The Relationship of Motivation to the Problem-Solving Skills of Students in Mathematics

Juvy Alaban Malinao and James Lacsao Paglinawan
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Juvy Alaban Malinao: Lurugan National High School, Philippines
James Lacsao Paglinawan: Central Mindanao University, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 4467-4475

Abstract: Problem-solving skills are influenced by factors that enhance or hinder their development. This study aimed to assess students’ problem-solving skills, evaluate their motivation towards Mathematics, and explore the relationship between motivation and problem-solving skills. Data were collected through survey questionnaires from one hundred fifty (150) Grade 11 students at Lurugan National High School in Valencia City, Bukidnon, during the second semester of the 2024-2025 school year. A descriptive-correlational research design was employed. The findings revealed that: (1) most students exhibited moderate performance; (2) their motivation levels were rated as moderately motivated; and (3) there was a significant relationship between motivation and problem-solving skills. Based on these results, it is recommended that efforts be made to enhance students’ motivation, which may help to encourage their interest in problem-solving and strengthen their skills in this area. This research explored the relationship between motivation and mathematics students’ problem-solving skills. A sample of students was assessed to determine their motivation and problem-solving abilities. Correlation analysis revealed a strong positive relationship, with a correlation coefficient of 0.718, indicating that higher motivation was associated with improved problem-solving skills. The probability value of 0.000 suggested that this relationship was statistically significant, emphasizing the crucial role of motivation in enhancing students’ performance in mathematics. These findings underscore the importance of promoting motivation to improve problem-solving skills, leading to better academic outcomes in mathematics education.

Date: 2025
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