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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is the totality of human development such as logical, linguistic,

kinesthetic, social, and moral. It requires interactions either to the environment or

to human beings. These interactions happen during the peer teaching/ tutoring or

teaching – learning process.

At present, Mathematics is said to be the one of the most difficult subjects

undertaken by the students wherein they use their critical and logical reasoning

to answer equations and word problems involving different areas in mathematics.

It is witnessed in mathematics education researchers’ that the interest and efforts

of the students in conceptualizing and assessing the kinds of mathematical

knowledge that teacher drawn upon has become a problem.

As stated in Republic Act No 10533 known as “Enhanced Basic

Education Act of 2013″ Section 2. Declaration of policy that:

“The State shall establish, maintain and support a

complete, adequate, and integrated system of education
relevant to the needs of the people, the country and
In addition, as stated in Republic Act No 10533 known as “Enhanced

Basic Education Act of 2013″ section 2, paragraph 2- Declaration of Policy that:

“The State shall create a functional basic education system

that will develop productive and responsible citizens equipped with
the essential competencies, skills and values for both life-long
learning and employment.”
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In this evidence, learning mathematics like solving mathematical

equations give impact that most students are afraid of. It also implies that the

presence of individual behavioral difference and cognitive development of

students like their logical skills and reasoning towards solving equations become

a problem of the school community as whole.

One of the areas in mathematics is solving mathematical equations

wherein students must be able to solve equations while understanding the

process, justifying and explaining the steps. To understand the process in solving

equations, students must know the concepts of each term in Algebra, the use of

fundamental operations and other special operations in Mathematics and the

steps in getting the correct solutions for each equation.

Background of the Study

Presently, teachers commonly observed that students’ level of

achievements are getting deteriorated especially in Mathematics, Science and

English and in other fields of studies. It was actually observed that in a class of

50 students, only twenty-five percent of them have very satisfactory achievement

and thirty percent are only satisfactory. This observation was based on the actual

performance of secondary students who came from remote schools between the

years 2004 to present (IJARMSS, 2013).

To witness this policy, students as part of the people of the country shall

attain the “quality of education” the Education For All 2015 Goal. The society
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and the school as well, teachers and parents must be aware of the difficulties

that are experienced by students in learning mathematics in order to perform

learning activities effectively in their lessons and develop and design the learning

environments (Yetkin, 2003).

Students most especially in grade school can easily perform an indicated

operation but when this is given in verbal forms, students need to first identify

what operation is involved by translating this into a mathematical sentence or in

mathematical equations before actually performing the operation and arriving at

the correct answer.

With this, measuring their academic performance in mathematics of Grade

9 students is not good enough as basis of how students work well in their

mathematics subjects but rather to develop their logical skills in the form that the

students will retain and use it in their everyday life.

The study, then described the extent of perceptions on the problems

encountered by students for solving mathematical equations and show how this

is related to their performance in mathematics. Hoping that the findings will be a

great source of information to enrich and enhance the students’ skills in solving

mathematical equations.

Theoretical Framework

The study was anchored on Mathematical/ Logical Intelligence from the

Multiple Intelligence Theory of Howard Gardner (1983) who explained that it is

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the ability to think conceptually and abstractly, and capacity to discern logical and

numerical patterns. This area has to do with logic, abstractions, reasoning,

numbers and critical thinking. This also has to do with having the capacity to

understand the under1lying principles of some kind of causal system.

Logical learners ask lots of questions and are good puzzle solvers. They also like

to experiment and see logical and numerical patterns in their work by making

connections between pieces of information.

If you are logical you will be good at solving problems using numbers and

logic and may even set up little “what if” scenarios for fun. If you are Logic smart,

Science, Math and computer-technology were probably your best subjects at

school even if they were not your favorites, but you like to ask a lot of questions.

You are also probably good at solving design problems and figuring out how

something works and have a good eye for detail. Maybe you like to make secret

codes for your friends, or solve mysteries? You may also like to keep all your

stuff neat and tidy and write lists before doing things one step at a time. You like

to think through a problem carefully and consider all the consequences before

going through with something.

The theory is related the study since solving mathematical equations is

one of the aspects that measure the logical intelligences of a person. It is useful

to reason out individuals’ critical thinking through abstraction, manipulation,

assumption, application of solving numbers.

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Conceptual Framework

The study was guided by a conceptual model utilizing the Coomb’s System

Approach involving three frames. The first frame refers to the independent

variable which includes the demographic profile of the respondents in terms of

the gender, age, family monthly income, and parents’ educational attainment.

The respondents of the study include the grade nine (9) students in Cainta

Catholic College (CCC). It also includes the academic performance of the

students in mathematics. Academic performance in Mathematics of the

respondents was get to see if these problems arise will affect on it.

The second frame refers to the main focus of the study which is the

problems encountered in solving mathematical equations by grade 9 students is

also included as input. The aspects considered are Arithmetic Skills,

Understanding on Algebraic Expressions, and Understanding on the Concept of

Variables by the students in solving mathematical equations.

The third frame refers to the outputs which are significant relationship of

problems encountered in solving mathematical equations to the academic

performance in Mathematics and significant difference between the perceptions

of the students on the problems encountered in solving mathematical equations

with respect to arithmetic skills, understanding on Algebraic Expressions, and

Understanding on the concept of variables in terms of respondents’ profile.

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INDEPENDENT DEPENDENT OUTPUTS

VARIABLES VARIABLES
-Strong/ Weak
Significant
relationship of
Profile of Perceptions on
Students
problems
the Problems
encountered by
Encountered by
 Gender the Students in students in
 Age Solving solving
 Family Monthly Mathematical mathematical
Income Equations equations to the
 Parents’
academic
Educational  Arithmetic
Attainment performance.
Skills
 Understanding - Significant
on Algebraic difference
Academic
Expressions between the
Performance
in  Understanding
problems
Mathematics on the Concept
of Variables encountered by
students in
 First Grading
solving
 Second Grading
mathematical
equations in
terms of their
profile.

FEEDBACK

Figure 1

Conceptual Model on the Problems Encountered in Solving Mathematical

Equations by Grade 9 Students in Cainta Catholic College
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Feedback is included to insure the significance of this study and

conceptualized its output. It is pretty intuitive that receiving feedback gives a

person a clearer idea of how they are doing the work well and how they improve

it.

Statement of the Problem

The main concern of this study was focused on the problems encountered

in solving mathematical equations by grade 9 students in Cainta Catholic College

(CCC), Academic Year 2014 – 2015.

Specifically, this study sought to answer the following questions:

1. What is the profile of grade 9 students in terms of:

1.1 gender;
1.2 age;
1.3 family monthly income; and
1.4 parents’ educational attainment?
2. What is the level of academic performance of the respondents as revealed

by their average grades in the first and second grading periods in

mathematics?
3. How do students- respondents perceived the problems encountered in

solving mathematical equations with respect to:

3.1 Arithmetic Skills;
3.2 Understanding on Algebraic Expressions; and
3.3 Understanding on the Concept of Variables?
4. How do problems encountered in solving mathematical equations relate to

their academic performance in Mathematics?

