3. Problem solving is a mental process and is part of
the larger problem process that includes a problem
findings and problems saving it is considered as the
most complex of all intellectual functions. Problem
solving has been defined as higher-order cognitive
process that requires the modulation and control
of more routine fundamental skills.
4. Problem solving is the key to the development of the
individual's critical thinking which is the ultimate goal
of mathematics education. Solving is now being
encouraged to be used as the main activity in all
mathematics classes student should be encouraged
and exposed to work on problems that make hours
days and even weeks to solve to develop effective
problem-solving ability.
5. Filipinoes, in general, have never been noted for mathematical
ability. Students often times stumble when it comes to problem
solving most especially when the problems in tail mathematical
analysis. According to Henlin, in this book sociology a down-to-
earth approach success starts with attitude educators must
provide conducive environment and opportunity for student to
solve and explore mathematics by preparing fun learning activities
and by encouraging students to think critically and creatively.
Assessment of student attitude towards problem solving is
therefore relevant to educators hence this study was conducted.
6. This study aims to assess the attitude of freshmen students of cte
towards problem solving.
Specifically, it
1. Determined the socio-demographic profile of the respondents
2. Determined the attitude of the respondents to wards problem
solving
3. Identify the negative attitude of the students towards problem
solving
7. The contributions of the study are significant in many
ways. The findings will give information about the
different attitudes of freshmen CTE students towards
problem solving. Since students attitude toward
mathematics are closely related to their attitude
toward problem solving in general, the faculty
members of the math department can use the data to
develop strategies to improve the problem-solving
skills of students.
8. The participants of the study were all regular
freshmen CTE students enrolled in school year
2010 — 2011. The study was conducted at
Southern Christian, College Midsayap,
Cotabato.
9.
10. This Chapter presents the related literature
and studies. It includes the following topics:
Mathematics as a subject, importance of
problem solving and attitudes towards
mathematics and problem solving.
11. Many students identified mathematics as the most difficult subject to learn
(Haron, 2001 as cited by Zakaria and Yusof,2009) They find the subject as
boring and difficult to learn. This poses a great challenge to Math teachers and
educators who always believe that mathematics is vital for everyone (Pareja
cited i Sagun, 2010). Involvement in the learning process is one way of building
and naintaining positive attitudes of students (Jerman et al. as cited by
Samillano, 2001). Students' success in achieving their goals will encourage
them to develop positive attitudes towards mathematics and other problem
solving. Confidence in one’s ability to learn mathematics is very important to
ensure good performance (Tooke and Lindstom, 1998 as cited by Zakaria and
Yusof2009).
12. Problem solving is still a problem among the students. The
National Council of Teacher of Mathematics (NCTM, 2000 as cited
by Luna and Fuscablo, 2002) has placed problem: solving as lirst
in the list of the process standard. Problem solving is very
important in our day to day life affairs. Every decisions or every
prediction presents specific solutions to some specific problems
(Aoanan. 19931). The aim of the problem solving is to provide
students with o alternative view of mathematics as a living
activity (Yusol & Pl haps vy Wavanick ach stal P Dasid Tall pdts
dotl99:3hey usot pme.pd).
13. Koballa (1998) as cited by Zakaria and Yusof defines attitudes as a mental
construct that corresponds to students' feelings or intentions towards an
object. A student's attitude toward mathematics can be identified through
the behavior that he or she displays. Students are often stymied in their
effort to solve problems simply because they don't understand it fully, or
even in part (www.Fix Ya.com/Mathematics+Problems). The purpose of
teaching problem solving is to develop the process of thinking and analyzing.
On the other hand a student's inability to solve problems well may reflect
his/her negative attitude toward learning mathematics. Papanastasion 2000,
as cited by Orange: Internet, Móvil y TV con Fútbol y Contenidos Exclusivos
14. Problem Solving. A higher-order cognitive
process that requires the modulation and
control of more routine fundamental skills.
Negative Attitudes. Attitudes that are barriers
to learning, like solving mathematical problems
just to get through the course.
15.
16. This chapter describes the research
methodology. It contains the research design,
locale of the study, respondents of the study,
research instrument, data collection procedures,
and data analysis.
17. This study used descriptive method to determine
the attitude of the respondents towards problem
solving.
18. The study was conducted at Southern Christian
College, Midsayap, Cotabato during school year
2010-2011.
19. The respondents of this study were all regular
freshmen students of Southern Christian College
Freshmen enrolled in the College of Teacher
Education in the school year 2010-2011.
20. The data were gathered with the use of questionnaire. The
questionnaire composed of two parts, namely: Part I the Socio-
Demographic Profile and Part I was an attitudinal
questionnaire on Problem Solving. To determine the attitudes
towards problem solving of the student, the researcher
prepared a questionnaire similar to those used by Rosati and
Rodman as cited by Yokumoto (1995) and some of the
questions came from the study of Tall et al. (1994). Students
could select “strongly agree”, “agree”, “disagree”, and strongly
disagree”, as their response on each question.
21. The researcher sent a letter of request to the Dean
of the College of Teacher Education asking
permission to conduct the study. Upon approval, the
researcher administered the questionnaire to the
first year CTE students during their Math classes.
The questionnaires were collected after the class
and then the data were tabulated, analyzed and
interpreted.
22. To determine the attitudes of the respondents
towards problem solving, the researcher used
frequency and percentage distribution and
weighted mean.
