FACTORS AFFECTING THE MATHEMATICAL PROBLEM SOLVING

SKILL AND THE ACADEMIC PERFORMANCE

OF THE STUDENTS

A Thesis Proposal presented to

The Faculty of College of Civil Engineering Education
Matina, Davao City

_______________________________

In Partial Fulfillment
Of the Requirements in GE2
Purposive Communication
S.Y. 2021-2022

_______________________________

Montero, April Vincent D.

April 2022
CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Mathematics is generally known for solving problems with the involvement

of numbers and letters (variables), but according to English Filipino Dictionary, it's

the abstract science of number, quantity, and space. Mathematics may be studied in its

own right (pure mathematics), or as it's applied to other disciplines similar as physics and

Engineering (applied mathematics).

"Mathematics problems are really a problem. I didn't know how to do it. I do not like

Math". These statements are relatively distantly heard when students are inquired about their

schoolwork. They feel to be floundering with their schoolwork especially on mathematic

problem- solving. According to Ibrahim (1997), Mathematics problem solving isn't a topic,

but a process underlies the whole mathematics programmes which contextually helped

concepts and skills to be learned.

In addition, Mathematics is one of the most important subjects in our human life.

Without the knowledge in mathematics, we can say that nothing is possible in the world.

Nowadays, mathematics is globally accepted but locally useless. From ancient times to the

present, mathematics has been recognized as an important component of formal education

Our history reveals that ancient intellectuals developed mathematics as a result of daily

problems.

Meanwhile, Problem solving is a fundamental means of developing mathematical

knowledge at any level. For this reason, it's one of the important, if not the most important,

aspects of doing mathematics. Before we begin to examine the factors of problem solving and

its extent, it's important for us to share an understanding of what's meant by" problem

solving."
 According to NCTM or National Council of Teachers of Mathematics," Engaging in a

task for which the solution approach is unknown in advance is known as problem solving.

Students must draw on their expertise to find a solution, and in the process, they frequently

create new mathematical understandings. Solving problems is not only a goal, but also a

fundamental means of learning mathematics." (NCTM, 2000,p. 52)

Problem solving gives students a context to help them make sense of the mathematics

they're learning Problems can be used to introduce new concepts and build on prior

knowledge.

Solving Mathematical problem is synonymous with dealing your unexpected chosen

career. You're setting your mind to what you desired but eventually you are hesitatingly

working in contrast with your desire. That's to say, solving mathematical problem isn't as

hard as your mind thinks, if you aren't good at it, then you can work hard and develop

yourself to be good with it-you can never be good if you think you are not good.

Exploration of solving mathematical problem should be a positive endeavor for

students especially for college students. A well-set of mind in engaging with mathematics

will provide a meaningful, productive, and satisfying probability that would bring

convenience in your career and so in your life. This study explores how and when input into

the mathematical problem-solving process could make a positive impact.

STATEMENT OF THE PROBLEM

This study aims to determine the factors affecting the mathematical problem-solving

skill and the academic performance of freshmen engineering students at University of

Mindanao, Main Campus.

Specifically, the study is looking for answers to the following questions:

1. What are the factors affecting the mathematical problem-solving skill of the

respondents in terms of the following:

1.1. Mental Capacity

1.2. Teacher’s manner of teaching

1.3. Disinclination

1.4. Time

2. Is there a significant relationship between the respondents’ mental capacity towards

mathematics and the respondents’ problem-solving skill?

3. Is there a significant relationship between the teacher’s manner of teaching and the

respondents’ problem-solving skill?

4. Is there a significant relationship between the influencing factors and the respondents’

mathematical problem-solving skill?

REVIEW OF RELATED LITERATURE

Studies Related to Interest

Some research has suggested that, compared to other subjects, there is a relatively

strong relationship between interest and achievement in mathematics (Schiefele, Krapp

&Winteler: 1992). In this context, Maree (1994) claims that the following elements

influence students' interest in mathematics:

 Learners' feelings play an important role in mathematics interest.