5. Is there a significant difference between the perceptions of the students on

the problems encountered in solving mathematical equations with respect

to arithmetic skills, understanding on Algebraic Expressions, and

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Understanding on the concept of variables in terms of respondents’

profile?

Hypotheses

1. The study tested the null hypothesis if there is strong/ weak significant

relationship on the problems encountered in solving mathematical

equations by the students and their academic performance in

Mathematics.

2. It tested also the null hypothesis if there is no significant difference

between the perceptions of the students on the problems encountered in

solving mathematical equations with respect to arithmetic skills,

understanding on Algebraic Expressions, and Understanding on the

concept of variables in terms of respondents’ profile.

Scope and Limitation of the Study

This study aimed to determine the problems encountered in solving

mathematical equations by grade 9 students of Cainta Catholic College (CCC)

School Year 2014 – 2015. The respondents of the study were one hundred forty-

nine (149) out of four hundred fifty- two (452) students. They were selected using

Fish Bowl Simple Random Sampling Technique and described in terms of

gender, age, family monthly income and parents’ educational attainment.

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Questionnaire survey technique was employed to gather the data information of

the respondents.

Significance of the Study

In particular, the study will be beneficial to the following:

Curriculum Planners. They will gain valuable insights for continuous

refinement of the subjects of each curriculum and provide guide for priority

actions from the possible findings in contribution to the betterment of the entire

educational system.

School Administrators. They will assess the extent of the problems and

to solve these for quality education.

Teachers. They will able to enhance their teaching- learning strategies

towards Mathematics and refine their approaches in teaching mathematical

equations.

Students. Being the direct benefactors of this study, they will be able to

give more attentions to the problems that they need most preferable help to

heighten the skills in solving mathematical equations..

Future Researchers. This will serve as reference or guide in conducting

similar studies about the phenomena.

Definition of Terms
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The following terms are conceptually and/ or operationally defined for a

better understanding of this research:

Academic Performance. This is taken from the first and second grading

grades of the students as reflected in the form 138.

Age. This refers to a period of life, measured by years from birth

usually marked by a certain stage or degree of mental

or physical development and involving legal responsibility and capacity. It is the

time of life when a person does something or becomes legally able to do

something.

Arithmetical Skills. The ability of the students in the mathematics of

integers, rational numbers, real numbers, or complex numbers under addition,

subtraction, multiplication, and division.

Grade 9 Students. This refers to the children attending regular classes on

third year degree in high school.

Gender. It refers to the state of being male or female of the students.

Mathematical Equations. It refers to a mathematical statement that two

things are equal. It consists of two expressions, one on each side of an 'equals'

sign.

Monthly Income. It is the total amount of money earned by the parents in

a month.

Parents’ Educational Attainment. It refers to the highest degree of

education an individual has completed or gained.

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Understanding on Algebraic Expressions. It is key part of mastering

basic algebra and an extremely valuable tool for all mathematicians to have

under their belt. Simplification allows a mathematician to change a complex,

long, and/or awkward expression into a simpler or more convenient one that's

equivalent. It refers also to the knowledge in defining like / unlike terms by their

variables and powers, factoring and create a simplified expression from

simplified terms.
Understanding on the Concept of Variables. It is one of the most

important subjects of mathematics, in general, and of algebra, in particular. It

plays a central and fundamental role in algebra. It is the students’ skills to

understand and learn about high-level mathematical tasks on variables used in

equations.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies regarding the area

of research which has relation to the present study. This includes the necessary

ideas which served as guide in working out this research paper.

Related Literatures
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According to Durmus (2007) mathematics becomes a nightmare for many

students and comes first among the lessons that are considered difficult to learn.

Educators have a great responsibility in this respect. The most important one of

these responsibilities is to identify the learning difficulties which are experienced

about the lesson to be given and to take necessary precautions in view of these

identified difficulties. Although covering a very large scope, learning difficulty in

mathematics means a number of inadequacies particular to this field.

The number of students having difficulties in mathematics is high in

general education. We need to be aware of the characteristics of them and to

develop instructional approaches to these students. The characteristics of

students having difficulties in mathematics will be presented and some

suggestions regarding to their active and productive participation to teaching-

learning process will be discussed.

Moreover, as state by Poon & Leung (2010) a lack of symbolic

understanding on the part of students is problematic. For example, students do

not understand nuances such as the differing roles of 2 in the two expressions, 2

and 2x. In the first example, 2 is a constant, in the second, 2 is a coefficient, but

often students treat them the same. They cited students whom simply accept

formal rules and techniques of algebra without understanding concepts as

students experiencing a weak curriculum.

Meanwhile, Kilpatrick & Iszak (2008) explained that algebraic

understanding is essential for student success in higher level mathematics

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courses, yet many students struggle with algebra and algebraic understanding.

Algebra is often thought to be the gatekeeper to higher education. . Many US

students struggle as they transition from arithmetic to algebra because

elementary mathematics classrooms often do not prepare students for algebraic

thinking. Too often, students learn to operate and manipulate algebraic symbols

without understanding the meaning behind important concepts such as

coefficients, constants, variables, and the equal sign. Additionally, students often

fail to understand the meaning and relevance of algebra in their everyday lives.

When students experience procedure-oriented learning without making

connections, algebra is often difficult. “Algebra is difficult for students because

the representations are abstract and because the required operations, especially

those relating quantities in word-problem situations, conflict with operations

students have learned to use through years of modeling with arithmetic”.

Vlassis (2008) described difficulties students experience with symbolic

understanding, emphasizing that students have difficulty with symbolic

understanding because of the multiple meanings that mathematical symbols

hold. For example, the minus sign can be a unary sign (-7), a binary sign which

students cannot further simplify (2x –7y), or a binary sign that students can

further simplify (7x – 3x), or an operation sign (7 -3).

Finally, Star (2005) unveiled that an important aspect of solving equations

involves having both procedural and conceptual understanding of the abstract.

Recent Math Wars, in which researchers and practitioners pose traditional

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mathematics against reform mathematics, display the competition between the

two elements. He provided a definition for procedural understanding, focusing on

understanding symbols and rules.

Additionally, He defined conceptual understanding as making connections

and creating networks within information. Similarly, It included action sequences

in their definition of procedural knowledge and included relationships between

knowledge as they defined conceptual knowledge. He emphasized the

importance of procedural knowledge and specifically addressed solving

equations as an example.

Related Studies

The study of Ganal and Guiab (2014) determined and analyzed the

problems and difficulties encountered by Bachelor of Elementary Education

sophomore students towards mastering learning competencies in mathematics.

