Republic of the Philippines

Eulogio “Amang” Rodriguez Institute of Science and Technology

Nagtahan, Sampaloc Manila
College of Education
Bachelor of Secondary Education Major in Mathematics

B
Difficulties Encountered by BSE Math Students in Solving Word

Problems in College and Advanced Algebra: Basis for

Development of Supplementary Material

A Thesis Proposal

Presented to the Faculty of

College of Education

Eulogio “Amang” Rodriguez Institute of Science and Technology

In Partial Fulfilment

For the subject Action Research in

Mathematics Education leading to the degree of

Bachelor of Secondary Education

Major in Mathematics

By:
Group III
BSE MATH IV
Abarracoso, Eddie C.
Asupre, Juvy Anne P.
Calapitche, Rosalyn A.
Decena, Cerilo I.
Dela Virgen, Raciel M.
Sotto, Mary Joy C.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
Bachelor of Secondary Education Major in Mathematics

B
TABLE OF CONTENTS

Page

LIST OF TABLE

LIST OF FIGURE

CHAPTER

1 The Problem and Its Background

Introduction 10

Statement of the Problem 11

Theoretical Framework 12

Hypothesis 12

Conceptual Framework 13

Scope and Limitation of the Study

15

Significance of the Problem 15

Definition of Terms 16

2 Review of the Related Literature

and Study

Local Literature 18

Foreign Literature 20

Local Studies 21

Foreign Studies 23
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Synthesis Nagtahan, Sampaloc Manila 25
College of Education
Bachelor of Secondary Education Major in Mathematics

Page

3 Methodology

Research Design 27

Population and Sampling 28

Respondent of the Study 28

Research Instrument 28

Data Gathering Procedure 29

Statistical Treatment of Data 30

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
Bachelor of Secondary Education Major in Mathematics

CERTIFICATION

This thesis entitled “DIFFICULTIES ENCOUNTERED

BY BSE MATH STUDENTS IN SOLVING WORD PROBLEMS IN COLLEGE
AND ADVANCED ALGEBRA: BASIS FOR DEVELOPMENT OF
SUPPLEMENTARY MATERIAL” prepared by EDDIE C. ABARRACOSO,
JUVY ANNE P. ASUPRE, ROSALYN A. CALAPITCHE, CERILO I.
DECENA, RACIEL M. DELA VIRGEN, AND MARY JOY C. SOTTO in
partial fulfillment of the requirement for the degree of
Bachelor of Science in Secondary Education major in
Mathematics has been examined and recommended for oral
examination.

PROF. ELSA R. CAGATAN, MAT

Adviser

APPROVAL SHEET

Approved by the panel for Oral Defense on November 20, 2019

with a rating of 1.34

MR. RICHARD B. PENDON, MAT MR. ROEL D. BALAYAN, M.Sc

Member Member

MR. JOJO V. PANTALEON, MAT

Chairman

Accepted in partial fulfillment of the requirements for

the degree of Bachelor of Science in Secondary Education
major in Mathematics.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education DR. ELEONOR T.SALVADOR
OIC, Dean
Bachelor of Secondary Education Major in Mathematics

ABSTRACT

Title: DIFFICULTIES ENCOUNTERED BY BSE MATH STUDENTS

IN SOLVING WORD PROBLEMS IN COLLEGE AND

ADVANCED ALGEBRA: BASIS FOR DEVELOPMENT OF

SUPPLEMENTARY MATERIAL

Researchers: ABARRACOSO, EDDIE C., ASUPRE, JUVY ANNE P.,

CALAPITCHE, ROSALYN A., DECENA, CERILO I.,

DELA VIRGEN, RACIEL M., SOTTO, MARY JOY C.

Degree: BACHELOR OF SECONDARY EDUCATION MAJOR IN

MATHEMATICS

School: EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF

SCIENCE AND TECHNOLOGY

School Year: 2019 – 2020

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Adviser: PROF. ELSA R. Sampaloc
Nagtahan, CAGATAN, ManilaMAT
College of Education
Bachelor of Secondary Education Major in Mathematics

B 6

This study aims to find out the difficulties of BSE Math

students in solving word problem in College & Advanced Algebra,

as basis for the development of Supplementary Material.

Specifically, this study sought to answer the following

questions:

1. What are the difficulties encountered by BSE Math

students in solving word problems in College and Advanced

Algebra?

2. Based on the findings, what supplementary material may be

developed to enhance the skills of BSE Math students in College &

Advanced Algebra?

3. How acceptable is the supplementary material as assessed

by the Math Teachers and MAT Math students as to:

3.1. Content;

3.2. Application;

3.3. Presentation;

4. Is there significant difference between the assessment of

the Math Teachers and MAT major in Math as to the acceptability

of the supplementary material?

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Summary of Findings Nagtahan, Sampaloc Manila
Through the procedures College
presentedof Education
in the study, the specific
Bachelor of Secondary Education Major in Mathematics
problems have been answered, basedB on the statistical treatment

of

data in relation to the problem statements of the study.

The following were the findings of the study:

1. In solving word problem, “rational exponents” was rated

highly difficult with a weighted mean of 4.2 as encountered by

the BSE Math students in learning College & Advanced Algebra.

2. The researchers designed and developed a Supplementary

Material in College & Advanced Algebra to enhance the skills of

the students as to their difficulties. The developed material has

the special features as to its objectives to address the

difficulties encountered by BSE Math students in College and

Advanced Algebra. The discussion part, consists of the concepts

needed for the topic to be learned. And lastly, the motivation

part enhances students’ skills in solving worded problems in

algebra. The Supplementary Material was designed to attract the

students’ interest.

3. The following are the assessments of the Math Teachers and

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
MAT Math students as to the acceptability
Nagtahan, Sampaloc Manila of the supplementary
College of Education
material as to:
Bachelor of Secondary Education Major in Mathematics
3.1 content B
In terms of content, the faculty rated the Supplementary

Material as “Very Acceptable” with 4.23 MEAN.

3.2 Application

The respondents’ assessment of the acceptability of the

Supplementary Material in terms of application was “Very

Acceptable” with 4.28 MEAN.

3.3 presentation

The respondents’ assessment of the acceptability of the

Supplementary Material in terms of presentation was “Very

Acceptable” with 4.26 MEAN.

4. Based on the assessment of the MAT Math Students and Math

Teachers there is no significant difference, hence both accepted

the Supplementary Material.

Conclusions

1. The difficulty encountered by BSE Math students in solving

word

problems in College and Advanced Algebra is on the topic Rational

Exponents.

2. The proposed Road to Real Life Application of Algebra was

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
assessed by MAT Math Students and Manila
Nagtahan, Sampaloc Math Teachers as Very
College of Education
Acceptable.
Bachelor of Secondary Education Major in Mathematics
3. It was evident that there Bis no significant difference

between

The assessments of two groups of respondent on the acceptability

of the supplementary material.

Recommendations

Based on the findings and conclusion presented, the

following recommendations are suggested:

1. The proposed Supplementary Material may be used to enhance

and to address the difficulties of the students in solving word

problems in College and Advanced Algebra.

2. For the acceptability, students are encouraged to use the

Supplementary Material to enhance their problem-solving skills in

real-life situations.

3. Researchers who want to conduct similar study should:

3.1 Provide a more challenging set of problems to improve

critical thinking skills.

