1

CHAPTER I

THE PROBLEM AND TS SETTING

This chapter shows the background of the study, the significance of the

study, scope, and limitation, theoretical/conceptual framework, schematic

diagram, statement of the problem, hypothesis, and definition of terms.

Introduction

It cannot be denied that problem-solving is an important part of

Mathematics education. Mathematics as a whole is an important subject because

of its practical role in a person and society. Problem-solving in mathematics and

reading comprehension go hand in hand. Solving Math problems entails the

students applying two skills at the same time: reading and computing. It is a

double-edged sword.

Reading comprehension is comprised of several levels: literal, interpretive,

critical, and creative. In problem-solving, the process is listed as problem

comprehension, choosing the required information among the data, converting

this information into mathematical symbols, and reaching a solution through

required operations.

We learn English as a second language as Filipinos, but we could have

trouble reading and comprehending the problem's content. The process of

combining one's understanding of sentence patterns, mathematical relations,

fundamental numerical abilities, and mathematical strategies in order to answer a

 2

mathematical problem presented in a sentence or paragraph structure is known

as problem-solving in mathematics.

As BSED Mathematics learners the researchers have encountered

difficulties in problem-solving including both comprehending and analyzing math

problems. They fear that their limited techniques in problem-solving and

vocabulary in mathematics may affect their performance as future teachers.

Thinking about this issue of reading comprehension difficulties relating to solving

math problems, the researchers conducted the study to prove that enriching the

learners' vocabulary in math may improve the problem-solving skills

The researcher considered these endeavors to be of help to DepEd

Personnel. teachers, learners, and future researchers.

DepEd Personnel. May benefit from this investigation by upgrading

teachers" competence in teaching mathematics and providing instructional

support through coaching and the provision of instructional materials.

Teachers. May enhance the word problem-solving skills of their students.

This may also give additional insights into the use of reading comprehension

skills to improve word problem skills.

Learners. As the recipient of knowledge thru learning may benefit from this

research through improved classroom instruction and the development of reading

comprehension and problem-solving skills.

Future Researchers. As mathematics word problem becomes a challenge

to teachers, this study may be used as a reference for future related topics that

will be conducted.
 3

Theoretical Framework

The study was guided on Construction-Integration Model in the study

(Gross, 2017) which focused on two phases in text comprehension: a

construction phase and an integration phase wherein reading a word (decoding)

automatically activates the word and all of its meaning (vocabulary) in long term

memory. The theory supplied a conceptual basis on how reading comprehension

affects mathematical word problem performance

In the present study, the researcher determined the level of reading

comprehension and problem-solving skills. As the theory implied, the result of the

study may be a basis for improving and enhancing reading comprehension and

problem-solving skills.

Conceptual Framework

In the Philippines, PHIL-IRI was implemented for all public schools to

develop reading comprehension. However, mathematics is considered to be a

language itself complete with its own notations and symbols "grammar" rule, with

which concepts and ideas are effectively expressed (Llego, 2018) Thus, teaching

mathematics in the English language seems to teach two foreign languages

simultaneously.
 4

According to (Bahtash, 2018) children's reading and spelling skills have

been found to be associated with parental educational level and family

socioeconomic. SES has also been shown to be an important demographic

factor behind mathematical thinking skills. Some gender differences in reading

comprehension skills have been reported, often in favor of girls, Results

concerning gender differences in math performance are mixed: some studies

suggest that boys are better at mastering problem-solving tasks, but other

studies have been unable to replicate this finding. It has to be take iinto account.

however, there is a component-level difference in math performance between the

genders Relying on these previous findings, the present study investigated on

learners’ sex. section, level of reading comprehension when grouped according

to the profile variables and in terms of literal comprehension, inferential

comprehension, and critical comprehension, and level of problem-solving skills

when grouped according to the profile variables and in terms of addition,

subtraction, multiplication, and division

 5

Schematic Diagram

Reading Comprehension

Literal Comprehension
Respondents Profile:
Inferential Comprehension

Critical Comprehension
Learners

Sex Problem-Solving Skills

Section
Addition

Subtraction

Multiplication

Division

Figure 1: Schematic Diagram of the Conceptual Framework

 6

Statement of the Problem

This study aims to determine the "Level of Comprehension on

Mathematical Problem

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age:

1.2 Section

2. What is the level of comprehension of the learners when grouped

according to the profile variables and terms of the learners:

2.1. Critical Comprehension

2.2. Inferential Comprehension

2.3. Literal Comprehension

3. What is the level of problems solving skills of the learners when

grouped according to the profile variables and terms of the learners:

3.1. Addition

3.2. Subtraction

3.3. Multiplication

3.4. Division

4. Is there a significant difference between the learners’ mathematical

problems solving skills when grouped according to their profile?

