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July 2019
Rationale
Problem solving skills refers to our ability to solve problems in an effective and timely manner
without any impediments. It is a process of working through details of a problem to reach a solution. It
may include mathematical or systematic operations and can be a gauge of an individual's critical
thinking skills (WebFinance, 2019). It involves being able to identify and define the problem, generating
alternative solutions, evaluating and selecting the best alternative, and implementing the selected
In PISA 2012 survey, Bulgaria occupies the penultimate 43rd place, with the 9th graders
mathematics, reading comprehension and natural sciences, which are also tested by PISA - 402 points
vs. 500 points on average for the OECD (Organisation for Economic Co-operation and Development)
countries. Bulgarian students have serious difficulties in researching and understanding problems,
presenting and formulating, planning, implementing, controlling and rationalizing certain situations. This
is why they fall below the first (33.3% of the students, with an average of 8.2% for OECD countries) or
are in the first level of results, with only 1.6% in the fifth and sixth levels where results can be considered
excellent. In the context of cooperative problem-solving to the PISA 2015 problems, only 2% of students
show a high level of cooperation, successfully overcoming disagreements in the team and taking
effective action to solve the problems; the average result of Bulgarian students in cooperative problem
solving (444 points) is lower than the average for all participants (500 points) (Nikolay Tsankov, 2018).
A Science and Education Institute study on Trends in Mathematics and Science Study (TIMMS)
in 2003 showed that the Philippines’ 8th grade (2nd year high school) students’ skill and competencies
in Math ranked a pitiful 42nd out of 46 participating countries while the Philippines 4th grade students
placed 23rd out of 25 participating countries. The 2004 executive report on Philippines TIMMS showed
that in four years since the Third International Mathematics and Science Study Repeat (TIMMS-R) in
1999, only seven regions showed improvements in Math competencies among the 8th grade students.
Results of the student achievement test indicate very poor performance in each content domain at this
early education stage. Filipino students find word problems difficult (Brawner et al., 1999), and the
language factor is identified as one of the “what-else-is-new” reasons for student failure (Philippine
Executive Report on the TIMMS, Carteciano, 2005). Multiple studies have shown that Filipino students
find word problem in English more difficult than those in Filipino (Bautista, Mitchelmore, & Mulligan,
2009; Bautista & Mulligsan, 2010; Bernardo, 1999). It also well-known that the word problems in English
are more difficult for students who are still in the process of learning English that for native English
In the local scenario, the National Achievement Test results of Marilog National School of
Agriculture, Marilog District, Davao City have scored below average in mathematics for the past years,
in the year 2009 only 24%. 2015 25% 2012 with 26% and 2013. It increases into 42% but it is not above
the mean standard of the school. Strong evidence has shown that the mathematics achievement of
these students aiming to enroll in good is below expectation, further more; results reveal that students
Problem Solving Skills of Science, Technology, Engineering and Mathematics Students of St. John
Paul II College of Davao. The researcher is determined to identify the capabilities and competence of
Science, Technology, Engineering and Mathematics Students in solving problems. Also, the researcher
Research Objectives
The optimum goal of the study is to propose an intervention scheme on the Problem Solving
Skills of Science, Technology, Engineering and Mathematics Students at St. John Paul II College of
Davao
2. To determine the significant difference on the level of Problem Solving Skills of Science,
Technology, Engineering and Mathematics Students at St, John Paul II College of Davao when
Hypothesis
The null hypothesis of the study is that there is no significant difference in the Problem Solving
Skill of Science, Technology, Engineering and Mathematics Students at St. John Paul II College of
Davao when respondents are grouped be sex and grade level. This is tested at 0.05 level of significance
Literature Review
Presented in this section are the related literatures that have bearings to the present study taken
Problem Solving Skills. According to University of Kent (2013), Problem solving skills involve
both analytical and creative skills which vary, depending on the problem. Also, analytical ability, literal
thinking, initiative, logical reasoning and persistence are keys to problem-solving. Analytical and critical
thinking skills help to evaluate the problem and to make decisions. A logical and methodical thinking
approach is best in some circumstances. In other situations, using creativity or lateral thinking will be
necessary to come up with ideas for resolving the problem and find fresh solutions.
