Grid Paper A4

PROBLEM SOLVING ABILITY IN MATHEMATICS AND ACADEMIC
ACHIEVEMENT OF HIGH SCHOOL STUDENTS
A DISSERTATION SUBMITTED TO THE
ALAGAPPA UNIVERSITY
IN PARTIAL FULFILLMENT OF REQUIREMENT FOR THE DEGREE OF
MASTER OF ARTS IN EDUCATION
By
P.T. JAYAPRADA
Enrolment No. (133480096)
Research Supervisor
Dr. S. JAYANTHI
DIRECTORATE OF DISTANCE EDUCATION
ALAGAPPA UNIVERSITY
KARAIKUDI – 630003
TAMILNADU, INDIA
MAY - 2014
Dr. S. JAYANTHI
Lecturer,
Perunthalaivar Kamarajar College of Education
Karaikal - 609605
CERTIFICATE
This is to certify that P.T. Jayaprada, student of Alagappa University, Karaikudi has
worked under my supervision and guidance for her Dissertation for the course 348.
Her Dissertation entitled “PROBLEM SOLVING ABILITY IN MATHEMATICS
AND ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS” which is a
bonafide record of her original work carried out under my supervision and guidance
during the year 2014-2015.
Place: Karaikudi Dr. S. JAYANTHI
Date : (Research Supervisor)

DECLARATION
I do hereby declare that this dissertation entitled “PROBLEM SOLVING ABILITY

IN MATHEMATICS AND ACADEMIC ACHIEVEMENT OF HIGH SCHOOL
STUDENTS” submitted to the Alagappa University, for the award of the Degree
of M.A Education is my original work and It has not previously formed the basis
for the award of any Degree, Diploma, Associateship, Fellowship or any other similar
title of any University or Institution. .
Place: Karaikudi
Date:
(P.T. JAYAPRADA)
Research Scholar
Enl. No. 133480096
ACKNOWLEDGEMENT
I am greatly indebted to my guide Dr.Jayanthi, Lecturer in Perunthalaivar

Kamarajar for sharing her expertise and able guidance and timely correction to
complete the project successfully.
I take this opportunity to express my deep sense of gratitude and indebtedness to Dr.
P. Sivakumar, M.Sc., M.Ed., M.Phil., M.A., Ph.D., D.Cr, Professor of Education,
DDE., Alagappa University ,Karaikudi who helped me in many ways for the
preparation of this project.
I convey my sincere thanks to Dr. P. Sekar, Assistant Professor of Education,

Institute of advanced study in Education, Saidapet, Chennai, for his valuable
suggestions and advice.
I express my sincere thanks to Dr. M. Avinash, M.A., M.Phil., P.hd., Professor,

Sathyabama University, Chennai who have helped me to do this project.
P.T.JAYAPRADA
CONTENTS
CHAPTERS TITLES PAGE NO
CHAPTER -1
INTRODUCTION
1.1 INTRODUCTION 1
1.2 IMPORTANCE OF MATHEMATICS IN THE SCHOOL CURRICULUM 4
1.3 THE ACHIEVEMENT TEST 7
1.3.1 FUNCTIONS OF AN ACHIEVEMENT TEST 7
1.3.2 TYPES OF ACHIEVEMENT TESTS 8
1.4 IMPORTANCE OF PROBLEM SOLVING ABILITY 9
1.5 NEED AND SIGNIFICANCE OF THE STUDY 11
1.6 STATEMENT OF THE PROBLEM 14
1.7 OPERATIONAL DEFINITION OF THE KEY TERMS USED 14
1.8 OBJECTIVES OF THE STUDY 15
1.9 HYPOTHESES OF THE STUDY 16
1.10 DELIMITATIONS OF THE STUDY 16
1.11 CONCLUSION 17
1.12 RESUME OF SUCCEEDING CHAPTERS 17
CHAPTER – II
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION 19
2.2 IMPORTANCE OF THE RELATED STUDIES 20

2.3 STUDIES BASED ON PROBLEM SOLVING ABILITY 20
2.4 STUDIES BASED ON ACADEMIC ACHIEVEMENT 31
2.5 CONCLUSION 35
CHAPTER - III
RESEARCH METHODOLOGY
3.1 INTRODUCTION 38
3.3 DEFINITION OF THE KEY TERMS 38
3.3.1 PROBLEM SOLVING 38
3.3.2 ACADEMIC ACHIEVEMENT 39
3.4 VARIABLES SELECTED FOR THE STUDY 40
3.4.1 SUBGROUPS OF SAMPLE DESCRIPTION 40
3.4.2 INDEPENDENT VARIABLE 41
3.4.3 DEPENDENT VARIABLE 41
3.7 RESEARCH DESIGN 42
3.8 SAMPLE OF THE STUDY 42
3.9 SAMPLING TECHNIQUE USED FOR THE STUDY 46
3.10 STRATIFIED RANDOM SAMPLING 47
3.10.1 STATISTICS TECHNIQUES USED FOR THE STUDY 47
3.11 TOOLS USED IN THE STUDY 47
3.12 SCORING PROCEDURE 48

3.13 PILOT STUDY 50
3.14 ADMINISTRATION OF THE TOOL AND COLLECTION DATA 50
3.15 METHODOLOGY OF STUDY 50
3.16 ADMINISTRATION OF TOOL 51
3.17 RELIABILITY OF THE TOOL 51
3.18 VALIDITY 51
3.19 STATISTICAL TECHNIQUE USED FOR DATA ANALYSIS 51
3.20 CONCLUSION 51
CHAPTER-IV
ANALYSIS AND INTERPRETATION OF THE DATA
4.1 INTRODUCTION 54
4.2 ANALYSIS OF DATA 54
4.3 STATISTICAL ANALYSIS 55
4.3.1 DESCRIPTIVE ANALYSIS 55
4.3.1.1 MEAN 55
4.3.1.2 STANDARD DEVIATION 55
4.3.1.3 “t” TEST 55

4.3.2 INFERENTIAL ANALYSIS 56
4.3.2.1 ANOVA 56
4.3.2.2 COEFFICIENT OF CORRELATION 57
4.4 HYPOTHESES TESTING 57
4.5 STEPS ON HYPOTHESES TESTING 57
4.6 TESTING OF HYPOYHESES 58

4.7 CONCLUSION 71
CHAPTER-V
SUMMARY, FINDINGS AND CONCLUSION
5.1 INTRODUCTION 73
5.5 METHOD AND PROCEDURE 76
5.6 TOOLS USED IN THE STUDY 76
5.7 IMPLICATIONS AND RECOMMENDATIONS 76
5.8 STATISTICL TECHNIQUES USED FOR DATA ANALYSIS 77
5.9 MAJOR FINDINGS OF THE STUDY 78
5.10 SUGGESTIONS FOR THE FURTHER RESEARCH 79
5.11 LIMITATIONS OF THE STUDY 79
5.12 CONCLUSION 79
BIBLOGRAPHY
APPENDIX
LIST OF TABLES
TABLE NO TITLES PAGE NO
3.1 LIST OF THE SCHOOLS 43
3.2 DEMOGRAPHY VARIABLE SAMPLE DISTRIBUTION 45
3.3 SCORING PROCEDURE FOR PROBLEM SOLVING ABILITY IN

MATHEMATICS 48
3.5 SCORING METHOD GIVEN IN TABLE COLOUMN 49
4.1 SHOWING THE RESULTS OF PROBLEM SOLVING ABILITY
AND ACADEMEDIC ACHIEVEMENT IN MATHEMATICS SUBJECT
WITH RESPECT TO THE ENTIRE SAMPLE 58
4.2 SHOWING THE LEVEL OF PROBLEM SOLVING ABILITY IN

MATHEMATICS SUBJECT AMONG HIGH SCHOOL STUDENTS 59
4.3 SHOWING THE LEVEL OF ACADEMIC ACHIEVEMENT AMONG
HIGH SCHOOL STUDENTS 60
4.4 SHOWING THE TABLE MEAN, STANDARD DEVIATION, T-VALUE
OF PROBLEM SOLVING ABILITY AMONG HIGH SCHOOL
STUDENTS WITH RESPECT TO GENDER 61
4.5 SHOWING THE TABLE MEAN, STANDARD DEVIATION,
T-VALUE OF PROBLEM SOLVING ABILITY AMONG HIGH
SCHOOL STUDENTS WITH RESPECT TO MEDIUM 63

SCHOOL STUDENTS WITH RESPECT TO LOCATION 65
4.7 ANOVA SHOWING THE SIGNIFICANCE DIFFERENCE
AMONG THE MEAN SCORES PROBLEM SOLVING ABILITY
OF HIGH SCHOOL STUDENTS WITH RESPECT TO THE TYPE
OF MANAGEMENT. 67
4.8 ANOVA SHOWING THE SIGNIFICANCE DIFFERENCE BETWEEN
THE MEAN SCORES ACADEMIC ACHIEVEMENT OF HIGH
SCHOOL STUDENTS WITH RESPECT TO TYPE OF MANAGEMENT. 69
4.9 SHOWING THE RELATIONSHIP BETWEEN PROBLEM SOLVING
ABILITY AND ACADEMIC ACHIEVEMENT OF HIGH
SCHOOL STUDENTS. 71
LIST OF FIGURES
FIGURE NO. TITLES PAGE NO.
3.1 DISTRIBUTION OF SAMPLES 44
3.2 DEMOGRAPHY VARIABLE SAMPLE DISTRIBUTION 46
4.1 MEAN, STANDARD DEVIATION, T-VALUE OF PROBLEM
SOLVING ABILITY AMONG HIGH SCHOOL STUDENTS WITH
RESPECT TO GENDER 62
4.2 MEAN, STANDARD DEVIATION, T-VALUE OF PROBLEM
SOLVING ABILITY AMONG HIGH SCHOOL STUDENTS WITH
RESPECT TO MEDIUM 64
SCHOOL STUDENTS WITH RESPECT TO LOCATION 66
4.4 ANOVA SHOWING THE SIGNIFICANCE DIFFERENCE AMONG
THE MEAN SCORES PROBLEM SOLVING ABILITY OF HIGH
SCHOOL STUDENTS WITH RESPECT TO TYPE OF MANAGEMENT 68
4.5 ANOVA SHOWING THE SIGNIFICANCE DIFFERENCE BETWEEN
THE MEAN SCORES ACADEMIC ACHIEVEMENT OF HIGH
SCHOOL STUDENTS WITH RESPECT TO TYPE OF MANAGEMENT 70

CHAPTER - I
INTRODUCTION
CHAPTER-I
INTRODUCTION
1.1 INTRODUCTION
Education is considered as a tool to be used for the integration of the individual

into the society to achieve self-realization, develop national consciousness, promote
unity, and strive for social, economic, political, scientific, cultural and technological
progress. Education is a continuous process in which the society establishes to assist
its members to understand the heritage of the past and to participate productively in
the future. It is the leading out of the in- born powers and potentialities of the
individuals in the society and the acquisition of skills, aptitudes, and competencies
necessary for self-realization and for coping with life’s problem.
Education, both formal and informal, brings about a considerable change in the
behavior of people by making them aware of the world through different means. No
social transformation of major importance can be dreamt of by the society inhabited
by ignorant people. Ignorance is often synonymous with stagnation and disruption. If
we turn the pages of recorded history, we can easily discern that every civilization
that has become extinct tended to discard progressive thinking in its decadent phase.
Modern society always sets a great store by education as a means of enlightenment
which has the potential to make its upwardly mobile. Education in science and
mathematics therefore becomes bedrock and indispensable tools for scientific,
technological and economic advancement in any nation. It gives the nation the
capacity to apply technology for the exploitation of the resources of nature. Such
exploitation will depend greatly on mathematics for laying the foundation for
political, governmental, military, civil, scientific, technological advancement,
economic development, socio-cultural and environmental peace. There is no denying
[1]
that education is considered the most important ingredient of the human activity
responsible for any social change all over the world.
The more pronounced is the thrust, the speedier development becomes.

Mathematics is the study of qualitative relations; put simply, it is the science of
structure, order, numbers, space and relationships about counting, measuring and
describing of shapes and objects. It qualifies in its own right as a science but it is often
regarded as a language of and a link between all the sciences.
Mathematics is a body of knowledge that opens up the mind to logical

reasoning, analytical thinking and the ability for creative thinking, deep focusing and
clarity of thought and precision. It is the hub on which all scientific and technological
studies find their bearings. In pure sciences it is the basis and language of study, in
applied sciences and technology it is an indispensible tool of analysis, with the social
sciences it is a scaffold and for the Arts the light that gives consistently and
completeness to its study.
The learning of mathematics in schools represent first, a basic preparation for

adult life and secondly a gateway to a vast array of career choices and from the
societal perspective, competence in mathematics is essential for the preparation of an
informed citizenry and for continuous production of highly skilled personnel required
for industry, technology and science. The progress of any nation depends upon her
scientific and technological advancement which can only be built on a sound
mathematical education capable of making the citizens effectively functional in the
natural and applied sciences. The study of Mathematics therefore will go a long way
to “Equip students to live effectively in our modern age of science and technology”.
Mathematics education contributes towards the acquirement of these values:

knowledge and skills, intellectual habits and power, desirable attitudes and ideals that
are indispensable tools for a successful and balanced human existence.
[2]
a. Problem solving is the frame-work or pattern within which creative thinking
and reasoning take place. It is the ability to think and reason on given levels of
complexity. People who have learned effective problem solving techniques are
able to solve problems at higher levels of complexity than more intelligent
people who have not such training.
The following objectives for teaching mathematics in secondary schools:
i. To generate interest in mathematics and provide a solid foundation for

everyday living
ii. To develop computational skills.
iii. To foster the desire and ability to be accurate to a degree relevant to the
problem at hand.
iv. To develop and practice logical and abstract thinking.
v. To develop capacity to recognize problems and to solve them with related

