“Students Difficulties in Mathematical Word Problem Solving of Grade 8 St.

Andrew

students at St. Joseph’s Community High School of Sapad Inc.

for the S Y 2023-2024”

GROUP MEMBERS:

AMIN A. ALANDO MANAL L. DIMA

NASIFA M . AMALODIN BABYLOVE A. KABILI

FAIDA S. ASIPON JUHAIPA S. SAIDALI

ROSELANIE M. CALIMUDAN HAMILODEN A. SAMIN

JOHYRI B. CAWASA

SENIOR HIGH SCHOOL

GENERAL ACADEMIC STRAND (GAS)

2023
 “Students Difficulties in Mathematical Word Problem Solving of Grade 8 St. Andrew

students at St. Joseph’s Community High School of Sapad Inc.

for the S Y 2023-2024”

A Thesis title Proposal

Presented to

the Thesis committee of

St. Josephs’ Community High School of Sapad Inc.

Poblacion, Sapad, Lanao del Norte, Philippines

In Partial Fulfilment

of the Requirements for the

Senior High School of General Academic Strand

Presented by:

AMIN A. ALANDO MANAL L. DIMA

NASIFA M. AMALODIN BABYLOVE A. KABILI

FAIDA S. ASIPON JUHAIPA S. SAIDALI

ROSELANIE M. CALIMUDAN HAMILODEN A. SAMIN

JOHYRI B. CAWASA

2023
 APPROVAL SHEET

This Thesis entitled was “Students Difficulties in Mathematical Word Problem Solving

of Grade 8 St. Andrew students at St. Joseph’s Community High School of Sapad Inc.

for the S Y 2023-2024” prepared and presented by Amin A. Alando, Nasifa M. Amalodin,

Faida S. Asipon, Roselanie M. Calimudan, Johyri B . Cawasa, Manal L. Dima, Babylove

A. Kabili, Juhaipa S. Saidali, Hamiloden A. Samin in partial fulfillment of the requirements

for the Senior High School of General Academic Stand.

Ms. Maricris Lantaca

Thesis Adviser

PANEL OF EXAMINERS
Approved by the Thesis Committee on oral examination with a grade of ____________%
Accepted and approved in partial fulfillment of the requirements for the Senior high School of
General Academic Strand.

FLORENCIA A. DE GUZMAN SUSAN C. RESPUESTO

Member Chairman
MS. MARICRIS LANTACA
Adviser

LIZA D. BURGOS
Thesis Teacher
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

1.1 Background of study

Mathematics education for all people is not only the goal, but also the fundamental

priority of mathematics taught in basic education. Once imported, numeracy enables the

development of the mathematical knowledge and competencies necessary for integrated

and active participation in each society and for adaptation to foresee able changes. It

gives access to a world broader than that in which people were educated and prepares

them to find their place in today’s world. However, they cannot avoid this challenge being

an important skill to be acquired. In fact, problem are spices in life. So, it is a “must” for

us to solve problems to make on life meaningful and faithful.

Problem solving in mathematics is not a topic, but a process underlines the whole

mathematics programmers which contextually helped concepts and skill to be learned

(Ibrahim 1997). It is true that problem solving in mathematics is not a topic but a process

on how to solve or deal with mathematical problems. Many mathematical skills involved

in problem solving are understanding mathematical operations, translating words into

mathematical expressions, applying problem-solving strategies, analyzing and

interpreting data, estimation and approximation, and logical reasoning and critical

thinking. Mathematical difficulties are frequently characterized by cognitive deficits such

as ineffective problem-solving strategies, lack of comprehension and computational

fluency.

Ineffective problem-solving strategies: This refers to using approaches that are not

efficient or don't lead to a solution. It could include jumping to conclusions without fully
understanding the problem, relying on trial and error instead of logical reasoning, or

failing to break down complex problems into smaller, manageable parts.

Lack of comprehension: When we lack comprehension, we struggle to understand the

information or concepts related to the problem at hand. This can make it difficult to

identify relevant information, make connections, or apply prior knowledge to solve the

problem effectively.

