Chapter I

THE PROBLEM AND ITS SCOPE

Rationale

Mathematics is a powerful tool for interpreting the contemporary and

quantitative world. It plays very important role in humans’ life and serves as a

foundation of learning. However, it is sometimes difficult for the people especially

for the students to appreciate the importance of Mathematics.

Algebra is one of the basic needs of the students in formulating and

molding their minds with high analysis, and is connected to different kinds of

levels in Mathematics. Once largely limited to the secondary school curriculum,

algebra is now commonplace in middle school mathematics (Ministry of

Education, 2005). One of the teachers’ concerns in the student’s achievement is

to develop the best suit and to render services to all students in minimizing their

errors regarding Algebra.

It is a gate-keeper course which determines whether they can go on to the

higher level STEM courses necessary for entrance into competitive 4-year

colleges (Adelman, 2006). Despite its importance, many students in the United

States fail to succeed in Algebra. For example, 61% of students score below

proficient in Pennsylvania (Pennsylvania Department of Education, 2011), 64%

are less than proficient on the end-of-course Algebra test in California (California

1
Department of Education, 2014), and 30% of students fail in Michigan (Higgins,

2008).

The subject can be particularly challenging not only because it introduces

more abstract representations and more complex relationships between

quantities, but also because it can magnify the misconceptions that have their

roots in earlier instruction. A variety of particularly problematic misconceptions

typically plague beginning algebra students, including believing that the equal

sign is an indicator of operations to be performed (Baroody & Ginsburg, 1983;

Knuth, Stephens, McNeil, & Alibali, 2006); Chesney & Mc- Neil, 2014), that

negative signs represent only the subtraction operation and do not modify terms

(Vlassis, 2004), and that variables cannot represent more than one value (Knuth,

Alibali, Weinberg, & McNeil, 2005). Unfortunately, for many students these

misconceptions persist even after typical classroom instruction (Vlassis, 2004).

Unaddressed, such misconceptions affect students’ success in problem solving

(Knuth et al., 2005) and hinder their learning of new material (Booth & Koedinger,

2008).

With regards to our national scope, Philippines ranks second from the last

compared to other Asian countries. The results of the survey alarmed the Filipino

community specially in solving problems involving algebra due to the complexity

or difficulty of teachers’ construction of the problem in which the Philippine

government must have to reverse and take an action regarding the phenomena.

Most students find difficulties and reluctance in engaging the subject Algebra.

2
The difficulty in Algebra could be evidently attributed to common errors regarding

the subject. It is extremely alarming for the mathematics teachers and learners.

The above mentioned scenarios triggered the researchers to undertake

this study. This had a primary goal to determine the students’ common errors

committed in relation to the subject Algebra. Respondents of this study are the

Bachelor of Secondary Education major in Mathematics students of Bohol Island

State University, Candijay Campus during the school year 2016-2017.

Literature Background

Mathematics is the basic knowledge needed by students to extend their

learning to a higher level. Even mathematics is required in our daily lives,

regardless of educational background and social life. The benefit of mathematics

is not only limited to knowledge in computation, but more important, when each

individual can master mathematics well, then their pattern of thinking is more

rational and critical. It also played a very important role in building up modern

civilization by perfecting the sciences (Chucks, 2014).

Algebra is considered as very important branch of Mathematics. The word

“ Algebra “ is a corruption of the word “ Algebra- al- muqubulah’ which refers to

the operation of taking a quantity from one side of an equation to another, and

changing its sign and to the process of subtracting similar quantities from both

sides of an equation. The fundamental necessity for the teaching of Algebra is to

give training in analysis and expression. In spite of its utility it is commonly found

3
that students show a kind of aversion to Algebra in particular. Many are of the

opinion that learning Algebra is more difficult than learning arithmetic. One of the

chief functions of the Mathematics teacher is to discover difficulties experienced

by the students in learning concepts in Algebra and to overcome the difficulties.

(Chamundeswari 2005).

The demand for algebra at more levels of education is increasing.

WikiAnswers (2010), one of the world’s leading question and answer websites,

lists some of the uses of algebra in today’s world. Algebra is used in companies

to figure out their annual budget which involves their annual expenditure. Various

stores use algebra to predict the demand of a particular product and

subsequently place their orders. Algebra also has individual applications in the

form of calculation of annual taxable income, bank interest, and installment

loans. Algebraic expressions and equations serve as models for interpreting and

making inferences about data. Further, algebraic reasoning and symbolic

notations also serve as the basis for the design and use of computer

spreadsheet models. Therefore, mathematical reasoning developed through

algebra is necessary all through life, affecting decisions we make in many areas

such as personal finance, travel, cooking and real estate, to name a few. Thus, it

can be argued that a better understanding of algebra improves decision making

capabilities in society.

According to Mayer and Wittrock (2006), problem solving is “cognitive

processing directed at achieving a goal when no solution method is obvious to

the problem solver” (2006, p. 287). This definition consists of four parts: (1)

4
problem solving is cognitive, that is, problem solving occurs within the problem

solver's cognitive system and can only be inferred from the problem solver's

behavior, (2) problem solving is a process, that is, problem solving involves

applying cognitive processes to cognitive representations in the problem solver's

cognitive system, (3) problem solving is directed, that is, problem solving is

guided by the problem solver's goals, and (4) problem solving is personal, that is,

problem solving depends on the knowledge and skill of the problem solver. In

sum, problem solving is a cognitive processing directed at transforming a

problem from the given state to the goal state when the problem solver is not

immediately aware of a solution method. For example, problem solving occurs

when a high school student writes a convincing essay on the causes of the

American Civil War, understands how the heart works from reading a biology

textbook, or solves a complex arithmetic word problem.

