Saint Marys Academy of Capiz P. Burgos St.

, Roxas City

REMEDIATING LOW PROBLEM-SOLVING SKILLS OF SMAC FOURTH YEAR STUDENTS

An Action Research In Partial Fulfillment of the Requirement of Saint Marys Academy of Capiz, Roxas City

Presented by:

Mr. IRONE B. DESALES and Mr. ADONIS P. BESA High School Faculty ABSTRACT
1

Saint Marys Academy of Capiz P. Burgos St., Roxas City This action research aimed to determine the level of Problem-solving Skills and Interest of Fourth year students towards the subject Physics this year. Most importantly it aimed to describe qualitatively of the and quantitatively of skill the and

significant

relationship

levels

interest in improving the competency of the students in problem-solving. Samples were gathered through random

sampling method to obtain the 30 respondents of the study. Data for the Problem-solving skill and Interest levels were gathered Problem by means of using in a Researcher-made it indicated Physics the

Questionnaire

which

that

respondents shows low level on both aspects. To address the concurrent and to problem on these areas, the researchers useful are the

planned

systematically help students

implemented improve and

three these

strategies Competent and

Problem

Solver,

Understanding It was

Basic found

Mechanics, out, that

Formulate-and-Solve

methods.

after these three methods were applied students gain better perception of how to go through with a physics problem in an organized manner of as shown mean, in and the ANOVA analysis used in and the

interpretation

scores,

study. The strategies were somewhat effective to enhance understanding of physics problem analysis and computation.
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Saint Marys Academy of Capiz P. Burgos St., Roxas City

TABLE of CONTENTS Title Page 1

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Saint Marys Academy of Capiz P. Burgos St., Roxas City Abstract Table of Contents RATIONALE REVIEW OF RELATED LITERATURE RESEARCH METHODOLOGY Research Design Research Procedures and Techniques Statistical Tools Used PRESENTATION and ANALYSIS of DATA SUMMARY, FINDINGS, CONCLUSIONS, and RECOMMENDATIONS REFERENCES APPENDICES 43 44-45 19-20 20-30 30-31 32-37 38-42 2-3 4 5-8 9-18

RATIONALE It cannot be denied that problem solving is an

4

important part of education. Physics, in general, is an

Saint Marys Academy of Capiz P. Burgos St., Roxas City important subject because of its practical role to a person and the society as a whole. However, before a student can successfully solve a problem, he has to possess good

reading comprehension, analytic and computational skills. Problem solving in Physics and reading comprehension go

hand in hand. Solving Physics problems entails or requires the students to do or apply two skills at the same timereading and computing. It is a two-edged sword which the student should conquer, so to speak. As observed, and many students are poor word both in

comprehending

analyzing

Physics

problems.

Specifically in SY 2011-2012 Fourth year class, only few out of the many students can successfully solve problems in Physics without or with just little help from the teacher. The rest need to be guided to understand the problem. Most of them find it hard to picture the situation indicated by the problem they are trying to solve. The slow ones would even ask the meaning of a certain word in the problem. When they have understood it, it is only then that they fully grasp the event/situation pictured in the problem. However, there are still some who cannot understand it, probably because they cant connect or relate the ideas explained in the problem. When it is time to analyze or break down the
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Saint Marys Academy of Capiz P. Burgos St., Roxas City problem, only few can actively participate. During group activities, the leaders would most often report that their members have to be monitored closely so that they would be able to correctly analyze the problem. Based on their

report, roughly 2 out of 6 members actively contribute in their output. That is why, during unit and periodical

tests, only few can get a perfect score. Translating this into analyzing the problems in Physics, there is a grim prospect that they would find it hard to understand Physics problems and thus affect their performance in the said

area, notwithstanding their numerical skills. In straight computations like plain addition, multiplication,

subtraction and division, they can solve them successfully with very little help. But when these are written in the verbal context-not in the numerical contextthey are

already at a loss, so to speak. Obviously, the bane of these students is the understanding of the contents of the math problems correctly and connecting the ideas expressed in it to fully grasp and find a way to successfully solve the problem. In line with this, this action entitled Remediating Low Problem-Solving Skills in Physics of SMAC Fourth Year Students was conducted to deal not only on the
6

Saint Marys Academy of Capiz P. Burgos St., Roxas City determination of the skill level of understanding with

regards to the problem-solving skills of the students but also apply useful approach to deal with the low level of problem-solving improve the skills. This study in was undertaken of to

problem-solving

skills

Physics

Fourth

year students and for that matter increase their interest in physics and science at large. Specifically, this study aims to answer the following questions,
1. What is the profile of the respondents in terms of age

and gender?
2. What is the level of students problem-solving skills

and interest in physics when classified as to age and gender before and after the implementation of the

interventions?
3. Is

there

significant

relationship

between

the

problem-solving skill performance and interest of the students in physics before and after the

implementation of the interventions?

