Chapter I INTRODUCTION

Background of the Study

People who excel in mathematics use better strategies than the rest of us; they do not necessarily have better brains. Simple strategies can be taught that can have people multiplying large numbers in their head, doing mental long division, even squaring and finding square roots of the numbers off the top of their head. And here is a secret. People equate intelligence with mathematical ability. In other words, if one is able to do lightning calculations in his head, people will think he is intelligent in other areas as well. Here is one of the most important rules in mathematics. It is an unfair rule, but it is a rule just the same. The easier the method one uses to solve a problem, the faster he will solve it and there is less chance of making a mistake. The more complicated the method used, the longer it takes to solve it and greater the chance of making a mistake. So, the people who use better methods are faster at getting the answer and make few mistakes. Those who use poor methods are slower in getting the answer and make more mistakes. It does not have much to do with intelligence or having a mathematical brain. The methods are more than techniques for fast calculation. They develop strategies for general problem solving. If one does not know, or havent been taught how to solve a problem, he will work out his own method. Many students have already learned these methods and developed reputations for being mathematical prodigies (Handley, 2000).

One fairly common difficulty experienced by the people with mathematical problem is the inability to connect easily the abstract or the conceptual aspects of mathematical with reality. Some have difficulty making meaningful connections within and across mathematical experiences. Mathematics is one of the greatest tools to affect amazing scientific and technological discoveries and innovation in this rapid changing world. Even in todays life and culture, students need a mathematics course that not only teaches basic steps but also introduces logical study of other subjects, solves problems and develops ways of thinking, as well as makes life an interesting way by developing ones problem solving skills and creative thinking.

Statement of the Problem

The main purpose of this study was to test the speed of high school senior students in solving mathematical problems and determine their academic performance in math. Specifically, this study aimed to answer the following: 1. What is the speed level of the senior high school students in solving mathematical problems? 2. What is their level of academic performance in the subject Mathematics IV? 3. Is there a significant relationship between their speed level in solving mathematical problems and academic performance in mathematics?

Hypothesis of the Study

Ho:

There is no significant relationship between speed level and academic performance in mathematics.

Significance of the Study

This study tries to provide a critical analysis that would reveal the speed level in solving math problems and its relationship to the academic performance of high school students. The results of this study helps the students to adjust and improve their mathematical abilities, hence, becoming more competent in studying mathematics. It is also hoped that the results may help the teachers in knowing the scope or range that they can apply in teaching the subject to students with the knowledge, ideas, abilities, skills and attitudes that they wish to build up in the students. These also help in formulating techniques and methods for the achievement of their teaching objectives and for effective learning. Through this study, math educators can be aware and ascertain the strengths and weaknesses, needs, and the goals to be attained by the high school students, preparing them for the next level of education.

Scope and Limitations of the Study

The scope of the study focused only on determining the students speed level in solving mathematical problems and their academic performance, specifically in mathematics. It also included determining the significant relationship between the speed level in problem solving and the level of academic performance in mathematics. The respondents of this study were limited only to the Science Section of the fourth year class in Norala National High School for the School Year 2008-2009.

Time and Place of the Study

This study was conducted at Norala National High School located in Norala, South Cotabato within the months of January and February 2009.

DEFINITION OF TERMS

Important terms are defined and explained in order to have a thorough understanding and clarity of the study: Academic Performance refers to the overall outcome or measure of a students scholastic accomplishments. It also refers grade point average of the high school senior students in the subject Mathematics IV. Mathematics IV is the subject in fourth year high school level. It covers advance algebra, trigonometry and statistics all of which involve problem solving. Problem Solving means the activity or mental exercise in mathematics or the ability of a high school student in analyzing a given problem and performing the mathematical operational techniques in terms of comprehension, computation and in following procedural steps. Speed Level refers to the rate of quickness or sharpness of the high school senior students in solving mathematical problems with a given time limit of thirty minutes.

Chapter II REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and different studies which were helpful to support the present research.

Learning Mathematics and Solving Problems with Speed

Mathematics is something that is not absolute and universal, not static but dynamic. It is for this reason that mathematics is given an important place and imperative stress in the curriculum,. This calls for an active and serious involvement of all educational leaders, teachers and students. Mathematics is a modern setting that anticipates the needs and interest of both teachers and students. It is an important subject in the school curriculum; hence, it should not be taken for granted. As a result of the changing curriculum, which follows the principles and standards for school mathematics developed by the National Council of Teachers of Mathematics (NTCM), mathematics teachers have had to replace the traditional didactic skills-based models of instruction with constructivist inquiry-based learning, emphasizing problem solving, conceptual understanding, and mathematics communication (NTCM, 2000). Students are now expected to investigate and develop multiple problem-solving solutions, strategies for real-world problems, explain their mathematical reasoning to others, as well as listen to and understand their peers explanations, and develop a deep understanding of

mathematical concepts and skills through interactions with other students and their teachers (Bryant, et.al., 2006). Algebra and geometry are especially difficult for secondary students. Understanding algebra is crucial because of its connection to higher level mathematics and a post secondary education (Bryant, 2007). But to understand algebra, the student must already possess a mastery of arithmetic combinations and an understanding of mathematics vocabulary. Algebra requires students top understand the concepts of variables, equality, equations and functions, and to utilize patterns, symbolism, relations and representations when solving for answers. In addition, students must understand arithmetic properties which are essential to algebraic reasoning (Bryant, 2007). Students who have experienced difficulty with remembering and retrieving arithmetic combinations seem to display an inability to grasp the more complex algebraic concepts that they encounter in higher mathematics including word problems (Geary, 2004; Jordan, et.al., 2003). The mathematics test measures problem-solving skills in arithmetic, algebra, geometry, data, statistics and probability. The focus is on the ability to solve problems in realistic contexts. Item sets on the test may involve computation, and the time limit for a 45-item test is s 90 minutes (Davenport, 2003).