The problems and difficulties are categorized into personal problems, emotional

problems, problems on teacher’s instruction, and problems with school

adjustment, problems in adjusting to classmates and board mates, and problems

arising from over-extended schedule/workloads for practice in different

competitions. Using the descriptive-survey method and frequency count and

percentage, findings revealed that, in general, the respondents encountered

personal problems relating to school expenses, lack of interest and negative

attitude towards the subject. The emotional problems encountered are excessive
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stress in doing academic tasks and low self-esteem or not believing in one’s

capabilities. On problems relating to teacher’s instruction, these are no effective

motivation and introduction, and not creative enough to adapt his/her method to

the learner’s capability. As to problems with school adjustment, the most frequent

are difficulty in adjusting to life/role of a college student, and not doing the tasks

well. The problems in adjusting to classmates/board mates are how to be

accepted by classmates and board mates, and working effectively with different

kinds of classmates. With regard to problems arising from over-extended

schedule/workloads for practice in different competitions, the most common

problems are too many academic tasks and projects assigned, and studying and

reviewing too many subjects every day.

In addition, Knuth et al., (2006) revealed that a second common difficulty

for students solving equations involves interpreting the equal sign as a do

something sign, rather than a symbol of equality). Several authors described a

lack of understanding of the equal sign as a pervasive problem associated with.

The equal sign is ubiquitous at all levels of mathematics, but little

instructional time is spent describing its meaning. Without a proper

understanding of equality, difficulties arise as students solve equations. Student

understanding of the equal sign was a topic of research occurring as early as the

1970s conducted a study of middle school students (n = 373) in which they

described the meaning of the equal sign within the equation, 3 + 4 = 7. Student

responses were coded as relational, operational, other, or no response. Over fifty

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percent of sixth and seventh grade students reported operational responses,

which were related arriving at an answer. They revealed that relational student

responses increased as students progressed through middle school with over

forty percent of eighth graders providing a relational response. These findings,

stated that many students either conceptualize the equal sign as a separation of

the problem and the solution, or as a left to right directional symbol for working

out problems. Both of these misconceptions of the equal sign are problematic for

solving equations because equations often include variables and constants on

both sides of the equation; solving an equation does not occur from left to right.

In the study conducted by Dela Cruz and Lapinid (2014), it sought to

identify the difficulties encountered by students in translating worded problems

into mathematical equations in a private sectarian school in Manila. The study

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 to 204 Grade 5 students. Scores in this test measured their

performance level in translating worded problems while interpretation of their

mistakes identified their difficulties in translating worded problems. Results

indicate that 40% of the respondents are below the satisfactory level in

translating worded problems. Carelessness, lack of comprehension,

interchanging values, and unfamiliar words are some of the common difficulties

encountered by the respondents in translating worded problems.

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This is where the study focused on because it includes the ability of the

students in translating worded problems into mathematical sentence. The regular

learning target of at least 85% of Grade five students must be able to translate

worded problems into mathematical sentences was not met as there are only

less than 60% Grade 5 students were in and above the satisfactory level of

performance. Of the four operations, students had division as the most difficult to

perform. This may be because division is the operation less prioritized in every

discussion involving whole number or decimals this is the last operation taken up

in their classes. Teachers may have made the least focus on this topic.

According to the study of Ciltas and Tatar (2011), it has been detected that

the students experienced difficulties in forming a correct solution set since they

acted as if there were no absolute value while finding the solution set of this

equation and inequality, and could not fully internalized the concept of absolute

value. According the data obtained in the research, it has been observed that a

vast majority of the students who participated in the application implied wrong

solution methods with the purpose of implementing practical solution methods in

order to reach the solution in short time. The fact that the students were in the

period of preparing for the university entrance exams can be considered as the

reason for this condition.

In addition, it has been also observed that they experienced difficulties in

solving the inequality that contain terms with absolute value; in properties about

the inequality; and in applying the four basic mathematical operations.

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Furthermore, it has been found out that they wrongfully showed the solution set

or they did not show the solution set; did not check whether or not found solution

is in the solution set since they did not perform Alper ÇİLTAŞ & Enver TATAR 470

interval analysis; and they experienced difficulties in interpreting the interval that

was found correctly in inequality questions.

Yeo (2009) found that some students have slow progress in solving the

problem due to their inability to translate the problem into a mathematical form.

Some students have also difficulties in solving the problem because they do not

comprehend the problem as they found the problem confusing.

In the 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.

Vlassis (2008) conducted a qualitative study involving eighth grade

students exploring their symbolic understanding of the minus sign. Vlassis

interviewed 17 students related to the meaning of the minus sign in various

algebraic contexts. Students experienced difficulties with equations that created

a negative outcome, such as -6x = 24. Secondarily, some students were unable

to solve problems such as 4 – x = 5 because the negative sign is next to the

variable and not the constant. Most students incorrectly transformed the equation
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to x = 5 – 4. Although Vlassis’ study provided insight into student difficulties that

arise from the minus sign, the small sample size makes generalizability difficult.

Synthesis

When this study is examined, the researcher find that the problems

encountered in solving mathematical equations by grade 9 students in Cainta

Catholic College reveal that some have positive views but some are not. It also

shows that these problems will affect the academic performance of the students

in mathematics.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, subjects of the study,

instrumentation, validation of the instrument, procedure of the study, and

statistical treatment that will be used in the study.

Research Design
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The study was employed the descriptive correlation research design. The

descriptive approach is an attempt to provide an accurate or picture of a

particular situation or phenomenon. According to Calmorin (2010), descriptive

research approach can be used at the initial stage of investigation to identify the

variables that exist in a given situation and to describe the relationship that exists

between these variables.

In addition, Creswell (2002) explained that descriptive research attempts

to describe, explain and interpret conditions of the present i.e. “what is’. The

purpose of a descriptive research is to examine a phenomenon that is occurring

at a specific place(s) and time. It is concerned with conditions, practices,

structures, differences or relationships that exist, opinions held processes that

are going on or trends that are evident.

Picciano (2004) explicated that correlational research describes what

exists at the moment (conditions, practices, processes, structures etc.) and is

therefore, classified as a type of descriptive method. Nevertheless, these

conditions, practices, processes or structures described are markedly different

from the way they are usually described in a survey or an observational study. It

comprises of collecting data to determine whether, and to what extent, a

relationship exists between two or more quantifiable variables. It uses numerical

data to explore relationships between two or more variables. The degree of

relationship is expressed in terms of a coefficient of correlation. If the relationship

exists between variables, it implies that scores on one variable are associated
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with or vary with the scores on another variable. The exploration of relationship of

the relationship between variables provides insight into the nature of the

variables themselves as well as an understanding of their relationships. If the

relationships are substantial and consistent, they enable a researcher to make

predictions about the variables.

