Chapter 1

INTRODUCTION

The ability to solve problems is a crucial skill in all aspects of life, and mathematics is no

exception. In the context of senior high school, where students are preparing for higher education

and future careers, strong problem solving skills in mathematics are essential for success. This

research aims to investigate problem-solving skills and mathematics achievement of senior high

school students at Cabarrus Catholic College.

Developing students’ ability to solve problems in a way they can use in their daily lives is

one of the fundamental goals of mathematics education. In other words, students should be able

to understand the problem, recognize potential solutions, and demonstrate their answers.

Teachers should be able to develop a plan to help students become autonomous learners and

problem solvers. Despite the beautiful vision of mathematics education, students need help with

problem-solving and to gain mathematics achievement.

One of the significant problems with senior high students’ problem-solving abilities is

low self-confidence, which negatively impacts their mathematics learning. Mathematics teachers

frequently encounter students who are passive in their approach to problem-solving and want to

avoid it.

Teaching students to love mathematics is a significant issues for mathematics teachers.

Having difficulty of understanding the concepts of mathematics, inability to break down

problems, limited mathematical strategies, errors in calculations and reasoning, and difficulty

with word problems can mostly affect your achievements in mathematics. In result, the students

will experience difficulty with problem-solving and a lack of confidence in your mathematical
abilities and the challenges associated with problem-solving might lead you to avoid

mathematics-related subjects or careers, and limiting your future options.

Everyone has the opportunity to succeed and excel in this area. Though, by encouraging

students to use the accessible internet connections in their homes to learn subject independently,

we can help them improve. Problem-solving is a key skill in mathematics and it plays a big role

in how well students do in their math classes. This study looks at how strong problem-solving

skills can help students achieve better results in senior high school mathematics. We’ll explore

how students solve problems, what strategies they use, and how we can help them improve their

problem-solving abilities.

Statement of the Problem

The present study seeks to examine the impact of problem-solving skills on mathematics

achievements in Senior high school students. Specifically, it aims to explore:

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

a. Age

b. Sex

c. Year level

2. What is the extent of problems-solving skills and mathematics achievement of Senior

high school students?

3. Is there a significant difference in problem-solving skills of Senior high school students

when they are grouped according:

a. Age
 b. Sex

c. Year level

4. Is there a significant difference in academic achievement of Senior high school students

when they are grouped according to:

a. Age

b. Sex

c. Year level

5. Is there a significant relationship between the problem-solving skills and academic

achievement of Senior high school students?

Hypothesis:

There is no significant relationship between the problem-solving skills and academic

achievement of Senior high school students at Cabarrus Catholic College.

Theoretical Framework:

The relationship between problem-solving skills and mathematics achievement is complex

and can be understood through various theoretical lenses. This framework draws upon cognitive

psychology and educational psychology.

1. Cognitive Psychology:

Information Processing Theory:

This theory explains how individuals acquire, process, and utilize information to solve problems.

It emphasizes the stages of problem-solving, as outlined by Newell & Simon (1972).

Schema Theory:

This theory suggests that individuals develop mental frameworks or schemata for different types

of problems (Rumelhart & Norman, 1980). These schemata guide problem-solving by providing

prior knowledge, strategies, and expectations.

Working Memory:

This theory explains the role of short-term memory in holding and manipulating information

while problem solving (Baddeley, 1986). Individuals with stronger working memory capacities

are better able to manage complex information and efficiently implement problem-solving

strategies.

2. Educational Psychology:

Constructivism:

This theory emphasizes the active role of the learner in constructing their own understanding

(Piaget, 1970). It suggests that effective problem-solving involves students actively engaging

with problems, exploring different approaches, and building their own knowledge through

experience. Social Cognitive Theory:

This theory highlights the role of social interactions and observation in learning (Bandura, 1977).

It emphasizes the importance of collaborative problem-solving and learning from peers and

teachers. Students who engage in collaborative problem-solving develop stronger metacognitive

skills and gain valuable insights from different perspectives.

Metacognition:
 This refers to the ability to think about one's own thinking and monitor problem-solving

processes (Flavell, 1979). Students with strong metacognitive skills are better able to identify

their strengths and weaknesses, adapt their strategies, and reflect on their problem-solving

experiences.

