Mathematical Problem-Solving Style and Performance of Students

This study aimed to determine whether the mathematical problem-solving style significantly affects the students’ performance in which a descriptive-correlational research design was used. Through stratified sampling, there were 291 first-year college respondents in the local college in Sto. Tomas, Davao del Norte who were chosen. This study used one adapted questionnaire and one researchers-made questionnaire with Mean, Pearson r, Standard Deviation, T-test, and Analysis of Variance used as the statistical tools. The students’ mathematics attained very good performance with the mathematical problem-solving style of students’ sensing, intuition, feeling, and thinking moderately observed. The findings revealed that the mathematical problem-solving style has a significant relationship with Students’ performance. However, there is a significant difference in the mathematical problem-solving style of students when grouped according to various programs. The result also revealed that there is no significant difference in the mathematical problem-solving style of students when grouped according to sex (male and female). Students, instructors, college administrators, and Commission of Higher Education officials (CHED) are encouraged to value the importance of mathematical problem-solving style in the performance of the students. Instructors, college administrators, and CHED officials must establish programs that will enhance the mathematical problem-solving styles and performance of students. College instructors and administrators must work collaboratively to achieve better performance in the mathematics. Therefore, these should ensure that the necessary materials, resources, activities, and differentiated instruction are provided and used to meet the students’ needs to learn and to encourage in the problem-solving style.