STUDENTS' MATHEMATICAL PROBLEM-SOLVING STYLE AND ITS

RELATIONSHIP TO THEIR ACADEMIC PERFORMANCE: BASIS FOR

PROPOSED INTERVENTION

_______________

A Thesis Presented to the Faculty

Of the School of Liberal Arts & Teacher Education
University of Cagayan Valley

_______________

By

ERIKA QUERUBIN
ROMMEL S. BULOT
ALAISA L. CALANZA
SAIREL MAE C. BAUTISTA
MARRIANE PHOEBE D. BUCAYU

May 2022
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SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE .............................................i

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction.......................................

Conceptual Framework...............................

Statement of the Problem...........................

Hypotheses .......................................

Significance of the Study ........................

Scope and Delimitation of the Study...............

Definition of Terms...............................
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SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics holds a place in the world, as it helps

develop students’ thinking skills and ability to solve

problems effectively. One of the key aspect affecting

success is how students solve a problem in mathematics.

Every student has a different problem-solving style that

helps them to understand and solve the problem. It can be in

a form of analytic, strategic, conceptual or creative style.

Recognizing the students’ problem-solving style can offer an

Insights into how various styles impact academic

performance.

Understanding these relationships is very beneficial

for students, educators, and policy makers aiming to enhance

teaching methods and support system. It may lead to a

customized teaching approaches that cater to a variety of

problem-solving methods which could enhance students’

mathematics performance in school. Furthermore, this study

aims to nurture a diverse need of students in mathematics.

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SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

The process of problem-solving typically starts with

identifying a gap, followed by applying and thoroughly

evaluating a theory to address that gap. Different problem-

solving styles reflect individuals' unique characteristics

and their preferred approaches to focusing their efforts,

generating ideas, and planning their work (Sutherland,

2002). Additionally, according to Jonassen (2000), problem-

solving styles are the ways in which people think about and

approach problems, including their cognitive strategies,

preferences, and approaches to generating solutions.

According to the National Council of Teachers of

Mathematics (NCTM}, problem solving is regarded one of the

basic cognitive skills performed in daily living scenarios;

and mathematical problem solving is recognized as the most

significant aspect in the discipline of mathematics.

Mathematical problem-solving has been the focus of

mathematics teachers and professionals, considering its

enormous effect in boosting thinking levels in learners and

developing their capacities to solve problem.

Ghodrati et al. (2014), examined problem-solving styles

by integrating Carl Jung's psychological types with

educational settings. Their research focused on how

different psychological functions—thinking, feeling,

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sensation, and intuition—affect problem-solving approaches

and academic performance.

Four problem-solving styles. First is thinking, which

emphasizes reasoned analysis and impartial judgment. To

address issues, people with this type of thinking rely on

logic, analysis, and methodical fact-finding. Second is

feeling, which has a strong emphasis on feelings, personal

beliefs, and how decisions affect other people. This

approach is preferred by those who take into account the

interpersonal dynamics and emotional components of problem-

solving. Third is sensation, is based on tangible, sensory

encounters. Those who learn best in this way focus on

firsthand, experiential learning and close observation of

their surroundings. Lastly is intuition, entails conceiving

possibilities and thinking abstractly. Individuals with an

intuitive approach concentrate on relationships, patterns,

and potential outcomes; they frequently consider ideas and

concepts that are not immediately clear. (Ghodrati, 2014)

Understanding different approaches to problem-solving

is essential for teaching and learning in Bachelor of

Secondary Education (BSED) programs. Both students'

approaches to academic challenges and teachers' tactics for

teaching can be influenced by their problem-solving

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preferences. Although universal problem-solving approaches

were studied by Ghodrati et al. (2014), the application to

BSED students can be instructive. Hence, it is important to

provide students with a variety of learning styles in the

classroom that would increase their interest in the study of

Mathematics. The learning gap in Mathematics can be closed

with the full support of teachers by improving students'

academic performance. Thus, based on this premise,

researchers would conduct a study to determine students'

problem-solving styles to improve their academic performance

in Mathematics at the University of Cagayan Valley's

Bachelor of Secondary Education Program Students for the

academic year 2024-2025.

Theoretical Framework

Ghodrati et al. (2014), examined problem-solving styles

by integrating Carl Jung's psychological types with

educational settings. Their research focused on how

different psychological functions—thinking, feeling,

sensation, and intuition—affect problem-solving approaches

and academic performance.

First is sensing. Focuses on concrete, tangible

information and present realities. Second is feeling. Making

decisions based on personal values and how those decisions

affect others. It emphasizes empathy, harmony, and the

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impact of choices on people. Third is intuitive. Focus on

patterns, possibilities, and abstract information. Lastly is

thinking. Refers to making decisions based on logic and

objective analysis. ( Myers, I. B., & Myers, P. B., 1995)

It is in the light of this theory that this study was

conducted, primarily to determine students' mathematical

problem-solving style and its relationship their academic

performances and to improve high academic performance in

Mathematics at the University of Cagayan Valley's for the

academic year 2022-2023. To be guided, the researchers made

use of an Input, Process, and Output (IPO) model.

