000			02946 a2200181 4500
005			20260709080858.0
082			_aTH 378.242 A6762 2024
100	1		_aArdamoy, Jeralyn O.
245			_aTeachers' strategies and students' problem-solving comprehension: basis for lesson exemplar development / _cJeralyn O. Ardamoy
264		1	_aSibalom, Antique : _bUniversity of Antique, _c2024
300			_axv, 108 pages ; _c28 cm
504			_aIncludes bibliographical references.
520			_aAbstract Effective problem-solving is a critical skill for success in academics and beyond. In the classroom, teachers play a pivotal role in fostering students' ability to tackle challenges and develop logical reasoning. This is a descriptive-correlational research undertaking aimed at determining the relationship between students' problem-solving comprehension and teachers' strategies which is the basis for lesson exemplar development. The respondents were 300 purposively chosen Grade 7 high school students enrolled during the school year 2023-2024 and 30 Grade 7 math teachers from 15 selected Secondary Schools the Division of Antique. Data were collected using a teachers' strategies questionnaire checklist that was adapted from Marzano 2007 and a researcher-made problem-solving comprehension test. Results revealed that the strategies most employed by teachers in teaching problem-solving comprehension when taken as an entire group and classified according to age, educational attainment, teaching position, and length of teaching experience was providing clear instructions. The level of problem-solving comprehension of students when taken as an entire group and when classified according to sex, family monthly income, and learning style the problem-solving was ""average"". There is no significant difference in the strategies employed by the teachers in teaching problem-solving when classified as to educational attainment, teaching position, age, and length of teaching profession There is a relationship existed between the students' problem solving comprehension and the strategies used by the teachers in teaching problem-solving. A lesson exemplar about solving word problems involving linear equations using the teachers' strategies to improve students' problem-solving comprehension. Based on the study's findings, it was concluded that students problem-solving comprehension depends on teachers' strategies, It is recommended that school heads / principals enhance instructional supervision by organizing regular workshops, seminars, and training sessions for mathematics teachers, specifically focusing on problem-solving strategies and techniques. Keywords: Problem-solving comprehension teachers' strategy, Problem-solving comprehension, Lesson exemplar
526			_aTH _bGS
650			_aHigher Education _vTheses and dissertations
650			_aMathematics _xStudy and teaching
942			_2ddc _cTH
999			_c41641 _d41641