PROBLEM-BASED LEARNING FOR ADVANCED ALGEBRA

TO SECOND-YEAR MATHEMATICS MAJORS

IN SIBONGA COMMUNITY COLLEGE

An Undergraduate Thesis
Presented to
College of Education
SIBONGA COMMUNITY COLLEGE

In Partial Fulfillment
of the Requirements for the Course
RESEARCH IN MATHEMATICS
An Action Research

Presented by:
DIANE A. ALBARANDO
LEONIA C. AVILA
JESSE MARK DELA CERNA
JULIE ANNE A. LAZAGA
JEMALY C. QUINTO

Bachelor of Secondary Education major in Mathematics

Academic Year 2022-2023
 TABLE OF CONTENTS

Context and Rationale 1

Intervention 3
Action Research Question 5
Action Research Methods
Research Design 6
Participants 7
Data Gathering Methods 7
Data Collection 8
Ethical Considerations 9
Data Analysis Plan 10
Work Plan and Timelines 11
Cost Estimates 12
Plans for Dissemination and Utilization 13
References 15
Appendices
Letter of Approval
Questionnaire
Pre-Oral Defense
Accomplishment Report
Curriculum Vitae

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 I. CONTEXT AND RATIONALE

Mathematics education plays a crucial role in equipping students with the

necessary skills and knowledge for success in various academic and professional
pursuits. However, traditional teaching methods often focus on individual learning and
fail to foster collaboration among students, hindering their ability to effectively apply
mathematical concepts in real-world contexts. Recognizing this challenge, this research
aims to explore collaborative approaches in mathematics education, specifically
focusing on the benefits and outcomes of Problem Based Learning activities. In the
education system, Mathematics provides an effective way of building mental discipline
and encourages logical reasoning and mental rigor. In addition, mathematical
knowledge plays a crucial role in understanding the contents of other school subjects
such as science, social studies, and even music and art.
According to the (DepEd Order No. 21, s. 2019) that the 21" century skills are the
knowledge, skills, attitudes and competencies that learners need to develop so that they
can prepare for and succeed in work and life in the 21st century. With this, teachers can
use teaching strategies that would directly apply the 21 century skills to enhance the
teaching-learning process.
In certain studies, "Collaborative problem-solving as a teaching approach is
exciting and interesting, as well as rewarding and challenging; because it takes the
learners as the focus and examines problems with poor structure in real situations, and
it can inspire students to fully realize their potential for problem-solving. which will
significantly improve their attitudinal tendency toward solving problems". (Liu et al.,
2020). Through collaboration in solving mathematics problems, members can easily
examine the problem based on their shared thoughts and ideas that will involve critical
thinking and brainstorming in analyzing problems.
Research on Problem Based Learning has been carried out by many people, for
example, research revealed that concluded that problem based learning model can
increase the students critical thinking skills and ability to analyze and solve problems
related to the real world ( Setyorini et al. 2018). It is clear that the approach can provide

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an active learning condition which students work on authentic scenarios with the intent
to develop their own knowledge , inquiry and thinking skills and confidence.
Filipino students were among the lowest performing groups of students among all
the participating countries in the 2018 Programme for International Student Assessment
level (Level 2), while more than 50% showed very low proficiency (below Level) 1
(Department of Education, 2019). With this, attitude towards mathematics has always
been a great concern and feared due to the following reasons: Lack of participation,
learned helplessness, neglectful or pressure-inducing parents, lack of motivation, and
failure in examinations in the problem-solving part.
Within our locale, the current situation in mathematics education reflects a
traditional and individualistic approach to teaching and learning. Students primarily
engage in rote memorization and procedural problem solving, resulting in limited
understanding and application of mathematical concepts. This approach often fails to
cultivate critical thinking, creativity, and collaborative skills, which are increasingly
valued in today's rapidly evolving and interconnected world.
It has been observed in Mathematics major students in Sibonga Community
College that teachers are having minimal use of instructional grouping in problem-
solving inside the classroom. Some teachers use this way but are limited in methods
used. Moreover, they believed that learners in this major are more knowledgeable in
solving mathematical problems.
For this reason, the researchers will integrate Problem Based Learning and
examine the possible instructional method that will enhance the teaching- learning
process. This intervention will be implemented to the 2nd year mathematics students to
address this existing problem in the classroom.
The specific goal of this action research aims to contribute to previous research
by investigating the effect of Problem Based learning intervention on 2nd year
mathematics major students' mathematical problem-solving in advance algebra. This
will improve the teaching by means of selecting an appropriate approach that will
enhance problem solving and students' ability to get more correct answers in the
problems.

