STUDENTS’ PANORAMIC VIEW IN MATHEMATICAL STRATEGIES AMONG

SENIOR HIGH SCHOOL IN ALLEN NATIONAL HIGH SCHOOL

MELVIN JAMES V. CAY-AN

JODETTE O. GABITAN
BELLIAN LLYOD A. GALINO
APRIL JOY P. MILLANO
CALEB AKON G. POLLENTE
ALDVIN PAUL AJAY E. TAN

A Research Proposal
Submitted in Partial Fulfillment for the Requirements
in Practical Research I
ALLEN NATIONAL HIGH SCHOOL
Allen, Northern Samar

Second Semester, School Year 2024-2025

 Chapter I

INTRODUCTION

Context and Rationale

Mathematics is the study of numbers, shapes, and patterns. It helps to think

critically, solve problems and understand how things work. The researchers use math in

everyday life such as counting, measuring, and calculating. It is also essential for students

because it teaches logical reasoning, analytical to problem solving, enabling students to

make informed decisions. By learning math, students gain some deeper understanding of

patterns, measurements, and data, preparing them for a wide range of professions. It is

important for a future career, especially in the field of engineering, architecture,

accounting, etc.

Having strategies in mathematics is more important because it effectively guides

us in problem solving. It boosts problem-solving skills by encouraging logical thinking.

With effective strategies, students learn to think critically and creatively and to know how

to approach a problem step by step, which helps to strengthen their ability to learn new

things or unfamiliar challenges. Strategies offer structured steps that can easily break

down and be understood. Also, these strategies assist them in finding answers accurately

and orderly which enhances saving time and reduces errors.

Mathematics is a scientific discipline that has specificity compared to other

disciplines which must pay attention to the nature of mathematics and students' abilities

in learning. Without paying attention to these factors the purpose of learning activities

will not succeed. A person is said to learn if it can be assumed that in that person there is
a process of activity that results in a change in behavior. These changes in behavior can

be observed and last for a relatively long time accompanied by the effort made so that the

person from being unable to do something becomes able to do it (Tazkiya and Fina,

2023). Studying math can be both rewarding and challenging. Whether you're preparing

for a test, tackling homework, or simply seeking to improve your math skills, effective

study strategies can make a significant difference. Dedicate time each day to work

through math problems and exercises.

In Asia, students from developed East Asia are leading the world in math and

science according to just-published results of exams delivered to 600,000 fourth grade

students in more than 60 countries and territories, including many OECD members.

Students in Singapore, Republic of Korea (ROK), Hong Kong, China, Taipei, China and

Japan topped the rankings for mathematics, outperforming counterparts in other world

regions. ROK and Japan led in science, while Japan finished fourth and Taipei, China

fifth (in a tie with the Russian Federation). Among eighth graders, developed East Asia

claimed the first five places for achievement in mathematics and four of the top five spots

for science (Edes, 2013).

In the Philippines, students thrive in acquiring knowledge but struggle in subjects

that require higher-order thinking skills. The Filipino students’ performance in

Mathematics needs to be improved as reflected in the 2017-18 Global Competitiveness

Report, wherein the Philippines ranked 79th out of the 138 participating countries in

terms of quality Science and Mathematics education (Schwab, 2018). An action research

study focused on enhancing the numeracy skills of Grade 8 students in Region VIII

demonstrated significant improvements through the implementation of various

differentiated activities these activities included peer tutorials, math games, puzzles, and

diverse instructional materials. The findings suggest that utilizing differentiated activities

effectively boosts students' engagement and interest in mathematics (Corpuz, 2019).

Researchers conducted a preliminary investigation at Allen National High School

revealed that STEM students have a wide range of experiences with math, having

subjects like General Mathematics, Pre-Calculus, Basic Calculus, Statistics and

Probability, Chemistry, and Physics. Some enjoy the challenge, while others feel

overwhelmed by fast-paced lessons and complex topics. Their learning journey is shaped

by their teachers, personal effort, and the support they receive from classmates or online

resources like YouTube. Many students find math easier when they break problems into

smaller steps, review notes, and practice regularly. Others prefer listening carefully in

class and asking for help when needed. Math-related tasks bring out mixed emotions,

some feel excited and motivated, while others experience anxiety, especially during timed

quizzes. Friends and classmates play a big role, whether through study groups, explaining

lessons, or even sharing math-related memes to lighten the mood. Additionally, some

students see progress with practice, others struggle, often blaming a lack of motivation or

ineffective teaching. To make math more engaging, they suggest hands-on activities, step-

by-step explanations, real-world applications, and more learning resources like video

tutorials and peer tutoring.

