Assessing the Problem-Solving Skills of Grade 10 Students in Algebraic Word

Problems at Binangonan Catholic College

Submitted by:

Arabit, Jun Angelo P.

Ceñido, Julianne Mae I.

Mangarin, Argel Joseph H.

Olegario, Francine May H.

Submitted to:

Mrs. Rufina Niones

 Chapter I

Problem and its Background

Problem-solving skills refer to the ability to use specific approaches and

strategies to arrive at a meaningful solution(s) to a situation or problem. This

requires the ability to identify the nature of a problem, deconstruct it (break it down),

and design an effective set of activities to handle the obstacles associated with the

problem. Problem-solving skills are important in both school and real-life situations,

fostering self-confidence, creativity, and independent thinking. It is suggested that a

person with problem-solving skills develops into a self-confident, creative, and

independent thinker (Yöyen et al., 2017). Great problem solvers strive to discover

and understand the underlying causes of a difficult situation; the essence of a

specific problem that can be recognized, addressed, and finally, resolved (Al-

Mutawah et al., 2019).

Mathematical word problems are special types of mathematical problems;

they are "verbal descriptions of problem situations; they refer to an existing or

imaginable meaningful context; and they can be closed or open, algorithmic or non-

algorithmic" (Van Dooren et al., 2019, p. 99). word problem is a set of sentences that

describes a ‘real-life’ scenario in which a problem must be solved using

mathematical calculations. Due to the fact that word problems sometimes

incorporate a form of narrative, they are sometimes referred to as story problems,

and can vary in terms of the amount of language employed. The use of natural

language in mathematics instruction is typically justified in two ways. First, by

bringing the actual world into classrooms, word problems aid learners in developing

links between the real world and mathematics (Krawitz et al., 2018).
 Algebra is a fundamental branch of mathematics that is essential for students'

academic growth. In the Philippine education system, algebra is introduced as a key

component of the mathematics curriculum at the secondary school level it is legally

grounded in Republic Act No. 10533 (The Enhanced Basic Education Act of 2013),

the implementing orders of the Department of Education, and the K-12 Curriculum

guides, all of which emphasize the importance of Algebra for the development of

mathematical literacy and competencies in Filipino students. Learners are expected

to have mastered key algebraic concepts such as solving linear equations,

simplifying expressions, and working with inequalities and systems of equations.

Students are expected to apply algebraic concepts to solve various types of

mathematical problems, including algebraic word problems.

Word problems in algebra require students to translate verbal descriptions of

scenarios into mathematical equations or expressions and solve them accurately.

This involves a high level of cognitive skill, as students must identify relevant

information, discern relationships, and employ appropriate mathematical operations.

The ability to solve algebraic word problems requires a combination of skills,

including reading comprehension, mathematical proficiency, logical reasoning, and

the ability to organize and process information systematically. Word problems often

cover a range of topics, such as rates, mixtures, distances, age problems, and

investments. The ability to solve these problems is not only a measure of students’

understanding of algebra but also an indicator of their overall problem-solving ability,

critical thinking skills, and readiness for higher-level mathematical challenges.

The development of higher-order thinking skills, including critical thinking and

problem-solving, is at the core of Republic Act No. 10533 (RA 10533), this law

mandates the restructuring of the Philippine basic education system to ensure that
students not only acquire foundational knowledge but also develop the intellectual

capabilities required to analyze, evaluate, and solve complex problems.

However, among the many areas of mathematics, algebraic word problems

are often seen as a critical measure of a student's ability to integrate knowledge and

apply it in real-world contexts. Solving algebraic word problems requires more than

rote memorization or the mechanical application of formulas—it involves the active

engagement of critical thinking and problem-solving skills.

There is growing concern that some students struggle with translating word

problems into algebraic equations, leading to difficulties in finding correct solutions.

Many students struggle with algebraic word problems due to difficulties in

comprehension, translating text into mathematical language, and maintaining logical

reasoning throughout the problem-solving process. This challenge is particularly

important to address, as strong problem-solving abilities are not only essential for

academic success in mathematics but are also transferable skills needed for

success in other subjects and in everyday life.

