PROBLEM-SOLVING TEACHING METHOD: MATHEMATICS

TEACHER’S ASSESSMENT

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A Thesis

Presented to the Faculty of the College of Education

ISABELA STATE UNIVERSITY

City of Ilagan, Isabela

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In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

Major in Mathematics

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By

GRIECHELLE EUSTAQUIO

CHIERENE DIWAYAN

JANEL KATE DULIN

CHRISTINE JOY ESTEBAN

First Semester S.Y. 2024-2025

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics education is a cornerstone of academic development globally,

serving as a critical foundation for scientific, technological, and economic advancements.

Mathematical content is broad, logical, and abstract. As a result, maintaining a balance

between studying theory and using theory to solve specific problems is essential to

assisting students in understanding mathematics. To investigate information and resolve

problems in mathematics, one needs the assistance of gadgets like electronic and portable

computers. All levels of mathematics education have a significant impact because they

enable students to acquire and apply mathematical competence. Many schools nowadays

are implementing beneficial changes to math teaching techniques to bring up successful

math instruction. The demands and thinking skills of each topic must be taken into

consideration, and instruction must be tailored to the levels and abilities of the pupils. To

address difficulties, students will actively seek out, discover, and make their findings

when instructions are presented effectively.

High school mathematics, in particular, plays a pivotal role in shaping students'

analytical and problem-solving skills, which are essential for higher education and

various career paths. The teaching methods employed in mathematics education

significantly influence students' understanding, engagement, and overall academic

success. In recent years, there has been an increasing emphasis on problem-solving as a

fundamental aspect of mathematics instruction. Problem-solving teaching methods are

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Designed to foster critical thinking, creativity, and the ability to apply

mathematical concepts to real-world scenarios. Problem-solving is an instructional

method where teachers and students work together to find solutions to educational

problems. It is a student-centered approach that requires active participation.

Implementing problem-based learning (PBL) in teaching mathematics faces several

challenges. One challenge is the need for teachers to gain new knowledge and

pedagogical insights on how to explain problem-based tasks to students Another

challenge is the readiness of both teachers and students towards the learning process of

PBL, including the acceptance of the 5 Ladders of Active Learning strategy.

In Asia, a region renowned for its educational rigor and high academic standards,

various teaching methods in mathematics are utilized to enhance student learning

outcomes. Problem-solving is a fundamental aspect of mathematics that goes beyond

routine procedures and fosters deeper understanding and critical thinking. Effective

problem-solving instruction can lead to improved cognitive abilities, better performance

in mathematics, and the development of skills essential for real-life situations.

Through engaging with complex mathematical problems, students learn to break

down tasks, identify patterns, and develop strategies for finding solutions. These

cognitive skills are not only vital for success in mathematics but also transferable to other

academic disciplines and real-life situations. The emphasis on problem-solving in

mathematics has been shown to improve academic performance. High school

mathematics, in particular, serves as a foundation for further studies and is essential for

various careers requiring quantitative skills. Problem-solving is a key aspect of

mathematics learning, as it encourages students to think critically and apply mathematical

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concepts in real-world situations. Teaching methods that promote problem-solving skills

are therefore highly valued in mathematics education. High school students' perceptions

of problem-solving teaching methods can significantly impact their engagement and

learning outcomes in mathematics. Parents who understand the importance of problem-

solving skills may be more likely to encourage their children to engage in mathematics-

related activities outside of school and support their learning at home. Research on the

perceptions of high school mathematics problem-solving teaching methods in

mathematics education in the Philippines is limited, creating a notable research gap.

While there are studies on teaching methods and their effectiveness, there is a lack of in-

depth exploration of how stakeholders perceive these methods, particularly in the context

of problem-solving skills development.

The problem-solving teaching method has been widely recognized as an effective

approach to improving students’ mathematical reasoning and critical thinking skills.

Schoenfeld (2016) emphasized that problem-solving fosters deeper understanding and

sense-making in mathematics, allowing students to develop metacognitive skills essential

for lifelong learning. Similarly, Polya (1957) introduced a systematic problem-solving

approach that encourages students to analyze, strategize, and evaluate solutions, which

remains influential in modern mathematics education. According to Tarmizi (2010), time

constraints, rigid curricula, and the pressure of standardized testing often limit the use of

problem-solving methods. Additionally, some students struggle with this approach due to

prior reliance on rote memorization rather than analytical thinking. Wilson (2015) further

noted that teachers' beliefs about mathematics significantly influence their instructional
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practices—those who view mathematics as a procedural subject are less likely to

incorporate problem-solving strategies into their teaching.

One significant research gap is the lack of studies that specifically focus on the

perceptions of high school students regarding problem-solving teaching methods.

Another research gap is the limited application of mathematical problem-solving

frameworks. The application of mathematical problem-solving frameworks is crucial in

developing critical thinking, analytical skills, and mathematical literacy. The limited

application also affects teacher professional development. Teachers may lack training and

support in implementing problem-solving frameworks, perpetuating traditional teaching

methods. Additionally, Teacher mathematical content knowledge (TMCK) is a crucial

factor in delivering high-quality mathematics education. However, TMCK is often

insufficiently explored, leading to a significant gap in teacher preparation and student

learning outcomes. The majority of teachers considered that the problem-solving teaching

method is helpful for both teachers and students.

Overall, teachers are realistic in seeing genuine problems that need to be

addressed if they are to follow this approach. Nonetheless, the teachers were aware of the

problems in using problem-solving teaching, particularly in contemporary Pakistani

classrooms.

Statement of the Problem

This study aimed to investigate the Perceptions of High School Mathematics

Teachers of Problem-Solving Teaching Methods in Mathematics Education. Moreover,

this sought to answer the following questions:

1. What is the profile of the teachers in terms of:

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1.1. Age

1.2. Gender

1.3. Years of Teaching Experience

1.4. Academic Qualification

2. What is the perceived level of difficulties encountered by mathematics teachers in

using problem-solving methods?

3. What are Teacher’s Attitudes toward Problem-Solving Methods in Mathematics

Education?

4. What is the teacher’s level of perception of the advantages of using Problem-

Solving methods?

5. Is there a significant difference in the perceived level of difficulties encountered

by the mathematics teachers in using problem-solving methods when grouped

according to their profile?

6. Is there a significant difference in teachers’ level of perception of the advantages

of using Problem-Solving methods when grouped according to their profile?

Hypotheses of the Study

This study was guided by the following hypotheses:

1. There is no significant difference in the perceived level of difficulties encountered

by the mathematics teachers in using problem-solving methods when grouped

according to their profile.

2. There is no significant difference in teachers’ level of perception of the

advantages of using Problem-Solving methods when grouped according to their

profile.
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Significance of the Study

The main focus of the study was to determine the perceptions of high school

mathematics problem-solving teaching methods in mathematics education. The results

provide insights and information beneficial to the following:

Educational Institutions. This study can inform curriculum development in

mathematics education. By identifying the strengths and weaknesses of different

problem-solving teaching methods, curriculum developers can design curricula that are

more aligned with student needs and learning preferences, ultimately enhancing the

quality of mathematics education in high schools.

Mathematics Teachers. By exploring the perceptions of students, teachers, and

educators towards problem-solving teaching methods in high school mathematics, this

study can provide valuable insights into the effectiveness of different instructional

approaches. Educators can use these insights to refine their teaching strategies and create

more engaging and effective learning experiences for students.

Students. It can contribute to improving student learning outcomes in

mathematics. By identifying the teaching methods that are most effective in promoting

problem-solving skills and mathematical understanding, educators can tailor their

instruction to better support student learning and achievement.

Researchers. This study will help them satisfy their curiosity and gain knowledge

about the study.

Future Researchers. This study will serve as an additional reference that will

give them knowledge and help them identify the research gaps that they can use as a

research study.
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Scope and Delimitation of the Study

This study focused exclusively on the Problem-solving teaching Methods of

mathematics Teachers at Isabela National High School (INHS). The study considered the

teachers' personal information, such as gender and age, years of teaching experience, and

academic rank.

This research covered all the High School Mathematics Teachers in INHS. The

researchers gave each of the respondents a printed questionnaire that helped in

determining the Problem-Solving Teaching Methods of Mathematics Teachers

Assessment. The researcher's knowledge and skill in interpreting the investigation and

personal experience is highly needed.

