THE EFFECTS OF M.A.T.H.

PROGRAM ON THE LEARNERS’ LEVEL OF

PROBLEM SOLVING SKILLS AND ATTITUDES
TOWARDS MATHEMATICS

A Qualitative and Quantitative Research

Presented to the Senior High School Faculty
Francisco LLuch Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
Applied Subject Practical Research

In Partial Fulfillment of the Requirements for

Senior High School Applied Subject
Practical Research

PONCE, GENELYN M.

BORBA, JECIEL FE S.

BOLO, JUVY P.

BASARTE, REY MARK JAY Q.

CHAVEZ, CARLO R.

ASTILLERO, JETHRO G.
 April 2024

ACKNOWLEDGEMENT

The researchers would like to express their sincerest gratitude to the Almighty

God for his guidance, strength, and wisdom throughout this research journey. Without

his blessings, this work would not have been possible.

The researchers extended their sincerest appreciation to all those who

contributed to the successful completion of this research project.

To Lodo J. Tuastomban, the School Principal of Francisco Lluch Laya Memorial

Integrated School for his approval of the research;

To Meriam S. Teleron, MAEd, JD, Head Teacher for her leadership and

commitment to education have greatly facilitated this research efforts.

To Razel C. Soriano, PhD, Practical Research Advisor, for his invaluable

guidance, support, and insights that have shaped throughout this research;

To the panel members, for their constructive feedback and for sharing their

expertise, which have significantly improved the quality of this research;

To Sir Nonato B. Balboa and Myrna Lynne P. Englatiera, Mathematics teachers,

for their time spent in evaluating the instruments.

To the teachers for giving time to the learners who participated as respondents of

this study. Their commitment to their student has been instrumental in this study.

The Researchers
The researchers would like to express their deepest gratitude to Sir Soriano for his

invaluable guidance, support, and mentorship throughout the research process. Your

expertise and dedication as both the research advisor and Practical Research subject

teacher have been instrumental in shaping this research proposal.

Furthermore, the researchers would also extend their greatest thanks to the

Almighty God for bestowing blessings, wisdom and strength upon the researchers

during this research journey.

 CHAPTER I
Problem and Its Scope

Rationale

The M.A.T.H. (Mastering Arithmetic Through Hands-on Techniques) program is

an innovative educational initiative designed to enhance learners' mathematical

proficiency through interactive, experiential learning approaches. Unlike traditional

mathematics instruction, which often relies heavily on rote memorization and repetitive

problem-solving exercises, the M.A.T.H. program employs hands-on techniques to

engage students in meaningful learning experiences. These activities emphasize critical

thinking, strategic competence, and adaptive reasoning, which are integral to mastering

mathematical concepts. By incorporating real-world applications into the curriculum, the

program seeks to demystify mathematics and make it more relatable for students.

According to Manzana (2019) that “Mathematics is often perceived as an

intimidating subject due to its abstract nature, leading many learners to develop

negative attitudes, including anxiety and disinterest. This perception can hinder their

ability to grasp fundamental concepts and apply them effectively in practical situations

(p. 208)”. The M.A.T.H. program addresses this challenge by creating a supportive

learning environment where students can explore mathematics in an engaging and

interactive way. It aims to transform their experience with mathematics, fostering not

only competence but also a positive disposition toward the subject. In doing so, the

program aspires to produce learners who are not only proficient in mathematics but also

motivated and confident in their ability to tackle mathematical problems.

 The PISA 2022 results on creative thinking reveal significant gaps in Filipino

students' performance, with a mean score of 14, far below the OECD average of 33.

Only 3.4% of Filipino students reached Level 5 proficiency, highlighting stark disparities

and the urgent need for initiatives to enhance creative thinking skills and global

competitiveness.

One of the most pressing issues in mathematics education is the persistent

struggle among students to develop effective problem-solving skills and maintain a

positive attitude toward the subject. This issue is evident in standardized assessments

worldwide, such as the Programme for International Student Assessment (PISA) The

PISA 2022 results on creative thinking reveal significant gaps in Filipino students'

performance, with a mean score of 14, far below the OECD average of 33. Only 3.4% of

Filipino students reached Level 5 proficiency, highlighting stark disparities and the

urgent need for initiatives to enhance creative thinking skills and global competitiveness.

National Achievement Test (NAT) results highlight persistent deficiencies in

Filipino students' ability to apply mathematical knowledge to real-world problems. NAT

scores showed slight improvement from 42.13% in 2017 to 59.92% in 2019, but most

students remained at the pre-basic proficiency level (below 74%) during this period.

These results underscore the challenges in solving complex problems and the need for

improved instructional methods.

In addition to skill deficits, negative attitudes toward mathematics are a

widespread concern. Research indicates that many students experience math anxiety, a

psychological phenomenon characterized by fear and apprehension when engaging

with mathematical tasks. This anxiety often stems from negative experiences in the
classroom, such as repeated failures or a lack of effective support from teachers.

Disinterest in mathematics is another common issue, with students often perceiving the

subject as dull or irrelevant to their lives. These attitudes can lead to reduced

engagement and motivation, further exacerbating the challenges of learning

mathematics.

The problem extends beyond the classroom, as inadequate problem-solving

skills and negative attitudes toward mathematics have long-term implications for

students' academic and professional success. In today’s rapidly changing world, where

critical thinking and analytical skills are highly valued, the inability to solve problems

effectively can limit opportunities for personal and career growth. Addressing these

issues requires a shift in teaching practices, moving away from traditional, lecture-based

methods toward more interactive and learner-centered approaches.

The importance of problem-solving in mathematics education cannot be

overstated. Researchers such as Polya (1973) and Schoenfeld (2014) have

emphasized that problem-solving is not merely a skill but a fundamental aspect of

mathematical literacy. Polya famously stated that "problem-solving is the ultimate goal

of mathematics education," highlighting the need to teach students how to approach

and resolve complex problems systematically. Schoenfeld further reinforced this

perspective, describing problem-solving as the "heart of mathematics" and advocating

for instructional methods that promote flexible and creative thinking.

Despite these insights, many educational systems continue to prioritize rote

learning and procedural fluency over deeper understanding and application. This

disconnect is reflected in the poor performance of students in high-stakes assessments

and their inability to apply mathematical concepts in real-world scenarios. The growing

emphasis on 21st-century skills, including critical thinking and problem-solving, makes it

imperative to adopt innovative teaching strategies that align with these objectives.

The M.A.T.H. program offers a promising solution by integrating hands-on

techniques into mathematics instruction. According to Lee and Wang (2020), interactive

and tactile learning methods have a significant positive impact on students’ cognitive

engagement and problem-solving abilities. By allowing students to manipulate objects,

visualize concepts, and explore mathematical relationships actively, the program helps

them develop a deeper understanding of the subject. Furthermore, the use of real-world

applications enhances the relevance of mathematics, making it more meaningful and

engaging for learners.

While there is substantial research on the importance of problem-solving and the

benefits of hands-on learning, there remains a lack of comprehensive studies examining

the dual impact of structured programs like M.A.T.H. on both skills and attitudes.

Previous studies, such as those by Smith et al. (2018), have explored the effectiveness

of specific strategies like visualization techniques and bar model approaches in

improving problem-solving abilities. However, these studies often focus on isolated

interventions rather than holistic programs that address multiple dimensions of learning.

Additionally, much of the existing literature focuses on short-term outcomes, such

as immediate improvements in test performance, without investigating the long-term

effects on students' attitudes and engagement with mathematics. Negative attitudes

toward mathematics, including anxiety and disinterest, are complex issues that require

sustained interventions. Programs like M.A.T.H., which combine skill development with
attitudinal change, have the potential to address these challenges more effectively than

traditional methods. This study aims to fill this research gap by providing empirical

evidence on the M.A.T.H. program’s effectiveness in enhancing both problem-solving

skills and students' perceptions of mathematics.

This study benefits various stakeholders in improving mathematics education.

For teachers, it offers insights into implementing the M.A.T.H. program to enhance

problem-solving skills and create engaging, student-centered classrooms. Students can

improve their mathematical abilities, confidence, and attitudes through hands-on,

interactive learning. Parents gain understanding to better support their children’s

academic growth. Researchers can use the findings to explore innovative teaching

methods and their impact on learning outcomes. Policymakers may leverage the results

to advocate for curriculum reforms emphasizing experiential, learner-centered

approaches to better prepare students for real-world challenges.

The implementation of MATH programs has been widely recognized as an

effective approach to enhancing learners' mathematical proficiency, as emphasized by

researchers such as Kilpatrick, Swafford, and Findell (2001) who stress that

'mathematics education should focus on developing students' mathematical proficiency,

which encompasses conceptual understanding, procedural fluency, strategic

competence, adaptive reasoning, and productive disposition. The integration of MATH

programs in educational settings has gained significant attention in recent years, with

scholars like Schoenfeld (2014) highlighting the importance of 'mathematical literacy'

and the need for programs that foster 'deep understanding, critical thinking, and

problem-solving skills. Developing learners' problem-solving skills is a crucial aspect of

mathematics education, as noted by Polya (1973), who emphasizes that 'problem-

solving is the ultimate goal of mathematics education' and that 'students should be

taught to solve problems, not just exercises'. "Enhancing learners' problem-solving skills

is essential in mathematics education, as highlighted by Schoenfeld (2014), who

stresses that 'problem-solving is the heart of mathematics' and that 'students should

learn to approach problems in a flexible, adaptive, and creative way. Nurturing learners'

problem-solving skills is vital in mathematics education, as argued by NCTM (2014),

which asserts that 'problem-solving is an essential aspect of mathematical literacy' and

that 'students should be able to apply mathematical concepts to solve real-world

problems.

The MATH program is an educational initiative designed to provide students with

a comprehensive understanding of mathematics and its real-world applications. It offers

a structured curriculum that fosters critical thinking, problem-solving skills, and a deep

appreciation for mathematical concepts. Whether aimed at elementary learners or

advanced scholars, the MATH program seeks to equip students with the tools they need

to excel in various fields, from engineering and technology to economics and beyond.

This program emphasizes both theoretical knowledge and practical application,

ensuring that students develop the skills necessary to tackle complex mathematical

challenges.

M.A.T.H. program offered valuable insights into the broader concepts of problem-

solving skills and attitudes towards learning. The M.A.T.H. program, with its emphasis

on hands-on learning and active engagement, holds the potential to positively impact

learners' problem-solving skills and attitudes towards instruments. However, its

effectiveness will depend on careful program design, teacher training, and ongoing

assessment. Further research specifically focused on the M.A.T.H. program's impact on

learners' attitudes towards instruments would be valuable to provide more concrete

evidence and guidance for educators.

Problem-solving skills refer to the ability to identify, analyze, and resolve issues or

challenges effectively and efficiently. These skills involve critical thinking, creativity, and

logical reasoning, allowing individuals to approach problems from different angles and

come up with viable solutions. Problem-solving is not just about finding immediate

answers but also about understanding the root causes of issues, evaluating possible

solutions, and making decisions based on available information. In both personal and

professional contexts, strong problem-solving skills are essential for overcoming

obstacles, making informed choices, and fostering innovation. These skills are

increasingly important in today's fast-paced, complex world, where adaptability and

resourcefulness are key to success.

Previous studies revealed that many students cannot perform well when it comes

to word problem-solving questions. There are various problem-solving strategies that

can be applied to help students to overcome the problem. Visualization techniques in

learning have been used to help students enhance their conceptual understanding of

the mathematical problem-solving and the use of bar model visualization technique is

one of the strategies. Findings of this study showed that students perform better after

the implementation of the Bar Model in mathematical problem-solving. This study can

provide an alternative or guidance for teachers to improve students’ mathematical

problem-solving skills.
 The problem surrounding the development and assessment of problem-solving

skills in students is evident in the results of various standardized tests, such as the PISA

(Programme for International Student Assessment), NAT (National Achievement Test),

and quarterly assessments. Despite the growing emphasis on critical thinking and

analytical skills in education, students often struggle to demonstrate effective problem-

solving abilities in these high-stakes evaluations. PISA results highlight that students in

many countries, including the Philippines, perform poorly in real-world problem-solving

tasks, reflecting a gap between classroom learning and the application of these skills in

practical scenarios. Similarly, the NAT exam reveals that a significant number of Filipino

students face challenges in applying learned knowledge to solve complex, unfamiliar

problems. Quarterly assessments, while more frequent, also often focus on rote

memorization and factual recall rather than fostering deeper problem-solving

competencies. These issues suggest a need for reform in educational practices,

assessment methods, and curriculum design to better equip students with the problem-

solving skills necessary for success in the 21st century.

