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DIFFICULTY IN PROBLEM SOLVING OF GRADE V-B PUPILS

IN SUKLAYIN ELEMENTARY SCHOOL

An Action Research
Presented to the Faculty of Higher Education Department of
Mount Carmel College,
Baler, Aurora

In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Elementary Education

By:
Sheree Lou B. Glorioso
A.Y. 2013-2014

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APPROVAL SHEET
We, the members of the Action Research Review Committee, have found the action
research entitled DIFFICULTY IN PROBLEM SOLVING OF GRADE V-B PUPILS IN
SUKLAYIN ELEMENTARY SCHOOL, A. Y. 2013- 2014, prepared and submitted by
SHEREE LOU B. GLORIOSO, in partial fulfilment on the requirements for the degree in
Bachelor in Elementary Education has been examined and is recommended for acceptance and
approval for oral examination.
Approved by the committee on oral defense with a grade/rating of ________.
Recommended by:
MRS. ESTRELLA O. CATIPON
Adviser
Thesis Review Committee
MR. MARIANO A. QUIONES

MRS. ESTRELLA O. CATIPON

Panelist

Panelist

Accepted and approved in partial fulfilment for the degree of Bachelor in Elementary
Education.
DR. ROWEL G. OLILA
College Affairs Officer

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CERTIFICATION

To whom it may concern:

This is to certify that Sheree Lou B. Glorioso, a senior student of Bachelor in Elementary
Education has prepared and submitted this study entitled DIFFICULTY IN PROBLEM
SOLVING OF GRADE V-B PUPILS IN SUKLAYIN ELEMENTARY SCHOOL A.Y.
2013- 2014.
Given this _____ day of ____, 2014 at Mount Carmel College Baler, Aurora.

Certified by:
DR. ROWEL G. OLILA
College Affairs Officer

ii

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ACKNOWLEDGMENT
This research study would not have been possible without the guidance and help of
several individuals who in one way or another, contributed and extended their valuable assistance
in the preparation and completion of this endeavour.
First and foremost, the researcher would like to extend her utmost gratitude to their
Action Research advisers, Mrs. Estrella O. Catipon and Mr. Mariano Quiones for their
guidance, assistance and helpful suggestions in the improvement of this research.
To her Cooperating Teacher, Mrs. Mary Ann C. Maalac, for the advice and valuable
insights throughout the analysis and interpretation of this piece of work.
To her Cooperating class, for their cooperation and respect.
To her friends and classmates, whom she used to be with and learn with, for their
considerate help and support in times of need.
To her ever beloved and supportive family, for serving as her inspiration to finish the
research and for their trust and overwhelming encouragement.
Above all, to our Almighty Father for giving the gift of life. For all the blessing He
showered upon us. And for giving passionate calling to teach.
Words are not enough to express her deeply appreciation. She is forever thankful and
grateful to all.
The Researcher

iii

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DEDICATION

The researcher humbly dedicated this piece of work to her beloved family who have been
so proud of her and for all the sacrifices theyve made.
To her classmates, friends, teachers, and to all, who wants to make her research work as a
reference in the future.
And also to Almighty Father who have been the source of inner strength and peace.

The Researcher

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TABLE OF CONTENTS
TITLE PAGE
APPROVAL SHEET....i
CERTIFICATION...ii
ACKNOWLEDGMENTiii
DEDICATION....iv
ABSTRACT.........1
TABLE OF CONTENTS
CHAPTER I: INTRODUCTION.6
CHAPTER II: BACKGROUND OF THE RESEARCH....9
CHAPTER III: CONTEXT OF THE STUDY..13
CHAPTER IV: METHODOLOGY AND RESEARCH DESIGN17
CHAPTER V: DATA GATHERING AND INTERPRETATION...20
CHAPTER VI: SIGNIFICANCE OF THE STUDY.24
BIBLIOGRAPHY..25
APPENDICES...26
CURRICULUM VITAE....27

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ABSTRACT
TITLE: DIFFICULTY IN PROBLEM SOLVING OF GRADE 5-B PUPILS IN SUKLAYIN
ELEMENTARY SCHOOL
Type of Document: Action Research
Researcher: Sheree Lou B. Glorioso
School: Mount Carmel College - Baler, Aurora
Course: Bachelor in Elementary Education

