Comparing the Speed and Accuracy of Traditional and Alternative Methods in Squaring Numbers

REPUBLIC OF THE PHILIPPINES
SURIGAO DEL SUR STATE UNIVERSITY

Cantilan Campus
Cantilan, Surigao del Sur
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Mathematics is an avenue for many of the most powerful techniques people can
use of. Part of its growing power derives from the facts, formulas and techniques it provides
to the society.
According to the constructivists’ point of view, knowledge is actively constructed by
the learners through the interaction with their physical and social environment and through
the information that the students then passively receive; students are the ones who actively
involved in the construction of knowledge. Mathematics investigation is sustained
exploration of an open-ended mathematical situation where students investigate, look for
patterns, explore possibilities and design problems. Ollave M.G. et. al. (2014) cited that the
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processes involved in the mathematical investigations are given importance more than the
results. Significant results are those that are logically connected. However, even if
significant results may not be produced, students should have demonstrated themselves
and the other of what they have found.
The National Council of Teachers of Mathematics (NCTM, 2000) indicated that
students should develop their “flexibility in exploring mathematical ideas and trying
alternative solution paths” (p. 21).
In mathematics, squaring is really easy to understand. Squaring a number means
multiplying it by itself. Squaring is written in mathematical symbols by putting a 2 above
the number you are squaring to show that it is multiplied 2 times.
Squaring numbers as one of the common topics in mathematics has become easy
to the most of the people engaging to it. The use of the traditional method is widespread
and others are already used to it. But, despite to its commonness, there are still others who
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are struggling to solve for the right square of numbers for a lot of reasons; weak knowledge
in multiplying numbers, unease of the traditional method and the likes. Thus, some of them
prefer to use calculators in doing it. For whatever the reason of these people, the
researchers would like to find for an alternative.
The researchers had formulated a formula that could be used as an alternative in
finding the squares of numbers without using calculators. However, is this formula better
than the traditional method? It is for this reason that the researchers want to find out how
it differs in terms of speed and accuracy from the traditional one.
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Significance of the Study
This study will benefit the following:
Students - the result of the study may provide students the necessary techniques in
finding the square of a number in an easy and accurate way.
Mathematics Teachers - the result of the study may provide Mathematics Teachers
the information about the new method of squaring numbers that will be used in their
Mathematics instruction.
Future Researchers - the result of this study will serve as their guide and help them
to collect new ideas and information, if their study is interrelated with this study.
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Scope and Limitations of the Study
This study will cover the following limitations:
Respondents. The selected high school students enrolled in Esperanza Integrated
School.
Location. The venue of the study is the Esperanza Integrated School, Esperanza,
Carmen, Surigao del Sur.
Time Frame.The time frame within which the study will be conducted during the
school year 2014-2015.
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Statement of the Problem
This study aims to determine the speed and accuracy of the students’ performance
in finding the square of a number using the alternative method.
The main problem seeks to answer the following subsidiary problems.
1. What is the mean answering speed of the students in finding the square of a
number using the alternative method and traditional method?
2. What is the mean accuracy of the students in finding the square of a number using
the alternative method and traditional method?
3. Is there a significant difference in terms of the means of the speed and accuracy in
finding the square of number using the alternative method and traditional method?
Hypothesis
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This study will test the null hypotheses at 0.05 level of significance.
Ho: There is no significant difference of the means of the speed and accuracy
between the control and experimental group.
SCHEMATIC DIAGRAM OF THE STUDY
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Students
Traditional Alternative
Method Method in
squaring
numbers
Performance of the students
Figure 1. Schematic Diagram of the Study
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As shown in figure 1, the first box contains the selected high school students
enrolled in Esperanza Integrated School situated in Esperanza, Carmen, SDS. They were
grouped as the control and the experimental. The grouping was done through a stratified
random sampling.
The experimental group was oriented to the method of squaring numbers using
the skeleton formula and let them memorize the method.
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Definition of Terms
Given below are the terms are used in the study and their definitions based primarily
on how the researchers utilized them:
Alternative- another way in solving the squares of numbers. The method makes use of this
formula:
(N+nn)n1lnn2
Where:
N – is the original number.
nn – the last digit of the number .
n1 – the number when the last digit of the
original number is pulled out .
Accuracy- correct/total- refers to the total correct answers over the total number of items.
It is the quality of being true or correctness.
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Squaring numbers- refers to multiplying a number by itself.
Speed- refers to the amount of time to answer the given items within the time limit.
F-test - a statistical treatment used in determining if there is a significant difference of the
speed and accuracy between the control and experimental group.
Traditional Method – the usual way in squaring numbers. It is multiplying the number by
itself.
