THE CORRELATION OF GRADE 12 HUMSS LEARNERS VOCABULARY SKILLS

AND PROBLEM SOLVING SKILLS

A Research Paper Presented to

the Faculty of Senior High School Department

Humanities and Social Sciences (HUMSS)

Pasay City East High School

Rainer Palomo Babaran

Rochelle Aquilisca Bade

Jane Antonette Sampoli Bitalo

Jericho Bernadez Busa

Shakira De Quiros

Theodie Servidad Ella

Shariah Marie Den Fuentes

Jayson Valdez Montes

The students have adhered to School policy regarding honesty in completing this
assignment.
 Submitted to: Mr. Matteo B. Obias

In partial fulfillment for Practical Research 2 for the 1st Semester

Senior High School Department

A/Y 2022-2023
 ABSTRACT

The focal point of this study is to know the different capacity of vocabulary skills and
problem solving of the Grade 12 Humanities and Social Sciences Learners and how it
correlates to one another. The tool that the researchers used is questionnaire in order
to identify their response or answer. The respondents that will be participating in the
study are the Grade 12 Humanities and Social Sciences Senior High School Learners.
The questionnaires are all related to testing their vocabulary skills and problem solving
skills in mathematics. This quantitative research will take place at Pasay City East High
School. Furthermore, the researchers chose this topic to help the students to the
correlation of their vocabulary skills and problem skills and what skills to hone. It can
also help teachers to know the learners weakness and help them.
 CHAPTER 1

BACKGROUND OF THE STUDY

The vast majority of students do not obtain a lot of knowledge when it comes to
listening, speaking, reading, and writing in english. They say that English is a universal
language yet students around the world struggle in learning it. Same goes in solving
mathematical equations. Minority of learners excel in one, there are some who excel in
both, and vice versa. Vocabulary skills and problem solving skills in mathematics does
not measure the intelligence of a person still, we need to learn it in order to survive in
our everyday lives. The English language is just as important to society as Mathematics
in every way.

According to Ranpura (n.d), These extremes in ability speak (or equate) to the very
makeup of our brains. "The brain systems for math and language are quite different,"
said Brian Butterwort, emeritus professor of cognitive neuropsychology at University
College London, using British English's dialect for "math." "So perhaps it is not
surprising that these two capacities are rather independent” (2006).

According to Queen Lena (n.d), "The part of your brain that accesses language is the
left brain. So if you're good in Mathematics, you are supposed to be good in English, as
well" (1997).

According to Solopress (n.d), Vocabulary is ultimately expression; having an extensive

vocabulary will help you express yourself clearly and communicate well with clarity, a
linguistic vocabulary is also identical to a thinking vocabulary meaning that you will be
able to think concise thoughts with precision (2015).

According to Wu and Zhang (n.d), The importance of problem-solving in learning

mathematics comes from the belief that mathematics is primarily about reasoning, not
memorization. Problem-solving allows students to develop understanding and explain
the processes used to arrive at solutions, rather than remembering and applying a set of
procedures. It is through problem-solving that students develop a deeper understanding
of mathematical concepts, become more engaged, and appreciate the relevance and
usefulness of mathematics (2006).

According to Gardner's theory, not all persons have the same ability or aptitude for the
study of Mathematics. These individual differences have been long before a
controversial matter between professionals, whether these differences are really exact
or not (2000).

Researchers conducted a study on the effect of fluent reading, comprehension and

problem solving strategies on classifying students with high and low problem solving
success. According to Ulu (n.d), At the end of the study, it was seen that fluent reading
skills had no effect on classifying students according to their problem solving success. It
was concluded that both comprehension skills are 77% effective in classifying problem
solving success, but inferential comprehension is more effective than literal
comprehension. It was found that problem solving strategies were effective on
classifying students with high and low problem solving success problem at 88% level;
that the most important factors while classifying were estimation and control, systematic
listing, looking for a pattern and drawing figures and diagrams respectively; and that
backward-studying strategies were inadequate in classifying successful and
unsuccessful students. At the end of the study, mathematical sentence writing strategy
appeared to be the most important strategy in classifying students with high and low
problem solving success, but it had a negative correlation. In other words, a rise in the
usage rate of this strategy increased the likelihood for individuals to be in the group with
low problem solving success (2017).