3.2 Create more real-life situational problems which can be

more beneficial to learners and can surely facilitate

learning.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
3.3 Assess the effectivity
Nagtahan, Sampalocand Manila efficiency of the
College of Education
Supplementary Material, through learner preferences.
Bachelor of Secondary Education Major in Mathematics
3.4 Develop a Supplementary B
Material into a more creative

material.

CHAPTER I

The Problem and Its Background

Introduction

Practice helps in the process of learning. It is doing

something again and again in order to improve the skills and

become better. It is important because it increases the

likelihood that students will permanently remember new

information. When students practice solving problems, they

increase their ability to transfer practiced skills to new and

more complex problems. The purpose of practice is to provide the

students with an opportunity to apply their pedagogical knowledge

and skills.

Problem-solving in mathematics is an important skill that

helps students to experience on how to solve daily life problems

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
by using their mathematical knowledge
Nagtahan, and skills. Word problem
Sampaloc Manila
College of Education
solving is one of the important component that incorporates real-
Bachelor of Secondary Education Major in Mathematics
life problems and applications. However,
B students need to perform

well when it comes to word problem-solving questions.

Considerable number of students face difficulties to understand

the mathematical language that lead to misconception. In

addition, students find it difficult to grasp the problem or some

parts of it because of the mathematical language. There are

various problem-

11

solving strategies that can be applied to help students overcome

the problem. Solving word problems in Algebra must be understood

and properly interpreted by the students so that they can answer

them correctly.

Supplementary materials like modules related to solving word

problem in Advanced College Algebra allow students to learn Math

in more dynamic way. Learning materials are important because

they can significantly increase student achievement and learning.

It aids in the learning process by allowing the student to

explore the knowledge independently as well as providing

repetition. Using Supplementary material such as modules as a

teaching tool to increase students’ desire to learn and

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
understand Mathematics naturally lessen
Nagtahan, Sampaloc their difficulties in
Manila
College of Education
solving word problems in Algebra.
Bachelor of Secondary Education Major in Mathematics
This study aims to develop a supplementary
B material based on

the difficulties of BSE Math students in solving word problem in

Algebra to improve their competency in solving word problem.

Statement of the Problem

This study aims to find out the difficulties of BSE Math

students in solving word problem in College & Advanced Algebra,

as basis for the development of Supplementary Material.

Specifically, this study sought to answer the following

questions:

12

1. What are the difficulties encountered by BSE Math students

in

solving word problems in College & Advanced Algebra?

2. Based on the findings, what supplementary material may be

developed to enhance the skills of BSE Math students in Algebra?

3. How acceptable is the supplementary material as assessed by

the Math Teachers and MAT Math students as to:

3.1 Content;

3.2 Application;

3.3 Presentation;
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
4. Is there any significant difference
Nagtahan, Sampaloc Manila between the assessment
College of Education
of
Bachelor of Secondary Education Major in Mathematics
the Math Teachers and MAT major inB Math as to the acceptability

of the supplementary material?

Hypothesis

There is no significant difference between the assessments

of the two groups of respondents as to the acceptability of the

supplementary materials.

Theoretical Framework

This study anchored on the connectivism theory of George

Siemens (2004). It also can be understood as educational theory

or view or global strategy. Its main attributes are the ability

to see connections between the ideas and the application in real

life

13

situations. Also to nurture and maintain the facilitation of

continual teaching learning process to address the difficulties.

Conceptual Framework

This study utilized the Input-Process-Output in the conduct

of the study as shown in figure.

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
The Input (I) includes BSE
Nagtahan, MathManila
Sampaloc difficulties, Curriculum
College of Education
guide in College and Advanced Algebra, survey questionnaire, and
Bachelor of Secondary Education Major in Mathematics
respondents’ assessment of the supplementary
B material.

The Process (P) includes the data gathering through survey

questionnaires, statistical treatment of data, analyzing and

interpreting the data.

The Output (O) is the acceptability of the proposed

Supplementary material.

14

Input Process Output

BSE Math Data gathering

difficulties through:
 Acceptability
 Curriculum  Survey of the
questionnaire proposed
guide in
Supplementary
College and material
Advanced  Statistical
Algebra treatment of
data
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
Bachelor of Secondary Education Major in Mathematics

FEEDBACK

Figure 1: The Paradigm of the Study

15

Scope and Limitation of the Study

This study was conducted in the College of Education at

Eulogio “Amang” Rodriguez Institute of Science and Technology,

for the school year 2019-2020 during the midterm period, to find

out the difficulties encountered by BSE Math students. The

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
subjects of this study are Nagtahan,
the students enrolled in BSE Math that
Sampaloc Manila
College of Education
has College & Advanced Algebra subject. The respondents of the
Bachelor of Secondary Education Major in Mathematics
study include Math Teachers and MAT
B Math students who would use
the developed Supplementary Material in solving word problems in

College & Advanced Algebra developed by the researchers.

Significance of the Study

This study was significant to the following individuals:

Teachers They can use the supplementary material in

mathematics subject to enhance the skills of the students in

solving worded problems in Advanced College Algebra, to help them

acquire cognitive and mathematical skills when they are doing

activities and to broaden their understanding about mathematics.

Students The students may enjoy the process of learning

using the Supplementary Material, because classes become more

interactive and interesting. Especially in mathematics, students

can relate more when they can see how things happen and it will

be more enjoyable for them.

16

Administrators The result of this study may be used in

improving or enriching the syllabus and curriculum as well.

Researchers This study may serve as a guide and reference

for other researchers who are also interested in designing their

own Supplementary Material in this particular subject.

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Definition of Terms Nagtahan, Sampaloc Manila
College of Education
The following terms were defined conceptually and
Bachelor of Secondary Education Major in Mathematics
operationally for clearer understanding
B of the data analysis.

Acceptability Is capable or worth of being accepted.

Algebra A branch of Mathematics that uses numbers and

letters that represent numbers. It is the focus of the present

study.

Application The used problem by which the mathematical

skills and concepts were applied. It is real life word problem

that the students could practice the acquired learning in

Algebra.

Content The topics included in the proposed Supplementary

Material with different perspective of presentation.

Curriculum Guide Topics/lessons provided in the syllabus of

College & Advanced Algebra which has used to know the

difficulties of the students in BSE Math students in solving word

problem.

Presentation A different perspective of presenting topics in

Algebra which was used in the Supplementary Material to enhance

the understanding and interpretation of word problem.

17

Respondents The persons who assessed the Supplementary

Material. They are the Math Teachers and MAT Math Teachers.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Students They were the learners/persons
Nagtahan, Sampaloc Manila who identified the
College of Education
difficulties in solving worded problem in Algebra basis to
Bachelor of Secondary Education Major in Mathematics
develop a Supplementary Material.
B They were the BSE Math

students.

Supplementary Material This is the developed material

intended to improve students’ knowledge, abilities and skills, to

monitor their assimilation of information, and to contribute to

their overall development.

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Chapter
Nagtahan, II Manila
Sampaloc
College of Education
Review of Related Literature and Studies
Bachelor of Secondary Education Major in Mathematics
Local Literature B
Under CHED Memorandum Order, series of 2017, it is

stipulated that the classroom teachers’ efficiency in producing

innovative and creative instruction program or materials should

improve the teaching learning process. The development of a

material is timely because even without the presence of the

teacher, learning will still take place.

Lim (2016) stated that the use of Modules in teaching Math

specifically, word problem solving, is an effective teaching

approach. Effective in the sense that it helped the subjects of

the study learn concepts in mathematics without cramming. The use

of modules in teaching these particular concepts in Math was very

useful for the respondents in developing their individual

learning study habits.