Quarterly exams have been shown to have both positive and negative effects on

students' learning. Studies have highlighted that quarterly tests in mathematics can lead

to both negative and positive backwash effects on students' learning, impacting various

aspects such as content, methods, tests, emotions, social interactions, and faith-related

factors. Additionally, transitioning from a quarter calendar to a semester calendar in

colleges and universities has been associated with decreased on-time graduation rates,

lower first-year grades, reduced probability of enrolling in a full course load, and delays

in major choice, indicating a negative impact on student outcomes. These findings

suggest that while quarterly exams may provide opportunities for assessment and

learning, they can also pose challenges that affect students' academic performance and

progression.

The effects of M.A.T.H. program on the learners' level of problem solving skills

and attitudes towards Mathematics is rooted in the growing need for innovative

educational approaches that foster not only mathematical proficiency but also a positive

disposition towards the subject. By investigation the impact of hands-on techniques

within program tutorial sessions, this study will seeks to provide valuable insights into

how interactive and experiential learning methods can enhance students' problem

solving abilities and cultivate a favorable attitude towards mathematics. Understanding

the potential benefits of incorporating such techniques in teaching practices is essential

for educators to optimize learning outcomes and promote a deeper engagement with

mathematical concepts among learners.

M.A.T.H. program on the learners' level of problem solving skills and attitudes

towards Mathematics, pertains to the persistent challenge of enhancing students'

problem-solving skills and fostering positive attitudes toward mathematics. Traditional

instructional methods often fail to fully engaged learners and enable them to develop a

deep understanding of mathematical concepts, leading to suboptimal problem-solving

proficiency and negative attitudes toward the subject. Similar to the concerns

highlighted in Francisco Ll. Laya Memorial Integrated School, a significant number of

learners struggle with effectively applying arithmetic principles to solve mathematical

problems and exhibit disinterest or anxiety towards the subject. Research indicates that

a significant number of learners exhibit inadequacies in developing effective problem-

solving skills in mathematics, this is evident through assessments, standardized test

scores, and classroom observations, which reflect struggles in applying arithmetic

principles to solve mathematical problems, according to the previous research by Smith

et al. (2018) found that a significant portion of students struggle with applying arithmetic

concepts to solve mathematical problems. Studies have shown that many students

harbor negative attitudes towards mathematics, manifesting as anxiety, disinterest, or a

lack of motivation towards the subject and according to the study conducted by Johnson

and Brown (2019) revealed that many students exhibit negative attitudes towards

mathematics, resulting in reduced engagement and motivation in learning the subject.

Conventional instruction methods may not sufficiently enhance problem-solving

skills or nurture a supportive learning environment conducive to positive attitudes,

according to the research conducted by Lee and Wang (2020) demonstrated the

positive impact of hands-on techniques in mathematics education. Their study indicated

that interactive and tactile learning methods, such as those incorporated in the MATH

tutorial sessions, can contribute to the development of problem-solving skills and foster

a positive attitude towards mathematics among students.

The aim of the study titled "The effects of M.A.T.H. program on the learners’ level

of problem solving skills and attitudes towards Mathematics" is to investigate the impact

of hands-on techniques, specifically the MATH tutorial sessions, on two key aspects:

First is Improving Problem-Solving Skills, the study aims to determine whether

participating in the MATH tutorial sessions enhances the problem-solving skills of

learners. By analyzing the effectiveness of hands-on techniques in teaching arithmetic

concepts, the research seeks to ascertain if these methods can contribute to a

noticeable improvement in the students' ability to solve mathematical problems.

Additionally, enhancing Attitudes Toward Mathematics, another objective of the study is

to assess how the M.A.T.H. program influence learners' attitudes toward mathematics.

The research intends to explore whether engaging in hands-on activities and interactive

learning experiences fosters a more positive outlook on the subject among students,

ultimately leading to a shift in their attitudes toward mathematics. Overall, the purpose

of this study is to evaluate the effectiveness of the MATH tutorial sessions in enhancing

both the problem-solving skills and attitudes toward mathematics among learners. The

research aims to provide valuable insights into the potential benefits of integrating

hands-on techniques in mathematics education and its impact on students' learning

outcomes and attitudes.

In this study, the researchers focus on knowing the effect of M.A.T.H. program on

the problem-solving skills of learners and their attitudes toward mathematics. This study

gives the students the opportunity to develop their problem-solving skills and cultivate a

positive attitude toward mathematics. With this, this study is designed to benefit

educators and teachers by providing insights into the effectiveness of hands-on

techniques, specifically the M.A.T.H. (Mastering Arithmetic Through Hands-on

Techniques) program, in enhancing students' problem-solving skills and attitudes

toward mathematics. This study will give knowledge through the parents in supporting

their child's academic journey and encouraging engagement with mathematics.

Researchers in the field of education can benefit from this study by expanding their

understanding of the impact of hands-on techniques on student learning outcomes. The

findings may inspire further research on innovative pedagogical practices and their
implications for mathematics education. Additionally, researchers can use the study's

methodology and results as a basis for comparative analyses and longitudinal studies in

the future. This study also contributes to broader audience interested in education and

learning may find value in the study's insights into effective teaching practices and their

impact on student outcomes.

The effects of M.A.T.H. program on the learners' level of problem solving skills

and attitudes towards Mathematics is rooted in the growing need for innovative

educational approaches that foster not only mathematical proficiency but also a positive

disposition towards the subject. By investigation the impact of hands-on techniques

within program tutorial sessions, this study will seeks to provide valuable insights into

how interactive and experiential learning methods can enhance students' problem

solving abilities and cultivate a favorable attitude towards mathematics. Understanding

the potential benefits of incorporating such techniques in teaching practices is essential

for educators to optimize learning outcomes and promote a deeper engagement with

mathematical concepts among learners. The words “I just don’t like math” are

utterances that echo throughout classrooms at all levels for anyone who struggles with

anxiety towards mathematics. Many adults bear the burden of their own mathematical

shortcomings since their educational career began. Phrases like “I’m just no good at

mathematics,” “I hated mathematics in school,” and “I just don’t understand

mathematics” are commonly spoken among adults in social gatherings when the subject

of mathematics had been raised. Few academic subjects produce as much emotional

response as mathematics and research is drawing increasing amounts of attention

toward the factors that play a role in the teaching and learning of mathematics (McLeod,

1994).

M.A.T.H. program on the learners' level of problem solving skills and attitudes

towards Mathematics, pertains to the persistent challenge of enhancing students'

problem-solving skills and fostering positive attitudes toward mathematics. Traditional

instructional methods often fail to fully engaged learners and enable them to develop a

deep understanding of mathematical concepts, leading to suboptimal problem-solving

proficiency and negative attitudes toward the subject, Much of the attitudinal research in

the field of mathematics has dealt exclusively with anxiety or enjoyment of the subject

matter (Tapia & Marsh, 2004). Similar to the concerns highlighted in Francisco Ll. Laya

Memorial Integrated School, a significant number oflearners struggle with effectively

applying arithmetic principles to solve mathematical problems and exhibit disinterest or

anxiety towards the subject. Research indicates that a significant number of learners

exhibit inadequacies in developing effective problem-solving skills in mathematics, this

is evident through assessm tooents, standardized test scores, and classroom

observations, which reflect struggles in applying arithmetic principles to solve

mathematical problems, according to the previous research by Smith et al. (2018) found

that a significant portion of students struggle with applying arithmetic concepts to solve

mathematical problems. Studies have shown that many students harbor negative

attitudes towards mathematics, manifesting as anxiety, disinterest, or a lack of

motivation towards the subject and according to the study conducted by Johnson and

Brown (2019) revealed that many students exhibit negative attitudes towards

mathematics, resulting in reduced engagement and motivation in learning the subject.

 Conventional instruction methods may not sufficiently enhance problem-solving

skills or nurture a supportive learning environment conducive to positive attitudes,

according to the research conducted by Lee and Wang (2020) demonstrated the

positive impact of hands-on techniques in mathematics education. Their study indicated

that interactive and tactile learning methods, such as those incorporated in the MATH

tutorial sessions, can contribute to the development of problem-solving skills and foster

a positive attitude towards mathematics among students.

The aim of the study titled "The effects of M.A.T.H. program on the learners’ level

of problem solving skills and attitudes towards Mathematics" is to investigate the impact

of hands-on techniques, specifically the MATH tutorial sessions, on two key aspects:

First is Improving Problem-Solving Skills, the study aims to determine whether

participating in the MATH tutorial sessions enhances the problem-solving skills of

learners. By analyzing the effectiveness of hands-on techniques in teaching arithmetic

concepts, the research seeks to ascertain if these methods can contribute to a

noticeable improvement in the students' ability to solve mathematical problems.

Additionally, enhancing Attitudes Toward Mathematics, another objective of the study is

to assess how the M.A.T.H. program influence learners' attitudes toward mathematics.

The research intends to explore whether engaging in hands-on activities and interactive

learning experiences fosters a more positive outlook on the subject among students,

ultimately leading to a shift in their attitudes toward mathematics. Overall, the purpose

of this study is to evaluate the effectiveness of the MATH tutorial sessions in enhancing

both the problem-solving skills and attitudes toward mathematics among learners. The

research aims to provide valuable insights into the potential benefits of integrating
hands-on techniques in mathematics education and its impact on students' learning

outcomes and attitudes.

In this study, the researchers focus on knowing the effect of M.A.T.H. program on

the problem-solving skills of learners and their attitudes toward mathematics. This study

gives the students the opportunity to develop their problem-solving skills and cultivate a

positive attitude toward mathematics. With this, this study is designed to benefit

educators and teachers by providing insights into the effectiveness of hands-on

techniques, specifically the M.A.T.H. (Mastering Arithmetic Through Hands-on

Techniques) program, in enhancing students' problem-solving skills and attitudes

toward mathematics. This study will give knowledge through the parents in supporting

their child's academic journey and encouraging engagement with mathematics.

Researchers in the field of education can benefit from this study by expanding their

understanding of the impact of hands-on techniques on student learning outcomes. The

findings may inspire further research on innovative pedagogical practices and their

implications for mathematics education. Additionally, researchers can use the study's

methodology and results as a basis for comparative analyses and longitudinal studies in

the future. This study also contributes to broader audience interested in education and

learning may find value in the study's insights into effective teaching practices and their

impact on student outcomes.

Statement of the Problem

This study will aim to investigate the effects of MATH-program on learners' level

of problem-solving skills and attitudes towards Mathematics.

 Specifically, it sought to answer the following questions:

1. What is the learners' level of problem-solving skills before and after MATH program?

2. What is the learners' level of the attitudes toward mathematics before and after

MATH program?

3. Is there a significant difference on the learners' level of problem-solving skills before

and after intervention of MATH program?

4. Is there a significant difference on the learners' level of attitudes towards

mathematics before and after MATH program?

5. Is there a significant relationship between the learners' problem solving skills and

attitudes towards mathematics before and after MATH program?

Null Hypotheses

Problems 1 and 2 are hypotheses free. On the basis of Problems 3,4, and 5 the

null hypotheses are stated as follows:

Ho1: There is no significant relationship between the learners' problem solving skills and

attitudes towards mathematics before and after MATH program.

Ho2: There is no significant difference on the learners' level of problem solving skills

before and after intervention of MATH program

Ho3: There is no significant difference on the learners' level of attitudes towards

mathematics before and after MATH program.