The researchers study STEM students' mathematical strategies at Allen National

High School, this study contains some aspects that need to be investigated further. It does

not compare STEM students' experiences to those from other academic strands, which

could provide a deeper understanding of effective learning methodologies. Furthermore,

while the study focuses on students' opinions, it does not use quantitative tests to

determine how these strategies influence real academic performance. External issues such

as socioeconomic status, access to technology, and psychological barriers such as

mathematics anxiety are also overlooked, although the fact that they play an important

impact in students' educational experiences. Furthermore, the study only captures a single

point in time, providing no long-term view on how students mathematical strategies

develop.

The Methodology of this study will explore math methods used by Senior High

STEM students at Allen National High School. The goal is to learn about what students

think of these methods and how well they help them learn and enjoy math. The

researchers conducted the study at Allen National High School, specifically focusing on

Science Technology Engineering and Mathematics (STEM) students from grade 11 and

12. Using a qualitative approach with Grounded Theory, the researchers gathered data

through focus group discussion (FGD). The research instrument underwent validation by

internal and external experts to ensure clarity and reliability. The study used purposive

sampling to choose participants who could provide rich and detailed information related

to the study about. For data analysis, thematic analysis was applied to identify and

interpret the outcomes of the respondents’ answers.

This research is relevant to the STEM strand because it examines and improves

mathematical learning processes, which are essential in science, technology, engineering,

and mathematics. In this study, will look the different methods from concrete-

representational-abstract approaches to gamification and metacognitive strategies that

help STEM students break down difficult mathematical concepts, improve critical
thinking, and develop problem-solving skills. By combining theoretical frameworks with

practical classroom observations and student input, will hope to give a comprehensive

study of how these strategies might be adjusted to improve academic success while also

preparing students for real-world issues. Finally, the findings will provide significant

insights for educators, curriculum writers, and school administrators, resulting in more

successful teaching approaches and a firmer foundation in mathematics, which is

important for STEM education.

Research Questions

This research study will aim to investigate the effective mathematical learning

strategies for enhancing math education and learning outcomes among Science

Technology Engineering and Mathematics.

In particularly, this study will seek answers to the following questions:

1. What are the panoramic views in mathematical strategies among Science, Technology,

Engineering, and Mathematics students in Allen National High School?

2. What are factors that influence the panoramic view in mathematical strategies among

Science, Technology, Engineering, and Mathematics students in Allen National High

School?

3. What are the recommended strategies based on the factors that influence the panoramic

view in mathematical strategies among Science, Technology, Engineering, and

Mathematics students in Allen National High School?

Importance of the Study

This research focuses on providing effective strategies to help students improve

their understanding and performance in math. It’s important because it bridges the gap

between theoretical concepts and real-world problem-solving, giving students the skills

they need to handle challenging math problems. By identifying and analyzing the best

strategies, this study aims to boost students’ confidence and competence in math,

preparing them for future academic and career success.

This study is beneficial to the following:

The Science Technology Engineering and Mathematics (STEM) Students.

This research is especially helpful for students because it gives them strategies to

understand math better and solve problems more easily. It’s designed to support students

who find math difficult or intimidating. With these strategies, they can improve their

skills and gain more confidence in tackling math challenges.

The Mathematics Teachers. Teachers can benefit from this research by learning

new ways to teach math effectively. It offers strategies they can use to make lessons

clearer and more engaging for their students. This helps create a better learning

experience for both teachers and students.

The Parents. Parents can also benefit from this study by learning how to support

their children’s math education at home. The research provides simple strategies that

parents can use to help explain math concepts. This makes it easier for parents to guide

their kids in improving their math skills outside of school.

