Research Thesis Upated For PR2

Republic of the Philippines | Department of Education | Region IV-A CALABARZON | Division of Quezon | Lucban District
PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL
SOLVING WORDED PROBLEMS VS SOLVING PROBLEMS WITH GRAPHIC
VISUALIZATION
A Research Project
Presented to the
Senior High School Department
PAARALANG SEKUNDARYA NG LUCBAN
INTEGRATED SCHOOL
In Partial Fulfillment
of the Requirements for
INQUIRIES, INVESTIGATION, AND IMMERSION
SALES, KYLA DENIECE G.

DATOR, DARLA SHANE B.
GREGANA, ALYSSA E.
SALVACION, CYNAN AINSLEY Z.
OBLEFIAS, CHRISTIAN P.
Grade and Section

12/ STEM–B
May 2022
RESEARCH/ CAPSTONE PROJECT FINAL REPORT

National Road, Brgy. Aliliw, Lucban, Quezon
“Sulong-Dunong: Sa PSLIS, ang Tunay na Paglilingkod ay QUESEA-saya,
DepEd.PSLIS@gmail.com
kaya’t ang Husay at Galing Patuloy na Magniningning!”
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This form is a property of PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL and the contents are treated confidential.
Therefore, unauthorize production and use is strictly prohibited unless otherwise permitted by the School Principal
(042) 542-8724 or 09399385385
Abstract:
Visualization among student must be enhanced in order to boost the knowledge insight in Mathematics. As
for that reason, educational research must be conducted to overview on a vast transformation of visual
usage on the Education System today to suit the 21st century learning environment. Solving problem
practically would assimilate the student in conveying idea by collaborating people around them and
immerse themselves to the real world more than just rote learning. The precious experience in this
research discussion is to find out the way in visualize the student in solving problem especially in
Mathematical fields. The transversal of Mathematical language to visualize drawing may become the
potential method in enhancing the interpersonal skill and uphold the students' comprehension. Expectant of
this paper is to explore ideas and techniques used on visualization in problem solving, thus contribution the
approach to develop and improve the mathematics education. Linear equations are an important tool in
science and many everyday applications. They allow researchers to describe relationships between two
variables in the real world, make predictions, calculate rates, and make conversions, among other things.
Graphing linear equations helps make trends visible. The purpose in solving an equation is to find the value
or values of the variable that makes it a true statement. Any value of the variable that makes the equation
true is called a solution to the equation. Linear equations are extremely important for the students, because
they can be used to model any real world phenomena that involves one or two variable.
Title SOLVING WORDED PROBLEMS VS SOLVING PROBLEMS WITH GRAPHIC
VISUALIZATION
Purpose Students who use accurate visual representations are six times more likely to correctly
solve mathematics problems than are students who do not use them while students who
use visual representations to solve word problems are more likely to solve the problems
accurately. The researchers wanted to determine whether what students find easier to
solve: worded problems or problems with visual representations.
Brief The research topic that the researchers chose was to identify the difference between
Introduction
solving worded problems and solving problems that has a graphic visualization. The
purpose of the research was to identify the similarities and differences of those two and
there have many factor that affect them. There are factors or variables such as preference,

(042) 542-8724 or 09399385385
decision making, how they analyze the problem etc. But the independent variable is
worded problems and problems with graphic visualization, while the dependent variable is
the academic performance of the respondent. These variables/ factors greatly affected on
how the respondent choose between solving worded problems and problems with graphic
visualization. It may also have something to do with their age and how they analyze or
understand the problem given.
Research This study sought to determine “Solving Worded Problems VS Solving Problems With
Question/s Graphic Visualization.”
Specifically, the study seeks to answer the following questions:

1. What is the average score between solving system of linear equation and visual
representations?
2. Is there a significant difference between the score in solving system of linear
equation and visual representations?
3. Which activity does the respondents consider the easiest?
Brief Review This chapter contains the ideas, the completed thesis, generalizations or findings,
of Related
Literature/ techniques, and other information. Those in this chapter aid in familiarizing readers with
Studies
knowledge that is pertinent and similar to the current study.
According to Wati, et al. (2018), Linear equation is one of the topics in mathematics that
are considered difficult. Student difficulties of understanding linear equation can be caused
by lack of understanding this concept and the way of teachers teach. TPACK is a way to
understand the complex relationships between teaching and content taught through the
use of specific teaching approaches and supported by the right technology tools.
According to study entitled "Students’ difficulties in solving linear equation problems"
(2018), a linear equation is an algebra material that exists in junior high school to
university. It is a very important material for students in order to learn more advanced
mathematics topics. Therefore, linear equation material is essential to be mastered.
However, the result of 2016 national examination in Indonesia showed that students'
achievement in solving linear equation problem was low. This fact became a background to
investigate students' difficulties in solving linear equation problems.