According to ITS Education Asia (2005), Problem solving skill requires two distinct types of
mental skill, analytical and creative. Analytical or logical thinking includes skills such as ordering,
comparing, contrasting, evaluating and selecting. It provides a logical framework for problem solving
and helps to select the best alternative from those available by narrowing down the range of possibilities
(a convergent process). Analytical thinking often predominates in solving closed problems, where the
many possible causes have to be identified and analyzed to find the real cause.
Problem solving. Problem solving according to Lester & Kehle (2003), is an activity that
involves the students' engagement in a variety of cognitive actions including accessing and using
previous knowledge and experience. Successful problem solving involves coordinating previous
experiences, knowledge, familiar representations and related patterns of inference, and intuition in an
effort to generate new representations and related patterns of inference that resolve the tensions or
ambiguity (i.e., lack of meaningful representations and supportive inferential moves) that prompted the
original problem-solving activity. It is clear that if student are to be engaged in problem solving activities
they need to develop a way of thinking consistent with mathematical practices, in which problem or
tasks are seen as impasses that need to be examined in items of questions. Thus, students need to
Problem solving has been and will be a necessary skill not only in Mathematics but in everyday
living. Polya (1981) stated that problem solving is a process starting from the moment the students are
faced with the problem until the end when the problem is solved.
According to Ibrahim (1997) there are two main procedural steps in problem solving; i) transforming the
problem into mathematical sentences; and ii) computation of the operational involved in the
mathematical sentences.
According to Stendall (2009) the abilities to give good concentration, to make meaningful
perceptions, to think logically and to use memory effectively are important factors in learning skills and
solving problems. Conceptual understanding and procedural knowledge are essential skills in problem
solving (Geary, 2014). These Problem solving skills should be supported by cognitive systems that
control focus and interference in information processing. Apart from that, language and visual-spatial
skills are also important to interpret and manipulate information effectively in the working memory.
Moreover, Schoenfeld (1999) revealed that there are categories of knowledge/skills that are
needed to be successful in mathematics: first, resources. This is all about the proposition and
procedural knowledge of mathematics, second, heuristics strategies and techniques for problem
solving such as working backward, or drawing figures, third, control decisions about when and what
resources and strategies to use, and beliefs a mathematical world view that determines how someone
approaches a problem.
Justification of applied word problems is to attempt to make greater links to the world beyond
school. What is central is that this contextualization process increases the literacy demands in school
Martiniello (2008) confirmed how important language skills are for understanding and solving
mathematical problems in large-scale assessments. Thus the teaching of mathematics to ELLs can no
longer be perceived as separate from the teaching of language. Research on teacher’s perceptions
has found some contradictions in the way teachers conceive of math’s instruction (as free from
language) and the kinds of math’s assessments they use in their classrooms (with great language
demands). Teachers must provide sustained linguistic scaffolding for ELLs while encouraging the
prerequisite for a discussion of the Mathematical foundation of economics theory. In particularly, without
the operations of addition and multiplication, which are elementary Mathematical tools, very limited
On the other hand, mathematical language skill of the students is according to Biemiller (2001)
that vocabulary knowledge is strongly related to overall academic achievement in school. The students
must understand math vocabulary if they are to master content and be able to apply it in future
situations.