Mathematics Word Problem Solving Principles and Standards

NTCM (2004) promotes the idea that all students must have access to mathematics so that they can learn important concepts and procedures. An ability to think 7

mathematically and solve problems creatively and resourcefully is crucial for a students eventual success in the world of work. To understand mathematics and use it to solve novel problems requires that the student combines factual knowledge, procedural facility, and conceptual understanding. For effective problem solving, the students need an awareness of number sense and operations, which a student acquires by realizing that numbers can be thought about in a variety of ways through decomposition. The student needs computational fluency, which includes mental mathematics, estimation, and paper-and-pencil calculations. The student also needs to analyzes the situation and develop a range of strategies for solving problems. Problem solving requires students, when faced with a novel situation, to use their knowledge of concepts, procedures, reasoning, and communication/representational skills (National Assessment Governing Board, 2000). Solving word problems is a major component of mathematics curriculum and (NTCM, 2000) a basic life skill that students need in order to solve the real-world problems that they will encounter in their everyday life (Bottge & Hasselbring, 1993). Solving word problems demonstrates the utility of mathematics to students by presenting them with everyday situations requiring probability, statistics, algebra and geometry for solutions. It allows the student to see that there can be more than one right way to solve a problem and that the information they gain from an incorrect solution can provide valuable clues for eventually finding a correct solution (NTCM, 2000). The problemsolving strategies that students utilize when solving word problems can be expanded when they analyze and solve problems occurring in their own lives. Solving word problems encourages students to practice logical thinking as they strategize and reflect.

Problem solving encourages language and vocabulary development not only in the students receptive language, as they attempt to understand the meaning of the word problem, but also in their expressive language when they present their results and their thinking orally and in writing (Cobb, 2004). Teachers agree that word problems are the most difficult type of mathematics problem for students to solve (Bryant, et.al., 2006). Solving word problems is problematic for many students, in general, but especially for students with mathematics deficiencies (Bryant, 2007). It is particularly difficult for students with learning disabilities at the elementary and secondary levels. According to Anderson (1985), problem solving plays an important role in the study of mathematics. One goal of problem solving is to find the solution for a given problem. Other goals to generate new problem, generate alternative solutions, interpret a result, or generalize. The primary goal for students is to become mathematics problem solvers, because the success of mathematics solvers involves more time in analyzing a problem, discussing and investigating (Gamarcha, 2000). According to Villanueva (2008), learning how to solve problem in mathematics knows what to look for. Math problems often require established procedures and knowing what procedure to apply. To create procedures, one has to be familiar with the problem solving situation and be able to collect the appropriate information, identify a strategy or strategies and use the strategy appropriately. Problem solving requires practice. When deciding on methods or procedures to use to solve problems, the first thing to do is look for clues which is one of the most important skills in solving problems in mathematics. If one begins to solve problems by looking for clue words, he will find that these words often indicate an operation (Garding, 1997).

Administering the Test in Mathematics

According to Calmorin (1994), in the administration of the test in mathematics exercises, the following should be observed: 1. Administer the test in an environment familiar to the students. 2. Students should sit far apart, free from books and notebooks, otherwise, the test items may be arranged in different orders for students sitting close to each other to avoid cheating. 3. Typographical errors should be corrected to the class before the test begins. 4. Give complete and clear directions before the test starts; and questions about the directions should not be entertained while the test is in progress. 5. The distribution of test materials must be planned in advance to save time and effort. See to it that every examinee is supplied with test materials. 6. Entertain briefly questions raised while the test is going on. 7. In timing the test, the examiner should write on the board the time the test started, the time it will end, and the time before the questions are pointed out. 8. The examinee or testee should not be allowed to leave the examination room except for personal necessities, but within reasonable time limit. 9. Collect the test materials carefully and quickly. Rupost (1998) stated that the most important function of the educational process is to lead each learner systematically and logically through a body of subject matter to the point at which he has mastered enough skill.

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Learning Difficulties in Mathematics

In the area of math, students with developmental delays displays low achievement and acquire mathematical knowledge and skills at a rate slower and more immature than the typical student demonstrates. Students in the elementary with low achievement in mathematics demonstrate a developmental delay through their immature and error-prone procedures in mathematics (Geary and Brown, 1991). The student who does not make adequate progress will need to be directly assessed to determine if the student does possess a processing deficit and has a specific learning disability or is merely a slow learner (Torgesen, 2002). Researchers suggested that 6-7% of students with an average or higher IQ who have received adequate instruction have a cognitive or neuropsychological deficit representative of a learning disability that interferes with their ability to perform mathematics at grade level and that this learning disability will not go away once the student has graduated from high school. Though problems of science have been the chief interest of mathematicians, there are other motivations for mathematical work. One of these is the search for beauty. Certainly there are mathematical theorems that have no bearing on science but that appeal to many mathematicians as beautiful. Though what is beautiful is a matter of taste, intellectual challenge undoubtedly stirs every mathematician. The challenge may come from a problem of science (Ellis, 2001). A student with a learning disability could be identified based on the difference between an IQ score and an achievement score, which was referred to as the discrepancy formula. However, identifying students as having as

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mathematics learning disability solely on the basis of IQ and achievement results is too broad (Ginsburg, 1997).

Measurement of Math Intelligence

Intelligence quotient or IQ has been defined as the general capacity of a person to learn. This definition is associated with formal learning, that is, learning that takes place within a school curriculum. Because of this, reliability and validity testing of IQ tests have been generally done within the school context. Intelligence, according to Cordero (1995), is not the only factor influencing academic achievement. Intelligence tests may either be verbal or non-verbal. They may be administered to individuals or to a group depending on the type of test. IQ tests are speed tests. They are administered under time pressure. It is assumed that the more intelligent individual gives more correct responses in an IQ test than the less intelligent one. The value of IQ testing in teaching and learning lies in its power to predict academic performance. There have been rapid increases in the number of students to be educated, in the knowledge to be assimilated in student and urban unrest, and in the financial problems of public and private education (Turner, 1998). A learner with high IQ who gets low grades is underachieving. A high IQ is not an insurance for high grades, however, for IQ is just one of the determinants of grades (Lupdag, 1984).

