Research

1. COURSE
STUDENTS’ PROBLEM SOLVING SKILLS
AND SELF-EFFICACY IN CALCULUS
THROUGH AN ENRICHED
NAME

2. INTRODUCTION
 The Trends in International Mathematics and
Science Study (TIMSS) as cited by Ambasa
(2019), have found that Filipino students have
difficulties in solving problem especially when
it differs from the textbooks given.

3. INTRODUCTION
 The focus of mathematics teaching should be
the development of students’ problem solving
skills, since it encompasses skills and functions
which are an important part of their daily life
(NCTM 2000).

4. INTRODUCTION
 The Mathematics Mean Percentage Score
(MPS) 2019 of the STEM students of Valencia
National High School is 50.33% which is lower
than the Division Math MPS which is 61.31%.

5. INTRODUCTION
 Bandura as cited by Camarista (2015), self-
efficacy serves as a strong predictor of their
capability to successfully perform academic
tasks and produces a positive influence on the
matter of problem solving.

6. BACKGROUND OF THE STUDY
 Teachers are in continual search for teaching
methods, strategies, approaches and
intervention to suit on the needs, preferences
and interests of the present generation of
diverse learners to elevate their performance
especially in mathematics (Mokhtar et al 2013)

7. BACKGROUND OF THE STUDY
 Different Blended Learning sets a rising trend
in mathematics classroom, where it combines
the face-to-face teaching and learning with
the aid of technologically enhance tools which
is very useful in problem solving. One of this is
the Enriched Virtual Model.

8. CONCEPTUAL FRAMEWORK
 Constructivist Theory - J. Bruner
 Scaffolding Theory - Lev Vygotsky
 Learning by doing Theory – John Dewey

9. LOCALE AND RESPONDENTS OF THE STUDY
 Grade 11 STEM students of Valencia National
High School, Poblacion, Valencia City,
Bukidnon

10. RESEARCH DESIGN
 Quasi-Experimental Research Design

11. RESEARCH INSTRUMENT
 34-item problem solving test
(Researcher-made with Cronbach’s Alpha of 0.872)
 24-item Source of Mathematics Self-
Efficacy Scale
(adapted from Usher and Pajares (2009)

12. STATISTICAL TECHNIQUES
 Descriptive Statistics (Mean, Percentage,
Frequency and Standard Deviation)
 Analysis of Covariance (ANCOVA)

13. Problem Objective Hypothesis Instrumentation
Statistical
Techniques
1. What is the level
of students’
mathematical
problem solving
skills in Basic
Calculus exposed to
EVILE and those who
are exposed to non-
EVILE in the pre-test,
post-test and
retention test based
on:
a. understanding
the problem;
b. devising a plan;
c. carrying out the
plan; and
d. looking back?
1. assess the level of
students’
mathematical
problem solving
skills in Basic
Calculus exposed to
EVILE and those
who are exposed to
non-EVILE in the
pre-test, post-test
and retention test
based on:
a. understanding
the problem;
b. devising a plan;
c. carrying out the
plan; and
d. looking back
Hypothesis Free 34-item problem
solving test
(Researcher-made with
Cronbach’s Alpha of
0.872)
Descriptive
Statistics
(Mean, Percentage,
Frequency and
Standard Deviation)

14. FINDINGS: PRE-TEST
Problem
Solving Skills
EVILE NON-EVILE
%
Qualitative
Interpretatio
n
%
Qualitative
Interpretation
Understanding
the Problem
31.1 Very Low 30.56 Very Low
Devising a Plan 34.39 Very Low 33.85 Very Low
Carrying Out
the Plan
32.04 Very Low 33.86 Very Low
Looking Back 25.72 Very Low 29.88 Very Low
Overall
Mean/MPS
10.63 31.31 Very Low 10.88 32.04 Very Low

