introduction
Context and Analysis
Learning is a progression. It is a gradual advancement and a forward movement
from one level to another, the latter being better than the former. In learning process,
various disciplines of knowledge are involved. Learners go through several subjects in the
course of learning in which they got equip with assorted knowledge and skills. (Teofilo
Kisanji University, 2015) One of these subject is Mathematics.
Mathematics is among several disciplines studied almost all over the world.
Learning mathematics is very necessary for an individual's full development in today's
complex society. Mathematics is taken up at the Pre-K level all the way to college. The
Philippine mathematics basic education curriculum has undergone several revisions over
the years from implementation of New Elementary School Curriculum (NESC) (1983) to
adaptation of the Refined Basic Education Curriculum (RBEC) in 2002. Despite the many
changes to the curriculum, the goals of mathematics education at the basic education level
remains the same: “to provide opportunities for individuals to develop skills and attitudes
needed for effective participation in everyday living and prepare them for further education
and the world of work so that they make worthwhile contributions to the society at large”
(Pascua, 1993) (DOST-SEI, 2011). As per said, the aim of education was to acquire
practical knowledge that sensible and meaningful for the life purpose. Students are
supposed to learn and have skills to be applied to their life.

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Mathematics has often been termed the 'gate keeper' of success or failure for high
school graduation and carrier success. It is essential that mathematics become a pump
rather than filter in the pipe line. One of the interesting concerns about learning
Mathematics is the fact that it develops the mind to solve problems that need higher order
thinking skills. These problems and puzzles induced the curiosity and challenge the
ingenuity of individuals. Introducing problem solving into the classroom improves
students’ skills and their ability to think creatively, logically and carefully.
In the research study of 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.
Aside from that, mathematical problem solving is also a skill that is considered to
be important and could be used throughout the course of one’s life not simply in academics
but even in getting or retaining a job position. Zaslavsky (1998) explained that if students
were able to connect what they have learned inside the class to the events outside, they are
able to better maintain and appreciate information. An investigation done by Neef, Neles,
Iwata, and Page (2003) showed that individuals’ who solve problems effectively possess
the ability to transform the words in a problem into their necessary symbolic counterparts
and this was significantly related to one’s ability in problem solving.
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
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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.”
Problem solving includes analytical and critical thinking skills. Throughout the
process of problem-solving, students will use their skills to analyze, brainstorm the
solutions, determine the causes, evaluate possible strategies or solutions to confront or
solve the conflicts and at the end implement the most effective solution. Mathematical
problem solving was also said to be a transfer challenge requiring individuals to develop
schemas for recognizing novel problems as belonging to familiar problem types for which
they knew solutions (Fuchs, Fuchs, Finelli, Courey, & Hamlett, 2004). Individuals may
also have to learn to make use of synthesis, which was defined by Riley and Greeno (1998)
as putting together various elements of a problem, to come up with other solutions. Lester
(1994) stated that successful problem solving involves coordinating previous experiences,
knowledge, familiar representations and patterns of inference, and intuition in an effort to
generate new representations and related patterns of inference that resolve the tension or
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ambiguity (i.e., lack of meaningful representations and supportive inferential moves) that
prompted the original problem-solving activity.
Mathematical problem solving was said to be pioneered by George Polya (Higgins,
1997). Polya (1945) describes the process of problem solving at four stages, including
understanding the problem, determining the strategy, implementing the selected strategy
and assessment. At the stage of understanding the problem, the student is expected to state
what he understood from the problem and to determine what are the given and unknown in
the problem and also to suggest clearly the condition of the problem. At the stage of
determining the strategy, the student is expected to determine which steps such as