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Academic Performance

Academic performance refers to the grade point average. Academic performance is good if the grades are high, whereas academic performance is poor if they are low (Bosstick and Cable, 1995). Franciliso (1997), as cited by Galoy (2006), also stated in his study that the math ability and academic performance of the students go hand in hand. It further implied that the students who have higher mathematical abilities tend to have higher academic performance in mathematics. Conversely, the lower the mathematical ability, the lower is their academic performance. According to Adkins (1974), as cited by Baldeo (2005), the term academic performance refers to the method of expressing a students standing. Usually, this is a grade for a course, an average group of courses in a subject area, or an average is then taken as the measure of an academic performance. Another measure of performance sometimes used instead of grades is the standardized achievement test. According to Lavin (1995), as cited by Bornales (2001), the term academic performance refers to the methods of expressing a students standing. Usually, this is a grade for a course, an average group of courses in a subject area, or an average of all expressed on 0-to-100 or other quantitative scale. Nathins (1995), as cited by Abogadil (2002), said that Filipinos have shown that good grades in school are influenced solely by the childs intelligence. Academic performance improves when a child sees himself as responsible for his own success and failure rather than attributing those outcome to mere background and other outside forces.

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CONCEPTUAL PARADIGM

Independent Variable

Dependent Variable

STUDENTS LEVEL OF SPEED IN SOLVING MATHEMATICAL PROBLEMS Mathematics IV ACADEMIC PERFORMANCE

The math ability and academic performance of the students go hand in hand. It further implied that the students who have higher mathematical abilities tend to have higher academic performance in mathematics. Conversely, the lower the mathematical ability, the lower is their academic performance (Franciliso, 1997 as cited by Galoy, 2006). For effective problem solving, the students need an awareness of number sense and operations, which a student acquires by realizing that numbers can be thought about in a variety of ways through decomposition. The student needs computational fluency, which includes mental mathematics, estimation, and paper-and-pencil calculations. (National Assessment Governing Board, 2000).

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This study was contained in the concept that a good mathematician or student of mathematics can be challenged and easily adaptable to any kind of mathematical problem. To be constantly exposed to doing different math exercises, one must have developed quickness or alertness in dealing with even a large amount of numerical data. That is how this study was conceptualized. High school students were specified to be the respondents because the researcher perceives that high school students are generally observant and attentive to details and perhaps this enhances their speed in solving math problems. Consequently, this study tries to prove if the speed in applying what they have learned is relative to the how they perform academically.

CONCEPTUAL PARADIGM

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Chapter III METHODOLOGY

This chapter presents and describes the research design, including the researchers method, the respondents of the study, the data gathering procedures, the instruments used, and the statistical analysis of the data.

Research Design

The descriptive method was used to measure the speed level of the senior high school students in solving mathematical problems. Data were gathered through a ten-item test questionnaire to be answered by the respondents at a given time of 20 minutes. The academic performance was based on the second and third grading grade point average of these students in the subject Mathematics IV. The data gathered were analyzed and interpreted to answer the objectives in a narrative way with corresponding statistical illustrations.

Respondents of the Study

The respondents of this study were the 50 fourth year high school students in Science-Section of Norala National High School, South Cotabato. The respondents were the students who are enrolled for the School Year 2008-2009.

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Data Gathering Procedure

Before the test was administered, the researcher asked permission from the Dean of the SKPSC-Tacurong Campus to conduct the study outside the campus and from the principal of Norala National High School. When the test questionnaire was formulated, it was first pre-tested to ensure its reliability. It was tested for reliability using the Kuder-Richardson Formula 20. Since the reliability coefficient is higher than the standard 0.80, it can be said that the instrument is reliable (see Appendix 4). Revision and improvement of the test questionnaire were made. After the arrangements and the approval, the researcher personally administered the distribution of questionnaires to the respondents, proctored the test, and collected the questionnaires after they were accomplished. The duration of the test was a maximum of 30 minutes. This standard maximum time was obtained from the average number of minutes it took the test to be finished during the pre-test. The data on the students academic performance in mathematics were obtained from their school registrar. Tabulation of data followed. The collected data were calculated and analyzed, which formed part of the conclusions and recommendations.

Data Gathering Instruments

The researcher utilized the test questionnaire as the main instrument in gathering the needed data on the speed level of the students in solving mathematical problems.

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The researcher constructed a 10-item test, which was patterned from the book used by the senior high school students, the Advance Algebra, Trigonometry and Statistics by Soledad Jose-Dilao, Ed.D. Each problem or item had four choices. The test questionnaire was checked by the adviser and the members of the panel. To determine the speed level of the respondents, the following scale and interpretation (as adapted from Davis, 1993) was used: No. of Minutes 10 & less 15 11 20 16 25 21 30 26 Classification Very Fast Fast Moderate Slow Very Slow

To determine the level of academic performance of the respondents in Mathematics IV, the following scale based on the Norala National High School Grading System was used: Grade 95 & above 90 94 85 89 80 84 75 & below Description Excellent Above Average Average Below Average Poor

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The following scale developed by Sta. Maria, et.al., (1998) was used to determine the degree of relationship between the speed level of the respondents and their academic performance: Range + 0.91 +1.00 + 0.71 +0.90 + 0.41 +0.70 + 0.21 +0.40 + 0.00 +0.20 Degree of Correlation Very High Correlation High Correlation Moderate Correlation Slight Correlation Low Correlation Interpretation Very Dependable Relationship Marked Relationship Substantial Relationship Definite but Small Relationship Almost Negligible Relationship

Statistical Treatment

To determine the speed level of the students, frequency count and simple percentage were used. To determine the academic performance level of the students, the mean of their grades was obtained. To determine the degree of relationship between the speed level of the respondents in solving problems and their academic performance in mathematics, the tool used was the Pearson Product Moment Correlation (r) with the formula as follows: nxy xy r= [nx2 (x)2] [ny2 (y)2]

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Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the results and discussions of statistical analysis on the data collected. It also presents the interpretation of the results of the analysis.

This part of the research shows the analysis and interpretation of data collected after the respondents of the study were tested for their speed in solving mathematical problems. The computed Kuder-Richardson reliability coefficient of the test questionnaire is 0.93, which is higher than the standard 0.80. It means that the test questionnaire is reliable as the instrument of this study.

