Chapter 1

INTRODUCTION

Rationale

Mathematics plays a vital role in all aspects of life, whether in everyday

matters such as time tracking, driving, cooking, or jobs such as accounting,

finance, banking engineering, and software (The Scientific World, 2018).

Mathematics has several very useful benefits to our mind if we go into its study. It

develops our reasoning, helps us to have analytical thinking, quickens our mind,

generates practicality and its use can be applied in the day to day (Gupta, 2020).

Mathematics is regarded as one of the most important subjects in the school

curriculum (Suleiman & Hammed, 2019). It is the foundation of scientific and

technological knowledge that contributes significantly toward the socioeconomic

development of a nation (Suleiman & Hammed, 2019).

Low Performance in Mathematics is likely a problem in the Philippines. For

instance, in the National Achievement test (NAT) result for 2011-2012, students

showed poorly in this subject with an overall Mean Percentage Score (MPS) of

46.37. It is further confirmed in the Trends in International Mathematics and

Science Study (TIMSS). Ironically, its neighboring countries like Singapore,

South Korea, Hongkong, Chinese Taipei and Japan were among world’s leader

in Mathematics achievement (Mullis et al., 2011). The evidence indicates that the

students are not motivated and own a low interest in learning mathematics

because they possess a low mindset. The students believe that learning

mathematics is complicated as they own low procedural fluency, which refers to

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a student’s understanding of procedures, as well as when and how to

employ them correctly, and also the ability to administer procedures flexibly,

precisely, and efficiently (Inayah, Septian & Suwarman, 2020).

One of the Math teachers in the school of Barangay Anitap stated that

students performed poorly in Mathematics, particularly in solving word problems.

Based on the data that the researchers have gathered, from the total population

of 73, only 36 pupils were able to perform positively in Mathematics, specifically

in problem solving. Ling and Mahmud (2023) stated that students’ skills in

Mathematics is still unsatisfactory because students often find it difficult to

understand mathematical problems in verse, are weak at planning the correct

solution strategy, and often make mistakes in their calculations.

Considering the said problem globally, in the national areas, or even

locally, researchers see an urgency to investigate the factors affecting such low

performance in Math, specifically in problem solving, which was mentioned by

the Math teacher the researchers interviewed. There appeared a research gap

regarding the relationship between attitude towards problem solving and

academic performance. Further investigation is needed to establish consistent

findings and explore specific factors that influence these attitudes. The

researchers will conduct this study to determine if students’ attitude towards

problem solving affect their academic performance in Mathematics.

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Research Objectives

This study aimed to find out the relationship between Attitude Towards

Problem Solving and the Academic Performance of Students in Mathematics 5

and 6.

Specifically, this study sought to:

1. determine the extent of attitude towards problem solving of pupils in

Mathematics 5 and 6 in terms of:

1.1 affect;

1.2 behavior; and

1.3 cognition.

2. determine the level of academic performance of students in Mathematics

5 and 6 in terms of:

2.1 grades (1st to 3rd quarter).

3. determine if there is a significant relationship between attitude towards

problem solving and the academic performance of students in

Mathematics 5 and 6 at Venancio Juan Elementary School for S.Y. 2022-

23.

Null Hypothesis

The null hypothesis (Ho) is formulated and tested at α=.05 level of

significance.

There is no significant relationship between Attitude Towards Problem

Solving and the Academic Performance of Students in Mathematics 5 and 6.

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Review of Related Literature

Selected literatures and secondary data sources related to the study are

presented in this section to provide the background and framework of this study.

In this section, we established the fundamental basis for our ongoing study. It

would encompass various related studies that explore students’ attitudes towards

problem solving in Mathematics. Additionally, it would delve into the indicators of

affect, behavior, and cognition that are associated with this aspect of learning.

Furthermore, we would examine how these factors relate to the academic

performance of students in Mathematics at grades 5 and 6, with a specific focus

on their grades as indicator.

Attitude Towards Problem Solving

Attitude towards problem solving refers to an individual’s mindset and

approach when faced with challenges or difficulties. It encompasses one’s

beliefs, emotions, and behaviors in relation to problem solving. The problem-

solving performance of primary students depends on their attitudes and beliefs.

As it is not easy to change attitudes, we aimed to change the relationship

between problem-solving performance and attitudes with a training program. The

training was based on the assumption that self-generated external

representations support the problem solving process. It was predicted that the

participation in the training program would attenuate the relationship between

attitudes and problem-solving performance and that non-participation would not

affect the relationship (Sturm & Bohndick, 2021).

 5

Primary education prepares individuals for life and higher education.

Effective reasoning, critical thinking and problem solving are necessary mental

skills for the realization of this preparation. Problem solving and its related

processes are crucial in achieving these abilities for mathematics lessons and

their context (Özsoy, 2005). These thinking processes that lead individuals to the

solving of the problems they face are used both in daily life and in each scientific

field. As cited in (Akgündüz, 2018) complex problem-solving is the main skill

required in the future of jobs in 2020. This is the reason why national and

international curricula emphasize the importance of students developing

problem-solving skills and their relation to mathematics (Ministry of National

Education, 2018).

Additionally, attitudes refer to ways in which individuals may act, feel, or

think as a means of expressing their view (positive or negative) about a particular

topic. They are considered more enduring and cognitive than emotions, but less

enduring and cognitive than beliefs (Philipp, 2019). Student attitudes have been

an increasing focus of research into mathematics education over the past two

decades. Relevant to the current study, there is a growing body of literature

connecting instructional approaches focused on learning mathematics through

problem solving with positive attitudes towards mathematics learning (Chew et

al., 2019; Hendriana et al., 2018; Ni et al., 2018). However, as many of these

studies have adopted quantitative methods, they have tended to not probe the

specific reasons for these positive attitudes, nor to delve into the experience of

learning mathematics in this manner from the perspective of the student.