Conceptual Framework:

INPUT PROCESS OUTPUT

Sociodemographic Levels of Problem-

Profile solving Skills

a. Gender Extent of
b. Age Survey Mathematics
c. Year level Questionnaire Achievements

Problem-solving Statistical Data The Relationship of

Skills Analysis Problem-solving
Skills and
Mathematics Mathematics
Achievement Achievement

Figure 1. Schematic Diagram of Problem-solving skills and Mathematics Achievement of Senior

High School.

This theoretical framework provides a foundation for analyzing the data collected in the study.

By understanding the cognitive processes involved in problem-solving and the factors that

influence their development, this research aims to contribute to a deeper understanding of the

relationship between problem-solving skills and math achievement. It can inform the

development of more effective teaching strategies and curriculum design, empowering students
to become successful problem-solvers and achieve higher levels of academic success in

mathematics.

Scope and Limitations:

This study will determine the student’s problem-solving skills and mathematics achievement.

This will focus on senior high school students of the school year 2024-2025 at Cabarrus Catholic

College.

Significance of the study:

This study aims to get results that will benefit the school, teachers, and administrators,

students, parents/ guardians, and future researchers based on the results and the recommendation

that will be gathered.

School Administrators. The findings of this study will help schools to widen their

insights regarding the academic performance of the students.

Teachers. The findings of this study will help our teachers to help motivate and teaching

strategies that explicitly focus on developing problem– solving skills. This might include using

open–ended problems, encouraging students explain their reasoning and providing opportunities

for students.

Students. The findings of this study will help students to develop strong problem–

solving skills often experience increased confidence in their mathematical abilities.

Parents/Guardians. The findings of this study will help parents to remind their children

of the importance of problem solving skills.

 Future Researcher. The finding of this study will help future researchers to discover

more about the problem-solving skills and math achievements of senior high school students.

Definition of terms

To give a better and clearer understanding of the different concepts and important terms

used in this study, the following terms are defined conceptually or operationally.

Problem-solving Skills. Defined as the mental abilities and processes we use to

overcome obstacles and challenges, achieve desired outcomes, and find solutions in situations

where a straightforward path isn't immediately apparent. It's not just about finding the answer;

it's about the ability to think critically, creatively, and strategically to navigate complexities and

achieve success. In this study, problem-solving skills refers to the marks obtained by the senior

high school students in the standardized test.

Mathematics Achievements. The ability or performance of students in a standardized

mathematics test is referred to as achievement in mathematics. In the present study, it means the

marks obtained by the senior high school students in the standardized test.

Mathematics. According to Aristotle, mathematics is a branch knowledge that deals

with abstract entities and relationships, emphasizing each rule and understanding the principle of

reality. Operationally, mathematics is a subject that deals with numbers, shapes, logic, quantity

and arrangement.
 Students. Defined as someone who studies in any form (Johannes Helmold, June 2023).

In this study, it refers to the senior high school students enrolled and are studying in a private

school.

Gender. In the study, it means the male students and female students of senior high

school at Cabarrus Catholic College.

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the several literature and studies conducted from local and foreign

sources which are relevant to the study.

The extent of students’ learning in the academic subject is determined by the grades

they earn for a given period. The grades are the primary indicators of the extent to which they

have learned a specific lesson. If the grades are high, it is assumed that they have learned a lot

while low grades indicate an insufficient amount of learning (Asparin, 2013). As cited by

Ciubal (2015), there have been several conditions to enhance students’ mathematical ability

and mathematical power. Based on the National Education Progress Report.

Problem solving has a special importance in the study of mathematics. A primary goal

of mathematics teaching and learning is to develop the ability to solve a wide variety of complex

mathematics problems (James W. Wilson, Maria L. Fernandez, and Nelda Hadaway (1993).

Stanic and Kil-patrick (1988) traced the role of problem solving in school mathematics and

illustrated a rich history of the topic.

Problem solving is not only a goal but also a major means of learning mathematics. It is an

essential part of the mathematics program, not a separate component. Students need numerous

opportunities to develop, wrestle with, and solve complex problems that require a lot of work.

They should be taught to reflect on their thoughts while solving problems so that they can apply

and adapt the tactics they create to different problems and situations. Students develop ways of

thinking, habits of tenacity and curiosity, and confidence in unusual situations by solving

mathematical problems. These skills will serve them well outside of the mathematics

classroom. (National Council of Teachers of Mathematics 1906).

