IMPROVING THE KNOWLEDGE OF THE STUDENTS IN SOLVING AGE

PROBLEM USING POLYA’S PROBLEM SOLVING STRATEGY

KRISTIENNE KATE R. BELEN

DENBER P. CAOILE
EUNICE JOY M. CARIAGA
ZYRA MAE M. EVANGELISTA
MEREDITH A. GIRON
ALYSSA O. NISPEROS

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

MID-LA UNION CAMPUS
CATBANGEN, SAN FERNANDO, LA UNION
COLLEGE OF EDUCATION

BACHELOR OF SCIENCE IN INDUSTRIAL EDUCATION

Major in Mathematics for Technology

DECEMBER 2019

1
 Chapter 1

INTRODUCTION

Situation Analysis

One of the objectives of learning mathematics in schools is to solve problems that

include ability to understand problems, to investigate problems, to collect problems; to

design mathematical models, solve models, and interpret solutions obtained

(Researchgate, 2019).

According to Kalanick, “Every problem has a solution. You just have to be

creative enough to find it”, the process of working through details of a problem to reach a

solution. Problem solving skill is the one of the most important skill in which knowledge

and mathematical skills are used at the highest level. Problem solving may include

mathematical or systematic operations and can be a gauge of an individual critical

thinking skill.

Solving problems is the obvious way of manifestation and usefulness of

mathematics, intellectually and beyond. This activity provides the student the opportunity

to face a difficulty that he can overcome by exploiting the combination of knowledge he

possesses in an efficient manner in a well-defined context. It also favors the transfer of

this knowledge between different fields of knowledge. “In addition, any problematic

situation stimulates motivation towards an intellectual progress; it trains his creativity and

applies mental behavior which aims a better structure of his knowledge.” (Science Direct,

2014). The chances of a student to carry out the solving of a difficult problem are

significantly reduced if he shows fear towards the statement and he is pessimistic as

2
regarding his possibilities of success: such a negative mindset is often paralyzing and can

lead to a real “mental block” right from the start. To avoid these situations, the teacher

must provide the conditions to achieve “successful experiences” in solving problems, to

give him a positive self-image in relation to this activity (Science Direct, 2014).

In addition, any problem solving is “an initiation into a scientific research”, by

learning to analyze a certain situation, modeling, researching effective strategies, and

reasoning, using analogies, generalization and examining species cases. The successful

completion of the process of solving a math problem, whether it is a pure mathematical

problem or a problem with a practical application, is subject to a positive way of thinking

of the solver engaged in a successful project, excellent mental conditions which implies a

disposition to work, to always achieve the best results, it gives strength to overcome the

obstacles that inevitably come in the way of success, a thorough knowledge of the theory,

a consistent, methodical and reflexive work, and also high moral qualities such as

courage, determination, ambition, patience, perseverance, initiative spirit and enthusiasm

(Science Direct, 2014).

Motivation, pleasure, and self-confidence (essential for a positive attitude) are

needed. Self-confidence is acquired by understanding matter through personal reflection

on work, by analyzing successes, even the partial ones, and also failures.

With all the reasons cited above, the researchers find it necessary to conduct this

study due to the level of performance of BTVTE I-C who is having difficulties in solving

age problem. Thus, the researchers would like to use Polya’s problem solving strategy as

a learning approach in solving age problem, to the BTVTE I-C with its purpose of

3
knowing the effect, to boost the confidence of the students in solving problem, and most

of especially to improve the knowledge of the students in solving age problem.

Framework of the Study

This research will be guided by the following theories for better understanding

and in-depth analysis.

Garafola and Lester (ND) have suggested that students are largely unaware of the

processes involved in problem solving and addressing this issue within problem solving

instruction may be important.

George Polya known as a father of modern problem-solving devised a systematic

process for solving problems that is now referred to by his name: the Polya 4-Step

Problem-Solving Process.

Age problems are very similar to number word problems. They are easy to solve

when you know how to set up the correct equations. Most of the time, this type of

problem discusses the age of a certain individual in relation to another in the past, present

or future (Math and Multimedia, 2013).