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Chapter II
REVIEW OF RELATED LITERATURE
Children in primary education often encounter mathematics having picked up a
general fear of mathematics from the society around them; these results in lack of
confidence, avoidance of non-standard thought processes, weakness in problem solving
strategies and other negative consequences. We offer an alternative approach; presenting
mathematics as dynamic, interactive entertainment (Ünal UFUKTEPE Ýzmir Institute of
Technology, Department of Mathematics).
The public could have been informed clearly about the field of mathematics, the
methods of mathematical thoughts, mathematical objects and their properties, and how
these relate to nature and society. Instead, Mathematics has been conveyed as difficult,
abstract, and requiring intellectual curiosity. Hence it has become generally accepted that
mathematics was not for the average mind, a perception unchallenged through the
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generations. As a result, instead of strategies of investigation, something unattractive and
awkward appeared as rules and methods developed. (McLead, 1993).
Traditional method in solving math problems is very common in education
especially at university level. Traditional method ignores the students consequently the
mental level of interest of the students. It involves coverage of the context and rote
memorization on the part of the students. It did not involve students in creative thinking
and participation in the creative part of activities. Most of the time, during teaching
learning process, instruction remain unilateral which is and consider to be orthodox
activity. The up-and-coming trends changed the present scenario and adopted the
constructivist approach which is moral and more focus on innovative activities and
knowledge acquisition. It seems more feasible to follow constructivist approach for the
teaching of Math at B.Ed. level and constructivist is more feasible in engaging the students
in innovative and creative activities. A module has been developed to confirm this effect.
Basically constructivism is a theory of instruction based on observation to judge how
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people learn. Constructivism is a paradigm that hypothesizes learning as an active,
contextualized, or constructive process. Constructivism is a reaction to teaching
approaches such as behaviourism and programmed instruction. The learner acts as an
information constructor (Abida Khalid, 2012).
Alternative solutions are an important feature of effective problem-based
mathematics instruction (Cai, 2003). Teaching mathematics through problem solving
provides a learning environment for students to explore problems in their own and to
invent ways to solve the problems. Such activities allow them to facilitate connections of
related ideas, to consolidate their mathematical knowledge, and to think creatively (Polya,
1973; Kalman, 2004; Krulik &Rudnick, 1994). As suggested by Schroeder & Lester (1989),
teaching through problem solving offers the promise of fostering student learning.
It is important to study teaching and learning alternative solutions in mathematical
problem solving because “you can learn more from solving one problem in many different
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ways than you can from solving many different problems, each in only one way” (an
aphorism of unknown origin, cited in Silver, Ghousseini, Gosen, Charalambous, &
Strawhun, 2005).
Although problem solving with alternative solutions may foster students’
mathematics learning, there were, however, limited empirical studies that directly
addressed how mathematical problem solving with alternative solutions could influence
students’ problem solving performance (Groβe & Renkl, 2006; Silver et al., 2005). Mixed
results have been found on the relationship between alternative solutions and problem
solving performance. While some studies indicated multiple solutions or representations
enhanced students’ problem solving performance (Fouche, 1993; Brenner et al., 1997),
other studies didn’t show improved problem solving performance (Brenner & Moseley,
1994).
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Teachers play an essential role in teaching through problem solving. NCTM (2000)
indicated that teachers must “decide what aspects of a task to highlight, how to organize
and orchestrate the work of the students, what questions to ask to challenge those with
varied levels of expertise, and how to support students without taking over the process of
thinking for them and thus eliminating the challenge” (p. 19). Hiebert and Wearne (1993)
found that teachers in problem-solving classrooms used fewer problems, spent more time
on each problem, and asked more conceptual questions than teachers in more traditional
classrooms. Despite the importance of the teacher’s role in problem-solving instruction,
little research suggests how teachers learn to teach through problem solving (Cai, 2003).
For example, instruction in alternative solutions is rarely observed in mathematics
classrooms, and little is known about how to support more frequent use of alternative
solutions by mathematics teachers in their classroom instruction (Silver et al., 2005).
Finding the squares of numbers has become easy using the traditional method to
most of the people engaging to it. Despite to that, others are still struggling to do the
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process of solving maybe because of the varied reasons; weak knowledge in multiplying
numbers, low comprehension on how to square numbers and the likes. Whatever the
reason, the researchers would like to find for an alternative method in squaring numbers.
Thus, they had formulated a formula that could be utilized as another method in squaring
numbers.
To square any two or more digit number N, the number to be squared N will be
added by its last digit (N+nn)n1 and side by squaring the last digit nn2 and then putting
them together.
FORMULA:
(N+nn)n1lnn2
Where:
N – is the original number.
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nn – the last digit of the number .
n1 – the number when the last digit of the
original number is pulled out .
Observe this:
Example 1: Get the square of 22.
(N+nn)n1lnn2=(22+2)2I22
= 24x2I4
= 48I4
The result from the left side and in the right side will be put together to
get the answer.