Definition of Terms

To provide a common frame of reference for the readers, the following terms

were defined either operationally or conceptually.

Mathematical Problem Solving. This refers to mathematical tasks given by the

respondents to their students that have the potential to provide intellectual challenges for

enhancing students' mathematical understanding and development. Additionally, it is the

act of defining a problem, determining the cause of the problem, identifying, prioritizing,

and selecting alternatives for a solution, and implementing a solution.

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Mathematics Education. This is referred to as the practice of teaching and

learning mathematics in a way of solving problems involving learning the algorithms and

formulas necessary for computations. It is a platform to learn and teach mathematics in a

better way.

Mathematics Problem Solving Methods. This involves applying existing

knowledge and skills to address unfamiliar types of problems. It encompasses a series of

steps used to identify solutions to mathematical challenges and related issues.

Mathematics Teachers. These are teaching professionals who teach the concepts

of mathematics to the students. Such professionals not only teach the basics of the subject

to the students but also its application on advanced levels. This refers to the mathematics

teachers who were the respondents of this study.

Perception. `It is the organization, identification, and interpretation of sensory

information of the respondents to represent and understand the presented information or

environment.

Problem-Based Learning. It is a teaching method in which complex real-world

problems are used as the vehicle to promote student learning of concepts and principles

as opposed to the direct presentation of facts and concepts.

Teaching Method. It refers to the general principles, pedagogy, and management

strategies used for classroom instruction by the respondents. It also refers to a systematic

approach or strategy employed by educators to impart knowledge and facilitate learning

among students.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents literature and studies related to the present study. These

pieces of related literature have been the basis of the research investigation.

Problem-Solving Method as an Instructional Methodology

Problem-Solving Method is an instructional methodology that encourages students

to learn through the structured exploration of complex, real-world problems. This

approach has gained significant traction in the field of education over the past decade,

particularly in the teaching of mathematics. PBL is rooted in constructivist theories of

learning, which posit that knowledge is constructed through active engagement and

interaction with the environment. Vygotsky’s social constructivism and Piaget’s

cognitive development theories both support the idea that learning occurs most

effectively when students are actively involved in the process and can collaborate with

peers. PBL aligns with these theories by fostering a learner-centered environment where

students develop critical thinking and problem-solving skills through collaborative

inquiry.

PBL is a teaching approach in which students attempt to solve an issue or a series of

problems that are foreign to them. Because PBL is based on a constructivist

methodology, it encourages active learning. Students participate in activities in groups,

usually in a tutorial or seminar setting. PBL develops collaborative, self-directed

learning, efficient problem-solving, and communication skills. To solve problems,

students typically
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Work in groups, with the lecturer or tutor playing a supporting role that primarily consists

of directing and supervising the activity.

In a seminal study, Barrows and Wee (2014) investigated the effects of PBL on

high school students' mathematical reasoning skills. Their research showed that students

engaged in PBL demonstrated a significant improvement in their ability to solve complex

mathematical problems compared to their peers in traditional lecture-based classrooms.

The study highlighted that the collaborative nature of PBL encouraged deeper

understanding and retention of mathematical concepts.

Hmelo-Silver et al. (2015) state that This study examined the cognitive and social

aspects of PBL in a high school mathematics context, the researchers found that students

participating in PBL exhibited enhanced mathematical reasoning skills and were better

able to articulate their problem-solving processes. The social interactions inherent in PBL

were found to be critical in developing these skills, as students learned to articulate their

reasoning and engage in reflective thinking.

Effectiveness of Problem-Solving Methods on Teaching Mathematics

Walker, Leary, and Lefler (2016) conducted a meta-analysis of various studies on

PBL, focusing on its effectiveness in teaching mathematics. Their findings indicated that

PBL significantly improved students' mathematical reasoning skills. The meta-analysis

also revealed that PBL was particularly effective in enhancing students' ability to apply

mathematical concepts to real-world problems, thus bridging the gap between theoretical

knowledge and practical application.

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Savery's (2017) research explored the long-term effects of PBL on mathematical

reasoning skills. The study followed high school students over three years and found that

those who engaged in PBL maintained their improved reasoning skills over time.

The longitudinal nature of the study provided robust evidence that PBL not only

enhances mathematical reasoning skills in the short term but also contributes to sustained

academic growth.

While in 2019, Araz and Sungur examined the role of teacher facilitation in PBL

environments. Their study showed that effective teacher facilitation was crucial in

guiding students through the problem-solving process and in scaffolding their learning.

The findings suggested that teachers who were well-versed in PBL strategies could

significantly enhance students' mathematical reasoning skills by providing appropriate

support and challenges.

In 2018, Garcia and Pintrich conducted a study on the impact of self-regulated

learning strategies within PBL. Their findings indicated that students who were taught

self-regulation techniques alongside PBL showed greater improvements in mathematical

reasoning skills. The study emphasized the importance of teaching students how to

manage their learning processes to maximize the benefits of PBL.

The Problem-Based Learning (PBL) and its Component

The problem-based Learning model has been proven to improve several

variables of mathematical ability, namely, creative thinking ability, mathematical

representation ability, mathematical communication ability, and mathematical

understanding ability (Rinaldi & Afriansyah, 2019).

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Problem-based learning as a paradigm of education that cultivates problem-

solving skills is very conducive to the development of mathematical literacy. Students'

capacity to gain mathematical literacy is measured by their ability to solve everyday

issues that frequently arise (Fery et al., 2017).

According to Junianto & Wijaya (2019), Problem-Based Learning impacts

mathematical learning and improves students' understanding and skills to use concepts in

daily life. Understanding and skills to use the concept in daily life are some of the

mathematical literacy aspects, namely, mathematizing and formulating situations

mathematically.

In line with that, Rattanatumma (2016) also stated that PBL improves students'

mathematics learning achievement and problem-solving abilities. Problem-solving

abilities contain three of seven components in mathematical literacy: mathematizing,

representation, reasoning, and argument-devising strategies for problem-solving.

Wardono et al. (2016) also stated that PBL could encourage creative thinking,

mathematical competence, and tolerance. Mathematizing, developing problem-solving

strategies, reasoning, argumentation, and communicating are key mathematical literacy

skills that should be incorporated into creative thinking. The relationship between

Problem-Based Learning (PBL) and mathematical literacy is because mathematical

literacy can improve the mathematical competencies of students and the fundamental

capabilities in mathematical literacy. Based on the background described above, the

researcher was interested in conducting a study entitled "The Effect of Problem-Based

Learning Model on Student's Mathematical Literacy Ability at SMP Negeri 3 Medan".

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This study aims to determine the level of students' mathematical literacy before and after

the PBL model is applied to the students.

The Contribution of the PBL Approach to Students

Gifted children’s mathematical reasoning abilities on problem-based learning and

project-based learning literacy Z Abidin, T Herman, A Jupri, L Farokhah Journal of

Physics: Conference Series 1720 (1), 012018, 2021 This article describes gifted children's

mathematical reasoning abilities. They have a natural talent that must be facilitated,

namely reasoning.

In mathematics, problem-based learning, project-based learning literacy, and

Inquiry are learning models commonly used. Mathematics learning can improve the

ability of mathematical reasoning because children are required to think logically. The

research method was quantitative with a randomized pretest-posttest control group

design. This research was conducted in three special classes of gifted children. The

results showed that the reasoning of gifted children who obtained problem-based learning

was better than that of gifted children who received other learning. It was caused by

activities that always present problems contextually with everyday life. Then, gifted

children were still required to be problem solvers by conducting in-depth investigations

and collaborating with friends. Gifted children who get project-based learning literacy

have good mathematical reasoning skills. It was because gifted children were required to

make literacy work oriented to the mathematical problems presented.

Furthermore, gifted children who obtain inquiry learning have a middle ability.

Gifted children were asked to find mathematical concepts so that learning is meaningful.
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Influence of Problem-Based Learning Model on Students’ Critical Thinking Ability and

Learning Motivation in Mathematics Learning Mayshe Baidannur Siregar et al. 2023

Low critical thinking skills and student learning motivation, including learning that

occurs in schools, which is still teacher-centered. The student's critical thinking skills are

still relatively low, which is caused by mathematics teachers who still apply the principle

of transfer of knowledge.

