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Determinants of Problem-Solving Performance in Mathematics 7: A Regression

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International Forum
Vol. 22, No. 1
June 2019
pp. 65-86

FEATURE

Determinants of Problem-Solving Performance

in Mathematics 7: A Regression Model

Honeyshane M. Malibiran
Zussette Candelario-Aplaon
Myla V. Izon

Abstract. The twin goal of mathematics education is the development

of critical thinking and problem-solving. Despite many strategies
conducted by the teachers, many students are experiencing problems
in understanding and applying mathematics concepts in real-life
problems. This study aimed to determine the different factors that
influenced the problem-solving performance of the students with the
end view of formulating plans and intervention program. Descriptive-
correlational design with regression modeling was employed to
investigate which among the presented variables determine the
problem-solving performance of the respondents. The respondents of
the study were the 100 randomly selected Grade 7 students from
public secondary schools in MIMAROPA region. The results showed
that grades in Mathematics and English, attitude towards
mathematics, and comprehension skills of the students as well as
gender and teaching loads of the teachers affect students’ problem-
solving performance. However, only students’ grade in English and
comprehension skills were known determinants of problem-solving
performance.

Keywords: problem-solving performance, Mathematics, regression model,

MIMAROPA, Philippines, Grade 7 students, public schools

Introduction
Mathematics is essential not only in related fields like engineering but also
in other fields such as fashion, sports, economics (Andayan, 2014), music,
astronomy, medicine, and agriculture, among others. To cater to the demands
66 Honey M. Malibaran, etal.

of various disciplines in mathematics competence, the high school mathematics in

the Philippines under the K to 12 curriculum is of spiral progression approach
(Department of Education, 2013) and is integrated in other subjects and in real life
contexts. Mathematics, in each year level under the new curriculum, is composed
of number sense, patterns and algebra, measurement, geometry, and statistics and
probability but with an increasing level of difficulty. In this sense, students are
expected to master the skills in lower mathematics so that they could learn the
concepts of higher mathematics.
The majority of high school students are still experiencing difficulties and
problems in their mathematics subjects. They view math as boring, difficult,
abstract, and not too practical (Ignacio, Nieto, & Barona, 2006). The Department of
Education is exerting so much effort to uplift the performance of the Filipino
learners that is why mathematics in the present curriculum is not merely abstract
representation and tedious computations. Standards and principles of the K to 12
curriculum are learner-centered, relevant and responsive, and research-based. It is
also contextual and integrative (K to 12 toolkit, 2012). The lesson is expected to be
integrated with the daily lives of the students so that they could apply the
knowledge and skills they have gained for them to be lifelong learners.
Mathematics in the 7th Grade is not only about numbers and computations, but
also a tool for understanding structures, relationships, and patterns needed to solve
complex real life problems. It is connected in all subjects and in all fields of
endeavor. High school math is also taught in such a way that it can help students
develop their critical thinking and problem-solving skills as well as
communication, collaborative, and technological skills—the components of the
21st century skills.
Mathematics is all about devising solutions to problems. Problem-solving is an
important cognitive activity applied in real life context (Aljaberi, 2015) that
requires training, effort, styles (Soancatl, Lѐon, Martinez, & Torres, 2010),
mathematical and arithmetic skills, metacognitive skills, and determination with
aspiration (Mayer, 1985). Its main function is to make decisions on what and how a
problem may be answered (Jansen, Schmitz & van der Maas, 2016; Tella, 2008).
Most students may have mastered the math concepts but struggle when they
are applied in real life and when stated in a form of word problems (Angateeah,
2017; Bernardo, 2002). Since the real importance of learning math is not
memorizing its concepts but its application, the ability of the students to solve a
wide variety of problems in mathematics needs a thorough analysis and critical
thinking. To help the students improve their problem-solving performance, it is
important to know what would affect their performance. The main purpose of this
study was to determine the contributing factors for problem-solving performance
of Grade 7 students.