This study will determine the correlation of the Senior High School Grade 12 Humanities
and Social Sciences learners' Vocabulary Skills and Problem Solving Skills. This will
help anyone, thereupon, they can implement effective teaching and learning techniques,
aid learners in comprehending and improving their vocabulary skills, and in solving
mathematical equations.
 Theoretical Background

According to Hardin (n.d), Problem-solving knowledge is, conceptually, of two kinds.

Declarative knowledge is knowing that something is the case. It is knowledge of facts,
theories, events, and objects. Procedural knowledge is knowing how to do something. It
includes motor skills, cognitive skills, and cognitive strategies. Both declarative and
procedural knowledge are activated in working memory as problem solving occurs.
Psychologists who distinguish between declarative and procedural knowledge believe
that the two forms of knowledge are both distinct and interdependent. Declarative and
procedural knowledge interact in a variety of ways during problem solving. (2003)

Mathematical Problem Solving Theory. Presents the view that understanding and
teaching mathematics should be approached as a problem-solving domain. According
to Schoenfeld (n.d), four categories of knowledge/skills are needed to be successful in
mathematics: (1) resources – proposition and procedural knowledge of mathematics, (2)
heuristics – strategies and techniques for problem solving such as working backwards,
or drawing figures, (3) control – decisions about when and what resources and
strategies to use, and (4) beliefs – a mathematical “world view” that determines how
someone approaches a problem (1985).

In Schoenfeld’s Mathematical Problem Solving Theory, it enhance the ability to solve

unconventional math problems. It enables pupils to use their mathematical
understanding to address both fictitious and actual challenges.

Multiple Intelligence Theory. According to Cherry (n.d), the concept of multiple

intelligences is a theory proposed by Harvard psychologist Howard Gardner. When you
hear the word intelligence, the concept of IQ testing may immediately come to mind.
Intelligence is often defined as our intellectual potential; something we are born with,
something that can be measured, and a capacity that is difficult to change. In recent
years, however, other views of intelligence have emerged, including Gardner's
suggestion that multiple different types of intelligence may exist (2022).
In Gardner’s Multiple Intelligence Theory, every person learns in a unique method and
employs a variety of intelligences in their daily lives. While some people can learn very
well in a linguistic setting, others learn better when their lessons are based on
mathematical logic.

Vygotskian Vocabulary Development. According to Vygotsky (n.d), he believed that

students construct new knowledge, concepts, and skills through interacting with other
members of their culture. This cultural interaction allows the students to learn the
symbols that will later form the basis of their thought processes. Vygotsky used the term
"sign" to represent these culture-based mental symbols (e.g., words, numbers, or
images) (1978). Furthermore, the importance of vocabulary did not escape Vygotsky,
"Words and other signs are those means that direct our mental operations, control their
course, and channel them toward the solution of the problem confronting us" (Vygotsky,
1962). According to Doolittle (n.d), to understand the relationship between Vygotsky's
ideas and a student's vocabulary development, four topics must be discussed. These
include, (a) the relationship between words, concepts and thought, (b) the social origin
of words and concepts, (c) the genesis of spontaneous and scientific concepts, and (d)
the role of the zone of proximal development in the acquisition of words and concepts
(1997).

In Vygotskian Vocabulary Development, it uses methods to grasp and implement

people in summarizing, questioning, clarifying, and predicting. This theory helps people
enhance their ability to learn from text in order to support their vocabulary skills.
 Mathematical
Problem Solving
Theory

Problem Solving
Skills

Grade 12 Multiple
HUMSS Intelligence
Students Theory

Vocabulary Skills

Vygotskian
Vocabulary
Development

Figure 1. Theoretical Construct

Grade 12 HUMSS Vocabulary Skills and

Learners Problem Solving Skills
 Figure 2. Conceptual Construct

Figure 2. Conceptual Construct

Figure 2, presents the conceptual framework of the study. It consists of two variables,
SHS learners as an independent variable and vocabulary skills and problem solving
skills in mathematics as the dependent variable.

In Figure 2, SHS Learners as an independent variable pertains to the students in the

school that is in the Senior High School Curriculum. They will be the respondents that
are going to cooperate in the said research. The said study will mainly revolve around
them in correlating between the two topics that are part of the said study.