 The School Administrators. This study would provide an effective design and

improve mathematics performance. By implementing proven strategies, they can boost

student performance and contribute to the overall success of their school’s academic

programs. This not only benefits students but also fosters a positive learning environment

that supports everyone involved.

The Curriculum Developers. This study would be beneficial for those who make

math classes. They can use this research to craft math programs that truly prepare

students for the challenges ahead. By integrating the strategies identified in this study into

lesson plans, they can make learning more engaging and ensures that students are well-

equipped with the skills they need to excel in their future careers.

The Department of Education. This research study would be beneficial for these

individuals to impact math education on a national scale. By using the findings of this

study, they can develop teaching materials and resources that address the specific needs

of students. This can lead to improved learning outcomes across the country, ultimately

benefiting both students and society.

The Future Researchers. The study serves as a valuable foundation for exploring

new ideas in math education. It provides insights into effective strategies that can be

further refined or expanded upon. This research can help them gather some data which is

relevant to their study.

Scope and Limitations

This research examines the mathematical strategies and problem-solving

techniques utilized by senior high school students in the Science, Technology,

Engineering, and Mathematics (STEM) strand at Allen National High School. It aims to

assess the effectiveness of various mathematical approaches in enhancing students’

numerical skills.

The study will be conducted within the STEM program during the 2024-2025

academic year, with data collected through surveys and an analysis of problem-solving

methods in mathematics-related subjects. This study is limited to STEM students and

does not include learners from other academic strands or institutions. It focuses solely on

mathematical strategies, excluding other subject areas and external factors that may

influence students’ problem-solving abilities.

Theoretical Framework

This study will be anchored on the core of Metacognitive Theory by Flavell

(1978). According to Flavell, it was “knowledge that takes as its object or regulates any

aspect of any cognitive endeavors.” In the other word, metacognitive skills support

problem solvers in understanding the problem, selecting suitable solution strategies,

monitoring solution strategies effectively, and identifying and overcoming obstacles to

solving the problems. This theory helps to support students in identifying and

overcoming obstacles, fostering resilience and adaptability in solving complex

mathematical problems. By nurturing these skills, STEM students are better equipped to

develop efficient and practical approaches to mastering mathematical concepts and

practices.

Another important feature of the Information Processing Theory by Miller (2011)

is the child’s use of encoding. The theory states that using strategies, children can modify

the mathematical information before it is stored in long term memory. Once the data has

been manipulated, the child can store it for future retrieval. Students can improve their

mathematical skills by using specific techniques, such as visualization, pattern

recognition, and step-by-step problem-solving.

The supporting theory of Siegler’s (1996) is Overlapping Waves Model represents

a theory in which children would use a certain strategy to learn the math fact but would

retain the use of that strategy until a newer or more efficient strategy is fully developed

and can be used in its place as well as with other problems calling for novel solutions.

Students may initially rely on basic strategies but, through practice and learning, adopt

more enhanced techniques over time. This continuous development allows students to

approach complex problems with flexibility, creativity, and improved efficiency,

ultimately enhancing their mathematical competence.

Conceptual Framework

This study explores the mathematical habits and strategies used by students,

focusing on the learning approaches commonly employed by STEM (Science,

Technology, Engineering, and Mathematics) students when studying mathematics. It aims

to identify the strategies that aid their understanding and assess their impact on academic

performance. Additionally, this research provides insights into the benefits of effective

learning strategies in enhancing mathematical literacy and recommends approaches to

improve problem-solving skills and critical thinking in mathematics.

Paradigm of the Study

Presenting the students’ panoramic view in

mathematical strategies among senior high school in Allen
National High School

Interpreting the data gathered from the participants

Analyzing the themes and patterns of the responses from the data

gathered

Conducting interviews with the Science, Technology, Engineering, and

Mathematics (STEM) student-participants

Identifying the Science, Technology, Engineering, and Mathematics (STEM)

student-participants

Figure 1. A Proposed Original Model Showing the Paradigm of the Study

Definition of Terms

To further understand the concepts the following are key terms being defined:

Confidence, conceptually, it refers to a feeling of having little doubt about

yourself and your abilities, or a feeling of trust in someone or something (Cambridge

English Dictionary, Retrieved on March 24, 2025). Operationally, the ability of believing

in yourself and others.