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Input Process Output

1. Profile of respondent 1. Assessing the profile of
1.1 Age the respondents.
1.2 Sex
1.3 Major 2. Assessing the students’ Assessed
1.4 Religion mathematical problem- student’s
1.5 Parents’ highest solving style. mathematical
educational problem-solving
attainment 3. Assessing the academic style and
1.6 Parents’ performance of the academic
occupation respondents as reflected performance in
1.7 Parents’ monthly in their First Semester of Mathematics.
income AY 2022-2023.

2. Respondents’ 4. Correlating the

mathematical problem- significant relationship
solving style related to: between students’
2.1 Sensing; profile, and their
2.2 Feeling mathematical problem-
2.2 Intuitive; and solving style.
2.3 Thinking
5. Correlating the
3. Mean academic significant relationship
performance of the between respondents’
respondents as mathematical problem-
reflected in their solving style and their
Mathematics courses in academic performance
their First Semester of
AY 2022-2023.

FEEDBACK
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Statement of the problem

This study aims to determine the Students’ Mathematical

Problem-Solving Style and its relationship to the Academic

Performance for the 1st Semester academic year 2024-2025 at

University of Cagayan Valley.

Specifically, it seeks to answer the following

question:

1. What is the profile of the respondents in terms

of:

1.1 Age

1.2 Sex

1.3 Major

1.4 Religion

1.5 Parents’ Highest Educational Attainment

1.6 Parents’ Occupation

1.7 Parents’ Monthly Income

2. What is the Mathematical Problem-Solving Style

of the respondents in terms of:

2.1 Sensing

2.2 Intuitive
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2.3 Feeling

2.4 Thinking

3. What is the Academic Performance of Respondents

as reflected in their general weighted average

for academic year 2024-2025?

4. Is there a significant relationship between the

students’ mathematical problem-solving style and

their profile variables?

5. Is there a significant relationship between

Students’ Mathematical problem-solving style and

academic performance?

6. What intervention can be proposed to improve

mathematical problem-solving style to enhance

students’ academic performance?

Hypotheses of the Study

This study were guided by the following hypotheses:

1. There is no significant relationship between

the students’ mathematical problem-solving

style and their profile variables?

2. There is no significant relationship between

Students’ Mathematical problem-solving style
and academic performance.
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Significance of the Study

The results of this study would be beneficial to the

following:

School Administrators. This study might motivate school

administrators to come up with a workable solution to

support and meet the needs of Bachelor of Secondary

Education students as they adjust to the new teaching and

learning environment. It also enhanced the understanding of

a wider and better curriculum to provide a supportive

learning environment.

Teachers. The result of the study might provide

information about different mathematical problem-solving

styles allows teachers to tailor their teaching methods to

better align with the needs of their students. This can lead

to more effective instruction and improved learning

outcomes.

Parents. The results of this study might provide

information that can help parents guide their child in

developing effective study habits and strategies that aligns

with their child’s preferences.

Students. The result of the study might anticipate the

perception and improvements in their problem-solving skills

and academic performance.

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Researchers. The results of the study might provide

them with facts about the mathematical problem-solving

styles and academic performance of every student in learning

Mathematics is important in our daily lives.

Future Researchers. Future researchers might use this

study as their basis and future reference, and they could

consider the other learning styles regarding the

mathematical problem-solving and academic performance of

Bachelor of Secondary Education Program students. The main

aim was to study.

Scope and Delimitation of the study

The purpose of this study was to determine students'

mathematical problem-solving styles and its relationship to

their academic performance and to improve their academic

performance. The respondents to the study were the Bachelor

of Secondary Education Program (BSED) students at the

University of Cagayan Valley who enrolled in the first

semester of the academic year 2024-2025.

Definition of Terms

The following operational definitions are provided for the

study's key terminologies.

Academic performance. It referred to the grades of the

Bachelor of secondary education in mathematics.

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Sensing. It referred to the effectiveness of learning

through tangible, concrete and present realities in solving

Mathematics.

Feeling. It referred to making decisions based on

personal values and how those decisions affect study on

Mathematics, and improved problem-solving skills.

Intuitive. It referred to a strategy to understand the

patterns of relevant information in learning Mathematics.

Thinking. It referred to making decisions based on

logic and objective analysis and improved problem-solving

skills in Mathematics.

Mathematics. One of the learning areas is values, on

which operations would be studied by the students.

Mathematical Problem-solving Style. It referred to the

study of the relationship between numbers and human

quantities like creativity, logic, and the critical thinking

of the students.