calculation, drawing/illustration or visualization of the problem, and etc., to follow in order
to reach the requested. The teacher, in this process, can promote the use of different
problem solving strategies by writing the all strategies on the board and can enable the
student to choose the suitable strategy (Miller, 2000). Also, the use of diagrams is
considered by many researchers to be a strategy that promotes efficacy when solving
problems. The usefulness of diagrams in problem solving situations can probably be best
understood in terms of Larkin and Simon’s explanation that diagrammatic representations
are more computationally effective than sentential representations because they reduce
mental loads associated with memory and searching. The following stage includes the
application of selected strategy by the student. At the stage of applying the selected
strategy, the solution should be checked step by step. At the stage of assessment, on the
other hand, the student should control whether the solution he made is right and
meaningful. During the process of control, it must be fully put forth what and where it has
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been done. This is similar with Young’s (1924) problem-solving model. Step one is
understanding the problem it involves an individual getting a clear idea of what information
are being asked in the problem. The next step is the planning stage where an individual
decides which information will be useful in his search for an answer and what
strategy/method one must use to get the desired result. Sometimes students need to
combine several different methods, while at the highest level they discover new solution
methods. To use previously taught techniques, students needed to rephrase or reformulate
the problem, and with proper guidance they could discover new solution methods during
experimentation In the third step, the person will try to implement his plan. If his first plan
does not succeed, he continues to implement other plans until he is able to succeed. The
last step, looking back, involved taking a step back and checking whether or not the result
satisfies the data being asked in step one.
Study strategies are important in understanding problem solving it utilizes the
learner’s thoughts and behavior through during the learning process, and that can affect
one’s encoding, storage, organization and retrieval of knowledge (Weinstein and Mayer,
1986). It’s important for an individual to be aware of what strategies he/she is using in
solving a word problem because some strategies were able to generate answers easier if
used correctly. When a person makes a mistake in solving problems, they need to
reorganize the information available to oneself and then proceed to attempt in solving
problems (Catania, 1998). It is also noted that study strategies is used in assessing whether
or not individuals especially students will have an easy or hard time in solving various
types of problems. However, it was said that not all strategies are useful, or considered the
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best (Alvermann & Moore, 1991; Anderson & Armbruster, 1984; Devine, 1991). On the
other hand, Salovaara (2005) said that the proficient use of learning or study strategies
included the easy shifting among the different study strategies and the application of its
flexibly in compliance with the demands of the given task. According also to Miller, Hall
and Heward (1995) individuals should be reminded that they cannot arrive at perfect
solutions all the time; however, one can create the best possible decision with the
information given at hand. Furthermore, Purdie, Hattie, and Douglas (1996) stated that
learning a particular task required a different type of study strategy. One strategy could be
used to solve problems better in some particular tasks while it could not be effective in
other tasks.
A number of early studies regarding the cognitive processes involving problem
solving had already been done. Also, there were the behaviorists who claimed that thought
processes were due to observable behavior. One of these behaviorists was Thorndike in
1898 who said that it was through the process of trial and error that problem solving was
done. Gestalt psychologists agreed that trial and error may play a part in problem solving;
however, they still continued to conduct several well-known studies regarding problem
solving. Köhler, one of the founders of Gestalt psychology, was able to study problem
solving skills while observing apes. Bananas were hung from the ceiling and the ape was
observed as it tried to reach for the fruits. After some futile attempts, Köhler discerned that
the ape seemed to have insights, because it decided to stack crates in order to make a
stairway and reach the fruits. For the Gestalt psychologists, insight, or the sudden
understanding of a problem because of reorganization and restructuring of the elements of

