1

Factors Affecting the Academic Performance (Solving Mathematical

Problems) of Grade 9 Students

Abstract

Key words: Problem Solving, The Importance of Problem-Solving, The Nature of

Mathematical Problem Solving, Mathematical Problem-Solving Difficulties

Introduction
Aristotle defined mathematics as "the science of quantity" and this definition prevailed until
the 18th century. However, Aristotle also noted a focus on quantity alone may not distinguish
mathematics from sciences like physics; in his view, abstraction and studying quantity as a
property "separable in thought" from real instances set mathematics apart (Franklin, 2009).
Mathematics is a field that many people have difficulty with. It is commonly accepted that it
is difficult, and of little interest to certain people. But there are some who had a passion for
numbers and making discoveries regarding equations, measurements, and other numerical
solutions in history. They looked for ways to understand the world as it relates to numbers
and their contributions have been very important for their generation and beyond. Some
examples of these people were Albert Einstein, Isaac Newton, Leonardo Pisano Bigollo,
Thales, Rene Descartes, Blaise Pascal, etc.
The study of math carries with it a shame and people who are talented in math are often
treated as though they are quite normal. Mathematics has importance over and above the
application of basic numeracy skills. It is also the major medium for developing student’s
logical thinking and higher-order cognitive skills. Mathematics also plays a key role in a
number of other scientific fields, such as physics, engineering and statistics. In this
connection, a positive attitude towards mathematics among students is an important goal of
mathematics education in many jurisdictions.
Generally, it is a worrying scrutiny among Filipino students that they excel in knowledge
acquisition but greatly low in lessons requiring higher order thinking skills. This sorry state is
evident in the performance of students in national and international surveys on Mathematics
and Science competencies. Separate studies on the mathematics performance of pre-service
teachers (Philippine Daily Inquirer, as cited by Ayap,2007) and mathematics teachers on the
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2008 and 2009 Professional Board Examination for Teachers (Ibe, as cited by
Aguinaldo,2008) reveal the same dismal picture of mathematics competencies of those who
intend to teach it as well as those who have been teaching at the elementary and secondary
levels.
Problem Solving
“Problem-solving is not only a goal of learning mathematics but also a major means of doing
so.” (NCTM, 2000, p. 52).
“A problem-solving curriculum, however, requires a different role from the teacher, rather
than directing a lesson, the teacher needs to provide time for students to grapple with
problems, search for strategies and solutions on their own, and learn to evaluate their own
results. Although the teacher needs to be very much present, the primary focus in the class
needs to be on the students’ thinking processes.” (Burns, 2000, p. 29).
Solving problems sometimes involve dealing with pragmatics, the way that context
contributes to meaning, and semantics, the interpretation of the problem. The ability to
understand what the end goal of the problem is, and what rules could be applied represents
the key to solving the problem. Sometimes the problem requires abstract thinking or coming
up with a creative solution (Schacter, D.L. et al., 2009).
Mathematicians have always understood that problem-solving is central to their discipline
because without a problem there is no mathematics. Problem-solving has played a central role
in the thinking of educational theorists ever since the publication of Pólya’s book “How to
Solve It,” in 1945. The National Council of Teachers of Mathematics (NCTM) has been
consistently advocating for problem solving for nearly 40 years, while international trends in
mathematics teaching have shown an increased focus on problem-solving and mathematical
modeling beginning in the early 1990s (Klerlein and Hervey, 2019)

