Title of the study type here
A Practical Research studies
Presented to the faculty of
Antonio National High School
Senior High School
In partial Fulfillment of
the requirements for the
Accountancy, Business, and Management Strand
by:
Name of the researcher
March 2023
Table of Contents
Chapter I.......................................................................................................................................2
Introduction...................................................................................................................................2
Chapter II......................................................................................................................................3
Review of Related Literature......................................................................................................3
Chapter III.....................................................................................................................................5
Methodology.................................................................................................................................5
Step 1: Identify the Problem...................................................................................................5
Step 2: Generate potential solutions.....................................................................................6
Step 3: Choose one solution..................................................................................................7
Step 4: Implement the solution you've chosen.....................................................................7
Step 5: Evaluate results..........................................................................................................8
Chapter IV.....................................................................................................................................9
Results and Discussions.............................................................................................................9
4.1 Results................................................................................................................................9
4.1.1 Introduction.................................................................................................................9
Chapter V....................................................................................................................................10
Discussion...............................................................................................................................10
List of Tables
List of Figures
1
Chapter I
Introduction
Problem solving is the process of achieving a goal by overcoming obstacles, a
frequent part of most activities. Problems in need of solutions range from simple
personal tasks (e.e how to turn on an appliance) to complex issues in business
and technical fields. The former is an example of simple problem solving (SPS)
addressing one issue, whereas the latter is complex problem solving (CPS) with
multiple interrelated obstacles [1] Another classification is into well- defined
problems with specific obstacles and goals, and ill-defined problems in which the
current situation is troublesome but it is not clear what kind of resolution to aim
for [2] Similarly, one may distinguish formal or fact-based problems requiring
psychometric intelligence, versus socio-emotional problems which depend on the
changeable emotions of Individuals or groups, such as tactful behavior, fashion,
or gift choices.[3] (en.m.wikipedia.org
Solutions require sufficient resources and knowledge to attain the goal.
Professionals such as lawyers, doctors, and consultants are largely problem
solvers for issues which require technical skills and knowledge beyond general
competence. Many businesses have found profitable markets by recognizing a
problem and creating a solution: the more widespread and inconvenient the
problem, the greater the opportunity to develop a scalable solution
(en.m.wikipedia.org
There are many specialized problem-solving techniques and methods in fields
such as engineering, business, medicine, mathematics, computer science,
philosophy, and social organization. The mental techniques to identify, analyze,
and solve problems are studied in psychology and cognitive sciences.
Additionally, the mental obstacles preventing people from finding solutions is a
widely researched topic: problem solving impediments include confirmation bias,
mental set, and functional fixedness (en.m.wikipedia.org)
2
Chapter II
Review of Related Literature
Problem solving is often challenging for students because they do not
understand the problem-solving process (PSP). This study presents a three-
stage, context-based, problem solving, learning activity that involves watching
detective films, constructing a context simulation activity, and introducing a
project design to enable students to construct a complete PSP, This study was
conducted among 103 eighth-grade students over a period of 14 weeks. The
descriptive statistics and structural equation model were used to analyze the
students PSP performance. Results indicate that contest simulation is beneficial
for cultivating students' abilities to establish and analyte questions and then
select and develop solutions. In addition, the project design cultivated the
students' ability to evaluate results and apply feedback. Findings from this study
demonstrate that context-based learning may effectively enable students to
establish a complete PSP (Kuang-Chao Y Su Chun Fan, Kuen Un 20151
Students' ability to apply mathematical knowledge to various situations has been
one of the major concerns in mathematics education research. However, little is
known about the assessment strategies that have a substantial contribution to
the development of mathematical problem-solving skills in kindergarten children
through to upper secondary school students. In this review of existing literature,
we discuss the contribution of assessment strategies in the last three decades in
strengthening learners' acquisition of mathematical problem-solving skills.
Twenty peer reviewed conference papers and journal articles published from
1997 to 2020, downloaded from Google Scholar, Academia, and ERIC
databases have been analyzed and discussed. Based on this review, it has been
noted that the application of assessment strategies such as Structure of the
Observed Learning Outcomes taxonomy, Higher-Order Thinking Skills model,
performance assessments, authentic assessments, dynamic assessments, and
video games-based assessments alongside the learner-centered/active learning
methods like problem- based and cooperative learning is bound to strengthen
students' mathematical problem-solving skills (Fidele Ukobizaba, Gabriel
Nizeyimana, Angel Mukka, 20211
3
Previous studies revealed that many students cannot perform well when it comes
to word problem-solving questions. There are various problem-solving strategies
that can be applied to help students to overcome the problem. Visualization
techniques in learning have been used to help students enhance their conceptual
understanding of the mathematical problem-solving and the use of bar model
visualization technique is one of the strategies (Sharifah Osman, Che Nurul
Azieana Che Yang, Mohd Salleh Abu, Norulhuda Ismail, Hanifah Jambari, Jeya
Amantha Kumar, 2018).
4
Chapter III
Methodology
Step 1: Identify the Problem
As obvious as it may sound, the first step in the problem-solving process is to
identify the root of the issue. Unfortunately, the problem isn't always easily
identifiable and requires extra analysis to get the source. One method used in
this step is Toyota's "Five Whys technique. In the event of a problem, ask
yourself the five whys: Who, What, When, Why, and Where. By asking yourself
these questions in associations with the problem, you will discover exactly where
the problem is coming from. If that isn't enough, there are three steps you can
take to better identify a problem (knowledge.com)
Explore the situation: Expand on the problem to try to get to the bottom of it. If
the source of the problem is coming from an individual, try putting yourself in their
shoes (Knowledge.com).
