masteral colloquim

1. PROBLEM SOLVING ABILITIES AND THE
PERFORMANCE OF GRADE 9 STUDENTS IN ALGEBRA
AS MEDIATED BY ABSTRACT REASONING SKILLS:
BASIS FOR INTERVENTION
MATERIAL DEVELOPMENT
MARYBETH B. DIMAILIG
MINDORO STATE UNIVERSITY
Victoria, Oriental Mindoro

2. ABSTRACT
Algebra is considered a gateway course to higher levels of study in mathematics. They
m to be struggling, especially with mathematical problem-solving. Actions must be taken
entify the difficulties that students face in algebra. Hence, this study was conducted in
schools in Bongabong North among Grade 9 students to determine their problem-
ng abilities that influence their attitude and performance in learning mathematics.
Findings showed that the Grade 9 learners have demonstrated outstanding problem-
ng abilities in reading. Their satisfactory performance in comprehension, transformation
s, process, and poor encoding skills might direct a well-rounded set of capabilities in this
and proficiency that bodes well for their academic development, as problem-solving
s are essential for success in various aspects of life. A fair performance of students in
ning about algebra has not met the expected level of understanding and competence in
subject. While it may not be outstanding, it is still a sign that they might have grasped the
amental concepts of problem solving. The poor abstract reasoning skills of students
act their ability to understand complex concepts, solve problems, and excel academically.

3. ABSTRACT
While a strong relationship between problem-solving abilities and academic performance
s, other factors can also influence performance, such as study habits, time management,
vation, and subject-specific factors.
Findings suggest a significant correlation between problem-solving abilities and algebraic
ormance among Grade 9 students. Moreover, abstract reasoning skills are found to mediate
relationship, indicating that students with stronger abstract reasoning skills tend to exhibit
er problem-solving abilities, which in turn positively influence their performance in algebra.
se underscore the importance of fostering abstract reasoning skills as a means to enhance
lem-solving capabilities and, consequently, improve algebraic performance. Based on these
ngs, the targeted intervention materials and strategies are designed to cultivate abstract
oning skills in Grade 9 students. These materials can be instrumental in supporting educators
schools in their efforts to enhance students' problem-solving abilities and, ultimately, their
ess in algebra and related mathematics subjects. Teachers may consider teaching
hematics using various problem-solving techniques to facilitate the teaching and learning
ess and effectively enhance students’ participation and performance by having a wide range of
lems that require abstract reasoning, covering different subjects and difficulty levels.

4. INTRODUCTION
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Algebra is considered a gateway course to higher levels of study in
mathematics. Students nowadays may be heard saying, “Mathematics problems
and activities are really difficult. I do not know how to do it. That’s why I’m unable
to solve it and not finish it. I don’t like Algebra”. These statements are quite
familiarly heard when students are asked about their opinions in learning Algebra
and other math subjects. They seem to be struggling, especially on mathematical
problem-solving.
Meanwhile, the performance of students in algebra at the first quarter of the
school year 2022-2023 in Bongabong District averages at 48.69%, and when
analyzed per school, Carmundo NHS attained 55.54%, Formon NHS at 52.81%,
Labasan National High School at 46.47%, and Morente National High School at
39.94%. This rate simply requires immediate identification of problems and
intervention.

5. RESEARCH METHODOLOGY
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• Research Design- A descriptive-correlational method of research was employed in
conducting this study since this is the most appropriate way to satisfy the purpose of this
study.
• Research locale - The study was conducted in public secondary high schools in the
District of Bongabong, Oriental Mindoro
• Respondents to the Study - The respondents of the study were the Grade 9 students in
Bongabong North District, the total computed respondents will be 139
• Research Instrument The instruments used in assessing the problem-solving abilities of
learners were based on the five (5) competencies in algebra, with one problem for each
competency. The research instrument was based on the rubric prepared by the
researcher, composed of five indicators: reading, comprehension, transformation, process
skills, and encoding, to determine the extent of problem-solving abilities.