Error pattern analysis is the process of making judgments towards self

assessment/ self-achievements. It leads to formulate intellectual decisions

towards actions in order to improve the process in algebra. In mathematics, the

learner should involve in gaining further knowledge in analyzing and computing

related mathematics problem. Through these, students would be ready to face

another new problem with regards to their subject area.

An error is different from mistake, so it is crucial to differentiate both of

them. Corder (2011) as quoted by Kinsela (1978) states that “an error is typically

produced by people who do not yet fully command some institution a listed

language system”. Based on Corder, errors are breaking the rule, due to lack of

5
competence such as knowledge of the language, which may or may not be

conscious. As they are due to lack of competence they tend to be not

correctable.

The inability to isolate the variable error appeared at the same point in all

three cases. The students correctly reached the 3x = 10 step but stopped there.

This error may arise because the student does not realize what must be done

even towards the end of the questions; we must do the same to both sides.

Perhaps this is an indication that the concrete analogy with the balance has not

persisted to the end of the question and the case could be made to put this error

in the same category as exhaustion, or that the student does not see that not

only may one add and subtract on both sides but that one may also divide.

Filloy and Rojano (1989) as cited by Radford (2012) defined one of the

fundamental ruptures between arithmetic and algebra it is a didactical cut. The

notion referred to the transition that occurred as students face such equations

as 𝑎𝑥 + 𝑏 = 𝑐𝑥 + 𝑑. Students could successfully solve the equation as 𝑎𝑥 + 𝑏 =

𝑐 using reversal operation as subtracting B from D and dividing by A. This type

of equation was called by them as “arithmetical” (p. 19). The reversal operation is

not applicable for the non-arithmetical equations as 𝑎𝑥 + 𝑏 = 𝑐𝑥 + 𝑑. In order to

solve such equations, students have to resort to a truly algebraic idea of

operating the unknown.

Egodawatte (2011) cited that student beliefs, their theories, meanings, and

explanations will form the basis of the term student conceptions. In general, an

6
error means a simple lapse of concentration which makes at least occasionally.

In this study, an error is regarded as a mistake in the process of solving a

mathematical problem algorithmically, procedurally or by any other method.

Errors could be found in wrongly answered problems which have flaws in the

process that generated the answers (Young and O’Shea, 1981).

Variation theory sees learning as the ability to discern different features or

aspects of what is being learned. It postulates that the conception one forms

about something or how something is understood is related to the aspects of the

object one notices and focuses on. Variation theory argues that the most

effective way to help students understand a concept is to focus on providing

opportunities for students to experience variation in the features of the concept

that they currently take for granted (Marton and Tsui, 2004).

Error category stands to reason that certain types of errors might be

present in one topic and not in another. For instance, errors involving equality or

variables are unlikely to occur when students are just practicing carrying out the

order of operations in arithmetic expressions, as variables and equals signs are

not central to those problems. Equality and variable errors are thus more likely to

emerge in topics involving solving equations or equality. Other types of errors,

such as those involving a negative sign or operations, may be more prevalent in

each topic, as it is necessary to handle negative signs and carry out operations

throughout the curriculum (Booth, 2014).

7
 Errors dealing with a basic concept are those involving performing the

wrong operation, and those violating mathematical properties of a certain

number. Neither of these is among the most prominent errors made in any of ten

topics. (Booth, 2014)

The topics covered by the following descriptions are units of measure

where in students solve the measurement that is used in the problem; translating

phrases to expressions in which students demonstrates knowledge on how to

translate phrases into algebraic expressions; work problems involve students to

solve algebraic equations that contain rational expression; problem solving

involving algebraic method allows students solve problems involving the shift

from algebraic method; problem solving involving quadratic equation lets

students demonstrate on how to solve typical word problems; application of

system on linear equation urges students demonstrate systems of equation that

can be used in solving real life problems; solution problem allows students

identify a problem solving using percentage and practice the use of strategy in

the solution of the problem; sets in which students describes a set that contains a

collection of object that distinguished a problem; and lastly variation in which

students varies jointly the relationship of formulas that involves two or more

variables. (Booth, 2014)

Students must overcome numerous obstacles to become fluent in algebra,

including the interpretation of operations implied by the positioning of symbols

next to each other (Lee & Messner, 2000).

8
 On the development of algebraic reasoning is an emerging focus area in

mathematics education (e.g., Kieran, 2007; Seng, 2010; Vlassis, 2002a, 2002b;

Warren, 2003). Most studies focus their attention on functions (e.g., Dugdale,

1993; Thompson, 1994; Vinner, 1992) or solving linear equations (e.g., Sfard &

Lincheviski, 1994; Slavit, 1997). Comparatively few studies investigate the

simplification of algebraic expressions (Ayres, 2000; Sakpakornkan & Harries,

2003), a skill which requires students to use their understanding of variables and

to interpret mathematical symbols accurately. In addition, research on students’

understanding of the negative sign is limited, particularly in the context of

exponential notation (Kieran, 2007).

Most of the students commit errors like sign errors, bad handwriting, and

loss of parenthesis. According to Schechter (2009), bad handwriting is an error

that the student makes in communicating with himself/herself. Writing badly, the

teacher will have a difficulty reading on its work, and can even have difficulty

reading this own work after some time has passed; sign errors is a symptom that

underlying several causes and the most common errors of all. The great number

of sign errors suggests that students are careless and unconcerned; loss of

parenthesis is not an erroneous belief; rather, it is a sloppy technique of writing.

Thus, if the researchers know on how to prevent this misconception it would be

simply identify on which factor they are weak. This study emphasizes the real

situation on how the students process their own way on algebra. It imposed

students’ capacity and ability towards learning.

9
 Duncker (1945) and Wertheimer (1959) gestalt theory, holds that problem

solving occurs with a flash of insight. Mayer (1995) noted that insight occurs

when a problem solver moves from a state of not knowing how to solve a

problem to knowing how to solve a problem. Problem solvers devise a way of

representing the problem that enables solution. It informs educational programs

aimed at teaching students how to represent problems.