 Learners' interest and ability are positively related. According to Mare (1994) the

better a learner performs in mathematics, the more he/she will like the subject and

vice versa.

Educational Studies in Mathematics, edited by Norma Presmeg(2002), covers fresh

concepts and advancements in the field of mathematics education that are important to

practitioners. It represents the wide range of research interests and methodologies utilized to

investigate them in the field. Articles deal with didactical, methodological, and pedagogical

subjects, rather than with specific programs for teaching mathematics. The journal favors

high-level essays that are not limited to a local or national scope.

According to Fulk (2002), children with sequencing challenges require assistance in

order to optimize their engagement and increase their recall of learning. To boost student

interest in the course, employ comedy, unexpected introductions, and various other attention

grabbers.

The results of an empirical investigation with 500 German pupils in grades 7 and 8 are

presented in this article. The research looked at students' mathematical achievement and

interest in mathematics, as well as the relationship between the two. The findings reveal that

the evolution of an individual student's achievement between grades 7 and 8 is influenced by

the achievement level of the classroom and, as a result, by the mathematical teaching
provided. Mathematics interest could be used as a predictor of math achievement.

Furthermore, our data reveal that pupils, regardless of their achievement level, have no fear

of mathematics.

Studies Related to Teaching Skills

According to Tomlinson (1999), teachers can differentiate content, process, and/or

product for students. A shift in the material a student is learning is referred to as

differentiation of content. If the goal of the lesson is for all students to learn to subtract using

renaming, some students may learn to subtract two-digit integers while others learn to

subtract larger amounts in word problems. The method a learner acquires content is referred

to as differentiation of process. While one student explores a learning center, another gathers

knowledge from the internet. The manner a learner exhibits what he or she has learned is

referred to as product differentiation. One student may answer a problem set while another

constructs a model to demonstrate comprehension of a geometric topic

Discover a wide choice of current articles regarding teaching approaches, suitable for

all grades, including authentic assessment, cooperative learning, and inclusiveness.

Implement service-learning projects and integrate technology into your classroom to diversify

your teaching tactics. Whether you're a new teacher or have been teaching for a long time,

these materials can help you develop the knowledge and expertise you need to become a

great teacher.

According to Bloom' Taxonomy, teachers usually spend a large deal of classroom

time and testing pupils with questions. Teachers at all levels of school spend more than 90%

of their instructional time testing students, according to observations (through questioning).

And the majority of the questions teachers ask are factual in nature and rely on short-term

memory.
 According to Rhodes and Bellamy (1999), a teacher tells, a facilitator asks; a teacher

lectures from the front, a facilitator supports from the back; a teacher gives answers based on

a set curriculum, a facilitator provides guidelines and creates an environment for the learner

to come to his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in

continuous dialogue with the learners.

Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment, which is

a method of determining learners' true potential that differs significantly from traditional

tests. The essentially interactive nature of learning is extended to the assessment process here.

Rather than being viewed as a one-way process carried out by a single person, such as an

instructor, assessment is viewed as a two-way process involving interaction between both the

instructor and the learner. The assessor's role becomes one of engaging in dialogue with the

people being assessed to determine their current level of performance on any task and sharing

with them potential ways to improve that performance on a subsequent occasion.

Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment, which

was pioneered by Biddle (1964), who developed a model for variables involved in teacher

competency, keeping in mind that teacher competency is defined as the ability to establish a

link between teacher behaviors and effects. The problem was complicated because teacher-

student interaction was confined and interacted with by historical, social, and physical

contexts. It got worse when they looked at the short- and long-term effects. Such

considerations led to the development of a variable system with seven classes: I formative

experiences, (ii) teacher properties, (iii) teacher actions, (iv) immediate effects, (v) long-term

consequences, (vi) classroom settings, and (vi) school and community contexts.

