STO. NIÑO SCHOOL OF ROXAS, INC.

FACTORS THAT CONTRIBUTED TO POOR PROBLEM SOLVING

SKILLS OF SELECTED SPECIAL SCIENCE CLASS STUDENTS
OF STO. NIÑO SCHOOL OF ROXAS, INC. :
A QUALITATIVE STUDY

A research presented to the faculty of Sto. Niño School Of Roxas, Inc., Sto. Niño street,
Paclasan, Roxas, Oriental Mindoro

In partial fulfillment for the subject Practical Research 1

By:

Bayle, Erold Jim

Ibabao, Jenalyn
Laban, Catherine Jane
Olarte, Kirsten Hailey
Oliva, Jhocela Mae
Recto, Niña

00/00/2023

INTRODUCTION
Have you ever wondered why, despite taking rigorous curriculum, certain students in special
science classes have difficulty in solving problems? The ability to analyze complex situations,
identify problems, and develop effective solutions through life's challenges and make wise
judgments depends on one's skill to solve problems. In today's fast-paced and complex world,
problem-solving skills are in high demand, particularly in the fields of science, technology,
engineering, and mathematics (STEM). Special Science Class (SSC) is a Philippines-based
program designed for children with strong academic performance and a passion for science and
mathematics. The program aims to develop the analytical and critical thinking skills of students to
help them succeed in their future careers. 

Problem-solving skills are a critical component of academic success and are essential for
navigating the challenges of everyday life. SSC students are assumed to have superior problem-
solving abilities, yet studies have shown that many of these learners have difficulties with it
which can have a significant impact on their academic performance and future prospects. 
Therefore, This research paper aims to identify the factors that contribute to poor problem-
solving skills of selected SSC students of Sto. Niño School Of Roxas, Inc.

Past research have found various elements that contribute to poor problem-solving skills of
students. One key factor is the lack of understanding of the problem. Students may provide wrong
solutions if they don't understand the requirements of the problem or if they perceive the question
incorrectly. Additionally, weak mathematical knowledge or technical abilities can also lead to
poor problem-solving skills. If students lack the needed information to tackle the problem, they
may struggle to discover a solution. Students who are underprepared may find it difficult to
recognize issues and create workable solutions. Students in the SSC program may occasionally
prioritize memorization over in-depth understanding as a result of the school's demanding
curriculum, which may limit their capacity to apply their knowledge to addressing problems.

Lack of experience in problem-solving is another contributing factor. Problem-solving expertise

is something that requiress practice. Students' capacity for problem-solving may be constrained if
they do not have enough opportunity to practice it. Poor problem-solving abilities can also be
caused by lack of feedback and direction. Without feedback, students could not be aware of their
faults, which could result in future errors being repeated.

We'll look at teaching strategies and approaches as one important aspect. Investigate how
different teaching methods and strategies, such as inquiry-based learning, project-based learning,
and problem-based learning, impact the development of problem-solving skills among SSC
students.

Another factor that we will explore is peer interactions and collaboration. Collaborative learning
settings give SSC students the chance to interact with and learn from their peers, which can
improve their problem-solving abilities. We'll examine how cooperation and peer interactions
affect how SSC students develop their problem-solving skills.

 Together with this, we'll look into how teachers view SSC students' problem-solving abilities and
what what factors they believe contribute to poor performance. Through being aware of how
teachers perceive problem-solving skills, we can identify areas where interventions may be
needed to improve problem-solving skills.

Furthermore, we will look at the experiences of SSC students who struggle with problem-solving
and how they overcome the challenges they encounter. This will provide insights into the types of
support and interventions that may be effective in improving problem-solving skills among SSC
students. We will also explore why certain SSC students struggle with poor problem-solving
skills while others excel. Through comprehension the factors that contribute to these differences,
we can identify strategies that could help SSC students develop their problem-solving abilities.

This research study will employ a qualitative research approach to examine the factors that
contribute to poor problem-solving skills of SSC students. Semi-structured interviews with
selected SSC students and teachers will be used in the research to collect information about how
they see the causes of poor problem-solving abilities.

The sample will consist of 10 SSC students and their related math and science teachers from The
Sto. Niño School Of Roxas, Inc. In order to ensure variety in terms of gender, academic
achievement, and socioeconomic background, the teachers and students will be chosen via
purposive sampling.

In-depth, semi-structured interviews with the participants will be used to gather data. The
interviews will be recorded on audio and verbatim transcribed for analysis. To find recurring
themes and patterns in the data, thematic analysis will be performed.

The Research can help with the creation of successful interventions to improve students' problem-
solving skills by identifying the variables causing low problem-solving skills in SSC students.
The study can shed light on how students view their probhlem-solving abilities as well as the
methods they employ to hone them. The study can also advance knowledge of problem-solving
abilities in education and their value in promoting innovation and advancement.
 STATEMENT OF THE PROBLEM

Poor problem-solving skills are a growing concern in the education system, particularly in the
context of secondary school education. Secondary school students are expected to develop
problem-solving skills as a part of their academic curriculum. However, many students struggle
with this skill and do not develop the necessary problem-solving skills required to excel
academically. This qualitative study intends to investigate the components that influenced the
selected students from Grade 7 to Grade 10 SSC students regarding their poor problems skills,
guided by these questions.

1. What role do teaching methods and strategies play in developing problem-solving skills
among SSC students?
2. What role do peer interactions and collaboration play in developing problem-solving
skills among SSC students?
3. How do teachers view the problem-solving abilities of SSC students, and what reasons do
teachers think contribute to low performance?
4. What difficulties do SSC students who have trouble solving problems confront, and how
do they overcome these difficulties?
5. Why do certain SSC students do exceptionally in problem-solving abilities while others
struggle?