SUMMARY
I am a senior student in Mount Carmel College, taking up Bachelor of Elementary
Education. Throughout the years we stayed in this institution, we are molded with significant
learnings and good values that we can apply in the field that we go through.
We held our off campus practice teaching in Suklayin Elementary School, one of the
performing elementary schools here in Aurora. In the context of actual teaching, we can
encounter various problems that we need to cope up. During my observation, my attention was
caught up by the Grade 5-B pupils who suffering difficulty in problem solving in their
Mathematics subject. This scenario, challenged and inspired me to do this research.

What was my concern?

All things should take consideration for the teaching and learning process. As their PreService teacher, I need to help the class to understand how to apply the concepts and skills

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which are being learned and how to make use of them to solve problems. It help them to increase
their class participation leading to better performances as well as to develop their selfconfidence.
Why was I concerned?
I conducted this research because of the following goals:

I want to identify the root cause why they suffered difficulty in problem solving.
I want to lessen the difficulty they encountered in this topic.
I want to improve their skills and enhance their learnings.
I want to encourage them to love this subject and practice cooperation than
competition.

What could I do?

In order to reach my goals, I may apply the following strategies I learned:
give proper motivation to focus and learn problem solving concepts and skills.
inculcate the importance of problem solving in real life situation.
encourage them to become more responsible to their learning.
develop pupils self-confidence.
Who can help me?
In order to meet my goals, I could ask my cooperating teacher about the behavior of the
pupils and the possible reasons why they suffer difficulty in problem solving. I could also ask her
to give feedbacks and suggestions about the lesson I am teaching, methods and strategies using,
activities utilizing, and the my pupils response towards my teaching style.

What did I do?

The following were the list of interventions I used to address the problem:

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A conducive learning builds opportunity to pupils to learn. I tried to change their

seating arrangements for them to be comfortable and observable. The class
became interactive and favorable in teaching and learning process.

I employed varied methods and strategies that fitted to the lesson and suited to

the learners interest.

I used appropriate instructional materials and gave simple examples for them to
understand the topic easily.
I want learning to be experiential and reliable. I often shared real life experience
through stating it in a problem to solve.
I encouraged them to do board works and let them explain their answer. Through
this, they developed thinking and communication skills.
I provided them proper motivation and enjoyable activities to achieve the desired
outcomes and to make the learning fun. I gave individual activities to measured
their understanding and also group activities for them to practice cooperation,
unity and team work. Rewards and punishments has given too, to motivate them
to study.
I gave them recitation cards and I explained to them all the details about it. It
helped them to strive harder each day. Everyone should recite daily, its a must.
Whether they answered the questions correct or not, it has corresponding score
points to encourage their participation. I always recognized the good things they
do by giving praises, words of encouragement and also I tried to point out the
things they must not do.
I always checked their notebooks for their lectures, seatworks and assignments.
No one is allowed to leave the class without a complete lectures. They practiced
to be a responsible one.

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I also took time to mingle with them. Its better to have harmonious relationship
between a teacher and learners.
I continue valuing this subject and inculcate the importance of it in our lives.
How can I evaluate my work?
To evaluate the effectiveness of my work, I had see the following strategies:
1. I always monitor my pupils improvements by recording their works and
participation. Comparing from their previous performances up to present, there
comes a big differences. They improved better than before.
2. I held conversation with the pupils to know their comments and feedbacks
regarding my teaching and my performance as well. They also reflect to their own
performances, if theres an improvement or changes happened. They also write their
experiences in learning Mathematics during my time. Some messages include:
- I find this subject interesting and enjoyable one.
- Thank you for teaching us to learn Math.
- I became motivated to strive harder.
3. And also I asked my cooperating teacher to evaluate my interventions. She gave
positive feedbacks and suggestions, thats why I feel great.
What have I learned from doing my research?
From this study, lots of learning was realized. It includes the following:
1. Teaching does not occur until the learning does; A. Patterson. Without learning,
there is no teaching, they must go together. Just like a teacher and his learner.
2. Both teacher and learners were responsible to take the teaching and learning process
positively.
3. Using appropriate learning materials, creative activities and varied strategies greatly
help a teacher to catch the attention of the learners for them to cope up.

