ASSESSING PROBLEM SOLVING DIFFICULTIES IN

SOME GRADE 6 PUPILS: BASIS FOR

INTERVENTION

LUNA, SHARON V.

An Immersion Paper

Submitted to the Faculty of Graduate School of

Business and Management
Philippine Christian University, Dasmariñas
City, Cavite
In Partial fulfilment for the requirements
of the course and for the degree of

Master of Management Major in Educational

Management
 ABSTRACT
The study was conducted to determine the difficulties encountered in

mathematical word problem solving in Butuan Central Elementary School. A description

type of research through survey questionnaire was used in the study. The researchers

used quota sampling with random selection to limit researcher’s choice of sample. Each

selection of Grade 6 class had the number of respondents that were randomly selected

with the help of corresponding teachers. The researchers had 100 respondents as a

sample size. The difficulties encountered by the pupils were categorized into children’s

attitude towards problem solving in Mathematics, teaching skills among teachers and

instructional materials used by the teacher. Based on the data gathered, the overall

mean for the children’s attitude towards word problem solving is 3.44 showed that the

children should develop a positive attitude in dealing with word problem solving. The

overall mean of the level of teaching skills among teachers was 2.41and it was found

out that the teacher executed teaching skills in teaching word problem solving. For the

instructional materials, it obtained the mean of 3.03 which showed that the most

instructional materials used by the teachers were the textbooks, worksheets, chalk, and

board. In answering word problem solving, the pupils got the correct answer when it

was already given in the problem but most of them got the wrong answer when they

had to translate word problem into mathematical symbol. Furthermore, it implied that

the problem was not with the teaching skills and the instructional materials used, but

with the attitude of the pupils towards mathematical word problem solving.

Keywords: Mathematical word problem, teaching skills, attitude, instructional materials

 I. Introduction

Mathematics plays a big role in developing human thoughts, bringing strategic,

systematic reasoning processes used in problem analysis and solving. It helps people to

be able to anticipate, plan, decide, and properly solve each problem in daily life.

Mathematics is also a tool to study technological sciences and such. Thus Mathematics

is useful to our living, helping to improve the quality of life. However, in 2012, the National

Council Teachers of Mathematics stated that problem solving skills are the main

expectation of Mathematics subject. On the other hand, the main purpose of Mathematics

teaching is to enable students to solve daily life problems. Hence, it can be said that

Mathematics is a tool to train students to be able to solve problems, and to build thinking

processes that lead to further ability to solve nonmathematical problems (Prathana

Phonapichat et al., 2014).

Mathematics anxiety is the result of the student's negative attitude or embarrassing

experience with their Mathematics teachers in previous years. Such experience can leave

a student believing him or her deficient in Mathematics ability. This belief results in poor

performance, which serves as confirming evidence to the student. This phenomenon is

known as the "self-fulfilling prophecy". Mathematics anxiety results in poor performance

rather than the reverse (Ganal, et.al., 2014). It is in this context that the present study was

conceived, to identify the difficulties encountered in mathematical problem solving of

Butuan Central Elementary School.

Identifying the problems commonly faced by students is important for teachers to

reduce or better eliminate them so that students, in a large and meaningful way, can
achieve the competencies in Mathematics as showcased in their improved performance.

As other researchers had pointed out, the teachers were the primary cause of students'

failure in Mathematics. It is apparent that teachers can make and unmake a learner. Poor

performance in Mathematics can be traced back to teachers' failure to impart the

necessary knowledge, skills, attitudes, and values to students. Anything a teacher does

and fails to do in the classroom affects the learner. In addition, Sin Son (2003 in Mateo,

2011) confirmed that the teacher is the most critical factor in attaining quality education

and the single most potent element in the complete structure of an effective mathematical

program. Hence, the teachers should be aware of the problems and difficulties that affect

the performance of their students

 II. MATERIALS AND METHODS

The descriptive research method through the questionnaire as the data gathering instrument was

utilized to seek answers to the problems which were imposed in the study. This research method was

used to determine the difficulties encountered in mathematical word problem solving of some Grade 6

pupils in Sunny Brooke Elementary School.

In the conduct of the study, there are one hundred (100) pupils in Grade VI who were randomly

selected in every section who enrolled in school year 2023-2024.