= 484
Example 2: get the square of 39.
(N+nn)n1lnn2 = (39+9)3l92
=48x3l92
=144l81
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= 144
In this case since the square of the last number has two digits, we’ll add
them by aligning the first digit of the number in the right to the last digit
+ 81
of the left.
1521
(N+nn)n1lnn2 = (235+5)23l52
=240x23l25
=5520l25
=5520
+ 25
55225
(N+nn)n1lnn2 = (1997+7)199l72
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=2004 x 199l49
=398796
+ 49
3988009
Note: The same process is applied to finding the square of numbers with more digits.
Chapter III
RESEARCH METHODOLOGY
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This chapter presents the methodology applied in conducting this study and
discussion of research design, sampling, respondents, data gathering and statistical
instruments utilized.
Research Design
This study used the two-group experimental design appropriate for profiling the
variables of this research. This design is appropriate in determining the speed and accuracy
of the students’ performance in squaring numbers using the alternative method. The data
gathered were recorded, organized, and interpreted in view of the objectives set in the
study.
Research Sampling and Respondents
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This study was confined to the selected students of Esperanza Integrated School,
Esperanza, Carmen, Surigao del Sur within the school year 2014-2015 and stratified random
sampling was utilized to fairly determine the 30 respondents.
Table 1. Distribution of the Respondents
PHASE 1 PHASE 2
15 students
30 selected high school students of Experimental group
E.I.S 15 students
Control group
Research Setting
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The study was conducted at Esperanza Integrated School situated at Brgy.
Esperanza, Carmen, Surigao del Sur.
Research Instrument
A researchers ‘mathematical test questionnaire was purposely made for the study.
Research Procedure
Prior to the conduct of the study, the researchers asked permission from the school
head of Esperanza Integrated School to conduct the said study and to utilize one of its
rooms as venue.
Gathering of Data. The questionnaires were given to the selected students of
Esperanza Integrated School, Esperanza, Carmen, Surigao del Sur school year 2013-2014
during their vacant/free time.
a. Administration of the pre - test. The 30 selected E.I.S high school respondents
from a single group have undergone pre-test. A unified test questionnaire
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containing 15 items of numbers to square was given to them. They were given 1
hour time limit to answer the test.
b. Rank their performance. The respondents were ranked according to their speed
and accuracy towards answering the given test questionnaire. The students were
split into two groups (control group and experimental group).
c. Experimental group. Those who were ranked in the even numbers fell into the
experimental group.
d. Control group. Those who were ranked in the odd numbers were the control
group.
e. Post – test. After the groups have been classified, each of the group; the
experimental and the control group were given another unified set of test
questionnaire containing 15 items of numbers to square. The control group
solved them using the traditional method. On the other hand, the experimental
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group solved them using the introduced formula. Also, 1 hour time limit was
given to them.
Data Analysis
The following statistical tools were used in the analysis of data.
Mean and Standard Deviation used to describe the pre-test and post-test means of speed
and accuracy of the respondents.
F-test used to assess whether the means of two groups are statistically different from each
other. Similarly, F-Test was used in our study to compare the average deviation between
the experimental group and independent group.
Chapter IV
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PRESENTATION, ANALYSIS, INTERPRETATION OF DATA
This chapter presents statistical tables and data analysis in order to answer the
scientific problems in the study. The results are interpreted based on their implications
and importance.
Table 2. Means of the Answering Speed of the Students in Finding the Square of
Numbers Using the Alternative Method and Traditional Method
N Mean SD
Experimental Group 15 2.47 1.165
Control Group 15 1.9 0.79
As presented in the above table, the control group got a mean average answering
speed of 1.9 and standard deviation of 0.79 using the traditional method of squaring
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numbers. The mean average answering speed for experimental group is 2.47 with the
standard deviation of 1.165 using the introduced formula of the alternative method.
The participants’ speed in answering the problem using the alternative method is
faster than the traditional method. This may be due to the reason that the formula used
by the experimental group made squaring numbers faster especially when the number
being squared has more digits. Also, the method became quite interesting to the
respondents based on what is shown during the conduct of the study.
The result supports that alternative methods are designed to solve mathematics
problems quickly (Cohen, I. S., & Fowler, J. V. (1998). It is important to study teaching and
learning alternative solutions in mathematical problem solving because “you can learn
more from solving one problem in many different ways than you can from solving many
different problems, each in only one way” (an aphorism of unknown origin, cited in Silver,
Ghousseini, Gosen, Charalambous, & Strawhun, 2005).
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Table 3. Means of Accuracy of the Students in Finding the Square of Numbers Using the
Alternative Method and Traditional Method.
N Percentage Mean SD
Control Group 15 78 % 11.73 2.29
Experimental Group 15 66 % 9.867 3.74
Table 3 shows the mean accuracy of the two groups of students in squaring the
given set of numbers. The control group has the mean accuracy of 11.73 and standard
deviation of 2.29 wherein scores got the percentage of 78%. On the other hand, the
experimental group has a mean accuracy of 9.867 and standard deviation of 3.74 wherein
scores got the percentage of 66%. This implies that the control group is more accurate
than the experimental. This may be due to the reason that students had already
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familiarized and are already used in using the method unlike to the experimental group
who were given only 1 week to familiarize the given formula.
(Fouche, 1993; Brenner et al., 1997) state that mixed results have been found on the
