Republic of the Philippines

ISABELA STATE UNIVERSITY

Ilagan Campus
UnderGraduate School
Thesis Proposal
Defense
of

GRIECHELLE EUSTAQUIO

CHIERENE DIWAYAN

JANEL KATE DULIN

CHRISTINE JOY ESTEBAN

Thesis Title:
THE PERCEPTIONS OF
HIGH SCHOOL
MATHEMATICS
PROBLEM SOLVING
TEACHING METHODS IN
MATHEMATICS EDUCATION
Key Words:

Perception - Perception is the organization, identification, and

interpretation of sensory information in order to represent and

understand the presented information or environment.

Problem-Based Learning - Problem Based Learning (PBL) 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 direct presentation of facts and

concepts.
Teaching Method - Teaching method refers to the general principles,

pedagogy and management strategies used for classroom instruction. A

teaching method refers to a systematic approach or strategy employed by

educators to impart knowledge and facilitate learning among students.

Mathematics Problem Solving Methods - Problem solving in math is

finding a way to apply knowledge and skills you have to answer unfamiliar

types of problems. These are the steps we use to find solutions to problems

and issues.
Mathematics education - is referred to as the practice of teaching and

learning of 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 with better way.

Mathematics Teachers - are teaching professionals who teaches 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.
Mathematical Problem Solving - Refers to mathematical tasks 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.
 JUSTIFICATION TO CONDUCT THE STUDY

 The study shall explain the perceptions of high school mathematics problem

solving teaching methods in mathematics education.

 Effective teacher facilitation was crucial in guiding students through the

problem solving process and in scaffolding their learning. Teachers who were

well-versed in PBL strategies could significantly enhance students

mathematical reasoning skills by providing appropriate support and challenges

(Araz and Sungur, 2019)

 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 a number of general principles for designing good PBL problems.

 Through this study, teachers’ problem solving teaching
method in mathematics education are
(MEASURED/TESTED). The results shall provide teachers
with essential knowledge about problem solving method in
teaching mathematics thereby improving their instruction.

 According to Barrows and Wee (2014) their research

showed that student engaged in PBL demonstrated a
significant improvement in their ability to solve complex
problems compared to their peers in traditional lecture-
based classrooms.

 Although there have been previously published researches

similar to the proposed study , the latter is unique in its
scope as it will be conducted in national high schools.
 THE RESULTS OF THE PROPOSED STUDY WILL EITHER
CONFIRM OR CONTRADICT CARABALLE’S (2014)
FINDINGS THAT THERE WAS NO RELATIONSHIP
BETWEEN THE LEARNING STYLES OF STUDENTS AND
THEIR ACADEMIC ACHIEVEMENT BUT TEACHERS’
TEACHING STYLES IMPACTED THE STUDENTS’
ACADEMIC ACHIEVEMENT.

 Finally, it is the intention of the researchers, a student

teacher themselves to contribute to the overall
improvement of instruction, particularly the problem
solving teaching method in mathematics.
 Research
Paradigm
PROCESS OUTPUT
INPUT
1. Production and Perceptions of High School
1. Respondents’ Profile
distribution of Mathematics Problem-
2. Perceived Level of Teachers’s questionnaire Solving Teaching Methods
Training on Using Problem Solving in Mathematics IEducation
2. Survey
Methods as Basis for Developing
3.Analyses and nclusive Practices and
3. Teachers’ Perceived Level of Individualized Teaching to
Interpretation Data
Difficulties in Using Problem Improve Student’s
Solving Methods Academic Achievement in
4. Teachers’ Level of Perception on Mathematics
the Advantages of Problem Solving
Methods

5. Perceived Impact of Problemm

Solving Methods on Student’s
Achievement
 In this study it will explain the perceptions of
high school mathematics problem-solving
teaching methods in mathematics education as
basis for developing inclusive practices and
individualized teaching to improve student's
academic achievement in mathematics
Statement of the Problem

This study aims to explain the Perceptions of High School Mathematics

Problem Solving Teaching Methods in Mathematics Education. Moreover, this

sought to answer the following questions:

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

1.1 Age

1.2 Gender

1.3 Years of Teaching Experience

1.4 Academic Qualification

2. What is the perceived level of training of the mathematics teachers on using

problem solving methods?