Under the provisions of Republic Act No. 9155, also known as the

Governance of Basic Education Act of 2001, defines the roles and responsibilities of

the Department of Education (DepEd) in the Philippines. Specifically, Section 5

outlines the duties of Department of Education (DepEd) plays a central role in

formulating policies that ensure the educational system is responsive to the needs of

students. This includes addressing challenges related to mathematical literacy,

particularly in the area of word problems where students often encounter difficulties

in translating real-world situations into algebraic expressions.

 Several studies show that for many high school learners, solving word

problems is one of the biggest challenges in algebra (Jupri & Drijvers, 2016).

Algebraic word problems can be quite difficult for secondary students. Vukovic and

Lesh (2016) highlight that students often have trouble converting verbal information

into mathematical expressions, emphasizing that the complexity of language and

problem structure can hinder comprehension. The authors recommend teaching

strategies aimed at improving students' skills in identifying important information and

creating equations.

According to Ocampo and Badiola (2019), Grade 10 students often face

difficulties in transitioning from procedural learning to the more abstract skill of

interpreting word problems. These difficulties are compounded by a lack of deep

comprehension and the inability to relate mathematical symbols and operations to

real-world scenarios.

According to the findings of Lidey P. Sultan (2014), The study was conducted

on selected students of the University of Southern Mindanao from July to August

2013 and included 34 respondents. Sultan (2014) explored the difficulties Filipino

students encounter in solving algebraic word problems. The study revealed that

many students struggle with translating real-life situations into algebraic expressions.

A lack of prerequisite skills, such as basic arithmetic and algebraic understanding,

prevents students from applying algebraic rules to complex problems. Sultan also

noted that students often rely on memorized procedures instead of deep conceptual

understanding, which hinders their ability to solve unfamiliar or challenging problems.

Pascual and Garcia (2016) conducted an investigation into the causes of

students’ difficulties in solving algebraic word problems, pointing out that many

students fail to recognize the essential mathematical relationships embedded in word

problems, leading to errors in computation or misapplication of formulas.

Furthermore, Dizon (2017) observed that students frequently overlook critical

information, misinterpret key terms, and fail to organize their solutions logically.

These issues are closely related to deficits in problem comprehension and critical

thinking, which are essential for success in algebraic problem-solving.

In particular, the inability to recognize the correct strategy to approach a given

problem has been identified as one of the key obstacles in solving algebraic word

problems. Delos Reyes (2015) explored how Grade 10 students often fail to identify

the variables involved in a problem, which hinders their ability to select the correct

operations or formulas. The findings suggest that students' lack of familiarity with the

structure of word problems—specifically how to extract relevant mathematical

information—often leads them to overlook important steps, thereby affecting the

accuracy of their solutions.

Campanilla and Mendoza (2024) conducted a detailed analysis of error

patterns among Grade 10 students in Cagayan. They found that common mistakes

included misinterpreting problem statements and failing to apply appropriate

mathematical operations, which were linked to insufficient comprehension skills. The

findings suggest that students frequently struggle with algebraic manipulation, word

problem translation, and applying appropriate problem-solving strategies. Based on

these error patterns, the study provides recommendations for improving instructional

strategies and helping learners develop stronger mathematical reasoning and

problem-solving skills.

A recent study by Soneira, González-Calero, and Arnau (2023) highlighted

that secondary school students often struggle with the formalization of relationships

into algebraic language. This difficulty is compounded by issues such as multiple

referents for unknown quantities, where students assign the same variable to

different values, leading to confusion and errors in problem-solving. The research

indicated that the primary source of difficulty lies in the use of algebraic language,

which significantly affects students' ability to construct accurate problem models.

A study by Lee and Tsai (2017) examined high school students in Taiwan and

found that difficulties with algebraic word problems stemmed from an inability to read

and understand the problem's context. This issue was compounded by the challenge

of identifying the correct mathematical operations to use. The study also revealed

that many students struggled with translating word-based problems into

mathematical expressions and equations, which is a critical skill for solving algebraic

word problems.