Table 1 Respondents Level of Speed in Solving Mathematical Problems in Mathematics No. of Minutes 10 and less 15 11 20 16 25 21 30 26 Total Mean = 21.02 Frequency 0 0 25 21 4 50 Percentage 0 0 50 42 8 100 Slow Classification Very Fast Fast Moderate Slow Very Slow

Table 1 displays the distribution of the students according to speed level; of solving math problems.

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It can be seen that 25 out of 50 respondents had speed level of moderate, which is between 16 to 20 minutes. Twenty-one (21) or 42% of them were under the slow level of speed and the remaining 4 or 8% were of very slow level of speed. None of the students had a faster speed of 15 minutes or less. The average speed of 21.02 minutes to solve the test in mathematics reveals that, in general, the senior students are slow with regards to speed in solving mathematical problems.

Table 2 Academic Performance of the Senior High School Students in Mathematics Grade Interval 95 and above 90 94 85 89 80 84 75 and below Total Mean = 84.34 Frequency 0 10 12 28 0 50 Percentage 0 20 24 56 0 100 Below Average Description Excellent Above Average Average Below Average Poor

Table 2 presents the academic performance of the respondents in the subject Mathematics IV. It is revealed that a majority of 28 or 56% received grades between 80 and 84. This belongs to the below average level. Twelve or 24% of them performed better with grades within the 85 to 89 interval, which is of average level. The remaining 10 or 20% obtained grades of between 90 and 94, which is of above average level. None of the respondents got failing grades nor excellent grades. Their average

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grade of 84.34 reflects that, generally, senior students perform acceptably or enough to pass their Mathematics IV subject.

Table 3. Correlation between Speed Level and Academic Performance of Senior High School Students in Mathematics Pair Speed Level in Solving Math Problems vs. Academic Performance r 0.638 Degree of Relationship Moderate Correlation t-comp 5.7426 Interpretation Significant

critical value (2-tail, 0.05) = 0.27841 N = 50 The table above reveals that the correlation coefficient (r) computed between the number of minutes in solving math problems and the grades of students in Math IV is 0.638, which points out a moderate correlation or substantial relationship. At 0.05 level of significance, the critical value is 0.27841. Since the absolute value of r is greater than the critical value, null hypothesis is rejected. Additionally, the absolute t-computed value of 5.7426 is greater than the critical value, hence, the speed level in solving math problems and academic performance in Math IV have significant relationship. Further, the result reveals that the students who are faster in solving mathematical problems may likely get lower scores. However, slow students in solving mathematical problems make careful steps so as to obtain more correct answers.

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Chapter V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the facts and findings of the speed level in solving mathematical problems and academic performance in mathematics of the senior high school students of Norala National High School.

The main purpose of this study was to test the speed of high school senior students in solving mathematical problems and determine their academic performance in math. The results of this study helps the students to adjust and improve their mathematical abilities, hence, becoming more competent in studying mathematics. The test questionnaire was used as the main instrument to evaluate the level of their speed in solving problems. The academic performance was determined by acquiring their grades in Math IV from the registrars office of their school. The descriptive type of research design was used in gathering, organizing and interpreting the data.

Findings

The findings of the study are summarized as follows: 1. The average speed level of the senior students in solving mathematical problems is 21.02 minutes, which slow in speed in solving math problems.

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Among 50 respondents, 25 or 50% had speed level of moderate, which is between 16 to 20 minutes. Twenty-one (21) or 42% of them were under the slow level of speed and the remaining 4 or+ 8% were of very slow level of speed. None of the students had a faster speed of 15 minutes or less. 2. The level of academic performance of the students in the subject Math IV is 84.34 with a descriptive rating of below average. Majority of the students (28 or 56%) received grades between 80 and 84, under the below average level. Twelve or 24% of them performed better with grades within the 85 to 89 interval, which is of average level. The remaining 10 or 20% obtained grades of between 90 and 94, which is of above average level. None of the respondents got failing grades nor excellent grades. 3. The students speed level in solving math problems has a significant relationship with their academic performance. The correlation coefficient (r) computed between the number of minutes in solving math problems and the grades of students in Math IV is 0.638, which indicates a moderate correlation or substantial relationship. At 0.05 level of significance, the critical value is 0.27841. The t-computed value is 5.7426. Since the absolute value of r is greater than the critical value, speed level in solving math problems and academic performance in Math IV have significant relationship.

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Conclusions

Based on the findings, the following conclusions were drawn: 1. The senior students in the Science section of Norala National High School are quite good or average in quickness of solving mathematical problems. 2. All senior students have passing grades in their subject Math IV with their academic performance at below average level. 3. The speed level of senior students in solving mathematical problems is a factor that, in one way or another, influences or presupposes their academic performance in mathematics. The significant relationship of speed to the academic performance signifies that the faster a student is in solving math problems, the lower score he gets.

Recommendations

Based on the findings and conclusions, the following are recommended: 1. High school students should work harder to be efficient in solving mathematical problems. Improving their speed in solving math problems is important but not as important as getting the right answers. They can practice to be faster in solving and also accurate in getting as many correct answers as they can. 2. It is recommended that the senior students should study harder to get better grades in math. They need proper motivation in order to improve their academic performance.

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3. If speed in solving math problems significantly relates to the academic performance, teachers should teach their students to focus more on finding the correct answers the slow and careful way rather than the fast way. 4. Another study should be conducted on the speed level in solving math problems in relation to level of accuracy of their answers. This study can also be conducted in wider scope such as involving other sections of the entire fourth year level, and involving other high schools, or comparison between private and public high school students. Another study can be conducted using test questionnaire that is not a multiple choice type of test.