The Importance of Problem-Solving

Our students live in an information and technology-based society where they need to be able
to think critically about complex issues, and “analyze and think logically about new
situations, devise unspecified solution procedures, and communicate their solution clearly
and convincingly to others” (Baroody, 1998). Mathematics education is important not only
because of the “gatekeeping role that mathematics plays in students’ access to educational
and economic opportunities,” but also because the problem-solving processes and the
acquisition of problem-solving strategies equips students for life beyond school (Cobb, &
Hodge, 2002). The importance of problem-solving in learning mathematics comes from the
belief that mathematics is primarily about reasoning, not memorization. Problem-solving
allows students to develop understanding and explain the processes used to arrive at
solutions, rather than remembering and applying a set of procedures. It is through problem-
solving that students develop a deeper understanding of mathematical concepts, become more
engaged, and appreciate the relevance and usefulness of mathematics (Wu and Zhang 2006).
The Nature of Mathematical Problem Solving
In a historical review focussing on the role of problem solving in the mathematics
curriculum, Stanic and Kilpatrick (1989) wrote: Problems have occupied a central place in
the school mathematics curriculum since antiquity but problem solving has not. (p. l)
A common view among mathematics teachers, students and parents is that, "Doing
mathematics is solving problems" and "Mathematics is about how to solve problems".
Cockcroft (1982) also attempted to characterize problem solving as “The ability to solve
problems is at the heart of mathematics. Mathematics is only useful to the extent to which it
can be applied to a particular situation and it is the ability to apply mathematics to a variety of
situations to which we give the name “problem solving” (para 249).
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From the literature, it appears that some writers believe that solving problems is the essence
of mathematics learning, while others consider mathematics as a body of knowledge which
provides the tools for the process of solving mathematical problems.
Mathematical Problem-Solving Difficulties
Learning difficulties in Mathematics can be condensed through series of researches in the
field. In the teaching-learning processes, learning difficulties could be due to teacher,
students, and curriculum factors or environmental factors.
The argument surrounding the instruction of mathematics in general was complicated in the
middle of the 19th century by moving the course from the college level to the high school
level. Although the maturity level of the students was lowered, there was no organized
adjustment in course contents. Despite these repeated attempts to change the teaching of
mathematics in the prevailing decades, there have been few fundamental changes merged into
the widespread practice. Part of this reason was lack of reform (Allendoerfer, 1968).
A study by William (1968) revealed that Euclid’s traditional approach to the subject is
considered by many to be a significant part of man’s cultural heritage.
For the teacher of mathematics in high school, the challenges means that they must help
children acquire background of understanding and skills in mathematics that will allow them
to face the life in the future with confidence. Several studies had been investigated in order to
determine the bearing of this study.
Accordingly, Wang, et. al., (2009) investigated the factors of leading learning difficulties in
mathematics, and developing strategies for improving mathematics learning for students with
learning difficulties. Their study concluded that there are two types of learning difficulties –
learner helplessness and defensive attribution.
In addition they found out that students boosted their learning in mathematics with the use of
appropriate strategies and interventions. The said findings give bearing to this study since it
provides relevant information which becomes the base line information of the researchers.
Likewise, the paper of Singha, et. al., (2012) entitled “Study of the various problems faced by
the students and teachers in learning and teaching mathematics and their suggestive measure”
describes the problem encountered by students and teacher in learning and teaching