Saint Marys Academy of Capiz P. Burgos St., Roxas City

Saint Marys Academy of Capiz P. Burgos St., Roxas City

REVIEW of RELATED LITERATURE Problem concluding solving is part of a the mental process which is the that

larger problem process

includes problem

finding and problem shaping where problem

is defined as a state of desire for the reaching of a definite goal from a present condition that either is not directly moving toward the goal, is far from it or needs more complex logic for finding a missing
[1]

description

of

conditions or steps toward the goal

. Considered the most

complex of all intellectual functions, problem solving has been defined the as a higher-order cognitive process and control of more has that or

requires

modulation

routine two

fundamental

skills.[2] Problem

solving

major

domains: mathematical problem solving and personal problem solving where, in the second, some difficulty or barrier is encountered.[3] Further problem solving occurs when moving from a given state to a desired goal state is needed for either living intelligence system. organisms or an artificial

Saint Marys Academy of Capiz P. Burgos St., Roxas City While problem solving accompanies the very beginning of human evolution and especially the history of

mathematics,[3] the nature of human problem solving processes and methods has been studied by psychologists over the past hundred years. Methods of studying problem solving

include introspection, behaviorism, simulation, computer modeling and experiment. History The early experimental work of

the Gestaltists in Germany placed the beginning of problem solving study e.g. Karl Duncker in 1935 with his book The psychology experimental 1970s novel with for
[5][6]

of work

productive continued on

thinking through

[4]

Later and

this early but

the

1960s

research

conducted

relatively tasks

simple of

participants

laboratory

problem

solving.

Choosing simple novel tasks was based on the

clearly defined optimal solutions and their short time for solving, which made possible for the researchers to trace participants' Researchers' such as steps in problem-solving process.

underlying assumption was that simple tasks of Hanoi correspond world" problems to and the thus main the

the Tower of "real

properties

characteristic cognitive

processes within

participants'
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Saint Marys Academy of Capiz P. Burgos St., Roxas City attempts to solve simple problems are the same for "real world" problems too; simple problems were used for reasons of convenience and to with more the the expectation problems and is that would thought become

generalizations possible. example of

complex best-known

Perhaps this

most the

impressive by Allen

line

of
[7]

research

work

Newell and Herbert Simon

. Other experts have shown that

the principle of decomposition improve the ability of the problem solver to make good judgment.[8] Simple laboratory-based tasks can be useful in explicating the steps of logic and they reasoning usually that omit underlie the problem

solving;

however,

complexity

and emotional valence of "real-world" problems. In clinical psychology, researchers have focused on the role of

emotions in problem solving (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982), demonstrating that poor emotional control can disrupt focus on the target task and impede problem Diller, solving resolution 2004). In (Rath, this of Langenbahn, Simon, Sherr, &

conceptualization, two related

human

problem problem

consists

processes:

orientation, approach skills. to

the problematic with

motivational/attitudinal/affective situations individuals and with problem-solving frontal lobe

11

Working

Saint Marys Academy of Capiz P. Burgos St., Roxas City injuries, neuropsychologists have discovered that deficits in emotional the ontrol and of reasoning injured (Rath, can be to remedied, resolve

improving everyday

capacity

persons Simon,

problems

successfully

Langenbahn,

Sherr, & Diller, 2003). In Europe, two main approaches have surfaced, one

initiated by Donald Broadbent (1977; see Berry & Broadbent, 1995) in the United Kingdom and the other one by Dietrich Drner (1975, 1985; see Drner & Wearing, 1995) in Germany. The two approaches share an emphasis on relatively complex, semantically rich, computerized laboratory tasks,

constructed to resemble real-life problems. The approaches differ somewhat in their theoretical goals and methodology, however. The tradition initiated by Broadbent emphasizes

the distinction between cognitive problem-solving processes that operate under awareness versus outside of awareness, and typically employs mathematically well-defined

computerized systems. The tradition initiated by Drner, on the other hand, has an interest in the interplay of the cognitive, motivational, and social components of problem solving, and utilizes very complex computerized scenarios that contain up to 2,000 highly interconnected variables (e.g., Drner, Kreuzig, Reither & Studel's 1983 LOHHAUSEN
12