mathematics knowledge.
vi. To provide necessary mathematical background for further education.
vii. To stimulate and encourage creativity.
The individual has yet to blossom out to perfection to bring forth all that is best
in him. All development, all personal advancement is in search of Truth, the
realization of the spiritual essence that is in man. Thus education cannot be confined
to childhood and youth – it has to take into account the whole life of a man. So
education will not be complete till one realizes the Self, the perfection. Education is
through life and for life. Education must take care of the whole child, the human
personality in all its aspects- physical, intellectual and spiritual.
[3]
In the words of William H. Kilpatrick, “From the broad point of view all life
thoughtfully lived is education.” It is said that a pupil gets one-fourth of his education
from his teacher, another fourth by his own intellectual efforts, another fourth from
his fellow students and the rest in the course of time through life and experiences.
Students in mathematics classes that do not emphasize problem solving are

being deprived, as well, of the feelings of exhilaration and empowerment that come
from mastering a difficult problem. They are not developing the tools and the
confidence they will need to tackle the types of problems that will occur in their
working and personal lives. They often fail to gain a deeper conceptual understanding
that comes from constructing one’s own mathematical truths through deep thinking.
Therefore the investigator feels the need to show the students about good
conceptual understanding of the mathematics in a problem when they choose
appropriate representations, use relevant information, use mathematical terms
precisely, and to help the students demonstrate their ability to use strategies and
reasoning by investigating and selecting appropriate problem-solving strategies and
conducting a logical, well-planned, and supported process that leads to a reasonable
solution. This project will therefore take a survey of the factors responsible for these
failures, the effects on the students and future of our society and proffer means of
changing the trend of students’ poor performance in mathematics. In this effort,
students’ performances in senior secondary schools will be used as tool for analysis
and investigation, and the investigator would like to carry out the present study in
Tamilnadu.
1.2 IMPORTANCE OF MATHEMATICS IN THE SCHOOL CURRICULUM
It is believed that the acquisition of mathematical knowledge and problem

solving will develop students higher order thinking skills and decision making which
they can apply in their future. Most students have difficulty with a math problem
because they do not know how to start it. Mathematics makes sense to students and is
easier to remember and apply when students understand the mathematics they are
[4]
learning. Also, students who understand mathematical concepts and skills more
readily learn new mathematical concepts and skills. Students who learn mathematics
with understanding feel a real sense of accomplishment and thus are motivated to
learn more mathematics and to succeed in mathematics. Students who understand
mathematics become autonomous learners of mathematics. Since mathematics is
about reasoning rather than Rote memorization, so it is necessary for the students to
have the concept and basic knowledge of mathematics. Doing mathematics requires
lots of practice.
Mathematics is a compulsory subject for all students in school. Mathematics is

a living subject which seeks to understand patterns that permeate both the world
around us and the mind within us. Although the language of Mathematics is based on
rules that must be learned, it is important for motivation that students move beyond
rules to be able to express things in the language of mathematics. This transformation
suggests changes in both curricular content and instructional style. It involves
renewed effort to focus on seeking solutions, not just memorizing procedures;
Exploring patterns, not just memorizing formulas; Formulating conjectures, not just
doing exercises.
Mathematics is a process of enquiry and coming to know, adding to the sum of

knowledge. Mathematics is not a finished product, for its results remain open to
revision (the problem-solving view). There is a view of mathematics as a static but
unified body of knowledge, a crystalline realm of interconnecting structures and
truths, bound together by filaments of logic and meaning. Thus mathematics is a
monolith, a static immutable product. Mathematics is discovered, not created. There is
the view that mathematics, like a bag of tools, is made up of an accumulation of facts,
rules and skills to be used by the trained artisan skillfully in the pursuance of some
external end. Thus mathematics is a set of unrelated but utilitarian rules and facts (the
instrumental is review). Certainly the subject, which is so useful from social, cultural,
ethical and practical points of view, should be given an importance place in the school
curriculum.
[5]
According to the Kothari Commission (1964-66), the most significant
Commission of Indian Education, wisely remarked that “Science and Mathematics
should be taught on a compulsory basis to all pupils as a part of general education
during the first ten years of schooling. In addition, there should be provision of special
courses in these subjects at the secondary stage, for students of more than average
ability.”
Mathematics is more closely related to our daily life as compared to other

subjects. Except our mother tongue there is no other subject which is more closely
related to our daily life as mathematics. Mathematics is considered as father of
science. In present days mathematics has been given an important place in school
curriculum. In order to give an importance place in curriculum, a particular subject
must possess the following views-
1. Utility of particular subject in daily life.
2. Whether the subject is helpful in the development of mental discipline or

not.
3. The social and cultural importance of particular subject.
Today, Mathematics holds an important place in schools. for giving a place in

curriculum there is no special need of evaluation and testing of it. Mathematics also
helps to develop the child as social and intellectual citizens, like other subjects. It has
its own disciplinary values. In addition to these, mathematics also develops those
qualities which can be developed by other subjects. Napoleon also remarked that,
“The progress and improvement of Mathematics is linked to the prosperity of the
state”.
Generally, the children are sending to schools for achieving different goals and
it is assumed that the child will be able to achieve the following objectives-
1. Acquisition of knowledge and skills
2. Acquisition of intellectual of habits and various powers as discipline etc.

[6]
3. Acquisition of desirable attitude and ideals.
1.3 THE ACHIEVEMENT TEST
The term ‘achievement’ can be understood as one’s learning attainments,

accomplishment or proficiencies in performing a given task. Achievement is directly
related to the growth and development of pupil in educational situations, where
teaching and learning go hand-in-hand. The concept of achievement involves the
interaction of three factor, viz., aptitude for learning readiness for learning and
opportunity for learning. The concept also involves health and physical fitness,
motives and desires and emotional balances of the individuals in the fulfillment of the
given tasks. Achievement in education implies one’s knowledge, understating or skills
in a specified subject or a group of subjects.
Achievement test constitutes an important to in the evaluation programmed of

an educational institution. In the works of N.M. Downie, “Any test that measures the
attainments or accomplishment of an individual after a period of training or learning
is called an achievement test”
Achievement test are designed to provide a general survey of pupil’s academic

attainments, knowledge and skills in a given subject. These test can be administered
by the teacher in the classroom in the form of a unit test, terminal examination etc., in
different subjects. These tests aim at finding out how much has been learnt or how
well a task has been performed by the pupils of what has been taught in the
classroom.
Achievement tests measure the quality and quantity of learning attained in a

subject of study after a certain period of instruction. These tests provide the necessary
feedback for the students as well as teachers in the teaching-learning process.
1.3.1 FUNCTIONS OF AN ACHIEVEMENT TEST
The following are some of the important functions of an achievement test:

[7]
1. To determine the level of attainment of a student in the class in a given
subject or in performing a particular task.
2. To provide basis for promotion of a candidate to the next higher grade.
3. To motivate the students before taking up a new assignment.
4. To make an assessment of the performance of a teacher to what extent
he/she is successful in his/her teaching.
1.3.2 TYPES OF ACHIEVEMENT TESTS
Achievement Test used in educational institutions is of two kinds:
1. Teacher-made Achievement Test: and
2. Standardized Achievement Tests
Teacher-made achievement tests are further divided into two categories, namely,
1. Oral tests: and
2. Paper-pencil or Written tests
Paper-pencil tests are also divided into three categories, namely,
1. Essay type
2. Short answer type: and
3. Objective type
The above categorization of Achievement Test can be represented

diagrammatically as follows.
[8]
ACHIEVEMENT TEST
____________________________________
Teacher-made Achievement Test Standardized Achievement Test
___________________________
Oral Test Paper-Pencil Test (Written tests)
___________________________________
Essay Type Short answer Type Objective Type
___________________________________
Multiple Alternative Fill in Matched
___________________________________
Yes/No True/False Wrong/Right
1.4 IMPORTANCE OF PROBLEM SOLVING ABILITY
Problem solving is that practice which improves students‟ problem-solving

abilities. Introducing new concepts and skills through problem-solving initiates
understanding. Introducing concepts and skills in problem-solving contexts evokes
thinking and reasoning about mathematical ideas. Students who think and reason
about mathematical ideas learn to connect these new ideas to ideas previously learned,
that is, they develop under. In the process of solving the problems, often students
would re-organize their information, re-construct arguments and look for different
contexts to verify their ideas. A problem solving ability refers as that a problem is not
necessarily solved because the correct answer has been made. A problem is not truly
solved unless the learner understands what he has done and knows why his actions
were appropriate.
[9]
To help young people be better problem solvers is to prepare them not only to
think mathematically but to approach life's challenges with confidence in their
problem-solving ability. The thinking and skills required for mathematical problem
solving transfer to other areas of life. Things learned with understanding are the most
useful things to know in a changing and unpredictable world,” explains Hiebert and
colleagues. Yet, usefulness is not the only reason to learn with understanding. To
learn with understanding is to also grapple intellectually with mathematics as a
subject. “When we memorize rules for moving symbols around on paper we may be
learning something, but we are not learning mathematics,” says Hiebert. “Knowing a
subject means getting inside it and seeing how things work, how things are related to
each other, and why they work like they do.”
The aim of teaching problem solving as art is to develop students‟ abilities to

become skillful and enthusiastic problem solvers; to be independent thinkers who are
capable of dealing with open-ended, ill-defined problems. Problem solving has been
used as justification for teaching mathematics. To persuade students of the value of
mathematics, the content is related to real world problem-solving experiences.
Problem solving also has been used to motivate students, sparking their interest in a
specific mathematical topic or algorithm by providing a contextual (real-world)
example of its use. Problem solving has been used as recreation, a fun activity often
used as a reward or break from routine studies. Problem solving as practice, probably
the most widespread use, has been used to reinforce skills and concepts that have been
taught directly.
Problem solving in mathematics can be described as "thinking and working

mathematically" but the converse is not true. Problem solving in mathematics is a
complex process which requires an individual who is engaged in a mathematical task
to coordinate and manage domain-specific and domain-general pieces of knowledge.
In order to begin the process of solving a math problem we need to understand the
problem. By understanding the problem, we know what the problem is asking for, and
then we will be able to identify the known and Unknown. All math problems give us
[10]
information and ask us to find the unknown information. The first thing we need to
write down is what we know in the problem. Then we need to write down what we do
not know. This is the information we will be solving for. Now that we have identified
the known and unknown in the problem, we can translate this information from
English to Math. We can develop a relationship between the known information and
unknown information by writing an equation with appropriate variables. Then the
equation is already set up from the previous step. Now we can solve the equation by
using the correct mathematical operations. We can check the validity of the answer by
plugging it back into the original equation. If both sides are equal then we have solved
the problem. Otherwise, we need to refer back to the previous steps to check for any
errors in mathematical calculations, translation, and overall understanding of the
problem.
1.5 NEED AND SIGNIFICANCE OF THE STUDY
Mathematics is needed in every human being in day to day life. Mathematics is

essential in music, dancing, marketing, aesthetic etc. It is an important subject, it is
considered as father of all sciences. Mathematics helps the students in achieving the
educational goal and objectives. The importance of mathematics and be expressed in
the form of values. It helps in attaining and developing various values among the
child. There are certain values of teaching mathematics. The value gives meaning and
strength to a person’s character by occupying a central place in his life. Education is
the foundation for the success of any given society. Whether or not it is true that
education is a basic human right and when that right is granted, growth and
development in the society as a whole is more likely to improve in the society.
There is a serious drawback in the field of education especially the science

education, most of the students after their class X exam they opted for arts subject.
The reason for this may vary, but one of the reasons is that the students they don’t like
math and they feel that it is very tough. Students holding such beliefs (that
[11]
mathematics is a tough subject) may not even attempt to solve a problem that involves
too much complexity.
Students in mathematics classes that do not emphasize problem solving are

being deprived, as well, of the feelings of exhilaration and empowerment that come
from mastering a difficult problem. They are not developing the tools and the
confidence they will need to tackle the types of problems that will occur in their
working and personal lives. They often fail to gain a deeper conceptual understanding
that comes from constructing one’s own mathematical truths through deep thinking.
One of the most important aims of education is to impart knowledge to the

students and this is done with the help of the schools. The school is one of the most
important formal agencies of education. It plays a major role in molding the ideas,
habits and attitudes of the children with a view to producing well balanced
personalities, physically and emotionally strong, mentally alert, emotionally stable,
culturally sound and socially efficient members of the society. The school isa social
institute set up by the society to serve its many needs. It is a place where men and
women of tomorrow are trained and disciplined in certain forms of activities. The
future of man depends on their good performance in the examination. A student who
prepares himself well in the examination can expect a good result which will
ultimately be the key to his success and happiness in the future. Academic
performance is hence very important to all students as it decides the future of the
student according to his capacity and ability.
The Tamilnadu where there were number of schools managed by the state as
well as the government, various religious missions, non-governmental organizations,
private bodies as well as individuals, are mushrooming at every nook and corner of
the town. Many of these schools are well established and have excellence history of
excellence in the board examination while at the same time; there are the odd schools
which are incapable of good performances. The students from government and private
schools differ significantly so far as their socio-economic status and academic
[12]
achievement was concerned and found that the government and private school
students from highly advanced, advanced and normal schools differed significantly so
far as their socio-economic status was concerned.
Every year, selection test for class X was held and the result was declared after
one month. Student who cleared the selection test will be appearing for the board
exam which held between the month of February and March. The results of these
examinations are usually declared between the months of May and June and are a
time of great anxiety for both the students as well as the parents.
Whether or not this is true can only be ascertained by conducting a research on

the marks that are allotted from their half yearly marks and from the standardized test
given by the investigator. By comparing the marks obtained from these two tests, the
investigator can reached to the conclusion on the ability of the students to solve
problems in Mathematics.
The system of formal education consists of three major components:

objectives, curriculum and evaluation (Bloom, 1956) these three components are so
intimately bonded together that it is difficult to conceive of one without the other two.
Curriculum and examination are the two faces of the same coin and it is only when
they operate together that the objectives of education can be adequate and sufficiently
reached. In the process of education, the first question that one naturally has to face is:
Where to go? The first task in the process, therefore, is to formulate in very précis
terms, the objectives which are the outcome of learning. The second question is how
to go? This necessitates that a set of learning experiences the curriculum- is carefully
designed to realize the objectives formulated. The logical third question is has the
destination been reached? The final step in the process is to check whether or not the
learning experiences have produced the desired results in terms of the stated
objectives. One of the most popular and widely used tools of the evaluation is
therefore, examination. It is thus apparent that examination is closely linked with the
educational objectives and teaching- learning process.
[13]
Successful and unsuccessful problem solvers in mathematics differ with regard
to knowledge, control and beliefs and affect factors. The review of the research
literature on factors that contribute to students' difficulty in mathematical problem
solving suggests that, the mathematics content level of the problems which students at
different year levels of schooling will be able to solve successfully, and the different
strategies or heuristics which students at different year levels use to solve the same
mathematical problems must govern the design of problem-solving curricula at the
various year levels of schooling.
Thus, the investigator therefore feels the need to take an in-depth study into the
above mentioned facts and this project will therefore take a survey of the factors
responsible for these failures, the effects on the students and future of our society and
proffer means of changing the trend of students‟ poor performance in mathematics.
Since no study in this particular area was found so far, the investigator has therefore
decided to take up the present study.
1.6 STATEMENT OF THE PROBLEM
The problem under consideration is stated as follows: “A STUDY ON