Newell and Simon (1972) information processing theory , is based on a

human computer metaphor in which problem solving involves carrying out a

series of mental computations on mental representations .The problem begins in

the given state, the problem solver applies an operator that generates a new

state, and so on until the goal state is reached. It informs educational programs

aimed at teaching strategies for solving problems. Also, Bruner (1968) intellectual

development theory discusses that intellect is innately sequential, moving from

inactive through iconic to symbolic representation.

The cited theories find their essence in teaching and learning mathematics

and in the specific categories in the researches aiming of identifying and

analyzing errors. These also gave the researcher main reasons of formulating

the research tool composed of all word problems. Generally, it serves as the

building blocks in structuring this research. Further, the concept of instructional

intervention plan serve as the core idea in designing the output of this study.

Article VII, Section 9 of the Philippine Constitution states that a teacher

shall ensure that conditions contribute to the maximum development of learners

10
are adequate and shall extend needed assistance in preventing or solving

learner’s problem and difficulties. It means that teachers must provide a

maximum development and efforts to the students, specifically in committing

errors in algebra. Therefore, teachers must use an extra efforts and effective

teaching styles to upgrade the student’s knowledge and pleasure not to

carelessly answer the given factors.

Students interpret tasks and instructional activities involving new concepts

in terms of their prior knowledge. Misconceptions are characteristic of initial

phases of learning because students’ existing knowledge is inadequate and

supports only partial understandings (Smith et al., 1993). As their existing

knowledge is recognized to be inadequate to explain phenomena and solve

problems, students learn by transforming and refining that prior knowledge into

more sophisticated forms.

Chapter 3, Section 15 in Duties and Responsibilities of students of the

Batas Pambansa No. 232, declares that every students shall, “Exert his utmost to

develop his potentialities for service, particularly by undergoing an education

suited to his abilities, in order that he may become an asset to his family and

society.” Students have diverse abilities and potentials. It must undergo by being

responsible in creating willingness to learn to achieve better outcomes in a

subject matter.

Article III, Section 1 of the Code of Ethics for Professional Teachers (R.A.

No. 7836) underscores the idea that a teacher is a facilitator of learning and of

11
the development of the youth; he shall therefore render the best service by

providing an environment conducive to such learning and growth.

In rendering the best suit of students in acquiring better learning, teacher

should use extra effort by informing students of the course outlines, rating

students fairly, guiding students in developing the right attitudes and virtues and

making students feel comfortable to ask questions. Through these

characteristics, students will then see the great impact of being responsible,

enthusiastic and more initiating in learning for achievement.

12
 Gestalt Theory Article VII , Section 9

-,holds that problem solving -A teacher shall ensure that

occurs with a flash of conditions contribute to the
insight.(Dunker, 1945 and maximum development of
Wertheimer, 1959) learners.

Information Processing Theory Republic Act 7836 (Article III ,

Section I)
- based on a human computer
metaphor in which problem -Underscore the idea that a
solving involves carrying out a teacher is a facilitator of learning
series of mental computations and of the development of the
on mental representations. youth.
(Newell and Simon, 1972)
Section 15 (Duties and
Intellectual Development Responsibilities of student Batas
Theory Pambansa no. 232)

-Intellect is innately sequential, - declares that every students

moving from inactive through shall, “Exert his utmost to develop
iconic to symbolic his potentialities for service.
representation. (Bruner, 1968)

Bachelor of Secondary Education major in

Mathematics of BISU-Candijay Campus

Error Category Types of error in corresponding topic

 Variables;  Unit of Measure

 Negative Signs;  Translating Phrases of Expression
 Equality;  Work Problem
 Solving Problems involving Rational
 Operation; Algebraic Equations
 Fractions; and  Problem Solving involving Algebraic
 Mathematical Properties Method
 Problem Solving involving Quadratic
Equation
 Applications on Systems on Linear
Equation
 Solution Problem
 Sets
 Variation

Figure1. Theoretical and Conceptual Framework

13
 THE PROBLEM

Statement of the Problem

This research primarily aimed to determine the common errors committed

in Algebra of the Bachelor of Secondary Education major in Mathematics

students of the Bohol Island State University (BISU) -Candijay Campus during

the school year 2016-2017.

Specifically, it aimed to answer the following questions:

1. What is the frequency of errors committed in the problem solving in

Algebra indicating misunderstanding in the following categories:

1.1. Variables;

1.2. Negative Signs;

1.3. Equality;

1.4. Operation;

1.5. Fractions; and

1.6. Mathematical Properties?

2. What is the frequency of each type of error with the corresponding

topic:

2.1. Translating Phrases to Expressions;

2.2. Work Problem;

2.3. Solving Problem involving Rational Algebraic Equations;

2.4. Solving Problem involving Algebraic Method;

2.5. Problem Solving involving Quadratic Equation;

14
 2.6. Applications on Systems on Linear Equation;

2.7. Solution Problem;

2.8. Unit of Measure;

2.9. Sets; and

2.10. Variation?

3. Is there a difference among the frequency of errors committed in

Algebra?

Hypothesis

There is no difference among the frequency of errors committed in

Algebra.

Significance of the Study

In the pursuit of this study, the researchers believe that it is beneficial to

the following:

Administrator. The result of the study would serve as basis in designing,

trainings and program of activities to remediate and correct the concept of

problem solving in Algebra.

Students. It will serve as a basis on students’ common error committed

and may enhance their problem solving skills specifically in Algebra.

15
 Teachers. This study would encourage teachers to focus on students

misconceptions in Algebra by applying an appropriate strategy based on

students’ level of committing errors in Algebra.

RESEARCH METHODOLOGY

Design

This study utilizes case study method using researcher-made

questionnaire involving Algebra. It also used causal comparative design in the

students’ error in algebra across programs using purposive sampling.

