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Chapter 1
INTRODUCTION
The most imperative subject is Mathematics which plays an important role as the
basis of other subjects (Srivastav, 2013). Experience says learning mathematics can be
made easier and enjoyable if there are mathematical activities that will encourage
students’ attitude and help them develop clarity in their thinking (The Times of India,
2015).
posted by Krisch (2015). It can be a phobia if students have a bad experience about this
subject. They will like this subject more if they will learn this. After all it is one of the
Without regard to, according to Hogg and Vaughan (2005) as cited by Mcleod
(2014), attitude is like a group of beliefs, feelings, and behaviours towards an object. In
addition, according to Mata, Monteiro and Piexoto (2012) attitudes can either be positive
the other hand, negative attitude towards mathematics mirrors a negative temperament.
better in a subject is enjoying and finding it important. That is why positive attitudes
towards Mathematics may heft the interest of an individual in learning the subject and in
On the other hand, if negative attitudes are not changed towards a certain subject,
a student might stop studying or his education but these can be changed when there are
factors affecting attitude and use this information to change the negative attitude into a
According to Cherry (2017), there are several factors that affect attitude of
The product of experience forms a different concepts and one of them is the
attitude. They may see from observation and mostly from personal experience. Most
likely it will start in the house so when the parents are eager to learn mathematics,
children will most likely adapt this positive attitude. In contradiction, negative attitude
towards mathematics is frequently because of the teacher or may be the parents also for
According to Louie (2017) social role and social norm can have a strong influence
on attitudes. A social role refers to how individual behave in the society. This can be seen
on individual practices. Social norm is the appropriate behaviour in the eyes of the
society based on social rules. For example during the collaborative activity in the
classroom, students can adapt learning styles, behaviours and skills of their classmates to
improve social skills and their relationship with each other (Gundlach, 2012).
the skills of a 21st century individual. Internet makes the student’s life and work easier
because it gives a wide and various real-life applications of the concepts in Mathematics
which are understandable and clear (Karp, 2016). This is the most current issues in
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mathematics education. Nevertheless, other school does not have the power of
technology in classroom.
premise that the researchers decided in conducting this study. This measured the
students’ attitude from the different factors towards Mathematics and if attitudes affect
The purpose of this study is to measure the attitude of the Grade 11 students from
the different factors in learning Mathematics. Specifically, this study sought to answer the
following questions:
1. What is the demographic profile of the participants when grouped according to:
a. sex
b. strand
c. school of origin?
c. Working privately
d. Use of technology?
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3. What is the attitude towards Mathematics of Grade 11 KCC students when taken
a. sex
b. strand
c. school of origin?
a. sex
b. strand
c. school of origin?
whole?
Hypothesis
in each identified factor and the performance in Mathematics when taken as a whole.
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Theoretical Framework
This study was anchored to the social cognitive theory proposed by Albert
Bandura (1977). This theory refers to the connection of behaviour and cognitive aspect of
an individual and focuses on the interface of behaviour and the environment how the
surroundings affect the behaviour or attitude of a person (Aquino, 2015). It considers that
people learn new behaviours from one another through observation, imitation and
made several attempts to explain the science of behaviour. He also adapted Thorndike’s
Law of Effect which explains the connection between a stimulus and response or the
cause and effect. The outcome is positive if the connection between stimulus and
response is strong. On the other hand, the outcome is negative if the connection between
stimulus and response is negative (Lucas & Corpuz, 2013). There are reinforcers that
either positive or negative which strengthen the behaviour and attitude of an individual,
but according to Tolman (1948) as cited by Lucas and Corpuz (2014), reinforcement is
not important in the process of learning but provides incentives to the performance of the
students in the classroom as they learn. He also added that learning was without
reinforcement.
(2012), attitude develops as the time pass by and affects the future attitude of an
individual. His past attitude might be changed or not and that changes could be negative
or positive. This could be seen on the adult students who want to return to school and
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continue their education. In his affective domain taxonomy, internalization is the process
influence educational outcome such as their achievements (Pamuk, Sungur & Oztekin,
2016). This scenario emphasizes the students’ achievements with their self-regulation,
teacher.
