Master of Arts in Education major in Mathematics

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Academic predictors of the licensure examination for teachers performance of the University of the cordilleras BSED-Mathematics graduates
(2008) Caseldo, Dante Laureta,
The spectacular success of schools is manifested by the outcomes - graduates who are fully prepared, well trained, and well-equipped with the skills, knowledge, habits, and values essential for their integration to the society in general and to the world of work in particular. The University of the Cordilleras, being an institution that offers teacher education program, assumes primary responsibility of advancing the intellectual development of the students through academic curriculum and programs which are measured against academic performance, pitted against other institutions, placed alongside community's expectations, and challenged by personal aspirations. Whatever point of view is taken, the ability of the school to be perceived well by the community is a function of the kind of students it produces as reflected in the graduates' performance in the licensure examinations which serve the purpose of measuring the end results of the components in the educational milieu: instruction, teachers, and students. It is in this mainstream that the researcher wanted to delve in if the academic training as defined by their grades in college correlate with and predict their performance in the Licensure Examination for Teachers. The study dealt on the LET performance of the BSEd-Mathematics graduates of the University of the Cordilleras. Specifically, it looked into the academic performance and LET performance of the graduates. It also attempted to find out whether the academic grades of the graduates in the three areas of the BSEd-Mathematics curriculum correlate with and predict their LET ratings. The research method used was primarily ex-post facto. Correlation was also resorted to in order to determine the degree of relationship between the independent variables and performance. The data on the academic performance were secured from the Registrar's Office based on their official transcript of records. The data on the LET performance of the graduates who took the LET in August 2004 to August 2006 were taken from the master list of the Office of the Vice -President for Academic Affairs as certified by the PRC. The gathered data were statistically treated using frequency count, percentage, mean, standard deviation, Pearson product moment correlation coefficient, coefficient of determination (r2), partial r, ANOVA, and simple and multiple regressions. The following are the findings of this research: 1. Level of Academic Performance of the BSEd-Mathematics 1.1. The graduates performed better in professional education and general education with above average performance as compared to the average performance in major subjects. 1.2. The overall academic average of the graduates was above average. 2. Level of Performance of the BSEd-Mathematics Graduates in the LET 2.1. Amongst the three subtests, the graduates registered the highest academic performance in professional education. The respondents, on the other hand, had the least academic performance in major. Graduates' ratings had the least standard deviation showing more homogeneity in the general education component, while the most heterogeneous performance is in the major area. 2.2. Taken as a whole, the poor performance of the graduates clustered towards the mean. 3. Correlation of the Grades in the Academic Subjects and the Ratings in the LET 3.1.a. Positive moderate and significant correlations existed between the academic grades in general education, professional education, and major and the rating in the LET subtest, general education. 3.1.b. Positive moderate and significant correlations were noted between the academic grades in general education, professional education, and major and the rating in the LET subtest, professional education. 3.1.c. A positive high and significant correlation existed between the academic grades of the graduates in major subjects and that of the rating in the LET subtest, major. Positive moderate and significant correlations were gleaned between the academic grades in professional education and general education and the rating in the LET subtest, major. 3.2. A positive high and significant correlation existed between the academic grades of the graduates in major and that of the LET overall rating. Positive moderate and significant correlations were gleaned between the academic grades in professional education and general education and the LET overall rating. 3.3. A positive moderate and significant correlation was noted between the overall academic average and the LET overall rating. 4. Predictive Values of the Academic Subjects on the LET It was noted that the overall academic average strongly predicts the overall average of the LET. Taken singly, the results were as follows: Professional education exhibited the test predictive ability in relation to the general education and professional education components of LET. On the other hand, major had the highest predictive ability in relation to the major component of LET. Further, major had the greatest predictive ability in relation to the overall rating of the graduates in LET. Taken in combination, the results showed that the academic subjects, major and professional education had the best predictive ability in relation to the overall rating of the graduates in the LET. Based on the findings, the following conclusions are drawn: 1. The graduates' performances in general education, professional education, and the overall academic average are better than their performance in the major subjects. 2. The graduates' performances in the board examination are satisfactory in general education and professional education components, while not satisfactory in major and LET overall rating. 3. The academic performance of the graduates had a significant positive influence on their performance in LET. 4. In the overall assessment, the academic performance in the three subject areas is a valid predictor and has direct relationship with the performance in LET. Based on the findings and conclusions, the following are recommended: 1. The average performance in major subjects brings so much desire in improving the graduates' academic performance along this area. a. the students have to be taught how to enjoy maximum mastery of the irreducible minimum by focusing on what is essential. With this, students can identify and learn key concepts on their own and the learning process becomes more meaningful. b. the students have to establish good study and working habits which can be achieved by providing them with seminars along these aspects. In as much that mathematics is learned by doing problems and concepts appear in a spiral fashion, students have to allot extra time in solving problems and keep up with the instructors. c. emphasis on analysis and comprehension on mathematical problems has to be strengthened alongside of equipping the students with solving abilities. This can be reinforced by allotting more time questioning answers and processes rather than answering questions. Teaching them the different strategies in solving problems may aid them in developing their mathematical ability. d. solid background on the fundamental principles and concepts in Mathematics has to be achieved by banking on to definitions and theories and re-examination of the course content in the BSEd-Mathematics curriculum. 2. There is a great need to improve the level of LET performance of the BSEd-Mathematics graduates. a. comprehensive examination has to be given on their last year to determine strengths and weaknesses of the students. The problems to be given are a simulation of the problems given in the actual board examination. A board committee may be created composed of selected faculty and alumni to help prospective examinees for the examination. b. Re-evaluation of the course syllabi as per PRC specification and inclusion of recent trends and developments have to be done. c. internship program be enriched with seminars plus a guided and monitored pre-board review and preparation be implemented. d. benchmark with the top and high performing teacher education institutions to determine their best practices. 3. In view of the significant correlations amongst the variables, it is recommended that: a. emphasis on active learning where students are trained to "learn how to learn" and become independent users of knowledge be strengthened. b. congruence between academic preparation and LET performance has to be improved by a continuous re-examination and re-study of course syllabi of the board courses in the teacher education curriculum. Closer integration amongst the three disciplines that cuts across subject matters may be considered. c. a continuous study may be done on why the performance on the LET subtest; general education, did not show the strongest correlation with their academic average in the same area. 4. In view of the findings that academic performance is a valid predictor of graduates' performance in the LET, it is recommended that: a. instructors have to give more emphasis on topics that equip the graduates with the necessary skills to meet the standards and required competencies of the LET. b. cross validation of the formulated regression equation to strengthen the validity of the predictors that forecast performance in the LET and using more respondents may be done. 5. Other recommendations a. Further research and studies may be conducted which include: a.1. perception of the graduates on how their academic preparation affected their LET performance with regard to curriculum and instruction. a.2. factors that contribute to the examinees academic and LET performance. a.3. predictive study with academic performance as the predictor and the performance in the LET as the predicted variable amongst BSEd graduates of different fields and BEEd graduates. b. The university has to look into the implementation of a selective and retention policy for students who would like to take teacher education courses not only in the field of Mathematics but also in other areas. C. Instructors have to have a systematic and continuous evaluation of their students' achievement. Constant evaluation will lead to understanding of students' difficulties and will guide instructors to give remedial measures.
Analysis on students' common algebraic errors
(2019-07) Bantasan, Merino Albano.
Algebra has a wide range of applications that open doors to countless opportunities especially for students who are pursuing Science, Technology, Engineering and Mathematics (STEM) Program. This program in the K 12 Curriculum that was implemented in the Philippines in 2013 aims to produce graduates of secondary level who will take science, research, mathematics and engineering - related courses in tertiary level and thereby add to the scientific and scholarly workforce of the country. The introduction of STEM in the Basic Education paved to the way of putting great effort in enhancing students' performance in mathematics particularly in algebra that is considered as a gateway to higher level STEM - related careers (Adelman, 2006 as cited by Booth, Barbieri, Eyer Biagoev, 2014). These careers include Aircraft Operations Aviation, Aeronautical Engineering, Commerce, Civil Engineering, Actuarial Science, Computer Programming, Computer Science, Computer engineering, Accountancy, Industrial Engineering and Data Analysis and Statistics which are the highest paying jobs in the Philippines based on the 2016 Occupational Wages Survey released by the Department of Labor and Employment (Nucum, 2018). However, despite the efforts exerted to improve learning in algebra, researchers have still observed that this is the most difficult for students to grasp because of its underpinning complexities. Researchers like Rushton (2014), Owusu (2015), Shahrill and Matzin (2015) revealed that this difficulty experienced by the students is greatly influenced by different errors they commit when dealing with algebraic problems. Thus, this study highlights on classifying and analyzing algebraic errors of STEM students which will serve as baseline data to design appropriate intervention plan that aims to enhance mathematics learning and pedagogy. This study generally aimed to classify common algebraic errors committed by students currently enrolled in the Third Trimester of the Academic Year 2018 - 2019 in the University of the Cordilleras - Senior High School under the Science, Technology, Engineering and Mathematics (STEM) Program. Specifically, it sought to answer the following questions: 1. What algebraic errors are committed by students along learning contents on a. Exponent; b. Radical; c. Polynomial; d. Linear Equation; and e. Linear Inequality? 2. What is the difference on the frequency of errors committed by the students along a. Exponent; b. Radical; c. Polynomial; d. Linear Equation; and e. Linear Inequality? Hypothesis: There is a significant difference on the frequency of errors committed by students along learning contents on a. Exponent; b. Radical; c. Polynomial; d. Linear Equation; and e. Linear Inequality. Descriptive survey was employed in this study to classify and describe the algebraic errors committed by the students along learning contents on exponent, radical, polynomial, linear equation and linear inequality. The respondents were purposively selected based on their academic performance in their calculus courses which is fairly satisfactory. Data were gathered through a self-made competency test validated by experts in the field of mathematics. The collected data were then subjected for treatment using frequency count that will determine the number of errors committed per learning area and chi-square goodness-of-fit test at 0.05 level of significance that will measure the difference on the frequency of errors committed by the students. The process of triangulation was also utilized to further analyze and verify the findings of the study. The researcher organized a focus group discussion with the students and calculus teachers of the institution. The salient findings of the study include the following: 1. The students who are specifically taking STEM Strand committed different errors in each learning content which were classified into Conceptual Error, Computational Error and Careless Error. 2. There was a significant difference on the frequency of errors committed by the students along learning contents on exponent, radical, polynomial, linear equation and linear inequality. Based on the aforementioned findings, the researcher framed the following conclusions: 1. Science, Technology, Engineering and Mathematics students are not still prepared to succeed higher mathematics courses necessary in their field. 2. Conceptual error is the most prominent type of error committed by the students followed by computational error and careless error, respectively. In view of the findings and conclusions, the following recommendations are hereby posited: 1. There is a need for a diagnostic assessment to entering grade 11 students so that intervention scheme like learning module can be implemented to alleviate algebraic errors. 2. A training on pedagogical strategies and techniques that can refine and enhance student's conceptual understanding may be provided for teachers. 3. A different sample may be considered specifically in other strands or grade level. 4. Further study may explore the sources of these algebraic errors through a qualitative approach so that a profound analysis will be provided. 5. The proposed module may be evaluated for utilization to lessen students' errors when dealing with algebraic problems.
