Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that are

significant to the study. The integration of diverse scholarly works

strengthens the foundation of this study is and an in-depth analysis of the

literature is arranged, opening up possibilities for a deeper comprehension

and interpretation of the core ideas of the research.

Related literature

The Review Related literature was organized under the general

headings that are conformity to the significant aspects included in the study,

to with 1). Defining Problem-Solving Strategy; 2). Impact of Problem-Solving

Strategy; and 3). On Educational Outcomes.

Defining Problem-Solving Strategies

According to Takahashi, (2021) this engaging book offers an in-depth

introduction to teaching mathematics through problem-solving, providing

lessons and techniques that can be used in classrooms for both primary and

lower secondary grades. Based on the innovative and successful Japanese

approaches of Teaching Through Problem-solving (TTP) and Collaborative

Lesson Research (CLR), renowned mathematics education scholar. TTP

encourages students to try and solve a problem independently, rather than

relying on the format of lectures and walk through provided in classrooms

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across the world. Teaching Mathematics Through Problem-Solving

gives educators the tools to restructure their lesson and curriculum design to

make creative and adaptive problem-solving the main way students learn

new procedures. Takahashi showcases TTP lessons for elementary and

secondary classrooms, showing how teachers can create their own TTP

lessons and units using techniques adapted from Japanese educators through

CLR.

Using the formula to solve the problems and reviewing all of the

problem-solving steps and strategies in order to ensure that the answers to

the questions are precise and necessary. Students should comprehend the

following steps in problem-solving: using the illustration to visualize the

problem; writing down what can be determined and asked; simplifying the

situation using certain mathematical variables or an essential concept;

establishing the connections between the equations (formula) and the

information that is accessible (Melawati et al., 2022).

Impact of Problem-Solving Strategy

Math problem solving is a challenge for many high school learners with

special learning disabilities (SLD). When they are taught effective problem-

solving strategies. students with SLD are better able to solve math word

problems and able them to develop their problem solving skills. When taught

all at once, SRSD and SOLVE can be useful resources to help students with

disabilities (Adams et al., 2020).

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The primary objective of learning mathematics is to solve problems,

which is the essence of the subject, that's why we need to implement of

using critical thinking skills. According to the field observations, several kids

lacked strong problem solving strategy. Because the students were not used

to tackling the difficulties and the stages of problem-solving and the

problems became worse. High-complexity problems, such those in the High

Order Thinking Skills (HOTS) category, were removed (Purnomo et, al. 2022).

It has been demonstrated that instructing the students strategies for

problem-solving, fostering analytical skills, significantly improved their

abilities in understanding mathematical concepts. Therefore,

recommendations have been made that in order to enhance mathematical

literacy, strategies for problem-solving must be employed (Temel et al.,

2022).

On Educational Outcomes

According to a significant number of research published on education

in mathematics, instruction centered around teachers fails to provide an

active-collaborative environment for learning or hands-on instruction that

might significantly improve students collaboration skills, practices with

calculus. This study’s encouragement originated from the understanding that

incorporating technologies into instructional approaches can enhance

calculus instruction, boost comprehension, and foster collaboration among

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students, enabling it to grow beyond teacher-centered classroom instruction

(Yimer, 2022).

Inferential reasoning underlies processes like decision-making,

problem-solving, argumentation and text comprehension. It is argued that

the study of text comprehension - the way that a coherent representation or

a mental model of the text is constructed - is a study of inference generation.

Comprehension has been considered a milestone for students’ progression.

An important goal of comprehension is for the students to build coherent

representations. A common activity during which comprehension is required

is studying a solved programming problem (SPP) (Kallia, 2023).