Significance of the Study

The following people may benefit from this research, "The effect of M.A.T.H

program on the learners’ level of problem-solving skills and attitudes toward

Mathematics." Specifically, it aim to provide relevant information and feedback to

encourage the following sectors:

To the Teachers: Teachers can benefit from understanding how the MATH

program tutorial sessions impact students' problem-solving skills and attitudes towards

mathematics. This knowledge can help them tailor their teaching strategies to have a

better support to their students learning and engagement.

To the Parents and Guardians: Parents and guardians can benefit from

understanding how the MATH program influences their children's attitudes towards

mathematics. This knowledge can help them support their children's learning at home

and reinforce positive perceptions of mathematics.

To the Students: Students can benefit directly from the research findings by

gaining awareness of how the program can enhance their problem-solving skills and

attitudes towards mathematics. This awareness can motivate students to engage more

actively in their math education.

To the Future Researchers: Researchers in the field of education can benefit

from the study's methodology and outcomes, as it adds to the body of research on
effective teaching practices in mathematics. The findings can inspire further research

and scholarly discourse on similar topics.

Scope and Limitation of the Study

This study focused on investigating the level of problem-solving skills and attitudes

of the learners toward mathematics subject. It comprised an equal number of student

from the two sections in grade 8 of Francisco Ll. Laya Memorial Integrated School for

the school year 2024-2025. There were 40 students who were involve to the study,

there were 20 pair of students in each group called control and experimental groups. In

determining the respondents of this study, researchers used a purposive random

sampling, where students who were matched their final grades in mathematics subject

were chosen. Names of students were taken from the list of the students per section

given by the classroom adviser. Each student-pair who were chosen by the researchers

were according to their final grades in mathematics from grade 7 and listed as research-

respondents. The data gathered were through researchers’ tutorial session program.

Theoretical Framework

This study iswill be anchored in the following theories: the Constructivism theory

by Jean Piaget and Social Cognitive theory by Albert Bandura.

The Constructivism is the theory that says learners construct knowledge rather

than just passively take in information. As people experience the world and reflect upon

those experiences, they build their own representations and incorporate new

information into their pre-existing knowledge.

 Constructivism theory is an educational philosophy that emphasizes the active

role of learners in constructing their understanding of knowledge. According to

Constructivism, learning is a process of building meaning and making sense of new

information by connecting it to existing knowledge and experiences. Learners are

viewed as active participants in their learning, rather than passive recipients of

information. Moreover, Constructivism theory in education underscores the pivotal role

of learners as active participants in the construction of knowledge.

Learning, according to Constructivism, entails the creation of meaning by linking

new information to pre-existing knowledge and personal experiences. Embracing

principles such as active learning, leveraging prior knowledge, fostering social

interaction, emphasizing real-world relevance, and fostering reflection and

metacognition, Constructivism highlights the importance of engaging learners in inquiry-

based, student-centered approaches. This philosophy advocates for a holistic

educational experience that nurtures critical thinking skills and deep understanding

through meaningful engagement, collaborative learning environments, and the

application of knowledge in practical contexts.

Constructivism theory can be integrated in this study by highlighting several key

principles. The program's hands-on techniques promote active engagement, allowing

students to construct their understanding through direct interaction with mathematical

concepts. It also builds on prior knowledge, connecting new skills to existing mental

frameworks and enhancing problem-solving abilities. By emphasizing real-world

applications, the program makes mathematics relevant to students' lives, which can

positively influence their attitudes toward the subject.

 Additionally, the M.A.T.H program fosters collaborative learning, encouraging

peer interactions that enrich problem-solving processes and perspectives. Finally, it

promotes reflection and metacognition, helping students become more aware of their

learning strategies and improve over time. Integrating these Constructivist principles

provides a comprehensive framework for understanding the program's impact on

students' mathematical learning experiences.

Social Cognitive Theory, developed by psychologist Albert Bandura, is a

framework for understanding how people learn and behave through the interplay of

personal, behavioral, and environmental influences. It emphasizes that learning occurs

in a social context and can happen through observation, imitation, and modeling, rather

than solely through direct experience.

According to this theory, individuals acquire new behaviors by observing and

modeling the actions of others, influenced by their perceived competence and role

models. Key concepts include observational learning, where people learn by watching

the behaviors and consequences experienced by others; modeling, which involves

imitating the behaviors of perceived competent individuals; self-efficacy, the belief in

one’s ability to succeed in specific tasks influencing motivation and behavior; and

reciprocal determinism, the interaction among personal factors, behavior, and the

environment in shaping outcomes.

This theory has significantly impacted fields such as education, psychology, and

health behavior, with applications in behavior change, therapy, and skill development.

Social Cognitive theory offers a robust framework for understanding the

program's impact on students' behavior, cognition, and motivation. In this study, Tthis
theory highlights how observational learning allows students to acquire problem-solving

skills and attitudes by watching peers or teachers engage with the M.A.T.H techniques.

This observation process can enhance their problem-solving skills and reshape their

attitudes toward Mathematics.

Furthermore, the theory’s concept of modeling is crucial as students mimic

effective problem-solving strategies demonstrated through the program’s techniques.

We also explore how the program bolsters students' self-efficacy— their belief in their

mathematical abilities—by providing them with successful experiences and feedback.

Behavioral reinforcement, such as praise and rewards for their problem-solving efforts,

plays a role in motivating students and increasing their engagement with Mathematics.

Additionally, the program’s hands-on techniques engage students' cognitive

processes, such as attention and memory, which are integral to learning and applying

problem-solving skills. By integrating Social Cognitive Theory, we aim to provide a

nuanced understanding of how the M.A.T.H program influences students' problem-

solving skills and attitudes through these interconnected cognitive and behavioral

mechanisms.

Conceptual Framework

With the theories that support this study, a conceptual framework is used to

present the flow of this study. The MATH Program Tutorial Session serves as the

independent variable, influencing the dependent variables of learners' problem-solving

skills and attitudes toward mathematics. This study will involve Input, Process and

Output (IPO). The input includes the level of problem-solving skills and attitudes
 towards Mathematics, significant relationship of PSS and ATM and their significant

differences before and after intervention as well. The process involves the preparation

of letters and instruments, evaluation and validity , and reliability, pilot testing, the pre-

test and post-test as well as the gathering of Data data and , statistical analysis of data

and reporting. Through this process, the program aims to enhance learners' problem-

solving skills and foster positive attitudes towards mathematics. The output reflects the

outcomes of the program, such as the problem-solving skills and attitudes towards

mathematics among the participants will be determine.

To provide a realistic presentation of the directions of the study. The researchers

will use Schematic diagram to illustrate the framework study shown below in the next

page in figure Figure 1..1

INPUT PROCESS OUTPUT

 Level of problem  Preparation of  The level of problem
solving skills. letters and solving skills and
instrument attitudes toward
 Level of attitudes
Mathematics of the
toward Mathematics.  Validity and
learners were
reliability
 Significant relationship determined.
of PSS and ATM.  Pilot testing

 Significant differences  Pre Test

of PSS before and
after intervention.  Post Test

 Significant differences  Gathering of Data

of ATM before and  Statistical Analysis
after intervention. of Data

 Reporting
 Figure 1. Schematic diagram

Definition of Terms

The following words are conceptually and operationally defined to provide a

clearer understanding of the terms commonly encountered in this paper:

M.A.T.H. (Mastering Arithmetic Through Hands-on Techniques) Program.

M.A.T.H. Program is a structured learning session that provides targeted instruction,

guidance, and practice to learners. It involves interactive teaching methods aimed at

reinforcing concepts, addressing challenges, and promoting skill development in a

specific subject area towards a pedagogical approach that integrates hands-on

techniques, such as manipulatives and interactive activities, to facilitate the mastery of

arithmetic concepts. It emphasizes practical, interactive learning experiences to

enhance understanding and application of arithmetic skills (Orly Lipka, 2010). In this

study, this refers to the specific instructional strategies, hands-on activities, and

interactive tools implemented during tutorial sessions to enhance learners'

understanding and application of arithmetic concepts through practical experiences and

manipulative tools. Additionally, it is the structured educational session facilitated by

qualified instructors, incorporating hands-on activities, group discussions, and individual

practice to reinforce arithmetic skills, problem-solving strategies, and mathematical

concepts.

Problem-Solving Skills (PSS). Problem-solving skills encompass the ability of

individuals to analyze, evaluate, and solve problems effectively. In the context of this

study, problem-solving skills in mathematics involve applying logical reasoning, critical

thinking, and mathematical strategies to solve arithmetic challenges (Orly Lipka, 2010).

In this study, this refers to the operationalized as learners' proficiency in applying

mathematical strategies, logical reasoning, and critical thinking to effectively solve

arithmetic problems encountered during MATH tutorial sessions, demonstrating their

ability to analyze and solve mathematical challenges.

Attitude Towards Mathematics (ATM). Attitudes toward mathematics represent

learners' feelings, beliefs, and perceptions regarding the subject of mathematics.

Positive attitudes include interest, motivation, confidence, and a proactive stance

towards engaging with mathematical concepts and problem-solving challenges (Boaler,

et al., 2022). In this study, this refers to the assessed through surveys, observational

measures, and interviews to gauge learners' level of interest, engagement, confidence,

and positive disposition towards mathematics following their participation in MATH

tutorial sessions. It involves evaluating learners' emotional responses, motivation, and

self-perceptions towards mathematical learning experiences.

 CHAPTER II
Review of Related Literature and Studies

This chapter presents a review of related literature and studies that are necessary

in the development of this study.

Related Literature

The related literature reveals three central themes regarding the effects of

M.A.T.H program on the learners’ level of problem solving skills and attitudes towards

mathematics:

M.A.T.H Program (Tutorial)

The M.A.T.H program, which stands for Mastering Arithmetic Through Hands-on

Techniques, emphasizes experiential learning and the application of mathematical

concepts through practical activities. According to Hattie (2009), hands-on learning

experiences significantly enhance student engagement and understanding in

mathematics.

The M.A.T.H. program incorporates various instructional strategies, including

manipulatives, visual aids, and collaborative group work. Research by Clements and

Sarama (2009) indicates that use of hands-on activities in mathematics help students

develop a deeper understanding of mathematical principles. These tools allow learners

to visualize and physically manipulate mathematical concepts, which can lead to

improved comprehension and retention.

Furthermore, the M.A.T.H. program promotes a constructivist approach to

learning, where students actively construct their knowledge through exploration and

problem-solving. Piaget (1973) posits that learning is an active process, and when
students engage in hands-on activities, they are more likely to internalize mathematical

concepts. This approach not only enhances understanding but also fosters critical

thinking and problem-solving skills.

In addition to improving mathematical understanding, the MATH program also

aims to create a positive learning environment that encourages collaboration and

communication among students. Johnson and Johnson (1989) highlight the benefits of

cooperative learning, noting that students who work together in groups are more likely

to develop social skills and a sense of community, which can enhance their overall

learning experience.

Moreover, the MATH program addresses diverse learning styles and needs by

providing multiple avenues for students to engage with mathematical content. Research

by Tomlinson (2001) emphasizes the importance of differentiated instruction in meeting

the varied needs of learners. By incorporating hands-on techniques, the MATH program

caters to visual, auditory, and kinesthetic learners, ensuring that all students have the

opportunity to succeed in mathematics.

Overall, the MATH program represents a comprehensive approach to

mathematics education that not only focuses on mastering arithmetic skills but also

fosters a positive attitude towards learning mathematics. By engaging students in

hands-on activities and collaborative learning, the program aims to enhance both

problem-solving skills and students' perceptions of mathematics as an enjoyable and

relevant subject.

Students’ positive attitude towards mathematics leads to better performance and may

influence their overall achievement and application of mathematics in real-life. An

explanatory sequential quasi-experimental design involving a pre-intervention,

intervention, and post-intervention.

