Chapter V

Summary of Findings, Discussions, Conclusions, and Recommendations

The purpose of this chapter is to present the summarization of the findings, discussions,

conclusions, and recommendations that the researcher came up with after the gathering of data.

This study examines the relationship between the skills of STEM 11 students at Theresian

School of Cavite, in solving their problems in real life and in mathematics.

Summary of Key Findings

The study explored the problem-solving skills in real life and problem-solving skills in

mathematics of STEM 11 students at Theresian School of Cavite. The study used a narrative

research design and collected data from one-on-one interviews. The findings revealed four main

themes, and these are, asking for help for better understanding, using of social media and playing

games, open-mindedness for better understanding, and procrastination.

Theme 1: Asking for help for better understanding

Participants repeatedly emphasize the benefits of asking friends and knowledgeable

people for help, both in their homes and at school. In addition, the participants make

comparisons between the dedication needed in mathematics and dealing with obstacles in life,

such as illness.

Theme 2: Using of social media and playing games

The participants manage their academic stress, emphasizing their usage of digital

getaways such as gaming and social networking. The participant, who identifies itself as an
introvert, resorts to bedtime activities, social media use, and gaming for comfort from the

pressures of academics, such as homework, projects, and tackling challenging mathematics

problems.

Theme 3: Open-mindedness for better understanding

The participant speaks to that in order to deal with time-related issues, it is important to

schedule work, be on time, and keep an organized schedule. When it comes to mathematics, the

participant takes a calculated risk by working on the hardest problems last, showing an adaptable

and planned perspective.

Theme 4: Procrastination

The Participants focus their attention on situations where they put aside tasks because of

a sense of laziness or other distractions, such as using a phone. Participants use strategies

including looking for lessons online, reaching out to classmates for assistance, and carefully

planning their work schedules to solve these problems.

Implications of the Key Findings

Theme 1: The participants believed that there is a connection between their problem-solving

skills in real life and mathematics. They think that the skills they use to deal with everyday

situations can help them solve math problems in their academic work. They also admit that they

sometimes need assistance from their peers to understand the math problems better. They may

ask their classmates for explanations, hints, or feedback to improve their problem-solving skills.

Theme 2: According to the participants, they experience stress in their academic work, especially

in solving mathematical problems. To cope with this stress, the participant uses social media as a
source of comfort and support. By using social media as a coping mechanism, the participant can

reduce their stress level and improve their mood, which can in turn enhance their performance

and understanding of mathematics.

Theme 3: In this theme, the participants showed a positive attitude towards learning and adapting

to different situations. They are willing to acquire new knowledge and skills that can help them

cope with the challenges and opportunities they encounter. They also try to adjust their behavior

and strategies according to the demands and expectations of their tasks. They aim to organize

their tasks in a way that can enhance their understanding and performance.

Theme 4: As stated by the participants, it is implied that they have a mixed perspective of time

pressure and its effects on their task performance. They think that time pressure can motivate

them to work harder and faster and to achieve their goals within the given deadlines. However,

they also admit that procrastinating or being time-pressured can sometimes prevent them from

completing or solving some of their problems and tasks.

Conclusion

The research findings indicate that there is no correlation between problem-solving skills

in real life and mathematical problem-solving skills among students. However, the ability to

comprehend problems and effective communication with peers and friends, both in real-life

problems and academic problems, can positively influence their ability to approach problems

when confronted with challenges. This aligns with the study of Ra’ed Abdelkarim and Reem

Abuiyada (2016), that peer teaching strategy is an active tool to increase the mathematical

achievement of students. Additionally, respondents commonly experience challenges related to

time pressure and procrastination due to issues with their time management practices.
Recommendation

The research results conclude that the participant’s real-life problem-solving skills affect

their solving mathematical problem-solving skills. Therefore, the following are some

recommendations to help the participants improve their mathematical problem-solving skills:

1. Learner’s improvement of time management regarding academics and real-life

As per the study's conclusion, the collision of pressure from both academics and real life

is the main reason for the low mathematical solving problems of the participants. Recommending

having proper time management may help them to have an improved lifestyle separating their

real life and mathematical problem-solving skills.

2. Improve mathematical solving attitude

Attitude is a very important aspect in life, having a positive attitude towards mathematics

will help the participants to increase their interest to achieve more in terms of mathematical

engagement and achievement.

3. Improvement of mathematics learning methods

One of the recommendations is to have effective mathematics study and learning methods

in school. Mathematics special programs in schools will help the learner to have high academic

performance academically.

4. For the future researchers

The researchers recommend additional exploration of this topic. Based on the gathered

data, there seems to be no evident correlation between students' problem-solving skills and their
mathematical problem-solving skills. However, there are underlying factors. We encourage

future researchers to delve into additional factors that could contribute to this study.