Improvements specifically in the area of technology for information

and communication have had an important effect on the educational

environment, as well as the development of the times. In order to help

students in learning and solving difficulties, particularly with mathematical

concepts, many teachers employ technology as a teaching tool that also

promotes self-assessment. Students employ a variety of programs to assist

them in finishing assignments from instructors. One tool that students use in

math classes is called Photomath. With its features that assist pupils in

solving mathematical problems, this application fosters collaboration among

peers and helps students better comprehend and assess their own

understanding of math concepts. This application is available through a cell

phone (Diwi et al., 2023).

Related studies
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The abstracts of the research papers which the investigator evaluated

that are important for their work are presented in this part of the paper. They

are presented chronologically and according to themes.

Defining Problem-Solving Strategy

The study of Bailey, T. (2024) entitled Calculus Students Problem

Solving Strategies on Related Rates of Change Problems Appearing in Online

versus Paper-and-Pencil format investigates how first-semester calculus

students apply mathematical problem-solving techniques when working

through related rates of change problems in conventional pencil-and-paper

and online homework formats. When participants completed the paper-pencil

format connected rates of change issues, we found more examples of the use

of problem-solving strategies. Furthermore, individuals from the highest

midterm score intervals were more likely to use problem-solving strategies

than participants from other quartile. The results indicate that participants

might be avoiding possibilities to solve mathematical problems by utilizing

features of online assignment platforms on relevant rates of change

problems.

In relevance to the present study, provides comprehensive

understanding about problem solving strategy and offering benefits beyond

academic learning which is the main focus of the study. In this study it

focuses on the formats that can students use in solving mathematical

problems. As the study's basis, it can be a instrument to identify the

overlying challenges of students regarding the subject Calculus. The students

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lack of problem solving strategies and skills, affects their overall performance

in this subject, as for the Calculus that requires it.

Olivares et al., (2021) conducted the study entitled, Roles and

Characteristics of Problem Solving in the Mathematics Curriculum: A Review.

Several studies have been conducted since problem solving developed as an

essential part of mathematics education in an effort to enhance instruction,

encourage the development of advanced skills in pupils, and evaluate

learning. Although these studies typically focus on specific aspects of

problem solving, additional investigation is required to comprehend how to

approach issue solving more thoroughly, particularly in the curriculum. We

categorize the findings based on qualitative analysis of the data into the

following areas: classroom administration, evaluation, student-related

considerations, curriculum structure, planned curriculum and instructional

design characteristics, types of problems in the planned lessons and learning

resources, and the roles of teachers in problem solving.

In relevance to the present study, defining the Problem-Solving

Strategy so that the students can comprehend and perform this kind of

strategies that they can use in solving mathematical problems especially in

their subject calculus. This study develop as an essential part of mathematics

in order to ensure every student that they can develop their skills in problem

solving. By developing their skills, they need to realize the roles of the skills

that they needed, especially the problem solving skill to maintain a balance

understanding about this subject. The characteristics of this skills help

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students face the facing problems such as calculating or analyzing a situation

base on the lessons regarding Calculus.

Impact of Problem-Solving Strategy

The study conducted by Fülöp, É. (2021) entitled Developing Problem

Solving Abilities by Learning Problem Solving Strategies: An Exploration of

Teaching Intervention in Authentic Mathematics Classes is to determine the

effectiveness of teaching problem solving skills as an integrated component

of the curriculum's mathematical components. We implement the design

ideas created in the previous study to carry out a one-year teaching

intervention in a Swedish upper secondary school. Pre and post-tests are use

to utilized this learning approaches and can also impact the analytical

thinking skills of students. However, the experimental group has made

significantly more progress in problem-solving skills.

In relevance to the present study, this study has important implications

for practitioner on how to improve problem solving skills by focusing on

teaching problem-solving strategies integrated throughout the curriculum.

This study Impact the goal of the present study. In this area we can address

clearly this learning approaches presented in our study.

