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Chapter 1

INTRODUCTION

Rationale

Factorization of polynomials is a fundamental skill in solving mathematics

problems that scaffold up to achievement in higher-level mathematics. The process of

factoring polynomials involves breaking up a polynomial into simpler terms such that

when terms are multiplied together, the result is equal to the original polynomial.

Factoring quadratic trinomial of the formax 2 +bx +c , which requires rewriting into the

form (mx+ n)(px + q), is observed as one of the most difficult algebraic challenges for the

students in the high school and college mathematics curriculum. This phenomenon

requires a variety of strategies and techniques that make the procedure easy and

manageable.

Research studies have documented students’ difficulties in factoring quadratic

trinomials (Arobo, Serafica, Pacay, Oliveros & Medina, 2017; Didis & Erbas, 2015) and

how these adversities are frequently traced to students’ limited understanding of numbers

and their operations. While the problems arise today, little attention has been paid to

mathematics education, especially in the teaching and learning of factoring quadratic

trinomials. Kilgore and Capraro (2010) explored the implementation of technology in

factorization. At the same time, Arobo et al. (2017) used the Substitute It With Icons

(SIWI) strategy as another venue for the students to factor polynomials by a common

monomial.

However, despite the methods and strategies suggested, still students in the

country, together with the neighboring Asian countries like Indonesia, Malaysia, and

Thailand, scored below average in international examinations under the Programme for
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International Student Assessment (PISA) and the Trends in International Mathematics

and Science Study (TIMSS) (PISA, 2003). Ogena, Laña, and Sarota (2010) also reported

that Filipino students performed relatively poorly in calculus during the 2008 TIMSS –

Advanced mathematics assessment. Likewise, results in the National Achievement Test

(NAT) administered by the Department of Education (DepEd) in the country revealed a

bleak picture of students’ performance in mathematics for the past years. In the 2012

NAT, the fourth-year students obtained an MPS of 46.37 in the subject or 28.23

percentage points away from the target (The national achievement test in the Philippines,

2013). The researcher saw a similar scenario in the performance of Bachelor of Science

in Biosystem Agricultural Engineering students of Jose Rizal Memorial State University

– Tampilsan Campus in the licensure examination conducted by the Professional

Regulation Commission (PRC) in the country. Hence, it becomes a challenge for every

mathematics educator to look deeply into the methodology in delivering classroom

instruction to enhance the students’ mathematics performance in the board examination.

Undauntedly, mathematics educators developed some simple ways and techniques

to solve mathematical problems, particularly factoring quadratic trinomials. Vedic

mathematics that includes dormant approaches helps students understand math concepts

efficiently and bring interest while learning magical techniques. However, the

unfamiliarity of the methods resulted in less attention as extended by teachers in

mathematics teaching. Sahaya (2012) and Ramteke and Vaishna (2019) found Vedic

Mathematics more effective in students’ achievement than the published conventional

method in most foreign and local textbooks. Notwithstanding, dormant approaches in

factoring quadratic trinomials were least underscored and emphasized (Ramteke &

Vaishna, 2019).
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Thus, the study experimented with the dormant approaches in factoring quadratic

trinomials to bridge the literature gap and assess the applicability and effectiveness of the

methods in teaching quadratic trinomials. The researcher determined the effect of

dormant approaches, AC-Box Method and Tirthaji’s Method in factoring quadratic

trinomials, on the students’ performance. It involved the first-year Bachelor of Science

in Biosystem Agricultural Engineering (BSABE) students of Jose Rizal Memorial State

University – Tampilsan Campus. The engineering students underscore a strong

foundation in mathematics as pre-requisites to board courses. The investigation

attempted to prove that mathematics could be taught and learned in varied ways.

Moreover, the study’s upshots served as a basis in designing a learning module regarding

the power of the approaches in factoring quadratic trinomials.

Theoretical Consideration of the Study

This study is anchored on Bruner’s (1966) “Theory of Representation,” which

states that human intellectual ability is a continuous process and does not consist of

discrete stages. The theory emphasizes that conceptual understanding could be enhanced

if students are exposed to different concepts. How the learners construct knowledge is

given more importance than how the learners apply the acquired knowledge. Bruner

identified three modes of representations: enactive, iconic, and symbolic (Cabahug, 2012;

Lesser & Tchoshanov, 2005), which the learners would go through, as shown in Figure

1.

Factoring quadratic trinomials using AC – Box method and Tirthaji’s method can

be processed using the three modes of representation. The model significantly connects

to the study’s purpose, which investigates the effect of dormant approaches on students’

performance in factoring quadratic trinomials.