International Forum
Determinants of Problem-Solving Performance in Mathematics 7 67

Review of Related Literature

Mathematics has become a necessity for individuals to succeed in this
modern era. To be successful in this 21st century, students should possess
creativity, critical thinking, technological skills, communication skills,
collaborative skills and mathematical skills. The main reason for learning
mathematics is to be able to solve real-life problems no matter how abstract
they are for the learners. That way, the learners could develop critical thinking,
problem-solving skills, creativity and become lifelong learners.
Mathematics is useful in daily life; however, most high school students
struggle and performed poorly in their math subjects. Math performance is
afected by interrelated variables (Singh, Granville, & Dika, 2002) such as
personal, teacher-related, and environmental factors. Among the personal
factors that have contributed to mathematics performance the researchers
found are age (Zacariah, Kibet, Muthaa, & Nkonke, 2012), gender (Kaahwa,
2012; Ochwo, 2013), attitude towards mathematics (Balbalosa, 2010; Effandi
& Normah, 2009; Guven & Buket, 2012; Mohamed & Waheed, 2010;
Villanueva, 2009), and individual study (Seltzer, 2000). For environmental
factors, parents’ socioeconomic status (Israel, Beaulieu, & Hartless, 2001),
parents’ role and social environment (Jensen & Seltzer, 2000) directly affect
math performance of the students. Finally, when it comes to teacher-related
factors, the teaching practices (Aplaon, 2015; Tingley, 2012), teachers’
pedagogy, and content knowledge (Candelario-Aplaon, 2017), workload
(Gwambombo, 2013; Ramos, et al., 2015), qualification and field of
specialization (Sanchez, 2012), teaching experiences (Kupari, 2011), and
professional development were found to be factors affecting mathematics
performance.
Problem-solving is an important skill needed not only in mathematics class
but in everyday living as well. Worded problems have been a major part of
mathematics education for they provide students with opportunities to apply
mathematical tools by promoting a link between mathematics and real-life
context, using Problem-solving heuristics and developing a new concepts and
skills (Verschaffel, Greer, & Corte, 2000). Problem-solving is not an easy task.
It requires effort, styles, proper teaching methods, and appropriate teaching
approaches (Soancatl et al., 2010) to help the students succeed in problem-
solving.
The mathematical problem is a question or situation that is not only related
to numbers (Crulikshank & Sheffield, 1992; Phonaphicat & Wongwanich,
2014). Problem-solving does not only require the mastery of mathematical
concepts and skills but also requires translating word problems into a
mathematical equations (Dela Cruz & Lapinid, 2014) by interpreting
information, planning on how to carry out the solution, and methodical

June 2019, Vol. 22, No. 1

68 Honey M. Malibaran, etal.

working, checking results, and trying alternative strategies (Intranos, Inprashita, &
Srisawadi, 2014; Muir, Beswick, & Williamson, 2008).
The problem-solving approach may be the best application of Bruner’s (1961)
theory of representation. He proposed three modes of representation such as
enactive (action-based) representation, iconic (image-based) representation, and
symbolic (language-based) representation. In mathematics, it is important to
present the concept in terms of concrete examples such as real life objects and
scenario for the students to have a clearer understanding of what is being asked.
Then from the concrete example such as a worded problem, illustrations, diagrams
or charts may be drawn for easier formulation of mathematical equation. Finally,
the symbolic representation which is the abstract part of problem-solving is
formulated. It is now the mathematical expression. The proposed modes of
representation of Bruner is of great importance in this study.
Polya’s (1957) problem-solving approach is also relevant in this study. It was
cited that solving problem is a practical skill. Students can learn how to solve
problems by observing and imitating others on how they solve the problems. Polya
distinguished four phases in solving a problem. First, it is about understanding the
problem. Second, it is about devising a plan to solve the problem. The third phase
about is carrying out the plan, and in the last phase is about looking back at the
completed solution and assess its effeciency and effectiveness. As stated by Silver
(1985), problem representation strategies are important to process linguistic and
numerical information in mathematical problems. More so, the learners need to
comprehend the information from the problem to formulate logical solution plans
(Heller & Hungate, 1985; Mayer, 1985).

