“A HEURISTIC-BASED TEACHING STRATEGY FOR IMPROVING

MATHEMATICAL PROBLEM-SOLVING SKILLS”

SALIH, JHOANA MARIE D.

GUINAID, BERNICE BIMBO R.

A thesis presented to the faculty of Education Department, Southern

Mindanao Institute of technology, Inc. National Highway, Brgy.

Buenaflor, City of Tacurong. In Partial Fulfilment of the

requirements for the Degree of Bachelor of

Secondary Education Major

In Mathematics

April 2025
Abstract

This study “A HEURISTIC-BASED TEACHING STRATEGY FOR IMPROVING

MATHEMATICAL PROBLEM-SOLVING SKILLS” explores how the Heuristic-

Based Teaching Strategy can improve mathematical problem-solving skills among

first-year Bachelor of Science in Information Technology students at Southern

Mindanao Institute of Technology, Inc. during the 2024-2025 academic year.

This study used a quasi-experimental research design, the study compared

pre-test and post-test results to measure the impact of this teaching approach. It

focused on evaluating the use of mnemonics and analogies in problem-solving.

The results showed that the use of these heuristic techniques significantly

improved the students' ability to solve mathematical problems, particularly for those

in the experimental group. The experimental group, which was exposed to the

Heuristic-Based Strategy, performed better in the post-test compared to the control

group.

Based on these findings, the study concludes that the Heuristic-Based

Teaching Strategy effectively enhances mathematical problem-solving skills.

The study recommends that educators incorporate this strategy into their

teaching methods and suggests that future research should explore its potential in

other areas of mathematics.

Keywords: Heuristic-Based Teaching, Mathematical Problem-Solving, Quasi-Experimental

Design, Mnemonics, Analogies, Educational Strategies, Academic Performance.
 CHAPTER I

INTRODUCTION

Background of the study

Education is inevitably one of the most vital factors in developing the human

resources that is crucial for a nation's progress on all fronts. In a broad sense,

education refers to any activity that significantly influences how someone's cognitive,

skill, and attitude are developed. It is made up of many disciplines that everyone

should be taught and trained in.

Mathematics is one of the oldest academic fields or disciplines that is taught

in every school curriculum worldwide (Guinocor, 2020). One of the required

disciplines is mathematics, which teaches students how to think critically,

systematically, rationally, and creatively. (Erna Yayuk, 2020).

The Trend International Mathematical Science Study Advanced (TIMMS)

looked at trends in students' mathematical achievement and found that for more than

20 years, there have been some declines and no gains in the students' mathematical

abilities.In any educational system, teaching and understanding mathematics are

considered as a significant concern. Guinocor (2020) claimed that mathematics is

one of the most critical disciplines in the curriculum, that’s why students are

encouraged to study the subject. This perspective explains why children's math

achievement guidance techniques are far more aggressive in the majority of Asian

nations.
 In the Philippines, Mathematics is a general education subject taught in

Primary and Higher education. Students are expected to acquire and apply specific

skills in this subject, including knowing and understanding, estimating, computing,

and solving problems, visualizing and modelling, representing and communicating,

conjecturing, reasoning, and making decisions (K to 12 Basic Education Curriculum).

Since it is crucial, practically every field requires it as a subject. However, issues with

mathematical proficiency are still present, not just in the Philippine context but also in

other nations. In the 2018 Programme for the International Student Assessment

(PISA), Filipino students were identified as one of those having the lowest

performance levels among all the student participants across all participating

nations.

In Southern Mindanao Institute of Technology, Inc., using Heuristic approach

in problem-solving teaches the students to use practical, experience-based

strategies to find solutions, rather than relying solely on strict formulas or rules.

Heuristic approach is particularly valuable for the students as it promotes critical

thinking skills, adaptability, and creativity.

With cited problem, researchers urge to investigate the effectiveness of

Heuristic Approach to mathematical problem-solving skills of the first year Bachelor

of Science in Information Technology students at Southern Mindanao Institute of

Technology Inc. Academic Year 2024-2025.

Statement of the Problem

This study aims to investigate effect of heuristic approach and problem-

solving skills in mathematics among college students.

Specifically, this study identifies to the following questions;

1. What is the level of Heuristic Approach in solving mathematical problems

in terms of;

1.1. Mnemonics

1.2. Analogies

2. What are the pre-test scores of the control and experimental group?

3. What are the post-test scores of the control and experimental group?

4. Is there a significant difference between the mathematical problem-solving

skills of the students?

Hypothesis

Ho - There is significant difference in students problem-solving skills of students

using Heuristic-Based Teaching Strategy.