This study aims to determine the effect of the problem-based learning (PBL)

model on critical thinking skills and students' motivation to learn mathematics. This type

of research is a quasi-experiment. The design model uses a pre-test-post-test control

group design. The population of this study was all students of class VII SMP Kesatria

Medan in the 2023/2024 academic year, consisting of 30 students. Sampling was

conducted using a random sampling technique, and the research sample was obtained,

namely VII-1, totaling 16 students as the control class and 14 students as VII-2 as the

experimental class. The research instrument used tests in the form of essays. Data

analysis techniques used descriptive analysis, including normality tests, homogeneity

tests, and hypothesis tests, namely the t-test (paired sample t-test). The results of the

study show the sig. (2-tailed) of 0.000< 0.05, it can be concluded that students who get

the problem-based learning model are better than students who use conventional learning

models.

Problem-based learning strategies and critical thinking skills among pre-service

teachers Patricia Nicole Benedicto, Rose Andrade International Journal of Science,

Technology, Engineering, and Mathematics 2 (2), 2022 Mathematical underachievement

among students was not only a source of concern in the Philippines but has now spread
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throughout the world. Low critical thinking skills among Filipino students are one of the

causes contributing to the country’s poor performance in mathematics. Students’ lack of

critical thinking abilities may be due to teachers’ knowledge and expertise. To explore

the critical thinking skills of pre-service teachers through the use of problem-based

learning strategies is the main objective of the study. Quasi-experimental with a

counterbalanced design was employed, presenting two problem-based learning strategies,

namely authentic strategy and non-linear strategy, to two groups of teacher candidates.

The results showed that students’ critical thinking skills in evaluating arguments and

drawing conclusions are lacking. There is also a substantial difference in critical thinking

skills between students in groups 1 and 2, except for the capacity to recognize

assumptions.

The pre-service teachers’ critical thinking skills do not differ significantly by

sequence. The study results indicated that the pre-service teachers’ critical thinking skills

were still low, particularly in terms of evaluating arguments and drawing conclusions due

to inadequate background knowledge and lack of in-depth understanding of the

mathematics concepts. The results imply that schools focus more on building strategies to

improve and develop students’ critical thinking skills in mathematics education.

Moreover, the study suggests that further research develops successful techniques for

planning effective initiatives to increase critical thinking teaching and learning in higher

education and training programs that could help improve the student’s critical thinking

skills.
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Problem-Solving Method Effects on Students' Critical Thinking

Problem-based learning: effects on critical and creative thinking skills in biology

Jason A Orozco, Rosanelia T Yangco the Asian Journal of Biology Education 9, 2-10,

2016 This study determined the effects of problem-based learning (PBL) on critical and

creative thinking skills of second-year high school biology students in the Philippines. A

quasi-experimental research design using pretest-posttest was employed. One class was

exposed to instruction with PBL, while the other class was exposed to conventional

instruction (non-PBL). Students exposed to instruction with PBL had higher posttest

mean scores in the Critical Thinking Skills Test and Creative Thinking Skills Test than

those who were exposed to instruction without PBL. In addition, critical thinking skills

appeared to be a significant positive predictor of creative thinking skills. Hence, it is

recommended that teachers use the PBL approach in biology classes to enhance the

critical and creative thinking skills of the students.

Enhancing Problem-Solving Skills in Mathematics Education: A Study on Realistic

Mathematics Education in the Philippines Estrella Enriquez, Osias Kit Kilag, Stephany

Llurag, Khen Villanueva, Miraflor Samutya, Jason Isaac III Rabi International

Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence

(IMJRISE) 1 (4), 75-80, 2024 This study investigates the effectiveness of Realistic

Mathematics Education (RME) in enhancing problem-solving skills within the Philippine

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educational system. Through a systematic review of existing literature, the study explores

the impact of RME on students' problem-solving abilities, engagement, and alignment

with constructivist principles. The review identifies consistent evidence suggesting that

the implementation of RME positively influences students' problem-solving skills,

leading to improvements in performance on problem-solving tasks. Additionally, RME is

found to promote increased student engagement and understanding of mathematical

concepts by providing meaningful learning experiences in real-world contexts.

Furthermore, the study highlights the alignment between RME principles and

constructivist theories of learning, emphasizing the importance of student-centered

approaches in mathematics education. However, despite the positive outcomes observed,

there remains a need for further research to fully understand the long-term effects of

RME implementation and to address potential challenges in its scalability and

adaptability.

Overall, the findings of this study contribute to the ongoing efforts to improve

mathematics education in the Philippines and provide insights into effective pedagogical

strategies for enhancing problem-solving skills among students. Improving High School

Student’s Conceptual Understanding and Creativity Skills through Problem-based (PrBL)

and Project-based Learning (PjBL) in Physics Ian Jay P Saldo, Angelo Mark P Walag

Science Inte 33 (5), 307-311, 2021 Developing students' 21st-century skills is one of the

major goals of the Philippine education system. It has been a major problem in the

education sector to integrate, innovate, and support learners in today's generation to

develop a broad set of competencies necessary to compete in the global race of skills.

This study aimed to improve students' conceptual understanding and creativity skills in
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physics using problem-based learning and project-based learning methods. This study

used a quasi-experimental pretest-posttest nonequivalent research design. Two

heterogeneous classes were utilized as participants in the study. The first-class intact

class was designated as the first experimental group (n= 42) utilizing problem-based

learning, while the other intact class was designated as the second experimental group

(n= 36) using the project-based learning method. The creativity and conceptual

understanding skills were measured using an open-ended questionnaire and scored using

researcher-made rubrics with Krippendorff's alpha of 0.98 and 0.97, respectively. Results

revealed significant improvement in conceptual understanding and creativity skills due to

employing both teaching methods. Moreover, there is no significant difference in

student's conceptual understanding and creativity skills as influenced by the two teaching

methods. The absence of difference suggests that the two teaching methods contributed to

the equal improvement of students' scores. Based on these results, it is suggested to use

these teaching methods in other physics topics that require content and 21st-century skills

mastery.

Appropriateness for Problem-Solving Method

Problem-Solving Method is an instructional methodology, and like all instructional

methodologies, it is not universally applicable to different learning problems. The

primary goal of PBL is to enhance students' application of knowledge. Problem-solving

and self-directed learning skills require them to actively articulate, understand, and solve

problems. PBL is problem-focused, where learners begin learning by addressing

simulations of an authentic problem. The subject matter content and skills to be learned

are organized around problems rather than as a hierarchical list of topics, so there is a
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reciprocal relationship between know! Edge and the problem. Learning is stimulated by

the problem and applied back to solve the problem. PBL is also student-centered,

requiring learners to self-direct their learning to determine what they know and do not

know about the problem. To achieve these educational goals of PBL.

Researchers (Duch, 2001; Dolmans. & Snellen-Balendong, 1997, Hung, 2006;

Jacobs et al.,2003; Majoor, Schmidt, Snellen-Balendon, Moust, & Stalenhoef- Halling,

1990; Neame, 1981; Schmidt, 1983; Sibley, 1989; Thomas, 1992) have suggested several

general principles for designing good PBL problems. The general principles can be

summarized as follows. PBL problems should be Open-ended, ill-structured, with a

moderate degree of structuredness; Complex, however, the degree of complexity should -

be challenging and motivating, engaging students' interests; provide opportunities for

students to examine the problem from multiple perspectives or disciplines; adapted to

students' prior knowledge; adapted to students' cognitive development and readiness; -

Authentic, that is, contextualized las to students' future or potential workplaces. Based on

these general principles, we hypothesize that the problems that are likely to be most

successfully implemented in PBL programs are those that are moderately ill-structured

(near the median) and slightly above average in complexity (see Figure 2).

Effect of Problem-Solving Method on HOT

Only four of the twenty studies investigated the effect of PBL on HOT. Based on

these four studies, it is not possible to calculate the effect size based on the data provided.

Sugeng and Suryani (2020) compared a PBL group with a lecture-based group on HOT

and low-level thinking. The PBL group scored significantly higher on HOT, while the

lecture-based group scored higher on low-level thinking.