The descriptive research was also used at the final stage of an

investigation to describe the effectiveness of a proposed solution and to

formulate additional hypothesis about how a more effective could be reached.

Respondents of the Study

One hundred forty-nine (149) out of four hundred fifty-two (452) of grade 9

students in Cainta Catholic College, Academic Year 2014 – 2015 was considered

as the respondents of this study.

To get the respondents in this study, the researchers used the Fish Bowl

Simple Random Sampling Technique wherein each member of the population

has an equal chance of being included in the samples. In using this method,

there is a need for a complete listing of the members of the population whom

names or codes of all members are written from paper and placed in a container.

The researchers draw the desired number of sample from the container which is

One hundred forty-nine (149) students as respondents of the study.

Instrumentation
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A researcher- made questionnaire/ checklist was developed by the

researcher to gather the needed data.

The questionnaire/ checklist were divided into three parts. Part I described

the respondents’ profile in terms of gender, age, family monthly income, and

parents’ educational attainment. Respondents have to check the appropriate

space that corresponds to their answer.

Part II described the academic performance of the students as revealed

by their average grades in the first and second grading periods in mathematics. It

was given by the School Registrar of Cainta Catholic College. These average

grades were interpreted with the given rating scale as follows:

Rating Scale Verbal Interpretation

95 - 100 Outstanding (O)

90 - 94 Very Satisfactory (VS)
85 - 89 Satisfactory (S)
80 - 84 Moderately Satisfactory (MS)
79 & below Needs Improvement (NI)

Part III dealt with the items on how students- respondents perceived the

problems encountered in solving mathematical equations with respect to:

Arithmetical Skills; Understanding on Algebraic Expressions; and Understanding

on the Concept of Variables. Each aspect contains 5 items. The respondents

were asked to rate each item with the given scale as follows:

Scale Range Verbal Interpretation

4 3.25 – 4.00 Highly Agreeable (HA)

3 2.50 – 3.24 Agreeable (A)
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2 1.75 – 2.49 Disagreeable (D)

1 1.00 – 1.74 Highly Disagreeable (HD)

Validation of Instrument

The last activity done in order to finalize the questionnaire/ checklist was

the validation. Since the study covers problems encountered in solving

mathematical equations by grade 9 students in Cainta Catholic College (CCC),

the researcher has to go to different libraries, surf internet web page, and read a

lot of books and journals on national and international settings which topics

focused along this phenomena. Likewise, interview of research experts along the

line was done to further improve the document.

Experts in the field of research, education and instructional management

were consulted to validate the veracity of the statements in the questionnaire as

the instrument will be developed. After thorough review and analysis of the

document, suggestions and comments were given to the researcher to polish the

paper. It was following the comments and suggestions and guide given by the

experts. After careful analysis of its content and physical make-up including

language used and some technical considerations, it was then finalized and

reproduced for administration to the intended respondents.

Procedure of the Study

A Gantt Chart of activities were followed in the conduct of the study. After

construction and validation of the questionnaire-checklist, necessary permit was

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secured from the concerned authorities. The questionnaire-checklist was

administered to the target respondents. Collection of data followed. Data

gathered was analyzed and interpreted based from the sub-problems. Summary

of findings, conclusions, and recommendations were formulated. After the oral

defense, the manuscript was revised based on the comments and suggestions of

the oral examination committee.

Statistical Treatment

For the analysis and interpretation of data, the following tools were

considered:

To determine the profile of the respondents in terms of gender and age,

frequency and percentage were used.

To determine the level of academic performance of the students as

revealed by their average grades in the first and second grading periods in

mathematics, frequency, percentage, mean and standard deviation were applied.

To determine the level of perceptions on the problems encountered by the

respondents for solving mathematical equations, weighted mean was used.

To get the significant relationship between problems encountered by the

respondents for solving mathematical equations and students’ academic

performance, correlation was employed and to interpret the result, the following

were used

Value of r Strength of Relationship

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-1.0 to -0.5 or 1.0 to 0.5 Strong

-0.5 to -0.3 or 0.3 to 0.5 Moderate

-0.3 to -0.1 or 0.1 to 0.3 Weak

-0.1 to 0.1 None or very weak

To get the significant difference between the problems encountered by the

respondents for solving mathematical equations with respect to arithmetic skills,

understanding on Algebraic Expressions, and Understanding on the concept of

variables in terms of respondents’ profile, one way analysis of variance was

used.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, analysis and interpretation of data

relative to the questions aimed to determine the problems encountered in solving

mathematical equations by grade 9 students in Cainta Catholic College.

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Profile of Grade 9 Students in Terms of Gender, Age, Family Monthly

Income and Parents’ Educational Attainment

Table 1 presents the profile of the Grade 9 students in Cainta Catholic

College.
Looking at the tabulated output, out of 149 student- respondents, there are

seventy-six (76) male and seventy- three (73) male or 51% and 49%

respectively. Most of the students are aged 15 years old with 141 or 95% of the

respondents. Most of the respondents’ family earned Php 21 000 and above with

66%. 33% of the grade 9 students has family income of Php 16 000- Php 20 000

while 1% for Php 11 000- Php 15 000.

As shown in parents’ educational attainment for respondent’s mother, 46%

or 69 graduated college, 38% obtained college undergraduate, and 16%

graduated high school.

Meanwhile for students’ father’s educational attainment, 57% graduated

college, 36% receive college undergraduate and 7% for high school graduate.
Table 1

Profile of the Grade 9 Students

Variables Frequenc Percent Rank

y
Gender
Male 76 51% 1
Female 73 49% 2
Age
15 141 95% 1
16 8 5% 2
Family Monthly Income
Php 5 000 - 10 000 0 0% 4
Php 11 000 – 15 000 2 1% 3
Php 16 000 – 20 000 49 33% 2
Php 21 000 and above 98 66% 1
Parents’ Educational Attainment
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(Mother)
Elementary Graduate 0 0% 4.5
High School Graduate 23 16% 3
College Undergraduate 57 38% 2
College Graduate 69 46% 1
Post Graduate 0 0% 4.5
Parents’ Educational Attainment
(Father)
Elementary Graduate 0 0% 4.5
High School Graduate 10 7% 3
College Undergraduate 54 36% 2
College Graduate 85 57% 1
Post Graduate 0 0% 4.5

In short, most of the respondents are male ages 15 years old. Majority of

family of the students earn Php 21 000 and above. Most of parents’ educational

attainment graduated college.

Level of Academic Performance of the Respondents as Revealed by Their

First and Second Grading Periods in Mathematics

Table 2 presents the academic performance of the respondents as

revealed by their first and second grading periods in Mathematics.