Environment and Participants

The locale of the study was Bohol Island State University, Candijay

Campus, one of the existing satellite campuses of BISU system in the province of

Bohol. It has four colleges namely: College of Teacher Education, College of

Fisheries and Marine Sciences, College of Technology and Allied Sciences, and

College of Advanced Studies.

The respondents of the study were all the Bachelor of Secondary

Education major in Mathematics students of the Bohol Island State University,

Candijay Campus. The respondents comprised of twenty-two (22) second year,

sixteen (16) third year, and thirteen (13) fourth year with a total of fifty-one (51)

students who took the subject Algebra during the school year 2016-2017.

Instrument

16
 A twenty-question test was prepared to analyze competency in Algebra.

The test was a pencil and paper instrument in which calculators were not

allowed. Students were encouraged to show all of their work. The questions were

designed to test concept knowledge and computational fluency and were divided

into ten topics.

The test was administered to three classes (N=51), the students are given

enough time to answer the test. The researcher scored all tests and analyzed

each test item. The test items were categorized and errors were analyzed by

type and frequency.

Data Gathering Procedure

To ensure the valuable result, the researchers follow the following steps to

conduct and ensure the reliability of the study. The researches worked on the

matters on hand and later on after securing permission from the authorities,

problem solving test was administered and respondents are given enough time to

answer. The data collected were tallied, calculated and subjected to statistical

analysis as the bases for the formulation of the conclusion and recommendation.

Statistical Treatment

1. To determine the students’ frequency of errors in the six conceptual

categories of problem solving in Algebra, the researchers used the percentage

formula.

P = (F/N) * 100

17
 Where: P = Percentage

F = Frequency

N = Total Frequency

2. To solve the significant difference of the errors committed in

mathematical operations in Algebra among students the Kruskal-Wallis test was

used by the researchers.

12 𝑇2
H={𝑁(𝑁+1) ∗ ∑ 𝑁𝑐 } − 3 ∗ (𝑁 + 1)
𝑐

Where:

H = Kruskal-Wallis test statistics

N = total number of participants

𝑇𝐶 = the rank total for each group

𝑁𝐶 = number of participants in each group

18
 DEFINITION OF TERMS

Algebra. It refers to the branch of mathematics which deals with

properties and relations of numbers regarding letters and other general symbols.

Equality. It refers to conceptual errors that measure the equality of such

problems.

Errors. It refers to the mistakes or inaccuracy of students regarding the

subject algebra.

Fractions. It refers to a number that names a part of a whole which part of

the conceptual errors are those committed by the students.

Frequency of Errors. It refers to the number of times that errors were

committed by the students in Algebra.

Mathematical Properties. It is a conceptual error that refers to the missing

number that is used as a variable like N, X, Y and others.

Negative Signs. It refers to a character indicating mathematical operation

in a symbol (-) which is also a part of conceptual errors that are committed by the

students.

Operation. It refers to a specific mathematical operation that requires

correcting the answer.

Problem Solving. It refers to a problem or a certain statement which is in a

personal situation.

19
 Set. It refers to the collection of distinct objects.

Students. It refers to the Bachelor of Secondary Education major in

Mathematics students comprised of the 2nd year, 3rd year and 4th year of Bohol

Island State University, S.Y. 2016-2017.

Variables. It refers to the conceptual errors committed by the students

which is a symbol used to replace or represent one or more numbers and a

quantity whose value is changing.

Variation. It refers to a certain topic which is a direct proportion of two or

more variables.

20
 Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data which comprised the frequency of errors

committed by the respondents towards the subject Algebra. Furthermore, it

shows the significant relationship of students’ on their errors in the said topic of

Algebra.

The data were collated and presented through tables and figures.

Likewise, results are analyzed and interpreted through percentage for

respondents’ errors; weighted mean for respondents’ conceptual errors

committed in Algebra; and Kruskal-Wallis test for the significant difference of the

frequency of errors committed in Algebra. The findings of which served as bases

in the formulation of conclusions and recommendations.

Table 1.
Frequency of Error Committed in Different Categories of the Problem Solving in
Algebra

Error Category Frequency Percentage (%)

Variable 61 23.11

Negative Sign 46 17.42

Equality 11 4.17

Operation 50 18.94

Fraction 45 17.05

Mathematical Properties 51 19.32

Total 100%

21
 Table 1 illustrates the frequency of errors committed in different categories

of the problem solving in Algebra in which the variable categories got the highest

frequency of sixty-one (61) with the percentage of 23.11 and equality got the

lowest frequency of eleven (11) with the percentage of 4.11. This implies that

majority of the respondents needs more improvement in the variable categories

to increase their performance in solving Algebra problems.

Errors dealing with a basic concept are those involving performing the

wrong operation, and those violating mathematical properties of a certain

number. Neither of these is among the most prominent errors made in any of ten

topics. (Booth, 2014)

Table 2.
Frequency of type of Error with the Corresponding Topic

Table 2 shows the topic under investigation. It reveals that variation got

the highest frequency of sixty seven (67) with a corresponding percentage of 25

while the work problem got the lowest frequency of seven (7) with the percentage

of 2.61. Therefore, teachers must design lessons to remediate the students in the

topic variation. It can be inferred that the respondents need more practice to

minimize committing errors in analyzing and solving problems in Algebra.