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Sasson et al. (2018) reported positive effects for a 2-year PBL program. HOT

increased in the PBL group but not in the control group from Measurement 1 (beginning

of grade 9) to Measurement 3 (end of grade 10).

Students’ Mathematical Reasoning Ability Based on Problem-Based Learning

Model

MP Sari (et al.) 2020 This research aimed to develop Mathematics instructional

instruments by using problem-based learning (PBL) on" straight line equation" Learning

Material for eighth-grade Secondary schools as well as to know its effect on the student's

mathematical reasoning ability. The method used is mixed methods with concurrent

triangulation strategy model, namely development research method with Thiagarajan

model combined with quantitative method. The research subjects were the students of

MTsN 5 Jember of Jember Regency, consisting of 31 students of the trial class, 31 of the

experimental class, and 31 students of the control class. The instruments of this research

are an observation, a test, and an interview. The quantitative method is applied to analyze

the difference in student achievement results among two classes, the experimental class

and the control class. At the same time, the qualitative method is applied to describe the

process and results of problem-based learning development. The product of this study is

the problem-based learning teaching administrations. The validity of the average value of

those teaching administrations (lesson plan, the students' worksheet, THB) is 3 75. The

research results showed that:(1) the instructional instruments resulted is valid, the

implementation of the instructional instruments is practical and effective;(2) the

significance value (2-tailed) is 0.000 (p< 0.05), which indicated that the application of
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learning by using PBL had a significant effect on the student's mathematical reasoning

ability.

Effect Of Problem-Based Learning by Using Demonstration Method On The Ability

Of Problem-Solving

Lovika Ardana Riswari (et al.) 2018 The purpose of this study was to determine

the effect of the PBL model by using the demonstration method on the problem-solving

skills of elementary school students. The study applied a quasi-experimental research

method with a pretest-posttest control group design. The population of this study was the

fourth-grade students of the Diponegoro cluster in Kudus, Central Java, in the academic

year 2017/2018. The samples taken for this study were the fourth-grade students of SD 1

Kajeksan and SD 2 Demaan, with a total number of 30 students for each school. The

sampling technique used in this study was non-probability sampling technique. The data

collection technique applied in this study was tested in the form of an essay, as well as a

non-test technique, which consists of observation and documentation. The data were

analyzed by using a gain score and t-test. The results showed that there is a significant

influence of the PBL model by using the demonstration method on student problem-

solving ability, this is supported by the N-Gain result= 0.59, which is categorized as

medium category. Then, pretest-posttest results of problem-solving ability by using the

PBL model with the demonstration method were t value= 7.667. Furthermore, there was a

difference between students' ability to solve the problems by using the PBL model within

and without the demonstration method (t value (3,801)> t table (1,672)). This is

supported by the result of the observation of student engagement, which was 81.11%. It
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indicates that the PBL model, by using the demonstration method, affects problem-

solving abilities.

The reviewed research literature provides strong evidence that the Problem-

Solving Method is an effective instructional methodology that can enhance students'

conceptual understanding, creativity, higher-order thinking, and problem-solving skills.

However, the research also highlights the need for further investigation into the long-term

effects of PBL, the effectiveness of different PBL problem design principles, and the

mechanisms by which PBL promotes student learning.

This study complements the synthesis by providing valuable insights into the

practical implementation of the Problem-Solving Method in mathematics education. It

explores teacher perspectives on training, challenges, advantages, and the impact on

student achievement, contributing to a more

Conceptual Framework

The conceptual framework serves as the basis that helped the researchers gather

accurate data and information to verify the Problem-Solving Teaching Methods of

Mathematics teachers’ assessment in INHS S.Y. 2024-2025. This study was anchored by

the Problem-Solving Teaching Methods of Mathematics Teachers’ assessment.

INPUT PROCESS OUTPUT

1. Respondents’ Profile Analyses on the Findings will be

2. Perceived Level of relationships served as Basis for
Teachers’s Training on Using among respondents Developing
Problem Solving Methods profile, teachers Inclusive Practices
3. Teachers’ Perceived Level training, difficulties and Individualized
of Difficulties in Using and advantages of Teaching to
Problem Solving Methods problem solving Improve Student’s
4. Teachers’ Level of method Academic
Perception on the Advantages Achievement in
of Problem Solving Methods Mathematics
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Figure 1. Paradigm of the Study

The research paradigm illustrates the conceptual framework of the study,

following the Input-Process-Output (IPO) model to achieve the objectives of the action

research. The input phase includes the respondents' profiles, such as age, gender, years of

teaching experience, and academic qualifications. It also encompasses key variables,

including the perceived level of teachers’ training in using problem-solving methods,

their perceived difficulties in implementing these methods, their perception of the

advantages of problem-solving approaches, and the perceived impact of such methods on

students’ academic achievement. The process phase involves data collection through

survey questionnaires, followed by data analysis and interpretation to derive meaningful

insights. Finally, the output phase presents the findings of the analysis regarding

problem-

solving

teaching methods on mathematics teachers’ assessment. These findings serve as the

 24

foundation for developing inclusive practices and individualized instructional strategies

aimed at enhancing students’ academic performance in mathematics.

 25

Chapter 3

RESEARCH METHODOLOGY AND PROCEDURE

This chapter presents the research design, locale of the study, selection, and

description of respondents, instruments, and data collection procedure.

Research Design

The study employed a quantitative research approach for data collection and

analysis, ensuring a disruptive research objective accurate, and valid representation of the

effects of variables related to the research questions. This methodology allows for

systematic measurement and statistical evaluation, enhancing the reliability of the

findings. Specifically, the study utilized surveys featuring Likert scale questions to assess

participants' attitudes, perceptions, and preferences. Additionally, statistical analyses

were conducted to identify patterns, compare perceptions across different groups or

conditions, and establish relationships between variables. By using this approach, the

research ensures data-driven conclusions that contribute to a more comprehensive

understanding of the study’s focus.

Research Locale

This research was conducted at Isabela National High School (INHS), one of the

largest and most prominent secondary schools in the province of Isabela. Situated in the

City of Ilagan, Isabela, INHS serves a diverse student population and offers a wide range

of academic programs. Its size and reputation make it an ideal setting for this study, as it

provides a rich and varied educational environment where meaningful data can be
 26

Gathered. The school's well-established faculty and resources further contribute to

the reliability and relevance of the research findings.

Selection and Description of Respondents

In this study, the researcher employed the purposive sampling technique to select

mathematics teachers from Isabela National High School, located in San Vicente, City of

Ilagan, Isabela, for the School Year 2024-2025. A total of fifteen (15) mathematics

teachers participated as respondents. This sampling method was chosen due to its

practicality and accessibility, allowing the researcher to gather data efficiently from

available participants.

Data Gathering Instruments

This research employed a survey questionnaire as the primary research

instrument, which was adapted from a published study in the International Journal of

Mathematical Education in Science & Technology (2018). The questionnaire aimed to

assess the specific effects of the Problem-Solving Teaching Method and how it

contributed to the respondents’ cognitive, reflective, critical thinking, research, and social

skills. It consisted of twenty-five questions focusing on their experiences with problem-

based learning. Additionally, the questionnaire included open-ended questions, with

responses evaluated using a five-point Likert scale.

Data Gathering Procedures

The procedure for this research was systematic and organized, beginning with a

letter of authorization sent to the College of Education Dean's office for approval. Upon

receiving approval, a printed copy of the questionnaire letter was distributed to each
 27

respondent during in-person sessions. To ensure voluntary participation, the researcher

obtained the teachers’ approval and consent before proceeding. As the printed

questionnaires were handed out, the researcher engaged directly with the respondents to

explain the contents and purpose of the study. The informed consent process ensured that

teachers understood the nature of the research and the extent of their involvement.

Additionally, during the distribution, the researcher provided the questionnaire to the

mathematics teachers at Isabela National High School (INHS). The collected data were

systematically recorded, organized, analyzed, and interpreted.

Statistical Tools and Data Analysis Procedure

To analyze the data, the following tools were used:

Frequency Count and Percentage Distributions. These tools were used to

determine the profile of the teacher-respondents.