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the problem, was an important constituent for successful problem solving. Insight, for
Gestaltists, was an extraordinary method of thinking that was unlike the usual linear
processing of information (see Sternberg, 2003).
In spite of the importance of Mathematical problem solving, there seems to be
growing reluctance of the student to go into subject. Many students, despite a good
understanding of mathematical concepts are inconsistent at analyzing and computing. They
make errors because they misread or carry numbers incorrectly or may write numerical
clearly enough or in the correct column. These students often struggle, where basic
computation and “right answers” are stressed. Often they end up with remedial classes,
even though they might have a high level of potential for higher level mathematical
thinking.
In the study conducted by Yeo (2004) on mathematical problem solving of
secondary students in Singapore, showed that students performed poorly on solving word
problems. Difficulties in solving problems in Mathematics are evident inside the
classroom. Some students were impeded in their progress in solving the problem as they
did not comprehend the problem at all. Several students also committed erroneous solutions
owing to careless computations. Students sometimes identify an appropriate operations or
sequences of operating but do not know the procedures necessary to carry out these
operations accurately. Their problem particularly in solving is confounded by the difficult
terminology. These students have difficulty understanding written or verbal directions or
explanations and find word problems especially difficult to translate into mathematical
form and inability to use the correct mathematics. Also, Koller and LeSage (2009)
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mentioned that the problem with students was that when it came to mathematics, these
students believed that certain problems were unsolvable if they were not able to detect a
solution for the problem.
In connection with this, it was observed that Filipino learners registered a low
performance in Mathematics in almost all levels nationwide. This claim is supported by
the drop in the National Achievement Test (NAT) performance from 50.7% in school year
2007 – 2008 to 44.1% in school year 2015 – 2016 of high schools in the country. This
result is far below the national target set by Department of Education of at least 75%.
Additionally, Pura (2015) found out in her study on Least Learned Mathematical Skills of
Filipino Students that the level of proficiency of high school students in five mathematical
skills, namely describing, performing operations, solving worded problems and illustrating
it is all at the beginning level and considered least learned.
The foregoing gave the interest to the researcher to conduct the study due to the
difficulties of the students in problem solving. This study entitled “Enhancing Problem
Solving Skills of SHS Students in Business Mathematics through Problem-solving
Assessment, Diagnosis, and Remedial Instruction (PSADRI) Technique”. This is more
or less a replication of an existing study in Taiwan by Hsiao, Lin, Chen and Peng (2017)
entitled “The Influence of Mathematics Problem-Solving Training System on First-Year
Middle School Students”. The study compared traditional teaching strategies and the said
technique on the cognitive skills of students in solving mathematics word problem.
However, due to the inability of the researcher to replicate the computer program used in
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PSADRI System, the researcher will use the system through paper-based format and
incorporate the features of the system in discussion.
Action Research Questions
This study entitled “Enhancing Problem Solving Skills of SHS Students in Business
Mathematics through Problem-solving Assessment, Diagnosis, and Remedial Instruction
(PSADRI) Technique” aims to assessed the current level of problem solving skills of the
SHS students and improved the reading comprehension and the process of solving
mathematical word problems through PSADRI System Technique. To do this, the
researcher set research questions:
1. What are the demographic profile of the students – respondents in terms of:
1.1 age;
1.2 gender; and
1.3 academic strand?
2. What is mathematical ability level of the SHS students based on SOLO
(Structured of the Learned Outcomes or Responses) Taxonomy categories:
2.1 Unistructural (U)
2.2 Multistructural (M)
2.3 Relational (R)
2.4 Extended abstract (E)

