Mathematical Problem-Solving Achievement in Food Calorie Value Calculation among Home Economics Students

This study examined the relationship between the level of mathematical problem solving in food calorie value calculation and students’ achievement in the same task among Home Economics students at the upper secondary level. Adopting a quantitative correlational design, the study involved 170 Form Five students who were offered Home Economics as an academic elective across three districts of Melaka, Malaysia. The achievement data were obtained from the food calorie value calculation test item of Paper Two (Section B) of the Malaysia Certificate of Education (SPM) exam, and problem solving was measured using the rubric from Polya's four-stage problem -solving model. Data collected were analyzed descriptively and inferentially in SPSS. Summative, performance was weak, with an overall achievement mean of 5.81 (SD = 5.64) of a possible 16, with 111 pupils (65.3%) achieving a score of 5 or less (at or below half of the maximum score). Pearson correlation analysis showed a significant positive correlation between all four parts of problem solving and achievement, namely problem identification (r = 0.249 and p < 0.01), planning a strategy (r = 0.285 and p < 0.01), carrying out the solution (r = 0.701 and p < 0.01), and checking and reporting the answer (r = 0.903 and p < 0.01). The students demonstrated higher competence in the earlier phases of problem identification and planning, but were markedly weaker in executing the solution and verifying the answer. The results indicate that the teaching and learning of Home Economics should place greater emphasis on the higher-order phases of mathematical problem solving.

Mathematical problem solving; Polya model; food calorie value calculation; Home Economics; vocational numeracy; academic achievement

1. Charles, R., Lester, F., & O’Daffer, P. (1987). How to evaluate progress in problem solving. National Council of Teachers of Mathematics. [Google Scholar] [Crossref]

2. Chacón-Castro, M., Buele, J., López-Rueda, A. D., & Jadán-Guerrero, J. (2023). Pólya’s methodology for strengthening problem-solving skills in differential equations: A case study in Colombia. Computers, 12(11), 239. https://doi.org/10.3390/computers12110239 [Google Scholar] [Crossref]

3. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. [Google Scholar] [Crossref]

4. Ja’afar, Z. (2013). Hubungan antara kebolehan matematik, sikap dan tahap penyelesaian masalah dengan pencapaian dalam pengiraan nilai tenaga makanan dalam kalangan murid ekonomi rumah tangga [Relationship between mathematical ability, attitude and level of problem solving with achievement in food energy value calculation among Home Economics students] [Unpublished master’s thesis]. Universiti Putra Malaysia. [Google Scholar] [Crossref]

5. Kar Teck, L., Abdullah, A. H., Mokhtar, M., Syed Zainuddin, S. A. H., & Abd Rahman, S. N. S. (2023). The development of computational thinking and mathematics problem solving skills through mathematics modelling activities. Sains Humanika, 15(2), 27–39. [Google Scholar] [Crossref]

6. https://doi.org/10.11113/sh.v15n2.1987 [Google Scholar] [Crossref]

7. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308 [Google Scholar] [Crossref]

8. Krulik, S., & Rudnick, J. A. (1987). Problem solving: A handbook for teachers (2nd ed.). Allyn & Bacon. [Google Scholar] [Crossref]

9. Krulik, S., & Rudnick, J. A. (1996). The new sourcebook for teaching reasoning and problem solving in junior and senior high school. Allyn & Bacon. [Google Scholar] [Crossref]

10. Malaysia Examination Board. (2009). Manual of coursework assessment: Home Economics (3758/3). Ministry of Education Malaysia. [Google Scholar] [Crossref]

11. Malaysia Examination Board. (2001–2017). Malaysia Certificate of Education: Home Economics Paper 2 (3758/2). Ministry of Education Malaysia. [Google Scholar] [Crossref]

12. Ministry of Education Malaysia. (2015). Standard-based curriculum and assessment document Form 4 and 5: Home Science. Curriculum Development Division. [Google Scholar] [Crossref]

13. Ministry of Education Malaysia. (2003). Syllabus Form 4 and 5: Home Economics. Technical and Vocational Education Division. [Google Scholar] [Crossref]

14. Noraini, I. (2005). Pedagogi dalam pendidikan matematik [Pedagogy in mathematics education]. Utusan Publications & Distributors. [Google Scholar] [Crossref]

15. Polya, G. (1957). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press. [Google Scholar] [Crossref]

16. Szetela, W., & Nicol, C. (1992). Evaluating problem solving in mathematics. Educational Leadership, 49(8), 42–45. [Google Scholar] [Crossref]

17. Tambychik, T., & Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem-solving: What do they say? Procedia – Social and Behavioral Sciences, 8, 142–151. [Google Scholar] [Crossref]

18. https://doi.org/10.1016/j.sbspro.2010.12.020 [Google Scholar] [Crossref]

19. Tambychik, T., Meerah, T. S. M., & Aziz, Z. (2010). Mathematics skills difficulties: A mixture of intricacies. Procedia – Social and Behavioral Sciences, 7, 171–180. [Google Scholar] [Crossref]

20. https://doi.org/10.1016/j.sbspro.2010.10.025 [Google Scholar] [Crossref]

21. Ting, K. S., Talib, O., Ayub, A. F. M., Zolkepli, M., Yee, C. C., & Hoong, T. C. (2023). Word problems as a vehicle for teaching computational thinking. International Journal of Academic Research in Progressive Education and Development, 12(1), 1375–1390. [Google Scholar] [Crossref]

22. von Davier, M., Kennedy, A., Reynolds, K., Fishbein, B., Khorramdel, L., Aldrich, C., Bookbinder, A., Bezirhan, U., & Yin, L. (2024). TIMSS 2023 international results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College. https://doi.org/10.6017/lse.tpisc.timss.rs6460 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study