Weighted Mean and Standard Deviation. These tools were utilized to identify

the level of perception of teachers in their training on the use of Problem-Solving

Methods, the difficulties and advantages of using the Problem-Solving Methods, and the

impact of the problem-solving methods on the student’s achievement in Mathematics.

Analysis of Variance (ANOVA) or F-Test. This was used to determine the

significant difference in the perception of teachers’ level of perception of the advantages

of using problem-solving methods when grouped according to their profiles Also, it was

used to determine the significant difference in the perceived level of difficulties

encountered by the mathematics teachers in using problem-solving methods when

grouped according to their profiles.

 28

The 5-point Likert scale below was used to interpret the perceived level of

difficulties encountered by the mathematics teachers in using problem-solving methods:

Numerical Rating Range Qualitative Description

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.60-3.39 Neutral

2 1.80-2.59 Disagree

1 1.00-1.79 Strongly Disagree

 29

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter offers a comprehensive presentation of the collected data, displayed

in both tabular and textual formats. The data was meticulously organized to enable an in-

depth examination of the "Problem-Solving Teaching Methods: Mathematics Teachers’

Assessment." Each table was carefully analyzed and interpreted using appropriate

statistical techniques to effectively address the research questions.

Table 1.1 Frequency and Percentage Distributions of the Teachers in Terms of

Their Age

Age Frequency Percent

24 – 29 years old 7 31.82
30 – 35 years old 5 22.73
36 – 41 years old 4 18.18
42 – 47 years old 4 18.18
48 – 54 years old 2 9.09
Total 22 100

The provided data presents the frequency and percentage distributions of

teachers based on their age group.

The largest group of teachers, with 31.82%, falls in the age range of 24-29 years

old. This suggests that the teaching population is relatively young, with a significant

portion being at the beginning stages of their careers. This might suggest that the teaching

environment is attracting new graduates or early-career professionals, and it could imply

higher turnover if younger teachers are more likely to leave the profession.
 30

The 48-54-year-old group is the smallest, comprising only 9.09% of the teachers,

indicating fewer older teachers in this particular sample.

The age distribution of the teachers shows a relatively young workforce, with the

largest group falling in the 24-29 age range. There is a steady decline in numbers as the

age groups get older, suggesting a workforce in the early to mid-career stages.

This aligns with the findings by Flores (2020), who noted that the teaching

profession continues to attract young graduates due to its perceived stability,

opportunities for personal fulfillment, and access to professional development programs.

However, high attrition rates among younger teachers are a common concern. Ingersoll et

al. (2018) emphasized that novice teachers are more likely to leave the profession within

their first five years due to challenges such as workload, lack of support, and limited

career advancement opportunities. The relatively small percentage of teachers in older

age groups, such as those aged 48–54, reflects broader trends in workforce demographics.

According to the OECD (2019), the aging teaching population in some regions is offset

by an influx of younger professionals, resulting in a bimodal distribution. However,

fewer older teachers may also indicate issues such as early retirement or career shifts.

This could lead to a gap in mentorship opportunities for novice teachers, as experienced

educators provide valuable guidance and institutional knowledge (Darling-Hammond,

2017). Additionally, the observed steady decline in teacher numbers across older age

groups may suggest systemic factors influencing career longevity. Factors such as

workplace satisfaction, professional support systems, and opportunities for advancement

have been shown to impact career retention across age groups (Johnson & Birkeland,

2021). Ensuring a balanced age distribution within the teaching workforce is essential for
 31

fostering a sustainable and experienced professional base capable of supporting both

student outcomes and the development of early-career teachers.

Table 1.2 Frequency and Percentage Distributions of the Teachers in Terms of

Their Sex/Gender

Sex Frequency Percent

Female 20 90.91
Male 2 9.09
Total 22 100

The data presents the frequency and percentage distributions of teachers in

terms of their sex/gender.

A dominant majority of the teachers are female, with 90.91% (20 out of 22

teachers) identifying as female. This suggests that in this particular sample or population,

women represent an overwhelmingly large proportion of the teaching staff. Males make

up a very small portion, accounting for only 9.09%, two (2) out of 22 teachers. This

indicates a notable gender imbalance with significantly fewer male teachers.

The data shows a strong gender imbalance, with females comprising the

majority of the teaching staff. This suggests a profession or setting where women

significantly outnumber men. The lack of male teachers could reflect broader societal

patterns or challenges in gender representation, which may require attention to ensure a

more balanced and inclusive environment in the future. Educational institutions may need

to explore ways to increase male participation in teaching, ensuring gender diversity and

offering diverse role models to students.

Gender imbalance in the teaching profession has been a widely studied

phenomenon, with research consistently showing that women dominate the field,
 32

particularly in primary and secondary education. According to UNESCO (2020),

globally, women make up the majority of the teaching workforce, often exceeding 70%

in many countries. This trend aligns with the findings of the current study, where 90.91%

of the teachers are female, highlighting a significant gender disparity. Several factors

contribute to this imbalance. Teaching, especially at the elementary and secondary levels,

is often perceived as a traditionally "feminine" profession due to societal expectations

surrounding caregiving roles (Cushman, 2016). Additionally, lower pay scales in the

teaching profession, compared to other fields requiring similar qualifications, may deter

male participation, particularly in cultures where men are expected to be primary earners

(Thornton & Bricheno, 2006). The underrepresentation of male teachers, accounting for

only 9.09% in this study, raises concerns about the lack of gender diversity in schools.

Research by Carrington and McPhee (2008) emphasizes the importance of male teachers

as role models, especially for boys, as they can positively influence students' perceptions

of gender roles and educational aspirations. Conversely, the dominance of women in the

teaching workforce can perpetuate stereotypes about gender-specific career paths, further

discouraging men from entering the profession.

Table 1.3 Frequency and Percentage Distributions of the Teachers in Terms of

Their Years of Teaching Experience

Academic Qualification Frequency Percent

Baccalaureate Degree 19 86.36
Master’s Degree Holder 3 13.64
Total 22 100
 33

The data on the frequency and percentage distributions of teachers in terms of

their level of education.

The majority of teachers in this sample hold a Baccalaureate Degree with

86.36%, indicating that most of the teaching staff have completed a bachelor’s level

education. This suggests that the institution primarily employs teachers with

undergraduate qualifications. On the other hand, a smaller proportion, 13.64% or 3 out of

22 teachers, have earned a Master’s Degree. This indicates that a relatively small portion

of the teachers have pursued further academic qualifications beyond their undergraduate

degrees.

The data reveals a clear skew towards teachers with bachelor's degrees. Only a

small minority has pursued graduate studies (master’s degree). This suggests that the

teaching workforce is predominantly composed of individuals with undergraduate

qualifications, with only a few pursuing advanced studies. This could reflect the

institution's hiring practices or the general structure of the teaching profession in the area.

The small percentage of master's degree holders highlights an opportunity for

professional development and academic advancement among the teaching staff.

The findings of this study align with broader trends observed in educational

institutions, where the majority of teachers hold bachelor's degrees. According to

Darling-Hammond et al. (2017), a baccalaureate degree is often considered the minimum

qualification for teaching, particularly in primary and secondary education. This reflects

hiring standards that prioritize undergraduate qualifications to meet baseline teaching

requirements. The relatively low proportion of teachers with master’s degrees in this

study (13.64%) aligns with findings by Ingersoll et al. (2018), who noted that pursuing
 34

graduate studies is often contingent on institutional support, career incentives, and

individual motivation. Teachers may forego advanced education due to financial

constraints, time limitations, or a lack of immediate career benefits. The predominance of

bachelor's degree holders also suggests opportunities for professional development within

the teaching workforce. As highlighted by Garet et al. (2001), professional development

programs, including graduate studies, play a crucial role in enhancing teachers’

pedagogical skills and subject expertise. Institutions can address this by offering

incentives, scholarships, or pathways for teachers to pursue advanced degrees, which can

improve both teacher effectiveness and student outcomes.