Conceptual Framework

Independent Variable Dependent Variable

Heuristic Approach Problem-solving skills

 Mnemonic  Pretest
 Analogies  Post-test

Figure 1: Paradigm of the Study

The figure showed the framework of the study and indicated the relationship

of independent and dependent variables. Heuristic Approach as independent

variable while problem-solving skills as dependent variable.

Theoretical Framework

This study seeks to explore how heuristic approach can be applied for

understandings of the students in solving mathematical word problems.

Heuristic Approach

The Heuristic approach is a mathematical problem-solving strategy formulated

in a free-of-context manner and done systematically (Koichu, Berman and Moore,

2004). Moreover, a heuristic approach can encourage connection of mathematical

thoughts by examining special cases, drawing a diagram, specializing the solution,

generalizing the solution (Hoon, Kee, and Singh, 2013). It is associated with non-

routine mathematical problems such as looking backward or thinking forward

(Koichu, Berman and Moore, 2004). Several studies were conducted to improve

students’ skills in solving mathematics problems. Hoon, Kee, Singh (2013)

investigated students’ response in applying heuristics approach in solving

mathematical tasks, and their abilities in applying the heuristics approach.

Heuristic approach encourages the communication of mathematical thoughts

through discovery by drawing a diagram, examining special cases, specializing the

solution, generalizing the solution. According to Polya (1980) she emphasized the

importance of induction and plausible reasoning in solving mathematical problem.

Judgement based on induction and plausible reasoning rely on the application of

heuristic approaches, according to Polya, 1954 and Dudczak,1995. Heuristic

approach is a mathematical thinking tool to facilitate participants in solving

mathematical problem. The approach involves the application of the following

practices (Polya, 1954) these are a) To make a calculated guess, such as guess and

check, look for patterns, make suppositions, b) To go through the process, such as

act it out, work backwards, and c) To change the problem, such as restate the

problem, simplify the problem, and solve part of the problem.

Scope and Delimitation of the study

This study, a Heuristic approach and problem-solving skills in mathematics in

Southern Mindanao Institute of Technology. Aimed to find out the effect of using

Heuristic approach among college students.

This study were conducted at Southern Mindanao Institute of Technology Inc.

among the Bachelor of Science in Information Technology first year students School

Year 2024 and 2025.

Significance of the study

This study is beneficial to:

To the School Administrator: This study will aim to provide more learning

about problem-solving heuristic approaches to students so they could use it as a

means to enhance their learning in mathematics.

To the teachers and educators: This study will develop their skills in making

learning plans with the integration of heuristic strategies to further address the

learning in mathematics.

To the students: This study will give them more understanding about the

heuristic approach in solving mathematical problem.

To the researchers: This study will enhance their ideas and learning about

the heuristic approach and problem-solving skills in solving mathematical problem.

 Future researcher: This study will be an additional and supplementary

reference to serve as a foundation for the development of new research related

topics.

Definition of Terms

Analogies – are comparisons between two concepts, ideas, or situations to

highlight their similarities and relationships.

Heuristic approach – this is a technique of teaching to solve unusual or non-

routine math problems. Also, it is a problem-solving method that prioritize accuracy.

It involves using thumb, shortcuts, or simplified decision-making process.

Mnemonics – are memory aids that help associate new information with

something already familiar, making it easier to remember. Also, are memory-

supporting strategies and aid in coding by creating associations that do not exist

naturally

Problem - solving - it is one of the main goals in mathematics teaching that

something many students find difficult.

Teaching Strategy – refers to methods, techniques, and approaches used by

educators to facilitate learning and achieve specific educational goals.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Benefits of Heuristics in Problem Solving

As guidelines for problem-solving, heuristics prove surprisingly robust across

a wide array of problem types and problem contexts (Todd and Gigerenzer, 2000),

proving remarkably accurate in both laboratories (Orbell and Dawes, 1991) and real-

life contexts (Todd and Gigerenzer, 2000). Successful problem solving is a function

of how efficiently, rather than how strenuously, a problem solver works (Anokhin and

others, 1996), and heuristics enhance efficiency regardless of whether the problem

is well structured (Anderson, 1993) or ill structured (Chi and Glaser, 1985). Some

studies suggest that heuristic reasoning processes appear most useful in concrete

situations (Todd and Gigerenzer, 2000). In fact, heuristics can help produce results

that are comparable to problem-solving strategies that take into account all available

information and employ complex computational processes (Todd and Gigerenzer,

2000; Heiner, 1983).

Heuristic is an approach founded on the idea of experiential learning.