Critical thinking, conceptually, refers to the act or practice of thinking critically

(Merriam-Webster, Retrieved on January 30, 2025). Operationally, the ability to think

deeply and carefully about something.

Equation, conceptually, it refers to a mathematical statement in which you show

that two amounts are equal using mathematical symbols (Cambridge English Dictionary,

Retrieved on March 22, 2025). Operationally, it says that two things are the same.

Knowledge, conceptually, it refers to the fact or condition of knowing something

with familiarity gained through experience or association (Merriam-Webster, Retrieved

on March 25, 2025). Operationally, this is the stuff you learn and things you figure out.

Mastery, conceptually, it refers to comprehensive knowledge or skill in a

particular subject or activity (Oxford English Dictionary, Retrieved on March 20, 2025).

Operationally, this means being good, skilled, or knowledgeable at something.

 Math Literacy, conceptually, refers to the ability for reasoning, problem-solving,

and numerical analysis (Oxford Learning.com, Retrieved on January 30). Operationally,

understanding and interpreting numerical information.

Mathematics, conceptually, it refers to the study of numbers, shapes, patterns,

structures, and relationships. It addresses quantitative computation and logical thinking,

and as it has evolved, its subject matter has become more idealized and abstracted

(Encyclopedia Britannica, Retrieved on January 30, 2025). Operationally, the science of

numbers, quantity, and space.

Numbers, conceptually, it refers to a sum of units or total (Merriam-Webster,

Retrieved on March 23, 2025). Operationally, an arithmetic value that is expressed using

a word, a symbol, or a figure that represents a quantity.

Numeracy, conceptually, refers an ability to understand and work with numbers

(Merriam-Webster, Retrieved on January 30, 2025). Operationally, being good with

numbers and math.

Panoramic, conceptually, refers to show a full or wide view (Merriam-

Webester.com, Retrieved on March 19, 2025). Operationally, capture an extended field of

view or wider perspective.

Performance, conceptually, refers to the execution of an action (Merriam-

Webster. Com Dictionary, Retrieved on January 30, 2025). Operationally, the act of doing

something, like completing a task.

Problem-solving, conceptually, refers to the process of defining an issue,

determining its underlying cause, coming up with and putting into practice a solution, and
maintaining outcomes (Encyclopedia Britannica, Retrieved on January 30, 2025).

Operationally, a method by which an issue is found and resolved.

Skills, conceptually, it refers to the capacity to apply one’s knowledge efficiently

and effortlessly in performance or execution (Merriam-Webster, Retrieved on January 30,

2025). Operationally, a developed aptitude or ability.

Strand, conceptually, it refers to a chosen course of the senior high school

students (Academics, Retrieved on January 8, 2024). Operationally, educational strand is

a series of clearly defined courses focused on a specific academic topic.

Strategy, conceptually, refers to a plan or method put in place to achieve a goal or

result (Dictionary.com, Retrieved on January 30, 2025). Operationally, refers to an

overall plan, a specific or broad goal, or the execution of said plan or goal.
 Chapter II

REVIEW OF LITERATURE

Exploring the Panoramic View of Mathematical Strategies Among STEM Students

Mathematics is an essential part of STEM education, helping students develop

problem-solving and analytical skills. However, many students struggle with higher-level

mathematical thinking, making it important to explore effective teaching methods.

Researchers worldwide have studied different ways to improve students' math skills,

including problem-solving strategies, assessment methods, and intervention programs.

This review discusses both global and local studies that highlight these strategies and

their impact on students' learning.

One effective way to improve students’ mathematical thinking is through

problem-solving heuristics. Even though some students perform well in exams, they often

struggle with real-world math problems. A study found that after a seven-week training in

heuristic strategies, students showed significant improvement in their problem-solving

skills. This suggests that traditional assessments may not always measure deeper

mathematical understanding, and alternative strategies may be needed (Singh et al.,

2018).