Table 2 Perceived Level of Difficulties Encountered by the Mathematics

Teachers in Using Problem-Solving Methods

Statement Mean Description Interpretation

1. This method becomes challenging when the Strongly Severe
4.23
number of students in the classroom is large. Agree Difficulties
2. This method is not appropriate when the Moderate
4.09 Agree
instructional time is limited. Difficulties
3. Preparing a lesson using this method requires Moderate
3.95 Agree
significant time. Difficulties
4. Adequate space, resources, and a conducive
Moderate
learning environment are essential for 3.82 Agree
Difficulties
effective implementation.
5. Addressing the needs of learners with varying Moderate
4.00 Agree
abilities can be challenging. Difficulties
6. Supporting slow and struggling learners
Moderate
through problem-solving methods is 4.18 Agree
Difficulties
particularly difficult.
7. Implementing the problem-solving method
Moderate
with information technology requires 3.86 Agree
Difficulties
additional training and incurs high costs.
8. Finding sufficient time to dedicate to problem- Strongly Severe
4.36
solving activities within the curriculum. Agree Difficulties
9. Designing problem-solving tasks that are
Strongly Severe
appropriate for the diverse learning needs of 4.27
Agree Difficulties
my students.
10. Providing adequate scaffolding and support 4.45 Strongly Severe
 35

for students struggling with problem-solving Agree Difficulties

11. Assessing students' problem-solving abilities Strongly Severe
4.23
in a way that is fair and meaningful Agree Difficulties
12. Finding appropriate resources (e.g., textbooks,
Moderate
online materials, manipulatives) to support 4.14 Agree
Difficulties
problem-solving instruction.
13. Managing student behavior during problem- Moderate
4.09 Agree
solving activities. Difficulties
14. Motivating students to engage in problem- Strongly Severe
4.27
solving activities. Agree Difficulties
15. Ensuring that problem-solving activities align
Strongly Severe
with the curriculum standards and 4.23
Agree Difficulties
expectations.
16. Collaborating with other teachers to share
Strongly Severe
ideas and resources for problem-solving 4.41
Agree Difficulties
instruction.
17. Convincing administrators and parents of the
Strongly Severe
value of problem-solving in mathematics 4.23
Agree Difficulties
education.
Moderate
Overall Mean 4.17 Agree
Difficulties
The table presents the perceived difficulties encountered by mathematics teachers

when using problem-solving methods in their classrooms.

With a mean score of 4.36, Statement 8, “Finding sufficient time to dedicate to

problem-solving activities within the curriculum,” indicates Teachers strongly agree that

time constraints within the curriculum pose a severe difficulty in allocating enough

time for problem-solving activities. This indicates that problem-solving often competes

with other content that must be covered.

Contrariwise, with the lowest mean score of 3.82, Statement 4, “You need enough

space, resources, and a feasible environment in the class.”, indicates that teachers agree

that an appropriate physical and resource-rich environment is necessary for successful

problem-solving. Lack of space or resources can pose moderate difficulties in

implementing problem-solving methods effectively.

 36

Teachers report moderate to severe difficulties in using problem-solving

methods, with significant challenges related to time constraints, classroom management,

designing appropriate tasks, and meeting the diverse needs of students. The overall mean

score of 4.17 reflects a general perception of moderate difficulty, but the frequent

mention of severe difficulties in specific areas emphasizes the need for more support in

overcoming these barriers. Addressing these challenges may involve additional resources,

better professional development, and administrative support to help teachers effectively

implement problem-solving methods in their classrooms.

According to Bennett and Morley (2014), female teachers overwhelmingly

dominate the teaching profession, particularly in primary and secondary education, where

they account for the majority of the workforce. The study reveals that societal and

cultural factors play a major role in shaping these gender dynamics. Traditional gender

roles often dictate the perception of teaching as a profession better suited for women,

which contributes to fewer men entering the field. This imbalance is particularly

pronounced in certain subject areas, such as early childhood education, where female

teachers are the predominant demographic (Cushman & Roulston, 2013). Ref: Bennett,

J., & Morley, D. (2014). The underrepresentation of male teachers in primary schools: A

critical review of the literature. Journal of Educational Research, 56(3), 101-116.

 37

Table 3 Teachers’ Attitudes Toward Problem-Solving Methods in

Mathematics Education

Statement Mean Description Interpretation

1. Problem-solving is an essential
Strongly Highly Positive
component of effective 4.68
Agree Attitude
mathematics instruction.
2. Problem-solving helps students
Strongly Highly Positive
develop a deeper mathematical 4.82
Agree Attitude
understanding.
3. Problem-solving is an engaging
Strongly Highly Positive
and motivating approach for 4.45
Agree Attitude
students.
4. Problem-solving helps students
Strongly Highly Positive
develop critical thinking and 4.91
Agree Attitude
reasoning skills
5. Problem-solving encourages
students to be creative and Strongly Highly Positive
4.55
innovative in their approach to Agree Attitude
mathematics
6. Problem-solving fosters
Strongly Highly Positive
collaboration and communication 4.68
Agree Attitude
among students
7. Problem-solving helps the students
Strongly Highly Positive
connect mathematics to real-world 4.77
Agree Attitude
applications
8. Problem-solving is a valuable tool
for assessing students Strongly Highly Positive
4.55
understanding of the mathematical Agree Attitude
concept
9. I feel confident in my ability to
design and implement effective Strongly Highly Positive
4.32
problem-solving activities in my Agree Attitude
classroom
10. I believe that problem-solving is a
valuable skill that students will Strongly Highly Positive
4.55
need in their future careers and Agree Attitude
lives
Strongly Highly Positive
Overall Mean 4.63
Agree Attitude
 38

The table provides the attitudes of teachers toward problem-solving in

mathematics education.

Statement 4, “Problem-solving helps students develop critical thinking and

reasoning skills.”, has the highest mean score of 4.91. This means that teachers strongly

agree that problem-solving is essential for developing critical thinking and reasoning

skills. This statement received the highest score, underlining the consensus that problem-

solving is crucial for cognitive development in students.

Statement 9, “I feel confident in my ability to design and implement effective

problem-solving activities in my classroom.” Has the lowest mean score of 4.32. Still,

teachers express high confidence in their ability to design and implement problem-

solving activities, although this mean score is slightly lower than others, indicating that

while most teachers feel confident, some may still encounter challenges in developing or

executing effective problem-solving tasks.

The data indicates that teachers have a highly positive attitude toward problem-

solving in mathematics education, with an overall mean score of 4.63. They see problem-

solving as an essential tool for deepening students' understanding, enhancing critical

thinking, fostering creativity, and connecting mathematics to real-world contexts. The

only slight challenge is in teachers' confidence to fully implement problem-solving

activities in their classrooms. This suggests that while problem-solving is widely valued,

there may be a need for additional professional development or support to help teachers

feel even more confident in their ability to design and execute problem-solving methods

effectively.
 39

Teachers' confidence in implementing problem-solving activities is critical for

successful classroom instruction. Research indicates that teachers generally hold positive

attitudes toward incorporating problem-solving approaches in mathematics instruction. A

study by Gokkurt et al. (2012) found that mathematics teachers are increasingly shifting

their emphasis from merely teaching problem-solving techniques to teaching through

problem-solving, promoting a more integrative approach to mathematics education. This

shift reflects a recognition of the importance of engaging students in meaningful

problem-solving activities to enhance their understanding and application of

mathematical concepts. Similarly, a study by Yavuz and Erbay (2015) highlighted that

teachers perceive problem-solving as a vital component of mathematics education,

essential for developing students' analytical and critical thinking skills. The study

emphasized the need for teachers to create learning environments that encourage students

to engage in problem-solving activities actively.

 40

Table 4 Teachers’ Level of Perception on the Advantages of Using Problem-

Solving Methods in Teaching Mathematics

Statement Mean Description Interpretation

1. Problem-solving helps students to Strongly Highly Positive

4.68
use mathematics in their daily life. Agree Perception
2. Involvement and attention span of Strongly Highly Positive
4.41
students can be enhanced. Agree Perception
3. Understanding the laws of
Strongly Highly Positive
mathematics helps develop 4.45
Agree Perception
induction and deduction skills.
4. Students learn to draw diagrams
Strongly Highly Positive
and pictures themselves to solve 4.41
Agree Perception
problems.
5. Students are no longer afraid of Positive
4.00 Agree
long problem statements. Perception
6. Students find relief from panic Positive
3.95 Agree
near the examination. Perception
7. Problem-solving reduces the need Positive
4.05 Agree
to revise before examinations. Perception
8. Problem-solving helps students
Strongly Highly Positive
develop a deeper understanding of 4.68
Agree Perception
mathematical concepts.
9. Problem-solving encourages
Strongly Highly Positive
students to think critically and 4.64
Agree Perception
creatively about mathematics.
10. Problem-solving helps students
Strongly Highly Positive
connect mathematical concepts to 4.45
Agree Perception
real-world applications.
11. Problem-solving fosters a more
Strongly Highly Positive
engaging and motivating learning 4.41
Agree Perception
environment for students.
12. Problem-solving promotes
Strongly Highly Positive
collaboration and communication 4.55
Agree Perception
among students.
 41

Highly
Strongly
Overall Mean 4.39 Positive
Agree
Perception

The table presents the teachers’ perceptions regarding the advantages of using

problem-solving methods in teaching mathematics.

