MATUTUM VIEW BAPTIST ACADEMY, INC.

Tuyac Village, Cannery Site, Polomolok South Cotabato

THE PROFICIENCY LEVEL IN SOLVING MATHEMATICAL PROBLEM OF

GRADE 10 STUDENTS BASIS FOR INTERVENTION PROGRAM IN MATUTUM

VIEW BAPTIST ACADEMY INCORPORATED

Candari, Charles Venice N.

Diamos, Florence Rubi L.
Fernando, Erych Shelia B.
Galopo, Jeff Andrei F.
Malagsic, Earl Conrad T.
Montaño, Kriza Hazel G.
Sabayton, Kent Elizer J.
Tapado, Noelleresa A.

2022
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

The term proficiency level is the high degree of competence, skill or expertise. A

mathematical problem is a problem that can be represented, analyzed, and possibly

solved, with the methods of mathematics.

Statement of the problem.

Hugar (2011), pointed out the types of things we might think about a mathematics

classroom are equations, procedures, and word problems, but in learning them, a student

needs to master to solve problem. Thus, over the last couple of decades there has been a

move to approach the teaching of mathematics through problem solving. Problem solving

as defined in the dictionary is the thought processes involved in solving a problem and it

is also the area of cognitive psychology that studies the processes involved in solving

problems.

Yeo (2004), states that problem solving in Mathematics can also be explained as

“thinking and working mathematically” but the converse is not true. It is an intricate

process which calls for problem solver who is engaged in mathematical task to organize

and deal with the domain general pieces of knowledge.

Bandong (2000) stated that of the University of the Philippines Baguio, stated that

as long as a student is patient and sets his mind into it, he can learn everything. All he

needs is the understanding if the four fundamental operations of arithmetic – addition,

subtraction, multiplication and division. Teachers and students believe that mathematics
needs patience in analyzing and solving every problem. The heart determination is

needed to make the subject interesting and easy.

Polya (2019), stated that solving a routine problem did not contribute to the

mental development of the student. He believes that to provide an opportunity for

students to develop higher-order thinking in the process of understanding, analysis,

explanation, and application of mathematical concepts, non-routine problems should be

employed. However, students generally fear the idea of solving non routine problems

because these problems are usually non-standard, involving unexpected and unfamiliar

solutions. Besides students are also apprehensive, anxious and extremely uncomfortable

because they are not able to recall and apply learned procedures in a straightforward way.

In the study conducted by Yeo (2004) on mathematical problems, 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 in impede 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 seavences of operating but do not know the procedures necessary to carry

out these operations accurately. Their problem particularly in solving is confounded by

the 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.

Different mathematics assessment showed that Philippines does not perform well

in mathematics. As evidence by the result of the Trend in International Mathematics and

Science Study (TIMSS) administered in 2003 result where, the selected Grade 4 and

Grade 8 students from sample school earned low achievement scores in Science and

Mathematics. Mollis, Martin, Gonzalez, and Chrostowski (as cited in Feliciano et, al.,

2013).

Atton B. (2005) stated that on this problem category, little to no algorithm is

typically utilized. Students have trouble solving non-routine problem because there isn’t a

clear answer to them, with a particular focus on those. They need analytical and critical

thinking, using different heuristics and attenuate strategies to solve the issues.

Statement of the Problem

This study aims to know the proficiency level in solving mathematical problems

of Grade 10 students basis for intervention program in Matutum View Baptist Academy

Inc.

Specifically this study aims to determine the following:

1. What is the proficiency level in solving mathematical problems of grade 10

students in Matutum View Baptist Academy Incorporated?

2. What intervention/enrichment program can be developed based on the findings of

the study?

Hypothesis

H0. There is no significant relationship between proficiency level in solving

mathematical problems and intervention program of the Grade 10 students in

Matutum View Baptist Academy Incorporated.

 H1. There is significant relationship between proficiency level in solving

mathematical problems and intervention program of the Grade 10 students in

Matutum View Baptist Academy Incorporated.

Scope and Delimitations

The general intent of this study is to know the proficiency level in solving

mathematical problem when it comes to intervention program. This study will be

conducted at Matutum View Baptist Academy Incorporated, located at Tuyac Village

Cannery Site, Polomolok, South Cotabato. The respondents of the study will only

focused on the current Grade 10 students, of Matutum View Baptist Academy Inc.

there are 51 Grade 10 students, for the school year 2022-2023.

Significance of the Study

This study will be beneficial to the following:

Students. This study will help students to determine the proficiency level of

solving mathematical problems.

Teachers. This research will help the teacher to be aware on how the students

satisfaction in regards with the school facilities. It could help them become more

effective in learning when they know what’s lacking inside the school.