According to Ng and Lee (2009), the following difficulties regarding problem-

solving are barriers to accurately transform data provided by natural language into

mathematical equations; misinterpretation of the structure of semantic text and,

consequently, misunderstanding of the relationship between numbers and, finally, the

difficulty of bringing semantic evidence from phrase to mathematical equations.

In solving problem you need to understand the problem first. Read the problem

carefully and list all the components and data that are involved. The second step is

4
devising a plan. Setting up an equation, drawing a diagram, and making a chart are all

ways that you can go about solving problem. The next step, carry out the plan (solve) is

big. This is where you solve the equation you came up with in ‘devise a plan’ step. In

problem solving, it is good to look back (check and interpret), this is the last step.

Basically, check to see if you used all your information and that the answer makes sense.

Make sure that you write your final answer with the correct labeling (Seward, 2011).

Schoenfeld (1985) presents the view that understanding and teaching mathematics

should be approached as a problem-solving domain.

According to Schoenfeld (1985), four categories of knowledge or skills are

needed to be successful in mathematics: (1) resources- proposition and procedural

knowledge of mathematics, (2) heuristics- strategies and techniques for problem solving

such as working backwards, or drawing figures, (3) control- decisions about when and

what resources and strategies to use, and (4) beliefs- a mathematical “world view” that

determines how someone approaches problem.

Schoenfeld’s theory is supported by extensive protocol analysis of students

solving problems. The theoretical framework is based upon much other work in cognitive

psychology, particularly the work of Newell and Simon. During 1987, Schoenfeld places

more emphasis on the importance of metacognition and cultural components of learning

mathematics (i.e., belief system) than in his original formulation.

The main concern of this study is to detect the level of performance in improving

the knowledge of the students in solving age problems using Polya’s problem strategy.

The research paradigm shows the process of improving the knowledge of students

in solving age problems. The pre-test will be given to the respondents which determine

5
their level of performance. By facilitation, the Polya’s problem solving strategy will be

implementing to the students, and then post-test will be given to them after implementing

the Polya’s problem solving strategy. From the result of the pre-test and post-test, the

researchers will be able to determine the effect of the strategy on the students. The

Polya’s problem solving strategy will be served as intervening variable.

6
 INPUT PROCESS OUTPUT

Analysis of the:
 Level of
performance in
solving age
Fig.1 a. Paradigm
problems of
BTVTE I-C before
 Pre-Test in solving and after
age problems. implementing the
 Improved
Polya’s problem
Knowledge of
Statement of theinProblem
 Post-Test solving solving strategy.
the BTVTE I-C
age problems. in Solving Age
 Significance of
Problems using
 Polya’s problem difference of the
Polya’s problem
solving strategy in level of
solving strategy.
solving age performance in
problems. solving age
problems of
BTVTE I-C before
and after the
implementation of
Polya’s problem
solving strategy.

Figure 1. Research Design

7
Statement of the Problem

This study will seek to improve the knowledge of the BTVTE I-C students using

Polya’s problem solving strategy as an approach.

Specifically, it will answer the following questions:

1. What is the level of performance of the BTVTE I-C students in solving age

problems during:

a. pre-test, and

b. post-test after implementing Polya’s problem solving strategy?

2. Is there a significant difference on the level of performance of the students before

and after the implementation of Polya’s problem solving strategy?

Definition of Terms

This section is intended to assist the researches in understanding the commonly

used terms and concepts when reading, interpreting and evaluating this research. The

following words are operationally defined within the context of how they applied to this

research.

BTVTE I-C refers to a group of first year Bachelor of Technical Vocational

Teacher Education at Don Mariano Marcos Memorial State University Mid-La Union

Campus, first semester of S.Y. 2019-2020, are the study will be conducted.

Polya’s Problem Solving Strategy is a systematic process used to teach a

solution to a problem. Restating the problem and identifying necessary information is a

key to this step.

8
 Post-test is the ten item test that will be given to the BTVTE I-C students after

the implementation of Polya’s problem solving strategy.

