Factors Affecting the Mathematical Problem-Solving Skills of

Civil Engineering Students in Sorsogon State College

A Research Proposal presented to the Faculty of Sorsogon State

College Engineering and Architecture Department in partial
fulfilment of the requirements in the course, Engineering Data
Analysis (E-MATH 104)

Submitted by

Group 1

Alegre, Francine Anne J.

Cabriana, Alexander F.

Fundano, Marvie B.

Gurimbao, Lyra D.

Nuarin, Jason H.

On

May 30, 2020

 CHAPTER 1

THE PROBLEM

Introduction

In this world, people encounter different kinds of problems

every day, the exciting part is that on each problem there is

always a solution that just needs to be unveiled. The same applies

to Mathematics, a problem is given, so a right solution must be

applied for the answer to be found. Although it might sound

pleasant and easy but the reality behind mathematical problem

solving is that it is like a jigsaw puzzle, every piece must fit

for it to be solved. One wrong flow in the solution process would

instantly ruin everything, which only means that the process must

restart or the problem won't be solved. Finding solutions to

complex mathematical problems isn't much of a problem as long as

appropriate formulas are being used and are applied to where they

are really needed. Again, this might sound easy yet a lot of

students often get confused, most specially on where they will be

applying the formulas taught by their instructor or professor.

“Solving a problem means finding a way out of a difficulty, a way

around an obstacle, attaining an aim which was not immediately

attainable. Solving problems is the specific achievement of

intelligence, and intelligence is the specific gift of mankind:

solving problems can be regarded as the most characteristically

human activity” (Polya, 1962).

Mathematical problem-solving skill is an essential element

that a student must acquire to properly execute those complex

mathematical problems. In the field of engineering, civil

engineering to be specific, problem-solving skills can contribute

to the overall effectiveness of execution of planning and

construction management. According to Pei-lun Chang, Wen-der Yu,

and Shun-min Lee’s article entitled Identifying Construction

Problem-solving Patterns of Lessons Learned with Text Mining

Method, "Problem solving has played the central role of the many

business operations of an engineering consulting firm. All

activities including planning, design development, project

management and construction supervision, and an engineering

consulting firm are associated with problem solving". Also, as

stated by Li and Love, cited by Chang et al., construction problems

pose several characteristics that should be tackled in order to

solve them quickly, correctly, and cost-effectively.

With this regard, among the students from different courses,

those from engineering department struggles most in mathematical

problem solving. The reason might be because of the different

factors which affect the student’s strategy towards problem

solving. Probably because of poor learning techniques, lack of

time for developing problem-solving skill, distractions from

different stimuli which surround the student such as their mobile

phones, etc. Here are also some of the factors which affects civil

engineering students from performing well in different

mathematical subjects. First is their lack of commitment towards

learning problem solving. Most students easily get distracted

nowadays specifically when they are on their studying period.

According to the exploratory study of Nina Kay Buchanan entitled

Factors Contributing to Mathematical Problem-Solving Performance,

the factors affecting mathematical problem-solving skills are

attitude, motivation and belief system were important to

performance. Another study from Mahasarakham University stated

that factors influencing mathematic problem-solving skills are

direct factors, attitude towards mathematics, self-esteem and

teachers’ teaching behavior. Professors and instructors from

universities in other countries argue that basic knowledge,

attitudes and skills of civil engineering students are important

in developing mathematical problem-solving skills. Further, the

instructors’ behavior has direct and indirect effects on problem-

solving skills of students. While the study of Pimta et. al showed

that factors influencing the problem-solving ability of students

are attitude towards mathematics, self-esteem, and teachers’

teaching behavior that held direct and indirect effects. In

addition, indirect effects on the students’ problem-solving

ability were achievement motive and self-efficacy. It also showed

that concentration on study was also a factor that influenced the

problem-solving ability of the students. The authors concluded

that “teachers should develop their teaching techniques,

assessment and evaluation”. However, Mike Bather’s article

entitled Civil Engineering Students; What Stops Them Engaging:

Motivation, Work or Family? stated that the engagement of

undergraduate students with their university is an important

factor in the quality of their learning experience. The result

from Bather’s article just shows how important and influential the

engagement of a student to their university or school is. Students

find their school as somehow the only place where they are able to

fully focus and study, that's why the learning materials or

resources (which includes the instructor) from the school greatly

affects a student learning specially on the matter of development

of their problem-solving skill.

