CHAPTER 1 THE PROBLEM AND IT’S BACKGROUND Background of the Study Rationale Setting of the problem Grade 9 students of Lawaan National high school Engaged Mathematics leads to engaged learning, but students are not prepared to dive into the solving and immediately extract all of the valuable content. They need instructional guidance on how to solve critically, understand the material and implement what they have learned Seriousness of the study Mathematics plays a vital role in everyday lives of so many people (Ali et al. 2016). According to Suleiman et.al (2019), mathematics is one of the lessons in the curriculum that is recognized as being the most important globally. The use of mathematics is prevalent not only in the sphere of education but in practically every area we can imagine, including time management, monthly budgeting, and even the infrastructure we see around us (Santos et al. 2015). Literature Foundation of the Study The research by Mokhar et al. (2019) in Malaysia revealed that students struggle to comprehend the keywords and fail to translate them into the correct mathematical statement, mathematics comprehension, and fundamental concepts, and they dislike reading lengthy questions. .Mathematical challenges have also been described in Indonesia, where pupils struggle to place unit number values, solve numeracy issues, and recognize counting operation symbols (Sakilah et al. 2018).Additionally, study demonstrated that kids are not interested in reading arithmetic problems or honing their mathematical abilities. General object of the study In the 2018 Programme for International Student Assessment (PISA), Filipino students were among the student groups with the worst performance statistics. Less than 20% of pupils in mathematics achieved the required level of ability (Level 2), and more than 50% shown very low performance (below Level 1). In terms of mathematics education, these Filipino pupils who performed below the PISA’s lowest level of proficiency have been obviously left behind. More than half of their international counterparts in this age group have better mathematical skills than these Filipino students do. Between children in public and private schools, where the means were 343 and 395, respectively, there were differences in the degree of poor math performance (Department of Education, 2019) General Purpose of the Study is to determine the Least Learned skills of Grade 9 students when grouped according to sex and section at Lawaan National High School. The researcher will utilize a test questionnaire as an instrument to identify the Least Learned Skills of the respondents. Especially this study quantified the Grade 9 students’ struggles on studying mathematics which focuses in geometry. Another key contribution of this work was statistically showing the relationship, attitude and thinking of students towards mathematics. SIGNIFICANCE OF THE STUDY The results of the study will be of great benefit to the following: Students-this results will provide the students will some knowledge on factor increases your problem-solving skills. Teachers-The given data would guide the teachers to have deeper understanding of this study and for them to identify the different factors of the least learned skills of the students Parents-This can help to the parents understand why their children struggling to their academic schools especially in mathematics Future researcher-This study will serve as a guide for future researcher who will be conducting a related study. DEFINITION OF TERMS The following terms define operationally: Least Learned Skill- any skill from the competencies of a given subject of which learners show most of the difficulty in performing. Sex-refers to male and female of grade 9 students Grade 9 students are the respondents of the study and who will answer the test questionnaire to assist their mathematical skills. They will be the subject of the study and they will answer the test questionnaire. Geometry- refers to a branch of mathematics that deals with shapes, angles, dimensions and sizes of a variety of things we see in everyday life. Section- is typically refers to distinct division or segment within a larger whole. CHAPTER II Review of Related Literature This chapter presents the related literature and studies that are similar to the proposed study after the through and in-depth search done by the researchers. In every nation, math is one of the core subjects. The pursuit of a mathematical education is regarded as a basic education is particularly important because math abilities are required in all aspect of all. There is any study of mathematics at all levels of education. Arithmetic, algebra, geometry, trigonometry, opportunities, and statistics are among the subjects covered in Junior High School mathematics. Geometry has a mathematical component that Relates to the study of various shapes. Students` cognitive skills are enhanced by geometry, which also transforms tangible into abstract thought. According to Nova, Mardiyana & Ikrar (2017), students find geometry to be one of the most challenging subjects since they need to be able to visualize and describe the imagine, depict, and comprehend various types of figures. Least Learned Skills According to Nirode (2016) the chapter on quadrilaterals in a normal high school geometry textbook is mostly concerned with parallelograms (such as their properties, demonstrating that a given quadrilateral is a parallelogram, and special parallelograms), with a section on trapezoids and kites. Congruence, similarity, circles, and coordinates are just a few of the many particular theorems that the Common Core specify Standards for Mathematics (“CCSSM”) clearly specify that students must demonstrate in high school geometry (Nirode et.al,2021). As cited on the study of Ulusoy (2015), he discovered that students were perplexed about using the Turkish word for a trapezoid in everyday life. They recognized all polygons with more than four sides or a trapezoid that is actually a quadrilateral. Forms like trapezoids that are not made up of line segments. Sex As cited on the study of Ganley (2018), In contrast to overall performance, we frequently observe a wider gender gap in other math-related outcomes. Females typically have less confident attitudes toward math, higher degrees of math anxiety, and lower levels of self- awareness. This means that even when ladies achieve at a level comparable to guys, they frequently have lower self-confidence. The way students approach solving math problems, their spatial skills, and their career choices also show larger gender differences. When combined with the larger gender differences seen among higher performing math students, who are more likely to pursue a math-intensive career, these differences in spatial skills and problemsolving strategies, among other things, may help us understand why boys pursue math-intensive career choices more frequently than girls. As mentioned in the result of the study of Mainali (2019) that the male and female students performed significantly differently in geometry, but not in terms of preferred techniques of solution. In terms of performance in geometry, women outperformed men. Geometry According to Hwang (2021), given that geometry is closely tied to our environment, it is important for mathematics education; nonetheless, few researches have focused on how geometry is used in everyday life, particularly when employing mobile devices` sensors. Studying geometry places a strong emphasis on investigating various representations, including digital manipulatives, written mathematical formulas, and vocal explanations, which aids students in developing mathematical concepts and vocal explanation, which aids students in developing mathematical concepts and critical thinking (Juman, Zeinul Abdeen M. Silmi, 2022 et.al.). In addition to Nahmias & Teicher (2021), cited that the process of studying geometry requires strong cognitive skills in addition to knowledge. In addition to understanding definitions and words, students must create a complete, accurate, and logically built proof and demonstrate its validity and correctness.