Problem Solving Skills

Problem-solving skills are essential competencies that enable individuals to

analyze complex situations, identify potential solutions, and implement effective

strategies to overcome challenges. In the context of mathematics education, problem-

solving is not merely about finding the correct answer; it involves a deep understanding

of mathematical concepts, critical thinking, and the ability to apply knowledge in various

contexts. According to the National Council of Teachers of Mathematics (NCTM, 2000),

problem-solving should be a central focus of mathematics education, as it fosters logical

reasoning and enhances students' ability to think critically.

The development of problem-solving skills is crucial for students, as these skills

are transferable to real-life situations beyond the classroom. Research by Schoenfeld

(1985) emphasizes that effective problem solvers possess a repertoire of strategies and

the ability to adapt these strategies to different contexts. This adaptability is vital in

today’s rapidly changing world, where individuals are often faced with complex

problems that require innovative solutions.

Moreover, problem-solving skills contribute to students' overall academic success

and confidence in their abilities. According to a study by Bandura (1997), self-efficacy,

or the belief in one’s capabilities to execute behaviors necessary to produce specific

performance attainments, plays a significant role in how students approach problem-

solving tasks. Students who believe in their problem-solving abilities are more likely to

engage with challenging mathematical problems and persist in finding solutions.

 To effectively develop problem-solving skills in students, educators can employ

various instructional strategies. One effective approach is the use of problem-based

learning (PBL), which encourages students to engage with real-world problems and

collaborate to find solutions. Research by Barrows (1996) indicates that PBL not only

enhances problem-solving skills but also promotes critical thinking and teamwork.

Another strategy is the incorporation of metacognitive practices, where students

are taught to think about their thinking. According to Flavell (1979), metacognition

involves self-regulation and self-reflection, allowing students to evaluate their problem-

solving processes and make adjustments as needed. Teaching students to monitor their

thought processes can lead to greater awareness of effective strategies and improved

problem-solving outcomes.

Additionally, the use of technology in mathematics education can enhance

problem-solving skills. Digital tools and software can provide interactive environments

where students can experiment with mathematical concepts and receive immediate

feedback. Research by Hegarty (2004) suggests that technology can facilitate deeper

understanding and engagement in problem-solving tasks, making mathematics more

accessible and enjoyable for students.

Numerous studies have explored the relationship between problem-solving skills

and mathematics achievement. For instance, a meta-analysis by Hattie (2009) found a

strong correlation between problem-solving instruction and improved student

performance in mathematics. Furthermore, the work of Polya (1957) outlines a

systematic approach to problem-solving that includes understanding the problem,

devising a plan, carrying out the plan, and reviewing the solution. This framework has
been widely adopted in mathematics education and serves as a foundation for teaching

problem-solving skills.

Problem -solving in mathematics helps students to experience on how to solve

Daily life problems by applying their mathematical knowledge and skill. Word problem

solving is one of the important components of mathematical problem solving

incorporates real-life problems and applications (Azizah, Rohani, & Mokhtar, 2010).

However, students cannot perform well in the examination when it comes to word

problem-solving questions. Word problem solving is an area of difficulty and frustration

fora considerable number of students (Bluman, 2005; Olga, 2010; Phonapichat et al.,

2013; Verschaffel & Corte, 1993).

It can be seen on TIMSS and PISA results which were not good enough.

Students

face difficulties to understand the mathematical language and lead to misconception. In

addition, students find it difficult to grasp the problem or some parts of it because of the

mathematical language.

In summary, problem-solving skills are a vital component of mathematics

education, equipping students with the tools they need to navigate complex challenges

both in and out of the classroom. By employing effective instructional strategies and

fostering a supportive learning environment, educators can enhance students' problem-

solving abilities and contribute to their overall success in mathematics.

Attitudes Toward Mathematics

 Students’ attitudes toward mathematics are significantly shaped by their

experiences with the subject (Davadas & Lay, 2017; Goldin et al., 2016). These

experiences influence their psychological states, leading to the development of either

positive or negative attitudes. Consequently, students tend to behave and think in ways

that align with their attitudes. For instance, those with a positive attitude toward

mathematics are more likely to enjoy the subject, perceive it as valuable, and exhibit

confidence in their abilities (Mullis et al., 2020).

Such students typically invest more time and effort into their mathematics

studies, which can enhance their overall performance. Barr and Tagg (1995)

highlight the urgent need for low-achieving students to have opportunities to learn

mathematics at their own pace. In traditional instructional settings, teachers often

struggle to meet the diverse needs of all students, which can lead to disengagement

and a decline in interest. This disengagement creates a cycle where low performance

further diminishes interest, ultimately causing students to abandon their efforts in

learning mathematics (Schraw et al., 2001).

Krapp (1999) notes that low interest is frequently accompanied by low

motivation, which can hinder students' engagement with the subject. Interest is

widely recognized as a critical factor in mathematics learning (Heinze, Reiss, &

Franziska, 2005; Yu & Singh, 2016). Hidi and Renninger (2006) describe interest as a

psychological state that engages students and encourages them to reengage with

content over time. They categorize interest into two types: individual interest, which is

more stable and personal, and situational interest, which is context-dependent.

Ainley (2006) defines interest as an affective state that reflects students'

 subjective experiences during learning. Numerous studies have demonstrated a

strong correlation between interest and academic achievement in mathematics. Heinze

et al. (2005) found that interest in mathematics learning could serve as a predictor of

students’ achievement levels. Similarly, saucer (2012) identified students’ interest as a

contributing factor to successful academic performance.

A study conducted in Nigeria by Kpolovie, Joe, and Okoto (2014) further

confirmed the significant relationship between academic achievement and

interest in learning. Moreover, Gilbert (2016) found that students with higher levels of

interest in mathematics exhibited lower performance-avoidance goals, suggesting that

interest can mitigate anxiety and promote a more positive approach to learning. To

improve students' attitudes toward mathematics, researchers have explored various

strategies, including the use of educational games.

Kiili and Ketamo (2007) noted that game-based learning can provide enjoyable

and engaging experiences, enhancing motivation and learning outcomes. Liu and Chu

(2010) found that such approaches facilitate motivation and learning effects, while

Barlett et al. (2009) highlighted improvements in situated learning and problem-solving

through game-based methods.

In Malaysia, mathematics is a compulsory subject at all educational levels. The

country has participated in international assessments such as TIMSS and PISA,

revealing fluctuations in students' mathematics performance. For instance, Malaysian

eighth-graders initially performed above average in TIMSS 1999 but showed a decline

in subsequent assessments, with a notable drop in 2011 (Ministry of spatial abilities and

attention. Li and Tsai (2013) emphasized the benefits of Education Malaysia, 2013).
 However, improvements were observed in TIMSS 2015, where Malaysia's score

increased to 465, indicating a positive trend (Mullis et al., 2016). Despite these

improvements, PISA results have shown that a significant percentage of Malaysian

students fall below the minimum benchmarks for mathematical literacy (Ministry of

Education Malaysia, 2013). This highlights the ongoing challenges in fostering positive

attitudes and improving performance in mathematics.

Students’ attitudes toward mathematics are formed through their various experiences

with mathematics (Davadas & Lay, 2017; Goldin et al., 2016). As accumulated

experiences with a certain object and subject influence students’ psychological state,

they develop a positive or negative attitude toward such experiences. Moreover,

students tend to behave and think in a certain way that matches their attitude. For

example, students with a positive attitude toward mathematics tend to like mathematics,

view it as a valuable subject and have confidence in engaging in the subject (Mullis et

al., 2020). Such students also put more time and effort into studying mathematics.

Barr and Tagg (1995) pointed out that it is urgent for low-achieving students to

have more opportunities to learn mathematics at their own pace. Under such instruction,

the teacher can rarely take care of all students. Many students may then continue to fall

behind the standard of mathematics achievement and lose their interest in mathematics;

they eventually give up on learning mathematics.

 Moreover, the achievements of low-achieving students in the experimental

school outperformed the low-achieving students in the control school (a control group in

another school) in word problems. Both the low-achieving students and the high-

achieving students in the experimental school maintained a rather high level of interest

in mathematics and in the system. The low-interest problem for almost all students in

Taiwan is usually accompanied by low motivation (Krapp 1999). Furthermore, students

with continuously low performance in mathematics may eventually lose their interest

and refuse to learn further (Schraw et al. 2001). To motivate students to learn,

researchers design educational games to provide enjoyable and engaging learning

experiences (Kiili and Ketamo 2007). Some of these researchers found that game-

based learning may facilitate students’ learning in terms of "motivation and learning

effects" (Liu and Chu 2010), "spatial abilities and attention" (Barlett et al. 2009),

"situated learning and problem-solving" (Li and Tsai 2013). Given these positive results,

we hope that our educational game can enhance and sustain the student’s interest in

learning mathematics.

In Malaysia, mathematics is a compulsory subject for all primary and secondary

school students. Over the years, Malaysia has participated in international assessments

like Trends in International Mathematics and Science Study (TIMSS) and Program for

International Student Assessment (PISA). In 1999, when Malaysia first participated in

TIMSS, its eighth-grade students’ mathematics performance was above average with a

mean score of 519, and Malaysia ranked 16th out of 38 countries (Ministry of Education

Malaysia, 2013). However, over the following years, Malaysian eighth-graders’

mathematics achievement in TIMSS showed a declining trend whereby in TIMSS 2011,

they attained a low mean score of 440 and Malaysia ranked 26th out of 45 countries

(Ministry of Education Malaysia, 2013). Nevertheless, in TIMSS 2015 the mathematics

score improved by 25 points to an overall score of 465 (Mullis, Martin, Foy, & Hooper,

2016). Malaysia was one of the 18 countries which had shown improved mathematics

performance in TIMSS 2015 as compared to TIMSS 2011 (Ministry of Education

Malaysia, 2017).

On the other hand, the results in PISA 2009 showed that nearly 60% of the 15-

year-old Malaysian students who participated in the assessment were below the

minimum benchmarks of mathematical literacy set by PISA, which is required to

participate effectively and productively in life (Ministry of Education Malaysia, 2013).

Later in PISA 2012, the mathematics performance was subpar again, and Malaysia was

placed 52nd out of 65 participating countries, with a mean score of 421 that was below

the OECD average (OECD, 2014). In brief, the findings from these international

assessments suggest that there have been fluctuations in Malaysian students’

mathematics performance.

As widely believed, interest has a vital role in mathematics learning (Heinze,

Reiss, & Franziska, 2005; Yu & Singh, 2016). Hidi and Renninger (2006) describe

interest represents a psychological state of engaging or having the tendency to

reengage in a particular content in the course of time; it was categorised into individual

interest and situational interest. According to Ainley (2006), interest is defined as an

affective state that refers to the subjective experience in learning. In this study, interest

is operationally defined as students’ affective state of being engaged in mathematics

learning whereby students enjoy the learning process. Heinze et al. (2005) carried out a
study on 500 German students who were at the seventh grade and eighth grade to

explore their mathematics achievement and interest as well as the association between

the variables. The study concluded that interest towards mathematics learning could be

considered as a predictor for mathematics achievement (Heinze et al., 2005). Sauer

(2012) found that students’ interest towards learning is one of the contributing factors in

successful academic performance. A study conducted on 511 secondary students in

Nigeria showed that academic achievement and interest in learning are significantly

correlated (Kpolovie, Joe, & Okoto, 2014).

Also, Gilbert (2016) showed that students with a higher level of interest in

mathematics had lower performance-avoidance goals for both types of mathematical

tasks which required high and low cognitive processes.

According to the study of Smith, J., & Johnson, A.(2019) which investigated the

impact of hands-on techniques in mathematics education on students' problem-solving

skills. The results indicated a significant improvement in students' ability to solve

complex mathematical problems and a positive shift in their attitudes towards

mathematics. Brown, L., & Garcia, M. (2018), explored the benefits of hands-on learning

in mathematics instruction. The study found that students exposed to hands-on

techniques, such as the use of manipulatives and real-world applications, demonstrated

higher levels of engagement, problem-solving proficiency, and positive perceptions of

mathematics. Martinez, S., & Lee, H.(2020), revealed that students who participated in

tutorial sessions showed a significant increase in their problem-solving abilities and a

more favorable attitude towards mathematics. Adams, K., & White, B.(2021),

investigated the influence of educational programs, such as the MATH program, on

students' attitudes towards mathematics. The results indicated a positive correlation

between participating in specialized math programs and developing a more positive

outlook on the subject.

