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CHAPTER 1

The Problem and its Setting

Introduction

Mathematics is the one of the most important subject in our life.

Without the knowledge mathematics we can say nothing is possible in

this world. Now a days mathematics is globally accepted has been as

an important component in formal education from ancient period to

the present day. Our history shows that ancient scholars developed

mathematics practically being obliged day- to- day problem. In the

ancient period, mathematics has developed by great shepherds.

Mathematical problem is the tool used as not only to help

students develop their thinking ability but it also helps them to

develop their basic skills of solving the problems especially a problem

in daily life. The goal of teaching mathematics to be affective was that

the students were able to solve its problems. As a matter of fact, the

experience in solving the problems of the subject is very important to

develop students’ thinking skills in solving the problem in daily life.

Problem- solving is considered as the heart of mathematics

learning because the skill is not only for learning the subject but it

emphasizes on developing thinking skill method as well. Students can

apply their knowledge and problem solving skills to be useful in daily

life since the processes of solving the mathematics problem are similar

to the general problem solving.

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Mathematics is the body of knowledge in the area of science and

technology. The subject mathematics is beautiful and interesting

because its own symbols, language, terms, technology etc.

Mathematics is being main part of human lifestyle. In the world, each

society has their own mathematical languages, terms, symbols,

counting system in different countries.

The National Research Council purported that students learn

mathematics well only when they construct their own mathematical

understanding and that this understanding requires them to examine,

represent, transform, solve, apply, prove, and communicate.

Mathematic is the significant subject in our life. As mathematics has

emphasized like language most of students have been failed in

mathematics as a difficult subject and majority of students fail in

mathematics. Students’ achievement may be influenced by attitude

toward problem solving. According to Ma and Kishor (1997) the

variable ‘attitude’ is one of the most potent factors that relates to

achievement. Borasi (1990) adds that the conceptions, attitudes, and

expectations of students regarding mathematics and mathematics

teaching have been considered to be very significant factor underlying

their school experience and achievement.

Patton et al. (1997) propose that learning to solve problems is a

primary objective in learning mathematics, as problems are inevitable

fact of life. According to Effandi and Normah (2009), a student needs

to think and make decisions using appropriate strategies to

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mathematic problems. They add that students’ success in achieving

their goals encourage them to develop positive attitude towards

mathematics and other problem solving activities. Positive attitudes

are assumed to have significant relationship with students’

achievement. Therefore, this study seeks to identify the level of

tolerance and confidence towards problem solving and investigate how

these two factors contribute to their mathematic achievement.

Theoretical Framework

This study was guided by Representational change theory. It is

an attempt to incorporate some Gestalt ideas into working theory

(Ohlsson1992). This theory suggests that because a problem solver

has all the required knowledge at hand, their failure to find a solution

is due to the way they are mentally representing the problem. If the

problem is not represented in such a way as to accommodate retrieval

of the necessary knowledge, the solver will reach a block or impasse

that will prevent further progress. It further suggests that insight

occurs when the solver’s mental representation changes to allow

retrieval of the required knowledge. It is based on the following

assumptions: A problem is represented in a certain way in the

person’s mind these serves as a probe for information from long-term

memory. The retrieval process spreads activation over ‘relevant’ long

term memory items. A block occurs if the way a problem is

represented does not lead to a helpful memory search. The way the

problem is represented changes the memory search is extended,

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making new information available. Representational change can occur

due the ‘elaboration’ (addition of new information) ‘constraint

relaxation’ (rules are represented) or ‘ re encoding’ (functional

fixedness is removed). Insight occurs when a block is broken and

retrieved knowledge result in solution.

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Chapter 2

Review and Related Literature

Alvaera, Bayan, & Martinez (2009) of De LaSalle University,

Manila conducted study intended to determine whether involvement

and autonomy (mothers and fathers), and teaching approach can

predict public schools students’ achievement as measured by the

general average grades of students.