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Therefore, attitude is a fundamental factor that cannot be ignored. The

effect of attitude on students’ performance in Mathematics might be positive or

negative depending on the individual student. In response to this problem, this

study sought to investigate students’ attitudes towards learning Mathematics.

Affect. Emotions are the feelings of enjoyment or pleasure in learning the

subject or seeing it as boring, difficult, and dull. In this case, affect can lead

learners to engage in behaviors that are appropriate to our perceptions of a given

situation. For instance, it is composed of emotions, beliefs, and vision of the

subject (Mazana, Montero, & Casmir, 2019).

In line with this, Di Martino (2019) found that, with increasing age,

students’ perceived competence in problem solving decreases, and negative

emotions towards mathematical problems increase. Whether a solver can

overcome problem barriers when dealing with word problems depends not only

on his or her previous knowledge, abilities, and skills, but also on his or her

attitudes and beliefs (Schoenfeld, 1985; Verschaffel et al., 2000; Reiss et al.,

2002). It has been shown many times that attitudes towards problem solving are

influencing factors on performance and learning success which should not be

underestimated (Charles et al., 1987; Lester et al., 1989; Lester & Kroll, 1990; De

Corte et al., 2002; Goldin et al., 2009; Awofala, 2014).

Also, learners associate a specific feeling with an object, in this case with

a word problem, triggering a specific emotional state (Grigutsch et al., 1998).

Attitudes towards problem solving can be divided into willingness, perseverance,

and self-confidence (Charles et al., 1987; Lester et al., 1989). This distinction
 7

comes from the Mathematical Problem-Solving Project, in which Webb, Moses,

and Kerr (1977) found that willingness to solve problems, perseverance in

attempting to find a solution, and self-confidence in the ability to solve problems

are the most important influences on problem-solving performance. Confidence

is an individual’s belief in his or her ability to succeed in solving even challenging

problems as well as an individual’s belief in his or her own competence with

respect to his or her peers (Lester et al., 1989). Students’ lack of confidence in

themselves as problem-solvers or their beliefs about mathematics can

considerably undermine their ability to solve or even approach problems in a

productive way (Shaughnessy, 1985).

In connection, Mathematics is often considered one of the most difficult

and demanding school subjects from early on, not only because of the complex

skills required, but also due to negative attitudes often associated with its

learning (Mammarella, Caviola, & Dowker, 2019). Such negative attitudes are

often described as math anxiety and involve feelings of tension, worry, and

apprehension regarding current or prospective situations involving mathematics.

Math anxiety is defined as a feeling of tension and apprehension that interferes

with math performance ability, the manipulation of numbers and the solving of

mathematical problems in a wide variety of ordinary life and academic situations.

Our aim was to identify the facilitators and barriers of math anxiety in students

(Khasawneh, Gosling & Williams, 2021).

It is believed that Mathematics has an impact on attitude and motivation to

learn mathematics, consequently on students’ achievement (Getahun, Adamu,

 8

Andargie & Mebrat, 2018). Hoorfar and Taleb, (2015) highlighted that

mathematics anxiety is negatively correlated with metacognitive knowledge

which is the ability to reflect, understand, and control one’s learning. This means

that the more anxious the students are; the less metacognitive knowledge they

possess that in the long run hampers their performance. Studies have shown that

as fright for math and anxiety increases from students their attitudes towards

math decreases and while students are solving mathematical problems the

anxiety they will feel will lead them in not being able to find a solution (Altun,

2004; Uysal, 2007). Since anxiety is related to students’ attitudes and

achievement in mathematics, it is worth examining the level of anxiety of

students at all levels of education.

Apart from this, the attitude towards mathematics has been considered for

past years and shows a high relationship between attitude (including motivation,

enjoyment, and self-confidence) and mathematical performance. Yadav et al.

(2018) found that children give their attention very rapidly to media content that

was only moderately various from their existing capabilities and knowledge and

teachers should give their attention for that attitude towards mathematics is the

students’ and teachers’ prepared preference to behave, perceive, feel, and think

towards mathematics.

Behavior. Behavior is the way in which one acts or conducts oneself,

especially towards others. Hence, behavior comprises of our actions with

concern to the interactions or the relationships we maintain with the external

environment. The nature of problem solving has been a difficult one to pin down,
 9

with much of the focus placed on hypothetical cognitive structures based on

technological metaphors that change as quickly as the currently popular

technologies after which they are modeled. While behavior analysts have made

use of several effective instructional methodologies to produce reliable and

impressive convergent learning outcomes, mainstream education has

increasingly shifted toward divergent learning outcomes (Kieta, Cihon & Jalil,

2019).

It is connected to students’ motivation to learn that is reflected with

student’s actions, commitment, and performance in class. It is the reflection of

one’s attitude towards something or someone.

Studying motivational variables as related to attitude and achievement is

crucial. Intrinsic motivation is described as actions motivated by internal rewards.

This means the motivation to engage in a behavior arises from within the

individual because it is naturally satisfying to do. For instance, academic intrinsic

motivation is defined as enjoyment of school learning characterized by an

orientation toward mastery, curiosity, persistence, task endogeny, and the

learning of challenging, difficult, and long tasks (Gottfried,1985). Many students

find Mathematics difficult, but those who are intrinsically motivated learn and do

well even when facing obstacles (Heyder et al., 2020).

