"ENHANCING MATHEMATICAL PROBLEM-SOLVING SKILLS: A STUDY OF

THE ADAPTATION STRATEGIES AT ASIAN COLLEGE OF TECHNOLOGY"

A Qualitative Research Presented to the

College of Arts, Sciences and Pedagogy Department

Asian College of Technology- International Education Foundation

In Partial Fulfillment of the Requirements for the Course

Research Mathematics

Cabillon, Casey

Dioso, Richmond B.

Gariles, Aliza Mae

Paquibot, Anna Marie

Sesaldo, Joshua

Yarte, Kyla

JENNIFER FLORIA – CANDELARIO, LPT

Research Instructor

May 2024
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Rationale

In every school, there are common situations that every student

struggles with. One of these struggles are understanding and answering

mathematical equations, which results in having difficulty in answering

mathematical situations and problems. The presence of these challenges makes

the students lose interest in mathematics lessons. However, these challenges

can be solved with various strategies and it makes mathematical problems easy

to understand.

As the world becomes more complex, students should be taught problem-

solving skills, which are high-level thinking abilities that require the capacity to

recognize a problem's nature, break it down, and create a workable plan of action

to address its challenges. According to Mefoh et al. (2017), problem-solving is

the cognitive process of determining how to accomplish objectives. Students'

ability to solve difficulties in the actual world is enhanced by problem-solving, and

it also affects how they formulate ideas and acquire knowledge. Through

problem-solving, students can collaborate with their peers, engage in social

interactions, exchange novel concepts, exercise critical thinking, and arrange

their imaginative thoughts to find a solution.

The comprehension and learning activities at every phase of the problem-

solving process are just as important as the learning outcomes when evaluating

the students' problem-solving abilities. Problem-solving is the ability to

understand issues and steps that will affect students’ mathematics learning

results. The capacity to comprehend problems and the procedures involved is

known as problem-solving. Determining actions and the following steps in the

problem-solving process depend on having a solid understanding of problem-

solving. Learning statistics, like learning any other subject, requires students to

comprehend the content and create their own meaning. Students'

comprehension will influence their level of passion and learning success. Before

choosing the best course of action to fix the issue, the students must have a

thorough understanding of it. To comprehend the issue, they will draw on their

past knowledge, understand the problem, devise a plan, and execute the

strategy.

Numerous pertinent studies have been conducted on how math teachers

apply problem-solving techniques or models, and how those efforts relate to the

learning outcomes of their students in the subject. In this study, researchers

investigated the impact of students' understanding of the problem-solving

process on their mathematical learning outcomes and to find strategies

applicable to the students for them to be able to enhance their problem problem-

solving skills, as opposed to only examining the influence of mathematics

teachers' actions on students' learning outcomes. Thus, this study examines not

only how students' problem-solving comprehension affects their learning

outcomes in mathematics. This is a novel study finding.

The improvements in students' problem-solving comprehension and

mathematics learning outcomes, teachers' problem-solving-based teaching

methods to boost students' learning outcomes, and the accomplishment of the

curriculum's objectives for both the school and national levels are the main

contributions of the research.

In the past, educational progression for students was mechanical. Each

year presented fresh obstacles and ideas as they completed a uniform, all-

encompassing curriculum and assessments. In order to advance to the next

level, finding the right response and earning good grades were crucial to

education. There wasn't much space for creative problem solving or

unconventional thinking. Students were better prepared for exams and eventually

more successful in real life if they could memorize and repeat more information.

As a result, after completing their formative years in school and college, students

were misled about complicated real-world challenges and practical abilities that

they would later encounter.

To handle the issues of the twenty-first century, one must possess both

theoretical and practical expertise. Students must use creative thinking to come

up with appropriate answers for brand-new and impending problems. Let's first
define 21st-century problem-solving capabilities before discussing the

significance of these abilities for students.

Problem-solving abilities are also listed by the World Economic Forum as

one of the 10 crucial 21st-century competencies. During the school years,

students that are able to solve problems well become more resourceful, self-

assured, and meticulous in their thinking. It helps pupils come up with original

and useful answers to today's issues. To ensure the full growth of their child,

parents and educators must prioritize these abilities.