22
 Table 2.
Frequency of type of Error with the Corresponding Topic

Error Category
Topic Frequency Percentage
Var. Neg. Equa. Oper. Frac. Math
Sign Prop.
Unit
Of Measure 0 0 9 5 0 7 21 7.84

Translating Phrases
to Expression 2 4 0 3 0 3 12 4.48

Work Problem 0 1 2 2 1 1 7 2.61

Solving Problem
involving Rational 3 2 0 1 1 1 8 2.99
Algebraic
Expression
Solving Problem
involving Algebraic 3 7 0 4 4 5 23 8.58
Method
Problem Solving
involving Quadratic 14 8 0 8 13 9 52 19.40
Equation
Applications on
Systems of Linear 13 9 0 3 4 8 37 14.55
Equation
Solution Problem 2 1 0 8 4 3 18 6.72
Sets 4 5 0 8 0 4 21 7.24

Variation 20 11 0 8 18 10 67 25

Total 100%

Variation theory sees learning as the ability to discern different features or

aspects of what is being learned. It postulates that the conception one forms

about something or how something is understood is related to the aspects of the

object one notices and focuses on. Variation theory argues that the most

effective way to help students understand a concept is to focus on providing

23
opportunities for students to experience variation in the features of the concept

that they currently take for granted (Marton and Tsui, 2004).

Table 3.
Difference among Frequency of Errors Committed in Algebra

Kruskal- Df Tabular value Decision Interpretation

Wallis at 0.05 level
Computed of significance
Value
Accept Null There is no
1.62 2 5.99 Hypothesis significant
difference

Table 3 shows that the computed value of 1.62 is lesser than the tabular

value of 5.99. Thus, the null hypothesis is accepted. Hence, there is no

significant difference on the frequency of errors committed in Algebra.

It implies that the error committed by respondents are almost the same

except in the topic variation because of the complication of the topic like inverse,

joint, and direct variation in which there is a difficulty of the topic. In addition,

there is also a change in form, position, condition or amount of something.

As supported by Young and O’Shea (1981) as cited by Egodawatte

(2011), that error means a simple lapse of concentration which makes at least

occasionally. It could be found in wrongly answered problems which have flaws

in the process that generated the answers.

24
 Chapter 3

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter encloses the summary of findings which is based on the

previous chapter after which formed the bases for inferring the conclusions and

establishing implications and recommendations for improving the errors

committed by the students in Algebra.

Summary of Findings

The main purpose of the study was to identify students’ errors in the

specific topics in Algebra and the significant difference of the frequency of errors

committed in Algebra by the Bachelor of Secondary Education major in

Mathematics students of Bohol Island State University, Candijay Campus during

the first semester, school year 2016-2017.

Specifically, it sought to answer the following questions:

What is the frequency of errors committed in the problem solving in

Algebra indicating misunderstanding in the following categories: variables;

negative signs; equality; operation; fractions; and mathematical properties? What

is the frequency of each type of error with the corresponding topic: Translating

Phrases to Expressions; Work Problem; Solving Problem involving Rational

Algebraic Equations; Solving Problem involving Algebraic Method; Problem

Solving involving Quadratic Equation; Applications on Systems on Linear

Equation; Solution Problem; Unit of Measure; Sets; and Variation? And, is there

25
a significant difference on the frequency of errors on the concept of problem

solving in Algebra?

The study employed a case study design. Errors committed on the

problem solving in Algebra and each type of error were determined. The

respondents of the study were the students of Bachelor of Secondary Education

major in Mathematics during the first semester of the school year 2016-2017. To

determine the significant difference of the frequency of errors committed in

Algebra, the Kruskal-Wallis test was used.

After a thorough analysis of the study, the research arrived with the

following results:

The variable was identified as common error categories in Algebra. The

variable got the highest frequency of 61 with the percentage of 23.11 in the error

categories. While in the corresponding topic, Variation got the highest frequency

of 67 with the percentage of 25.

Moreover, there is no significant difference on the frequency of errors on

the concept of problem solving in Algebra.

Conclusion

In the light of the findings, the following conclusions were formulated:

The frequency of errors on the concept of problem solving in Algebra had

no significant difference. However, this finding is restricted only to the fifty- one

26
(51) respondents of the study. These errors may due to lack of fundamental

knowledge in concepts of problem solving. Thus the concept in fundamentals of

Algebra should be mastered by the students at the appropriate time.

Recommendation

Based on the foregoing conclusions the following recommendations are

hereby proposed:

1. Teachers may conduct remedial classes regarding the topic variation.

2. Administrators may approve and facilitate in designing, trainings and program

of activities made by the teachers to remediate and correct the concept of

problem solving in Algebra.

27
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Booth, J. L., & Koedinger, K. R. (2008). Key misconceptions
in algebraic problem solving. In B. C. Love, K. McRae, &
V. M. Sloutsky (Eds.), Proceedings of the 30th Annual
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Retrieved from http://docs.lib.purdue.edu/jps/vol7/iss1/4
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31
 APPENDIX A

LETTER OF REQUEST

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Candijay Campus
Cogtong, Candijay, Bohol

October 18, 2016

DAISY V. DELLOSA, Ph.D.

OIC-Campus Director
BISU-Candijay Campus

Madam:

Greetings!

In partial fulfillment of the requirements for the degree of Bachelor in Secondary

Education major in Mathematics, the researchers are asking permission from your good
office to conduct a study entitled “STUDENTS COMMON ERRORS IN ALGEBRA”.

The researchers are looking forward for your approval.

Thank you so much and God bless.

Sincerely yours,

(Sgd.) AIREM B. LABANDRIA

(Sgd.) MICHELLE P. LAGARAN

(Sgd.) RAFAEL E. JOTOJOT JR.

32
Recommending Approval:

(Sgd.) MA. MAGDALENA BERNALES, Ed. D.

Dean, College of Advanced Studies

(Sgd.) VILMA G BERMOY, Ph.D.

Dean, College of Teacher Education

Approved:

(Sgd.) DAISY V. DELLOSA, Ph. D.

OIC-Campus Director

33
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
Candijay Campus
Cogtong, Candijay, Bohol

October 18, 2016

VILMA G. BERMOY Ph.D.