 The learning environment is indeed important for students and

of course the support from their respective instructors. The

National Science Foundation cited that problem solvers vary their

approaches to solving problems depending on the context of the

problem, the requirements of the solution, ways in which the

problems, and material to solve the problem, and there are some

reasons for why decisions were made during the problem-solving

process that help to understand more about the problem-solving

behavior of engineering students.

According to Harlim (2012), the key to good engineering

problem solving lies in the ability to understand the problem fully

before resolving it. The study showed that this skill must be well

developed by engineers. Based on the opinions of young engineers,

quick problem solving is good problem solving which is a

misconception. Personal qualities such as self-efficacy and open-

mindedness are required for effective problem solving. Linda

Bailey Crawford also conducted a case study among a small group

and found out that social, cognitive and external factors

influenced the problem-solving of the group. Social factors

include leadership, egocentrism and social collaboration, while

cognitive factors include cognitive ability, prior experience,

sense-making experience, communication factors and goal focus.

External factors include task factors, outsider and logistical

factors.

In terms of problem-solving skills, civil engineering

professions must acquire the higher skills of mathematical

problem-solving skills. Based on Alyson Doyle (2019), throughout

each project, they have to solve complex technical problems and

come up with creative solutions, civil engineers work on almost

every step of a project, from planning to design to construction,

thus civil engineers are typically very skilled at problem-

solving.

Majority of students in the Philippines considers Mathematics

as their biggest challenge in school (BusinessMirror, 2008).

According to Eduardo Dela Cruz Jr’s article entitled Developing

Problem-Solving Skills among Filipino Students, factors that

contribute to understanding math better were also presented and a

Block Model Approach was introduced as a problem-solving

technique, however other teachers encouraged to use of other

techniques in the improvement of the said mathematics

competencies.

Universities and colleges have various strategies and styles

for nurturing future civil engineers. Sorsogon State College (SSC)

is one of the colleges offering civil engineering course. The SSC

has total of three hundred twenty-nine (329) enrolled civil

engineering students. The Professional Regulation Commission (PRC)

announced that 6, 510 out of 15, 075 (43.18%) passed the exams,

and Sorsogon State College has 73.53% passing rate for first timers

which resulted to 40% over all passing rate during the November

2019 Civil Engineering (CE) board exam.

The study “Factors Affecting the Mathematical Problem-Solving

of Civil Engineering Students in Sorsogon State College” deals to

identify and assess various factors affecting the mathematical

problem-solving of college students and to identify the

relationship of demographic profile and instructors teaching style

in molding problem-solving skills of civil engineering students.

Furthermore, due to the low passing rate, this study is mainly for

the purpose of knowing those factors and analyzing interventions

on how to address the student’s problem in their mathematical

problem-solving skills. Through this research study the college

department can prepare remediation that would provide assistance

to the cases of struggles and failures of students on subjects

related to mathematics. This is also for letting students acquire

the strategies and methods they deserve to have to enhance their

skills in problem-solving. Therefore, the research findings of

this study may become the basis for an intervention program for

the betterment of the civil engineering students of Sorsogon State

College.

Statement of the Problem

The overall objective of this study is to comprehend, examine,

and provide an intervention regards to the factors affecting the

mathematics problem solving skills of Civil Engineering students

in Sorsogon State College.

This research study specifically sought to answer the

following questions:

1. What is the demographic profile of Civil Engineering students

in terms of:

1.1 basic skills test

1.2 attitude scale test

2. What is the demographic of math instructors in terms of

teaching style in the Civil Engineering students Learning?

 3. What is the level of the problem-solving skills of Civil

Engineering students in mathematics?

4. Is there a significant relationship between the Civil

Engineering students problem solving skills and the Civil

Engineering students factor when analyzed according to:

4.1 basic skills test; and

4.1 attitude?