As opposed to the conventional manner of information receiver or only being taught

about things, this technique of teaching places students in the role of a discoverer

(Singh, 2018). Decades later, academics popularized its usage where they
elucidated heuristics as an approach used to solve unusual or non-routine math

problems. In other words, heuristic strategies are viewed as the modus operandi for

successful problem solving. It is the understanding of strategies, procedures, and

approaches for solving problems with the objective of investigating the procedures

and laws governing development and discovery.

Heuristic as a strategy can be applied in teaching logic and set theory class.

In this setup, the students will be able to construct their own knowledge and create

their own representation of the problem to solve it heuristically (Singh, 2018). In

addition, using heuristics has the essential advantage of enabling students to draw

appropriate conclusions without needing all the information or performing complex

calculations. As a result of their inability to acquire or comprehend all the knowledge

necessary to come to a fully logical conclusion, humans attempt to draw a

conclusion that is at least acceptable or good enough with the knowledge they do

possess. This idea was guided by the belief that there are alternative ways in solving

a mathematical problem. Based on this premise, the researchers decided to provide

an investigation that will examine the effectiveness of utilizing heuristic approaches

in solving mathematical problems specifically in logic and set theory. The four

categories of Singaporean mathematics heuristic strategies specified by Sage,

(2022), such as representative heuristics, simplification heuristics, pathway heuristics

and generic heuristics will be utilized in the class in order to determine its significant

impact on increased students’ motivation and interest in mathematics, knowledge

acquisition, and attitude and behaviour

Problem-solving is one the twin goals of mathematics education in

accordance with the K to 12 Basic Education Curriculum. In accordance with this the

CHED Memorandum Order no. 75 series of 2017, were issued allowing Higher
Education Institutions offering the Bachelor of Secondary Education (BSEd) Program

may exercise flexibility in their curricular offering. The order released specified all the

curriculum components for each program under Article V, Section 9.1. With this in

line, by emphasizing their persistent re-use in numerous contexts, many concepts

and techniques' broad applicability is shown. One of these contexts is the use of

mathematical languages and reasoning in the application of problem solving in Logic

and Set Theory. (Wolfgang, 2010).

According to Maheshwari (2016) discussed how heuristic strategies improved

students' self-learning abilities through the principle of activity and critical thinking

abilities through the principle of logical thinking. He also stated that it can develop

students' attitudes toward accepting truth only after verification through the principle

of proceeding from the known to the unknown, as well as students' attitudes toward

not accepting things on blind faith through the principle of purposeful experience.

Thus, the main feature of this method is to ensure that every lesson is presented in

front of students in the form of an inquiry, so that some definite things concerning

curiosity have come to an end.

There are numerous definitions of problem solving. Problem solving,

according to Gurganous (2017), is the process by which students arrive at a solution

to a problem. The process entails students thinking, reasoning, planning, and

carrying out a plan to manipulate the initial problem in order to achieve their goal of

finding the best solution. Implementing a problem-solving strategy necessitates

strategies learned in Math class. It has always been a challenge for educators to

devise appropriate strategies for teaching students how to solve problems.

According to Erbas, A., and Okur, S. (2012), problem solving in mathematics is a

challenging activity in which students deepen their understanding of various

mathematical concepts by analysing and synthesizing their knowledge. It is a

process in which a student solves a problem by engaging in a variety of cognitive

actions, each of which necessitates some knowledge and skills and some of which

are not routine. This implies that in order to be successful problem solvers, students

must learn how to regulate their own critical thinking skills. The most difficult part of

problem solving is analysing the problem and searching for a solution.

This is why teachers teach students techniques and methods for analysing

problems, even though it may appear simple, it is a difficult task for them. Students

must be trained to be analytical and logical thinkers through mathematical strategies

or techniques in order to achieve a high level of understanding in mathematical

concepts. As a result, they will gain a better understanding of mathematics, develop

a love for the subject, and become a successful student. That being said, teaching

problem solving builds students' self-confidence and self-esteem while also

developing their creativity, persistence, and proactive minds, allowing them to make

decisions independently and become responsible students in their lives.

Malaysian students, aged 14 to 15 years old, participation in the international

studies of Trends in Mathematics and Science Studies (TIMSS 2003, 2007, 2011

and 2015) and PISA have revealed dismal performance in mathematics over the last

decade. An array of research, as well as mass media findings during these periods

talk of the decline in Mathematical standards in the context of Malaysian schools

over the years. The constant challenge students face when it comes to matters of

problem solving in mathematics, especially so when interpretation and synthesis is

involved denotes this low level of mathematical thinking. Absolute accuracy and

precision could only ever exist in a utopian world. Hence, the arguments on TIMSS

and PISA’s rankings bearing no ‘accuracy’, though it could be argued, it would not
hold much ground. It cannot, however, be doubted that at the very least, these

studies serve as indicators, depicting the quality of the mathematics education

system we have. Based on the ripple effect of TIMSS and PISA study, measures

have been and is being taken to enhance students’ aged 14 to 15 years on their

cognition process in mathematics teaching and learning. For example, the Ministry of

