Name: Jhenvev Galido, Shane Rose Villamor, Gwyneth Manseneros, Juliana Rosh De Paz, Jeizyl Villo,

and Thessa Mae Reyes Section: Stem Date: October 3, 2022

Research topic: School

Research title: Valladolid National High School Grade 11 Students’ Algebraic Solving Skills in

Quadratics and Polynomials

Background of the Study

Ever since, algebra has had the ability to determine the educational opportunities available to

college-intending students (Moses, 1994; Moses, Kamii, Swap, & Howard, 1998; Picciotto & Wah,

1993). Algebra can separate people from further progress in mathematics-related fields of study (Davis,

1995). For the students who do continue their education, algebra concepts are prerequisite for studying

every branch of mathematics, science, and technology (Fey, 1989).

Quadratic equations have been a fundamental topic, not only in secondary mathematics curricula

around the world but also in the historical development of algebra. Various approaches for solving

quadratic equations were used at different stages of in this historical development, through

representations including arithmetic or numerical, algebraic or symbolic, and visual or geometric (Katz &

Barton, 2007). From a contemporary perspective, quadratic equations are considered important in

school mathematics curricula because they serve as a bridge between mathematical topics such as

linear equations, functions, and polynomials (Sağlam & Alacacı, 2012). Furthermore, like linear

equations, quadratic equations are powerful representations used in other disciplines, such as physics,

engineering, and design, due to their usefulness in solving many kinds of word problems and for

modeling realistic or real-life situations. Developing an understanding of quadratics is critical to students’

learning trajectories in mathematics as they progress to working with higher-degree polynomials and

rational functions, which feature heavily in higher-level math classes in high school and college (Nielsen,

2015).

A few years ago, research on teaching and learning quadratic equations was sparse (e.g., Olteanu &

Holmqvist, 2012; Vaiyamutjamai, & Clements, 2006). A limited number of research studies focusing on

quadratic equations have documented the techniques students engage in while solving quadratic
equations (Bossè & Nandakumar, 2005), geometric approaches used by students for solving quadratic

equations (Allaire & Bradley, 2001), students’ understanding of and difficulties with solving quadratic

equations (Kotsopoulus, 2007; Lima, 2008; Tall, Lima, & Healy, 2014; Vaiyavutjamai, Ellerton, &

Clements, 2005; Zakaria & Maat, 2010).

In general, for most students, quadratic equations create challenges in various ways such as

difficulties in algebraic procedures, (particularly in factoring quadratic equations), and an inability to

apply meaning to the quadratics. Furthermore, since solving the quadratic equations by factorization

requires students to find factors rapidly, factoring simple quadratics becomes quite a challenge, while

non-simple ones (i.e., ax2 + bx + c where a ≠ 1) become harder still. Factoring quadratics can be

complicated when the leading coefficient or the constant term has many pairs of factors (Bossè &

Nandakumar, 2005).

This study aims to discover the knowledge and skills of Grade 11 students in solving quadratics and

polynomials. This study will determine the basic algebra skills in solving quadratics and polynomials of

Grade 11 students at Valladolid National High School. This will benefit the students by enlightening them

about their skills and to be aware on what they are lacking knowledge in solving quadratics and

polynomials problems. This will guide them to study more on to those topics that they do not know,

enable them to use this in the future especially that they will be in Grade 12 next school year. This will

also benefit the teachers by helping them identify on what areas they will focus on teaching their

students in quadratics and polynomials.

Statement of the Problem

Numerous students struggle in solving basic algebra, specifically the quadratics and polynomials. It

would be difficult for them to catch up in their other subjects that needed the application of basic algebra,

like general math, statistics and probability, physics, and calculus. This study aims to assess the

knowledge of Grade 11 students in quadratics and polynomials in basic algebra.

Specifically answer the following:

1. What is the level of learning of Grade 11 in terms of quadratics and polynomials in basic algebra?

2. What is the level of errors of Grade 11 in terms of quadratics and polynomials in basic algebra?
3. Is there a significant difference between the level of learning and level of errors of Grade 11 in terms

of quadratics and polynomials in basic algebra?

Scope and Delimitation

This study is limited to the fifty (50) Grade 11 Male and Female students, enrolled in the First

Semester, School Year 2022-2023 of Valladolid National High School. Each of the respondents is given

a questionnaire to answer. The students are randomly selected from different strand to prevent

subjective perspective. This study will not assess the solving skills of students in other areas of basic

algebra like linear equations and inequalities, and equations and geometry.

Theoretical Framework

Concept image and definition, as defined by Tall and Vinner (1981), will serve as a theoretical

framework for this study. Concept image and definition have been studied and discussed in many

papers (e.g., Tall & Vinner, 1981; Vinner, 1983; Vinner & Dreyfus, 1989; Vinner & Hershkowitz, 1980).

Tall and Vinner (1981) explained concept image as “the total cognitive structure that is associated with

the concept, which includes all the mental pictures and associated properties and processes.

Quadratic equations are one of the fundamental concepts taught in secondary mathematics because

they have a strong connection with many mathematical and geometry topics, such as quadratic

functions and inequalities, polynomials, and parabolas (Didiş & Erbaş, 2015; Olteanu & Holmqvist, 2012;

Sağlam & Alacacı, 2012). Further, quadratic education research studies indicate that more research is

needed to understand students’ conceptions of quadratics. Therefore, this study aimed to look at Grade

11 students’ conceptions of quadratics and polynomials, taking into consideration students’ emerging

conceptual obstacles, and using concept definition and images as the underlying theoretical framework.