relationship between alternative solutions and problem solving performance. While some
studies indicated multiple solutions or representations enhanced students’ problem
solving performance other studies didn’t show improved problem solving performance
(Brenner & Moseley, 1994).
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Table 4.1 Significant Difference Between the Speed of Control Group and the Speed of
Experimental Group.
Source DF SS MS F P
Between 1 546 546 4.73 0.038
Within 28 3231 115
Total 29 3777
To determine if there is a significant difference of the mean speed between the
control and experimental groups, f-test was applied and the result is presented in table
4.1. The analysis of f-test revealed that a computed f- value of 4.73 with a p - value of 0.038
suggests that the null hypothesis is to be rejected. This would indicate that there is
significant difference in the mean speed of the experimental and control group in favor to
the experimental group. The respondents in the experimental group performed faster than
the control group since the formula utilized by the latter was purposely made to make
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squaring numbers faster than the traditional method especially when the numbers being
squared has more digits.
Furthermore, the result is concordant to the statement of Cohen, I. S., & Fowler, J.
V. (1998) that alternative methods are designed to solve mathematics problems quickly.
Alternative methods are innovative or improved methods designed to get rid with the
traditional methods which others are very time-consuming.
Table 4.2. Significant Difference Between the Accuracy of Control Group and the Accuracy
of Experimental Group.
Source DF SS MS F P
Between 1 26.13 26.13 2.72 0.110
Within 28 268.67 9.60
Total 29 294.80
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Table 4.2 shows the tabulated result using f-test. This is to determine if there is a
significant difference between the means of accuracy of the control and experimental
group. The analysis of f-test revealed that a computed f- value of 2.72 with a p - value of
0.110 suggests that the null hypothesis is to be accepted. This would indicate that there is
no significant difference between the means of the accuracy of the control and
experimental group.
The result agrees that although problem solving with alternative solutions may
foster students’ mathematics learning, there were, however, limited empirical studies that
directly addressed how mathematical problem solving with alternative solutions could
influence students’ problem solving performance (Groβe & Renkl, 2006; Silver et al., 2005).
Mixed results have been found on the relationship between alternative solutions and
problem solving performance. While some studies indicated multiple solutions or
representations enhanced students’ problem solving performance (Fouche, 1993; Brenner
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et al., 1997), other studies didn’t show improved problem solving performance (Brenner &
Moseley, 1994).
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Chapter V
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of findings, the conclusion drawn from the
findings and recommendations based on the conclusions.
Summary
This research study seeks to determine the performance of the students in finding
the square of numbers using the introduced formula of the alternative method.
The respondents of the study were the selected high school students of Esperanza
Integrated School, situated at Brgy. Esperanza, Carmen, Surigao del Sur.
This study made use of two-group experimental design appropriate in determining
the speed and accuracy of the students’ performance in finding the square of numbers
using the alternative method.
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Moreover, the data were interpreted using the mean average computation and the
f-test statistical tools.
Findings
Based on the analysis of the gathered data, the different findings in this research
study are summarized as follows:
1. The experimental group has a mean speed of 1.9 while the control group has a
mean speed of 2.47.
2. The experimental group got the mean accuracy of 9.867 while the control group
got the mean accuracy of 11.73.
3.1 The analysis of f-test revealed that a computed f- value of 4.73 with a probability
value of 0.038 suggests that the hypothesis is to be rejected. This would indicate that there
is significant difference in the mean speed of the experimental and control group.
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3.2. The analysis of f-test revealed that a computed f- value of 2.72 with a probability
value of 0.110 suggests that the hypothesis is to be accepted. This would indicate that there
is a significant difference between the means of accuracy of the control and experimental
group.
Conclusion
Based on the findings of the study, the following conclusions were drawn:
The experimental group consumed lesser time to finish the test since the alternative
method was formulated to find the square of a numbers faster than the traditional one. As
observed also, the method has become interesting to the respondents in the experimental
group.
On the other hand, the findings entail that the control group is more accurate than
the experimental group. It is for the reason that the students are already used in using the
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traditional method in squaring numbers compare to the formula used by experimental
group which was introduced only 1 week before the conduct of the test.
Apparently, there is a significant difference on the speed of the experimental and
control group in favor to the experimental group. The respondents in the experimental
group performed faster than control group since the formula utilized by the experimental
respondents was formulated to make squaring numbers faster.
In terms of their accuracy, there is no significant difference between the control and
experimental group. This is because the percentages of the score of the two groups are
both close to the passing percentage.
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Recommendation
Based on the findings and the conclusions, the researchers would like to
recommend the following:
Other researchers are encourage to have a sequel to this study, wherein, they will
determine the performance of the students in finding the square of numbers using the
alternative method giving the respondents compartment sets of numbers to square: 1 digit
numbers, 2 digits numbers, 3 and so on. They are encouraged to determine to which set
of numbers the alternative method is better in terms of speed and accuracy than the
traditional one.
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REPUBLIC OF THE PHILIPPINES