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
A problem solving approach contributes to the practical use of mathematics by helping people
to develop the facility to be adaptable when, for instance technology break down. It can thus also help
people to transfer into new work environment at this time when are most likely to be faced with several
career changes during working lifetime. He expressed the belief that school should focus its efforts on
preparing people to be good adaptive learners so that they can perform effectively when situations
Van Merrienboer and Jeroen (2013) investigated the perspectives on problem solving and
instruction. It was found that problem solving should not be limited to well-structured problem solving
Cockcroft (1982) also advocated problem solving as means of developing Mathematical thinking
as a tool for daily living, saying that problem solving ability to lies 'at the heart of mathematics' because
In addition to this, Van Merrienboer and Jeroen (2013) also investigated the perspectives on
problem solving and instruction. It was found that problem solving should not be limited to well-
Bautista (2010) stipulated that problem solving is more than a vehicle for teaching and reinforcing
Mathematical knowledge and helping to meet everyday challenges. It is also a skill which can enhance
logical reasoning. Individuals can no longer function optimally in society by just knowing the rules to
follow to obtain a correct answer. They also need to be able to decide through a process logical
deduction what algorithm, if any, situation where an algorithm cannot be directly applied. For these
reasons problem solving can be developed as a valuable skill in itself, a way of thinking, rather than
words in order to facilitate understanding. It is particular importance to note that they are encouraged
to discuss the processes which they are undertaking, in order to improve understanding, gain new
insights into the problem and communicate their ideas. The purpose for engaging in problem solving is
not just to solve specific problems, but to encourage the exteriorization and reorganization of the
curriculum. Student must be able to select and apply various computational methods, including mental
Math, estimations, paper -and-pencil techniques, and the use of calculators. Students must understand
how to add , subtract ,multiply and divide whole numbers , fractions and other kinds of numbers .With
calculators that perform these operations quickly and accurately, however the instructional emphasis
now should be on understanding the meanings and uses of the operations , and on estimations and
mental skill ,rather than society on developing paper - and -pencil skill (Van de Walle ,1990).
Mathematics reveals hidden patterns that help us understand the world around us. Now much
more than arithmetic and geometry, Mathematics today is a diverse discipline that deals with data
,measurement ,and observations from science; with inference ,deductions, and proof ;and with
Mathematical models of natural phenomena ,of human behavior, and of social systems (Field, 2009).
One of the most widely accepted ideas in Mathematics educations is that students should
understand Mathematics .The interest towards teaching and learning Mathematics with understanding,
which is shown in recent curricular reforms in many countries. This interest is also reflected in
conference proceedings and research articles in psychology and artificial intelligence (Pirie et al.,
1994).
Theoretical framework
The study is anchored on Bloom’s Theory which was proposed by Benjamin Bloom in 1913.
According to Bloom (1956) the cognitive domain involves the knowledge and the development of
intellectual skills of a human being. Thus, his theory is about mastery of learning and higher level of
thinking. This includes the recall or recognition of specific facts, procedural patterns, and concepts that
serve in the development of intellectual abilities and skills. According to Bloom’s theory (1913) there
are six major categories of cognitive process, starting from the simplest to the most complex;
essentially a hierarchy, with knowledge as the first level and evaluation as the sixth level. According to
Bloom (1913) Knowledge is about recalling information and answering comprehension questions,
Comprehension is about interpreting information, Application is about using knowledge gained to solve
problems, Analysis is about breaking down concepts or ideas to understand the relationship of the parts
to the whole, Synthesis is about putting together something original from learned information and
Input Output
Sex
Grade Level
Moderator Variables
Significance of the Study
This study will greatly benefit the Administration, Teachers, Students, and Future Researchers
for the input of this study provides data and information about the Problem Solving Skills of Science,
Technology, Engineering and Mathematics Students. This study will help the Administration to gain
information about the update of Problem Solving Skills of the Science, Technology, Engineering and
Mathematics Students at St. John Paul II College of Davao which will be a great contribution for them
to prepare for better learning materials. Furthermore, this study will also benefit the teachers for they
will know the weaknesses and strengths of their students when it comes to solving problems. With the
aid of the study, they will be guided in improving their teaching skills. In addition, students will have an
even greater understanding on how to solve problems. Using the data, they can also augment these
information that will serve as their prior knowledge or advance knowledge in solving problems. Lastly,
future researchers will have a head start with the aid of this study. If ever they will be studying regarding
Problem Solving Skill, the data indicated is this study will be of a great help and will also serve as a
Definition of Terms
Problem Solving Skills. This refers to the main variable of the study.
Science, Technology, Engineering and Mathematics Students. This refers to the respondents of
the study.
Intervention Scheme. This refers to the solution of the problem being studied.
SURVEY QUESTIONNAIRE
Dear Respondent:
The objective off this study is to determine the situational problem solving skills and
mathematical language skills of the students; please indicate whether the following statements are 5-
Always 4- Often 3- Sometimes 2- Not Often 1- Never, based on your experience by putting ( ∕ ) on
the box that corresponds to your answer using the scale provided below.
Problem Solving 5 4 3 2 1
identifying it.
Mathematical Operations 5 4 3 2 1
problem.