In determining which variable has significant relationship with

student achievement, it showed that mother involvement was

significantly related with the student academic achievement. Of all the

predictors of achievement used by the researchers, it was only mother

involvement that had significantly predicted student achievement.

This does not mean that teaching approach, father involvement, father

autonomy and mother autonomy does not contribute in predicting

achievement. This simply implies that their contribution in the

achievement of the students is not a significant as compared to the

contribution of mother involvement. The current study focuses on

academic achievement as measured by the general average grade of

the students from the previous grading period. It has been well

established how academic achievement is influence by a particular

factor. Parent involvement in the child schooling like assisting the

child in making their assignment explain much the grade can predict

student achievement.
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According to Jackson &Eipstien (2006), over the past 15 years,

there has been a simultaneous increase in the attention given to the

role of parental involvement in education. Federal, state, and local

governments have mandated that districts make efforts to involve

parents. However, there has been no research as to the roles these

curricular materials actually afford for parents with regard to their

children homework.

The Australian Council of Educational Research (2008) reported

that literature review indicates that strong partnerships between

school, parents, businesses and local community organizations can

make a significant difference to outcomes for young people. Research

shows a range of positive outcomes associated with school-community

partnership, including increased skills, greater engagement with

learning, more positive attitudes, and improved transitions into the

workforce, Further education or training (schools first, 2008).

Montecalvo (2000) assessed the problem solving skills and

attitude in Mathematics in of Grade six pupils in Linamon District,

Division of Lanao del Norte during thr school year 1999-2000. Results

shows that majority of the pupils had average performance in problem

solving skills along fractions, decimals, and percentage. Likewise, they

had a fair attitude level towards mathematics and perceived that

mathematics is useful for problems in everyday life. Furthermore,

significant relationship existed between pupil performance in problem

solving skills test and type of school as well as pupils’ average grade in
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Mathematics. Finally, no significant relationship existed between

pupil’s performance in problem solving skills test and the following

pupil-related factors, namely: family income, size of family, and

attitudes towards mathematics.

According to Hoover-Dempsey & Sandler (1995), parental

support for student achievement as well as parental involvement in

school activity has had positive impact in student academic success.

A review of Walberg & Paik (2000) on dozens of studies had shown

that home environment has a powerful effect on what children and

youth learn within and outside school. This environment is

considerably more powerful than the parents’ income and education

in influencing what children learn in the first six years of life and

during the twelve years of primary and secondary education. They

stressed that one major reason that parental influence is so strong is

that from infancy until the age of 18, children spend approximately

92% of their time outside school under the influence of their parents.

Rondez (1997) studied grade six pupils in Iligan City wherein

the attempted to associate high achievement in mathematics with the

following factors: home environment, quality and quantity of math

instruction received by pupils, and pupil attitude towards math. The

factors significantly associated with high achievement in math are the

following: pupil respondents father educational attainment, number of

influencing household member, seminar attended and math awards

received with the teachers respondents and pupils’ attitude towards

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math. This indicated that pupil academic achievement not only in

mathematics but also with other subject is greatly influenced by other

factors not only pupil and parents factors.

According to Henderson &Mapp (2000), the evidence is

consistent, positive, and convincing: families have a major influence

on their children’s achievement in school and through life. Studies

have linked parental involvement with student benefits of higher

grades and test scores, enrolment in more challenging academic

programs, increases in the number of classes passed and credits

earned, better attendace.

Rongjin& Leung (2002) studied the parental influence on

Chinese children’s mathematics teaming and found out that parents

held very high expectations for their children’s education and highly

involved themselves in their children’s mathematics, irrespective of

their educational background and social economic status.

Cai (2003) investigated the roles parents in the United State of

America and parents in the People’s Republic of China play in their

children‘s mathematics leaming. It also examined the relationship

between parental involvement and the student’s mathematical

problem-solving performance. The results of this study support the

argument, from a broader cross-national perspective, that the

parental involvement is a statistically significant predictor of their

children’s mathematics achievement. Cross-nationally, Chinese

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parents seemed to play a more positive role than do the US parents

(Cai, 2003).