Another variable, vocabulary skills and problem solving skills in mathematics refers to
the abilities of the respondents in vocabulary, it refers to the words we must understand
to communicate effectively. Learners need to be able to communicate, listen, read, and
write. The words we require to grasp what we hear are known as listening vocabulary.
The vocabulary we use when speaking is called speaking vocabulary. The words we
must understand to comprehend what we read are referred to as reading vocabulary.
The writing vocabulary is made up of words we write. Mathematical activities that have
the potential to present intellectual obstacles for advancing pupils' mathematical
comprehension and development are referred to as having problem-solving skills.

STATEMENT OF THE PROBLEM

The Primary purpose of this research study is to understand the relation between
vocabulary skills and problem solving of the Grade 12 Humanities and Social Sciences
learners specifically it pursue to answer the following questions:

1. What is the vocabulary skill profile of the Grade 12 HUMSS learners?

2. What is the problem solving skill profile of the Grade 12 HUMSS learners?
3. Is there a valuable relationship between vocabulary skills and problem
solving skills of Grade 12 HUMSS learners?

SIGNIFICANCE OF THE STUDY

This study is conducted to benefit the following:

Students. This study may serve as a guide and reference for the students undertaking
similar studies.

Teachers. This research will aid them in their discussions regarding related lessons. It
will be easier for them to tackle related topics about this research.

Future Researchers. This research will be a useful reference for the researchers who
would plan to make any related study

Overall, this research study will aid PCEHS itself: the students, Administrators
and Staffs, Teachers and Future Researchers in giving a standard and synchronized
way of making their work accessible.

SCOPE AND DELIMITATIONS

This study focuses on the evaluation of the relationship between vocabulary skills and
problem solving skills. This study is conducted to all Grade 12 HUMSS Learners of
Pasay City East High School. They were the ones who answered standard
questionnaires on vocabulary and problem solving skills.

On the other hand, as much as the researchers of the study would like to be as
comprehensive as possible, with limited time and resources, limited items are indicated
in the research tool which rely solely on their answer during the survey regardless of the
honesty level.

DEFINITION OF TERMS

For a better understanding of the study, the following terms are defined in the context of
this research
Logical Mathematical Intelligence
- Is the capacity to reason through situations or issues, find answers, carry out
research, and quickly solve logical or mathematical processes. One of Howard
Gardner's eight suggested various intelligence kinds. (According to Mental Up,
Feb. 2022)

Verbal Linguistics Intelligence

- One quality that sets humans apart from other animals is our capacity for speech
and self-expression. (According to Learningbp, July 22. 2020)

Intelligence
- There are various ways to describe intelligence, including higher level skills
(including abstract reasoning, mental modeling, decision-making, and problem-
solving), the capacity for learning, emotional intelligence, creative thinking, and
environment-appropriate adaptation. (According to Simply Psychology, July 16.
2020)

Logical
- Capable of reasoning or of using reason in an orderly cogent fashion
a logical thinker (According to Merriam Webster, Nov 4,2022)

Bodily-kinesthetic Intelligence
- Is the capacity to manipulate objects and use a variety of physical skills. This
intelligence also involves a sense of timing and the perfection of skills through
mind–body union. Athletes, dancers, surgeons, and crafts people exhibit well-
developed bodily kinesthetic intelligence. (According to UTHC EDUCATION, May
26,2022)

Solving Problems
 - Is a mental process that involves discovering, analyzing, and solving problems.
The ultimate goal of problem-solving is to overcome obstacles and find a solution
that best resolves the issue. (According to Verywellmind, June 26. 2018)

Math Calculation
- Is the ability to count, group objects, and compute simple math facts and
operations. Understanding numbers and simple math facts and operations
begins at a young age. (According to Wellscreening, July 5. 2022)

CHAPTER 2

The pertinent articles and papers that the researchers looked at to support the
significance of the current study are presented in this chapter. In order to properly
comprehend the research and improve comprehension of the study, it also presents the
synthesis of the art.

LITERATURE REVIEW

According to Simbulas et al. (n.d), Students have difficulty solving mathematical

problems. They have a hard time translating the problem into equations which resulted
in their low grades. Thus, this study investigates the influence of the reading
comprehension and problem solving skills of 115 first year students. The study made
use of researcher-made questionnaires in reading comprehension and problem solving
skills. Moreover, Pearson – Product Moment Correlation and Linear Regression were
used as statistical tools. The results of the study revealed that the level of reading
comprehension and problem solving of the students was average and the significance
of relationship exists between reading comprehension and problem solving skills. This
implies the importance of students needing to understand the problem before they can
solve it. Furthermore, the best predictor to problem solving skills of the students was
vocabulary (2015).

