Ⅰ

MATHEMATICAL COMPREHENSION SKILLS AND ACADEMIC

PERFORMANCE IN SOLID MENSURATION COURSE

A Research Paper
Presented to the Faculty of
University of Cebu-Maritime Education and Training Center

In Partial Fulfillment
of the Requirements for the
Subject Research 102

By

D/C Jan Emanuelle Cabilao

D/C Jeffrey Busa
D/C Ken Vincent Ygoña
D/C Mil Joshua Ferolino
D/C Vincent Lawrence Omandac

June 2022
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APPROVAL SHEET

IN PARTIAL FULFILLMENT of the requirements for the Degree of Bachelor of

Science in Marine Transportation, this research entitled “Math Comprehension Skills and
Academic Performance in Solid Mensuration Subject of UC-METC”, prepared and
submitted by Vincent Lawrence Omandac, Jeff Busa, Mil Joshua Ferolino, Jan Emanuelle G.
Cabilao, and Ken Vincent Ygona, has been examined, accepted, and approved for ORAL
DEFENS

FRELYN D. BACALSO, MS

Research Adviser

ACCEPTED AS partial fulfillment of the requirements for the Degree of Bachelor of

Science in Marine Transportation.

CAPT. GERRY D. ENJAMBRE

Dean, College of Maritime Education

APPROVED by the tribunal on Proposal Hearing with the grade of PASSED.

PANEL OF EXAMINERS

DR. ALVIN ZAMORA

Chairman

ROGENE GABRIEL P. VILLA, MAEd DR. DARYL BABATID

Member 1 Member 2

C/M GUILLERMO DILUVIO Jr.

Program Research Coordinator

CAPT. GERRY D. ENJAMBRE MS. KAY P. DIAZ, MAT

Dean, College of Maritime Education Research Director

Date: May 29, 2022

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ACKNOWLEDGEMENT

This research would not have been possible without the dedicated help and support of

the following people who inspired the writing of this thesis. Forever grateful to the following

people:

First of all, to almighty God, who provides love and wisdom, who always blesses and

guides to achieve the goals of the research and helps the researchers to overcome all the

difficulties. that they have to face and help them accomplish all they have;

To Frelyn D. Bacalso, MST our Research Adviser, for her invaluable help and advice

on this study, his knowledge and experiences which aided the researchers in their academic

careers and everyday life. The researchers are indeed thankful for her unrelenting support and

encouragement for their further accomplishments.

To the panels, Dr. Alvin Zamora, Mr. Rogene Gabriel Villa, and Dr. Daryl Babatid, for

their significant reviews, remarks and helpful recommendations for its development. These

will help the researchers for betterment of their work; and

Lastly, to all those who helped for the accomplishment of this work which is not

mentioned by the researchers. Their assistance and significant participation is greatly

appreciated and will always be part of the success of this study.

The Researchers
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DEDICATION

This research is proudly and humbly dedicated to the faculty, management, and staff of

the Center for Maritime Education and Training, University of Cebu, who have trained and

shaped us into who we are. become independent and competitive citizens on a global scale.

The researchers sincerely dedicate this thesis to everyone who contributed to the research

by generously sharing their knowledge, time, effort, and love. Especially to the researcher's

parents who have been our source of inspiration and strength throughout this research. Their

continuous moral, spiritual, emotional, and financial support to us has helped us finish this

research; and to our research adviser, Ms. Frelyn D. Bacalso, for her tremendous effort and

patience to guide us throughout the research and help us to better understand the key points of

this research despite the difficulties, provided overwhelming counsel and support and stood

by us through every challenge we, the researchers, faced.

This thesis is dedicated to our Almighty God. The researchers wish to express their

gratitude to the Almighty God, who has continued to bless us in numerous ways. The

researchers are grateful for the tremendous providence bestowed upon us, since we are

convinced that without His supernatural intervention, we would not have come this far in our

professions. As a result of his trials and tribulations, the researchers have been transformed

into a new version of themselves. Finally, the researchers thank him for the perseverance in

getting this far.

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ABSTRACT

Title: : MATH COMPREHENSION SKILLS AND ACADEMIC

PERFORMANCE IN SOLID MENSURATION SUBJECT
OF UC-METC

Researchers : D/C Omandac Vincent Lawrence

D/C Cabilao, Jan Emanuelle
D/C Ferolino, Mil Joshua
D/C Busa, Jeffrey
D/C Ygoña, Ken Vincent

Program : Bachelor of Science in Marine Transportation

School : University of Cebu - Maritime Education and Training Center

Adviser : Frelyn D. Bacalso, MST

Date Completed : May 29, 2022

The focus of this study is to measure the mathematical comprehension skills of the
maritime students and examine the relationship between math comprehension skills and
academic performance of marine students learning Solid Mensuration subject.

This study was using a validated researcher-made questionnaire in order to determine

the mathematical comprehension of the students who are currently studying in a Bachelor of
Science program at the University of Cebu-METC Bachelor of Science in Marine
Engineering and Bachelor of Science in Marine Transportation with a Solid Mensuration
subject. The design used in this study is a descriptive-correlational method.
Descriptive-correlational research design is suitable, it investigates relationships and measures
the strength or direction of a relationship between two (or more) variables without allowing
the researcher to control or manipulate any of them.

The findings of the researchers revealed that highest means is 3.39 with 3 statements
in critical thinking such as “ In asking the right questions, it stimulates my critical thinking
skills”, “In thinking critically I am integrating questioning techniques into class discussions to
support an educational environment where students can demonstrate and practice critical
thinking skills”, and “In critical thinking I think analyzing, evaluating, and producing are
the cognitive domains of higher order thinking skills”. The findings showed the Academic
Performance of the Respondents in Comprehension skills with its corresponding in this table
we can see the excellent grades, results and percentage, and shows the significant relationship
between comprehension skills and academic performance.

Keywords: Mathematical Comprehension Skills, Academic Performance, and Solid

Mensuration
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TABLE OF CONTENTS

PAGE

Title Page i

Approval Sheet ii

Acknowledgment iii

Dedication iv

Abstract v

Table of Contents vi

List of Tables ix

List of Figures x

CHAPTER

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study 1

Theoretical Background 3

Review of Related Literature and Studies 3

THE PROBLEM

Statement of the Problem 13

Statement of Hypothesis 13
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Significance of the Study 14

THE RESEARCH METHODOLOGY

Research Design 16

Research Environment 17

Research Respondents 17

Research Instruments 18

Research Procedures

Data Gathering 20

Treatment of Data 22

DEFINITION OF TERMS 23

2 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Table 1: Level of Comprehension skills 25

1.1: Problem-Solving 25

1.2: Critical Thinking 28

1.31Visualizing t 31

1.4 Applying Formulas 34

Table 2: Summary Table of Comprehension skills 37

Table 3: Levels of Academic Performance 39

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Table 4: Comparative Statistics Between External 41

3 SUMMARY, FINDINGS, CONCLUSION,

AND RECOMMENDATIONS

Findings 45

Conclusion 48

Recommendations 49

REFERENCES 51

APPENDICES

Appendix A - Transmittal Letters 55

Appendix B – Research Instrument 64

Appendix C - Location Map 68

Appendix D - Grammarly 69

Appendix E - ERB Certificate 70

Appendix F - Letter to the Content Validator 71

CURRICULUM VITAE 72

CV 1 - Adviser: Frelyn D. Bacalso, MST 72

CV 2 - Jeffre Busa 74
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CV 3 - Vincent Lawrence Omandac 75

CV 4 - Jan Emanuelle G. Cabilao 76

CV 5 - ,Mil Joshua Ferolino 77

CV 6 - Ken Vincent Ygona 78

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LIST OF TABLES

Table Page

1 Scoring Procedures 19
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LIST OF FIGURES

Table Page

1 Flow of the study 16

2 Research Environment Map 68

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CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

The comprehension of a mathematical text is thereby in itself not viewed as an

opportunity for learning, but only as a pivotal kind of ability in order to become active in

situations where learning can take place (Österholm, 2006). However, Comprehension can be

considered a significant aspect of mathematics in and of itself. Mathematical knowledge, not

just in relation to other sorts of knowledge activities.

In Asian countries, mathematics is one of the highly-valued subjects in school and a

highly encouraged subject for students to comprehend (Leatham & Peterson, 2010; Ronis,

2008). It is in this view that in most Asian countries, guiding practices on children’s

mathematics achievements are quite more vigorous (Wei & Dzeng, 2014). In the Philippines,

Mathematics is a general education subject taught in primary and secondary schools, where

students are expected to gain an understanding of and appreciation for its principles as they

are applied in problem-solving, critical thinking, communicating, reasoning, making

connections, representations, and making decisions in real life.

According to Blömeke and Delaney (2014), It is essential hence required as a subject

almost in every field. However, problems related to mathematics achievement are still evident

not only in the Philippine setting but also right in other countries.

Mathematics is one of the most important subjects in science education because it

considers the day-to-day household activities, as well as keeping numerical facts about events,
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financial records, and other records transactions involving the use of numbers or numeration.

Individuals studying this subject are doing so because of the importance of the subject.

Students enrolled in such a course at the secondary or tertiary level were expected to

demonstrate commitment and diligence in order to improve their academic performance and

reap other benefits associated with the study of Mathematics (Owan, 2020).

The goal of this study is to determine the level of Math Comprehension Skills of the

maritime students and to further identify its correlation to their academic performance in

Solid Mensuration. It is hoped that in the future, this study can provide help to College

students as well as teachers.

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Theoretical Background

The primary purpose of this research is to know the math comprehension skills and

academic performance of the students taking solid mensuration subjects of UC-METC.

This study is anchored on the theory, Toward a Design Theory of Problem Solving

(2000) by David H. Jonassen, which states that in both personal and professional settings,

problem-solving is widely recognized as the most significant cognitive activity.

As said by Apipah (2018), mathematics is a universal science that underpins the

advancement of modern technology. It serves an important role in both assisting other

disciplines and boosting human intelligence. Advances in mathematics have facilitated the

rapid rise of information and communication technologies. Mathematical problem solving,

reasoning and validating mathematics learning skills must be developed through mathematics

learning. Modern mathematics principles can be used to tackle problems in other fields and

mathematics.