School. This study could be useful for school who want to know about the

proficiency level in solving mathematical problems. They would be able to determine

whether if the students are capable of solving mathematical problems.

 Other researcher. Other researchers would benefit from this study because it

could serve as basis for obtaining knowledge on the subject.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews related literature and studies comma the materials include

unpublished testes and internet resources. It also included a discussion of theoretical and

conceptual frameworks as well as the definition of terms used in this study.

Related Literature

According to Kilpatrick, Swafford, and Findell, (2001), mathematics learning can

bring up frustrating and anxiety driven memories of step-by-step procedures and

formulas. There is a common belief that mathematics is only about memorization and

procedures.

It states that although mathematics involves a lot of deductive reasoning, school

mathematics does not necessarily reflect that. The authors state that, for a long time, the

school system involved sophisticated knowledge, but superficially, without a concern

about understanding it; “mathematics learning has often been more a matter of

memorizing than of understanding”. It is undeniable that mathematics involves

procedures and formulas. However, this is far from the essence of mathematics.

Mathematics involves thinking, reasoning, analyzing and conjecturing; that is why it

involves also frustration. Processes of doing mathematics are not usually straightforward

and exempted from errors or misleading paths.

According to Schoenfeld’s (2007), emphasizes that math education researchers

are quite familiar with what mathematical thinking entails and comprehension because of

all that mathematics entails, they frequently support through assessment methods in terms

of both methods and content. Contrarily, evaluation in mathematics lessons are typically

closely spaced on products as opposed to procedures different mathematical skills.

It states that if mathematics assessment is to help students develop their powers of

reasoning, problem solving, communicating, and connecting mathematics to situations in

which it can be used, both mathematics assessment and mathematics instruction will need

to change in tandem. Mathematics instruction will need to better use assessment activities

than is common today. Too often a sharp line is drawn between assessment and

instruction. Teachers teach, then instruction stops and assessment occurs. Results of the

assessment may not be available in a timely or useful way to students and teachers. The

learning principle implies that "even when certain tasks are used as part of a formal,

external assessment, there should be some kind of instructional follow-up. As a routine

part of classroom discourse, interesting problems should be revisited, extended, and

generalized, whatever their original sources."

From a teacher’s perspective, when mathematics work is complex, it is essential

to know how different methods affect student’s different learning outcomes. (Kilpatrick

et. al., 2001).

 It states that, from the viewpoint of the teacher, it is critical to understand how

various teaching strategies affect students' various learning outcomes when the

mathematical task is difficult.

Boaler (2002) stated that performed admirably in scenarios that were analogous to

those in textbooks. Although the students have trouble applying arithmetic and a real

world, practical, or discussion-based context. The pupils who had studied arithmetic

through group projects we're better able to use their expertise in many contexts. Research

by Boaler supports the hypothesis. The knowledge that is created is constructed by that

setting discovered that one of the widespread ideas held by pupils. There is only one

flight response to a mathematical problem. The readiness of the students to accept that

there could be several right solutions to a given situation.

It states that this study is the Students who learn arithmetic through group

prodjects are better able to use their expertise in multiple contexts.

One-to-one technology was proposed by researchers (Chan et. al., 2006) in which

every student is provided with a gadget to seamlessly learn in the classroom or at home.

Additionally, kids can get quick feedback from matt island, which actively and

effectively promotes their unique learning. As a result, there may be more opportunities

to help low achieving kids raise their performance.

It states that this study is that technology makes it easier for students to find

information quickly and accurately instead of personal tutors, students can get one-on-

one to help through education in math classroom for the most part.
 Hwang (2012) stated that the fact that teacher-led education predominates in

mathematics classrooms in the majority of Asian nation is undoubtedly to blame for the

existence of a sizable number of poor achievers. It should be remembered that each

student in a classroom has a unique set of skills, and as a result, each student displays a

unique set of accomplishments. Unfortunately, all students are expected to learn from the

teacher in the same way and at the same rate in teacher led instruction.

It states that teacher-led education is undoubtedly to blame for the existence of a

sizable number of poor achievers. It should be remembered that each student in a

classroom has a unique set of skills, and as a result, each student displays a different set

of accomplishments.

Gravemeijer et, al. (2017) stated that mathematical problem - solving is a central

area of mathematics instruction, constituting an important part of preparing students of

function in modern society. In fact, problem solving instruction creates opportunities for

student to apply their knowledge of mathematical concepts integrate and connect isolated

pieces of mathematical knowledge, and attain a deeper conceptual understanding of

mathematics as a subject.

It states that, problem-solving instruction gives students the chance to apply their

understanding of mathematical concepts, integrate and connect disparate bits of

knowledge, and develop a deeper conceptual understanding of mathematics as a subject.