PROBLEM SOLING ABILITY IN MATHEMATICS AND ACADEMIC
ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS”.
1.7 OPERATIONAL DEFINITION OF THE KEY TERMS USED
The present study involves three key terms, viz. ‘Academic Achievement’
‘Mathematics’ and ‘Problem solving Ability ‘. These are defining as follows:-
Academic Achievement: refers to the quarterly examination marks of IX

standard students in Mathematics as obtained in their quarterly examination
conducted by their respective schools.
Mathematics: is a science of numbers and their operations, interrelations,

combinations, generalizations and abstractions of space configurations and their
structure, measurement, transformation and generalization. Mathematics is a process
[14]
of enquiry and coming to know, adding to the sum of knowledge. Mathematics is not
a finished product, for its results remain open to revision.
Problem solving Ability: Problem solving is the frame-work or pattern within

which creative thinking and reasoning take place. It is the ability to think and reason
on given levels of complexity. People who have learned effective problem solving
techniques are able to solve problems at higher levels of complexity than more
intelligent people who have not such training.
Secondary school students: refers to the students studying in IX standard in

high or higher secondary schools.
1.8 OBJECTIVES OF THE STUDY
The following objectives have been set in the present study
• To find out the level of Problem solving ability in mathematics of high

school students.
• To find out the level of Academic Achievement in mathematics of high
school students.
• To measure the Problem solving ability and Academic Achievement in
mathematics of high school students with respect to the Gender.
mathematics of high school students with respect to the Medium of
Institution.

mathematics of high school students with respect to the Locality.
• To determine the Problem solving ability and Academic Achievement in

mathematics of high school students with respect to the Type of
Management.
• To find the relationship between Problem solving ability and Academic

Achievement in mathematics of higher secondary school students.
[15]
1.9 HYPOTHESES OF THE STUDY
The major hypotheses of the study are the following:
• Problem solving ability in mathematics among high school students is low.
• Academic Achievement of high school students is low.
• There is no significant difference between the mean scores of Problem

solving ability and Academic Achievement in mathematics of high school
students with respect to Gender.

solving ability and Academic Achievement in Problem solving ability of
high school students with respect to Medium of Institution.

students with respect to Locality.

students with respect to the Type of Management.
• There is no significant relationship between the mean scores of Problem

students.
1.10. DELIMITATIONS OF THE STUDY
• The study is limited to the IX standard students study.
• The study compares only two variables that are Problem solving ability and
Academic achievement.
[16]
• The study was limited to 280 students.
• The study is confined to survey type.
• Only ten schools were selected at random.
• For academic achievement of student the quarterly mark of mathematics

were considered for the present study.
1.11 CONCLUSION
Mathematics is an important area for effective and efficient functioning in

today modern world. The efficient in mathematics can be corporate to students at the
early childhood stage thorough formal schooling. The focus of this research is to
investigate the learning difficulties of high students and academic achievement.
Therefore the learning communities have to be tough, to achieve progress in their
study and to attain practicality in their subject.
1.12 RESUME OF SUCCEEDING CHAPTERS
The thesis consists of 5 chapters
Chapter II: It deals with the review of related literature in the present investigation.
Chapter III: It discusses the statement of the problem, need, purpose, objective,
hypotheses, variable studies and limitations of the study, description of the tool,
sample and statistical method used in the study.
Chapter IV: This chapter incorporates analysis and interpretation of the collected
data. Differential and correlation studies are made and the results are tabulated
relevant graphs are included in this section.
Chapter V: It is connected with the summary, major findings, conclusions,

recommendations and suggestions for the further study.
Bibliography, Appendices is enclosed at the end of the thesis.
[17]
CHAPTER-II
[18]
CHAPTER – II
2.1 INTRODUCTION
This chapter deals with the review of research journals, dissertations, theses
and other sources of information related to problem “A Study on problem solving
ability and academic achievement of IX standard students” selected by the
investigator.
According to Adiseshiah and Sulochanasekar (1977), “The survey approach is

for the collection of information relevant to the problem of investigator”. This helps
the researcher to gather up-to date information about what has been done in the
particular area on which he intends to study. Review of related literature allows the
researcher to acquaint himself with current knowledge in the field or area in which he
is going to conduct his research.
Best (1999) revealed that a brief summary of previous research and the writing
of recognized experts provide evidence that the researcher is familiar with what is still
unknown and untested. Since effective research must be based upon past knowledge,
this step helps to eliminate the duplication of what has been done and provides useful
hypotheses and helpful suggestions for significant investigations”. One of the
essential aspects of research process is the review of related literature. It plays a
crucial role planning of the study.
Review of related studies avoids duplication of effort that has already been
done and it helps the investigator to go deeper into the problem in hand. It also helps
to study the different facets of the problem. It provides the opportunity of giving an
insight into the methods, measure and various other parameters adopted by other,
which would lead to the improvement of the research design significantly. It is a
valuable guide in defining the problem, recognizing its significance, suggesting the
promising data gathering devices, appropriate study design and source of data.
[19]
Aggarwal (1986) states that the state of related literature implies locating,
reading and evaluating reports of research as well as reports of casual observation and
opinions that are related to the individual’s planned research report.
The review of related literature enables the researcher to define the units in the
field. It helps the researcher to delimit and define his problem. It allows the researcher
to acquaint himself with current knowledge in the field in which, who is going to
conduct the research.
2.2 IMPORTANCE OF THE RELATED STUDIES
1. Study of related literature serves the following:

2. A review of the related literature studies makes the investigator familiar
with what is already known and with what is unknown and unproved.
3. The review of the related literature enables the researcher to define the
limits of his field: it helps the researcher to delimit and defines the stated
problem.
4. It brings the researcher up to date on the work.
5. It helps to avoid unrelated areas.
6. It helps to avoid duplication of well-established findings.It gives the
researcher to have good undertaking of the research methodology.
7. It helps to know about the tools and instruments which proved to be useful
and promising in the previous studies.
8. To know about the recommendations of previous researches listed in their
studies for further research.
A researcher, to be original, creative, extensive reader and critically as a

stimulus of fine thinking. The review of related literature is a powerful tool /
instrument in the hands of an investigator for the successful start and completion of
the research work.
2.3 STUDIES BASED ON PROBLEM SOLVING ABILITY

[20]
Aisha (2017) conducted the study, different factors affecting students'
differential equations (DEs) solving abilities were explored at pre university level. To
explore main factors affecting students' differential equations problem solving ability,
articles for a 19-year period, from 1996 to 2015, were critically reviewed and
analyzed. It was revealed that combination of four factors; "epistemological math
problem solving beliefs, belief about usefulness of mathematics, self-regulated
learning (SRL) strategies and goal orientations" have great potential to enhance
differential equation problem ability. Based on these findings, a conceptual model
was developed and presented in this paper to enhance differential equation problem
solving ability. This study has provided several important implications for the
curriculum designers and teachers to enhance conceptual understanding in differential
equation problem solving, particularly in the developing countries.
Lopes (2017) conducted a study on the importance of problems in early

childhood education for the child's development and engagement with the
mathematics existing in childhood culture. Our assumption is that an important task
for young children's education is to create a democratic and critical environment, in
which multiplicity of perspectives is celebrated, along with diversity of concepts and
practices, with movement between imaginary and real worlds. In light of this, the goal
of this article is to defend a perspective for curriculum and for the role of the
mathematics educator, promoting the learning of mathematics through problem
solving in early childhood years. In order to discuss and illustrate this perspective we
describe the pedagogical practices of two teachers who teach 4- and 5-years-olds, who
create for their students an environment rich in problem solving and investigations. In
both classrooms, all children individually succeeded in sharing their unique solutions
and new knowledge constructed as a result of their inquiries. The experience provides
evidence that problem solving affords children the opportunity to raise conjectures, to
discuss possibilities and to draw conclusions, even if partial ones, that are then vetted
by the group as the authors share their solutions. In this way, the work with problem
[21]
solving nurtures cooperative learning and promotes the exploration of a diversity of
ideas.
Priya (2017) conducted a study on the general assertion among mathematics

instructors that learners need to acquire problem solving expertise, figure out how to
communicate using mathematics knowledge and aptitude, create numerical reasoning
and thinking, to see the interconnectedness amongst mathematics and other subjects.
Based on this perspective, the present study aims to examine the mathematical
problem solving ability of eleventh standard students. A sample of 810 Eleventh
standard students (406 boys and 404 girls) was selected from different schools of
Chennai district, using the stratified random sampling technique. Survey method of
research has been adapted. The Mathematical Problem Solving Ability test
constructed by the investigator was used to collect data from the eleventh standard
students. Mean, standard deviation, "t" test, and one-way ANOVA were used to
analyze the data with the help of SPSS (Version 20.0). The analysed data were
tabulated and tested with hypothesis. Finding shows that the mathematical problem
solving ability of girl students is significantly higher than boys. There is no significant
difference among government, government aided, and self-financing higher secondary
school students in their Mathematical Problem Solving Ability. It is also observed that
the students from high socio-economic status found to be higher than their
counterparts in their mathematical problem solving ability.
Chu (2017) conducted a study on the mathematics problem often influences

students' problem-solving performance. For example, providing diagrams in
conjunction with story problems can benefit students' understanding, choice of
strategy, and accuracy on story problems. However, it remains unclear whether
providing diagrams in conjunction with symbolic equations can benefit problem-
solving performance as well. Aims: We tested the impact of diagram presence on
students' performance on algebra equation problems to determine whether diagrams
increase problem-solving success. We also examined the influence of item- and
student-level factors to test the robustness of the diagram effect. Sample: We worked
[22]
with 61 seventh-grade students who had received 2 months of pre-algebra instruction.
Method: Students participated in an experimenter-led classroom session. Using a
within-subjects design, students solved algebra problems in two matched formats
(equation and equation-with-diagram). Results: The presence of diagrams increased
equation-solving accuracy and the use of informal strategies. This diagram benefit
was independent of student ability and item complexity. Conclusions: The benefits of
diagrams found previously for story problems generalized to symbolic problems. The
findings are consistent with cognitive models of problem-solving and suggest that
diagrams may be a useful additional representation of symbolic problems.
Puran (2017) conducted a study on the purpose of this article is to identify the
factors which affect students' creative thinking in problem solving. The research
which was performed was quasi-experimental. It used one experimental group and
two control groups from three second-grade high school classes. They received either
traditional, active or heuristic problem-solving training. In the traditional method, no
teaching aids were used, and the material was taught traditionally. In the active
method, 34 students were trained using teaching aids, such as coloured balls, and
handicrafts, such as shirts and pants. They were trained to use the teaching aids in
order to solve problems. In the heuristic method, the researcher introduced problems
which the students thought about. After a few sessions, I commenced teaching the
procedures--in each session, two heuristics were introduced. They learned to use these
strategies to solve problems. Creativity and mathematics tests were given to the
students, both before and after they received training in problem-solving. The findings
show that parents' education (but not gender) and parents' job type affected students'
ability to think creatively. Students' creative thinking was improved by active training,
but not by the heuristic or traditional methods.
Morin (2017) studied on students with mathematics difficulties (MD), math

word problem solving is especially challenging. The purpose of this study was to
examine the effects of a problem-solving strategy, bar model drawing, on the
mathematical problem-solving skills of students with MD. The study extended
[23]
previous research that suggested that schematic-based instruction (SBI) and cognitive
strategy instruction (CSI) delivered within an explicit instruction framework can be
effective in teaching various math skills related to word problem solving. A multiple-
baseline design replicated across groups was used to evaluate the effects of the
intervention of bar model drawing on math problem-solving performance of students
with MD. Student achievement was measured in terms of increased correct use of
cognitive strategies and overall accuracy of math word problem solving. Results
showed that bar modeling drawing is an effective strategy for increasing elementary
students' accuracy in solving math word problems and their ability to use cognitive
strategies to solve the problems.
Aljaberi (2016) investigated the ability of pre-service class teacher at