Problem solving

One of the overall focuses of the final curriculum was problem-solving. Because students

can use their existing skills to solve problems, problem-solving is an essential part of the

mathematics curriculum. Solving arithmetic problems is an integral part of any mathematics

curriculum. Problem-solving allows students to practice and integrate the concepts, theorems,

and skills they have learned. Another school of thought holds that all creative mathematical

activities require problem-solving actions. That can help students' imaginations, creativity,

and comprehension skills grow (Tambunan, 2019). The majority of people are obligated and

rewarded for solving difficulties. However, because our understanding of problem-solving

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processes is lacking, it is only required infrequently in formal educational settings.

Problem-solving is a type of activity in which students use simulated problem scenarios to

provide context and motivation for learning math. Despite the significance of problem solving

in learning mathematics, even in Indonesia, students continue to struggle with context-based

activities, according to various studies (e.g., Wijaya, van den Heuvel-Panhuizen, & Doorman,

2015).

As stated by Costillas (2015), the ability of students to respond to problem-solving

exercises and the teacher's ability to construct and ask appropriate supportive verbal signals

will differ. The ultimate goal for all mathematics teachers is to develop students' capacity to

solve mathematical problems while providing many opportunities (by the teacher) the transfer

of learning to real-life circumstances. This is the most solid indication of a teacher's

effectiveness.

In order to comprehend the meaning of mathematics, it is just as vital to comprehend a

problem to solve it. It is widely held that problem-solving abilities enable people to overcome

obstacles in their daily lives. A person who can solve problems is a self-assured, creative, and

autonomous thinker. It's understandable that the societies these people create are capable of

promptly fixing problems. In this vein, the purpose of this study is to discover if there is a link

between problem-solving skills, which are important in mathematics, and two components of

classroom management, namely time management and plan-program management. These two

qualities, problem-solving skills, are regarded to have a close link. There are two categories of

problems: routine and non-routine (Özreçberoğlu & Çağanağa, 2018).

Mathematical problem-solving may help students to improve and develop the standard

ability to solve real-life problems, (Reys et al. 2001), to develop critical thinking skills and
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reasoning, to gain deep understanding of concepts (Schoenfeld, 1992; Schoen and Charles,

2003) and to work in grgoups, cooperate with and interact with each other (Dendane,

2009)But if he or she increased the curiosity of his students through problem solving from

real life students to gain knowledge and help them solve problems with stimulus questions,

then the teacher has given students a sense of belonging to mathematics, understanding, and

independent thinking. In problem solving activities during learning the teacher basically

serves as a “trainer” for students. Students are asked to “think” more, and create rather than

“quote” material (Schoenfeld, 1980).Alfieri et al. (2011) stated that discovery learning

without assistance has not benefit students, while feedback, examples of (success) work,

scaffolding, and teacher explanations such as reinforcement will be beneficial to student

learning achievement. Opportunities for constructive learning may not arise when students are

left without help. The guided activity of the teacher has a scaffolding to help students. The

activities given by the teacher require students to explain their own ideas and ensure that these

ideas are accurate by providing timely feedback by the teacher. The activities that provided by

the teacher provide examples of work on tasks that have been successful

CRITICAL THINKING

A well-trained critical thinker can develop significant questions and themes, as well as

effectively and exactly express the problem. Produce a logical conclusion that can be tested

using specified criteria and standards.Be open to alternative thought systems, recognize and

assess their assumptions, implications, and practical ramifications.Widana,( 2018). People

studying mathematics, especially students, must be able to state and present mathematical

ideas. It is vital to build a link between the content being studied and mathematical ideas in

various presenting formats when learning mathematics.

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Learning is still dominated by teachers who sometimes cannot develop students'

critical thinking activities and skills in education. According to Ahmatika (2017), the

factors influencing critical thinking skills do not grow in learning. The curriculum targets are

only material, and learning activities by teachers are still dominated by the lecture method.

Teachers only rely on the lecture method to convey concepts because it is easier even

though, in general, it makes students more passive and makes them desperate to think

critically (Mustofa, & Yuwana, 2016; Baguma, Bagarukayo, Namubiru,Brown, & Mayisela,

2019).

Critical thinking is a basic skill that attaches importance to the way in which information

is learned, the learning process, and the effective application of what it has learned (Adıgüzel,

2017). Although several definitions have been presented in the intervening years, most of

them contain the same basic principles. Critical thinking is purposeful, logical, and objective.

It is a type of thinking that thinks about problem solving, formulating inferences, calculating

probabilities and making decisions. Critical thinkers use these skills appropriately, without

asking, and often consciously in various settings. That is, they must be capable of critical

thinking. When we think critically, we evaluate the results of our thought processes (how

good a decision is or how well a problem is solved) (Halpern, 2003).

A well-trained critical thinker can develop significant questions and themes, as well as

effectively and exactly express the problem. Produce a logical conclusion that can be tested

using specified criteria and standards. Be open to alternative thought systems, recognize and

assess their assumptions, implications, and practical ramifications. (Widana, 2018). People

studying mathematics, especially students, must be able to state and present mathematical
 7

ideas. It is vital to build a link between the content being studied and mathematical ideas in

various presenting formats when learning mathematics. Learning is still dominated by

teachers who sometimes cannot develop students' critical thinking activities and skills in

education. According to Ahmatika (2017), the factors influencing critical thinking skills

do not grow in learning. The curriculum targets are only material, and learning activities by

teachers are still dominated by the lecture method. Teachers only rely on the lecture method to

convey concepts because it is easier even though, in general, it makes students more

passive and makes them desperate to think critically (Mustofa, & Yuwana, 2016; Baguma,

Bagarukayo, Namubiru,Brown, & Mayisela, 2019).

Critical thinking is a basic skill that attaches importance to the way in which information is

learned, the learning process, and the effective application of what it has learned (Adıgüzel,

2017). Although several definitions have been presented in the intervening years, most of

them contain the same basic principles. Critical thinking is purposeful, logical, and objective.

It is a type of thinking that thinks about problem solving, formulating inferences, calculating

probabilities and making decisions. Critical thinkers use these skills appropriately, without

asking, and often consciously in various settings. That is, they must be capable of critical

thinking. When we think critically, we evaluate the results of our thought processes (how

good a decision is or how well a problem is solved) (Halpern, 2003).

Critical thinking is a skill that may be developed through teaching and practice. Students

can improve their critical thinking skills by using instructional tactics that actively engage

students in the learning process rather than relying on lecture and note memorizing Peter,

(2012).Because critical thinking is a mental habit that requires students to think about their

thinking and about improving the process, it requires students to use higher-order thinking
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skills, not memorize data or accept what they read or are told without critically thinking about

it (Scriven and Paul, 2007; Schafersman, 1991; Templeaar, 2006). Therefore, critical thinking

is a product of education, training, and practice.

To enhance student’s processing skills, it is important to review test questions and explain

correct answers by modeling the critical thinking process (Brown and Kelly, (1986); Duplass

and Ziedler, (2002); Schafersman,(1991).Haynes and Bailey (2003) emphasized the

importance of asking the right questions to stimulate students’ critical thinking skills. Other

researcher Hemming, (2000) also focused on integrating questioning techniques into class

discussions to support an educational environment where students can demonstrate and

practice critical thinking skills.

VISUALIZING

In mathematics, representation is essential because it helps students become fluent in

creating concepts, reasoning mathematically, and developing conceptual comprehension. This

talent is critical for pupils, as it is linked to communication and problem-solving abilities

Prayitno, Nyoman, Lu'lu Olmak Nunn, & Subarinah, (2021). Bloom's cognitive taxonomy

places higher-order thinking skills at the top. Analyzing, evaluating, and producing are the

cognitive domains of higher order thinking skills (Baskoro & Retnawati, 2019).Visualisation

influences our thinking as a process, but visual imagery that is kept (nearly) as a mental

picture informs this thinking. Visual imaging, in this sense, is a cognitive tool that connects

the visual representations used in education with the visual representations used in everyday

life.A visualizing method that influences a student's mathematical thinking. A Graphic

representation, such as visualisation's output is defined as "a mental construct depicting visual

or spatial information.""knowledge" Presmeg, (2006). A visual image, as the product of

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visualization, is defined as “a mental construct depicting visual or spatial information”

Presmeg, (2006)

According to Presmeg (2020), Visualizing mathematics learning is not new. Since

mathematics involves the use of signs such as symbols and diagrams to represent abstract

notions, there is a spatial aspect involved; that is, visualization is implicated in its

representation. However, compared to the millennia that mathematics has existed as a

discipline, research on the role of visual thinking in mathematics learning is very young. This

ability to visually modify problem values is frequently required to grasp the concept and

begin the solution process fully. According to Zazkis, Dubinsky and Dautermann (1996),

visualization is the act of constructing a strong connection between a concept that an

individual acquires through internal construction and his/her feelings.

Using bar models to illustrate the relationship between known and unknown numerical

elements, modeling blocks in a problem text is a visual, mathematical tool. When faced with a

lack of basic problem-solving skills among high school pupils, this study aims to see how a

block model approach can potentially strengthen students' heuristic skills (analytical and

procedural) in solving mathematical issues Garzon & Casinillo, (2021). Nevertheless, several

educators have pointed out the limitations of and difficulties encountered in visualization, as

well as the unwillingness to engage in this task (Arcavi, 2003; Eisenberg, 1994; Stylianou &

Silver, 2004). Stated by Watson,(2002; Sutawijaya & Dahlan, (2010); as cited in Dahlan,

(2012) claimed that cognitive structure is integrated into the environment through assimilation
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and accommodation. If the assimilation and accommodation are conflict-free, the cognitive

structure is in the equilibrium state. But, when someone is in the state of disequilibrium, he

will respond by searching for a new equilibrium with his environment. To provide a clearer

direction of cognitive conflict, Piaget classified it into three levels; low, medium, and high.

Low level happens when someone is in an equilibrium state with no conflict during

accommodation and assimilation.