15. FINDINGS: POST-TEST
Problem
Solving Skills
EVILE NON-EVILE
%
Qualitative
Interpretatio
n
%
Qualitative
Interpretation
Understanding
the Problem
75.48 Low 67.13 Very Low
Devising a Plan 68.76 Very Low 60.69 Very Low
Carrying Out
the Plan
71.38 Very Low 58.34 Very Low
Looking Back 71.91 Very Low 61.12 Very Low
Overall
Mean/MPS
24.48 71.88 Very Low 21.06 61.82 Very Low

16. FINDINGS: RETENTION TEST
Problem
Solving Skills
EVILE NON-EVILE
%
Qualitative
Interpretation
%
Qualitative
Interpretation
Understanding
the Problem
84.96 Moderate 71.77 Very Low
Devising a Plan 75.51 Low 65.10 Very Low
Carrying Out
the Plan
74.23 Very Low 61.48 Very Low
Looking Back 76.87 Low 63.48 Very Low
Overall
Mean/MPS
26.54 77.89 Low 20.29 65.46 Very Low

17. CONCLUSION
 The level of mathematics problem solving skills of the
Grade 11 STEM students in Basic Calculus of both the
EVILE and the non-EVILE in terms of pre-test and posttest
had an identical level which is a very low problem solving
skills.
 The retention results shows no further changes on the
non-EVILE group which had a very low problem solving
skills while EVILE groups shows a low problem solving
skills indicating one level ahead than those in the non-
EVILE group.

18. RECOMMENDATIONS
 Mathematics educators may use a variety of innovative
strategies as Enriched Virtual Interactive Learning
Environment to improved the level of the problem solving
skills of the learners since it is observed in this study that
there is an increased in the problem solving skills in terms
of their posttest and retention test.

19. Problem Objective Hypothesis Instrumentation
Statistical
Techniques
2. What is the self-
efficacy level of
students exposed to
EVILE and those who
are exposed to non-
EVILE in terms of:
a. mastery
experiences;
b. vicarious
experiences;
c. verbal-social
persuasion; and
d. physiological
and emotional
arousal?
2. describe the self-
efficacy level of
students exposed to
EVILE and those
who are exposed to
non-EVILE in terms
of:
a. mastery
experiences;
b. vicarious
experiences;
c. verbal-social
persuasion;
and
d. physiological
and emotional
arousal
Hypothesis Free 24-item
Source of Mathematics
Self- Efficacy Scale
(adapted from Usher
and Pajares (2009)
Descriptive
Statistics
(Mean, Percentage,
Frequency and
Standard Deviation)

20. FINDINGS: BEFORE THE INTERVENTION
Self-efficacy Towards Basic
Calculus
EVILE Non-EVILE
Mean Interpretation Mean Interpretation
Physiological and Emotional
Arousal
3.63 H 3.49 MH
Vicarious Experiences 2.93 MH 2.47 ML
Mastery Experiences 2.72 MH 2.41 ML
Verbal-Social Persuasion 2.57 MH 2.17 ML
Overall Mean Interpretation 2.96 MH 2.63 MH

21. FINDINGS: AFTER THE INTERVENTION
Self-efficacy Towards Basic
Calculus
EVILE Non-EVILE
Mean Interpretation Mean Interpretation
Physiological and Emotional
Arousal
3.63 H 3.52 MH
Vicarious Experiences 2.87 MH 2.66 MH
Mastery Experiences 2.80 MH 2.23 ML
Verbal-Social Persuasion 2.56 MH 2.65 MH
Overall Mean Interpretation 2.96 MH 2.76 MH

22. CONCLUSION
 The self-efficacy level of the Grade 11 STEM students
when exposed to EVILE and non-EVILE before the
intervention is moderately high.
 After the intervention, both the mastery experiences and
vicarious experiences of the EVILE and the non-EVILE
group is moderately high self-efficacy.

23. RECOMMENDATION
 The teacher may use the Khan Academy platform as
interactive learning environment to increase the level self-
efficacy of the students that pushes their enthusiasm in
learning.