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4. Providing motivation will get the full attention and focus of someone. And also by
giving a reward and punishment.
5. Real life objects, experiences and modern technology help a learner to understand the
lesson.
6. Patience is a great quality to have. Without patience you cant do a thing that you
think is hard to do.
7. You can touch the life of someone, if you give your heart to help them. Doing what is
good ang what is right. Helping others is just like helping yourself too.
8. Teaching is really rewarding and fulfilling no matter what odds are. Having a good
result gives you achievement and inspiration.
9. The success of the teacher is depends on pupils learning achievement.

CHAPTER I
INTRODUCTION
Teaching is a challenging but very rewarding profession, with teachers playing an
essential part in helping children and young people to acquire and develop the knowledge and
skills they will need in later life.
I am Sheree Lou B. Glorioso, a senior student in Mount Carmel College taking up the
Degree of Bachelor of Elementary Education. I held my in-campus and off-campus teaching in
Mount Carmel College and Suklayin Elementary School respectively.
When I had my off-campus teaching, I was assigned to handle and teach six classes under
the guidance of my cooperating teacher Mrs. Mary Ann C. Maalac. Among this classes, one
class caught my attention, the Grade V-B class for Mathematics subject. They were composed of
30 pupils, 10 girls and 20 boys.

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I had noticed that they faced difficulty in problem solving. Through observation and
interview with my cooperating teacher, I found out and proved that the problem really exist.
Problem solving plays an important role in mathematics and should have a prominent
role in the mathematics education of K-12 students. Everybody can benefit from having good
problem solving skills as we all encounter problems on a daily basis.
This action research I have developed entitled DIFFICULTY IN PROBLEM
SOLVING OF GRADE V-B PUPILS IN SUKLAYIN ELEMENTARY SCHOOL aims to
overcome this situation.

With this, I made interventions to lessen the difficulty encountered by Grade V-B pupils
in problem solving.
In the end I come up with new experiences and learnings with this action research
approach.

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OVERVIEW OF THE CHAPTERS

Chapter I (The INTRODUCTION) gives some information about the researcher and
also the conducted research.
Chapter II (The BACKGROUND OF THE RESEARCH) states the reasons why the
researcher conducted this research about difficulty of students in problem solving in
Mathematics.
Chapter III (The CONTEXT OF THE STUDY) explains the common causes and
factors that lead to difficulty in this topic. Related studies are also included.
Chapter IV (The METHODOLOGY AND RESEARCH DESIGN) includes the fact
about action research and imparts the methods which effectively help the researcher to cope up
with this study.

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Chapter V (The DATA GATHERING AND INTERPRETATION) states how the

researcher gathers the data needed and serves the evidence. Interpretations also included.
Chapter VI (The SIGNIFICANCE OF THE RESEARCH) justifies the importance of
the research.

CHAPTER II
BACKGROUND OF THE RESEARCH
Math is only useful to the extent to which it can be applied to a practical situation. It is
the ability to apply Math to a variety of situations to which name problem solving is given.
However, the solution of Math problem cannot begin until the problem has been translated into
the appropriate Mathematical terms. This first and essential step presents very great difficulties
to many students. At each stage of the Math course, the teacher needs to help students to
understand how to apply the concepts and skills which are being learned and how to make use of
them to solve problems. These problems should relate both to the application of Math to
everyday situations within the students experience, and also to situations that are familiar. For
many students this will require a great deal of discussion and oral work before even very simple
problems can be tackled in written form.