Many scholars have studied mathematical problem comprehension. Numerous

studies claimed that there are factors that greatly affect the students’ understanding
and skills in solving mathematical problems. Tella (2008) found that mathematics
achievement was influenced by teachers’ self-efficacy, interest and teaching
experiences.
However, according to Ajaberi (2015), learning styles affect the students’
ability to solve math problems. Various studies were also conducted regarding the
students’ difficulties in Problem-solving. Among the identified difficulties
affecting mathematical performance are lack of reading (Fuschs, et al.,, 2000;
Helwig, Rozek-Tedesco, Tindal, Heath, & Almond, 2010; Jiban & Deno, 2007;
Lamb, 2010), problem representation and strategies (Mayer, 1985), computational
and mathematical skills (Suydam & Weaver, 1977). Further, poor problem-solving
performance could also be attributed to ineffective instruction (Xin, Lin, Zhang, &
Yan, 2007), lack of linguistic knowledge (Bernardo, 1999), reading difficulty in
terms of word recognition (Jordan & Hanich, 2000), poor reading comprehension
(Salma & Rodrigues, 2012; Yeo, 2009), decoding the problem (Tsai, Hou, Lai, Liu,

International Forum
Determinants of Problem-Solving Performance in Mathematics 7 69

& Yang, 2001), prior math knowledge (Kiwanuka & Damme, 2015), and lack
of knowledge about principles, rules and processes in mathematics (Suydam &
Weaver, 1999).
Problem-solving becomes more challenging when worded in the learners’
second language (Bernardo, 2002). Further, studies reported that it is more
difficult to obtain the right answer if more steps are involved (Littlefield &
Rieser, 1993). Moreover, students do not like to read very long problems. They
find it difficult to understand the keywords in the problem that result to
difficulty in interpreting words into mathematical symbols (Phonapichat et al.,
2014).
Based from the findings of the study by Angateeah (2017), students face
difficulties in decoding the language and visualizing the problem. Further,
almost all students could read and understand what is being asked in the
problem, but they find it difficult to develop the correct structure of the
problem (Angateeah, 2017; Montague, 2003). It was also found by Yeo (2009)
that misconception, poor procedural skill (Heller & Hungate, 1985), and
inability to translate worded problems into mathematical symbols (Dela Cruz
& Lapinid, 2014) lead to the wrong answer.
Because of the presented factors and importance of problem-solving, the
researchers felt the pressing need of conducting this study. More so, there is a
gap in the literature as the studies only relate the profile with mathematics
performance but do not directly relate with the problem-solving skills. Having
an in-depth understanding of the role of the determinants in mathematics
problem-solving performance helps provide a better discernment of the range
of each learner and the status as mathematical learner. The predictive model
could be of great help in determining the students’ problem-solving
performance. Based on its determinants, teachers can develop resources and
tools that shape the status and positioning of students in their classroom that
lead to equitable access to mathematics.
This study aimed to determine the factors that could affect the problem-
solving performance of Grade 7 students in selected public schools in
Pinamalayan, Mindoro Oriental, Philippines.
Specifically, it aimed to do the following:
1. Determine the different student-related factors in terms of profile,
previous performances in Mathematics and English, comprehension level,
and attitudes towards mathematics.
2. Determine the teacher-related factors in terms of profile.
3. Determine the level of problem-solving performance of the student
respondents.

June 2019, Vol. 22, No. 1

70 Honey M. Malibaran, etal.

4. Determine the relationship between the student-related factors and the

level of their problem-solving performance.
5. Determine the relationship between the teacher-related factors and the
level of the students’ problem-solving performance.
6. Propose a predictive model to help improve the problem-solving
performance of the students.

Methodology
This section presents the research design used to answer the specified research
questions as well as the research setting, participants, sampling, and the detailed
data gathering procedures and analysis.

Research Design
This study utilized the descriptive-correlational method of research. The
descriptive design is characterized by simply an attempt to determine, describe, or
identify (Ethridge, 2004). Descriptive design provides a clear description of a
phenomenon at a given time while the correlational research permits testing some
presumed relationship between and among variables as well as making predictions
(Stangor, 2011). The descriptive design was used to determine the profile and the
problem-solving performance of the participants while the correlational design was
used to determine the relationship between the variables under study.