2
 By conducting this research and generating evidence on the effectiveness of
problem based learning in mathematics education within our locale, we aim to provide
valuable insights to educators, policymakers, and curriculum developers. This research
has the potential to inform the design and implementation of innovative teaching
strategies that foster collaborative learning and enhance students' mathematical
abilities, engagement, and overall educational experience

II. INTERVENTION
The intervention using the Problem Based Learning Approach will be done
in six weeks. The researchers will focus mainly on the intervention in advanced algebra
that would enhance the engagement and problem-solving abilities of 2 nd year
mathematics majors in Sibonga Community College . By working together, students can
share their knowledge, skills, and perspectives, which can help them to approach
problems from different angles and develop a deeper understanding of the subject
matter. Today, the focus is on the preservice teachers to achieve instructional
competence and career readiness in life beyond college (Ghana Ministry of Education,
2019).

Pre-Implementation
Prior to the implementation of the Problem-Based Learning intervention, the
researchers observe the instructional practices of mathematics instructors in Sibonga
Community College to establish a baseline for the quantity and quality of inclusive
practices currently in use for problem solving.
The Participants of this intervention are 2nd year Mathematics students. They
are selected based on the pre- interview conducted to some of the mathematics
instructors of the school. Students enrolled in this class have a lack of participation and
skills in understanding simple concepts when there is a problem-solving part in the
discussion that tends to have less performance in mathematics. Specifically, In
formative test in advance algebra, there is low rate in scores while summative has an
average rate. It is hard for them to relate the basic concepts of mathematics in the

3
subject. With this, The syntax of learning model based on mathematical problem in this
research is adapted from syntax of problem based learning model ( Mustafa et al.,
2018). The following are the steps in PBL that the researchers will employ in every
learning activity: Stage 1: Students orientation towards the problem, Stage 2:
Organizing students to learn, Stage 3: Guiding individual and group investigations,
Stage 4: Develop and present the work, Stage 5: Analyze and evaluate the solving
process.

During Implementation
The researchers will implement the first action plan on September 11, 2023. The
first step will be to administer a pretest to students until September 15, 2023. This pre-
test will ask students to solve the 15 problems to be given 5 problems every other day
within 20 minutes.
At the beginning of the 45-minute intervention period, we will divide the students
into small groups of three to four students each. The pre-service teacher - researchers
will act as facilitators to the 9 groups of students and will follow the steps in PBL
implementation throughout the 4 weeks intervention period. We will have several
classroom activities to develop students' understanding of the concepts. This
intervention is intended to strengthen students' abilities to understand and use different
mathematical concepts. The researchers will also observe how the students perform in
the group during the problem- based learning in solving advanced algebra problems.
In the first week of the session on September 18-22, 2023, We will give each
group at least 3 problems in advance algebra that will challenge them to solve using
their own heuristics. A representative from each group will write their answers on a
chalkboard for discussion.
In the second week of the session on September 25-29, 2023, each group will
have the same problems to answer and frame their own solutions based on their group
solutions and knowledge. Another representative also will be asked to write their
solutions on the board and debate from the entire class.

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 In the third week of the plan on October 2-6, 2023, each group will frame their
own at least 3 questions and exchange them to the other groups and solve them. Each
group will select another representative to write and explain their answers orally. The
group who framed the problems being presented of the other group is responsible for
verifying the answers and solutions.
In the 4th week of the intervention on October 9-13, 2023, the instructors will
employ feedback to each group. Feedback will be given primarily by the teachers and
also by students for group feedback. Feedback will be provided in writing or verbal. The
purpose of this is to improve the performance of the students, for clarification and
guidance in further work related to problem solving.
At the end of this plan, a post-test will be given to the same participants on
October 16-20, 2023. The post-test questionnaire contains 15 mathematics problems
with the same concepts in the pre-test. On the last day of the week, the instructors will
employ the Post-survey questionnaire regarding the PBL implementation to determine if
it helps the students in solving advanced algebra.