According to Christiansen and Chater (n.d), Language is a hallmark of the human

species; the flexibility and unbounded expressivity of our linguistic abilities are unique in
the biological world. Christiansen and Chater argue that to understand this astonishing
phenomenon, we must consider how language is created: moment by moment, in the
generation and understanding of individual utterances; year by year, as new language
learners acquire language skills; and generation by generation, as languages change,
split, and fuse through the processes of cultural evolution. Christiansen and Chater
propose a revolutionary new framework for understanding the evolution, acquisition,
and processing of language, offering an integrated theory of how language creation is
intertwined across these multiple timescales. Christiansen and Chater argue that
mainstream generative approaches to language do not provide compelling accounts of
language evolution, acquisition, and processing. Their own account draws on important
developments from across the language sciences, including statistical natural language
processing, learnability theory, computational modeling, and psycholinguistic
experiments with children and adults. Christiansen and Chater also consider some of
the major implications of their theoretical approach for our understanding of how
language works, offering alternative accounts of specific aspects of language, including
the structure of the vocabulary, the importance of experience in language processing,
and the nature of recursive linguistic structure (2016).
According to Imam et al. (n.d), The deteriorating performance of Filipino students in the
national and international mathematics tests for the last decade has become a major
challenge to Philippine education. The Department of Education attributed this problem
to students’ poor reading comprehension. Previous studies showed varied findings on
the association between variables in reading and mathematics. The present study
utilized the six elements of reading comprehension skills to determine their relationship
to students’ performance in mathematics. A total of 666 students belonging to the
randomly selected first year classes from 18 public and private high schools were taken
as sample. A correlation research design was used and competency-based
achievement tests in reading comprehension and mathematics were the research
instruments. Students in private schools performed better in reading comprehension
skills and mathematics than their counterparts. While reading comprehension skills
were insignificantly correlated to private school students’ mathematics performance, the
case is different in public schools wherein three skills namely understanding vocabulary
in context, getting main idea, and making inference surfaced to have connection with
mathematics. The overall students’ reading comprehension skills were not significantly
correlated to mathematics performance. Hence, the poor mathematics performance
could be explained by other factors not related to reading comprehension skills (2013).

According to Passolunghi et al. (n.d), Mathematics anxiety (MA) has been defined as "a
feeling of tension and anxiety that interferes with the manipulation of numbers and the
solving of math problems in a wide variety of ordinary life and academic situations."
Previous studies have suggested that a notable proportion of children in primary and
secondary school suffer from MA, which is negatively correlated with calculation skills.
The processing efficiency and attentional control theories suggest that working memory
(WM) also plays an important part in such anxious feelings. The present study aimed to
analyze the academic achievement and cognitive profiles of students with high math
anxiety (HMA) and low math anxiety (LMA). Specifically, 32 students with HMA and 34
with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth
to eighth grades were selected from a larger sample. The two groups were tested on
reading decoding, reading comprehension, mathematics achievement, and on verbal
short-term memory and WM. Our findings showed that HMA students were weak in
several measures of mathematics achievement, but not in reading and writing skills, and
that students with HMA reported lower scores on short-term memory and WM
performances (with associated difficulties in inhibiting irrelevant information) than
children with LMA. In addition, a logistic regression showed that weaknesses in
inhibitory control and fact retrieval were the strongest variables for classifying children
as having HMA or LMA (2016).

Furthermore, According to Jala (n.d), this study presented also the profile of the pupils’
reading comprehension based on the following levels: Literal, Interpretative, Critical-
Analysis and Application and their problem-solving skills’ profile. Pearson Moment
Product Correlation Coefficient was employed to determine the correlation between the
level of reading comprehension and the two identified variables, namely: academic
performance and problem-solving skills of the respondents. To prove the validity and
reliability of the obtained Pearson r, it was checked against the Table of Critical Values
of the Pearson r at .05 level of significance. On the reading comprehension level and
academic performance, results revealed that there is a significant correlation between
reading comprehension and academic performance and
this finding implies that the reading comprehension is a contributory factor to improve
pupils’ academic performance. Moreover, on the reading comprehension level and
problem-solving skills, the result indicates that there is a significant correlation between
reading comprehension and problem-solving skills. This study concludes that reading
comprehension is a contributory factor to the improvement of pupils’ academic
performance and problem-solving performance. The researcher recommends that
school administrators look into the possibilities of providing more supplementary
materials in the form of books and other reading materials so that pupils can use it for
further learning and to organize seminars and workshops, special training in order to
fully equip the teachers with more knowledge and skills in teaching reading strategies.
Teachers may organize functional educational programs, remedial classes and
enrichment activities to improve pupils’ comprehension skills through systematic
comprehension instruction (2020).