Therefore, the author recommends the following strategies of how program

tutorial session may influence to the problem solving skills of the learners and how does

their skills improved when they are participating in program tutorial session. In addition,

Wilson, R., & Thomas,L.(2017), synthesized findings from multiple studies on hands-on

learning and problem-solving in mathematics. The results consistently showed that

integrating hands-on techniques into mathematics education led to improved problem-

solving skills and enhanced motivation for learning mathematics.

The said study is related to the researchers topic because their research study is

about how intervention plays a crucial role in enhancing students' mathematical abilities

and cultivating a positive attitude towards the subject. Mathematics is a methodical

application of matter. Based on the World Transactions on Engineering and Technology

Education(2017) Mathematics is one of the most significant subjects in the whole

education system and is studied at all levels of education, from elementary school to

university. This is because Mathematics is the necessary knowledge required for

students to support their learning success in the future. This was also supported by

Runisah et al. (2017) it is stated that Mathematics is also one of the tools of Scientific

thinking that are needed to develop systematic, logical and critical thinking of students.

Therefore, students need to have a piece of good mathematical knowledge to face the

future. In the EURASIA Journal of Mathematics Science and Technology Education

(2017) as cited by Theresia Laurens et al., (2017) that Mathematics is a necessary

subject for all starting from elementary level to a higher level of education. Mathematics

become a basic capital for life, particularly for solving everyday problems. It has a

systematic logic, following regular and specific orders. Through learning mathematics,

can makes our brain used to solving problems systematically. As a result, for this, we

can now easily give solutions to our daily problems. Besides, Mathematics helps us in

learning many other subjects as well. If the students have difficulties in learning

Mathematics, it will also affect their learning calculations on other subjects. Thus, it is

necessary to learn mathematics since it develops students’ higher order of thinking. In

the study of Richard (2017), it explains that even though mathematics serves a practical

purpose almost for everyone still, a lot of adult learners do not like learning mathematics

or simply the subject compared to young learners. Mathematics is a part of our human

cultural heritage wherein we humans have the responsibilities in developing and

preserving that heritage. Since mathematics gives us fundamental knowledge and skills

for all other subjects, it is now intertwined with other school subjects and this is where it

starts for the students to find math difficult, complicated and hard to learn [ CITATION

Bro17 \l 1033 ]Attitudes of Students towards Mathematics. In the journal of McLeod

(2018) of Attitudes and Behavior, it is stated that an attitude is “a relatively enduring of

organizations of beliefs, feelings, and behavioral tendencies towards socially significant

objects, groups, events, or symbols” (Hogg, M.& Vaughan, G., 2005).

Related Studies

This study presents the three themes presented in this study. The flow of study is

presents thematically. The following are the themes which are presented in order:
M.A.T.H Program, Problem Solving Skills, Attitudes Towards Mathemesented in order:

M.A.T.H Program, Problem Solving Skills, Attitudes Towards Mathem

M.A.T.H Program (Tutorial)

Math interventions are designed to enhance the mathematical skills of students,

particularly those who are at risk of underperforming. Numerous studies have

demonstrated the effectiveness of these interventions in improving math skills among

students with varying levels of proficiency. Research indicates that targeted math

interventions can significantly improve the performance of students who are struggling.

For instance, a meta-analysis conducted by Smith et al. (2020) found that students

receiving specialized math instruction showed a marked improvement in their math

scores compared to those who did not receive such interventions.

The study emphasized the importance of tailored approaches that cater to

individual learning needs. Additionally, Johnson and Lee (2019) explored various math

intervention programs and concluded that those incorporating hands-on activities and

real-world applications were particularly effective in engaging students and enhancing

their understanding of mathematical concepts.

Despite the positive findings surrounding math interventions, there remains a

significant gap in the literature regarding the comparative effectiveness of these

interventions across different groups of students. Smith (2021) highlighted that while

many studies focus on experimental groups receiving interventions, there is a lack of

comprehensive research examining control groups. This gap is critical as it limits the

understanding of how these interventions perform in diverse educational settings.

 Moreover, Garcia (2022) pointed out that while some interventions are effective

for at-risk students, there is insufficient data on their impact on students performing at or

above grade level. This lack of research creates an incomplete picture of the

effectiveness of math interventions across the student population.

The M.A.T.H. program, which emphasizes hands-on techniques for mastering

arithmetic, has been shown to enhance learners' engagement and understanding of

mathematical concepts. Clements and Sarama (2011) found that hands-on learning

experiences significantly improve students' mathematical understanding and skills, with

students engaging in such activities demonstrating greater improvement in their

arithmetic abilities compared to those receiving traditional instruction. Hattie (2009)

highlighted that active learning strategies, like those employed in the M.A.T.H. program,

result in deeper understanding and retention of mathematical concepts, showcasing a

higher effect size in student performance.

Similarly, Boaler (2016) reported that students participating in hands-on

mathematics programs exhibited increased engagement and achievement, fostering a

positive learning environment.

Problem Solving Skills

Problem-solving skills, which are crucial for success in mathematics, can be

enhanced through structured approaches, as outlined by Polya (1957).

Collaborative learning environments, as noted by Johnson and Johnson (1999),

significantly improve these skills, suggesting that the M.A.T.H. program's hands-on
techniques may facilitate such collaboration. Schoenfeld (1985) emphasized the role of

metacognition in effective problem-solving, indicating that the program's focus on

hands-on activities could encourage reflection on problem-solving strategies.

In addition, a study by Engel (2009) found that students who engaged in

problem-

based learning exhibited higher levels of problem-solving skills and were more adept at

applying their knowledge to novel situations. Furthermore, a research study conducted

by Lesh and Doerr (2003) illustrated that when students are given opportunities to work

on real-world problems using hands-on techniques, their problem-solving abilities and

critical thinking skills significantly improve. These findings suggest that integrating

hands-on techniques into mathematics instruction can lead to improved problem-solving

abilities among learners.

Problem-solving is the ability to understand issues and steps that will affect

students’ mathematics learning results. Problem-solving can be considered an

important aspect of mathematics learning (Klang et al., 2021) Understanding the

problem-solving process can improve students’ learning performance (Hsiao et al.,

2018). Understanding the problem as a part of problem-solving steps involves students’

cognitive processes to solve the problem and communicate the solution (OECD, 2003).

The success of good students’ mathematics performance is dependent on their ability to

solve problems and understand when and how to apply knowledge and ability (Chytrý et

al., 2020

Attitudes Towards Mathematics

 Students' attitudes towards mathematics, which significantly influence their

performance, can be positively impacted by hands-on programs. Fennell (2006)

found that students involved in such programs reported more positive attitudes, while

Ashcraft and Ridley (2005) noted that hands-on learning experiences can reduce math

anxiety, fostering a more favorable attitude. Dweck (2006) underscored the importance

of a growth mindset in mathematics education, suggesting that the M.A.T.H. program's

engaging, practical activities can help students view challenges as opportunities for

growth.

Additionally, a study by Pajares and Graham (1999)revealed that students with

positive attitudes toward mathematics were more likely to perform better

academically and persist in their studies. Furthermore, a longitudinal study by Ma and

Kishor (1997) found a strong correlation between students' attitudes towards

mathematics and their achievement levels, indicating that fostering a positive attitude is

crucial for academic success. Collectively, these studies highlight the significant impact

of the M.A.T.H. program on learners' attitudes towards mathematics, emphasizing the

value of integrating hands-on techniques to enhance both student engagement and

confidence in the subject.

Students’ positive attitude towards mathematics leads to better performance and

may influence their overall achievement and application of mathematics in real-life. In

this article, we present the findings of an investigation on students’ attitude towards

linear programming (LP) mathematics word problems (LPMWPs). In this study, it was

found in terms of how mathematics play a multidimensional and it is intended to change

technological world. Mathematical ability is crucial for the economics success of

societies (Lipnevich, MacCann, Krumm, Burrus, & Roberts, 2011).

It is also important in the scientific and technological development of countries

(Enu, Agyman, & Njum, 2015). This is because mathematics skills are essential

in understanding other disciplines including engineering, sciences, social sciences and

even the arts (patena & Dinglasan, 2013; Phonapichat l, Wongwanich, & Sujiva, 2014;

Schofield, 1982). Abe and Gbenro (2014) point out that mathematics plays a

multidimensional role in science and technology of which its application outspread to all

areas of science, technology as well as business enterprises. Due to the Importance

that mathematics engulfs, the subject, became key in school curriculum.

According to Ngussa and Mbutu (2017), the mathematics curriculum is intended

to provide students with knowledge and skills that are essential in the changing

technological world. In Tanzania, mathematics is one of the core mandatory subjects to

all students in primary and ordinary level secondary schools (Lower secondary). For

example, in ordinary level secondary school curricula, there are are seven core

subjects, notably, Mathematics, Geography Kiswahili, English, Civics, History, and

Biology (Ministry of Education and Vocation Training, 2007).

Yet, mathematics in seen as the most difficult subject in many parts of the world

(Ignacio, Nieto & Barona, 2000) and Tanzanis is not exceptional According to Mabula

(2015), the overall performance of students in Certificate of Secondary Education

Examination in Tanzania has been deteriorating in the last fifteen years. Nguma and

Mbuti (2017) point out that, high failure rates in mathematics are due to several reasons

which eventually disorient students learning.

 For example, the results issued by the National Examinations Council of

Tanzania (NECTA) in 2004 indicate that 66.6% of standard 7 and 70.1% of ordinary

level secondary school students failed their final year mathematics examination. In

2016, the failure rates still stood at 13.4% and 81.9% for primary and secondary school

respectively (NECTA, 2016). The continued trend of poor performance in mathematics

rains concerns to the public on whether or not the education system can supply

graduates who possess the over essential skills in unable them to cope with the ever-

evolving technological (Hamilton, Mabers, Matenge & Machumu, 2016).

These resulte provide an avenue for further research that seeks to characterize

and understand the various factors that may influence students’ performance in

mathematics. This will help to devise plausible strategize for future action so as to bring

about an improvement in the pass rates in mathematics. Factors that can influence

mathematics performance are demonstrated by Kupari and Nissinen (2013) Yang

(2013): Tahabalala and Neube (2016), when they show that poor performance in

mathematics is a function of cross-factors related to students, teachers and schools.

Among the student factors, attitude regarded by many researchers as a key

contributor to higher or lower performance in mathematics (Muhamed & Waheed, 2011:

Mata, Monteiro & Peixoto, 2012, Nguma & Mhuti, 2017). Attitude refers to a learned

tendency of a person to respond positively or negatively towards an object, situation,

concept or another person (Sarmah & Puri. 2014). Attitudes can change and develop

with time (Syyeda, 2010), and once a positive attitude is formed, it can improve

students' learning (Akinsola & Olowujaiye, 2008, Mutai, 2011).

 On the other hand, a negative attitude hinders effective learning and

consequently affects the learning outcome henceforth performance (Joseph. 2013).

Therefore, attitude is a fundamental factor that cannot be ignored. The effect of attitude

on students performance in mathematics might be positive or negative depending on

the individual student. In response to this problem, this study seeks to investigate

students attitudes towards learning mathematics in Tanzania.

CHAPTER III
Research Methodology

This chapter presents the research methodology which comprises the research

design, research setting, sampling procedure, research instruments, validity and

reliability of instruments, data gathering procedure, analysis of interview data scoring

systems and statistical treatment of data.

Research Design

This study employed both qualitative and quantitative methods of research to

investigate the effects of M.A.T.H. program on the learners' level of problem solving

skills and attitudes toward Mathematics. This utilized a quasi-experimental design using

two intact groups. Specifically, the Matching – Only Pre-test – Post-test Control Group

Design.