Deutcher & Ibe’s (2004) project examined the role that parent

involvement has on 7tt1 through 11th graders in a large rural area in

Southern California. Various types of parent involvement, were

assessed, including volunteering, home involvement, attending parent

classes, school political involvement, talking, to staff, talking to

teachers, etc.

Academic performance was measured by STAR test score and

by grades. Overall, the results indicated that those who did the self-

report survey, went to the parent class, or were involved in more

home-type involvement (such as checking child’s planner, talking to

child at home about school-related topics, or engaging in educational

activities outside of school) had children that performed better in

various areas of the STAR test or had better grades. Parent

involvement has been shown to be an important variable that

positively influences children’s education.

Cao et al (2006) conducted an investigation that explored the

differences and similarities in parents’ influence on students’

mathematics learning as perceived by different of students in China

and Australia. The result showed that parents play an important role

in influencing students’ mathematics reaming, but parents from

different cultural backgrounds and in different societies may influence

their students’ reaming differently . (Co et al, 2006).

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Olatoye & Agbatogun (2009) stated that term Parent

involvement includes several different forms of participation in

education and with schools and that experts in the field agree about

the importance of linkages between families and school. Their study

that investigated the achievement of pupils in the public.

According to Lightner (1999), researches show an abundance of

people have voiced fears in regard to the socioeconomic impacts

resulting from the low academic skills of today’s employees. Studies

also recognize the workplace trend, of demanding ever increasing

levels of mathematics, communication and science skills from the

employees.

Gallo & Johnson (2008) administered a test of basic math skills

to 696 students enrolled in various college economics courses in order

to understand the factors influencing student’s ability to apply basic

math skills in practical settings. Students with strong elementary

math skills performed significantly better in applied contexts and that

taking more math classes in college improves a student’s ability to

apply mathematics substantially. One of the major conclussion of

their paper is that among the controls for mathematical background,

mastery of very elementary math skills as measured by performance

on their administered exam is of utmost importance. The results of

their research pointed out that as substantial number students lack

the mastery of very elementary math concepts. Hence, they suggested

that professors identify students with weak basic math skills early on
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so that some type of remediation can be done to bring these students

up to par (Gallo & Johnson, 2008).

Lee-Chua (2006) discussed efforts spearheaded by virus groups

to develop a successful problem-solving culture. “We have learns to

focus on certain critical variables”. According to the researcher, this

variable include: extensive parental support, early exposure, mental

toughness, excellent master teachers, and good textbooks.

Cañete’s (2002) study determined the teacher and pupil factors

affecting problem solving difficulties in mathematics it concluded that

pupils had satisfactory performance in problem solving achievement

test. A significant relationship existed between pupils problem solving

skills in mathematics and some teachers factors, namely, educational

qualification, and possession of master units/degree , specialized

training, performance rating and strategies in teaching math. No

sufficient evidence was seen to show significant relationship between

pupils’ skills in mathematics and the pupil factors, mothers’

educational attainment and family annual income.

Silva et al (2006) investigated the factors associated with non-

performing Filipino students in mathematics in selected accredited

schools in the Philippines (Private and Public Institutions from Metro

Manila and Provinces). Results showed that, thought the students

have average mental ability; they encountered difficulties attributed to

reading deficiencies and learning styles.

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According to Math Fluency (2011), educators and cognitive

scientists agree that the ability to recall basic math facts fluently is

necessary for students attain higher-order math skills. The

implication for mathematics is that some of the sub-processes,

particularly basic facts, need to be developed to the point that they are

done automatically. If this fluent retrieval does not develop then the

development of higher order mathematics skills- such as multiple-

digit addition and subtraction, long division, and fractions – may be

severely impaired. Indeed, studies have found that lack of math fact

retrieval can impede participation in math class discussions,

successful mathematics problem -solving, and even the development

of everyday life skills. And rapid math- facts retrieval has been shown

be a strong predictor of performance on mathematics achievement

tests.