5. Is there a significant relationship between learners' reading

comprehension skills and mathematical problems solving skills?

 7

Hypotheses

The following null hypotheses will be tested at a 0.05 level of significance.

HO1: There is no significant relationship between learners' reading

comprehension skills and mathematical problems solving skills.

Scope and Limitation

The study focuses on the difficulties encountered by students in

Mathematical problems solving. The study involves grade 8 students at Northern

Mindanao Colleges, Inc. The research included the difficulties of the students in

the steps of problem-solving. The research also includes the mistakes committed

by the students. The study is conducted during the second term of the academic

year of 2022-2023.

Table 1

The Population of Grade 8 Students of Northern Mindanao Inc

Sex

Section Male Female Total

Green 23 25 48

Orange 27 17 44

Yellow 18 25 43

Beige 19 22 41

Blue 19 21 40

Red 20 20 40
 8

TOTAL 126 130 256

Definition of Terms

The following terms are defined as the researcher uses it in the study:

Age - This refers to a period of life, measured by years from birth usually marked

by a certain stage or degree of mental or physical development and involving

legal. responsibility and capacity. It is a time of life when a person does

something or becomes legally able to do something.

Critical Comprehension- how pupils respond to the explicit question.

Inferential Comprehension-, inferential comprehension means how pupils

understand questions that are in the text but doesn't directly give.

Literal Comprehension, how good a pupil in scanning the text to get correct

answer.

Problem-Solving - how participants solve or answer mathematical word

problems.

Reading Comprehension - Operationally, reading comprehension means how

participants visualize and interpret the mathematical word problem given.

 9

CHAPTER II

Review of Related Literature and Studies

This chapter presented various literature and studies that have related to

the research’s topic and gave broader views to the researcher in emphasizing

the Difficulties Encountered by the Grade 8 Students in Mathematical Problems.

These served as the groundwork for the present survey

Related Literature

According to Frei (2019), if students lack conceptual comprehension, of

mathematics, rigidity in their use of mathematics, and an inability to successfully

apply the procedural information they have learned to novel and unusual

problems and circumstances.

According to (Briones, 2018) the implementation of "Philippine Informal

Reading Inventory Manual 2018 (PHIL-IRI) to enhance pupils reading

performance and comprehension in the reading text became the gateway to

developing fluency, word recognition, and comprehension of the learners that will

affect good word problem-solving skills.

.
 10

Related Studies

Auzar (2017) stated that language is required to understand the

questions of mathematical word problems or word problems. Mathematics

language that uses symbols is intended to ease someone to make an analysis so

that s/he can solve his/her life problems related to the use of Mathematics. One

will be able to solve problems in mathematics when supported by an

understanding of the language with familiar and by using symbols that were

already known beforehand. Therefore, language used in books should use

simple language based on pupils' language development level. In other words,

mathematical word problems should be realistic in terms of language, symbols,

and situation.

In relation to this study, Nicolas and Emata (2018) conducted a study

about the effectiveness of the integrative approach through reading

comprehension as a strategy in teaching Mathematics to enhance the problem-

solving skills of Grade 7 students. The researchers stressed that poor listening

ability, limited vocabulary, and poor retention were the problems that they

experienced. They also recommended that in order to improve the

implementation of the strategy, teachers may provide more examples,

discussion, evaluation and intervention activities, and collaborative activities;

enrich the vocabulary of the students; and improve the means of instruction.
11
 12

CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the research design, research locale, research

respondents, research instrument, ethical standard, data gathering procedure,

statistical treatment, scoring, and quantification.

Research Design

This study design combines quantitative research design and qualitative

research design. Mixed methods research involves collecting quantitative and

qualitative data, and analysis of the data integrates both forms of data. A

Convergent Mixed Methods Design is one phase design where both quantitative

and qualitative data collected and analyzed, then compared the analysis of

quantitative and qualitative data is to see if the data confirms or disconfirms each

other.

Research Locale

This study was conducted at Northern Mindanao Colleges, Inc. Atega

Street, Población 11 Cabadbaran City, Agusan del Norte of which the location of

the respondents, based on the Level of Comprehension of Learners on

Mathematical Problems.