Experimental Group M X
O1 O3

Control Group M C
O2 O4

The experimental group refers to the group of students exposed to the M.A.T.H

program approach while the control group are the students who are not exposed in the

program. The symbol M in this design means that the two groups were matched based

on their respective final grades in grade 7 mathematics of the school year 2023– 2024.

The symbol O corresponds to the observation in which O 1 and O2 represent the pre-test

administered to both the experimental and control groups, respectively. O 3 and O4

represent the post-test both the experimental and control groups, respectively. Both

groups (control and experimental) were exposed to traditional lecture-discussion,

however, the experimental group of students which are represented by the symbol X

were exposed to the mathematics tutorial session called the M.A.T.H. program which

contain one (1) selected lesson in grade 8 algebra (topic domains) for the second
quarter. The symbol C refers to the control group of students who were exposed to the

traditional lecture – discussion instruction but not exposed to M.A.T.H. program.

The qualitative aspect is a one-on-one interview using interview protocol focused

on evaluating the learners’ level of problem-solving skills and their attitudes towards

mathematics. The evaluation was done through written responses and verbal

iinterviews responses and observation. Written The expected responses were toward

on the strategy used by the researchers during the M.A.T.H tutorial on grade 8

mathematics which was conducted to both experimental and control groups. The

quantitative aspects of this study were the scores of the test on the level of problem-

solving skills before and after the intervention and the survey data of the learners’

attitudes towards mathematics.

Locale of the Study

The researchers will conduct this study at Francisco Ll. Laya Memorial Integrated

School (FLMIS), which has the school ID number 500696. The school offered complete

basic education from Kinder to Grade 12. The Senior High School offered only two

strands which are Technical Vocational Livelihood and HUMMS (Humanities and Social

Sciences), TVL has two tracks: Home Economics (HE) and Information and

Communication Technology (ICT). FLMIS is located in Baranggay Tipanoy. Tipanoy is

one of the (44) baranggays in Iligan City. Iligan City contains (16) nationalized high

schools, and FLMIS is one of this, which was published in 1971 under the Division of

Iligan City.
 Figure 2. Map of Francisco Ll. Laya Memorial Integrated School.

Subject Participants of the Study

The participants of this study are the grade 8 students of Francisco Ll. Laya

Memorial Integrated School in the Division of Iligan City. There were only two (2) intact

sections of grade eight (8) students in the setting of this study. These two intact sections

were handled by the same math teacher, and the students of their classes are use as

the respondents of the study. Section humility has twenty-six (26) students while section

sincerity has twenty-five (25) students. However, there are only 20 pairs of respondents
matched according to their final grade in mathematics from grade 7. Each student from

both groups is given pseudonym to hide their identity. The students from the

experimental group are given names which started SE (Students from Experimental

group), while the students from control group started with SC (Students from Control

group). For instance SE1, means ―student number 1 from experimental group and

SC2 means ―student number 2 from control group.

Data Gathering Procedure

Pre-intervention Phase

The pre-intervention phase was focused on the construction on the program. The

program has one (1) lesson for the second quarter paralleled in the list of competencies

for the second quarter lessons of the Matatag Curriculum. It includes the following :

1.Simplifying fractions, 2. Operations on Fractions, 3. Problem-solving involving

fractions 1. Simplifying Rational Expressions, 2. Multiplying Rational Expressions, 3.

Dividing Rational Expressions, 4. How to avoid errors in multiplying and dividing factors,

and 5. Finding the area of Rational Expressions.

Consultation for evaluation of the instruments made for the chosen topic domains

in algebra was also made with the two (2) Secondary teachers who are major in

Mathematics and one (1) Master Teacher 2 in Mathematics from high school and, whom

the researcher believed to be experts in mathematics and 1 Teacher I. Searching of

appropriate one-on-one questionnaires in the internet for the adaptation in the study

followed next. When all the appropriate math activities and the needed one-on-one
interview questionnaires will findfound and make made available, construction of the

pre-test and post-test of the students will do nextwere undertaken.

There are two sets of instruments given to the respondents. The first set is a

problem solving test instrument measures the learners‘ level on problem solving skills

which are taken from the selected items in the form of solving. The second instrument

given is a survey questionnaires with twenty-five (25) items and there are five (5)

choices per item (Strong Agree, Agree, Neutral, Disagree, Strongly Disagree) which

measured the learners‘ level of attitudes towards Mathematics based on Bloom‘s

Revised Taxonomy: remembering, understanding, applying, analysing, evaluating, and

creating. The third instrument is an instrument on problem solving skills which consist of

four (4) items questions. .The fourth instrument is an interview on learners’ attitudes

towards mathematics which consist of seven (7) questions. Interviews with individual

learners are conduct to corroborate questionnaire findings.

Moreover, instrument is checked and scrutinized by the experts in Mathematics

and members of the panel for its refinement. To test the validity of the multiple choice

questionnaires instrument for thinking skills, initially a fifteen n eighty (8015) item-test

was given to grade 9 studentslearners who were already taught with the topics covered

within the forth second (2nd ) grading quarter of the grade 8 mathematics. The test

answers are scored, item analyzed and the reliability coefficient are determined by

using Cronbach‘s Alpha with a xx coefficient. There were only 13 – item multiple-choice

test left from the original fifteen (15) – item test after the administration of the pilot

testing.

Intervention Phase
 Before gathering the data, the researchers wrote a letter to the principal of the

Francisco Ll. Laya Memorial Integrated School as well as the Head Teacher of High

schol department for the permission to float the instruments. Before the pre-test will was

administered by the researchers to the chosen respondents, the trial of the multiple

choice test is given to the Grade 9 students. The pre-test of the two groups is given on

the same date in their respective class schedules in NMP time.

Following the school class program implemented by the school administration,

both the control groups and experimental groups are scheduled in the afternoon during

the NMP time, so their pre-test are conducted in the afternoon as well. After the pre-test

of the students, the instruction is started, the experimental group is exposed to the

M.A.T.H. program. The control group is exposed to the traditional lecture approach of

teaching of the researchers (students). There is a participation of the one math teacher

as observer to ensure that the researchers do not deviate from the lesson plan.

On the other hand, the customary instruction is made on both groups (control

and experimental) with the usual class session but employing different approaches

between two groups. The groups are expose to different strategies, such that, ordinary

assignments, individual seatwork, board work, game, group work, and cooperative

learning after lunch time. The post-test is a parallel type of test of the pre-test, is given

to the two groups.

The post test will administer to the two groups after the lesson in the

mathematics has been give and teach to the experimental group and control group,

respectively. However, only twenty (20) pairs of students from the two groups are

matched related to their problem solving skills and attitudes towards Mathematics
subject. The twenty (20) pairs are match according to their final grade from grade 7

mathematics. Moreover, the researchers conducted a written interview using a semi-

structure questionnaire on both experimental and control groups after their post-test

(periodical test).

After Collecting the data of the respondents, and checking the instruments, and

the analysis of the data, in our research to take data from the respondents is only 45

minutes and we start 3:00 to 3:45. out of 20 students, we took 5 students to interview,

and we only had 35 minutes to finished.

Post-intervention Phase

After the instructional intervention was done, the PSS and ATM instruments were

administered for the second time (as posttest) to the control and experimental groups of

students. Interview on PSS and ATM were administered after the posttest. The one-on-

one interviews with the learners-respondents were conducted in such way that the

interviewee were asked the same set of questions as for others. The students were

allowed to respond the questions either English, Filipino, or Visayan (mother-tongue)

language. The students’ answers were checked, scored and were recorded.

In the administration of PSST, the control group was separated from the

experimental group. The test papers for the and were distributed by the researchers to

the students in control and experimental groups simultaneously. The test was

conducted inside the grade 8 rooms. The test of the control group and experimental

group was facilitated by the researchers. The PSST provided two types of test, there

were 13 items multiples choice and 8 worded problem. The test lasted for two (1) hour.
After the test were answered by the learners-respondents, the test papers of the PSS

were submitted to the researchers.

The ATM was administered in the same day after the PSST to both the control

and experimental groups. The tests ATM were administered and facilitated by the

researcher. The learners are required to tick the appropriate response from a set of five

(5) alternatives: “strongly agree”, “agree”, “neutral”, “disagree” and “strongly disagree”.

This test lasted for two (30) minutes. The test papers ATM were collected by the

researcher.

The manipulation of the solution of the problems was scored according to the

rubrics presented in Table 1.

The interview to both the control and experimental groups of students was done

through one-on-one interview. Eight (8) randomly selected student- respondents from

the control and experimental groups were used as the subject interviewees. The

selection was based on their scores in the PSST. Two high scored students and two low

scored students in the PSST in both control and experimental groups. The interview per

students lasted for 25-30 minutes.

Research Instruments

In gathering the data, the following instruments will bewere used:

1. Problem Solving Skills Test (PSST). This instrument composed of two tests:

1. is is a twenty – five (25)- item test with four options. 2. Is a problem-solving test from

,the selected problem from the multiple choice test (see Appendix A).

Table 1
Rubric for Problem Solving (Adapted from the study of Soriano, R.C. (2001)).
Score Descriptors
5 (100% of the correct answer) Fully Completed: The solution demonstrates a thorough and
accurate understanding of the mathematical concepts and procedures involved. All steps are
 logically presented and clearly justified, leading to a completely correct solution.Shows correct
solutions and finish all significant part of the solution. Complete understanding of the problem.
Shows in-depth comprehension of the pertinent concepts and/ processes.

4 (76-99% of the correct answer) Partially Completed. The solution demonstrates a strong
understanding of the problem and applies appropriate methods. However, there might be a
minor omission or error that prevents a completely correct solution (e.g., a simple calculation
mistake, a missing unit)Shows solutions and finishes some significant parts of the solution.
Part of the problem misunderstood or misinterpreted. Shows some in-depth
comprehension of the pertinent concepts and/or processes.

3 (51-75% of the correct answer): Some Completed: The solution shows progress towards a
correct answer, demonstrating some understanding of the relevant concepts. However, there
are significant gaps in the solution process, missing steps, or conceptual errors that prevent a
complete and accurate answer.Shows solution and not finishes some significant parts of the
solution. Partially correct plan based on part of the problem being interpreted correctly.
Neglects or interprets less significant ideas or details on concepts and/or processes.

2 (26-50% of the correct answer): Minimally Completed: The solution demonstrates a limited
understanding of the problem and the required mathematical concepts. While there may be an
attempt to apply relevant procedures, the solution is largely incomplete or contains major
errors.Attempts to solve and shows minor comprehension. Plan of the solution is partially
inappropriate.

1 (1-25% of the correct answer) Nearly Blank: The solution shows minimal effort or
understanding of the problem. Only a few initial steps might be attempted, or the approach
taken is entirely inappropriate for the given problem.Attempts to solve and shows no
comprehension. Plan of the solution is totally inappropriate.

0 (0%): No Solution/No Attempt: No attempt has been made to solve the problem, or the
provided solution is completely irrelevant and demonstrates no understanding of the
mathematical concepts involved.No attempts, problems are left unanswered.
Note: Adapted from the study of Soriano, R.C. (2023).

There were only four three (34) subject domains (topics) included by the

researchers: 1. Linear function and its applicationsSimplifying fractions, 2. Slope and of

the line and Equation of the LineOperations on Fractions, 3. Solving and Graphing:

Linear equation and System of linear equation andProblem-solving involving fractions.

Solutions are scored using rubrics for problem solving adapted from the study of

Soriano, R.C. (20142023) where its highest score is 5 and its lowest score is 0.

In the case of the problem-solving skills, solutions were then evaluated using the

Rubric for Problem Solving (Adapted from K to 12 EBEC) as shown in the Table 1.
2. Attitudes Towards Mathematics Survey.

The researchers prepared a survey questionnaires which consisted of twenty-five (25)

items for attitudes towards mathematics (see Appendix B).The survey questionnaires is

devised to explore aspect of the learners' attitudes and towards mathematics.

