Sta.

Irene National High School

Sta. Irene, Prosperidad, Agusan del Sur

PROBLEM SOLVING SKILLS IN INTEGERS IN GRADE 7 GOLD OF

STA. IRENE NATIONAL HIGH SCHOOL S.Y. 2022-2023

Research Report
______________________________________________________________________________
In Partial Fulfillment
of the Requirements for the subject
ENGLISH 10
______________________________________________________________________________
Researchers:

Axcelle P. Lumantao

Cutifie P. Maturan

Jannah Ayesa L. Patagoc

Elvin S. Sabas

Jhon Rave Villasista

Teacher:

Elmie M. Andahao
Abstract

This study aims to describe the problem-solving skills of seventh-grade students of junior high
school by using a realistic mathematics approach on integers materials. This study was
conducted in a quantitative/descriptive research. The subjects of this study were Grade 7 students
of Junior High School of Sta. Irene in the Academic Year of 2022/2023. They were 29 students.
The instrument for the data collection in this study was a problem-solving skills test which
included four indicators consisting of comprehending the problem, making plans, implementing
the plan, and re-checking the results obtained. The integers test material consists of (1)
recognizing and comparing integers; (2) addition and subtraction of integers; and (3)
multiplication and division of integers. The results of the study stated that the average overall
problem-solving skills of students in integer material increased. This can be seen from the
percentage of the average score of the overall problem-solving abilities of students.

I. Introduction

The concept of integer was the basis of algebra learning domain in primary school mathematics
teaching and it was considered as an important pre-condition for mathematics course.

Problem-solving had a special importance in the study of mathematics (Wilson, Fernandez and
Hadaway, 2011). Students often had difficulty with the concept of integers which made them
struggle when they algebraically solved equations.
A study conducted by Rubin (2014) stated that many students entered high school level with
severe gaps in their concepts and skills in mathematics. One of these basic foundational
knowledge and skills was the integers, a necessary prerequisite skill to solve equations.
Performing operations on integers involved signs of the numbers and the signs of required
operation. This made students get confused and struggle when asked to perform operations on
integers (Muñoz, 2010). It was specially difficult when students were taught to follow rules and
procedures in a very abstract manner without going through models for better conceptual
understanding. As Wilkins (2000) espoused, a student had to have both conceptual
understanding and procedural skills if they were to understand mathematics in depth. Likewise,
the National Mathematics Advisory Panel (2008) and the National Research Council (2001)
agreed that conceptual understanding was considered to be as important as procedural fluency
and strategic competence. Conceptual understanding and procedural skills had to go together.
Mere procedural skills often failed to provide readily applicable methods to solve mathematics
problem.

The researchers wanted to examine the problem solving skills in integers in Grade 7 Section
Gold. This would provide important insights into the performance of students, especially at the
beginning of the academic year.

II. Methods

The study's primary objective was to investigate the problem-solving skills of grade 7 Gold
students concerning integers. To achieve the research objective, a rigorous and comprehensive
methodological approach was followed by the study. A quantitative research design was
employed, where data was collected through a self-constructed achievement test consisting of
multiple-choice questions. The test was administered to a sample of grade 7 Gold students,
consisting of 26 participants with 13 girls and 13 boys. The research results indicated that grade
7 Gold students displayed moderate problem-solving skills in integers, with a mean score of
17.88%. The study revealed that students needed to expand on problem solving with integers to
understand mathematical concepts.

III. Results

The main findings of the research were a significant number of students in Grade 7 Gold were
struggling with problem-solving in integers. The mean score of the students on the problem-
solving test in integers was below average, indicating that a significant number of students were
struggling with problem-solving in integers. The class had an average or a mean score of 17.88.
The median score of the class was 15.5, while 15 was the mode of the scores of the class. 25% of
the class that took the assessment got the score less than or equal to 13. And 50% of the class got
the score less than or equal to 17.38. 75% of the class got the score less than or equal to 21.75.
Out of 26 students that took the assessment, only 1 student or 3.846% passed the assessment test.
25 students or 96.154% of those who participated in the test failed the assessment.

The results showed that the majority of the students really struggled in solving problems in
integers. Furthermore, in order to assist these kinds of students who were lacking in this skill, the
teacher handling the class should provide additional support for students who are struggling with
problem-solving in integers. This can be done through extra tutoring sessions, online resources,
or after-school programs. Teachers should also be provided with professional development
opportunities that focus on teaching problem-solving skills to students. This can help to improve
the quality of instruction and support provided to the students.