The problem-solving ability that students must have is how to overcome problems that are

related to learning activities, for example solving problems in math problems (Hodiyanto, 2017).

Problem solving can be referred to as a learning method (Vendiagrys et al., 2015).

According to Novita & Pd, (2015) there are several indicators to measure mathematical ability in

solving problems, namely: (1) understanding the problem, (2) developing solutions, (3)

carrying out plans, (4) reviewing the work done. According to Bernard et al., (2018) solving

mathematical problems includes solving word problems, proving, creating, and applying

mathematics in life. Bachriani et al., (2021) the importance of having problem solving skills is

one of the main tasks in learning mathematics, moreover the process of solving mathematical

problems is the essence of mathematics. This means that problem solving skills need to be

considered. Students practice solving a problem given by the teacher or from events related to

life. Problem solving is able to develop children's creativity to identify and find alternatives or

solutions (Dyah & Setiawati, 2019).

Mathematical achievement pertaining to problem-solving ability has been studied, revealing a

favorable connection between mathematical achievement and problem-solving ability.

Mathematical achievement was also positively associated with problem-solving ability with

regard to school type, gender, and locality (Anjana, 2018).

Chapter 3

METHODOLOGY

This chapter outlines the research design, research procedure. The participants of the

study, sampling design, validity and reliability of the research instrument and lastly statistical

treatment of data and analysis of the gathered data.

Research Design

Considering the nature of the research problem, this study employed a descriptive design

to evaluate the student’s problem-solving skills and how it affects the mathematics achievements.

It collects and analyzes numerical data obtained from formal instruments. It answers the

questions about the status of the subject of the study. This study made use of the descriptive

quantitative research method. Descriptive research aims to accurately and systematically

describe a population, situation or phenomenon. It can answer what, where, when, and how

questions, but not why questions (McCombes, 2019).

Participants of the study

 The participants of this study were the Grade 11 Senior high school students at Cabarrus

Catholic College, Basic Department during the 1st Semester of A.Y. 2024-2025. There were 43

students’ selected as a respondent.

A stratified random sampling technique was employed to have proportion to the

category's size and used to have a good representation of the respondents per sections when

completing analysis or research on a group of entities with similar characteristics, a researcher

may find that the population size is too large for which to complete research. To save time and

money, analyst may take on a more feasible approach by selecting a small group from the

population. The small group is referred to as a sample size, which is subset of the population that

is used to represent the entire population (Hayes, 2018). Slovin's formula is hereby presented

below, and the distribution of the respondents is shown in Table 1.

N
n=
1+ N ( e ) 2

Where: n sample size

N= total population

e margin of error .05

Table 1

Distribution of Respondents

Respondents N n

GRADE 11 40 36

Total 40 36
Sampling Design

To ensure that respondents are well represented, stratified random sampling is being used

in the investigation on problem-solving skills and mathematics achievement of senior high

school students at Cabarrus Catholic College.

Research Locale

This study was conducted at Cabarrus Catholic College, Acacia Village, Brgy. San Jose,

Sipalay City. It was conducted to Grade 11 students/respondents in their respective classrooms.

Research Instrument

The main instrument used in this study is a questionnaire. The importance of

questionnaires is immense, helping researchers gain relevant information quickly and effectively.

A questionnaire is a research tool featuring a series of questions used to collect useful

information from respondents. The Likert Scale were used in this study where the options are

“5= Strongly Agree, 4= Agree, 3= Neutral, 2= Disagree, 1= Strongly Disagree

Five Point Likert Scale

Scale Verbal Interpretation

5 Strongly Agree

4 Agree

3 Neutral

2 Disagree
 1 Strongly Disagree

Interpreting Likert Scale

Interval Adjectival Rating Description

1.00-1.80 Strongly Disagree The respondent strongly does not believe that

anxiety has a relationship on motivation towards

general mathematics.

1.81-2.60 Disagree The respondents are not believing that anxiety has

a relationship on motivation towards general

mathematics.

2.61-3.40 Neutral The respondents are in neutral, whether they will

believe or not if anxiety has a relationship on

motivation towards general mathematics.

3.41-4.20 Agree The respondents believe that anxiety has a

relationship on motivation towards general

mathematics.

4.21-5.00 Strongly Agree The respondents strongly believe that anxiety has

a relationship on motivation towards general

mathematics.