6. SUMMARY OF FINDINGS
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The following are the salient findings of the study:
1.Extent of problem solving abilities of Grade 9 learners
The Grade 9 learners extent of problem solving abilities in terms of reading is outstanding
with an overall mean of 3.67. In terms of comprehension, transformation abilities, process and
encoding skills, an overall mean of 1.81, 1.57, 1.61 and 1.05 shows a satisfactory level.
2. Level of performance of Grade 9 students towards learning Algebra
The overall rating of 16.48 showed that the level of performance of Grade 9 learners
towards learning Algebra is fair.
3. Level of students abstract reasoning skills
The level of students abstract reasoning skills is poor as shown by the overall mean of 4.11.
4. Relationship between problem-solving abilities and the level of performance of Grade 9
students in Algebra

7. SUMMARY OF FINDINGS
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5. How does abstract reasoning mediates the problem solving abilities and
performance of Grade 9 students in Algebra?
Data shows the effect between the extent of problem solving abilities in terms of
reading, comprehension, transformation, process and encoding abilities on the
performance via abstract reasoning is significant as shown by the p-value of 0.0004,
0.0000, 0.0418, 0.0045 and 0.0171 respectively.
6. Intervention materials proposed based on the findings of the study
Intervention materials in Math are tools and resources that are designed to
support students who are struggling with understanding and grasping mathematical
concepts. These materials are intended to provide additional practice, clarification,
and reinforcement to help students improve their math skills and build their
confidence. Examples of intervention materials in math include Strategic Intervention
Materials (SIM), math games and math worksheets. These materials can be used by

8. Based on the findings of the study, the following are concluded:
1.The Grade 9 learners have demonstrated outstanding problem-solving abilities
in reading. Their satisfactory performance in comprehension, transformation
skills, process, and poor encoding skills might direct a well-rounded set of
capabilities in this area and proficiency that bodes well for their academic
development, as problem-solving skills are essential for success in various
aspects of life.
2.A fair performance of students in learning about algebra has not met the
expected level of understanding and competence in the subject. While it may
not be outstanding, it is still a sign that they might have grasped the
fundamental concepts of problem solving.
3.The poor abstract reasoning skills of students impact their ability to understand
complex concepts, solve problems, and excel academically.

9. 4. There is a connection between how well students are able to solve problems
and their overall academic performance in algebra. While a strong
relationship between problem-solving abilities and academic performance
exists, other factors can also influence performance, such as study habits,
time management, motivation, and subject-specific factors.
5. Abstract reasoning plays a significant role in mediating the problem-solving
abilities and performance of Grade 9 students in algebra.
6. Intervention materials like manipulatives, visual representations, worksheets,
online resources and educational technology, scaffolded lessons and guided
practice, differentiated instruction and real-world applications, and formative
assessments are effective in improving the performance as well as
minimizing the extent of the problem-solving abilities of learners.

10. Based on the findings and conclusions of the study, the following recommendations are
offered:
1. Teachers may consider teach Mathematics using various problem-solving techniques to
facilitate the teaching and learning process to effectively enhance students’ participation
and performance by having a wide range of problems that require abstract reasoning,
covering different subjects and difficulty levels.
2. Teachers may provide ample opportunities for students to engage in abstract reasoning
activities and problem-solving tasks, like any skill, abstract reasoning improves with
practice.
3. Teachers may regularly review previously learned Algebraic concepts to reinforce
understanding and retention, combined with effective teaching strategies and ongoing
assessment, can help improve students' performance in Algebra and foster a deeper
understanding and appreciation for the subject.
4. Curriculum planners, and key education personnel should implement the incorporation of
teaching metacognition to help students become aware of their thinking processes and
encourage them to reflect on how they approach problems and consider alternative
strategies, and providing opportunities for active engagement for students to gradually
enhance their ability to think abstractly and excel in various academic tasks.

11. 1. School Heads and Teachers should maintain open communication with
parents or guardians to involve them in their child's learning journey.
Provide resources, suggestions for practice at home, and updates on
student progress. Collaboration between parents and teachers can
create a supportive environment for student success.
2. Teachers should be provided with training focused on enhancing the
students performance in algebra and focus instruction on the
meaningful development of important Mathematical ideas and by
encouraging self-directed learning that can enhance abstract reasoning
skills.
3. Students should also be given opportunities to explore a range of
situations in which they are required to construct, interpret, and then
solve different problems.

12. Thank you.