mathematics in higher secondary school and colleges. The results of this study concluded that
students and teachers face various problems in learning and teaching mathematics. Hence,
schools and college should establish seminars and workshops for students, parent and
teachers to promote positive attitudes toward mathematics. Considering that this paper aims
to investigate the underlying problems and difficulties faced by students in mathematics, the
methods employed, and theoretical basis as well the findings provides an integral basis in the
formulation of the same on this study.
Chrysikou, Motyka, Nigro, Yang, and Thompson-Schill (2016) stated that there are a number
of different obstacles that can interfere with our ability to solve a problem quickly and
efficiently. Researchers have described a number of these mental obstacles, which include
functional fixedness, irrelevant and misleading information, mental set, and assumptions.
Consequently, Magkato and Andile (2006) conducted a non-experimental, exploratory and
descriptive study on the learners and educators views about the factors that contribute to poor
performance in mathematics and physical science. They found out that these factors are: (1)
factors associated to teaching strategies, content knowledge, motivation, laboratory use, and
non-completion of the syllabus in a year. (2) Factors associated with indirect influences
attributed to role played by parents in their children’s education, and general language usage
together with its understanding in the two subjects. These results have been utilized in this
study in the formulation of questionnaires considering the direct relationship of this study to
the present study.
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In addition, Adolphus (2011) observed that students shy away from the study of mathematics
even though it is the bed rock of science and technology. This situation shows the negative
attitude and poor performance of students in mathematics. This finding becomes one of the
reasons that prompted the researchers into the conceptualization of this study.
According to https://math.berkeley.edu, in 1945, George Polya published the book “How To
Solve It, which quickly became his most prized publication. It sold over one million copies
and has been translated into 17 languages. In this book he identifies four basic principles of
problem solving:
Polya’s First Principle: Understand the problem
This seems so obvious that it is often not even mentioned, yet students are often blocked in
their efforts to solve problems simply because they don’t understand it fully, or even in part.
Polya taught teachers to ask students questions such as:
• Do you understand all the words used in stating the problem?
• What are you asked to find or show?
• Can you restate the problem in your own words?
• Can you think of a picture or diagram that might help you understand the problem?
• Is there enough information to enable you to find a solution?
Polya’s Second Principle: Devise a plan
Polya mentions that there are many reasonable ways to solve problems. The skill at choosing
an appropriate strategy is best learned by solving many problems. You will find choosing a
strategy increasingly easy. A partial list of strategies is included:
• Guess and check • Use a model
• Look for a pattern • Consider special cases
• Make an orderly list • Work backwards
• Draw a picture • Use direct reasoning
• Eliminate possibilities • Use a formula
• Solve a simpler problem • Solve an equation
• Use symmetry • Be ingenious
Polya’s Third Principle: Carry out the plan
This step is usually easier than devising the plan. In general, all you need is care and patience,
given that you have the necessary skills. Persist with the plan that you have chosen. If it
continues not to work discard it and choose another. Don’t be misled, this is how
mathematics is done, even by professionals.
Polya’s Fourth Principle: Look back
Polya mentions that much can be gained by taking the time to reflect and look back at what
you have done, what worked, and what didn’t. Doing this will enable you to predict what
strategy to use to solve future problems. So starting on the next page, here is a summary, in
the master’s own words, on strategies for attacking problems in mathematics class. This is
taken from the book, How To Solve It, by George Polya, 2nd ed., Princeton University Press,
1957, ISBN 0-691-08097-6.