3. What are the perceived level of difficulties encountered by the mathematics

teachers in using problem solving methods?

4. What is the teachers’ level of perception on the advantages of using Problem-

Solving methods?

5. What is the perceived impact of Problem-Solving Methods in student’s

achievement?

6. Is there a significant difference in the level of training of the mathematics

teachers on using problem solving methods when grouped according to their

profile?
7. 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?

8. Is there a significant difference on teachers’ level of perception on the

advantages of using Problem-Solving methods when grouped according to

their profile?

9. Is there a significant difference in the perceived impact of Problem-

Solving Methods in student’s achievement when grouped according to their

profile?
 RESEARCH DESIGN
 The study will utilize mixed-method approaches which combine

qualitative and quantitative data collection and analysis. This provides an

accurate and valid presentation of the effect or variables that pertain to

research questions.

 Qualitative methods might include interviews, observations, and open-

ended survey questions to gather detailed, descriptive data on participants'

perceptions, attitudes, and experiences with different teaching methods.

Quantitative methods might involve surveys with Likert scale questions to

measure attitudes and preferences, as well as statistical analysis to

compare perceptions across different groups or conditions.

 DATA GATHERING TOOLS
 The instruments to be used for this study are
questionnaires consisting of the following:

TEACHERS QUESTIONNAIRE:
 Part I. Training on using Problem Solving Methods
 Part II. Difficulties in using problem solving methods
 Part III. Advantages of Problem-Solving Methods
 Part IV. Problem solving methods and student’s
achievement.
Statistical Treatment of Data

The data gathered will be analysed and interpreted

using the following statistical tools:

 Frequency Count and Percentage Distributions. These will be

used to determine the profile of the teacher-respondents.

 Weigthed Mean and Standard Deviation. These tools will be

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 students’ achievement in

Mathematics.
Analysis of Variance (ANOVA) or F-Test. This will be used to

determine the significant difference in the perception of the teachers

when grouped according to their profiles.

 To determine the perceptions of
high school mathematics problem
solving teaching methods in
mathematics education, the five-scale
Likert instrument will be used as
follows:
Weight Range Description
5 4.50 – 5.0 Strongly Agree
4 3.50 – 4.49 Agree
3 2.50 – 3.49 Neutral
2 1.50 – 2.49 Disagree
1 1.0 – 1.49 Strongly Disagree
 DATA COLLECTION METHOD
Research Question Method/ Statistical Tool
Instrument
1. What are the Survey Frequency Count and
profile of the Questionnaire Percentage Distribution
teachers in terms of:
Age
Gender
Years of Teaching
Experience
Academic
Qualification

2. What is the Survey Frequency Count and

teaching style Questionnaire Percentage Distribution
preference of
teachers as to:
a. expert
b. formal
authority
c. personal
model
d. facilitator
e. delegator
Research Method/ Statistical Tool
Question Instrument
3. What are the Survey Weighted Mean
perceived level of Questionnaire and Standard
difficulties Deviation
encountered by
the mathematics
teachers in using
problem solving
methods?
4. What is the Survey Weighted Mean
teachers’ level of Questionnaire and Standard
perception on the Deviation
advantages of
using Problem-
Solving methods?
5. What is the Survey
perceived impact of Questionnaire
Problem-Solving
Methods in
student’s
achievement?
 Research Method/ Instrument/
Question Instrument Method
6. Is there a Survey Analysis of Variance
significant Questionnaire (ANOVA) or F-test
difference in the
level of training of
the mathematics
teachers on using
problem solving
methods when
grouped according
to their profile?

7. Is there a Survey Analysis of Variance

significant Questionnaire (ANOVA) or F-test
difference in the
perceived level of
difficulties
encountered by the
mathematics
teachers in using
problem solving
methods when
grouped according
Research Method/ Instrument/
Question Instrument Method
8. Is there a Survey Analysis of
significant Questionnaire Variance (ANOVA)
difference on or F-test
teachers’ level of
perception on the
advantages of
using Problem-
Solving methods
when grouped
according to their
profile?

9. Is there a Survey Analysis of

significant Questionnaire Variance (ANOVA)
difference in the or F-test
perceived impact
of Problem-Solving
Methods in
student’s
achievement when
grouped according
to their profile?
 Thank you
for listening!