Post Implementation
As soon as all respondents respond to the questionnaire, The Researchers will
focus on the data gathering. They will consolidate all the responses and it will be tallied
using frequency count and simple percentage. The researchers will interpret the data
and will discuss the results. Then, after interpreting the data and discussing the results,
researchers will present the findings, conclusions, and as well as recommendations of
the study which will serve as a guide for future researchers that will conduct parallel
study.

III. ACTION RESEARCH QUESTION

What happens to the performance of 2 nd year Mathematics major students in
solving mathematics problem when we implement Problem Based Learning?

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 IV. ACTION RESEARCH METHODS
1. RESEARCH DESIGN
This chapter presents the research methods used in carrying out the purpose of
the study. It includes the research design, selection of participants, data collection, data
analysis and ethical considerations.

Designs
This study will utilize Participatory Action Research. It is when the researchers
and the participants collaborating to understand social issues and take actions to bring
about social change. It will also utilized mixed method in gathering data which will
determine the effectiveness of problem based learning intervention in advanced
algebra to 2nd year mathematics majors in Sibonga Community College who will be the
subject for the 6 week intervention. Mixed method is when you integrate quantitative
method and qualitative method to gather data for analysis and interpretation. This is
also to ensure that the data is valid and reliable.

2. Participants
The study will involve a sample of math major students enroll in advanced
algebra and second-year mathematics course at Sibonga Community College . There
are expected 26 students, 18 females and 8 males.
Sibonga Community College is an educational institution located in a rural town.
The college offers a variety of degree programs, including a mathematics major. The
mathematics department at Sibonga Community College recognizes the importance of
providing a comprehensive and effective education to its students, especially in
advanced algebra and second-year mathematics courses. However, they have noticed
that many students struggle with these subjects and fail to grasp the fundamental
concepts and problem-solving skills required to excel in higher-level mathematics, it is
located near the TESDA facility with approximately 5 meters away, East side of Sibonga
Public Market with approximately 3 minutes motorcycle ride and 15 minutes tricycle ride
from Sibonga Church (Our Lady of Pilar Parish).

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3. Data Gathering
Data gathering is done by first asking approval to the school administrator of
Sibonga Community College Atty. Edward Maglucot, the research coordinator Dr.
Araceli G. Juario, and the Department Head Mrs. Ceferina L. Rodriguez through a letter
of request. It is followed by gathering data through pre-implementation, during
implementation, and post implementation.

Pre-Assessment
At the beginning of this plan, the researchers will observe the instructional
practices of mathematics instructors in Sibonga Community College to establish a
baseline for the quantity and quality of inclusive practices currently in use for problem
solving. The participants of this intervention are 2nd year Mathematics students. They
are selected based on the pre- interview conducted to some of the mathematics
instructors of the school. Students enrolled in this class have a lack of participation and
skills understanding simple concepts when there is a problem-solving part in the
discussion that tends to have less performance in mathematics.

During Assessment
On September 11-15, 2023, the researcher will administer a pretest to students.
This pre-test will ask students to solve 15 problems to be given 5 problems every other
day within 20 minutes and this will be done in 1 week.
During the 4 weeks actual implementation of the intervention from September 18-
October 13, 2023, activities will be employ like answering 3 problems in advanced
algebra that will be happen in the first week, answering the same problems for the
second week, framing problems to be done in each group for the third week, and
feedbacking for the fourth week . The topics of the problems that will be employ will
focus on advanced algebra. At the end of this plan, a post-test will be given to the same
participants on October 16-20, 2023 following the same process in administering the
pretest. On the last day of the week, a survey questionnaire will be administer to know
how Problem based learning intervention affects their performance in solving advanced
algebra.

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Post-Assessment
On the remaining days, this will utilize for encoding the results, analyzing and
interpreting the data. As soon as all respondents respond to the questionnaire, the
researchers will focus on the data gathering. They will consolidate all the responses and
it will be tallied using frequency count and simple percentage. The researchers will
interpret the data and will discuss the results. Then, after interpreting the data and
discussing the results, researchers will present the findings, conclusions, and as well as
recommendations of the study which will serve as a guide for future researchers that will
conduct parallel study.