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3. What are the common errors committed by the students when solving word
mathematical problems?
4. What are the perception of the SHS students on the level of effectiveness of
PSADRI Technique based on the problem-solving process steps designed
by Mayer (1992)
4.1 problem translation;
4.2 problem integration;
4.3 solution planning and monitoring; and
4.4 solution execution
5 Is there a significant difference on the pre-test and post-test result of SHS students
between experimental and control group after adopting PSADRI Technique?
Hypothesis
Ho1: There is no significant difference in the academic performance result in problem
solving after utilizing PSADRI Technique.
H11: There is a significant difference in the academic performance result in problem
solving after utilizing PSADRI Technique.
Significance of the Study

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The significance of the study presents the benefactors of the results or outcomes of
this study and how the study can directly help them.
SHS Students. The results will provide greater insights into students’ thinking and
difficulties as problem solvers. Difficulties are not problems to be overcome or evils to be
eradicated but they are simply a part of the mathematical learning process. Thus, no one
can achieve competence in any problem solving without experiencing difficulties.
Teachers. This study will provide additional techniques that the teachers can used
in teaching as well as assessing students in problem solving.
Administration. The outcome of this study will give school administrators insights
on the current issues faced by the students in solving mathematical word problem and how
can it be enhanced through various techniques and process.
Future Researcher. The approach, the principles, the methodologies, the findings,
recommendations, and conclusions of this study can be used as a basis for the future
researchers dealing with research similar with this. Also, the limitation of this study can
serve as a springboard for new researches in the future.
Scope and Limitation
This study will enhance the problem solving ability of the student in mathematical
word problem of Senior High School Students. Subsequently, the researcher will collect
demographic information such as age, gender and academic strand; mathematical ability
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of the students and common errors committed in problem solving. Also, the perception of
students in the technique and exam results (post-test and pre-test) will also be determined.
The respondents of this study is composed of 72 Senior High School Students of
Kaypian National High School in City Division of San Jose del Monte, Bulacan. For
gathering the data, the researcher will use SOLO Taxonomy, which will determine the
mathematical ability level of students with accordance to their age; researcher-made survey
questionnaire and semi-structured interview questions to know the effect of PSADRI
Technique to the learning process and exam result of students. All of these research
instruments will be validated by education experts.
Method
Type of Research
The researcher will use quasi-experimental design. It is a type of experiment-
investigation research in which participants are assigned to either control groups or
experimental groups in a non-random manner to observe an event that occurs in that group
through statistical or mathematical technique.
Respondents
The respondents of this study will be composed on 72 Senior High School students
of Kaypian National High School in the City Division of San Jose del Monte, Bulacan.
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Sampling Method
Since only Grade 11 ABM (Accounting, Business and Management) and GAS
(General Academic Strand) are currently taking the subject, Business Mathematics, the
researcher decided to use all of the students as respondents (73 students; 49 from GAS
strand and 23 from ABM strand) for this study.
Innovation/ Intervention/ Strategy
This study will utilize two established strategy and innovation: (1) SOLO
(Structured of the Learned Outcomes or Responses) Taxonomy and PSADRI (Problem-
solving Assessment, Diagnosis, and Remedial Instruction).
PSADRI (Problem-solving Assessment, Diagnosis, and Remedial Instruction)
System is designed and developed in 2017 in Taiwan by Hsiao, Lin, Chen and Peng. PHP
6, HTML and CSS were used to create the system. It is also compromised of a three-tier
structure: (1) the end user will install the system on his/her laptop/desktop that has
Windows 7 OS, (2) the server side was built on Windows 2008 and (3) the system uses IIS
(Internet Information Services) as Web server platform. My-SQL Database is used as the
management system. The lesson and lectures where installed in the system to assess,
diagnose, and teach the student mathematical problem-solving. The database of the system
contains the question bank, student portfolio and remedial materials. The question bank
has all the question and answer for the assessment, the student portfolio keeps record of
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errors committed so that the students can view them again and the remedial instruction
materials gives student personalized teaching guide.
The system is based on the problem-solving step designed and developed by Mayer
(1992). The PSADRI System (shown in Figure 1) contains two modules: assessment
module and training and instruction module.
The assessment module had two functions: annotation function and assessment
portfolio. The annotation function was used to highlight the point of the question, which
assisted students in extracting the concepts and choosing the correct item by reading the
Figure 1 Interface of PSADRI System
textual description of the problem while the assessment portfolio records, tracks, and
analyze every students scores and errors committed during tests (Figure 2).
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Meanwhile, the instruction module stipulates problem solving training instruction
and guide that is personally suited on their need based on the errors they have previously
committed while solving word problems (Figure 3). It also features a drawing board and
highlight that helps the student visualize and integrate the concept of the mathematical
word problem easily (Figure 4). (Hsiao et.al, 2017).
The main advantage of PSADRI System is that it provides a problem-solving guide
that gives students with a correct knowledge and elaborated explanations of their
misconceptions and confusion when they generate in-time feedback of errors in different
steps of problem-solving thru image, video or audio.

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Figure 2 Annotation Function
Figure 3 Question-guided training function
Figure 4 Drawing board function

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However, since the researcher cannot replicate the PSADRI system, the researcher
will incorporate it in discussion through handouts, assessments and examinations.
SOLO (Structured of the Learned Outcomes or Responses) Taxonomy
SOLO Taxonomy is developed by Biggs and Collis in 1979. This theory is
concerned with the reasoning and judgment a student displays in using prior knowledge.
The SOLO taxonomy is based upon principles of cognitive development. Most
psychologists agreed that when an individual learns something, he or she interprets it in
terms of his or her existing thought structures. These structures are modified and extended
according to the demands placed upon the learner. By doing this, his/her thought structure,
he or she constructs an-increasingly complex system of rules of thinking: some rules are
general, applying to a variety of situations, while others are specific to the subject matter
learned: While this process is continuous from infancy to adulthood, certain general stages
of cognitive development have been distinguished. The five stages of Collis and Biggs used
to describe the stages in children's judgment and reasoning ability were adapted from Piaget
by Collis (1975):
1. preoperational stage (5 to 6 years)
2. early concrete operational stage (7 to 9years)
3. middle concrete operational stage (10 to 12years)
4. concrete generalization stage (13 to 15years)
5.formal operational stage (16 years onwards)