Conceptual Framework
become more negative especially in student’s academic achievements, there are factors to
be considered such as the pressure to excel, over stipulating projects, dull lessons and
The overview of the Technical Report of Brookstein, Hegedus, Dalton and Monez
(2011) stated that the instrument they used which was Student Attitude Survey (SAS) dig
into the beliefs and learning the Mathematics subject. In their experimental study, they
concluded some of the factors. One of the factors was positivity towards mathematics and
school. A study about the attitudes towards Science, Technology, Engineering and
students’ attitudes to the subject changed significantly. Most of them recognized the
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importance of their subject. Combining PjBL and STEM could increase effectiveness,
generate meaningful learning and influence student attitudes in future career pursuit.
Students were positive combining PjBL with STEM (Tseng, Chang, Lou & Chen, 2013).
On the second factor which was working collaboratively and related effect, the
collaborative-learning style incorporated into the fabric of the school helped students to
be resilient by aiding them in identifying their resources (peers) and testing their theories
to see if they were all on the right track (Lucas, 2012). To make this approach work,
teachers must be willing to “cede the floor” to the students. Other things to consider were
the needs to create effective classroom geography, focus on the process, build
accountability, let students teach one another, and encourage students to be in tune with
one another.
regulated" described a process of taking control of and evaluating one's own learning and
duties. These learners gripped gradual beliefs about knowledge and attribute the success
and failure to factors that they may control. The study of Riccomini, Morano and Hwang
(2015) revealed that independent math practice does not need to be frustrating and
confusing. With careful design, independent math practice could build students’
confidence and proficiency and help them move from novice learners to expert learners.
Besides, a study substantiated that the interleaved worked solution strategy was an
“Interleaving” motivated students to pay more attention to work examples for these may
serve as models for the tasks that they would do rather than skimming over them.
The use of technology had a great impact on mathematics. From the article in
journal of social behaviour and personality on their discussion and conclusion said that
they expected that the use of educational technology in mathematics lessons would have
a positive effect on student success and, after analysing the collected data, it is possible to
conclude that these expectations were met (Eyyam & Yaratan, 2014).
In addition, the students who took part in the study expressed quite positive
attitudes towards the use of educational technology. According to the analysis conducted
with the mean results of the performance of students, the use of educational technology
had a positive effect on their performance, and the impact of the use of technology can be
The related local study of Macaya, Villorente and Hervias (2015) on the attitude
revealed that the level of attitude of the First Year BEEd (Bachelor of Science in
Meaning, the students showed willingness and satisfactory in learning and in the area of
affective and behavioural are high which meant that the students really wanted to learn
Mathematics very satisfactorily. Also, they revealed that the level of attitude of first year
behavioural was high. This meant that the students really wanted to learn Mathematics
very satisfactorily.
In line with the above concepts, this kind of study presumed that students must be
on the factors affecting Grade 11 students’ attitude towards learning mathematics during
the first semester in order to assess the extent of the students’ attitude in learning
mathematics.
College with sex, strand and school of origin as the demographic profile was the input of
the study. The significant relationship between the participants’ attitude and the
performance were identified. Result of the study was made basis for creating the action
Academic Performance in
Mathematics
ACTION PLAN
The success of the study was able to help the following people:
School Administrators. The findings may serve as their guide in planning and
High School Principal. The useful and relevant information acquired from this
study may encourage them to guide the Mathematics teachers on how to handle classes
Mathematics Coordinator. The result of the study may enable them to analyse
and plan what teaching and learning styles is suited regarding of their student’s attitudes.
mathematics and his students were able to adapt their needs towards their attitudes.
Students. This may motivate and challenge the students in assessing their attitude
Future Researchers. The result of this study may provide them some insights
This study covered the identified factors affecting student’s attitude towards
and related effect, working privately, and use of technology and the academic
12
performance in Mathematics. The participants of the study were the Grade 11 students of
Social Sciences (HUMSS) and Computer System Servicing (CSS), Shielded Metal Arc
Welding (SMAW, and Electrical Installation and Maintenance (EIM) in the school year
2017-2018.