Christian ideas manifested in the work of six thinkers instrumental in the development and application of calculus
(2021-04) Aquino, Arlano Revilla.
The contribution to science of Christian thinkers is being discovered. A parallel effort in the area of mathematics seems appropriate. Christian contribution to mathematical disciplines, such as Calculus, when unearthed and understood, can lead to greater appreciation of the interrelationship of worldviews, ideas and development. This research sought to identify the Christian concepts held by six mathematicians who contributed to Calculus, three of whom professed traditional Christianity (namely, Copernicus, Kepler, and Euler) and the other three did not (namely, Newton, Levi-Civita, and Einstein). Qualitative research design was used for this study, with emphasis on library research employing a hermeneutical interpretive methodology. The following are the major findings of the study: 1. Three Christian thinkers - Nicholas Copernicus, Johannes Kepler, and Leonhard Euler - affirmed that the Bible is above but not against reason, that God created all things, that the human mind can truly (though not exhaustively) understand the Bible and nature, and that Christian ideas cohere with scientific-mathematical observations. These, too, were affirmed by Isaac Newton. 2. Three non-Christian thinkers - Isaac Newton, Tullio Levi-Civita, and Albert Einstein - believed in the objectivity and rationality of nature. Levi-Civita emphasized internationalism of mathematics. Einstein saw the moral ideals of Judeo-Christianity as proper social goals. 3. The works of the six thinkers intersect at giving a valid mathematical description of nature. They believed that this is possible due to their twin assumptions that nature is real (objectively there) and understandable. In light of the findings of the study, the following are the conclusions: 1. The Christian affirmations of objective reality and rationality of nature are instrumental in building the discipline of Calculus. 2. The cases of Copernicus, Kepler and Euler indicate that Christian ideas are not inimical to academic, scientific and mathematical work. 3. The cases of Newton, Levi-Civita, and Einstein indicate that Christian ideas may be present and appropriated, consciously or unconsciously, in one's professional work. In relation to the findings and conclusions of this research, the following are recommended: 1. The effect(s) of the twin ideas of realism and rationality to Calculus in particular and mathematics in general require further probing. 2. To explore further the possible relationship of Christian and mathematical ideas, the thought of other Christian mathematicians be studied. 3. To discover further Christian influences on mathematical ideas, it may be worthwhile to study the thought and work of other non-Christian mathematicians.
Computer assisted instruction on the performance of selected CITCS students in problem solving
(2017-05) Aquisio, Charlie Menzi.
The problem solving in mathematics is a multi-tasked activity that requires competencies in different cognitive domain. Thus, every mathematical instruction should optimize the opportunity for the students to grasp the necessary concepts for them to be prepared for problem solving. Researchers have shown that Computer Assisted Instruction (CAI) supports both audio and visual learning which can be interactive and self-paced at the same time. In such view, CAI can be a viable teaching support for teachers to promote students' learning performance along problem solving. This study seeks to determine the effect of CAI on the performance of selected students in problem solving through the consideration of the generalized rudimentary problem- solving categories which are: comprehension of the given sentence problem, translation of the worded problem to mathematical sentences, and numerical analysis which involves both computational skills and abstract thinking. By giving light to any further advantages and disadvantages of CAI along problem solving, the study hopes to further contribute towards the better understanding on teaching problem solving. The study sought to define a more comprehensive difference between the CAI method and the lecture method. It intended to answer the following queries: 1. What is difference on the performances of the lecture method group and the CAI group in the pretest and posttest? Hypothesis: There is a significant difference on the performances of the lecture method group and the CAI group in the pretest and posttest. 2. What is the difference on the pretest of CAI and the lecture method group in algebra considering the following performance foci in problem solving: a) Comprehension Skills on Problem Solving? b) Semantic Structure of Worded Problems? c) Numerical Analysis of Worded Problems? Hypothesis: There is a significant difference on the pretest of CAI and the lecture method group in algebra considering the following performance foci in problem solving: a) Comprehension Skills on Problem Solving; b) Semantic Structure of Worded Problems; and c) Numerical Analysis of Worded Problems. 3. What is the difference on the posttest of CAI and the lecture method group in algebra considering the following performance foci in problem solving: a) Comprehension Skills on Problem Solving? b) Semantic Structure of Worded Problems? c) Numerical Analysis of Worded Problems? Hypothesis: There is a significant difference on the posttest of CAI and the lecture method group in algebra considering the following performance foci in problem solving: a) Comprehension Skills on Problem Solving; b) Semantic Structure of Worded Problems; and c) Numerical Analysis of Worded Problems. The researcher made use of the experimental method of research with a quantitative type of approach. Pretest-posttest design was utilized as the type of experimental design. The samples for the study are Information Technology students who enrolled in two Algebra classes for the school year 2006-2007, 2nd Trimester. One of the classes was identified for the control group (Lecture Method Group) and the other as the experimental group (CAI Method Group). The same teacher facilitated both classes and both were of morning schedule in order to minimize, if not negate, any effects of teacher and time factors. The scope of the study along problem solving was delimited to the applications of linear equations with one unknown. Both groups underwent the pretest prior to the conducting the problem-solving lesson. The respective teaching methods were conducted to the two groups after the pretest and the posttest was taken thereafter. The number of students who represented each group on the pretest and the posttest were gathered considering the balance of the mean IQ scores and pretest scores for both groups. The following statistical tools were utilized in order to meet the objectives of the study: The mean, as validated by the within-range computation of the standard kurtosis and standard skewness, was used in order to determine the performance interpretation of the lecture method group and CAI through the Descriptive Equivalent Rating Scale. The t-test for uncorrelated data was used in order to test the hypotheses which state that there is no significant difference on the pretest performance of the lecture method group and CAI group; there is a presence of significant difference between the said groups along the posttest, and that there is a significant difference between the groups per performance foci on both pretest and posttest. The t-test for correlated data was used in order to test the hypothesis that the posttest scores of both the lecture method group and CAI are higher than their respective pretest scores. The comparison also included any significant differences under comprehension, semantic structure and numerical analysis categories per teaching method along pretest and posttest. Lastly, the single factor - Analysis of Variance was used as a supplementary formula for testing the hypothesis that there is a significant difference between the groups per performance foci on both pretest and posttest. The identified formula was used for the comparison between different performance foci under a teaching method. The following were the major findings of the study: 1. The pretest performance of the lecture method group CAI are poor (mean= 8.778) and fair (mean= 14.458), respectively. The t-test results showed that the computed t- value is equivalent to 3.732 which larger than the tabular value of t (2.021) under the significance level 0.05 thus there is a significant difference between the CAI and the lecture method group at 0.05 level of significance in their pretest scores. 2. The posttest performance of the lecture method group and CAI group are poor (mean= 10.611) and good (mean= 19.833, respectively. The t-test results showed that the computed t-value (5.647) is larger than the tabular value of t (2.021) at 0.05 significance level. Thus, there is a significant difference between the CAI and the lecture method group. 3. In the lecture method group, there was a significant difference between the pretest and posttest comparison along semantic structure while results along the CAI group revealed that there was a significant difference between the pretest and posttest for all the three performance foci. 4. The t-test and ANOVA results of the pretest determined that the CAI group performed better than the lecture method group at 0.05 level of significance. 5. The t-test and ANOVA posttest results revealed that the CAI group performed better than the lecture method group at 0.05 level of significance. In addition, the CAI group displayed a more profound performance on all the three foci as compared to the lecture method group. In light of the findings of the study, the following are the conclusions: 1. The performances of the lecture method group and the CAI group differ in both the pretest and posttest. 2. The performances on the pretest of the lecture method group differ along semantic structure while the performances on the pretest of the CAI group differ for all the three performance foci. 3. The performances on the posttest of the lecture method group differ along semantic structure while the performances on the posttest of the CAI group differ for all the three performance foci. In relation with the findings and conclusions of this research study, the following are recommended: 1. The homogeneity of the pretest results of both the control group and experimental group have to be prioritized in order to establish the idea that the respective groups used in the study started at the same footing. 2. A wider scope of the study regarding the effect of Computer Aided Instruction along the cognitive domain has to be given emphasis. 3. Universities have to observe the integration of CAI within the classroom due to the observed positive academic improvement among students. In addition, further focus has to be emphasized on how to translate any given math information into mathematical sentences and then how should it be translated in linear equations. 4. Computer Aided Instruction has to be a suitable tool to develop the cognitive abilities of the students whether on the lower order skills (comprehension) and the higher order skills (application, analysis, etc.).
Cooperative learning in college algebra : a team-achievement-challenge (TAG) model
(2011-05) Bulaon, Michael Anthony M.