In a similar study conducted by Koedinger et al. (2017) in the United States, it

was found that students often struggled with problem-solving because they lacked a

structured approach to understanding and solving word problems. The study

concluded that students who were guided through structured problem-solving

processes, such as Polya’s model, showed improvements in accuracy and efficiency

when solving algebraic word problems.

Lupahla (2014) used Polya’s Problem-Solving Model to investigate the

algebraic problem-solving skills of Grade 12 learners in the Oshana Region in

Namibia. The results show that only 34.6% and 29.1% of the learners, respectively,

were successful in the ‘understanding the problem’ and ‘devising a plan’ steps of

Polya’s model. Alternatively, 26.1% and 23.8% learners, respectively, successfully

executed the devised plan, and were able to look back at the steps taken and

reevaluate if necessary. In a similar study,

 Lubis et al. (2017) explored junior high school students’ problem-solving skills

in linear equations and inequalities in one variable using Polya’s problem-solving

steps. Their study showed that the performance of the students decreased from the

first step (understanding the problem) to the third step (carrying out the plan) of the

problem-solving process. However, they performed better in the last step (looking

back) than in the second and third steps.

To address these challenges, the purpose of this study is to investigated the

Grade 10 student's problem-solving skills in Algebraic Word Problems in Binangonan

Catholic College utilizing Polya's Problem Solving Model as the framework for

evaluation. The findings of this study will contribute valuable insights into how Grade

10 students approach algebraic word problems in a specific educational context. By

analyzing the students' performance, the study will provide information about

common mistakes, challenges, and successful strategies. This knowledge can help

educators better understand the difficulties students encounter in algebra.

Theoretical framework

This study was framed using Polya’s (1945) Problem-Solving Model. The

model consists of four steps: understanding the problem, devising a plan, carrying

out the plan, and looking back. This study focused on the first three steps.

Understanding the problem refers to people’s ability to figure out what is being

asked, what is known, what is not known, and what type of answer is required

(Polya, 1957). The first step involves carefully reading the problem, identifying the

knowns and unknowns, and determining what the problem is asking. This stage

emphasizes comprehension, critical thinking, and translating the word problem into a

mathematical form. Understanding the problem is a key part of finding the solution

to the problem. In other words, before a problem can be solved, the problem solver
must understand the problem (Berlinghoff & Gouvêa, 2021; Niss & Højgaard, 2019;

Polya, 1981).

According to Daulay and Ruhaimah (2019), understanding the problem is split

into two phases: getting to know the problem, and searching for a greater

understanding. The phase of getting to know the problem is where a problem solver

can restate the problem in their own words, while the phase of searching for a

greater understanding is where the problem solver can identify what is required

(what is unknown or what you are required to find) and known information (the given

information that can help you to solve the problem).

Devising a plan refers to coming up with a way (translating the problem) to

solve the problem by setting up an equation, drawing a diagram, and making a chart

(Polya, 1957; Wickramasinghe & Valles, 2015). Ersoy (2016) points out that at the

stage of devising a plan, learners are supposed to choose which actions, such as

computation, sketching, and so on, to perform to attain the desired result.

Nurkaeti (2018) states that, in order for a problem solver to solve a problem

successfully, the person should formulate a plan, which could be in the form of a

drawing or a math-based solution to the problem; and figure out the concepts of the

question, formula, or mathematical ideas that will be used to solve the problem.

Polya mentions that there could be many ways to solve a rational problem. The best

way to develop the ability to choose an effective plan is for learners to solve as many

problems as possible (Maulyda et al., 2019). Once the problem is understood,

students must devise a strategy or plan to solve it. This step involves selecting the

appropriate mathematical tools, techniques, and operations. Understanding a

problem and finding a solution can be challenging and time-consuming. However,

the key to solving any problem is to create a strategy or plan.A learner might begin
with one approach, only to realize later that it doesn't align with the given information

or lead to the intended solution. In this case, the learner has to choose a different

plan. In some instances, Gray (2018) mentions that a variety of techniques might

need to be used in conjunction with the developed plan, such as guessing and

checking, looking for patterns, making an orderly list, drawing a picture, eliminating

possibilities, using a model, working backward, using a formula, or being ingenious.