Education has placed high emphasis on Higher Order Thinking Skills (HOTS) and

there is much support for classroom teachers in the form of professional

development programs to introduce HOTS into their classroom teaching and

learning, the introduction of HOTS questions into the main National and school

examinations, and especially with the introduction of Malaysian Education Blue Print

(2013-2025) program for school. Less than 20% of students in mathematics showed

the required level of ability (Level 2), and more than 50% displayed very low

proficiency (below Level 1). These Filipino students have been clearly left behind

their international classmates in terms of mathematics education as seen by their

PISA scores, which were below the lowest level of competency. More than half of

this age group of Filipino students also demonstrate weak mathematical ability.

Between children in public and private schools, where the means were 343 and 395,

there were substantial differences in the severity of low math performance

(Department of Education 2019, 2019).

Representation heuristics

One common mistake in problem solving is to start solving the problem

without first understanding it (Eggen & Kauchack, 2003; Rubinstein, 1986).

Representing the problem in various ways allows us to have a fuller understanding of

the problem that will normally help us tackle the problem better. “Representation

heuristics” are heuristics that guide the representation of problems in different forms.
Among the thirteen listed, “act it out”, “use a diagram/model” and “use an equation”

are “representation heuristics”, correspond to Bruner’s (1967) three forms of

knowledge representation: enactive, iconic, and symbolic representation.

Representation plays an essential role in problem solving. In fact, mathematics to a

big extent is all about these different forms of representation (mainly symbolic and

some iconic representations) and ways in which we can manipulate them. Bruner

(1967) pointed out two factors determining the use of representations. Here

economy refers to “the amount of information that must be kept in mind and

processed to achieve comprehension” (Bruner, 1967). For example, it is more

economical to represent ten apples using 10 a than to draw ten apples to represent

them. From a problem-solving point of view, an economical representation requires

less working memory, allowing a focus on solving the problem. Bruner (1967) refers

the power of a representation as “its capacity, in the hands of a leaner (problem

solver in our case), to connect matters that, on the surface, seem quite separate”.

In general, it is more powerful to represent the direction to a certain place

using a map than using a host of verbal or written instructions and descriptions about

how to get there, though the two representational forms hold the similar amounts of

information. Larkin and Simon (cited in Stylianou, 2004) have pointed out, spatial

relations are more visually explicit. Usually, powerful representations are generally

more economical as well; however economical representations are not necessarily

powerful (Bruner, 1967).

As Bruner (1967) pointed out, “modes (of representation), economy, and

power vary in relation to different ages, to different “styles” among learners, and to

different subject matter” In problem solving, other than age, style and subject matter,

the problem types and problem solver’s grasp of the problem also play important
parts in the use of representations. Therefore, when solving a problem, the

encouragement of the student to view the problem using different representations

becomes important, as it might help them gain a new perspective and see

relationships not be seen otherwise.

Representations should be used together cooperatively to solve problems,

each complementing the other. However, the abilities to handle these different

representations are in themselves skills and concepts that must be learned through

years of practicing and experience. After all, mathematics, to a large extent, is a

study of representations, their manipulations, their applications and more

importantly, how to switch between them. Thus, subject matter knowledge in the use

of representations can contribute to problem solving as a whole.

Students’ Attitude Towards Mathematics

The term attitude is the most indispensable concept in contemporary social

psychology and science. It is related to emotional and mental entities that drive an

individual towards performing a particular task (Perloff, 2016). According to Aiken

(1970), attitude is “a learned disposition or tendency on the part of an individual to

respond positively or negatively to some object, situation, concept or another

person”. Attitude towards mathematics is viewed as positive, negative, or neutral

feelings and dispositions. It can be bi dimensional (a person’s emotions and beliefs)

or multidimensional (affect, behaviour, and cognition) (Lin & Huang, 2014). Over the

last four decades, an extensive body of research from different settings and contexts

has investigated variables that influence students’ attitude towards science,

technology, engineering and, mathematics (Aiken 1970; Arslan 2014; Chen 2018,

Davadas & Lay, 2020; Gardner, 1975; Kasimu & Imoro, 2017; Kempa & McGough,
1977; Maamin et al., 2022; Pepin, 2011; Utsumi & Mendes, 2000). This means that

attitude may determine and may be used as a predictor for measuring students’

academic achievement. In this study, we were particularly concerned with an

exploration of the effect of ALHPSA on students’ attitude towards mathematics using