Saint Marys Academy of Capiz P. Burgos St., Roxas City project; Ringelband, Misiak & Kluwe, 1990). Buchner (1995) describes the two traditions in detail. In North America, initiated by the work of Herbert Simon on learning by doing in semantically rich domains (e.g. Anzai & Simon, 1979;Bhaskar & Simon, 1977), researchers began to investigate problem solving separately such as in different writing, to

natural knowledge or chess playing

domains thus

physics, their

relinquishing

attempts

extract a global theory of problem solving (e.g. Sternberg & Frensch, 1991). Instead, these researchers have

frequently focused on the development of problem solving within a certain domain, that is on the development

of expertise (e.g. Anderson, Boyle & Reiser, 1985; Chase & Simon, 1973; Chi, Feltovich & Glaser, 1981). Areas that have attracted rather intensive attention in North America include fields as:

Reading (Stanovich & Cunningham, 1991) Writing (Bryson, Bereiter, Scardamalia & Joram, 1991) Calculation (Sokol & McCloskey, 1991) Political decision making (Voss, Wolfe, Lawrence &

Engle, 1991)

Problem Solving for Business (Cornell, 2010)

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Saint Marys Academy of Capiz P. Burgos St., Roxas City

Managerial problem solving (Wagner, 1991) Lawyers' reasoning (Amsel, Langer & Loutzenhiser, 1991) Mechanical problem solving (Hegarty, 1991) Problem solving in electronics (Lesgold & Lajoie, 1991) Computer skills (Kay, 1991) Game playing (Frensch & Sternberg, 1991) Personal problem solving (Heppner & Krauskopf, 1987) Mathematical problem solving (Polya, 1945; Schoenfeld,

1985)

Social problem solving (D'Zurilla & Goldfreid, 1971;

D'Zurilla & Nezu, 1982)

Problem solving for innovations and inventions: TRIZ

(Altshuller, 1973, 1984, 1994) To sum up, researchers' realization that problem-solving processes differ across knowledge domains and across levels of expertise (e.g. Sternberg, 1995) and that, consequently, findings generalize laboratory, obtained to has in the laboratory cannot necessarily outside led to the an

problem-solving during the past

situations two

decades

emphasis on real-world problem solving. This emphasis has been expressed quite differently North in North America research and has
14

Europe,

however.

Whereas

American

Saint Marys Academy of Capiz P. Burgos St., Roxas City typically concentrated on studying problem solving in

separate, natural knowledge domains, much of the European research has focused on novel, complex problems, and has been performed with computerized scenarios (see Funke,

1991, for an overview). Characteristics of a difficult Problem As elucidated by Dietrich Drner and later expanded upon difficult problems have some typical

by Joachim

Funke,

characteristics that can be summarized as follows: Intransparency (lack of clarity of the situation) Commencement opacity Continuation opacity Polytely (multiple goals) Inexpressiveness Opposition Transience Complexity (large decisions)
15

numbers

of

items,

interrelations

and

Saint Marys Academy of Capiz P. Burgos St., Roxas City Enumerability Connectivity (hierarchy allocation relation) Heterogeneity Dynamics (time considerations) Temporal constraints Temporal sensitivity Phase effects Dynamic unpredictability The resolution on of difficult of these problems requires a direct are relation, communication relation,

attack

each

characteristics

that

encountered. Problem Solving Techniques These techniques are usually called problem solving

strategies. Abstraction: solving the problem in a model of the system before applying it to the real system Analogy: using a solution that solved an analogous problem
16

Saint Marys Academy of Capiz P. Burgos St., Roxas City Brainstorming: suggesting a (especially large number among of groups or of people) and

solutions

ideas

combining and developing them until an optimum is found Divide and conquer: breaking down a large, complex problem into smaller, solvable problems Hypothesis testing: assuming a possible explanation to the problem and trying to prove (or, in some contexts,

disprove) the assumption Lateral thinking: approaching solutions indirectly and

creatively Means-ends analysis: choosing an action at each step to move closer to the goal Method matching of focal objects: synthesizing of different seemingly objects noninto

characteristics

something new Morphological analysis: assessing the output and

interactions of an entire system Reduction: transforming the problem into another problem

for which solutions exist

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Saint Marys Academy of Capiz P. Burgos St., Roxas City Research: employing existing ideas or adapting existing

solutions to similar problems Root cause analysis: eliminating the cause of the problem Trial-and-error: testing possible solutions until the right one is found Proof: try to prove that the problem cannot be solved. The point where the proof fails will be the starting point for solving it