4. Data Collection
The researchers will administer a pre-test and post-test to gather data from the
2nd year Mathematics majors in Sibonga Community College. They will also collect data
through observation on how students performs each week during the intervention.
There will be also a survey questionnaire that will be used to gather data after the
participants engage in the problem based learning intervention.. The intervention will be
done in 6 weeks and the researchers will employ different activities during the
intervention.
Preliminary Preparation: Letter Request to the School Administrator of Sibonga
Community College for the permission to conduct the study.
Orientation of the Nature and Process of the Intervention: The learners are
oriented on the process of problem based learning intervention for advanced algebra to
2nd year BSED-MATH majors in Sibonga Community College and they need to master
the method and the applicable strategies in teaching mathematics that would enhance
the engagement and problem-solving abilities of mathematics majors in Sibonga
Community College. Then, the respondents are oriented that the data gathered are
confidential.

Ethical Considerations

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 The researchers will guarantee that the study practices ethical considerations all
throughout the conduction of the study, thus, the participants are informed about the
ethical considerations through discussion
1. Informed Consent
It is made clear to the respondents/participants that their participation in this
study is voluntary and that they are not compelled to participate should they
believe detrimental to their interest. Furthermore, the respondents/participants
will be informed that the research is conducted solely for academic purposes and
the data gathered from them shall be exclusively used for such purpose.

2. Confidentiality Pledge
The researcher ensures the confidentiality of the gathered data relative to the
personal information of the respondents/participants of this study and shall not be
disclosed to the public at any cause. This can be guaranteed by the following
activities:
• The names of the respondents will be replaced by codes.
• The sheet containing the name of the respondents shall be removed and
be kept or destroyed when no longer needed for the research.
• The researcher shall have the sole access to the code’s master list.
• Files containing research data shall be password protected and encrypted
to keep the data safe.

3. Authorization to Access Private Information

The interest of the respondents or participants is protected by Republic Act
10173 also known as the Data Privacy Act of 2012, henceforth, any pertinent
data or information of the respondents/participants of this study shall not be
accessed, transported, or copied without the approval and consent of the
Regional Research Committee.

5. Data Analysis Plan

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 The collected data will be analyzed using appropriate statistical methods, which
may include:
Descriptive statistics: Summarize and analyze the demographic characteristics
of the participants, as well as the pre-test and post-test scores.
Comparative analysis: Compare the pre-test and post-test scores using
dependent t-test.
Qualitative analysis: Analyze the qualitative data from surveys/questionnaires
and observations to identify recurring themes and insights regarding student
engagement, understanding, and satisfaction with PBL.
After the intervention, the researchers will proceed to the encoding of pre-data
and post-data test and survey results and also the observation results. They will
tabulate and categorize the responses of each item. The results will be analyzed and
interpreted using Paired T-Test, simple percentage, graphical representations and
descriptive analysis. From the interpretation, conclusions will be made as the basis
of creating a solution to a problem.

V. WORK PLAN AND TIMELINES

ACTIVITIES OBJECTIVES TIME FRAME NO. OF DAYS
Preparation of Produce exact number of
Sept. 4-10, 2023 7 Days
Questionnaires and copies of questionnaires.
other materials
needed
Collection of Pre- Administering the pre test Sept. 11-15, 2023
5 Days
Data
Implementing the Apply the collaborative
Sept. 18-Oct. 13, 26 Days
interventions problem solving
2023
intervention that would
enhance the engagement
and skills of the 2nd year
BSED-Mathematics

10
 student to problem-
solving.
Collection of Post- Administering post-test
Oct. 16-20, 2023 5 days
Data and survey
questionnaires.
Encoding of results Categorize the results
Oct. 21, 2023 1 day
base on the
questionnaire presented
Data analysis of Interpret and analyze the
Oct. 22-26, 2023 5 days
results results
Finalization of revise the paper after
Oct. 27, 2023 1 day
manuscript review by research
adviser
Packaging of the book binding of the final
Oct. 28, 2013 1 day
research manuscript
Submission of the Submit the final copy to
TBA –
research the research subject
adviser