Agrawal (1969) conducted a research on the evaluation of elementary school teachers

in M.P. The study's main goals were to I develop and validate a tool to assess teachers'

classroom teaching competence using product criteria (li) measure intelligence, teaching
abilities, and subject knowledge of teacher presage criteria. The study found that (i) more

than 53% of teachers were not intelligent enough to teach, and that intelligence was

significantly and positively related to subject knowledge (=0.42) (ii) 52.6 percent of primary

teachers disliked teaching, and that their attitude was significantly related to classroom

teaching competencies (iii) 70% of teachers passed their third division, and about 50% of

teachers lacked adequate knowledge.

Noah and Eckstein (1974) concluded that a child's home background, as measured by

the father's education and career, the mother's education, the teacher's competency, and the

number of books in the home, is a globally significant variable. Few directly school-related

characteristics, such as teacher sex, teacher competency and training, school size, homework

quality, and curriculum type, emerge as important in all of the countries studied. In terms of

gender, there is no substantial difference in teaching ability in relation to academic

accomplishment.

In Indore, Passi (1976) investigated the teaching abilities of secondary school

teachers. The study's goals were to I investigate the relationship between secondary school

teachers' demographic variables, such as sex and age, and (ii) investigate the relationship

between other presage variables, such as teacher attitude toward teaching, interest in teaching

competency, and (ill) investigate the relationship between secondary school teachers'

teaching competency in terms of mathematical achievement and pupil liking of their teachers'

behavior. (iv) to create instructional materials for one of the teaching competencies specified.

The study's major findings were as follows: Firstly, fourteen factors were identified and

interpreted as general teaching competencies: competency of teachers' concern for students,

competency of audio-visual aids, competency of professional perception, competency of

illustration with examples, pacing while introducing, logical exposition, classroom

management, use of questions, initiating pupil participation, use of blackboard, recognition of

attending behaviors, achieving closure, and giving assignments. Second, students' opinions

resulted in nineteen teaching behaviors that students enjoyed, including attention, curiosity,

difficult questions, clear explanations, keeping students focused, teaching location,

experiments, and fascinating examples. Finally, the competencies found through factor

analysis were quite similar to what students anticipated of teachers.

In his work "Role of education program in teacher competency," Gupta (1977)

emphasized the importance of teaching competency for an effective and successful teacher.

Rama (1979) recognized teaching competencies among secondary school teachers,

addressing the concerns of desirable physics teacher competencies and specific teacher

conduct describing each of these talents. The study used two techniques to answer these

questions: first, different presage, process, and product variables were factors investigated to

reach at a list of acceptable teaching competences, and second, the students' perspectives on

physics teachers constituted the study's content. The following competencies were identified:

(i) giving assignments, loud reading, clarification, secondary loud reading, using blackboard,

using reinforcement, pacing, avoiding repetition, consolidating the lesson, dealing with pupil

responses, improving pupil behavior, audibility, using secondary reinforcement, recognizing

pupils, attending behavior, presenting verbal mode, and shifting sensory channel (ii) male and

female teachers did not differ in competency. There was a substantial negative association

between language teachers' self-perception and teaching competency (iii) there was a

significant positive relationship between teachers' teaching competency and their students'

enjoyment of their teaching conduct.

In the framework of presage, process, and product factors, Mathew (1980) attempted

to establish ideal teaching competencies of physics teachers. The study took two approaches:

it measured, and factor analyzed many teaching presage, process, and product characteristics

to arrive at a set of acceptable teaching competencies. The second viewpoint was that of a
physics teacher's pupil. Four precursor variables, 86 teachers' classroom conduct under

process variables, and product variables were all included in the study. Intelligence, instructor

attitude toward teaching, and teacher self-perception of classroom conduct were the four

predictor variables evaluated. In order to validate the findings of the first technique, the

product variable was student liking of their teacher, and a profile of a competent physics

teacher was established. The findings revealed that 14 factors were responsible for 68.30

percent of total variance. The various related factors were I general teaching competency (ii)

teacher concern for students (iii) competency of using audio-visual aids (iv) competency of

professional perception () competency of giving assignments (vi) competency of illustrating

with examples (vi) competency of logical exposition (viii) competency of classroom

management (ix) use of questions (x) competency of using blackboard (xi) competency of

recognizing attending behavior (xi) competency of recognizing attending behavior (xi)

competency of achieving closure.