Cabrera (2014) mentioned that modular cooperative learning

in teaching mathematics among the students is effective than the

usual traditional lecture discussion method. Modular cooperative

learning as a teaching approach develops in students a positive

attitude towards mathematics. Hence, mathematics teacher should

19
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
adopt modular cooperativeNagtahan,
learning Sampaloc asManila
a new and alternative
College of Education
approach in teaching mathematics for the 21st century of global
Bachelor of Secondary Education Major in Mathematics
competitiveness. B
Tudy (2014) mentioned that Mathematics is an interesting but

a very challenging subject. There are different factors which

lead to students’ poor performance in this subject and aimed to

determine the influence of attitude and self-efficacy towards

academic performance of Mathematics students. It revealed that

the level of academic performance of the students was

satisfactory.

Larawan (2013), in the use of modularized instruction, more

time could be used for the teacher’s explanation instead of note-

taking. With this, time is maximized for learning by spending it

more on students’ facilitated interaction, topical role play,

buzz sessions and other strategies instead of spending more time

on the delivery of core lessons.

Balderas (2012) mentioned on his blog site that “Schools in

the Philippines today implemented the curriculum with modular

approach at some points in their classroom activities. They are

used as enrichment or supplementary instructional materials for

learning concepts and skills or as remedial instructional

materials necessary for slow learners and as advance

instructional for the fast and highly motivated ones.”

20
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
Foreign Literature
Bachelor of Secondary Education Major in Mathematics
Burge (2017), in her articleB of European studies, stated

that designing modules is a great privilege, but also a

responsibility. It can be difficult, when starting out designing

modules, to know

where to begin.

According to Rajasekar (2012), the modular approach in

mathematics learning has been proven to be effective and

efficient too to help students to learn mathematics themselves.

Most subjects can be targeted with this approach. The production

of instructional material is time consuming but the modular

effectiveness can be evaluated and thus can be done in a positive

way. Mathematics module is a single independent unit of

instruction, complete in itself with the primary focus on a few

well defined objectives.

According to Mwangi (2010), in the teaching learning

process, IM serves functions of enhancing retention which makes

learning more permanent. Equally, they stimulate and sustain

interest in learning by providing first-hand experience with the

realities of the physical and social environment. It is necessary

to note that IM is an important catalyst of social re-engineering

and change in learners. It is obvious that effective instructions

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
cannot be well accomplished without
Nagtahan, Sampalocthe Manila use of instructional
College of Education
material.
Bachelor of Secondary Education Major in Mathematics

21

Wyels (2010) stressed that supplementary materials are

effective tools in ongoing efforts, encouraging students to

engage their brains during class. Supplementary materials used in

class can also help direct students learning out of class. The

following lists give examples of goals that can be addressed by

using materials. (1) Helping students focus on underlying “big

picture”, (2) Bridging the gap between watching and doing, (3)

focusing student’s attention in class, (4) Delivering and/or

summarizing content efficiently, (5) encouraging student to

communicate their mathematical ideas, (6) teaching students how

to learn from their textbooks, and (7) Connecting new material to

previously covered materials.

Local Studies

Buendia (2015) conducted a study on enrichment activity as

Supplementary material was able to motivate and develop accurate

skills of the learners, thus it improved and enhanced their

mathematical skill; learners performed to moving towards mastery

in their pre-test while performed closely approximating mastery

in their post-test. After using the enrichment activity as a

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
supplementary material, it Nagtahan,
improved andManila
Sampaloc enhanced the performance
College of Education
of the learners.
Bachelor of Secondary Education Major in Mathematics

22

Vertucio (2013), stated the advantages of using the module,

such as, the students can schedule his/her study at a time most

convenient to him/her because it is self-pacing; the students can

choose his/her own learning mode such as setting experiments

individually or with a group because it is self-directing; the

students assumed responsibility for his/her own learnings;

feedback from the self-evaluation questions informs the students

about his/her own progress with the succeeding learning

objectives.

Based on the study of Hufana (2013), the use of modules also

encourages independent study. It directs students to practice or

rehearse information. To gain mastery of the concepts, exercises

are given following the progression of activities from easy to

difficult. The arrangement of the exercises as such formalizes

the level of difficulty that the learners can perform. Another

benefit

of using modules for instruction is the acquisition of a better

self-study or learning skills among the students. Students

engaged themselves in learning concepts presented in the module.

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
They develop a sense of responsibility
Nagtahan, Sampalocin accomplishing the tasks
Manila
College of Education
provided in the module. With little or no assistance from the
Bachelor of Secondary Education Major in Mathematics
teacher, the learners progress on B their own. They are learning

how

23

to learn; they are empowered. Instructional materials for the

classroom are the products of practical reason and purposeful

imagination. They are the outputs of insights and desire to

address the needs of the learners. Materials should meet the

needs and satisfy the interests, temper the attitudes and

preferences of the learners for whom they are made.

It was emphasized by Felix (2012) that in order for the

students with the learning difficulties meet the large demands of

high stakes testing, they must be taught effective practices,

which can enhance their performance with solving Mathematical

word problem. Strategies such as self-regulations and real life

connections (RLC) should be included in teaching practices to

assist students with learning difficulties in meeting the

difficulties they face when solving Mathematical problems.

An experimental study by Tullis and Benjamin (2011) gave

evidence on the effectiveness of self-paced learning which the

modules also incorporate.

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Foreign Studies Nagtahan, Sampaloc Manila
College of Education
Based on the study of Donnelly (2015), modules are not
Bachelor of Secondary Education Major in Mathematics
developed in isolation, thus internal
B and external factors must

be taken into account at the planning stage. In terms of

designing

modules, there is a need for a planned integrated approach to the

24

process with the focus on the learning of the student.

According to the study of Ghufron (2015), it was revealed

that the students come across difficulties in academic writing.

These difficulties were indicated by both the low score of

students’ writing skills, limited challenging materials and

learning activities. The students face difficulties in academic

writing because there are limited sources of materials which are

appropriate to be implemented, and that there are also limited

teaching materials that combine challenging activities and

relevant materials. The use of instructional materials can

enhance the learning achievement.

Zhang and Stephens (2013) conducted a study involving 120

Australian and Chinese teachers to determine how teachers, help

students connect arithmetic learning and emerging algebraic

thinking. Four criteria formed the basis of the construct teacher

capacity: knowledge of mathematics, interpretation of the

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
intentions of official curriculum
Nagtahan, Sampalocdocuments,
Manila understanding of
College of Education
students’ thinking and design of teaching.
Bachelor of Secondary Education Major in Mathematics
Based on the findings of Matanluk
B (2011), the teaching

module consists of three main phases which are cognitive scheme;

assimilation and accommodation used as intervention to the

treatment group. The researchers develop teaching modules for

25

Geography subject based on radical constructivism known as

Geography Teaching Module CSAA to overcome the rural students’

learning problem. His findings show that use of Geography

Teaching Module CSAA can improve students’ thinking skills.

Tambychik (2010) says that the students’ difficulties in

problem-solving might occur at any phases. In fact, it might be

caused by a deficiency in any of the skills either independently

or cumulatively. The understanding of the difficulties faced by

students in any particular area and phase is the strategy to

respond to this issue. Based on the understandings, it could

provide a guideline for teachers as well as researchers to plan

better approaches and effective teaching methods. Development of

diagnostic instruments, modules and approaches were essential to

assist the students which will result in a more meaningful

teaching and learning process.