College Algebra is one of the most difficult and feared subjects not only in high school but in college as well. The difficulty lies from the fact that Algebra is an abstract subject where symbols are used to represent unknown numbers. In Arithmetic where everything is concrete, all operations involve numbers without any need for interpretation. In contrast, Algebra involves symbols that need interpretations, concepts, rules and mechanics that should be followed in harmony in order to perform the required tasks correctly. One can imagine a child being taught with concrete things and then suddenly is taught something that is abstract. It is like asking someone to appreciate a painting of a portrait and then asking him to appreciate an abstract painting when he has no idea as to what it represents. This paradigm shift from the concrete to the abstract has confused and frustrated many students of Algebra including UC freshman students. The learning of Algebra requires so much interpretation of these symbols and ideas, understanding of many different concepts, following numerous rules, and knowing the mechanics in applying these concepts and rules. The lecture method can provide much of these tasks though it becomes quite incomplete when all of these tasks are not experienced first hand by the learners. Leherer (2008) cites Dewey, a pragmatist, as having said that the basic fact in learning is that the brain learns by doing. Constructivists believe that children learn when their beliefs or presumptions are challenged by new ideas or knowledge foreign to them. They also believe that children learn by experiencing new things. Cooperative learning, more specifically the TAC model, offers to provide all of these. For one, it is preceded by a lecture to provide the concepts, rules and mechanics. Next, it gives the students the opportunity to make their own examples based on what they have learned; then these are disputed by the other teams in the team challenge. The students are motivated by the team challenges and the rewards, and their individual assessments are measured by the teacher challenge. This study aimed to determine the effect of cooperative learning, more particularly the Team-Achievement-Challenge, in the performance of UC freshman students taking up College Algebra. More specifically, this study wanted to resolve the following questions: 1. What is the performance of UC students in factoring polynomials and simplifying rational and radical expressions before and after the treatment? Hypothesis: The performance of UC students in factoring polynomials, simplifying rational and radical expressions before and after the treatment is average. 2. What is the difference in the performance of UC students before and after the treatment? Hypothesis: The difference in the performance ,of UC students before and after the treatment is significant. 3. What is the difference in the performance of UC students in the TAC model and in the Traditional Method of teaching? Hypothesis: The difference in the performance of UC students in the TAC model and in the Traditional Method is significant. 4. What instructional material can be developed using the Team-Achievement-Challenge (TAC) model to enhance the teaching of College Algebra in UC? The researcher used the quasi-experimental design to compare the effects of the TAC model and traditional method of teaching. More particularly, a matching only pre-test-post-test control group design was used to eliminate as many intervening variables as possible. The subjects of the experiment were from the four Algebra classes of the researcher during the lit Trimester of the school year 2010-2011. There were 49 students each from the two criminology classes, 38 from a business administration class, and 32 from another business administration class combined with criminology students. The researcher managed to match 27 pairs from the two criminology classes and 21 pairs from the two business administration classes, or a total of 48 pairs. The data gathered were statistically treated using frequency distribution, mean, weighted mean, Pearson product moment correlation coefficient, Spearman-Brown whole test reliability, Cronbach alpha, and the t-Test for paired sample mean. The following summarized the findings of this experiment: 1. The performance of UC students in factoring polynomials, simplifying rational and radical expressions was low failing. 2. There was a significant difference in the performance of UC students before and after the TAC model was applied. 3. There was significant difference in the performance of UC students in the TAC model and in the traditional method of teaching as applied to factoring polynomials and simplifying rational expressions. For simplifying radical expressions, the difference in their performance was not significant. Based on the findings, the following conclusions are drawn: 1. The over-all performance of UC students in factoring polynomials, simplifying rational and radical expressions was low failing. For each of the three topics, their performances in factoring polynomials and simplifying radical expressions were both low failing, while for simplifying rational expressions, it was fair. 2. The difference in the performance of UC students before and after the treatment was found to be very significant over-all and for each of the individual topics. 3. The difference in the performances of UC students in the TAC model and in the traditional method as applied to factoring polynomials and simplifying rational expressions were both significant. In simplifying radical expressions, their performance was not significantly different from each other. The TAC model and the traditional method were equally effective when applied to simplifying radical expressions. Therefore, the TAC model was prove to be more effective than the traditional method in increasing the performance of students in two out of the three topics included in the experiment. In response to the conclusions arrived at in the study, the researcher recommends the following actions: 1. Adopt the TAC model and the TAC manual as an additional teaching method and learning tool in teaching College Algebra. 2. Conduct further studies as to the reasons for the minimal advancement in performance of UC students in College Algebra. 3. Conduct further studies on different cooperative learning models in order to determine which model is the most effective in improving the performance of UC students in College Algebra. The researcher also recommends the following to increase students' performances in College Algebra: a. Increase the awareness of students on the importance and application of Algebra in their chosen careers to reduce surface learning by the students. b. Familiarize math teachers with the TAC model in order for them to learn how to use it effectively and appropriately, and become aware of its limitations. c. Students must take advantage and make the most of the TAC model to improve not only their intellectual but their social skills as well.
Cooperative small-group approach : its effect on student achievement, attitude and participation rating in mathematics
(1997-04) Chapap, Lyte K.,
This study was focused on finding out the extent of effect of cooperative small group work on the achievements, attitudes and participation ratings of First Year Education students in Basic Mathematics (Math 10b) at the Mountain Province State Polytechnic College, SY 1996-1997. Specifically the study sought the answer to the following questions: 1. What is the effect of cooperative small-group approach on the achievement scores of students? 2. What is the effect of cooperative small-group approach on the attitude of students towards mathematics? 3. What is the effect of cooperative small-group approach on the participation rating of the students? The experiment made use of the Solomon Four-Group Experimental Design. The treatments were: to- (control) two classes using the lecture method and t1 (experimental) - two classes using the cooperative small- group approach. The experiment period was subdivided into three parts. First was the pre-experimental period, which was the conditioning period of two-weeks, the conduct of a survey on mathematical attitudes and the administration of a diagnostic test. The second was the experimental proper where two classes, c1 and c2, were exposed to the usual exposition method while the other two classes x1 and x2 were exposed to the cooperative small- group approach. The third was the post-experimental period wherein the survey on mathematical attitudes and the post-test on lessons learned were conducted. Data gathering consisted of the conduct of the pre- experiment attitudes and diagnostic test and the post-experiment attitude and achievement test. The data gathered for statistical analysis and interpretation were: the pre-test scores of two groups (c2 and x1), attitudes of the student before the conduct of the study, attitudes of the students after the conduct of the study, post-test scores of four groups (c1, c2, x1 & x2), the difference of pre-test and post-test scores of two groups (c2 &x1), and the participation ratings of the students. The t-test for independent groups was used to determine the significant difference of the mean pre-test scores and the mean gain scores of the students in both treatments at 0.05 level of significance. The one-way analysis of variance (ANOVA) was used to determine the significant difference of the mean post-test scores of four groups at 0.05 and 0.01 levels of significance. Moreover, Tukey's Honestly Significant Difference (HSD) test was used to further identify where the significant difference of the mean lies. The significant findings in this study are the following: 1. Mean Achievement Score There is a significant difference between the mean scores of students who were exposed to the cooperative small-group approach and those who were not. 2. Mean Attitudinal Score Numerically, the mean attitudinal score of students in the experimental group is higher than the mean attitudinal score of those who were in the control group, but statistically, there is no significant difference between the mean attitudinal scores of the experimental group and those of the control group. 3. Mean Participation Rating The difference between the mean participation ratings of the students in the experimental group and those of the control group is highly significant. In view of such findings and conclusions, the researcher has the following recommendations: 1. The use of the cooperative small-group approach should also be tried in other subject areas to further investigate the effects of the strategy on student performance. 2. Administrators should encourage and provide opportunities for mathematics teachers to develop themselves, such as sending the teachers to seminar workshops where creativity and innovative teaching are enhanced. 3. Further studies on the cooperative small-group approach are highly recommended such as those that give answers to the following problems: a) What group combinations enhance achievement? b) What kinds of cooperative-learning tasks are most appropriate for individuals and groups of different mathematics achievement levels? 4. Similar studies should be done on a long-term basis to find out if time can alter the results. 5. Mathematics teachers should regularly come together to discuss matters regarding new trends in math instruction.
Correlation of mathematics subscores in PMA entrance examination and subscores in differential aptitude test with mathematics performance of PMA fourthclass cadets
(2000-04) Dariano, Carlito Maglaya,
This research covered a five -year account of mathematics performance of PMA fourth class cadets specifically their grades in College Algebra and Plane Trigonometry from school year 1994 - 95 to school year 1998. - 99. Statistics from the Department of Mathematics, PMA, reveals that from 1994 to 1998 an average of 30% of the fourth class population fail in College Algebra and 26% of them also fail in Plane Trigonometry. In school year 1998-99, when College Algebra and Plane Trigonometry were combined into a single course, the deficiency or rate of failure was 40%. Considering this fact about PMA fourth class cadets' deficiency in mathematics, this research intends to determine indicators that are parallel co intellectual qualities of the cadets and are essential bases of their admission to PMA. As such, this study considers the Mathematical Ability scores of the cadets in the PMA entrance examination and their VR + NA scores in the Differential Aptitude Test as indicators of performance in mathematics. This study is a descriptive analysis of the mathematics performance of PMA fourth class cadets over the past five years. Specifically, the scores in the mathematics portion of the PMA entrance examination PMAEE), defined as the independent variable and the VR + NA scores of the Differential Aptitude (DAT), defined as the independent variable X2, were put under the hypothesis that each correlates with the grades of fourth class cadets n mathematics, defined as the dependent variable Y. The following specific questions were sought to verify the said hypothesis: 1. What is the correlation of the mathematics subscores in the PMA entrance examination with the grade-point averages in College Algebra and in Plane Trigonometry a. all fourth class cadets b. all deficient fourth class cadets 2. What is the correlation of VR + NA scores in the Differential Aptitude Test with the grade-point averages in College Algebra and in Plane Trigonometry among: a. all fourth class cadets b. all deficient fourth class cadets 3. What is the prediction criterion for the grades of fourth class cadets in College Algebra and in Plane Trigonometry in terms of: a. the mathematics subscores in the PMA entrance examination, and b. the VR + NA scores in the Differential Aptitude Test. To obtain answer for each question, the Pearson product Moment of Correlation or commonly known as Pearson r - coefficient of correlation was used to determine linear relationship between the dependent and independent variables and linear regression analysts was used to establish a prediction function for the dependent variable in terms of the independent variables. The treatment of data gave the following results: 1. grades of fourth class cadets in MAT 151 College Algebra: r - 0.56 a. grades of fourth class cadets who failed in MAT 151: r = 0.38 b. grades of fourth class cadets in MAT 132- Plane Trigonometry: r = 0.44 c. grades of fourth class cadets who failed in MAT 132 : r = 0.27 2. Correlation of DAT- VR + NA Scores with: a. grades of fourth class cadets in MAT 151-College Algebra: r = 0.14 b. grades of fourth class cadets who failed in MAT 151 : r = 0.0068 c. grades of fourth class cadets in MAT 132 -. Plane Trigonometry: r = -0.132 d. grades of fourth class cadets who failed in MAT 132: r = -0.28. 3a. Prediction criterion for the grades in College Algebra (Yp): 1. in terms of PMAEE Math Subscores (X1): = 5.574 + 0.073X1 2. in terms of DAT - VR + NA Scores (X2) Yp = 7.058 + 0.012X2 3b. Prediction criterion for the grades in Plane Trigonometry (Ye) : 1. in terms of PMAEE Math Subscores (X1): Yp = 5.78 + 0.0625X1 2. in terms of DAT - VR + NA Scores (X2): Yp = 7.08 + 0.0097X2 Based on the findings, the following conclusions were made: 1. The PMAEE Math Subscores correlate positively, moderately high, with the grades of all fourt class cades im College algebra and in plants trigonometry. Particularly, the correlation of PMAEE Math subscores with the grades of fourth class cadets deficient in the two courses in low positive. 2. Generally, the DAT - VR + NA Scores correlate in a very low positive degree with the grades of fourth class cadets in College Algebra and in Plane Trigonometry. 3. The PMAEE Math Subscores are predictive of the grades of fourth class cadets in College Algebra and in Plane Trigonometry. 4. The VR + NA scores of the DAT given to fourth class cadets are not predictive of their grades in College Algebra and in Plane Trigonometry. The prediction criterion Criterion for the grades is impractical to us. Based on the results of the study, the following are recommended: 1. As basis of qualification for admission Lo PMA, the cut-off score in the PMAEE Math Ability portion should be higher than 20.0 to make sure that incoming fourthclass cadets would be capable of understanding lessons in mathematics. 2. The PMA Guidance Office should evaluate the present instrument in the Differential Aptitude Test, particularly the Verbal Reasoning and Numerical Ability portions. The questions asked may not be appropriate to measure academic achievement at the level of the fourth class cadets. 3. Future research should include gender as a factor of mathematics proficiency or deficiency of the cadets.