This will allow learners to solve the given problem and improve their problem-solving

skills.

Carrying out the plan is putting the strategy into action by doing any

necessary tasks or calculations, carrying out each step of the plan as one goes, and

keeping an accurate record of one’s work (Polya, 1957). Polya (1973) emphasises

that, normally, this step is simpler than devising the plan. In this step, students

implement their chosen method to solve the problem. This requires precision, focus,

and attention to detail as students perform the necessary operations. ne. In'am

(2014) clarifies that ‘carrying out the plan’ is how a learner or problem solver puts the

good plan they have chosen into action. In'am also explains that it does not help to

understand a problem and devise a good plan to solve it if the plan is not

implemented. Instead, an attempt should be made to implement the plan. According

to Lupahla (2014), once a problem has been carefully examined and a plan has

been developed, assuming the plan is appropriate for the problem, carrying out and

implementing the plan will be a fairly simple process.

Polya (1945) referred to ‘looking back’ as revisiting the completed answer,

and evaluating and re-examining the result, as well as the road that led to it.The final

step involves reviewing the solution to ensure it makes sense in the context of the

original problem. Students should verify their answer, check for correctness, and
reconsider the problem-solving process to identify possible alternative methods or

improvements. Chang (2019) defines looking back as a reflection process in

problem solving. It is the process of looking over the results, verifying the solution

against the problem, comparing the problem with the offered solution, comparing the

mathematical terms in the problem with the answer, and being confident in the

response provided (Nurkaeti, 2018).

This study applied Polya’s (1945) Problem-Solving Model to evaluate Grade

10 students' problem-solving skills in algebraic word problems at Binangonan

Catholic College. The model's four steps—understanding the problem, devising a

plan, carrying out the plan, and looking back—offer a structured approach to solving

problems. The study specifically focused on the first three steps, as they are crucial

for successfully interpreting and solving algebraic problems. By examining how

students use these steps, the study aims to identify areas where students may need

additional support in comprehension, planning, and execution of problem-solving

strategies. The findings could inform curriculum development and teacher training

programs, helping to improve students’ problem-solving skills in algebra.

Conceptual framework

The independent variables (IVs) represent the key cognitive and

metacognitive processes involved in solving problems. These variables reflect the

critical steps and strategies that a solver must engage in during the problem-solving

process:

On the other hand, the dependent variables (DVs) represent the outcomes or

measures of performance resulting from the cognitive and metacognitive processes

described above. These outcomes reflect how well the individual has performed in

solving the problem

The model in the figure demonstrates how the independent variables

(cognitive and metacognitive processes) collectively contribute to the dependent

variables (problem-solving performance and outcomes). The quality of each step can

influence subsequent stages in the problem-solving process.

Independent Variables (IVs):

 Understanding the Problem

o Comprehension of Problem Context

o Identification of Knowns and Unknowns

 Devising a Plan

o Correct Translation into Algebraic Form

o Selection of Strategies

 Carrying Out the Plan

o Correctness of Procedures

o Execution of Problem-Solving Steps

 Cognitive and Metacognitive Skills

o Self-Regulation

o Reflection

o Persistence

Dependent Variable (DV):

 Problem-Solving skills of grade 10 students in algebraic word problems

Statement of the Problem

 This study investigated the Grade 10 student's problem-solving skills in

Algebraic Word Problems in Binangonan Catholic College utilizing Polya's Problem

Solving Model as the framework for evaluation.

1. what are the profile of respondents in terms of:

1.1 Section

2. What are the problem-solving skills of Grade 10 students when solving algebraic

word problems?

2.1 Understanding the Problem

2.2 Devising a Plan

2.3 Carrying Out the Plan

3. How effectively do learners understand the problems, devise plan, and execute

those plans?

4. What strategies do learners employ when solving algebraic word problems?

Hypotheses

Null Hypothesis (H₀)

1. There is no significant difference in Grade 10 students' ability to understand

algebraic word problems, regardless of their use of Polya's Problem Solving

Model.