Table 2

Academic Performance of the Respondents in Mathematics

First Grading Second Grading

Rating Scale Verbal Interpretation
f % rank F % rank
79 & below 34 23% 3 30 20% 3 Needs Improvement
80-84 40 27% 1.5 15 10% 4 Moderately Satisfactory
85-89 28 19% 4 44 30% 2 Satisfactory
90-94 41 27% 1.5 47 31% 1 Very Satisfactory
95-100 6 4% 5 13 9% 5 Outstanding
Mean 85.20 86.84 Satisfactory
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Standard Dev. 6.18 6.62

General Mean 86.02 Satisfactory
Standard Dev. 6.23

As indicated, the general mean obtained 86.02, which is interpreted as

Satisfactory and with standard deviation of 6.23.

As revealed in the first grading, 27% of the respondents obtained a grade

between 80-84 and 90-94, which are interpreted as Moderately Satisfactory and

Very Satisfactory respectively.23% of the students received a grade between 79

and below, 19% has a grade between 85 – 89 and only 4% for 95- 100, which

are interpreted as Needs Improvement, Satisfactory and Outstanding

respectively. Overall, the mean for first grading period of the students is 85.20,

which is interpreted as Satisfactory and with standard deviation 6.18.

In addition, as revealed in the second grading, 31% of the respondents

obtained a grade between 90 -94, which is interpreted Very Satisfactory. 30% of

the students received a grade between 85 -89, 20% has a grade between 79 and

below, 10% for 80 – 84, and only 9% for 95- 100, which are interpreted as

Satisfactory, Needs Improvement, moderately satisfactory, and Outstanding

respectively. Overall, the mean for first grading period of the students is 86.84,

which is interpreted as Satisfactory and with standard deviation 6.23.

Summing up, the general mean is satisfactory which indicates that the

students’ academic performance is in average performance.

 29

This is parallel to the study of Dela Cruz and Lapinid (2014) that 60%

grade 5 students were in and above the satisfactory level of performance and

40% of the respondents are below the satisfactory level in translating worded

problems. It implies that some of the students don’t have good understanding in

solving mathematical equations but some are a little good and excellent.

Problems Encountered in Solving Mathematical Equations by the

Respondents with Respect to Arithmetic Skills, Understanding on Algebraic
Expressions, and Understanding on the Concept of Variables

Table 3 presents the problems encountered in solving mathematical

equations by the respondents with respect to arithmetic skills.

As shown, the general mean obtained by the students is 2.74, which is

interpreted as Agreeable.

First in rank is “I know the concepts of four fundamental operations” with

weighted mean of 2.91, which interpreted Agreeable. Last in rank is “I apply

properly the concepts of the four fundamental operations and other special

operations” with weighted mean of 2.65, which is interpreted as agreeable.

Table 3

Problems Encountered in Solving Mathematical Equations

by the Respondents with Respect to Arithmetic Skills

Items wẋ VI Rank
1. I know the concepts of four fundamental
2.91 A 1
operations.
2. I understand the key words used in four
2.74 A 2
fundamental operations.
3. I manipulate the rules of PEMDAS. 2.66 A 4
4. I recognize and operate the other special 2.72 A 3
 30

operations.
5. I apply properly the concepts of the four
fundamental operations and other special 2.65 A 5
operations.
General Mean 2.74 A

Legend: Highly Agreeable (HA) Agreeable (A)

Disagreeable (D) Highly Disagreeable (HD)

The result indicates that students are aware of the concepts of four

fundamental operations but they don’t know how to apply these operations in

solving mathematical equations. Overall, all the items are interpreted as

Agreeable to the Grade 9 students.

This is in relation to the statements of Kilpatrick & Iszak (2008) that

students learn to operate and manipulate symbols without understanding the

meaning behind important concepts. Students often fail to understand the

meaning and relevance of algebra in their everyday lives.

Table 4 presents the problems encountered in solving mathematical

equations by the respondents with respect to understanding on Algebraic

Expressions.

Table 4

Problems Encountered in Solving Mathematical Equations

by the Respondents with Respect to Understanding
on Algebraic Expressions

Items wẋ VI Rank
1. I know the concepts of algebraic expressions. 2.74 A 2
2. I understand ideas and steps in solving equations. 2.79 A 1
3. I apply the rule and steps in solving algebraic
2.62 A 3
expressions and equations without my notes.
4. I formulate new steps/ strategies to solve 2.58 A 4
 31

equations easier.
5. I solve equations without using paper and pen. 2.50 A 5
General Mean 2.65 A

Legend: Highly Agreeable (HA) Agreeable (A)

Disagreeable (D) Highly Disagreeable (HD)

As elucidated in the table, the general mean obtained is 2.65 interpreted

as Agreeable.

As shown, all of the items are interpreted as Agreeable. Rank 1 is “I

understand ideas and steps in solving equations” with a weighted mean of 2.79,

which interpreted as Agreeable. Last in rank is “I solve equations without using

paper and pen” is 2.50 interpreted as Agreeable.

The results suggest that though the students know the concepts of

algebraic expressions but they cannot solve equations without paper and pen

which means that students don’t really know how to figure out algebraic

expressions in their mind because they are hard to formulate new steps/

strategies to solve equations easier.

This is in line to the study of Star (2005) that an important aspect of

solving equations involves having both procedural and conceptual understanding

of the abstract. It is making connections and creating networks within information

through action sequences.

Table 5 presents the problems encountered in solving mathematical

equations by the respondents with respect to understanding on the concepts of

variables.
 32

As indicated in the table, the general mean obtained is 2.84, which is

interpreted as Agreeable.

The table shows that all the items are interpreted as Agreeable. First in

rank is “I know and understand the different variables used in an equation” with

weighted mean 2.96. Last in rank is “I use and manipulate the variables in

solving an equation” with weighted mean of 2.69.

Summing up, though the students know and understand the variables

used in an equations, they are still had a difficult manner to use and manipulate

those variables. It means that students are hard enough to identify the variables.

Table 5

Problems Encountered in Solving Mathematical Equations

by the Respondents with Respect to Understanding
on the Concepts of Variables

Items wẋ VI Rank
1. I know and understand the different variables used
2.96 A 1
in an equation.
2. I identify easier the variables with like and unlike
2.81 A 4
terms.
3. I use and manipulate the variables in solving an
2.69 A 5
equation.
4. I translate the variables in an equation into
2.89 A 2
mathematical sentence.
5. I recognize variables in an equation with different
2.87 A 3
operations.
General Mean 2.84 A

Legend: Highly Agreeable (HA) Agreeable (A)

Disagreeable (D) Highly Disagreeable (HD)
 33

This is in connection to the study of Vlassis (2008) that described the

difficulties on students experience with symbolic understanding, emphasizing that

students have difficulty with symbolic understanding because of the multiple

meanings that mathematical symbols hold.

Table 6 presents the problems encountered in solving mathematical

equations by the respondents with respect to arithmetic skills, understanding on

algebraic expressions, and understanding on the concepts of variables.

