Republic of the Philippines

SURIGAO DEL NORTE STATE UNIVERSITY

Narciso Street, Surigao City 8400, Philippines

“For Nation’s Greater

Heights”
SURIGAO DEL NORTE STATE UNIVERSITY
CAPSULE RESEARCH PROPOSAL
(For Thesis and Dissertation)
(To be accomplished by the researcher)

(1) Research Title

ABILITY OF STUDENTS IN MATHEMATICAL PROBLEM-SOLVING BASED ON SOLO

TAXONOMY
(2) Proponent (3) Program and Major
MARILYN M. POMOY MA-MATH Education
(4) Classification
Research: Development:
___ Basic ___ Pilot Testing
___ Applied ___ Tech. Promotion/ Commercialization
(5) Priority Areas/ Classification (Identify the alignment to the program and to the RDC research agenda.)

(6) Rationale (State the research problem and significance of the study to the current needs of the community and
the gaps the research intends to fill.)
The rationale for conducting research on problem solving based on the SOLO taxonomy lies in its potential to
enhance educational practices and student learning outcomes. The SOLO (Structure of Observed Learning
Outcomes) taxonomy offers a comprehensive framework for assessing and developing problem-solving skills,
making it a valuable tool in educational research. Here are key points for the rationale:
1. ENHANCING EDUCATIONAL STRATEGIES: Understanding how the SOLO taxonomy can be effectively
applied to problem-solving can lead to improved teaching methods. By aligning instructional strategies with
the taxonomy, educators can design more targeted interventions for students struggling with problem-
solving.
2. MEASURING PROGRESS: Research in this area can help educators and researchers develop better
assessment tools for problem-solving skills. The SOLO taxonomy provides a structured way to measure the
depth of understanding and can be used to create more reliable assessments.
3. CUSTOMIZED LEARNING: By using the SOLO taxonomy, educators can tailor the teaching approaches to
match the cognitive development of students. This individualized approach can improve learning outcomes
and address the diverse needs of students.
4. PREPARATION FOR REAL-WORLD CHALLENGES: Problem-solving is a crucial skill in todays complex
world. Researching how the SOLO taxonomy can be applied to problem-solving can help better prepare
students for real world challenge and future careers.
5. CROSS-DISCIPLINARY APPLICATION: The SOLO taxonomy is not limited to a specific subject area,
making it applicable across various disciplines. Research in this area can benefit educators and students in
diverse fields of study.
6. CLOSING ACHIEVEMENT GAPS: Understanding how to foster deeper levels of problem-solving can
contribute to closing achievement gaps among students. Research can shed light on effective strategies for
improving problem-solving skills in underperforming groups.
7. INNOVATIVE PEDAGOGICAL PRACTICES: Research in this area can lead to the development of
innovative pedagogical practices that are grounded in the SOLO taxonomy. These practices can have a
broader impact on education by promoting critical thinking and problem-solving abilities.
In summary, conducting research on problem-solving based on the SOLO taxonomy is essential because it has
the potential to improve teaching strategies, assessment methods, and overall learning outcomes. It can
empower educators to better prepare students for the challenges they will face in their academic and
professional journeys.
(7) Objectives/Statement of the problem (Statement of the specific purpose to address the problem areas of the
research).
OBJECTIVES:
The primary objectives of this research focused on students’ ability in mathematical problem-solving based on
the Structure of Observed Outcomes (SOLO) taxonomy are as follows:

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines

“For Nation’s Greater

Heights”
1. ANALYZE DEPTH OF UNDERSTANDING: Categorize and analyze students’ problem-solving responses
using the SOLO taxonomy to determine the depth of their understanding and the stages of problem-solving
the reach.
2. IDENTIFY EFFECTIVE TEACHING STRATEGIES: Investigate teaching strategies that align with the SOLO
taxonomy and assess their effectiveness in improving students’ mathematical problem-solving skills.
3. EXPLORE DEVELOPMENTAL PROGRESSION: Examine how students’ mathematical problem-solving
abilities evolve as they progress through their educational journey, considering the SOLO taxonomy stages.
4. CUSTOMIZE INSTRUCTION: Determine how educators can adapt their instructional methods based on
the SOLO taxonomy to cater to individual differences in students’ mathematical problem-solving
capabilities.

(8) Theoretical/Conceptual Framework of the Study (Write foundational review of existing theories/concepts that
serve as roadmap for developing your study).
1. SOLO taxonomy

2. COGNITIVE DEVELOPMENT THEORIES

 Piaget’s Cognitive Development Theory
 Vygotsyky’s Zone of Proximal Develoment (ZPD)
3. PROBLEM-SOLVING THEORIES
 Polya’s Problem solving process
 Metacognition
4. INSTRUCTIONAL STRATEGIES
 Constructivist Teaching
 Differentiated Instruction
5.EDUCATIONAL OUTCOMES
 Improved learning outcomes
 Closing Achievement Gaps
6.ASSESSMENT TOOLS
 Structured Assessment
7. INDIVIDUALIZED LEARNING
 Adaptive Teaching

(9) The Impact of Research (State the bearing of the study to the community. A typical justification would include a

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines

“For Nation’s Greater

Heights”
general statement concerning the historical basis for research and development, utilization of the
expected output and the impact the information generated will have on the target users and the
country).

(10) Methodology (Brief description of how the study will be implemented).

1. Research Design
I consider using quantitative and qualitative descriptive approach(Creswell, 2014).
2. Participants Selection
I consider using purposive sampling technique. I will use the grade 7 JHS students of Pilar District.
3. Data Collection
I consider using the following:
 Tests
 Documentation
 Observation
 Interview
 Open-ended survey
4. Intervention
Implement instructional strategies based on the SOLO taxonomy to teach mathematical problem-solving skills. This
may include providing explicit guidance, scaffolding, and opportunities for students to work through problems at
various SOLO levels.
5. Data Analysis
 Quantitative Analysis
 Qualitative Analysis
6. Ethical Considerations
Ensure that the research complies with ethical guidelines, including obtaining informed consent from participants
and maintaining their anonymity and confidentiality.
7. Data Interpretation
8. Recommendations
9. Reporting and dissemination
10. Continuous Assessment and Feedback

(11) Research Environment (Describe the study sites or the setting of the study).

(12) Research Design (Indicate the appropriate research design to be employed in the study).
Qualitative descriptive study
(13) Target Beneficiaries (Who the clienteles are and what are the expected outcomes/effects of the use of the
project outputs).

Tel. Nos.: (086) 826-0135; Email: surigaostatecollege@yahoo.com

(086) 231-7798 URL: ssct.edu.ph