For all the items, learners are require to tick the appropriate response from a set

of five (5) alternatives: 5 - "strongly agree" if they have a high level of agreement, 4

-"Agree" if they have a moderate level of agreement, 3 -"neutral" if they were not sure

about the answer, 2 - "disagree" if they have a moderate level of disagreement, and 1

-"strongly disagree" if they have a moderate level of disagreement. The researchers will

then collected the questionnaires from the grade 8 learnerscontrol and the experimental

groups.

3. Interview on Problem Solving Skills.

The researchers would get the information from the selected grade 8 learners

which composed of five (5) students from the control group and five (5) from the

experimental group (from the same sample used for the questionnaires)the twenty (20)

selected grade 8 learners through interview. The researchers prepared an interview

which consist of (4) questions related to the problem solving in mathematics (see

Appendix C). The interview questions are mainly design to measure the problem

solvingproblem-solving skills of learners. Learners are not necessarily to mention their

names in order to protect anonymity.

4. Interview on Learners’ Attitudes Towards Mathematics.

 The researchers prepared a set of interview questions which consists of four (4)

questions each for both problem-solving skills and attitudes towards mathematics (see

Appendix D). The interview questions are mainly design to validate the level of problem

solving skills of learners based on their test scores and also their attitudes towards

mathematics survey result. In addition to the questionnaire, information is also obtain

through interviews from the twenty (20) selected grade 8 learners which composed of

five (5) students from the control group and five (5) from the experimental group (from

the same sample used for the questionnaires).

Interviews with individual learners wereare conducted to corroborate

questionnaire findings of the study. The interview questions are mainly designed to

measure attitudes associated with mathematics. The interviews werare conducted in

such a way that each interviewee is was asked the same set of questions as for others.

The interviewer will have the flexibility to lead the interviewees into directions that would

be productive. All the interview sessions are were conductedllected by the members of

the researchers. In order to protect anonymity, their names are not mentioned. All of

the questionnaires developed are were checked and validated by the panel members.

All the interviews are conducted during the NMP.

Statistical Analysis Tools

Hypotheses were tested using α = 0.05 level of significance. The following

statistical tools were employed for the analysis and interpretations of the gathered data,

as follows:

1. Frequency and Percentage.

These tools are used to describe the students‘ mathematics rating for their
performance and student’s scores on their PSS and ATM on both pre-test and post-test.

2. Mean and Standard Deviation.

These tools are used to determine the students‘ level of PSS and ATM, and

performance (math rating).

3. Pearson Product Moment Correlation Coefficient. Tthisese tool was used to

compare and determine the relationship between the test mean scores and survey

mean scores of the two variables: the level problem-solving skills and attitudes towards

mathematics of the learners.

4. T–test (independent).

This tool is used to determine the significant difference of the students‘

mathematicsstudents’ mathematics performance between two groups.

5. T-test (paired-sample).

This tool is used to determine the significant difference of the between students‘

prestudents’ pre-test and post-test.

 CHAPTER IV
Presentation, Analysis, and Interpretation of Data

This chapter presents the data collected, its analysis and interpretations. The

presentations of data follow the sequence order of the statement of the problem in

chapter 1.

Learners' Level of Problem-Solving Skills Before and after MATH Program

The students’ problem-solving skills level was assessed by means of their scores

in the problem-solving performance test (PSS). The type of tests were thirteen (13)-

item multiple choice test and eight (8)-item problem-solving with forty (40) possible

points particularly covering the topic domains with a total of fifty-three (53) highest

possible score: 1. Linear function and its applicationsSimplifying fractions, 2. Slope and

of the line and Equation of the LineOperations on Fractions, 3. Solving and Graphing:

Linear equation and System of linear equation andProblem-solving involving fractions.

Solutions are scored using rubrics for problem solving adapted from the study of

Soriano, R.C. (20142023) where its highest score is 5 and its lowest score is 0.

Students' problem-solving abilities were qualitatively categorized into six distinct

levels based on their performance on the PSS. These levels, ranging from 5 to 0. A

score of 5 (representing 100% correct answer) represents the highest level of problem-

solving mastery, demonstrating a comprehensive understanding of the problem and the

ability to apply appropriate strategies to arrive at a correct solution. A score of 4

(representing 76-99%) indicates a partially completed answer and shows minor

omission or error that prevents a complete solution, while a score of 3 (representing 51-

75%) completed some answer demonstrating only some relevant concepts. A score of 2
 (representing 26-50%) minimally completed the answer and shows limited

understanding of the problem, and a score of 1 (representing 1-25%) Nearly blank in the

manipulation of the solution. A completely (100%) wrong answer that is 100%

unsubstantiated with correct concepts-principles is scored 0 or No answer is scored

zero.

Students’ total raw score of the test per topic domain were categorized into five

levels. For slope and equation of the line topic domain, a score of 0 to 9 is categorized

as “low”, 10 to 20 as “below average”, 21 to 31 as “average”, 32 to 42 as “above

average”, and 43 to 53 as “high”.

Table 2 presents the overall number (%) distribution of control and experimental

groups of students in the five levels of problem-solving skills in the mathematics topic

domains before and after intervention.

Table 2
Overall Number (%) Distribution of Control and Experimental Groups of Students in the
Five Levels of Problem-Solving Skills in the Mathematics Topic Domains Before and
After Intervention.
Before Intervention After Intervention

𝜒 𝜒
Level of
Raw Control Experimental Control
Problem 2 Experimental 2
Score
Solving Group Group p Group p
Range Group (n=20)
Skills (n=20) (n=20) (n=20)
Number (%)
Number (%) Number (%) Number (%)

43-53 High 0 (0.00) 0 (0.00) 0 (0.00) 5 (25.00)

Above 0 (0.00) 0 (0.00) 0 (0.00) 3 (15.00)

32-42
average

21-31 Average 0 (0.00) 0 (0.00) 2.105 .147 2 (10.00) 3 (15.00) 24.542 .000

Below 2 (10.00) 0 (0.00) 1 (5.00) 7 (35.00)

10-20
average

0-9 Low 18 (90.00) 20 (100) 17 (85.00) 2 (10.00)

Total 20 20 20 20

Note: s = significant at .05 level; ns=not significant at .05 level

 Table 2 presents a detailed distribution of problem-solving skills among the

control and experimental groups before and after the MATH program intervention. The

categorization of scores into five distinct levels—high, above average, average, below

average, and low—provides a clear framework for understanding the students'

performance in various mathematical domains.

Before the intervention, the control group exhibited a concerning trend, with 90%

of students categorized as "low" in problem-solving skills, while the experimental group

had all students (100%) in the same category. This stark contrast indicates that both

groups started from a similar baseline of limited problem-solving proficiency, which is

critical for understanding the effectiveness of the intervention. The absence of students

in higher categories (above average and high) suggests a significant gap in the

students' mathematical capabilities, which may stem from inadequate prior knowledge

or ineffective teaching methods.

After the intervention, the results reveal a dramatic shift in the experimental

group’s performance. Notably, 25% of the experimental group achieved a "high" level of

problem-solving skills, while 15% reached the "above average" category. This

improvement is statistically significant (p < 0.05), indicating that the MATH program had

a profound impact on the students' ability to solve mathematical problems. In contrast,

the control group showed minimal improvement, with only 10% of students categorized

as "below average" and the majority remaining in the "low" category. This lack of

progress in the control group underscores the effectiveness of the MATH program in

enhancing problem-solving skills among the experimental group.

 The findings from Table 2 suggest that the MATH program not only improved the

problem-solving skills of the experimental group but also highlighted the need for

targeted interventions in the control group. The significant increase in the number of

students achieving higher levels of problem-solving skills in the experimental group

indicates that structured and focused mathematical instruction can lead to substantial

improvements in student performance. Furthermore, the data emphasizes the

importance of continuous assessment and intervention strategies to support students

who struggle with foundational mathematical concepts.

Overall, Table 2 serves as a compelling illustration of the MATH program's

effectiveness in transforming students' problem-solving abilities. The results advocate

for the implementation of similar programs in educational settings to foster mathematical

proficiency and confidence among learners, particularly those who may be at risk of

falling behind.

Learners' Level of the Attitudes Toward Mathematics Before and After MATH
Program
Table 3
Level of Attitudes of the Control and Experimental Groups Towards Mathematics Before
and After Intervention
Control Group Experimental Group
(n=20) (n=20)
Mean (Description) Remarks Mean (Description)
Survey items Remarks
Before After (Difference) Before After
Intervention Interventio Intervention Intervention
n
1. Mathematics helps one think
4.05 (A) 4.30 (SA) 0.25 (IG) 3.90 (A) 4.95 (SA) 1.05 (IG)
according to strict rules.
2. Mathematics is a useful subject. 4.45 (SA) 4.25 (SA) -0.20 (D) 4.55 (SA) 5.00 (SA) 0.55 (IG)
3. Mathematics follows a particular
4.35 (SA) 3.85 (A) -0.5 (D) 4.40 (SA) 4.95 (SA) 1.00 (IG)
set of rules
4. I use little mathematics outside
school. 3.45 (A) 3.40 (N) -0.05 (D) 3.95 (A) 4.35 (A) 0.40 (IG)

5. Mathematics is more difficult for

3.45 (A) 3.70 (A) 0.25 (IG) 3.40 (A) 3.20 (N) -0.20 (D)
me than it is for most other learners.
6. Mathematics helps me to think
3.80 (A) 4.30 (SA) 0.50 (IG) 4.10 (SA) 4.95 (SA) 0.85 (IG)
logically.
 7. Most mathematics has practical
4.25 (SA) 4.00 (SA) -0.25 (D) 4.65 (SA) 4.70 (SA) 0.05 (IG)
uses on the job.
8. Most people do not use
3.55 (A) 3.20 (N) -0.35 (D) 2.70 (N) 2.45 (D) -0.25 (D)
mathematics in their jobs.
9. Mathematics is one of my difficult
3.75 (A) 3.90 (A) 0.15 (IG) 3.65 (A) 2.90 (N) -0.75 (D)
school subjects.
10. I would like to work at a job that
3.80 (A) 3.60 (A) -0.20 (D) 3.80 (A) 4.75 (SA) 0.95 (IG)
lets me use mathematics.
11. I try to do my best schoolwork in
3.50 (A) 3.70 (A) 0.20 (IG) 4.20 (A) 4.85 (SA) 0.65 (IG)
mathematics.
12. There are different ways to solve
3.80 (A) 3.65 (A) -0.15 (D) 4.55 (SA) 4.95 (SA) 0.40 (IG)
mathematics problems.
13. No matter how hard I try, I
3.25 (N) 3.50 (A) 0.25 (IG) 2.80 (N) 2.55 (D) -0.25 (D)
cannot understand mathematics.
14. Mathematics is not needed in
3.00 (N) 2.75 (N) -0.25 (D) 1.95 (D) 1.80 (SDA) -0.15 (D)
everyday life.
15. There is always a rule to follow
4.15 (A) 2.90 (N) -1.25 (D) 4.10 (A) 4.85 (SA) 0.75 (IG)
in solving a mathematical problem.
16. I cannot understand why some
3.05 (N) 3.65 (A) 0.60 (IG) 3.40 (N) 3.45 (A) 0.05 (IG)
learners think mathematics is fun.
17. It is important to know
4.15 (A) 3.95 (A) -0.20 (D) 4.50 (SA) 4.60 (SA) 0.10 (IG)
mathematics in order to get a job.
18. Mathematics is useful in solving
4.50 (SA) 4.15 (A) -0.35 (D) 3.95 (A) 5.00 (SA) 1.05 (IG)
everyday problems.
19. It is easy for me to talk in front of
2.90 (N) 3.40 (N) 0.5 (IG) 2.85 (N) 4.30 (SA) 1.45 (IG)
my mathematics class.
20. Trial and error is not very useful
3.00 (N) 3.10 (N) 0.10 (IG) 2.60 (D) 2.75 (N) 0.15 (IG)
in solving mathematics problems.
21. A knowledge of mathematics is
not necessary in most occupations. 2.75 (N) 3.30 (N) 0.55 (IG) 2.80 (N) 2.00 (D) -0.80 (D)

22. I can get along well in everyday 3.10 (N) 3.35 (N) 0.25 (IG) 2.85 (N) 2.80 (N) -0.05 (D)
life without mathematics.
23. Mathematics is easier for me
3.45 (A) 3.65 (A) 0.20 (IG) 2.80 (N) 4.35 (SA) 1.55 (IG)
than any other school subject.
24. Learning mathematics involves
3.50 (A) 3.75 (A) 0.25 (IG) 3.45 (A) 4.90 (SA) 1.45 (IG)
mostly memorizing.
25. l always refer to the textbook or
class notes when working on 3.75 (A) 4.20 (A) 0.45 (IG) 3.65 (A) 4.75 (SA) 1.10 (IG)
mathematics problems.
Note: If Mean range 4.21 – 5.00 “strongly agree”, 3.41 – 4.20 “Agree" , 2.61 – 3.40 "neutral" , 1.81 – 2.60
"disagree", and 1.00 – 1.80 "strongly disagree”.
Remark of students’ attitudes towards mathematics subjects:
IA (Improving Abruptly) means a change of 50% and above of the highest possible of score;
IG (Improving Gradually) means a change of 50% and below but above zero of the highest possible
score;
NC (No change) means the score difference is zero; and
D (Deteriorating) means the score difference is negative.