A study conducted by Susilo et al., (2020) entitled, Students'

Mathematical Critical Thinking Ability in Problem-Based Learning viewed

based on learning style use mathematical preferences to assess critical

thinking abilities in fundamental calculus lessons. According to the findings,

(1) there are no students with strong or highly negative mathematical

 19

tendencies; (2) students with low negative mathematical dispositions have

only average skills in analyzing and explaining; and (3) they have weak skills

in evaluating and selecting strategies. (4) Students with generally favorable

mathematical traits are able to explain and choose strategies with enough

ability, and they are also good at analyzing and evaluating; (5) Students with

high positive mathematical habits are able to analyze, explain, evaluate, and

choose strategies with good skills. Achievement on measures of critical

thinking abilities based on mathematical preferences appeared to increase.

In relevance to the present study, critical thinking skills is very crucial

in developing students positive mathematical habits in analyzing and solving

math problems, also critical thinking is the fundamental abilities in solving

calculus problem. This study impacts the goal of the present study. In this

area we can address clearly these skills presented in our study.

Rukmana et al., (2024) conducted a study entitled The Impact of

Realistic Mathematics Education-Based Student Worksheet for Improving

Students’ Mathematical Analytical Thinking Skills, Realistic Mathematics

Education (RME) is a learning approach that emphasizes the integration of

real-world contexts in learning activities and has been shown to improve

these skills. Therefore, this study aims to develop a student worksheet based

on the RME approach to enhance students' analytical thinking skills. The

results demonstrate that the developed student worksheets are valid,

practical, and effective.

In relevance to the present study the impact of problem-solving

approaches can help students to improve and develop their analytical

 20

thinking skills in calculus. In developing these skills, the students can

expanse their abilities regarding on how to cope with their problems on the

subject Calculus. By studying the impact of mathematics on students’ well-

being, we can provide many insights to further develop a healthy mind for

student who have problems developing these skills.

On Educational Outcomes

A study conducted by Algani, (2021) entitled The Effect of the

Collaborative Learning Technique on Students ’Educational Performance in

Math aims to determine how collaboration affects primary school students

academic achievements in mathematics. The study's conclusion proved that

students who use the collaborative learning approach perform better

academically in math than those who use the standard method of instruction.

In relevance to the present study, collaboration affects improvement

of students academic achievements in mathematics, this study proves that

students who uses this learning approach perform better academically in

mathematics. By analyzing the effects of collaboration, we can delve into

deeper cause of students in achieving academically especially in the subject

mathematics.

Allen, (2024) conducted the study entitled Educational Outcomes: The

Impact of Aspirations and the Role of Student Background Characteristics.

The paper studies the relationship between educational aspirations and their

realization. The results presented here confirm that aspirations have a

 21

substantial effect on educational outcomes but also appears that the method

of analysis matters. The correlation of comprehension may arise because

factors such as motivation, perseverance, ambition, ability or beliefs about

the value of education may affect both phenomena. The results suggest that

if it is possible through policy or the programs of schools or community

organizations to change the aspirations of individuals, such changes in

aspirations should translate uniformly across all individuals into increased

educational outcomes.

In relevance to the present study, it discusses the background of the

students and their role that might have the impact on educational outcomes

in Calculus. The students' learning comprehension can have a detrimental

role on the way they study. By analyzing this factor, we can delve into the

deeper cause of the students' lack of comprehending things, especially in

their Calculus subject.

Handhika et al., (2023) conducted the study entitled Analysis of

Students Learning Outcomes of Derivative Materials. The results showed that

the learning outcomes of derivative material of 76.7 have been implemented

in the good category, and the degree of complexity resides in implicit

descendant material, structure rules, and both minimum and maximum

problem solving for the students to be able to construct self assessment. As a

result, lectures should lead to improvisation of self assessment, seeking

alternative materials and applications that might help student to challenge

their Learning capacities in calculus. The student research results have

 22

several challenges with the implicit component. Materials, line rules, and

problem solving with maximum and minimum values.

