Introduction Mathematics (from Greek word “mathema” means knowledge, study and learning) includes the study of such topics as quantity (number theory), structure (algebra), space (geometry), and change (mathematical analysis). Mathematics is one of the most important and major subject in our human life. It had its own terms, symbols, definition and etc. Having an excellent skill in solving mathematical problems gives boost of confidence in every individual not only academically but also professionally. But most of the students find Mathematics subject hard to deal with, there are some cases when a student becomes scared and their minds will explode. People think that mathematics is really difficult and hard to understand because of its different terms and symbols. Especially when it involves on finding x and y, find the midpoint, slope of the line, intersection and etc. People’s mind thinks it will explode and fades. According to Hugar (2011), pointed out the types of things we might think about a mathematics classroom are equations, procedures, and word problems, but in learning them, a student needs to master to solve problem. Thus, over the last couple of decades there has been a move to approach the teaching of mathematics through problem- solving. Problem-solving as defined in the dictionary is the thought processes involved in solving a problem and it is also the area of cognitive psychology that studies the processes involved in solving problems. The article on Problem Solving in Mathematics: A Tool for Cognitive Development from the University of New York, states that problem solving is, “the process wherein students encounter a problem – a question for which they have no immediately apparent resolution, nor an algorithm that they can directly apply to get an answer. They must then read the problem carefully, analyze it for whatever information it has, and examine their own mathematical knowledge to see if they can come up with a strategy that will help them find a solution. The process forces the reorganization of existing ideas and the emergence of new ones as students work on problems with the help of a teacher who acts as a facilitator by asking questions that help students to review their knowledge and construct new connections. As the new knowledge is embedded into existing cognitive frameworks, the result is an enrichment of the network of ideas through understanding.” I think this in depth look at what problem-solving is, is a great framework for what the process entails and how the students benefit from learning mathematics this way.
The objective of this study is to identify the performance of
Grade 10 students of Sto. Rosario National High School in mathematics subject. And to know how they approach or find solution in every problem or equation that is given to them. STATEMENT OF THE PROBLEM What is the demographic profile of the participants? age Sex Grades What topic do you find difficult to solve? Sequence Polynomial Division Synthetic Division Problem Solving What are the reasons of the respondents in having difficulties in mathematics? Having difficulty to analyze a problem Sleepy in the class Lazy to study Lack of Understanding in Mathematical terms Easily to Forget the Studied Topic Is the teaching skill of the teacher affects you to understand Mathematics? Yes No Maybe How the performance of the respondents based on the view of their Mathematics Teacher? Very good Good Average Poor Very poor
Do the respondents is willing to learn when the teacher
is having a discussion? Yes No THEORITICAL FRAMEWORK According to Hugar (2011), pointed out the types of things we might think about a mathematics classroom are equations, procedures, and word problems, but in learning them, a student needs to master to solve problem. Thus, over the last couple of decades there has been a move to approach the teaching of mathematics through problem-solving. Problem-solving as defined in the dictionary is the thought processes involved in solving a problem and it is also the area of cognitive psychology that studies the processes involved in solving problems. The article on Problem Solving in Mathematics: A Tool for Cognitive Development from the University of New York, states that problem solving is, “the process wherein students encounter a problem – a question for which they have no immediately apparent resolution, nor an algorithm that they can directly apply to get an answer. They must then read the problem carefully, analyze it for whatever information it has, and examine their own mathematical knowledge to see if they can come up with a strategy that will help them find a solution. The process forces the reorganization of existing ideas and the emergence of new ones as students work on problems with the help of a teacher who acts as a facilitator by asking questions that help students to review their knowledge and construct new connections. As the new knowledge is embedded into existing cognitive frameworks, the result is an enrichment of the network of ideas through understanding.” I think this in depth look at what problem-solving is, is a great framework for what the process entails and how the students benefit from learning mathematics this way. CONCEPTUAL FRAMEWORK Statement of the Problem
Demographic What topic do they find difficult?