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SYMBOLIC

ICONIC

ENACTIVE

Figure 1. Theoretical Framework of the Study

Accordingly, enactive learning primarily focuses on motor responses. It involves

direct experience, such as students’ direct manipulation of materials in an experiment.

The National Research Council (2001) characterized manipulatives as physical objects

that support students’ mathematical thinking and problem-solving. Teachers use physical

objects as instructional materials to quickly visualize and understand the concept being

taught to students. An example of manipulative materials is the algebraic tiles, which are

used to help students factor polynomials. AC-Box method of factoring quadratic

trinomials employs algebra tiles to obtain the factors of quadratic trinomials. Algebra

tiles are examples of manipulatives that provide students with active engagement

opportunities as they explore mathematics relationships (Gurganus, 2007) and improve

their memory through physical action.

The second mode of representation is the iconic representation, which is also

called visual representations. Elia and Philippou (2004) claimed that visual

representations are significant both as means for the communication of mathematical

ideas and as an aid supporting reflection. Iconic representations can be used to find

relationships between abstract concepts and concrete materials. Pictures, images,

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diagrams, and tables help see the connection between the concrete materials and the

abstract representations of the topics being represented. This study also utilized

geometric figures in factoring quadratic trinomials; thus, this model is beneficial.

On the other hand, Kendal and Chick (2004) defined symbolic representation as

the use of algebraic rules specifying a function. The different properties of real numbers,

properties of equality and inequality, laws of exponents, and radicals are examples of the

commonly used rules in solving equations. In this study, various patterns, rules, and

shortcuts were introduced to find factors of quadratic trinomials.

In general, the theory of representation strongly links to dormant approaches in

factoring quadratic trinomials as instructional processes to starting with learning modes

that are more concrete to students and then gradually replacing the representations into

forms that approximate formal mathematical symbols or language. The goal of creating

with the “enactive” stage is not to remain merely at that mode but ultimately to get the

students to fluency in the “symbolic” way. The use of algebraic tiles, illustrative

figures/diagrams, and the different algebraic patterns and rules in finding factors of

quadratic trinomials can be associated with Bruner’s theory of representation that could

enhance and improve the performance of the students in factoring quadratic trinomials.

Dick, Overton, and Kovacs (2005) averred that the students’ ability to produce

and interpret symbolic representations is a developmental process entrenched in the

students’ actions. It means that students can show their mathematical understanding

through their actions. If students can generate, interpret, and translate symbolic

representations from one form to another, they fully understand the different rules and

mathematical properties they used.

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Conceptual Framework of the Study

Figure 2 shows the conceptual framework of the study. It reflects the link

between the variables under investigation.

Participants of the Study

Control PRETEST
Group Experimental Group

Dormant Approaches
Traditional Method Factoring Quadratic
a. AC – Box Method
a. Trial and Error Method Trinomials b. Tirthaji’s Method

POSTTEST

Figure 2. The Conceptual Framework of the Study

The study participants were composed of two groups: the control group and the

experimental group. Both groups were given the pretest before the experiment

commenced. After the pretest, the experiment started. The control group was taught

using a traditional method employing the trial and error (guess and check) of factoring

quadratic trinomial. Factoring by trial and error is also called Unfoiling or Reverse FOIL

method. Most algebra books use “trial and error” as a method of factoring trinomials.

Factoring quadratic expression in the form ax 2 +bx +c merely expresses it as a product of

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two or more polynomials of a smaller degree in the form (mx + p) (nx + r). Using trial

and error, students determined factors of a=m∙ n∧c= p ∙ r such that ( p ∙ n+m∙ r ) is equal

to the middle term b.

On the other hand, the experimental group used AC – Box method and Tirthaji’s

factoring method as introduced by Prudente (2017) in his book “Algebra Made Easy as

Arithmetic.” Factoring using AC – Box Method is a method combining the AC method

and the box method (sometimes called the tile method) of factoring. As its name implies,

the process uses a box or tile to help students factor quadratic trinomials. The box is a

square divided into four equal parts to separate a quadratic trinomial into its factors. On

the other hand, Tirthaji’s method of factoring treats the quadratic expression ax 2 +bx +c

as a ratio of the numerical coefficients of the highest, middle, and lowest terms. These

methods were introduced by mathematics scholars centuries ago, but these have not been

known yet in the country’s mathematics educational system. After the experiment, both

groups were given a post-test to determine the effect of the treatments.

Statement of the Problem

The study aimed to determine the effect of dormant approaches in factoring

quadratic trinomials on the performance among first-year Agricultural Engineering

students of Jose Rizal Memorial State University, Tampilisan Campus, Zamboanga del

Norte during the second semester of the school year 2018 – 2019.