Synthesis
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
The reviewed literatures and studies
Nagtahan, Sampaloc Manila of Felix (2012),
College of Education
Ghufron (2015), Tudy (2014) Zhang and Stephen (2013), Tambychic
Bachelor of Secondary Education Major in Mathematics
(2010) mentioned that Mathematics
B especially Algebra is an

interesting but a very challenging subject. It states the factors

that affect the achievements of students in Mathematics. It also

mentioned that in order for the students with the learning

difficulties meet

26

the large demands of high stakes testing, they must be taught

effective practices, which can enhance their performance with

solving Mathematics especially when solving word problem in

Algebra.

The reviewed literatures and studies of Lim (2016), Larawan

(2013), Balderas (2012), Cabrera (2014), Burge (2017), Rajasekar

(2012), Wyels (2010), Rodeiro et. Al (2009), Mwangi (2010),

Buendia (2015), Vertucio (2013), Hufana (2013), Tullis (2011),

Donnelly (2015), Matanluk (2011) states the importance of

developing Supplementary instructional material to enhance the

teaching and learning more effectively. The authors established

the good effects of these materials that will give benefits to

the students. A supplementary instructional material like module

enhances the

learning achievement of the students in different levels more

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
especially when solving mathematical
Nagtahan, Sampalocword problems.
Manila
College of Education
All the studies and literatures that were tackled had
Bachelor of Secondary Education Major in Mathematics
important connections in this study.
B This study did not focus

only in the improvement of the performance of the students in

solving word problems in Mathematics but it also helped the

students to have a better attitude towards learning Mathematics

in order to have better outcome in the facilitation of teaching

and learning process inside the classroom.

Chapter III

Methodology

Research Design

The Descriptive method was used in this study to determine

the difficulties in Solving word problem in Algebra. According to

Adanza (2009), Descriptive method of research aimed to cast light

on current issues or problems through a process of data

collection that enables them to describe the situation more

completely that was possible without employing this method. In

its essence, descriptive design was used to describe various

aspects of the phenomenon or to describe characteristics and/or

skills of sample population. He added that it was an effective

way to analyze non-quantified topics and issues. It can also be

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
used to observe the phenomenon in aManila
Nagtahan, Sampaloc completely natural and
College of Education
unchanged natural environment.
Bachelor of Secondary Education Major in Mathematics
Moreover, the opportunity to Bintegrate the qualitative and

quantitative methods of data collection was done in the study,

and it was less time-consuming. Therefore, this approach was most

appropriate to determine what characteristics or skills students

should have in solving word problem in Algebra.

28

Population and Sampling

The population of the study were the Math Teachers and MAT

major in Math of the Eulogio “Amang” Rodriguez Institute of

Science

and Technology, for the school year (2019-2020). To select the

representative of the population, the study used purposive

sampling technique. G. James et.al (2017) defined that purposive

sampling was a non-probability sampling that selects sample who

met the criteria set in the study.

Table 1 Respondents of the Study

Percentage
Sample
Proportion
Percentage
Respondents Population Sample of the
of the Total
Sample for
Population
Population
MAT major in
25 15 60% 60%
Math
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Math Teachers 12 Nagtahan,10 Sampaloc Manila 40% 40%
Total 37 College25of Education 100% 100%
Bachelor of Secondary Education Major in Mathematics
Based on the table, it shows Bthat 15 MAT Math students and

10 Math Teachers were the sample respondents of this study.

Research Instruments

The study utilized the following instruments to gather the

data needed.

Survey Questionnaire

The survey questionnaire on difficulties encountered was

used

29

among BSE Math students during the midterm quarter. The survey

questionnaire (Likert scale) was used to measure and interpret

the difficulties using the following scale with descriptive

interpretation. They were as follows:

Scale Range Descriptive Interpretation Abbreviation

5 - 4.20-5.00 Very Difficult VD
4 - 3.40-4.19 Difficult D
3 - 2.60-3.39 Moderately Difficult MD
2 - 1.80-2.59 Sometimes Difficult SD
1 - 1.00-1.79 Not Difficult ND

The questionnaire on acceptability of the Supplementary

Material used among MAT Math Students and Math Teachers has the

following scale:

Scale Range Descriptive Interpretation Abbreviation

5 - 4.20-5.00 Highly Acceptable HA
4 - 3.40-4.19 Acceptable A
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
3 - 2.60-3.39 Moderately Acceptable MA
2 - 1.80-2.59 Nagtahan, Sampaloc Manila
Poorly Acceptable PA
1 - 1.00-1.79 College of Not
Education
Acceptable NA
Bachelor of Secondary Education Major in Mathematics

Likert Scale. It is a scale Bused in research that employs

questionnaires. The researcher used this scale to answer sub-

problem no.1 and no.2.

Data Gathering Procedures

Ask permission to the College of Education, OIC Dean.

1. Gather the difficulties from the BSE Math students.

2. Develop the Supplementary material defined from the

difficulties encountered by the students.

30

3. Conduct a survey for the acceptability of Supplementary

Material for the respondents.

4. Retrieval of questionnaires and the data collected, analyzed

and interpreted.

5. Presentation, analysis and interpretation of data.

Statistical Treatment of Data

The following statistical tools were used for the

interpretation of result according to each sub-problem.

1. Frequency. It is the particular response to a specific

item/question in the questionnaire where the respondents made

their choice. The researcher used this in assessing the level of

the acceptability of the material in sub-problem 3.

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
2. Percentage. UsedNagtahan,
to get the Manila
Sampaloc proportion to the whole
College of Education
percentage. The formula below was used to in get the percentage
Bachelor of Secondary Education Major in Mathematics
in Table 1 of Chapter III. B

P= ( nf ) 100 %
Where: P = stands for percentage distribution

f = number of frequency

N = number of participants

3. Weighted Mean. It refers to the set of data taken from

the average of the population. It was used to analyze the data

and

31

to determine the weighted mean values in sub-problem number 1.

(f 5 x 5 )+ ( f 4 x 4 ) + ( f 3 x 3 ) + ( f 2 x 2 ) +(f 1 x1 )
Formula: WM =
N

Where: WM = Weighted Mean

∑fx = sum of the products of the frequency

with weights

N = number of participants

4. z-test. This was used to measure the degree of

difference between MAT Math Students and Math Teachers mean

4.2 Mean

∑X
Formula: X=
N
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Where: X = theNagtahan,
arithmetic
SampalocmeanManila
College of Education
∑X = sum of the scores
Bachelor of Secondary Education Major in Mathematics
S = number of scores
B
4.3 z-test

x 1− x´2
Z=
Formula: S 12 S 2 2
√ +
n1 n2

Where: Z = z statistic for two samples

x́ 1 = mean of the 1st group

x́ 2 = mean of the 2nd group

S1 = standard deviation of 1st population

32

S2 = standard deviation of 2nd population

n1 = number of elements of the 1st sample

n2 = number of elements of the 2nd sample

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
Bachelor of Secondary Education Major in Mathematics

Chapter IV

Presentation, Analysis and Interpretation of Data

Sub-Problem No. 1 What are the difficulties encountered by

BSE Math students in solving word problems in College & Advanced

Algebra?

