Routine and Non-Routine Problem Solving Skills in Science of Grade 10 Students at Masaguitsit-Banalo National High School

Abstract

INTRODUCTION

Students should build mathematical knowledge through problem solving, develop abilities in formulating and representing problems in various way, apply a wide variety of problem-solving strategies, and monitor their mathematical thinking in solving problems. Problems become the context in which students develop mathematical understanding, apply skills, and generalize learning. In this study, the researcher focused on assessing the characteristics of routine and non-routine problem solving method used by students.

METHODS

A descriptive method was used. Using raosoft online survey software, the researcher used 198 grade 10 students as respondents. To determine the routine and non-routine problem skills of students, a researcher-prepared questionnaire was developed. The questionnaire was handed out to the target respondents; the researcher then collected, gathered all the data, and created a summary. The researcher likewise analyzed the results generated and made all in all answer to the questions made.

RESULTS

1.) The students’ routine and non-routine problem skills are affected by different factors. Such factors should be given focused attention by teachers in order to ensure effective facilitation of student learning. 2.) Teachers, to agreat extent, use different types of drills and exercises in Science to enhance their problem solving skills. 3.) Teachers utilized cooperative learning in routine and non-routine problem solving to a great extent. 4.) Different types of problems in Science need different types of skills. Thus, routine and non-routine problem skills should be developed by students so that they would enjoy solving problems in Science. 5.) The following techniques can be used to better assist students in solving problems in Science: a. look for a pattern; b. guess and check; c. make a model; and d. break up the problem into smaller ones and try to solve these first.

DISCUSSIONS

The results demonstrate the need for cooperative learning, drills, and exercises should be continually utilized by teachers as this is deemed effective in developing the routine and non-routine problem solving skills of students. Teachers should likewise update themselves with other skills and techniques which would help them in better assisting students. There should be collaborative partnership between parents and teachers to ensure a constant monitoring and supervision on the students learning process.