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The development from pre-operational to formal operational runs from the
judgment of a situation made on the basis of superficial appearances to one based on highly
abstract principles.
The difficulty in directly applying these notions to school learning was that: “Piaget
observed his stages of cognitive development under rather "ideal" conditions involving
individual testing on quite clear cut tasks involving general logical concepts, and so his
stages tend to outline the upper limit of intellectual functioning. When we take performance
in school subjects that require specific knowledge, we get rather a different picture.”
(Collis &Biggs, 1979, p. 13).
They argued that the response a student makes to a typical school task is more
complex. Most often the level of response is much lower for a variety of reasons such as
lack of knowledge of pre-requisites and lack of interest in the subject. Furthermore, they
argued, like Case (1979), that when confronted with new or unfamiliar content, one's initial
reasoning about that content will be several stages lower than would be demonstrated with
familiar content.
Based on this reasoning, they proposed a way of describing responses to typical
school tasks, those tasks for which a student is given a specific, finite set of information (a
story, a problem in mathematics, a set of data describing and examining a concept or
principle, a poem) and, on the basis of prior learning, is to answer comprehensive questions
to show that the data, their interrelationships, and their possible relevance to other concepts
were understood. Collis and Biggs chose to call this analysis the structure of the observed
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learning outcome (SOLO) to emphasize that the responses a student makes to school
content reflect more than level of cognitive development.
The relationship between cognitive development and SOLO, and the general
characteristics of the latter, are outlined in Table 1. At the extreme left is given the
developmental base stage, in Piagetian terms, with the minimal age level at which the stage
usually occurs. Next follows the name of the corresponding SOLO level. The remaining
column provide some characteristics of easy SOLO level.
Capacity refers to the availability of mind-space, or more technically, working
memory, that the different levels of SOLO require. Functional working memory capacity
increases with age, as does the space required for higher level responses. Relating operation
refers to the, way in which the cue, and the aspects of the response, relate together.
Consistency and closure refers to two opposing needs felt by the learner one is the need to
come to a conclusion of some kind (to close); the other is to make consistent conclusions
so that there isn’t contradiction either between the conclusion and the data, or between
different possible conclusions. The greater the felt need to come to a quick decision, the
less information will be utilized, so that the probability that the outcome will be
inconsistent with the original cue, the data, or the outcome is increased.
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Table 1 Base Stage of Cognitive Development and Response Description

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Instruments
The researcher will use teacher-made survey questionnaire. Additional to this, the
researcher will incorporate the following instruments also:
 SOLO (Mathematical Ability Level Diagnostic Test) Taxonomy
 PSADRI (Problem-solving Assessment, Diagnosis, and Remedial Instruction)
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 Semi-structured Interview Questions
To ensure the validity of the data generated by the instruments, the semi-structured will
be used to assess the connection of all other research instrument.
Data Collection Procedure
The researcher of the study will consider the following as the data gathering
procedure:
1. Secure permission from the Schools Division Superintendent to conduct the study
and at the same time administer survey activities at Kaypian National High School.
2. Secure permission from the school head to administer the research instrument and
conduct the research called PSADRI (Problem-solving Assessment, Diagnosis, and
Remedial Technique).
3. Prepare research instruments for validation purposes; and the validation forms.
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4. Administer the SOLO Taxonomy to diagnosed the mathematical problem-solving
ability level.
5. Incorporate the innovation PSADRI System Technique in teaching and assessment.
6. Administer survey using the researcher-made Survey Questionnaire to test if the
ability in solving word problem ability of the students were enhanced.
7. Collect and tabulate the survey questionnaire answers.
8. Conduct the semi-structured interviews
9. Analyze and data gathered using statistical software (Minitab and Microsoft Excel)
and interpret the result.
10. Formulate a recommendation if necessary.
Ethical Consideration
The researcher to conduct this study harmoniously will have to adhere to all
guidelines and protocols set by the City Division of San Jose del Monte, Bulacan and
Kaypian National High School.
Data Analysis
Work Plan
STAGES DATE ACTIVITIES

