PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary, findings, conclusion and recommendations

pertinent to the study conducted.

5.1 Summary

This study was conducted to determine the level of word problem solving skills as

well as the possible difficulties of Grade 7 students in Sta. Irene National High School in

terms of age problem, money problem, and number problem. For that to be attained, a 60-

item researchers-made test was used to determine the level of the students’ problem

solving skills in understanding the problem, devising a plan, carrying out the plan and

looking back in terms of age problem, money problem and number problem. The test in

every skill is made up of 15 items, 5 items on every type of problem. Each item is worth 1

point each and since test 1 and test 2 has two questions in each item, each question was

given a half point. The test was administered to all the grade 7 students of Sta. Irene

National High School. There are a total of 238 grade 7 students but only 214 students

were present. The data gathered were analyzed and mean score was used to describe the

students’ mathematical word problem solving skills through the DepEd Levels of

Proficiency.

The mean score of the respondents for each of the word problem solving skills in

age, money, and number problem was computed by averaging the scores of the

respondents. That means that the scores of the respondents were added and the sum was

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 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

divided by the total number of respondents which is 214. The following results are

obtained:

In terms of age problem, the students got the highest mean score (3.88) in

understanding the problem and lowest mean score (0.24) in looking back. All the levels

are in the beginning level except for the understanding the problem which is in the

proficient level. Among the four word problem solving skills, the grade 7 students find

‘looking back’ the hardest.

In money problem, the students got the highest mean score (3.75) in

understanding the problem and lowest mean score (0.014) in looking back. All the levels

are in the beginning level except for the understanding the problem which is in the

proficient level. Among the four word problem solving skills, the grade 7 students find

‘looking back’ the most difficult.

In number problem, the students got the highest mean score (3.80) in

understanding the problem and lowest mean score (0.079) in looking back. All the levels

are also in the beginning level except for the understanding the problem which is in the

proficient level. The grade 7 students find ‘looking back’ as the most difficult among all

levels in number problem.

After administering the diagnostic test to the grade 7 respondents, the researchers

interviewed the students and listed all their responses about those possible difficulties

they had encountered during the test. The result of the general response of the students

shows that all of them answered they didn’t master the concept in solving mathematical

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 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

world problems in writing all the givens that were useful and will be used in solving the

problem, what operations will be used, how to transform the unknown into mathematical

equation, and how to justify whether the answer is correct or wrong.

5.2 Conclusions

The findings of the study led to the conclusion that the students are in the

beginning level in solving word problems specifically in age, money and number

problems. This implies that the students have difficulties in devising a plan, carrying out

the plan and looking back. These difficulties are caused by inability of determining the

operations to be used and how to construct an equation to solve the unknown. Also,

students struggled in integrating the needed operation to solve the answer as well as

justifying the given answer whether it is right or wrong as to the general response of the

students.

5.3 Recommendations

From the abovementioned conclusions, the researchers forward the following

recommendations to:

Mathematics Teachers. Teachers should teach solving word problems step by step in

order for the students to master the steps. They should put more emphasis on teaching

how to translate mathematical word problems into mathematical equations for this is one

of the ways to get the correct answer.

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 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Students. Better performance will be achieved by students if they will be able to relate

and make connections with the pre-requisite concepts of the lessons. Therefore, students

should see to it that they have acquired the foundational skills especially in basic algebra.

They should try to solve word problems oftentimes in order to master the steps in solving

word problems.

Parents. Since the education of the child is also a responsibility of the parents, they

should also be informed on and monitor the status of learning of their child. Furthermore,

they should also be supportive on any program or activity of the school that will help their

child’s word problem solving skill improve.

Researchers and Other Stakeholders. A study on the level of word problem solving

skills for other types of word problem may be conducted. Further study on the possible

difficulties encountered by the students in solving the word problems and the reasons of

their difficulties may be done.

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