Assessment methods also play a key role in improving students' math skills. A

review of research over the last 30 years identified several effective assessment
techniques, performance-based tests, and game-based learning. When combined with

interactive teaching methods like problem-based and group learning, these assessments

help students develop stronger problem-solving skills (Ukobizaba et al., 2021). Another

study looked at how mathematics is used in STEM activities. Researchers examined

thousands of studies and found that math plays two main roles: as the focus of an activity

and as a tool for solving problems in other STEM subjects. This understanding helps

educators design lessons that integrate math more effectively with other fields

(Kristensen et al., 2024).

In the Philippines, different teaching strategies have been used to help students

who struggle with math. Some of these include peer mentoring, games, ICT-based

learning, and group activities like Think-Pair-Share. Research shows that these methods

improve students' math performance, though their effectiveness can vary depending on

students' needs and learning styles (Cabrestante and Lopez, 2023). Meanwhile, studies

highlight the increasing use of web-based homework management solutions and AI-

powered calculators in mathematics education. Recent research examined the perceived

effectiveness of AI-powered calculators in enhancing the academic performance of senior

high school STEM students in Basic Calculus. Utilizing a descriptive qualitative design,

data were collected from 160 Grade 12 STEM students at Saint Mary’s University. The

Pearson r Correlation Test revealed a significant linear relationship between AI-powered

calculator usage and student performance, indicating a positive impact on mathematical

learning outcomes (Balonquita et al., 2023).

Factors that Influence the Panoramic View in Mathematical Strategies Among

STEM students

Mathematical strategies play a crucial role in shaping students' learning

experiences, particularly for those in the Science, Technology, Engineering, and

Mathematics (STEM) track. Numerous studies have explored the key factors contributing

to students' success in mathematics, including teaching methodologies, student attitudes,

motivation, and the availability of learning resources. Gaining insight into these

influences helps in understanding how students develop their problem-solving skills and

mathematical reasoning. This section presents international and local studies that examine

the different elements affecting STEM students' approaches to learning mathematics.

A study investigated the factors that impact mathematical problem-solving

competency among high school students. It emphasized the significant role of teaching

strategies, student motivation, and attitudes in enhancing problem-solving skills. The

researchers highlighted that an interactive and engaging learning environment fosters

better mathematical comprehension, which is essential for STEM learners

(Malangtupthong et al., 2022).

Another study examined how differentiated instruction influences engagement

and academic performance among Grade 11 STEM students in Statistics and Probability.

By integrating technological tools and assessing students' prior knowledge, the study
found that differentiated instruction significantly improved behavioral, cognitive,

emotional, and social engagement, ultimately leading to better academic outcomes

(Insorio, 2023). One study investigated how cognitive and socioeconomic factors

influence mathematical problem-solving skills among students. Their findings revealed

that domain-specific prior knowledge, science background knowledge, and text

comprehension skills, along with family income, were significant predictors of students’

mathematical abilities. Interestingly, the educational level of parents did not directly

influence problem-solving skills but had an indirect effect through family income. This

study emphasizes the role of both academic preparedness and socioeconomic status in

shaping students’ strategic approach to mathematics. (Li et al., 2023).

In the Philippines, it analyzed learning styles, educational resources, parental

involvement, and study habits, revealing that note-taking skills, access to digital tools,

and mathematical proficiency positively contributed to student performance. However,

factors such as parental pressure and ineffective time management negatively impacted

students' learning experiences (Hermano and Hinoguin, 2025). Another study examined

the challenges affecting mathematics instruction in public high schools in Lanao del Sur

and Maguindanao. The findings identified issues such as a shortage of qualified math

teachers, outdated teaching methods, and insufficient administrative support.

Additionally, socio-cultural factors, including community expectations and economic

hardships, played a significant role in students’ ability to focus on mathematics (Gumal,

2016).
Recommended Mathematical Strategies for Enhancing the Panoramic View of

Senior High School STEM Students

Mathematics education has long been a critical aspect of student development,

shaping not only their academic skills but also their problem-solving abilities and critical

thinking. However, traditional teaching methods often fail to engage students in a way

that fosters deep understanding or encourages them to apply mathematical concepts in

real-world contexts.