Further, it is the interest to do something for its own sake, for the sheer

enjoyment of a task. It has been linked to the creativity of performance, longer‐

lasting learning, and perseverance. The fostering of intrinsic motivation is

especially important (Hennessey, Moran, Altringer, & Amabile, 2015). Motivated

 10

students with a positive attitude in learning perform better and learn

independently (Ariani, 2016). Students' motivation and engagements were

significantly and positively related to perceived learning gains (Zilvinskis,

Masseria, & Pike, 2017). The more the students engage in critical thinking,

cooperative learning, and simulations, the more the students become motivated

and the better is their performance (Riaz, 2015). Intrinsic motivation has been

linked to the creativity of performance, longer‐lasting learning, and perseverance.

The fostering of intrinsic motivation in students is important in creating knowledge

(Hennessey, Moran, Altringer, & Amabile, 2015). Motivated students perform

better and learn independently (Ariani, 2016).

Cognition. This represents the students’ perceived usefulness of the

subject. The cognitive component has to do with the role of cognition in a

person’s attitude toward a psychological object, such as beliefs and thoughts

about mathematics. Cognitions reflect a group of mental processes that go on in

the mind (Hollnagel, 2002), which is used in the field of social psychology to

explain attitudes, attribution, and group dynamics (Feldman, 1981; Alhabeeb,

2006; Scherr & Hammer, 2009). If such cognitive determinants of attitude can be

identified, it enables researchers to better understand the formation of attitude

and, in turn, could motivate consumers’ behavioral intention or behavior (Ajzen,

1991).

On the other hand, perceived usefulness refers to students’ perception

about the importance of mathematics in the present everyday life and in the

future (Adelson & McCoach, 2011). Perceived usefulness of mathematics is

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believed to have an influence on students’ attitude towards the subject. If

students recognize the importance of mathematics in their lives, they will become

motivated to study, practice, and learn the subject (Syyeda, 2016). Some studies

reveal that despite the fact that the majority of students had negative emotions

towards mathematics they demonstrated positive cognition towards mathematics.

This indicates students’ recognition of the value of mathematics in their lives and

future careers. The study by Guy, et al. (2015) found that mathematics

usefulness is a positive predictor of success.

Additionally, the perceived usefulness of studying mathematics can be

characterized as the degree to which students feel that learning mathematics can

help them achieve their long-term goals. It is a variable of continued information

system (IS) usage intentions and has been shown to affect satisfaction on

various occasions. In previous studies, perceived usefulness showed a strong

influence on users' satisfaction (Junjie, 2017; Bhattacherjee, 2001) and was the

main predictor of continuance intentions (Muqtadiroh et al., 2019; Daneji et al.,

2018; Wu & Chen, 2017; Junjie, 2017; Shiue & Hsu, 2017). Likewise, for studies

related to mathematics, perceived usefulness was also found to be influencing

continuance intention toward learning the subject (Zogheib, Zogheib & Elsaheli,

2015; Guo, Marsh, Parker, Morin, & Yeung, 2015; Mohamed & Waheed, 2011).

In other words, if students feel that learning mathematics is very useful to them,

they will be more pleased (satisfied) with it and will be inclined to continue

studying mathematics. Also, perceived enjoyment in learning mathematics refers

to the fun and pleasure mathematics students derive in learning mathematics

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courses apart from the anticipated benefits of studying mathematics. A research

related to the perceived enjoyment of learning mathematics, Venter and De Wet

(2016) revealed that the constructs of fun, imagination, immersion, and sensation

were the greatest significant constructs in the intention of continuous use.

Academic Performance

Performance in Mathematics measures the mathematical literacy to

formulate, employ and interpret mathematics in a variety of contexts to describe,

predict and explain phenomena, recognizing the role that mathematics plays in

the world. However, studies attempt to know the direction of mathematics

performance to its further implications to education and psychology research. For

example, poor performance is seen to increase the math anxiety, and computer-

adaptive programs may offer a way to ensure that student do not experience

excessive failures in their math learning by, adjusting the difficulty level to an

individual students’ ability (Jansen et al., 2018). Moreover, students performance

in Mathematics has posed major concern to mathematics educators.

Furhther, Mathematics is seen by society as the foundation of scientific

technological knowledge that is vital in social-economic development of a nation.

Studies suggest that a subject affects all aspects of human life at different levels

(Ayebale, Habaasa, & Tweheyo, 2020). In the account of Enu, Agyman and

Nkum (2015), it highlighted that mathematics is one subject that affects all

aspects of human life at different levels. Apart from this, in formal education,

mathematics forms the basis of many of the sciences such as physics, chemistry,

biology, engineering, and IT disciplines as well as the non-science disciplines

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such as accounting, economics, geography, and even physical education, music,

and art (Suleiman Y, and Hammed, 2019, Kiwanuka, et al., 2015; Mbugua, et al.,

2012; Ali & Jameel, 2016; Reddy et al., 2020; Chaudhary et al., 2010; Chaudhary

et al., 2017; Raj et al., 2020).

Grades. Grades are frequently understood as an output of the educational

process. If one defines academic success in this way, then grades would be an

effective way to measure it. After all, grades can help measure a students

competency in a subject area (Murtagh, 2023). The most fundamental

measurement principle related to meaningful assessment and grading is the

principle of validity. Validity is important because the sole purpose of grades is to

accurately communicate to others the level of academic achievement that a

student has obtained. If the grades are not accurate measures of the student’s

academic achievement, then they do not communicate the truth about the level

of the students’ academic achievement. Unfortunately, grades continue to be

relied upon to communicate important information about academic performance

and progress.