Table 3 Difficulties of BSE Math students in Algebraic

Expressions

Respondents
Topics Math 2 Math 4 Mean DI Rank
Weighted Mean

1) basic operations such 2.4 3.2 2.8 MD 3

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
as addition, subtraction,
Nagtahan, Sampaloc Manila
multiplication and division in
solving algebraic expressions;College of Education
Bachelor
2) interpretation usingofthe
Secondary
stepsEducation
in Major in Mathematics
3.4 3.4 3.4 D 2
solving worded problems;
3) practical applications in B
4.6 4.6 4.6 VD 1
algebraic expressions.
Total mean: 3.5 3.7 3.6 D

Legend:

Scale Range Descriptive Interpretation Abbreviation

5 - 4.20-5.00 Very Difficult VD
4 - 3.40-4.19 Difficult D
3 - 2.60-3.39 Moderately Difficult MD
2 - 1.80-2.59 Sometimes Difficult SD
1 - 1.00-1.79 Not Difficult ND

34

Table 3 shows the difficulties under algebraic expressions;

basic operations such as addition, subtraction, multiplication

and division in solving algebraic expressions rated as

“Difficult” (2.8)as rank 3; interpretation using the steps in

solving worded problems rated as “Moderately Difficult” (3.4) as

rank 2; practical

applications in algebraic expressions rated as “Highly Difficult”

(4.6) as the rank 1.

Table 4 Difficulties of BSE Math students in Fractions

Respondents
Topics Math 2 Math 4 Mean DI Rank
Weighted Mean
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
1) basic operations such
Nagtahan, Sampaloc Manila
as addition, subtraction,
multiplication and division inCollege of Education 3.2 3.4 3.3 MD 2
Bachelor of
solving real situations Secondary Education Major in Mathematics
involves
fractions;
2) interpretation using the steps inB
2.9 3.5 3.2 MD 3
solving worded problems;
3) practical applications in
4.6 4.4 4.5 VD 1
engaging fractions.
Total mean: 3.6 3.8 3.7 D

Table 4 identifies the difficulties in terms of fractions;

interpretation using the steps in solving word problems (3.2)

rank 3 and basic operations such as addition, subtraction,

multiplication and division in solving real situations involves

fractions (3.3) rank 2 both rated as “Moderately Difficult”;

practical applications in engaging fractions rated as “Very

35

Difficult” (4.5) as the rank 1.

Table 5 Difficulties of BSE Math students in Rational Exponent.

Respondents
Topics Math 2 Math 4 Mean DI Rank
Weighted Mean

a) basic operations such

as addition, subtraction,
3.5 3.7 3.6 D 3
multiplication and division in
solving rational exponents;
b) interpretation using the steps
4.2 3.9 4.1 D 2
in solving worded problems;
c) practical exercises in rational
5 4.6 4.8 VD 1
exponents.
Total mean: 4.2 4.1 4.2 VD
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
The table 5 displays the difficulties under rational
Bachelor of Secondary Education Major in Mathematics
exponents; basic operations such
B as addition, subtraction,

multiplication and division in solving rational exponents (3.5)

rank 3; interpretation using the steps in solving word problems

(3.85) rank 2 and both rated as “Difficult”; practical exercises

in rational exponents rated as “Very Difficult” (4.8) as the rank

1.

36

Table 6 Difficulties of BSE Math students in Linear Equations and

Inequalities in One Variable

Respondents
Topics Math 2 Math 4 Mean DI Rank
Weighted Mean

a) basic linear equations and

inequalities in one variable 3.1 3.2 3.15 MD 2
properties;
b) interpretation using the steps
3.6 3.3 3.45 D 3
in solving worded problems;
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
c) practical applications in linear
Nagtahan, Sampaloc Manila
equations and inequalities in one 4.6 4.4 4.5 VD 1
variable. College of Education
Bachelor of Secondary Education3.8
Total mean: Major in Mathematics
3.6 3.7 D
B
Table 6 shows the difficulties in terms of linear equations

and inequalities in one variable; basic linear equations and

inequalities in one variable properties rated as “Moderately

Difficult” (3.15) rank 3; interpretation using the steps in

solving word problems “Difficult” (3.45) rank 2; practical

applications in linear equations and inequalities in one variable

rated as “Very Difficult” (4.5) as the rank 1.

37

Table 7 Summary of the Consolidated Mean of the Difficulties

encountered by of BSE Math students

D Ran
Topics Mean
I k

A. Algebraic Expressions 3.6 D 3

B. Fractions 3.7 D 2.5
V
C. Rational Exponents 4.2 1
D
D. Linear Equations and Inequalities in One
3.7 D 2.5
Variable
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Table 7 presents the Nagtahan,
topics Sampaloc
in College Manila and Advanced Algebra
College of Education
for midterm based on self-assessment of the respondents. It
Bachelor of Secondary Education Major in Mathematics
showed that the topics rated as
B “Difficult” are algebraic

expressions (3.6) as rank 3, fractions and linear equations and

inequalities in one variable both (3.7) as rank 2. Meanwhile, the

topic rated as “Very Difficult” is rational exponents (4.2) as

rank 1 on the difficulty of BSE Math 2 and Math 4 students in

College and Advanced Algebra.

Tambychik (2010) said that the students’ difficulties in

problem-solving might occur at any phases. In fact, it may be

caused by a deficiency in any of the skills either independently

or cumulatively. The understanding of the difficulties faced by

students in any particular area and phase is the strategy to

38

respond to this issue. Based on the understandings, it could

provide a guide line for teachers as well as researchers to plan

better approaches and effective teaching methods.

Sub-Problem No. 2 Based on the findings, what supplementary

material may be developed to enhance the skills of BSE Math

students in College & Advanced Algebra?

Based on the findings, a Supplementary Material in Algebra

was designed and developed to enhance the skills of the students

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
as to their difficulties, andSampaloc
Nagtahan, baseManilathe features on the
College of Education
acceptability of content, application and presentation.
Bachelor of Secondary Education Major in Mathematics
1. Content. This gave the students
B the concepts needed for

the topic to be learned. Curriculum Guide Topics/lessons provided

in syllabus of College & Advanced Algebra where used to know the

difficulties of the BSE Math students in solving word problem.

2. Application. In the problems that were given,

mathematical

skills and concepts of the students were applied and used. It is

real life word problem that students should practice to acquire

learning in Algebra.

3. Presentation. A different perspective of presenting

topics

In Algebra was used in the Supplementary Material to enhance word

problem understanding and interpretation.

39

The Supplementary Material was designed to attract the

students’ interest.

The topics covered were problem involving algebraic

exponents, fractions, rational exponents and linear equations and

inequalities in one variable.

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Sub-Problem No. 3 How Nagtahan,
acceptableSampaloc isManila
the supplementary
College of Education
material as assessed by the MAT Math students as to; 3.1 content;
Bachelor of Secondary Education Major in Mathematics
3.2 application; 3.3 presentation. B

Table 8 Assessment on the Acceptability in terms of Content.