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During my off campus teaching, I had done keen observations on Grade V-B pupils
which will help me to identify possible problems that I would address in the class. I looked at
their performance and works as well. I had noticed that most of the pupils here were suffering
difficulty with problem solving thats why they cant cope up. I held conversation on my
Cooperating teacher regarding this matter. I asked her the reasons why that most of the pupils in
Grade V-B class suffered difficulty. She said that there are lot of factors affecting the condition of
the pupils such as nature of the subject, pupils factor, level of their comprehensions ability and
the like. I also had conversations with the class. Im able to ask them what the problem is. They
said that they took hard to comprehend and analyse a problem solving. They refused to

answer board works because they think that cant do it. They also avoid committing mistakes.
Lack of self-confidence also pointed out.
Pupils were not successful at obtaining solutions in problem solving for the following
reasons:
1. Lack of comprehension of the problem posed
Some pupils were impeded in their progress in solving the problem as they did not
comprehend the problem; for example, they found the problem confusing as too many sentences
and workings were involved and did not know how to say what was involved in a problem.
2. Lack of strategy knowledge
Some pupils, who had no difficulty comprehending the problem, were impeded in their
progress in solving the problem as they appeared to have no knowledge of ways in which an
unfamiliar or non-routine as well routine problem might be approached.

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3. Inability to translate the problem into a mathematical form

Some pupils, who had a strategy to solve the problem, were impeded in their progress in
solving the problem by their inability to translate the problem into a mathematical form
(equations or open sentences).
4. Inability to use the correct mathematics
Some pupils, who were able to translate the problem, were impeded in their progress in
solving the problem by their inability to use the correct mathematics to solve the problem. Some
pupils identified an appropriate operation or sequence of operations but did not know the
procedures necessary to carry out these operations accurately.

It attributed to the following reasons:

1. Inappropriate strategy used
The most common inappropriate strategy used to solve the three problems was number
manipulation where pupils merely manipulated the data in the problem by trying to use the four
operators (+, -, x,) to arrive at an answer.
2. Incorrect formulation of the mathematical form several pupils
Several pupils, while working the Time problem, formulated the sums incorrectly where
they did not include the 10 minutes due to technical problems.25 Computational errors. Several
students obtained incorrect solutions owing to careless computations.
3. Imperfect mathematical knowledge
One pupil was not successful in obtaining the solution to the Number problem due to an
imperfect knowledge of algebraic manipulations.

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4. Misinterpretation of the problem

One pupil was not able to obtain the solution to the Number problem as he had
interpreted that only one number was required to find in the problem.
It was also observed during the interviews that pupils were in the habit of trying to solve
the current problem using only one strategy. They did not demonstrate any flexibility by trying a
strategy and if it did not work, trying another. Pupils who worked their solutions using an
inappropriate strategy were often not aware that the solution was incorrect. Furthermore, pupils
made no attempt to check that their solutions were correct or whether the solutions satisfied the
conditions in the problem.

With this scenario, as a Pre-Service Teacher, it is also my task and responsibility to make
interventions on how to overcome such condition. This is the main focus of my research study,
an inquiry which aims to help the pupils lessen the difficulty in problem solving.
All in all, the observations I had conducted, the conversations I had with my Cooperating
teacher and pupils proved the existence of the problem. Thats why I became inspired and
challenged with my research.

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CHAPTER III
CONTEXT OF THE STUDY
Problem solving is a process of using mathematics in unfamiliar situations. May it be a
real world situation or within mathematics situation, both involve the ability to solve problems
requiring the use of previously acquired skills, knowledge and understanding to meet the
demands of the unfamiliar situation. Problem solving in mathematics can be explained as
thinking and working mathematically but the converse is not true. Problem solving in
mathematics is an intricate process which calls for a problem solver who is engaged in a
mathematical task to organise and deal with domain-specific and domain-general pieces of
knowledge.
The Nature of Mathematical Problem Solving

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In a historical review focusing on the role of problem solving in the mathematics

curriculum, Stanic and Kilpatrick (1989) wrote: Problems have occupied a central place in the
school mathematics curriculum since antiquity but problem solving has not. @. l)
A common view among mathematics teachers, students and parents is that, "Doing
mathematics is solving problems" and "Mathematics is about how to solve problems".
In a position paper on basic skills the National Council of Supervisors of Mathematics
(1977) stated that: Learning to solve problems is the principal reason for studying mathematics.
@.20) Cockcroa (1 982) also attempted to characterize problem solving: Difficulties with
Problem Solving in Mathematics. The ability to solve problems is at the heart of mathematics.