LP word tasks. This is due to the significant roles LP plays in constructing

elementary and advanced models for understanding science, technology and

engineering

Students’ Attitude Towards Mathematics Word Problems

Verschaffel (2010) define word problems as “verbal descriptions of problem

situations where in one or more questions have answers which can be obtained by

the application of mathematical operations to numerical data available in the problem

statement.” The authors view many word problems emanating from real life world

scenarios. Some empirical findings (Boonen 2016) show that mathematics word

problems link school mathematics to real-life world applications. Thus, mathematics

word problems play significant roles in equipping learners with the basic knowledge,

skills, and, understanding of problem solving and mathematical modelling. However,

the learning of mathematics word problems and related algebraic concepts is greatly

affected by students’ cognitive and affective factors (Awofala, 2014; Jupri & Drijvers,

2016; Pongsakdi, 2020). Research has also shown that mathematics word problems

is an area where the majority of students’ experience learning gaps (Abdullah 2014;

Awofala, 2014; Dooren, 2018; Goulet-Lyle, 2020; Julius, 2018; Pearce, 2011; Sa’ad,

2014; Verschaffel 2010, 2020). This has generally undermined students’

competence, confidence and achievement in mathematics word problems.

Mathematics word problems are intended to help learners to apply mathematics

beyond the classroom environment in solving real-life-world problems. Boonen

(2016) and Verschaffel (2020) have argued that mathematics word problems are

difficult, complex, and pause comprehension challenges to most learners. This is

because word problems require learners to understand and adequately apply

previously learned basic algebraic concepts, principles, rules and/or techniques.

Indeed, most learners find it difficult to understand the text in the word problems

before transformation into models. This is partly due to variation in students’

comprehension abilities and language (Strohmaier, 2020). Thus, learners may fail to

write suitable algebraic symbolic operations and models. Yet, incorrect models lead

to wrong algebraic manipulations and consequently wrong graphical representations

and optimal solutions.

Mnemonic strategies are known as memory-supporting strategies and aid in

coding by creating associations that do not exist naturally (Gore, 2010; Scruggs &

Mastropieri, 1990; Selcuk, 2018). Various scholars have classified mnemonic

strategies in different ways. According to Thompson (1987), mnemonic strategies

are divided into five groups: linguistics, spatial, visual, physical response, and verbal.

However, Baddeley (1999) classified mnemonics into visual and verbal strategies.

Among the strategies created using visual symbols, the most frequently used

(keyword strategy) was first developed by Atkinson (1975).

It consists of an acoustic bond established between words and the steps of

supporting this bond with visuals (Atkinson, 1975; Mastropieri et al., 2000). Levin

(1988) further simplified the steps of the strategy and grouped them under three

headings: “Saving,” “Associating,” and “Retrieval.” In the first stage, a word that is

similar to the target word in pronunciation is determined; this word is the keyword. In

the second stage, the association stage, the target word is associated with the

keyword via verbal repetition. In addition, an image representing the keyword can be
drawn by the student or used on hand. In the last stage, the keyword and image are

remembered when the target word is heard, and thus, the meaning of the target

word is found (Levin, 1988).

Mnemonic and Heuristic for Estimating Spin-only Magnetic Moments

A mnemonic is a memory aid device designed to improve recall. For instance,

a mnemonic may consist of words, letters, numbers, symbols, etc. By contrast, a

heuristic is a problem-solving approach that yields an approximate or “good enough”

solution. A heuristic can be an educated guess, a rule of thumb, or some guidelines

based on tricks of the trade, observations, prior knowledge, common sense,

experience, intuition, etc. Mnemonics and heuristics can be implemented through

algorithms. An algorithm is a sequence of well-defined instructions. Both mnemonics

and heuristics may coexist, or one can be part of the other. Heuristics, however, do

not have to have mnemonics (Johnson, 2012). There are many strategies for

designing mnemonics. For instance, we may look for trends and patterns in data

sets. Another strategy consists in using graphs as mnemonics. The most effective

are those that display patterns and shapes. The Rydberg Rule mnemonic is an

example of this (Garcia, 2016). Mnemonics can even be generated from previous

mnemonics.

Analogy is a powerful cognitive tool for discovery and learning about new

areas based on existing knowledge. In this article, the use of analogy for teaching

introductory statistics is proposed and discussed in terms of a framework for

analogical thinking. The issue is examined initially in the context of current

approaches to teaching statistics: where do the difficulties lie, and how can we

address them? The use of analogies is one strategy for bringing statistics into focus

for students weighed down by negative expectations of the discipline. The main part

of the article is concerned with describing and evaluating many analogies I have

found useful in teaching introductory statistics. Undergraduate students can find

statistics impenetrable. Part of this difficulty stems from the fact that, as is the case

with most mature disciplines, learning statistics requires assimilating a great deal of

jargon. Statistics' reliance on jargon for its description belies its real world, practical

roots.