Theoretical Background

This study is anchored with 5 theories. The theory of Cognitive Learning,

Constructivism Theory, Information Processing Theory, Social Cognitive Theory,

and Zone of Proximal Theory (ZPD).

According to Jean Piaget (1936) The Cognitive Learning Theory

emphasizing the internal mechanisms related to information processing and

memory, it stands out as highly flexible among the five main learning theories. Its

versatility extends from educating infants to adult learners in acquiring new skills

within professional settings.

In the realm of cognitive theory, “knowledge” refers to the mental

processing of understanding what something is and isn’t. This ranges from

simple tasks like a child; Identifying animals from a picture book to more

endeavours like evaluating the advantages of dietary choices such as eating

meat.

Cognitive Learning Theory plays a significant role in the adaptation of

problem and solving skills in mathematical equations. This theory emphasizes

how individual perceive, process, and manipulate information internally. When it

comes to solving mathematical equations, cognitive learning theory suggests that

learners are actively engaged in mental processes such as understanding the

problem, identifying relevant information, selecting appropriate strategies, and

monitoring their progress.

 The Constructivism learning theory by Jean Piaget (1973) signifies that

learners construct their own understanding of concepts through active

engagement with the materials that would support the idea of the problems.

Solving Skills in mathematical equations develop as learners actively interact

with and make sense of mathematical problems.

Piaget’s Constructivist perspective emphasizes the individual’s role in

knowledge, creation, and acquisition. Through this extensive work with children,

Piaget challenged the nation of children being inferior thinkers compared to

adults and demonstrated that children develop differently. Its theory of cognitive

stages provides evidence that children’s cognitive processes follow unique

developmental trajectories, showcasing that they are not cognitively adults.

The Constructivist approach to learning supports the adaptation of

problem-solving skills in mathematical equations by promoting active

engagement, learners’ autonomy, social interaction, and the construction of

meaningful understanding.

The Information Processing Theory of George Miller (1956) is a branch of

cognitive psychology theory that studies mental processes involved in acquiring,

storing, and using knowledge. It focuses on the flow of information as it is passed

from the stage to another within a person’s mind.

This theory focuses on how individuals perceive, interpret, and store

information. It would provide insights into the cognitive processes involved in

solving mathematical equations, including attention, encoding, and retrieval of

relevant information.

Information processing theory suggests that problem solving involves

various cognitive processes including perception, attention, memory, and

reasoning. When applied to mathematical problem solving. This theory

emphasizes how individuals perceive mathematical equations, attend to relevant

information, retrieve, and use previously stored mathematical knowledge, and

apply problem-solving strategies to find solutions.

The Social Cognitive Theory by Albert Bandura (1960) posits that

individuals learn not only through their own direct experiences but also by

observing the actions and outcomes of others, particularly through social

modelling.

This theory emphasizes the role of observational learning modelling, and

self-efficacy in learning. It would be relevant in understanding how learners

observe and imitate problem solving strategies demonstrated by others, as well

as on how their beliefs about their own abilities influence their problem-solving

efforts.

Social Cognitive Theory provides a framework for understanding how

individuals learn and adapt problems solving skills in mathematical equations

through observation, social modelling, and interaction with others. By considering

the social and cognitive processes involved in learning, researchers can gain
insights into effective instructional strategies and interventions to support

student’s mathematical problem-solving abilities.

The Zone of Proximal Development (ZPD) by Lev Vygotsky in the late

1920s defined the space between what a learner can do without assistance and

what a learner can do with adult guidance or in collaboration with more capable

peers.

This concept refers to the difference between what a learner can do

without assistance and what they can achieve with guidance and support. It

could be applied to understand how learners progress in their problem-solving

skills with appropriate scaffolding and assistance from teachers or peers.