Definition of Terms
more confident in their ability and to complete school task with knowledge and skills
Wanke, 2016).
Mathematics. The science of structure, array, and interaction that has developed
from fundamental practices of counting, measuring, and delineating the shapes of objects
School of Origin. This term refers to the institution where the students finished
Montero, 2016).
Sex. It refers to the general classification of human beings as males and females
based on the differences of their primary sex organs and their anatomical biological
2015).
mathematics, or medicine when they are in college. The strands that involved in this are
Mathematics (STEM), Humanities and Social Sciences (HUMSS) and Computer System
Servicing (CSS), Shielded Metal Arc Welding (SMAW, and Electrical Installation and
Maintenance (EIM).
Student. This refers to someone who has the power to see, hear, touch, smell and
taste, perceive, imagine, retain, recall, recognize past mental acts, conceive ideas, make
Students in this study this refers to the Grade 11 students who were the
participants.
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Chapter 2
METHOD
This chapter provides the methods of the study, research design, locale of the
the research instrument, data gathering procedure, statistical treatment of the data and
Research Design
attitude in mathematics using (SAS) Students’ Attitude Survey (Brookstein et al, 2011). It
(2016), the descriptive design focuses on the present condition. The purpose is to find a
new truth, and the truth may have different forms such as increased quantity of
knowledge. A new generalization of a new “law”, a greater insight into factors which are
operating, the discovery of a new causal relationship, a more accurate formulation of the
institution of learning which was establish in 1927 and the only Catholic Institution in the
City of Kabankalan. This Catholic Institution implements the K-12 Curriculum which
15
offers kindergarten to senior high school education and offers tertiary level. Senior high
school offers different track such as Academic, and Technical Vocational and Livelihood
(TVL) track. Academic track includes Humanities and Social Studies (HUMSS),
Mathematics (STEM) and Technical Vocational and Livelihood (TVL) track includes
Computer System Servicing (CSS), Shielded Metal Arc Welding (SMAW, and Electrical
earthviewmaps.com
Participants
The participants of the study were the two hundred (200) Grade 11 students taken
from the total population of four hundred seventeen (417) of Kabankalan Catholic
College enrolled in the Academic Year 2017-2018. This population answered the survey
The researchers used the results of Student Attitude Survey (SAS) of Kaput
Center for Research and Innovation in STEM Education to the Grade 11 in the Academic
Year 2017-2018.
way that the individuals chosen represent, as nearly as possible, the characteristics of
target population. Lynch (1972) formula was used to determine the sample size. Stratified
Random Sampling Method is used as a strategy for selecting samples in such a way that
specific subgroups will have a sufficient number of representatives within the sample to
provide sample number of sub analysis of the members of these subgroups (Bitonio,
2014).
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Table 1 shows the sample size of Grade 11 students in each strand. As to strand as
a variable, the number of students was uneven. STEM has the highest number of students
which was one hundred forty two (142) and CSS/SMAW/EIM has the lowest which was
forty seven (47). Each section of each strand had twenty two (22) and twenty three (23)
participants of two hundred (200) samples out of four hundred seventeen (417) total
populations.
The researcher sent a letter to the High School Principal to allow them to conduct
the said study. After the approval, the Student Attitude Survey (SAS) were given to the
Grade 11 students. After the said survey, the researchers collected, tallied and measured
based on the student’s test results. The extent is to which a test measures what it is
supposed to measure (Gabuyo, 2012). The researchers had three (3) evaluators who
validated the Students Attitude Survey (SAS) instrument that was used in the study. For
evaluating the instrument, the evaluators used the Good and Scates Rating Scale. The
validity score of the instrument was 4.46 which interpretation was valid.
