CHAPTER I

INTRODUCTION

Background of the Study

As we step on the threshold of a new millennium, fluency in

Mathematics has become even more indispensable in the modern society.

It is important as it permeates the daily lives of people around the world.

People need to know Mathematics and its application in our community

because it serves as an instrument towards modern inventions, scientific

discoveries and research studies and it helps in the understanding of

complex phenomena of quality of life.

In the advancement of science and technology, the learning of

Mathematics necessitates a greater emphasis. This shift of emphasis has

become urgent because of the need to produce individuals who can cope

intelligently with the demands of an ever changing society and can

responsible assume positions to face the environment of science,

automation and electronic gadgets like computers (Fuente, 2007).

Since Mathematics plays an important role in the lives of men, it

should be given priority in the educational program. The primary

function of the mathematics program is to arrange experiences that will

develop skills in children, the ability to “think through” problematic

situations that they encounter and to deal with them intelligently and

skillfully.

Thus, mathematical literacy is a must element in providing the

students with the basic skills to their life. It is one of the basic pillars for

the student on which his life is, and would be standing. So the base of

this pillar needs to be strong and clear. Mathematics helps the students

in developing the conceptual, computational, logical- analytical,

reasoning and problem solving skills (Ragma, 2014).

Problem- solving is a higher form of quantitative thinking

essentially needed by the learners today in decision making. It has been

and will be a necessary skill not only in Mathematics but in everyday

living. Part and parcel of problem solving is the ability to translate word

problems into mathematical equation. Word problems are integral part of

the Mathematics curricula. Verschafel, et al. (2007) defined math word

problems as verbal descriptions of problem situations wherein one or

more questions are raised, the answer to which can be obtained by the

application of mathematical operations to numerical data available in the

problem statement. Word problems mostly deal with applying

mathematical concepts in real world situations.

Hence, the skills in worded problems are very important because

most of them are the application to real- world problems. However,

students face difficulties in solving mathematical word problems as most

of the time they do not comprehend the wording of the problem. The

reason for such inability is that solving such problems demands

mathematical computations along with other kinds of knowledge, most

especially knowledge in comprehension, which is required for

understanding the problems (Bernardo, 2002).

Comprehending word problems is similar to comprehending other

types of text - they have the same text elements. Understanding a

paragraph is like solving a problem in mathematics. It consists of

selecting the right elements in the situation and putting them together in

the right relations, and also with the right amount of weight or influence

(Pearson, 2003). Maryland hand in hand home school introduced five

levels of comprehension to really understand different types of text

namely the literal, lexical, interpretive, applied and lastly the affective

comprehension.

The role in comprehending the text of the word problem is crucial

because it is not only a means of conveying information; rather it is used

to interpret the events and phenomenon in a way that provokes students’

thinking (Panah, 2000).

In 2014, a study conducted by Percy Sepeng of the University of

South Africa, College Education, Department of Mathematics Education

dealt with Mathematical problems. The result of the study was that
comprehension is the main factor that influences the difficulties of the

respondents.

In addition, a private Catholic School in the area of Kingston, NY

with about 200 students had a problem in mathematical word problems.

Translating worded problems is one of the most difficult tasks for a

student. It is considered a big hindrance in learning Mathematics.

Translations form words to symbols are undeniably one of the solution

processes in solving word problems that can be considered critical

(Bardillion Jr., 2005). According to Mayer (2006), one common problem

in translating sentences into symbolic language is that individuals end

up remembering materials that are consistent only with their prior

schemas. Bardillion Jr. (2005) added that the ability to mathematize

expression is the most directly linked with success in problem solving.

In the Philippine setting, a study conducted by Aniano (2010), the

level of difficulties in translating phrases to symbols was one of the

factors that determine the problem solving skills of students. It was

seconded by Vista (2010) that students’ comprehension in translating

phrases into symbols affects the students’ performance in problem

solving. Yared (2007) on the other hand, cited that problem solver ends

up to simplifying problems to the extent of misinterpreting the

information given.
 Moreover, the De La Salle University in Manila examined the

students’ difficulties and level of performance in translating worded

problems into mathematical symbols. A 20-item problem solving test

involving the four fundamental operations was given during the third

quarter of the school year 2012-2013. In the study, the school found out

that majority of the students had difficulty in comprehending word

problems.