Dean, College of Teacher Education
BISU-Candijay Campus

Madam:

Greetings!

A group of Bachelor in Secondary Education – Mathematics 4 students are

conducting a study entitled “STUDENTS COMMON ERRORS IN ALGEBRA” as one of
the requirements of the course.

In line with this, I would like to request these students to be allowed to distribute
questionnaires to all second year College of Teacher Education students of BISU –
Candijay Campus.

I hope for a favorable response to this request.

Thank you and God bless!

Respectfully yours,

(Sgd.) AIREM B. LABANDRIA

(Sgd.) MICHELLE P. LAGARAN

(Sgd.) RAFAEL E. JOTOJOT JR.

Noted:

(Sgd.)Ma. MAGDALENA J. BERNALES, Ed. D. .

Thesis Adviser
Approved:
(Sgd.)VILMA G. BERMOY Ph.D.
Dean, College of Teacher Education

34
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
Candijay Campus
Cogtong, Candijay, Bohol

October 18, 2016

Ma. MAGDALENA J. BERNALES, Ed. D.

DEAN, College of Advanced Study
Bohol Island State University
Candijay Campus
Cogtong, Candijay, Bohol

Madam:

We, the undersigned, are undergoing research on “STUDENTS COMMON

ERRORS IN ALGEBRA” as one of the requirements for action research

In connection to this, we would like to request you to be our Thesis Adviser.

We are hoping for your favorable response to this request.

Thank you so much!

Respectfully yours,

(Sgd.) AIREM B. LABANDRIA

(Sgd.) MICHELLE P. LAGARAN

(Sgd.) RAFAEL E. JOTOJOT JR.

Approved:

(Sgd.)Ma. MAGDALENA J. BERNALES, Ed. D.

Dean, College of Advanced Study

35
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
Candijay Campus
Cogtong, Candijay, Bohol

October 18, 2016

JOSHUA A. ROJO
English Instructor
Bohol Island State University
Candijay Campus
Cogtong, Candijay, Bohol

Sir:

Greetings!

We, the undersigned, are undergoing research on “STUDENTS COMMON

ERRORS IN ALGEBRA” as one of the requirements for action research

In connection to this, we would like to request you to be our English Critic.

We are hoping for your favorable response to this request.

Thank you so much!

Respectfully yours,

(Sgd.) AIREM B. LABANDRIA

(Sgd.) MICHELLE P. LAGARAN

(Sgd.) RAFAEL E. JOTOJOT JR.

Approved:

(Sgd.) JOSHUA A. ROJO

English Instructor

36
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
Candijay Campus
Cogtong, Candijay, Bohol

October 18, 2016

MARICHU C. LIBRES, PH.D.

Instructor
Bohol Island State University
Candijay Campus
Cogtong, Candijay, Bohol

Madam:

Greetings!

We, the undersigned, are undergoing research on “STUDENTS COMMON

ERRORS IN ALGEBRA” as one of the requirements for action research

In connection to this, we would like to request you to be our English Critic.

We are hoping for your favorable response to this request.

Thank you so much!

Respectfully yours,

(Sgd.) AIREM B. LABANDRIA

(Sgd.) MICHELLE P. LAGARAN

(Sgd.) RAFAEL E. JOTOJOT JR.

Approved:

(Sgd.) MARICHU C. LIBRES

Instructor

37
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
Candijay Campus
Cogtong, Candijay, Bohol

October 18, 2016

Ma. MAGDALENA J. BERNALES, Ed .D.

Dean, College of Advanced Study
Bohol Island State University
Candijay Campus
Cogtong, Candijay, Bohol

Sir:

Greetings!

We, the undersigned, are undergoing research on “STUDENTS COMMON

ERRORS IN ALGEBRA” as one of the requirements for action research

In connection to this, we would like to request you to be our Thesis Statistician.

We are hoping for your favorable response to this request.

Thank you so much!

Respectfully yours,

(Sgd.) AIREM B. LABANDRIA

(Sgd.) MICHELLE P. LAGARAN

(Sgd.) RAFAEL E. JOTOJOT JR.

Approved
(Sgd.) MA. MAGDALENA J. BERNALES, Ed. D.
Dean, College of Advanced Study

38
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
Candijay Campus
Cogtong, Candijay, Bohol

October 18, 2016

LOVELLA DATAHAN
Instructor
Bohol Island State University
Candijay Campus
Cogtong, Candijay, Bohol

Madam:

Greetings!

We, the undersigned, are undergoing research on “STUDENTS COMMON

ERRORS IN ALGEBRA” as one of the requirements for action research

In connection to this, we would like to request you to be our Thesis Specialist.

We are hoping for your favorable response to this request.

Thank you so much!

Respectfully yours,

(Sgd.) AIREM B. LABANDRIA

(Sgd.) MICHELLE P. LAGARAN

(Sgd.) RAFAEL E. JOTJOT JR.

Approved:

(Sgd.) LOVELLA DATAHAN

Physical Science Instructor

39
 APPENDIX B

SUMMARY OF DATA

Number of Errors

BSED-Math II

No. of No. of Items

Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 0 0 1 0 0 1 0 1 0 0 1 0 1 1 1 0 0 0 0 `1
2 0 0 0 0 0 1 0 1 0 1 0 1 0 0 0 0 0 0 0 1
3 0 1 0 1 0 1 0 1 0 1 0 1 0 0 1 0 0 0 0 1
4 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0 0 1
5 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 1
6 0 0 1 1 0 1 0 1 0 1 0 1 0 0 0 1 0 0 0 1
7 1 0 1 1 0 1 1 1 1 1 0 1 0 0 1 0 0 0 0 1
8 1 0 1 1 0 1 1 1 0 1 0 1 0 1 0 1 1 0 1 1
9 0 0 1 1 0 1 1 1 0 1 0 0 0 1 0 1 1 1 1 1
10 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 1
11 0 0 0 1 0 0 0 1 0 0 0 1 1 0 0 0 0 1 0 1
12 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 1
13 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 1 0 1
14 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 1
15 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 0 1 0 1
16 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 0 0 0 1
17 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1
18 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1
19 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 1
20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1
21 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 1
22 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1
TOTAL: 2 2 6 7 0 8 3 9 1 13 4 12 4 4 9 3 3 5 2 22