5. Is there a significant relationship between the Civil

Engineering students’ problem-solving skills and the

instructors’ factor when analyzed according to their teaching

style?

Significance of the Study

The findings of the study may provide deeper insights on how

to develop the problem-solving skills of students. The study will

understand, examine and determine those significant interventions

towards mathematical problem-solving skills.

The result of this study will be of great benefit to the

following:

Students. The result of the study will help them on how to

apply the appropriate learning style, strategies and behavior on

solving mathematics word problems.

Instructors. The results of the study will help instructors

on how to develop teaching-learning and evaluating strategies in

enhancing the knowledge, skills and attitudes of the students

towards solving mathematics word problems.

 Parents. The result of the study will help them to improve

their child's mathematics problem-solving skills, especially those

who are directly concerned of their students’ academic

performance.

Faculty. The result of this study may serve as an eye opener

to create and innovate instructional materials and to use effective

teaching strategy.

Future researchers. This study can serve as a basis for

further studies on the factors affecting the Civil Engineering

students’ mathematical performance.

Scope and Delimitation

The study is concerned with the mathematical problem-solving

skills of civil engineering students in Sorsogon State College.

Out of the three fields of Engineering offered by the Sorsogon

State College, Main Campus, this study will limit its coverage to

the Civil Engineering students only wherein they will be used as

a sample in conducting the survey and the tests.

The study will mainly identify and assess different factors

that affects the learning of college students in mathematics

especially problem solving. Also, this study yearns to identify

the possible relationship of the student’s problem-solving skills

in their demographic profile as well as the demographic profile of

instructors in terms of teaching style.

The study will be conducted with limited amount of financial

resources and time framework only.

Definition of Terms

For better understanding of the study, the researchers gave

several terms that were defined conceptually and operationally.

Operational definition was used in the study.

Mathematics

Conceptual Definition: The science that deals with the logic of

shape, quantity and arrangement. It is the building block for

everything in our daily lives, including mobile devices,

architecture (ancient and modern), art, money, engineering, and

even sports.

Operational Definition: The term refers to the academic subject

that the student enrolls in.

Engineering

Conceptual Definition: The branch of science and technology

concerned with the design, building, and use of engines, machines,

and structures.

Operational Definition: This refers to the department in colleges

and universities.

Civil Engineering

Conceptual Definition: This term refers to the professional

engineering discipline that deals with the design, construction,

and maintenance of the physical and naturally built environment,

including public works such as roads, bridges, canals, dams,

airports, sewerage systems, pipelines, structural components of

buildings, and railways.

Operational Definition: This refers to the course in the

engineering department.

Problem solving skills

Conceptual Definition: This refers to the ability to solve problems

in an effective and timely manner without any impediments. It

involves being able to identify and define the problem, generating

alternative solutions, evaluating and selecting the best

alternative, and implementing the selected solution.

Operational Definition: This refers to the mathematics problem

solving skills of Civil Engineering students in Sorsogon State

College.

Demographic profile

Conceptual Definition: The information about the population of a

particular place, how much they earn, spend etc.

Operational Definition: The basic information of the participants

in the study such as name, age etc.

Teaching style

Conceptual Definition: This comprises the principles and methods

used by teachers to enable student learning. These strategies are

determined partly on subject matter to be taught and partly by the

nature of the learner.

Operational Definition: The technique used by the instructors in

teaching mathematics.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature and studies requires a

systematic identification location and analysis of documents

containing information related to the research problem. These

documents include articles, abstracts, reviews, dissertations,

books and etc.

The major purpose of reviewing the literature is to determine

what has already been done that relates to the topic. This

knowledge not only avoids unintended copying, but also supply

understanding and insights required to develop a logical framework

into which the topic fits.

An additional function of the literature review is to point

out research strategies, specific procedures and measuring

instruments in investigating the topic. This information will

support the researchers to avoid mistakes and to profit from their

experiences.

