Analysis of Students’ Ability in Solving Linear Equation Worded Problem: A Sequential Explanatory Research Study

This paper determined the performance, difficulties, common errors, and strategies of grade 8 students in solving linear equation word problems. A sequential explanatory mixed method design was applied in this study: quantitative (n = 222) that identified the level and the comparison of performance of students and qualitative (n= 12) that used thematic analysis. Data consisted of self- developed test questionnaires. Results show that the performance of grade-8 students is low and differs significantly considering age, sex, parent’s educational attainment, parent’s occupation, and family income. The emergent themes for difficulties experienced by students were understanding and analyzing the problem, conceptualizing, comprehension, and creating equations. The common errors committed by students were negligence error, creating equation error, computational error, misinterpretation, and negligence error. The strategies used by students in solving linear equation word problems were mental calculations, organized notes, algebraic equations, experimentation, reading repetition analysis, and imitations. The study concludes that the ability of students in dealing word problems can be developed through constant practice.