Mathematics is only useful to the extent to which it can be applied to a particular

situation and it is the ability to apply mathematics to a variety of situations to which we give the
name 'problem solving: (para 249).
From the literature it appears that some writers believe that solving problems is the
essence of mathematics learning, while others consider mathematics as a body of knowledge
which provides the tools for the process of solving mathematical problems.
Prior to the 1980ts, before "problem solving" became the focus of much mathematics
education research, it tended to be subsumed under the label "mathematical thinking" in the area
of cognitive psychology of mathematics. Burton (1984) made a clear distinction between
mathematical thinking and the body of knowledge described as mathematics. She emphasised
that mathematical thinking is not thinking about the subject matter (mathematics) but a way of

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thinking which relies on mathematical operations. Mathematical problems are the starting points
of mathematical inquiry which lead to thinking. Law (1972) contended that thinking takes place
when a person meets a problem and accepts the mental challenge it offers and Burton (1984)
added that: If thinking is a way of improving understanding and extending control over the
environment, mathematical thinking uses particular means to do this, means that can be
recognized or pertaining of mathematics. (p. 36)
Beliefs and Affective Factors
When students approach mathematical tasks, and especially those that are problematic,
they do not enter the arena as purely cognitive beings. Students' behaviours may be influenced
by their feelings of self-esteem, their perceived control - or lack of control - over the situation

with which they are faced, or their sense of satisfaction in engaging in mathematical tasks
(Silver, 1985). Beliefs and affective factors can assist or interfere with problem solving. After a
year of opening over 700 intermediate grade children solving problems, the Mathematical
Problem Solving Project (MPSP) decided that willingness, perseverance, and self-confidence
were three of the most important influences on problem-solving performance (Webb, Moses, &
Kerr, 1977).
Silver (1982a) speculated that affective factors like confidence and willingness to persist
a substantial effect on the metacognitive processes of problem solvers. Lester, Garofalo, and
Kroll (1989), from their studies on students' attitudes and beliefs, conjectured that an individual's
beliefs about self, mathematics, and problem solving play a dominant, often Berinderjeet Kaur
105 overpowering, role in his or her problem-solving behaviour.

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Schoenfeld (1983a) also emphasised the role that belief systems play in determining the
kinds of managerial decisions that problem solvers make. He suggested that attitudes toward
mathematics and confidence about mathematics may be aspects of student belief systems that
have an important effect on how students manage their cognitive resources. Schoenfeld (1985)
and Silver (1985) pointed out that students' beliefs about mathematics may weaken their ability
to solve non routine problems. If students believe that mathematical problems should always be
completed in five minutes or less, they may be unwilling to persist in trying to solve problems
that may take substantially longer. Students' confidence in themselves as problem solvers, or
their beliefs and feelings about the nature of mathematics - its inherent structure or lack of

structure - can exert a strong prohibitive force on their ability to solve or even initially attack
problems in a productive way (Shaughnessy, 1985).
Lester and Garofalo (1982) reported that third and fifth graders believed that
mathematical problems could always be solved by using basic operations and could always be
solved in only a few minutes. Students' responses to attitude items on the Third National
Assessment of Educational Progress in Mathematics (Carpenter et al., 1983) indicated the
general belief among junior high and high school students that there was always one correct way
to solve any mathematical problem, and that mathematics is mostly memorisation.
Research by Lesh (1983) suggested that many students do not believe that mathematics
is applicable to solving real-world problems. Trimmer (1974) found that confidence, lack of

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anxiety, flexibility, lack of rigidity, and an ability to cope with uncertainty were traits associated
with successfully problem solving.
Foong (1990) noted that when unsuccessfully problem solvers failed to obtain results,
they were easily imitated and their subsequent behaviours became self-directed and task
irrelevant. They expressed a lack of self-confidence and would continue in a rambling manner or
they gave up, thus avoiding further frustration.