Validity and Reliability

 Researchers frequently carry out a pilot study, also known as a pretesting phase, to

evaluate the validity of a questionnaire before utilizing it in their main research study. The

validity of the study can also be improved by utilizing well-established and verified

questionnaires from earlier investigations. It is imperative to acknowledge that validity

constitutes merely a single facet of questionnaire design; other crucial considerations for

efficacious data gathering encompass reliability, readability, and suitability for the intended study

setting.

Validity is defined as the extent to which the instrument measures what it purports to

measure. The reliability of a questionnaire relates to the instrument’s consistency and stability in

measuring what it is intended to measure. When delivered to the same group of participants

under identical conditions, a trustworthy questionnaire gives consistent results. Reliability is

important since it ensures that the data collected is trustworthy and can be used for analysis and

interpretation. Reliability is one of the most essential elements of test quality. It has to do with

the consistency, or reproducibility, or an examinee’s performance on the test (Miller, n.d.).

Moreover, Phelan and Wren (as cited by Tabligan, 2012) define reliability as the measurement of

internal consistency of the research instrument.

It is widely used when the Instrument In data gathering is in the form of a test (Phelan&

Wren, 2006). To ensure the validity and credibility of the results, it is critical to verify the

reliability of a questionnaire before performing a research study. To further ensure the reliability

of the instrument the researchers analyzed the survey sheet, and it was corrected by the research

adviser. Therefore, the instrument was valid and reliable.

Data Gathering Procedures

The following procedures were done during the conduct of data gathering: The researchers made

a letter of request address to the principal of the basic department asking for the total number of

Senior High School students enrolled for the first semester, the school year 2024-2025. The

researchers adapted a standardized questionnaire as the main instruments in answering the

objectives of the study. The questionnaire was already undergone various validity and reliability

testing since it was used in several studies. Sufficient copies of the questionnaire are reproduced

and administered to the respondents of the study. Retrieval of the questionnaire was done in one

(1) day after the administration. The results are tallied, and tabulated, analyzed, and interpreted.

Statistical Analysis

The following statistical tools were utilized, depending on the nature of the problems and the

hypothesis of the study.

In problem no. 1, which is to determine the level of anxiety of grade 11 students towards general

mathematics. The means was utilized. According to Sykes (2016), the mean is the most common

measure of central tendency and refers to the average value of a group of numbers. Add up all

the figures, divide by the number of values, and that is the average or mean. It is calculated from

the formula:

Formula: Χ =
∑ fx
N

Where:

X – Represents the Mean

∑ - Summation of Frequency
fx – Weighted Score

N – Number of Respondents

In problem no. 2, which is to determine extent of anxiety has a relationship on motivation

towards general mathematics. The means was utilized. According to Sykes (2016), the mean is

the most common measure of central tendency and refers to the average value of a group of

numbers. Add up all the figures, divide by the number of values, and that is the average or mean.

It is calculated from the formula:

Formula: Χ =
∑ fx
N

Where:

X – Represents the Mean

∑ - Summation of Frequency

fx – Weighted Score

N – Number of Respondents

In problem no. 3, which is to determine if there is a significant difference between anxiety levels

of Grade 11 students towards general mathematics when it comes to gender. A t-test is an

inferential statistic used to determine if there is a significant difference between the means of two

groups and how they are related. Below is a formula for calculating the t-Test Formula.

t-Test Formula:
In problem no. 4, which is to determine if there is a significant difference between motivation of

Grade 11 students towards general mathematics when it comes to gender. A t-test is an inferential

statistic used to determine if there is a significant difference between the means of two groups

and how they are related. Below is a formula for calculating the t-Test Formula.

t-Test Formula:

In problem no. 5, which is to determine if there is a relationship between the anxiety levels and

motivation of Grade 11 students towards general mathematics at Cabarrus Catholic College,

Pearson R was utilized.

The Pearson correlation coefficient (r) is the most common way of measuring a linear

correlation. It is a number between –1 and 1 that measures the strength and direction of the

relationship between two variables. The Pearson correlation coefficient is a descriptive statistic,

meaning that it summarizes the characteristics of a dataset. Specifically, it describes the strength

and direction of the linear relationship between two quantitative variables (Turney, 2022).
Below is a formula for calculating the Pearson correlation coefficient (r):

n(∑ xy )−(∑ x)(∑ y )

r=
√¿ ¿ ¿

Pearson Correlation Coefficient Scale