Participants, Sampling, and Setting

The respondents of the study were 115 Grade 7 students and four mathematics
teachers from the four selected public secondary schools in Pinamalayan. For the
student respondents, the sample size was determined through the aid of G-Power
Analysis while proportional stratified random sampling was used to identify the
number of participants per school to ensure that each respondent school was
properly represented. To specifically select the respondents, the fishbowl method
was utilized. When it came to teacher respondents, total enumeration was used
because of its small number and because sampling was therefore not applicable.
The study was conducted in four selected public secondary schools in
Pinamalayan, Oriental Mindoro. There are 10 public secondary schools in
Pinamalayan. The respondent schools were those with student population ranging
from 600 to 1,000 and are all headed by a full-fledged principal. The respondent
schools vary in topography. One is located along a nautical high way, the other is
situated at the foot of a mountain, the third is sited near the shoreline, and the
fourth school is located in a remote area of the municipality.

International Forum
Determinants of Problem-Solving Performance in Mathematics 7 71

Data Collection
Research instrument. The main data gathering tool used for this study was a
questionnaire with four major parts intended for the student respondents, and
another questionnaire for the teacher respondents. For the student respondents,
the first part was a survey that asked about the profile of the respondents in terms
of age, gender, and grade in Mathematics (MG) and English (EG) during the
second quarter. The second part was about the students’ attitude towards
mathematics (ATM). The third and the fourth parts were a multiple-choice type
of test which aimed to determine the comprehension skills (CS) and problem-
solving performance (PSP) of the students, respectively. The instrument intended
for the teacher respondents gathered information about their profile in terms of
age, gender, civil status, length of service, educational attainment, and teaching
hours per day.
Questionnaire validation. The instrument was content-validated with the
help of five experts. Further, its reliability was determined by using a test-retest
method. Its r-coefficient was 0.83 which denoted that the instrument was highly
reliable.
Permission and approval to conduct the study. The researchers asked
permission to conduct the study from the Schools Division Superintendent. The
approved letter was then forwarded to the principals of the selected schools.
Then, the researchers distributed the instrument with the attached consent forms
stating the purpose of the study, the assurance of its confidentiality, and the right
of the participants to withdraw anytime they would feel uncomfortable.
The directions were also explained to the student respondents and they were
given one hour to answer.
Administration and retrieval of the instrument. After the respondents
answered the questionnaires, they were immediately collected to ensure 100%
retrieval. The test was checked and data were encoded, collated, organized,
statistically treated, analyzed, and interpreted.

Data Analysis
The students’ attitude towards mathematics was described using Likert’s scale
described as strongly agree (5), agree (4), undecided (3), disagree (2) and strongly
disagree (1). In describing the level of comprehension and problem-solving
performance of the students, the following scale was used: outstanding (90% and
above), very satisfactory (85% - 89.99%), satisfactory (80% - 84.99%), fairly
satisfactory (75% - 79.99%) and did not meet expectations (74% and below). For
the statistical treatment of data, mean, frequency, percentage, Pearson’s r,
Coefficient of Determination (r2), Stepwise Regression, and Analysis of Variance
(ANOVA) were applied to answer all the specific problems of the study.

June 2019, Vol. 22, No. 1

72 Honey M. Malibaran, etal.

Results
This section reveals the results of the data analysis conducted by the researchers.
The results were presented in a way that they answer the research questions which
were previously stated.

Student-Related Factors
The data showed the diversity of the student respondents. The majority of them
were aged 12-13 years old which is the usual age of the 7th grader. However, there
were some who were younger, which implied that they entered school at a young
age and there were also those who were older which is common among the schools
in rural areas. In terms of gender, the majority were female. They comprised more
than 56.5%.
In terms of the previous grade in mathematics, most of them performed very
satisfactorily with grades ranging from 85%-89.99%. Their average performance
was described as satisfactory with a corresponding mean of 84.75%. When it came
to their previous performance in English, 50 Grade 7 students (or 43.5%) had an
outstanding performance with grades ranging from 90% and above. Their average
performance was regarded as very satisfactory with a mean value of 86.75%.
Based on the comprehension test, the students had outstanding comprehension
skills. Out of 115 Grade 7 students, 73 of them (or 63.5%) got 90% and above.
Their average performance was 89.70%, which was described as very satisfactory.

