Académique Documents
Professionnel Documents
Culture Documents
2019-2020
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CHAPTER 1
INTRODUCTION
The point of education is to teach people to think, analyze and to become better
problem solvers. Problem solving has been a core theme in education for several decades.
Educators and policy makers agree on the importance of the role of problem solving skills
for school and real life success. A primary purpose of this study was to investigate the
general intelligence were found to be the only variables that contributed significant
equation, it is important to know the right method in order to solve the problem. In history
problem solving strategies are useful when conducting a research. When a student is not
taught how to improve problem solving skills, they will find themselves struggling to catch
up to their lessons and it leads to poor academic performance. If students will not seek
assistance they may find themselves failing grades and being unable to pursue the life goals
they desire not because the students are not capable of learning the material but because
they lack problem solving skills. Problem solving skills are the ability to analyze a situation
and determine a course of action that leads to a workable solution. Thorndike (1891) cited
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that problem solving was viewed as a process in which unsuccessful responses were
Everyone in their everyday and professional lives, regularly solves problems. One
of the important quality an employer often identify when hiring applicants is their problem
solving skills. Students need to develop the ability to apply problem solving skills when
faced with issues or problems that are new to them. The development and use of problem
solving skills also improves learning. According to Orhan and Ruhan, 2006, students will
see that they are learning to find the solution to a problem. In all active learning process,
the learners learn from their own needs and pace. Each society expects from its education
system that it enable the individuals to become an effective problem solver in their real life
(Walker and Lofton, 2003; Chin and Chia, 2004). Few if any, people are rewarded in their
examinations are the primary arbiter of success in society. Unfortunately, students are
The purpose of this study is to find the relationship of Problem Solving Skills to
the Academic Performance of students. Proving that problem solving skills requires more
that the acquisition of prerequisite skills. Specific models of problem solving instructions
need to be proposed and tested in order to help students develop their problem solving
skills and learn to analyze or explicate the nature of the problems to be solved. This study
aims to find the connection of problem solving ability of students in their better Academic
Performance.
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the Academic Performance of Grade 11 students in Victorias National High School S.Y.
1.2 Age
1.4 Sex
2.2 Age
2.4 Sex
3. Is there any significant difference on the respondent’s problem solving skills and their
academic performance?
4. Is there any significant relationship between the problem solving skills and academic
5. Is there any significant relationship between the problem solving skills and academic
Hypotheses
H1. There is no significant difference on the respondent’s problem solving skills and their
academic performance.
H2. There is no significant relationship that exist between the problem solving skills and
H3. There is no significant relationship that exists between the problem solving skills and
Conceptual Framework
The schematic diagram shows the relationship between the independent variable
students which includes the age, educational background of parents, sex, academic
performance of students (1st semester) and their time spent in studying. Dependent variable
Figure 1: Schematic Diagram showing the relationship between independent and dependent
variables.
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THEORITICAL FRAMEWORK
Problem solving is an activity requiring specific skills. The LIBRE (Listen, Identify
Theories of problem solving are dominated by the work of Newell and Simon on
GPS (General Problem Solver). This work established the information processing
paradigm for the study of Problem Solving and the concepts of “means-ends-analysis” and
problem space. According to the GPS Framework, Problem Solving involves the
identification of sub goals and the use of methods (especially heuristics) to classify the sub
problem with a fresh perspective. Problem Solving Skills appear to be related to many other
aspects of cognition (Frederikse, 1984) such as schema (the ability to remember similar
(developing new solutions). The issue of transfer is highly relevant to problem solving. An
interesting note is that none of the mathematics educators required that the student achieve
some level of quality (however quality is defined) in order to consider their process
problem solving. Additional requirements create a certain level of quality. But, these
requirements themselves do not distinguish between a “good” problem solver and a “poor”
one, only between a problem solver and a non-problem solver. A good problem solver is
closer to the possibility of reaching a solution. Hattie, et al. (1996) states that if we aim to
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increase students’ academic success and retention we must focus on their skills in solving
problems.
Self – efficacy theory predicts that students work harder on a learning task when
they judge themselves as capable as when they lack confidence in their ability to learn. For
example, Zimmerman & Martinez- Pons (1990) found that students rating of their verbal
skills was strongly correlated with their reported use of active learning strategies on a
verbal task. Schunk (1991) reported a positive correlations between self-efficacy and
persistence on exercise problems during arithmetic learning. These kinds of results support
the prediction that self-efficacy is related to deeper and more active processing of
Self-efficacy theory predicts that students who improve their self-efficacy will
improve their success in learning to solve problems. Schunk and Hanson (1985) provided
self- efficacy instruction to some students successfully solving arithmetic problems, while
occasionally making positive feedback from the teacher. Students who received training
learned to solve arithmetic problems more effectively than students who did not. These
findings support the idea that self- efficacy can influence how students learn to solve
relationship to the academic performance. Problem solving skills refers to our ability to
solve problems in an effective and timely manner without any impediments. An illustration
of the conceptual framework found in the schematic diagram shows the relationship of
problem solving skills and academic performance of students in Grade 11 according to the
Problem Solving Skills and its relationship to the Academic Performance of Grade 11
students. The study considers the students personal information such as their name
(optional) sex, age, section, academic performance in Mathematics (1st semester) and their
The researchers limited the study to 100 and above male and female Senior High
School students enrolled in the first semester of school year 2019-2020 of Victorias
National High School, Victorias City Negros Occidental. Each of the respondents were
given a questionnaire to answer .The students selected came from Grade 11 Academic and
The study is conducted to find out the different Problem Solving Skills and its
School, Barangay V, Victorias City Negros Occidental. The result of the study provides
information and insight which may be beneficial and have a great value to students, parents,
Students: The study is significant and beneficial to students in a way that they will discover
their skills in Problem Solving. This paper will provide them information in Problem
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Solving Skills and how it affects their Academic Performance in an effective learning
process.