Difficulties encountered in rational numbers by first year high school students in Benguet State University.
(1989-06) Dongbo, Rosaline D.,
The study aimed to fin out certain areas in rational numbers where the first year high school students found difficulty. A total of 298 students with 176 males and 122 females were involved. These students came from four types of curriculum with the corresponding number of respondents: Science- 40; Home Economics- 40; Vocational Agricultural- 125; and General Secondary- 93. Variations in difficulty according to sex and type of curriculum were the focus of the study. The instrument used was a test constructed and validated for the purpose of the study. Statistical tools used in the study were proportions, averages, and standard deviation to describe the data and the t-test and F-test to test differences between and among groups, respectively. Findings of the study were: 1. The students were found to encounter different degrees of difficulty with rational numbers. Decimals and dissimilar fractions were found more difficult while integers, similar and mixed fractions were found relatively easier. 2. The fundamental mathematical operations are of the same degree of difficulty. 3. Sex was not a factor in difficulty. 4. The science curriculum students were variably better equipped on the are of rational numbers and mathematical operations. 5. Female students performed better than males, while science curriculum students were better performers in rational numbers.
English language proficiency and performance in solving worded problems in college algebra of students at the University of the Cordilleras
(2009-08) Bernardez, Melchora Lazo,
The ability of students to understand and interpret verbal problems in Algebra poses a great deal of difficulty. The lack of comprehension on the part of students makes it difficult to translate mathematical sentences into mathematical equations, thus, this study. College Algebra as a branch of Mathematics is offered in school to develop analytical abilities of students in solving quantitative problems. Generally, students encounter difficulties in solving worded problems. This predicament of inability to understand - or at times confusion - may be attributed to the extent of English Language proficiency the students have. In other words, performance of students in College Algebra could be predicted on their background with respect to English Language Proficiency (ELP) and Translation of English Phrases into Mathematical Expression/Equations (TEPME). The research undertaken was correlational study involving selected variables such as: scores from administered tests in College Algebra, ELP and TEPME, and the grades from high school English and Mathematics of the respondent students. A purposive sampling as resorted to consisting of sixty-nine (69) freshmen students of BSICS at Baguio Colleges Foundation and enrolled in College Algebra in two (2) block sections of ICS department then during the second trimester of SY 1998-1999 and another set of 56 students from two (2) block sections of CSIT College during the second trimester, 2Y 2008-’09. The study was an attempt to correlate the English Language Proficiency and the ability of students to solve verbal problems in College Algebra. The research specially sought answers to the following queries: 1. How did the students' English Language Proficiency relate with their performance in College Algebra taking into consideration the students' separate grades in High School Mathematics and English: a. Regardless of sex? b. Between males and females? 2. How did the students' English Language Proficiency relate to their performance in the Translation of English phrases into Mathematical expressions/equat1ons taking into account their separate grades in High School Math and English. a. Regardless of sex? b. Between males and females? 3. How did students' performance in the translation of English phrases into Mathematical expressions / equations relate to their performance in solving verbal problems in College Algebra considering their separate grades in high school Math and English. a. Regardless of Sex? b. Between males and females? The following are the findings arrived at in the course of research: 1. There is a significant correlation between English Language Proficiency (ELP) and the performance of BSICS freshmen students in College Algebra at (r) value of 0.31795. However, taking into account separately the males and females, correlations are not significant as shown by the computed r values at 0.0132 and 0.2316, respectively. For the current CSIT students, significant relationship of ELP vis-à-vis College. Algebra performance pertains to females and regardless of gender. In terms of high school grades in English and performance scores in College Algebra, the relationship is not significant at r value of -0.0754 taken as a whole regardless of sex and between males and females at (r) values of -0.3341 and 0.0603, respectively. So with the sampled group of CSIT students now. As to high school grades in Mathematics and College Algebra performance, only the males reveal significant relationship at r value of -0.4070. Such a negative value denotes inverse relationship. It means high grades in high school Mathematics or English result in low scores in College Algebra performance. This likewise holds true to the current group of student-respondents along these foregoing results. 2. The English Language Proficiency has no significant bearing on the translation of English phrases into Mathematical expressions as evidenced by very low values at the coefficients of correlation whether taken as a whole regardless of sex at -0.0401, or separately between males and females at 0.0842 and 0.01698, respectively. The entire opposite is manifested by the current CSIT students being significant among males and regardless of gender. Moreover, the high school grades in English at (r) value of -0.1348 and. Mathematics at -0.1548 are not large enough to warrant significant relationship with the performance of respondent students in translating English phrases into Mathematical expressions. For the current group of CSIT students, the females revealed significance in r-value. Although the translation of English phrases into Mathematical expressions does not have a significant bearing on the performance of the respondent students in College Algebra at r value of 0.0684, taking into account the sex of the respondents reveal otherwise. The males manifest inverse relationship between TEPME and College Algebra at r value of -0.4498 which means high scores in TEPME do not yield higher scores in College Algebra and vice versa. On the part of the females, the positive correlation is 0.3399 which denotes significance between TEPME scores and performance in College Algebra. However, only the females CSIT students exhibit significance for the current group. 4. The performances in College Algebra tests for both groups do not significantly differ between genders and even when males and females taken separately. As to English Language Proficiency, both groups of students -then and now- do not manifest significant differences in terms of gender. However, for the current group, among the males a significant difference prevails. Regarding translation of English in Mathematical Expression, the two groups of students do not indicate significant differences in both genders and when taken separately. In terms of HS English grades, these do not elicit significant differences according to gender as well as among males and females separately for the two groups of student-respondents. With HS grades in Mathematics regardless of gender and among the males and as well as females, the differences are not significant. The following conclusions are deduced from the findings of the research: 1. Performance in College Algebra relies on a large extent on the students' ability to translate English language in solving verbal problems regardless of sex. 2. Similarly, the proficiency of the students to translate English phrases into Mathematical expressions reinforce their performance in solving worded problems as attested to by the males and females who significantly differ in their abilities. In spite of higher grades in high-school English and Mathematics, these are not a guarantee to better performance in solving verbal problems in College Algebra. The degree in high school are not reflective of the actual abilities of students because of inadequate preparation and lack of depth in learning. 3. Sex is not an effective indicator in determining the performance of students in College Algebra. It is not also a good predictor is ascertaining the level or ability of students in their English language proficiency and Translation of English phrases into Mathematical expressions. The researcher recommends the following as offshoot of the findings: 1. Instead of sex as an indicator for ELP and TEPME in relating to performance in College Algebra, the best predictor is attitude. Study habit is an attitude if positive and favorable it will minimize Math anxiety or Math avoidance of students. 2. High school grades in English and Mathematics are not the effective gauge of the students ability in English Language Proficiency and Translation of English phrases into Mathematical expression. What is more reliable and realistic yardstick is the aptitude in terms of creative and critical thinking. One subject to delve into this ability is symbolic logic which should be taken before enrolling in Math or for that matter, College algebra. 3. English, as second language of Filipino students, should be used applying simple terms that are structured grammatically correct in sentences with the appropriate syntax for verbal problems in Mathematics or College Algebra. In this way, familiarity of the terms and sentences commonly read in worded problems breeds proficiency (ELF) and translation (TEPME). 4. Another research should be undertaken delving into study habits of students taking up College Algebra in order that corrective measures could be instituted to help them build patterns of study through more readings, assignments and projects. 5. Further study should be conducted along methods of teaching Mathematics and College Algebra to reinforce what are considered effective and avoid pitfalls of teaching-learning process.
Factor correlates of mathematics achievement of the Philippine Science High School (PSHS) freshman students
(2013-05) Bastian, Maria Cecilia Colar.