Additionally, a study by Crocker (2022), found that giving students their

gardes in front of their peers can have a negative impact on the relationship

between students and their teachers. Friedman and Frisbie (2019), make a

particularly strong argument for making sure that report card grades accurately

report information to parents about a student’s academic progress and that

teachers and administrators shares a common understanding of what information

a grade should they communicate. They suggested that since grades becomes
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part of a students’ permanent record, the purpose of these grades must be to

communicate a valid summary of a student’s academic achievement in the

subject. Grading systems used by teachers vary widely and unpredictably and

often have low levels of validity due to the inclusion of non-academic criteria

used in the giving of grades (Allen & Lambating, 2001; Brookhart, 2004; Frary,

Cross & Weber, 1993; Olson, 1989). Teachers have been found to make

decisions about grades related to student efforts in attempts to be fair in their

grading practices (Barnes, 1985). It has been shown that grades are used as a

motivational tool as well as to develop good study habits and desirable

classroom management behavior (Oosterhof, 2001).

Nevertheless, non-academic factors are often used as criteria for

assigning grades because some teachers consider the consequences of grades

more important than the value of clear communication of information and the

interpretability of the grades (Brookhart, 2019). Grades can open up or close

down important learning opportunities for students. With high grades students

have a chance to be in a prestige school accompanied with lots of benefits, since

grades are a major selection criterion in the admission process. More so, it is

very difficult for students to get admitted to some schools, if their grades are not

sufficiently high. Therefore, invalid grades that understate the students’

knowledge may prevent a student with ability to pursue certain educational or

career opportunities.

The major reason for assigning grades is to create a public record of a

student’s academic achievement that can accurately and effectively

 15

communicate to others the level of mastery of a subject a student has

demonstrated (Airasian, 2018). Nitko (2018) points out that grades are used by

students, parents, other teachers, guidance counselors, school officials, post-

secondary educational institutions and employers. Therefore, teachers must

assign grades with utmost care and maintain their validity.

Correlation between Attitude Towards Problem

Solving and the Academic Performance

Several studies have demonstrated that attitudes towards mathematics

are directly and significantly associated with students’ performance. For instance,

Mensah and Kurancie (2013) conducted a study in Ghana and found a significant

positive correlation between students’ attitude and performance. Similarly,

Nicolaidou and Philippou (2003) found that attitude and achievement in

mathematics are significantly related. The Trends in International Mathematics

and Science Survey (TIMSS) results of 2007 reported in Gonzales, et al. (2008)

also indicate that students with a more positive attitude had higher average

achievement in mathematics as compared to those with less positive attitudes. In

another earlier study conducted by Schofield (1982), a significant relationship

between attitude and achievement was also established depicting stronger

relationships in boys than in girls. In a more recent study, Ngussa and Mbuti

(2017) conducted a study in Arusha, Tanzania, they established a moderate

relationship between student’s attitude and performance when teachers use

humor as a teaching strategy. They concluded that the enhancement of students’

positive attitude can boost students’ performance in mathematics.

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Theoretical and Conceptual Framework

Considering the issues and contentions revealed in the data sources on

the process of learning Mathematics, specifically problem solving, this study

builds upon Fishbein's (mid-1970s) original work on Expectancy-Value Theory

(EVT), Bagozzi's Volitional Attitude Model (1982), Skemp's concepts of

''Relational Understanding and Instrumental Understanding'' (1976) and his

Theory of Intelligent Learning via the Idea of Schema (1987), Dubinsky &

McDonald's (2001) APOS Theory, and Walberg's (2007) Theory of Educational

Productivity.

Based on Fishbein's Expectancy-Value Theory (EVT), attitudes are

developed and modified based on assessments about beliefs and values, which

may involve mental calculations prior attitude development. This is further

reinforced by Bagozzi's Volitional Attitude Model that mentioned attitudes are

valenced feelings towards salient objects, which purports that attitudes are

composed of expectations, beliefs, and emotional responses to a psychological

entity operating at or below the level of awareness to influence attitude-related

behaviour.

In light of Attitude towards Mathematics (ATM), McLeod (1994) defined

that it is both a positive and negative emotional disposition towards Mathematics,

which, according to Hart (1989), comprises three components: an emotional

response (positive or negative) to Mathematics, a conception about Mathematics,

and a behavioral tendency with regard to Mathematics. In this connection,

Skemp promoted the idea that in order to learn and understand Mathematics,
 17

learners have to have relational understanding and instrumental understanding

about learning the subject. With relational understanding, students are supposed

to know what to do and why they do it; whereas, with instrumental understanding,

learners are expected to have the ability to execute mathematical rules and

procedures (also termed as rote learning) to be able to learn. Moreover, he

related in his Theory of Intelligent Learning that a networks of ‘schemas’ or

conceptual structures must be built to enable learners to achieve their goals,

especially for mathematics, in which he wrote that the availability of more

schemas allows for a better chance of coping with the unexpected. Synonymous

to Skemp's work was that of Dubinsky and McDonald's APOS Theory, which

proposes that an individual needds to have appropriate mental structures such

as actions, processes, objects and schema to make sense of a given

mathematical concept like problem solving. Highlighting the context of problem

solving in mathematics, Mohd, Mahmood, and Ismail (2011) found that it has a

significant relationship with attitude (patience, confidence and willingness).

Additionally, it appears that openness for problem solving and perseverance are

also positively related to mathematics and even science scores in PISA 2012

among Canadian and Finnish students (Cutumisu & Bulut, 2017).

Considering the abovementioned contentions, Dowker, Cheriton, Horton,

and Mark (2019) might be right when they suggested that attitudes to

mathematics are associated with arithmetical performance. As to performance,

Elger's (2007) Theory of Performance argued that the level of performance

depends holistically on six components: context, level of knowledge, levels of

 18

skills, level of identity, personal factors, and fixed factors; whereas, as per

Walberg's (1982) Theory of Educational Productivity, the academic performance

of students is dependent on various influences such as socio-emotional

influences, parental support that is often determined by their social and economic

status, student-teacher interaction, peer groups, school culture and classroom

climate. In addition to the existing theories on performance, Ford's (1992)

motivational systems theory (MTS) argued that motivation is needed to be able to

reframe an academic work, in that it involves interactions between one’s personal

goals, capability beliefs (perceptions of one’s own skills), context beliefs

(perceptions of whether or not one’s environment provides needed support), and

emotional arousal processes (feelings that help one mobilize and deploy energy),

which was confirmed by Campbell (2007) as a valid predictor of performance.