Draft a problem statement: Reduce the problem into the simplest of terms and
put it on paper (Knowledge.com). Try to answer the question: "why is this current
situation a problem?"- Once you've boiled it down to one source, you will then be
able to better assess the situation better (Knowledge.com)
Let's take a coffee shop for example. Say the coffee shop has slowly been losing
business in the last quarter, despite having a very successful two years prior.
The owners of the restaurant want to better understand why they are suddenly
losing business. First, the owner explores the situation and looks at all the
possible reasons this is happening. They look at their employees, their daily
routines, and training procedures; while also observing the local competition and
any regional situations, such as being in a college town. After looking at every
single possible reason, the owners figure out what is causing the problem and
write it down: It's the summer and most of their clientele (students) are away for
the summer. Finally, the owners answer the question "why is this current
5
situation a problem?" After further evaluation, they realize the problem is a limited
market and must expand to get more business (Knowledge.com).
Step 2: Generate potential solutions
The next step is to create a list of possible solutions to the problem you've
discovered. There are many ways to generate solutions. Brainstorming is the first
way to think of a potential answer. This can be done individually or in a group
setting. The latter is recommended, becausethe more input, the better, simply
because different perspectives can lead to different solutions There are more
models for this situation that can help you create solutions, including
(Knowledge.com)
Means End Analyb-An artificial intelligence analysis that looks at the ultimate
goal and finds the best possible way of attaining that goal (knowledge.com)
POSA Model- Also known as the Plan Do Study Act Model. This is the shorthand
version of the problem-solving method, where you start with planning test the
theory, study the results, and act based upon observations. This process is done
several times (Knowledge.com) Root Cause Analysis- This method is used to get
to the root of the problem. There are four steps to find the root cause. Identify the
problem, establish a timeline, distinguish between root causes and other factors,
and create a cause graph (knowledge.com)
6
Lean Prioritization Method-This method is created within a two by two matrix with
the X and Y-axis ranging from low to high. The X-axis is labeled as effort, while
the Y-axis is labeled value. Inside the two by two matrix label the four squares
with quick wins, big bets, maybes. and time sinks. Evaluate all of the problems
and situations and put them in the appropriate categories to figure out where to
focus your attention (Knowledge.com).
Step 3: Choose one solution
Once a list of possible solutions has been made, it's time to put your decision-
making skills to the test. In order to find the best solution for the problem, analyze
every possible resolution and decide which is best for the situation you are in.
One might want to consider many elements before choosing one solution. These
elements include efficacy, practicality, timeliness, resources, and cost. Also,
consider who is involved before making any final decisions. The process of
elimination is another good way to narrow your choices down. This is also where
risk management will be used to help make a decision. Like brainstorming,
choosing a solution doesn't have to be done alone (Knowledge.com).
Step 4: Implement the solution you've chosen
Now that a solution has been chosen, it's time to implement it throughout the
necessary departments, areas, or people. On average, it takes about 66 days for
a new habit to become automatic, according to a recent study that was published
in the European Journal of Social Psychology. In other words, change doesn't
happen overnight. To make a new change to any business, planning, patience,
and persistence are all required (Knowledge.com).Planning Understand that
timing is everything, and when a company implements a new strategy, they often
take a lot of time to implement the new idea. Decide on dear goals. address any
issues or possible obstacles, and create a plan. It's also very important to
practice proper communication skills across the entire organization so that
everyone knows what is expected (Knowledge.com).
7
Patience Change is scary and not everyone is always acceptable to the idea,
that's why it's important to stay patient throughout this process. Try implementing
the plan little by little so that employees aren't overwhelmed. Encourage each
other and make sure everyone understands the goal behind this change, and
that everyone is participating in making that change possible (condeity.com)
Persistence Finally, continuous application and monetarization of these changes
are crucial. As an employer, you must make sure all of your employees are
practicing the changes every week, so that old habits can fall behind. If an
employee is being inconsistent, you might have another problem on your hands
(Knowledgecity.com)
Step 5: Evaluate results
The final part of the problem-solving process is to analyze the results. This can
be done after a couple of weeks, months, or years, depending on what you are
trying to change or achieve. It's important to remember why this problem started
in the first place and how it was affecting the company. Ask yourself any of the
following questions to better evaluate results Knowledgecity.com)
8
Chapter IV
Results and Discussions
4.1 Results
4.1.1 Introduction
This chapter contains detailed presentation and discussion of data analysis and
the results of this study. The findings are presented under the following major
headings: Grade level of the respondents and Survey results.
4.1.2 Grade level of the respondents
4.1.2.1 The grade level of the respondents were all Grade 11 students with the
composition of 30 General Academic Strand (GAS) students and 17
Accountancy, Business, and Management Strand (ABM) students of Antonio
National High School.
4.1.3 Survey Results
4.1.3.1 The following tables and figures below are the results of all the 20 survey
questions given to grade 11 students of Antonio National High School.
Table 1.1: Results of Question Number 1.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.2: Results of Question Number 2.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.3: Results of Question Number 3.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.4: Results of Question Number 4.
9
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.5: Results of Question Number 5.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.6: Results of Question Number 6.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.7: Results of Question Number 7.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.8: Results of Question Number 8.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.9: Results of Question Number 9.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.10: Results of Question Number 10.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
10
Table 1.11: Results of Question Number 11.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.12: Results of Question Number 12.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.13: Results of Question Number 13.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.14: Results of Question Number 14.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.15: Results of Question Number 15.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.16: Results of Question Number 16.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.17: Results of Question Number 17.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
11
Table 1.18: Results of Question Number 18.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.19: Results of Question Number 19.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
Table 1.20: Results of Question Number 20.
Answers
Question
Never Sometimes Often Always
1. I make myself prepared for the math
0 31 13 3
subject.
12
Chapter V
Summary, Conclusion and Recommendations
13
14