MAT Students Math Teachers Composite Rank

Criteria
WM DI WM DI Mean DI

4.27 HA 4.2 HA 4.24 HA 2

1. congruent with the objectives;
2. precise; 4.2 HA 4.1 A 4.15 A 6
3. provides sufficient improvement of
ideas applicable for the level of the 4.2 HA 4.1 A 4.15 A 4
students;
4. suitable to the level of the
4.10 A 4.3 HA 4.2 HA 3
students;
5. significant to the student’s need; 4.07 A 4.20 HA 4.14 A 5
6. enhance learning and critical
4.53 HA 4.5 HA 4.52 HA 1
thinking;
Total mean: 4.23 HA 4.23 HA 4.23 HA

Legend:

Scale Range Descriptive Interpretation Abbreviation

5 - 4.20-5.00 Highly Acceptable HA
4 - 3.40-4.19 Acceptable A
3 - 2.60-3.39 Moderately Acceptable MA
2 - 1.80-2.59 Poorly Acceptable PA
1 - 1.00-1.79 Not Acceptable NA

40

Table 8 reveals the respondents’ assessment of the

acceptability of the Supplementary Material in terms of content.

The faculty rated the content as “Highly Acceptable” with 4.23

MEAN.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
It shows that the contents Nagtahan,were significant
Sampaloc Manila to the student’s
College of Education
need (4.14) as rank 6; precise and provides sufficient
Bachelor of Secondary Education Major in Mathematics
improvement of ideas applicable for
B the level of the students

both (4.14) as rank 4.5; suitable to the level of the students

(4.20) as rank 3; congruent with the objectives (4.24) as rank 2;

and enhance learning and critical thinking (4.52) as rank 1

criterion on the assessment of acceptability in terms of content.

Generally, the result implied that the content can be used

as guiding principles to address difficulties of the students in

learning algebra.

Based on the study of Hufana (2013), the use of modules also

encourages independent study. To gain mastery of the concepts,

exercises are given following the progression of activities from

easy to difficult.

The arrangement of the exercises as such formalizes the

level of difficulty that the learners can perform. Another

benefit of using modules for instruction is the acquisition of a

better self-study or learning skills among the students.

41

Students engage themselves in learning concepts presented in

the module. They develop a sense of responsibility in

accomplishing the tasks provided in the module. With little or no

assistance from the teacher, the learners progress on their own.

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
They are learning how to learn; Nagtahan,they areManila
Sampaloc empowered. Instructional
College of Education
materials for the classroom are the products of practical reason
Bachelor of Secondary Education Major in Mathematics
and purposeful imagination. They are
B the outputs of insights and
desire to address the needs of the learners. Materials should

meet the needs and satisfy the interests, temper the attitudes

and preferences of the learners for whom they are made.

Table 9 Assessment on Acceptability in terms of Application

MAT Students Math Teachers Composite Rank

Criteria
WM VI WM VI Mean VI

1. there are more exercises for basic 4.20 HA 3.80 A 4.00 A 4

concept ;
2. there are more real life
4.20 HA 4.10 A 4.15 A 3
situational problems;
3. broaden ideas of the students in
4.73 HA 4.30 HA 4.52 HA 1
solving worded problems;
4. enhance skills of the students in
solving application problems in 4.67 HA 4.20 HA 4.44 HA 2
advanced algebra;
Total mean: 4.45 HA 4.10 A 4.28 HA

Table 9 shows the respondents’ assessment of the

acceptability of the Supplementary Material in terms of

application. The faculty rated the application as “Highly

Acceptable” with 4.28 MEAN.

42

It shows that the applications have more exercises for basic

concept (4.00) as rank 4; there are more real life situational

problems (4.15) as rank 3; enhance skills of the students in

solving application problems in advanced algebra (4.44) as rank

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
2; and broaden ideas of the students
Nagtahan, SampalocinManila
solving worded problems
College of Education
(4.52) as rank 1.
Bachelor of Secondary Education Major in Mathematics
The result implied that theB application may be used in

broadening the ideas to address difficulties of the students in

learning algebra.

Based on the findings of Matanluk (2011), the use of module

can improve students’ thinking skills.

Table 10 Assessment on Acceptability in terms of Presentation.

MAT Students Math Teachers Composite Rank

Criteria
WM VI WM VI Mean VI
1. design attracts students to learn
4.53 HA 4.11 A 4.32 A 1
more about math;
2. uses appropriate design to
4.27 HA 4.00 A 4.14 A 5
encourage students;
3. topics are presented logically; 4.40 HA 4.20 HA 4.30 HA 2
4. problem solving are emphasized; 4.33 HA 4.20 HA 4.27 HA 4
5. lessons are supplemented by sample
4.20 HA 4.36 HA 4.28 HA 3
problems and solutions
Total mean: 4.37 HA 4.17 A 4.26 HA

Table 10 displays the respondents’ assessment of the

acceptability of the Supplementary Material in terms of

presentation. The faculty rated the presentation as “Highly

Acceptable” with 4.26 MEAN.

43

It displays that the criteria use appropriate design to

encourage students (4.14) as 5th rank; problem solving are

emphasized (4.27) as rank 4; lessons are supplemented by sample

problems and solutions (4.28) as rank 3; topics are presented

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
logically (4.30) as rank 2; and
Nagtahan, design
Sampaloc Manila attracts students to
College of Education
learn more about math (4.32) as the rank 1 in the assessment of
Bachelor of Secondary Education Major in Mathematics
acceptability of the supplementary
B material in terms of

presentation.

The result implied that the presentation is designed to

attract students to learn more about math as to their

difficulties in solving worded problems in algebra.

According to Lim (2016), he stated word problem solving is

an effective teaching approach, it helped the subject of the

study learn concepts that were useful in developing the

individual’s learning.

Table 11 Summary Assessment as to Acceptability

MAT Students Math Teachers Composite

Criteria WM VI WM VI Mean VI

1. Content 4.23 HA 4.23 A 4.23 HA

2. Application 4.45 HA 4.10 A 4.28 HA
3. Presentation 4.37 HA 4.17 HA 4.26 HA
Total mean: 4.35 HA 4.17 A 4.26 HA

44

In Table 11, it shows the summary assessment of the

supplementary material by MAT Math students and Math Teachers.

Supplementary material got a composite mean of 4.26 as “Highly

Acceptable”.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
In terms of content,Nagtahan,
it isSampalocratedManila as “Highly Acceptable”
College of Education
(4.23); for application rated as “Highly Acceptable” (4.28) and;
Bachelor of Secondary Education Major in Mathematics
presentation rated as “Highly Acceptable”
B (4.26).

This implied that the researcher’s developed supplementary

materials assessed by the respondents was “Highly Acceptable”. It

is very acceptable as to its content, application, and

presentation for the use of both the teacher and students.

Under CHED Memorandum Order, series of 2017, it is

stipulated that it must improve the classroom teachers’

efficiency in producing innovative and creative instruction

program or materials that will improve the teaching learning

process. The development of these materials is timely because

even without the presence of the teacher, learning can still take

place.

Sub-Problem No. 4 Is there a significant difference between

the assessments of the Math Teachers and MAT major in Math as to

the acceptability of the supplementary material?

45

Table 8 Significant difference between the assessments of the

respondents as to the acceptability of the supplementary material

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Computed Computed Critical
Respondents Nagtahan, Sampaloc ManilaDecision Interpretation
Mean z-value Value
College of Education
MAT Math Bachelor
4.07 of Secondary Education Major in Mathematics
Students 0.88 1.96 Reject No Significant
Math Teachers 4.09 B

As manifested in the table, the computed z-value of 0.88

with the degrees of freedom 24 is lower than the critical value

of 1.96 at .05 level of significance which means there is no

significant difference between the assessments of the MAT Math

Students and the Math Teachers hence the null hypothesis was

rejected. It is therefore safe to claim that both teachers and

students accept the features of the Supplementary Material to

address the difficulties encountered by BSE Math students in

College and Advanced Algebra.