Mathematical problem-solving is a central area of mathematics instruction, constituting

an important part of preparing students to function in modern society.

 Lesh and Zawojewski (2007) emphasize the importance of engaging students in

model-eliciting activities in which problem situations are interpreted mathematically, as

students make connections between problem information and knowledge of mathematical

operations, patterns, and rules.

It states that in order for students to develop connections between the information

in the problems and their knowledge of mathematical operations, patterns, and rules, it is

crucial to involve them in model-eliciting activities where problem situations are

interpreted mathematically.

Mary J. Schleppegrell (2007) stated that the linguistic challenges include the

multi-semiotic formations of mathematics, its dense noun phrases that participate in

relational processes, and the precise meanings of conjunctions and implicit logical

relationships that link elements in mathematics discourse. Research on pedagogical

practices supports developing mathematics knowledge through attention to the way

language is used, suggesting strategies for moving students from informal, everyday

ways of talking about mathematics into the registers that construe more technical and

precise meanings.

It states that, The multi-semiotic formations of mathematics, its complex noun

phrases that take part in relational processes, the exact meanings of conjunctions, and the

implicit logical links that connect many aspects in mathematical discourse are among the

linguistic obstacles. Research on pedagogical methods encourages students to learn

mathematics by paying attention to how language is used, offering techniques for

transitioning them from informal, commonplace ways of discussing mathematics to

registers that convey more technical and precise ideas.

 Should all of these ideas seem straightforward, we assure the reader that for

students, they are not. Further, teachers’ rapid access to all of these representations is

essential, including the knowledge of which ones are likely to be helpful for students in

particular situations and which ones will help to reveal students’ understandings and

misunderstandings. For an example of an interview with a student that shows the kind of

mathematical (and pedagogical) knowledge required and a discussion of the issues

involved, see Ball and Peoples (2007) and (Schoenfeld 2007).

It states that, If any of these concepts appear simple, we assure the reader that for

No, they are not students. Teachers' quick access to all of these representations is another

benefit. is crucial, knowledge of which ones will likely be beneficial for in various

circumstances, and which ones will aid in revealing pupils' misconceptions and

comprehensions. To see an illustration of an interview with a student who demonstrates

the necessary mathematical and pedagogical skills and an examination of the pertinent

topics.

Review of Related Studies

According to Burkbardt, H. (2007) in his study "Mathematical proficiency: what

is important? How can it be measured?" Mathematics classes might be allowing for a

broader focus, involving conceptual discussions and explorations. However, when it

comes to assessment, it is not uncommon to see the broader focus of mathematics

focused on procedures. When assessing students’ progress in mathematics, there is often

a limited focus on the students’ solutions rather than the students’ learning and working

processes.
 It states that, Classes in mathematics may be able to have a larger focus,

incorporating conceptual discussions and explorations. However, it is typical to see the

broader focus when it comes to assessment. of mathematics that was procedure-oriented.

When evaluating students' mathematical development, there frequently places a narrow

emphasis on the students' solutions rather than their learning and working processes.

According to Gorth, R. E. (2017) in his study "Classroom data analysis with the

five strands of mathematical proficiency" When mathematics assessments overvalue the

procedural aspect of doing mathematics, it favours the perception that mathematics

education is only about procedures and formulas. This is reflected, for instance, in the

“back to the basics” movement, which depicts the opinion of a group of people that

“think of mathematical proficiency mainly in terms of procedure skill”.

It states that, when math tests place too much emphasis on how to do things, It

encourages the idea that mathematics instruction consists solely of methods and formulas.

For instance, the "return to the fundamentals" movement, which highlights the

importance of a group's assertion that they "think of mathematical proficiency primarily

in terms of procedure skill”.

According to de Lange, J. (2007) in his study "aspects of the art of assessment

designs"Mathematics assessment intentions need to be visible in all aspects of teaching

(planning, instruction, and assessment). The practices that teachers engage in while

teaching and assessing provide students with the grounds needed to deepen their

mathematics understanding. Mathematics assessment practices must have a relationship

with the tasks used to evaluate student learning.

 It states that, Intentions for mathematics evaluation must be clear in all facets of

instruction. the procedures teachers use to instruct and evaluate students give children the

foundation they need to comprehend mathematics more deeply.The tasks used to evaluate

student performance must be related to the mathematics assessment procedures learn.

According to Attun B.(2005) in his study “Qualitative Research For Education”

more often than not, little or in algorithm is used on this problem category. With specific

focus on non-routine problems, students find difficulties solving them because they do

not have a straight forward solution. They require creative and critical thinking,

employing alternative approaches and various heuristics to solve the problem.