Because this study made use of standardized instrument adapted from study
conducted out of the country, the researchers conducted a reliability test to ensure that
measurement; that is, how consistent test results or other assessment results from one
measurement to another (Gabuyo, 2012). For testing the consistency of the instrument,
Cronbach Alpha Coefficient was used. This requires a test administration to provide a
unique estimate of the reliability for a given test. The reliability score of the instrument
Data Analysis
the easiest method of organizing data which converts raw data into a meaningful pattern
for statistical analysis and involves frequency count and percentage (Bueno, 2016).
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To answer problems 2, 3 and 4, mode was used. Mode is the most frequently
Pearson r refers to the extent to which the distributions are linearly related or associated
Statistical Treatment
Chapter 3
This chapter presents the results, analyses and interpretation of the data gathered.
Table 4 shows that out of two hundred (200) participants from four hundred
seventeen (417) total populations, 90 or 45% were male and 110 or 55% were female.
(2014), the Net Enrolment Ratio (NER) in public secondary level during the school year
2010-2011 female NER was 66.09% or 66 in every 100 females while male NER was
56.63% or 57 in every 100 boys. In secondary level, male and female had greater
difference at 1.17 GPI which is equivalent to 117 females in every 100 males.
Table 4 also shows that out of two hundred (200) participants, 46 or 23% enrolled
Technology, Engineering and Mathematics (STEM) and Humanities and Social Sciences
Shielded Metal Arc Welding (SMAW) and Electrical Installation and Maintenance (EIM)
strand.
90, 697 Grade 11 students enrolled under the Academic track such as Accountancy and
(STEM) and Humanities and Social Sciences (HUMSS) and 52, 903 enrolled under
Technical Vocational track such as Computer Software Servicing (CSS), Shielded Metal
21
Arc Welding (SMAW) and Electrical Installation and Maintenance (EIM) strand in
Pampanga. This indicates that there are less enrollees in Technical Vocational (TVL)
track
Table 4 further shows that out of two hundred (200) participants, 95 or 47% came
from private schools and 105 or 53% came from public schools. This may be because of
the economic status of their family which can be a factor in identifying the kind of
According to the Philippine Statistics Authority (2014), in the school year 2012-
2013 the total number of enrolment in public secondary schools (DepEd) is 5,642,727
while in private secondary schools was 1,408,552 in the same school year. In the next
school year, the number of enrolment in public secondary schools was 5,773,267 while in
private schools was 1,397,941. This indicates that the number of students from public
schools would have a greater number than the number of students in private schools when
Table 5.1 shows the attitude of the participants in different items of the first
Table 5.1 shows that item number 6 and 9 got a mode of 3 which interpretation
was agree. It shows that participants enjoy hearing thoughts and ideas in Mathematics
Table 5.1 further shows that item number 1 got a mode of 0 which interpretation
was strongly disagree. It means that participants strongly disagreed that they do not like
school.
Table 5.1. Attitude of the First factor (Positivity towards Mathematics and school)
Item SA (4) A (3) N (2) D (1) SD (0) Mode
1 4 2 23 55 116 0
2 20 73 83 18 6 2
3 31 49 110 5 5 2
4 15 48 51 54 32 1
5 35 48 82 26 9 2
6 28 78 68 21 5 3
7 29 58 81 25 7 2
8 8 53 68 61 10 2
9 18 65 62 40 15 3
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 5.2 reveals the attitude of the participants in every item of the second factor
Table 5.2 shows that item number 10 got a mode of 3 which interpretation was
agree. It means that participants sometimes feel nervous talking out-loud in front of the
class.
23
Table 5.2 also shows that item number 13 and 17 got a mode of 1 which
interpretation was disagree. It means participants disagreed that they do not participate in
many group activities outside school and not enjoy Math class in the past.
