STUDENTS’ ADVERSITY QUOTIENT AND PROBLEM SOLVING SKILLS IN

MATHEMATICS

College of Teacher Education

BOHOL ISLAND STATE UNIVERSITY

Main Campus, Tagbilaran City

DAMILES, JEEANNIE

HINAMPAS, FATIMA

TORREJOS, MITCHELLE

FEBRUARY 2022
STUDENTS’ ADVERSITY QUOTIENT AND PROBLEM SOLVING SKILLS IN

MATHEMATICS

_______________

A Thesis Proposal

Presented to the Faculty of

College of Teacher Education

BOHOL ISLAND STATE UNIVERSITY

Main Campus, Tagbilaran City

_______________

In Partial Fulfillment of the Requirements

for the Degree

Bachelor of Secondary Education

Major in Mathematics

_______________

JEEANNIE S. DAMILES

FATIMA A. HINAMPAS

MITCHELLE G. TORREJOS

February 2022
 APPROVAL SHEET

The thesis titled “STUDENTS’ ADVERSITY QUOTIENT AND PROBLEM SOLVING

SKILLS IN MATHEMATICS” prepared and submitted by Jeeannie S. Damiles, Fatima A.
Hinampas and Mitchelle G. Torrejos - in partial fulfilment of the requirements for the
degree of Bachelor of Secondary Education major in Mathematics has been examined,
recommended and accepted for implementation.

THESIS COMMITTEE

MARIA ELENA S. MANDIN, Ph.D.

Chairman

RENARIO G. HINAMPAS JR., Ph.D. MA. JEAN FRANZ

MASCARDO

Statistician / Adviser English Critic

EXAMINING PANEL

MARIA ELENA S. MANDIN, Ph.D.

Chairman

IVY CORAZON A. MANGAYA-AY, Ph.D. MARICE C. ESTACA,

Ph.D.

Member Member

Accepted and approved by the Examining Panel in partial fulfilment of the

requirements for the degree of Bachelor of Secondary Education major in Mathematics
during the oral defense conducted on __________, 2022 with the rating of _____.

__________, 2022 MARIA ELENA S. MANDIN, Ph.D.

Date of Oral Defense Dean, College of Teacher Education

 ACKNOWLEDGEMENT

The researchers would like to express their deepest gratitude to the

Almighty Father for the blessings, strength, courage, patience, hard work,
patience and wisdom to make all things possible and for building up their strong
faith to accomplish the study despite of the circumstances.

Warmest appreciation and heartfelt thanks are also given to the following
people, who, in a way have contributed and inspired the researchers to the
overall success and realization of the work:

Dr. Ernesto C. Rulida, Campus Director, for his approval to conduct a

study on the Student’s Adversity Quotient and Problem Solving Skills in
Mathematics;

Dr. Maria Elena S. Mandin, Dean of the College of Teacher Education, for
her approval in conducting the study;

Mrs. Analyn D. Pesidas, Research Instructress, for sharing her expertise,

knowledge, and comments for the improvement of the study, for the up to date
follow ups and reminder for the research process, and for providing all the
necessary information used in the study;

Dr. Renario G. Hinampas, Jr., thesis adviser and statistician, for sharing
his brilliant ideas, his time and effort in correcting the research work and for the
pieces of advice on the related literature, theoretical and conceptual background
of the study, and his assistance and suggestions in analysing and interpreting
the results, and for the proper guidance and genuine advice for the success of
this study;

Ms. Jean Franz Mascardo, thesis critic, for her moral support, patience
and sacrifices in correcting grammatical errors in the manuscript and suggestions
to improve the output;
 The respected panelists, Dr. Maria Elena S. Mandin, Dr. Ivy Corazon A.
Mangaya-ay, and Dr. Marice C. Estaca for their comments, suggestions and
recommendations for the improvement and refinement of this study;

The Pilot Testing Respondents and Actual Respondents, who are the
Mathematics major of Bohol Island State University- Main Campus for the school
year 2021-2022, for their full cooperation in answering the questionnaires
sincerely and honestly;

The Class Mayors of BSEd Mathematics 1 to 4, who extended their full

support and effort in convincing and informing their classmates regarding the
study;

Sir Allan Coscos who suggested the topic about Adversity Quotient;

The Bohol Island State University- Main Campus where the study
conducted;

The researcher’s loving parents, brothers, and sisters for their undying
moral, spiritual and most especially, financial support, for being always been
there and being patient and understanding in guiding and inspiring the
researchers;

The researcher’s loved ones, special someone, friends and classmates

who gave moral, valuable time, effort, understanding and any kind of support that
contributed to the success of the study;

The researchers who never get tired and never give up against all the
odds on the making of the study, for extending each other patience, and for
choosing to understand against circumstances;

And to all the people who contributed to the success of this endeavour by
extending their support through prayers, valuable time, effort, assistance and
whose names are not written here, a million thanks to all of you.