The Zone of Proximal Development (ZPD) offers a theoretical framework

for understanding how a learner's problem-solving skills can be scaffold and

developed through guided instruction, collaborative learning experiences, and

targeted feedback. By considering ZPD in research on the adaptation of problem-

solving skills in mathematical equations, researchers can design interventions

and instructional approaches that optimize student’s learning and promote

mathematical proficiency.
Research Paradigm

Enhanced and Developed Improved Problem-Solving

Problem Solving Skills Skills

 Decision-  Emotional Intelligence

Making  Adaptability

 Collaboration  Analysis

 Critical  Efficiency

Thinking

 Creativity

Figure 1: PC Model for The Difference between Enhanced and Developed

Problem-Solving Skills and Improved Problem-Solving Skills.

The Predictor-Criterion Model is a significant model for this study entitled

“ENHANCING MATHEMATICALPROBLEM-SOLVING SKILLS: A STUDYOF

THE ADAPTATION STRATEGIESAT ASIAN COLLEGEOF TECHNOLOGY”.

This type of model is necessary because the study aims to know how to enhance

problem solving skills and also to know the difference between enhanced and

improved problem-solving skills. We can use this model to determine how the

students with enhanced and developed problem-solving skills (independent

variable) act on a tedious situation while to those students with improved

problem-solving skills (dependent variable). Furthermore, with the help of this

model on conducting this study, the researchers can collect data that will lead

them to the outcome of students to have enhanced and developed problem-

solving skills.
 Statement of the Problem

The study entitled “Enhancing Mathematical Problem Skills: A study of the

Adaptation Strategies at Asian College of Technology, strategize various ways

for the students to be able to understand the complex mathematical problems.

But on the other hand, there are still students who lack understanding of the

problem presented to them.

The purpose of this study is to provide strategies by determining and

addressing how to enhance and develop the problem-solving skills in

mathematical equations of the BSED Mathematics incoming third year students

at Asian College of Technology. It aims to provide answers to the following

questions:

1. How can the researcher develop the problem-solving skills of the students?

2. What are the strategies the researchers are going to implement?

3. How can the researchers identify the challenges that students face in

mathematical problem solving?

4. How effective are the strategies being implemented?

Scope and Delimitation

The study will focus on finding strategies to help the students enhance

their problem-solving skills.

The scope of this study will be the incoming third year BSED Mathematics

students in Asian College of Technology. The aim of this study is to enhance

students’ problem-solving skills in mathematics within the context of Asian

College of Technology.

This study will cover only the incoming third year mathematics students to

participate in the study so that they have the knowledge about the different

strategies in solving problems that they encounter throughout their journey.

Significance of the Study

The study will benefit to following:

Students. This study will function as a resource for students to gain proficiency

in problem-solving. Furthermore, it will aid in expanding their knowledge and

enhancing their comprehension.

Teachers. The study's findings will assist teachers in formulating efficient

strategies to enhance the comprehensiveness and retention of learning. As the

key educators, they'll recognize their crucial role in preparing students to be

confident and assertive in their academic pursuits.

School. This research aids the school in enhancing its academic standing and

teaching methods, refining curriculum, promoting student achievement, and

advancing knowledge in mathematics education through a study on problem-

solving skills at Asian College of Technology.

Researchers. Through this study, researchers can benefit by accumulating

various methods for solving mathematical problems, enriching their

understanding of diverse problem-solving techniques in mathematics.

Future Researchers. This research will serve as a valuable resource for

researchers intending to conduct similar studies, specifically concerning the

typical course structure of a Bachelor's degree in Secondary Education with a

focus on Mathematics.
Definition of Terms

Adaptation - is the process by which living organisms adjust themselves to their

surroundings.

Asian College of Technology - is a dynamic educational institution with

esteemed professionalism committed to develop highly competent, globally
competitive and socially responsible Asianistas.

Equation - a mathematical statement that shows two mathematical expressions

are equal.

Mathematical – related to mathematics.

Mathematical Equation - is a statement showing that two amounts or

expressions are equal

Problem Solving – it is the process of finding solutions to difficult or complex

issues.