University of Pertain solving mathematical problems using Polka’s Techniques, their
level of problem solving skills in daily-life issues. The study also investigates the
correlation between their ability to solve mathematical problems and their level of
problem solving skills in daily-life issues. The study sample consisted of 65 female
students majoring in class teacher. Data were collected using two questionnaires: the
mathematical problem solving test which was developed by the researchers and daily
life problem solving scale which was developed by (Hamdi, 1998). The findings
indicate that students had high level skills in solving daily problems; there are no
statistically significant differences in daily problem solving in relation to their
academic year or high-school stream. Conversely, the findings also indicate
weaknesses in students' skills in solving mathematical problems, with no statistically
significant differences among students in solving mathematical problems according to
Polya's problem solving steps. However, there were statistically significant
differences in students' performance in solving mathematical problems in relation to
the mathematical topic, and in favor of measurements and algebra; in addition to
statistically significant differences in students' ability to solve mathematical problems
in relation to academic year and high-school stream, but no correlation between
[24]
students' abilities in solving mathematical problems and those in solving daily
problems.
Deliyianni (2016) studied to propose and validate a structural model in

fraction and decimal number addition, which is founded primarily on a synthesis of
major theoretical approaches in the field of representations in Mathematics and also
on previous research on the learning of fractions and decimals. The study was
conducted among 1,701 primary and secondary school students. Eight components,
which all involve representational transformations, were encompassed under the
construct of representational flexibility in fraction and decimal number addition. This
structure reveals that, for both concepts, the representational transformation
competences of recognition and conversion, and therefore representational flexibility
as well, were affected by the complexity of the concepts involved and the direction of
the conversion, respectively. Results also showed that two first-order factors were
needed to explain the problem-solving ability in fraction and decimal number
addition, indicating the differential effect of the modes of representation that is
diagrammatic and verbal form on problem-solving ability irrespective of the concepts
involved, as in the case of the conversions. Representational flexibility and problem-
solving ability were found to be major components of students' representational
thinking of fraction and decimal number addition. The proposed framework was
invariant across the primary and secondary school students. Theoretical and practical
implications are discussed.
Perry (2016) explores the relationships among attitudes toward mathematics,

teaching, and academic achievement in mathematics. Based on the contextual and
social nature of academic self-concept, two complementary studies are discussed. The
first study from the northeastern United States examined the relationships among
these variables in 84 high school students. A second study from southwestern Nigeria
examined how teaching approach can engender changes in student achievement and
attitudes toward mathematics through the analysis of 36 preservice teachers associated
with 830 students. Instruments used included the Program for International Student
[25]
Assessment, the June 2012 New York State Integrated Algebra Regents Examination,
the Student Mathematics Attitudes Questionnaire, and the Student Mathematics
Achievement Test. Analytic methods included descriptive statistics, correlations,
linear regression, and analysis of covariance. Together, the research supports the link
between attitudes toward mathematics and academic achievement and suggests that
teachers can improve student attitudes toward mathematics based on their teaching
approach
Shaanan (2016) presents an introductory idea of using mathematical averages

as a tool for enriching mathematical problem solving. Throughout students' activities,
a research was conducted on their ability to solve mathematical problems, and how to
cope with a variety of mathematical tasks, in a variety of ways, using the skills, tools
and experiences they have acquired. The article illustrates different mathematical
averages, the relation between them, and the ability to use them as an important
alternative tool for solving mathematical problems. Various examples for the use of
the properties in the relations between the different averages were given for the
following purposes: proving inequalities, solving algebraic and trigonometric
equations, investigating functions and determining the properties of geometric shapes
in the plane and in the space. Also presented were the methodological aspects of the
use of averages and a minor research conducted among students, on the contribution
to the knowledge of this tool for mathematical problem-solving.
Codina (2015) conducted a study on the macroscopic perspective is one of the

frameworks for research on problem solving in mathematics education. Coming from
this perspective, our study addresses the stages of thought in mathematical problem
solving, offering an innovative approach because we apply sequential relations and
global interrelations between the different stages of mathematical problem solving.
Method: This investigation is based on observational methodology, taking for our unit
of analysis the set of observable processes in a pair of students solving a mathematical
problem. Quality of information is assured (intra- and inter-observer reliability and
the Chi-square independence test), thus allowing sequential analysis as well as the
[26]
polar coordinates technique to be applied. Results: We present two levels of
specificity, the individual subject level and the pair level. We analyze the set of basic
statistics; periods of collaborative and parallel work; transition probabilities,
significant sequences or chains, transferences of execution and the set of global
relations maps between the different stages. From the results, we may describe and
analyze the behavior of the subjects and the pair during the problem-solving process,
as well as the collaborative work that took place. Discussion: The study reflects a new
approach to investigating interrelationships between the stages of problem solving and
collaborative work macroscopically, opening a new path for the research in
mathematics education. The two levels of specificity provide results that describe
individual influences within the joint problem-solving process, and thus clarify in
greater depth the interrelations between the subjects and the collaborative work that
took place. The study reveals the potential of this type of analysis for studying
learning difficulties in mathematical problem solving.
Bullock (2015) conducted a study on problem solving in mathematics has been

a goal for students for decades. In the reviewed literature, problem solving was most
often treated as the dependent variable and was defined very broadly; however, few
studies were found that included problem solving as a treatment or independent
variable. The purpose of this study was to investigate the relationship between
teaching mathematics through problem solving and the mathematics achievement of
elementary students. This study builds on the existing literature by using a nationwide
sample to investigate the problem using structural equation modeling, which allows
for complex relationships between multiple variables. The construct of teaching
mathematics through problem solving was operationalized in this study by the
variable categories of collaboration, discourse, and using non-routine and contextual
problems. Responses to survey questions from a nationwide sample of first, third, and
fifth grade teachers served as the basis for measuring the extent to which teachers
taught with a focus on problem solving in mathematics. The mathematics
achievement of these teachers' students was measured at four points between
[27]
kindergarten and the end of fifth grade. Results of this study showed that the problem
solving teacher practices had only slight impacts on the achievement of the students.
Although the directions of the effects were mixed, more indicators of teaching
mathematics through problem solving showed positive relationships with mathematics
achievement than negative. Although discourse and collaboration variables were
hypothesized to be highly correlated, only mild correlations were discovered. Future
recommendations include repeating the study with the next round of available data to
further test the proposed model as well as taking a closer look at discourse and
collaboration patterns in individual classrooms.
Bin Bakar (2015) conducted a study on higher order thinking skills (HOTS)
are one of the important aspects of teaching and learning mathematics. By using
HOTS, student will be able to acquire a deep understand of mathematical concepts
and can be applied in real life. Student’s ability to develop the capacity of the HOTS
is closely related with thinking processes while solving mathematics problems. This
research focused, at describing the thinking process of students in solving
mathematical problem involving HOTS problem. The method used is a qualitative
method and case study design, the data collected through mathematics tests and
interviews. There are 3 students selected as participant Data analysis techniques are
descriptive qualitative, analysis according to the model proposed by Miles and
Huberman, namely data reduction, data presentation and conclusion. The result of the
study showed that the thinking skills of student with high math ability, medium math
ability, and low math ability in problem solving are different. The student who has
high math ability is able to create meaning, make opinion and can conclude, while the
student who has medium math ability is able to create meaning, make opinion but
cannot conclude, and the student who has low math ability is not able to create
meaning and cannot conclude.
Zhu (2015) investigated the impact of cognitive strategy instruction (CSI) on

mathematical word problem solving of students with mathematics disabilities. A
sample of fourth-grade students in a Chinese primary school was divided into a
[28]
treatment group (75 students) and a comparison group (75 students). The sample
consisted of students with mathematics disabilities only, students with both
mathematics and reading disabilities, as well as average- and high-achieving students.
Results showed that students at all ability levels (except high-achieving students) in
the treatment group outperformed significantly their counterparts in the comparison
group; the intervention effect was stronger for students with mathematics disabilities
only than for those with both mathematics and reading disabilities. The present study
indicates that CSI is a contextually and pedagogically appropriate model that has a
strong potential to improve mathematical word problem solving.
Limin (2013) conducted a study on the goal of the present study is to

investigate the relationship between pupils' problem posing and problem solving
abilities, their beliefs about problem posing and problem solving, and their general
mathematics abilities, in a Chinese context. Five instruments, i.e., a problem posing
test, a problem solving test, a problem posing questionnaire, a problem solving
questionnaire, and a standard achievement test, were administered to 69 Chinese fifth-
grade pupils to assess these five variables and analyze their mutual relationships.
Results revealed strong correlations between pupils' problem posing and problem
solving abilities and beliefs, and their general mathematical abilities.
Evans (2012) conducted a study on it is important for teacher educators to

understand new alternative certification middle and high school teachers'
mathematical problem solving abilities and perceptions. Teachers in an alternative
certification program in New York were enrolled in a proof-based algebra course. At
the beginning and end of a semester participants were given a problem solving
examination and were required to reflect upon their students' and their own problem
solving abilities. There was a significant improvement in problem solving abilities for
the teachers over the course of the semester, and there was a direct correlation
between standardized content knowledge test scores and problem solving examination
scores. Furthermore, teachers perceived that although their students had improved
somewhat in their problem solving over the course of the semester, student problem
[29]
solving abilities were generally weak due to not understanding how to start a problem,
lack of persistence, and poor literacy skills. Teachers perceived that they shared
similar problems as their students, but the algebra course and their teaching of
problem solving helped them with their own problem solving abilities.
Evans (2012) conducted a study on it is important for teacher educators to

understand new alternative certification middle and high school teachers'
mathematical problem solving abilities and perceptions. Teachers in an alternative
certification program in New York were enrolled in a proof-based algebra course. At
the beginning and end of a semester participants were given a problem solving
examination and were required to reflect upon their students' and their own problem
solving abilities. There was a significant improvement in problem solving abilities for
the teachers over the course of the semester, and there was a direct correlation
between standardized content knowledge test scores and problem solving examination
scores. Furthermore, teachers perceived that although their students had improved
somewhat in their problem solving over the course of the semester, student problem
solving abilities were generally weak due to not understanding how to start a problem,
lack of persistence, and poor literacy skills. Teachers perceived that they shared
similar problems as their students, but the algebra course and their teaching of
problem solving helped them with their own problem solving abilities
Lian (2012) conducted a study on Algebraic solving ability had been discussed
by many educators and researchers. There exists no definite definition for algebraic
solving ability as it can be viewed from different perspectives. In this paper, the
nature of algebraic solving ability in terms of algebraic processes that demonstrate the
ability in solving algebraic problem is discussed. A theoretical framework of algebraic
solving ability was formulated based on three phases of algebraic processes, historical
development of algebra and SOLO model (Structured of the Observed Learning
Outcome). The three phases of algebraic processes included investigating the pattern
by collecting the numerical data, representing and generalizing the pattern into a table
and an equation, and interpreting and applying the equation to the related or new
[30]
situation. There are four levels (unistructural, multistructural, relational and extended
abstract) of structure response of SOLO model that had been applied to assess
students' algebraic solving ability incorporate two content domains of algebraic
equation, namely direct variation and inverse variation.
2.4 STUDIES BASED ON ACADEMIC ACHIEVEMENT
McCoach (2017) investigated about intelligence and achievement and their

relations from elementary through secondary school. Using latent variable modeling,
we fit a cross-lagged panel model to examine the relations between intelligence and
achievement in two academic domains: mathematics and reading. Findings revealed
that students' achievement is highly stable across the school years. Childhood
intelligence is a strong predictor of initial mathematics and reading achievement.
After age 7-years, intelligence is not predictive of either mathematics or reading
achievement after accounting for prior achievement. Students who enter school with
strong academic skills tend to maintain their academic advantage throughout their
elementary and secondary education. We discuss the implications of these results for
talent development.
In the Ramesh (2017) study, he has undertaken to assess academic

achievement, teaching aptitude and research attitude of Indian agricultural universities
faculty, to predict indicators for successful teachers and researchers, and thereby
enhancing the quality of higher agricultural education. Methodology: Five hundred
faculty members were selected to elicit information on academic, teaching and
research achievements. Teaching aptitude and attitude of faculty towards research
were measured through standard psychometric tests. Correlation and regression
analysis was carried out to establish the relationship among selected variables.
Findings: Combination of academic achievement and teaching aptitude was a superior
predictor for the teaching achievement compared to either of them alone. Similarly,
research achievement of faculty was predicted better by the combination of academic
achievement and research attitude. Practical Implications: The study showed the need
[31]
for training faculty members in interpersonal relationships for effective teaching, and
in research methodology and research processes for improving research attitude of
faculty. Theoretical Implications: The expectancy-value model provides a useful
framework to understand the role of attitude/aptitude in better prediction of research
and teaching behavior. Originality/Value: The present study showed that teaching
aptitude and research attitude be considered along with academic achievements for
promoting quality teaching and research and hence the educational programmers.
Pekrun (2017) studied a reciprocal effects model linking emotion and

achievement over time is proposed. The model was tested using five annual waves of
the Project for the Analysis of Learning and Achievement in Mathematics (PALMA)
longitudinal study, which investigated adolescents' development in mathematics
(Grades 5-9; N = 3,425 German students; mean starting age = 11.7 years;
representative sample). Structural equation modeling showed that positive emotions
(enjoyment, pride) positively predicted subsequent achievement (math end-of-the-
year grades and test scores), and that achievement positively predicted these
emotions, controlling for students' gender, intelligence, and family socioeconomic
status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively
predicted achievement, and achievement negatively predicted these emotions. The
findings were robust across waves, achievement indicators, and school tracks,
highlighting the importance of emotions for students' achievement and of achievement
for the development of emotions.
Vista (2016) found there is relatively few studies in Australia and South-East
Asian region that combine investigating models of math growth trajectories with
predictors such as reasoning ability and reading comprehension skills. Math
achievement is one of the major components of overall academic achievement and it
is important to determine what factors (especially domain-general factors) predict
levels of achievement over time. This study presents large-scale data (N = 5,886)
from Australia to examine the trajectories of growth in math achievement and how
problem solving (PS) ability and reading comprehension (RC) skills predict this
[32]
growth among government school students (grades 3-8) in Victoria. Latent growth
modelling showed that PS ability predicts growth in math achievement and this
relationship is partially mediated by RC skill. Both PS ability and RC skill predict
initial status in math achievement, but only PS ability predicts growth. The data also
fit a model in which an improvement in general reasoning ability of students allows
those with lower initial levels in math achievement to catch up. This can be
interpreted as evidence that improving growth rates in PS ability may lift growth rates
in math achievement.
The aims of the Korpershoek (2016) study was (1) to identify to what extent
school motivation and school commitment contributed to the explanation of students'
academic achievement in addition to the effect of students' cognitive capacities, (2) to
find out whether school commitment mediated the relation between school motivation
and academic achievement, and (3) to find out whether school motivation mediated
the relation between school commitment and academic achievement. New in the field
is that perspectives from two different research traditions were adopted, resulting in a
selection of variables introduced by identity development theory and by motivational
theories on achievement goals. The overall goal was to provide insight in the
underlying structure of the relationships among these variables by providing new
empirical evidence derived from a large student sample. A sample of more than 6,000
secondary school students from the Netherlands was therefore used in the study. Path
models (structural equation models) were used to analyze the data. Fit indices of the
final model were satisfactory. This model included students' cognitive capacities,
three motivation factors (performance, social, and extrinsic motivation; mastery was
excluded) and one commitment component (in-depth exploration; the "commitment"
and "reconsideration of commitment" components were excluded). The results
showed small effects of performance (+), social (+), and extrinsic (-) motivation on
academic achievement in addition to students' cognitive capacities. A very small
negative effect was found for in-depth exploration. In-depth exploration mediated the
[33]
motivation--achievement relationships to a limited extent. Suggestions for further
research are discussed.
Marshall’s (2016) paper explores the relationships among attitudes toward