Pre-test is the five item test that will be given to the BTVTE I-C students before

the implementation of Polya’s problem solving strategy.

Problem solving skills refers to the ability of the students to solve problems in an

effective and timely manner without any impediments.

Chapter 2
9
 METHODOLOGY

Research Design

This study will use the descriptive method to gain information on the

determination of the level of performance in improving the knowledge of the students in

solving age problem using Polya’s problem solving strategy.

This research design describe the level of performance of the respondents before

and after the implementation of the Polya’s problem solving strategies and it determines

if there is a significant difference before and after its implementation through comparing

the result of the pre-test and post-test of the respondents.

Source of Data

The respondents will be the first year students (Bachelor of Technical-Vocational

Teacher Education, section C) in the College of Education of Don Mariano Marcos

Memorial State University Mid-La Union Campus who are enrolled in Mathematics in

the Modern World during the first semester of S.Y. 2019-2020.

Instrumentation and Data Collection

In this study, the researchers will use pre-test and post-test to improve the BTVTE

I-C students’ performances before and after the implementation of Polya’s problem

solving strategy.

In this study, the researchers will take over three meetings where in one meeting

is equivalent to 1.5 hours in Mathematics in the Modern World class. On the first

10
meeting, the pre-test will be conducted and it is comprised of 5 age problems. The

students will be given 1 hour to complete the test. On the second meeting the

implementation of the Polya’s problem solving strategy will be conducted. Thus, on the

last meeting, post-test will be administered and the students will be given 1 hour and 30

minutes to complete the test. Questions from the post-test followed a similar style to that

of the pre-test, such that, the same questions will be used but another 5 age worded

problem will be added with some minor modifications on the values, thus, ensuring the

same level of difficulty of both papers.

Analysis of Data

The collected data from the pre-test and post-test will be organized, tallied,

tabulated and analyzed to determine if Polya’s problem solving strategy is an approach in

improving the knowledge of the students in solving age problem. To analyze the results,

appropriate statistical treatment will be used. Mean will be used to determine the level of

performance of BTVTE I-C students on the pre-test and post-test while t-test will be used

to determine the significance difference between the levels of performance of the BTVTE

I-C students during the pre-test and post-test.

The following formula will be used for the computation of rating:

raw score
Rating= ×50+50
total number of points

x́−M
t=
S2
√ n

11
Where:

s = sample variance,

M = population mean

x́= sample mean

The level of performance of BTVTE I-C students in pre-test will be analyzed and

interpreted through the following categorization of data.

Mean Score Rating (%) Description

16-20 81%-100% High
11-15 41%-80% Good
6-10 21%-40% Fair
0-5 20% and below Poor

The level of performance of BTVTE I-C students in post-test will be analyzed and

interpreted through the following categorization of data.

Mean Score Rating (%) Description

31-40 81% - 100% High
21-30 41% - 80% Good
11-20 21%-40% Fair
0-10 20% and below Poor

This criteria will be used in giving the points to the answers of BTVTE I-C students in

pre-test and post-test.

Criteria 4 3 2 1

12
 All of the steps Three of the Two of the At least one of
and solutions steps and steps and the steps and
have no solutions have solutions have solutions has
Solution mathematical no no mathematical
errors. mathematical mathematical errors.
errors. errors.

Correct Correct Correct There is little

terminology terminology terminology use, or a lot of
and notation and notation and notation inappropriate
Mathematical are always are usually are used, but it use, of
Work and used, making it used, making it is sometimes terminology
Notation easy to fairly easy to not easy to and notation.
understand understand understand
what was done. what was done. what done.

The work is The work is The work is The work

presented neat, presented neat presented appears sloppy
Neatness and clear organized and organized organized but and
Organization that is easy to that is usually may be hard to unorganized
read. easy to read. read at times. and it is hard to
read.