In the selection of participants of this study, the researchers used quota sampling with a random

selection to limit researcher’s choice of sample. Each selection of Grade VI class had the number of

respondents/participants that were randomly selected with the help of the corresponding teachers.

A survey questionnaire was the research instrument used in gathering the data. The researchers

distributed the questionnaire used to collect data from the pupils. This data included the parts of the

questionnaire: Part 1. This part contains in determining the attitudes of the pupils towards mathematical

word problem solving, which contains ten items. Part 2. This part is employed to determine the level of

teaching skills among teachers, which contains 10 items. Part 3. This part accommodates the instructional

materials used for instruction, which contains 10 items. Part 4. This part contains the problem solving to

determine the reading comprehension of the pupils, which contains 15 items.

The researcher recorded and tallied the collected data for statistical analysis.

The following quantification scales were utilized in scoring and in the quantification of data.
 Table 1 Attitudes of Pupils towards Mathematics, Teaching Skills and Instructional Materials.

SCALE INTERPRETATION

5 ALWAYS

4 FREQUENT

3 SOMETIMES

2 SELDOM

1 NEVER

Table 2 Scale for Word Problem Solving

SCALE INTERPRETATION

0 NO ANSWER

1 CORRECT ANSWER

2 WRONG ANSWER

The weighted mean was utilized to determine the attitudes of pupils towards Mathematics, level of

teaching skills among teachers, instructional materials used for teaching, and difficulties encountered in

word problem solving towards the academic performance of Grade VI pupils in Sunny Brooke Elementary

School. The frequency percentage was used to determine the reading comprehension of the pupils in

solving word mathematical problems.

 IV. RESULTS AND DISCUSSION
Problem 1: What are the difficulties encountered in mathematical problem solving in Butuan
Central Elementary School in terms of attitude of pupils towards mathematics.

Table 3 Children’s Attitude towards Word Problem Solving in Mathematics

Indicator Mean Std. Verbal

Deviation Description
1. I find it difficult to understand the problem.
3.15 1.29 Sometimes
2. I practice solving word problems at home.
3.49 1.35 Sometimes
3. I do not know what operations to be used in
2.24 1.33 Rarely
solving word problem.
4. Word problem is useful to me outside school. 3.63 1.40 Frequent
5. I do not know the process to be followed in solving
2.49 1.26 Rarely
word problem.
6. I tend to guess the answer if I find it difficult to solve. 2.86 1.17 Sometimes
7. I find it difficult to translate wor d problem
3.04 1.48 Sometimes
into mathematical symbol.
8. I do not like to read word problem solving.
2.27 1.29 Rarely
9. I find it interesting in answering word problem 3.61 1.43 Frequent
solving.
10. I got low score in our quizzes in word problem
2.92 1.07 Sometimes
solving.
11. I find it boring when my teacher discussed
2.45 1.32 Rarely
word
problem solving.
12. I’m not good in word problem solving.
2.61 1.34 Sometimes
13. I need to improve my skills in word problem solving.
4.18 1.34 Frequent
14. My parents help me in studying word problem 3.46 1.28 Sometimes
solving.
15. I like solving word problems in Mathematics. 3.52 1.41 Frequent
Overall 3.03 0.66 Sometimes

Table 3 shows the children’s attitude towards word problem solving in Mathematics. This implies

that the pupils rarely do not know what operations to be used in solving word problems, do not know

the process to be followed, do not like to read word problem solving, and find it boring when the teacher
discusses. However, the pupils sometimes find it difficult to understand the problem and to translate

word problem into mathematical symbol. They tend to guess the answer if they find it difficult to solve

which result them to get low score in quizzes. Sometimes, they believe that they are not good in word

problem solving and practice solving at home with the help of their parents. The data also implies that

they frequently find interest in answering and solving word problems and believe that they need to

improve their skills in word problem solving because it is useful for them even outside the school.

Overall, this means that the children do not like solving word problems because they find it

difficult, and they believe that they need to improve their skills in word problem solving. This result was

anchored on Cognitivist Theory of Jean Piaget which reveals the factors that affect learning and

teaching Mathematics. Students who are not skilled at formulating a mathematical equation will not be

able to solve the word problem that will lead the pupils to the unfavorable attitudes towards

Mathematics.