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Independent Variable Dependent Variable

Attitude Towards Academic Performance

Problem Solving
 grades (1st to 3rd
 affect quarter)
 behavior
 cognition

Figure 1. Conceptual Paradigm of the Study

 20

Figure 1 shows the conceptual paradigm of the study. The conceptual

framework presents Attitude Towards Problem Solving as the independent

variable of the study. It can greatly influence an individual’s ability to approach

and solve mathematical problems effectively (Schoenfeld, 1985). The dependent

variable, Academic Performance in Mathematics has been linked to cognitive

development and problem solving skills. A study by Deary et al. (2007) found that

individuals with higher mathematical abilities tend to have better critical thinking

skills and logical reasoning abilities. Affect is our body’s emotional indicator as to

whether everything is going okay or if there is something wrong (Drury et al.,

2022). Behavior is an action, activity, or process which can be observed and

measured by actions (Sam, 2013). Cognition is a mental process that aid

learning and is thought to determine behavior. These are the three (3) markers of

mathematical skills. These indicators will be used to assess the level of these

independent variable in relation to the dependent variable.

Significance of the Study

The study aimed to know the relationship between Attitude Towards

Problem Solving and the Academic Performance of Students in Mathematics 5

and 6. The beneficiaries of the study were the following:

This study will help the pupils develop their attitude towards problem

solving and improve their academic performance in mathematics and appreciate

the importance of mathematics in their daily lives.

The parents will be encouraged to show their concern with the education

of their children considering academic performance in Mathematics.

 21

This will serve as a guide for Math Teachers to devise better methods that

can be used in the learning process to have a better quality teaching.

The results of this study will enable the agency to use the proof-based

data for DepEd’s policy debate and initiative for policy proposal in partnership

and collaboration with stakeholders, including the teachers if they expect to raise

the learning performance of students in Mathematics.

The result of this study can serve as basis for further study on teaching

learning activities and student mathematical performance.

Definition of Terms

For better understanding of the terms related to this study, the following

terms were defined conceptually and operationally.

Attitude Towards Problem Solving. In this study, attitude towards problem

solving refers to the student’s organized predisposition to think, feel, perceive,

and behavior towards problem solving (Zakaria & Ngah, 2011). It can be divided

into willingness, perseverance and self-confidence (Sturm & Bohndick, 2021).

Academic Performance. In this study, academic performance refers to the

measurement of student achievement across various academic subjects

(Caballero et al., 2007). It is the measurement of the amount of the academic

content a student learns in a given time frame.

 Chapter 2

METHOD

This chapter addresses the research design, research locale, research

respondents, research instrument, data collection process, statistical

instruments, and ethical requirements that the researcher do to pursue this study.

Research Design

This research study used the quantitative analysis approach as it attempts

to assess the relationship between variables (Frank & Wanner, 2015).

Consequently, the descriptive research design is a research design that explores

the situation as it occurs in its current state. Moreover, quantitative research

design describes the problems descriptively and numerically as it used

mathematical and statistical means to measure the results and to come up with a

decision whether to accept or reject hypothesis (Creswell, 2014).

In addition, a correlational research design was used to investigate

relationships between variables without the researcher controlling or

manipulating any of them. A correlation reflects the strength and/or direction of

the relationship between two (or more) variables. The direction of a correlation

can be either positive or negative (Bhandari, 2022)

In fact, the quantitative approach using the correlational analysis design

was the most appropriate design to use in this review, since the researchers

sought to determine the relationship and association of independent variables,

which is attitude towards problem solving to the dependent variable, which is the

academic performance of students in mathematics in Barangay Anitap located

 23

within the Municipality of Governor Generoso. The interaction effect of attitude

towards problem solving and the academic performance of students in

mathematics 5 and 6 was investigated to see whether such an outcome was

significant in predicting the dependent variable.

Research Respondents

The respondents of this study were the grades 5 and 6 elementary

students.

Table 1 presents the distribution of the respondents of the study. In

determining the sample size, the researchers used the total population sampling

or complete enumeration. In the account of Surbhi (2017) this method is an

official and complete count of the universe, wherein each and every unit of the

universe is included in the collection of data. Here universe implies any region

(city or country), a group of people, through which the data can be acquired.

Research Locale

The study was carried out at one of the schools in the Division of Davao

Oriental. The distance of the said school from Governor Generoso College of

Arts, Sciences and Technology is 6.7 km.

Presented in Figure 2 is the local map of the Municipality of Governor

Generoso, Province of Davao Oriental and the map of the school where the

study was conducted. Governor Generoso consists of 20 barangays in which

Barangay Anitap is a part of and where the elementary school is located.

 24

Grade Population Sampling or Complete Enumeration

5 40

6 33

Total 73

Table 1 Distribution of Respondents of the Study Using Population Sampling

 25

Source:[Link]/maps/@6.3630889,125.4663129,173027a,35y,286.47h,27.49t/data=!3m1!
1e3!5m1!1e4

Figure 2. Map of the Research Local

 26

Research Instrument

The main tool used in this study was the researcher made questionnaire

designed to gather information about the pupils’ attitude towards problem solving.

The questionnaire was validated by three experts. The research questionnaire on

attitude towards problem solving has three (3) indicators, namely: affect,

behavior, and cognition. Each of the indicators consists of five (5) questions.