REFERENCES:

https://www.wtamu.edu

https://www.mindtools.com/pages/articles/newTMC_00.html

https://www.enotes.com/homework/health/define-problem-determine-what-probelm-
solving-461391

13
DON MARIANO MARCOS MEMORIAL STATE
UNIVERSITY
MID-LA UNION CAPMUS
College of Education
BTVTE

PRE-TEST

14
 Name: _____________________________________________ Score: _____
Section: ____________________ Date: ______

Direction: Solve the following problems.

1 Five years ago, Luke’s age was half of the age he will be in 8 years. How old is he
. now?

2 Ten years from now, Roland will be three times older than he is today. What is his
. current age?

3 Johnny is twice as old as his friend Denver. Denver is 3 years older than Liza. In 3
. years, Johnny will be two times as old as Liza. How old is Denver now?

4 Diego’s father is 5 times older than John and John is twice as old as his sister Amy.
. In two years’ time, the sum of their ages will be 58. How old is John now?

15
5 After 15 years, Arnel’s age will become four times of her present age. Find her
. age.

DON MARIANO MARCOS MEMORIAL STATE

UNIVERSITY
MID-LA UNION CAPMUS
College of Education
BTVTE

POST-TEST

Name: _____________________________________________ Score: _____

Section: ____________________ Date: _____

16
Direction: Solve the following problems.

1. Martin is four times as old as his brother Luther at present. After 10 years he will
be twice the age of his brother. Find their present ages.

2. After 15 years, Arnel’s age will become four times of her present age. Find her age.

3. A father is 30 years older than his son, and one year ago he was four times as old as
his son. Find the present ages of his father and his son.

4. Diego’s father is 5 times older than John and John is twice as old as his sister Amy.
In two years’ time, the sum of their ages will be 58. How old is John now?

5. Airi’s mother is four times as old as Airi. After five years her mother will be three
times as old as she will be then. What is their present ages?

17
6. Johnny s twice as old as his friend Denver. Denver is 3 years older than Liza. In 3
years, Johnny will be two times as old as Liza. How old is Denver now?

7. Andrea is three times as old as her sister Anu. Three years ago, she was two years
less than four times the age of her sister. Find their present ages.

8. Ten years from now, Roland will be three times older than he is today. What is his
current age?

9. Anna who is 6 years old and his father Ben who is 27 years old have the same birthday.
In how many years will ben be twice as old as Anna?

10. Five years ago, Luke’s age was half of the age he will be in 8 years. How old is he now?

18
 CURRICULUM VITAE

KRISTIENNE KATE R. BELEN

Gusing Norte, Naguilian, La Union
kristiennekatebelen1096@gmail.com

EDUCATIONAL BACKGROUND
Tertiary:
Don Mariano Marcos Memorial State University – Mid La Union Campus

19
 City of San Fernando, La Union
Bachelor of Science in Industrial Education
June 2016 – Present

Secondary:
Northern Naguilian National High School
Gusing Norte, Naguilian, La Union
June 2009 – March 2013

Primary:
Gusing Elementary School
Gusing Norte, Naguilian, La Union
June 2003 – March 2009

SKILLS
 Good Communication Skills
 Time Management
 Classroom Management
 Computer Literate

HOBBIES / INTEREST
 Surfing the internet
 Reading books
 Watching TV
 Playing mobile games

PERSONAL DETAILS
Nickname : Tien-Tien Civil Status : Single
Birth Date : October 10, 1996 Nationality :
Filipino
Age : 23 years old Height :
154cms
Sex : Female Weight : 62kgs.
Current Add. : #59 Bagulin Road, Gusing Norte, Naguilian, La Union
TRAININGS / WORK EXPERIENCES
OFFICE: ALIENJWK.INC
POSITION: ESL Teacher
DATE: October 2019 – Present
RESPONSIBILITIES/DUTIES: Teaching English language to the Korean students
through online teaching

PRACTICE TEACHING
SCHOOL: UNNES - Laboratory School
POSITION: Practice Teacher
WHERE: Semarang, Indonesia

20
DATE: August-September 2019
RESPONSIBILITIES/DUTIES: Teaching mathematics subject

REFERENCES:

Georgina Florendo Estepa

Sanggunian Bayan Member
Gusing Norte, Naguilian, La Union
09274802533

Lagundrina Mendoza
Gusing Norte, Naguilian, La Union
Barangay Captain

I hereby certified that the information above are true and correct to the best of my
knowledge and belief.