In La Union National High School, through interviews and

observations with the students, the researcher found out that most of

the students spend a considerable amount of time trying to understand

the problem because they experience difficulty in making sense of word

problems.

The aforementioned scenarios prompted the researcher to conduct

a study to enhance the performance of grade 9- SPA students in solving

worded problems involving quadratic equations through enrichment

activities.

Theoretical Framework

This research study was guided by the following theories for better

understanding and in- depth analysis.

The Gestalt theory of learning was first widely publicized by

Kohler. The hypothesis of Gestalt Psychology is that all mental

phenomena have a structure or pattern. The problem approach from this

standpoint, explains how ideas or any other occurrences are associated

for they do not exist other than as part of the totality of configuration.

This theory explains the thinking process of students when dealing

with worded problems. Students are able to comprehend the problem

and able to reorganize thoughts in such a way that they can formulate

representations or solution to the problem. If an individual is able to

visualize on how to solve the problem, it is expected that they can solve

the problem. Further, it implies that a set of stimulating circumstances

take place according to the relative value of various stimuli acting at the

same time.

The theory of reinforcement by Albert Bandura says that

reinforcement is to be considered as a motivational rather than a

strengthening factor. Psychologists believe that reinforcement becomes

effective when applied to specific behaviors. Reinforcement of learning

may be made through the use of audio- visual aids, review, drills and

other means.

The above mentioned theory supports this study since activities

which motivate students can somehow enhance their understanding.

Learning occurs largely in response to basic motivating needs and goals

and is enhanced by interest and motivations as well as by practice which

is not synonymous with repetition. Practice consists of modifying each

successive attempt to learn something not of repeating exactly the same

act. (Lewin, 2006)

Piaget's theory on developmental constructivism (Romberg, 1969),

maintains that children acquire number concepts and operations by

construction from the inside and not by internalization. Piaget (1968)

pointed out that every normal student is capable of good mathematical

reasoning if attention and care is directed to activities of his interest, and

if by this method the emotional inhibitions that too often give him a

feeling of inferiority in lessons in mathematics are removed.

The above mentioned theory is related to this study because it

talks about the ability to reason out mathematically. It implies that when

students’ interest are addressed and have a strong foundation of the

basic skills, students are able to construct ways to cater the problem

through comprehension and analysis of the words being stated.

Conceptual Framework

Mathematics as a subject, aids in the preparation of students for

life. It includes a study on the four fundamental operations, problem

solving relating to occupational business practices, measurement,

estimation, rental rates and interest charges gathering and interpreting

data using graphic and scaling methods and other matters related to

problems of daily living (Fuente, 2007).

 In Mathematics, word problems are used to refer to any

mathematical exercise where important information is presented in text.

A problem is a situation in which there is a need for attaining a goal, but

the route to the goal is unknown to the students. To find the route, he

must think. Once the route is found, the route to the goal is secures and

made automatically by practice. Then, the situation ceases to be

problems and become a skill or knowledge applicable to the solution to

new problems. Thus, all learning is to be regarded as a problem- solving

accomplished through thinking. Learning is thinking. Learning how to

learn is accomplished through problem- solving (Fuente, 2007).

Most of the students find difficulty in formulating solution to a

given problem. Word problems require students to read, analyze

comprehend, identify the question that needs to be answered, and finally

create representations and equations to solve the problem.

Comprehension problems are committed when someone had been

able to read all the words in the question, but had not grasped the

overall meaning of the words; thus, he can only indicate partially what

are the given and what are the unknown in the problem.

The key to word problems is comprehension. Comprehension is an

activity that students do for the purpose of learning about the features of

text. The five levels of comprehension are literal, lexical, interpretive,

applied and affective. Literal comprehension is the understanding that

focuses with the information found directly on the problem.

Moreover, recognizing and imagining the context in word problems

are committed when children cannot imagine the context in which a

word problem is set or their approach is altered by the context in which

the word problem is given (Nunes 1993).

Bernardo (2005) stressed out that forming a number sentence is

another problem. Children appear to find it harder to form a number

sentence for some word problems structures than others. These

difficulties can result in children not being able to select a calculation to

perform or selecting an incorrect calculation.

Researchers and teachers have documented positive experiences

and positive effects of activities which involved the participation of

students in Mathematics. Furthermore, national organization and

supervisors alike support the use of enrichment activities (Mathematics,

2006).

