THE EFFECTS OF M.A.T.H.

PROGRAM ON
THE LEARNERS’ LEVEL OF PROBLEM
SOLVING SKILLS AND ATTITUDES
TOWARDS MATHEMATICS

Genelyn M. Ponce
Jeciel Fe S. Borba
Juvy P. Bolo
Rey Mark Jay Q. Basarte
Carlo R. Chavez
 INTRODUCTION
 This research explores the Effects of M.A.T.H. (Mastering
Arithmetic Through Hands-on Technique) Program on the
Learners’ Level of Problem Solving Skills and Attitudes
Towards Mathematics. By using a combination of qualitative
and quantitative methods, the study evaluates how hands-
on learning can enhance mathematical proficiency and
foster a positive mindset toward the subject. Conducted
among Grade 8 students of Francisco LL. Laya Memorial
Integrated School, the findings highlight the potential of
interactive teaching strategies in improving both skill
development and student engagement in mathematics.
 THEORITICAL FRAMEWORK
This study is anchored in the following theories:
1. Constructivism Theory by Jean Piaget- This theory emphasizes that
learners actively construct knowledge through experiences rather than
passively receiving information. The M.A.T.H. Program aligns with this by
using hands-on techniques that allow students to engage in meaningful
learning, build on prior knowledge, and develop problem-solving skills
through exploration and real-world applications.
2. Social Cognitive Theory by Albert Bandura- This theory explains how
learning occurs through observation, modeling, and self-efficacy. The
M.A.T.H. Program fosters student confidence by providing interactive and
collaborative learning experiences, reinforcing problem-solving strategies,
and enhancing attitudes towards mathematics.
 CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT

 Level of problem solving  Preparation of letters  The level of

skills. and instrument problem solving
 Level of attitudes  Validity and reliability skills and
toward Mathematics. attitudes toward
 Pilot testing
Mathematics of
 Significant relationship
 Pre Test the learners were
of PSS and ATM. determined.
 Post Test
 Significant differences
of PSS before and after  Gathering of Data
intervention.  Statistical Analysis of
 Significant differences Data
of ATM before and after
 STATEMENT OF THE PROBLEM
This study will aim to investigate the effects of M.A.T.H. -program on learners' level of problem-solving skills and attitudes

towards Mathematics.

Specifically, it sought to answer the following questions:

1. What is the learners' level of problem-solving skills before and after M.A.T.H. program?

2. What is the learners' level of the attitudes toward mathematics before and after M.A.T.H. program?

3. Is there a significant difference on the learners' level of problem-solving skills before and after intervention of M.A.T.H.

program?

4. Is there a significant difference on the learners' level of attitudes towards mathematics before and after M.A.T.H. program?

5. Is there a significant relationship between the learners' problem solving skills and attitudes towards mathematics before and

after M.A.T.H. program?

 SIGNIFICANCE OF THE STUDY
The following people may benefit from this research, "The effect of M.A.T.H program on the

learners’ level of problem-solving skills and attitudes toward Mathematics." Specifically, it aimed

to provide relevant information and feedback to encourage the following sectors:

To the Students: Students can benefit directly from the research findings by gaining

awareness of how the program can enhance their problem-solving skills and attitudes towards

mathematics. This awareness can motivate students to engage more actively in their math

education.
To the Teachers: Teachers can benefit from understanding how the MATH program tutorial
sessions impact students' problem-solving skills and attitudes towards
 SCOPE AND DELIMITATION OF THE
STUDY
This study focused on investigating the level of problem-solving skills and attitudes of the

learners toward mathematics subject. It comprised an equal number of students from the two

sections in grade 8 of Francisco LL. Laya Memorial Integrated School for the school year

2024-2025. There were 40 students who were involved in the study which constituted a twenty

(20) pairs of students in each group called control and experimental groups. In determining the

respondents of this study, researchers used a purposive random sampling, where the chosen

students were matched were according to their final grades grade 7 mathematics subject.
Names of students were taken from the list/class record of the students per section given
by the classroom adviser. The quantitative instruments used for the problem-solving skills test
has two types of tests, a multiple-choice and a problem-solving test itself where learners are
going to show their solution step-by-step. Also, the quantitative instrument used for the
attitudes towards mathematics was a 25-item survey checklist with 5 levels
 RESEARCH DESIGN
This study employed both qualitative and quantitative methods of research to
investigate the effects of M.A.T.H. program on the learners' level of problem
solving skills and attitudes toward Mathematics. This utilized a quasi-
experimental design using two intact groups. Specifically, the Matching – Only
Pre-test – Post-test Control Group Design.

Experimental
Group M O1 X O3

Control Group M O2 C O4

The experimental group refers to the group of students exposed to the M.A.T.H
program approach while the control group are the students who are not exposed in
the program. The symbol M in this design means that the two groups were
matched based on their respective final grades in grade 7 mathematics of the
school year 2023– 2024. The symbol O corresponds to the observation in which
O1 and O2 represent the pre-test administered to both the experimental and control
groups, respectively. O3 and O4 represent the post-test both the experimental and
 DATA GATHERING PROCEDURE
Pre-intervention Phase
The pre-intervention phase was focused on the construction on the program. The
program has one (1) lesson for the second quarter paralleled in the list of competencies
for the second quarter lessons of the K to 12 Curriculum. It includes the following :
1. Simplifying Rational Expressions, 2. Multiplying Rational Expressions, 3. Dividing
Rational Expressions, 4. How to avoid errors in multiplying and dividing factors, and 5.
Finding the area of Rational Expressions.
Consultation for evaluation of the instruments made for the chosen topic domains in
algebra was also made with the two (2) Secondary teachers who are major in
Mathematics and one (1) Master Teacher 2 in Mathematics from high school and, whom
the researcher believed to be experts in mathematics and 1 Teacher I. Searching of
appropriate one-on-one questionnaires in the internet for the adaptation in the study
followed next. When all the appropriate math activities and the needed one-on-one
interview questionnaires will find and make available, construction of the pre-test and
post-test of the students will do next.
STATISTICAL AND ANALYSIS
TOOLS
FINDINGS