Problem Solving Skills - is a complex skill. It involves critical thinking, decision-

making, creativity, and information processing.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Enhancing one's ability to solve problems is essential for overcoming

obstacles in work, school, and daily life. This process entails improving one's

capacity to assess circumstances, recognize roadblocks, and formulate workable

solutions. Through the cultivation of critical thinking, inventiveness, and

adaptability, people can effectively and confidently address obstacles. This

introduction will cover a range of methods, strategies, and materials designed to

develop and bolster problem-solving skills so that people can be more effective in

both their personal and professional lives. These are the local and foreign related

literature of the researcher’s study.

Local Studies

The ability to solve problems is at the heart of human development (Edenly

Jane Cambaya and Denis Abao Tan ,2022). Individuals' problem-solving skills

and the problem-solving process are essential components of their daily lives.

The primary purpose of teaching mathematics is to enable students to solve

problems in daily life. Solving mathematical problems is a goal in mathematics

education and is useful in everyday life. Conceptualized Instructions or (CI) have

a big impact in processing students’ ideas when it comes to learning. In

emphasizing contextualized instructions in facing problem in school and real-life

applications, the students will be actively engaged. Engagement has a potential

to help students learning. By this engagement, it led students building their own
knowledge and applying their skills in processing information and make out a

meaning of it. The students will find mathematics not so boring if the teacher will

engage them when teaching mathematics.

In connection with Edmar E. Indefenso Alberto D. Yazon(2020) stated that in

2015, Republic Act 10679 also known as an Act Promoting Entrepreneurship and

Financial Education Among Filipino Youth was signed by former president

Benigno S. A quino III to support financial literacy and financial education in the

Philippines. Section 4 of the said republic act states that financial literacy

program shall be inculcated in all levels of education nationwide. In addition, In

the Philippine K TO 12 Education, the curriculum guide of Mathematics reiterated

in its framework the importance of critical thinking and problem-solving skills as

twin goals which are supported by other factors such as context, beliefs,

environment, culture, and language. In a study conducted by Attard, from a year

six classroom in Australia, she explained how financial literacy and engagement

in mathematics after each other.

Alvin Odon Insorio and Analisa Rosa Padua Librada (2021) states that

critical thinking skills are required when someone tries to comprehend some

information that is useful for the sparking of ideas (Ennis, 1996). The use of

Emergenetics profiling is an effective grouping mechanism when facilitating

group activity that enhances mathematical critical thinking and problem-solving

skills. Moreover, the use of the developed profiling mechanism from business

sectors in the groupings of the students for the performance task or activities for

math subjects can create an intervention on how to combine students with

different thinking preferences and attributes to foster harmony among them. It

can build up a relation to the students that they can combined their different

abilities in learning. They can do brainstorming, sharing their ideas with one to

another and contribute to their goal.

Similarly, Edenly Jane Cambaya, Denis Abao Tan (2022 stated that

mathematics is not just mathematics; It is a combination of passion and mission,

so that it is part of our daily lives. They accept the truth by simply solving

problems; It makes us more visible to the world. The increments and increases in

dealing with mathematics do not inspire the best interest but additionally train us

to retain effort, even if things get tough. As we solve mathematical problems, we

are not just crunching numbers; We sharpen our minds, learn critical visualization

skills, and turn into higher problem solvers. So, it's not pretty perfect right now;

It’s about how mathematics shapes our thinking and enables us to sense the

community around us.

Along with Emil Alcantara and Joana Marie P. Basca (2017) stated that the

enhancement of the quality of basic education in the Philippines is urgent and

critical. In the implementation of K-12, the twin goals of mathematics are critical

thinking and problem solving. This serves as the focal point in learning

mathematics. In mathematics, critical thinking usually comes when students ask

why, rather than taking what they learn at face value. Critical thinking leads to

skills that can be learned, mastered and used. In Addition, According to Poly,

finding a way around a difficulty, around an obstacle, and finding a solution to a

problem that is unknown. There two goals are to be achieved with an organized
and rigorous curriculum content, a well-defined set of high-levels skills and

processes, desirable values and attitudes, and appropriate tools, recognizing as

well the different contexts of Filipino learners.