One of the most difficult aspects of teaching undergraduate statistics is that of

motivating students to look beyond the jargon, and to focus instead on

understanding statistical thinking. Notions such as null and alternative hypotheses,

confidence intervals, test statistics, and sampling distributions are abstractions to

students, disconnected from their underlying meanings. Traditional approaches to

teaching introductory statistics are often heavily formula-based. Many students at

this level find such an approach bewildering as the mathematical expressions add a

further layer of abstraction to the already cluttered landscape.

The Case for Analogy

For many of us, learning is most effective when the concepts under

consideration can be aligned with our present understanding or knowledge.

Analogies allow students to learn intuitively. We can think of using analogies in two

ways. First, we can use analogies as a bridge between familiar situations and new

situations. The success of this strategy depends on both the students' understanding

of the familiar situations and on the persuasiveness of the argument that draws out
similarities between the two situations. The second use of analogies is in

representing abstract ideas in terms of concrete or physical structures. The success

of the second strategy depends largely on whether the concrete structures employed

fall within most students' life experiences, as well as on the persuasiveness of the

argument that maps them to the abstract idea under study.

An example of the second use of analogy lies in how the idea of a

standardized statistic might be justified. We might describe a customer going to a

store and noting that a price rise seems unusually large in comparison with her usual

experience of price fluctuations for that type of item. Then, we can think of how the

shopper came to think of the price rise as “large” and realize that the price differential

is measured with respect to “standard” behavior: “large” must be interpreted both in

terms of the raw size of “typical” price fluctuations (perhaps as measured by an

average) and in terms of how much they usually vary (perhaps as measured by a

standard deviation). The notion of a standardized distance then follows as a natural

extension of thinking about what people usually mean when they use phrases like

“unusually large” to describe behavior that is not only different in raw size but also

falls outside a typical range.

The main element in this use of analogy is the focus on a concrete example to

which every member of the class can relate. All students have experience in buying

objects and basing purchase decisions on price comparisons. By tying their common

experience to a statistical notion, the analogy draws relevance to the statistical idea.

The use of analogies in teaching statistical concepts is certainly not new. Perhaps

the most commonly known example is the likening of a statistical hypothesis test to

the process of a criminal trial in which the “presumption of innocence” plays the role

of assuming the truth of the null hypothesis.

 This analogy seems to have originated with Feinberg (1971), although it was

probably used in classrooms before that time. Feinberg's discussion related in

particular to description of Type I and II errors in testing, so it presupposed some

familiarity with the probability-based approach to testing. Bangdiwala

(1989) extended the analogy to more completely describe the links between

statistical hypothesis testing and the judicial system. The analogy was also

described by Chanter (1983) and Brewer (1989), and has found common usage in a

large number of introductory statistics texts, including Larsen and Marx

(1990), Johnson and Tsui (1998), Kitchens (1998), and Freund (2001), among

dozens of others.
 CHAPTER III

METHODOLOGY

This chapter presents the research design, participants and data collection

methods applied to find out the effects of heuristics and problem-solving skills in

mathematics.

Research Design

This study employed a quassi-experimental design. Specifically, it will utilize a

descriptive research design to assess whether the implementation of various

heuristic strategies and problem-solving skills in achieving students’ learning will be

effective or not.

Locale of the Study

This study will be conducted at Southern Mindanao Institute of Technology

INC. It is located at National highway, Brgy. Buenaflor, City of Tacurong, Sultan

Kudarat, Philippines, 9800. School year 2024-2025.

Respondents of the Study

 The respondents of the study are the first year Bachelor of Science in

Information Technology students and their instructor at Southern Mindanao Institute

of Technology INC. School year 2024-2025. Purposive sampling will be use to select

the respondent of the study.

Purposive sampling is also known as judgemental, selective or subjective, is a

form of non-probability sampling in which researchers rely on their own judgement

when choosing members of the population to participate in their surveys.

Data Gathering Instruments

In this study, the researcher made a lesson material that will be served as a

guide on applying the heuristic approach to problem-solving for Bachelor of Science

in Information Technology first year college students. The researchers used a survey

questionnaires and post-test and pre-test as data gathering instruments. The survey

questionnaire will undergo validity by the members of the panel.