Respondents of the Study

The respondents of the study were the Grade 8 Students of Northern

Mindanao College’s Inc, as shown in Table 2.

 13

Table 2
Distribution of Respondents

Sex

Section Male Female Total

Green 23 25 48

Orange 27 17 44

Yellow 18 25 43

Beige 19 22 41

Blue 19 21 40

Red 20 20 40

TOTAL 126 130 256

The Sampling Procedure

Stratified random sampling was used in this study, selecting students from

Grades 8 of Northern Mindanao Colleges Inc. The first Strata was the section

and the second strata was the sex of the respondents. With this sampling

procedure, all the populations were divided into categories relevant to the

research, which allowed the categorization of respondents based on attributes

and characteristics.
 14

Research Instruments

The main tool used in this study consists of closed-ended, and open-ended

questionnaires. These different ways of gathering information can supplement

each other and hence boost the validity and dependability of the data. In the

main, the quantitative data are obtained through closed-ended questionnaires,

and the qualitative data through open-ended questionnaires. The items of the

questionnaires are mainly developed based on the research objectives and

research questions.

The structured questionnaire was divided into two-factors the student

factors and teacher factors. Part one of the questionnaire was the student factors

(Attitude Towards Mathematics) while part two was the teacher factors

(personality traits and teaching skills) The rating scale part contained 40 items

that related to the attitudes towards mathematics (25 items), personality traits (5

items) and teaching skills (10 items). Scoring followed the guided four-point Likert

scale. And we prepared (5 items) for interviews.

 15

Ethical Standards

To respect the respondents' rights as study participants, the researcher

thoroughly explained the entire study and its key goals. The flexibility to decline

to respond to delicate questions during the research procedure was made clear

to the participants. The responders received letters of informed consent from the

researchers, and the school head received a letter requesting his or her voluntary

participation in the study. The researchers also expected that the profiles and

data of the responders would be kept totally secret.

Data Gathering Procedure

Before conducting the research, the researchers presented a letter

request to the school principal of where the respondents in the research to get

the data of their Grade 8 Junior High School, upon approval, the researchers

asked the teacher’s office for the total number of Grade 8 students in their

school. The researchers then proceeded to present the printed survey

questionnaires and asked when to conduct the survey. The researchers then

conducted the survey as soon as the schedule was made. After the survey,

results were gathered, collated, and treated.

Statistical Treatment

The data collected were tabulated according to the problem presented in

this study and it was collated and treated using the following statistical tool:

1. Frequency and Percentage. This was used to determine the modality of

the respondent’s profile.

 16

2. Weighted Mean. Used to determine the extent of implementation of

modular distance learning and the challenges in modular distance

learning encountered by the teachers.

1. Chi-square Test. Used to determine a significant association between

the respondent’s profile and the challenges they have encountered during

modular distance learning.

2. Kendall’s Tau Correlation. Used to determine the significant

relationship between the implementation of modular distance learning

and the challenges encountered in teaching Mathematics using modular

distance learning.

Scoring and Quantification

Scale Overall Average Description
4 3.5-4.0 Strongly Agree
3 2.5-3.49 Agree
2 1.5-2.49 Disagree
1 1-1.49 Strongly Disagree

This grading table used to determine the extent overall average of the

challenges met by the teachers and the equivalent verbal description. The

scale indicated the responses of the teachers to each statement of the

questionnaire.