In Indore, Passi (1982) investigated the teaching abilities of secondary school

teachers. The study's goals were to I investigate the relationship between secondary school

teachers' demographic variables, such as sex and age, and (ii) investigate the relationship

between other presage variables, such as teacher attitude toward teaching and interest in

teaching competency, and (il) investigate the relationship between secondary school teachers'

teaching competency in terms of academic achievement and pupil liking of their teachers'

behavior. (iv) to create instructional materials for one of the teaching competencies specified.

The study's major findings were as follows: First, fourteen factors were identified and

interpreted as general teaching competencies: competency of teachers concern for students,

competency of using audio-visual aids, competency of professional perception, competency

of illustration with examples, pacing while introducing, logical exposition, classroom

management, use of questions, initiating pupil participation, use of blackboard, and

recognition of attendance. Second, students' opinions resulted in nineteen teaching behaviors

that students enjoyed, including attention, curiosity, difficult questions, clear explanations,

keeping students engaged in the classroom, experiments, and intriguing examples. Finally,

the competencies found through factor analysis were quite similar to what students

anticipated of teachers."

Natrajan (1984) looked into a competency-based curriculum for teacher education.

The study's goals were to determine the relative usefulness of competency-based teacher

education in secondary school teacher pre-service education and to identify characteristics

that influence competency accomplishment, such as social position, economic status, and

educational level. A competency-based approach, according to Natarajan, might make

teacher education programs more effective.

In addition, according to the National Policy on Education (1986), accountability

norms should be rigidly enforced, with incentives for good performance and strong teaching

competency and disincentives for nonperformance and bad teaching competency. Teacher

education changes proposed by NCTE may generate human teacher resources for a better and

more self-reliant India in the future. Teacher education is the process of preparing people to

enter the teaching profession and become effective educators.

Das and Jangira (1988) investigated the impact of intervention training on the

integration of student-teachers' teaching abilities. The study's goal was to look into vicarious

integration and the summative, additive, and diode models of teaching skill integration. Only

one of the four colleges of education that evaluated the summative model of integration

intervention with vicarious integration showed significant differences in mean gain scores,

according to the study. It was also discovered that the lone institution that tested out the diode

skill integration intervention saw significant mean gains in student-teachers' general teaching

competence.
 Lockheed and others (1989) did research in Thailand and Malawi on the impact of

family and teacher competency on student progress. They discovered that kids' educational

expectations, perceptions of ability, and effort were influenced by family background, teacher

competency, and prior accomplishment, which in turn predicted subsequent achievement.

There is no substantial difference in accomplishment in terms of teaching competency based

on gender.

Singh (1989) investigated the relative efficacy of two training programs for building

teaching competency and attitudes among student-teachers. The study's goal was to compare

the relative effectiveness of two training strategies in developing competence and attitude

toward teaching among students-teachers. It found that both training strategies were

significantly effective in developing theoretical understanding of micro teaching, general

teaching competence, and teaching attitude.

Chaudhary (1990) identified the competencies required of a secondary school English

teacher, as well as their relationship to the presage variables of teacher intelligence, interest,

and self-perception, as well as their relationship to the product variables of pupil achievement

in English and pupil liking for the teachers. Presage factors are a key determinant of teaching

competency, according to the data. In this study, the product factors of pupil achievement

emerge as a legitimate and important reiteration. Teachers' self-perception has little bearing

on their competence. Only one competency is strongly connected with the product variables

of pupil love for instructor.