Prior the administration of the questionnaire, pilot testing was conducted by the

researchers to verify it’s validity and the interval consistency of the questionnaire

made by the reaseachers. Based on the Cronbach alpha value, indicator 1 or

affect, got a value of is 0.726; indicator 2 or behavior, got 0.714, and indicator 3

or cognition, got 0.705. results confirm that the formulated questions were

reliable and valid. Each of the items were evaluated using the five point Likert

scale, with 5 as the highest rating and 1 as the lowest (see Appendix D).

Part I contains the proposed parameter limits in describing the extent of attitude

towards problem solving in mathematics, which were as follows:

Parameter Limit Descriptive Equivalent Description

The extent of attitude

towards problem solving
4.20-5.00 Very Good in mathematics is always
observed.

The extent of attitude

towards problem solving
3.40-4.19 Good in mathematics is often
observed.

2.60-3.39 Fair The extent of attitude

towards problem solving
in mathematics is
 27

sometimes observed.

The extent of attitude

towards problem solving
1.80-2.59 Poor in mathematics is rarely
observed.

The extent of attitude

1.00-1.79 Very Poor towards problem solving
in mathematics is never
observed.

Presented below are the ordered intervals of academic performance of

students in Mathematics 5 and 6. The given value represents the range of grades

with 90-100, as the highest level of academic performance in Mathematics,

followed by 85-89, 80-84, 75-79, and below 74, respectively.

Part II contains the proposed parameter limits in describing the Level of

Academic Performance of Students in Mathematics 5 and 6, which were as

follows:

Parameter Limit Descriptive Equivalent Description

The level of academic
performance in
90-100 Outstanding mathematics is very
highly proficient.

The level of academic

performance in
85-89 Very Satisfactory mathematics is highly
proficient

80-84 Satisfactory The level of academic

performance in
mathematics is
moderately proficient.
 28

The level of academic

performance in
75-79 Fairly Satisfactory mathematics is slightly
proficient.

The level of academic

Below 74 Did Not Meet Expectation performance in
mathematics is not
proficient.

Data Gathering Procedure

The study followed the necessary procedure in gathering the data. The

essential data were collected in a systematic procedure, which involved the

following.

Seeking permission to conduct the study. To ensure the ethical

standards in the conduct of the study, a letter was sent by the researchers to the

College President to ask permission for the conduct of the study. Then the

researchers were given an authorization letter from the Vice President of

Research and Extension, and upon approval, the researchers woukd provide a

copy to the School Principal of the public elementary school.

General orientation and seeking of consent from research

respondents. A printed copy of informed consent/ assent forms were given to

the respondents, along with the authorization from the school principal, and the

authorization from the College President of Governor Generoso College of Arts

Sciences and Technology, which were obtained before the data collection. When

the samples were completely identified, the researchers conducted an orientation

 29

about the study. The researchers oriented and elaborated the rationale of the

study.

Each of the respondents received a set of documents, a printed copy of

informed consent/ assent forms, parental informed consent. The respondents

signed the informed consent/ assent forms, and the parents signed the parental

informed consent form. All data were set confidential and anonymous.

Administration and retrieval of the questionnaire. The researchers

personally administered the questionnaires to the respondents on the date being

agreed upon to ensure proper conduct of the questionnaire. Clarifications or

questions from the respondents was accommodated immediately since the

researchers personally administeredde the questionnaire.

Checking, collating, and processing of data. Finally, the researchers

gathered, checked, and tabulated the raw scores in the excel form or google

spreadsheet form of the respondents, and were then subjected to analysis of

data by the statistician. Thereafter, the researchers interpreted the treated data

for discussion and reporting.

Statistical Treatment of the Data

The following statistical tools were used to provide a more detailed

description and analysis of the results.

Average Weighted Mean. This was used to determine the extent of

mathematical skills and learning performance of the students. This was used to

answer problems 1 and 2.

 30

Pearson r. This tool was used to answer the existing relationship between

attitude towards problem solving and the academic performance of students in

mathematics 5 and 6. Specifically, this was used to answer problem number 3.

Ethical Consideration

The primary consideration of this investigation were the grades 5 and 6

learners who were the custody of ethics. Thus, the researchers guaranteed their

well-being, gave full security, and not lose their trust by adhering to moral

principles in conducting this investigation. The Belmont Report (1979), according

to Vollmer (2015), served as the ethical foundation for rules governing the use of

human subjects. While these standards do not technically control the research

process, they were critical in ensuring that research was conducted ethically.

Respect for persons was understood to mean that researchers should, if

possible, receive signed informed consent from the participants, and the Belmont

Report (1979) identifies three elements of informed consent: information,

understanding and voluntariness. In other words, respect for persons means that

the participants should be presented with relevant information in an intelligible

format and then voluntarily agree to participate.

Informed consent was used to ensure that respondents were engaged in

the study willingly and voluntarily. A printed copy of informed consent, parental

informed consent, and an assent form were given to each respondent. Indeed,

the substance of informed consent, parental consent, and assent forms was

translated into local languages so that respondents can understand it. Given that

the respondents were minors, the researchers ensured that respect for persons
 31

was not ignored in the conduct of this study by presenting the parents with

parental informed consent articulating the scope of the study as well as the rights

of the respondents for them to indicate their consent in their child's participation

in the study. The researchers emphasized to the respondents the importance of

understanding the purpose of the information collected about them, as well as

their right to give, withhold, or withdraw consent at any time.

Beneficence as emphasized in the Belmont Report (1979), has to do with

not harming but maximizing possible benefits for the respondents. It relates to

the pledge of the researcher to augment the advantages for the respondents

while reducing risk. Boosting possible advantages requires a sound research

plan, along these lines, requires a comprehensive assessment. The reason for

this investigation was disclosed to the respondents for them to comprehend the

significance of this study completely, and hence, they become shielded from any

risk.