Mathematics education is to a nation what protein is to a young organism. As protein is needed for physical growth, mathematics education contributes greatly to nation building. This is because education essentially defines the quality of human capital on which depend the wise use of the natural resources and monetary capital of a nation. If the quality aspects of education is continually ignored, then the important role of education cited above is completely ignored. For students to be computationally fluent to carry out mathematical procedures flexibly, accurately, efficiently and appropriately, an effective mathematics program is a dire need. A program that allow students to learn to reason and communicate mathematically, value mathematics, and become confident in their own mathematical abilities to solve problems helps in the growth of a nation. Aside from developing an effective mathematics program, it is also important to assess an existing mathematics teaching-learning situation by determining the mathematics achievement of the students and investigating factors that are influential to such achievement. Results of such assessment and investigation will give administrators a concrete basis for important decisions in the selection of scholars and in enhancing the existing curriculum. Likewise, based on the gathered information, teachers will be able to better apply approaches, methods, strategies and activities that will bring out the best in every student thereby improving the student's level of mathematics achievement. The generated result may also lead parents to be better involved in the mathematics education of their children thus building a better support system for their children. Lastly, this study is geared to provide the students essential information that will challenge and inspire them to maximize the learning opportunities offered in their respective mathematics classes from the proposed Mathematics Achievement Enhancement Plan (MAEP). Studying the factor correlates of the mathematics achievement of the respondents in this study is but a step towards mathematics achievement and in the years to come, nation building. The study dealt with the assessment of the level of mathematics achievement of the PSHS Freshman Students in Elementary Algebra. Specifically, the study sought to answer the following questions: 1. What is the level of mathematics achievement of the PSHS freshman students in Elementary Algebra? 2. What is the degree of relationship between the level of mathematics achievement of PSHS freshman students and the following factors: a) sex; b) type of elementary school graduated from; c) mathematics 6 achievement; and d) National Competitive Examination (NCE) achievement in mathematics? Hypothesis: There is a significant correlation between the level of mathematics achievement and the following factors: a) sex; b) type of elementary school attended; c) mathematics 6 achievement; and d) National Competitive Examination (NCE) achievement in mathematics. 3. What action plan can be formulated to improve the mathematics achievement of the students? The researcher made use of descriptive-correlational method. Participants in this study were the 80 freshman students of the Philippine Science High School CAR Campus. The level of mathematics achievement in elementary algebra was determined using a teacher made-test guided by a table of specification found in Appendix D. The information about the student's sex, type of elementary school graduated from and mathematics 6 achievement were derived from the students answer sheet during the administration of the teacher-made test. The student's National Competitive Examination (NCE) achievement in mathematics was retrieved from the PSHS-CAR Campus Registrar's office. The weighted mean was used to determine the level of mathematics achievement of the respondents. The Point-Biserial Correlation and the Pearson Product-Moment Correlation were used to determine the degree of relationship between the level of mathematics achievement and the specified variables. Microsoft Excel was utilized in all computations. Findings in the study concerning the PSHS freshman students reveal the following: 1. The PSHS-CAR freshman students manifested a good level of mathematics achievement in Elementary Algebra. 2a Sex had a slightly high correlation with the level of mathematics achievement. 2b The type of elementary school graduated from had a slight correlation with the level of mathematics achievement. 2c Mathematics 6 achievement had a positive slightly high correlation with the level of mathematics achievement. 2d The National Competitive Examination (NCE) achievement in mathematics had a positive moderate correlation with the level of mathematics achievement. From the foregoing findings and results of this study, the following conclusions are drawn: 1. The PSHS-CAR students have an average performance in Elementary Algebra indicating that they have a good grasp and understanding of the essential mathematical concepts of the said subject. 2. The degree of relationships between the level of mathematics achievement and the specified factors is varied. The National Competitive Examination (NCE) achievement in mathematics had a substantial relationship; sex and mathematics 6 achievement presents a small but definite relationship; and the type of elementary school graduated from do not have a significant relationship with the level of mathematics achievement in Elementary Algebra. Based on the findings and conclusions, the researcher posits the following recommendations: 1. To acquire better levels of mathematics achievement in elementary algebra, students should consider all content learning areas equally important by giving each the appropriate time needed. This will likewise help students become more confident, competent, engaged and persistent problem solvers. The result of the teacher-made test may also serve as a credible basis regarding what the teacher should do in terms of methodologies, strategies and emphasis. Teachers may refer to appendix H which contains the level of mathematics achievement along the content areas of Elementary Algebra. This will help them in allocating the necessary time and resources and the degree of emphasis needed for each content area. Emphasizing the vital role of effort and determination hand-in-hand with innate ability in mathematics achievement to the students may also be of greatly help. Also, it is important to conduct faculty enhancement training for mathematics teachers on the necessary strategies and approaches aligned with the K-12 curriculum and teaching context as well as giving due consideration to the type of students they cater to. 2a Teachers and the guidance machinery in the school should encourage more female participation in effective mathematics learning and in mathematics competitions whether within or outside-campus representations. Specifically, it is necessary for mathematics teachers to provide opportunities for male and female students to compete collaborate and learn from one another in Mathematics teaching and learning. In this way, males and females will see each other as equals capable of competing and collaborating in classroom activities. 2b There is a need to review the system used in distributing students to their respective sections. Students who come from either public or private elementary schools should be evenly distributed to the three sections. In this way, they can be given the opportunity to learn together and collaborate with each other thereby making each mathematics class more relevant and meaningful. 2c Aside from looking into their mathematics 6 achievement as basis for early intervention, mathematics teachers should also conduct a diagnostic test as early as the start of each school year. Looking into the students mathematics 6 achievements, validated by the diagnostic of test will help the teacher identify the student's areas o strength and weaknesses. Thus, the teacher can quickly plan courses of action that will help improve future mathematics teaching-learning experiences in the classroom. 2d Having identified National Competitive Examination (NCE) achievement in mathematics as a predictor of mathematics achievement in elementary algebra, the educational leaders should look deeply into the existing system of selecting scholars and thus make amendments/modifications as needed in the selection process. Meanwhile, teachers should go over the student's NCE achievement in mathematics as early as the first week of June in order to identify those students at risk for potential mathematics difficulties. After such move is completed, the teacher then provides the necessary and immediate interventions to students identified as at risk either on a daily or tri-weekly basis. 3. The proposed Mathematics Achievement Enhancement Plan (MAEP) found in Appendix A be considered by the Philippine Science High School (PSHS-CAR) for adoption to help improve the mathematics achievement of the students. 4. Conduct further study to determine the degree of relationship between the level of mathematics achievement and individual factors that can be influential to student achievement such as self-directed learning, self-efficacy and motivation.
Factors influencing the difficulties encountered by freshman high school students in Mathematics
(2014-05) Buance, Rufo F.
In this new era, the influence of Mathematics can be clearly seen in the life of man even more. The starting point of the development and progress of the other branches of science is the development of Mathematics. Indeed, Mathematics is a response to the changing societal conditions. However, there are many students who cannot comprehend and analyze word problems in Mathematics. Mathematics is generally perceived as a difficult subject. In fact, Mathematics is one of the common subjects having the most number of failing students. Improving the educational system for students with mathematical learning difficulties has been one of the key foci of educational reforms. This led the researcher to focus his study on the factors influencing the difficulty of students in Mathematics. This study determined the factors influencing the difficulties encountered by freshman high school students at San Jose High School for the school year 2010-2011. Specifically, it sought answers to the following questions: 1. What is the level of difficulty of the freshman students in Mathematics along: a. Real Number System; b. Measurement; c. Scientific Notation; d. Algebraic Expressions; and e. First Degree Equations and Inequalities in One Variable? 2. How do the levels of difficulty of the students differ when compared according to gender? Hypothesis: There is a significant difference on the level of difficulty of the students when compared according to sex. 3. What is the extent of influence of the following factors in the difficulties of the students? a. Learner-related factors b. Teacher-related factors c. Learning-environment-related factors 4. What action plan can be developed to minimize student difficulties in mathematics? The descriptive survey method of investigation was used in this study on freshman high school students in Mathematics at San Jose School of La Trinidad-High School Department for the School Year 2010-2011. There were 196 student-respondents chosen through random sampling by lottery with replacement. The survey questions focused on the factors that influence the difficulties of the freshman high school students in Mathematics such as learner-related factors, teacher-related factors, and learning environment-related factors. The data collected were tabulated, computed, analyzed, and interpreted using the appropriate statistical tools. The following were the major findings of the study: 1. As perceived by the respondents, they encountered moderate difficulty in scientific notation, first degree equations and inequalities, and algebraic expression. 2. The male and the female first year high school students do not differ significantly in terms of level of difficulty encountered in Mathematics. 3. The learner-related factors, teacher-related factors, and learning-environment-related factors had little influence on the difficulty of the students in Mathematics. Based on the salient findings, the following conclusions were drawn: 1. Most freshman high school students encounter moderate difficulties in Algebra Mathematics like scientific notation, first degree equations and inequalities in one variable, and algebraic expressions. 2. Sex is not a factor that influences the level of difficulty of students in Mathematics. 3. Learner-related factors, teacher-related factors, and learning-environment-related factors still influence the difficulties of students in Mathematics. In relation with the findings and conclusions of the study, the following were recommended: 1. The freshman students have to enhance their Mathematics skills by improving their reading comprehension and mathematical skills such as manipulating mathematical knowledge and concepts. 2. The male and the female students have to be given the same treatment in dealing with simple and complex mathematical problems. 3.a. The freshman students have to help themselves to overcome their difficulties in learning mathematical concepts in order for them to perform well in the subject. 3.b The freshman Mathematics teachers have to equip themselves not only knowledge of a particular subject matter but also pedagogical knowledge and knowledge of their students. They have to enhance their teaching strategies and develop different kinds of instructional Activities that promote student achievement. 3.c The school environment has to be kept from any disturbance from learning. It has to be a place where the teaching-learning process takes place effectively and smoothly. 4. Other Recommendations: a. The school administration may help teachers enhance their skills by providing avenues for training and seminars in Mathematics teaching. b. Researchers in the future may study on other variables and find out some other factors that affect the difficulty of students in Mathematics.
Gap bridging course on the academic performance in algebra of the Philippine Military Academy
(2016-10) Cruz, Kristin Valerie Velasco.
Mathematics is one of the most important courses offered internationally. Though it is important, students seem to have difficulty in it. This is observed especially in the college level where students regard it as one of the hardest courses. With this, there are programs given to students for them to easily cope with Algebra. One program is the gap bridge offered by the Philippine Military Academy. Gap bridge programs or courses are offered in some colleges and universities so that high school graduates who come from different schools will have a better understanding and a common ground in starting their tertiary education. This is also intended to create a learning environment that Algebra can be learned with ease regardless of the academic background and prior learning of students. The Philippine Military Academy is an institution that offers regular college course to cadets. Cadets come from various regions and different educational status prior to entering the Academy. it is observed that many cadets fail in Algebra. With this, the Academy offers Gap Bridge Course before they attend their regular academic life in the academy. The main objective of this study was to determine the correlation between "Gap Bridge Course and Academic Performance in Algebra" in the Philippine Military Academy. Specifically, it sought to answer the following questions: 1. What is the level of performance in the posttest scores when the cadets are grouped according to prior learning in Algebra? 2. What is the level of the academic performance of the cadets when they are grouped according to prior learning in Algebra? 3. What is the correlation between the posttest scores and the level of the academic performance in Algebra? 4. What action plan can be proposed to enhance the Gap Bridge Course in Algebra? The descriptive-correlational design was used in this study to determine if the Gap Bridge Course in College Algebra influences the academic performance of the cadets. In the study, the scores in the posttest of the Gap Bridge Course was the independent variable and academic performance of 4th class cadets of Class 2019 as the dependent variable. The posttest scores in the Gap Bridge Course and the final grades in Algebra of 258 cadets were used in the study. For the first and second problems, mean was used to get their level of performance and t--test was used to compare those with prior learning and those without. For the third problem, the Pearson's Product Moment Correlation Coefficient was used to determine the significance of correlation between the gap bridge course and academic performance in Algebra. The following were the findings of this study: 1. Those who had prior learning and those who did not have prior learning in Algebra are situated in the deficient level. In addition, there is no significant difference between the means in the gap bridge course of those who took Algebra prior to entering the academy and those who did not. 2. Those who took Algebra prior to entering the Academy had a proficient mark in their final grades while those who did not have prior learning were still situated in the deficient level. There is also a significant difference of the final grades as to their prior learning in Algebra. 3. There is a positive moderate significant correlation between the gap bridge course and the performance of the 4th Class Cadets of PMA. Based on the previous findings, the researcher came up with the following conclusions: 1. Prior to entering the Academy, the cadets have difficulties in Algebra and do not meet the proficiency level offered by the Academy. 2. Prior learning in Algebra affects the academic performance of 4th Class Cadets in PMA. 3. The Gap Bridge Course has a significant influence on the academic performance in Algebra of 4th Class Cadets of PMA. Based on the previous findings and conclusions, the researcher would like to recommend the following: 1. With a varied educational status of the cadets, there is a need to level off their knowledge and skills they need in their academics especially in Algebra. Extra instruction can be given to those who do not have prior learning in this course. 2. Those who took Algebra before entering the Academy have a better understanding and can cope and pass. With the given scenario, cadets who can easily cope with Algebra has to help to those who do not have prior learning on it. Pairing of cadets who had prior learning in Algebra to those without prior learning should be done in pair or groupworks. 3. There is a need to strengthen the foundation of their prior learning in Algebra. To strengthen this, there is a need to revisit the Gap Bridge Course offered. In addition, other methods such as online learning and extra instruction can be sources of knowledge as well as level off the knowledge and skills needed by the cadets as they enter the Academy. Academic Officers of the different companies in the CCCAFP should be involved in giving extra instructions to cadets during their study period. There are also some cadets who graduated or are in their last years of their BS Degree in Mathematics, Engineering or Education majoring in Mathematics. These cadets should also be included in those who will give extra instructions to cadets who do not have prior learning in Algebra. 4. A revisit of the curriculum of the Gap Bridge Course has to be implemented. Mathematics courses, which include Algebra, Trigonometry, Analytic Geometry and Elementary Analysis, must be reviewed for its enhancement. After the review, a Program of Instruction appropriate for the course should be designed. An action plan created by the researcher is suggested and may be followed for the following academic years of the Academy.