Foreign Studies

According to Çetin Toraman, Şenol Orakcı ii, and Osman Aktani (2020),

students are viewed as active participants rather than as passive recipients of

knowledge. They have to engage in class activities as well. In addition to being

students, students are the lifeblood and focal point of education. They apply what

they know to tackle the particular issue and develop their critical thinking abilities.

It's difficult for students to be only information consumers. They have to go

through what is being taught in school. As a result, it facilitates their application of

knowledge to actual situations.

Kuncoro & Juandi (2023), stated that students mathematical, resilience

exhibit, and perseverance when confronted with obstacles and failures, enabling

them to effectively solve problems, explore novel techniques, and exert

maximum effort in problem - solving process. Resilient students never stop

finding the solutions. With being resilience, students will able to use his critical

thinking skills to find solutions. Without any hesitation, students will accept

challenges and investigate varied strategies in resolving problems leading

proficiency in mathematical notions. With this ability, students are willing to try

different strategies and approaches in solving problem. Students will be able to

explore more ideas that leads them to understand deeper and master the

concept of mathematical equations and problems. Resilience in mathematics

helps students in embracing problem and challenges to grow and learn.

In line with this, Khavugwi Lilian Ganira and Paul Amollo Odundo (2023),

stated that integration of the experential learning model is good to implement in

primary schools and by adapting this learning style, we can have the strength to

adapt new knowledge. Individual learning is a way for students to do it by

themselves without the need of others. Through experiences the students can

gain confident, communications skills, and discovery of themselves.

Moreover, Schoenfield, (2016) proposed the use of specific problem-solving

strategies for different types of problems, which take into consideration

metacognitive processes and students’ beliefs about problem-solving. With this

approach, it acknowledges the approaching problem of students with the various

instinct and deeper understanding. By merging metacognitive processes and

students believes towards solving problem, students' ability will enhance to

explore the efficient solution of problems in mathematics.

 Gulen Say , Aysegul Durak Batigun2 (2016) stated that internet is one of the

most significant and effective tools that science has inserted in our lives. In the

present study, another factor examined was problem solving ability, which is

defined as a cognitive behavioral process during which different effective solution

alternatives are prepared, and the probability of choosing the most effective

alternative is increased. Although problematic internet use may cause many

familial, occupational, social, and physical problems, individuals cannot prevent

themselves from entering the internet, and they have troubles to solve this

problem. It seemed that people here using internet more to escape from

problems rather than solving.

To sum up, it is essential in our everyday life to grasp the meaning of

mathematics, it is just a vital to comprehend a problem as it is to solve it. It is

widely held that problem solving skills enable people to readily overcome

obstacles in their daily lives. One who can solve problems is a self-assured,

creative, and autonomous thinker. In addition, the ability to solve problems is at

the heart of human development. Individual's problem-solving skills and the

problem-solving process are essential components of their daily lives. The

primary purpose of teaching mathematics is to enable students to solve problems

in daily lives.
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 CHAPTER III

RESEARCH METHODOLOGY

Research Design

The proposed qualitative study will analyze and evaluate the adaptation of

respondents' mathematical thinking abilities in problem solving using

questionnaires. Readers will be able to completely comprehend the purpose of

this research by reading the details of the research setting, respondents, tools,

and procedure in this part. For example, in experimental, it would be the

effectiveness and evaluation of adaptating solution in mathematical thinking

abilities that facilitate problem solving ability in students. The objective of this

research is to discover how locals will interpret the investigation's purpose.

The experimental design was used by the researchers in this study as well.

Involves planning the structure of an experiment to ensure reliable and valid

results. It includes defining variables, selecting participants, designing

procedures, and controlling for potential confounding variables. The primary goal

of this study is to enhance and develop the problem-solving skills in

mathematical equations of the BSED Mathematics incoming third year students

at Asian College of Technology.

 Because, experimental design includes defining variables, selecting

participants, designing procedures, and controlling for potential confounding

variables.