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BIBLIOGRAPHY

A. Books CALMORIN, L.P. 1994. Educational Research Measurement and Evaluation. 2nd Ed. ELLIS, KEITH. 2001. Number Power. St. Martins Publishing, USA. JOSE-DILAO, S, Ed.D. Advanced Algebra, Trigonometry and Statistics. LUPDAG, A.D. 1984. Educational Psychology. RUPOST, D. 1998. Education. Encyclopedia Americana. Grolier, Inc. USA. Vol. 9, pp 715-722. TURNER, R. 1998. Education. Encyclopedia Americana. Grolier, Inc. USA. Vol. 9, pp 700-714. B. Journals/Periodicals NATIONAL ASSESSMENT GOVERNING BOARD. 2000. Application of Mathematics. NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NTCM). 2000. Principles and Standards for School Mathematics. C. Thesis ABOGADIL, M. 2002. Personal Characteristics and Mathematics Academic Performance of Senior High School Students at Science Laboratory High School. Unpublished Manuscript. SKPSC-Tacurong. BALDEO, J.B. 2005. Diagnostic Test and Academic Performance on Grade IV Pupils in Laguilayan Central Elementary School S.Y. 2003-2004. Unpublished Manuscript. SKPSC-Tacurong. BORNALES, R.B. 2001. Instructional Model on the Basic Assumptions and Academic Performance in Projective Geometry. Unpublished Manuscript. SKPSC-Tacurong. GALOY, N.A. 2006. Factors and Its Association to the Academic Grade in Algebra of Sophomore Students of Pres. Quirino, Sultan Kudarat. Unpublished Manuscript. SKPSC-Tacurong.

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GAMARCHA, H.S. 2000. Problem Solving Strategies and performance in Mathematics of Third Year Students of SKPSC-IAS Laboratory High School. Unpublished Manuscript. SKPSC-Tacurong. VILLANUEVA, J.P. 2008. Weaknesses in Problem Solving Procedures and Academic Performance in Mathematics. Unpublished Manuscript. SKPSCTacurong. D. Internet BOSSTICK, H. & CABLE, A. 1995. The Exploration. http://www.educ /index.com. Date of Access: January 4, 2009. BOTTGE, G. & HASSELBRING, N. 1993. Solving Word Problems. http://www.pbs.org/wnet/americanmasters/education/general.html. Date of Access: October 4, 2008. BRYANT, et.al. 2006. Mathematical Concepts and Skills Through Interactions. http://www.brookings.edu/comm. Date of Access: October 4, 2008 BRYANT, R. 2007. Algebra and Geometry. http://cte.udel.edu/aboutteach/spr95 /3.html. Date of Access: October 4, 2008 COBB, A.P. 2004. Problem-Solving Strategies. http://www.ed.gov/nclb/methods/ problems. Date of Access: October 7, 2008. DAVENPORT, H. 2003. Higher Arithmetic. http://www.yahoo.com. Date of Access: January 4, 2009. DAVIS, B.G. 1993. Tools for Teaching. http://answers.yahoo.com. Date of Access: January 4, 2009. GARDING, L. 1997. Encounter with Math. http://www.fcit.edu. Date of Access: January 4, 2009. GEARY, J. & BROWN, C. 1991. Mathematical Knowledge and Skills. Date of Access: January 4, 2009. GEARY, J. 2004; JORDAN, et.al., 2003 Arithmetic Properties. http://www.dvc.edu. Date of Access: October 7, 2008. GINSBURG, G. 1997. IQ. http://rds.yahoo.com. Date of Access: October 7, 2008. HANDLEY, B. 2000. http://www.bhandley@virtual.net. Date of Access: October 4, 2008.

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TORGESEN, W. 2002 Learning Disability. www.ode.state.or.us/cifs/ standards. Date of Access: October 4, 2008.

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Appendix 1. Letter of Permission Republic of the Philippines SULTAN KUDARAT POLYTECHNIC STATE COLLEGE College of Arts and Sciences Tacurong Campus, Tacurong City ____________________ Date ALBERTO T. BARQUILLA I, Ph.D. Campus Executive Officer SKPSC Tacurong Campus Sir: Greetings! The undersigned is a student of BS Mathematics in Sultan Kudarat Polytechnic State College Tacurong Campus and currently undertaking her undergraduate thesis entitled: Speed in Solving Problems and Academic Performance in Mathematics of the Senior High School Students as a partial fulfillment of the course. The purpose of the study is to test the speed of high school senior students of Norala National High School in solving mathematical problems and determine their academic performance in math. The data will be gathered through the use of test questionnaires. In this regard, I seek permission from your good office to conduct the study to my respondents in Norala National High School, Norala, South Cotabato. Thank you very much. Respectfully yours, CHERIE MAE O. NGITNGIT Researcher Noted by: PRISCILLA ROSE A. OBERIANO, Ph.D. Adviser Approved by:

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ALBERTO T. BARQUILLA I, Ph.D. Campus Executive Officer Letter of Permission for the Respondent School Republic of the Philippines SULTAN KUDARAT POLYTECHNIC STATE COLLEGE College of Arts and Sciences Tacurong Campus, Tacurong City ________________
Date

EDUARDO CATALAN Principal Norala National High School Norala, South Cotabato Sir: Greetings! The undersigned is a student of BS Mathematics in Sultan Kudarat Polytechnic State College Tacurong Campus and currently undertaking her undergraduate thesis entitled: Speed in Solving Problems and Academic Performance in Mathematics of the Senior High School Students as a partial fulfillment of the course. The purpose of the study is to test the speed of high school senior students of Norala National High School in solving mathematical problems and determine their academic performance in math. The data will be gathered through the use of test questionnaires. In this regard, I seek permission to conduct the test in your school, among the fourth year students of Science-Section; and to acquire records of the students grades in mathematics from your registrars office. Rest assured that the findings and results of this study will be treated with confidentiality. Very truly yours, CHERIE MAE O. NGITNGIT Researcher Noted by:
PRISCILLA ROSE A. OBERIANO, Ph.D.