RESEARCH METHODOLOGY Research Design This study is an experimental at the same time a

descriptive correlational research aimed at improving the problem solving skills of physics students through the use of the competent problem solver, the understanding basic mechanics and formulate-your-own-problem methods at Saint Marys Academy of Capiz. The study offered the opportunity to engage in continuous cycles of planning, acting,
18

Saint Marys Academy of Capiz P. Burgos St., Roxas City observing action and reflecting, approaches. which generally & characterize (2002),

research

McNiff

Whitehead

elaborate on these cycles to describe spontaneous, selfrecreating system of enquiry as a systematic process of observe, but they describe, stress plan, act, reflect, evaluate, modify, that which the process for is not linear, fluidity cycle but in is

transformational, implementing the

allows The

greater

process.

action

research

generally given as a four-step cycle of reflect plan act observe. That is: reflecting on ones practice and identifying a problem or concern, planning a strategy or intervention that may solve the problem, acting or carrying out the plan, the and data. finally, It is observing common for the results or to

collecting

practitioners

follow the observation phase with reflecting anew, planning and carrying the out another intervention, repeating and, the again, cycle,

observing

results,

continually

continually seeking improvement (Higher Education Academy 2009). Research Procedures and Techniques PROCEDURAL DESIGN
Determination of the Low Performing Students in Physics 19

Saint Marys Academy of Capiz P. Burgos St., Roxas City

Random Sampling for the final number of the Respondents

Administration of the Pre-test

Determination of the Problem-solving skill and interest level for the Pre=test Implementation of the Methods - Competent Problem Solver - Understanding Basic Mechanics - Formulate-and-Solve

Assessment of the Methods by means Board work, Challenge Problems, Quizzes, Quarterly Projects and Examinations

Administration of the Post test

Determination of the Problem-solving skill and interest level for the Post test Data Gathering (Frequency Count) Analysis and Interpretation of Data ( Mean , Comparative and Correlation) Analysis and Interpretation of Data ( Mean , Comparative and Correlation)

The researchers used pre-intervention activities such as class works, projects, tests and assignments. Students were made to take a teachers-made test which consisted of
20

Saint Marys Academy of Capiz P. Burgos St., Roxas City five questions each in Kinematics and in Dynamics after students were taught the concepts. The researchers

underwent series of activities to implement the strategies in order to help improve the problem-solving skills of the selected students. Date August 2011 Activities Data to be Collected Statistical Treatment

31, Administration Scores of the Mean of the pre- pre-test Scores/ANOVA test Result of the Mean Scores daily, unit, periodical tests and projects.

September 1, Implementation 2011 of the January 31, Remedies 2012 - Competent Problemsolving Method - Understanding the Problem Mechanics - Formulateand-Solve your own problem method February 2012

1, Administration Scores of the Raw scores and of the post- post-test ANOVA test

Time and Place of Study

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Saint Marys Academy of Capiz P. Burgos St., Roxas City This study was conducted from Second to Fourth Quarter of the School Year 2011-2012 at Saint Marys Academy of Capiz, Roxas City Capiz. Respondents of the Study and Sampling Method This fourth year. study utilized thirty (30) randomly the selected school their

year These

students

enrolled were

during

current based on

respondents

selected

performance on the First Periodical Test in Physics and then Random sampling was applied to identify the 30

respondents. Nature of Techniques Used A. The Problem-Solving Skill Questionnaire This is a researchers-made questionnaire which is

consist of 10 word problems to be solve with 5-point mark each which makes it 50 points. Each problem has different components such as given, unknown quantity, illustration, equation, and computation. At the end of the questionnaire is a scale 1-10 indicating the rate of interest of the respondents solving towards the is subject then Physics. identified The problemthe

skill

level

using

classification below:
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Saint Marys Academy of Capiz P. Burgos St., Roxas City Scores Interval 0 10 11 20 21 30 31- 40 41 49 50 Level of Skill Very Low Low Moderate High Very High Excellent For the level of interest in the subject Physics, the following scale will be used. Mean 0 2.00 2.01 4.00 4.01 6.00 6.01 8.00 8.01 9.99 10 Level of Interest Very Low Low Moderate High Very High Excellent