24. Problem Objective Hypothesis
Instrumentati
on
Statistical
Techniques
3. Is there a
significant
difference in
problem-solving
skills of students
exposed to EVILE
and those
exposed to non-
EVILE in post-test
and retention
test?
3. evaluate if
there is a
significant
difference in
problem-solving
skills of students
exposed to EVILE
and those
exposed to non-
EVILE in the post
test and retention
test.
Ho1. The problem solving
skills of students in Basic
Calculus exposed to Enriched
Virtual Interactive Learning
Environment (EVILE) has no
significant difference from
those who are exposed to
Non-Enriched Virtual
Interactive Learning
Environment (Non-EVILE) in
the post test and retention
test in terms of their:
a. understanding the
problem;
b. devising a plan;
c. carrying out the plan;
and
d. looking back
34-item problem
solving test
(Researcher-
made with
Cronbach’s Alpha
of 0.872)
Analysis of
Covariance
(ANCOVA)

25. FINDINGS: COMPARISON OF PROBLEM SOLVING SKILLS
Posttest
Group Mean SD N P-value
EVILE 24.48 2.58 48
0 .000*
Non-EVILE 21.06 4.36 48
Total 22.77 3.47 96
Retention
Test
Group Mean SD N P-value
EVILE 26.54 2.12 48
0.000*
Non-EVILE 20.29 4.43 48
Total 23.42 3.28 96
*Significant at 0.05 level

26. CONCLUSION
 The problem solving skills of the students in Basic Calculus
exposed to EVILE has a significant difference to those
exposed to non-EVILE in their posttest.
 There is also a significant difference in the problem solving
skills of the students in Basic Calculus exposed to EVILE
than those exposed to non-EVILE and in their retention.

27. RECOMMENDATION
 Administrators and curriculum makers may also consider
the inclusion of home education in an online platform in
the event that the brick-and-mortar educational setting
could not be possibly availed to enhance the level of
student problem solving skills .
 They may also conduct a series of trainings and workshops
to embrace another educational platforms like what is
used in this study to have a teacher that is committed to
address the improvement of student’s problem solving
skills.

28. Problem Objective Hypothesis
Instrumenta
tion
Statistical
Techniques
4. Is there a
significant difference
in the self-efficacy
level of students
exposed to EVILE
and those who are
exposed to non-
EVILE?
4. identify if there is
a significant
difference in the
self-efficacy level of
students exposed to
EVILE and those
who are exposed to
non-EVILE.
Ho2. The Self-efficacy of
students exposed to
Enriched Virtual Interactive
Learning Environment
(EVILE) has no significant
difference to those who are
exposed to Non- Enriched
Virtual Interactive Learning
Environment (EVILE) in
terms of their:
a. mastery experiences;
b. vicarious
experiences;
c. verbal-social
persuasion; and
d. physiological and
emotional arousal.
24-item
Source of
Mathematics
Self- Efficacy
Scale
(adapted from
Usher and
Pajares (2009)
Analysis of
Covariance
(ANCOVA)

29. FINDINGS: COMPARISON OF SELF-EFFICACY
Group Mean SD N P-value
EVILE 2.96 0.30 48
0.002*
Non-EVILE 2.76 0.19 48
Total 2.86 0.25 96
*Significant at 0.05 level

30. CONCLUSION
 There is no significant difference in the self-efficacy of
students exposed to EVILE and those exposed to non-
EVILE in terms of mastery experiences and physiological
and emotional arousal.
 The self-efficacy level of the students exposed to EVILE has
a significant difference compared to those exposed to
non-EVILE in terms of vicarious experiences and verbal-
social persuasion.
 Finally, the self-efficacy of the students exposed to EVILE
has a significant difference to those exposed to non-EVILE
completely.

31. RECOMMENDATION
 Administrators and curriculum makers may also consider
the inclusion of home education in an online platforms in
the event that the brick-and-mortar educational setting
could not be possibly availed to enhance the level of
student self-efficacy in mathematics.

32. THANK YOU AND GOD BLESS.