Specifically, it sought to answer the following questions:

1. What is the pretest performance of the students in the control and

experimental groups?

2. Is there a significant difference in the pretest performance of the students

between the control and experimental groups?

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3. What is the post-test performance of the students in the control and

experimental groups?

4. Is there a significant difference in the post-test performance of the students

between the control and experimental groups?

5. Is there a significant difference between the students’ post-test performance

using the AC – Box Method and Tirthaji’s Method?

6. Is there a significant difference between the pretest and post-test performance

of the students in the control and experimental groups?

7. Is there a significant difference in the mean gain between the control and

experimental groups?

8. What instructional materials can be produced based on the results of the

study?

Hypotheses

This study was premised on the following hypotheses.

H01: There is no significant difference in the students’ pretest performance

between the control and experimental groups.

H02: There is no significant difference in the students’ post-test performance

between the control and experimental groups.

H03: There is no significant difference in the students’ post-test performance using

the AC – Box Method and Tirthaji’s Method.

H04: There is no significant difference between the pretest and post-test

performance of the students in the control and experimental groups.

H05: There is no significant difference in the mean gain between the control and

experimental groups.
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Significance of the Study

The study will bring benefits to the following:

Students. The study results will provide the students with other ways to easily

factor quadratic trinomials and understand the concept’s significance in their field of

study. The methods are of help to improve their mathematical skills and performance in

mathematics instruction.

Mathematics Teachers. Outcomes of the study will guide the teachers to choose

the appropriate strategies in teaching factoring quadratic trinomials.

School Authorities. This study’s results are of value to the school authorities

because these will convey a strong basis in strengthening their supervisory assistance and

encouraging them to provide teachers more exposure to various teaching approaches,

particularly in mathematics courses. Further, results would serve as the basis for

planning seminars, workshops, and training in different teaching approaches.

Other Schools. This study will encourage other schools to apply the dormant

approaches in teaching and learning factoring quadratic trinomials.

Future Researchers. This study’s upshot could serve as reference material to

conduct similar research in other programs, study sites, and study participants.

Scope and Delimitation of the Study

This study was delimited its focus on investigating factoring quadratic trinomials

using dormant approaches, namely: AC – Box Method and Tirthaji’s Method. It was

limited to its scope in obtaining the pretest performance of the participants in the control

and experimental groups and established if there existed a significant difference on the

following: pretest performance in factoring quadratic trinomials between the students in

the control and the experimental groups; post-test performance in factoring quadratic
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trinomials between the students in the control and the experimental groups; between the

pretest and post-test performance in factoring quadratic trinomials of the control group;

between the pretest and post-test performance in factoring quadratic trinomials of the

experimental group; and pretest and post-test performance mean gain in factoring

quadratic trinomials between the control and experimental groups.

The study participants were restricted to the first year Agricultural Biosystem

Engineering students who are officially enrolled in Jose Rizal Memorial State University

– Tampilisan Campus, Tampilisan, Zamboanga del Norte during the school year 2018 –

2019.

Factoring quadratic trinomial of the form ax 2 +bx +c was treated in both the

control and experimental groups. The topic was presented using dormant approaches

utilizing the AC Box method and Tirthaji’s method in the experimental group. In

contrast, the control group was taught using the traditional way of factoring, underscoring

the trial and error.

Definition of Terms

For reference, the following terms are operationally defined.

AC – Box Method. As used in the study, it refers to factoring quadratic

trinomials utilizing a box (square) divided into four parts to separate quadratic trinomials

into its factors.

Control Group. It refers to the group of students taught with the traditional

method of factoring quadratic trinomials.

Experimental Group. It refers to students who were taught with the dormant

approaches in factoring quadratic trinomials.

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Factoring. It pertains to breaking up quadratic trinomial expression into its

equivalent factors.

Posttest. This term refers to the researcher’s test to the student-respondents after

exposing them to dormant approaches and the traditional teaching method. Scores

obtained by the students in control and experimental groups were their post-test

performance.

Pretest. This term refers to the researcher’s test to the student-respondents before

exposing them to dormant approaches and the traditional teaching method. The scores of

the students in control and experimental groups were their pretest performance.

Quadratic Trinomials. A quadratic trinomial is an expression of the form

2
a x +bx +c , where x is a variable, and a, b and c are non-zero constants in which a ≠ 0.

Students’ Performance. It refers to the student score in the pretest and post-test

administered by the researcher.

Tirthaji’s Method. It pertains to factoring quadratic trinomials introduced by Sri

Bharati Krisna Tirthaji in exploring Vedic mathematics.

Traditional Teaching. As used in the study, it is a teaching method in factoring

quadratic trinomials using trial and error.