CHAPTER I

Introduction

 In the modern world, math is essential. In most cases, we do not even

recognize that we employ mathematics in our daily lives, which is a fact

shared by all people. “Math is so important because it is such a huge part of

our daily lives. Many people do not realize how much math they tend to

encounter on a daily basis,” Miss Gilliland, a math teacher at LPHS, said. If

we explore the study of mathematics, our minds will reap a lot of highly

beneficial effects. Our ability to reason is enhanced, we think more quickly

and analytically, we generate pragmatism, and we can employ it in daily life.

Everyday actions incorporate mathematics, including the environment we live

in, the way we give and receive money, the devices we use, the sports we

play, and the clock that serves as a constant reminder of how valuable time is.

In fact, we are all mathematical beings.

Mathematics is a subject that is part of the study of our children and as

such should be an effort for compression, which typically includes continual

practice. For many learners, math is monotonous, vague, lacking in creativity,

complicated, and very difficult to understand. Due to the fact that you must go

through a whole, coherent process in order to get the solutions, math

promotes cognitive development. Given that mathematics encourages

children to think, one may argue that mathematics is essential to a child's

education and future. In the Philippines, mathematics is a general education

subject in primary and higher education where learners are expected to gain

understanding and appreciation of its principles as an applied-using

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appropriate technology in problem-solving, critical thinking, communicating

reasoning, making connections, representations, and decisions in real life (K

to 12 Basic Education Curriculum).

Russelle H. Guadalupe (2017), this year’s DepEd Math Challenge (MMC)

champion, a competition that aims to recognize the mathematical process of

the Filipino youth, once said,” you can study math little by little, start with the

basics, then move on higher levels.” He encourages students to love math

even if it’s a difficult subject, for him, math is all about looking for a missing

ingredient and the search for that elusive answer keeps him interested. “Math

triggers your mind” he also added.

Algebra is one of the major topics that require students to adopt logical

thinking, which, in turn challenges the student’s skills and allows them to

focus on arithmetic operations while focusing on the use of symbols to

represents equations and to establish the relationships in mathematic

operations. Particularly in algebra, symbols are used to represent

mathematical processes, and students sometimes struggle to comprehend

symbolic language. Due to the complexity of using symbols in computations

and students forgetting previously learnt concepts and skills to be learned,

algebra is challenging. As a result, if a student does not understand the

fundamental concepts and skills taught, they cannot master higher level

mathematics. Sikukumwa (2017), pointed out other difficulties such as text

difficulties, unfamiliar contexts, using inappropriate strategies and a lack of

solving skills. Students are unable to score well in mathematics examination

because they have a lack of algebraic skills that are required for other

mathematics subtopics. Students are required to have algebraic problem-

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solving skills when learning and solving algebraic questions so they can better

construct algebraic equations to come up with the correct solutions, Ganesen

et al. (2020).

Filipino students’ poor performance in mathematics is one of the most

upsetting issues with the Philippine educational system. Most students may

have mastered the math concepts but struggle when they are applied in real

life and when stated in a form of world problems (Angateeah, 2017; Bernardo,

2002). The capacity of students to answer a wide range of mathematical

issues requires careful examination and critical thinking because the real

value of learning math is not memorization but rather an application. It's

crucial to understand the factors that could influence a student's performance

in order to assist them in solving problems better. The main purpose of this

study was to determine the performance in solving worded problems in

algebra of grade 8 students.

Statement of the problem

This study will determine the performance of Grade 8 students of CBSUA-

Laboratory High School in Solving Worded Problems in Algebra. This study

seeks to answer the following specific questions;

1. What is the performance level of Grade 8 students in solving worded

problems in Algebra?

2. What difficulties are encountered by Grade 8 students in solving

worded problems?

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 3. What strategic intervention activities for solving worded problem that

may be implemented to improve the performance of Grade 8 students

in solving worded problems?

4. What is the significant difference between the performance level of

Grade 8 students in solving worded problems before and after the

implementation of strategic intervention activity?

Objective of the study

The main purpose of this study was to determine the performance of

Grade 8 students of CBSUA-Laboratory High School in Solving Worded

Problems in Algebra. Specifically, the study aims to;

1. Determine the performance level of Grade 8 students in solving worded

problems in Algebra.

2. Determine the difficulties that are encountered by Grade 8 students in

solving worded problems.