Kristienne Kate R. Belen

CURRICULUM VITAE

PERSONAL DATA:
Last Name: CAOILE
First Name: DENBER
Middle Name: PADILLA

Age: 21 years old

Gender: Male

21
Current Address: Pagdalagan Sur, Bauang, La Union
Permanent Address: Dulao, Aringay, La Union
Mobile Number: 09774595499
Email: denbercaoidilla@gmail.com
Marital Status: Single
Date of Birth: September 15, 1998
Nationality: Pilipino
Religion: Born Again Christian
Languages/Dialect I Can Speak: English, Filipino, Iloco

EDUCATION:

Short Course: LORMA COLLEGES – EPAS NCII - Competent

High School: La Union National High School - Leadership Awardee, CAT Awardee,
COMELEC Officer of the Year (2015)

Elementary: Dulao Integrated School – 3rd Honorable Mention, MTAP Awardee,

Bronze MTAP, Little Doctor of the Year, Academic Excellence Awardee.

WORK HISTORY:

CASHIER/BARISTA, TEA FARMS CAFE, Lorma Compound, Lingsat City of San

Fernando, La Union, 04/2018 – 09/2018, Mr. Leo Macagba

TRAINING AND PROFESSIONAL DEVELOPMENT:

Leadership 113, Victory Christian Fellowship of San Fernando La Union (AMA

COLLEGE, City of San Fernando), 09/2017-09/2018

Trainers Methodology Level I, Lingsat, City of San Fernando, La Union (LORMA

COLLEGES), 06/2018-10/2018

CURRICULUM VITAE

EUNICE JOY M. CARIAGA

Pagdalagan Norte, San Fernando, La Union
eunicecariaga27@gmail.com

EDUCATIONAL BACKGROUND
Tertiary:
Don Mariano Marcos Memorial State University – Mid La Union Campus

22
 City of San Fernando, La Union
Bachelor of Science in Industrial Education
June 2016 – Present

Secondary:
Sta. Clara National High School
Sta. Clara, Sto. Tomas, Batangas
June 2010 – March 2014

Primary:
San Joaquin Elementary School
San Joaquin, Sto. Tomas, Batangas
June 2004 – March 2010

SKILLS
 Good Communication Skills
 Time Management
 Classroom Management
 Computer Literate

HOBBIES / INTEREST
 Surfing the internet
 Reading books
 Watching TV
 Playing mobile games

PERSONAL DETAILS

Nickname : Joy Civil Status : Single

Birth Date : March 30, 1998 Nationality :
Filipino
Age : 21 years old Height :
160cms.
Sex : Female Weight : 65kgs
Current Add. : Purok 6, Pagdalagan Norte, City of San Fernando, La Union

TRAININGS / WORK EXPERIENCES

OFFICE: ALIENJWK.INC
POSITION: ESL Teacher
DATE: October 2019 – Present
RESPONSIBILITIES/DUTIES: Teaching English language to the Korean students
through online teaching

REFERENCES:

23
Leonald C. Vergara
Barangay Kagawad
Purok 6, Pagdalagan Norte, City of San Fernando, La Union

I hereby certified that the information above are true and correct to the best of my
knowledge and belief.

Eunice Joy M. Cariaga

CURRICULUM VITAE

ZYRA MAE M. EVANGELISTA

Carmay, Bauang, La Union
zyramaeevangelista15@yahoo.com

24
EDUCATIONAL BACKGROUND
Tertiary:
Don Mariano Marcos Memorial State University – Mid La Union Campus
City of San Fernando, La Union
Bachelor of Science in Industrial Education
June 2016 – Present

Secondary:
Bawanta National High School
Bawanta, Bauang, La Union
June 2011 – March 2015

Primary:
Bawanta Elementary School
Bawanta, Bauang, La Union
June 2005 – March 2011