Applying Formulas

Anecdotal evidence suggests that the popular perception of mathematics is "applying a

formula," and it is usually in the media to connect school mathematics experiences with

learning formulas and applying them to standard practice items (Flores, Koontz, Inan, &

Alagic, 2015). That would imply that fluency is less critical in terms of correct formula

application than complete comprehension of why the formula works. Nevertheless, just

because formula application is still a widespread practice in mathematics classrooms does not

guarantee validity. Its importance in students' mathematics learning does not, by itself, justify

its existence. Indeed, rhetoric has long sought to de-emphasize the (rote)1application of

formulas in favor of instructional work that focuses on the concepts involved in constructing

and underpinning the use of the formulae (Flores, Koontz, Inan, & Alagic, 2015).

Furthermore, fluency in the application of a formula allows us to see its connections (a type of

conceptual understanding) when used in conjunction with other formulas. It also addresses –

conceptually – the necessary conditions and constraints for the formula's application to be

valid (Klymchuk, 2015).

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The goal in mathematics lessons should not be to memorize the theories, and formula

and then to solve questions based on what have been memorized because, in this case,

students are urged to act without knowing why they solve the particular problem (Nasibov

and Kacar, 2005). For example, in their study, Sisman and Aksu (2009) found that students

have difficulty in effectively using various formulas. The study of Ahuja et al. (1998) states

that teachers should develop formulae with students to involve thinking rather than just

dumping the formula on them. They must encourage students to think more – “don’t spoon

feed and don’t encourage them to memorise”. For example, in their study, Sisman and Aksu

(2009) found that students have difficulty in effectively using various formulas. What is

important here is the ability to think comprehensively, considering all existing conditions, to

understand what consequences would arise after certain circumstances, and to learn and teach

how to think logically and systematically (Nasibov and Kacar, 2005).

Ozdemir and Uzel (2011) concluded that students should be guided not by formula but

reasoning structured under three main headings: imparting the ability to interpret, avoiding

mere memorization, and focussing on the subject and its aspects. Moreover, it was further

found that when students develop formulas by themselves, try different methods and associate

their learnings with daily life, a huge contribution is made to understanding the subject.

Learning styles and critical thinking are so important in students' academic performance;

a considerable amount of educational research has been done on these topics in various

nations. They discovered that, contrary to expectations, students' critical thinking level

decreased while the total mean of their scores grew in their study on critical thinking and

students' academic achievement from the first semester to two years later. This is because
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students are more likely to develop adaptive behavior in relation to their surroundings and

university, as well as reduce stress during their study (Demirhan, Besoluk & Onder, 2011).

Sharma's study from 2011 is one example of a study whose findings revealed a link between

academic achievement and learning styles. In 2012, Nasrabadi published another study that

found a link between critical thinking attitudes and academic achievement.

The assumption that students will be unable to surmount the problems of Mathematics in

other words, a low level of Mathematics self-efficacy indicating that these issues will divert

their attention away from Math classes and have an impact on their attitudes toward Math

sessions (Öztürk, Akkan & Kaplan, 2019)

Academic achievement has always aroused the educational community's curiosity. The

result is linked to a teaching-learning process to achieve a particular goal-school achievement

(Fleischhauer et al., 2010; Von Stumm and Ackerman, 2013). Academic performance is

defined as the level of knowledge demonstrated in a subject or area in comparison to the age

and level of education standard. Many researches have been conducted on academic success

or failure, as well as discouragement and dropping out of school. (Balkis, 2018). As a result,

academic performance is a construct with quantitative and qualitative characteristics that

provide proof and a profile of the student's abilities, knowledge, attitudes, and values gained

during the teaching-learning process. In addition, Tuminaro and Redish (2014) discovered

two independent reasons for the students' low performance: a lack of mathematical abilities

required to solve physics problems and a lack of understanding of applying the mathematical

skills they do have to specific physics problem circumstances.

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THE PROBLEM

Statement of the Problem

In this study, the researchers aim to know the factors that affect the performance of

Maritime students in UC-METC. This aim to answer the following questions:

1. What are the math comprehension skills of the respondents in terms of:

1.1 Problem Solving;

1.2 Critical Thinking;

1.3 Visualizing; and

1.4 Applying Formulas?

2. What is the academic performance of the respondents in solid Mensuration?

3. Is there a significant correlation between the math comprehension skills and academic

performance of the respondents?

4. Based on the findings, what sound recommendations can be raised?

Statement of Hypothesis

Ha: There is a significant correlation between the math comprehension skills and

academic performance of the respondents.

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SIGNIFICANCE OF THE STUDY

This study will benefit the following:

Students. Learners would be the beneficiaries of all curriculum endeavors. Instructed

on how to improve arithmetic understanding skills and academic performance their

performance in solid mensuration subjects is influenced by their performance. They will be

motivated to put forth more effort in order to excel in arithmetic cognitive abilities and

academic performance in the pursuit of a higher education as a result, solid measurement

subjects are produced.

Parents. This study could provide parents with useful information regarding their

children's schooling and serve as a learning guide for them. It will help them assess the

weaknesses of their children and will be able to guide them and help their children progress.

They may be inspired by their children when they show a positive attitude towards their

studies thus they will carve the best to give their children’s needs. This study serves as an

overview on how to help their children perform well in mathematics and Solid Mensuration

subject.

Teachers. This study will remind teachers that being solid measurement proficient is

vital because, as they are the providers of learning, what they teach dramatically affects the

students’ comprehension skills and academic performance. This will guide them to teach their

importance of comprehension to achieve excellent performance in solid mensuration

particularly for math solid mensuration subject teachers of UC- METC.

School Administrators will be gaining insights as to what measures are appropriate

to guide the teachers regarding math comprehension skills in solid mensuration subjects.
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Future Researchers. The study will provide baseline data needed for future research

and studies related to this one.

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RESEARCH METHODOLOGY

This section describes the research methods employed in this study, as well as the

process through which the researchers addressed the issues raised.

Research Design

This study utilizes a descriptive-correlational research design. That can be used to

determine prevalence and relationships among variables and to forecast events from current

data and knowledge. Despite its many uses, prudence is required when using the methodology

and analyzing data. This would assist researchers in reducing mistakes (Curtis, Demsey, &

Comiskey, 2016). Descriptive-correlational research design is suitable, it investigates

relationships and measures the strength or direction of a relationship between two (or more)

variables without allowing the researcher to control or manipulate any of them.

INPUT PROCESS OUTPUT

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Figure 1: The Research Flow

Research Environment

The researchers conducted the study at the University of Cebu-maritime education and

training center (UC-METC). The UC-METC was a Cebu campus dedicated to training and

developing world-class sailors. It offers future seafarers’ thorough teaching and training

complete with technological simulators while accredited with and abiding by international

standards set by the bureau veritas.

Furthermore, we chose University of Cebu as our environment because it provides us

with students with an understanding of what it means to do mathematics and of mathematics

as a living, growing field. Writing mathematics and problem-solving become central to a

student's learning. Students develop mastery of mathematics topics.. Moreover, University of

Cebu- Maritime Education and Training Center, Alumnos St, Cebu City, Cebu. It is a good fit

for this study, that a lot of students are experiencing many problems regarding understanding

the solid mensuration math subject. This is where students laid the groundwork for their

future jobs and learned how to be good officers.

Research Respondents

The respondents of our study are students who are currently enrolled in UC-METC

who are currently studying in a Bachelor of Science program at the University of

Cebu-METC Bachelor of Science in Marine Engineering and Bachelor of Science in Marine

Transportation with a mathematics subject on solid mensuration.

. There is a total population of 1124 students currently enrolled in all 2nd year students

Bachelor of Science in Marine Transportation and Bachelor of Science in Marine Engineering

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The researchers used the purposive sampling technique for everyone to have an equal chance

to be selected, and using the Krejcie and Morgan Table, the researchers calculated the needed

sample size, which is 285 total respondents. Unfortunately, only 126 respondents were able to

answer the google forms due to inactivity The researchers used the probability sampling

method for this investigation in their emails and that some happen to disregard the said google

forms survey. The respondents in this research are people taking up math courses and this is

to know the level of their comprehension and how it relates to their performance in solid

mensuration,

Research Instrument

The instrument the researchers will use is a validated researcher-made questionnaire which

will be used to gather necessary data for this study. The tool used in this research is a

questionnaire and will be distributed to the students of UC-METC all 2nd year level through a

google survey form through their email individually and privately. There was pilot testing for

the large main test. It will demonstrate that the survey was successful in achieving the study’s

objective. That the collected data was analyzed and interpreted through Cronbach’s alpha. It

was regarded as an indicator of the reliability of the scale. Then the researchers asked an

expert to validate the content of the research tool. An appropriate reliability test and validity

was demonstrated to the pilot testing, and by the expert, the researchers proceeded to the

primary survey.

The instrument consists of four subscales covering the variables or subfactors (Problem

solving, Critical Thinking, Visualizing, and Applying formulas). The questionnaire has

various tools to measureMathematical Comprehension Skills in research 102. It has 20

statements of researchers' questions.

 19

The questionnaire is made to measure the response. The first part of the questionnaire

will provide 20 statements thus it will be placed in connection to assess the level of

mathematical skills; we would be using a 4-point Likert scale in which responders specify

their level of agreement to a statement. Four means Always, three stands as Often, two

signifies Occasionally, and one denotes never.

Scoring Procedure

PART I: MATH COMPREHENSION SKILLS

Scale Interval Descriptor Verbal Interpretation

4 3.26 – 4.00 Always The respondents have excellent

math comprehension skills

3 2.51 – 3.25 Often The respondents have good

math comprehension skills

2 1.76 – 2.5 Sometimes The respondents have weak

math comprehension skills

1 1.00- 1.75 Never The respondents have very weak

math comprehension skills

SCORING PROCEDURE FOR ACADEMIC PERFORMANCE

Interval Equivalent Verbal Description Verbal Interpretation

1.0 100 - 95 Excellent The respondents have excellent grades.

1.1-1.5 94 - 90 Very Good The respondents have very good grades.

1.6-2.5 89 - 80 Good The respondents have good grades.

2.6-2.9 79 - 76 Fair The respondents have fair grades.

3.0 75 Passing The respondents have passing grades.

 20

Research Procedure

Gathering of Data. After the approval of the study from the panel of examiners and

the Ethics Review Board, the researchers will submit a transmittal letter to the respondents to

request their cooperation as one of the respondents in this study by answering the survey

questionnaire.