VI. COST ESTIMATES

ACTIVITIES DATE EXPENSES UNIT COST AMNT. TOTAL

NEEDED

Printing of June  printing fee for ₱7.5/page ₱91.00

Research 15,2023 13 pages
Proposal Paper manuscript ₱116.00
for checking  Clear Sliding ₱ 25.00 ₱25.00
Folder

printing for June  printing fee for ₱7/page ₱91.00

another 24,2023 13 pages

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Research manuscript
Proposal Paper  Travel
for checking Expenses ₱60 back ₱ 60.00 ₱163.00
and forth
 Plastic
Envelope ₱12.00 ₱12.00

Printing of June 29,  Printing fee of 3 ₱7/page ₱21.00 ₱21.00

Approval Sheet 2023 copies of
approval sheet

Printing of the July • printing fee for 8 ₱2/page ₱568.00

Final Manuscript 7,2023 copies per page for
( 28 pages)of final noncolored
manuscript paper
₱5/page ₱640.00
for colored
paper
• 8 pieces clear
sliding folder ₱10/pc ₱80
Sub-total ₱1468.00

VII. PLANS FOR DISSEMENATION AND UTILIZATION

Target Audience:
The primary target audience for this study includes scholars in the field of
mathematics education, educators, curriculum developers, interested in enhancing

12
student engagement in problem solving activities. Additionally, this research aims to
reach mathematics educators who focus on student-centered learning approaches.

Dissemination Channels:
a) Academic Conferences: We plan to present our research findings to
mathematics teachers in Sibonga Community College. Also, we would like to
discuss this in a closed-door meeting with the math major teachers. These
research attracts researchers, educators, and teaching practices and student
engagement.
b) Peer-Reviewed Journal: We will submit our research paper to our school
department head to be endorse to mathematics teachers. The findings will be
disseminated to a scholarly audience here in our school.
c) Professional Associations: We aim to engage with professional associations
such as UP Cebu Math Majors Association and our very own Pi Society as well.
These associations offer platforms for sharing research through conferences,
workshops, and publications aimed at mathematics educators and teacher
trainee.
d) Evaluation and Feedback: We are committed to seeking feedback and
constructive criticism for our peers in the mathematics education community. We
will actively participate in discussions at conferences, engage in a dialogue
through academic networks, an invite feedbacks through online platforms and
social media to improve the quality and applicability of our research.
e) Open access: Recognizing the importance of accessibility, we will publish our
research under an open-access model. This will allow educators, policymakers,
and other stakeholders to freely access and utilize our findings to enhance
student engagement in problem-solving activities.
f) Knowledge Translation: In addition to targeting the academic community, we
will actively engage with educators and policymakers by organizing workshops,
webinars, and seminars to translate our research into practical strategies. By
partnering with local schools, educational organizations, and government

13
 agencies, we will aim to directly impact classroom practices and curriculum
development.
g) Collaboration and Networking: We plan to collaborate with other researchers
and mathematics educators by seeking opportunities for co-authorship, joint
presentations, and workshops. By partnering with other institutions and
researchers, we can increase the reach and impact of our research in the
mathematics education community.

VIII. REFERENCES

Department of Education. 2019g. The Enhanced Basic Education Program, DepEd

Order
No. 21

Hwang, W.-Y., and Hu, S.-S. (2018). Analysis of peer learning behaviors using multiple
representations in virtual reality and their impacts on geometry problem
solving. Compute. Edu. 62, 308–319.
https://doi:10.1016/j.compedu.2012.10.005

Liu Z, Wu W, Jiang Q (2020) A study on the influence of problem-based learning on

college students’ critical thinking-based on a meta-analysis of 31 studies.
Explor High Educ 03:43–49

Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem
solving
in promoting students’ critical thinking: A meta-analysis based on empirical
literature. Humanities & Social Sciences Communications, 10(1).
https://doi.org/10.1057/s41599-023-01508-1

