Equation Mastery: Algebra Skills in Relation to Problem-Solving Ability in Learning

Physics Among Grade 12 STEM Students

Adrian P. Ablong

Shylyn Cañedo

Precious Lahra De Asis

Michael Angelo P. Lazaro

Jasper M. Verdeflor

Fortunato F. Halili National Agricultural School

January 2024
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Algebra Skills to Problem-Solving Ability

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter of the research presents the introduction, statement of the problem, hypothesis,

conceptual framework, scope and delimitation, significance of the study, and definition of terms.

Introduction

Learning Physics is one of the challenges in the Science, Technology, Engineering, and

Mathematics (STEM) strand. Physics is the branch of science that deals with the study of Matter

and its fundamentals. It involves Science and Mathematics. Algebra is one of the branches of

mathematics that is commonly used in Physics since it helps the students understand the lesson by

using variables. This research will study the relationship between algebra and problem-solving

skills in learning General Physics.

In the Philippine education, General Physics has been included as a specialized subject in

the Senior High School (SHS) Science, Technology, Engineering, and Mathematics (STEM)

strand under academic track in which the students are expected to demonstrate an understanding

of the following: Mechanics of particles, rigid bodies, and fluids; waves; and heat and

thermodynamics using the methods and concepts of algebra, geometry, trigonometry, graphical

analysis, and basic calculus (K To 12 Basic Education Curriculum Senior High School – Science,

Technology, Engineering and Mathematics (STEM) Specialized Subject).

In order to succeed in the modern world, 21st century learners need to attain 21st century

skills like problem-solving, creativity, innovation, metacognition, and communication (Power of

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Algebra Skills to Problem-Solving Ability

Critical Thinking and Problem Solving-21st Skill, 2023). Problem-solving is an important life skill

that empowers individuals to overcome obstacles and seize opportunities. It involves determining

a problem, coming up with ideas that might work, evaluating your options, and putting good plans

into action. People who are skilled enough at solving problems are more resourceful, flexible, and

resilient. Problem-solving requires algebra skills since one approach to improving students’

mathematical knowledge and performance is to build a foundation for their success in algebra

(Nuth et al., 2016). Algebraic problem-solving is an approach of thinking and reasoning that allows

students to establish models, investigate relationships, and solve problems. However, students’

knowledge of formulating and solving algebraic problems is limited (Ying et al., 2020).

Algebra skills depend on how the students solve the problem. Algebraic problem-solving

often involves breaking down problems into stages or steps. If there's a discrepancy in how

students approach these stages, it can affect their ability to use algebraic skills coherently (Sutriani

& Mansyur, 2021). Students' problem-solving skills often struggle when a new problem arises.

Physics problems are often understood by students, especially when they have already seen the

problem before, but when a new problem is introduced to them, they will have a hard time solving

it (Ince, 2018). According to Prahani et al. (2021), problem-solving skills must be trained at the

high school level by design. It was concluded from the results of the study, which states that

students will have problems, namely not being able to compete in the 21st century, if problem-

solving in physics is not prioritized at the school level. In this light, the researchers decided to

conduct this study to provide valuable insight on how algebra skills can affect learning, specifically

the problem-solving skills of the STEM students in General Physics 1.

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Algebra Skills to Problem-Solving Ability

Statement of the Problem

This study aims to determine the relation of algebra skills to problem-solving skills in

learning physics among Grade 12 STEM students. Moreover, this sought to answer the following

questions:

1. What is the performance of the students in algebra?

2. What is the performance of the students in problem-solving skills in Physics?

3. What is the relationship between algebra skills and problem-solving skills in learning Physics?

Hypothesis

This study includes one proposed null hypothesis to examine the relationship between

algebra skills and problem-solving ability in learning physics of 12 STEM learners.

H0: There is no significant relationship between algebra skills and problem-solving ability in

learning physics.

CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

Algebra Skills Problem-Solving Skills

in Physics

Figure 1. Relationship between Algebra Skills and Problem-Solving Skills in Physics

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Algebra Skills to Problem-Solving Ability

The conceptual framework indicates the independent and dependent variables of the study.

The researchers aim to assess the algebraic skills in relation to problem-solving skills in learning

Physics of STEM learners.

Significance of the Study

This study aims to analyze the algebraic skills in relation to problem-solving skills in

learning Physics of grade 12 STEM learners. And through that, the findings of this study could be

highly beneficial to the following:

Students. This study helps students gain insight on how algebra skills and problem-solving

skills can affect their learning in general physics. It can also help their academic performance in

physics.

Teachers. In this research, teachers can gain knowledge about students' capabilities by

knowing the capacity of their algebra and problem-solving skills. Furthermore, the method of

teaching can be enhanced based on the understanding of students; hence, teachers can develop new

strategies to improve the way they teach for students to be able to better apprehend the subject.

Scope and Delimitation

This study is focused solely on the relationship between algebra and problem-solving skills

in General Physics 1. The primary subjects of this study will consist of the Grade 12 students

enrolled in the academic year 2023-2024. The respondents will be limited to students who are in

the STEM strand of Fortunato F. Halili National Agricultural School at Guyong, Sta. Maria,

Bulacan.
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Algebra Skills to Problem-Solving Ability

Definition of Terms

The important terms used in this study were conceptually defined based on how they are

used in the study for the purpose of clarification.

Algebra Skills. It is the student's basic knowledge in Algebra which is taught in Junior

High School.

Problem-Solving Skills. Performance of the selected senior high school students in

General Physics problem-solving

General Physics 1. It is a specialized subject taken by senior high school grade 12 students

in the STEM track during their first semester.

STEM (Science, Technology, Engineering, and Mathematics). The senior high school

strand in which the student-participants were taken.

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Algebra Skills to Problem-Solving Ability

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies that the researchers considered in

strengthening the importance of the study and to support the current study. This chapter will

present a review of literature that will provide an overall finding from a series of both local and

international studies and literature regarding algebra and problem-solving skills. In order to

effectively present and convey the review, the chapter will be divided into three sections: Algebra

Skills, Problem-Solving Skills, and Algebra Skills to Problem-Solving Skills.

Algebra Skills

Algebra is one of the branches of mathematics. It utilizes symbols or letters as placeholders

for numerical values. Its primary purpose lies in the exploration of solutions to equations that

contain unknown variables as well as the formulation of mathematical expressions to represent

and solve real-world problems and scenarios (Rusell, 2018). According to Siew et al. (2016), the

skills learned in algebra are the fundamental knowledge that comes from understanding that

equations may be solved by carrying out the same operations on both sides. It is the creation of a

new equation with a different representation but the same value. In addition, algebraic ability is an

important component in mastering mathematics because it can explore students' thinking abilities.

Students who have high thinking ability have different algebraic abilities from students who have

low thinking ability, as well as students with medium thinking ability (Ashar et al., 2021).

Algebra skills help students develop critical thinking and problem-solving abilities by

teaching them to analyze and manipulate abstract concepts. These skills enable students to analyze

and manipulate mathematical relationships, fostering critical thinking and problem-solving

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Algebra Skills to Problem-Solving Ability

abilities. Algebra is recognized as a crucial component of students' mathematical education since

it helps them acquire vital abilities such as critical, systematic, logical, analytical, creative, and

collaborative thinking (Wang, 2015; Sugiarti & Retnawati, 2018).

According to the study of Lee et al. (2018), the results from the cross-sectional study

indicated a strong connection between the capability to solve mathematical relational problems

and one's performance in algebra word problems. Working memory and the process of updating

information accounted for the differences in performance between these two types of problems.

The results of these findings indicate that enhancing one's proficiency in solving relational

problems is a key strategy for boosting performance in algebra, as it serves as a valuable skillset

for better mathematical achievement.