Jeannie's studies (1990) looked at how the nation's educational system distributes

opportunities to learn mathematics and science among different classes of students, as well as

how teacher competence affects this distribution. Because of the school they attended as well

as high teaching capacity, women, minorities, and the poor, especially in inner cities, have

fewer opportunity to learn science and mathematics. Teachers' ability to teach mathematics is
critical to students' success. In terms of gender, there is no substantial difference in student

accomplishment in Mathematics in relation to teaching competency.

Basi (1991) investigated language instructors' teaching skill in relation to job

satisfaction, locus of control, and professional burnout. The study's goal was to look at the

differences between distinct groups of language teachers in terms of sex, school history,

school type, language taught by the teachers, and tenure of service. Female teachers, urban

school language instructors, and upper secondary level language teachers were found to have

better teaching competence and be more externally controlled satisfied with their professions

than rural and high school language teachers, according to the data.

Kumar (1991) investigates the relationship between teacher competency and

personality factors in several groups of instructors. The study's goals were to determine

teacher competency among several groups of teachers, such as Arts, Commerce, and

Mathematics, and to correlate it with personality factors. According to the findings, there is

no link between teacher competency and personality attributes.

Srivastava and Dube (1991) devised a scientific equation to predict teacher

competency based on personality characteristics. In cases of high integration of teaching

skills, the correlation between personality traits and teacher competency ranged from 0.4129

to 0.16166, while in cases of low integration of teaching abilities, the correlation ranged from

0.77156 to 0.7516.

Thiagarajan et al. (1995) investigate the association between student perceptions of

teacher competency and economic accomplishment as a function of gender. The findings

demonstrated a strong link between teacher ability and student achievement. Boys and

females have varying magnitudes of correlation.

Burdsal et al. (1999) looked into the many aspects of students' perceptions of teaching

ability. The factors that were discovered were (i) first order-student rapport – this described
students' perceptions of the instructor's capacity to develop a rapport in the classroom that

promotes learning. (ii) Second factor - Course value - How students value the course and

perceived usefulness of the course was related to the report with students (iii) Third factor -

Course structure and design - Instructors preparedness of presentation Row (iv) The fourth

component was fairness in grading, which was assessed by instructors who students

perceived as prone to presenting ill-prepared lectures and employing improper approaches.

According to Chardenas (2000), teachers in open school climates had higher levels of

teaching competency and effectiveness than those in autonomous, familiar regulated, and

class climates. Students' academic success was positively impacted by competent teachers.

While assessing primary teacher training and teaching competency needs, Arora

(2000) discovered that teachers who graduate from teacher training institutes are generally

unprepared for the activities they are expected to accomplish in schools. According to

studies, they experience reality shock when they begin teaching after finishing initial teacher

training. This is owing to the fact that their education was far removed from the realities of

teaching. The necessity for professional training stems from the disparity between actual and

desired performance levels. A need is a gap between what is and what should be.

In his study, Alam (2001) discovered a strong and positive relationship between

teaching competency, socioeconomic level, and academic accomplishment, as well as a

negative relationship between anxiety and academic achievement. Muslim and non-Muslim

children have a positive association between instructional competency, achievement

motivation, and academic achievement. Higher accomplishment motivation is linked to both

teaching ability and socioeconomic level.

Kumaraswamy and Sudha (2004) investigated teacher competency in different

organizational contexts. The study's goal was to see how the organizational climate affected

the competency of primary and secondary school teachers. They discovered that teachers in
open, regulated closed climates were more competent in the interaction dimension than

teachers in paternal climates. They also discovered that teachers in open climates were better

in this competency than teachers in 'closed' climates and autonomous climates.

Saini (2005) looked into the differences in teenage children's familial environments,

school teaching ability, and academic accomplishment. A total of 415 teenagers were chosen

at random for eight Chandigarh public and private schools. Family environment and teaching

competency in adolescent children's schools were shown to be significantly different. It was

discovered that children taught by competent instructors performed better academically than

children taught by incompetent teachers.