Enrichment activities done through enrichment session which is

also known as remedial teaching aims to aide students overcome

academic difficulties.

Mathematical games develop mathematical communication as

pupils explain and justify their moves to one another. In addition, games
can motivate students and engage them in thinking about, and applying,

concepts and skills. Games give pupils an opportunity to communicate

their ideas and justify their thinking. In using games, the teacher plays

an important role in encouraging pupils to explain their thinking and in

keeping them focused on mathematical ideas. Asking them to explain

and justify their moves during a trial round of the game played as a

whole class demonstrates the type of thinking and communicating that is

important for students to use later when they play the game in pairs.

Games contribute to the development of knowledge by having a positive

effect on the atmosphere in the class which in turn produces a better

mental attitude towards mathematics in the pupils. Educational games

provide a unique opportunity for integrating the cognitive, affective and

social aspects of learning (Hitchhiker, 2010).

Group work is a simple strategy that allows students to work

and problem solve with a buddy. When a teacher has provided the

basic instruction, it’s helpful to split the class into pairs or groups to

work on problems. Since the pairs are working as a team, the

students can discuss the problems and work together to solve the

issues. The goal of pair work is to teach students critical thinking

skills that are necessary for future math problems and real life

(Concordia, 2012)
Statement of the Problem

This research aimed to enhance the performance of grade 9

students in solving worded problems involving quadratic equations

through enrichment activities.

Specifically, it sought to answer the following questions:

1. What is the level of performance of the students in solving

worded problems involving quadratic before the different enrichment

activities?

2. What is the level of performance of the students in solving

worded problems involving quadratic equations after the different

enrichment activities?

3. Is there a significant difference on the levels of performance

of students in solving worded problems involving quadratic equations

before and after the enrichment learning sessions?

Hypothesis

There is no significant difference on the level of performance of

grade 9 students in solving worded problems involving quadratic

equations before and after the enrichment activity sessions.

Success Indicator

A criterion set of at least 75% is the basis in enhancing the

performance of grade 9- SPA students in solving worded problems

involving quadratic equations through enrichment activity sessions.

Importance of the Study

This research study will greatly benefit the following:

The Department of Education since they will be able to know the

performance of students in word problems thus, they can craft a

curriculum that can enhance or improve the quality of education.

This study may provide feedback and background to the

curriculum planners in developing a more functional curriculum,

instructional program and policies geared towards improvement of

mathematical competencies of the students.

The school administrators may be guided towards improvement of

the mathematics programs specifically in strengthening the Mathematics

teachers and in the improvement of facilities, equipment, teaching aids

and materials needed in teaching Mathematics.

The Mathematics teachers will be will be benefited from the

findings of the study as a basis of strengthening the problem- solving

abilities of students through the formulation of better and more

attainable objectives, organization of useful teaching materials,

application of suitable and new methods to develop high ability in solving

mathematical problem.

The students will be most benefited by the identification of the

mathematical competency in problem- solving. It will help them improve

their skills and be more competent in handling mathematical problems

they encounter in their everyday life.

The researcher will be able to create an action plan which will cater

the weaknesses of the students.

This study will give the future researchers interest to pursue on

their own researches because this can serve as a basis for their study.

Definition of Terms

To better understand this research, the following items are

operationally defined:

Comprehension. The ability to understand word problems.

Affective Comprehension. This is the understanding of the

social and emotional aspects of a problem. Problem should have realistic

relevance and students must derive this meaning from the problems.

Applied Comprehension. This is the understanding of the

correct application of mathematical operations and symbols as indicated

by the word problem.

Lexical Comprehension. This is the understanding of key

words in a given mathematical word problem.

Literal Comprehension. This is the understanding that

focuses with the information found directly in the problem.

Interpretive Comprehension. This is the understanding

that focuses on what, why and how questions by inferring information

from the problem and being able to represent or express that information

found in the problem.

Enrichment Activities. Set of activities intended to broaden the

students’ understanding of worded problems involving quadratic

equations.

Pre- test – Post- Test. It is a 4- item problem solving test on

worded problems involving quadratic equations that was used to

measure the performance of students of grade 9- SPA students in La

Union National High School through enrichment activities.

Quadratic Equation. It is a polynomial equation of degree two that

can be written in the form a x 2 +bx +c=0 , where a, b and c are real

numbers and a ≠ 0.