INTRODUCTION

Background of the Study

Factoring polynomials especially on quadratic form is one of the many important

mathematical skills that students should learn yet many of them find it difficult due to

some other reasons. This problem occurs in the next succeeding curriculum grade if the

difficulty was not addressed well during the deliberation in the classroom instruction. In

the new K-12 curriculum, where spiral approach is being followed, the pattern will be

like a “domino effect”. If they failed to grasp the concept and technique of factoring in

the lower grade level, the next curriculum year teacher will face the same problem since

factoring is a basic skill that is required in some other higher mathematical concepts like

solving quadratic equations, rational algebraic equations, functions, limits, and many

more.

Factoring is one of the fundamental concept of algebra, geometry, trigonometry, and

calculus (Serhan and Almegdabe, 2015) that plays an important role in Mathematics.

However, many attempts to better prepare students for algebra specifically on factoring

quadratics polynomials have not resulted in greater achievement in algebra. Students in

grades 8 and 9 are still struggling with algebraic concepts and skills (Greens &

Rubenstein, 2008). More analysis is necessary in order to develop a clear understanding

of what factors help students to be successful in factoring polynomials and how schools

and other systems can assist in achieving this goal. Based on the results of our Swot

Analysis, (see appendix A) the needs to improve the NAT MPS in Mathematics subjects

is necessary, hence most of the school in Aklan have a NAT MPS below the standard