Higher order thinking skills and academic performance of students in mathematics
(2022-08) De Olon, Jufelia Paduyao.
The purpose of this study was to examine the relationship between the higher order thinking skills (HOTS) and the academic performance in mathematics of science, technology, engineering, and mathematics (STEM) students. Specifically, it aimed to answer the following problem: 1. What is the level of higher order thinking skills of STEM students along: a. analyzing, b. evaluating, and c. creating? 2. What is the level of academic performance in mathematics of STEM students? 3. What are the relationships between the levels of HOTS along its thew components and the academic personnel in mathematics of STEM students? Hypothesis: there are direct moderate relationships between levels of HOTS along its three components and the academic performance in mathematics of STEM students. This study used descriptive-correlational design to examine the relationship between HOTS along its three components and the academic performance in mathematics of STEM students. For the study’s questions, different statistical approaches were utilized as follows: mean for determining the levels of HOTS and academic performance and Pearson’s Correlational Coefficient for examining the relationships between the levels of HOTS along its three components and the academic performance. The respondents were 71 STEM students at the senior high school level of Benguet National High School.
Interactive games and the mathematics achievement of grade eight students
(2018-08) Duran, Cecile Talavera.
Facing today’s breed of students actually demands more dedicated efforts and attention. This is due to many factors that affect the students’ behavior towards education. Their attention is easily distracted as they are exposed to different cultures and mindsets regarding schooling in different levels. Being the agent of change of today’s generation, teachers should incorporate interactive games, hands-on investigation and different teaching strategies that will open doors to learning experiences of the students every day. It will motivate them to learn by encouraging them to perform better and achieve higher goals in mathematics. Keeping in mind what Benjamin Franklin once said, “Tell me and I forget, show me and I remember, involve me and I understand.” Learning mathematics through interactive games will lessen their fear towards the subject and even improve their academic achievement. The main aim of this study was to find out whether or not there is an effect of interactive games on the academic achievement in mathematics among the grade 8 students. Specifically, this study sought to answer the following questions: 1. What are the pretest score of the control and experimental groups before the implementation of the interactive games in teaching Mathematics? 2. What are the posttest score of the control and experimental groups before the implementation of the interactive games in teaching Mathematics? 3. Is there a significant difference in the posttest scores of the students in the control and experimental group after use of interactive games in teaching Mathematics? Hypothesis: There is no significant difference in the posttest scores of the students in the control and experimental after the use of interactive games in teaching Mathematics. 4. What is the effect size of interactive games to the mathematics achievement of the students? The researcher used the experimental design, specifically pretest - posttest design to determine whether the use of interactive games in teaching mathematics will improve the performance of the students. This method evaluated the difference between the mean scores of the control group and the experimental group whether the result will be significant or not. The population of this study was the grade 8 students in the Science, Technology and Engineering (STE) Program of the Baguio City National High School, school year 2017- 2018. The researcher used teacher-made tests in the form of achievement tests to gather data. The data were used in determining the level of mathematics achievement of the students using the interactive games. The following are the major findings of the study: 1. The mean scores of the control and experimental groups in the pretest are both fairly satisfactory. 2. The mean scores of control group in the posttest is very satisfactory while the mean scores of the experimental group is outstanding. 3. There is a significant difference in the posttest scores of the students in the control and experimental group after the implementation of the interactive games in teaching Mathematics. 4. The interactive games yielded a very large effect. In light of the findings of the study, the following are the conclusions: 1. The students have inadequate knowledge and skill in mathematical concepts. 2. The experimental group has mastery of the lessons while the control group still lacks mastery in some concepts. 3. Students exposed to interactive games have performed better than students exposed to the usual drill method. 4. The integration of the interactive games in teaching mathematics remarkably improves the mathematics achievement of the students. In relation with the findings and conclusions of this research, the following are recommended: 1. The teachers need to integrate the use of interactive games in teaching the lessons in mathematics to help the students develop their social and mathematical skills. 2. Teachers may adopt the compilation of the different interactive games with lesson exemplars and their uses as presented in the Appendix J and H for more engaging teaching and learning process in mathematics. 3. Seminar-workshops on the effective use of interactive games in teaching should be provided by school heads and administrators. 4. The possibility of undertaking similar studies using interactive games in other disciplines can be considered.
Learning psychology and learning performance of students in college Algebra
(2015-05) Benis, Vanessa Ganipis.
Mathematics education is one of the most challenging fields in terms of students' ability to perform and retain substantial knowledge and skills that would aid them in real life situations. Hence, improving mathematical performance for all students is an important policy issue and educational concern (Gales & Yan, 2001). As claimed by Soon, Lioe and McInnes (2001): Students have problems seeing the connection between real life contexts and mathematical representations. The learning of students is affected by what is emphasized in mathematics classrooms. Either a teacher focuses on developing a conceptual knowledge or a procedural skill. On the other hand, a person's learning psychology determines his/her beliefs and practices. Since learners have varied backgrounds and upbringings, it is expected that they have diverging learning psychologies. The ways they perceive mathematics education vary in a sense that they have different emphasis on how to acquire learning. As supported by the claims of Anderson, Reder and Simon (1999) on their study of Applications and Misapplications of Cognitive Psychology to Mathematics Education: Behavioural psychology has given way to cognitive psychology (based on models for making sense of real-life experiences), and technology-based tools have radically expanded the kinds of situations in which mathematics is useful. The study focused on comparing the differences of the learning performances of learners in terms of conceptual knowledge and procedural skills in college algebra based on their learning psychology. The main aim of this study was to determine the differences in the learning performance of freshman Accountancy students based on their learning psychology in college algebra. Specifically, the study answered the following: 1. What are the learning psychologies of the students? 2. What is the level of learning performances of students in college algebra in terms of conceptual knowledge, procedural skills and overall learning? 3. What is the difference in the level of learning performance of student in terms of conceptual knowledge and procedural skills? 4. What is the difference in the levels of learning performance of the students based on their learning psychology according to conceptual knowledge, procedural skills, and overall learning performance? 5. What teaching and learning guides would be proposed to enhance the level of learning performances of students in both conceptual and procedural skills in college algebra? The major findings of the study are the following: 1. There are more freshman Accountancy students who are behaviorist learners as compared to the number of constructivist learners. 2. Freshman Accountancy students performed on a high level in terms of procedural knowledge but at a low level in terms of conceptual knowledge in college algebra. 3. There is a significant difference in the procedural skill and conceptual knowledge of students in college algebra. 4. No statistical differences were found in the learning performances of students based on their learning psychologies. Based on the findings of the study, the following are therefore concluded: 1. Most freshman Accountancy students focus their learning by changing and conforming their behaviours and responses towards stimuli and reinforcements presented and expected by teachers, classmates, and learning environments in college algebra. 2. Freshman Accountancy student are able to perform well in terms of executing procedures and algorithms to solve mathematical problems but are not well-versed in applying or relating conceptual understanding and developing connections and networks of concepts in college algebra. 3. The procedural performance of freshman Accountancy students is higher than their conceptual performance in college algebra. 4. The learning performances of constructivist learners and behaviourist learners are at similar levels in terms of procedural skills and conceptual knowledge in college algebra. After a careful review of the findings and analysis of data, the following recommendations are forwarded: 1. Factors affecting the development of a learner's psychology in college algebra have to be identified and analyzed by determining their effects to a learner's learning psychology. Teachers have to be aware as well of the learning psychology of his/her students in order to be able to conduct necessary approach for both learning psychologies. 2. The levels of learning performances of students in terms of procedural and conceptual knowledge have to be gathered by teachers as a basis for knowing the strengths and weaknesses of learners and for guidance in determining the focus, the instruction, and the assessment to be used and to locate where to continue development. 3. Procedural instruction has to be supplemented by conceptual instruction in order to enhance the balance between procedural and conceptual performance in college algebra. Curriculum developers and teachers have to gain knowledge and skills on how to incorporate conceptual instruction and assessment in their algebra classes. 4. Although there are no significant differences in the learning performances of learners in terms of conceptual knowledge, procedural skills, and overall performance based on their learning psychology, beneficial practices and beliefs of each learning psychology have to be pursued by teachers and researchers to improve both conceptual knowledge and procedural skills in college algebra. Math teachers and curriculum developers have to further understand and analyze the relationship between procedural skills and conceptual knowledge in college algebra for them to be able to implement improved and effective plans. 5. Other recommendations: a. The correlation of a learner's learning psychology to his/her learning performances in terms of conceptual knowledge and procedural skills in college algebra is recommended. b. Another study to pursue is an experimental study in determining the effectiveness of conceptual approach in teaching as compared to procedural approach in college algebra. c. A study on the existing perceptions and biases of students regarding the value and usefulness of conceptual knowledge versus procedural knowledge in college algebra is highly advocated for a study. d. The study could be replicated in other fields of mathematics and other subject areas. e. The adoption of the teaching and learning guide for propounding balance between conceptual knowledge and procedural skills in college algebra for both teachers and learners is recommended.
Mathematical procedure and field readiness of PMA cadets
(2017-12) Carual, Norman Avila.