(042) 542-8724 or 09399385385
In research gate (2017), a good visualization tells a story, removing the noise from data
and highlighting the useful information. However, it’s not simply as easy as just dressing up
a graph to make it look better or slapping on the “info” part of an infographic. Effective data
visualization is a delicate balancing act between form and function. The plainest graph
could be too boring to catch any notice or it make tell a powerful point; the most stunning
visualization could utterly fail at conveying the right message or it could speak volumes.
The data and the visuals need to work together, and there’s an art to combining great
analysis with great storytelling.
Ruesch (2017), Students realized that we were just adding up all the individual energy from
each photon and then quickly realized that this was multiplication. And then they knew that
the question we were trying to answer was just figuring out the number of photons, and
since we knew the total energy in one second, we could compute the number of photons
by division.
The point being, we reached a place where my students were able to process the learning.
The power of the visual representation made all the difference for these students, and
being able to sequence through the problem using the visual supports completely changed
the interactions they were having with the problem.
Synthesis
This portion of the research consists a variety of very important literature sources such as
journals, articles, studies, books and other existing materials that are crucial to the
advancement of the research study. The study emphasizes on the comparison of solving
worded problems and solving problems with graphic visualization on the students of
Paaralang Sekundarya ng Lucban Integrated School. The study undertakes on the
definition of both topics and their differences from each other. Discussions will continue
and will include further research on these variables and their indicators.
According to Wati, et al. (2018), linear equation is one of the more challenging topics in
mathematics. Students' difficulty with linear equations can be caused by a lack of

(042) 542-8724 or 09399385385
knowledge of the idea as well as the style in which professors teach it. TPACK stands for
"understanding the complicated links between teaching and content taught through the use
of specialized teaching methodologies and the use of appropriate technology tools."
A linear equation is an algebra material that occurs from junior high school through
university, according to a study titled "Students' challenges in solving linear equation
issues" (2018). It is essential reading for students who want to understand more complex
math concepts. As a result, linear equation content must be grasped. However, according
to the results of Indonesia's 2016 national examination, pupils' achievement in solving
linear equation problems was low. This fact served as a backdrop for research into pupils'
struggles with linear equation issues.
A good visualization, according to study gate (2017), conveys a story by reducing noise
from data and displaying the important information. However, it's not as simple as throwing
the "info" element of an infographic on top of a graph to make it appear nicer. A careful
balancing act between form and function is required for effective data display. The most
basic graph may be too uninteresting to be seen, or it may send a strong message; the
most striking representation may completely fail to convey the proper idea, or it may say
volumes. The facts and the images must complement each other, and combining
outstanding analysis with great storytelling is an art. Students quickly grasped that we were
simply adding up all of the individual energy from each photon, and that this was
multiplication, according to Ruesch (2017). Then they realized that the issue we were
trying to answer was simply figuring out the number of photons, and that since we already
knew the total energy in a second, we could divide the total energy to get the number of
photons.
The idea is that we got to a stage where my kids could digest the information. For these
kids, the visual depiction made all the difference, and being able to sequence through the
problem with the visual aids fundamentally transformed the way they interacted with the
problem..
Design and The researcher used a quantitative research to observe situations or events that affects

(042) 542-8724 or 09399385385
Methodology students so that they cannot answer or understand solving Worded Problems and
especially solving problems with Graphic Visualization. Non- experimental research is
currently used by researchers that lacks the manipulation of an independent variable,
researchers conducting non- experimental research simply measure variables as they
naturally occur.
Grade 11 STEM students are the participants or work samples to use in the assessment
process. In pilot studies, convenience sampling is usually used because it allows the
researcher to obtain basic data and trends regarding this study without the complication of
using randomized sample, and also has other research advantage.
A guided questionnaire was formulated by the researchers and reference materials were
considered. After formulating a Questionnaire, the researchers submitted it to their adviser
for Validation. The researchers use a guided structure question so they Can gather
information for their study. All chosen participants of the Study will be given a guided
question. The guided questionnaires Have questions that are related to the study “Solving
worded problem VS Solving graphic visualization.”
The researcher used a survey platforms as a strategy to collect data or information from
the respondents. This survey data is unstructured but has to be brought into a structure
that make sense. However, very simply a case study can be defined as an intensive study
about a person, a group of people or a unit, which is aimed to generalize over several
units. A case study has also been described as an intensive, systematic investigation of a
single individual, group, community or some other unit in which the researcher examines
in-depth data relating to several variables.
The point being, we reached a place where my students were able to process the learning.
The power of the visual representation made all the difference for these students, and