It states that, On his category of problems, an algorithm is applied. with a focus

on unusual problems in particular. The lack of an obvious solution causes students to

struggle when trying to solve problems. They demand both critical and creative thinking,

using different heuristics and alternate strategies to tackle the issues.

According to National council of teachers of mathematics (2000) in their study

“Principles and standards for school mathematics” problem solving is the primary goal in

the mathematics education curriculum. It is the acquation of increated levels of problem

solving competency which provides a basis for future learning, effective participation in

society and for conducting daily activities. It is a skill needed to overcome challenges and

difficulties faced in life. However despite its importance an international organization of

mathematical educators argued that solving problems is not only a goal of learning

mathematics but also a major means of doing so.

 It states that, The main objective of the mathematics curriculum is problem

solving. The foundation for future learning, effective engagement in society, and carrying

out daily tasks is the attainment of higher levels of problem-solving skill. It is a talent

required to overcome obstacles and problems encountered in life. Nevertheless, despite

its significance, a global association of math educators maintained that learning

mathematics is mostly accomplished by solving problems.

Theoretical Framework

A lot of mathematical learning that takes place within the first 5 years of

schooling is related to everyday practice. Teachers therefore, do not always provide

students with mathematical concepts to the extent that they do when students are older.

The students who worked in the traditional classroom achieved higher, that students who

worked in a problem solving environment, regarding procedural fluency. This is not

surprising, since they have practiced their procedural skills more than the problem

solving groups. Student’s productive disposition, is affected significantly more if students

work traditionally. (Bandura, 2000).

Conceptual Framework

This study will identify the Proficiency level in solving mathematical problems of

Grade 10 students basis for Intervention Program in Matutum View Baptist Academy

Inc.

Proficiency Level in
Solving Mathematical
Problem
 Intervention Program

Figure 1: Conceptual Framework

Definition of Terms

Proficiency level. Conceptually, According to Google, individuals can do with

language in terms of speaking, writing, listening, and reading in real-world situations in a

spontaneous and non-rehearsed context. Operationally, reflects how well you can read,

write, and respond in a given language.

Problem solving. Conceptually, According to English-Filipino Dictionary, the

process of finding solutions to difficult or complex issues. Operationally, act of defining

a problem; determining the cause of the problem, identifying, prioritizing, and selecting

alternatives for a solution; and implementing a solution.

 Mathematical. Conceptually, According to Collins Dictionary, in accordance with

the principles of mathematics. Operationally, the science and study of gravity, structure,

space, and change.

CHAPTER 3

RESEARCH METHOD AND PRACTICE

This chapter presents, the research design, research locale, research ideas, and

respondents of the study, research instruments, and statistical treatment.

Research Design

This study used a descriptive quantitative research design with test questionnaires

and random sampling method. The researchers evaluate the Proficiency Level in Solving

Mathematical Problem of Grade 10 Students Basis for Intervention Program in Matutum

View Baptist Academy Inc.

Data
Research
Variables of Gathering, Statistical
Local and
the Study Techniques Treatment
Respondents
and Analysis

Matutum
Proficiency View Baptist Survey
Frequency
Level Academy Questionnaire
Inc.

Solving
Grade 10
Mathematical Percentage
Students
problems
 Weighted
mean

THE PROFICIENCY LEVEL OF SOLVING MATHEMATICAL

PROBLEM OF GRADE 10 STUDENTS IN MATUTUM VIEW
BAPTIST ACADEMY INC.

Research Locale

This study will be conducted at Matutum View Baptist Academy Incorporated. It

is located at Tuyac Village, Cannery Site, Polomolok, South Cotabato. This study will be

implemented in school premises of MVBAI with clean, organized setting for students

who will partake in the said study.

Respondents of the Study

The respondents of this study were the Grade 10 students of Matutum View

Baptist Academy Incorporated, a total of 51 Grade 10 students will be treated as the

respondents.

Research Procedure
 The researchers give a letter to the administrator office of the Matutum View

Baptist Academy Incorporated, where the study will be conducted.

Research Instruments

The researchers will use a test questionnaire adopted from some source and

references.

Statistical Treatment

In this study, the researcher used a percentage and weighted mean to determine

the proficiency in solving mathematical problems of the Grade 10 students basis for

intervention program of Matutum View Baptist Academy Incorporated.

Formula:

Σx
x=
n

Table 1.

Notation Description

x Number of respondents who answered

correctly

N Number of students who answered

x Calculated percentage
Table 2.

Weighted Mean Level of Agreement

More than 4.2 – 5 Very High

More than 3.4 – 4.2 High

More than 2.6 – 3.4 Average

More than 1.8 – 2.6 Low

1.8 and less Very Weak