Scores in Problem Solving Skills in Integers in

 Grade 7 Gold of SINHS

NO. NAME SCORES

MALE
1. Arbasa, John D. 14/40
2. Catap, Lourence M. 26/40
3. Cristobal, James C. 27/40
4. Fabia, Rolando L. 16/40
5. Galura, Arman A. 21/40
6. Generalo, Celestine Niel R. 15/40
7. Jopia, Jomarie G. 32/40
8. Josol, Reymart T. 15/40
9. Mamonta, Irim C. 14/40
10. Mercado, Edriane Carl S. 20/40
11. Mojado, Mojamad C. 16/40
12. Perez, Ronie D. 15/40
13. Tizon, Zyrus E. 14/40
FEMALE
1. Balcueba, Lady Lykah 15/40
2. Balcueba, Wynces Kate G. 14/40
3. Brugada, Xyrel Anna Marie T. 13/40
4. Calapis, Kate Cristely U. 17/40
5. Creencia, Febrille M. 20/40
6. Dagsa, Reyna Jane F. 18/40
7. Etang, Kit Sharlyn D. 13/40
8. Hondrade, Princess Shahanie 12/40
9. Lola, Lijen Chloe S. 15/40
10. Ordovez, Thrishia Mae E. 21/40
11. Roble, Noeme S. 23/40
12. Tampos, Hanz Hershey D. 24/40
13. Tudio, Cristal Mea F. 15/40
(Ungrouped Data)

12, 13, 13, 14, 14, 14, 14, 15, 15, 15, 15, 15, 15, 16, 16, 17, 18, 20, 20, 21, 21, 23, 24, 26, 27, 32

MEAN: MEDIAN: MODE:

15
15+16
=15.5
2
¿

465
= 17.88
26

Scores in Problem Solving Skills inIntegers in

Grade 7 Gold of SINHS

(Grouped Data)

CLASS FREQUENCY LB ˂CF

INTERVAL

36-40 0 35.50 26
31-35 1 30.50 26
26-30 2 25.50 25
21-25 4 20.50 23
16-20 6 15.50 19
11-15 13 10.50 13
6-10 0 5.50 0
1-5 0 0.50 0

Percentile: P25:

( )
KN
−cfb
P25 = 100
LB + i
fpk

( )
(25)(26)
−cfb
P25 = 100
LB + i
fpk
 ( )
KN
−cfb
P25 = 100
LB+ i
fpk

( )
(25)(26)
−cfb
P25 = 100
LB + i
fpk

6.5−0
P25 = 10.50 + ( 7 )5

P25 = 10.50 + 2.5

P25 = 13

Therefore, 25% of the class got a score less than or equal to 13.

Percentile: P50

( )
KN
−cfb
P50 = 100
LB + i
fpk

( )
(50)(26)
−cfb
P50 = 100
LB + i
fpk

13−10
P50 = 15.50 + ( 8 )5

P50 = 15.50 + 1.88

P50 = 17.38

Therefore, 50% of the class got a score less than or equal to 17.38.

Percentile: P75
 ( )
KN
−cfb
P75= 100
LB+ i
fpk

( )
(75)(26)
−cfb
P75= 100
LB+ i
fpk

19−18
P575= 20.50 + ( 6 )5

P75 = 20.50 + 1.25

P75 = 21.75

Therefore, 75% of the class got a score less than or equal to 21.25.

V. Discussion

Based on the results of the research, it was concluded that a significant number of students had
been struggling with problem-solving in integers. The mean score of the students on the
problem-solving test in integers had been below average, and the median score had also been
relatively low. This had indicated that a significant number of students in Grade 7 Gold had been
struggling with problem-solving in integers. Out of 26 students that had taken the assessments,
only 1 student or 3.846% had passed while 25 students or 96.154% had failed. This had indicated
that there had been a need to enhance the students' understanding of integers. To address this
concern, it had been recommended to provide additional support for students who had been
struggling with problem-solving in integers. The school should have provided additional support
for students who had been struggling with problem-solving in integers. This could have been
done through extra tutoring sessions, online resources, or after-school programs. It had also been
recommended to provide professional development for teachers. Teachers should have been
provided with professional development opportunities that focused on teaching problem-solving
skills to students. This could have helped to improve the quality of instruction and support
provided to the students. Additionally, it had been recommended to incorporate problem-solving
activities in the curriculum. The curriculum should have included problem-solving activities that
focused on integers. This could have helped to improve the problem-solving skills of the
students.

Overall, the recommendations provided could have helped to improve the problem-solving skills
of the students in Grade 7 Gold and provided them with the support they needed to be successful
in their academic pursuits.

References

https://iopscience.iop.org/article/10.1088/1742-6596/1211/1/012083/meta

https://files.eric.ed.gov/fulltext/EJ1208772.pdf