The researchers will provide the selected responders with an informed consent form,

which must be read and signed by individuals who accept to participate in the study.

Following approval of the study, the questionnaire will be distributed in a Google Form, and

researchers will brief participants in a video form that is embedded in the Google form for

instructions before they decide to answer, and to collect data during their free time, which

corresponds to the respondents' free time. To minimize dispute and misunderstanding, the

researchers also take into account the respondents' comfortability.

After answering the survey, the researchers showed their gratitude towards the respondents for

their cooperation. Confidentiality and anonymity were observed towards the information of the

respondents. In the retrieval of responses, the researchers will gather, tally and analyze the survey

forms. Lastly, after the data was interpreted, the researchers showcased the measured and quantified

data that supplemented the problem of the study and provided an action plan.

Ethical Considerations. Ethical considerations in research will be utilized in

gathering data and handling the study. First, it is imperative to secure informed consent - this

implies that the individual partaking in the research is completely informed about the research

being conducted. Participants will be made mindful of the purpose behind the undertaking.

The primary reason for informed consent is that the participant can make an informed choice

if they will take an interest in the research.

 21

Voluntariness. The participation of respondents in the study will be entirely

voluntary, and they have the right to withdraw from any phase of the study. They will be

asked to sign the consent form that provides adequate data and affirmations about the study to

manifest the individual participants' permission to take part in the study, comprehend the

ramifications of participation, and fully and freely decide whether to do as such, without any

pressure or compulsion (See Appendix for Consent Form).

Privacy and Anonymity. Privacy and anonymity of respondents will be of paramount

importance during the conduct of the investigation. All the answers of the participants will be

respected and treated with equal share and fairness. All the information to be collected will be

treated with the utmost confidentiality. No individual identities will be used in any reports or

publications resulting from the study; instead, they will be substituted by a number/code to

hide their individual identity. After six months, all of the collected information will be

destroyed.

Do no harm. Harm could be both physical as well as mental and thus could be as:

stress, pain, nervousness, decreasing confidence or an attack of privacy. It is basic that the

research process doesn't in any way hurt (unintended or otherwise) participants.

Confidentiality. implies that any distinguishing data isn't made accessible to, or got

to by anybody yet the program researcher. Confidentiality additionally guarantees such

recognizing data is prohibited from any reports or distributed archives.

Trustworthiness of the study. This research is entitled to deliver utmost

trustworthiness that focuses and ensures that the results are not biased and rigged and contains

the necessary variables that strengthen the foundation of this study. To establish credibility of

the research data, the proceedings of the research interview were conducted using a google
 22

form questionnaire survey. Data trustworthiness has four key parts which were being adopted

as follows: credibility, transferability, dependability, and confirmability.

Treatment of Data.

The respondents' responses to the survey questionnaires were collected, tabulated, and

analyzed. The results obtained from the surveyed forms will serve as the data used to identify

the specific information needed for the study to be evident. Lastly, the data were finalized and

checked for any errors or corrections.

Frequency and Percentage

It is used to determine the academic performance of the respondents.

Weighted Mean

It is used to determine the mathematical comprehension skills of the respondents.

Pearson's "r" Correlation

It is used to determine the significant correlation between the mathematical

comprehension skills and the academic performance of the respondents.

 23

DEFINITION OF TERMS

The following terms are defined operationally as used in this study to provide a full

knowledge of the terminologies used in the study.

Academic Performance. The term "academic performance" refers to the ratings

obtained by 2nd year-level students of the University of Cebu-METC in their academic

progress and the level to which students have met their educational objectives at the end of a

specific term in Solid Mensuration subject.

Comprehension Skills. Comprehension skills are the abilities of the 2nd year-level

students in the University of Cebu-METC to solve, analyze, visualize, retain, and comprehend

mathematical information in Solid Mensuration subjects.

Maritime Students. Refers to the 2nd year level students of the University of Cebu –

Maritime Education and Training Center. Also, the respondents or the subject of the study

who are currently enrolled in the online class.

Solid Mensuration. A branch of mathematics taken by the 2nd-year maritime

students at UC-METC that studies various solids and three-dimensional shape measurements.

Problem Solving. Problem-solving is the ability/skill of the maritime students to

resolve difficult and complex problems.

Critical Thinking. Critical thinking is the ability/skill of the maritime students to

analyze and evaluate a problem in order to make a solution.

Visualizing. Visualizing is the ability/skill of the maritime students to formulate

pictures in their mind based on the given problem.

 24

Applying Formulas. The applying formula indicates the procedure to be followed and

refers to the correct application of the formula in Solid Mensuration.

 25

CHAPTER 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the findings of the researchers on Math Comprehension Skills
and Academic Performance in Solid Mensuration. To ensure that the study's findings are
evident and that the data is presented in a tabular format.

TABLE 1
MATH COMPREHENSION SKILLS
1.1 Problem-Solving

Statements
Weighted Description
Mean

Problem Solving

1. My comprehension abilities develop when 2.91 Often

I am solving problems.

2. Solving problems helps me improve and

2.98 Often
solve real-life problems

3. I am less interested in mathematics if the 2.69 Often

teachers teach us to solve routine problems
or operations.

4. It develops my critical thinking skills and 2.88 Often

reasoning when solving problems, and I learn
a deep understanding of problem-solving
concepts.

5. I'm still having trouble with context-based 2.71 Often

activities in problem-solving.

AGGREGATED MEAN 2.83 Often

 26

LEGEND:

WEIGHTED MEAN RANGE INTERPRETATION

3.26-4.00 Always

2.51-3.25 Often

1.76-2.50 Sometimes

1.00-1.75 Never

Table 1 shows how marine students solve problems using their math comprehension

skills. According to the results, the weighted mean values for each statement do not differ

significantly. The highest statement "Solving problems helps me improve and solve

real-life problems," with a mean of 2.98 and a description of “Often.” This implies that

when a student is solving problems, this could train their mind and help them in life. Thus

they could apply the learnings of problem-solving to real life. According to (Reys et al.

(2001). Mathematical problem-solving may help students to improve and develop the

standard ability to solve real-life problems,

On the other hand, the lowest weighted mean is 2.69, which corresponds to the

statement “I am less interested in mathematics if the teachers taught us to solve routine

problems or operations” and describes “Often.” This will imply that solving mathematical

problems kills their interest in the subject if there is no creativity in solving it and would be

pure routine problems and operations in discussions. Alfieri et al. (2011) stated that discovery
 27

learning without assistance had not benefited students, while feedback, examples of (success)

work, scaffolding, and teacher explanations such as reinforcement will be beneficial to

student learning achievement. Opportunities for constructive learning may not arise when

students are left without help.

Furthermore, the table obtains an aggregated mean of 2.83, describing "Often" that the

implication of this is that the problem-solving abilities are an essential part of a student's

comprehension skills to enhance their skills in school and could essentially help them in their

daily life. According to Özreçberoğlu & Çağanağa (2018) In order to comprehend the

meaning of mathematics, it is just as vital to understanding a problem to solve it. It is widely

held that problem-solving abilities enable people to overcome obstacles in their daily lives. A

person who can solve problems is a self-assured, creative, and autonomous thinker.

Understandably, the societies these people create are capable of promptly fixing problems. In

this vein, this study aims to discover if there is a link between problem-solving skills, which

are important in mathematics, and two components of classroom management, namely time

management and plan-program management. These two qualities, problem-solving skills, are

regarded to have a close link. There are two categories of problems: routine and non-routine.

TABLE 2
MATH COMPREHENSION SKILLS
1.2 Critical Thinking
 28

Critical thinking WM DESCRIPTION

1. In thinking critically, I am open to alternative 2.87 Often

thought systems to know and evaluate
hypotheses, suggestions, and results.

2. My critical thinking skills improve through 2.95 Often

active learning rather than relying on lecture
notes.

3. I train my critical thinking skills by reviewing 3.01 Often

the questions, practicing, and explaining the
problems.

4. I am using the questioning tactics we 2.94 Often

discussed in class to demonstrate and practice
my critical thinking abilities.

5. The cognitive domains of higher-order 3.00 Often

thinking skills are analyzing, evaluating, and
generating, and they help me develop critical
thinking skills.

AGGREGATED MEAN 2.95 Often

LEGEND:

WEIGHTED MEAN RANGE INTERPRETATION

3.26-4.00 Always

2.51-3.25 Often
 29

1.76-2.50 Sometimes

1.00-1.75 Never

Table 2 shows the Math Comprehension Skills Problem Critical thinking among

maritime students. According to the results, the weighted mean values for each statement do

not differ significantly, with 3.01 being the highest weighted mean for a statement. “I train

my critical thinking skills by reviewing the questions, practice, and explaining the

problems.” with the description of “OFTEN. This means that critical thinking is vital for

improving your mathematical understanding skills. Thinking critically can assist you in

analyzing, evaluating, and freely expressing the situation. According to Brown and Kelly,

(1986); Duplass and Ziedler, (2002); Schafersman (1991).Haynes and Bailey (2003) To

enhance student’s processing skills, it is important to review test questions and explain correct

answers by modeling the critical thinking process.

On the other hand, the lowest weighted mean is 2.87, which corresponds to the

statement “ In thinking critically I am open to alternative thought systems, to know and

evaluate hypotheses, suggestions, and results.” and with a description of “Often.” This

means that despite thinking critically and being able to open alternative systems and detect

and assess the mathematical problem that leads to conclusions, their comprehension abilities

for solid mensuration subjects do not increase much. According to Widana, (2018), A

well-trained critical thinker can develop significant questions and themes, as well as

effectively and exactly express the problem. Produce a logical conclusion that can be tested
 30

using specified criteria and standards. Be open to alternative thought systems, and recognize,

and assess their assumptions, implications, and practical ramifications.

Furthermore, the aggregated mean for critical thinking is 2.95 with a description of

"Often" this would imply that necessary thinking skills are essential from the classroom to

anywhere in life. The ability of individual students to make effective, well-thought-out, and

tested decisions that impact daily life in school demonstrates the transfer of critical thinking

skills. According to Adıgüzel (2017). Critical thinking is a fundamental skill that attaches

importance to how information is learnt , the learning process, and the practical application of

what it has learned.