Examining the effectiveness of problem-based learning models combined with

scientific approaches found that these integrative teaching methods positively impact

students’ mathematical problem-solving skills and self-efficacy. This research concluded

that such approaches can significantly enhance students’ abilities to tackle mathematical

problems and increase their confidence in their skills (Taufiqurrahman and Hidayat,

2022). By focusing on real-world problems and encouraging students to actively engage

in solving them, this model not only develops their problem-solving skills but also boosts

their belief in their mathematical abilities. These outcomes highlight the importance of

active learning strategies that empower students to take ownership of their learning,

ultimately preparing them for complex mathematical tasks.

Similarly, research on reciprocal teaching strategies in physics demonstrated that

engaging students in discussions where they take turns teaching their peers improved
their critical thinking abilities. This strategy, when applied in mathematics classrooms,

could promote active learning and enhance problem-solving skills (Mafarja and Zulnaidi,

2022). The act of teaching others, a core component of reciprocal teaching, encourages

students to clarify their understanding, reinforcing their knowledge while building

communication and leadership skills. By using peer teaching as a pedagogical tool,

students not only learn more deeply but also develop essential skills for collaboration and

articulation of complex ideas.

Another innovative approach explored the use of children’s literature in teaching

mathematics within a STEM context. By incorporating literature, educators can

potentially enhance students’ engagement and understanding of mathematical concepts

(Furner, 2017). This method connects abstract mathematical ideas with storytelling,

making them more relatable and accessible to young learners. The narrative structure in

literature helps students visualize mathematical concepts in everyday contexts, fostering a

deeper appreciation and understanding of how mathematics intersects with various

aspects of life and culture. Literature can also serve as an entry point for discussing

diverse perspectives, thus broadening the scope of mathematical education beyond the

classroom.

In the Philippines, the Mathdali Intervention Program (MIP) was introduced to

enhance students’ mathematics learning. By using videos and interactive games presented

through tablets, the program fosters engaging classroom discussions. Research has shown

that students’ mathematics performance improved across all four quarterly exams, and

they developed more positive attitudes toward the subject. Both teachers and students

praised the program’s effectiveness, and it is recommended as a valuable tool for

continued use in classrooms to support mathematics learning (Enrique and Cusipag

2021).

Lastly, a study explored the link between students’ perceptions of learning

Calculus and their academic performance during distance learning. The results revealed

that 35 STEM students in the Davao Region, Philippines, had positive perceptions and

achieved satisfactory performance. Although no significant correlation was found

between perceptions and performance, the study suggests that further evaluation is

necessary, especially for tertiary-level mathematics courses, such as bridging programs or

tutorial sessions, to better support students’ learning in mathematics (Giangan and Gurat,

2022).
 Chapter III

METHODOLOGY

Research Site

Allen National High School is a public secondary school located in the center of

Allen, Northern Samar. It is 49 kilometers south of Catarman, the provincial capital of

Northern Samar, where the Department of Education Division office is located. The

school was originally called Balicuatro National Vocational School (BNVS) under

Republic Act No. 3437, which was approved on June 15, 1961. It was built on land

donated by a local philanthropist, Don Alfredo Pelito. BNVS was created to provide

vocational and technical training along with secondary education. On February 23, 1995,

through Republic Act No. 7915, BNVS was changed to Balicuatro College of Arts and

Trades (BCAT). At that time, it offered two years of technical vocational courses and four

years of secondary education. However, on June 18, 2001, an agreement between TESDA

(Technical Education and Skills Development Authority) and the Department of

Education transferred the secondary school program from BCAT to DepEd. This led to
the creation of Allen National High School, ensuring that students in Allen had access to

basic secondary education. The school’s identity as a public institution is also supported

by Republic Act No. 7160, known as the Local Government Code of 1999. In 2005,

funding for the school was officially included in the national budget through House Bill

No. 3454 (items No. 5-4b-54 on page 183), which specified funds for Allen National

High School.