SKILLS
 Good Communication Skills
 Time Management
 Classroom Management
 Computer Literate

HOBBIES / INTEREST
 Surfing the internet
 Reading books
 Watching TV
 Playing mobile games

PERSONAL DETAILS

Nickname : Maria Civil Status : Single

Birth Date : November 7, 1998 Nationality :
Filipino
Age : 21 years old Height : 148cms
Sex : Female Weight : 60kgs.
Current Add. : Carmay, Bauang, La Union

TRAININGS / WORK EXPERIENCES

OFFICE: ALIENJWK.INC
POSITION: ESL Teacher
DATE: October2019 – Present

25
RESPONSIBILITIES/DUTIES: Teaching English language to the Korean students
through online teaching

REFERENCES:

Rafael Floresca
Carmay, Bauang, La Union
Barangay Captain

I hereby certified that the information above are true and correct to the best of my
knowledge and belief.

Zyra Mae M. Evangelista

CURRICULUM VITAE

Meredith A. Giron
Cantoria No. 4, Luna, La Union

26
dithgiron2798@gmail.com

EDUCATIONAL BACKGROUND
Tertiary:
Don Mariano Marcos Memorial State University – Mid La Union Campus
City of San Fernando, La Union
Bachelor of Science in Industrial Education
June 2016 – Present

Secondary:
Regional Science High School for Region I
Bangar, La Union
June 2010 – March 2014

Primary:
Cantoria Central School
Cantoria No. 1, Luna, La Union
June 2004 – March 2010

SKILLS
 Good Communication Skills
 Time Management
 Classroom Management
 Computer Literate

HOBBIES / INTEREST
 Surfing the internet
 Reading books
 Watching TV
 Playing mobile games

PERSONAL DETAILS

Nickname : Dith Civil Status : Single

Birth Date : April 27, 1998 Nationality :
Filipino
Age : 21 years old Height : 156cms
Sex : Female Weight : 50kgs.
Current Add. : Cantoria No. 4, Luna, La Union

TRAININGS / WORK EXPERIENCES

OFFICE: ALIENJWK.INC
POSITION: ESL Teacher

27
DATE: July 2019 – Present
RESPONSIBILITIES/DUTIES: Teaching English language to the Korean students
through online teaching

REFERENCES:

Jason S. Lor
Licensed Professional Teacher
Suyo, Luna, La Union

Francisco Ragmac
Cantoria No. 4, Luna, La Union
Barangay Captain

I hereby certified that the information above are true and correct to the best of my
knowledge and belief.

Meredith A. Giron

CURRICULUM VITAE

28
ALYSSA O. NISPEROS
San Francisco, San Fernando, La Union
anispros@yahoo.com

EDUCATIONAL BACKGROUND
Tertiary:
Don Mariano Marcos Memorial State University – Mid La Union Campus
City of San Fernando, La Union
Bachelor of Science in Industrial Education
June 2016 – Present

Secondary:
La Union National High School
Catbangen, San Fernando, La Union
June 2011 – March 2015

Primary:
Poro San Agustin Elementary School
San Agustin, San Fernando, La Union
June 2005 – March 2011

SKILLS
 Good Communication Skills
 Time Management
 Classroom Management
 Computer Literate

HOBBIES / INTEREST
 Surfing the internet
 Reading books
 Watching TV
 Playing mobile games

PERSONAL DETAILS

Nickname : Pening Civil Status : Single

Birth Date : January 1, 1999 Nationality :
Filipino
Age : 20 years old Height : 160cms
Sex : Female Weight : 65kgs.
Current Add. : San Francisco, San Fernando, La Union

TRAININGS / WORK EXPERIENCES

OFFICE: ALIENJWK.INC

29
POSITION: ESL Teacher
DATE: November 2019 – Present
RESPONSIBILITIES/DUTIES: Teaching English language to the Korean students
through online teaching

REFERENCES:

Conrado Busa
San Francisco, San Fernando, La Union
Barangay Captain

I hereby certified that the information above are true and correct to the best of my
knowledge and belief.

Alyssa O. Nisperos

30