Factors Affecting Mathematical

Problem Solving Skills of Senior

High School Students of Jose Rizal
Memorial State University: A
Survey

Researchers:
Mary Joy A. Hernandez
Jaira May B. Redera
Jean A. Reginan
 Introduction
Mathematics has importance over and above the application of basic numeracy
skills. It is also the prime vehicle for developing student’s logical thinking and
higher-order cognitive skills. Mathematics also plays a major role in a number
of other scientific fields, such as physics, engineering and statistics. In this
connection, a positive attitude towards mathematics among students is an
important goal of mathematics education in many jurisdictions. Generally, it is
an alarming observation among Filipino students that they excel in knowledge
acquisition but fare considerably low in lessons requiring higher order thinking
skills.

Thesis/Claim
The sole purpose of this study is to determine the factors affecting
mathematical problem solving skills of senior high school students of Jose Rizal
Memorial State University. The result of the study will be useful for both
mathematics teacher and students.
 Theoretical/Conceptual Framework
This study is anchored on the study of Schoenfeld (1994) known as
“Students' Difficulty in Solving Mathematical Problems”. He explains
problem solving, as used in mathematics education literature, refers to the
process wherein students encounter a problem.
They must then read the problem carefully, analyse it for whatever
information it has, and examine their own mathematical knowledge to see if
they can come up with a strategy that will help them find a solution.
It focus on teaching mathematical concepts and formulas to students and a
need to expose them with a variety of math problem types which will require
them to think analytically by trying different problem solving strategies that
are appropriate to solve problems. It provided with the processes and
strategies that make math problem solving easy to learn and they become
successful and efficient problem solvers.
 Independent Variables

Factors Affecting
Mathematical Problem
Solving Skills
Dependent Variable

Mathematics
•Students Schedule Performance
Related Factor;
•Teacher’s Instruction
Related Factor; and
•Students’ Performance
Related Factor 1. Age
  2. Gender

Intervening
Variables

Figure 1 Schematic Diagram of the Study

 Statement of the Problem
The study would determine the Factors Affecting Mathematical Problem
Solving Skills of Senior High School Students of Jose Rizal Memorial State
University: A Survey
This study would answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age;
1.2 Gender; and
1.3 Tracks?
2. What is the mathematics performance of the senior high school students?
3. What are the factors affecting mathematical problem solving skills of the
respondents in terms of:
3.1 Students Schedule - Related Factor;
3.2 Teacher’s Instruction - Related Factor; and
3.3 Performance - Related Factor?
4. Is there a significant difference among the factors affecting the skills of the
respondents?
5. Is there a significant relationship between the factors affecting the skills of
the respondents and their profile?
6. Is there a significant relationship between the factors affecting the skills of
the respondents and their academic performance?

Hypotheses
HO1: There is a significant relationship among Factors affecting the
skills of the respondents.

HO2: There is no significant relationship between the factors affecting

the skills of the respondents and their profile.
 Respondents
The respondents of this study were the selected Senior High School
Students at Jose Rizal Memorial State University.

Sections in Senior High Population Actual Respondents

School at JRMSU
DIPOLOG CAMPUS (N) (S)

1. ABM 55 19

2. GAS 133 47

3. HES-CAREGIVING 43 15

4. HIS-COOKERY 89 32

5. HES-LOCAL TOUR 38 13
GUIDING HUMSS
6. HUMSS IAS-AUTOMOTIVE 156 55
SERVICING
7. IAS-AUTOMOTIVE 66 23
SERVICING IAS-
ELECTRICAL INST. &
MAINTENANCE
8. IAS-ELECTRICAL INST. & 53 19
MAINTENANCE
 9. IAS-REF. & AIR- 2 2
CONDITIONING
10. IAS-SHIELD METAL ARC 9 3
WELDING
11. IAS-TECHNICAL 6 2
DRAFTING
12. STEM 80 28