Data Gathering Procedures

The researchers formulated the questionnaire and presented to the adviser

for checking and were validated by the members of the panel. The researches

proceeded to ask permission and approval from the research coordinator. The

adviser noted the letter of permission to the research coordinator. The researches,

then proceed to administer the questionnaire to the respective respondents. The

researchers collected back the questionnaire immediately after the completion for

analysis and interpretation.

Statistical Treatment
 The data were gathered, tailed and analysed to answer the research

problems. The mean of the responses will be computed and will emphasize in the

presentation of findings. To answer the significant difference between the

independent and dependent variable., the t-test will be used.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter present the analysis well as the integration of all data gathered.

The respondent’s responses were deliberately analysed and interpreted through the

use of weighted mean.

Table 1: Level of Heuristic Approach – Mnemonics

Item Statement: Mean Description

1. I can solve easily through the use

of Mnemonics 3.33 Moderately High

2. Mnemonics help me understand

mathematical problem on the board 3.33 Moderately High

3. I can easily adapt on Heuristic

Approach with the use of Mnemonics. 3.6 High

4. I can easily answer mathematical

problems by the use of Mnemonics 4.2 Very High

5. Mnemonics provides better explanation

on the Heuristic Teaching Strategies. 3.67 High

Grand Mean 3.626 High

Table 1 showed that the student’s level of mnemonics in implementing the

Heuristic-Based Teaching Strategy in terms of solving mathematical problem got the

grand mean of 3.626 and interpreted as high. Item 1, obtained the lowest mean of

3.33 and described as moderately high. On the other hand, item 4, obtained the

highest mean of 4.2 and described as very high. This implies that the first-year

college students have difficulty in solving mathematical problem through a Heuristic-

Based Teaching Strategy.

Table 2: Level of Heuristic Approach – Analogies

Item Statement: Mean Description

1. I can solve easily through the use

of analogies 3.67 High

2. Analogies help me understand

mathematical problem on the board 3.8 High

3. I can easily adapt on Heuristic

Approach with the use of Mnemonics. 3.6 High

4. I can easily answer mathematical

problems by the use of Analogies on

Problem Solving Sills 3.47 High

5. Analogies provides better explanation

on the Heuristic Teaching Strategies. 4.07 High

Grand Mean 3.72 High

Table 2 showed that the student’s level of Analogies in implementing the

Heuristic-Based Teaching Strategy in terms of solving mathematical problem got the

grand mean of 3.72 and interpreted as high. Item 3, obtained the lowest mean of 3.6

and described as high. On the other hand, item 5, obtained the highest mean of 4.07

and described as high. This implies that the first-year college students have difficulty

in solving mathematical problem through a Heuristic-Based Teaching Strategy.

Table 1: t-test for the Pre-test scores of first year students from the Control

and Experimental Groups.

Group n SD Mean rating Description t- t-critical Interpretation

comp
Experimental 15 3.63 9.00 94.67 Passed

Controlled 15 2.69 9.13 78.27 Passed .108 2.048 not significant

Table 1, showed the pre-test score of first year students of the controlled and

experimental groups. As shown, both groups have the passing scores. The control

group got the mean of 9.13, with the standard deviation of 2.69 and rating of 78.27

while the experimental group recorded the mean of 9.00, with the standard deviation

of 3.63 and rating of 94.67.

This result is consistent with previous research from both local and

international contexts during the past decade Nasir et al (2021); Parmjit et al (2018);

Intan (2016); Aida (2015); Borsuk (2016); Adams(2014); Nasir et al (2021) found that

many students struggle to solve these problems, although they have learned the

content in their earlier grades. They argued that this was due to an absence of

strategies for deriving a solution. Among the reasons why students are not able to

use heuristics is that mathematics instruction currently is too focused on procedural

paradigm orientation instead of providing the "problem-solving tools" that would allow

the students to be adaptative to changing needs towards the development of

mathematical thinking (Singh et al., 2017).

This unexpected result of experimental and control groups’ initial performance

during pretest stage showed that students could easily adopt Heuristic Approach.

Table 2: t-test for the Post-test scores of first year college students from the

Control and Experimental Groups.

Group n SD Mean rating Description t- t-critical Interpretation

comp
Experimental 15 1.91 17.33 78 Passed

Controlled 15 1.77 13.00 86 Passed 6.720 2.048 significant

Table 2 showed the post-test score of first year students of the controlled and

experimental groups. As shown, both groups have the passing scores. The control

group got the mean of 13.00, with the standard deviation of 1.77 and rating of 78

while the experimental group recorded the mean of 17.33, with the standard

deviation of 1.91 and rating of 86. There is enough evidence that the first year

students in the experimental group perform better than the students in the control

group.