B. The Competent Problem Solver Method

23

Saint Marys Academy of Capiz P. Burgos St., Roxas City The key component of these instructional strategies is the competent problem solver method is a five-step

structured problem solving strategy as follows: 1. Visualize the problem 2. Describe the problem in physics terms 3. Plan a solution 4. Execute the plan 5. Check and evaluate C. Understanding Basic Mechanics Method This method has three basic steps: Analyze the

Problem, Construct Solution, and Check (and Revise if need be). The first and third steps are broken down into a list of questions the student needs to ask about the problem and factors that should be taken into account. The second step, the meat of the method, concerns itself with finding

appropriate sub- problems that resemble the exercises the students are already capable of working, or can easily

figure out how to work. In constructing the solution, the student first determines what needs to be done: is there missing information? Are there unknowns that might be
24

removed by proper combination of relations? Once that has

Saint Marys Academy of Capiz P. Burgos St., Roxas City been determined, the student is helped along the path to accomplishing the sub-goal. This method is a heuristic

method, in that it teaches the student ways of thinking and learning. In constructing the solution, the student first determines what needs to be done by asking these self

questions: Is there missing information? Are there unknowns that might be removed by proper combination of relations? Once that has been determined, the student is helped along the path to accomplishing the sub-goal. Among the two

methods described above, it is considerably easier to work with the competent problem solver method in collaboration with the Understanding Basic Mechanics Method because of the following reasons: The Competent Problem Solver Method has rigorously shown to work in group settings where the total class size was small enough that the teacher could effectively manage the groups (Heller & Hollabaugh 1992). There are sixteen (16) physics students in Somanya

Secondary Technical School; hence it was expedient to apply this method. Also the Competent Problem Solver Method is

used since it teaches a general strategy with emphasis on the This specific method methods needed for physics problem-solving. helps overall problem-solving skills of

students especially in the areas of focusing the problem

25

Saint Marys Academy of Capiz P. Burgos St., Roxas City and checking the results (Heller skills may & Hollabaugh often the a 1992). limiting or

Secondly, factor on

problem-solving students. They

are

understand

concept

think they understand it but are blocked by inability to do the problem itself. Researchers in various fields of

science education have pointed out how students often seem to have great difficulty of several with problems that are simply can

concatenations

exercises

the

students

already work ( Bodner 1991).

By improving the problem-

solving skills of the student population, it may become easier to spot conceptual difficulties that the students have. Below is a brief description of the steps followed when using the understanding of basic mechanics method and the competent problem solver method. Step 1 Understand the problem To really understand the problem, the following substeps are needed to be considered. a. b. Read the problem carefully. Find the important information.

26

Saint Marys Academy of Capiz P. Burgos St., Roxas City c. values. d. e. Identify what the problem wants you to solve. Ask if your answer is going to be a larger or Write down the known values and the unknown

smaller number compared to what you already know. Step 2 Decide how you are going to solve the problem Decisions on how to solve the problem may depend on your choice of one of the following strategies. Use a graph Use formulas Make a list Find a pattern Work backwards Use reasoning Draw a diagram Make a table Act it out However, in this study the strategy of draw a

diagram was used. Step 3 - Solve the problem Problem is solved by plugging known values into

relations or formulas to solve for unknown value.

27

Saint Marys Academy of Capiz P. Burgos St., Roxas City Step 4 - Look Back and Check This is done by re-reading the problem and comparing the information from the problem to your work. After that, ask yourself this question, Did I solve what the problem asked me to solve? In order to ensure that students go by these steps when solving problems, the following grading criteria were used to assess students on the steps as shown in Table 3.1 Formulate-and-Solve-Your-Own Problem This is a culmination of the two methods stated above. The respondents will then formulate a problem based on the mechanics of word problem formulation, illustrate with

accuracy of measurements, and solve analytically applying mathematical computations and equations. This was done

during every Periodical tests (2nd to 4th Quarter) and as their project in the Second and Third Quarter. The students were also tasked to formulate and solve their own version of a kinematics and dynamics word problems as their project in the second quarter and the teacher also incorporated items for synthesis examination part to during assess the the second level of and third

quarterly

problem28

Saint Marys Academy of Capiz P. Burgos St., Roxas City solving skill of the respondents. The researchers used the following criteria in marking their works: Problem: Grammar and Mechanics 2 points, Accuracy and

