Analysis of Problem-Solving Skills of Learners Under the Teaching Through Problem-Solving (TTP) Approach
Document Type
Paper presentation
School Name
Mindanao State University - Iligan Institute of Technology
School Code
N/A
Abstract / Executive Summary
This thesis study analyzes the problem-solving skills of learners under the Teaching Through Problem-Solving (TTP) approach, a pedagogical method where students grapple with complex problems before formal instruction. Addressing the persistent challenge of low mathematics achievement in the Philippines, the research explores how TTP can bridge the gap between procedural knowledge and conceptual understanding. The study employed a two-week observation phase followed by the administration of a problem set, utilizing Newman’s Error Analysis (NEA), Polya’s four-step model, and the National Achievement Test (NAT) Problem- Solving Progression Indicator to evaluate students' written solutions. Findings indicated that students' performance was generally "Good," with average scores of 67.58% in Problem 1 and "Very Good" at 95.31% in Problem 2. While students demonstrated strong foundational understanding—98.44% correctly identified the cause of Problem 2—they struggled significantly with "Looking Back" (45.31% in Problem 1) and "Rule Abstraction and Transfer". Common errors identified included Comprehension and Encoding errors, where students failed to provide complete narrative closures for their solutions. The study concludes that TTP effectively moves students from a "static" to a "dynamic" understanding of mathematics by prioritizing thinking processes over simple numerical accuracy.
Keywords:
Teaching Through Problem-Solving (TTP), Newman’s Error Analysis, Mathematical Problem-Solving Skills.
Analysis of Problem-Solving Skills of Learners Under the Teaching Through Problem-Solving (TTP) Approach
This thesis study analyzes the problem-solving skills of learners under the Teaching Through Problem-Solving (TTP) approach, a pedagogical method where students grapple with complex problems before formal instruction. Addressing the persistent challenge of low mathematics achievement in the Philippines, the research explores how TTP can bridge the gap between procedural knowledge and conceptual understanding. The study employed a two-week observation phase followed by the administration of a problem set, utilizing Newman’s Error Analysis (NEA), Polya’s four-step model, and the National Achievement Test (NAT) Problem- Solving Progression Indicator to evaluate students' written solutions. Findings indicated that students' performance was generally "Good," with average scores of 67.58% in Problem 1 and "Very Good" at 95.31% in Problem 2. While students demonstrated strong foundational understanding—98.44% correctly identified the cause of Problem 2—they struggled significantly with "Looking Back" (45.31% in Problem 1) and "Rule Abstraction and Transfer". Common errors identified included Comprehension and Encoding errors, where students failed to provide complete narrative closures for their solutions. The study concludes that TTP effectively moves students from a "static" to a "dynamic" understanding of mathematics by prioritizing thinking processes over simple numerical accuracy.