3. Identify the strategic intervention activities for solving worded problem

that may be implemented to improve the performance of Grade 8

students in solving worded problems.

4. Determine the significant difference between the performance level of

Grade 8 students in solving worded problems before and after the

implementation of strategic intervention activity.

Significance of the study

University Administrators. This study will benefit the university

administrators as a reference in improving the instructional materials and

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strategies to ensure the learning of the students, especially in the field of

Mathematics.

Curriculum Developer. The result of this study will be a great help to

curriculum developers in designing a curriculum to improve and nourish the

interest of the students in solving worded problems in mathematics that will

enhance the mathematics performance level of the learners.

Mathematics Teachers. This study will benefit the teachers in

improving their teaching strategies and it will be useful in understanding the

needs and behavior of the students toward mathematics.

Students. This study will benefit the students for them to have

awareness of their performance level in solving a worded problem in

mathematics and the willingness to learn and turn those weaknesses in Math

into strengths.

Parents. The results of this study will help them to strengthen the

support and guidance to their children towards mathematics subject and know

the difficulties they faced that affect their performance in the subject.

Future Researchers. The results of this study will provide information

and data that will help future researchers as their basis and reference of the

same study.

Scope and Limitations of the study

The study will focus on the performance level in solving worded

problems before and after the Strategic Intervention Activity among Grade 8

students of CBSUA-Laboratory High School, SY 2022-2023. The study will

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have the following objectives: (1) determine the performance level of Grade 8

students in solving worded problems in Algebra; (2) determine the difficulties

that are encountered of Grade 8 students in solving worded problems; (3)

identify the strategic intervention activities for solving worded problem may be

implemented to improve the performance of Grade 8 students in solving

worded problems; and (4) determine the significant difference between the

performance level of Grade 8 students in solving worded problems before and

after the implementation of strategic intervention activity.

The respondents of the study are limited to the Grade 8 students of

Laboratory High School. 37 students of Grade 8 will undergo the Strategic

Intervention Activity in the areas of Algebra based on the respective learning

competencies in the later part of the 2nd quarter of their previous year level

focusing on solving problems involving equations and inequalities in one

variable.

Theoretical Framework

The theoretical framework serves as the basis for conceptualizing the

present study. This combines Piaget’s Cognitive Theory, Constructivism

Theory, and Behaviorist Theory.

Cognitive theory as interpreted by Piaget, et. al (1956), this study focused

on the attitudinal, emotional, and behavioral facets of the learners and tries to

strengthen their thinking abilities. Cognitive theory is very much needed in this

study because it refers to certain levels of educational objectives such as

knowledge, comprehension, application, analysis, synthesis, and evaluation.

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This theory focused on the fundamental characteristics of knowledge as well

as how learners acquire, create and apply it to their learning.

As cognitive psychology developed as a field, greater attention was paid to

how people learn and solve problems in their heads. Finding the mental

processes that problem-solving went through was a key component of an

early cognitive approach to problem-solving. A four-stage model of problem-

solving was created by renowned cognitive psychologists Wallas and

PolyaWallas described four phases of problem solving, which were: (1)

preparation-defining the problem and gathering the information relevant to it;

(2) incubation-thinking about the problem at a subconscious level; (3)

inspiration-having a sudden insight into the solution of the problem; and (4)

verification-checking to be entertain that the solution was correct.

Similar to this, Polya described the next four processes in the process of

solving problems: (1) understand the problem, (2) devise a plan, (3) carry out

the plan, and (4) look backward. Polya promoted the idea that the application

of general problem-solving strategies was key to problem-solving expertise

and intellectual performance. According to this theory, solving a worded

problem is a step-by-step process that needs to follow to come up with the

correct answer and solution.

Constructivism theory Jerome Bruner (2011) state that “students need to

construct their own understanding of each mathematical concept, so that the

primary role of teaching is not to lecture, explain, or otherwise attempt to

transfer mathematical knowledge, but to create situations for students that will

foster their making the necessary mental constructions. A critical aspect of the

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approach is a decomposition of each mathematical concept into development

steps following a Piagetian theory of knowledge based on observation of, and

interviews with, students as they attempt to learn a concept.” It claims that

humans build their own knowledge and understanding of the world through

personal experience and reflection. We need to research, inquire, and

evaluate what we already know in order to accomplish this.

Constructivist teachers encourage students to constantly assess how the

activity is helping them gain understanding. By questioning themselves and

their strategies, students in the constructivist classroom ideally become

“expert learners.” This gives them ever-broadening tools to keep learning.