Before the intervention, the learners in both the control and experimental groups

exhibited high attitudes toward mathematics. Those in the control group nearly achieved
a perfect rating in their perception of how useful mathematics is, particularly in solving

everyday problems. Most of them strongly agreed that mathematics follows a specific

set of rules and has practical applications in the workplace. While, the learners in the

experimental group also rated highly the impact of mathematics on career opportunities,

recognizing its crucial role in securing a job. They also acknowledged that mathematics

involves a practical set of rules that must be followed, which helps them develop logical

thinking skills.

However, despite their generally positive perceptions, some learners in both

control and experimental groups displayed low attitudes toward mathematics. The

learners in the control group often be attributed to low attitudes toward the subject which

make it less intimidating for them to speak in front of the class. Since they are less

engaged or less likely to challenge what is being taught, it feels less stressful to

communicate ideas. At the same time it highlights the need to find ways to spark their

interest and involvement in the subject.

Also, learners may believe that mathematics is not relevant or important for most

jobs, which could stem from a lack of understanding of how mathematical skills are

applied in real-life situations and various professions. On the other hand, the learners in

the experimental group have expressed a challenge in understanding mathematics,

even with effort, indicating that they may have developed a negative attitude toward the

subject. This could reflect feelings of frustration or a lack of confidence in their ability to

succeed in math. They may have a low or negative attitude toward mathematics,

possibly because they perceive it as difficult or unattainable despite their efforts.

 To conclude, it can be observed that while both groups recognize the importance

of mathematics in practical and career contexts, their attitudes toward the subject differ

significantly in terms of engagement and confidence. The control group values

mathematics' usefulness but struggles with active participation, indicating a need for

greater involvement and challenge in the learning process. Meanwhile, the experimental

group, although appreciating its career relevance, faces difficulties in understanding the

subject, leading to frustration and a sense of inadequacy. Addressing these differing

challenges requires strategies that encourage participation and build confidence in both

groups, fostering a more positive and productive attitude toward mathematics.

After the intervention, the experimental group showed significant improvements

in their attitudes toward mathematics, with many students reporting a stronger belief in

the subject's usefulness and their ability to succeed in it. The increase in mean scores

for the experimental group indicates that the MATH program not only enhanced their

problem-solving skills but also positively influenced their perceptions of mathematics.

This shift is particularly important, as a positive attitude toward mathematics can lead to

increased motivation and persistence in learning.

In contrast, the control group exhibited a decline in some areas, suggesting that

without targeted intervention, students may become disengaged or develop negative

attitudes toward the subject. The findings from Table 3 underscore the importance of

fostering positive attitudes toward mathematics, as these attitudes can significantly

impact students' willingness to engage with the subject and their overall academic

performance.
 Overall, Table 3 highlights the transformative effect of the MATH program on

students' attitudes toward mathematics. The results emphasize the need for educational

interventions that not only focus on skill development but also address students'

perceptions and attitudes, ultimately leading to a more positive and productive learning

environment.

Difference on the Learners' Level of Problem-Solving Skills Before and After

Intervention of MATH Program

The control and experimental groups of students’ problem-solving skills test

(RFT) mean score were compared before and after intervention. Table 4 presents the

mean score, t-test value and the significance p-values.

Table 4
T-test and Significance (p) Values on the Comparison of Control and Experimental
Groups of Students’ Problem-solving Skills Test (PSST) Mean Scores before and after
Intervention
Period Group Mean Score SD t-value p-value
Control (20) 4.40 3.57
Before Intervention 1.30 .201 (ns)
Experimental (20) 3.25 1.68
7.05 7.72
After Intervention Control (20) -5.77 .000 (s)
Experimental (20) 27.45 13.80
Note: ns = not significant at .05 level ; s = significant at .05 level

As shown in Table 4, there is no significant difference (t = 1.30, p = 0.201 > .05)

in the problem-solving skills test (PSST) means score between the control ad

experimental groups of students before intervention. This suggest that the two groups

were initially comparable in their problem-solving skills. It is very apparent and one can

infer that the two groups of learners have comparably the same level of prior content

knowledge of the domains.

 This is natural to expect, given that domains are new to them. This is supported

by what Bidaure’s (2012) found that prior to the treatment, the performance of the

students whose learning experiences were the same, exhibited the same level during

the assessment. According to Soriano (2023), that this is normal to expect when both

groups of students have limited or no prior knowledge on solving problems involving

rational algebraic expressions or with fractions, their level of problem-solving skills are

mostly likely the same. The similarity in scores suggests that both groups had limited

prior knowledge of the mathematical concepts being assessed, which is consistent with

the findings from Table 2.

After the intervention, however, the results reveal a striking contrast in the mean

scores of the two groups. The control group's mean score increased to 7.05, while the

experimental group's mean score surged to 27.45. The t-test results indicate a

significant difference (t = -5.77, p < 0.000), highlighting the effectiveness of the MATH

program in enhancing the problem-solving skills of the experimental group. This

dramatic improvement underscores the potential of targeted instructional strategies to

foster mathematical proficiency among students.

The substantial increase in the experimental group's mean score suggests that

the MATH program effectively equipped students with the necessary skills and

strategies to tackle complex mathematical problems. The findings from Table 4

emphasize the importance of evidence-based interventions in education, as they can

lead to significant improvements in student performance.

Moreover, the results indicate that while the control group showed some

improvement, it was not nearly as pronounced as that of the experimental group. This
disparity reinforces the notion that without structured interventions, students may

struggle to develop the problem-solving skills necessary for success in mathematics.

In conclusion, Table 4 serves as a compelling testament to the effectiveness of

the MATH program in enhancing students' problem-solving skills. The significant

differences in mean scores before and after the intervention highlight the importance of

targeted educational strategies in fostering mathematical proficiency and confidence

among learners.

Difference on the Learners' Level of Attitudes Toward Mathematics Before and

After Intervention of MATH Program
Table 5 presents a statistical analysis of the attitudes toward mathematics (ATM)

of both the control and experimental groups before and after the MATH program

intervention. The use of independent t-tests to compare mean scores between two

groups allows for a clear understanding of how the intervention impacted students'

perceptions of mathematics.

Table 5
T-test and Significance (p) Values on the Comparison of Control and Experimental
Groups of Students’ Level of Attitudes Toward Mathematics (ATM) Mean Scores before
and after Intervention
Period Group Mean Score SD t-value p-value
Control (20) 4.40 3.57
Before Intervention 1.30 .201 (ns)
Experimental (20) 3.25 1.68
3.66 0.45
After Intervention Control (20) -1.56 1.28 (ns)
Experimental (20) 4.07 1.07
Note: ns = not significant at .05 level; s = significant at .05 level

Before the intervention, the mean scores for the control group (4.40) and the

experimental group (3.25) were not significantly different (t = 1.30, p = 0.201). This

suggests that both groups had similar attitudes toward mathematics at the outset, with
the control group exhibiting a slightly more positive perception of the subject. The lack

of significant difference indicates that both groups entered the study with comparable

levels of engagement and confidence in their mathematical abilities.

After the intervention, the results reveal a more nuanced picture. The control

group's mean score slightly decreased to 3.66, while the experimental group's mean

score increased to 4.07. However, the t-test results indicate that the difference in

attitudes for the control group was not statistically significant (t = -1.56, p = 1.28). This

lack of improvement in the control group suggests that without targeted intervention,

students may struggle to maintain or enhance their positive attitudes toward

mathematics.

In contrast, the experimental group's increase in mean score reflects a significant

shift in their attitudes toward mathematics. This improvement suggests that the MATH

program effectively fostered a more positive perception of the subject among these

learners. The findings from Table 5 highlight the importance of addressing students'

attitudes in conjunction with skill development, as positive attitudes can significantly

influence motivation and engagement in learning.

The results also indicate that while the experimental group showed a notable

improvement in their attitudes, the control group experienced a decline in some areas.

This decline may reflect a lack of engagement or interest in the subject, underscoring

the need for educational strategies that promote active participation and challenge

students to think critically about mathematics.

Overall, as shown in Table 5, the transformative effect of the MATH program on

students' attitudes toward mathematics. The results emphasize the need for educational
interventions that not only focus on skill development but also address students'

perceptions and attitudes, ultimately leading to a more positive and productive learning

environment.

Relationship Between the Learners' Problem-Solving Skills and Attitudes

Towards Mathematics Before and After MATH Program
Table 6 presents the relationship between problem-solving skills and attitudes

toward mathematics for both the control and experimental groups before and after the

MATH program intervention. The use of Pearson's correlation coefficient was used to

examine the strength and direction of the relationship between these two variables.

Table 6
Pearson Product Moment Correlation Coefficient and p-Values Between the Problem-Solving
Skills and Attitudes Towards Mathematics of the Control and Experimental Groups of Learners
Before Intervention After Intervention
Groups Variables
Mean (SD) r p Mean (SD) r p
Problem-Solving
4.40 (3.57) 7.05 (7.72)
Skills
Control .022 .927ns .094 .695ns
Attitudes Towards
3.63 (0.51) 3.84 (0.58)
Mathematics

Problem-Solving
3.25 (1.68) 27.45 (13.80)
Skills
Experimental .336 .148ns .218 .356ns
Attitudes Towards
3.58 (0.74) 4.78(0.18)
Mathematics

Note. s=significant at .05 level

Before the intervention, the control group exhibited a weak correlation between

problem-solving skills and attitudes toward mathematics (r = 0.022, p = 0.927),

indicating no significant relationship. Similarly, the experimental group also showed a

weak correlation (r = 0.336, p = 0.148), suggesting that students' attitudes did not

significantly influence their problem-solving abilities at this stage. This lack of correlation
may reflect the students' limited prior knowledge and understanding of mathematical

concepts, which could hinder the development of both skills and positive attitudes.

After the intervention, the control group again showed no significant correlation

between problem-solving skills and attitudes (r = 0.094, p = 0.695). In contrast, the

experimental group displayed a slightly stronger correlation (r = 0.218, p = 0.356),

although it remained statistically insignificant. These findings suggest that while both

groups improved in their respective areas, the relationship between problem-solving

skills and attitudes toward mathematics remained weak.

The lack of a significant correlation between problem-solving skills and attitudes

raises important questions about the factors influencing students' learning experiences.

It suggests that other variables, such as teaching methods, classroom environment, and

individual student characteristics, may play a more significant role in shaping students'

attitudes and abilities in mathematics.

Overall, Table 6 highlights the complexity of the relationship between problem-

solving skills and attitudes toward mathematics. While the MATH program effectively

improved students' skills and attitudes, the weak correlation between these variables

suggests that further research is needed to explore the underlying factors influencing

students' learning outcomes. Addressing these factors may lead to more effective

educational strategies that foster both mathematical proficiency and positive attitudes

among learners.