mathematics, teaching, and academic achievement in mathematics. Based on the
contextual and social nature of academic self-concept, two complementary studies are
discussed. The first study from the northeastern United States examined the
relationships among these variables in 84 high school students. A second study from
southwestern Nigeria examined how teaching approach can engender changes in
student achievement and attitudes toward mathematics through the analysis of 36
preservice teachers associated with 830 students. Instruments used included the
Program for International Student Assessment, the June 2012 New York State
Integrated Algebra Regents Examination, the Student Mathematics Attitudes
Questionnaire, and the Student Mathematics Achievement Test. Analytic methods
included descriptive statistics, correlations, linear regression, and analysis of
covariance. Together, the research supports the link between attitudes toward
mathematics and academic achievement and suggests that teachers can improve
student attitudes toward mathematics based on their teaching approach.
Sharma (2013) conducted a study on academic achievement of school

student’s vis-à-vis their parents’ education. The sample comprised of 230 ninth class
students of Punjab from whom the data for the education level of their parents were
collection and analyzed. The findings revealed that parental education was positively
and significantly with academic achievement of their children.
Chakrabarti (2012) investigated academic achievement of high school

students. Data were collected from a sample of 100 boys from five English medium
schools of Pune. Results indicated that the students whose parents were highly
educated had better performance in both school examination and achievement tests
than those parents were less educated.
[34]
Bhatnagar (2011) carried out a research to investigate the relationship
between education of parents and academic achievement of students on a sample of
85 school students of semi-rural settings in Rajasthan. The results revealed that the
children whose parents were educated performed higher in academics than the
children whose parents were computer knowledge. Further the results indicated that
parental education was significantly related to the academic achievement of the
students.
Aggarwal (2010) conducted a study on reading ability up relation to some

cognitive and non-cognitive factors. The sample constituted 200 male and female
students selected randomly from the high schools of Bihar in India. Data were
collected by administering reading ability test to the sample. The result of the study
indicated that female students had better reading ability and higher academic
achievement than male students.
Krishnan (2010) conducted a study on learning difficulties on influence and

academic achievement. The sample comprised of 180 students of sixth to ninth class
studying in central school Tirupati and was divided into three groups depending on
their parents’ education as high, middle and low. The results indicated that parents’
educational status had significant learning difficulties on influence and academic
achievement of their children.
Saini (2009) undertook a study on academic achievement as a function of

economic status and educational standard of parents. The sample consisted of 196
students from four schools of Chandigarh. The findings revealed that educational
standard of parents had significant effect on the academic achievement of arts and
science students at the schools level.
2.5 CONCLUSION
The survey of the related literature has helped much to have a proper
perspective of the problem chosen for the study. The review of related literature has
enabled the investigator to formulate relevant hypotheses for the present study. The
[35]
review of related literature also resulted in providing insight into the selection and use
of effective methods of study analysis and interpretation. Based on this review, a
suitable methodology and well planned procedure for present investigation is adopted
and it is explained in the next chapter.
[36]
CHAPTER - III
[37]
CHAPTER-III
3.1 INTRODUCTION
According to Anderson Dustan (1970), “Choosing a design for a study

basically involves selecting the most appropriate technique to solve particular
problem under investigation. Research design is a plan structure and strategy of
investigation conceived so as to obtain answers to research. It includes an outline of
what the investigator will do from writing the hypothesis and their operation al
implications to the final analysis of the data. A structure of the research is more
specific. It is the scheme of operation of the variable. Strategy includes the methods
to be usual to gather and analyze the data. John.W.Best (1995) stated that the research
may be defined as the systematic and objective analysis and recording of controlled
observation that may lead to the generalization principles of theories resulting in
prediction and possibly control of events”.
The problem selected for the present study is “PROBLEM SOLVING

ABILITY IN MATHEMATICS AND ACADEMIC ACHIEVEMENT AMONG
SECONDARY SCHOOL STUDENTS”.
3.3 DEFINITION OF THE KEY TERMS
3.3.1 PROBLEM SOLVING
The conceptual definition of problem solving in the mathematics class room

has become rather convoluted for several reasons. Perhaps the most significant
reason is because no formal conceptual definition has ever been agree upon by experts
in the field of mathematics education. To compound the problem, mathematical
problem solving is a construct. In an attempt to ameliorate the problem, many experts
have offered their own definitions of mathematical problem solving. In reality myriad
[38]
definitions have only served to further obfuscate matter. Through there is some
overlap is most definitions, there is really an agree upon definition of mathematical
problem solving and reaching consensus on a conceptual definition would provide
direction to sub sequent research and curricular decisions .To achieve this objective,
experts were asked to list components of mathematical problem solving and sub
sequent fly they were asked to respond to those components.
Problem solving means new solutions to novel problems rather than simply
applying previously learned rules (Wool Folk, 1990).
Problem solving is cognitive processing directed at achieving a goal when no

solution method is obvious to the problem solver (Mayer and Rock, 2006).
Problem solving may be defined as ‘adjusting to situation by acquiring new

modes of response; learning in which reasoning or insight may be involved’ of
students studying at the IX standard level.
3.3.2 ACADEMIC ACHIEVEMENT
From the students get term examination marks, permission with head of the
school and this is used to academic achievement of dependent variable. Academic
achievement is very important component to assess the progress of the individual in
the whole educational process. It indicates the mark obtained by an individual in
examination.
Achievement Test sassess students’ skill development in academic content

areas. Achievement tests measure the extent to which a student has profited from
instruction and life experiences compared to others of the same age or grade.
Adaptationsare changes made to the teaching process, learning environment,
materials, time demands, assistance, evaluation or student products that help students
achieve the learning outcomes of the prescribed curriculum. Appeals are timely, fair
and open processes that protect the rights of students and parents and address
differences of opinion about the education of a student. Assessment is a systematic
process of gathering information about what and how a student has learned. Through
[39]
analysis, decisions are made to improve learning. It is a collaborative and progressive
process designed to identify the student's strengths and areas of need, set goals, and
results in the identification and implementation of instructional planning. This process
involves assessment for, as, and of learning. Consultation is a process in which
parents, school staff and appropriate others share information relevant to the student’s
educational program. Collaborative Consultation is an interactive process in which
people with a particular expertise work together to solve a common problem or
address a common concern, to generate an appropriate program or process or find
solutions to problems. A successful collaboration process is voluntary, involves
mutual trust and open communication, and results in identification/clarification of the
problem to be addressed. Each participant’s contribution and participation are valued
equally.
Data Collection is a process that involves the collection of evidence to

determine effective specific programming for student achievement
(academic/behavior). Data may be collected by informal means (teacher-made tests,
observation, interview, work sample analysis, etc.) and formal means (the use of norm
referenced standardized tests). Curriculum-based assessment is a valuable part of the
assessment process. Data/evidence may also be solicited from other professionals.
Identification of students who may have special educational needs is a continuous
process that determines the educational programming, services, and related supports
for that student to be successful.
3.4 VARIABLES SELECTED FOR THE STUDY
The dependent and independent variables selected for the present study are as
follows and is presented with the respective of each variable selected.
3.4.1 SUBGROUPS OF SAMPLE DESCRIPTION
 Gender : Male / Female
 School Management : Government / Private / Aided School
[40]
 Medium of Institution : Tamil / English
 Type of School : Boys / Girls / Co-Education
 Location of School : Rural / Urban
3.4.2 INDEPENDENT VARIABLE
Problem Solving Ability
i) Numerical
ii) Geometry
iii) Life Mathematics
iv) Algebra
3.4.3 DEPENDENT VARIABLE
Academic Achievement
 To find out the problem solving ability of high school students.
 To find out the academic achievement of high school students.
 To find out the problem solving ability of high school students based on,
subgroup of the study.
1) Gender
2) School Management
3) Medium of Institution
4) Location of School
 To find out the academic achievement among high school students based on,
subgroup of the study.
1) Gender
2) School Management
[41]
3) Medium of Institution
4) Location of School
 To find the relationship between problem solving ability and academic
achievement of high school students
H.1 There is no significant difference in the problem solving ability of high

school students with respect to their
H.1.1 Gender
H.1.2 School Management
H.1.3 Medium of Institution
H.1.4 Location of School
H.2 There is no significant difference in the academic achievement of high
school students with respect to their
H.2.1 Gender
H.2.2 School Management
H.2.3 Medium of Institution
H.2.4 Location of School
H.2 There is no significant relationship between problem solving ability and

academic achievement of high school students.
3.7 RESEARCH DESIGN
Normative survey method is used in this study since it is fact finding research
focused mainly on problem solving ability and academic achievement of high school
students.
3.8 SAMPLE OF THE STUDY
280 samples were collected from the high / higher secondary schools in
Kanchipuram District Tamil Nadu, using stratified random sampling technique.
[42]
Table.3.1: List of the Schools
S. Type of the Number of

Name of the School
No management School
Government Girls’ Hr. Sec. School,
1 28
Maduranthagam Government
St. Mary’s Matriculation School,
2 37
Acharapakkam Private
Adhiparasakthi Matric Hr. Sec.School,
3 26
Melmaruvathur Private
Government Boys Hr. Sec. School,
4 27
Cheyyur Government
Saraswathi Vidhyalaya Matric Hr.Sec.
5 34
School, Kanchipuram Private
Government Girls Hr. Sec. School,
6 24
Cheyyur Government
Natesan Vidhyasala Matric
7 36
Hr.Sec.School, Mannivakkam Private
Government Boys Hr. Sec. School,
8 18
Chengalpet Government
9 St. Mary’s Hr.Sec.School, Chenglepet Aided 26
Punnamai Naikar High School,
10 24
Kancheepuram Aided
Total 280
[43]
10
15
20
25
35
40
30
0
5
St. Mary’s H S School, Chenglepet
26
Aided
P N H School, Kancheepuram
24
Aided
G G H S School, Maduranthagam
28
Govt
G B H S School, Cheyyur
27
Govt
Figure 3.1: Distribution of Sample

G G H S School, Cheyyur
24
Govt
[44]
G B H S School, Chengalpet
18
Govt
St. Mary’s M School, Acharapakkam
37
Adhiparasakthi M H S School,
26
Melmaruvathur
Saraswathi Vid M H S School,

34
Kanchipuram
Natesan Vid M H S School,

36
Mannivakkam
Private Private Private Private
Table - 3.2
Demography variable sample distribution
S.No Group subgroup Number of

Student
1 Gender Male 152
Female 128
2 Type of Govt. 97
Management Private 133
Aided 50
3. Medium of Tamil 80
Institution
English 200
4. Location Rural 144
Urban 136
[45]
Figure 3.2
Demography variable sample distribution
200
200
180
152
160 144
133 136
140 128
120
97
100 80
80
50
60
40
20
0
Male(152)
Govt (97)
Urban(136)
Female(128)
Aided (50)
Tamil(80)
Rural (144)
English(200)
Private(133)
Gender School Management Medium of Location of

Institution School
Series1
3.9 SAMPLING TECHNIQUE USED FOR THE STUDY
Stratified random sampling technique is applied to select the present

studies sample consists of 280 students studying at IX standard. In this method
first the population is divided into different segment. The items in each segment
are homogeneous. That is each stratum will contain elements which are selected
to constitute the sample. While making this selection from each stratum, either
[46]
same numbers of item could be selected from each strata or the number of items
selected may not to be the same for each stratum.
3.10 STRATIFIED RANDOM SAMPLING
Population from which sample are to be selected may contain numbers of

layers. From each layers a few sample are selected. This is called stratified
random sampling technique the population is divided in to sup population and
random samples are taken.
In statistics, stratified random sampling from a population. When sub

population very considerably it is advantageous to sample each sub-population
independently. Stratification is the process of grouping into relevantly
homogeneous subgroups before sampling.
This often improves the representativeness of the sample by reducing

sampling error .it can produce weighed mean that has less variability than
arithmetic mean of a sample random sample of the population.
3.10.1 STATISTICS TECHNIQUES USED FOR THE STUDY
The following statistical techniques used to assess various social aspects

of students studying at IX standard.
 Descriptive analysis – mean and standard deviation.