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Adviser ALBERTO T. BARQUILLA I, Ph.D. Campus Executive Officer Appendix 2. Test Questionnaire

SPEED IN SOLVING PROBLEMS AND ACADEMIC PERFORMANCE IN MATHEMATICS OF THE SENIOR HIGH SCHOOL STUDENTS Name: _______________________________________ Year & Section: __________ Name of School: ______________________________ Date: _____________ Time Test Started: _________________ Time Finished: _________________ Direction: Encircle the letter of your answer. 1. The distance measured on a map varies directly with the actual distance. If 1 cm represents 25 km, how many kilometers are represented by 7 cm? a. 7 km b. 175 km c. 25 km d. 125 km

2. Alina read 56 pages in hours. At the same rate, find the number of hours it will take her to read the remaining 140 pages. a. 6 hrs b. 8 hrs c. 7 hrs d. 7 hrs

3. Ferdies car uses 15 liters of gasoline to travel 200 kilometers. At that rate, how much gasoline will his car use to travel 300 kilometers? a. 30 liters b. 22.5 liters c. 21.5 liters d. 20 liters

4. There are two numbers whose sum is 48. One of the numbers is greater by 6. What are the numbers? a. 23, 24 b. 21, 27 c. 20, 28 d. 22, 26

5. The ratio off two numbers is 5:3 and their difference is 20. What are the numbers? a.50, 30 b. 55, 35 c. 50, 70 d. 45, 65

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6. Ruth bought 55 copies of Philippine History and paid a total of P 3,850.00. If she buys 3 copies more of the same book, how much will she pay in all? a. P 4,060.00 b. P 4,260.00 c. P 4,160.00 d. P 4,050.00

7. The ratio of two numbers is 16:13. The larger number is 264. What is the smaller number? a. 129 b. 128 c. 130 d. 127

8. A manufacturer finds that 150 pieces of pens are defective and unsuitable for sale. If the defective pens are equivalent to three percent of the production, how many pens are being produced? a. 5,100 b. 4,990 c. 5,000 d. 5,050

9. If 2 apples cost P 25.00, how many apples can be purchased for P 150.00? a. 1 dozen b. 10 apples c. dozen d. 1 dozen

10. Which of the following has the greatest value? a. 6/10 b. 8/12 c. 17/24 d. 9/14

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Appendix 3. Table of Specifications

Comprehension

Application

Evaluation

Analysis

Synthesis

No. of Items 1 4 1 2 1 1 10

Knowledge

Objectives

a. Computing and converting measurements of distance b. Ratio and Proportion c. Solving using algebraic expressions d. Solving word problems e. Calculating percent and percentages f. Fractions

Total

10.00

40.00 10.00 20.00 10.00 10.00 100.00

34

Appendix 4. Computation of Reliability of Test Questionnaire Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total x = 9.27 n = 15 Score (x) 8 10 10 8 10 10 10 8 10 10 7 10 9 9 10 139 (x x)2 = 60.17 xx 0.47 2.47 2.47 0.47 2.47 2.47 2.47 0.47 2.47 2.47 -0.53 2.47 1.47 1.47 2.47 26.05 (x x)2 0.22 6.10 6.10 0.22 6.10 6.10 6.10 0.22 6.10 6.10 0.28 6.10 2.16 2.16 6.10 60.17

2 SD2 = (x x)

n1 = 60.17 15 1 = where: SD2 = standard deviation x = score of each student x = mean of total scores n = number of respondents 35 60.17 = 4.298 14

Item No. 1 2 3 4 5 6 7 8 9 10 Total

N = 10

Right answers 12 15 15 13 13 15 12 14 15 14 138

SD2 = 4.298

Wrong answers 3 0 0 2 2 0 3 1 0 1 12

Pi 0.80 1.00 1.00 0.87 0.87 1.00 0.80 0.93 1.00 0.93 9.20

Qi 0.20 0.00 0.00 0.13 0.13 0.00 0.20 0.07 0.00 0.07 0.80

PiQi 0.16 0.00 0.00 0.12 0.12 0.00 0.16 0.06 0.00 0.06 0.68

PiQi = 0.68
N N1 10 10 1 10 9 SD2 PiQi SD2 4.298 0.68 4.298 3.618 4.298 = 0.93

kr =

kr =

kr =

= 1.11 ( 0.842)

where: kr = reliability of the test N = no. of items SD2 = standard deviation Pi = percent of right answers Qi = percent of wrong answers

36

Appendix 5. Table and Computation of Correlation Analysis No. of Minutes (x) 20 17 22 21 20 25 24 18 20 21 20 26 25 19 18 21 19 23 26 21 20 24 22 20 19 23 20 18 19 21 20 19 22 21 Grades in Math IV (y) 91 84 80 82 86 81 80 81 90 83 94 80 80 80 92 84 83 82 80 80 85 80 80 83 92 81 85 90 89 85 84 87 85 83

Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

xy 1820 1428 1760 1722 1720 2025 1920 1458 1800 1743 1880 2080 2000 1520 1656 1764 1577 1886 2080 1680 1700 1920 1760 1660 1748 1863 1700 1620 1691 1785 1680 1653 1870 1743

x2 400 289 484 441 400 625 576 324 400 441 400 676 625 361 324 441 361 529 676 441 400 576 484 400 361 529 400 324 361 441 400 361 484 441

y2 8281 7056 6400 6724 7396 6561 6400 6561 8100 6889 8836 6400 6400 6400 8464 7056 6889 6724 6400 6400 7225 6400 6400 6889 8464 6561 7225 8100 7921 7225 7056 7569 7225 6889

37

35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 = n = 50 x = 1051 x2 = 22411

19 17 26 22 20 19 23 19 21 25 22 17 21 23 26 17 1051 y = 4227 xy = 88524 y2 = 358177

85 93 80 82 81 90 85 86 82 80 84 90 87 85 84 91 4227

1615 1581 2080 1804 1620 1710 1955 1634 1722 2000 1848 1530 1827 1955 2184 1547 88524

361 289 676 484 400 361 529 361 441 625 484 289 441 529 676 289 22411

7225 8649 6400 6724 6561 8100 7225 7396 6724 6400 7056 8100 7569 7225 7056 8281 358177

nxy xy r= [nx2 (x)2] [ny2 (y)2] (50) (88524) (1051) 4227 r= [50 (22411) (1051)2] [50 (358177) (4227)2] 4426200 4442577 r= [1120550 1104601] [17908850 17867529] 16377 r= (15949) (41321) 16377 38 16377

r= 659028629

= 25671.55

= - 0.638

To test the significance of r, this formula was used: r t= 1 r2 N2 - 0.638 t= 1 (- 0.638)2 50 2 - 0.638 t= 1 (0.407) 48 - 0.638 t= 0.593 48 - 0.638 t= 0.0124