Balderas (2012) mentioned on his blog site that nowadays, it

is acceptable in schools in the Philippines to implement the

curriculum with modular approach at some points in their

classroom activities.

CHAPTER V
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
SUMMARY, CONCLUSION AND RECOMMENDATION
Nagtahan, Sampaloc Manila
College of Education
Summary of Findings
Bachelor of Secondary Education Major in Mathematics
Through the procedures presented
B in the study, the specific

problems have been answered based on the statistical treatment of

data in relation to the problem statements of the study.

The following were the findings of the study:

1. The difficulties encountered by BSE Math students were

solving rational exponents with a mean value of 4.2 (Very

Difficult) as rank 1 and Difficult for algebraic expressions as

rank 3, while fractions and linear equations and inequalities in

one variable were both rank 2.

2. The Supplementary Material in Algebra was designed and

developed to enhance the skills of the students based on their

difficulties.

3. The MAT Math Students and Math Teachers rated the

proposed Supplementary Material as “Highly Acceptable” with the

overall composite mean of 4.26.

4. That the assessment of the MAT Math Students and Math

Teachers has no significant difference, hence both the students

and teacher accepted the Supplementary Material.

47

Conclusions
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Based on the findings Nagtahan,
of theSampaloc
study, the researchers arrived
Manila
College of Education
at the following conclusions:
Bachelor of Secondary Education Major in Mathematics
1. BSE Math 2 and Math 4 students
B rated Rational exponents

as very difficult in solving word problems in College and

Advanced Algebra.

2. The proposed Supplementary Material was assessed by MAT

Math Students and Math Teachers as Very Acceptable with a mean of

4.26.

3. It was evident that there was no significant difference

between the two groups of respondents.

Recommendations

Based on the findings and conclusion presented the following

recommendations are suggested:

1. The proposed Supplementary Material may be used to

enhance and to address the difficulties of the students in

solving word problems in College and Advanced Algebra.

2. Students are encouraged to use the Supplementary

Material to enhance their problem-solving skills in real-life

situations.

48

3. The researchers who wants to conduct similar study

should:
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
3.1 Provide a Nagtahan,
more challenging
Sampaloc Manila set of problems to
College of Education
improve critical thinking skills.
Bachelor of Secondary Education Major in Mathematics
3.2 Create more real-life
B situational problems which
can

be more beneficial to learners and can surely facilitate

learning.

3.3 Assess the effectivity and efficiency of the

Supplementary Material, through learner preferences.

3.4 Develop Supplementary Material into a more creative

material.

49
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
APPENDICES
Bachelor of Secondary Education Major in Mathematics
A. Curriculum Guide B
B. Letter to the College of Education

C. Letter to the Respondents

D. Survey Questionnaires

E. Letter to the Grammarian

F. Documentation
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 50
College of Education
Bachelor of Secondary Education Major in Mathematics

B
CURRICULUM GUIDE
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 51
College of Education
Bachelor of Secondary Education Major in Mathematics

B
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 52
College of Education
Bachelor of Secondary Education Major in Mathematics

B
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 53
College of Education
Bachelor of Secondary Education Major in Mathematics

B
LETTER TO THE COLLEGE OF EDUCATION
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 54
College of Education
Bachelor of Secondary Education Major in Mathematics

B
LETTER TO THE RESPONDENTS
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 55
College of Education
Bachelor of Secondary Education Major in Mathematics

SURVEY QUESTIONNAIRE

“Difficulties Encountered by BSE Math Students in Solving Word Problems in College and Advanced Algebra: Basis for
Development of Supplementary Material”

Name:________________________________(optional) Year and Section:____________

Directions: Please check and rate yourself honestly based on what you actually do given the statements using the following
scales:

5 – Very Difficult 4 – Difficult 3 – Moderately Difficult

2 – Sometimes Difficult 1 – Not Difficult

TOPICS RATE
A. Algebraic Expressions 5 4 3 2 1
1. Basic operations such as addition, subtraction, multiplication and
division in solving algebraic expressions.
2. Interpretation using the steps in solving worded problems.
3. Practical applications in algebraic expressions.
B. Fractions
1. Basic operations such as addition, subtraction, multiplication and
division in solving real situations involves fractions.
2. Interpretation using the steps in solving worded problems.
3. Practical applications engaging fractions.
C. Rational Exponents
1. Basic operations such as addition, subtraction, multiplication and
division in solving rational exponents.
2. Interpretation using the steps in solving worded problems.
3. Practical exercises in rational exponents.
D. Linear Equations and Inequalities in One Variable
1. Basic linear equations and inequalities in one variable properties.
2. Interpretation using the steps in solving worded problems.

3. Practical application in linear equations and inequalities in one variable.

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 56
College of Education
Bachelor of Secondary Education Major in Mathematics

“Difficulties Encountered by BSE Math Students in Solving Word Problems in College and Advanced Algebra: Basis for
Development of Supplementary Material”

Directions: Kindly rate each of the items below by checking the degree of your agreement with the statement regarding to the
proposed math supplementary material. Use the scale below:

SCALE DESCRIPTIVE EVALUATION SYMBOL

5 Highly Acceptable HA
4 Acceptable A
3 Moderately Acceptable MA
2 Poorly Acceptable PA
1 Not Acceptable NA

5 4 3 2 1
CRITERIA
HA A MA PA NA
1. CONTENT
1.1 congruent with the objectives
1.2 precise
1.3 provides sufficient improvement of ideas applicable for
the level of the students
1.4 suitable to the level of the students
1.5 significant to the students’ need
1.6 enhance learning and critical thinking
2. PRESENTATION
2.1 design attracts students to learn more about math
2.2 uses appropriate design to encourage students
2.3 topics are presented logically
2.4 problem solving steps are emphasized
2.5 lessons are supplemented by sample problems and solutions
3. APPLICATION
3.1 there are more exercises for basic concept
3.2 there are more real life situational problems
3.3 broaden ideas of the students in solving worded problems
3.4 enhance skills of the students in solving application
problems in college and advanced algebra

Thank you very much for your cooperation and participation. The researchers appreciate this kind gesture.

Comments/Suggestions:____________________________________________________________________________________

________________________________________________________________________________________________________

Survey Questionnaire was adapted to: Thesis work of Ma. Cyril Anne P. Erestain (2018)

“Development and Validation of Workbook in Algebra for Grade 7”

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 57
College of Education
Bachelor of Secondary Education Major in Mathematics

B
LETTER TO THE GRAMMARIAN
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 58
College of Education
Bachelor of Secondary Education Major in Mathematics

B
DOCUMENTATION

BSE Math 2 students

answering the survey
questionnaire on the
difficulties
encountered in
solving word
problems in College
& Advanced Algebra.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
55
Bachelor of Secondary Education Major in Mathematics

BSE Math 4 students

answering the survey
questionnaire on the
difficulties
encountered in
solving word
problems in College
& Advanced Algebra.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 59
College of Education
Bachelor of Secondary Education Major in Mathematics

B
The researchers’ presentation of the Supplementary
Material to the MAT Math Students and Math Teachers
for survey for its acceptability.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 60
College of Education
Bachelor of Secondary Education Major in Mathematics

THE RESEARCHERS
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 61
College of Education
Bachelor of Secondary Education Major in Mathematics

B
References

A. Thesis / Dissertation

Alcantara, C. et. al. (2017). Technology-Based Game as an

enrichment Material in Teaching Math 7: Its
Acceptability. EARIST. Manila

Donnelly (2015). Designing modules for learning. 14 Upper

Mount Street Dublin 2 Ireland. Ebonyl State University
J. Educ. 4(1): 77:92

Ghufron, M.A. (2015). Enhancing Students’ Academic Writing

Skill by Using Research Paper Writing Instructional
Materials. Lensa, 5(2).

