Gian Pauline Tandoc Chapter 1: The Problem and Its Background
Research Title
Mathematical Skills and Word Problem Solving Abilities of Grade 3
Pupils at St. Claire Integrated School
Background of the Study
Mathematics plays a crucial role in the early stages of education,
especially in developing problem-solving abilities in children. In
Grade 3, learners begin transitioning from simple arithmetic to more
complex problem-solving tasks, such as word problems that require both
computation and comprehension. These tasks demand not only strong
mathematical skills but also logical thinking and language processing.
In St. Claire Integrated School, the Grade 3 level is composed of
three sections with a mix of male and female pupils. Understanding how
students' mathematical skills relate to their ability to solve word
problems can guide educators in developing targeted interventions to
improve learning outcomes.
This study is grounded in the Constructivist Theory, which highlights
that students actively build their knowledge through experiences and
interaction with their environment. It also employs the Dual-Process
Theory, which explains how learners use two modes of thinking—
intuitive (System 1) and analytical (System 2)—to solve mathematical
problems, particularly word problems.
With the growing need to enhance foundational skills in mathematics,
this research seeks to explore whether a significant relationship
exists between the mathematical competence of Grade 3 learners and
their word problem-solving performance.
Statement of the Problem
This study aims to investigate the relationship between the
mathematical skills of Grade 3 pupils and their word problem-solving
skills in St. Claire Integrated School.
Specifically, it seeks to answer the following questions:
What is the level of mathematical skills of Grade 3 pupils?
What is the level of word problem-solving skills of Grade 3 pupils?
Is there a significant relationship between the mathematical skills
and word problem-solving skills of Grade 3 pupils?
Are there differences in performance based on gender or section?
Hypothesis
Null Hypothesis (H₀): There is no significant relationship between
mathematical skills and word problem-solving skills of Grade 3 pupils.
Alternative Hypothesis (H₁): There is a significant relationship
between mathematical skills and word problem-solving skills of Grade 3
pupils.
Decision Rule:
Assuming the significance level is set at α = 0.05, and the p-value
obtained from the study is 0.032, the researchers would reject the
null hypothesis (H₀) because 0.032 < 0.05.
This means there is a statistically significant relationship between
mathematical skills and word problem-solving skills.
Theoretical Framework
This study is guided by the following theories:
Constructivist Theory (Piaget & Vygotsky)
Emphasizes that learners actively construct their own understanding
and knowledge of the world, through experiences and reflecting on
those experiences. In the context of mathematics, students develop
understanding through practice, engagement, and social interaction in
solving word problems.
Dual-Process Theory (Kahneman)
Explains that human thinking operates in two systems:
System 1: Fast, intuitive, and automatic—used for simple and familiar
tasks.
System 2: Slow, logical, and effortful—used for complex or unfamiliar
problems like multi-step word problems.
This theory helps explain how students switch between intuitive
calculations and deeper analytical reasoning when solving math word
problems.
Conceptual Framework
[Conceptual Framework Diagram - Optional: You may draw this]
Independent Variable: Mathematical Skills
Dependent Variable: Word Problem Solving Skills
Moderating Variables: Gender, Section
Flow:
Mathematical Skills → Word Problem Solving Ability
(Analyzed with consideration of gender and section variations)
Scope and Delimitation
This study focuses on Grade 3 pupils from the three sections of St.
Claire Integrated School during the academic year 2025–2026. It limits
itself to evaluating their mathematical skills and their performance
in solving word problems. Other variables such as socio-economic
background, prior academic performance in other subjects, and external
tutoring will not be included in this study. The research also does
not cover other grade levels.
Significance of the Study
For Teachers: Provides insight into how basic math skills influence
students’ ability to solve word problems, helping improve
instructional strategies.
For School Administrators: Informs curriculum planning and teacher
training focused on improving both computational and problem-solving
skills.
For Pupils: Encourages awareness and development of problem-solving
strategies at an early stage.
For Future Researchers: Offers a reference for further studies on math
learning processes in primary education.
Definition of Terms
Mathematical Skills: The ability to perform basic arithmetic
operations such as addition, subtraction, multiplication, and
division.
Word Problem Solving Skills: The capacity to analyze, interpret, and
solve mathematical problems presented in a textual format.
Constructivist Theory: A learning theory that emphasizes learners'
active role in constructing knowledge through experience and social
interaction.
Dual-Process Theory: A cognitive theory that explains how two systems—
fast intuitive thinking and slow logical thinking—operate in decision-
making and problem-solving.
System 1: Fast and automatic thinking often used for simple or
familiar problems.
System 2: Slow and deliberate thinking used for complex and unfamiliar
problems.
p-value (0.032): A statistical value indicating that the
result is significant at the 0.05 level, leading to the
rejection of the null hypothesis.
1. Research Title
✅ Tips:
Make it clear and specific — mention both your variables (e.g., Mathematical Skills and
Word Problem Solving).
Keep it concise but descriptive — avoid vague or too broad terms.
Include the participants or setting, like the school or grade level.
📝 Formula:
"The [Variable 1] and [Variable 2] of [Participants] in [Location]"
2. Background of the Study
✅ Tips:
Begin with a broad idea: Why is the topic important (e.g., the importance of math skills
in early education)?
Narrow down to your local context (e.g., Grade 3 pupils at your chosen school).
Mention any gaps or problems that your study wants to solve.
Include theories or previous studies to support your study.
📝 Think of it as a story: “This is the big problem → this is how it applies to us → this is why
we need this study.”
3. Statement of the Problem
✅ Tips:
Start with the main research problem (one sentence).
Then list specific research questions (usually 3 to 5) using "What," "Is there," or
"How".
Make sure each question is related to your variables.
📝 Example question: Is there a significant relationship between mathematical skills and word
problem-solving skills?
4. Hypothesis
✅ Tips:
Include both the Null Hypothesis (H₀) and Alternative Hypothesis (H₁).
H₀ says: There is no significant relationship...
H₁ says: There is a significant relationship...
Explain how you’ll decide (based on p-value and significance level like 0.05).
📝 Use if your study is quantitative or uses statistical testing.
5. Theoretical Framework
✅ Tips:
Pick 1–2 theories related to your topic.
Explain each theory clearly in your own words.
Describe how the theory connects to your study — how it helps you understand or
support your topic.
📝 Example: The Constructivist Theory explains how students build math understanding through
experience.
6. Conceptual Framework
✅ Tips:
Explain how your variables are related.
Identify which is the independent variable (the cause) and which is the dependent
variable (the effect).
Include a diagram or visual to show the relationship.
📝 Use arrows (→) to show the direction of influence.
7. Scope and Delimitation
✅ Tips:
Scope = What your study covers (who, what, where, when).
Delimitation = What your study does not include (limitations or focus boundaries).
Be honest and specific.
📝 Example: This study only includes Grade 3 pupils and does not consider socioeconomic
factors.
8. Significance of the Study
✅ Tips:
Answer the question: “Who will benefit from this study and how?”
Include at least 4 stakeholders: students, teachers, school heads, future researchers.
Use short paragraphs for each.
📝 Think: How will this study help improve teaching or learning?
9. Definition of Terms
✅ Tips:
Define important keywords or technical terms used in your study.
Use simple, student-friendly language.
Keep it short and clear.
Include only the terms that readers may not easily understand.
📝 Format: Mathematical Skills – the ability to perform basic arithmetic operations.