Table 1
Student-Related Factors
Variables f % Variables f %
Age Previous Grade in
11 below 2 1.7 English
12–13 105 91.3 50 43.5
14–15 7 6.1 90% and above
16 above 1 0.9 28 24.3
85% - 89.99%
19 16.5
80% - 84.99%
17 14.8
75% - 79.99%
1 0.9
74% and below

Mean: 86.75
Gender Comprehension Skills
Male 50 43.5
International Forum
Determinants of Problem-Solving Performance in Mathematics 7 73

Female 65 56.5 90% and above 73 63.5

85% - 89.99% 22 19.1

80% - 84.99% 12 10.4

75% - 79.99% 5 4.3

74% and below 3 2.6

Mean: 89.70

Previous Grade in
Mathematics
25 21.7
90% and above
37 32.2
85% - 89.99%
32 27.8
80% - 84.99%
21 18.3
75% - 79.99%
0 0
74% and below

Mean: 84.75
Legend: 90% and above - outstanding, 85% to 89.99%—very satisfactory, 80% to
84.99%—satisfactory, 75% to 79.99%—fairly satisfactory and 74% and below did
not meet expectations.

Among the listed items for the attitude towards mathematics, the students
strongly agreed that their favorite subject was mathematics and it made them feel at
ease with mean values of 4.87 and 4.60, respectively. They agreed that they felt
happy attending math class (4.45), proud doing word problems in math (4.28), and
studying mathematics (3.76). However, they were undecided when asked if they
were excited to solve problems in math (3.28), whether math is important in their
daily living (3.00), and whether math is enjoyable and stimulating (2.83). In
general, the respondents had a positive attitude towards mathematics. This is in
accordance with the result of the study of Villanueva (2009), which stated that
most of their respondents possessed a positive attitude towards math.

June 2019, Vol. 22, No. 1

74 Honey M. Malibaran, etal.

Table 2
Attitude towards Mathematics
Items Mean Description

1. I like studying Mathematics 3.76 Agree

2. Mathematics is my favorite subject 4.87 Strongly Agree

3. I feel happy attending Mathematics class 4.45 Agree

4. I feel excited when I was ask to solve 3.28 Undecided

problems in math

5. Mathematics makes me feel at ease 4.60 Strongly Agree

6. I am proud doing word problems in math 4.28 Agree

7. I find math important in our daily living 3.00 Undecided

8. Mathematics is enjoyable and stimulating to 2.83 Undecided

me

Overall Mean 3.86 Agree

Legend: 5—strongly agree, 4—agree, 3—undecided, 2—disagree and 1—strongly

disagree.

Teacher-Related Factors
The demographic profile of the teacher respondents is presented in Table 3.
When they were grouped according to age, each age group was represented. This
implies that there was no particular age required in teaching 7th grade mathematics.
Further, there was only one male teacher and three females. This is because
teaching is one of the professions dominated by females in the Philippines. This
finding is similar to the result of the study of Gabriel (2012) that female teachers
outnumbered male teachers. As to marital status, there was only one respondent
who was single and the rest were married. In terms of highest educational
attainment, only one was not pursuing a master’s degree. This denotes that the
mathematics teachers valued continuing professional development. In terms of
length of service, two of them had been teaching for 5 years or less. There was one
participant for each bracket 6-10 years and 11 above. In terms of teaching loads,
two of them had four while the other two had five teaching loads.
International Forum
Determinants of Problem-Solving Performance in Mathematics 7 75

Table 3
Teacher-Related Factors
Demographic Variables f % Demographic Variables f %