Profile What are the reasons of the respondents why they are Age having a hard time in Gender Mathematics? Grades Is the teaching skill of the teacher affects you to understand Mathematics? How the performance of the respondents based on the view of their Mathematics Teacher? Do the respondents is willing to learn when the teacher is Performance of Grade 10 students in having a discussion? Mathematics SCOPE OF DELIMITATIONS
This study will be conduct in the
second semester of the School Year 2019-2020. The participants are the Grade 10 students of Sto. Rosario National High School, Sto. Domingo Nueva Ecija. SIGNIFICANCE OF THE STUDY The study is beneficial to the following people and entities: To the Students- this research gives awareness to the students on how can they improve their skill in solving mathematical problems. To the Mathematics Teacher- this research inspires the teachers to encourage the students to focus on their study to achieve their dreams in life. To the Parents- this study will inform the parents about the performance of their child/children and helps them to guide their children in their education. To the Future Researchers- this study will be their guide and it helps them to accomplish their research. DEFINITION OF TERMS Change (mathematical analysis)- is the branch of mathematics dealing with limits and related theories, such as differentiation, integration, measure, infinite series, and analytic functions. “Mathema”- Greek word of mathematics which means knowledge, study and learning. Mathematics- a subject where most of the students find hard, difficult and afraid of. Quantity (number theory)- or arithmetic is a branch of pure mathematics devoted primarily to the study of the integers. Space (geometry)- (from the Ancient Greek geo- “earth”, -metron “measurement”) is a branch of mathematics concerned with questions of shape, size, relative position of figures and the properties of space. Students- those who afraid and having a hard in solving mathematical problems. Structure (algebra)- is the study of mathematical symbols and the rules for manipulating these symbols. Synthetic Division-is a method for manually performing Euclidean division of polynomials, with less writing and fewer calculations than occur with polynomial long division. CHAPTER II REVIEW OF RELATED LITERATURE Local Literature According to Alvaera, Bayan, & Martinez (2009) of De LaSalle University, Manila, conducted study intended to determine whether parental involvement and autonomy (mothers and fathers), and teaching approach can predict public school students’ achievement as measured by the general average grades of students. In determining which variable has a significant relationship with student achievement, it showed that mother involvement was significantly related with the students' academic achievement. According to Bandong (2010) of the University of the Philippines Baguio, stated that as long as a student is patient and sets his mind into it, he can learn everything. All he needs is the understanding of the four fundamental operations of arithmetic – addition, subtraction, multiplication and division. Teachers and students believe that Mathematics needs patience in analyzing and solving every problem. The heart determination is needed to make the subject interesting and easy. According to Lucero (2009), parental involvement was significantly correlated with both students' mathematics achievement and attitudes. Mathematics achievement was significantly correlated with both father's education and mathematics attitudes; while mathematics attitude was significantly correlated with parents' monthly income. According to Bigornia (2013) determined the factors affecting the mathematical proficiency level of students. Teacher competence, students' background and communication skills were found to have highly significant relationship with pupils' mathematics achievement. A study conducted in Lanao del Norte by Caliao (2014) aimed to determine the factors associated with the students' ability to solve problems in mathematics by associating students' mathematics achievement with the following factors: home environment, quality of mathematics instruction received by the students, students' attitude towards mathematics, mental ability, and reading comprehension ability. According to Rondez (2009) studied students in Iligan City wherein she attempted to associate high achievement in mathematics with the following factors: home environment, quality and quantity of math instruction received by students, and students' attitude towards math. Foreign Literature According to Hugar (2011), pointed out the types of things we might think about a mathematics classroom are equations, procedures, and word problems, but in learning them, a student needs to master to solve problem. Thus, over the last couple of decades there has been a move to approach the teaching of mathematics through problem- solving. Problem-solving as defined in the dictionary is the thought processes involved in solving a problem and it is also the area of cognitive psychology that studies the processes involved in solving problems. According to Hugar (2011), Problem solving is the back bone for mathematical instruction. This emergence has come to be established due to the idea that studying math through problem solving improves one’s ability to think, to reason, and to solve problems that are confronted with in the real world. There seems to be three themes characterized by the role of problem solving in school mathematics curriculum: 1) Problem solving as content; the idea that problems and the solving of them are a means to achieve other valuable ends. 2) Problem solving as skill; this is the idea that it is a skill to be taught and not necessarily a unitary skill, but is a clear skill orientation. 3) Problem solving as art; this is the idea that learning math through problem solving is an art of discovery for its methods and rules. According to Stendall (2009), the abilities to give good concentration, to make meaningful perceptions, to think logically and to use memory effectively are important factors in learning skills and solving problems. These abilities vary among students. As reflected in the study of Cai (2010) on Mathematical problem solving: What we know and where we are going, states that there are three specific goals for Problem Solving: (1) to examine the understanding of the complex cognitive processes involved in problem solving; (2) to explore the actual mechanisms by which students learn and make sense of mathematics through problem solving, and how this can be supported by teachers; and (3) to identify future directions of problem-solving research, including the use of information technology. According to Yeo (2014), states that problem solving in Mathematics can also be explained as “thinking and working mathematically” but the converse is not true. It is an intricate process which calls for problem solver who is engaged in mathematical task to organize and deal with the domain general pieces of knowledge. Chapter iii Methodology RESEARCH DESIGN
The researchers use a descriptive research
design in the form of formative which they give a set of questionnaire to gather the data they need. According to Explorable, descriptive research design is a scientific method which involves observing and describing the behavior of a subject without influencing it in any way. SAMPLING AND POPULATION
The researchers conduct a survey questionnaire
from Grade 10 students of Sto. Rosario National High School SY 2019-2020. With a total of 124 students and 1 Mathematics Teacher, where they check their corresponding answer for the following questions that is given in the survey questionnaire. RESPONDENTS OF THE STUDY
The respondent of the study consisted of the
entire population of Grade 10 students of Sto. Rosario National High School SY 2019 2020. From Grade 10 Almeda is 41 students, Alcaraz is 35 students, and Alcala is 48 students with a total of 124 students and 1 Mathematics Teacher. RESEARCH INSTRUMENT
The researchers use a survey
questionnaire for the respondents of the study. Consisting of six question, four for the students and two for the mathematics teacher. The respondents check their corresponding answer for the following question given in the survey questionnaire. DATA GATHERING PROCEDURE The first step that the researchers do is that they make a survey questionnaire for the Grade 10 students. Then after that they get the total population of their respondents and it has a total of 124 students. And they also ask the mathematics teacher about the performance of the students. They also ask the mathematics teacher about the performance of the students. And they ask a permission to the respondents, before conducting the survey. STATISTICAL TREATMENT P = F/N x 100 Where: F = frequency N = number of respondents P = percentage
WM = TFV/N Where: WM = weighted mean TFV = total frequency value FV = frequency x value N = number of respondents THANK YOU