Review of Related Literature

Foreign Literature

The study “Teaching through Problem Solving: Practices of

Four High School Mathematics Teachers” conducted by Donaldson

(2011) is an approach where problems are means in order for a

student to learn new mathematical concepts and synthesize

mathematical knowledge. It investigates the different teaching

practices used by the mathematical teachers through the teaching

of problem solving. The study showed that there are “many ways of

helping students grow in their problem-solving ability”. The

participants also believed that “problem solving should be

challenging yet manageable and should engage students’ interests”.

The goal of the study was to present many different ways of helping

a student grow in their problem-solving ability.

Difficulties in word problems and problem-solving skills have

been well recorded. In the field of mathematics problem solving,

research on effective strategies and evidenced-based interventions

in the middle school is clearly lacking. Fede (2010) made a

research investigation that investigates if GO Solve, a computer-

based intervention that teaches students schema-based instruction

to solve word problems, would increase the capabilities of

struggling students in word problem-solving. The study showed that

GO Solve incorporated many learning strategies including schema-

based instruction, visual representation, anchored instruction,

worked examples, problem personalization, self-paced instruction,

providing numerous opportunities for students to respond and the

use of assistive technology which aided the students in

“understanding the mathematical models”.

Bostic (2011) conducted a study about the problem-solving

performance and representation use of students as a result of an

instructional intervention. The instructional intervention aims to

supplement current efforts to develop students’ problem-solving

performance and number of representations used to solve word

problems. The study examined the students’ problem-solving

performance and representation use which showed that the

intervention supported the students’ problem-solving performance.

It also showed that intervention instruction benefits students’

problem-solving ability.

Kim, Nam Ju’s study “Enhancing Students’ Higher Order

Thinking Skills through Computer-based Scaffolding in Problem-

based Learning” (2017), focuses on multiple issues regarding

Problem-based Learning (PBL) through conceptual analysis, meta-

analysis and empirical research. Problem-based Learning is

identified by ill-structured tasks, self-directed learning process

and a combination of individual and cooperative learning

activities. Students that lacks knowledge and problem-solving

skills may struggle on tasks that is beyond their ability and it

tackles scaffolding characteristics effects on student’s

perception, the possibility of virtual learning environment and

importance of information literacy in Problem-based Learning.

According to Michael (2015) there are different factors that

leads to a poor performance in mathematics subjects. It focuses in

determining the influence of cultural backgrounds on students’

performance in mathematics, influence of teacher-students’

relationship on students’ performance in mathematics, the nature

of school environment where teaching is practiced and examine

influence of school management system on teaching and learning

processes in mathematics. The study showed that there are teaching

and learning challenges of mathematics including poor teaching

method, mathematics departments are not well managed, inadequate

self-practice and students’ poor background in Mathematics. If

students have his/her own books and other supplementary material

and are practically learning, students could perform great in

Mathematics. It also showed that students preferred teaching

methods such as lectures, discussions, demonstrations, problem-

solving, projects, inquiry approach, cooperative learning and use

of audio visuals. Teachers use of different instructional

strategies also affects students’ performance in Mathematics.

Also, teacher-student relationship motivates both parties, it

motivates teachers to attend class as well as it motivates students

to like the subject.

Local Literature

The “Mathematics Framework for Philippine Basic Education”

(SEI-DOST & MATHTED, 2011) is a system that enables to help

curriculum developers, teachers, school administrators and policy

makers to devise and apply mathematics curriculum that focuses on

students to learn, understand better and use those knowledge in

their everyday life. However, this document was considered only

a strategy for grades one to ten but a framework such as this will

still continue to evolve because of progress and the development

of a curriculum.

While the study “Effecting Change on Student’s Critical

Thinking in Problem Solving” (Belecina, Rene R. & Jose M. Ocampo

Jr., 2018) investigated the effects of using problem situations on

the critical thinking of graduate students in problem solving. It

showed that using problem situation improves the critical thinking

of the students in problem solving. It stated that by the use of

problem situation, the students expressed positive attitude and

sentiments towards it. The study recommends the use of problem

situations in other topics and areas in mathematics.

 One reason for the problems of students when it comes to

solving word problem frequently comes from the difficulty in

understanding the problem structure embedded in the problem text.