- 0.638 t= 0.1111 = - 5.7426

39

Appendix 6. Form 7 Republic of the Philippines SULTAN KUDARAT POLYTECHNIC STATE COLLEGE College of Arts & Sciences City of Tacurong __March 10, 2009_ Date
APPLICATION FOR FINAL THESIS DEFENSE EXAMINATION Name: CHERIE MAE O. NGITNGIT Degree/Major: BS MATHEMATICS Thesis Title: SPEED IN SOLVING PROBLEMS AND ACADEMIC PERFORMANCE IN MATHEMATICS OF THE SENIOR HIGH SCHOOL STUDENTS Check whether first ( ), second ( ), or third ( ) examination Date of Exam: __March 15, 2009_ Time: _9:00 a.m.__ Place: _Room 53_______ MEMBERS OF THE EXAMINING COMMITTEE (at least 3 including the adviser) Name REYNALDO H. DALAYAP, JR., MA SUSIE D. DAZA, MS RECOMMENDING APPROVAL: SUSIE D. DAZA, MS Research Chairman APPROVED: Signature ___________________ ___________________
PRISCILLA ROSE A. OBERIANO, Ph.D. ___________________

Date __March 10, 2009_ __March 10, 2009_ __March 10, 2009_

ALBERTO T. BARQUILLA I, Ph.D. Campus Executive Officer _______________________________________________________________ REPORT ON THE RESULT OF EXAMINATION (Indicate whether passed or failed under remarks) Signature _____________________ _____________________ _____________________ Date __March 15, 2009_ __March 15, 2009_ __March 15, 2009_ Remarks _____passed_____ _____passed_____ _____passed_____

40

RECOMMENDING APPROVAL: SUSIE D. DAZA, MS Research Chairman APPROVED: ALBERTO T. BARQUILLA I, Ph.D. Campus Executive Officer

Appendix 7. Form 9 Republic of the Philippines SULTAN KUDARAT POLYTECHNIC STATE COLLEGE City of Tacurong COLLEGE OF ARTS AND SCIENCES _____March 16, 2009____ Date

CERTIFICATION OF ENGLISH CRITIC

This to certify that the thesis on SPEED IN SOLVING PROBLEMS AND ACADEMIC PERFORMANCE IN MATHEMATICS OF THE SENIOR HIGH SCHOOL STUDENTS of CHERIE MAE O. NGITNGIT was edited by the undersigned on __March 16, 2009_.

CHERRY VANESSA M. VENTURA Name & Signature of English Critic

41

Note: This certificate should be submitted to the Research Chairman prior to the approval/reproduction of this manuscript. BIOGRAPHICAL DATA

The author was born on May 19, 1985 in a remote place of Brgy. B.S. Aquino, Norala, South Cotabato. She is the eldest among the five offspring of Mr. Gavino Leonor Ngitngit, Jr. and Mrs. Edna Ortiz Ngitngit. She took up his elementary education at Puti Elementary school and graduated as an honorable student for the School Year 1997-1998. She spent her secondary education in The Sisters of Mary School, Talisay City, Cebu, a charitable institution and a school of simple yet ambitious people. After four years of sacrifices and struggles, the researcher fortunately graduated December 2001. The graduation day did not mark as the end of his entire journey; rather, the researcher just considered it as a beginning for her new life and her starting point towards the fulfillment of her wishes and dreams. To make everything possible she enrolled at Sultan Kudarat Polytechnic State College, College of Arts and Sciences taking up BS Mathematics. The researcher believes that: the greatest truth of the present is just a simple blasphemy of the past. With this very inspiring quote, the researcher hopes to receive her Bachelor of Science in Mathematics Degree this April 2009.

CHERIE MAE O. NGITNGIT

42

Researcher

SPEED IN SOLVING PROBLEMS AND ACADEMIC PERFORMANCE IN MATHEMATICS OF THE SENIOR HIGH SCHOOL STUDENTS OF NORALA NATIONAL HIGH SCHOOL

CHERIE MAE O. NGITNGIT

Thesis Manuscript Submitted to the College of Arts and Sciences, Sultan Kudarat Polytechnic State College, City of Tacurong, In Partial Fulfillment of the Requirements of the Degree BACHELOR OF SCIENCE IN MATHEMATICS 43

MARCH 2009 TRANSMITTAL

The thesis attached entitled SPEED IN SOLVING PROBLEMS AND ACADEMIC PERFORMANCE IN MATHEMATICS OF THE SENIOR HIGH SCHOOL STUDENTS, prepared and submitted by CHERIE MAE O. NGITNGIT in partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN MATHEMATICS, is hereby accepted.

PRISCILLA ROSE A. OBERIANO, Ph.D. Adviser

____________________________________ Date

Accepted as partial fulfillment of the requirements for the degree of Bachelor of Science in Mathematics.

SUSIE D. DAZA, MS Research Chairman

44

__________________ Date

Form 8 Republic ofii Philippines the SULTAN KUDARAT POLYTECHNIC STATE COLLEGE City of Tacurong COLLEGE OF ARTS AND SCIENCES APPROVAL OF THESIS MANUSCRIPT
Name: CHERIE MAE O. NGITNGIT Degree/Major: BS MATHEMATICS Major: MATHEMATICS_ Specialization: ____________________ Thesis Title: SPEED IN SOLVING PROBLEMS AND ACADEMIC PERFORMANCE IN MATHEMATICS OF THE SENIOR HIGH SCHOOL STUDENTS

APPROVED BY THE GUIDANCE COMMITTEE

PRISCILLA ROSE A. OBERIANO, Ph.D. Adviser SUSIE D. DAZA, MS Member REYNALDO H. DALAYAP, MA Member CELIA ROSE J. NOTA Statistician REYNALDO H. DALAYAP, MA Department Head

March 15, 2009 ________________ Date March 15, 2009 ________________ Date March 15, 2009 ________________ Date March 15, 2009 ________________ Date March 15, 2009 ________________ Date

RECOMMENDING APPROVAL: REMEDIOS P. DELLERA, Ed.D. Dean, College of Arts & Sciences SUSIE D. DAZA, MS 45

Research Chairman
APPROVED:

