Analysis of mathematical and problem-solving skills: Basis for policy recommendation for alternative learning system

• Main Author: Alimondo, Monica S.
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Problem-based learning; Mathematical ability—Testing; Adult students; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/1452; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=2491&context=etd_doctoral
• Institution: De La Salle University

The primary objective of the study is to investigate upon the adult learners’ level of mathematical and problem-solving skills, level of numeracy, perception of learning, and Mathematics achievement, through the implementation of Problem –Based Learning tasks and learning modules for adult learners in the Alternative Learning System platform, as a basis for policy recommendation. The study found out that the adult learners’ level of Mathematics and problem-solving is that of advanced elementary, that the majority of the adult learners have not reached the level of numeracy expected of their age, or are not numerate, and the adult learners recorded a low mathematics achievement test score, and with an average level of confidence and critical thinking skills. During the classroom-based problem-based learning activities, the study suspends both the conduct of lectures and the use of modules. Although the majority of the adult learners are taking the problem-based learning as a learning strategy for the first time and has a limited mathematics content knowledge as evidenced by the low level as their starting point did not limit them to successfully devise and implement solution techniques to solve the given problems. In solving varied Problem-Based Learning tasks assigned,the adult learners employed personally developed algorithms such as the "counting" and "distribution" technique, "slicing" strategy, and the like. Generally, adult learners' performance in all Problem-Based Learning activities, be it collaborative or individual is satisfactory. The study suggests the furtherance of Problem-Based Learning as a strategy, both for teaching and adult learning. Also, it recommends the recognition and formulation of a viable assessment alternative for adult learners. This alternative assessment aims to provide the adult learners an option to achieve their ALS participation primary goal, to earn high school eligibility.