Bernardo’s study the “Overcoming Obstacles to Understanding and

Solving Word Problems in Mathematics” (2006) seek to review the

interactive effects of learner and instructional variables on

understanding and solving word problems among Filipino-English

bilingual students in the Philippines. The study showed that

students understand and performed better when the problem is

written on their first language and is re-worded so as to state

the explicitly the relationship among the known and unknown

quantities.

Ramos et al. (2015) stated that students are expected to face

different challenges specially in academics and mathematics is one

of the subjects where students mostly struggles. “The Reading

Comprehension and Mathematics Proficiency Level of High School

Students and their Correlates” reviews the different factors

affecting the mathematics proficiency level of high school

students. The study showed several factors affecting the

mathematics proficiency of the students that includes school and

teacher related factors and reading comprehension. The study also

showed that poor study habits, poor analytical thinking, effect of

modern technology, book ratio and teachers training can affect the

mathematics proficiency of the students.

The “Issues on Problem Solving: Drawing Implications for

Techno-Mathematics Curriculum at the Collegiate Level” (Limjap,

2000) introduced various issues concerning pedagogical and

cognitive aspects of problem solving and scanned ways to lessen

the heavy cognitive load of a problem-solving task. It established

a problem type schema for students at different levels. It used

the role of modern technology as a cognitive tool that promotes

learning mathematics with understanding and designed a framework

of a techno-mathematics curriculum for algebra at the collegiate

level. The study showed that “mathematics educators recognized the

need to develop critical and analytical thinking through problem

solving”.

Review of Related Studies

Foreign Studies

Linda Bailey Crawford conducted a case study among a

small group and found out that social, cognitive and external

factors influenced the problem-solving of the group. Social

factors include leadership, egocentrism and social collaboration,

while cognitive factors include cognitive ability, prior

experience, sense-making experience, communication factors and

goal focus. External factors include task factors, outsider and

logistical factors.

The “Culture-based contextual learning to increase problem-

solving ability of first year university student” studied the

differences in problem-solving ability between first-year

University students who received culture-based contextual learning

and conventional learning. The study showed that students taught

by cultured-based contextual learning were able to increase their

problem-solving ability than the students’ taught by conventional

learning.
 According to Harlim (2012) the key to good engineering problem

solving lies in the ability to understand the problem fully before

resolving it. The study showed that this skill must be well

developed by engineers. Based on the opinions of young engineers,

quick problem solving is good problem solving which is a

misconception. Personal qualities such as self-efficacy and open-

mindedness are required for effective problem solving.

The study “Mathematical Problem Solving for Engineering

Students” states that the key area students needed to improve in

was developing a precise mathematical understanding of the

problem. It also states that problems involving the passage of

time gave students difficulty and if it is addressed, it should

improve students’ success rates in Differential equation,

Dynamics, and Electric Circuits. The study showed that students

were struggling setting up problems correctly.

Lee, Leong and Lim conducted a case study in using

mathematical writing as an approach to increase students’ problem-

solving skills. It showed that mathematical writing approach to

problem solving allows students to experience in each mathematical

problem-solving process and activate their mind to plan, organize,

execute and reflect. This mechanism allows students to think

critically about their own problem-solving.

Adams et. al (2010) study attempted to develop creative

problem-solving process skills using Problem Base Learning (PBL)

instructional design model. They found out that reusable learning

objects (RLOs) can be use as mediation tools and develop creative

problem-solving skills.
Local Studies

Bullecer and Cruz (2016) studied whether usage of mixed

language in problem solving test affects the problem-solving

skills of the students. The study showed that language play a role

in mathematical problem-solving tests. It showed that when a

student takes a test that is opposed to the language he/she is

fluent, the student will eventually fail the test, however, the

mixed-language test showed that it can help improve the students’

math problem solving test. Thus, in order to be improve ones’

problem-solving skills one must know the basics of English and

Filipino language and must also read books to improve ones’

vocabulary which can help the student understand the problem.

“Students Difficulty in Solving Mathematical Problems”

tackles about the difficulties experienced by 3rd year college

students. The results showed that students’ difficulty in solving

Mathematical problems were due to the inability to translate

problems into mathematical form and the inability to use correct

mathematics. The study also showed a need to master mathematical

concepts and formulas as to lessen errors in solving mathematical

problems and constructing mathematical equations.