ALBERTO T. BARQUILLA I, Ph.D. Campus Executive Officer ACKNOWLEDGMENT iii

The conceptualization and the completion of this study do not represent the achievement of the researcher alone. With due recognition, the researcher wishes to convey her profound gratitude and appreciation to the following who deserve a share of happiness, success, fulfillment, and satisfaction felt by the writer and to whom she felt indebted. Prof. Priscilla Rose A. Oberiano, Ph.D., her beloved adviser for her assistance, patience, suggestions and constructive criticisms during the development of this study. Prof. Celia Rose J. Nota, her statistician, and Prof. Cherry Vanessa M. Ventura, her English critic, for their expertise and their valuable suggestions in the preparation of the manuscript. Prof. Reynaldo H. Dalayap and Prof. Susie D. Daza, who serve as the researchers panelists. To Zipporah G. de la Cruz, who in one way or another supported the researcher. The Science section of the fourth year class in Norala National High School for their time and kind support and for being the source of the data needed for the success of this study. To all her classmates and friends, especially Jaycel, Ronnie, Analiza, Krisol, Michael A., Michael S., Leonard, Edwin, Marida, Fecille, Jenelyn, Carlos, and Sherwin 46 iv

who were always there to give their time, concern and suggestions for the good of the study. Sincere appreciation and gratefulness is also extended to Mr. Rodel D. Ignacio, for his love and care to the researcher and who serve as her inspiration as she accomplishes this study. Her beloved parents, Mr. Gavino Ngitngit, Jr. and Mrs. Edna Ngitngit to whom a very special gratitude is expressed. To her brothers and sisters: Rhea, Jesrel, Rechel, and Johnrel, for their unceasing love, sacrifices, prayers that serve as the inspiration of the researcher to make this study possible. A special thanks to her beloved aunts: Auntie Bukay, Auntie Padang, and Auntie Anang for their support since first year college up to the present who unselfishly rendered financial, spiritual, and moral support to make this work a reality. Above all, the researcher wishes to acknowledge with great praises and adoration to the Almighty God who is always been there to guide, to give strength and enlightenment.

CHERIE MAE O. NGITNGIT Researcher

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TABLE OF CONTENTS v Page Preliminaries Title Page Transmittal Approval of Thesis Manuscript Acknowledgment Table of Contents List of Tables List of Appendices Abstract Chapter I INTRODUCTION Background of the Study Statement of the Problem Hypothesis of the Study Significance of the Study Scope and Limitations of the Study Time and Place of the Study Definition of Terms REVIEW OF RELATED LITERATURE AND STUDIES Learning Mathematics Mathematics Word Problem Solving Principles and Standards Administering the Test in Mathematics Learning Difficulties in Mathematics Measurement of Math Intelligence Academic Performance Conceptual Paradigm METHODOLOGY Research Design Respondents of the Study Data Gathering Procedure Data Gathering Instruments Statistical Treatment PRESENTATION, ANALYSIS AND i ii iii iv

vi viii ix x
1 1 2 3 3 4 4 5 6 6 7 10 11 12 13 14 16 16 16 17 17 19 20

Chapter II

Chapter III

Chapter IV

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INTERPRETATION OF DATA

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS vi BIBLIOGRAPHY APPENDICES BIOGRAPHICAL DATA

23 27 29 42

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LIST OF TABLES
vii

Table 1 2 3

Title Respondents Level of Speed in Solving Mathematical Problems in Mathematics Academic Performance of the Senior High School Students in Mathematics Correlation between Speed Level and Academic Performance of Senior High School Students in Mathematics

Page 20 21 22

50

LIST OF APPENDICES viii

Appendix 1 2 3 4 5 6 7 Letters of Permission Test Questionnaire Table of Specifications

Title

Page 30 32 34 35 37 40 41

Computation of Reliability of Test Questionnaire Table and Computation of Correlation Analysis Application for Final Thesis Defense Examination Certification of English Critic

51

ABSTRACT ix

NGITNGIT, CHERIE MAE O., Department of Mathematics, College of Arts and Sciences, Sultan Kudarat Polytechnic State College, Tacurong City Campus, Tacurong City, Sultan Kudarat. March 2009 SPEED IN SOLVING PROBLEMS AND ACADEMIC PERFORMANCE IN MATHEMATICS OF THE SENIOR HIGH SCHOOL STUDENTS.

Adviser: PRISCILLA ROSE A. OBERIANO, Ph.D.

The main purpose of this study was to test the speed of high school senior students in solving mathematical problems and determine their academic performance in math. The relationship between the speed level and academic performance in mathematics was also determined. The results of this study helps the students to adjust and improve their mathematical abilities, hence, becoming more competent in studying mathematics. It is also hoped that the results may help the teachers in knowing the scope or range that they can apply in teaching the subject. The respondents of this study were limited only to the Science Section of the fourth year class. This study was conducted at Norala National High School located in Norala, South Cotabato within the months of January and February 2009. The test

52 x

questionnaire was used as the main instrument to evaluate the level of their speed in solving problems. The academic performance was determined by acquiring their grades in Math IV from the registrars office of their school. The descriptive type of research design was used in gathering, organizing and interpreting the data. The data were statistically computed and analyzed using frequency, percentage, mean, and correlation analysis at 0.05 level of significance. It was found out that the average speed level of the senior students in solving mathematical problems is 21.02 minutes. Their average grade of 84.34 reflects that the academic performance of the senior students belong to below average level which denotes that they perform acceptably. At 0.05 level of significance, the correlation coefficient (r) is 0.638 and the critical value is 0.27841. Since the value of r is lower than the critical value, speed level in solving math problems and academic performance in Math IV have significant relationship. Therefore, speed level of senior students in solving mathematical problems is a factor that, in one way or another, influences or presupposes their academic performance in mathematics. It is recommended that high school students should work harder to be efficient in solving mathematical problems. The students should study harder to get better grades in math. They need proper motivation in order to improve their academic performance. Another study should be conducted on the speed level in solving math problems in relation to level of accuracy of their answers. This study can be also be conducted in wider scope such as involving other sections of the entire fourth year level, and involving other high schools.

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BACHELOR OF SCIENCE IN MATHEMATICS xi

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CAS Res. No. ____________ March 2009

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