2. Grade 10 students do not show a significant difference in their ability to devise a

plan when solving algebraic word problems, irrespective of their use of Polya's

Problem Solving Model.

3. There is no significant difference in Grade 10 students' ability to carry out a

solution plan when solving algebraic word problems, irrespective of their use of

Polya's Problem Solving Model.

4. There is no significant difference in the effectiveness of Grade 10 students'

problem-solving skills in algebraic word problems, regardless of the strategies

employed.

5. Grade 10 students do not differ significantly in the strategies they employ when

solving algebraic word problems.

Definition of terms

To achieve a clearer understanding of this study, the following terms are defined

operationally.

Algebraic Word Problems. This refers to the mathematical problems presented in a

narrative form that require the use of algebraic methods to solve.

Carrying Out the Plan. This refers to the phase in Polya's Problem Solving Model

where students execute the solution strategy they have devised. It involves

performing the necessary mathematical steps, calculations, and operations to solve

the algebraic word problem.

Devising a Plan. This refers to the step in Polya’s model where students create a

strategy or approach to solve the algebraic word problem. This may involve

identifying relevant equations, selecting appropriate methods, and planning the

sequence of steps needed to reach a solution.

Effective Problem-Solving. This refers to the ability of students to understand, plan,

and solve algebraic word problems efficiently and correctly.

Problem-Solving Skills. This refers to the cognitive and metacognitive processes

employed by students to understand, plan, and execute the solution of a problem.

Polya’s Problem-Solving Model. This refers to the framework used to evaluate

problem-solving skills, Polya's model consists of four steps: (1) Understanding the

Problem, (2) Devising a Plan, (3) Carrying Out the Plan, and (4) Reviewing the

Solution. The three steps model is used in the study to assess how students’

approach and solve algebraic word problems.

Strategies. This refers to the methods or techniques that students use to solve

algebraic word problems.

Understanding the Problem. This is the first step in Polya’s Problem Solving

Model, where students read and comprehend the problem, identify the given

information, and determine what is being asked.

Scope and Limitations of the Study

The study aims to assess the Problem-Solving skills among grade 10

students of Binangonan Catholic College in algebraic word problems.

The study was conducted at Binangonan Catholic College during the school

year 2024–2025, involving a sample of 20 students from each section, amounting to

a total of 140 students.

The study aims to determine on how students understand the problem, devise

a plan and execute the plan.

A qualitative descriptive research design was used to explore and assess

students’ problem-solving skills in algebraic word problems. Data were gathered

through a structured questionnaire with open-ended questions, allowing students to

explain their thought processes, strategies, and any difficulties they encountered in

solving algebraic word problems.

Significant of the Study

This study aims to provide valuable insights into the problem-solving skills of

Grade 10 students when working with algebraic word problems. The findings are

expected to be beneficial in several ways:

1. For Teachers – The study will help educators identify specific problem areas

and common errors that students encounter in solving algebraic word

problems. This understanding can guide teachers in developing targeted

instructional strategies, adapting their teaching methods to address students'

difficulties, and improving overall problem-solving proficiency.

2. For Students – By highlighting the strategies and thought processes that lead

to successful problem-solving, the study can encourage students to reflect on

their own methods and improve their approach to algebra. Increased

awareness of common errors and effective strategies can empower students

to build confidence in handling algebraic word problems.

3. For Curriculum Developers – Insights from the study can inform curriculum

developers about the challenges students face in algebra. This knowledge

can be used to adjust and enhance curriculum content, ensuring it is better

aligned with students' needs and addresses areas that may require additional

focus.
4. For Future Researchers – The study adds to the existing body of knowledge

on students' problem-solving skills in mathematics, particularly in algebraic

word problems. Future researchers can build on these findings to further

explore problem-solving difficulties and develop interventions or support tools

to enhance students' skills in this area.

5. For Binangonan Catholic College – The study’s results can support the

school in understanding and addressing the specific algebraic challenges

faced by their Grade 10 students, potentially leading to improved academic

outcomes and a stronger mathematics program.