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Exploring Conceptual Understanding and Problem

The document discusses exploring conceptual understanding and problem-solving skills in mathematics of students in Maryhill College. It outlines the research objectives which are to investigate factors contributing to students' conceptual understanding, explore strategies used by students to solve problems, and determine if a relationship exists between conceptual understanding and problem-solving skills. The methodology section describes the respondents, data collection methods including surveys and statistical analysis that will be used.

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jlancheta19
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29 views

Exploring Conceptual Understanding and Problem

The document discusses exploring conceptual understanding and problem-solving skills in mathematics of students in Maryhill College. It outlines the research objectives which are to investigate factors contributing to students' conceptual understanding, explore strategies used by students to solve problems, and determine if a relationship exists between conceptual understanding and problem-solving skills. The methodology section describes the respondents, data collection methods including surveys and statistical analysis that will be used.

Uploaded by

jlancheta19
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Exploring Conceptual Understanding and Problem-Solving Skills in mathematics

of Students in Maryhill College

Research Objectives:

1. Investigate the underlying factors that contribute to BSED 1B students'


conceptual understanding of fundamental mathematical concepts in their first
year of study.
2. Explore the strategies and approaches used by BSED 1B students to solve
mathematical problems and analyze their effectiveness.
3. Is there any significance in Conceptual understanding and problem-solving skills
of students in BSED 1B Students?

Statement of the Problem

1. Demographic profile of the respondents in terms of:


1.1. Age
1.2. Sex
2. Investigate the role of prior mathematical knowledge in shaping BSED 1B
students' conceptual understanding in terms of:
2.1. Cognitive abilities
2.2. Individual learning differences
3. Identify the diverse strategies and approaches utilized by BSED 1B students
when solving mathematical problems.
4. Is there any significant relationship between Conceptual understanding and
problem-solving skills of students in BSED 1B Students?

METHODOLOGY
Research Locale
The researcher will conduct the study at Maryhill College, especially the first-year
students of the CASE Department. CASE 1B Students are studying their subject
Mathematics in the modern world, and the researcher will investigate what skills the
Marian students have when they are solving mathematics.
Respondents of the Study
Maryhill College students enrolled in CASE 1-B courses will participate in the
study as responders. The researcher will explore the student's strategies for solving
mathematical problems as they have different skills in understanding and knowledge in
solving math questions. The students in Case 1-B will have an equal probability of being
chosen to take part in the study according to the basic random sampling technique that
will be employed. This sampling strategy was used by the researchers to get an
objective result from the respondents because each responder has an equal chance of
being chosen. This sampling method depends heavily on the expertise of the
researchers. (Fleetwood 2023)

Statistical Treatment of Data

To determine the demographic profile of the respondents in terms of sex and


age, the percentage formula will be used.

f
P= x 100
N

Whereas:

P = percentage

f = frequency of respondents

N = total number of respondents

To determine the weighted mean (WM) of Conceptual Understanding and


Problem-Solving Skills in solving mathematics, the weighted mean formula will be used.

4 f +3 f +2 f +1 f
WM=
N

WM = Weighted Mean
f = frequency of respondents

N = total number of respondents

The study will use a four-point Likert scale, where four is the highest and one is
the lowest. The scale point range interval of the degree of agreement is provided in the
following table:

Likert Scale Scale Interval Likert Scale Description


1 1.00 – 1.75 Strongly Disagree
2 1.76 – 2.50 Disagree
3 2.50 – 3.25 Agree
4 3.26 – 4.00 Strongly Agree

To compute the significant relationship between Conceptual Understanding and


Problem-Solving Skills in solving mathematics of CASE 1-B students, the formula of
Pearson correlation coefficient formula is:

n ( ∑ xy ) −(∑ x )(∑ y )
r=
√ ¿¿

Where As:

r = Pearson Coefficient

n = number of pairs

∑xy = sum of products of the pairs

∑x = sum of the x scores

∑y = sum of the y scores

∑ x 2 = sum of the squared x scores

∑ y 2 = sum of the square y scores


I'm writing to ask for your permission to take part in a survey that I'm doing for my
thesis. The aim of this survey is to collect data. This survey is completely voluntary, and
you are free to decline any question or to leave the survey at any moment without facing
any repercussions. I promise to keep your answers private and to use them exclusively
for my research project. Your advice is very important to me and will make a big
difference in my research's success. Please sign and date the letter below if you are
willing to participate. By signing this form, you attest to your understanding of the
survey's objectives, your participant rights, and your agreement to participate voluntary

1. Demographic Profile

Age:

 Under 18
 18-24
 25-28
 29-35
 35 or above

Sex:

 Male
 Female
 Others (please specify) _____

2. Investigate the role of prior mathematical knowledge in shaping BSED 1B students'


conceptual understanding in terms of:

Cognitive abilities STRONGLY AGREE STRONGLY DISAGREE


AGREE DISAGREE
I believe my prior mathematical
knowledge significantly
influences my problem-solving
skills in the BSED program.
Before joining the BSED
program, I engaged in activities
that required logical reasoning
and critical thinking involving
mathematics.
My prior mathematical
knowledge has helped me
understand new mathematical
concepts more easily in the
BSED program.
I feel that my cognitive abilities
for understanding complex
mathematical concepts have
improved due to my prior
mathematical knowledge.
I believe that having prior
mathematical knowledge is
essential for developing strong
cognitive abilities in
mathematics.

Individual Differences STRONGLY AGREE STRONGLY DISAGREE


AGREE DISAGREE
My prior mathematical
knowledge has helped me
bridge gaps in understanding
mathematical concepts
compared to students with less
prior knowledge.
Before joining the BSED
program, I felt more confident in
my mathematical abilities
compared to my peers with
similar educational backgrounds.
I believe that my prior
mathematical knowledge gives
me an advantage in grasping
new mathematical concepts
quickly.
In my experience, students with
varying levels of prior
mathematical knowledge
demonstrate different rates of
progress in understanding
complex mathematical topics.
I think that individual differences
in prior mathematical knowledge
significantly impact students'
conceptual understanding and
performance in mathematics
courses.
3. Identify the diverse strategies and approaches utilized by BSED 1B students when
solving mathematical problems.

STRONGLY AGREE STRONGLY DISAGREE


AGREE DISAGREE
I often use visual aids (such as
diagrams, charts, or graphs) to
help me understand and solve
mathematical problems.
I prefer to work collaboratively
with peers or in study groups to
solve challenging mathematical
problems.
I rely on step-by-step problem-
solving techniques (such as
breaking down problems into
smaller parts) to tackle complex
mathematical problems.
I often use technology tools
(such as calculators, software
programs, or online resources)
to assist me in solving
mathematical problems.
I believe that discussing
mathematical problems with
peers or instructors helps me
gain new perspectives and
insights into problem-solving
strategies.

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