TOTAL 730 258

Environment
The study was conducted at Jose Rizal Memorial State University,
Dipolog Campus, Dipolog City. This institution of higher learning is the
Premier State University in the Province of Zamboanga del Norte. However,
its roots started as a secondary school, offering the first year of this general
secondary curriculum way back in the 1940’s with the help of the Former
Congressman Romeo “Nonong” Jalosjos. Further, with the effort of Former
Congresswoman of the 1st District of Zamboanga del Norte, Cecilia J. Carreon
and Congressman Cesar G. Jalosjos, a representative of the 3 rd district of the
same Province; this state College was converted into a state University which
was signed into law by President Gloria M. Arroyo last December 15, 2009
with R.A 9852.
This Campus is located at Lower Turno, Dipolog City. Presently, Jose Rizal
Memorial State University, Dipolog Campus has four Colleges namely, College of
Engineering and Technology, College of Arts Sciences, College of Education and
College of Criminology.

Instrument
The researchers utilized the questionnaire in gathering information from the
selected Senior High School at Jose Rizal Memorial State University on the
factors affecting the mathematical problem solving skills.
The study used researcher made questionnaire as the main instrument in
gathering the data. The researchers develop this study through the assistance
and support of a competent consultant. A range of reference was used to
gather ideas on the factors affecting the mathematical problem solving skills.
 Table 6 Test of Difference among the Perceived Factors Affecting the
Mathematical Problem Solving Skills of the Respondents

Sum Sample Interpreta

Variables (∝) X20.05 H-Value Action
of Ranks Size tion
Student’s
Schedule
125.5 10
Related
Factor
Teacher’s
No
Instruction Ho was
0.05 96.5 10 5.991 3.123 Significant
Related accepted
Difference
Factor
Students
performan
156 10
ce Related
Factor
Table 7 Test of Relationship between the Factors Affecting the
Mathematical Problem Solving Skills of the Respondents and their
Profile in Terms of Age

Factors Respondent’s Age

Compared
Action/
α df Tv x 2
Interpretation
Decision
Student’s α = 0.05 4.00 9.488 14.159 Significant H0 was
Schedule Relationship rejected
Related
Factor
Teacher’s α = 0.05 4.00 9.488 18.044 Significant H0 was
Instruction Relationship rejected
Related
Factor
Students α = 0.05 4.00 9.488 10.001 Significant H0 was
performance Relationship rejected
Related
Factor
Table 8 Test of Relationship between the Factors Affecting the
Mathematical Problem Solving Skills of the Respondents and their
Profile in Terms of Sex

Respondent’s Sex
Factors Action/
Interpretati
Compared α df Tv x2
on Decision
Student’s α = 0.05 1.00 3.841 4.992 Significant H0 was
Schedule Relationship rejected
Related
Factor
Teacher’s α = 0.05 1.00 3.841 1.615 No H0 was
Instruction Significant accepted
Related Relationship
Factor
Students α = 0.05 1.00 3.841 6.305 Significant H0 was
performance Relationship rejected
Related
Factor
Table 9 Test of Relationship between the Factors Affecting the Mathematical
Problem Solving Skills of the Respondents and their
Profile in Terms of Strands

Respondent’s Strands
Factors Action/
Interpretati
Compared α df Tv x2
on Decision
Student’s α = 0.05 16.00 26.296 11.790 No H0 was
Schedule Significant accepted
Related Relationship
Factor
Teacher’s α = 0.05 16.00 26.296 9.003 No H0 was
Instruction Significant accepted
Related Relationship
Factor
Students α = 0.05 16.00 26.296 31.608 Significant H0 was
performance Relationship rejected
Related
Factor
Table 10 Test of Relationship between the Factors Affecting the
Mathematical Problem Solving Skills of the Respondents and their
Academic Performance

Factors Affecting the Mathematical Problem Solving Skills of the Respondents

Factors
Action/
Compared α df Tv x2
Interpretation
Decision
Academic α = 0.05 9.00 16.919 21.682 Significant H0 was
Performance Relationship rejected