14
 CURRICULUM VITAE

Leonia Avila
Lamacan, Sibonga, Cebu
leoniaavila34@gmail.com

I. Personal Background
Birthdate : December 15, 2001
Birthplace : Poblacion, Sibonga, Cebu
Age : 21
Civil Status : Single
Father’s Name : Melicio Avila
Mother’s Name : Melinda C. Avila
Program & Year Level : BSEd Math III
School : Sibonga Community College
II. Educational Background
Elementary : Lamacan Elementary School
Secondary
Junior High School : Julian Enad Memorial National High
School
Senior High School : Julian Enad Memorial National High
School
III. Seminars Attended:
Virtual CHED Seminars
IV. Recognition
2nd year College – Passed
1st year College – Passed
Grade 12 – With Honors
Grade 11 – With Honors
Grade 10 – With Honors
Grade 9 – With Honors
Grade 8 – 8th Honors
Grade 7 – 6th Honor
 Diane Albarando
Poblacion, Sibonga, Cebu
dianealbarando24@gmail.com
I. Personal Background
Birthdate : January 17, 1994
Birthplace : Argao, Cebu
Age : 29
Civil Status : Single
Father’s Name : Norberto Albarando Jr.
Mother’s Name : Brenda Albarando
Program & Year Level : BSEd Math III
School : Sibonga Community College
II. Educational Background
Elementary : Colawin Elementary School
Secondary : Colawin National High School
III. Seminars Attended:
Virtual CHED Seminars
IV. Recognition
2nd year College – Passed
1st year College – Passed
 Jesse Mark Dela Cerna
Purok 5, Lagang, Ocaña, Carcar City, Cebu
jessemarkdelacerna1@gmail.com

I. Personal Background
Birthdate : October 3, 2001
Birthplace : Carcar City
Age : 21
Civil Status : Single
Father’s Name : Ricardo Corpuz
Mother’s Name : Mary Grace Dela Cerna
Program & Year Level : BSEd Math III
School : Sibonga Community College
II. Educational Background
Elementary : Ocaña Central School
Secondary
Junior High School : Ocaña National High School
Senior High School : Ocaña National High School
III. Seminars Attended:
Math Sessions
Virtual CHED Seminars
IV. Recognition
2nd year College – Passed
1st year College – Passed
Grade 12 – With Honors
RFOT – 4th Placer
Grade 11 – With Honors
Grade 10 – With Honors
MTAP – 1st Place, Best in Mathematics
Grade 9 – With Honors
MTAP – 1st Place
Grade 8 – 8th Honors
Grade 7 – 6th Honors
Grade 5 – 2nd Honors
Grade 4 – 2nd Honors
Grade 3 – 3rd Honors
Grade 2 – 2nd Honors
Grade 1 – 5th Honors
 Julie Anne A. Lazaga
Purok 1, Upper, Bae, Sibonga, Cebu
lazagajulieanne37@gmail.com

I. Personal Background
Birthdate : July 29, 2001
Birthplace : Sibonga, Cebu
Age : 21
Civil Status : Single
Father’s Name : Junji G. Lazaga
Mother’s Name : Flaviana A. Lazaga
Program & Year Level : BSEd Math III
School : Sibonga Community College
II. Educational Background
Elementary : Papan Elementary School
Secondary
Junior High School : Don Teodoro dela Vega Memorial
National High School
Senior High School : University of Cebu–Pri Main Ext.
III. Seminars Attended:
Virtual CHED Seminars
Youth Seminars
IV. Recognition
2nd year College – Passed
1st year College – Passed
Grade 12 – With High Honors
Grade 11 – With Honors
Grade 10 – With Honors
Grade 9 – With Honors
Grade 8 – With Honors
Grade 7 – With Honors
Grade 6 – With Honors
Grade 5 – 2nd Honors
Grade 4 – 8th Honors
Grade 2 – 1st Honors
Grade 1 – 1st Honors
 Jemaly C. Quinto
Cagay, Sibonga, Cebu
jemalyq@gmail.com
I. Personal Background
Birthdate : May 8, 2001
Birthplace : Dugo-an, Sibonga, Cebu
Age : 22
Civil Status : Single
Father’s Name : Diego Quinto
Mother’s Name : Lea Quinto
Program & Year Level : BSEd Math III
School : Sibonga Community College
II. Educational Background
Elementary : Papan Elementary School
Secondary
Junior High School : Don Teodoro dela Vega Memorial
National High School
Senior High School : Don Teodoro dela Vega MNHS
III. Seminars Attended:
Virtual CHED Seminars
IV. Recognition
2nd year College – Passed
1st year College – Passed
Grade 12 – With Honors