Once cadets graduate from the Philippine Military Academy (PMA), they will be deployed to the different field units of the Armed Forces of the Philippines (AFP) to defend the country. PMA graduates are expected to be highly competent in military skills and ready to lead soldiers in combat and their successful career depends upon their ability to assimilate knowledge from many fields and to apply it to a wide variety of social and technical problems. As military leaders, they are mandated to think critically and evaluate the c-uality of their decisions with the current challenges the country is facing. It has been settled that mathematics and the ability to use it are particularly important to military officers, who are leading soldiers in a complex and dynamic world. Mathematics course success has a significant relationship between students' critical thinking and problem solving skills and this could be equated to their readiness on This study aimed to take the relationship between mathematical performance and field duty readiness of PMA cadets. Specifically, this sought answers to the following: 1. What is the level of mathematical performance of PMA cadets along the areas of: a. College Algebra b. Plane Trigonometry c. Analytic Geometry d. Elementary Analysis? 2. What is the level of field duty readiness of PMA cadets along the areas of: a. Military Leadership b. Military Science? 3. What is the relationship between the levels of mathematical performance and field duty readiness of PMA cadets? Hypothesis: There is a relationship between the levels of mathematical performance and field duty readiness of PMA cadets. This study used the descriptive-correlational type of research to determine and correlate the level of mathematical performance of cadets based on their grades as obtained from the Office of the Registrar, and their field duty readiness based on their grades in military courses and through a survey questionnaire. The gathered data were statistically treated using mean, weighted mean, Pearson-Product Moment Correlation Coefficient, and Coefficient of Determination. The respondents of this study were the 238 first class or graduating cadets from the original class strength of the Philippine Military Academy Class of 2018. The following are the major findings of the study: 1. The overall level of mathematical performance of PMA Class 2018 cadets is satisfactory. They obtained an above average level of mathematical performance in Analytic Geometry while satisfactory level of mathematical performance in College Algebra, Plane Trigonometry, and Elementary Analysis. 2. The level of field duty readiness of PMA Class 2018 cadets is very good. They obtained an excellent level of field duty readiness in the area of military science while very good level of field duty readiness in the area of military leadership. 3. The level of mathematical performance of PMA Class 2018 cadets has a significant relationship with their field duty readiness. In light of the findings of the study, the following are the conclusions: 1. The PMA Class of 2018 cadets has a fair mathematical performance in general. Though they have a very good understanding of Analytic Geometry, the cadets were challenged in College Algebra, Plane Trigonometry, and Elementary Analysis. 2. The PMA Class of 2018 cadets is highly ready to lead soldiers in the field and they are well-equipped for their future role as military officers. 3. The level of mathematical performance of PMA Class of 2018 cadets significantly influences their field duty readiness. In relation with the findings and conclusions of this research, the following are recommended: 1. A connection between instructors and cadets has to be created in order to produce a lively discussion and interaction inside the classrooms to improve the mathematical performance of the cadets. 2. Sustainment of the different aspects of the military training for the cadets to maintain desirable field duty readiness. 3. Since mathematical performance is an indicator for field duty readiness, cadets need to give importance on their mathematical performance.
Mathematical proficiency in geometry of high school students
(2013-09) Barbado, Silvin A.
Geometry is a vital part of mathematics and mathematics is a vital part of one's life. Changes in society and in the use of technology require that one has a strong background in mathematics. The emphasis of which not only on Geometry skills, but on developing one's mathematical power. Mathematical power develops the knowledge and understanding of mathematical ideas, concepts and procedures. It emphasizes the ability to use mathematical tools and techniques in reasoning and thinking critically. It likewise develops the ability to communicate using mathematics in the world beyond the classroom. Education makes people easy to lead, easy to govern. This means development of the Filipino youth so that one can participate and live successfully in a highly competitive and technological world which defines the undertakings of the nation to attain its vision to nurture the educational growth of the Filipino children for better productivity. In a book by the National Research Council (NRC) called Adding It up: Helping Children Learn Mathematics explores how students in grades pre-K-8 learn mathematics. The editors discuss how teaching, curricula, and teacher education should be changed to improve mathematics learning. It also illustrates the five interdependent components of mathematical intertwined strands - conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition - were the critical strands for developing mathematically proficient students. The NRC's five strands of mathematical proficiency are; Conceptual understanding; a student's grasp of fundamental mathematical ideas. Procedural fluency (computing): skill in carrying out mathematical procedures flexibly, accurately, efficiently, and appropriately. Strategic competence (applying): ability to formulate, represent, and solve mathematical problems. Adaptive reasoning (reasoning): capacity for logical thought, reflection, explanation, and justification. Productive disposition (engaging): habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy The study is all about the Mathematical proficiency of Third year students of Irisan National School, school year 2012-2013. The researcher wondered why students' mathematical proficiency is deteriorating, so the researcher would like to investigate on this area of the mathematical proficiency of student with regards to its five strands, sex and the quarterly scores of the students. As the objective of the researcher is to know the mathematical proficiency of students regarding to the five strands, sex and the quarterly examination score. The main aim of the study was to determine the level of mathematical proficiency in Geometry of the third year students. Specifically, it sought to answer the following problem: 1. What is the level of mathematical proficiency of the third year students in Geometry along the five strands: 1.1.Conceptual understanding, 1.2. Procedural fluency (computing, 1.3. Strategic competence (applying), 1.4. Adaptive reasoning, 1.5. Productive disposition (engaging)? 2.What is the difference on the level of mathematical proficiency of the third year students in Geometry when compared according: 2.1 sex; and 2.1. grades in quarterly examination? Hypothesis: There is significant difference on the level of mathematical proficiency of the students in Geometry when compared according to sex and grades in quarterly examination. The researcher used the descriptive-survey research design. It sought to find the mathematical proficiency of the respondents through the analyses of variable-relationships (sex and quarterly grades). Further, the record of their grades in Geometry for the academic year were used. The mean was computed to determine the level of mathematical proficiency in Geometry along the five strands of mathematical proficiency. The t-test was used to determine the mathematical proficiency level when compared according to sex while Analysis of Variance (ANNOVA) was used to determine the differences in the level of mathematical proficiency according to the quarterly grades. The following are the major findings of the study: 1.The students' level of proficiency in Geometry along the five strands is below average 2.The level of mathematical proficiency of the male and female students is both below average. 3.The mathematical proficiency of the students when classified according to their quarterly grades shows that in the first and second grading period is average while in the third and fourth grading is below average. When classified according to their final grade their mathematical proficiency is average. In light of the findings derived from this study, the following conclusions were deduced: 1.The mathematical proficiency of the students along the different strands of mathematics was predominantly below average. Students at this level can employ basic algorithms, formulae, procedures, or conventions. They are capable of direct reasoning and of making literal interpretations of the results. 2.Sex and quarterly grades of the students has no difference in the mathematical proficiency of the students along the different strands of mathematics. After a careful review of the findings and analysis of data, these recommendations are presented: 1. The students' mathematical proficiency along the different strands of mathematics has to be analyzed to determine the strengths and weaknesses as basis for planning a program of mastery learning along the areas covered. 2. There is a need to improve the mathematical proficiency of the students from below average to above average or higher. This may be done through improved instruction. 3. other Recommendations 3.1 Teachers' professional development has to be high quality, sustained, and systematically designed and deployed to help all students to develop mathematical proficiency. Schools should support, as a central part of teachers' work, engagement in sustained efforts to improve mathematical instruction. This support requires the provision of time and resources. 3.2 The coordination of the curriculum, instructional materials, assessment, instruction, professional development, and school organization around the development of mathematical proficiency should imply school improvement efforts. 3.3 Efforts to improve students' mathematical learning have to be scientifically evidenced, and their effectiveness has to be evaluated systematically and periodically. Such efforts should be coordinated, continual and cumulative. 3.4 Additional researches have to be undertaken on the nature, development, and assessment of mathematical proficiency. 3.5 An action plan is made to further enhance student's mathematical proficiency.
Mathematics anxiety and self-efficacy on academic performance
(2022-06) Dulatre, Ricardo Palaruan.,
This study aimed to assess the mathematics anxiety and self-efficacy of humanities and social sciences students in answered the following questions: 1. What is the level of students along: a. math anxiety; b. self-efficacy; and c. mathematics performance? 2. What is the degree of correction between: a. math anxiety and academic performance; b. self-efficacy and academic performance; c. math anxiety and self-efficacy on academic performance? Hypothesis: There is a correlation between math anxiety and self-efficacy on academic performance. 3. What regression model can be made to predict the academic performance of students in mathematics. This study used a descriptive-correlational method. The study was conducted during the synchronous classes of the university of the cordilleras senior high grade 11 students from HUMSS department. A total of 144 students participated in the research. Weighted mean was used to determine the level of anxiety and self-efficacy of the students through the adapted questionnaires. Moreover, to determine the correlation between the variables, Kendall’s tau was used. Lastly, regression model was used to predict the power of math anxiety and self-efficacy on mathematics performance.