Table indicates that the obtained general mean to the problems

encountered in solving mathematical equations is 2.74, which interpreted as

Agreeable,

Table 6

Problems Encountered in Solving Mathematical Equations by the Respondents

with Respect to Arithmetic Skills, Understanding on Algebraic
Expressions and Understanding on the
Concepts of Variables

Aspects wẋ VI Rank
1. Arithmetic Skills 2.74 A 2
2. Understanding on Algebraic Expressions 2.65 A 3
3. Understanding on the Concepts of Variables 2.84 A 1
General Mean 2.74 A

Legend: Highly Agreeable (HA) Agreeable (A)

Disagreeable (D) Highly Disagreeable (HD)

It shows that “Understanding on the concepts of Variables” is in first rank

with weighted mean of 2.84. Second rank is “Arithmetic Skills” of the students

with 2.74 weighted mean. Last in rank is “Understanding on Algebraic

Expressions” with 2.65 weighted mean.

 34

Overall, all of the aspects are interpreted as Agreeable to the students but

they differ in their weighted mean given by them. It also shows that

“Understanding on Algebraic Expressions” is a hard competency for the students

though they understand the concept of variables and know their arithmetic skills.

This is related to the study of Ciltas and Tatar (2011) that detected that the

students experienced difficulties in forming a correct solution set. It has been

observed that a vast majority of the students who participated in the application

implied wrong solution methods with the purpose of implementing practical

solution methods. It implies that students are also rushed to solve mathematical

equations over a short period of time given under the curriculum. Students

experienced difficulties in applying the four basic fundamental operations that

could give them a hard time to understand algebraic expressions.

Significant Relationship of Problems Encountered in Solving Mathematical

Equations and Academic Performance in Mathematics of the Respondents

Table 7 presents the result of correlation on the significant relationship

between problems encountered in solving mathematical equations and academic

performance in Mathematics of the respondents.

Table 7
Significant Relationship Between Problems Encountered in Solving
Mathematical Equations and Academic Performance
in Mathematics of the Respondents

Aspects Value of r Interpretation

1. Arithmetic Skills - 0.2461 Weak
2. Understanding on Algebraic Expressions -0.2759 Weak
3. Understanding on the Concepts of Variables -0.2652 Weak
 35

The result of the test showed r values of -0.2461, -0.2759, and -0.2652 are

between -0.3 to -0.1 which is interpreted as weak relationship. In conclusion, the

hypothesis points out that there is weak significant relationship between

problems encountered in solving mathematical equations and academic

performance in mathematics of the respondents.

Findings reveal that if the students had a great understanding and good

application in solving mathematical equations, they could perform well in the

class that will show good standing in their academic performance.

This is related to the Kilpatrick and Iszak (2008) that explained algebraic

understating is essential for students’ success in higher level mathematics

courses, but yet students struggle with algebra and algebraic understanding It

implies that since students have good background in elementary mathematics,

they can have also a good status in their high school mathematics which means

the academic performance depends on their status of learning abilities.

Significant Difference Between the Problems Encountered in Solving

Mathematical Equations by Grade 9 Students with Respect to Arithmetic
Skills, Understanding on Algebraic Expressions, and Understanding on the
Concept of Variables in Terms of Their Profile

Table 8 presents the result of the F – test on the significant difference

between the problems encountered in solving mathematical equations with

respect to arithmetic skills, understanding on algebraic expressions, and

understanding on the concept of variables in terms of their profile.

In terms of gender and age, the null hypothesis is valid as non- significant

p- values ranging from 0.0823 to 0.09175 are shown table 8, which are all higher
 36

than the 0.05 level of significance. It proves that there is no significant difference

between the problems encountered in solving mathematical equations with

respect to arithmetic skills, understanding on algebraic expressions, and

understanding on the concept of variables in terms of gender and age.

In terms of family monthly income and parents’ educational attainment, the

result of the test showed significant p- values ranging from 0.0001 to 0.0290,

which are all less than the 0.05 level of significance. It proves that there is

significant difference between the problems encountered in solving mathematical

equations with respect to arithmetic skills, understanding on algebraic

expressions, and understanding on the concept of variables in terms of family

monthly income and parents’ educational attainment.

Table 8
Significant Difference Between Problems Encountered in Solving Mathematical
Equations with Respect Arithmetic Skills, Understanding on Algebraic
Expressions, and Understanding on the Concepts of Variables
in Terms of Profile

Variables Verbal
F- value p- value Decision
Gender Interpretation
Arithmetic Skills 1.059 0.8064 Accept Ho Not Significant
Understanding on Algebraic
Expressions
1.505 0.0823 Accept Ho Not Significant
Understanding on the Concepts of
Variables
1.144 0.5643 Accept Ho Not Significant
Age
Arithmetic Skills 1.165 0.9175 Accept Ho Not Significant
Understanding on Algebraic
Expressions
1.115 0.7136 Accept Ho Not Significant
Understanding on the Concepts of
Variables
1.326 0.7472 Accept Ho Not Significant
Family Monthly Income
Arithmetic Skills 8.120 0.0005 Reject Ho Significant
Understanding on Algebraic
Expressions
6.167 0.0027 Reject Ho Significant
Understanding on the Concepts of
Variables
7.675 0.0007 Reject Ho Significant
Parents’ Educational Attainment
(Mother)
Arithmetic Skills 4.061 0.0192 Reject Ho Significant
 37

Understanding on Algebraic
Expressions
3.627 0.0290 Reject Ho Significant
Understanding on the Concepts of
Variables
9.589 0.0001 Reject Ho Significant
Parents’ Educational Attainment
(Father)
Arithmetic Skills 4.643 0.0111 Reject Ho Significant
Understanding on Algebraic
Expressions
4.800 0.0096 Reject Ho Significant
Understanding on the Concepts of
Variables
8.076 0.0005 Reject Ho Significant

Findings indicate that the age and gender has nothing to do with the

problems encountered in solving mathematical equations with respect to

arithmetic skills, understanding on algebraic expressions, and understanding on

the concept of variables while family income and parents’ educational attainment

has an effect to those problems. This is parallel to the statement of Durmus

(2007) that the characteristics of students are having difficulties in mathematics

will be presented and some suggestions regarding to their active and productive

participation to teaching- learning process. Teachers need to be aware of the

characteristics of the students and to develop instructional approaches to these

students. Students often fail to understand mathematical equations just because

they cannot apply it their everyday life. It is supported by the study of Ganal and

Guiab (2014) that determined and analyzed the problems and difficulties

encountered by sophomore students of BEE towards mastering competencies in

mathematics. The problems and difficulties are categorized into personal,

emotional, instruction and so on. These personal problems are school expenses,

lack of interest and negative attitude towards the subject.

 38

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions drawn and

recommendations offered.