Age Length of Service

24 below 1 25 5 years below 2 50

25–29 1 25 6–10 years 1 25

30–34 1 25 11 above 1 25

35 above 1 25

Gender Highest Education Attainment

Male 1 25 BSEd 1 25

Female 3 75 With Units in Master’s 3 75

Degree

Marital Status Number of Teaching Loads

Single 1 25 5 2 50

Married 3 75 4 2 50

Level of Problem-Solving Performance of the Students

Based on the result of the worded problems, 41 students (or 35.7%) performed
satisfactorily. They got an equivalent rating of 80% to 84.99%. There were 26 (or
22.6%) who performed fairly satisfactory, while 22 (or 19%) did not meet
expectations and 19 (or 16.6%) showed very satisfactory problem-solving
performance. It is also notable that there were 7 students (or 6.1%) who performed
outstandingly in the given worded problems. The mean value of 84.75 showed that
generally, the respondents performed satisfactorily in the given problem-solving
test.

June 2019, Vol. 22, No. 1

76 Honey M. Malibaran, etal.

Table 4
Level of Problem-Solving Performance
Problem-Solving f % Description
Performance

90% and above 7 6.1 Outstanding

85% - 89.99% 19 16.6 Very Satisfactory

80% - 84.99% 41 35.7 Satisfactory

75% - 79.99% 26 22.6 Fairly Satisfactory

74% and below 22 19.0 Did not meet expectations

Mean: 84.75 Satisfactory

Legend: 90% and above—outstanding, 85% to 89.99%—very satisfactory, 80% to

84.99%—satisfactory, 75% to 79.99%—fairly satisfactory and 74% and below did
not meet expectations

Relationship between Factors and Problem-Solving Performance

Based on the correlation result, the previous grade in mathematics is related to
the students’ problem-solving performance. This is evidenced by the r value of
0.248 with the p value of 0.004 which is significant at = 1%. This signifies that
though there is only a weak relationship between the students’ previous grade in
mathematics and their problem-solving performance, such relationship is
significant. More so, previous math grades contributed 6.1% to the problem-
solving performance per result of coefficient of determination. This affirms the
results of some studies that previous math knowledge (Kiwanuka & Damme,
2015), computational and mathematical skills (Suydam & Weaver, 1977),
knowledge about principles, rules and processes in mathematics (Suydam &
Weaver, 1977) are related to students’ problem-solving performance.
Moreover, the previous grade in English significantly affected the students’
problem-solving performance. This was supported by the r value of 0.297 (p <
0.01) which is considered a weak correlation but still attributed an 8.3% of
problem-solving performance. This implies that knowledge in the language is
important in problem-solving. This supports the finding of Bernardo (2002) that
word problems stated in the second language become more challenging for the
learners. If the students find difficulty in decoding the language in the problem,

International Forum
Determinants of Problem-Solving Performance in Mathematics 7 77

they may find it hard to visualize the problem (Angateeah, 2017). If they are
unable to translate worded problems into mathematical symbols (Dela Cruz &
Lapinid, 2014), the students may also find it difficult to solve the given worded
problems.
Another student factor that contributed to the problem-solving performance is
the comprehension skills. The computed r value of 0.349 is significant at = 1%.
The result of the coefficient of determination indicated that comprehension skills
contributed 12.2% to students’ problem-solving performance. The problem-solving
performance was attributed to reading skills (Fuschs & Fuschs, 2000; Helwig et al.,
1999; Jiban & Deno, 2007; Lamb, 2010), word recognition (Jordan & Hanich,
2000), reading comprehension (Salma & Rodrigues, 2012; Yeo, 2009), decoding
the problem (Tsai et al., 2001), and linguistic knowledge (Bernardo, 1999).
Last, the r value of 0.173 showed that the attitude of the students towards
mathematics significantly correlated with their problem-solving performance as its
p value is less than 0.05. Even though it only indicated a weak relationship, it is
still worth noting that it significantly affected and contributed to 3.0% of the
problem-solving performance of the students. The result is similar to the finding of
Guven and Buket (2012) that students’ attitude has a moderate significant and
positive relationship with their problem-solving performance. As the students are
aware of the importance of mathematical concepts in real life situation, they are
more eager to answer worded mathematical problems.
In terms of teacher-related factors, gender (r = 0.245, p < 0.05) is significantly
related to problem-solving performance of the respondents. The result showed that
the weak correlation still led to 6% influence in the problem-solving performance
of the students. The result conforms with the proposition of Gabriel (2012) that sex
is significantly related to mathematics performance.
On the contrary, the number of teaching loads had an inverse relationship with
the problem-solving performance of the students (r = -0.243, p< 0.005). After
computing the coefficient of determination, the result indicated that the teaching
loads influenced the students’ problem-solving performance at 5.9%. This implies
that teachers should be given as much as possible less teaching loads to have ample
time in preparing the lesson and devising worthwhile activities such as real-life
problem-solving strategies in teaching mathematical concepts.