TABLE 3
MATH COMPREHENSION SKILLS OF THE RESPONDENTS
1.3 Visualizing

Visualizing
 31

1. In visualizing, I include all geographic 2.86 Often

symbols and the building and alteration
processes of visual mental pictures.

2. In visualizing, I pay attention to the object, 2.84 Often

the visuality of most of these
representations, and the depiction of
abstracting from actual situations.

3. I have limitations, difficulty with visualizing, 2.83 Often

and a reluctance to participate in this
activity.

4. In visualizing, I think a block model method, 2.83 Often

from our perspective, can improve students'
heuristic skills (analytical and procedural) in
solving mathematical problems.

5. In visualizing, there would be a strong 2.84 Often

connection between internal construction and
my feelings.

AGGREGATED MEAN 2.84 Often

LEGEND:

WEIGHTED MEAN RANGE INTERPRETATION

3.26-4.00 Always

2.51-3.25 Often

1.76-2.50 Sometimes
 32

1.00-1.75 Never

Table 3 shows the MATH COMPREHENSION SKILLS. The highest statement

belongs to the statement "In visualizing I include all geographic symbols, as well as the

building and alteration processes of visual mental pictures, are included.." with a 2.83

weighted mean and a description of "Often." This implies that the person's visualization is

essential in improving comprehension skills. They have a visual mental image of the

mathematical problem to make it easier to understand and comprehend the situation.

According to (Presmeg (2006). A graphic representation, such as visualization's output, is

defined as "a mental construct depicting visual or spatial information." or "knowledge."

The statements are “ In visualizing, I think a block model approach can potentially

strengthen students' heuristic skills (analytical and procedural) in solving mathematical

issues.” and “ I have limitations and difficulty with visualizing, as well as a reluctance to

participate in this activity.” with 2.83 weighted mean and a description of “Often”. This

means that, despite thinking critically and being able to open, Both of these imply that

visualizing using a block model approach would significantly improve their analytical and

procedural thinking about mathematical problems, and they would benefit from utilizing a

block model approach. Using visualization to increase their comprehension skills has

limitations and obstacles.

According to Garzon & Casinillo (2021), Using bar models to illustrate the

relationship between known and unknown numerical elements, modeling blocks in a problem

text is a visual, mathematical tool. Nevertheless, several educators have pointed out the
 33

limitations of and difficulties encountered in visualization, as well as the unwillingness to

engage in this task (Arcavi, 2003; Eisenberg, 1994; Stylianou & Silver, 2004)

Furthermore, the visualization obtained an aggregated mean of 2.84 with a description

of "Often'. That this would imply the importance of visualization is crucial in the progression

of comprehension skills. As a result, giving opportunities for children to improve their visual

abilities and encouraging them to think visually are appropriate methods. According to

Presmeg (2020), Visualizing mathematics learning is not new. Since mathematics involves

using signs such as symbols and diagrams to represent abstract notions, a spatial aspect is

involved; that is, visualization is implicated in its representation.

TABLE 4
MATH COMPREHENSION SKILLS OF THE RESPONDENTS
1.4 Applying Formulas
 34

Applying Formulas

1. In applying a formula, I concentrate on the 2.81 Often

principles involved in developing and
supporting the usage of calculations when
using them for instructional purposes

2. I can see the similarities between formulas 2.94 Often

by using them.

3. The formula does not direct my logic in 2.94 Often

solving.

4. I am not guided by the formula but my 2.75 Often

reasoning in solving

5. I have difficulty using various formulas 2.72 Often

AGGREGATED MEAN
2.83 Intermediate

LEGEND:

WEIGHTED MEAN RANGE INTERPRETATION

3.26-4.00 Always

2.51-3.25 Often

1.76-2.50 Sometimes

1.00-1.75 Never
 35

Table 4 shows the MATH COMPREHENSION SKILLS. The highest statement

belongs to statements "The formula does not direct my logic in solving.." and "I can see

the similarities between formulas by using them." with a 2.94 weighted mean and a

description of "Often." This means that rather than memorizing a formula, they should think

about it and understand it, which improves their logical reasoning. According to Klymchuk

(2015), fluency in applying a formula allows us to see its connections (a type of conceptual

understanding) when used in conjunction with other procedures. It also addresses the

necessary conditions and constraints for the formula's application to be valid.

Applying formulas is an easier path to see the connections in each problem by

thinking and understanding that enhances the comprehension skills rather than memorizing

the formula. Ozdemir and Uzel (2011) concluded that students should be guided not by

formula but reasoning structured under three main headings: imparting the ability to interpret,

avoiding mere memorization, and focussing on the subject an asd itspects.

On the other hand, the lowest weighted mean is 2.72, which corresponds to the

statement "I have difficulty in using various formulas." and with a description of "Often ."

It would imply that there are difficulties in using various formulas in solving the mathematical

problem because it would confuse solving mathematical problems because of the variety of

procedures for each situation. Sisman and Aksu (2009) found that students have difficulty

effectively using various formulas. What is important here is the ability to think

comprehensively, considering all existing conditions, to understand what consequences would

arise after certain circumstances, and to learn and teach how to think logically and

systematically.
 36

Furthermore, applying formulas obtained an aggregated mean of 2.83 with a

description of "Often" this would imply In terms of effectively equipping students, It is not

enough to teach students formulas and theories. Rather than teaching mathematical formulas

and principles, teach how to incorporate mathematics into everyday life. According to

Nasibov and Kacar (2005). The goal in mathematics lessons should not be to memorize the

theories and formulas and then to solve questions based on what has been memorized

because, in this case, students are urged to act without knowing why they solve the particular

problem.

TABLE 5
SUMMARY TABLE

Comprehension skills Weighted Mean Description

Problem solving 2.83 Often

 37

Critical Thinking 2.95 Often

Visualization 2.84 Often

Applying formulas 2.83 Often

OVER, ALL 2.86 Often

AGGREGATED MEAN

In the summary table, the highest comprehension skill is Critical thinking" with a

weighted mean of 2.95 with a description of "Often." Critical thinking is crucial since it

allows us to reason and develops alternate solutions to problems. Critical thinking skills are

the capacity to integrate numerous capabilities, including observation, analysis, reasoning,

judgment, and decision-making, which aid us in solving mathematical issues and moving

forward in life. According to Adıgüzel (2017), Critical thinking is an essential skill that

attaches importance to how information is to be understood, the learning process, and the

practical application of what it has learned Adıgüzel (2017). Although several definitions

have been presented in the intervening years, most contain the same basic principles. Critical

thinking is purposeful, logical, and objective. It is a type of thinking that thinks about

problem-solving, formulating inferences, calculating probabilities, and making decisions.

Critical thinkers use these skills appropriately, without asking, and often consciously in

various settings. That is, they must be capable of critical thinking. When we think critically,

we evaluate the results of our thought processes (how good a decision is or how well a

problem is solved Halpern,( 2003).

 38

On the other hand, the comprehension skill is "Problem-solving" and "Applying

formulas with a weighted mean of 2.83 with a description of "Often ."This implies that some

of the students experienced difficulty in applying formulas in the mathematical problems that

support their ideas algebraically, even if they used various formulas within the process. For

the participants who lacked comprehension in fixing the problem, this condition created

ambiguity in voicing their perspectives. The multiplicity of techniques for handling the

problem can sometimes confuse students, leading to errors in problem-solving.According to

Özreçberoğlu & Çağanağa (2018). To grasp the significance of math, it is just as vital to

understanding a problem to solve it. It is universally accepted that problem-solving abilities

enable people to overcome obstacles in their daily lives. A person who can solve problems is

a self-assured, creative, and autonomous thinker. Understandably, the societies these people

create are capable of promptly fixing problems. In this vein, this study aims to discover if

there is a link between problem-solving skills, which are essential in mathematics, and two

components of classroom management: time management and plan-program management.

These two qualities, problem-solving skills, are regarded to have a close link. There are two

categories of problems: routine and non-routine. The goal in mathematics lessons should not

be to memorize the theories and formulas and then solve questions based on what has been

memorized. In this case, students are urged to act without knowing why they solve the

particular problem Nasibov and Kacar (2005).

Furthermore, this obtained an overall aggregated mean of 2.86 with a description of often.

This implies that the relevance of comprehension skills is employed to help students better

understand the material and become active readers by participating in the mathematical

challenge. Walker, Zhang & Surber (2008) believe that mathematics items designed to
 39

measure higher cognitive skills, such as problem-solving and mathematical reasoning, are

two-dimensional in that they measure both reading ability and mathematics skills.

TABLE 6

LEVEL OF ACADEMIC PERFORMANCE OF THE RESPONDENTS

Levels Frequency Percentage

Excellent (1.0) 1 0.79%

Very Good (1.1-1.5) 76 60.32%

Good (1.6-2.5) 48 38.10%

Fair (2.6-2.9) 1 0.79%

Passing (3.0) 0 0.00%

TOTAL 126 100.00%

 40

Table 6 shows the Academic Performance of the Respondents in Comprehension skills

with its corresponding in this table. We can see the excellent grades, results, and percentage.

Dominated by 1.1-1.5 with a 60.32%, followed by 1.6-2.5 with a 38.10%, followed by 1.0

with a 0.79%, and lastly 2.6-2.9 with a 0.79%.This revealed that the respondents of our study

had good or average grades in academic performance in solid menstruation. This would mean

that problem solving, critical thinking, visualizing, and applying formulas affect the

respondents' comprehension skills and academic performance. According to Balkis (2018),

academic performance is defined as the level of knowledge demonstrated in a subject or area

compared to the age and level of education standard. Many kinds of research have been

conducted on academic success or failure, discouragement, and dropping out of school. As a

result, academic performance is a construct with quantitative and qualitative characteristics

that provide proof and a profile of the student's abilities, knowledge, attitudes, and values

gained during the teaching-learning process.