The grades 5 and 6 learners were the study's respondents. They were the

study's primary concern. The respondents directly and indirectly benefited from

this study. As a result, the direct benefits of this study were giving them the

impression and idea that their attitude towards problem solving helped them to

effectively bring their interest in studying and dealing with their difficulties in

overcoming their shortcomings in Mathematics. Additionally, the indirect benefits

from the investigation's findings, discourses, and discoveries would start as a

proof-based evidence that can be used by the Department of Education for policy

discussion and policy proposal in cooperation and collaboration with community

 32

stakeholders to help students enhance their academic performance in

mathematics. Specifically, the findings of this study were used to improve

instructional methods and recognized the mathematical skills that the

respondents needed to improve their learning performance in mathematics.

Justice pertains to treating respondents with reasonable impartial

treatment to share equitably the burden and the benefits that can be gained from

the study. The principle of justice required that the selection of research

respondents must be the outcome of fair selection procedures and must also be

the result of equitable selection results.

The researchers values the participation of the respondents and put their

welfare as the highest priority during the study and a compensation or a simple

token such as pen or notebook was given to the respondents as this was

deemed to serve as a sign of appreciation for participating in the study. Also, the

respondents were subjected to just compensation for harms brought about by

participation in this research study.

Data Privacy Act of 2012 emphasized the principles of transparency,

legitimate purpose, and proportionality in the collection, retention, and processing

of personal data. In addition, as required by RA 10173, also known as the Data

Privacy Act of 2012, this study adhered to its mandates to give top priority to

sensitive personal details such as an individual's ethnicity, ethnic origin, age,

color, and other characteristics, ensuring that the person under study was

completely protected. The credibility, protection, and confidentiality of the data

that were collected were ensured by the researchers.

 Chapter 3

RESULTS

This chapter presents the data analysis and interpretation based on the

results of the conducted survey on Attitudes Towards Problem Solving and the

Academic Performance of Students in Mathematics at one of the elementary

schools in Davao Region.

Attitudes Towards Problem Solving

in terms of Affect

Table 2 presents the extent of attitudes towards problem solving in terms

of affect of the primary students surveyed on one of the elementary schools in

Davao Region. Item no. 1 which states that I like to solve a problem got the

highest mean of 3.99. It has a descriptive equivalent of very good, which means

that the extent of attitude towards problem solving in mathematics is always

observed. Item no. 4 which states that, I am stressed while solving a problem,

got the lowest mean of 2.67 with a descriptive equivalent of good. This means

that the extent of attitude towards problem solving in mathematics is often

observed. Overall, the total mean for the indicator affect is 3.45 with a descriptive

equivalent of good, which means that the extent of attitude towards problem

solving in mathematics is often observed.

Attitudes Towards Problem Solving

in terms of Behavior

The Table 3 presents the extent of attitudes towards problem solving in

terms of behavior of the primary students surveyed on Venancio Juan

Elementary School. The item no. 5 which state that I want to get good grades on
 34

test, quizzes, assignments and projects got the highest mean with a result of

4.75 mean with descriptive equivalent of very good. Which means that the extent

of attitude towards problem solving in mathematics is always observed. Item no 3

which state that I do my best for solving the problem no matter how difficult the

problem is, got the average mean of 3.86 with the descriptive equivalent of good.

Which means that the extent of attitude towards problem solving in mathematics

is often observed. Overall, the total mean for the indicator affect is 4.34 with a

descriptive equivalent of good, which means that the extent of attitude towards

problem solving in mathematics is often observed.

 35

Table 2

The Extent of Attitudes Towards Problem Solving in terms of Affect

Mea Descriptive
Items
n Equivalent

1. I like to solve a problem. 3.99 Good

2. I am sure that I am able to solve even a difficult

3.12 Fair
problem.

3. I feel nervous when I am about to do math

3.49 Good
work.

4. I am stressed while solving a problem. 2.67 Fair

5. I enjoy working with numbers. 3.97 Good

Category Mean 3.45 Good

 36

Table 3

The Extent of Attitudes Towards Problem Solving in terms of Behavior

Mea Descriptive
Items
n Equivalent

1. I find it hard to do Math, so I keep trying. 4.55 Very Good

2. I listen attentively to the lecture of my math

4.40 Very Good
teacher.

3. I do my best for solving the problem no matter

3.86 Good
how difficult the problem is.

4. I actively participate in the discussion, answer

exercises and/or clarifying things I did not 4.15 Good

understand.

5. I want to get good grades on test, quizzes,

4.75 Very Good
assignments and projects.

Category Mean 4.34 Very Good

Attitudes Towards Problem Solving

 37

in Terms of Cognition

Table 4 presents the extent of attitudes towards problem solving in terms

of cognition of the primary students surveyed on one of the elementary schools in

Davao Region. Item no. 1 which states that, I believe solving math problem is

important in everyday life, got the highest mean of 4.63. It has a descriptive

equivalent of very good, which means that the extent of attitude towards problem

solving in mathematics is always observed. Item no. 3 which states that, I believe

learning mathematics has to do with what I experience in the real world, got the

lowest mean of 4.26 with a descriptive equivalent of very good. This means that

the extent of attitude towards problem solving in mathematics is always

observed. Overall, the total mean for the indicator affect is 4.44 with a descriptive

equivalent of very good, which means that the extent of attitude towards problem

solving in mathematics is always observed.

 38

Table 4

The Extent of Attitudes Towards Problem Solving in terms of Cognition

Mea Descriptive
Items
n Equivalent

1. I believe solving math problem is important in

4.63 Very Good
everyday life.

2. I believe solving math problems improve my

4.41 Very Good
thinking capacity.

3. I believe learning mathematics has to do with

4.26 Very Good
what I experience in the real world.

4. I believe studying math helps me to learn

things that will be useful in my life outside of 4.47 Very Good

school.