Summary of Findings
The following were the findings of the study on the Factors Affecting
Mathematical Problem Solving Skills of Senior High School Students of Jose
Rizal Memorial State University: A Survey
1. Majority of the respondents were 16-17 years old which is the proper age
of senior high school students, and this comprises 52.7% of the total number
of respondents.
2. Out of the total number of the 258 respondents, 121 or 46.9%respondents
were females, 137 or 53.1% respondents were males. This implies that most
of the respondents who are involved in the study are males.
3. Out of the 13 strands, it reveals that HUMMS has the biggest population of
55 or 21.3%.
4. Out of 258 respondents, student answered Students schedule related factor
showed the highest and lowest such us: “Simultaneous extra – curricular
activity with the mean of 2.88 and the lowest is “Extended class hours before
math class” with the mean of 2.55. This further means that the majority of the
respondents agree that factors affecting mathematical problem solving skills.
5. Out of 258 respondents, students answered teacher’s instruction related
factor showed the highest and lowest such us “Teachers encourage students to
be motivated in mathematics with a mean of 2.84 while the least factor
affecting the mathematical problem solving skills was “The teacher is giving
answers without explaining” with a mean of 2.45. Teacher’s factor related
factor has an average weight mean of 2.61 it means that the majority of the
respondents agree that factors affecting mathematical problem solving skills.
6. Out of 258 respondents, students answered students’ performance related factor
showed the highest and lowest such us: “Pressure to study hard” with a mean of 2.91
the least factor affecting the mathematical problem solving skills was “Not Paying
attention to Mathematics subject” with a mean of 2.61. Students Related Factor has an
average mean of 2.75 it means that majority of the respondents agree that factors
affecting mathematical problem solving skills.
7. Out of the three variables there has no significant difference among the perceived
factors affecting the mathematical problem solving skills. This manifests that there is
not enough evidence totest of difference among the perceived factors affecting the
mathematical problem solving skills of the respondents.
8. The three factors compared that there is a significance relationship between the
Factors Affecting the Mathematical Problem Solving Skills of the respondents and their
profile in terms of Age. This implies that there is enough evidence in this study.
Whether they are young or adult, they are equally expecting the quality of
mathematical competency.
9. There is a significance relationship under the student’s schedule related factor and
students’ performance related factor in terms in terms of sex but there is no significant
relationship under the teacher’s instruction related factor in terms of sex. The manifest
that there is not enough evidence to show factors affecting the mathematical problem
solving skill.
10. There is no significant relationship under student’s schedule related factor and
teacher’s instruction related factor while there is a significant relationship in
student’s performance related factor in terms of strands. The manifest that there is
not enough evidence to show factors affecting the mathematical problem solving
skill.

Conclusion
Majority of the respondents were young adult. There are more males than females.
Majority of the respondents are HUMMS. There is a significance relationship
between the factors affecting the mathematical problem solving skills of the
respondents and their profile in terms of Age. This implies that there is enough
evidence in this study. Whether they are young or adult, they are equally expecting
the quality of mathematical competency. There is a significance relationship under
the student’s schedule related factor and students’ performance related factor in terms
in terms of sex but there is no significant relationship under the teacher’s instruction
related factor in terms of sex. This manifest that there is not enough evidence to
show factors affecting the mathematical problem solving skill. There is no significant
relationship under student’s schedule related factor and teacher’s instruction related
factor while there is a significant relationship in student’s performance related factor
in terms of strands. The manifest that there is not enough evidence to show factors
affecting the mathematical problem solving skill.
 Recommendation
The teacher must explain her/ his topic thoroughly before giving the answer. It is
necessary that a teacher will explain the topic so that the students will not get
confuse. The teacher must not show favoritism in giving grade he/she must be
fair to the students. Students want their grades to reflect their performance. An
expectation that grading policies to be firm. If you make alterations, you should
fully explain and justify the changes. The teacher must introduce any
mathematical concept and skills during the process of making decision and
problem. It is very important for the teacher to introduce any mathematical
concept for the students set aside their difficulties for mathematical concept and
for them to get motivated. The teacher must build a connection between the
problem and real-world experiences so that the student would easily relate to the
topic that will be discuss and to conquer there fear in participating during class.