College of Teacher Education
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Item 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.Item 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.Item 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.Item Reading comprehension and ability in solving word problems in basic mathematics(2011-02) Calub, Reynaldo CerezoOne of the topics taught in mathematics is solving word problems. Since the medium of instruction in mathematics is English then the students ability in solving word problems may be related to their knowledge of the English language particularly their level of reading comprehension as solution of word problems require their translation into the right mathematical phrases or equations. The main purpose of the study was to determine if there is a significant relationship between reading comprehension and word problem solving in basic mathematics. It also sought to find out the ability of the respondents in reading comprehension and word problem solving. The respondents of the study were 142 HRM/HRS freshmen students of the Urdaneta City University in the first semester of 2010-2011. Separate multiple choice type tests in reading comprehension and word problem solving in basic mathematics were administered to the respondents. The arithmetic means of the respondents' scores in the tests were used to determine their competencies in the said areas based on the rating scale presented under data gathering procedure. 1. The respondents have poor reading comprehension and they lack English communication skills which in turn indicates that they have poor foundation and knowledge of the English language. 2. The respondents as a whole have difficulties in solving word problems in basic mathematics. 3. There is a significant correlation between the reading comprehension and word problem solving in basic mathematics of the respondents. In light of the findings of the study, the following are the conclusions: 1. Majority of the respondents have a poor level of reading comprehension. 2. Majority of the respondents have a poor level of word problem solving ability in basic mathematics. 3. There exists a significant relationship between reading comprehension and word problem solving ability in basic mathematics. In relation with the findings and conclusions of this research, the following are recommended: 1. To enhance the students' reading comprehension skills, they must be taught how to decipher word meanings through the use of context clues, word relationship, and part of speech. They must be taught how to establish meaning of text content through the use of various techniques such as visualizing and summarizing. Students must be encouraged to develop good reading habits and consult the dictionary for unfamiliar words encountered to enrich their vocabulary knowledge. Emphasis must be given to the importance of meaningful reading in acquiring knowledge from books and other reading materials. 2. To improve the students' word problem solving ability in basic mathematics, teachers must provide students enough classroom activities such as practice exercises/drills on mathematical operations of fractions, ratio and proportion, and percent. It is important that they have adequate numerical competence prior to the introduction of word problems. 3. The teacher must familiarize students with the key words associated with addition, subtraction, multiplication, and division to facilitate translation of word problems into the required mathematical phrases or equations. 4. The teacher must present a variety of heuristics; heuristics are methods or strategies that increase probability of solving a problem. An example of which is teaching the students a systematic, step-by-step approach in solving word problems. 5. To familiarize the students with the different strategies in solving word problems, the teacher must present similar types of problems with similar solving strategies at a time. Students should be divided into groups in solving word problems since group efforts can be less threatening to students than working individually. 7. Teacher must start with simple problems that can easily be solved by the students. This builds the confidence of students when they experience success in solving word problems quickly. 8. Teachers must be aware of the advancements and developments in the teaching of mathematics by attending lectures and seminar-workshops in the improvement of the quality of Mathematics Education. 9. The action plan focusing on the following must also be considered: a. Administration of reading comprehension test at the beginning of the semester to gauge the students reading comprehension ability. b. Workshop on Reading Techniques using Context Clues, word relationships and parts of Speech. c. Seminar/Workshop on the teaching methods in mathematics.Item 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.Item Mathematics performance through modular instruction(2022-08) Bonayao, Jennylyn Benito.Modular distance learning during the COVID-19 pandemic had an impact on the education system, specifically on the student's mathematics performance. The Department of Education makes sure the continuity of education among the learners amidst the pandemic by shifting from face-to-face learning to alternative distance learning modalities. Among the different learning modalities, modular distance learning was the most preferred distance modality among parents. Based on the different studies, modular instruction has been used as an alternative design based on the needs of the learning. It is for this reason that the researcher wants to find out the level of mathematics performance of grade 10 students through modular instruction. This study was intended to identify the level of Mathematics Performance of Grade 10 students of Sto. Tomas National High School through Modular Instruction. Specifically, the following questions were answered: 1. What is the level of Mathematics performance of grade 10 students through modular instruction? 2. In what areas of Grade 10 Mathematics did the students perform well? 3. In what areas of Grade 10 Mathematics do the students need improvement? The researcher used quantitative-descriptive method to determine the level of mathematics performance through modular instruction and to determine the areas in mathematics where students perform well and areas where students need improvement. The researcher used random sampling specifically fishbowl sampling technique in determine the 15 respondents of the study. The researcher used teacher-made test to identify the level of mathematics performance of students and areas of grade 10 mathematics where students perform well and areas where students need improvement. The researcher made used of statistical tools to analyze and interpret data. Mean was used to determine the level of mathematics performance through modular instruction while frequency counts and percent were utilized in identifying the areas of mathematics where students perform well and areas need for improvement. Based on the analysis of the data gathered, the following are the salient findings: 1. The level of Mathematics Performance of grade 10 students of Sto. Tomas National High School through Modular Instruction is fairly satisfactory. 2. The areas of mathematics where the students perform well are on polynomial and polynomial equation and plane coordinate geometry. 3. The areas of mathematics where students need improvement are on circles and sequences. Based on the significant findings of the study, the following conclusions were drawn: 1. The mastery of the competencies is insufficient and students are not fully ready for independent learning. 2. The well performance of students indicate that they have acquired the knowledge and skills necessary under polynomial and polynomial equation and plane coordinate geometry. 3. There are still competencies which students were not able to attain especially in sequences and circles. To improve the Mathematics Performance of the students through Modular Instruction, the following recommendations are offered: 1. Teachers and administrators have to identify the root problems that affect student performance in Mathematics through Modular Instruction and provide instructional materials, conduct monitoring and evaluation on the instructional material and provide varied innovative strategies in order to help them improve their academic performance from fairly satisfactory to very satisfactory. 2. To continuously adopt, strengthen and utilize materials which is suited to learners where elaborative and well explanation of lessons are observable and sufficient examples were provided. 3. To be able to address the topics which needs improvement, the module developers must provide materials that cater to different level of students to address their individual differences. Teachers can also provide additional activities which are contextualized that will boost learning outcomes. Parents as well as the government should engage in programs that can motivate the students improve their academic performance. 4. Future researches could work on factors affecting the mathematics performance through modular instruction. 5. A proposed action plan made by the researcher may be used by mathematics teachers to improve the level of performance in mathematics and to lessen the areas/topics where students need improvement.Item 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.Item 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.Item 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.Item 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.