 Differential analysis – t – value and f- ratio
 Correlation analysis
3.11 TOOLS USED IN THE STUDY
The tool used for collection of data is self-constructed and validated by the
investigator and research supervisor. The tools used for the study” Problem solving
ability among the IX standard students and their academic achievement”, which was
constructed and standardized by investigator under the guidance and supervision of
research guide. The tool comprising of 30 questions, First the tool was finalized by
[47]
options gathered from experts in the field of education and school teacher. The
finalized tool has 30 questions based on 4 dimensions namely
Multiple choice questions with four were used for the study.
Quarterly examination mathematics marks of high school students were

collected from the school record to calculate the academic achievement.
3.12 SCORING PROCEDURE
The high school students problem solving ability in mathematics assessed by

conducting mathematics objective test in the concept test and application of numerical
, life mathematics , algebra and geometry chapter. The question of selected in the
basic of logical thinking style concept thinking style and application oriented.
The test is objective is nature. The question paper consisted of 30 choosing the
best answer A, B, C and D and the students had to write the correct response. The
score for a response was given one mark and no mark for a wrong response. The total
mark of a test was 30.
The tools consist of 30 questions and each question has four dimensions the
dimensions are given below
TABLE 3.3
SCORING PROCEDURE FOR PROBLEM SOLVING ABILITY IN

MATHEMATICS
Dimensions Item No
Numerical 1 to 7
Geometry 8 to 15
Life Mathematics 16 to 24
Algebra 25 to 30
[48]
The problem solving ability consists of 30 statements with four dimensions.
Each statement gives one marks.
1. Arithmetic:
Arithmetic usually concerned with four operations of positive numbers.
Arithmetic will include concepts like counting, identifying numbers and
Amounts, learning the basic mental math’s facts.
2. Time & work:
A Time period which are required to finish the work.
3. Percentage:
A rate, number or amount in each hundred. An hundred such as an
Allowance or commission that is proportion of a large sum of money.
4. Measurement:
The action of measuring something. The size, Length, or Amount of
something , As established by measuring.
5. Area:
The region or part of town a country or the world. The extend or
measurement of a surface or peace of hand.
6. Algebra:
The part of mathematics in which letters and other general symbols are
used to represent numbers and quantities in formulae and equations
7. Geometry:
The branch of mathematics concerned with the properties and relations
of points, lines, surfaces, solids, and higher dimensional analogues
Table3.5
Scoring method given in the table column.
Answer Correct Wrong
Mark 1 0
[49]
3.13 PILOT STUDY
The pilot study was conducted to validate the tool constructed by the
researcher. The pilot study was conducted with 50 students of IX standard level of
model school students to eliminate ambiguities and find out whether student had any
difficulties in responding to the question were belonged to find high school in
Chennai. Expert opinions in the field of education also gathered to give final from.
Finally the tool was reduced into 30 items.
3.14 ADMINISTRATION OF THE TOOL AND COLLECTION DATA
The investigator administered the tool copies in person. The copies of the tools
were used to 280 students after getting proper permission from the head of the school
as well as respective teacher of that particular class. The respondents were given right
instruction about the questionnaire and purpose of the collection data before they
started filling the questionnaire. Thus the data was collected from Ten school of Tamil
Nadu.
3.15 METHODOLOGY OF STUDY
The investigator has adopted the survey method of research. Survey research
studies large and small population by selecting and studying sample chosen from the
population to discover the relative incidence, distribution and interrelations of
variables. It is considered to be a branch of social scientific research, which
immediately distinguishes survey research from status survey.
The survey researcher is interested in the accurate assessment of the

characteristics of whole population of people. In short, the survey researcher wants to
know something about you and the universe. From these samples they infer the
characters of the defined population or universe. Because of the difficulties of
attempting to study whole populations, random samples can often furnish same
[50]
information as a census at much less cost, with greater efficiency and sometimes
greater accuracy.
The survey approach to educational problem is one of the most commonly used
approaches. Survey goes beyond mere gathering and tabulation of data, it involves
interpretation, comparison, measurement classification, evaluation and generalization,
all directed towards a proper understating and solution of significant educational
problems them. Survey research has two dimensions,
1) Sociological facts
2) Psychological facts
3.16 ADMINISTRATION OF TOOL
The questionnaire was administrated the IX standard students in the different

school (Government, Aided & Private)
3.17 RELIABILITY OF THE TOOL
The reliability co-efficient has been calculated by odd – even method using
(spear man brown’s) and r- value is found be 0.56
3.18 VALIDITY
The validity co-efficient of the test has been calculated by correlating the
scores of the test with group test of intelligence by P.Mehta and R.K.Taudon. Their
correlations are found to be 0.748respectively
3.19 STATISTICAL TECHNIQUE USED FOR DATA ANALYSIS
1) Mean and standard deviation

2) ANOVA.
3) Correlation
3.20 CONCLUSION
[51]
This chapter outlines the design of the present study, the procedure followed
and the nature of the sample. It describes the hypothesis to be tested, the tools to be
used and the methods of administration and scoring. The method of investigation
designed was found to be quite appropriate and effective for the study. Further data
analysis and interpretation will be presented in the next chapter.
[52]
CHAPTER – IV
ANALYSIS AND
INTERPRETATIONS OF THE DATA
[53]
CHAPTER-IV
ANALYSIS AND INTERPRETATION OF THE DATA
4.1 INTRODUCTION
This chapter explains the analysis of the obtained data from the samples. It
regulates the statistical treatment of the data. The obtained results are interpreted and
the hypotheses are substantiated.
The data collected will be carefully edited, systematically classified and

tabulated, scientifically analyzed and interpreted and rationally concluded. According
to Mouley (1964), “Research data become meaningful in the process of being
analyzed and interpreted”.
4.2 ANALYSIS OF DATA
The data, after collection has to be processed and analyzed in accordance with
the outline laid down for the purpose at the time of developing the research plan. This
is essential for a scientific study and for ensuring that we have all relevant data
making contemplated comparisons and analysis. Technically speaking, processing
implies editing, coding, classification and tabulation of collected data so that they are
amenable to analysis.
The term analysis refers to the computation of certain measures along with
searching for patterns of relationship that exist among data groups. Thus, in the
process of analysis, relationships or differences supporting or conflicting with original
or new hypotheses should be subjected to statistical tests of significance to determine
with what validity data can be said to indicate any conclusions.
[54]
4.3 STATISTICAL ANALYSIS
4.3.1 DESCRIPTIVE ANALYSIS
Descriptive analysis is largely the study of distributions of one variable.

This study provides us with profiles of companies, work groups, persons and other
subjects on any of a multitude of characteristics such as size, composition, efficiency,
preferences, etc.
This sort of analysis may be in respect of one variable (described as one-

dimensional analysis, or in respect of two variables (described as vicariate analysis) or
in respect of more than two variables (described as multivariate analysis). In this
context we work out various measures that show the size and shape of a distribution
along with the study of measuring relationship between two or more variables.
4.3.1.1 MEAN
Mean is the simplest measurement of central tendency and is a widely used

measure. Its chief use consists in summarizing the essential features of a series and in
enabling data to be compared. It is amenable to algebraic treatment and is used in
further statistical calculations. It is a relatively stable measure of central tendency.
4.3.1.2 STANDARD DEVIATION
Standard deviation is the most widely used measure of dispersion of a series

and is commonly denoted by the symbol ‘𝜎’ (pronounced as sigma). Standard
deviation is defined as the square root of the average of squares of deviations, when
such deviations for the values of individual items in a series are obtained from the
arithmetic average.
4.3.1.3 “t” TEST

T-test is based on t distribution and is considered an appropriate test for
judging the significance of a sample mean or for judging the significance of
difference between the means of two groups on case of small samples when
population variance is not known. In case two samples are related, we use paired t-test
[55]
for judging the significance of the mean of difference between the two related
samples. It can also be used for judging the significance of the coefficients of simple
and partial correlations. The relevant test statistic, t is calculated from the sample data
and then compared with its probable value based on t-distribution at a specified level
of significance for concerning degrees of freedom for accepting or rejecting the null
hypothesis.
4.3.2 INFERENTIAL ANALYSIS

Inferential analysis is concerned with the various tests of significance for
testing hypotheses in order to determine with what validity data can be said to indicate
some conclusion or conclusions. It is also concerned with the estimation of
population values. It is mainly on the basis of inferential analysis that the task of
interpretation is performed.
It is also known as sampling statistics and are mainly concerned with two major
type of problems:
 The estimation of population parameters, and
 The testing of statistical hypotheses
4.3.2.1 ANOVA
R.A. Fisher was the first man to use the term ‘Variance’ an, in fact, it was he
who developed a very elaborate theory concerning ANOVA, explaining its usefulness
in practical field. ANOVA is essentially a procedure for testing the difference among
different groups of data for homogeneity. The essence of ANOVA is that the total
amount of variation in a set of data is broken down into two types that amount which
can be attributed to chance and that amount which can be attributed to specified
causes.
[56]
4.3.2.2 COEFFICIENT OF CORRELATION
Karl Pearson’s coefficient of correlation (or simple correlation) is the most widely
used method of measuring the degree of relationship between two variables. This
coefficient assumes the following:
i. That there is linear relationship between the two variables;

ii. That the two variables are casually related which means that one of the
variables is independent and the other one is dependent; and
iii. A large number of independent causes are operating in both variables so as
to produce a normal distribution.
4.4 HYPOTHESES TESTING
Hypothesis testing a procedure for making decisions about results by comparing an

observed value of a sample with population value to determine if no difference or
relationship exists between the values. This is the traditional way to test whether the
sample mean is a good estimate of the population mean. It provides a yes-no answer:
either the sample mean is a good estimate or it is not. Because we can never
absolutely prove that the ample is a good estimate, we try to establish whether it is a
wrong estimate.
4.5 STEPS ON HYPOTHESES TESTING
There are five steps in hypothesis testing:
 Identify a null and alternative hypothesis

 Set the level of significance or alpha level
 Collect data
 Compute the sample statistic and
 Make a decision about rejecting or failing to reject the null hypothesis.
[57]
4.6 TESTING OF HYPOTHESES
The Mean and Standard Deviation were calculated for the overall problem solving
ability and academic achievement in mathematics and its four factors with respect to
the entire sample and the same is given in table
TABLE 4.1
Showing the results of problem solving ability and academic achievement

in mathematics subject with respect to the entire sample
S.NO Variable Mean S.D


1. Problem solving ability 56.89 14.42
2. Academic achievement 68.25 16.59
Overall Total 62.34 15.23
The table 4.1 revealed that the Mean and Standard Deviation of overall
depended and independent variables for the entire sample were 62.34 and 15.23
respectively. The Mean score percentage was highest (68.25) for Interest and the
same was lowest (56.89) for problem solving ability.
[58]
Hypothesis 1:
The level of problem solving ability in mathematics subject among high

school students is low.
TABLE – 4.2
Showing the level of problem solving ability in mathematics subject among high
school students
Variable No. of
Level Frequency Percentage
Sample Score
problem 42 Blow Low 44 15.71

solving
ability
280
43-71 Moderate 188 67.14
72 Above High 48 17.14
From the above table – 4.2, it is clear that the level of problem solving ability in
mathematics subject among High School Students is moderate level.
Hence, the hypothesis is rejected.
[59]
Hypothesis 2
The level of academic achievement among high school students is low.
TABLE – 4.3
Showing the level of academic achievement among high school students
Variable No. Of Level Frequency Percentage

Sample Score
51 Blow Low 55 19.64

academic achievement
280
52-84 Moderate 156 55.71
85 Above High 69 24.65
From the above table – 4.3, it is clear that the level of academic achievement
among High Students is moderate.
[60]
Hypothesis - H.3
There is no significant difference between the dimensions of Problem Solving

Ability among high school students with respect to Gender.
TABLE – 4.4
Showing the table Mean, Standard Deviation, t-value of Problem Solving Ability
among High School Students with respect to Gender
Dimensions Gender N Mean SD t-test
Male 152 3.303 1.1453

Numerical 2.79**
Female 128 3.703 1.2382
Male 152 4.533 1.5565

Geometry 3.482**
Female 128 5.188 1.5762
Life Male 152 5.526 1.7223

1.476
Mathematics
Female 128 5.852 1.9282
Male 152 2.895 1.4289

Algebra 2.225*
Female 128 3.289 1.5171
Note: * denotes significance at 0.05 level
** denotes significance at 0.01 level
No astrix, no significant.
From the above table was observed that there calculated value was greater than
table value. It was found that, there is significant difference at both 1% level on the
(Numerical and Geometry) and 5% level on the (Algebra) towards the Problem
Solving Ability among the high school students based on Gender, hypothesis is
rejected.
[61]
From the above table was observed that there calculated value was less than
table value. It was found that, there is no significant difference (Life Mathematics) as
1% & 5% towards the Problem Solving Ability among the high school students based
on Gender, hypothesis is accepted.
Figure – 4.1
Mean, Standard Deviation, t-value of Problem Solving Ability among High

School Students with respect to Gender
6 5.852
5.526
5.188
5
4.533
4 3.703
3.482
3.303 3.289
2.79 2.895
3
2.225
1.9282
2 1.7223
1.5565 1.5762 1.476 1.5171
1.4289
1.1453 1.2382
0
MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE
Numerical Geometry Life Mathematics Algebra
Group Statistics Mean Group Statistics Std. Deviation Group Statistics t-test
Hypothesis 4:
There is no significant difference between the mean scores of Problem Solving
[62]
Ability among high school students with respect to Medium.
TABLE – 4.5
among High School Students with respect to Medium
Dimensions Medium N Mean SD t-test
Tamil 80 2.85 1.2023

Numerical 5.72**
English 200 3.74 1.1084
Tamil 80 4.55 1.4311
Geometry 1.962*
English 200 4.945 1.6479
Tamil 80 4.625 1.4958
Life
7.03**
Mathematics English 200 6.095 1.7753
Tamil 80 3.05 1.4661
Algebra 0.81
English 200 3.085 1.4896
Note * denotes significance at 0.05 level
From the above table the calculated value was greater than table value. It was found
that, there is significant difference at both 1% level on the (Numerical and Life
Mathematics) and 5% level on the (Geometry) towards the Problem Solving Ability
among the high school students based on Medium, hypothesis is rejected.
table value. It was found that, there is no significant difference (Algebra) at both 1%
[63]
& 5% towards the Problem Solving Ability among the high school students based on
medium, hypothesis is accepted.
Figure – 4.2
Mean, Standard Deviation, t-value of Problem Solving Ability among High

School Students with respect to Medium
7.03
7
6.095
6 5.72
4.945
5 4.55 4.625
4 3.74
3.05 3.085
2.85
3
1.962
2 1.6479 1.7753
1.4311 1.4958 1.4661 1.4896
1.2023 1.1084
0.81
1
0
Tamil English Tamil English Tamil English Tamil English
[64]
Hypothesis 5:
There is no significant difference between the mean scores of Problem Solving

Ability among high school students with respect to Location.
TABLE – 4.6
among High School Students with respect to Location
Dimensions Location N Mean SD t-test
Rural 144 3.181 1.1924

Numerical 4.523**
Urban 136 3.809 1.1321
Rural 144 4.59 1.4163
Geometry 2.621**
Urban 136 5.088 1.7362
Rural 144 5.063 1.6942