Matanluk, O. (2011). The Effectiveness of Using CSAA Module

on Students Academic Performance. Paper presented at
1st International Conference on World Class Education
(ICWED)on 5-6th, Dec, University of Malaya, Kuala
Lumpur.

Tambychik, T. (2010). Students Difficulties in Mathematics

Problem Solving: What do they say? (P.142), Published
by Elsevier Ltd., Universiti Kabangsaan Malaysia.

Vertucio, H.D. (2013). An Interactive Work Text in College

Algebra for Vocational Technology Courses: Its’
Acceptability, (Masters’ Thesis). EARIST, Manila.

B. Journals/ Articles

Burge, Amy (2017). How to design effective teaching modules.

European studies (2017)
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 62
College of Education
Bachelor of Secondary Education Major in Mathematics

Cabrera, F.R. (2014). Modular Cooperative Learning: A

Designed Mathematics Instruction for 21st Century
Education. UNP Research Journal, Vol. XXIII

Larawan, L. (2013). Acceptability of Teacher-Made Modules in

Production Management

Lim, E.J.A (2016). Effectiveness of Modular Instruction in

Word Problem Solving in BEED Students

Mwangi (2010). How to enhance teaching-learning process with

the help of Instructional materials.

C. Online Sources

Balderas D. (2012): Modularized instruction in the

Philippines Schools. Hubpages Blogsite. Retrieved
from: http://hubpages.com/education/modularized-
instruction-inthephilippines-schools

Wyels, C. (2010). How to use printable worksheet to

reinforce instruction in guiding independent learning.
Retrieved from: http://worksheetlibrary.com

http://www.academia.edu/4173973/on_the_effecttiveness_
of_self_paced_learning/Jonathan_Tullis

http://www.pcc.gov.ph/pcc-researchers-sharpens-saw-
for-research-proposal-writing/Hufana

https://www.csuh.edu/humanities/chicana-chicano-
studies/dr-rodolfo-f-acuna%Bla
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 63
College of Education
Bachelor of Secondary Education Major in Mathematics

B
https://www.researchgate.net/publication/2174858_Resea
rch_Methodology/S./Rajasekar

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 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
Bachelor of Secondary Education Major in Mathematics

CURRICULUM VITAE

PERSONAL PROFILE

Name: Abarracoso, Eddie C.

Date of Birth: June 7, 1987
Place of Birth: Hinabangan, Samar
Address: Barangay 20, Tondo, Manila

EDUCATIONAL BACKGROUND

Elementary: Hinabangan Central Elementary School

Barangay 1, Hinabangan, Samar
1994-2000

Secondary: The Sisters of Mary Boystown School

Tungkop, Minglanilla, Cebu
2000-2003

College: Tacloban Institute Of Electronics

Real Street, Tacloban City
2004-2006

Eulogio "Amang" Rodriguez Institute of

Science and Technology
Nagtahan, Sampaloc, Manila
2015-Present
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 65
College of Education
Bachelor of Secondary Education Major in Mathematics

CURRICULUM VITAE

PERSONAL PROFILE

Name: Asupre, Juvy Anne P.

Date of Birth: January 11, 1998
Place of Birth: Marikina City
Address: Barangay 20, Tondo, Manila

EDUCATIONAL BACKGROUND

Elementary: Borol 1st Elementary School

Borol 1st, Balagtas, Bulacan
2005-2006

Malis Elementary School

Malis, Guiguinto, Bulacan
2006-2011

Secondary: Guiguinto National Vocational High School

Poblacion, Guiguinto, Bulacan
2011-2015

College: Eulogio "Amang" Rodriguez Institute of

Science and Technology
Nagtahan, Sampaloc, Manila
2015-Present
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 66
College of Education
Bachelor of Secondary Education Major in Mathematics

CURRICULUM VITAE

PERSONAL PROFILE

Name: Calapitche, Rosalyn A.

Date of Birth: July 05, 1998
Place of Birth: Mariveles, Bataan
Address: Barangay Almanza Dos, Las Pinas City

EDUCATIONAL BACKGROUND

Elementary: Ipag Elementary School

Ipag, Mariveles, Bataan
2005-2011

Secondary: Orion National High School

Balagtas, Orion, Bataan
2011-2012

Casian National High School

Casian, Taytay, Palawan
2012-2015

College: Palawan State University – Taytay

Campus
POblacion, Taytay, Campus
2015-2016

Eulogio "Amang" Rodriguez Institute of

Science and Technology
Nagtahan, Sampaloc, Manila
2016-Present
67
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila
College of Education
Bachelor of Secondary Education Major in Mathematics

B
CURRICULUM VITAE

PERSONAL PROFILE

Name: Cerilo, Decena I.

Date of Birth: January 7, 1999

Place of Birth: Iriga City, Camarines Sur

Address: 70 Evangelista St. Duhat Bocaue Bulacan

EDUCATIONAL BACKGROUND

Elementary: Duran Elementary School

Barangay. Duran, Balatan Camarines Sur
2005 – 2011

Secondary: Coguit High School

Barangay Coguit, Balatan Camarines Sur
2011-2015

College: STI College Balagtas

Borol 1st,Balagtas Bulacan
June-October 2015

Eulogio “Amang” Rodriguez Institute of

Science and Technology
Nagtahan, Sampaloc, Manila
2016 - Present
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 68
College of Education
Bachelor of Secondary Education Major in Mathematics

CURRICULUM VITAE

PERSONAL PROFILE

Name: Dela Virgen, Raciel M.

Date of Birth: December 18, 1996
Place of Birth: Mandaluyong City
Address: Block 7 Lot 6 Samasipat Pulong Kendi Sta.
Ana, Taguig City

EDUCATIONAL BACKGROUND

Elementary: Nueve De Febrero Elementary School

Barangay Addition Hills Mandaluyong City
2004-2009

Mababang Paaralan ng Elementarya ng Sabang

Barangay Sabang Polilio, Quezon
2009-2010

Secondary: Sabang National High School

Barangay Sabay Polilio, Quezon
2010-2014

College: Eulogio "Amang" Rodriguez Institute of

Science and Technology
Nagtahan, Sampaloc, Manila
2015-Present
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc Manila 69
College of Education
Bachelor of Secondary Education Major in Mathematics

CURRICULUM VITAE

PERSONAL PROFILE

Name: Sotto, Mary Joy C.

Date of Birth: November 30, 1996
Place of Birth: San Miguel, Bulacan
Address: 648 Carola St., Sampaloc, Manila

EDUCATIONAL BACKGROUND

Elementary: Tartar-o Elementary School

Barangay Tartar-o San Miguel, Bulacan
2003-2009

Secondary: San Miguel National High School

Barangay San Juan, San Miguel, Bulacan
2009-2013

College: Eulogio "Amang" Rodriguez Institute of

Science and Technology
Nagtahan, Sampaloc, Manila
2013-2015
Eulogio "Amang" Rodriguez Institute of
Science and Technology
2016-present