With a well-planned classroom environment, the students learn HOW TO

LEARN.

To fulfill their learning objectives, the students should be encouraged to

devise a plan. Students are no longer given instructions on what to study or

how to study, as evidenced by the problem-solving process. They are instead

urged to make these decisions on their own. The students are made to think

critically. Thinking is not procedural or predetermined, in other words.

The learning process is impacted by prior knowledge, according to

constructivists. Perceptual or conceptual parallels between prior knowledge

and the novel challenge may serve to remind people of what they already

know when attempting to solve it. When solving problems, this is frequently

the first step taken. The foundation of constructivist learning is the active

engagement of students in problem-solving and critical thinking while

presented with actual, realistic issues.

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 Behaviorist Theory formulated by B.F. Skinner (1930)

A well-liked theory that focuses on how pupils learn is called behaviorism or

behavioral learning theory. The central focus of behaviorism is that every

action is taught through experience with the environment. The intrinsic or

inherited characteristics have very little effect on behavior, according to this

learning theory, which claims that behaviors are acquired from the

environment. Understanding how to encourage and assist students in the

classroom requires knowledge of behavioral learning theory.

Learning was viewed by behaviorists as a cause-and-effect process. In this

perspective, reinforcement came after a behavior. Positive reward increased

the likelihood that the behavior would repeat itself, while negative

reinforcement decreased the likelihood of repetition. Positive reinforcement

occurs when a response or behavior is made stronger by rewards, causing

the desired behavior to be repeated. The reward acts as a motivating factor.

By imposing a consequence that a person finds rewarding, positive

reinforcement enhances a behavior. The disappearance of an unpleasant

feeling after a reaction is known as negative reinforcement. Because an

unfavorable stimulus that is "rewarding" to the person or animal is removed,

this is referred to as negative reinforcement. Positive reinforcement reinforces

behavior positively by preventing or removing negative experiences.

According to behaviorists, we use reproductive processes to find solutions

to difficulties. This relies on old habits and prior knowledge to solve the issue.

It relies on a method of solving problems through trial and error. Thorndike,

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who placed cats in boxes and watched as they tried various opening

techniques, uncovered this law of impact.

Cognitive theory as interpreted by

SOLVING
WORDED
PROBLEMS Constructivism theory Jerome
Bruner (2011)
PERFORMANCE
“The foundation of constructivist
IN ALGEBRA OF learning is the active engagement
CBSUA- of students in problem-solving and
critical thinking while presented
LABORATORY with actual, realistic issues”
HIGH SCHOOL
GRADE 8
STUDENTS Behaviorist Theory formulated by B.F.
Skinner (1930)
“Positive reward increased the likelihood
that the behavior would repeat itself,
while negative reinforcement decreased
10 the likelihood of repetition”
 Figure 2. Theoretical framework of the study

Conceptual Framework

The conceptual model in Figure 1 represents the system analysis as a

tool in assessing the performance of Grade 8 students of Laboratory High

School in solving worded problems in Algebra. Under is the concept system:

input, process, and output.

The Input includes the independent variable which is to determine the

performance of Grade 8 students in solving worded problems in Algebra and

to determine the difficulties encountered by Grade 8 students in solving

worded problems in Algebra. Through the process wherein strategic

intervention activity will be involved with the use of mini test/ pre-test to be

conducted on the students. The output is the expected result after the mini-

test/ pre-test was given, which is part of the strategic intervention activity in

determining the performance of grade 8 students in solving worded problems

in some topics in Algebra. It is considered an output of the study because it is

the objective that this study wishes to attain or achieve. The conceptual model

shows the performance of Grade 8 students in solving worded problems in

algebra upon taking the mini-test/ pre-test given by the researchers.

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 INPUT PROCESS OUTPUT

Determining the
Strategic Intervention Performance of
performance level of
Activity for solving Grade 8 students in
Grade 8 students in
word problems that solving worded
solving worded
may be implemented problems in Algebra
problems in Algebra.
to improve the upon taking the
Determining the performance of strategic intervention
difficulties Grade 8 students in activity.
encountered by solving worded
Grade 8 students in problems.
solving worded
problems in Algebra.

Figure1. Conceptual framework of the study

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 Definition of terms

Problem Solving. Is the act of defining a problem; determining the cause of

the problem; identifying, prioritizing, and selecting alternative solutions; and

implementing the solution.