Appropriateness of the quantities 2 points Solution: Illustration/Given 2 points, Equation Derived 2 points, Accuracy of the Computation 2 points Total: 10 points A post-intervention test was conducted after the

implementation of the intervention activities. The test was made up of ten questions similar to the questions in the pre-intervention test. Students responses to the questions were collected, marked and analyzed. Statistical Tools Used A. Mean This tool was used to get the average scores of the respondents from the pretest and posttest given. The mean will represent the level of problem-solving skill of the

29

Saint Marys Academy of Capiz P. Burgos St., Roxas City respondents. The higher the mean the more competent the respondent is. B. One-way Analysis of Variance The Analysis of Variance is used to determine the

significant relationships among variables. In this study, it is used to determine the significant relationship

between the problem-solving skill performance and the level of interest of students in physics before and after the implementation of the interventions.

30

Saint Marys Academy of Capiz P. Burgos St., Roxas City

PRESENTATION and ANALYSIS of DATA Table 1. Profile of the Respondents Table 1 shows the profile of the 30 respondents of the study as grouped into age and gender. There are 10

respondents (20%) who ages 15 years old, mostly ages 15 years old (63%) and 5 respondents (17%) ages 17 years old. There were 15 respondents selected on both genders. CATEGORY A. Entire Group B. Age 15 y.o. 16 y.o. 17 y.o. C. Gender Male Female FREQUENCY 30 10 15 5 15 15 PERCENTAGE (%) 100 33 50 17 50 50

Table 2. Level of Problem-solving Skill of the Respondents Table 2 shows the means and corresponding descriptions of the respondents problem-solving of skill In as classified the
31

into

different

categories

variables.

general,

Saint Marys Academy of Capiz P. Burgos St., Roxas City respondents had a low level of problem-solving skill in the pre-test with a mean of 13.43 and moderate level in the post-test with 27.59 mean. Specifically, it can be gleaned from the data that: 1. In terms of age, respondents who age 15 years old has

the lowest problem-skill with a mean score of 8.60 while 16 and 17 years old has low level with 13.93 and 18.80 respectively in the pre-test. In the post test, there are improvements exist as the 15 and 16 year-old respondents are classified as moderate level with 23.20 and 28.07 mean scores while the 17 year-olders has high level of problem-solving skills gained. This means that students as they grow and mature take on better problem-solving skills as they are educated. 2. In terms than of gender, with female 11.6 respondents and 12.8 comprehend scores

lower

male

mean

respectively. In the post test, the same trend is shown as the male outscores the female respondents with mean scores 28.73 and 24.93 respectively. This means that the lads are good in problem-solving than the gals. Table 2. Mean and Description of Students Problem-solving Skills CATEGORY Mean Description
32

Saint Marys Academy of Capiz P. Burgos St., Roxas City Pre-test A. Entire Group B. Age 15 y.o. 16 y.o. 17 y.o. C. Gender Male Female 13.43 Posttest 27.59 Pre-test Low Post-test Moderate

8.60 13.93 18.80 11.60 12.80

23.20 28.07 33.00 24.93 28.73

Very Low Low Low Low Low

Moderate Moderate High Moderate Moderate

Table 3. Level of Interest of the Respondents Table 2 shows the means and corresponding descriptions of the respondents into level of interest of in physics as In

classified

different

categories

variables.

general, the respondents had a low level interest in the pre-test with a mean of 2.18 and moderate level in the post-test with 4.64 mean. Specifically, it can be gleaned from the data that:
1.

In terms of age, respondents who age 15 years old

has the lowest problem-skill with a mean score of 1.83 while 16 and 17 years old has low level with 2.02 and 2.56 respectively in the pre-test. In the post test, there are improvements exist as the 15 year-old

respondents are classified as low level with 3.65 while both the 16 and 17 year-olders has moderate level of interest gained with 4.33 and 5.16 respectively. This
33

Saint Marys Academy of Capiz P. Burgos St., Roxas City means that as students grow older they tend to learn physics as an interesting field gradually.
2.