In the study of Knuth et al. (2022), the primary goal of the study was to improve students'

mathematical knowledge and performance to build a foundation for the success of early learners

in algebra. The study highlights the elements that young students can employ to succeed in algebra,

including their ability to use variables, their critical understanding of algebra, and their capacity to

recognize and induce patterns and to generalize patterns symbolically. The results of the research

indicate that elementary school children are capable of learning foundational algebraic concepts

and skills and that a comprehensive and sustained early algebra experience significantly affects

their algebra understanding. Engaging young students in algebra study provides the groundwork

for essential abilities that transcend beyond mathematics. It provides them not only algebraic

capabilities but also analytical, problem-solving, critical, and logical thinking abilities, abstract

reasoning abilities, and an improved overall comprehension of mathematics. In essence, learning

algebra is a gateway to a more profound grasp of algebra and mathematics, as well as

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Algebra Skills to Problem-Solving Ability

comprehensive skill development that can be beneficial throughout their academic journey and in

various aspects of life.

Due to poor algebra skills, students face adversity in comprehending algebra and other

math-related areas. Students with weak algebra skills find it challenging when solving

mathematical equations and problems. When a student with poor algebra skills encounters math

problems, they have a hard time answering.

In the study of Pentang et al. (2020), the study aims to determine the LVC-P learners' level

of performance in numbers, measurements, geometry, algebra, and statistics. Moreover, it also

aims to identify the difficulties encountered by the learners in solving word problems involving

numbers, measurement, geometry, algebra, and statistics. The study employed a descriptive

research approach, and the researchers assessed the competence of their students using a set test

modified from SEI-DOST and MATHTED (2011). The identified adversities learners encountered

were remembering, understanding, applying mathematical properties, and analyzing. According

to the study of Pentang et al. (2020), the result shows that the learners of Laura Vicuña Center—

Palawan badly need a mathematics enhancement program and simultaneous tutorial sessions to

address the difficulties identified and training needs enumerated. The results of the study indicate

that LVC-P students score poorly on given tests and lack the necessary skills to provide answers

to corresponding queries. Furthermore, patterns and algebra ranked as the hardest subjects for

LVC-P learners overall. This suggests that learners in the LVC-P have inadequate proficiency in

algebra and in understanding and solving mathematical equations. This can help educators develop

fresh and effective teaching methods and approaches that cater to students' needs in terms of

understanding algebra and mathematical concepts.

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Algebra Skills to Problem-Solving Ability

In the study of Brahimia et al. (2016), the use of arithmetic and algebraic reasoning is

fundamental when it comes to applying mathematical concepts in an introductory physics course.

In a calculus-based course, it's often assumed that students have already successfully completed

prerequisite algebra courses. In addition, experienced instructors understand that, despite this

preparation, even their most diligent students can encounter difficulties when it comes to making

algebraic decisions in the context of physics. Based on the findings, it is crucial to appreciate the

ongoing need for effective algebraic problem-solving skills, even among well-prepared students

in a physics course.

Awodun et al. (2013) conducted a study to examine the predictive influence of mathematics

skills, including algebra skills, on physics students’ performance. This examination employed the

ex-post-factor survey type. The results of this study revealed that all mathematics skills, including

algebra skills, exert a significant and highly influential effect on the academic performance of

physics students, serving as a strong predictor of their success in the subject.

Problem-Solving Skills

The ability to comprehend and find the right answer to a problem is necessary for students.

Problem-solving skills involve identifying, organizing, and addressing our thoughts. According to

English and Gainsburg (2015), in the 21st century, the complexity of different problems increases.

The need for good problem-solving skills is a must for understanding and solving complex

problems. Students rely on their problem-solving skills in their everyday task scenarios, and

improving these skills would benefit them a lot.