Little consensus exists in the research literature concerning the

relationship between attitude toward mathematics and achievement

mathematics. The variable “attitude” is one of the most potent factors

that relates to achievement. In general, attitudes, beliefs and emotions

are the major descriptors of the affective domain in mathematics

education. Rather than attempt to explain all the components of the

affective domain, mathematics educators have traditionally taken the

relationship between attitudes towards mathematics and achievement

in mathematics as their major concern (Ma &Kishor, 1997). Also,

Gomez-Chacon (2000) found that one of the variables with most

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influence on mathematics teaching and learning relate to the pupils’

attitude, their perspective on the world of mathematics, and their

social identity.

Nicolaido & Philippou (2003) explored the relationship between

attitudes towards mathematics, self-efficacy beliefs and problem

solving and achievement of fifth-grade pupils and found significant

relationship between attitudes and achievement.

Ignacio et al (2006) analysed the beliefs, attitudes, and

emotional reactions that students experience in the process of

learning mathematics. The aim was to be able to demonstrate that the

existence of positive attributes, beliefs, and attitudes about

themselves as learners are a source of motivation and expectations of

success in dealing with this subject. Basing on the results of his

finding, he recommended establishment of projects and programs of

prevention and intervention in difficulties of mathematics learning and

of emotional education in this area of knowledge. The aim will be

stimulate the attractions of the taste for mathematics, and to improve

attitudes, beliefs, and the emotional reaction that pupils experience

when they are learning it.

According to Effandi & Normah (2009), students’ attitudes

towards mathematics are closely related to their attitude towards

problem- solving in general; Negative attitudes need to be overcome,

so that students will not suffer from poor problem- solving skills later

in life. Olatunde (2010) opined that the process of learning depends

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not only on family factors but also on students’ personal

characteristics that are naturally correlated with family characteristics

but have an effect on their own. Therefore, in order to analyse

achievement, some students’ personal characteristics must be taken

into account.

The researcher of Mohd, Mahmood&Mohd (2011) entitled

“Factors that influence students in Mathematics Achievement”

revealed that there is significant relationship between the level of

patience towards problem-solving and mathematics achievement. It

also reflects that there is significant relationship between attitudes

toward problem solving and mathematics achievement. On the other

hand, the finding shows that there is no significant relationship

between the level of confidence and willingness towards problem

solving and mathematics achievement. This research also reflects that

there is significant relationship between attitude (patience, confidence

and willingness) toward problem solving and mathematics

achievement.

According to Manoah (2011), attitude towards mathematics has

been considered an important factor in influencing participation and

success in mathematics. In their study “Influence of attitude on

performance of studentsin mathematics curriculum”, it is worth

noting that the independent variable (Attitude) for girls and boys had

significant association with dependent variable (Mathematics Test).

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Buan (1997) tested other variables possibly related to

mathematics achievement and attitude. It was aimed to compare the

effect of cooperative and individualistic instructions and student

achievement in mathematics and their attitudes toward the subject. It

was found that there is a significant difference the pre-test to post-test

scores of the cooperative group in the achievement test and attitude

scale. In the individualistic group there is significant different in the

pre- test and post- test achievement scores only but there is no

significant change in attitudes scores. Angay’s (1998) research work

on pupils difficulties in basic operations involving fraction concluded

that the pupils performance poorly in the four fundamental operations

of fraction. Moreover, the finding showed that there is significant

difference between the pupil achievement and theirparents

educational attainment.

According to Lucero (1999), parental involvement was

significantly correlated with both pupil mathematics achievement and

attitudes. Mathematics achievement was significantly correlated with

both father’s education and mathematics attitudes while mathematics

attitude was significantly correlated with parent monthly income.