(042) 542-8724 or 09399385385
being able to sequence through the problem using the visual supports completely changed
the interactions they were having with the problem.
This portion of the research consists a variety of very important literature sources such as
journals, articles, studies, books and other existing materials that are crucial to the
advancement of the research study. The study emphasizes on the comparison of solving
worded problems and solving problems with graphic visualization on the students of
Paaralang Sekundarya ng Lucban Integrated School. The study undertakes on the
definition of both topics and their differences from each other. Discussions will continue
and will include further research on these variables and their indicators.
According to Wati, et al. (2018), linear equation is one of the more challenging topics in
mathematics. Students’ difficulty with linear equations can be caused by a lack of
knowledge of the idea as well as the style in which professors teach it. TPACK stands for
“understanding the complicated links between teaching and content taught through the use
of specialized teaching methodologies and the use of appropriate technology tools.”
A linear equation is an algebra material that occurs from junior high school through
university, according to a study titled “Students’ challenges in solving linear equation
issues” (2018). It is essential reading for students who want to understand more complex
math concepts. As a result, linear equation content must be grasped. However, according
to the results of Indonesia’s 2016 national examination, pupils’ achievement in solving
linear equation problems was low. This fact served as a backdrop for research into pupils’
struggles with linear equation issues.
The idea is that we got to a stage where my kids could digest the information. For these
kids, the visual depiction made all the difference, and being able to sequence through the
problem with the visual aids fundamentally transformed the way they interacted with the

(042) 542-8724 or 09399385385
problem.
Findings Based on the data, the highest score came from answering worded problems, because
connected with the response of the students in the survey conducted, they find it easier to
solve linear equations. On the other hand, the lowest score could be from solving
equations with graphic visualization, because the respondents find equations with graphic
visualization more tricky. As shown by the findings, it could be analyzed that not all Grade
11 STEM Students are good in solving equations with graphic visualization with the reason
that they find it more confusing since they rarely encounter these type of problems in the
mathematics subject. On the contrary, students find worded problems much easier to solve
because they always come across these type of problems in their mathematics or algebra
subjects in school. This is in line with the study entitled "Students’ difficulties in solving
linear equation problems" (2018), which states that a linear equation is an algebra material
that exists in junior high school to university. It is a very important material for students in
order to learn more advanced mathematics topics. Therefore, linear equation material is
essential to be mastered.
Conclusions Based on the salient findings, the following conclusions could be drawn:
1. The average score in linear is 86.82% and the graphic visualization is 40.75%. The
result showed that solving linear equations are more straightforward to answer, while the
respondents find equations with graphic visualization trickier. It is because they were
accustomed in their school to answer linear equations more that equations with graphic
visualization. Resulting them into having difficulty answering problems with the second
variable.
2. Based on the survey, the researchers conclude that there is a significant difference
between the score in solving system of linear equation and visual representation because
there is a determining contrast between the two variables. In connection with conclusion
#1, the score between the two is 86.82% and 40.75%.
3. The researchers concluded that solving linear equations are the easiest because in the
survey conducted, 28 out of the 52 respondents find problems with graphic visualization

(042) 542-8724 or 09399385385
harder to solve, 15 out of 52 respondents said that linear equations are harder to solve,
while 6 respondents said that they find none of the problems that they answered are
difficult, and 3 respondents said that they find both activities difficult to answer.
Recommend
ations
The following recommendations were created based on the conclusions:
1. The researchers recommend that teachers may practice presenting exercises using
graphic visualization, according to the study, to improve their understanding in this area.
2. The researchers recommend that teachers may explain their lectures clearly to assist
pupils develop knowledge and answer both types of equations with ease.
References Hamidreza Kashefi, Nor Athirah, Alias Monhamad Fahmi Kahar, Osman Buhari &
Suhaimi Zakaria
@OThmanFacultyofEducationUniversityTeknologiMalaysiahamideza@utm.m
y Fariba Mizaei mhfmirzaei@yahoo,com,
https://www.researchgate.net/publication/279825483_Visualisation_in_Mathe
matics_Problem_Solving_Meta-Analysis_Research
Jeremiah Ruesch (September 8; 2017), https://www.edutopia.org/article/power-