Predictive Model for Problem-Solving Performance

Among the presented variables involving student profile, teacher-related
factors, and comprehension skills, there were only two variables that turned out to
be predictors of problem-solving performance. Based on the stepwise regression,
comprehension skills and grade in English predicted problem-solving performance.
This implies that the grade in English and comprehension skills should be

June 2019, Vol. 22, No. 1

78 Honey M. Malibaran, etal.

reinforced and strengthened to improve students’ level of problem-solving

performance.
Table 5
Relationship between Factors and Problem-Solving Performance
Variables R R2 P- Variables R R2 P-
value value

Age 0.045 0.00 0.31 Age -0.096 0.00 0.15

2 5 9 4

Gender -0.33 0.00 0.36 Gender 0.245* 0.06 0.00

1 3 * 0 4

Grade in 0.248* 0.06 0.00 Marital -0.061 0.00 0.26

Mathematics * 1 4 Status 3 0

Grade in 0.297* 0.08 0.00 Length of -0.090 0.00 0.17

English * 3 1 Service 8 0

Comprehension 0.349* 0.12 0.00 Educationa 0.127 0.01 0.08

Skills * 2 0 l 6 9
Attainment

Attitude 0.173* 0.03 0.03 Number of - 0.05 0.00

towards 0 3 Teaching 0.243* 9 4
Mathematics Load *

Legend: * - significant at 5%, ** - significant at 1%

By using the predictive model below, the teachers may be able to predict the
problem-solving performance of the students. After the students were given a
comprehension test and their English grade was determined, problem-solving
performance could also be ascertained. Through this model, the students can be
encouraged to improve their reading comprehension for they know its relevance
not only in the English subject but also in mathematics.
Table 7 presents the ANOVA result which shows that comprehension skills
(f = 15. 712, p < 0.01) and grade in English (f = 11.818, p < 0.01) were significant
at 1% level of significance. This implies that students’ level of comprehension
skills and grade in English vary. Based from their profile, the students’ average

International Forum
Determinants of Problem-Solving Performance in Mathematics 7 79

performance in reading comprehension was higher than their previous grade in

English.

Table 6
Stepwise Regression Result
Model Unstandardized Standardized t Sig.
Coefficients Coefficients

B Std. Error Beta

1 (Constant) 56.275 6.108 9.214 .000

Comprehension .269 .068 .349 3.964 .000

Skills

38.553 8.932 4.316 .000

2 (Constant)
.231 .068 .300 3.420 .001
Comprehension
Skills .243 .091 .234 2.661 .009

Grade in English

a) Dependent Variable: Problem-Solving Performance

b) Predictors: (Constant), Comprehension Skills (CS)
c) Predictors: (Constant), Comprehension Skills, Grade in English (EG)
Predictive Model for problem-solving performance
ŷ = 56.275 + 0.269 (CS)
ŷ = 38.553 + 0.231 (CS) + 0.243 (EG)

After the stepwise regression and the other variables were removed, the model
summary was presented in Table 8. Based on the new model, comprehension
contributed 12.2% while comprehension skills and grade in English provided
17.4% to the problem-solving performance of the student respondents.

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80 Honey M. Malibaran, etal.