In the 2012-2013 school year, Allen National High School added two more years

to high school, now called Senior High School. This program has two main paths: the

Academic Track and the Technical Vocational Livelihood (TVL) Track. The Academic

Track offers four options. The STEM option is for students interested in science and

engineering courses like Biochemistry, Biology, and Chemistry. The HUMSS option is

for those who want to study social sciences. The ABM option is for students who want to

learn about accountancy or business. Lastly, the GA option is for students who are not

sure what course to take, but this 2025-2026 school year ANHS is considering detracting

GA strand. On the other hand, the TVL Track focuses on teaching practical skills that can

lead to Certificates of Competency (COCs) and National Certifications (NCs), which are

useful for finding jobs. There are five options under the TVL Track, but only four are

available at Senior High School. These include Cookery, Computer System Servicing

(CSS), EIM, and Carpentry. Cookery strand teaches students practical cooking skills to

get jobs in restaurants and other food businesses. CSS, which provides knowledge on

using tools for digital communication. The EIM strand, which focuses on electrical

systems and maintenance. The Carpentry strand, which covers construction, painting,
furniture making, masonry, and tile setting. This program aims to prepare students for

their future by giving them the skills and knowledge they need for their chosen careers.

Now, the population in the school year 2024-2025 of combined Senior High

School Students is 1,040 (Grade 11 and Grade 12).

Allen National High School (ANHS) was chosen by the researchers for this study

because it provides the relevant data and information needed for the study.
Figure 2: Illustration of Allen National High School’s location in Allen N. Samar.
Research Design

This research design employs Grounded Theory, a qualitative research approach

that systematically develops a theory based on real-world data. It explores the

mathematical strategies of students in the Science, Technology, Engineering, and

Mathematics (STEM) strand, focusing on how they develop, adapt, and refine their

problem-solving skills, conceptual understanding, and real-world applications. Using

open-ended interviews, focus group discussions, and classroom observations, data will be

gathered and analyzed through the constant comparative method to identify and refine

emerging themes. By grounding the findings in students’ actual experiences rather than

pre-existing assumptions, this study seeks to provide deeper insights into the factors

shaping their mathematical learning journey (Corbin and Strauss, 2015).

Sampling Method

In this study, the researchers will utilized purposive sampling to obtain the

sample. To (Campbell et al., 2020), purposive sampling has a long developmental history

and there are as many views that it is simple and straightforward as there are about its

complexity. The reason for purposive sampling is the better matching of the sample to the

aims and objectives of the research, thus improving the rigour of the study and

trustworthiness of the data and results. In this study, the researchers included the type of

students with different field studies in mathematics in order to make the data more valid.

Therefore, the researcher is interested in investigating the stem’s students in Grade 11 and

12 conducting an interview.
Participants of the Study

The participants of this study were all Science, Technology, Engineering, and

Mathematics (STEM) students from Grade 11 STEM Hyacinth and Iris, Grade 12 STEM

Germany and Honduras in Allen National High School. This research aimed to explore

the mathematical strategies these students use to master various concepts in mathematics.

Through interviews, participants shared the specific techniques they apply in problem-

solving, their study habits, and the effective learning approaches they have developed. By

analyzing their responses, this study seeks to identify the most effective mathematical

strategies that contribute to their proficiency in the subject, providing valuable insights

into how STEM students overcome mathematical challenges and enhance their problem-

solving skills.

Research Instrument

This research instrument used in this research study is focused group discussion,

it is frequently used as a qualitative approach to gain in-depth understanding of social

issues. The interview method involves the presentation of oral-verbal stimuli with respect

to the change of different responses. This method comprises numerous types, among

which a few are discussed in this article (Buriro et al., 2017). The researchers aim to

explore the strategies on how the students become more knowledgeable about

mathematics and to collect more detailed important information about the topic of

interest. The researchers will act the recorder and use guide questions if necessary.
Furthermore, some questions in this study had been changed based on the participants’

responses.

Validation of Research Instrument

To guarantee the validity and reliability of the research instrument, the prepared

statements were submitted to both internal and external validators for thorough

assessment, evaluation, and possible revisions. Initially, the interview questionnaire was

reviewed by the research adviser for preliminary corrections and refinements before

undergoing the validation process. The instrument was evaluated by two qualified

experts. The internal validator, Lore C. Daguinod, a senior high school teacher at Allen

National High School (ANHS), carefully assessed the content to ensure clarity and

appropriateness. Meanwhile, the external validator, Harvey Jane R. Ombrog from Lipata

National High School (LNHS), provided an objective evaluation to determine the

instrument’s relevance, coherence, and alignment with the study’s objectives. Following

the validation, the researchers thoroughly analyzed the feedback using survey review

tools and computed the content validity index. Necessary adjustments and refinements

were made to improve the instrument’s quality and effectiveness. The insights and

recommendations from the validators were instrumental in ensuring that the final version

was clear, comprehensive, and well-suited for data collection.