While according to Abante et. al (2014) student’s difficulty

in learning may vary due to different factors such as intellectual,

learning, physical, emotional, social, mental, environmental and

teacher’s personality. Abante et. al determined the learning

styles of General Engineering students’ and identify what factors

affect their learning. The study showed that physical and

environmental factors affects the learning of the students and it

also showed that visual learning is the primary mode of learning

of the students.

Dr. Jake M. Laguador determined the attitude capability of

first year Computer Engineering students to solve solid

Mensuration problems. The study showed that students have the

attitude of answering the problems but with a tendency of arriving

with a wrong final answer. It also showed that female engineering

students have higher attitude capability than males.

Angeles et. al (2015) studied about E-Math, a learning

management system as a Math reviewer tool that assists Engineering

students in their Licensure Examination in the Philippines. The

study showed that E-Math was successfully accepted as a math

reviewer tool for the engineering board exam. E-Math was sufficient

and rich in its content, enabling users to attain effective

learning.

Another study of Laguador (2013) tackled the level of interest

of engineering students and its correlation to College Algebra,

Trigonometry and Solid Mensuration. The study showed that

Mathematics instructors have direct contact with students which

may encourage and motivate students to aspire high grades through

developing good study habits. Laguador also believed that these

habits may be their way of life when they become future

professionals thus, developing the right attitude towards work

among the students may prepare them to a more solid foundation

that can be used as a defense from all the challenges of

engineering program.
 Bercasio & Cabrillas (2017) study found that peer mentoring

program was effective in enhancing the problem-solving skills of

both mentors and mentees.

Trance (2013) determined the difficulty of engineering

students in terms of word problems. The study showed that errors

committed by the students were at the comprehension and

transformation level. This shows that English language adds to the

difficulty of word problems.

Another study showed that students frequently commit errors

in exploring the problem and find it difficult to comprehend

specific terms in the problem presented in English language. It

also showed that students were unable to use appropriate strategy

in solving the problem thus the researchers recommend that students

must possess relevant knowledge, be able to coordinate appropriate

strategies in solving problems and must also understand terms.

Students must also find kinds of knowledge in algorithms,

linguistics, conceptual, schematic and strategic knowledge which

are vital traits of problem-solving ability.

Synthesis of the State of the Art

Base on the literatures and studies the researchers gathered

to support the present research, it shows the different factors

that affects the mathematical problem-solving skills of students.

Teachers and their teaching styles and materials are proven to

impact the students problem-solving skills. Aside from these,

reading comprehension and study habits also play a major role in

developing the mathematical problem-solving skills of the

students. Using problem situation can also develop the students’

mathematical problem-solving skills however, availability of books

and other materials as well as modern technology can greatly help

boost the students’ critical and analytical thinking and problem-

solving skills as well.

Gap Bridged by the Study

The literatures and previous researches showed that no

study have been made regarding the factors that affect the

mathematical problem-solving skills among civil engineering

students. The researchers observed that studies in line with the

present study were conducted either among elementary students or

high school students, few studies were conducted among the

collegiate level specifically among the engineering department.

Thus, this research is the way of bridging the gap by knowing what

factors affects the mathematical problem-solving skills of civil

engineering students which may result to interventions or

awareness among the students as well as the faculty.

Conceptual Framework

The conceptual paradigm shown in Figure 1 explains the

framework of this research study. This shows a comprehensive

overview of the study. In addition, it serves as a visual

explanation of the variables and the relationship of each.

For the input, the researches will be gathering information

about the profiles of Civil Engineering students in terms of the

students’ basic skills and attitude scale test. The researchers

will also gather data about the teaching styles of Mathematics

instructors and the level of problem-solving skills of Civil

Engineering students. The researchers will test if there are any

relationship between the problem-solving skills of Civil

Engineering students’ and the students’ basic skills and attitude

scale test. The researchers will also test whether there is any

significant relationship between the teaching styles of

Mathematics instructors and the problem-solving skills of Civil

Engineering students.