Table 7
ANOVAa
Model Sum of Squares df Mean Square F Sig.
Regression 478.481 1 478. 481 15. 712 .000b

1 Residual 3441.119 113 30.452

Total 3919.600 114

Regression 683.029 2 341.515 11.818 .000c

2 Residual 3236.571 112 28.898

Total 3919.600 114

a. Dependent Variable: Problem-Solving Performance (PSP)
b. Predictors: (Constant), Comprehension Skills (CS)
c. Predictors: (Constant), Comprehension Skills, Grade in English (EG)

Table 8
Model Summarya
Model R R2 Adjusted R Std. Error of Change Statistics
Square the Estimate R Square F df1
Change Change
1 .349b .122 .114 5.518 .122 15.712 1

2 .417c .174 .160 5.376 .052 7.078 1

a. Dependent Variable: Problem-Solving Performance
b. Predictors: (Constant), Comprehension Skills
c. Predictors: (Constant), Comprehension Skills, Grade in English

Conclusions and Recommendations

The respondents represented a variety of attributes as shown in their profile.
The majority of the student respondents were 12 years old, female, with an average
grade in Mathematics of 84.75 and 86.75 in English and with comprehension skills
of 88.91, all described as very satisfactory. For the teacher respondents, most of
them were female, married, and currently taking their master’s degree.
The students’ mean performance in problem-solving only was at the
satisfactory level. It was evident that there was need to improve the students’
International Forum
Determinants of Problem-Solving Performance in Mathematics 7 81

problem-solving performance. Their performance, however, was affected by

various factors such as previous grade in math (Kiwanuka & Damme, 2015) and
English, comprehension skills (Salma & Rodrigues, 2012), and attitude towards
Mathematics (Balbalosa, 2010; Effandi & Normah, 2009; Guven & Buket, 2012;
Mohamed & Waheed, 2010; Villanueva, 2009). For teacher-related factors, gender
(Zacariah et al., 2012) and teaching loads (Gwambombo, 2013; Ramos et al., 2015)
contributed to the level of problem-solving performance of the students. After
analyzing the possible determinants of problem-solving performance, it turned out
that comprehension and grade in English were the major contributing factors. As
Problem-solving does not only requires computation but also understanding and
analysis of the problem, it is imperative that students comprehend (Salma &
Rodrigues, 2012) and decode the problem first (Tsai et al., 2012) to devise and
carry out a plan needed to solve the problem (Polya, 1957).
It is then recommended by the researchers that reading comprehension should
be developed in early grades for the students to have better problem-solving
performance. Supplemental materials may be developed which contain English
terms used in problem-solving and its corresponding mathematical expression to
aid in the problem comprehension of the students. The teachers should also present
different problem-solving heuristics such as working backward, using tables,
diagrams, and illustrations to make the problem less abstract and less complex for
the students. Teachers should be given fewer teaching loads so that they have
ample time for the preparation of their lessons, make instructional aids, and devise
worthwhile learning activities. This study is limited to performance in problem-
solving and does not cover problem-solving strategies. Therefore, it is also
recommended that further study be conducted which would include problem-
solving strategies that students utilize. Moreover, only the positive attitude towards
mathematics was covered in this study so it is also recommended that the negative
attitude towards mathematics like anxiety, misconception, and others may also be
included in future studies.

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Acknowledgment
The authors wish to extend their utmost appreciation and gratitude to the
following: Dr. Levy B. Arago Jr., Dr. Ma. Concepcion L. Mores, Dr. Mylene C.
Briñosa, Dr. Melbourne P. Acyatan, Dr. Wilma R. Lontoc, Dr. Pinky B. Carig, Dr.
Jesse T. Zamora, Mrs. Elsie Y. Guibone, Mr. Brian M. Elaydo, Dr. Ma. Luisa
Servando, the principals, and mathematics teacher and student respondents for
contributing much on the realization of this endeavor.
Honeysahane M. Malibiran, PhD Student
Elementary School Teacher III
Maliangcog Elementary School

Zussette Candelario-Aplaon, PhD Candidate

Instructor I, College of Teacher Education
Mindoro State College of Agriculture and Technology
Oriental Mindoro, Philippines
[email protected]
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