Summary of Findings

Based on the analysis and interpretation of data, the findings are hereby

summarized:

1. On the Profile of Grade 9 Students of Cainta Catholic College:

Most of the grade 9 students are male ages 15 years old. Majority

of the family of students earn Php 21 000 and above. Majority of parents’

educational attainment graduated college.

2. Academic Performance of Grade 9 Students in Mathematics as Revealed by

their Average Grades in First Grading and Second Grading Periods
 39

The general mean of first and second grading periods is

satisfactory which indicates that the students’ academic performance is in

average mastery level of the competencies in Math.

3. Problems Encountered in Solving Mathematical Equations by the

Respondents with Respect to Arithmetic Skills, Understanding on Algebraic
Expressions, and Understanding on the Concept of Variables

All of the aspects are interpreted as Agreeable to the students but

they differ in their weighted mean given by them. It also shows that

“Understanding on Algebraic Expressions” is a hard competency for the

students although they understand the concept of variables and know their

arithmetic skills.

4. Significant Relationship of Problems Encountered in Solving Mathematical

Equations and Academic Performance in Mathematics of the Respondents

Findings revealed that problems encountered in solving mathematical

equations are weak significant related to the academic performance in

mathematics of the respondents.

5. Significant Difference Between the Problems Encountered in Solving

Mathematical Equations by Grade 9 Students with Respect to Arithmetic
Skills, Understanding on Algebraic Expressions, and Understanding on the
Concept of Variables in Terms of Their Profile

Findings reveal that that there is no significant difference between the

problems encountered in solving mathematical equations with respect to

 40

arithmetic skills, understanding on algebraic expressions, and understanding

on the concept of variables in terms of gender and age.

It proves also that there is significant difference between the problems

encountered in solving mathematical equations with respect to arithmetic

skills, understanding on algebraic expressions, and understanding on the

concept of variables in terms of family monthly income and parents’

educational attainment.

Conclusions

Based on the findings, the following conclusions were drawn:

1. Problems encountered in solving mathematical equations are significant

related to the academic performance in mathematics of the Grade 9

students.

2. There is no significant difference between the problems encountered in

solving mathematical equations with respect to arithmetic skills,

understanding on algebraic expressions, and understanding on the

concept of variables in terms of gender and age.

There is significant difference between the problems encountered in

solving mathematical equations with respect to arithmetic skills,

understanding on algebraic expressions, and understanding on the

concept of variables in terms of family monthly income and parents’

educational attainment.

Recommendations
 41

The following are the suggested recommendations:

1. Students may learn to apply and manipulate the symbols and variables in

arithmetic and in algebraic expressions.

2. Teachers may teach the students the concepts of arithmetic, algebraic

expressions, and variables useful to their everyday life.

3. The college may provide seminars and trainings to the teachers in

upgrading their teaching strategies and methods for effective and efficient

teaching- learning process.

4. The college may provide a mathematics laboratory for the enhancement of

teaching –learning approaches to the students.

5. Similar studies on the problems encountered in solving mathematical

equations may be conducted to the other grade level considering other

variables.
 42

BIBLIOGRAPHY

A. Books
Calmorin,L. P., Research and Statistics with Computer, Manila, National
Bookstore, 2010.

Creswell, J. W., Educational Research, Planning, Conducting, and Evaluating

Quantitative and Qualitative Research, University of Netvaska : Merrill
Prentice Hall, 2002.

Picciano, A. G. Educational Research Primer. London : Continuum., 2004.

B. Magazines/ Journals
Dela Cruz, J. K. B. and Lapinid, M.R. C., Students’ Difficulties in Translating
Worded Problems into Mathematical Symbols, 2014.

International Journal of Advance Research in Management and Social Sciences

(IJARMSS), 2013

C. Unpublished Materials
Aniano, L. C., Difficulties in solving word problem on fractions among grade VI
pupils of Balara Elementary School. Morong, Rizal: Unpublished Master
Thesis, University of Rizal, 2010.

Ganal, N.N., and Guiab, M.R., Problems And Difficulties Encountered By

Students Towards Mastering Learning Competencies In Mathematic,
Faculty,Philippine Normal University North Luzon Campus,Alicia, Isabela,
2014.

Yeo, K. K. J., Secondary 2 Students‟ Difficulties in Solving Non-Routine

Problems. International Journal for Mathematics Teaching, 2009.
 43

D. Internet Sources
Ciltas, A. and Tatar, E. , Diagnosing Learning Difficulties Related to the Equation
and Inequality that Contain Terms with Absolute Value, 2011.

Durmuş, S., Matematikte öğrenme güçlüğü gösteren öğrencilere yönelik öğretim

yaklaşımları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 76–
83, 2007.

Kilpatrick, J., & Izsak, A., A history of algebra in the school curriculum. In C. E.
Greenes (Ed.), Algebra and algebraic thinking in school mathematics (pp.
3-18). Reston, VA: National Council of Teachers of Mathematics, 2008.

Knuth, E. J., Stephens, A. C., McNeil, N. M., & Alibali, M. W., Does understanding
the equal sign matter? Evidence from solving equations. Journal of
Research in Mathematics Education, 37, 297-312, 2006.

Poon, K., & Leung, C. Pilot study on algebra learning among junior secondary
students. International Journal of Mathematics Education in Science and
Technology, 41, 49- 62, 2010.
Republic Act 10533- Enhanced Basic Education Act of 2013

Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal of Research

in Mathematics Education, 36, 404-411.

Vlassis, [Link] role of mathematical symbols in the development of number

conceptualization: The case of the minus sign. Philosophical Psychology,
21, 555-570, 2008.

Yetkin, E. Student Difficulties in learning elementary mathematics. Eric

Clearinghouse for Science, Mathematics and Environmental Education,
Columbus, Oh. [Link] 2003.
 44

APPENDICES
 45

APPENDIX A

QUESTIONNAIRE- CHECKLIST

Part I: Personal Data

Name:__________________________________________ (optional)

Directions: Below are some personal data which will prove helpful to the
researcher’s study. Please check the underline that applies to you.

a. Gender _________male __________female

b. Age
_____15 years old
_____16 years old

c. Family Monthly Income

_____ Php 5 000- Php 10 000
_____Php 11 000- Php 15 000
_____Php 16 000- Php 20 000
_____ Php 21 000 and Above
d. Educational Attainment

Mother Educational Attainment Father

_________ Elementary Graduate _________
_________ High School Graduate _________
 46

_________ College Undergraduate _________

_________ College Graduate _________
_________ Post Education _________

Part II. Academic Performance in Mathematics (For College Registrar)

First Grading _________________

Second Grading _________________
Part III. Perceptions On The Problems Encountered In Solving Mathematical
Equations

