Problem-solving proficiency in using equation strategy of college students and selected correlates

Promoting problem solving development is critical in ensuring students’ transition successfully into upper-division courses. Innovative approaches to teaching problem-solving skills have the potential of appealing to a broader range of students. The study assessed the problem-solving proficiency of students and its correlates. Specifically, it sought to determine the students’ profile; students’ English proficiency; their attitude towards problem solving; their problem solving proficiency level in using equation in terms of the specific type of Algebra problems and specific elements of the analytic scoring; and the proposed enrichment activities in teaching College Algebra to be implemented to improve students’ problem solving proficiency and to address students’ difficulties in using equation in problem solving. The study used the descriptive correlational method with the PSTS test, English proficiency test and attitude towards problem-solving inventory as data gathering instruments. Data were analyzed using the weighted mean, percentage analytic scoring scale, and the Chi Square (x2). Most of the respondents were female and graduated from the RBEC curriculum. They have satisfactory performance both in Mathematics and English and have a favorable attitude towards problem-solving. The students have a low level of English proficiency, a very high proficiency level in understanding the problem and in planning the solution, low proficiency level in carrying out the plan and in answering the problem. They have average problem-solving proficiency.