Materials and Methods

Context and Participants
The population of the study will consist of 60 grade nine students and currently enrolled in on
of the public schools in Tarlac City during the Academic Year 2020-2021. Total enumeration
will employ in selecting the target population.

Procedure
The identified respondents had been made to answer the designed questionnaires of the study
with the supervision of the researcher. The respondents will answer a checklist thru Google
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form categorized into three, wherein they will select all the problems or difficulties they have
encountered. In addition, random interview would be made in order to further validate the
data gathered from the questionnaires. Moreover, indirect observation is also undertaken as
well as interaction with the students in order to solicit additional information and data.

Data Analysis
The researcher adopted the questionnaire utilized by Ganal, et. al (2014) to answer the
formulated statement of the problems of the study. The researcher also added one question to
relate it to the current situation that we have right now.
The said questionnaire is assumed to be validated hence; questionnaire validation has not
been undertaken on this study. The questionnaires consist of three (3) different groups of
questions categorized as: (1) Personal problems; (2) Emotional Problems; (3) Problems on
teachers’ instructions.
The three categorized group of question is in conformity with the established problems of the
study.

Result and Discussion

Table 1. Personal Problems encountered by Grade 9 Students towards Learning Mathematics

SECTION TOTAL %
PERSONAL PROBLEMS out of 60 Rank
Galilei Einstein Edison students

1. Expenses 7 3 5 15 (25%) 8

2. Lack of Interest 9 5 7 21 (35%) 3

3. Negative Attribute towards the

8 3 6 17 (28%) 5.5
subject

4. Poor study habit 14 5 6 25 (42%) 2

5. Being away from parents, sibling

8 4 5 17 (28%) 5.5
and other relatives

6. No/Lacks creativity 5 2 4 11 (18%) 9

7. Poor grammar competency 7 7 3 17 (28%) 5.5

8. No/Lacks resourcefulness 9 6 4 19 (32%) 4

9. Poor problem solving competency 18 16 15 49 (82%) 1

Table 1 represents the personal problems encountered by the respondents. As reflected, poor
problem solving competency with a total of 82% ranks 1st or the most common personal
problem encountered by students towards learning Mathematics; followed by poor study
habit with 42%; lack of interest with 35%; no/lacks resourcefulness ranks 4th with 32%;
negative attribute towards the subject, being away from parents, sibling and other relatives,
and poor grammar competency tied in the number 5 spot with 28%; expenses on 8th spot and
lastly; no/lacks creativity ranks 9th with only 18%.
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Table 2. Emotional Problems encountered by Grade 9 Students in solving Mathematical

Problems
TOTAL %
SECTION out of 60 Rank
PERSONAL PROBLEMS
students
Galilei Einstein Edison
1. Excessive stress in doing academic tasks 14 14 14 42 (70%) 1
2. Low self-esteem or not believing on
13 14 6 33 (55%) 2
one's capabilities
3. Undesirable development of a
relationship between the teacher and
8 3 5 16 (27%) 6
student such as attention and affection with
each other
4. Feelings of insecurity 8 5 4 17 (28%) 5
5. High anxiety in working so hard at
winning the teachers belief on good 8 9 5 22 (37%) 3
impression
6. Feeling of immaturity 5 3 3 11 (18%) 9.5
7. Feeling of timidity 4 5 4 13 (22%) 8
8. Difficulty in establishing desirable
6 2 3 11 (18%) 9.5
relationship with parents and siblings
9. Frustration over ones inadequacies 10 5 3 18 (30%) 4
10. Difficulty in establishing desirable
relationship with classmates, board mates, 5 3 6 14 (23%) 7
and other school personnel
The table reveals that most of the respondents are excessively stress in doing academic tasks
where a total of 70% of the respondents answered; which also ranks 1st or the most common
among the given problems when it comes to the emotional factor. Low self-esteem or not
believing on one's capabilities ranks 2nd with a total of 55%. Meanwhile, high anxiety in
working so hard at winning the teachers belief on good impression ranks 3rd with 37%. On
the 4th spot, it’s frustration over ones inadequacies with 30%. Feelings of insecurity (28%),
Undesirable development of a relationship between the teacher and student such as attention
and affection with each other (27%), Difficulty in establishing desirable relationship with
classmates, board mates, and other school personnel (23%), and Feeling of timidity (22%)
rank 5th, 6th, 7th, and 8th respectively. Lastly, Feeling of immaturity and Difficulty in
establishing desirable relationship with parents and siblings got the least answers from the
respondents with only 18%.

Table 3. Essence of Teacher’s Instruction thru video lessons of Grade 9 Students in

solving Mathematical Problems
SECTION TOTAL %
CRITERIA out of 60 Rank
Galilei Einstein Edison
students
1. Strongly Agree 4 2 4 10 (17%) 2
2. Agree 16 16 10 42 (70%) 1
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3. Neither Agree nor Disagree 2 2 4 8 (13%) 3

4. Disagree 0 0 0 0 4
5. Strongly Disagree 0 0 0 0 5

Table 3 shows that respondents agreed on teacher’s instructions thru video lessons are
essential in learning Mathematics with a total of 70%. Respondents who answered strongly
agree ranks 2nd with a total of 17%. Lastly, neutral students answered neither agree nor
disagree with 13%.
Conclusion

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