In relevance to the present study, this results to the understanding of

the ways on how to develop strategies for the students to learn base on self

assessing areas. The present study can conduct an analysis base on the

findings of the study and illustrate a deeper role and importance of self

assessing among students. By implementing the good categories of the types

of problem solving for students, the study will manage to sum it up to the

findings of its own for the wider and not just deeper understanding of the

students' capacities.

Synthesis of Related Literature and Studies

In literature it highlights structured methodologies like Self-Regulated

Strategy Development (SRSD) and solve which assist students, particularly

those with learning disabilities, in navigating math problems Adams et al.,

2020. Innovative teaching approaches like Teaching Through Problem-Solving

(TTP) emphasize independent exploration over traditional lectures, fostering

deeper conceptual understanding (Takahashi, 2021). Furthermore, problem-

solving frameworks such as using visualization, simplifying variables, and

applying formulas (Melawati et al., 2022) enhance precision and confidence

in tackling problems.

In contrast strategies like cooperative learning and Realistic

Mathematics Education (RME) have been shown to improve problem-solving

 23

skills by incorporating collaborative and real-world contexts (Rukmana et al.,

2024; Klang et al., 2021). These approaches share a focus on engaging

learners actively, yet TTP prioritizes independence, while RME and

cooperative models emphasize teamwork and contextual applications.

Critical thinking, as a crucial cognitive skill, plays a central role in

problem-solving, with several studies emphasizing its importance for

academic success. Raj et al., (2022) describe critical thinking as the ability to

analyze, evaluate, and apply knowledge effectively to solve problems. In line

with this, the integration of critical thinking in educational settings has

proven to enhance students' capacity to reason, make decisions, and develop

solutions. Sutour et al., (2020) and Djumanova et al., (2021) further

emphasize that fostering critical thinking is essential for students' overall

academic growth, personal development, and professional success,

particularly in STEM disciplines where problem-solving and analytical skills

are fundamental.

In contrast, In terms of academic performance, various studies

illustrate the significant role that problem-solving skills and critical thinking

play in improving students' overall academic achievement.

Conceptual Framework

In the first frame, the input involves gathering the profile of

respondents, including details such as age, gender, and section. This

information serves as the foundation for understanding the characteristics of

the Grade 11 students participating in the study.

 24

The second frame presents the input entails teaching students

problem-solving techniques that encourage independent thinking. These

strategies help students improve their critical thinking skills, making them

more capable of solving complex math problems. The end result is enhanced

academic achievement and stronger problem-solving abilities.

The third frame presents the output of the study, which includes The

Effectiveness of Problem Solving Strategy in Enhancing Critical Thinking Skills

in Calculus among STEM students.

The arrows from the input to the output represent the relationship and

transformation of the profile and its aspects with the action taken into the

results that are produced as output.

The arrow from input to output represents feedback, which reflects the

continuity of the flow and interconnection of the elements.

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Research Paradigm

j
Input Process Output

Know the demographic

profile of senior high
school stem students in Exploring the

Malasiqui National High impact of problem

School in terms of: solving strategy in

enhancing critical
1.1 Age;
thinking skills in
1.2 Sex; and
1.3 Grade Level and calculus through:
Section.
The Effectiveness
Explore the impact of •Focused Group - of Problem Solving
Interview
problem solving strategies Strategy in
in enhancing critical •Coding Enhancing Critical
thinking skills in calculus •Thematic Thinking Skills in
focusing on: analysis Calculus is
identified.
2.1 Problem solving skills;
2.2 Critical thinking skills;
and
2.3 Analytical thinking
skills.

Improve educational
outcomes of stem
Students in terms of:

3.1 Collaboration;
3.2 Comprehension; and
3.3 Self Assessment.

Figure 1. A Research Paradigm showing the relationship between the Profile Variable
of the Students, their Exploring the Impact of Problem Solving Strategy, and impact of
the problem solving strategy in enhancing critical thinking skills in calculus.