Final Defense with tables 4th year BSED Mathematics.pptx

final defense geometric problems

1. FINAL DEFENSE B SED: MAJOR IN MATHEMATICS | 202 3 RSU-SFC PRESENTORS: RICHMOND R. ROON ROMELYN R. ALAYON LUCY R. RUBIADO

2. SELF-CONCEPT, ATTITUDE, AND PROBLEM-SOLVING SKILLS IN GEOMETRIC PROBLEMS: BASIS FOR ENHANCING GEOMETRY CURRICULUM

3. BACKGROUND OF THE STUDY Mathematics Geometry M ajority of the students struggle in geometry. S tudents lack of interest and understanding of geometry is a factor in learners’ poor performance in geometry. Self-concept, Attitude, Problem-solving Skills

4. STATEMENT OF THE PROBLEM What is the demographic profile of the respondents in terms of: 1.1 sex 1.2 monthly family income What is the level of the respondents in geometric problems in terms of: 2.1 self-concept; 2.2 attitudes; and 2.3 problem solving skills ?

5. STATEMENT OF THE PROBLEM Is there a significant difference on self-concept, attitude, and problem-solving skills of the respondents in terms of sex? 3.1 sex 3.2 monthly family income 4. Is there a significant relationship in geometric problems of the respondents in terms of: 4.1 self-concept and attitudes; 4.2 self-concept and problem solving skills; and 4.3 attitudes and problem solving skills?

6. SIGNIFICANCE OF THE STUDY Grade 10 students Mathematics Teacher School Administrator Parents Future Researchers

7. SCOPE AND DELIMITATION Self concept ,attitude, problem solving skills in geometric problems 279 Grade 10 students 164 respondents Don Carlos M. Mejias Memorial National High School February to May 2023

8. REVIEW OF RELATED LITERATURE Self concept Attitude Problem solving skills Self concept versus attitude Self concept versus problem solving skills Attitude versus problem solving skills

9. THEORETICAL FRAMEWORK ABC Model Ability Model Theory of Reasoned Action Social Cognitive Theory

10. HYPOTHESES OF THE STUDY There is no significant difference on self-concept, attitudes and problem solving skills of the respondents as to sex and and monthly family income. There is no significant relationship in geometric problems of the respondents as to self-concept and attitudes, self-concept and problem solving skills, and attitudes and problem solving

11. CONCEPTUAL PARADIGM Self-Concept Attitude Problem-Solving Skills Geometry Problems Enhancing Geometry Curriculum

12. OPERATIONAL DEFINITION OF TERMS Academic Achievement Attitude Geometry Geometric Problems Kruskal -Wallis Test Mann-Whitney Test Problem-Solving Skills Self-Concept Slovin’s Formula Spearman-Rank Test

13. METHODOLOGY

14. RESEARCH DESIGN Quantitative research Survey research design Descriptive-correlational research

15. RESPONDENTS OF THE STUDY 279 grade 10 students 164 sample respondents Slovin’s formula SECTIONS POPULATION SAMPLE Psalms 43 25 Galatians 40 24 Thessalonians 43 25 Colossians 40 24 Hebrews 40 24 Corinthians 42 25 SSC 31 18 Total 279 164

16. SAMPLING PROCEDURE Stratified random sampling Simple random sampling Fishbowl draw method

17. RESEARCH INSTRUMENTATION Survey questionnaire Five-point Likert.

18. DATA GATHERING PROCEDURE Creating survey questionnaire Validating Reproducing Sending Letters Distributing and Managing Responding and answering E ncod ing , tabulat ing , analyz ing Interpreting

19. STATISTICAL TREATMENT Slovin’s Formula Stratified Random Sampling Formula Frequency and Percentage distribution Five-point Likert Scale T-test One-way Analysis Of Variance (ANOVA) Kruskal -Wallis Spearman-rank Correlation Mann-Whitney Test

20. RESULT s AND DISCUSSIONS

21. Notes: There were 164 respondents considered in all variables. Characteristic F % Sex     Male 67 41 Female 97 59 Monthly Family Income     Above 20,000 22 13 15,001 – 20,000 7 4 10,001 – 15,000 13 8 5,001 – 10,000 34 21 5,000 & below 88 54 Sociodemographic Characteristics of Respondents

22. Respondents’ Level of Self - Concept and Attitude. Indicators Scale Total WM VD Self – Worth 5 4 3 2 1 1. I can solve geometric problems by myself. 5 44 24 48 120 241 1.47 SD 7. I feel I have a number of good qualities to solve geometric problems. 5 28 42 122 81 278 1.70 SD             WA 3.07 N Self – Image 4. I am good in some areas of geometric problem solving. 5 40 27 104 92 268 1.63 SD             WA 3.02 N Ideal Self 3. I will be the best geometric problem solver in my class. 5 16 69 114 79 283 1.73 SD             WA 2.43 N GWA 2.84 N

23. Respondents’ Level of Self - Concept and Attitude. Indicators Scale Total WM VD Attitude       1. I like solving geometric problems. 24 54 110 85 273 1.66 SD             WA 2.99 N Notes: There were 164 respondents considered. Weighted Mean (WM); Weighted Average (WA); General Weighted Average (GWA); Verbal Description (VD); Agree (A); Neutral (N); Disagree (D); Strongly Disagree (SD)