In terms of gender, female respondents have a low

level of interest compared than males with 2.21 and 2.39 mean scores. In the post test, the same trend is shown as the male outscores the female respondents with mean scores 5.78 and 4.28 respectively. This means that boys gain more interest in the subjects as they learn from everyday discussion and learning activities. Table 3. Mean and Description of Students Level of Interest in Physics CATEGORY Mean Pre-test Posttest 2.18 4.64 Description Pre-test Post-test Low Moderate

D. Entire Group E. Age 15 y.o. 16 y.o. 17 y.o. F. Gender Male Female

1.83 2.02 2.56 2.39 2.21

3.65 4.33 5.16 5.78 4.28

Very Low Low Low Low Low

Low Moderate Moderate Moderate Moderate

Table 4. Analysis of Variance of the Pre-test and Post Test Table 4.1 and 4.2 show the Analysis of Variance

between Problem-solving skills and the Level of interest of the respondents in physics during the pre-test and
34

Saint Marys Academy of Capiz P. Burgos St., Roxas City posttest. It can be extracted that both in the pre-test and posttest the computed f values (0.122 and 0.083,

respectively) are greater than the significant value which is 0.05 thus there is a significant relationship between the skill and interest of the students upon dealing with a physics problem. So it means that students as they learned the concept and problem-solving skills and techniques given by the teacher develop their interest in Physics as a

subject. Table 4.1 Pre-test Analysis of Variance of the Problem-solving skill and Interest Sum of Squares Between Groups Within Groups Total 609.967 350.833 960.800 Mean Square 14 15 29 43.569 23.389

df

F 1.863

Sig. .122

35

Saint Marys Academy of Capiz P. Burgos St., Roxas City

Table 4.2 Pre-test Analysis of Variance of the Problem-solving skill and Interest Sum of Squares Between Groups Within Groups Total 903.867 288.000 1191.867 Mean Square 17 12 29 53.169 24.000

df

F 2.215

Sig. .083

36

Saint Marys Academy of Capiz P. Burgos St., Roxas City SUMMARY, FINDINGS, CONCLUSIONS and RECOMMENDATIONS Summary This descriptive correlational research was primarily undertaken to ascertain the profile and significant

relationship between the levels of problem-solving as well as the interest of SMAC high school students as categorized in terms of the variables age and gender. Various methods such as the Competent Problem Solver, Understanding Basic Mechanics, and Formulate-and-Solve Methods were utilized to treat the low level skills of the respondents. After all the gathering and analysis of data before and after the implementation of the above remedies it was found out that somehow they are effective in improving the problem-skill of the students. Thus developing students tendencies to visualize the problem, derive appropriate equations, and

accurately compute for the solutions. This study will be beneficial to those who are involved in the educational process. Primarily the Students, after knowing their level of problem-solving skill it will make them aware about how they react towards word problems in physics exams. It will help them develop a positive self-concept that can enhance their knowledge, self-confidence, and motivate them to face
37

Saint Marys Academy of Capiz P. Burgos St., Roxas City classroom-based or even real-life problems courageously to improve their academic performance in Physics as a subject. And for the Physics or even Math Teachers, who are the facilitators of descriptive and inferential scientific

learning, it will foster awareness of how student react to their testing techniques and approaches. The findings of the study will provide teachers with factual information of their students level of can problem-solving be employed skill; hence, to

intervention

programs

with

regards

teaching approach and test making.

Findings In terms of profile, most of the respondents were 15 years old and equally distributed as to gender. In general, the respondents had a low level of

problem-solving skill in the pre-test and moderate level in the post-test. In terms of age, respondents who age 15 years old has the lowest problem-skill while 16 and 17 years old has low level. In the post test, there are improvements exist as the 15 and 16 year-old respondents are classified as
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Saint Marys Academy of Capiz P. Burgos St., Roxas City moderate level. This means that students as they grow and mature take on better problem-solving skills as they are educated. In terms of gender, female respondents comprehend

lower than male. In the post test, the same trend is shown as the male outscores the female respondents. This means that the lads are good in problem-solving than the gals. The skill was significantly related to the interest of the students in dealing with a physics problem. So it means that students as they learned the concept and problem-

solving skills and techniques given by the teacher develop their interest in Physics as a subject. Conclusions Based on the aforementioned results, the researchers have drawn the following conclusions:
1. Most

of the high school students suffers on how to and solve word problems in the subject

analyze

Physics. Although it will take time for them to master the art of problem for solving, them to the learn teacher and is an