Worded Problems. Are mathematical questions written as one sentence or

more that require children to apply their math knowledge to a ‘real-life

situation.

Performance. The action or process of carrying out or accomplishing an

action, task, or function.

Algebra. Is one of the broad areas of mathematics. It is a study of

mathematical symbols and the rules for manipulating these symbols into

formulas.

Pretest. Is a preliminary test: such as a test of the effectiveness or safety of a

product prior to its sale. It is also a test to evaluate the preparedness of

students for further studies.

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Posttest. A test is given to students after completion of an instructional

program or segment and is often used in conjunction with a pretest to

measure their achievement and the effectiveness of the program.

Strategic Intervention. Involve a deliberate attempt to move organizations

towards a more effective state and improve performance.

Grade 8 students. The respondents are expected to complete the given

pretest and posttest to be given by the researchers.

Standardized Test. To evaluate whether students have learned what they are

expected to learn, such as whether they have met state learning standards.

CHAPTER II

METHODOLOGY
This chapter presents the overall framework and methodology that the

researchers will use in conducting the study. This includes Research Design,

Research Method, Data Gathering Procedure, and Statistical Treatment of

Data.

Research Design

This study will utilize qualitative descriptive-developmental research.

The descriptive method will use to determine the performance and the

difficulties that are encountered in solving worded problems in Algebra of the

Grade 8 students of Laboratory High School of CBSUA before and after the

implementation of strategic intervention activities. It also uses to describe the

performance of the students.

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 The developmental method will use to develop a worded problem

strategic intervention activity to determine the performance of the Grade 8

students before and after the strategic intervention activities.

Research Method

This study will use the research and development (R&D) method. The

researcher will develop a standardized test for Grade 8 students to support

this study. The development model that will use is 4D, it is 4 steps: define,

design, develop, and disseminate.

Define. The researchers will identify the performance of the students in

solving the worded problem in algebra.

Design. Upon problem definition, a researcher will plan and design a

strategic intervention activity composed of word problems that will focus on

solving problems involving equations and inequalities in one variable.

Develop. The researcher will make a strategic intervention activity that

will help learners to understand and improve their performance in solving

word problems.

Disseminate. The researcher will distribute the created strategic

intervention activity to the participant which is the Grade 8 students of

Laboratory High School.

The specified respondents of this study were the Grade 8 students of

Laboratory High School of CBSUA for the school year 2022-2023. The

population is composed of 17 boys and 20 girls with a total of 37 students.

The distribution is shown in table 1.

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 Section Number of students
Boys 17
Girls 20
TOTAL 37
Table 1. The population of Grade 8 Students

Data Gathering Procedure

For the objectives of the study to be attained the following steps were

done.

A standardized test made by the researchers will be presented

and approved for implementation by the Dean of the College of

Development Education and Mathematics Professors.

The researchers will give a standardized test to the Grade 8

students. This standardized test will be used to determine the

performance of the students in solving the worded problem in Algebra.

The scores of the Grade 8 students from the given activity will be

recorded. The performance of the Grade 8 students is based on the

result of their activity.

Statistical Treatment of Data

The following statistical tools such as frequency count, percentage, and

mean will use by the researchers.

Frequency Count. The simplest method for handling quantitative data

is this one. Items are categorized according to a specific scheme. It is used to

determine the number of respondents who answered the given questionnaire.

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 Percentage. The percentage is one of the most used ways to portray

statistics. It is used to know how many percentages of respondents chose a

particular response to the questionnaire.

Mean. It takes into account the results of each subject covered by the

research investigation. It is used to compute the responses of the

respondents to the gathered data.

Performance Level (PL). The study will use the performance level in

determining the performance level in solving the worded problem of the Grade

8 students before and after the strategic intervention activity. The formula for

finding the performance level. As prescribed the K-12 curriculum, is:

x
PL= x 75+ 25
totalno . of items

Legend:
Did not meet expectation 74% - below
Fairly Satisfactory 75% - 79%
Satisfactory 80% - 84%
Very Satisfactory 85% - 89%
Outstanding 90% - above

t-test

The t-test will use to determine the performance level in solving worded

problem in algebra of Grade 8 students before and after answering the

standardized test.

d
t=

√
2
s d
n
Legend:
t = t – value
D= difference
n = number of cases

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d = summation of the difference individual
by the number of cases

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