 41

TABLE 7

COMPARATIVE STATISTICS BETWEEN THE MATH COMPREHENSION SKILLS

AND ACADEMIC PERFORMANCE

Variables (rxy) df t-compute t- critical Decision Conclusion

d (α= 0.05,
two
tailed test

Problem 53 -0.459 -1.979 Do not There is no

Solving and Reject H0 significant
Academic -0.041 relationship
Performance

Critical 0.629 1.979 Do not There is no

Thinking and Reject H0 significant
Academic 0.056 relationship
Performance

Visualizing and 0.065 1.979 Do not There is no

Academic Reject H0 significant
Performance 0.006 relationship
 42

Applying -0.329 -1.979 Do not There is no

Formulas and Reject H0 significant
Academic -0.030 relationship
Performance

Table 7 shows the significant relationship between comprehension skills and

academic performance. As shown in the table, there is a negative relationship which means

that as the comprehension skills are practiced, the academic performance will decrease, and as

the comprehension skills are not practiced, the academic performance will increase that,

which would imply that students could excel can excel in class without having high

comprehension skills. And as shown in the table, all the t-computed which have negative

values are more significant than the negative critical value, so the decision is not to reject the

null hypothesis. Therefore, there is no significant relationship between the Math

Comprehension Skills of the respondents and their. Academic Performance in Solid

Mensuration The Problem Solving and Academic Performance have a t-computed -0.459.

Thus, this was concluded as having no significant relationship. So, the hypothesis is not to be

rejected. Alfieri et al. (2011) stated that discovery learning without assistance had not

benefited students, while feedback, examples of (success) work, scaffolding, and teacher

explanations such as reinforcement will benefit student learning achievement. Opportunities

for constructive learning may not arise when students are left without help.

The Critical Thinking and Academic Performance have a t-computed 0.629. Thus,

this was concluded as having no significant relationship. So, the hypothesis is not to be

rejected. According to Mustofa, & Yuwana, (2016); Baguma, Bagarukayo, Namubiru,Brown,

& Mayisela, (2019).

 43

The Visualizing and Academic Performance has a t-computed 0.065. Thus, this was

concluded as having no significant relationship. So, the hypothesis is not to reject.

According to Watson (2002), Sutawijaya & Dahlan (2010), as cited in Dahlan ( 2012),

claimed that cognitive structure is integrated into the environment through assimilation and

accommodation. The cognitive design is in equilibrium if the assimilation and

accommodation are conflict-free. But, when someone is in disequilibrium, he will respond by

searching for a new equilibrium with his environment.

The Applying Formulas and Academic Performance have a t-computed -0.329. Thus,

concluded as having no significant relationship. So, the hypothesis is not to reject.

According to Nasibov and Kacar (2005) The goal in mathematics lessons should not be to

memorize the theories and formulas and then to solve questions based on what has been

memorized because, in this case, students are urged to act without knowing why they solve

the particular problem.

Furthermore, table 7 showed comparative statistics between the most used skills in

math comprehension skills and academic performance. This could only mean critical thinking

with the value of 0.056 is the most practiced skill to enhance the comprehension skills, this

would imply that by practicing critical thinking is a way more effective way to enhance your

comprehension skills toward solid mensuration mathematics.

Furthermore, table 7 shows comparative statistics between the most used skills in math

comprehension skills and academic performance. This could only mean critical thinking, with

the value of 0.056, is the most practiced skill to enhance comprehension. This would imply
 44

that practicing critical thinking is a way more effective way to improve your comprehension

skills toward solid mensuration mathematics.

According to Demirhan, Besoluk & Onder (2011), Learning styles and critical thinking

are so crucial in students' academic performance; a considerable amount of educational

research has been done on these topics in various nations. They discovered that, contrary to

expectations, students' critical thinking levels decreased. At the same time, the total mean of

their scores grew in their study on critical thinking and students' academic achievement from

the first semester to two years later. This is because students are more likely to develop

adaptive behavior about their surroundings and university and reduce stress during their

studies. Sharma's study from 2011 is one example of a study whose findings revealed a link

between academic achievement and learning styles. And In 2012, Nasrabadi published

another study that found a link between critical thinking attitudes and academic achievement.
 45

CHAPTER 3
SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presented the summary of findings based on the data gathered and the

statistical treatment, the drafted conclusion, and the recommendation proposed by the

researchers about Math Comprehension Skills and Academic Performance in Solid

Mensuration Subject.

SUMMARY OF FINDINGS

Based on the presentation analysis and interpretation of data, the following findings

are arrived at:

1. In table 1, the highest weighted mean is statement 2. This implies that when a

student is solving problems, this could train their mind and help them in life. Thus

they could apply the learnings of problem-solving to real life.

2. In table 1, the lowest weighted mean is statement 3. This will imply that solving

mathematical problems kills their interest in the subject if there is no creativity in

solving it and would just be pure routine problems and operations in discussions.
 46

3. In table 2, the highest weighted mean is statement 3. This means that critical

thinking is vital for improving your mathematical understanding skills. Critical

thinking can assist you in analyzing, evaluating, and freely expressing the situation.

4. In table 2, the lowest weighted mean is statement 1. This implies that even though

thinking critically and being able to open to alternative systems and recognize and

assess the mathematical problem that produces conclusions to the problem it still does

not significantly improve their comprehension skills towards solid mensuration

subjects.

5. Statement 1 has the greatest weighted mean in table 3. This means that, despite

thinking critically, being open to different systems, and recognizing and assessing the

mathematical problem that leads to a solution, their understanding abilities in solid

mensuration areas are not much improved.

6. The statement both 3 and 4 in table 3 has the lowest weighted mean, implying that

visualizing that by using a block model approach would significantly improve their

analytical and procedural thinking towards mathematical problems, but there are

limitations and difficulty in using visualization to improve their comprehension skills.

7. In table 4, the weighted mean for statements 2 and 3 is the highest, implying that

applying formulas requires more thinking and understanding than memorizing them,

which improves logical thinking, and formula application is a faster way to see the

connections in each problem by thinking and understanding, which improves

comprehension skills rather than memorizing the formula.

 47

8. Statement 5 has the lowest weight mean in table 4, showing that using many

formulas to solve a mathematical problem is challenging due to the variety of

formulae for each problem.

9. Table 5 shows that the statement critical thinking has the highest weighted mean.

This means critical thinking is important since it allows us to think critically and come

up with alternative solutions to problems. Critical thinking skills are the ability to

integrate a variety of abilities, such as observation, analysis, reasoning, judgment, and

decision-making, to help us solve numerical problems and move forward in life.

10. In table 5, the statement problem solving and formula application has the lowest

weighted mean. This suggests that, despite using a range of formulas, some students

had difficulty applying formulas in mathematics problems that supported their

algebraic beliefs. This made it difficult for individuals who didn't understand the

problem to give their viewpoints.

11. Table 6 illustrates the Academic Performance of Respondents in Comprehension

Skills, including grades, results, and percentages. 1.1-1.5 received 60.32 percent of the

vote, with 1.6-2.5 receiving 38.10 percent, 1.0 receiving 0.79 percent, and 2.6-2.9

receiving 0.79 percent. This showed that throughout solid menstruation, our study

participants had good or average academic performance. This means that problem

solving, critical thinking, visualizing, and formula application have a big impact on

the respondents' comprehension and academic achievement.

12. Table 7 shows the strong link between comprehension abilities and academic

achievement. As seen in the table, there is a negative relationship between

comprehension skills and academic accomplishment, meaning that students with

 48

excellent comprehension skills can excel in class. The null hypothesis is not rejected

since all of the negative t-computed values are greater than the negative critical value,

as indicated in the table. As a result, there is no link between the respondents' Math

Comprehension Skills and their Solid Mensuration Academic Performance.

CONCLUSION

The researchers discovered no link between the respondents' Comprehension Skills

and their scholastic success in the Solid Mensuration Subject. It indicated a very weak or

non-existent relationship with their academic performance. The percentage of students with

satisfactory grades was published. As a result, students' cognitive skills and Academic

Performance in Solid Mensuration Subjects were disclosed. This supported the theory of his

study is anchored on the theory; Toward a Design Theory of Problem Solving (2000) by

David H. Jonassen, which states that in both personal and professional settings,

problem-solving is widely recognized as the most significant cognitive activity. Mathematical

problem solving, reasoning, and validating mathematics learning skills must be developed

through mathematics learning. Modern mathematics principles can be used to tackle problems

in other fields.
 49

RECOMMENDATIONS

Based on the findings of the study and conclusion generated, the following

recommendations are propounded:

1. Students should be able to know whether you're working with a complex or

simple situation, it's critical that you have a clear grasp of what you're trying to

solve a mathematical problem.

2. Teachers should develop formulas and regulations.

3. In collaboration with their students They must refrain from spoon-feeding the

students in order to prevent them from memorizing.

4. Changing the student's perception that "formula helps to"more readily address

the problem" into a more rational and additional educational ideas

5. To the teachers: Emphasize to the students that the process is more important

than the answer, so they learn that it's okay not to have an immediate solution.

This is gained through your acceptance of his or her manner of doing things,

your refusal to give in to anxiety's demand for the right answer, and your

example of problem-solving utilizing a step-by-step procedure.

 50

6. Future Researchers. Replication of the study for the future researchers to

conduct similar studies and wish to dig deeper in this said, I strongly suggest

getting the exact sample size as possible to get more data so that you could

come up with more different results.

 51

REFERENCES

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Almerino, P., Guinocor, M., Mamites, I., Lumayag, C., Villaganas, M. A., &
Capuyan, M. (2020b). Mathematics Performance of Students in a Philippine State
University. International Electronic Journal of Mathematics Education, 15(3).
https://doi.org/10.29333/iejme/785

Apipah, S., Kartono, & Isnarto. (2018). An analysis of mathematical connection

ability based on student learning style on visualization auditory kinesthetic
(VAK) learning model with self-assessment. Journal of Physics: Conference Series,
983, 012138. https://doi.org/10.1088/1742-6596/983/1/012138

Baskoro, I., & Retnawati, H. (2019). Analyzing vocational school students’ error in
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Physics: Conference Series, 1320 (1), 012102.
https://iopscience.iop.org/article/10.1088/1742 6596/1320/1/012102/meta.

Costillas, J. (2015).
Extent of transfer of problem solving skills to other domains facilitated through
anchored instruction. JOURNAL OF EDUCATIONAL
AND HUMAN RESOURCE DEVELOPMENT, 3, 1-23.
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Curtis, E., Demsey, O., & Comiskey, C. (2016). Importance and use of Correlational
Research. Nurse researcher. https://pubmed.ncbi.nlm.nih.gov/27424963/.