RESEARCH METHODOLOGY

The research methodology used in the study is described. This chapter concentrates on
the discussion and procedures adhered by the researchers in order to answer
appropriately the specific problems posed for investigations. Specifically, the research
method, population and samples, research instrument, data gathering procedure, and
statistical statement of the data used for the accurate data analysis and interpretation
were explained in this chapter.

RESEARCH METHOD AND TECHNIQUE USED

This study used correlational methods of research. It utilized the correlation of

vocabulary skills and problem solving of grade 12 Humanities and Social Sciences
learners. Quantitative methods were used to observe the relationship of the two
variables with the principal objective analyzed and associated mathematically through
the use of statistical analysis. This study manipulated the Correlation of grade 12
Humanities and Social Sciences learners' vocabulary skills and problem solving skills.
RESEARCH LOCALE

The study will be conducted in the Pasay City East High School. The respondents will
be interviewed in our School or any comfortable place that the respondent will choose
to.The researchers also gathered respondents residing in Pasay City East High school.
These respondents will be interviewed on site. We the researchers chose the place of
implementation because it will give us the needed information for people with. This
study will be conducted in the first semester of the academic year 2022-2023

POPULATION AND SAMPLES

The participants of this study are the Grade 12 Humanities and Social Sciences
(HUMSS) learners of Pasay City East High School school year 2022-2023.
Approximately 154 learners are included in the sample population that was intended.

Statistically speaking, the sample size that is needed in section Courage is twenty-six
(26) learners, in Diligence twenty-seven (27) learners, in Generosity twenty-six (26)
learners, in Honesty twenty-six (26) learners, in Humility twenty-five (25) learners, and
in Integrity is twenty-four (24) learners.

TABLE 1. Distribution of Respondents

Sections No. of Learners Sample Size

Courage 43 26

Diligence 44 27

Generosity 43 26

Honesty 43 26

Humility 41 25

Integrity 40 25

TOTAL 254 155

RESEARCH INSTRUMENT
The researchers made use of a standard questionnaire as a tool in gathering data. The
questionnaire’s data came from credible online sources. The questionnaire contains
questions suitable to the academic range.

DATA COLLECTION

In order for the researchers to collect the data from the respondents, the researchers
made letters that is supposed to be submitted at the principal seeking permission to
conduct a study, letter to teachers seeking permission to alot time for the researchers to
do their research in their class, letter to respondents asking them to answer the
questionnaires honestly, and letter to parents. Furthermore, the researchers
subsequently locate sample test questionnaires related to the said study and that are
relevant for the respondents’ year level. After then, all datas should be collected by the
researchers in order to move forward with data analysis after gathering all relevant
datas.

STATISTICAL TOOL

The researchers made use of a standard questionnaire as a tool in gathering data. The
questionnaire’s data came from credible online sources. The questionnaire contains
questions suitable to the academic range.

The data that will be collected will be presented in a tabular form in which the scores of
the students' vocabulary skills and problem solving skills in Mathematics will be
indicated.

1. The weighted mean will be used to determine the status of Vocabulary Skills and
Problem Solving Skills in Mathematics.

∑f(x)
 x = --------
N

Where:

∑f(x) = Total scores of the learners

N = No. of learners
x = mean

2. The Pearson Product Moment Coefficient of Correlation will be used to determine the
value of r.

n∑xy - ∑x•∑y
r = -------------------------------------
√[n∑x²−(∑x)²][nΣy²−(∑y)²]

Where:

r = Pearson Product Moment Coefficient of Correlation

n = Sample size
∑x = summation of x
∑y = summation of y
∑x² = sum of the squares of x
Σy² = sum of the squares of y