References:
 17

Bahar, CJ Maker - Eurasia Journal of Mathematics, Science and …, 2015

https://www.ejmste.com/article/cognitive-backgrounds-of-problem-
solving-a-comparison-of-open-ended-vs-closed-mathematics-problems-
4451
DP Sari - 2020 - repo-dosen.ulm.ac.id
https://repo-dosen.ulm.ac.id/handle/123456789/22879
D Bautista, M Mitchelmore, J Mulligan Educational Psychology 29 (6), 729-745,
2009
https://scholar.google.com/citations?
view_op=view_citation&hl=en&user=lsFdT6IAAAAJ&citation_for_view=ls
FdT6IAAAAJ:LkGwnXOMwfcC
DA Tan International Journal of English and Education
https://scholar.google.com/citations?
view_op=view_citation&hl=en&user=8EP916kAAAAJ&citation_for_view=
8EP916kAAAAJ:TQgYirikUcIC
Frei. (2019). In E. Romeo M. Daligdid, Mathematics in Modern World (p. 200).
Metro Manila: Lorimar Publishing, Inc.
JS Bruner - 1966 - books.google.co
https://books.google.com/books?
hl=en&lr=&id=F_d96D9FmbUC&oi=fnd&pg=PA1&dq
J Bruner - Educational Horizons, 1986 – JSTOR
https://www.jstor.org/stable/42926834?
fbclid=IwAR33rn9YtObkTGIDuWEzaY4-
Ien_9hD9qsNBWLQhLrDEHolViN7Z3J6sWxc
J Bruner - 1996 - books.google.com
https://books.google.com.ph/books?
hl=en&lr=&id=7a978qleVkcC&oi=fnd&pg=PA1&dq=jerome+bruner
%2Bmathematical+problem%2B1996&ots
J Bruner - Peabody Journal of Education, 1983 - Taylor & Francis
https://www.tandfonline.com/doi/pdf/10.1080/01619568309538407
J Bruner - Thinking and learning skills, 2013 - taylorfrancis.com
https://search.proquest.com/openview/
04851690244c2043203232bafe01b334/1?pq-
origsite=gscholar&cbl=18750&diss=y
JS Bruner - The Mathematics Teacher, 1960 - pubs.nctm.org
https://pubs.nctm.org/downloadpdf/journals/mt/53/8/article-p610.pdf
Kim, K. (2019). In E. Romeo M. Daligdig, Mathematics in Modern World (p. 9).
Metro Manila: Lorimar Publishing, Inc.
Kunsch, AK Jitendra, S Sood - … Disabilities Research & …, 2007 - Wiley Online
Library
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-5826.2007.00226.x
 18

FK Lester Jr, J Cai - Posing and solving mathematical problems: Advances …,

2016 – Springer
https://link.springer.com/chapter/10.1007/978-3-319-28023-3_8
WIDODO, Wahyudin Turkish Online Journal of Educational Technology 17 (1),
154, 2018
https://scholar.google.com/citations?view_op=view_citation&hl=en&user
 19

APPENDIX A
LETTER OF APPROVAL
FEBUARY 15, 2023

ALVIN T. HINAY, PhD

Director of Academic Affairs
Northern Mindanao Colleges, Inc.
Cabadbaran City

Thru: HERMIE LIZA D. SASIS

Basic Ed Principal

Dear Sir/Ma’am

Warm Greetings!

We, the students of Northern Mindanao Colleges, INC. (NORMI), taking up a

Bachelor of Secondary Education major in Mathematics, are currently
undertaking
research work entitled '' DIFFICULTIES ENCOUNTERED BY THE GRADE 8 IN
MATHEMATICAL PROBLEMS’’ as part of the requirements for the degree of
Bachelor of Secondary Education.

In this regard, we sincerely ask for your kindness in allowing us to conduct a

distribution of questionnaires among the selected Grade 8 students. Rest
assured that the students’ responses will be kept confidential.

Your approval is highly appreciated. Thank you.

Respectfully yours,

CAPLES IRISH JOY B. DINGAL RICHARD B.

DAGANI NIÑO JAMES BRIAN Y.

Noted by:

MARIA REMEDIOS CONSORCIA P. BECERIL, MSc

Research Adviser

MARLENE S. HINAY, Ph.D.,

Dean of CTE

HERMIE LIZA D. SASIS

Basic Ed Principal
Approved by:

ALVIN T. HINAY, Ph.D

Director of Academic Affairs
 20

APPENDIX B

RESEARCH INSTRUMENT

‘’Difficulties Encountered by Grade 8 Student In Mathematical Problem

Solving at Northern Mindanao Colleges Inc.’’

Name: (optional) ___________________________________

Sex Age

Male
Female

I. Student Factors

Directions: Please check () and rate yourself honestly based on what you do

give the statements using the following scales:

4 – strongly agree

3 – agree

2 – disagree

1 – strongly disagree

Attitudes Toward Mathematics 4 3 2 1

1. I am a strong problem-solver in mathematics.

2. I am challenged by mathematics problems that I

cannot immediately solve.

3. I like to try approaches to a problem that I couldn’t

solve.

4. I do not mind making a mistake when solving a

 21

mathematics problem.

5. Mathematics problems are something that I enjoy a

great deal.

6. Most mathematics problems are frustrating.

7. I like to solve mathematics problems related to real

life.

8. Most mathematics problems, other than simple types,

take too long to solve.

9. With sufficient time I believe I could be successful at

solving most mathematics problems.

10. I tend to think of mathematics problems as being

more like games than hard work

11. I would rather have someone tell me how to solve a

difficult problem than have to work it out for myself.

12. I am capable of clearly describing my solution

method.