Life
6.151**
Mathematics
Urban 136 6.324 1.7337
Rural 144 2.938 1.4495
Algebra 1.602
Urban 136 3.221 1.504
From the above table was observed that there calculated value was greater than
table value. It was found that, there is significant difference at 1% level on the
[65]
(Numerical, Geometry and Life Mathematics) towards the Problem Solving Ability
among the high school students based on Medium, hypothesis is rejected.
table value. It was found that, there is no significant difference (Algebra) at both 1%
& 5% towards the Problem Solving Ability among the high school students based on
medium, hypothesis is accepted.
Figure – 4.3
among High School Students with respect to Location
7
6.324
6.151
6
5.088 5.063
5 4.59
4.523
4 3.809
3.181 3.221
2.938
3 2.621
2 1.7362 1.6942 1.7337 1.602

1.4163 1.4495 1.504
1.1924 1.1321
1
0
RURAL URBAN RURAL URBAN RURAL URBAN RURAL URBAN
[66]
Hypothesis 6:
There is no significant difference among the mean scores Problem Solving

Ability of high school students with respect to the Type of Management
(Government / Aided / Private).
TABLE – 4.7
ANOVA showing the significance difference among the mean scores Problem
Solving Ability of High School Students with respect to Type of Management
Sum of Mean
df F
Squares Square
Between
9451.5 2 4725.8
Groups
Problem
Within 6.965**
Solving Ability 48545 277 175.25
Groups
Total 57997 279
Form the above table – 4.7 it is observed that the calculated ‘F’ value (6.965) is
greater than the table value (4.671). So, it is inferred that there is significant
difference in theProblem Solving Ability of High School Students based on Types of
Management.
[67]
Figure – 4.4
ANOVA showing the significance difference among the mean scores Problem
Solving Ability of High School Students with respect to Type of Management
133
140
120
97
100
80 65.06
59.24
50 49.45
60
40
11.55 15.03 10.97
20
0
N Mean Std. Deviation
Problem Solving Ability Govt Problem Solving Ability Private Problem Solving Ability Aided
[68]
Hypothesis - H.7
There is no significant difference among the mean scores Academic

Achievement of high school students with respect to the Type of Management
(Government / Aided / Private).
TABLE – 4.8
ANOVA showing the significance difference between the mean scores Academic
Achievement of High School Students with respect to Type of Management
Sum of Mean
df F
Squares Square
Between
19759.816 2 9879.908
Groups
Academic 7.953**
Within
Achievement 57070.684 277 206.031
Groups
Total 76830.500 279
Note: * denotes significance at 0.05 level.
Form the above table – 4.8 it is observed that the calculated ‘F’ value (7.953) is
greater than the table value (3.00). So, it is inferred that there is significant difference
in the Academic Achievement of High School Students based on Types of
Management.
[69]
Figure – 4.5
ANOVA showing the significance difference between the mean scores Academic
Achievement of High School Students with respect to Type of Management
133
140
120
97
100
78.04
72.76
80
57.01
60 50
40
16.47 12.71
11.77
20
0
N Mean Std. Deviation
Academic Achievement Govt Academic Achievement Private Academic Achievement Aided
[70]
Hypothesis - H.8
There is no significant relationship between the mean scores of Problem

Solving Ability and Academic Achievement of high school students.
TABLE – 4.9
Showing the relationship between Problem Solving Ability and Academic

Achievement of High School Students
Comparison of N “r” - Values Correlation

Variables
Problem Solving Ability 280 0.587 Moderate
and
Academic Achievement
From the above table – 4.9 it is clear that the “r” – value for Learning
Difficulties in Computer Science with Academic Achievement is (0.587). It has
Positive Moderate correlation between Problem Solving Ability and Academic
Achievement.
Hence, the above hypothesis is accepted.
4.7 CONCLUSION
This chapter presents the analysis of the hypothesis of the study. The findings and
conclusions contained from the analysis of this chapter have been summarized and
presented along with a brief report of the research study and implications of the study
in the following chapter.
[71]
CHAPTER – V
SUMMARY, FINDING AND CONCLUSION
[72]
CHAPTER-V
SUMMARY, FINDINGS AND CONCLUSION
5.1 INTRODUCTION
This chapter deals with the conclusion of the various findings presented in the
previous chapters findings are statements of factual information based upon the data
analysis. Conclusion is answers to the question raised or the statements of acceptance
or rejection of the hypotheses proposed. In this chapter the researcher deals with the
aspects pertaining to the tools used for the investigation, objectives and hypotheses of
study, based on analysis the major finding arrived at. Finally the implications of the
study along with the suggestions for further research are discussed.
The present investigation has been entitled as “PROBLEM SOLVING

ABILITY IN MATHEMATICS AND ACADEMIC ACHIEVEMENT OF HIGH
SCHOOL STUDENTS”
The following objectives have been set in the present study
 To find out the Problem Solving Ability of high school students.
 To find out the Academic Achievement of high school students.
 To find out the difference between the mean scores of Problem Solving Ability
in Mathematics of high school students with respect to the Gender (Male /
Female).
 To find out the difference between the mean scores of Problem Solving
Ability in Mathematics of high school students with respect to the Medium of
Institution (Tamil / English).
[73]
in Mathematics of high school students with respect to the Locality (Rural /
Urban).
in Mathematics of high school students with respect to the Type of
Management (Government / Aided / Private).
 To find out the difference between the mean scores of Academic Achievement
in Mathematics of high school students with respect to the Gender (Male /
Female).
in Mathematics of high school students with respect to the Medium of
Institution(Tamil / English).
in Mathematics of high school students with respect to the Locality (Rural /
Urban).
in Mathematics of high school students with respect to the Type of
 To find out the relationship differences between Problem Solving Ability and
Academic Achievement of high school students.
[74]
The major hypotheses of the study are the following:
1. The level of Problem Solving Ability in Mathematics among high school students
is low in nature.
2. The level of Academic Achievement of high school students is low in nature.
3. There is no significant difference between the mean scores of Problem Solving

Ability in Mathematics of high school students with respect to the Gender
(Male / Female).

Ability in Mathematics of high school students with respect to the Medium
of Instruction (Tamil / English).

Ability in Mathematics of high school students with respect to the Locality
(Rural / Urban).

Ability in Mathematics of high school students with respect to the Type of
7. There is no significant difference between the mean scores of Academic

Achievement in Mathematics of high school students with respect to the
Gender (Male / Female).

Medium of Instruction (Tamil / English).

Locality (Rural / Urban).
[75]
Type of Management (Government / Aided / Private).
11. There is no significant relationship between the mean scores of Problem Solving
Ability in Mathematics and Academic Achievement of higher secondary
school students.
5.5 METHOD AND PROCEDURE
Descriptive survey method is employed in this study. It deals with the

relationships between the variables, the testing hypotheses and the development of
generalizations, principles or theories that have universal validity.
5.6 TOOLS USED IN THE STUDY
The tool namely Problem Solving Ability in Mathematics is a self-constructed and

validated by the researcher and his research supervisor to collected data from the
sample. The tool comprising of 70 statements. First the tool was finalized by options
gathered from experts in the field of education. The finalized tool has 30 statements
based on 4 dimensions.
To find out the academic achievement of the students was done using quarterly
examination only Mathematics subject score was considered based on the IX standard
students.
5.7 IMPLICATIONS AND RECOMMENDATIONS
The results and findings that emerged from this study are as follows:
 The scores in the mathematics Quarterly marks obtained by boys and girls in
IXth standard examination does not differ much. After the investigation, the
investigator found that the girls paid more attention than the boys. So the
teacher needs to pay more attention to the boys like remedial teaching, extra
classes to encourage boys to work and perform better.
[76]
 The scores in the problem solving ability test obtained by boys and girls does
not differ much. After the investigation, the investigator found that the boys
paid more attention than the girls. So the teacher needs to pay more attention
to the girls in the form of remedial teaching, extra classes to encourage them to
work and perform better.
 The present study shows that high achievers boys perform better as compared
to the low achievers boys in mathematics subject in IXth Standard
examination. Therefore, more attention should be paid to the low achievers
boys in the form of special classes, remedial teaching, extra classes etc. which
will go a long way in encouraging the boys to work and perform better.
 A single pattern of examination and grading system should be followed both at

the national as well as state level. This will eliminate any bias in terms of
scores between boys and girls.
 They can be directed in to groups and group learning technics may be

employed for the improvement.
 Mathematics plays a vital role in each and every individual, especially in the
competitive exams and in job examinations. So, mathematics should be given
more impotence then other subject.
5.8 STATISTICL TECHNIQUES USED FOR DATA ANALYSIS
In the present study the following statistical measures were used
1. Descriptive analysis (Mean and Standard deviation)

2. Differential analysis (t – value and F ratio)
3. Karl Pearson’s coefficient of correlation or moment correlation (r value)
[77]
5.9 MAJOR FINDINGS OF THE STUDY
1. The level of Problem Solving Ability in Mathematics of High School Students

is moderate.
2. The level of Academic Achievement in of High School Students is moderate.
Ability in Mathematics of High School Students based on Gender.
Ability in Mathematics of High School Students based on Medium.
Ability in Mathematics of High School Students based on Locality..
Ability in Mathematics of High School Students based on Type of
Management.
Achievement in Mathematics of high school students based on Gender.
Achievement in Mathematics of high school students based on Medium.
Achievement in Mathematics of high school students based on Locality.
Achievement in Mathematics of high school students based on Type of
Management.
11. There is significant and moderate relationship difference between Problem
Solving Ability in Mathematics and Academic Achievement of High School
Students.
[78]
5.10 SUGGESTIONS FOR THE FURTHER RESEARCH
Based on the above work, the research suggests the following research work
could be undertaken and extended to different areas.
1. This study concentrated only on IX th Standard Students. Similar study can

be extended to higher secondary level.
2. The present study is limited to few High Schools in Kanchipuram. It could
be extended to other districts in the State of Tamilnadu.
3. The sample size is restricted to 280 High School Students in the present
study. It can be done by including more number of High School Students.
4. This same study can be carried out for other professional courses also.
5.11 LIMITATIONS OF THE STUDY
The present investigation has the following limitation.
1. The investigation is limited to IX standard students only.

2. The study is restricted to few High Schools in Tamil Nadu.
3. The sample size is restricted to 280 students due to lack of time.
4. Problem Solving Ability in Mathematics and Academic Achievement alone
has been considered in the present study.
5.12 CONCLUSION
The purpose of the present investigation is to investigate the Problem Solving

Ability in Mathematics and Academic Achievement of Higher Secondary School
Students. This chapter gives an overall picture of the thesis work which consists of
the exact findings, summary, and Suggestion for further research and educational
implications of study which is the goal and ultimate aim to reach.
[79]
BIBLIOGRAPHY
[80]
BIBLOGRAPHY
Agarwal J.C (1966). Educational Research on Introduction Arun book dept, New
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Aisha (2017) Factors Affecting Differential Equation Problem Solving Ability of
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Aljaberi (2016) “Pre-Service Class Teacher” Ability in Solving Mathematical
Problems and Skills in Solving Daily Problems. Higher Education Studies
Bakry (2015) the Process of Thinking among Junior High School Students in Solving
HOTS Question. International Journal of Evaluation and Research in Education, v4
n3 p138-145
Best J.W. (2012). Research in Education, New Delhi: Prentice Hall of India Pvt.,
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Codina.A (2015)Mathematical Problem Solving through Sequential Process
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[81]
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[83]
APPENDIX
[84]
RESEARCH TOOL
PROGRAMME : M.A Education
TITLE : PROBLEM SOLVING ABILITY IN MATHEMATICS

AND ACADEMIC ACHIEVEMENT OF HIGH
SCHOOL STUDENTS
INVESTIGATOR : P.T. JAYAPRADA
GUIDE : Dr. S. JAYANTHI
Dear Student,
Kindly read all the statements given in the questionnaire and respond to them
Carefully. Your response will be kept confidential and it will be used only for
my M.A Education dissertation.
Thanking you,
Your’s faithfully,
(P.T. JAYAPRADA)
[85]
PERSONAL DATA
மாணவரின் பெயர் :
Student Name
ொலினம் : ஆஆஆ / ஆஆஆஆ
Gender Male / Female
வகுெ் ெ :
Class
வயது :
Age
ெள் ளி நிர்வாகம : அரச / தனியார்/அரசு உதவிபெறும்
ெள் ளி
School Management Govt. / Private / Govt. Aided School
ஆஆஆஆஆஆஆ பமாழி : தமிழ் / ஆங் கிலம்
Medium of Institution Tamil / English
ஆஆஆஆஆஆஆஆஆ ஆஆஆ : ஆஆஆஆஆஆ/ ஆஆஆஆஆஆஆ/ ஆஆஆஆஆஆஆஆ
Type of School : Boys / Girls / Co-Education
ஆஆஆஆஆஆஆஆஆ ஆஆஆஆஆஆஆஆஆ: ஆஆஆஆஆஆஆ / ஆஆஆஆஆ
Location of School : Rural / Urban
[86]
PROBLEM SOLVING ABILITY SCALE பிரச்சினன தீர்க் கும் திறன்
அளவுககால்
VARIOUS STATEMENTS ARE GIVEN BELOW READ CAREFULLY TICK ( √ )

MARK
1. The value of multiplying zero with any integer is a

(a) Positive integer (b) negative integer (c) 1 (d) 0
பபபபபபபபபபப பபபபபபப பபபப பபபபபபபப பபபபப
பபபபபபபபப
(a) பபபப பபபபபபப (b) பபபப பபபபபபப (c) 1 (d) 0
2. Division of integers is inverse operation of

(a) Addition (b) subtraction (c) multiplication (d)
division
பபபபபபபபபபப பபபபபபபபபபப பபபப பபபபபபப பபபபபபபப
(a) பபபபபபப (b)பபபபபபபப (c)பபபபபபபப (d)
பபபபபபபபப
3. Which one of the following is an irrational number

𝟏 𝟏
(a)𝝅 (b) √9 (c) (d)
𝟒 𝟓
பபபபபபபபபபபபபபபப பபப பபபபபபபபப பபபபப
𝟏 𝟏
(a)𝝅 (b) √9 (c) (d)
𝟒 𝟓
𝒑
4. The form of 0.3 is
𝒒
𝟏 𝟐 𝟏 𝟐
(a) (b) (c) (d)
𝟕 𝟕 𝟑 𝟑
𝒑
பபப 𝒒 பபபபபப
𝟏 𝟐 𝟏 𝟐
(a) (b) (c) (d)
𝟕 𝟕 𝟑 𝟑
5. The additive identity of rational numbers is