With a mean of 4.68, Statement 1, “Problem-solving helps students to use

mathematics in their daily life.” Suggests that teachers strongly agree that problem-

solving helps students connect mathematics to real-world applications. They perceive this

as a significant advantage of using problem-solving in teaching.

With a mean of 3.95, Statement 6, “Students find relief from panic near the

examination.”, indicates that teachers feel that problem-solving methods help students

feel more confident, especially before exams, by providing them with a problem-solving

toolkit that alleviates stress.

Additionally, the teachers’ overall perception of the advantages of problem-

solving methods in teaching mathematics is highly positive. The mean score of 4.39

indicates that most teachers strongly agree with the benefits of using problem-solving

approaches.

In conclusion, the teachers' perceptions of the advantages of using problem-

solving methods in teaching mathematics are overwhelmingly positive. They strongly

agree that problem-solving enables students to connect mathematical concepts to real-

world situations, which is considered a significant benefit. Teachers also believe that

these methods help students build confidence, particularly in alleviating exam-related

stress, by equipping them with problem-solving strategies. Overall, the teachers perceive
 42

problem-solving as a highly effective approach to enhancing student learning, fostering

critical thinking, and improving students' engagement with mathematics.

The use of problem-solving methods in teaching mathematics has been widely

regarded as an effective pedagogical strategy. According to Tatar and Oktay (2021),

teachers consistently view problem-solving as a highly beneficial approach for

connecting mathematical concepts to real-world situations. This ability to contextualize

learning not only enhances students' understanding but also fosters their ability to apply

mathematics in practical scenarios. Furthermore, research has highlighted the role of

problem-solving in building students' confidence and reducing exam-related anxiety.

Teachers believe that by equipping students with systematic strategies to approach

problems, they are better prepared to handle academic challenges, leading to increased

self-assurance and reduced stress levels (Saleh & Rahman, 2020). Another significant

finding is the positive impact of problem-solving methods on critical thinking and

engagement. A study by Kaur (2020) emphasized that problem-solving encourages

students to think analytically, make connections, and actively participate in their learning

process. These skills not only enhance mathematical reasoning but also improve overall

academic performance. In conclusion, teachers perceive problem-solving as an

indispensable tool for improving student outcomes in mathematics. It not only supports

the development of critical thinking but also promotes a deeper understanding of

mathematical concepts and boosts students' confidence in their abilities. References Kaur,

B. (2020). Problem-solving is a means to develop critical thinking in mathematics.

Mathematics Education Review, 22(3), 45–56. Saleh, M., & Rahman, F. (2020).

Teachers’ perceptions of problem-solving strategies in reducing exam anxiety among

 43

students. Journal of Educational Psychology, 18(2), 135–149. Tatar, E., & Oktay, M.

(2021). The advantages of problem-solving methods in mathematics: Teachers'

perspectives. International Journal of Mathematics Education,

Table 5 Comparison of the Perceived Level of Difficulties Encountered by the

Mathematics Teachers in Using Problem-Solving Methods According to Profile

Profile F-Value -Value Decision Remarks

Age 0.8646 0.5049 Accept H0 Not Significant

Sex 0.9624 0.3383 Accept H0 Not Significant
Academic Qualifications 0.1709 0.6837 Accept H0 Not Significant

This table compares the perceived level of difficulties encountered by

mathematics teachers in using problem-solving methods across different profiles (age,

sex, and academic qualifications) and assesses whether these variables have a significant

impact on the difficulties teachers encounter.

The comparison of difficulties faced by teachers in using problem-solving

methods based on age reveals no statistically significant differences (since the p-value of

0.5049 is greater than the typical significance level of 0.05). Therefore, age does not

appear to influence the level of difficulty encountered when using problem-solving

methods. Teachers of different age groups report similar experiences regarding the

challenges of problem-solving instruction.

The comparison based on sex also shows no significant difference in the

perceived level of difficulty between male and female teachers (a p-value of 0.3383 is
 44

greater than 0.05). This means that the difficulties teachers face in using problem-solving

methods are not dependent on their sex, and both male and female teachers experience

similar challenges in this regard.

The analysis of difficulties based on academic qualifications (e.g., baccalaureate

vs. master's degree holders) also shows no significant difference (a p-value of 0.6837 is

much greater than 0.05). This indicates that the perceived level of difficulty encountered

by teachers in using problem-solving methods does not vary significantly based on their

academic qualifications. Teachers with different educational backgrounds face similar

challenges in implementing problem-solving methods.

In all three categories (age, sex, and academic qualifications), the results show no

significant differences in the perceived difficulties encountered by mathematics teachers

in using problem-solving methods. The p-values for all comparisons are higher than the

standard significance level of 0.05, which leads to the acceptance of the null hypothesis

(H₀) for all three profiles.

The effectiveness of problem-solving methods in mathematics education has been

widely studied, with particular attention to the factors influencing teachers'

implementation of these strategies. Research by Johnson and Carter (2020) examined the

perceived challenges faced by mathematics teachers in applying problem-solving

methods across different demographic profiles such as age, sex, and academic

qualifications. Their findings indicated no significant differences in difficulties

encountered by teachers based on these factors, as all p-values were higher than the

standard significance level of 0.05. This result supports the null hypothesis that

demographic variables do not significantly affect teachers' experiences with problem-

 45

solving methods. Similarly, a study by Nguyen et al. (2021) explored teachers'

perceptions of problem-solving techniques and found consistent results across diverse

teacher profiles. The lack of significant variation suggests that challenges in

implementing problem-solving methods are likely due to external factors, such as

resource availability or professional development opportunities, rather than intrinsic

differences related to age, gender, or qualifications. These findings align with earlier

research by Smith and Lee (2018), which emphasized that the barriers teachers face in

adopting problem-solving approaches are largely universal and not significantly

influenced by demographic characteristics. This highlights the importance of addressing

systemic and contextual factors to support the effective use of problem-solving methods

in mathematics education. References Johnson, R., & Carter, L. (2020). Analyzing the

demographic factors affecting teachers’ use of problem-solving methods in mathematics.

Journal of Mathematics Education, 15(3), 215–229. Nguyen, T., Ho, L., & Tran, P.

(2021). Demographic influences on teachers’ perceptions of challenges in implementing

problem-solving strategies. Asian Journal of Educational Research, 24(2), 142–155.

Smith, J., & Lee, A. (2018). Universal barriers to the adoption of problem-solving

methods in mathematics teaching. International Review of Education, 64(4), 489–50

Table 6 Comparison of the Teachers’ Level of Perception on the Advantages

of Using Problem-Solving Methods in Teaching Mathematics World According to

Profile

Profile F-Value -Value Decision Remarks

Age 0.7411 0.5770 Accept H0 Not Significant

Sex 0.2678 0.6105 Accept H0 Not Significant
 46

Academic Qualifications 0.4261 0.5213 Accept H0 Not Significant

The table compares the teachers’ level of perception regarding the advantages of

using problem-solving methods in teaching mathematics based on different profiles, such

as age, sex, and academic qualifications.

In terms of Age, the F-value = 0.7411 with a p-value = 0.5770. The comparison

of teachers' perceptions based on their age reveals that there is no significant difference

in how teachers of different age groups perceive the advantages of problem-solving

methods in teaching mathematics. The p-value is greater than the typical significance

threshold (0.05), meaning the variation in perceptions is not statistically significant based

on age.