important

medium

appreciate

Physics. Students learn as they mature and see word

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Saint Marys Academy of Capiz P. Burgos St., Roxas City problems in real-life applications. Boys are good in analysis and arithmetic processes compared than girls, as what can be deduced from the data. So this should be regarded in the educational system of the school.
2. High

school

life

is

challenging

stage

for

our

students. It is where they establish their love for a certain subject which will anchor them on their future careers. In the field of physics. Although most of the students will not take engineering or physical science courses has to undergo the basic physical nature of thing that they can see and anything that they can do involves physics on it. They must at least develop an interest on this field for them to be aware that

everything they see and uses are products of the socalled Physics. of Modernization Physical fields. is If brought they by the

advancement

appreciate

their life, they have first to appreciate Physics. Recommendations The researchers would like to recommend the use or addition of more and effective problem-solving techniques to be conducted to a greater number of populations so as to

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Saint Marys Academy of Capiz P. Burgos St., Roxas City evaluate effectively and enhance more this ability to the students especially in the subject Physics. Careful learning planning should be given emphasis by the teacher to arouse the interest of the students and to address their individual differences in terms of attacking the problems. Drill and exercises should be integrated in case

students cannot master well the concepts of problem-solving and further enhance their skills. The need to look into the other interventions should be given attention to respond to the need of the female students in order to somehow enhance their skill and

interest the same as the male students. The researchers also further recommend that a

correlation study between the language communication skill and the problem-solving skill of the students should be conducted to determine if there is a significant

relationship exists. And lastly, the implementation of the methods used in this study to the field of Mathematics and other Science

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Saint Marys Academy of Capiz P. Burgos St., Roxas City courses will be held to help improve also the problem-

solving skills of the young Scientists and Mathematicians.

REFERENCES Aman Rao (2002-2004), Teaching Physics. 4th ed. ed.

Borich, G.D (1996). Effective Teaching Methods.3rd Englewood Criffs: Merrill 3. Christoph Schiller 1997-2007,

Motion Mountain (The

adventure of physics),20th revision. Williams. (1987), participation in education, Australia Council for educational research, hawthorn. E. Perrtt (1982), Effective teaching and practical to improve teaching, 3rd ed. Elliot, Educational psychology, Effective teaching, effective learning teaching, learning and social class. The McGrawil Hill University, 3rd edition.

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Saint Marys Academy of Capiz P. Burgos St., Roxas City Robert S. Feldman (2002), Understanding psychology, University of Massachusetts at Amherst McGraw Hill Company 6th edition.

APPENDICES PHYSICS PROBLEM QUESTIONNAIRE Name: ______________________________ First Quarter Grade: _______________ Section:_________ Gender: _________

Part 1: KINEMATICS
1. An ant travels 3.5 m down to its subterranean nest.

What would be its speed in 1.2 seconds? 2. A minivan traveled at a distance hours. How fast would it be in m/s? of 90 km in 1.3

3. An ostrich is the largest bird in the world. If it travels at a speed of 35 mps. How long will it take to cover a distance of 100 ft? 4. How far would it take a trailer to reach its next destination if it is traveling a velocity of 50 mps in 0.3 hours?
5. A helicopter is moving at an acceleration of 400 km/hr 2

north. What would be its velocity in 2.5 hours?

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Saint Marys Academy of Capiz P. Burgos St., Roxas City Part 2:DYNAMICS 1. A boy on a bridge throws an stone vertically downward toward the river below with an initial velocity of 14.7 mps. If the stone hits the water 2.0 s later, what is the height of the bridge from which the boy stands? 2. A ball is dropped out of a window near the top of the building. If it accelerates downward at -9.8 mps2, how fast will it hit the ground? 3. If a bullet is fired horizontally with a velocity of 600 mps from a height of 48 m, how long will it hit the ground? 4. A tractor pulls a loaded wagon with a constant force of 440 N. If the total mass of the wagon and its contents is 275 kg, what is the wagons acceleration? 5. A 100 kg football player runs straight down the field with a velocity of 4 mps. A 1 kg dodgeball was thrown at him at a velocity of 500 mps. Which of them has greater momentum? Part 3: Physics Interest Scale From a scale of 1 10, rate your level of interest in the subject Physics. Write your answer on the box provided.

ANSWER SHEET
Given, Illustration and Unknown: (3 points)

Equation and Solution: (2 points)

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