The findings crafted by the researchers are relevant to the previous study

conducted by Singh, Parmjit et. al (2022). Both the previous and the present study

aimed to evaluate how a problem-solving heuristic application technique affects

students' growth in mathematical thinking. Both were a two-phase study that

analyzed and gathered the data using pre-test and post-test results. Singh, Parmjit
et. al (2022) study and proponents' both look at the success of heuristics as a

strategy. Like the result of the previous study, in the test of mathematical thinking

they've done, they found out that the students who received the heuristic application

treatment outperformed the students who did not receive the treatment. Therefore,

the researchers came up with the conclusion that a heuristic approach of problem-

solving must be used in order to foster students' growth as mathematical thinkers

same as in the present study wherein based on the analyzed findings, solving

problems heuristically as a strategy is recommended to improve first year students'

performance in solving mathematical problems.

Table 3: T-test for the significant difference of the Control and Experimental

Groups.

Group n SD Mean t-comp t-critical Interpretation

Experimental 15 3.24 8.33

Controlled 15 2.77 3.87 4.05 2.048 significant

α= 0.05 level of significance

Table 3 showed the mean gain score of First year college students of the

control and experimental group. As reflected, the computed t of 4.05 is higher than

the t-critical value of 2.048, at 0.05 level of significance. There is enough evidence to

state that the students in the experimental group performed better than the students

in control group.

Findings of the study were similar to the results of an experimental study

conducted by Abraham D. Cacay (2022). Both researchers used pretest and posttest

and both studies viewed Heuristic-Based Teaching Strategy as an effective

approach to the problem-solving process. In Cacay (2022) previous study, the mean

percentage scores of the post-test results showed an improvement in the

respondents' learning performance and that the strategy encourages student

retention as seen by the rise in the delayed post-test mean similar to the results of

the researcher’s current study. The study also revealed that there is a considerable

distinction before and after using the innovative strategy, same as the findings in the

current study where it is proven that there's a significant difference between the pre-

test and post test results of students under the experimental groups.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

This chapter present the summary of findings, conclusion and

recommendations in the study of Heuristic-Based Teaching Strategy on students. It’s

effectiveness in improving the mathematical problem-solving skills to First year

Bachelor of Science in Information Technology students of Southern Mindanao

Institute of Technology, Inc., School Year 2024-2025.

Summary

The study primarily aimed to determine the improvements of mathematical

problem-solving skills using a Heuristic-Based Teaching Strategy of First year

Bachelor of Science in Information Technology students. The research design used

was quassi-experimental design with researchers made a questionnaire that were

used in gathering the essential data. The study was conducted at Southern

Mindanao Institute of Technology, Inc. Academic Year 2024-2025.

Specifically, this study sought answers to the following questions,

 1. What is the level of Heuristic Approach in terms of Mnemonics and

Analogies?

2. What are the pre-test scores of the control and experimental group?

3. What are the post-test scores of the control and experimental group?

4. Is there a significant difference between the mathematical problem-solving

skills of the students?

Ho: There is significant difference in problem-solving skills of students using

Heuristic-Based Teaching Strategy

Summary of Findings

After the data were gathered, tabulated, statistically treated and analyzed the

following were the general findings of the study.

1. On the level of Heuristic Approach

The level of Heuristic Approach of students in terms of Mnemonics and Analogies

are High.

2. On the scores of pre-tests in controlled and experimental groups not

significant.

3. On the score of the post-test in controlled and experimental group was

significant.

4. On the significant difference between the mean gain scores of pre-tests and

post-test of the controlled group was not significant.

 5. On the significant difference between the mean gain scores of pre-test and

post-test of experimental group was significant.

6. On the significant difference between the mean gain scores of the controlled

and experimental group was significant.

The findings disclosed that there is a significant difference in problem-solving

skills of students using Heuristic-Based Teaching Strategy.

Conclusions

Based on the findings of this study, it can be concluded that:

1. The level of Heuristic Approach in students are high in terms of Mnemonics

and Analogies.

2. The mean scores of control group and experimental group have difference

during the pre-test because each group is composed of heterogeneous

learners.

3. During post-test, experimental group got the higher score compared to those

in the control.

4. Students from the experimental group obtained higher post-test scores

compared to their pre-test scores because of the use of SOLO Taxonomy-

Based Approach.
 5. Based on the post-test scores, there is a significant difference between the

scores of the control group and the experimental group.

Recommendations

Based on the conclusion, the following are recommended:

1. The teacher should adopt Heuristic-Based Strategy in solving mathematical

problems.

2. The students should adopt Heuristic-Based Approach to their lesson;

3. Future researchers may use Heuristic-Based Approach as their bases for their

future researches in the field of Mathematics

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