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 Securing
permission from
Schools Division
Superintendent and
School Principal to
conduct and
execute the
research.
Pre-Implementation  Establishing the
validity and
reliability of the
research
instruments.
 Submitting research
proposal to the
Schools Division
Office.
 Selecting the
respondents.
 Administering the
SOLO Taxonomy
to diagnosed the
mathematical level
ability of students
in solving word
problems.
 Orienting the
students about the
PSADRI System
Technique
During Implementation
 Facilitating the use
of PSADRI
Technique among
the 73 SHS
Students
 Administering the
researcher-made
survey
questionnaire
 Gathering,
tabulating,
analyzing and
interpreting
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research
instrument’s results
 Disseminating,
promoting and
Post-Implementation
utilizing PSADRI
System Technique.
Cost Estimation
PARTICULARS AMOUNT
A. Preparation and Validation of Research Instruments
 Supplies and Materials ₱2,500.00
 Transportation
B. Reproduction of the Research Instruments and Tools ₱3,500.00
C. Research Presentation ₱2,000.00
D. Reproduction of the Research for Final Copy
₱2,000.00
Distribution
E. Result Dissemination ₱2,500.00
TOTAL = ₱12,500.00
Plan for Dissemination and Utilization
The result and findings of this study will be disseminated to all public Senior High
Schools in the City Division of San Jose del Monte, Bulacan through seminars, trainings,
and workshop activities among the teachers to addressed the ongoing problem about the
student’s problem in solving word problem.

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Enriching Problem Solving Skills of SHS Students in Business Mathematics using

PSADRI (Problem-solving Assessment, Diagnosis, and Remedial Instruction) System

Context and Analysis

Learning is a progression. It is a gradual advancement and a forward movement

Kisanji University, 2015) One of these subject is Mathematics.

Learning mathematics is very necessary for an individual's full development in today's

supposed to learn and have skills to be applied to their life.

ingenuity of individuals. Introducing problem solving into the classroom improves

solve problems that are confronted with in the real world.

and this was significantly related to one’s ability in problem solving.

The article on Problem Solving in Mathematics: A Tool for Cognitive Development

the result is an enrichment of the network of ideas through understanding.”

solutions, determine the causes, evaluate possible strategies or solutions to confront or

knowledge, familiar representations and patterns of inference, and intuition in an effort to

prompted the original problem-solving activity.

Mathematical problem solving was said to be pioneered by George Polya (Higgins,

calculation, drawing/illustration or visualization of the problem, and etc., to follow in order

considered by many researchers to be a strategy that promotes efficacy when solving

understood in terms of Larkin and Simon’s explanation that diagrammatic representations

methods. To use previously taught techniques, students needed to rephrase or reformulate

satisfies the data being asked in step one.

Study strategies are important in understanding problem solving it utilizes the

A number of early studies regarding the cognitive processes involving problem

understanding of a problem because of reorganization and restructuring of the elements of

processing of information (see Sternberg, 2003).

In spite of the importance of Mathematical problem solving, there seems to be

understanding of mathematical concepts are inconsistent at analyzing and computing. They

In the study conducted by Yeo (2004) on mathematical problem solving of

problems. Difficulties in solving problems in Mathematics are evident inside the

owing to careless computations. Students sometimes identify an appropriate operations or

operations accurately. Their problem particularly in solving is confounded by the difficult

terminology. These students have difficulty understanding written or verbal directions or

solution for the problem.

performance in Mathematics in almost all levels nationwide. This claim is supported by

it is all at the beginning level and considered least learned.

Solving Skills of SHS Students in Business Mathematics through Problem-solving

Assessment, Diagnosis, and Remedial Instruction (PSADRI) Technique”. This is more

entitled “The Influence of Mathematics Problem-Solving Training System on First-Year

technique on the cognitive skills of students in solving mathematics word problem.

incorporate the features of the system in discussion.

Action Research Questions

Mathematics through Problem-solving Assessment, Diagnosis, and Remedial Instruction

mathematical word problems through PSADRI System Technique. To do this, the

researcher set research questions:

1.2 gender; and

1.3 academic strand?

2. What is mathematical ability level of the SHS students based on SOLO

(Structured of the Learned Outcomes or Responses) Taxonomy categories:

2.1 Unistructural (U)

2.2 Multistructural (M)

2.3 Relational (R)

2.4 Extended abstract (E)

PSADRI Technique based on the problem-solving process steps designed

4.1 problem translation;

4.2 problem integration;

4.3 solution planning and monitoring; and

4.4 solution execution

between experimental and control group after adopting PSADRI Technique?

Ho1: There is no significant difference in the academic performance result in problem

solving after utilizing PSADRI Technique.

H11: There is a significant difference in the academic performance result in problem

solving after utilizing PSADRI Technique.

Significance of the Study