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Algebra Skills to Problem-Solving Ability

Effective decision-making, innovation, and personal growth are some of the benefits of

having good problem-solving skills. Students with good problem-solving skills have successfully

solved a problem, especially if students encountered the problem before, resulting in good

academic performance (İncebacak & Ersoy, 2016). Creativity and innovation rise when matched

with a good problem solver. According to Cromwell et al. (2018), individuals with good problem-

solving skills tend to have talents in writing and finding a solution. In education, problem-solving

plays a significant role. Mayer (2019) proves the importance of problem-solving skills in an

educational setting, as they help students in their academic work. A high percentage of employers

are considering problem-solving as one of the most important skills that a student can have

(Marshall, 2022). According to Tang (2018), critical thinking and problem-solving skills are found

to be the most important soft skills in the profession of teaching. Their findings reveal the

important aspects of soft skills: (i) the delivery of effective and quality teaching; (ii) career

development and enrichment; and (iii) managing student skills.

On the other hand, weak problem-solving skills result in poor academic performance,

limited adaptability, and missed opportunities, which can result in stress and frustration. Problem-

solving is present in schools, homes, and workplaces in a rapidly changing environment. Failing

in this skill would cost you even your mental health. Based on the study by Abdollahi et al. (2018),

poor problem-solving skills have higher levels of perceived stress and low levels of hardiness,

which anticipates a higher level of suicidal ideation According to the study by Pasigon (2022), in

terms of the attributes of problem solving, anxiety and motivation are largely experienced by the

students. Furthermore, overall confidence and self-learning techniques are moderately experienced

by the respondents. In correlation, the age and year-level of the respondents is negatively correlated

to Anxiety but are positively correlated with their confidence, motivation, and self-learning
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Algebra Skills to Problem-Solving Ability

techniques. This implies that the anxiety experienced by the students decreases as they get older

and are promoted to the next year’s level while building confidence, motivation, and self learning

techniques. The potential reasons why an individual's level of problem-solving skills is good or

bad may vary depending on different factors.

According to the study by Özpınar & Arslan (2023), individuals obtained an adequate level

of problem-solving skills; however, the level of proficiency is dependent on their grade levels,

gender, and grade-point averages. There is an indication that higher grade-point averages result in

great proficiency in problem-solving, contrary to lower grade-point averages with lower

proficiency in problem-solving. By having problem-solving skills, students will understand that

they can be used as the basis for determining action; this will help their prior knowledge to

understand the problem (Simamora et al., 2017). Another study by Veerasamy et al. (2018) found

that good problem solvers achieved greater final exam scores compared to bad problem

solvers.Therefore, the level of problem-solving skills of an individual is really important, so it has

many ways to improve considering its various benefits and advantages. A study by Setyarini et al.

(2021) concluded that an Investigated-Based Multiple Representations (IBMR) learning model

can help students train their problem-solving skills in physics problems. Additionally, the problem-

solving skills of students who learn physics using interactive multimedia-based problem-solving

are better than those of students who learn through conventional methods (Manurung, 2020).

Hidaayatullaah et al. (2020) also conducted a study to train physics students’ problem-

solving skills. They used the implementation of Problem-Based Learning (PBL), and the results

showed that PBL affected the problem-solving abilities of students in the experimental and

replication groups. The problem-solving skills of the students increased due to various factors,
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Algebra Skills to Problem-Solving Ability

such as the implementation of learning, the existence of different student intelligences, and student

activities during learning.

In the Philippines, Jugueta (2021) studied the effects of Diminishing Problem-Solving

Prompts (DPP) on students’ conceptual understanding and problem-solving skills in physics. Their

statistical analysis showed that high-performing DPP students exhibit expert-like behavior in their

way of solving the given problem. Apart from this, a study by Collado (2019) proved that

improving the problem-solving skills of the students can be as easy as One Word Problem a Day

(OWPaD). The assessment of problem-solving skills and how they will affect an individual

includes positive and negative outcomes depending on the level of problem-solving skills an

individual has. Several studies showed its positive impact: excellent academic performance, talents

in writing, and innovation. Contrary to these are poor academic performance, being unreliable,

stress, and anxiety. However, different studies have shown that there are ways to enhance your

problem-solving skills. Some of these studies are Implementation of Problem-Based Learning and

One Word Problem a Day (OWPaD). Therefore, problem-solving skills require practice, which

can eventually improve how we learn.