40
 BSED-Math III

No. of No. of Items

Responden 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2
ts 0 1 2 3 4 5 6 7 8 9 0
1 0 0 1 1 0 1 1 1 0 1 0 0 0 0 0 0 0 0 0 0
2 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1
3 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 1
4 0 0 1 1 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 1
5 0 0 0 1 0 0 0 0 0 0 1 0 1 1 0 1 1 0 1 0
6 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1
7 0 0 1 0 1 0 1 1 1 0 1 1 0 0 0 0 0 0 0 1
8 0 0 0 1 0 1 0 0 0 0 0 0 1 0 0 0 0 1 0 1
9 0 1 1 1 0 1 1 1 0 0 1 1 0 1 0 1 0 0 0 1
10 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1
11 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1
12 0 0 1 0 1 0 1 1 0 1 0 0 0 0 0 0 0 0 0 1
13 0 0 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 1
14 0 0 1 0 0 1 0 1 0 0 0 0 0 0 1 0 0 1 0 1
15 0 1 0 1 1 0 1 1 1 1 1 1 0 0 0 0 1 1 0 1
16 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1
Total: 0 2 9 1 3 8 5 8 2 4 4 4 2 2 1 2 2 5 1 1
2 4

BSED-MATH IV

No. of No. of Item

Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 0 0 1 1 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 1
2 0 0 0 1 0 0 1 0 0 1 0 1 1 0 0 0 1 0 0 0
3 0 0 1 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0
4 0 0 1 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 1
5 0 0 0 1 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0
6 0 0 0 0 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 1
7 0 0 0 1 0 0 0 0 1 0 0 1 0 0 1 0 0 0 0 1
8 0 1 1 0 0 0 0 1 1 0 0 1 0 0 0 0 1 1 0 1
9 0 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 1
10 0 0 1 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 1
11 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0
12 0 1 1 0 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0
13 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0
Total: 0 4 7 5 0 2 4 4 4 4 1 8 4 0 2 0 3 2 0 7

41
Frequency of type of errors with corresponding topic.

BSED MATH BSED MATH BSED MATH FREQUENCY PERCENTAGE

II III IV (%)
11 1 0 12 4.48
2 2 4 8 2.99
11 8 4 23 8.58
16 21 15 52 19.40
14 18 7 39 14.55
8 8 2 18 6.72
13 4 4 21 7.84
34 18 15 67 25
9 8 4 21 7.84
1 2 4 7 2.61
TOTAL 268 100%

42
 APPENDIX C

SAMPLE COMPUTATION

Significant difference on the frequency of errors committed in Algebra.

BSED-MATH
TOPIC
II III IV
Translating Phrases 9 (27.5) 8 (25) 4 (15)
to expressions
Work Problem 1 (1) 2 (4.5) 4 (15)
Solving Problem 2 (4.5)
involving Rational 8 (25) 8 (25)
Algebraic Equations
Problem Solving 4 (15) 4 (15)
involving Algebraic 13 (29)
Method
Problem Solving 7.5 (22.5) 3.5 (10)
involving Quadratic 5.5 (20)
Equations
Applications on 17 (30) 9 (27.5) 7.5 (22.5)
System on Linear
Equation
Solution Problem 3.8 (12) 4.5 (18) 3 (9)
Unit of Measure 4.7 (19) 2.3 (7) 6 (21)
Sets 2 (4.5) 2 (4.5) 4 (15)
Variation 3.7 (11) 2.7 (8) 1.3 (2)
Mean Rank 17.9 15.7 12.9
Sum of Rank 179 157 129

Solve for Kruskal-Wallis test (H):

12 𝑇2
H= {𝑁(𝑁+1) ∗ ∑ 𝑁𝑐 } − 3 ∗ (𝑁 + 1)
𝑐

12 𝑇𝐶2
H= { ∗∑ } − 3 ∗ (30 + 1)
30(30+1) 𝑁𝐶

𝑇𝐶2 792 1572 1292

∑ = + +
𝑁𝐶 10 10 10

= 3204.1 + 2464.9 + 1664.1

= 7333.1
12
H= {30(30+1) ∗ 7333.1} − 3 ∗ (30 + 1 ) = 1.62

43
 APPENDIX D

INSTRUMENT

Instructions: Read the problem carefully and write the correct answer that

corresponds to the option. Write your solution.

1.) Translate the following phrase into a variable expression. “The difference

of eight times n and four”

a.) 8(n-4) b.) 4+8n c.) 8n-4 d.) 8(4-n)

2.) The denominator of a fraction is three more than the numerator. If 4 is

added to each, the value of the resulting fraction is 2/3. Find the original fraction.

a.) 4/6 b.) 2/5 c.) 5/2 d.) none of these

3.) Twice the sum of two consecutive integers is less than 5 times the smaller

integer. Find the larger integer.

a.) 18b.) 19 c.) 20 d.) none of these

4.) The sum of the digits of a two-digit number is 9. If the digits are reversed,

the number is increased by 27. Find the original number.

a.) 36 b.) 63 c.) 45 d.) 54

5.) The sum of a positive integer and the square of the next consecutive

integer is 155. Find the sum of the two integers.

a.) 21 b.) 22 c.) 23 d.) 24

6.) A chemist has 10 cc of a 20% solution. How many cubic centimeters of

water should be added to produce a 50% salt solution?

a.) 30cc b.) 18cc c.) 13cc d.) none of these

7.) The sum of a positive integer and the square of the next consecutive

integer is 131. What is the sum of the two integers?