13. If I cannot solve a problem right away, I like to stick

with it until I have it solved.

14. Mathematics problems, generally, are very

interesting.

15. The number of rules one must learn in mathematics

makes solving problems difficult.

16. `Real-life problems required synthesizing mathematics

 22

knowledge.

17. If I cannot solve a problem right away, I tend to give

up.

18. I find it difficult to concentrate on mathematics

problems for a very long period of time.

19. It makes me nervous to think about having to solve

difficult math problems.

20. I do not particularly like doing difficult mathematics

problems.

21. Trying to discover the solution to a new type of

mathematics problem is an exciting experience.

22. Mathematics problems make me feel as though I am

lost in a jungle of numbers and I cannot find my way

out.

23. It is better for me to see how to solve problem than to

let me discover it on my own.

24. I need to be given the correct answer to all of the

problem I work.

25. Hearing different ways to solve the same problem

confuses me.

II. Teacher Factors

 23

Directions: Please check () and rate yourself honestly based on what you do

give the statements using the following scales:

4 – strongly agree

3 – agree

2 – disagree

1 – strongly disagree

Personality Traits 4 3 2 1

My Mathematics Teacher…

1. Has a good relationship with the students and

teachers

2. Shows smartness, confidence, and firmness in making

decisions

3. Imposes proper discipline and is not lenient in

following the prescribed rules

4. Has an appealing personality with a good sense of

humor

5. Is open to suggestions and opinions and is worthy of

praise

Teaching Skills

My mathematics Teacher…

1. Explains the objectives of the lesson clearly at the

start of each period

2. Has mastery of the subject matter

 24

3. Is organized in presenting subject matters by

systematically following the course outline

4. Is updated with present trends, relevant to the subject

matter

5. Uses various strategies, teaching aids/devices, and

techniques in presenting the lessons.

6. My teacher encourages me to try and think of a similar

problem if I cannot see how to solve the given

problem.

7. My teacher emphasizes that there are often many

different ways to solve the same problem.

8. My teacher encourages me to use trial and error

procedures when solving many mathematics problems

9. My teacher encourages me to adopt stop-and-think

attitude when solving problems.

10. My teacher encourages me to check my answer to

problems to see if the answer are actually make

sense.
 25

APPENDIX C

Map of the Research Locale

Figure 1. Northern Mindanao Colleges Inc. DEEN Campus

 26

APPENDIX D
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

Name : Irish Joy B. Caples

Date of Birth : August 30, 1988

Place of Birth : Putting Bato, Cabadbaran City

Residence : Purok 7 Brgy. Putting Bato, Cabadbaran City

Religion : I. F. I

Civil Status : Married

Name of Husband : Drandrave C. Caples

Occupation : Driver

EDUCATIONAL BACKGROUND

College : Bachelor of Secondary Education

Northern Mindanao Colleges, Inc., (2022 – 2023)

Secondary : Cabadbaran City National High School- (2018-2019)

Elementary : Puting Bato Elementary School Candelaria Institute.

 27

APPENDIX D
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

Name : Niño James Brian Dagani 999

Date of Birth : October 2, 1999

Place of Birth : Butuan City

Residence : Brgy. Mabini Cabadbaran City, Agusan del Norte

Religion : I. F. I

Civil Status : Single

Name of Father : James P. Dagani

Occupation : None

Name of Mother : Libne Y. Dagani

Occupation : Secondary Teacher

EDUCATIONAL BACKGROUND

College : Bachelor of Secondary Education

Northern Mindanao Colleges, Inc., (2022 – 2023)

Secondary : Cabadbaran City National High School- (2018-2019)

Elementary : Alfonso B. Dagani Elementary School (2012 – 2013)

 28

APPENDIX D
CURRICULUM VITAE
EDUCATIONAL BACKGROUND

Name : Richard B. Dingal

Date of Birth : August 08. 2000

Place of Birth : Punta Gracia Tubay Agusan Del Norte

Residence : Purok 3-B Brgy Cabayawa Tubay Agusan Del Nortte

Religion : I. F. I

Civil Status : Single

Name of Father : Emenecio A. Dingal

Occupation : None

Name of Mother : Ponciana B. Dingal

Occupation : House Wife

EDUCATIONAL BACKGROUND

College : Bachelor of Secondary Education

Northern Mindanao Colleges, Inc., (2022 – 2023)

Secondary : Northern Mindanao Colleges, Inc - (2019-2020)

Elementary : Caasinan Elementary School (2013 – 201)