It was supported in our related study that was conducted by Wongwanich, et. al., (2015). These

findings are important to students’ problem-solving process, and it will lead to the development of

mathematical problem-solving diagnostic tests. It was also found out in the study of Aclon, et. al., (2013)

that pupils lacked positive attitude in dealing mathematical problems. This implies that pupils continually

find problem solving in Mathematics difficult because they have no appropriate attitude to deal with the

subject.

Problem 2: What are the difficulties encountered in mathematical problem solving in Sunny
Brooke Elementary School in terms of Teaching Skills.
Table 4 Level of Teaching Skills among Teachers

Indicator Mean Std. Deviation Verbal Description

1. My teacher explained the objectives of the lesson
4.18 1.25 Frequent
clearly at the start of the period.
 2. My teacher showed smartness, confidence and
firmness in teaching word problem. 4.33 1.16 Frequent
3. My teacher has a mastery of the subject matter
4.22 1.16 Frequent
especially in word problem solving.
4. My teacher was updated with present trends, relevant
3.89 1.49 Frequent
to word problem solving.
5. My teacher uses various teaching aids and PowerPoint
presentation in presenting the lessons. 2.22 1.46 Rarely
6. My teacher did not explain word problem solving
2.17 1.32 Rarely
effectively.
7. My teacher did not give suited example to the content
1.96 1.32 Rarely
discussed.
8. My eacher gave varied activities involving word
problem solving. (Board work, assignments, quizzes, 3.95 1.30 Frequent
etc.)
9. My teacher was patient in answering our clarification
3.83 1.47 Frequent
in word problem solving.
10. My teacher conducted a review before proceeding to
4.17 1.42 Frequent
next topic.
Overall 3.44 0.77 Rarely

Table 4 shows the level of teaching skills among teachers. This means that according to the

pupils, the teacher rarely uses various teaching aids and PowerPoint presentation in presenting the

lessons, does not explain word problem solving effectively, and does not give suited examples to the

content being discussed. It also shows the teacher frequently explains the objectives of the lesson

clearly at the start of the period, shows smartness, confidence, and firmness in teaching word problem,

patient in answering clarifications, has a mastery of the subject matter, and is updated with present

trends relevant to word problem solving. The teacher also frequently gives varied activities involving

word problem solving, and conducts a review before proceeding to the next topic.

Overall, this result was anchored on the theory of Cognitive Psychology Approach which

stressed that pupils need to apply cognitive strategies of goal and sequences of mental operation in

order to learn and solved worded problems. Teachers should adjust their instructional practices

according to the different pre-skills that the students have because these pre-skills play a big part in

solving mathematical problems. When students gain more conceptual and procedural skills in
Mathematics, they become more competent and efficient in learning Mathematics.

Problem 3: What are the difficulties encountered in mathematical problem solving in Sunny Brooke
Elementary School in terms of Instructional Materials.

Table 5 Instructional Materials Used in Word Problem Solving

Indicator Mean Std. Deviation Verbal Description

1. Worksheets 3.66 1.38 Frequent
2. Textbooks 3.48 1.57 Frequent
3. Power Point Presentation (Visual aide) 1.84 1.29 Rarely
4. Flashcards 1.92 1.17 Rarely
5. Games 1.80 1.23 Rarely
6. Maps 1.39 1.16 Never
7. Films and Videos 1.23 0.89 Never
8. Models 1.33 1.06 Never
9. Measurement tools 2.00 1.39 Rarely
10. Chalk and board 4.71 0.92 Rarely
Overall 2.41 0.68 Rarely

Table 5 shows the instructional materials used in word problem solving. It means that the teacher

never used maps, films and videos, and models. The teacher rarely uses power point presentations,

flashcards, games, measurement tools, chalk and board. However, the table shows that the most used

instructional materials are textbooks and worksheets.

Overall, this implies that the teacher does not use various instructional materials in teaching

word problem solving and use the traditional teaching method.

Problem 4: What are the difficulties encountered in mathematical problem solving in Sunny
Brooke Elementary School in terms of Level of Difficulties?

Table 6 Pupils Ability in Mathematical Word Problem Solving

No Answer Correct Answer Wrong Answer

Frequency Percent Frequency Percent Frequency Percent

a. What is asked in the problem? 1 1 74 74 25 25

b. What are given? 2 2 64 64 34 34

c. What operation to be used? 2 2 65 65 33 33

d. What is the answer to the problem? 2 2 65 65 33 33

Table 6 shows the level of difficulties in answering word problem solving. It means that most of

the pupils can identify the answer in the question what is asked and what are the given in the problem.