44
 a.) 23 b.) 22 c.) 21 d.) 19

8.) Gustav weighs 42 lbs. more than Lolita. Their combined weight is less

than three times Lolita’s weight. How much does Gustav weigh?

a.) 152 lbs. b.) 110 lbs. c.) 142 lbs. d.) none of these

9.) Elaine can finish the typing job in 5 hours. If Michael helps her, they can

finish the same job in 3 hours. How long would it take Michael to finish the typing

job alone?

a.) 5 & 1/3h b.) 3 & 3/5 h c.) 7 &½ h d.) 6h

10.) Set A contains 4 elements, set B contains 3 elements, and A intersection

B contains 2 elements. How many elements are there in A U B?

a.) 5 b.) 7 c.) 9 d.) 11

11.) The cost of the cup of coffee, a sandwich, and fries is P47.00. The

sandwich costs twice as much as the coffee. The fries cost p17 more than the

coffee. What is the cost of the coffee?

a.) P10.00 b.) P13 c.) P17 d.) none of these

12.) If y varies directly as a2 and b2, what happens to the value of y when the

values of both a and b are doubled?

a.) It is multiplied by 4. c.) It is multiplied by 32.

b.) It is multiplied by 8. d.) None of these

13.) Twice the sum of two consecutive integers is 29 less than 5 times the

smaller integer. Find the larger integer.

a.) 31 b.) 32 c.) 43 d.) none of these

45
14.) Mario was paid P300.00 for each day he delivered containers filled with

drinking waters and was fined p28.00 each day he was late. How many days he

was late when he earned P4, 360.00 with 15 working days?

a) 4 b.) 5 c.) 6 d.) none of these

15.) Translate the given phrase “the product of 8x minus one and 2y”

a.) 16xy-2y b.)8x-(1+2y) c.)8x-(1 x 2y) d.)none of these

16.) Twenty-five greater than four times a number is sixty-one. Find the

number.

a.) 4 b.) 7 c.) 8 d.) 9

17.) A fruit vendor sold 75 ripe and unripe mangoes for P500.00. If he sold

P10.00 for a piece of ripe mangoes and P5.00 for a piece of unripe ones, how

many unripe mangoes did he sell?

a.) 35 b.) 40 c.) 45 d.) 50

18.) Which phrase/s describe/s correctly the given expression (x-y) / xy?

I.) The quotient of the difference of x and y divided by the product of x

and y

II.) Subtraction of y to x divided by the product of x and y

III.) The product of x and y divides x minus one

IV.) x subtracted by y is multiplied by 1/xy

a.) I only b.)II and III c.) II, III, IV d.) none of the above

19.) Find x when y is five greater than x and the sum of x and y is nineteen.

46
 a.) 5 b.) 7 c.) 9 d.) none of these

20.) What is the joint variation of y varies as the root of x and the square of z?

(𝑘√𝑥)⁄
a.) y= kx√𝑧 b.) y= 𝑧2 c.) y=( z2√𝑥)/k d.) none of these

47
 Answer key:

1. c 11. d

2. b 12. a

3. d 13. b

4. a 14. b

5.a 15. a

6. d 16. b

7. a 17. d

8. d 18. a

9. c 19. b

10. a 20. a

48
Legend:

TOPIC NO. OF ITEMS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Unit of
Measure *
Translating
Phrases to * *
expressions
Work
Problem *
Solving
Problems
involving
Rational *
Algebraic
Equations
Solving
Problem
involving * * *
Algebraic
Method
Problem
Solving
involving * * * * *
Quadratic
Equations
Application
on Systems
on Linear * * *
Equations
Solution
Problem *
Sets *
Variation * *

Legend: * topic that belongs to the item

49
 RESEARCHER’S BIODATA

Personal Data

Name: Rafael E. Jotojot Jr.

Address: Canawa, Candijay, Bohol

Date of Birth: December 18, 1996

Place of Birth: Canawa, Candijay, Bohol

Civil Status: Single

Mother: Cipriana E. Jotojot

Father: Rafael V. Jotojot Sr.

Educational Attainment

Elementary: Canawa Elementary School

Canawa, Candijay, Bohol

2008-2009

Secondary: Anoling High School

Anoling, Candijay, Bohol

2012-2013

Tertiary: Bohol Island State University-Candijay Campus

Bachelor in Secondary Education Major in Mathematics

2016-2017

50
 RESEARCHER’S BIODATA

Personal Data

Name: Airem B. Labandria

Address: Bantigue, Pres. Carlos P. Garcia, Bohol

Date of Birth: March 10, 1997

Place of Birth: Bantigue, Pres. Carlos P. Garcia, Bohol

Civil Status: Single

Mother: Aida B. Labandria

Father: Remegio L. Labandria

Educational Attainment

Elementary: Butan Elementary School

Butan, Pres. Carlos P. Garcia, Bohol

2008-2009

Secondary: Holy Child Academy

Ubay, Bohol

2012-2013

Tertiary: Bohol Island State University-Candijay Campus

Bachelor in Secondary Education Major in Mathematics

2016-2017

51
 RESEARCHER’S BIODATA

Personal Data

Name: Michelle P. Lagaran

Address: Minol, Mabini, Bohol

Date of Birth: January 04, 1997

Place of Birth: Minol, Mabini, Bohol

Civil Status: Single

Mother: Mildred P. Lagaran

Father: Adriano L. Lagaran

Educational Attainment

Elementary: Minol Elementary School

Minol, Mabini, Bohol

2008-2009

Secondary: Santa Monica Institute

Poblacion 1, Mabini, Bohol

2012-2013

Tertiary: Bohol Island State University-Candijay Campus

Bachelor in Secondary Education Major in Mathematics

2016-2017

52