ABSTRACT
The major purpose of this study was to determine the relationship between the ability to perform verbal and computational problems of Grade 9 students and their performance in Mathematics.
This study was a descriptive-correlational research. This was confined to the extent of Grade 9 students’ perception on their ability to perform verbal and computational problems in relation to Mathematics performance. There were three hundred twenty - four (324) Grade 9 students of Luis Palad National High School involved in this study.
The findings of the study were summarized as follows: the perceived extent of students’ ability to perform verbal problems reveals to be ―moderate extent‖ on the following indicators: abstract communication (mean=3.07), mathematical reasoning (mean=2.88), and practical connection (mean=2.68). The perceived extent of students’ ability to perform computational problems reveals to be ―moderate extent‖ on the following indicators: Patterns and Algebra (mean=2.49) and Geometry (mean=2.82).
The mean performance of the (324) respondents in terms of verbal skills (76.20) and computational skills (75.54) were indicated to be both ―below average‖.
The test of relationship between Mathematics performance and the ability to perform verbal and computational problems reveal the following findings: there is significant relationship between respondents’ ability to perform verbal problems in terms of abstract communication, mathematical reasoning and practical connection and Mathematics performance as to verbal and computational skills; there is significant relationship between respondents’ ability in computational problems in terms of Patterns and Algebra and Geometry and performance in Mathematics as to verbal and computational skills.
Regression analysis of Mathematics performance and ability to perform verbal and computational problems reveals the following findings: a) ability to perform problems as to abstract communication, practical connection and pattern and algebra are significant predictors of verbal skills. b) abstract communication and practical connection are significant predictors of computational skills.
The hypotheses stating that: a) the verbal problems are not significantly related to mathematics performance is not supported. b) computational problems are not significantly related to Mathematics performance is not supported. c) singly or in combination the perceived verbal and computational problems do not significantly affect students’ Mathematics performance is partially accepted.
The researcher respectfully recommends that teachers may use variety of approaches specifically in teaching the most problematic areas, adapt remediation, localize and contextualize lessons, and promote positive attitudes in teaching and learning of Mathematics.
Keywords: Mathematics, verbal, computational problems, performance, ability
INTRODUCTION
Mathematics is a significant subject in the modern education of the youth. It is crucial as it transfuse in the daily lives of people around the world. It serves as the basis of modern inventions, scientific discoveries and research studies. (Cajindos, 2008)
There are many reasons why Mathematics is learned according to Cajindos (2008); first, mastery of basic mathematical skills is needed in order to cope with the demand of life. Second, mathematics is a language of the science and many disciplines depend on this subject as symbolic means of communication. Third, mathematics educations can play an important part in developing student’s general decision making and problem-solving skills.
Based on the performance of students in International and National Assessment in Mathematics (TIMSS) and National Achievement Test (NAT), Philippines is in dilemma with regards to Mathematics education. According to Lomibao, Luna and Namoco in 2016, different school, last 2013-2014 were all below the 75% standard criterion set by the Department of Education in terms of achievement level which is the national target.
According to Tan et al. (2006), the poor performance in Mathematics is brought by the kind of mathematics instructions currently followed in most Mathematics curriculum. Mathematics instruction in the Philippines is taught starting from teaching algorithms to develop arithmetic skills followed by board work and seatwork to develop mastery level (Limjap, 2001). Mathematics teachers chooses to focus on the learning of fundamental mathematics concepts with limited time spent in exposing students to various routine and non- routine problems. Unfortunately, most of mathematics in the Philippines is made with the development of these skills as its ultimate goals. (Manalo, 2016)
Mathematics instruction should provide students the general concepts of Mathematics, its scope, power, uses and history. It should develop students’ conceptual understanding and procedural understanding of mathematical concepts and processes rather than mere acquisition of mechanical skills. (Schoenfeld, 1992)
Teaching the basic concepts in Grade 9 Mathematics is one of the main problems of the Mathematics lesson that we are facing now. So, the misconceptions caused by the insufficiency of basic concepts from the primary level are carried over to secondary education.
To address the problem, the Enhanced Basic Education Curriculum, K-12 program emphasizes conceptual understanding in teaching high school mathematics. The new curriculum stresses that conceptual understanding should emphasize the mastery of the three cognitive skills of the six facets of understanding which are explanation, interpretation and application, perspective, empathy, and self-knowledge where communication and connection are given emphasis in students’ written insights and reflection (DepED Order No. 73, series 2012).
To achieve the desired competencies on various learning areas, the K to 12 Mathematics Curriculum Guide (2012) was conceptually developed to achieve its twin goals: Critical Thinking and Problem Solving. These twin goals are to be achieved with organized and rigorous content, a well- defined set of high-level skills and processes, desirable values and attitudes and appropriate tools, considering the different context of Filipino learners. (MATHTED & SEI, 2010).
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