Kukreti and colleagues Al (2005) did a co-relational study on value and teacher

competency. The study's goal was to look into the value patterns of competent and

incompetent teachers. The study looked at 60 secondary schools in the Banswara district and

discovered that there is no significant difference in the value patterns of competent and

incompetent instructors.

Kalia (2006) focused on those elementary teachers and elementary principals in Texas

who found teacher preparation programs to be more effective in terms of teaching methods,

tactics, and student academic level.

Sharma (2006) discovered a link between overall teaching ability and professional

interest. It was discovered that the pupil teacher's teaching aptitude was highly connected

with their general teaching competency, and that the pupil teacher's general teaching

competency and professional interest had a major impact on their aptitude. It was also

discovered that a teacher's teaching aptitude was linked to their overall teaching ability, pupil

professional interest, and mathematical achievements.

Tournbeli (2007) demonstrates that a student's or society's academic accomplishment

is the result of a mix of prevailing conditions. Academic achievement is influenced by a

variety of factors. These include school quality, teacher competency, poor policy execution,

school climate, and resource provision. Individual traits such as motivation, orientation, self-

esteem, self-concept, emotional intelligence, self-efficacy, and learning methodologies,

according to other research findings, are essential elements determining academic

accomplishment.

Zeichner and colleagues (2008) discovered teaching student teacher competency.

According to the findings, a prospective teacher's professional interest influences their overall

teaching competency. It was also discovered that the teacher's teaching attitude has an impact

on overall teaching ability. Professional interest and teaching aptitude are proven to influence

general teaching ability both directly and indirectly.

Sabu (2010) investigated teacher teaching competence and in-service training

programs. The study's goal was to determine the teaching competence of 92 instructors in

terms of in-service training programs, age, gender, and school type. The investigation sample

included 631 instructors from 24 secondary schools in Kerala's Kollam district. Sabu found

no significant differences in teaching competence among instructors based on the number of

in-service programs attended, age, gender, or school type. According to a review of related

studies on teaching competency, it is linked to numerous characteristics that are linked to

student math achievement. The complex nature of teaching competency, related variables,

and the level of link between them are all highlighted in studies. Teaching competency

research has led to a greater understanding of the impact it has on student accomplishment.

CONCEPTUAL FRAMEWORK
Mental Capacity Teacher’s Manner Disinclination Time

INFLUENCING FACTORS

Respondent

Figure 1. Research Paradigm shows interplay between the

influencing factors and the respondents

SIGNIFICANCE OF THE STUDY

This study imparted factors that influence the mathematical problem-solving skill and

the academic performance of freshmen engineering students at University of Mindanao, Main

Campus.

Specifically, it will give benefits to the following:

Students will be assisted in determining the factors that influence their mathematical

solving skills and will be aware of those influencing factors leading to how to improve it.

Teachers will be able to identify what do they lack in terms of discussing lessons that

has something to do with mathematical problem-solving skills and will be aware on how to

improve it.
 Researchers will be provided information that will be help them prove and improve

the result of the study. It is hoped that the perceptions of the respondents would help improve

the process, methods, and techniques of the study.

Moreover, the findings of the study will give them answers as to determining which

of the factors affect the students.

This study is also very useful to them as they can replicate it in another setting with a

wider sampling frame and with more variables to prove or disprove the findings.

The researchers consider this endeavor to be of help to teachers, parents, and students

in improving the mathematical performance of learners and to other future researchers.

SCOPE AND LIMITATION OF THE STUDY

The study is confined to the factors that influence the mathematical problem-solving

skill and the academic performance of freshmen engineering students in certain areas,

namely: mental capacity, teacher’s manner of teaching, disinclination, and time.

The researchers identified some limitations such as (1) the study focuses only to

freshmen engineering students at University of Mindanao, Main campus. (2) The study will

be conducted through a google form-survey.