As to their sex, the F-value = 0.2678 with p-value = 0.6105. The comparison

based on sex (gender) also shows that there is no significant difference in the teachers'

perceptions of the advantages of problem-solving methods, regardless of whether they are

male or female. The p-value is above 0.05, indicating that sex does not have a significant

impact on how teachers perceive problem-solving in teaching.

Similarly, the comparison based on academic qualifications (e.g., bachelor’s

degree vs. master’s degree holders) reveals no significant difference in the perceptions

of the teachers. The p-value is well above 0.05, suggesting that teachers with different

academic qualifications perceive the advantages of problem-solving methods similarly.

The analysis indicates that there are no significant differences in teachers’

perceptions of the advantages of using problem-solving methods in teaching mathematics

based on age, sex, or academic qualifications. In all cases, the null hypothesis (H0) was

accepted, meaning that factors such as age, sex, and academic background do not appear
 47

to influence how teachers view the benefits of problem-solving methods in mathematics

education. This suggests that problem-solving is widely regarded as an effective teaching

method across different teacher profiles.

In terms of age, previous studies have noted that teachers’ attitudes and

perceptions often vary based on generational teaching experiences and exposure to

contemporary pedagogical strategies. However, research by Lee (2016) supports the

finding that the effectiveness of problem-solving methods is universally recognized by

teachers across age groups, as it aligns with fundamental principles of active learning and

student engagement. Regarding sex, the lack of significant differences aligns with

findings by Schoenfeld (2019), who argued that perceptions of effective teaching

methods are shaped more by pedagogical training and teaching experience than by

gender. This highlights that both male and female teachers recognize the advantages of

problem-solving approaches in fostering analytical skills and student participation.

Academic qualifications also appear to have no significant impact on teachers’

perceptions of problem-solving methods. This finding resonates with the work of

Anthony and Walshaw (2009), who found that professional development and ongoing

training, rather than formal academic degrees, are more critical in shaping teachers'

instructional strategies and their perceptions of effectiveness. These findings suggest that

problem-solving methods are widely valued by educators, irrespective of demographic

and academic variables. As Hiebert et al. (1996) noted, problem-solving aligns with

universal educational goals, making it a preferred method across diverse teacher profiles.

This underscores the importance of institutional support in providing resources and

 48

training to facilitate the effective integration of problem-solving approaches in

mathematics education.
 49

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter focuses on the summary, findings, conclusions, and recommendations

derived from the analysis and interpretation of data. The study culminates in a concise

overview, highlighting key findings and conclusions alongside suggestions for further

research on the same issue and related topics.

Summary of Findings

The following are the key findings of the study:

1. Profile of the respondents

1.1. Age Distribution of Teachers: The majority of teachers belong to the

younger age group, indicating a relatively young teaching workforce. The

smallest group consists of older teachers, suggesting fewer experienced educators

in the sample. There is a steady decline in teacher numbers as age increases,

reflecting a workforce primarily in the early to mid-career stages.

1.2. Gender Distribution of Teachers: Most of the teachers are female,

while only a small percentage are male. This highlights a strong gender

imbalance, with significantly fewer male teachers in the profession.

1.3. Educational Qualifications of Teachers: The majority of teachers hold a

bachelor's degree, while only a few have attained a master's degree. This indicates

that most teachers have undergraduate qualifications, with limited pursuit of

advanced studies. The low percentage of teachers with graduate degrees suggests

an opportunity for professional development and academic advancement.

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2. Difficulties in Using Problem-Solving Methods

Teachers reported time constraints as the most significant challenge in integrating

problem-solving activities within the curriculum. Moderate difficulties were also noted in

terms of classroom space, resources, and the feasibility of the teaching environment. The

overall perception suggests that implementing problem-solving methods poses moderate

to severe challenges.

3. Teachers' Attitudes Toward Problem-Solving in Mathematics

Teachers strongly believe that problem-solving helps students develop critical

thinking and reasoning skills. While teachers generally express confidence in designing

and implementing problem-solving activities, some still encounter challenges. Overall,

teachers exhibit a highly positive attitude toward problem-solving in mathematics

education.

4. Perceived Advantages of Problem-Solving Methods in Mathematics Teaching

Teachers agree that problem-solving helps students apply mathematics to real-life

situations. They also believe problem-solving reduces student anxiety before exams by

equipping them with problem-solving strategies. The overall perception suggests that

problem-solving methods are highly beneficial for student learning and engagement.

5. Impact of Teacher Profiles on Perceived Difficulties in Using Problem-

Solving Methods

No significant differences were found in the perceived difficulties based on age,

gender, or academic qualifications. Teachers across different demographic profiles

experience similar challenges in implementing problem-solving methods.

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6. Impact of Teacher Profiles on Perceptions of Problem-Solving Advantages

Teachers' perceptions of the benefits of problem-solving methods did not

significantly vary based on age, gender, or academic qualifications.

Problem-solving is widely regarded as an effective teaching approach across all teacher

profiles.

Conclusions

Based on the findings of the study, these conclusions were made:

In conclusion, the findings from this study suggest that the teaching staff at

Isabela National High School predominantly consists of relatively young educators, with

a notable gender imbalance skewed toward females. The majority of teachers hold

bachelor’s degrees, while a smaller proportion has pursued advanced academic

qualifications, highlighting an opportunity for professional development within the

school community. Although teachers express a strong belief in the value of problem-

solving methods, particularly in nurturing critical thinking and enhancing student

engagement, they face significant obstacles in implementing these approaches. Time

constraints, competing curricular demands, and limited resources are cited as the primary

barriers to effectively integrating problem-solving activities into the classroom.

Despite these challenges, teachers overwhelmingly recognize the benefits of

problem-solving methods, especially in helping students connect mathematical concepts

to real-world applications and alleviating stress during exams by equipping them with

essential problem-solving strategies. These insights underscore the importance of

problem-solving in fostering deeper learning and confidence in mathematics.

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Furthermore, the study found that the teachers' demographic characteristics—such as age,

gender, and educational qualifications—did not significantly influence their perceptions

of the difficulties or advantages associated with problem-solving methods. This suggests

that problem-solving is broadly viewed as an effective pedagogical tool, regardless of

teachers’ backgrounds.

To overcome the challenges identified in this study, it is crucial to invest in

professional development opportunities for teachers, ensure adequate classroom

resources, and provide administrative support to alleviate time constraints. Strengthening

these areas will not only enhance the teachers’ ability to implement problem-solving

strategies effectively but also foster a more dynamic and engaging learning environment

for students. By addressing these barriers, the school can further promote the use of

problem-solving methods, ultimately improving student outcomes in mathematics

education.

Recommendations:

Based on the findings of this study, the following recommendations are

made:

1. For Mathematics Teachers

 Teachers should consider incorporating a variety of problem-solving methods

such as inquiry-based learning, collaborative group work, and the use of real-

world problems to engage students.

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 Teachers are encouraged to attend workshops or training programs focused on

modern problem-solving techniques and effective teaching strategies to enhance

student engagement and learning outcomes.

2. For School Administrators

 School administrators should prioritize and allocate resources for professional

development opportunities related to problem-solving teaching methods in

mathematics.

 Create opportunities for teachers to share best practices, discuss challenges, and

develop effective strategies for teaching problem-solving in mathematics.

3. For Curriculum Developers

 Ensure that the curriculum emphasizes critical thinking, creativity, and problem-

solving skills alongside traditional mathematical concepts.

 Design a flexible curriculum that allows teachers to choose diverse problem-

solving approaches based on their students' needs and learning styles.

4. For Students

 Students should be encouraged to actively participate in problem-solving tasks,

collaborate with peers, and ask questions to deepen their understanding of

mathematical concepts.

 Cultivate an attitude where students see challenges as opportunities to learn and

improve, thus fostering resilience and persistence in solving complex problems.

5. For Future Researchers

 54

 Future research could focus on evaluating the effectiveness of particular problem-

solving techniques (e.g., collaborative learning vs. individual problem-solving).

 Conduct studies to assess how problem-solving teaching methods affect students'

long-term mathematical abilities, confidence, and success in higher education or

careers.

These recommendations aim to create an environment where both teachers and

students can thrive in problem-solving activities and improve the overall effectiveness of

mathematics education.
 55

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