Assessing Student’s Difficulties in Applying Mathematical Knowledge to Practical Problem Solving at Natatas National High School
DOI:
https://doi.org/10.5281/zenodo.21395219Keywords:
Applying mathematical knowledge, practical problem solving, comprehension difficulties, formulation skills, interpretation skillsAbstract
This study aimed to assess the difficulties experienced by Junior High School students in applying mathematical knowledge to practical problem-solving situations at Natatas National High School. Specifically, it examined students’ difficulties in terms of comprehension, operation, formulation, and interpretation, as well as their performance in applying mathematical knowledge through comprehension level, computation accuracy, formulation skills, and interpretation skills. The study utilized a descriptive-correlational research design, involving 233 respondents selected through stratified random sampling from a population of 557 students. Data were collected using a validated questionnaire and problem-solving tasks and were analyzed using weighted mean and Pearson correlation. Findings revealed that students experienced moderate difficulties across all four areas, particularly in comprehension and multi-step operations. Likewise, students’ performance in applying mathematical knowledge to practical problem-solving situations was found to be moderate. The results further indicated a significant relationship between students’ difficulties and their performance in practical problem solving, suggesting that greater difficulties negatively affect students’ ability to apply mathematical concepts in solving real-life problems. Based on the findings, the study recommends the implementation of targeted instructional strategies focused on improving reading comprehension, representational skills, and contextual problem-solving abilities. Strengthening these areas may enhance students’ mathematical literacy and improve their capacity to apply mathematical knowledge effectively in real-world situations.
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