Dzeng H, W. M. (2014).A Comparison Study of Math Education and Math Performance

between Asian Countries and the United States. Journal of Socialomics, 03(02).
https://doi.org/10.4172/2167-0358.1000111

Garzon, J. R., & Casinillo, L. F. (2021).Visualizing Mathematics: The Use of Block

Models for Strategic Problem Solving. Journal of Education Research and
Evaluation, 5 (1), 112-117.
https://ejournal.undiksha.ac.id/index.php/JERE/article/view/30888.

Ghazivakili, Z., Nia, R. N., Panahi, F., Karimi, M., Gholsorkhi, H., & Ahmadi, Z. (2014). The
role of critical thinking skills and learning styles of university students in their
academic performance. Journal of Advances in Medical Education &
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Jonassen, D. H. (2000, December 1). Toward a design theory of problem

solving. Educational Technology Research and Development,48 (4): 63-85.
https://link.springer.com/article/10.1007%2FBF02300500?error=cookies_not_support
ed&code=322699a0-3e25-411a-904d-a7210ba15bfd

Leong, Y. H. (2019c, November 16). Teaching students to apply formula using

instructional materials: a case of a Singapore teacher’s practice. Mathematics
Education Research Journal.
https://link.springer.com/article/10.1007/s13394-019-00290-1?error=cookies_not_sup
ported&code=1b015a02-7d14-4285-9342-3add8d4f6b8f

Lestari, W., Pratama, L. D., & Jailani, J. (2019). Metacognitive skills in mathematics
problem solving. Jurnal Daya Matematis, 6(3), 286.
https://doi.org/10.26858/jds.v6i3.8537

Owan, V. J. (2020). Poll Everywhere E-Learning Platform, Test Anxiety, and

Undergraduates’ Academic Performance in Mathematics. Empirical Evidence
from Nigeria. American Journal of Social Sciences and Humanities, 5(1), 141–150.
DOI: 10.20448/801.51.141.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3541433

Özreçberoğlu, N., & Çağanağa, Ç. K. (2018, January 10). Making it count: Strategies
for improving problem-solving skills in mathematics for students and teachers'
classroom management. Eurasia Journal of Mathematics, Science and Technology
Education, 14 (4), 1253-1261.
https://www.ejmste.com/article/making-it-count-strategies-for-improving
problem-solving-skills-in-mathematics-for-students-and-5341.
 53

Öztürk, M., Akkan, Y., & Kaplan, A. (2019). Reading comprehension, Mathematics
self-efficacy perception, and Mathematics attitude as correlates of students’
non-routine Mathematics problem-solving skills in Turkey. International Journal of
Mathematical Education in Science and Technology.
https://doi.org/10.1080/0020739X.2019.1648893

Pascual, C. A. (2019b). The Relationship Between Executive Functions and Academic

Performance in Primary Education: Review and Meta-Analysis. Frontiers.
https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01582/full

Prayitno, S., Nyoman, N., Lu’luilmaknunn, U., & Subarinah, S. (2021). Analyzing the
Ability of Mathematics Students as Prospective Mathematics Teachers on
Multiple Mathematical Representation. 2nd Annual Conference on Education and
Social Science (ACCESS 2020), 309-313.
https://www.atlantis-press.com/article/125957001.pdf.

Tanujaya, B. (2016, November 30). The Relationship between Higher Order Thinking
Skills and Academic Performance of Student in Mathematics Instruction.
International Education Studies, 2017. Https://Eric.Ed.Gov/?Id=EJ1159551.

Tambunan, H. (2019). The Effectiveness of the Problem Solving Strategy and the
Scientific Approach to Students' Mathematical Capabilities in High Order
Thinking Skills. International Electronic Journal of Mathematics Education 14 (2),
293-302. https://eric.ed.gov/?id=EJ1227340.

Widana, I. W. (2018). Higher Order Thinking Skills Assessment towards critical thinking
on mathematics lesson. International Journal of Social Sciences and Humanities
(IJSSH). https://doi.org/10.29332/ijssh.v2n1.74
54
55
 56

APPENDIX A-II
Transmittal Letter to the Respondents

Maritime Education and Training Center

Alumnus, Mambaling
Cebu City, 6000

Dear Respondents:
Greetings!

We researchers from BSMT’2 Regular 210 of University of Cebu-METC College Department

are conducting research. The study is entitled “Math Comprehension Skills and Academic
Performance in Solid Mensuration Subject of UC-METC”

Currently, we researchers are conducting a research interview according to the said study.In
line with this, we would like to ask a little time to you to answer the following questions
given with all your honesty. Your response and answers will have a great contribution in order
for the construction and or completion of this study.Researchers give you an assurance that
your answers and response for the study will remain confidential.

Thank you and God bless!

Sincerely Yours,
 57

D/C Vincent Omandac

Lead Researcher
Noted by:

Frelyn D. Bacalso
Research Adviser
58
 59

APPENDIX A-4
Informed Consent Form

Students and Faculty Researchers

University of Cebu System

Name of Principal Investigator: Omandac, Vincent Lawrence M.

Name of Organization: University of Cebu- Maritime Education and Training Center 

Title of Proposal: Math Comprehension Skills And Academic Performance In Solid

Mensuration

Email: vincentomandac868@gmail.com

Number: 09309632296

Address: Pajo, Daanbantayan, Cebu

This Informed Consent has two parts:

Information Sheet (to share information about research with you)

Certificate of Consent (for signature if you agree to take part)

PART I: INFORMATION SHEET

Introduction: 

We are a second year student at the University of Cebu- Maritime Education and Training
Center with a bachelor degree in Marine Transportation. We are currently conducting a study
entitled: Math Comprehension Skills And Academic Performance In Solid Mensuration

For this purpose, I and my team are requesting you to participate in this study as a respondent,
and we ask that you take a few minutes to complete the survey questionnaire honestly and
completely. You do not, however, have to decide whether or not you will participate in this
research. You can discuss the research with anybody you feel comfortable with before
confirming your decision or finally deciding. If there are any parts of the questionnaire or the
contents that you do not understand or find unclear, you are welcome to contact the
reseaIrcher. Rest assured that every response you provide will be treated with respect and the
highest confidentiality.
 60

Purpose of the Research

The purpose of this study is to examine the relationship between math understanding skills
and academic performance of marine students learning Solid Mensuration subjects using a
descriptive-correlation method. In light of these considerations, the paper subsequently
reflects upon students' academic performance. Correlational research can be used to
determine prevalence and relationships among variables and to forecast events from current
data and knowledge. Despite its many uses, prudence is required when using the methodology
and analyzing data.

Type of Research Intervention

The researcher will utilize a quantitative descriptive correlational research method. 

Participant Selection

The researchers are inviting all 2nd year students Bachelor of Science in Marine
Transportation and Bachelor of Science in Marine Engineering.

Voluntary Participation

Your participation in this study is voluntary. It depends on your decision whether or not to
take the part in the study, if you decide to participate in this study you will be asked to sign a
consent form and after you sign the consent form you are still free to withdraw from the study.

Trustworthiness of the Research

Reliability is a method used to establish trustworthiness. This

Descriptive-correlational study, the researchers use reliability by examining the validity of the
measurements or measuring instruments utilized in a study (also referred to as instrument
validation). Researchers will also conduct pilot testing to prove reliability by administering
one instrument to at least one group of people. The results from the pilot testing will be
assessed statistically and practically. Researchers will conduct item analysis if needed for the
instrument to be revised till validated.

Procedures and Protocol 

In this investigation, the respondents will be asked to answer a questionnaire

distributed through the Google Form during their free time. It will be collected after one day.
The questionnaire can be read aloud if requested and answer on those items that they intend to
answer. If the respondents do not wish to answer some of the questions included in the
questionnaire, they may skip them, and move on to the next question. The information
recorded is confidential and no one else except the researcher’s adviser will have access to
her/his questionnaire. The questionnaires will be destroyed after ten months. 

To ensure that the respondents will have a full grasp of the purpose of the study, the
proponent will first explain the objectives of the study and the intended benefits of the
participants himself. 
 61

Duration  

In 10 months, the research will be completed. During that period, the researchers will
invite the respondents to complete the questionnaire at their leisure and submit it after one
day. If the respondents would answer the questionnaire immediately, then it would take
around 15-20 minutes to finish. Their engagement as a respondent will only be once.

Risks                                                                                   

The researchers will be asking the respondents to share or divulge their personal
information which they may feel uncomfortable answering. There are also questions that
might affect their exhibition of those values, and they may feel uncomfortable talking to other
topics. They must know that they are the ones who will decide whether to give their answer to
all questions or they may skip on some questions. The respondents do not have to give
reasons for not responding to any question or for refusing to take part in the survey.  

Benefits  

There will be no immediate and direct benefits to the respondents, but one of the aims
of research is expanding the body of knowledge in various disciplines. With their
participation in this research, they will be honored to have contributed to making this research
endeavor possible. Know that without their willingness to engage in this study, the researchers
will not be able to make recommendations that will assist students in utilizing their emotional
experiences and motivation to improve their success in online learning.

Reimbursements 

The respondents will not be provided with any payment for participating in the
research. 

Confidentiality 
Because something unusual is being done in the field of research.
It's possible that the marine business, with which the responders are associated, may gain
attention.
 If they participate, other people in  organization and the society in general may ask
questions. 
The researchers will not be sharing information about the respondents. The
information that the researchers collect from this research project will be kept confidential.
Information about the respondents and their perception collected from this research will be
put away, and no one but the researchers will be able to see it. Any information about them
will have a number instead of their name. Only the researchers will know their
number/contact information, and the researchers will lock that information up with a lock and
key. It will not be shared with or given to anyone except the research adviser.

Sharing the Results 

The researchers will share what they've learnt from the respondents and the
community at the end of the study. They will do this by meeting first with the participants and
then with the larger community. Nothing that the respondents answered in the questionnaire
 62

will be shared with anybody outside the research. The written report will also be given to the
participants, which they can share with their families. The researchers will also publish the
results in order that other interested people may learn from this research. 

Right to Refuse or Withdraw

If respondents choose not to participate or be involved in this study, they are not prevented
from taking part or learning from it. Participation will not harm your work with your
international shipping company; in fact, having a learning and employee development plan
will benefit you. However, research will not force you to participate in the survey; instead, it
will respect your decision. If you do not wish to participate in the survey, you may do so at
any time without losing your right to participate in the study.