CHAPTER IV
METHODOLOGY AND RESEARCH DESIGN
It is often tough to analyse the difficulties experienced by students when solving
mathematical problems through investigating their written solutions. It may be more productive,
when analysing errors, to interview students, noting their verbalisations and thought patterns
about the specific problems with which they were faced. It cannot be assumed that when an
incorrect answer is given to a mathematical problem that the error occurred because the student
lacked the necessary mathematical knowledge or skill (Newman, 1977). In written assignments
an interview technique may be used to find out the errors which students have made. A key
assumption in this interview technique is that the types of errors students make will be consistent

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from one session to another. Nevertheless, it seems possible that one-to-one interviews, despite
their limitations, do give greater insights into students thinking and difficulties which would not
be possible purely from an analysis of paper and pencil solutions.
It was observed during the interviews that students were in the habit of attempting to solve
the current problem using only one heuristic. They did not show any flexibility in seeking to
solve the problems using more than one heuristic. This practice has implications for curriculum
specialists and teacher educators. If the problem-solving curricula is to be successfully brought
into the classrooms, these practices may have to be carefully examined and mathematics teachers
be made aware of how they can successfully implement mathematical problem solving in the
classroom. The difficulties experienced by Grade V-B pupils have important implications for
classroom teachers. The simple interview format used in this research is easy to implement and

could be adapted and used by classroom teachers to analyse their students difficulties and hence
remediate their difficulties. This study also shows that students must possess relevant knowledge
and be able to coordinate their use of appropriate skills to solve problems. Furthermore,
knowledge factors (Kroll & Miller, 1993) such as algorithmic knowledge, linguistic knowledge,
conceptual knowledge, schematic knowledge and strategic knowledge are vital traits of problemsolving ability. For mathematics teachers to assist their students develop their problem-solving
ability, it is essential that they aware of their difficulties first.
The interview responses are useful in that they can assist the mathematics teachers to focus
on their students difficulties during remediation.

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As their Pre-Service teacher, Im enabling to think and analyse information. The main
goal I need to overcome is to lessen the difficulties they encountered in problem solving.
To be able to achieve it, I consulted my Cooperating Teacher for her advices and
suggestions on how can I improve my interventions. I also consult my findings and ask her
feedbacks.
The following were the list of interventions I addressed to the problem:
1. A conducive learning builds opportunity to pupils to learn. I changed their seating
2.

arrangements for them to be comfortable and observable.

I had employed varied methods and strategies that fitted to the lesson and suited to
the learners interest.I incorporated it with the used of appropriate instructional
materials and gave simple examples for them to understand the topic easily.

3. I want learning to be experiential and reliable. I often shared real life experience
through stating it in a problem to solve.
4. I encouraged them to do board works and let them explain their answer.
5. I provided them proper motivation and enjoyable activities. I also gave individual
Rewards and punishments has given too, to motivate them to study.
6. I gave them recitation cards and I explained to them all the details about it. It helped
them to strive harder each day. Everyone should recite daily, its a must. Whether
they answered the questions correct or not, it has corresponding score points to
encourage their participation. I always recognized the good things they
do by giving praises, words of encouragement and also I tried to point out the things
they must not do.

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7. I always checked their notebooks for their lectures, seatworks and minimal
assignment. No one is allowed to leave the class without a complete lectures.
8. I also took time to mingle with them. Its better to have harmonious relationship
between a teacher and learners.

CHAPTER V
DATA GATHERING AND INTERPRETATION
After conducting my interventions, the results are as follows:
1. The class became more interactive and favorable in teaching and learning process
when I changed their seating arrangements. It also helped to lessen the noise in the
classroom.
2. With the used of various methods, strategies and instructional materials they were
able to understand the lesson regarding problem solving. Because of that, they
become motivated to study. They can followed the steps in answering a problem
solving.

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3. Sharing experiences helped them to realize the importance and significance of

problem solving in real life situation. Through stating life situation in mathematical
problem, they were able to cope up.
4. Through conducting board works, they developed thinking and communication skills.
Mistakes were regarded because it was an opportunity for their learning so that they
tried and tried. Everyone participated well in doing this activity because they all
experienced it.
5. Having proper motivation and enjoyable activities served as good help to achieve the
desired outcomes and it made the learning fun. Because of the activities, pupils
practiced unity and team work. They developed cooperation rather competition. They
tried to help each other.