5. I believe studying math helps me to carefully

4.42 Very Good
analyze problems in detail.

Category Mean 4.44 Very Good

 39

Summary of the Extent of Attitude

Towards Problem Solving

Table 5 shows the summary on extent of attitude towards problem solving

in terms of affect, behavior and cognition. In affect, result of 3.45 mean which

descriptive equivalent is good. While behavior has a result of 4.34 mean which

descriptive equivalent is very good. Lastly, cognition has a result of 4.44 mean

which descriptive equivalent is very good. Overall, it has a category mean of 4.08

which descriptive equivalent is good.

Academic Performance of Students in

Mathematics in Terms of Grades (1st-3rd Qtr)

Table 6 presents the level of academic performance of students in

mathematics in terms of grades of the primary students surveyed on Venancio

Juan Elementary School. In the 1st Quarter of Grades 5 and 6 they got the

mean/average of 81.97. It has a descriptive equivalent of satisfactory, which

means that the level of academic performance in mathematics is moderately

proficient. In the 2nd Quarter of 5 and 6 they got the mean/average of 82.68 with a

descriptive equivalent of satisfactory. This means that the level of academic

performance in mathematics is moderately proficient. In the 3rd Quarter of 5 and 6

they got the mean/average of 83.23 with a descriptive equivalent of satisfactory.

This means that the level of academic performance in mathematics is moderately

proficient. Overall, the total mean for the indicator grades is 82.63 with a

descriptive equivalent of satisfactory, which means that the level of academic

performance in mathematics is moderately proficient.

 40

Table 5

Summary on the Extent of Attitude Towards Problem Solving

Descriptive
Indicators Mean
Equivalent

1
Affect 3.45 Good
.

2
Behavior 4.34 Very Good
.

3
Cognition 4.44 Good
.

Category Mean 4.08 Good

 41

Table 6

The Level of Academic Performance of Students in Mathematics in terms of

Grades

What is the level of student's academic performance

Grades
in terms of

1st Quarter 81.97

2nd Quarter 82.68

3rd Quarter 83.23

Mean 82.63
 42

Summary on the Level of Academic Performance

of Students in Mathematics

Show in the Table 7 is the level of academic performance of students in

mathematics in terms of grades. Overall, has a category mean/average of 82.63

and a descriptive equivalent of satisfactory.

Relationship on Attitude Towards Problem

Solving in the Academic Performance of
Students in Mathematics

The Table 8 displays the relationships on Attitude Towards Problem

Solving in the Academic Performance of Students in Mathematics. With the r-

value of -0.038 which indicates a negative correlation between the variables and

with the p-value of 0.750 which is more than 0.05 level of significance, hence, the

null hypothesis must be accepted.

 43

Table 7

Summary on the Level of Academic Performance of Students in Mathematics

Is there a significant … R-value P-value Remarks Decision

Descriptive
Indicators
Attitude Towards Problem Mean
Equivalent
Not Accept
Solving -0.038 0.750
1 Significant Ho
Grades
Academic Performance
.

Category Mean 82.63 Satisfactory

Table 8

Relationship on Attitude Towards Problem Solving to the Academic Performance

44
 Chapter 4

DISCUSSIONS

This chapter presents the Summary of Findings, Conclusions and

Recommendations of the study.

Summary of Findings

The extent of attitude towards problem solving in mathematics of the

students got a weighted mean of 4.08 with the descriptive equivalent of good

which means that the attitude towards problem solving in mathematics of the

students is sometimes observed. Therefore, students’ attitude towards problem

solving in mathematics is increased and that students’ possess positive attitude,

which includes willingness, perseverance and confidence, in the mathematics

subject particularly in problem solving (Webb, Moses & Kerr, 1977).

The level of students’ academic performance in mathematics got a

weighted mean of 82.63 with the descriptive equivalent of satisfactory which

means that the academic performance of the students in mathematics is

moderately proficient. Therefore, the academic performance of the students in

mathematics is at the average level that means the students are able to

understand and respond to the given problem or situation, simply put, they are

performing well in mathematics (WDPI).

The r-value of attitude towards problem solving and the academic

performance of students in mathematics of Venancio Juan Elementary School is

-0.038 which is lower than the computed p-value which is 0.750. This means the

null hypothesis is accepted. Since the attitude towards problem solving of

 46

students in mathematics has nothing to do with their academic performance in

mathematics. Therefore, personality trait as a whole was found insignificantly

correlated with academic performance (Inte, 2022).

Conclusions

As a result of this investigation, the researchers came up with the

following conclusions:

1. The extent of attitude towards problems solving of students in mathematics

good.

2. The level of academic performance of students in mathematics is satisfactory.

3. There is no significant relationship between attitude towards problem solving

and the academic performance of students in mathematics in Venancio Juan

Elementary School.

4. The null hypothesis is accepted since there is no relationship found between

the two variables.

Recommendations

Based on the result of the study, the following recommendations were

formulated:

Students may continue to maintain their attitude in mathematics subject

since they are already performing well. But it would be better if they will develop

a more positive attitude that will enable them to excel not just in one content

area, but in every one of it. Students should engage themselves in all classroom

activities that they may have a progress in terms of their learning capabilities.
 47

Students may participate and focus themselves every time the teacheer

teaches them. Teacher may assess his/her learner in every aspect to know the

factors that causes them to have ratings better than expected, or lower than

expected. He/she may prepare activities that could help the students develop

intellectually, thus, achieving higher performance in class.

Future researchers may be encouraged to do similar studies to obtain new

insights, problems and solutions that current researchers are unable to find

regarding with the attitude towards problem solving and the academic

performance of students in mathematics that will contribute to the body of

knowledge.
 48

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