Algebra and Problem-Solving Skills

Numerous studies have delved into the intricate relationship between algebra and problem-

solving skills. In a study by Knuth et al. (2016), it was posited that a pivotal strategy for nurturing

students' mathematical proficiency and comprehension relies upon the establishment of a solid

foundation for their algebra success. Problem-solving skills are important mathematical

proficiency, as Osman et al. (2018) stated that problem solving, when incorporated into the realm

of mathematics, not only equips students with the ability to tackle complex mathematical
 14
Algebra Skills to Problem-Solving Ability

challenges but also empowers them to apply their mathematical knowledge and skills to solve real-

world problems they encounter in their daily lives. Thus, it has become evident that in order to

acquire problem-solving skills, improving students’ algebraic success should be a top educational

focus.

In the study of Putri et al. (2022), it aimed to know students' problem-solving ability in

arithmetic operations on algebra forms through an Indonesian realistic mathematics education,

namely Pendidikan Matematika Realistik Indonesia (PMRI), approach in secondary school.

Notably, the introduction of the Palembang context within the study's framework helped in

facilitating an understanding of algebraic operations among the participating students, as

elucidated by the findings of Putri et al. (2022). The results of the study highlight how important

it is for students to comprehend and use algebraic ideas when solving mathematical problems. In

essence, having a good understanding of algebra means having a strong foundation for problem-

solving in math. This can help in the development of their problem-solving capabilities,

emphasizing that there is a relation between the comprehension of algebra and its application in

the resolution of mathematical problems.

One of the findings in the study on the perspectives of senior high school students pursuing

STEM careers conducted by De Guzman et al. (2020) stated that almost all the students wanted to

pursue STEM-related careers after their university graduation. Achievement in mathematics,

including knowledge of algebra, has been recognized as an essential requirement for progress and

success in STEM fields (Wilder, 2023). In the same way, skills in solving algebraic word problems

are a main component of Science, Technology, Engineering, and Mathematics (STEM) (Sian Hoon

et al., 2020).
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Algebra Skills to Problem-Solving Ability

However, despite its importance to students, several studies have indicated the lack of

understanding and skills of students in algebra. According to Mayor et al. (2018), whose study

focused on determining if there is an existing significant relationship between the Science,

Technology, Engineering, and Mathematics (STEM) senior high school students’ algebra skills

and performance in Basic Calculus. The statistical findings revealed that the senior high school

students failed in the Algebra test which indicates the lack of knowledge and skills of the students

in Algebra.

Furthermore, Sian Hoon et al. (2020) conducted a study to assess the students’ level of

abilities in solving algebraic word problems. The research instrument consisted of questions from

one of the main areas of algebra, which focused on two parts: algebraic knowledge (AK) and

algebraic knowledge in the context of science (AKCS). The data revealed that transforming

information based on relationships was the main cause of problems in solving the algebraic

problems. The result indicated that the majority of the students have a low level of algebraic

knowledge as well as algebraic knowledge in the context of science.

Understanding algebra means having a strong foundation for problem-solving in math. The

aforementioned studies recognized algebra as a crucial component of students' mathematical skills

in Science, Technology, Engineering, and Mathematics (STEM). Establishing a strong foundation

in algebra not only enhances mathematical proficiency but also plays a pivotal role in problem-

solving capabilities. It has become evident that algebra holds a crucial place in students'

mathematical skill development. However, the findings of the studies indicate a prevalent

deficiency in algebraic knowledge and skills among students, particularly in the context of science-

related applications. In this light, the research study will uncover algebra and problem-solving

skills in learning Physics. Hence, conducting a study could shed light on this relationship and help
 16
Algebra Skills to Problem-Solving Ability

improve the teaching and learning of algebraic concepts for better performance in problem-

solving, specifically in Physics.