6. With regards in recitation cards, nobody got points lower than 25 out of 40 points
within two weeks. They were able to cooperate and participate. They developed
confidence to answered every question about problem solving. Words of
encouragement also helped them to strive harder each day.
7. Always checking their notes developed their behavior of being a responsible one.
Using this, they able to recap the lessons we had done and they can study at home.
8. Harmonious relationship between teacher and students made the teaching and
learning process effectively. Everybody gained trust and respect with each other.
9. And in valuing this subject, everybody realized the importance of it.
As I had monitored the result of my intervention, Im able to consult my Cooperating
Teacher and the students themselves. I noticed that their performances improved which was
proved by a good progress in their class records presented in Table I. Theres much different

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from their previous performance up to present. Most of them, gained good grades and it served
as good result.
My Cooperating Teacher, who keenly observed everything, is the greatest contributor of
reliable feedback. I asked my Cooperating Teacher to have an evaluation to my teaching. She
gave me positive feedbacks that include a message: Great. Job well done. I can see that your
intervention plan really helped the pupils to lessen the difficulty they encountered in problem
solving. Congratulations. I felt happy and satisfied from what I had done.
And also, as I held conversations with my pupils they become more confident to answer.
As they write their experiences, they able to write messages such as:

I find this subject interesting and enjoyable one.

- Thank you for teaching us to learn Math.

- I became motivated to strive harder.
I felt glad when Im reading their reflections and messages. It was worth to treasure, no
matter the odds are. It is really important to build harmonious relationship between teacher and
students. Because the more that they feel trusted and accepted, the more they become confident
with their selves. I can say that Im able to lessen the difficulties they encountered. I successfully
achieved my goals in doing this research study.
I also realized that creativity and flexibility of teachers were very significant in an ideal
atmosphere in a class. Innovative methods and strategies are of great impact among various types
of learners.

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TABLE I
RECORDS OF THEIR SEATWORKS

NAME
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

5
X
4
5
5
X
5
3
X
4
3
4
3
X
5
2
3
3
4
3

MATH V
SEATWORK SET A
5
5
5
5 T- 25
4
3
3
4
14
3
X
X
4
11
5
4
3
5
22
5
3
X
3
16
4
2
2
3
11
4
3
3
4
19
5
X
X
5
13
3
2
3
3
11
3
2
3
3
15
5
3
2
4
17
5
2
4
5
20
5
2
3
4
17
3
X
X
5
8
2
X
X
4
11
3
X
X
5
10
2
X
X
4
9
5
2
3
5
18
5
3
3
3
18
4
2
4
4
17

5
5
4
5
2
4
5
5
4
3
5
5
3
3
4
5
4
4
4
4

SEATWORK SET B
5
5
5
5
3
4
4
5
4
X
4
4
4
5
4
5
4
4
4
3
3
X
4
4
3
4
5
5
3
3
4
5
5
3
3
4
4
3
5
3
3
4
4
5
3
5
3
5
5
3
3
4
3
3
4
3
5
3
4
4
3
3
5
5
4
4
3
4
4
3
3
4
4
4
5
4
5
3
4
4

T- 25
21
16
23
17
15
22
20
19
18
21
21
18
16
20
21
19
18
21
20

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20
21
22
23
24
25
26
27
28
29
30

X
3
4
3
3
4
3
4
3
3
2

X
X
4
4
3
4
3
5
4
3
3

X
X
3
3
2
2
3
3
3
4
3

X
X
3
4
3
3
2
4
X
X
2

X
X
4
3
3
4
3
5
4
3
4

0
3
18
17
14
17
14
21
14
13
14

X
5
4
5
5
5
4
4
4
4
5

3
3
4
4
5
3
4
3
4
4
4

3
3
3
3
4
3
3
3
3
4
4

4
5
3
4
4
3
3
3
3
4
3

4
5
4
5
5
5
4
4
4
4
5

14
21
18
21
23
19
18
17
18
20
21

CHAPTER VI
SIGNIFICANCE OF THE STUDY
This research aimed to lessen the difficulty encountered by pupils in problem solving.
This research study also give great value to the students, teachers and to the researcher, for this
provides a ready reference concerning the problem stated.
For the Students. This research is significant because it provides them better
understanding to overcome the difficulty with regards in problem solving.
For the Teachers. This research provides ideas on how to apply appropriate teachinglearning techniques in such problem. They can design and plan something for them to cope up
with this situation.
For the Researcher. This research gives sort of learning and experiences that contributes
to the her development in the field.