In the process, the researchers will make a letter addressed

to the office of the Campus Administration to seek for permission

in conducting the study within the campus. A survey questionnaire

will be used in gathering data regarding the students’ study habits

and the teaching styles of Mathematics instructors. Two tests, the

basic skills test and attitude scale test will also be used in

evaluating the profile of Civil Engineering students regarding the

mastery of basic skills and assessing the level of the students’

problem-solving skills. Chi-square test will determine the

relationship between the Civil Engineering students’ problem-

solving skills and their mastery of basic skills, study habits and

teaching styles of Mathematics instructors.

For the output, the researchers want to find the factors

affecting the problem-solving skills of Civil Engineering students

in Sorsogon State College. The table in Figure 1 shows how the

researchers will research, survey and find answers for their

statement of the problem.

 Conceptual Paradigm

Input Process Output

1. What is the demographic

profile of CE students in
terms of:

1.1 basic skills

test

1.2 attitude scale

test - Survey Factors
Questionnaire Affecting
2. What is the demographic the
of math instructors in
Mathematical
terms of teaching style
- Basic Problem-
in the CE students
Learning? Skills Test Solving of
3. What is the level of the Civil
problem-solving skills of Engineering
CE students in Students in
- Problem-
mathematics? Sorsogon
solving Test
4. Is there a significant State
relationship between the College
CE students problem
solving skills and the CE - Chi-square
students factor when Test
analyzed according to:

4.1 basic skills

test; and

4.1 attitude?

5. Is there a significant
relationship between the
CE student’s problem-
solving skills and the
instructors’ factor when
analyzed according to
their teaching style?

FEEDBACK

Figure 1
 CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the research design, the respondents,

the research instruments, the data gathering procedure and the

statistical treatment that will be utilized by the researchers in

this study.

Research Design

This study will utilize a descriptive-correlational method of

research. Descriptive since it tends to examine the profile of the

Civil Engineering students and instructors towards mathematics

problem solving skills and seeks to examine the students’

performance in basic skills and problem-solving skills in

mathematics. On the other hand, correlational since it tries to

seek the possible relationship between the level of Civil

Engineering student’s problem-solving skills and; 1.) Mastery of

basic skills 2.) Study habit; and 3.) The instructors teaching

style.

Respondents of the Study

The Civil Engineering students of Sorsogon State College will

be the main respondents of this study. Slovin's formula will be

used to get the acceptable numbers of respondents specifically 80%

of the result.
Research Instruments

This study will utilize three instruments; basic skills test;

the problem-solving test; and, a survey questionnaire. The basic

skills test will be designed to evaluate the profile of Civil

Engineering students in terms of mastery of basic skills in

mathematics such as mastery in four basic operation in decimals

and fractions, and, etc. while the problem solving test will be

designed to assess the level of the Civil Engineering students

problem solving skills. On the other hand, a questionnaire will be

provided by the researchers in order to gather data regarding the

students’ study habit and the instructors teaching style in terms

of problem solving. All these research instruments will be

validated and checked by the researcher’s adviser and the

researchers themselves.

Data Gathering Procedure

The researchers will prepare a survey questionnaire and two

tests that will be used in gathering the data from the respondents

of the study. These research instruments will help the researchers

to find answers to the research questions. But before conducting

the study, the researchers will seek permission through letter to

the office of the Campus Administration that the study will be

conducted inside the campus with the said topic. This letter will

be signed by the researcher’s adviser, the Dean of the program and

the proponents as well.

Statistical Treatment of the Data

The data that will be gathered will be summarized through the

following statistical tools.

Frequency count - use to measure the number of times that the event

occurs

Percentage distribution - use in the computation of the percentage

equivalent to frequency count. The formula to be used will be:

P=X/N (100)

Where:

P - percentage

N - total number of respondents

X - number of frequency

100 - constant

Mean and Weighted Mean - use to know the demographic profile of

Civil Engineering students and instructors

The data will be analyzed through correlational analysis

using chi-square test to determine the significant relationship

between the Civil Engineering student’s problem-solving skills

and; 1.) Mastery of basic skills; 2.) Study habit; and 3.)

Instructors teaching style.

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