Ethical Consideration

This study follows strict ethical guidelines to ensure fairness, confidentiality, and

the protection of participants’ rights. Students and educators from Science, Technology,

Engineering, and Mathematics (STEM) fields will participate voluntarily and may

withdraw at any time without consequences. No participant will be coerced or unfairly

compensated for joining the study. The researchers will uphold honesty, integrity, and

confidentiality throughout the research process. Participants’ personal information will

remain private and accessible only to the research team. Identities will be kept

anonymous in all reports and publications to protect their privacy. Only relevant data will

be collected, and unnecessary questions will be avoided. Responses will be analyzed

objectively to prevent bias or unfair representation. Proper citation and academic integrity

will be maintained to ensure credibility and originality. By implementing these ethical

measures, this study ensures participant protection while maintaining the accuracy and

reliability of its findings.

Data Collection Procedure

The researchers followed these steps to gather the essential data necessary for this

study.

First, the researchers started by conducting a preliminary investigation to random

senior high school STEM students for a one-by-one interview.

 Secondly, the researchers made sure that their research tools were thoroughly

checked and validated by both internal and external experts. After that, they led focused

group discussion (FGDs) with the chosen students from Allen National High School,

recording the conversations to ensure they get every important detail.

Lastly, the researchers carefully wrote down, studied, and understood the

participants answers to gather the needed information.

Data Analysis Method

This study will apply thematic analysis to interpret the outcomes of the focused

group discussion. Thematic analysis involves identifying, analyzing, and reporting

patterns or themes within qualitative data (Braun and Clarke, 2006). The researchers will

follow the steps which includes becoming familiar with the data, generating initial codes,

searching for themes, reviewing themes, defining and naming themes, and producing the

final report. This method helps in organizing and describing data in rich detail to capture

key insights.
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Republic of the Philippines

DEPARTMENT OF EDUCATION

DIVISION OF NORTHERN SAMAR

ALLEN NATONAL HIGHSCHOOL

Allen Northern Samar

INFORMED CONSENT FORM

I____________________________, hereby testifies that I consented to join as a

Participant after l was given orientation on the purpose of my participation in the
research, titled “STUDENTS’ PANORAMIC VIEW IN MATHEMATICAL
STRATEGIES AMONG SENIOR HIGH SCHOOL IN ALLEN NATIONAL HIGH
SCHOOL” conducted by Melvin James V. Cay-an, Jodette O. Gabitan, Bellian Llyod A.
Galino, April Joy P. Millano, Caleb Akon G. Pollente, Aldvin Paul Ajay E. Tan. I was
assured of my protection of my rights such as confidentially of my identity, freedom to
disclose or not disclosed my answers to certain questions, rights to be respected of my
views, and freedom to stop my participation anytime without giving explanations.

Done this ____________day of _____________________20____ at

________________________________
 ____________________________
Name and Signature

Republic of the Philippines

DEPARTMENT OF EDUCATION

DVISION OF NORTHERN SAMAR

ALLEN NATONAL HIGHSCHOOL

Allen Northern Samar

RESPONSE CREDIBILITY FORM

I________________________________, hereby testifies that I have thoroughly

evaluated the codes and themes with corresponding significant statements as to its
consistency and coherence to the research questions for the research, titled
“STUDENTS’ PANORAMIC VIEW IN MATHEMATICAL STRATEGIES
AMONG SENIOR HIGH SCHOOL IN ALLEN NATIONAL HIGH SCHOOL”
conducted by Melvin James V. Cay-an, Jodette O. Gabitan, Bellian Llyod A. Galino,
April Joy P. Millano, Caleb Akon G. Pollente, Aldvin Paul Ajay E. Tan.

Done this ____________ day of ______________________20____ at

______________________________
__________________________
Name and Signature