Mount Carmel College

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Tel. No/ 042-209-4297
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Bibliography
1. Baroody, A. J. (1993). Problem solving, reasoning and communicating, K-8: Helping
children to think mathematically. New York: Merrill.
2. Cofarelli. V. and Sheets. C. (2009). Problem posing and problem solving: A dynamic
connection. School Science and Mathematics, 109, 245-246.
3. - Cummins. D., Kintsch. D., Reusser. K and Weimer. R. (1988). The role of
understanding in solving word problems. Cognitive Psychology, 20, 439-462.
Websites
1. www.google.com
2. www.wikipedia.com
3. http://www.textroad.com/pdf/JBASR/J.%20Basic.%20Appl.%20Sci.%20Res.,
%202(3)2923-2928,%202012.pdf
4. http://jwilson.coe.uga.edu/emt725/PSsyn/Pssyn.html

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APPENDICES
PROBLEM SOLVING
The ability to go round an obstacle, to undertake an indirect course where no direct
course presents itself, raises the clever animal above the dull one, raises man far above the most
clever animals, and men of talent above fellow men. George Polya
Problem Solving Strategies:
1. Draw a Diagram This refers to the drawing of freehand sketches useful in visualizing
situations and obtaining solutions to problems.
2. Guess and Check This strategy involves guessing, checking, guessing again, checking
again, repeating until a reasonable answer is arrived at.
3. Make an Organized List This strategy often facilitates a systemic approach to certain
types of problems by making an organized list.
4. Make a table One way of organizing data is by making a table.

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5. Look for a Pattern This refers to the search for a consistent pattern of numbers that will
allow for a generalization to be made and tested.
6. Make a Simpler Problem This strategy consists of a breaking up a problem into simpler
sub-problems, then rearranging these sub-problems to solve the original problem.
7. Word backwards - Taking note of the steps on the working backward process.
8. Logical Reasoning It is usually used to solve problems that require little computations
but uses mostly reasoning in their solutions.

CURRICULUM VITAE

I.

Personal Profile
Name: SHEREE LOU BAUTISTA GLORIOSO
Birthday: AUGUST 12, 1992
Birthplace: Brgy. Zarah, San Luis, Aurora
Sex: Female
Civil Status: Single

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Citizenship: Filipino
Religion: Roman Caholic
Address: Brgy. Zarah, San Luis, Aurora
Father: Silvestre Binaday Glorioso
Mother: Violeta Bautista Glorioso
E-mail Address: shereelou_ily12@gmail.com

II.

Educational Attainment:
Tertiary: Bachelor of Elementary Education
Mount Carmel College
Baler, Aurora
June 2009 - March 2014
Secondary: Mount Carmel High School
San Luis, Aurora
June 2005 - March 2009
Elementary: Zarah Elementary School
Zarah, San Luis, Aurora
June 1999 - March 2005

III.

Work Experience:

Mount Carmel College

3200 Baler, Aurora
Tel. No/ 042-209-4297
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1. Government Internship Program Participant

Provincial Social Worker and Development Office
April May 2012

2. Special Program for Employment of Students

Department of Labor and Employment
April - May 2013

IV.

Seminars/Workshops Attended:
1. Seminar on Campus Journalism
MCC Audio-Visual Room, Baler, Aurora
July 24, 2010
2. Basic Seminar-Workshop in Guidance and Counseling
Mount Carmel College, Baler, Aurora
August 15, 2012
3. Leadership Training 2013
Bataris, Buhangin, Baler, Aurora
4. Annual Student Teachers Congress
Baliuag University, Baliuag Bulacan
February 7, 2014
5. Labor Education for Graduating Students

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MCC Covered Court, Baler, Aurora

March 2014