Mathematics anxiety of freshmen college students of the University of the Cordilleras
(2008-07) Beleta, Mary Geocar Cruz
The researcher has taught Mathematics for five years. Like other teachers, she is continuously searching for teaching methods in an attempt to improve the learning of Mathematics. When she was teaching, at the beginning of each semester, she would ask her students to write their expectations and what they want to achieve and learn in her Mathematics class. Many of these Mathematics students have negative attitudes towards Mathematics. This prompted her to seek answers to some questions that she wants to investigate. The purpose of this thesis was to identify math-anxious students, study the level of anxiety of these students and how some factors like the classroom environment, attitude towards Mathematics, peers and teachers influence their level of anxiety and achievements in Mathematics and help these students overcome their anxiety and eventually promote learning Mathematics. Four overriding objectives governed this study: 1. To find the level of anxiety of the respondents. 2. To determine if there are associations between classroom learning environment dimensions and the level of Mathematics anxiety and attitudes of the respondents. 3. To find the correlation of the attitude of the respondents and the learning environment with the level of 4. To find out the measures undertaken by the respondents to overcome their Mathematics anxiety. Data from this study were collected randomly from freshmen college students enrolled during school year 2005-2006 of the University of the Cordilleras in Baguio City, Philippines under the College of Nursing, College of Arts and Sciences and College of Education excluding the Mathematics Majors. From these three colleges, a sample of 345 students was taken based on the formula of Sloven using 0.05 margin of error. Quantitative data were collected via three instruments. The What Is Happening In this Class? (WIHIC; Fraser, McRobbie, & Fisher, 1996) learning environment instrument measured students' perceptions of psychosocial learning environment areas: Student Cohesiveness, Teacher Support, Involvement, and Task Orientation. There are 20 total items in the WIHIC, with each scale having 5 questions. In order to measure attitudes towards mathematics, the Test of Mathematics-Related Attitudes (TOMRA; Margianti, 2001) W73 used. The original TOMRA used in this study included two scales with 10 questions each. These scales assess Enjoyment of Mathematics Lessons and Normality of Mathematicians. The instrument used to measure two factors of Mathematics anxiety used in this study was an updated version of the Revised Mathematics Anxiety Ratings Scale (RMARS; Plake & Parker, 1982). This instrument measures perceptions of Mathematics anxiety in two areas: Learning Mathematics Anxiety and Mathematics Evaluation Anxiety. There are 24 questions altogether in the RMARS, with 16 of them assessing the Learning Mathematics Anxiety scale. Associations between the classroom learning environment factors and attitude factors and Math anxiety was explored by using Pearson product-moment correlation. The level of influence of the classroom learning environment factors and attitude towards Mathematics was measured using weighted mean, as well as the level of Mathematics anxiety of the respondent. Qualitative data were collected through interviews with 1a4-hematics teachers of the University of the Cordilleras. these interviews took place before the survey instruments were completed and were used to help to corroborate or refute findings from the quantitative data. The findings of this study are as follows: 1. The level of Mathematics anxiety was moderate. 2. The results of the influence of learning environment And the attitude of the student’s towards Mathematics was also moderate, as well as the level of influence of the respondents' attitude towards Mathematics. 3. The associations found between the learning environment scales and learning Mathematics anxiety included negative and independent relationships with Student Cohesiveness and Task Orientation. 4. Most of the respondents' chose, "Do all homework, not just some" and "Make every effort to attend all meetings" as a way to alleviate Mathematics anxiety and do well in a Math class. In the light of the findings of the study, the following conclusions are drawn: 1. The respondents' level of Mathematics anxiety indicates a good learning environment, where the student's feel safe and secure alleviates Mathematics anxiety 2. The influence of learning environment suggests that the interpersonal relationships that the students' feels in the classroom can affect the way that they feel about the subject area as well. 3. The associations between learning environment, attitude and Mathematics anxiety indicates that a good student will do what he has to do regardless of the learning environment and their attitude towards Mathematics. 4. The freshmen students of the University thinks that "doing all homework assigned, and not just some" and "attending all class meetings" is important and helps alleviate Mathematics anxiety. They demonstrate a good sense being responsible and having internal motivation. Based on the findings and conclusions of the study, the recommendations are as follows: 1. A strategy to eliminate Mathematics anxiety in the classroom is to teach Mathematics so the students can understand. Relate this to the outside world and everyday living. For example, when teaching distance of one point to another with angle measurements, take them outside and measure distances from a bench to a tree. The more the students relate and understand, then the less Mathematics anxiety they will have. Special tutoring and attempts to make the content meaningful to the student will help treat Mathematics anxiety. 2. Math anxious students must take specific actions to increase their comfort level with Math. These actions includes improving study techniques, using learning tools, attending tutoring sessions as well as learning and applying relaxation techniques. Students should also make use of Math Clubs, Math Clinics an Math tutorial centers that helps students with Mathematics. 3. Some of the steps recommended for students for overcoming math anxiety are: • Doing math every day • Preparing adequately, for example attending class and reading the math textbook and continuous practice • Identifying and eliminating negative self-talk and believing in your own capabilities 4. Students who are not Math anxious or who are no longer Math anxious, because their perspective on Mathematics has changed should become a part of a support system to help others seeking help with Mathematics. 5. Because it is difficult to identify someone is Math anxious only defines the symptom, not the cause of the anxiousness, teachers should be observant and careful to discern those students who probably has a high level of Math anxiety because teachers can contribute to their students' Mathematics anxiety. While some tension is important for learning situations, teachers should avoid environments that involve negative situations such as nervousness and dread. The role of the teacher is important, especially through positive support and the feelings of equity that they portray. Create a positive learning environment to help each student improve his or her performance in Math class. 6. Also, the level of enjoyment during Mathematics classes could be related to the academic success of students as well. The role of humor in the classroom environment and its impact on the attitudes and anxiety of students is a forgotten component of the classroom dynamic. When a student is relax and enjoying themselves, one can teach them anything. 7. Lastly, further research on investigation into the relationship between the perceived normality of Mathematicians, and the level of Mathematics anxiety that a student feels is also recommended. Also, the role of the learning environment in a Mathematics classroom to provide opportunities for the academic success of individual students would enable teachers to see the practical importance of developing enriching and supportive environments. It is the researcher's hope that, through the research presented, information and ideas can be shared that will make the Mathematics classroom a place of success and confidence for students and not of fear and dread.
Mathematics anxiety, attitude and performance of high school students
(2014) Cawis, Shadel B.
Mathematics education is of great concern by various sectors of every academic institution. Students are endeavored to learn and acquire necessary mathematical knowledge and skills vital to their lives. Being mathematically equipped helps them prepare to deal with their personal and professional lives ably. Such skill also steers them to be responsible and become productive citizens in the country. However, inevitable obstacles impede students' aim in achieving mathematical efficiency. These include the formation of mathematics anxiety and negative view towards mathematics brought about by various factors while studying the discipline. Evidently, previous researches showed that students perform on an average level so this becomes a disappointment for not being internationally competitive enough. This study investigated some individual factors affecting students such as mathematics anxiety and mathematics attitude and its relationship to the level of mathematics performance. The data gathered from this study aimed to provide concrete information on the causes of the appalling feelings of students to concerned individuals such as administrators, teachers, students and parents leading them to act and help each other mitigate and be able to eventually overcome these anxiety and negative attitude towards mathematics. These served also as additional data to conduct for further studies along the other causes of negative feelings toward mathematics and the other factors that would help the students improve their mathematics performance. The focal point of the study is to determine the causes and level of mathematics anxiety and mathematics attitudinal level and their correlation to mathematics performance of high school students of the Baguio City National High School. Specifically, this study sought to answer the following questions: 1. What are the causes of mathematics anxiety among the junior high school students? 2. What is the level of mathematics anxiety among the junior high school students? 3. What is the attitudinal level of the junior high school students in mathematics? 4. What is the level of mathematics performance of the junior high school students? 5. What is the relationship between the following variables: a. Level of mathematics anxiety and level of mathematics performance? b. Mathematics attitudinal level and level of mathematics performance? c. Level of mathematics anxiety and mathematics attitudinal level? Hypotheses: a. There is a significant relationship between the level of mathematics anxiety and the level of mathematics performance of the junior high school students. b. There is a significant relationship between the mathematics attitudinal level and the level of mathematics performance of the junior high school students. c. There is a significant relationship between the level of mathematics anxiety and the mathematics attitudinal level of the junior high school students. 6. What strategies can be proposed to mitigate the students' mathematics anxiety and negative mathematics attitude and action plan to improve the level of mathematics performance of the students? This study used the descriptive-correlation method to identify the causes of mathematics anxiety and to determine and correlate the level of mathematics performance of the junior students to factors such as mathematics anxiety and attitude towards mathematics. The respondents of this study were the junior high school students of the Baguio City National High School. The causes of mathematics anxiety were established using the questionnaire formulated by the researcher based on the research studies of Trujillo, Hadfield and McNeil. Moreover, the levels of mathematics anxiety and mathematics attitude were measured using the Revised Mathematics Anxiety Rating Scale of Plake and Parker and Attitude towards Mathematics Inventory of Tapia, respectively. The level of mathematics performance of the students was determined from the computed average grade throughout the first and second grading periods. The weighted mean was used to determine the students' causes and level of mathematics anxiety, mathematics attitudinal level and level of mathematics performance. Furthermore, the Pearson-Product Moment Correlation Coefficient was used to determine the degree of relationship between each of the specified variables. The following were the major findings of this study: 1. The causes of mathematics anxiety that students agree with included the following: parental pressure to students to excel in mathematics; mathematics teachers' placing too much emphasis on memorizing mathematics formulae; minimum students' participation in mathematics classes; and the lack of students' self-confidence on their mathematics skills when working mathematics situation. 2. The level of mathematics anxiety among the BCNHS junior high school students was moderate. 3. The mathematics attitudinal level of the BCNHS junior high school students was positive. 4. The BCNHS junior high school students had an average level of mathematics performance. 5a There was a significant relationship between the students' level of mathematics anxiety and level of mathematics performance. The higher the level of mathematics anxiety, the lower the performance in mathematics and the lower the level of mathematics anxiety, the higher the performance in mathematics of the students. 5b There was a significant relationship between the students' mathematics attitudinal level and level of mathematics performance. Positive attitude in mathematics dictates high performance in mathematics while negative attitude in mathematics determines low performance in mathematics. 5c There was a significant relationship between the students' level of mathematics anxiety and mathematics attitudinal level. Students with higher level of mathematics anxiety have negative attitude while students with lower level of mathematics anxiety have positive attitude towards mathematics. From the foregoing findings and results of this research study, the following conclusions are formed: 1. The mathematics anxiety experienced by the BCNHS junior students stemmed mostly from external factors such as their parents and teachers rather than an internal factor which is their perceived lack of self-confidence. 2. The BCNHS junior students reveal that they are fairly anxious towards mathematics particularly when learning mathematical concepts and when having any mathematics evaluation. 3. The BCNHS junior students are optimistic in relation to mathematics expressing their high regard in the discipline with motivation and enjoyment feelings. 4. The BCNHS junior students have a good grasp and understanding of the essential mathematics concepts particularly in algebra and geometry. 5. The level of mathematics anxiety, mathematics attitudinal level and level of mathematics performance of the junior high school students significantly influence each other. In relation with the findings and conclusions of this research study, the following recommendations are suggested: 1. The parents, teachers and students should be hand in hand in addressing the identified causes of mathematics anxiety starting with their own actions and behaviors in connection to students' mathematics learning. 2. The moderate level of students' mathematics anxiety should be further minimized and be maintained to its minimum for the students to learn and perform mathematics efficiently through the guidance of teachers and parents. 3. The positive mathematics attitude of the junior students should be maintained and the self-confidence should be boosted by the help of their teachers and parents. 4. The Proposed Mathematics Performance Enhancement Plan (Appendix A) be taken into account by the BCNHS teachers for consideration to help improve the mathematics performance of the students. 5. The strategies to alleviate mathematics anxiety and negative attitude of the students be considered and adapted by the school administrator/principal, mathematics teacher, students and teachers (Appendix B). 6. Other Recommendations: a. Conduct further studies on the causes of mathematics anxiety and mathematics negative attitude to high school students at all year levels; the results can serve as bases to educators to come up with a comprehensive plan to mitigate those undesirable feelings. b. Conduct further studies to determine the degree of relationship between the level of mathematics performance and individual factors that can be influential to student's performance such as study habits, self-concept and preferred learning style. c. Conduct studies on the degree of relationship between the level of students' mathematics performance and teacher factors such as their mathematics anxiety, mathematics attitude and teaching style to determine its extent of influence.