Directions: Please rate each item based on your perceptions on the problems
encountered in solving mathematical equations following the given scale.
Scale Verbal Interpretation
4 - Highly Agree
3 - Agreeable
2 - Disagreeable
1 - Highly Disagreeable
RATING SCALE
A. Arithmetic Skills
4 3 2 1
1. I know the concepts of four fundamental operations.
2. I understand the key words used in four fundamental
operations.
3. I manipulate the rules of PEMDAS.
4. I recognize and operate the other special operations.
5. I apply properly the concepts of the four fundamental
operations and other special operations.
RATING SCALE
B. Understanding on Algebraic Expressions
4 3 2 1
1. I know the concepts of algebraic expressions.
2. I understand ideas and steps in solving equations.
3. I apply the rule and steps in solving algebraic
expressions and equations without my notes.
4. I formulate new steps/ strategies to solve equations
easier.
5. I solve equations without using paper and pen.
RATING SCALE
C. Understanding on the Concepts of Variables
4 3 2 1
 47

1. I know and understand the different variables used

in an equation.
2. I identify easier the variables with like and unlike
terms.
3. I use and manipulate the variables in solving an
equation.
4. I translate the variables in an equation into
mathematical sentence.
5. I recognize variables in an equation with different
operations.
APPENDIX B

Cainta Catholic College

Cainta, Rizal

March 13, 2015

Dear Ma'am:

Love and peace coming from our Lord Jesus Christ!

I would like to request for your permission to conduct a survey to 140 students in
grade 9. Its purpose is to discover the effects of strategies employed in the
classroom of the students. Moreover it will contribute new aspect of knowledge
towards to the student's cognitive flexibility.

I am looking forward for your response about this matter. Thank you very much
and God Bless.

Respectfully yours,

_____________________
AILEEN A. ORTIGUERRA
III-BSEd (Math)

Noted by:

_____________________
MRS. MA. THERESA T. CRUZ
Adviser
 48

_____________________
DR. VIOLINDA R. CABALUNA
College Dean

_____________________
MRS. LERMA S. FERNANDEZ
High School Principal

APPENDIX C

Cainta Catholic College

Cainta, Rizal
March 13, 2015

Dear Respondent,

The researcher is presently conducting a study entitled, “PROBLEMS

ENCOUNTERED IN SOLVING MATHEMATICAL EQUATIONS BY GRADE 9
STUDENTS IN CAINTA CATHOLIC COLLEGE”, School Year 2014-2015 as
basis of the study.

Relative to this, the researcher is appealing to your wholehearted cooperation to

fill in honestly, the pertinent information being asked by the questionnaire. Rest
assured that the result will serve as confidential.

Your cooperation will ensure the success of this study.

Thank you very much.

Sincerely yours,

___________________________
AILEEN A. ORTIGUERRA
Researcher
 49

NOTED BY:

________________________
MRS. MA. THERESA T. CRUZ
Adviser

APPENDIX D

Cainta Catholic College

Cainta, Rizal
March 13, 2015

Dear Sir/Ma’am,

I, Jaymie Rose G. Gonzales, third year student of Bachelor of Secondary

Education Major in Math, would like to ask your assistance for validation of
questionnaire in my thesis entitled: “PROBLEMS ENCOUNTERED IN SOLVING
MATHEMATICAL EQUATIONS BY GRADE 9 STUDENTS IN CAINTA
CATHOLIC COLLEGE”.
Its purpose is to discover the effects on academic performance, specifically in
problems encountered in solving mathematical equations.
I am looking forward to your response regarding this matter. Thank you very
much and God Bless.
Truly yours,

___________________
AILEEN A. ORTIGUERRA
BSEd III - Math

Approved By:

___________________
MRS. RUFINA C. NIONES

___________________
 50

ENGR. ROMEO O. ILAO

___________________
ENGR. LEA D. CANIVEL

___________________
MRS. MA. THERESA T. CRUZ

___________________
MR. RHODEL L. MAPA
APPENDIX E

GANTT CHART OF ACTIVITIES

Year 2014 2015

Activities Nov Dec Jan Feb Mar Apr May Jun

1. Submission of Proposed Titles

2. Title Defense
3. Preparation of Chapters 1, 2 &
3
4. Search for Related Literature
and Studies
5. Colloquium

6. Preparation and Validation of

Questionnaire-Checklist

7. Permission to Conduct the

Study
8. Administration of
Questionnaire-Checklist
9. Retrieval of the Questionnaire-
Checklist
10. Tallying, Tabulating and
Analyzing of the
Questionnaire- Checklist
11. Revision of Chapters 1, 2 & 3
12. Preparation of Chapters 4 & 5
13. Final Oral Defense
 51

14. Revision of Chapter 1-5

15. Final Printing of the
Manuscript
16. Bookbinding
17. Submission of Hard Bound
Copies

CURRICULUM VITAE
 52

CURRICULUM VITAE

I. PERSONAL DATA
Name : AILEEN A. ORTIGUERRA
Date of Birth : June 14, 1991
Place of Birth : Cainta, Rizal
Home Address : #1129 Albatros St. Don Mariano Subd. Cainta, Rizal

Civil Status : Single

Name of Parents: Florante M. Ortiguerra
. Ma. Theresa A. Ortiguerra
II. EDUCATIONAL BACKGROUND
College : Cainta Catholic College
Cainta, Rizal
2013-2016
Course : Bachelor of Secondary Education
Major in Mathematics
Rizal Technological University
Mandaluyong City
2007-2009

Course : Bachelor of Secondary Education

Major in Mathematics
Secondary : Francisco P. Felix Memorial National High School
Cainta, Rizal
2003-2007
Elementary : Cainta Elementary School
Cainta, Rizal
1997-2003

III. WORK EXPERIENCE

Dunkin Donuts (GTBI)
March 2001- September 2011

Dunkin Donuts (MCV Corp.)

 53

November 2011- April 2015

IV. TRAININGS/ SEMINARS ATTENDED

Title of Seminar Venue Inclusive

Dates
Good Governance in Cainta Catholic May 18, 2015
Empowering Students College
(L.R,.C)
Prelude to Modern Cainta Catholic May 15, 2015
education College
(L.R,.C)
Revisiting the 4A’s in Cainta Catholic May 14, 2015
Lesson Planning College
(L.R,.C)
Evaluating Student’s Cainta Catholic May 13, 2015
Progress through College
Portfolio (L.R,.C)
K-12 Assessment: Paving Cainta Catholic May 12, 2015
the Way for a Brighter College
Future (L.R,.C)

Education for Juan , Cainta Catholic May 11, 2015

Education for All, College
enlightening the Mind of (L.R,.C)
the Filipino People
To be or Not to be… Cainta Catholic May 7, 2015
That’s the Question: A College
Seminar/ Workshop on (L.R,.C)
the Art of Questioning
Managing the K-12 Cainta Catholic May 6, 2015
Transition through the College
Seven Mastery Skills of (L.R,.C)
Learning