Bigornia(2000) determined the factors affecting the

mathematical proficiency level of grade VI pupils. Teacher

competence, pupils’ background and communication skills were found

to have highly significant relationship with pupil mathematics

achievement.
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A study conducted in Lanao Del Norte by Caliao (2000) aimed to

determine the factors associated with the pupils ability to solve

problems in mathematics by associating pupils’ mathematics

achievement with the following factors: home environment, quality of

mathematics instructions received by the pupils, attitudes towards

mathematics mental ability, and readingcomprehension ability. The

factors identified to be significantly associated with the pupils

mathematics achievement were the following: fathers education

neighbours, friends and relatives who took care of the child, buying

things of educational value, teachers profile such as number of math

seminars attended, number of years in teaching math, number of

awards received, lesson plan preparation, teachers activity like

conducting reviews classes, coaching during math competitions,

encouraging and supporting pupils to participate in math

competitions and the number of skills taught, mothers hours spent at

home and t work, mental ability, and reading comprehension.

Here are seven steps for an effective problem- solving process; Identify

the issues ; Understand everyone’s interests List the possible

solutions (options); Evaluate the options ; Select an option or options;

document the agreement(s); agree on contingencies, monitoring, and

evaluation.
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CHAPTER 3

Methodology

This chapter deals with the methods and procedure use in

conducting the study. This chapter comprises the following contents

respondents of the study, data gathering, and locale of the study.

Locale of the study

This study will be conducted in the factors affecting student

performance in solving problem in mathematics who those student

were able solve its problems.

Respondents

The respondents of this study are the factors affecting student

performance in solving problem in mathematics in the Alberto Olarte

Sr. National High School.

Data gathering

In data gathering relevant for the students the most preferred

source of information about on factors affecting student performance

in solving problem in mathematics and the research distributed the

close ended questioners to the respondents for them to answer

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accurately. Instructions were also applied in answering the

questioners. Book, magazines, internet and the other resources were

used to help in this study.

Delimitation of the Study

The study focused on the factors affecting student’s

performance in solving problem in mathematics. Only grade seven

students are allowed in this study. This study was conducted at

Alberto Olarte Sr. National High School, in the school year 2018-2019.

Some of the grade seven student’s are not capable in

Mathematics. They are lack of understanding and comprehension.

There are many times to confused in the performance in terms of

problem solving skills test.

Considering that this problem are encountered difficulties, they

experienced escalating as they attempt to master required of problem.

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Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter presents the presentation, analysis and interpretation of

data

Do You Like Problem Solving?

yes no don’t know

7%
13%

80%

It can be gleaned in the presentation that when the participants

were ask if they like problem solving, the Yes answer got a highest

percentage which is 80% out of 100%. This means that most of the

respondents in grade 7 likes math problem solving. The remaining

13% does not like problem solving. While the 7% they don’t know

about math problem solving. According to Lee-Chua (2006) discussed

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efforts spearheaded by virus groups to develop a successful problem-

solving culture.

DO YOU LIKE MATH

yes no don’t know

3% 0%

97%

As can be observed to the graph presentation, 97% of the respondents

like math and 3% of them does not like math. According to Monoah

(2011), attitude towards mathematics has been considered an

important factor in influencing participation and success in

mathematics
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Do you think you are good at

math?
yes no don’t know

40%
40%

20%

As we can observed in the graph, Yes and Don’t Know got the

same percentage which is 40% and No got 20% in the survey which

mean that there is student who are good in mathematic and some of

these are not sure. According to Hoover-Dempsey & Sandler (1995),

parental support for student achievement as well as parental

involvement in school activity has had positive impact in student

academic success.
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Do you find maths easy?

yes no don’t know

13%

57%

30%

As can be seen in the graph that most of the respondents found math

easy which got 57% out of 100%. Followed by 30% which means the

respondents don’t find math easy. While the remain 13% the respondents

don’t know if math find easy. According to Math Fluency (2011), educators

and cognitive scientists agree that the ability to recall basic math facts

fluently is necessary for students attain higher-order math skills.

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