(a)0 (b)1 (c)-1 (d)2
பபபபபபபபப பபபபபபபப பபபபபபப பபபப
[87]
(a)0 (b)1 (c)-1 (d)2
6. The multiplicative inverse of -7 is

𝟏 −𝟏
(a)7 (b) (c)-7 (d)
𝟕 𝟕
-7பப பபபபபபபபப பபபபபபபபப

𝟏 −𝟏
(a)7 (b) (c)-7 (d)
𝟕 𝟕
7. The cube of an odd natural number is

(a) Even (b)odd (c)May be even, May be odd
(d)Prime Number
பபபபப பபபப பபபபபபப பபபப பபபப
(a) பபபபபப பபப (b) பபபபப பபப (c) பபபபபப பபபபபப
பபபபப பபப (d)பபப பபப
8. The angle of rotation of the letter “S” is

(a) 900 (b) 1800 (c) 2700 (d) 3600
“S” பபபப பபபபபபபபப சுழற் சி ககாணம்
(a) 900 (b) 1800 (c) 2700 (d) 3600
9. The number of points common to two intersecting line is

(a) One (b) Two (c) Three (d) Four
பபபபபப பபபபபபப பபபபபபபபபபபபபபபபபப பபபப பபபபபபபப
பபபபபபபபபபபபபபப பபபபபபபபப
(a)பபபபப (b) பபபபபப (c)பபபபபப (d) பபபபபப
10. Which of the following statement is true

(a) Equilateral triangle is equiangular (b) Isosceles triangle is
equiangular
[88]
(c) Equiangular triangle is not equilateral (d) Scalene triangle is
equiangular
பபபபபபபபபபபபபபபப பபப பபபபப
(a) பபபபபப பபபபபபபபபபபப பபபபபப பபபபபபபபபப பபபப
(b) பபபபபபபபப பபபபபபபபபபபப பபபபபப பபபபபபபபபப பபபப
(c) பபபபபப பப பபபபபபபபபப பபபபபப பபபபபபபபப பபபபபபபப
பபபபப பபபப (d) பபபபபபப பபபபபபபபபபபபப பபபபபப
பபபபபபபபபப பபபப
11. If a transversal intersects any two lines the two lines
(a) are parallel (b) are not parallel (c) may or may not be parallel
(d) are perpendicular
பபப பபபபபபபப பபபபபப பபபபபபப பபப பபபபபபப
பபபபபபபபபபபப பபபப பபப பபபபபபப
(a) பபபபபபபப (b) பபபபபபபபப
(c) பபபபபப பபபபபப பபபபபபபபப பபபபபபபபபப (d)

பபபபபபபபபபபபப
(12) The sum of the three angles of a triangle is

(a) 900 (b) 1800 (c) 2700 (d) 3600
பபப பபபபபபபபபபபபப பபபபப பபபபபபபபபப பபபபபபப
(a)900 (b) 1800 (c) 2700 (d) 3600
(13) Two angles of a triangle are 400 and 600, then the third angle is
(a)200 (b) 400 (c) 600 (d) 800
பபபபபபபபபபபபப பபபபபப பபபபபபபப 400 பபபபபபப 600 பபபபப
பபபபபபபபப பபபபப
(a)200 (b) 400 (c) 600 (d) 800
(14) The longest chord of a circle is

(a) radius (b) secant (c) diameter (d)tangent
[89]
பபபபபபபபபப பபபபப பபபபப பபபப
(a) ஆரம் (b) பவட்டுக்ககாடு (c) விட்டம் (d)

பதாடுககாடு
(15) The relation between radius and diameter of a circle is

(a) Radius = 2 x diameter (b) radius = diameter + 2
(c) diameter = radius+2 (d) diameter = 2(radius)
பபபபபபபபபபபபபப பரபபபபபபபபபப பபபப பபபபபபப
(a) ஆரம் = 2 x விட்டம் (b) ஆரம் = விட்டம் + 2
(c) விட்டம் = ஆரம் + 2 (d) விட்டம் = 2(ஆரம் )

(16) If 18 men can do a work in 20 days, then 24 men can do the work in
(a) 20 days (b) 22 days (c) 21 days (d) 15days
18 பபபபபப பபப பபபபபப 20 பபபபபபபபப பபபபப
பபபபபபபபபபபபப பபபபப பபப பபபபபப 24 பபபபபப பபபபபபபப
பபபபபபப பபபபபபபபபபபபபபபபப பபபபபபபபப பபபபபபப
(a) 20 பபபபபபப (b) 22 பபபபபபப (c) 21 பபபபபபப (d)15
பபபபபபப
(17) If the cost of 7 mangoes is Rs.35, then the cost of 15 mangoes is

(a) Rs.75 (b) Rs.25 (c) Rs.35 (d) Rs.50
7 பபபபபபபபபபபபப பபபப Rs.35 பபபபப15 பபபபபபபபபபபபப பபபப
(a) Rs.75 (b) Rs.25 (c) Rs.35 (d) Rs.50
(18)A man saves Rs.3000 per month from his total salary of Rs.20000. The
percentage of his saving is
(a) 15% (b) 5% (c) 10% (d) 20%
பபபபபபபபபபப Rs.20000 பபபபபப பபபப பபபபபப ஒவ் பவாரு
மாதமும் Rs.3000 பபபபபபபப பபபபபபபபபப பபபபப பபபபபபப
பபப பபபபபபபப பபபபபபபபப
(a) 15% (b) 5% (c) 10% (d) 20%
[90]
(19) The tax added to the value of the product is called
(a) Sales Tax (b)VAT (c)Excise Tax (d)Service Tax
பபப பபபபபபபப பபபபபபபபபப பபபபபபபப பபப
(a) பபபபபபப பபப (b) மதிெ்புகூட்டுவரி (c) கலால் வரி (d)
பபப பபப
(20) Market Price – Discount =

(a) Cost Price (b) Selling Price (c) List Price (d) Market Price
பபபபபபப பபபப - தள் ளுெடி
(a) பபபபப பபபப (b) பபபபபபப பபபப
(c) பபபபபபபப பபபப (d) பபபபப பபபப
(21) The Decimal equivalent of 25% is

(a) 0.25% (b) 25 (c) 0.0025 (d) 2.5
25%பபபப பபபபப பபபப பபப
(a) 0.25% (b) 25 (c) 0.0025 (d) 2.5
(22) Gain or Loss percentage is always calculated on

(a) Cost Price (b) Selling Price (c) Gain (d) Loss
பபபப பபபபபப பபபப பபபபபபப பபபபபபபபப பபபப பபபப
பபபபபபபபபபபபபப
(a) பபபபப பபபப (b) பபபபபபப பபபப (c) பபபபபப (d) பபபபபப
(23) If the cost price of a bag is Rs 575 and selling price is Rs 625, then there is a
profit of Rs.
(a) 50 (b) 575 (c) 625 (d) none of these
பபப பபபபபப பபபபப பபபப Rs.575 பபபபபப பபபபபபபபபபப
பபபபபபபபபப பபபபபப
(a)50 (b)575 (c) 625 (d) பபப பபபபபபப பபபபப
[91]
(24) Simple interest on Rs.1000 at 10% per annum for 2 years is
(a) Rs.1000 (b) Rs.200 (c) Rs.100 (d) Rs.2000
Rs.1000பபபப 10% பபபபபபபபபப 2 பபபபபபபபபபபபபப பபபபபபபப
(a) Rs.1000 (b) Rs.200 (c) Rs.100 (d) Rs.2000
(25) The coefficient of x2 and x in 2x3 -3x2 -2x +3 are respectively

(a)2,3 (b)-3,-2 (c)-2,-3 (d)2,-3
2x3 -3x2 -2x +3 பபபபப பபபபபபபபபபபபபபபபபபபபபப x2 பபபபபபப
x பப பபபபபபபபப பபபபபப
(a)2,3 (b)-3,-2 (c)-2,-3 (d)2,-3
(26)The degree of the polynomial 4x2 -7x3 +6x +1 is
(a) 2 (b) 1 (c) 3 (d) 0
4x2 -7x3 +6x +1 பபபபப பபபபபபபபபபபபபபபபபபபபபப பபப
(a) 2 (b) 1 (c) 3 (d) 0
(27) The polynomial 4x2 + 2x – 1 is

(a) Linear polynomial (b) quadratic polynomial
(c) cubic polynomial (d) constant polynomial
4x2 + 2x – 1 பபபபப பபபபபபபபபபபபபபபபபப பபபபபப
(a) பபபபபபப பபபபபபபபபபபபபபபபபப (b) பபபபபபபப
பபபபபபபபபபபபபபபபபப (c) பபபபபபபபப

பபபபபபபபபபபபபபபபபப (d) பபபபபப
பபபபபபபபபபபபபபபபபப
(28) The roots of polynomial equation x2 + 2x = 0

(a) x=0,2 (b)x=1,2 (c)x=1,-2 (d)x=0,-2
x2 + 2x = 0 பபபபப பபபபபபபபபபபபபபபபபபபப பபபபபபபபபபபப
பபபபபபபபபபபப
[92]
(a) x=0,2 (b)x=1,2 (c)x=1,-2 (d)x=0,-2
(29) The factors of 3a+21ab are
(a) ab,(3+21) (b) 3,(a+7b) (c)3a,(1+7b) (d)3ab, (a+b)
3a+21abபப பபபபபபபப
(a) ab,(3+21) (b) 3,(a+7b) (c)3a,(1+7b) (d)3ab, (a+b)
(30) The product of (x-1) (2x-3) is
(a) 2x2 -5x – 3 (b) 2x2 -5x + 3 (c) 2x2 +5x – 3 (d) 2x2 +5x +3
(x-1) (2x-3) பப பபபபபபப
(a) 2x2 -5x – 3 (b) 2x2 -5x + 3 (c) 2x2 +5x – 3 (d ) 2x2 +5x +3
[93]

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PROBLEM SOLVING ABILITY IN MATHEMATICS AND ACADEMIC

ACHIEVEMENT OF HIGH SCHOOL STUDENTS

A DISSERTATION SUBMITTED TO THE

IN PARTIAL FULFILLMENT OF REQUIREMENT FOR THE DEGREE OF

MASTER OF ARTS IN EDUCATION

DIRECTORATE OF DISTANCE EDUCATION

Place: Karaikudi Dr. S. JAYANTHI

Date : (Research Supervisor)

I do hereby declare that this dissertation entitled “PROBLEM SOLVING ABILITY

I am greatly indebted to my guide Dr.Jayanthi, Lecturer in Perunthalaivar

I convey my sincere thanks to Dr. P. Sekar, Assistant Professor of Education,

I express my sincere thanks to Dr. M. Avinash, M.A., M.Phil., P.hd., Professor,

CHAPTERS TITLES PAGE NO

1.2 IMPORTANCE OF MATHEMATICS IN THE SCHOOL CURRICULUM 4

1.3 THE ACHIEVEMENT TEST 7

1.3.1 FUNCTIONS OF AN ACHIEVEMENT TEST 7

1.3.2 TYPES OF ACHIEVEMENT TESTS 8

1.4 IMPORTANCE OF PROBLEM SOLVING ABILITY 9

1.5 NEED AND SIGNIFICANCE OF THE STUDY 11

1.6 STATEMENT OF THE PROBLEM 14

1.7 OPERATIONAL DEFINITION OF THE KEY TERMS USED 14

1.8 OBJECTIVES OF THE STUDY 15

1.9 HYPOTHESES OF THE STUDY 16

1.10 DELIMITATIONS OF THE STUDY 16

1.12 RESUME OF SUCCEEDING CHAPTERS 17

REVIEW OF RELATED LITERATURE

2.2 IMPORTANCE OF THE RELATED STUDIES 20

2.4 STUDIES BASED ON ACADEMIC ACHIEVEMENT 31

3.2 STATEMENT OF THE PROBLEM 38

3.3 DEFINITION OF THE KEY TERMS 38

3.3.1 PROBLEM SOLVING 38

3.3.2 ACADEMIC ACHIEVEMENT 39

3.4 VARIABLES SELECTED FOR THE STUDY 40

3.4.1 SUBGROUPS OF SAMPLE DESCRIPTION 40

3.4.2 INDEPENDENT VARIABLE 41

3.4.3 DEPENDENT VARIABLE 41

3.5 OBJECTIVES OF THE STUDY 41

3.6 HYPOTHESES OF THE STUDY 42

3.7 RESEARCH DESIGN 42

3.8 SAMPLE OF THE STUDY 42

3.9 SAMPLING TECHNIQUE USED FOR THE STUDY 46

3.10 STRATIFIED RANDOM SAMPLING 47

3.10.1 STATISTICS TECHNIQUES USED FOR THE STUDY 47

3.11 TOOLS USED IN THE STUDY 47

3.12 SCORING PROCEDURE 48

3.14 ADMINISTRATION OF THE TOOL AND COLLECTION DATA 50

3.15 METHODOLOGY OF STUDY 50

3.16 ADMINISTRATION OF TOOL 51

3.17 RELIABILITY OF THE TOOL 51

3.19 STATISTICAL TECHNIQUE USED FOR DATA ANALYSIS 51

ANALYSIS AND INTERPRETATION OF THE DATA

4.2 ANALYSIS OF DATA 54

4.3 STATISTICAL ANALYSIS 55

4.3.1 DESCRIPTIVE ANALYSIS 55

4.3.1.2 STANDARD DEVIATION 55

4.3.1.3 “t” TEST 55

4.4 HYPOTHESES TESTING 57

4.5 STEPS ON HYPOTHESES TESTING 57

4.6 TESTING OF HYPOYHESES 58

SUMMARY, FINDINGS AND CONCLUSION

5.2 STATEMENT OF THE PROBLEM 73

5.3 OBJECTIVES OF THE STUDY 73

5.4 HYPOTHESES OF THE STUDY 75

5.5 METHOD AND PROCEDURE 76