Computational fluency: Computational fluency is the ability to perform calculations

accurately and efficiently. Without computational fluency, we may struggle with basic

arithmetic operations, which can hinder problem-solving in various domains that require

numerical calculations. Leongson (2003) reveals that Pilipino students excel in

knowledge acquisition but fare considerably low in lessons requiring higher order

thinking skills. This disappointing condition is evident in the performance of students in

national and international surveys on mathematics and science competencies. The third

international mathematics science study (TIMMS,2000) examined patterns of students’

achievements in mathematics and found out that the school effectiveness and teachers

competency impact learning and promote higher level of achievements. In addition, the

quality of instruction and effective instructional design are necessary to alleviate

problems related to teaching and learning mathematics (Dursun & Dede, 2004).

In the 21st Century, one shifting paradigm in education is about teacher’s role and

competencies. Competent mathematics teachers provide a roadmap to guide students to

an organized understanding of mathematical concept, to reflective learning, to critical

thinking, and ultimately to mathematical achievement. Problem solving is the real test in

mathematical abilities. It concerns understanding of the problem which practically

demands reading comprehension. It also requires the appropriate formula that is needed

to get what is requires the proper operation of the numbers/expressions involved. These

are some of the common steps in solving problem. It must be noted that in every
 problem, there is a solution. It is then a challenge for every problem solver to find some

ways and measured to find the solution of the problem. Any students who lack

knowledge and skills in solving problem in mathematics in general (Algebra, Arithmetic,

Geometry, etc.) will find difficulties to arrive the correct solution, thus, this study.

1.2 Scope and Limitation

This study will focus on the students’ difficulties in solving mathematical word

problem. It will also focus on the improvements of reading comprehension of the Grade 8 –

St. Andrew students and develops their habit of effectiveness as it compels us to study with

care and concentration.

The study will be conducted at St. Joseph’s Community High School of Sapad Inc.

The respondents of the study were only the Grade 8 St Andrew , which will be engaged, and

present instruments will be used to gather the needed data. These include the observation,

survey such composed of checklist. The time frame of the study will be during the second

grading of the S.Y. 2023-2024.

1.3 Statement of the Problem

This study aims to define the “Students difficulties in solving Mathematical word problem of

Grade 8 St Andrew of St. Joseph’s Community High School of Sapad Inc. This study sought

to answer the following questions:

1. What is the socioeconomic status of the respondents in terms of:

1.1 Gender

1.2 Parents Educational Attainment, and

1.3 Parents Occupation

2.What is the respondents’ mathematical operation find most difficult in solving mathematical

word problem?

2.1 Addition

2.2 Multiplication

2.3 Division

2.4 Subtraction

3.What is the respondent’s evaluation as described in the following:

3.1 Addition

3.2 Multiplication

3.3 Division , and

3.4 Subtraction

4. Is there a significant relationship between solving mathematical word problem of the

following:

4.1 Gender

4.2 Parents’ Educational Attainment

4.3 Parents’ Occupation

1.4 Research Respondents

The respondents of the study were the Grade 8 St Andrew of St. Joseph’s

Community High School of Sapad Inc, Located at Poblacion , Sapad, Lanao del Norte

Philippines who officially enrolled in the school year 2023-2024.

 The number of respondents needed by the researchers to complete this study

approximately 30 Grade 8 St Andrew students.

1.5 Research Instruments

In this study, two instruments will be used to gather the needed data. These include

the observation, survey such composed of checklist.

1.6 Data Gathering Procedures

To start the gathering of data, the researchers will conduct a survey of Grade 8 St

Andrew students. Researchers will be conducting a survey, checklist questionnaires that

have questions concerning the difficulties of students in mathematical word problem solving.

With reference to our study. Examine the possible reasons for the students to have

difficulties in mathematical word problem solving for us to help them overcome the pressure

and difficulties they have experienced.

Moreover, the researchers will deliver the topic to the students, give a brief introduction

according to our topic, and to be followed by the purpose of our study. The researchers then

will present checklist questionnaires and demonstrate them to the Grade 8 St Andrew. Then,

there will be the retrieval of the questionnaires which further led to the evaluation and

interpretation of the data gathered.