THE RESEARCHERS
 ABSTRACT
The main aspiration of the study was to determine the level of Adversity Quotient
and the level of problem solving skills in Mathematics of Bohol Island State
University - Main Campus students taking up Bachelor of Secondary Education
major in Mathematics in the school year 2021-2022. It desired to find out if there
is a significant difference in students’ level of AQ and level of problem solving
skills in Mathematics across their age, gender and year level as well as if the
level of AQ of students is a significant predictor of their level of problem solving
skills in Mathematics. It also aimed to develop a plan of action that will be
proposed to improve the level of AQ and the level of problem solving skills in
Mathematics of students. The locale of the study was Bohol Island State
University - Main Campus. The respondents were its students taking up Bachelor
of Secondary Education major in Mathematics in the school year 2021-2022. The
total number of actual respondents was 169. Purposive sampling was used in
choosing this sample. The study utilized the quantitative type of study. It made
use of the descriptive design and the regression design. The Online Adversity
Quotient Profile was used for determining the students’ level of Adversity
Quotient and a 10-item test was used for determining their level of problem
solving skills in Mathematics. Both inquired the profile of the students. The data
provided by the respondents were collected, tallied, analyzed and subjected to
statistical treatment through Excel 2016 and IBM SPSS Statistics Trial software.
The respondents are found to be mostly 20 years olds, females and first years.
Their level of Adversity Quotient is below average. Meanwhile, their level of
problem solving skills in Mathematics is satisfactory. The students who are older
have higher level of problem solving skills in Mathematics than the students who
are younger and the students in the higher year level have higher level of
problem solving skills in Mathematics than the students in the lower year level.
Last but not the least, the students’ level of AQ gives a positive influence on their
level of problem solving skills in Mathematics. Therefore, the students’ level of
AQ needs to be improved. In line with the findings of the study, the researchers
recommend that students may read the book of Paul G. Stoltz, PhD titled
“Adversity Quotient: Turning Obstacles into Opportunities”. They may also reflect
on the word of God. These will give them hope that they can overcome their
adversities. The parents and teachers of the students may give them
encouragement. Them being there for the students matters as they overcome
their adversities. The school administrators may develop a guidance program
that will provide counseling to the students. Other researchers may replicate the
study to further verify the result. A research may focus specifically on the CORE
dimensions of Adversity Quotient predicting the level of problem solving skills in
Mathematics.

TABLE OF CONTENTS

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

LIST OF FIGURES AND TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

Chapter Page

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Literature Background . . . . . . . . . . . . . . . . . . . . . . . . . 3

THE PROBLEM

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . 12

Statement of Hypotheses . . . . . . . . . . . . . . . . . . . . . . 13

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . 13

 RESEARCH METHODOLOGY

Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Environment and Participants . . . . . . . . . . . . . . . . . . . 15

Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . 19

DEFINITION OF TERMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Level of Adversity Quotient of Students . . . . . . . . . . . . . . . . . 25

Level of Problem Solving Skills in Mathematics of Students . 26

Difference in Students’ Level of Adversity Quotient and their Level

of Problem Solving Skills in Mathematics Across their Profile . . . . . . . . . . . . .

27

Students’ Level of Adversity Quotient Predicting their Level of

Problem Solving Skills in Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

3 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Proposed Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

APPENDICES
 Appendix A-1 Letter to the Campus Director . . . . . . . . . . . . . . 49

Appendix A-2 Letter to the College Dean . . . . . . . . . . . . . . . . 50

Appendix A-3 Letter to the Adviser/Statistician . . . . . . . . . . . . 51

Appendix A-4 Letter to the Critic . . . . . . . . . . . . . . . . . . . . . . . 52

Appendix B-1 AQ Profile Technical Report 2019 . . . . . . . . . . 53

Appendix B-2 AQ Profile Official Research Agreement . . . . . .54

Appendix C-1 Pilot Testing Data . . . . . . . . . . . . . . . . . . . . . . . 55

Appendix C-2 Item Analysis Report . . . . . . . . . . . . . . . . . . . . . 58

Appendix C-3 Problem Solving Test . . . . . . . . . . . . . . . . . . . . 60

Appendix D Actual Study Dataset . . . . . . . . . . . . . . . . . . . . 62

Appendix E Statistical Test Computations . . . . . . . . . . . . . . 71

RESEARCHERS’ BIODATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
 LIST OF FIGURES AND TABLES

Figure Page

1 Theoretical and Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . 4

2.1 Level of Adversity Quotient of the Students Across their Age . . . . . . 28

2.2 Level of Problem Solving Skills in Mathematics of the Students Across

their Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

29

2.3 Level of Problem Solving Skills in Mathematics of the Students Across

their Year Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

32

Table

1.1 Distribution of the Students by their Age . . . . . . . . . . . . . . . . . . . . . . 23

1.2 Distribution of the Students by their Gender . . . . . . . . . . . . . . . . . . . 24

1.3 Distribution of the Students by their Year Level . . . . . . . . . . . . . . . . 24

2 Level of Adversity Quotient of the Students . . . . . . . . . . . . . . . . . . . 25

3 Level of Problem Solving Skills in Mathematics of the Students . . . . 26

4.1 Level of Adversity Quotient of the Students and their Level of Problem

Solving Skills in Mathematics Across their Age . . . . . . . . . . . . . . . . . . . . . . 27

4.1.1 Median Values for the Students’ Level of Problem Solving Skills in

Mathematics Across their Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

4.2 Level of Adversity Quotient of the Students and their Level of Problem

Solving Skills in Mathematics Across their Gender . . . . . . . . . . . . . . . . . . . 30

4.3 Level of Adversity Quotient of the Students and their Level of Problem

Solving Skills in Mathematics Across their Year Level . . . . . . . . . . . . . . . . .31

4.3.1 Median Values for the Students’ Level of Problem Solving Skills in

Mathematics Across their Year Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

5 Students’ Level of Adversity Quotient Predicting their Level of Problem

Solving Skills in Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33