RATIONALE

In the survey conducted by the Programme for International Student Assessment (PISA) on year
2018 Filipino students was ranked as the lowest performing groups compared to the other
participating countries. Specifically, in mathematics, only 1 in 5 students, or 19.7% of them,
achieved Proficiency Levels 2 to 4, meaning they could utilize fundamental algorithms,
formulas, processes, or standards to address problems related to whole numbers while more than
50% demonstrated very low proficiency (below Level 1). These findings indicate that Filipino
students scored below the lowest proficiency level in PISA, highlighting a significant deficiency
in their mathematical education in comparison to their international peers. This poor performance
in mathematics varied between students in public and private schools, with mean scores of 343
and 395 (PISA, 2018)
Moreover, algebraic expressions are a fundamental component of mathematics education across
the globe, yet the attitudes of students towards learning operations on algebraic expressions
present a pervasive challenge. This issue not only impacts individual student achievement but
also has broader implications for educational systems worldwide. As highlighted by Smith and
Johnson (2020), these negative attitudes can lead to high dropout rates and hinder the
development of essential problem-solving skills. Therefore, a comprehensive understanding of
student attitudes towards algebraic expressions is crucial for designing effective intervention
plans that can transcend cultural and geographical boundaries, ultimately enhancing the quality
of teaching and learning in mathematics education (Smith & Johnson, 2020).

Several studies in various countries have investigated the performance of learners in algebraic
lessons. In year 2022, the Algebra 1 End of Course Exam (EOC) in South Carolina had some
concerning results. Specifically, 34.0% of South Carolina students failed the exam, and an
additional 23.7% received a grade of D. Within the Sunny Coast School District (SCSD), the
failure rate for students taking the same exam was 29.1%, with 26.4% scoring a D. When
examining the results by ethnicity, White students had a failure rate of 16.8%, while African
American and Hispanic students had higher failure rates of 45.7% and 32.2%, respectively.
Notably, students classified as pupils in poverty had a failure rate of 38.0% (Grimm, B. C., 2023).
Furthermore, within the SCSD, around 70% of 7th-grade students at Sunny Coast Middle School
(SCMS) performed worse in 2022 SC Ready Math topics related to the number system,
expressions, equations, and inequalities compared to math topics in geometry and proportional
relationships. These trends in middle school math achievement gaps among minority students
and students on free lunch mirrored those seen at the state and county levels. Additionally, math
teachers at the middle school consistently encountered difficulties in teaching the South Carolina
pre-algebra standards to many eighth-grade students (Grimm, B. C., 2023).

Sanchez & Falle (2022) conducted a survey to 200 students in Zambales wherein they are task to
answer ten (10) test items questions that related to rational algebraic expression. The test items
consisted of a mixture of advanced, elevated, and intricate problems related to algebraic
expressions. In the assessment of ten items, the results revealed significant challenges in
students' understanding of algebraic expressions and their ability to simplify rational expressions.
For instance, in Item 1, only 29.50% of students answered correctly, with most struggling to
identify common factors in the numerator and apply special product (difference of two squares)
factorization in the denominator. A similar pattern was observed in Items 2, 4, 5, 6, 7, 8, 9, and
10, where the majority of students made errors in various aspects, including factoring,
simplifying, and applying cancellation techniques (Sanchez & Falle ,2022). These difficulties point
to a need for improved instruction and intervention strategies to enhance students' algebraic skills
and comprehension.

Overall, the mean percentage of correct answers was 30.30, indicating a challenging level of
difficulty. The observed errors encompassed a lack of factoring proficiency, incorrect
cancellations, partial cancellations, difficulty identifying common factors, and an inadequate
grasp of defractionalization skills (Sanchez & Falle ,2022).
The previous research conducted at a private Higher Education Institution (HEI) in Tagum City,
Davao del Norte, emphasized that a majority of students encountered challenges when it came to
grasping mathematical concepts, including number facts, arithmetic, information interpretation,
language comprehension, and visual-spatial skills. Insufficient mathematical skills and a lack of
comprehension were identified as significant hurdles, particularly in the realm of problem-
solving abilities (Velez, A.J. B., et al., 2023).
Furthermore, a study of Velez, A.J. B., et al (2023), revealed that students struggled with various
facets of problem-solving, including understanding the problem itself, selecting and applying
suitable problem-solving strategies, and executing the computational steps required for problem
resolution. Consequently, acknowledging the challenges faced by students becomes instrumental
in understanding their attitudes towards learning algebraic expressions, ultimately providing
insights for enhancing teaching and learning methodologies.
The title suggests that there is a dearth of comprehensive intervention plans aimed at improving teaching
and learning of algebraic expressions in the local context. The gap here is the absence of evidence-based
strategies tailored to the specific needs and challenges faced by students in operation on algebraic
expression. This research aims to investigate students' attitudes toward learning operations on algebraic
expressions and seeks to establish a solid foundation for the development of an intervention plan geared
towards enhancing the teaching and learning of this critical mathematical concept. The research seeks to
establish a foundation or rationale for developing an intervention plan. This plan would likely involve
strategies and methods to improve teaching and learning in the context of algebraic expressions, based on
the findings related to student attitudes.

REFERENCE
Grimm, B. C. (2023). The Effect of Computer-Based Learning Modules on Pre-algebra Student
Proficiency and Self-Efficacy in Manipulating Math Expressions Involving Negative Signs (Doctoral
dissertation, University of South Carolina).
Sanchez, L. C., & Falle, T. A. (2022). Difficulties Encountered by Junior High School on the Simplification
of Rational Algebraic Expressions in Zambales, Philippines.