Whom to Contact

If you have any questions, you can ask them now or later, even if the study has already
started. You can contact any of the following if you have any concerns.

Name of the Researcher/Adviser/Ethical Staff

Name of the Researcher/Adviser/Ethics Staff Email/Phone number

Vincent Lawrence M. Omandac vincentomandac868@gmail/09309632296
Ms.  Frelyn Duran Bacalso frelynduranbacalso@gmail.com/ +63 9999851167
UCAREC Chair Dr. Juanito Zuasula Jr. ucsystemrec@gmail.com / 233-55-03

This thesis proposal has been reviewed and approved by my thesis panel of
________________, which is a committee whose task is to make sure that researchers have
properly conducted the study. If you have any questions for my panel, please contact the
University Research Office. 

PART II: CERTIFICATE OF CONSENT

I've read and comprehended the information offered, and I've had the opportunity to ask
questions. I understand that my involvement is completely optional and that I am free to leave
at any time, for any reason, and at no expense. I understand that a copy of this permission
form will be handed to me. I willingly agree to participate in this research.

Name of Participant _______________________ Date_______

Participant’s Signature______________________Date_______

Name of Investigator______________________Date_______

Investigator’s Signature______________________Date_______
 63

APPENDIX A-5

Letter of Request for the validation of the Research Tool

To Ms Frelyn D. Bacalso

Respected Ms Bacalso:

We are currently enrolled in Research 102 (Methods of Research) at the University of

Cebu- METC, and we are in the process of validating the content of our research instrument
for our study entitled, "Comprehension Skills and Academic Performance in Solid
Mensuration Subject of UC METC." The validity of our tool is one of the requirements in our
research methods course.

Objectives of the study are stated below:

1. To determine the level of Math Comprehension Skills of the maritime students and to
further identify its correlation to their academic performance in Solid Mensuration.
2. Find out the Math comprehension skills of the students;
3. Determine the Academic performance level of the students in Solid Mensuration;

Attached in this letter are the following:

1. Tool for the study.

2. A separate sheet for comments and suggestions

3. Certificate of validation

I humbly request you to kindly go through the content of the tool and give your valuable
suggestions on the content.

I would also be very grateful to you if you could sign the certificate stating that you have
validated the tool.

Thank you very much.

Respectfully,

D/C OMANDAC, VINCENT LAWRENCE

 64

APPENDIX B

RESEARCH INSTRUMENT

Part 1
Survey Questionnaire
Math Comprehension Skills and Academic Performance in Solid
Mensuration Subject of UC-METC

Name: ___________________ (optional)

This study seeks to determine the Math Comprehension Skills and Academic
Performance among Maritime Students. In line with this, please answer the following
questions carefully and honestly.

Instructions: Answer the following statements by putting a check to the corresponding

box beside the statements

Always = 4 Often = 3 Sometimes = 2

Never = 1

Statements 1 2 3 4

Problem Solving

My comprehension abilities develop when I am solving

problems..

Solving problems helps me improve and solve real-life

problems
 65

I am less interested in mathematics if the teachers

taught us to solve routine problems or operations.

It develop my critical thinking skills and reasoning when

solving problems, and learn deep understanding of

concepts

I'm still having trouble with context-based activities in

problem solving.

Critical thinking

In thinking critically I am to open to alternative thought

system, to know and evaluate hypothesis, suggestion,

and result.

My critical thinking skills improve by active learning

rather than relying on lecture notes.

I train my critical thinking skills by reviewing the

questions, practice, and explain the problems.

I'm using the questioning tactics we discussed in class to

demonstrate and practice my critical thinking abilities.

The cognitive domains of higher order thinking skills are

analyzing, evaluating, and generating, and they help me

develop critical thinking skills.

 66

Visualising

In visualizing I include all geographic symbols, as well as

the building and alteration processes of visual mental

pictures, are included..

In visualizing I pay attention to object, the visuality of

most of these representations, and the depiction of

abstracting from actual situations.

I have limitimations and difficulty with visualizing, as well

as a reluctance to participate in this activity.

In visualizing I think a block model method, in our

perspective, has the ability to improve students' heuristic

skills (analytical and procedural) in solving mathematical

problems.

.In visualizing, there would be a strong connection of

internal construction and my feelings.

Applying Formulas

In applying formula I concentrate on the principles

involved in developing and supporting the usage of

 67

calculations when using them for instructional purposes

I can see the similarities between formulas by using

them..

The formula does not direct my logic in solving.

I am not guided by the formula but my reasoning in solving.

I have difficulty in using various formulas

 68

APPENDIX C

LOCATION MAP
 69

APPENIX D
 70

APPENDIX E

APPENDIX D
 71

APPENDIX E

Certificate of Validation

This is to certify that the research tool constructed by the research group who made the
study entitled “Math Comprehension Skills and Academic Performance in Solid
Mensuration Subject of UC METC” has been examined and approved to be correct and
acceptable.

Ms.Frelyn D. Bacalso, MST

Content Expert
 72

CURRICULUM VITAE

FRELYN D. BACALSO
frelynduranbacalso@gmail.com | +639999851167

PERSONAL INFORMATION

Nickname Freya

Place of Birth Cebu City, Philippines

Date of Birth March 02, 1987

Religion Roman Catholic

Gender Female

EDUCATIONAL BACKGROUND

Doctorate Degree Cebu Technological University-Main Campus

R. Palma Street Cebu City
Year: currently enrolled

Masters Degree University of Cebu-Main Campus

Sanciangko Street Cebu City
Year Graduated: May 2012

Tertiary Education University of Cebu-Main Campus

Sanciangko Street Cebu City
Year Graduated: October 15, 2008

Secondary Education University of San Carlos-Girls High School

J. Alcantara Street Cebu City
Year Graduated: March 2004

Primary Education University of San Carlos-South Grade School

J. Alcantara Street Cebu City
Year Graduated: March 2000

WORK EXPERIENCE

ESL Instructor EnglishCentral Philippines

 73

Keppel Building Cebu City

Formerly Known: Langrich (Korean, Turkish, Chinese, etc.)
Year: 2021

Part-Time University of Cebu-METC Campus

College Instructor Alumnos, Mambaling Cebu City
General Education Department
Year: 2017 - 2020

Curriculum-In-Charge University of Cebu-METC Campus

Alumnos, Mambaling Cebu City
Training Center Department
Year: November 2017 - March 2020

College Instructor University of Cebu-Lapulapu and Mandaue

A.C. Cortes Lapulapu Mandaue City
General Education Department (Maritime)
Year: First Semester, 2017-2018

Senior High School University of Cebu-METC Campus

Instructor Alumnos, Mambaling Cebu City
Basic Education Department
Year: Second Semester, 2016-2017

College Instructor University of Cebu-METC Campus

Alumnos, Mambaling Cebu City
General Education Department
Year: November 05, 2012 - Present

Records-In-Charge | Staff University of Cebu-Main Campus

Sanciangko Street Cebu City
College Registrar Department
Year: September 01, 2009 - November 05, 2012

Expedia Travel Agent Aegis People Support

Asia Town IT Park Cebu City
Year: 2009
 74

CURRICULUM VITAE

JEFFREY A. BUSA
jeffreybusa55@gmail.com | +

PERSONAL INFORMATION

Nickname Jeff

Place of Birth Taguig City, Philippines

Date of Birth July 19, 2001

Religion Roman Catholic

Gender Male

EDUCATIONAL BACKGROUND

Tertiary Education University of Cebu - METC

Year: currently enrolled

Asian College of Technology

Year Graduated: 2020

Secondary Education Tungkop National High School

Year Graduated: 2018

Primary Education Isabela - 2 District Elementary School

Year Graduated: 2014
 75

CURRICULUM VITAE

VINCENT LAWRENCE M. OMANDAC

vincentomandac868@gmail.com | +63

PERSONAL INFORMATION

Nickname

Place of Birth Pajo Daanbantayan, Cebu City

Date of Birth April 2, 2001

Religion Roman Catholic

Gender Male

EDUCATIONAL BACKGROUND

Tertiary Education University of Cebu - METC

Year: currently enrolled

Daanbantayan National High School

Year Graduated: 2020

Secondary Education Daanbantayan National High School

Year Graduated:2018

Primary Education Daanbantayan Central School and Bright Minds in Action

Learning Village
Year Graduated: 2014
 76

CURRICULUM VITAE

JAN EMANUELLE G. CABILAO

chufeng44@gmail.com | +63

PERSONAL INFORMATION

Nickname

Place of Birth Ermita, Cebu City

Date of Birth December 25, 2001

Religion Roman Catholic

Gender Male

EDUCATIONAL BACKGROUND

Tertiary Education University of Cebu - METC

Year: currently enrolled

Asian Learning Center

Year Graduated: 2020

Secondary Education Asian Learning Center

Year Graduated:2018

Primary Education Saint Mary’s Academy San Nicolas

Year Graduated: 2014
 77

CURRICULUM VITAE

MIL JOSHUA J. FEROLINO

miljoshuaferolino@gmail.com | +639610850166

PERSONAL INFORMATION

Nickname Josh

Place of Birth Bongdo Borbon, Cebu City

Date of Birth July 15, 2002

Religion Roman Catholic

Gender Male

EDUCATIONAL BACKGROUND

Tertiary Education University of Cebu - METC

Year: currently enrolled

University of Cebu - Pri

Year Graduated: 2020

Secondary Education Bongdo National High School

Year Graduated:2018

Primary Education Bongdo Elementary School

Year Graduated: 2014
 78

CURRICULUM VITAE

KEN VINCENT M. YGOÑA

j@gmail.com | +63

PERSONAL INFORMATION

Nickname Ken

Place of Birth Cebu City, Philippines

Date of Birth July 20, 2001

Religion Roman Catholic

Gender Male

EDUCATIONAL BACKGROUND

Tertiary Education University of Cebu - METC

Year: currently enrolled

University of Cebu - METC

Year Graduated: 2020

Secondary Education Pit-os National High School

Year Graduated:2018

Primary Education Babag II Elementary School

Year Graduated: 2014