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Algebra Skills to Problem-Solving Ability

CHAPTER 3

Research Methodology

This chapter deals with the research design, locale of the study, population and sample that

were used as respondents for this study, the research instrument, procedures for gathering the data,

and the statistical treatment of the data collected.

Research Design

To determine the relationship between algebra skills and problem-solving skill in learning

Physics among Grade 12 STEM students, the researcher will use a correlational research design.

The correlational research design is the most appropriate research design for this study because it

is used to test whether variables are related, such as algebra skills and problem-solving skill in

learning Physics.

Locale of the Study

The study was conducted at Fortunato F. Halili Agricultural School Senior High School

Department located at Centro, Guyong, Santa Maria Bulacan.

Population and Sample of the Study

The population of the study were the grade 12 Science, Technology, Engineering and

Mathematics (STEM) students in the school year 2022-2023 currently studying at Fortunato F.

Halili National Agricultural School. The population of this study was just one section, with a total

of 51 grade 12 STEM students. Hence, the researchers utilized universal sampling technique. The

sample of this study included 51 grade 12 STEM students from section Perseus.
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Algebra Skills to Problem-Solving Ability

Research Instrument

Two instruments were utilized in this study. The first instrument used to gather data for the

research study was a questionnaire. This research instrument was adopted from the study of Mayor

et al. (2018) entitled, “The Relationship between Students’ Algebra Skills and Performance in

Basic Calculus” which consisted of 60 items. The questions that were included in the questionnaire

could assess the students’ skills in Algebra. The questionnaire focused on the concepts on Algebra

that were discussed on Junior High School (Grade 7 to Grade 10). The researchers based their

questions on the topics that were included in the K-12 Mathematics Curriculum Guide.

Data Gathering Procedure

In order to gather data from the participants, the researchers sought permission from the

principal and senior high school head coordinator to administer the test at FFHNAS. Upon

approval, the schedule for the survey was set. The respondents include all Grade 12 students in the

STEM strand. Following the identification of the respondents, a letter of consent was read to the

target respondent, informing them of their selection to participate in this study.

The researchers briefly explained the purpose of the study and provided the instructions

for answering the test questionnaire. The participants were also instructed that the results of the

exam would be kept with the utmost confidentiality. Once the respondents had been informed and

confirmed their participation in the study, the first questionnaire was given to them to answer. The

exam was done during the participants’ free time in order to prevent interruptions of their classes.

Furthermore, the exam was administered for the duration of 45 minutes. After finishing the first
 19
Algebra Skills to Problem-Solving Ability

test questionnaire, it was followed by the second questionnaire which was utilized for another 45

minutes.

After all the respondents completed the questionnaires, the researchers expressed their

gratitude to the respondents. Furthermore, data analysis was done. Tables were used to interpret

the collected data.

Statistical Treatment

1. To determine the grade 12 STEM students’ Algebra skills and problem-solving skills in

Physics, the weighted mean was used. The mean is expressed through the following

formula:

∑𝑥
x̅ =
N
Where:

x̅= mean

Σx = sum of all grades/scores

N = number of respondents

2. To measure the degree of correlation between the students’ Algebra skills and problem-

solving skills in Physics, the Pearson correlation coefficient was utilized. The formula is

expressed below:

𝑛(Σxy)−(Σx)(Σy)
r=
√[𝑛(Σx2 )− (Σx)2 ][n(Σy2 )− (Σy)2 ]
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Algebra Skills to Problem-Solving Ability

Where:

n = number of pairs of scores

∑ 𝑥𝑦 = sum of the products of paired scores

∑𝑥 = sum of x scores

∑ 𝑦 = sum of y scores

∑ 𝑥2 = sum of squared x scores

∑ 𝑦 2 = sum of squared y scores

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Algebra Skills to Problem-Solving Ability

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