visualization-math
Katharina Scheiter, Peter Gerjets, Richard Catrambone. Using visualizations to teach

problem-solving skills in mathematics: Which kind of visualization works?.
First joint meeting of the EARLI SIGs ”Instructional Design” and ”Learning and
Instruction with Computers”, 2004, Tübingen, Germany. pp.256-268. ffhal-
00197365f, https://telearn.archives-ouvertes.fr/hal-00197365/document
S Wati et al 2018 J. Phys.:Conf. Ser. 983 012137,

https://www.researchgate.net/publication/324250474_Students
%27_difficulties_in_solving_linear_equation_problems
S Wati1, L Fitriana1 and Mardiyana1 ;S Wati et al 2018 J. Phys.: Conf. Ser. 983
012137, https://www.researchgate.net/publication/324250474_Students
%27_difficulties_in_solving_linear_equation_problems
S Wati1, L Fitriana1 and Mardiyana1 Citation S Wati et al 2018 J. Phys.: Conf. Ser.
1008 012067, https://iopscience.iop.org/article/10.1088/1742-
6596/1008/1/012067
*template derived from Division Memorandum No. 186, s. 2021

(042) 542-8724 or 09399385385

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Republic of the Philippines | Department of Education | Region IV-A CALABARZON | Division of Quezon | Lucban District

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

SOLVING WORDED PROBLEMS VS SOLVING PROBLEMS WITH GRAPHIC

SALES, KYLA DENIECE G.

Grade and Section

RESEARCH/ CAPSTONE PROJECT FINAL REPORT

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

Title SOLVING WORDED PROBLEMS VS SOLVING PROBLEMS WITH GRAPHIC

solve: worded problems or problems with visual representations.

National Road, Brgy. Aliliw, Lucban, Quezon

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

understand the problem given.

Specifically, the study seeks to answer the following questions:

According to study entitled "Students’ difficulties in solving linear equation problems"

mathematics topics. Therefore, linear equation material is essential to be mastered.

investigate students' difficulties in solving linear equation problems.

National Road, Brgy. Aliliw, Lucban, Quezon

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

analysis with great storytelling.

the interactions they were having with the problem.

Paaralang Sekundarya ng Lucban Integrated School. The study undertakes on the

mathematics. Students' difficulty with linear equations can be caused by a lack of

National Road, Brgy. Aliliw, Lucban, Quezon

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

of specialized teaching methodologies and the use of appropriate technology tools."

university, according to a study titled "Students' challenges in solving linear equation

to the results of Indonesia's 2016 national examination, pupils' achievement in solving

struggles with linear equation issues.

National Road, Brgy. Aliliw, Lucban, Quezon

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

especially solving problems with Graphic Visualization. Non- experimental research is

currently used by researchers that lacks the manipulation of an independent variable,

researchers conducting non- experimental research simply measure variables as they

using randomized sample, and also has other research advantage.

considered. After formulating a Questionnaire, the researchers submitted it to their adviser

worded problem VS Solving graphic visualization.”

in-depth data relating to several variables.

National Road, Brgy. Aliliw, Lucban, Quezon

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

the interactions they were having with the problem.

Paaralang Sekundarya ng Lucban Integrated School. The study undertakes on the

mathematics. Students’ difficulty with linear equations can be caused by a lack of

of specialized teaching methodologies and the use of appropriate technology tools.”

university, according to a study titled “Students’ challenges in solving linear equation

to the results of Indonesia’s 2016 national examination, pupils’ achievement in solving

struggles with linear equation issues.

National Road, Brgy. Aliliw, Lucban, Quezon

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

#1, the score between the two is 86.82% and 40.75%.

National Road, Brgy. Aliliw, Lucban, Quezon

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

Jeremiah Ruesch (September 8; 2017), https://www.edutopia.org/article/power-

Katharina Scheiter, Peter Gerjets, Richard Catrambone. Using visualizations to teach

S Wati et al 2018 J. Phys.:Conf. Ser. 983 012137,

*template derived from Division Memorandum No. 186, s. 2021

National Road, Brgy. Aliliw, Lucban, Quezon

PAARALANG SEKUNDARYA NG LUCBAN INTEGRATED SCHOOL

National Road, Brgy. Aliliw, Lucban, Quezon

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