SURIGAO DEL SUR STATE UNIVERSITY

THE PROBLEM AND ITS SCOPE

According to the constructivists’ point of view, knowledge is actively constructed by

involved in the construction of knowledge. Mathematics investigation is sustained

exploration of an open-ended mathematical situation where students investigate, look for

and the other of what they have found.

The National Council of Teachers of Mathematics (NCTM, 2000) indicated that

alternative solution paths” (p. 21).

In mathematics, squaring is really easy to understand. Squaring a number means

multiplying it by itself. Squaring is written in mathematical symbols by putting a 2 above

the number you are squaring to show that it is multiplied 2 times.

researchers would like to find for an alternative.

The researchers had formulated a formula that could be used as an alternative in

it differs in terms of speed and accuracy from the traditional one.

Significance of the Study

This study will benefit the following:

finding the square of a number in an easy and accurate way.

Scope and Limitations of the Study

This study will cover the following limitations:

Respondents. The selected high school students enrolled in Esperanza Integrated

Carmen, Surigao del Sur.

school year 2014-2015.

Statement of the Problem

in finding the square of a number using the alternative method.

The main problem seeks to answer the following subsidiary problems.

number using the alternative method and traditional method?

the alternative method and traditional method?

between the control and experimental group.

SCHEMATIC DIAGRAM OF THE STUDY

Performance of the students

Figure 1. Schematic Diagram of the Study

the skeleton formula and let them memorize the method.

on how the researchers utilized them:

N – is the original number.

nn – the last digit of the number .

n1 – the number when the last digit of the

original number is pulled out .

It is the quality of being true or correctness.

Squaring numbers- refers to multiplying a number by itself.

F-test - a statistical treatment used in determining if there is a significant difference of the

speed and accuracy between the control and experimental group.

REVIEW OF RELATED LITERATURE

Children in primary education often encounter mathematics having picked up a

confidence, avoidance of non-standard thought processes, weakness in problem solving

strategies and other negative consequences. We offer an alternative approach; presenting

mathematics as dynamic, interactive entertainment (Ünal UFUKTEPE Ýzmir Institute of

Technology, Department of Mathematics).

generations. As a result, instead of strategies of investigation, something unattractive and

awkward appeared as rules and methods developed. (McLead, 1993).

Traditional method in solving math problems is very common in education

learning process, instruction remain unilateral which is and consider to be orthodox

Basically constructivism is a theory of instruction based on observation to judge how

people learn. Constructivism is a paradigm that hypothesizes learning as an active,

contextualized, or constructive process. Constructivism is a reaction to teaching

approaches such as behaviourism and programmed instruction. The learner acts as an

information constructor (Abida Khalid, 2012).

Alternative solutions are an important feature of effective problem-based

mathematics instruction (Cai, 2003). Teaching mathematics through problem solving

It is important to study teaching and learning alternative solutions in mathematical

aphorism of unknown origin, cited in Silver, Ghousseini, Gosen, Charalambous, &

Although problem solving with alternative solutions may foster students’