24. Respondents’ Level on Problem Solving Skills in Geometry. Score F % Verbal Description 41 - 50 Outstanding 31 - 40 6 4 Very Satisfactory 21 - 30 12 7 Satisfactory 11 – 19 115 70 Fairly Satisfactory 0 – 10 31 19 Did not Meet Expectations         Notes: There were 164 respondents considered in all variables. There were 50 test items in total. Frequency (ƒ)

25. Difference Analysis for Self-Concept, Attitude & Problem Solving Skills in Geometry as to Sex Variable Males Females t/u(164) p d M SD M SD Self-Concept 62 4.70 63 5.45 t = 1.283 .201 .197 Attitude 69.15 6.22 68.41 6.67 u = .730 .465 .115 Problem Solving Skills 14 4.90 15.51 6.43 u = 1.089 .276 .264 Notes: Mean( M ), Standard Deviation ( SD), t – test ( t); Mann – Whitney ( u); Probability (p); Cohen’s d (d ).

26. Difference Analysis for Self – Concept, Attitude & Problem Solving Skills as to Monthly Income Monthly Income M SD F/H(4,163) p n 2 p Self - Concept           Above 20 000 64.24 5.26 F = 1.836 .124 .044 15 001 – 20 000 62.94 5.11       10 001 – 15 000 65.23 6.35       5 001 – 10 000 61.86 5.44       5000 & below 62.62 4.68      

27. Difference Analysis for Self – Concept, Attitude & Problem Solving Skills as to Monthly Income Monthly Income M SD F/H(4,163) p n 2 p Attitude           Above 20 000 69.19 6.64 H = 2.796 .593 .030 15 001 – 20 000 67.31 6.16       10 001 – 15 000 67.23 4.87       5 001 – 10 000 67.46 6.56       5000 & below 69.73 6.64      

28. Difference Analysis for Self – Concept, Attitude & Problem Solving Skills as to Monthly Income Monthly Income M SD F/H(4,163) p n 2 p Problem Solving Skills           Above 20 000 18.19 7.72 H = 21.358 * <.05 .489 15 001 – 20 000 17.31 6.80       10 001 – 15 000 20.46 9.42       5 001 – 10 000 14.32 4.21       5000 & below 12.82 3.60       Notes: Mean ( M), Standard Deviation (SD), ANOVA (F); Kruskal -Wallis (H); Probability ( p); Partial Eta Squared ( n 2 p ). *. Significant at 5% level .

29. Descriptive Statistics and Correlations for Self-Concept, Attitude & Problem Solving Skills Variable n M SD SC AT PSS p r 2 Self - Concept 164 62.62 5.17 - .114 - .148 .030 .0130 .2890 Attitude 164 68.71 6.48 - - .170 * Problem Solving Skills 164 14.89 5.88 .439 * - - <.05 .1927 Notes: Mean (M); Standard Deviation (SD); Attitude (AT); Self-Concept (SC); Problem Solving Skills (PSS); Probability (p); Coefficient of Determination (r 2 ). *. Significant at .05 level.

30. SUMMARY Most of the respondents were female and have an utmost monthly family income of Php15,000.00. Neutral level of self-concept and attitude. The respondents’ level of problem-solving skills in geometry is fair. The respondents’ elf-concept, attitude, and problem-solving skills of the respondents in terms of sex resulted to a non-significant difference.

31. SUMMARY The family monthly income of the respondents does not differ in students’ self-concept and attitude. There is a significant difference between students’ problem-solving skills in geometry and students’ monthly family income. This study found out that there is no significant relationship between the respondents’ self-concept and attitude in solving geometric problems.

32. SUMMARY Significant relationship between the respondents’ self-concept in solving geometric problems and respondents’ problem-solving skills in geometry was found. The same finding was also found in respondents’ attitude in solving geometric problems and respondents’ problem-solving skills in geometry.

33. CONCLUSIONs Respondents have a neutral level of s elf-concept and attitude of the respondents in geometric problems. Most of the respondents’ level of problem-skills in geometry fell on a fairly satisfactory level. Thus, it revealed that the respondents are not performing well in solving geometric problems .

34. CONCLUSIONs Self-concept, attitude, and problem-solving skills indicates a non-significant difference with regards to the respondents’ sex. Similarly, the respondents’ self-concept and attitude do not also have substantial difference to the respondents’ monthly family income. On the other hand, problem-solving skills of the respondents indicates a substantial difference to the monthly family income of the respondents.

35. CONCLUSIONs The self-concept and attitude of the respondents in solving geometric problems have no connection to each other. The self-concept and attitude of the students significantly predicts a positive problem-solving skills of the students in geometry.

36. RECOMMENDATIONs The researchers recommend the grade 10 students to enhance their self-concept and attitude to enhance their problem-solving skills. Parents may monitor the learning progress of their sons and daughter and determine whether the children encountered difficulties in their studies and provide them with appropriate moral support .

37. RECOMMENDATIONs Mathematics teachers may adjust their teaching approach, methodologies and strategies that suit the ability and interest of the students that will help improve their academic standing. They may conduct classroom observations, interviews, collaborative group discussion, and establish experiential mode of teaching.

38. RECOMMENDATIONs The administration may conduct a monitoring on the academic standing of their students to determine that students’ academic difficulties. Future researchers may conduct related studies that will determine the factors that contribute to the students’ self-concept, attitude, and problem-solving skills.

39. THANK YOU B SED-MATHEMATICS | 202 3 RSU-SFC