Some of the pupils have difficulties in answering what is the operation to be used and what is the

answer to the problem.

Table 7 Pupils Ability in Mathematical Word Problem Solving

No Answer Correct Answer Wrong Answer

Frequency Percent Frequency Percent Frequency Percent

a. What is asked in the problem? 3 3 72 72 25 25
b. What is the number sentence in the
problem? 3 3 38 38 59 59
c.What operations to be used? 3 3 45 45 52 52

d. What is the answer to the problem? 6 6 37 37 57 57

Table 7 shows the level of difficulties in answering word problem solving. It implies that in this

word problem solving, many pupils get the correct answer in what is asked in the problem and they

have difficulties in answering the questions what is the number sentence, what operations to be used,

and what is the answer to the problem.

Tables 8 Pupils Ability in Mathematical Word Problem Solving

No Answer Correct Answer Wrong Answer

Frequency Percent Frequency Percent Frequency Percent
a. What is asked in the problem? 5 5 73 73 22 22

b. What is the number sentence in the 5 5 27 21.25 68 68

problem?
c. What operations to be used? 8 8 52 52 40 40
 d. What is the answer to the problem? 8 8 31 31 61 61

Table 8 shows the level of difficulties in answering word problem solving. It implies that in this

word problem solving, many pupils get the wrong answer in what is the number sentence and what is

the answer to the problem.

Overall, the level of difficulties in word problem solving shows that most of the pupils can answer

if it is already given in the problem, like what is asked and what is given. But most of them got the

wrong answer when they have to translate word problem into mathematical symbol, like what is the

number sentence in the problem, which results them to find it difficult to know what operations to be

used and what is the answer to the problem.

Table 9 Pupils Ability in Mathematical Word Problem Solving

Items No Answer Wrong Answer Correct Answer

Frequency Percent Frequency Percent Frequency Percent

1 0 0 75 75 25 25

2 0 0 46 46 54 54

3 4 4 85 85 11 11

Table 9 shows the level of difficulties in reading comprehension in answering word problem

solving. It implies that the pupils have difficulties in comprehending and solving word problem involving

distance and multiplication operation, solving word problem involving two operations, and solving word

problem involving ratio.

 IV. CONCLUSION

Based on the findings of the study, the following conclusions were drawn:

On the pupil’s attitude towards word problem solving in Mathematics, it has been found out that

the pupils should develop positive attitude towards word problem solving. The pupils seldom do not

know what operations to be used, the process to be followed, and they do not like reading word problem

solving. The pupils found it difficult to solve word problem solving and translate word problems into

mathematical symbol. The pupils found it boring sometimes when the teacher discussed about word

problem solving, thus they had low interest, and they only practiced solving at home sometimes. This

resulted them to guess the answer and got low scores in their quizzes and exams. They also believed

that sometimes they were not good at solving mathematical word problems. The parents helped their

children sometimes in studying word problem solving. They frequently liked solving word problem

solving, believed that word problem solving is useful in their everyday life and that they needed to

improve their skills in word problem solving.

On the level of teaching skills among teachers, it had been found out that the teacher frequently

executed teaching skills in teaching word problem solving. While on the instructional materials used by

the teacher, it had been found out that the most instructional materials used by the teacher were the

textbooks, worksheets, and chalk and board. It implies that the problem is not with the teaching skills

and the instructional materials used, but with the attitude of the pupils towards mathematical word

problem solving.

Founded on the outcomes and conclusions of the research study, the succeeding suggestions

are hereby may:

1. School administrators should also prioritize the promotion of numeracy development among the
 pupils. They need to provide technical assistance to the teachers on effective strategies for

mathematics to enhance the skills of the pupils.

2. Teachers may apply varied math learning interventions for the pupils and they should also provide

numeracy materials that are durable.

3. Teachers and parents should work together for the children. Parents should follow up with their

children at home. They should make numeracy materials available at home that encourage the

pupils to study.

4. Pupils should make solving mathematical problems a habit in school and even at home. Pupils

need to be responsible, dedicated, and have a constant attitude towards Math.

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