Research Locale

The respondents of this research are the incoming Third-Year student of

Secondary Education major in Mathematics. The researchers gather these

respondents inside a comfortable classroom which is clean, four electric fans,

and enough chairs for them. The respondents were interviewed by the surveys of

the researchers. This study was conducted at the premises of Asian College of

Technology.

Research Respondents

The respondents of the study were purposively selected among the

incoming third year students of the course Bachelor of Secondary Education

major in Mathematics in Asian College of Technology for the academic year

2024-2025. They were selected as respondents because of their expertise in the

topic and first-hand experience with a problem that is complex to them

individually. In addition, they are among the best respondents for the study due to

their awareness of challenging academic activities and possible contribution to

valuable responses. The participation was based on preparing them by giving

them knowledge regarding problem-solving and getting them to be ready for

other challenges that may face them in academic and professional fields.

Research Instrument

To get appropriate data needed, the researcher will use researcher-made

questionnaires to survey the BSED Mathematics second year students in Asian

College of Technology International Educational Foundation. The questionnaires

were developed based on the study’s objectives. In order to gather accurate

data, the researchers created a questionnaire that is related to the study. The

researcher will conduct pre-survey and post-survey to be able to get the

appropriate data in enhancing problem solving skills for the incoming third-year

students Bachelor of Secondary Education Major in Mathematics at Asian

College of Technology.

The first part of the presented survey questionnaire comprises the details

of the respondents involved in the study such as age, sex, educational level, and
community type. These details are used to substantiate that the involved

respondents are relevant to the study.

The second part of the presented survey implies the study’s validity, with a

questionnaire proper consisting of ten (10) items that will determine the

effectiveness of the strategies presented to the students to enhance problem

solving skills.

Research Procedure

To effectively interpret the data, this study used an experimental survey

research design to analyze the effectiveness of the strategies to enhance

problem solving skills of the students at Asian College of Technology. When

collecting the sample test questionnaires, the researchers will utilize

Convenience Sampling Technique. The convenience and availability of the

sample members are taken into consideration when using this methodology.

The study’s sample size is a whole section of incoming third year

Bachelor of Secondary Education Major in Mathematics students at Asian

College of Technology. These students make up the study’s sample and

responses that can be any students who is formally enrolled and incoming third

year regarding of their age, gender, color or other characteristics.

When collecting the sample test questionnaires, the researchers will utilize

a Convenience Sampling Technique. Because all if the students in the population

are being chosen, the researchers in this study chose their sample using

convenience sampling.

Convenience Sampling Technique is used to select students who will be

representative of the population. The facts and data collected will become

balanced and simple. The sample for the research under consideration was

created using the Convenience Sampling Technique. The convenience of the

sample members is taken into consideration when using this methodology, which

falls under the availability of the students. The researchers chose this method

because of the availability and accessibility of the participants to the researchers.

The questions provided in the survey are researcher-made that undergo a

dry run before being given to the students. It is consisted of ten (10) questions

that is all about the strategies that can enhance problem solving skills. The

questionnaire was also validated by professional teachers that are in the field of

mathematics. Validation is a process that involves gathering and analyzing data

to determine the accuracy of an instrument. Validity should be evaluated early in

the study process, when the researchers select how they will collect data. The

researchers ensure that the method being used and the measuring approach are

of excellent quality and specifically designed to measure what they want to know.

The researchers plan to properly choose, arrange, and categorize their

evidence. The most significant findings are displayed in numerical bar graphs or

tables. To portray the material in a more visually appealing manner. In order to

make judgments, every element of the data must be studied and examined by

researchers.

In order to find any patterns, flaws, or irregularities, the researchers will

elucidate or interpret the context-specific implications of these findings to an

honest evaluation to better understand its effects on people and comprehend the

bigger picture.

A survey consists of a list of queries respondents can answer in just one

or two words and often gives participants a list of responses to choose from. The

researchers shall conduct surveys in person. One of the easiest methods is to

talk to them personally and give them the survey questions that are printed due

to the fact that the students are in the same school with researchers.