DEFINITION OF TERMS

For better understanding of the concepts and terms in this study, the following words

are defined operationally:

 Disinclination - the feeling of having dislike to something. Maybe the reason is that a

particular thing he/she don't like, could be not suitable for his/her preferences.

Influencing Factors - refer to as key of the study that give idea to the researchers in

determining what would be the cause of their current research.

Mathematical problem solving - is used to refer as a process of understanding and

analyzing a problem that is related to mathematics.

Mental capacity - the ability of mental faculties to adapt knowledge or skill in

(something) through study, experience, or by being taught. In addition, it is the measurement

of one's mental ability and its range of learning.

Teacher's manner - a way of teacher's teaching or how they present their discussion,

either by the use of gestures, volume of voice, interaction among each other, and techniques

of discussing that a listener could understand the lesson easily

Time - a point of time used or consumed by something happening or being done (e.g.

discussion).
 CHAPTER 2

METHODOLOGY

This chapter is formulated to elaborate the study further by stating the Research

Design, the Research Locale, the Respondents, the Sampling Procedure, the Research

Instruments, and the Data Gathering Procedure.

RESEARCH DESIGN

The study used the quantitative method of research using the survey technique via

google form. The researcher chose the design because it best served the purposes of the

study. The study seeks to see if the variables relating to mental capacity, teacher’s manner of

teaching, disinclination, and time were significant factors influencing the mathematical

problem-solving skill and the academic performance of the student of University of

Mindanao, Main Campus.

RESEARCH LOCALE
 The study is conducted at University of Mindanao, Main Campus, Davao city, Davao

del Sur. The University of Mindanao is Mindanao's largest private, non-sectarian university,

found in Davao City on the Philippines' southernmost island.Illustrated in the figure 2 below

is the map of University of Mindanao, Main Campus with its neighboring municipalities.

Figure 2. Map of University of Mindanao, Main Campus

THE RESPONDENT AND THE SAMPLING PROCEDURE

The respondents were 1st year students taking up the Bachelor of Science in Civil

Engineering at University of Mindanao, Main Campus. With reference to school records, the

researcher will ensure that their respondents will qualify the following:

1. Must be bonafide student at University of Mindanao, Main Campus

2. Must be a 1st year civil engineering student

As the study will pursue a survey question type of research via google form, the

researcher will use a pre-selected sampling design.

THE RESEARCH INSTRUMENTS

The researcher will use a researcher-made questionnaire designed to determine the

factors that influence the mathematical problem-solving skill and the academic performance

of the student at University of Mindanao, Main Campus.

DATA GATHERING PROCEDURE

 In order to facilitate the conduct of this study, the researcher will take the following

actions:

Seeking Permission to Conduct the Study. The researcher will subject the technical

aspects of the study to expert evaluation by members of the technical panel. Subsequently,

the research proposal will be evaluated by the subject teacher/professor. Then after, an

endorsement letter will be secured from the Office of the Dean of the school as a prerequisite

for filing the request to conduct this study in the specified research locale.

Collecting/Retrieval of the data needed. The researcher will contact a representative

from the school to assist him in administering the questionnaire, which has been approved by

the school division superintendent's office, the principals, and the dean. After obtaining the

required approval, the researcher will personally brief the respondents on the purposes of the

study.

Checking, Collating and Processing of Data. To arrive at the study's conclusions,

the instruments will be examined, and the data and ratings will be collected and analyzed

using proper statistical tools.

STATISTICAL TREATMENT OF DATA

The respondents' responses to the questionnaire were statistically evaluated to meet

the study's data requirements. Respondents were statistically examined using the study's data

instruments. Frequency count, mean, percent, and rank are examples of descriptive statistics

to be considered.

The Pearson Product Moment of Correlation Coefficient was used with a 0.05 level of

significance to see if there was a correlation between the independent and dependent

variables.
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