Parents: The study is significant and beneficial to parents because they were the one who
will enable and help their children improve and be open on the different problem solving
skills they possess and help them in using it for a better academic performance.
Teachers: The study is significant and beneficial to teachers because they were also the
one who will determine the different Problem Solving Skills of students and on what way
they can help and encourage students have a better Academic Performance.
because this paper will provide them information and ideas on the relationship of problem
solving skills and academic performance. This study will help them in assisting the teachers
in teaching the students on how to improve their skills in problem solving through the given
information.
Future Researchers: The study is significant and beneficial to future researchers. This
paper will serve as guide to those future researchers who are willing and interested to
continue the study for the purpose of providing additional information and understanding
Definition of terms
In order to facilitate full understanding of the study the following terms are defined
In this study, it refers to how students perform in school and how it was affected by their
In this study, it refers to the student’s age categorized from 16-20 years old. It is used as
In this study, it refers to the educational attainment of parents that is used as a factor in the
student’s academic performance in relation to their problem solving skills. How it affects
Problem Solving Skills: It refers to the ability to analyze a situation and determine a course
In this study, it refers to how students solve problems skillfully and is used as the
Sex: I t refers to the characteristic structures and functions by which an animal or plant is
In this study, it refers to the biological difference between male and female and how it
In this study, it refers to someone who is on the learning environment and performs
academically.
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CHAPTER 2
documents containing information related to the research problem. This literature will give
the readers insight of their study and help them provide enlightment to the topic under
investigation.
solving and instruction. It was found that problem solving should not be limited to well-
structured problem solving but be extended to real life problem solving. Tsai et al. (2012)
analyzed visual attention for solving multiple choice math problems. Studies showed that
successful problem solvers focused more on relevant factors while unsuccessful problem
solvers experienced difficulties in decoding the problem, in recognizing the relevant factors
promoting students web based problem solving competence and learning attitude. Results
show that middle and low achievement students in the experimental group gained
significant benefits from the hybrid approach. Pandey and Manjula (2012) found that the
male and female students and students residing at rural and urban area differ significantly
in their problem solving ability. Darshana (2012) found that emotional intelligence and
home environments have significant impact on the problem solving ability of students.
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Bucent Guven, Buket Ozum Cabakor (2013) studied the factors influencing
mathematical problem solving achievement of seventh grade students. This study revealed
the difference between male and female students problem solving achievement is not
statistically significant.
Tingley (2012) conducted a study using Talking Aloud Partner Problem Solving
(TAPPS) which is a teaching learning strategy has increased the speed and effectiveness
of partner problem solving, has little to do with the monitor and much to do with the
problem solvers own behavior. Joanne and Donna (2012) conducted a naturalistic study of
solving when they engage in a conscious appraisal of the problem. Rupley, Margaret and
Robert (2012) studied the effects of reading and enhanced word problem solving. Results
stressed that teachers need to think less about students deriving an answer and more in
as a function of comprehension and arithmetic skills found that pupils who give greater
circle around problem solving. Math teacher’s circles were developed with the aim of
establishing a culture of problem solving among middle school mathematics teachers. The
culture could then be carried back into these teachers’ classrooms. According to math
Fluency (2011), education and cognitive scientist agree that the ability to recall basic math
facts fluently is necessary for students to attain higher order math skills. The implication
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for mathematics is that some of the sub processes, particularly basic facts, need to be
developed to the point that they are done automatically. If this fluent retrieval does not
develop them the development of higher order mathematics skills- such as multiple- digit
addition and subtraction, long division and fraction- maybe severely impaired. Indeed,
studies have found that lack of math fact retrieval can impede participation in math class
everyday life skills. And rapid math fact retrieval has been shown to be a strong predictor
Instruction should involve the simulation for a student store of relevant background
experiences in relation to information to be learned so that they can construct meaning from
it. Ali (2010) in his study on the effect of using problem solving method in teaching
mathematics on the achievement of mathematics students found that there was significant
difference between the effectiveness of traditional teaching method and problem solving
insight geometry problem, posing algebraic problems and calculus exploration was studied
by Boris Koichu (2010). The findings of the study revealed that advanced behaviors were
observed when the student worked within her conceptual – embodied mathematical world,
and less advanced ones when worked within the symbolic and formal axiomatic worlds.
stage of elementary education. It revealed that those who can verbalize the process of
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solution are better at solving problems. Mohanty (2009) studied the effect cognitive and
school students with learning disabilities. The intervention programme has been found to
have a significant positive effect on the mathematical problem solving of students with
learning disabilities.
Biswajit Behera (2009) studied the problem solving skills in mathematics. The
study revealed that the mean difference between high ability and low groups, between boys
and girls and within each ability group is quiet large. Students with high mathematical
ability are far superior in mathematical problem solving skills to their counter parts in the
lower ability irrespective of their gender. Sakom Pinta et al. (2009) studied the factors
influencing mathematic problem solving ability of sixth grade students. This study revealed
that teacher’s behavior took both direct and indirect effects on the students mathematic
problem solving. The teachers are supposed to study the methods to develop this ability
deeply and then bring them to manage the activities in class that encourage students to be
enthusiastic to learn and have good attitude toward mathematic learning or to get students
concentration.
Olatoye and Agbatogun (2009) stated that the term “Parental involvement includes
several different forms of participation in education and with schools and that experts in
the field agree about the importance of linkages between families and school. Their study
that investigated the achievement of pupils in the public and private primary school in
achievement. Also, Le Faivre’s (2009) final report stressed that parent involvement in
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mathematics and the positive behaviors and skills parents can foster in the home to help