Table 5.2. Attitude of the Second factor (Working collaboratively and related effect)
Item SA (4) A (3) N (2) D (1) SD (0) Mode
10 19 70 67 32 12 3
11 17 43 76 49 15 2
12 12 29 103 44 12 2
13 8 34 69 72 17 1
14 15 55 87 37 6 2
15 7 41 79 57 16 2
16 12 55 70 47 16 2
17 16 45 60 60 19 1 and 2
18 20 57 89 31 3 2
19 13 49 85 41 12 2
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 5.3 reveals the attitude of the participants in every item of the third factor
Table 5.3 shows that all items in the third factor which is working privately got a
mode of 2 or neutral which interpretation was participants love or hate working in groups
Table 5.4 reveals the attitude of the participants in every item of the fourth factor
Table 5.4 shows that item number 27 got a mode of 4 which interpretation was
strongly agree. It means that cell phones are an important technology in their lives. In
item number 25, the mode was 3 which means agree. Participants coincide that
Table 5.5 reveals the attitude of the participants in every factor affecting attitude
Mathematics got a mode of 2 or neutral which interpretation was students either love or
Table 6.1 reveals the attitude of the participants on the first factor affecting
attitude towards Mathematics which was positivity towards Mathematics and school
Table 6.1 shows that item number 1 got a mode of 0 in both males and females
which interpretation was strongly disagree. It means that males and females dissented
that they do not like school. It also shows that item number 2 and 6 for the males got a
mode of 3 or agree. It means that males’ Math teachers listened carefully to what they
had to say and enjoyed hearing thoughts and ideas from their peers in mathematics class.
Table 6.1. Attitude of the First Factor When Grouped According to Sex
Positivity
towards
Male Mode Female Mode
Mathematics
and school
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
1 1 1 7 32 49 0 3 1 16 24 66 0
2 13 35 33 8 1 3 7 39 49 10 5 2
3 17 26 41 1 4 2 14 22 69 4 1 2
4 7 23 27 19 14 2 8 25 24 35 18 1
5 16 23 38 11 2 2 19 25 44 15 7 2
6 16 38 27 7 2 3 12 40 41 14 3 2
7 12 32 35 8 3 2 17 26 46 17 4 2
8 3 25 31 27 4 2 5 29 36 34 6 2
9 8 28 32 15 4 2 10 37 30 25 8 3
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 6.2 reveals the attitude of the participants on the second factor affecting
attitude towards Mathematics which was working collaboratively and related effect when
Table 6.2 shows that item number 17 got a mode of 1 or disagree from males. It
means that males disagreed that they have not enjoyed Math class. In females, item
number 13 got a mode of 1 or disagrees. It reveals that females disagreed that they do not
participate in many group activities outside school. It further shows that females agreed
Table 6.2. Attitude of the Second Factor When Grouped According to Sex
Working
collaboratively
Male Mode Female Mode
and related
effect
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
10 8 28 35 14 5 2 11 42 32 18 7 3
11 8 17 38 20 7 2 9 26 38 29 8 2
12 8 9 48 17 8 2 4 20 55 27 4 2
13 2 18 32 30 4 2 6 16 17 42 9 1
14 9 23 37 16 5 2 6 32 50 21 1 2
15 2 17 40 23 8 2 5 24 39 34 8 2
16 3 27 33 18 9 2 9 28 36 29 7 2
17 10 22 24 27 7 1 6 23 36 33 12 2
18 7 24 42 14 3 2 13 33 47 17 0 2
19 5 17 37 23 8 2 8 32 48 18 4 2
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 6.3 reveals the attitude of the participants on the third factor affecting
attitude towards Mathematics which was working privately when grouped according to
sex.
Table 6.3 shows that most of the items in both males and females got a mode of 2
or neutral. It means that the males and females have the same attitude. In item number 20,
females got a mode of 3 which interpretation was agree. It means that most of the females
Table 6.3. Attitude of the Third Factor When Grouped According to Sex
Working
Male Mode Female Mode
privately
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
20 18 26 30 13 3 2 21 33 33 19 4 3/2
21 6 23 28 22 11 2 10 29 34 26 11 2
22 6 19 41 21 3 2 3 31 36 33 7 2
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 6.4 reveals the attitude of the participants on the fourth factor affecting
attitude towards Mathematics which was use of technology when grouped according to
sex.
Table 6.4 reveals that in item number 25 both males and females got a mode of 3
which interpretation was agree. It means that both males and females agreed that
Mathematics is easier to understand using technology. Table 6.1 further reveals that in
item number 27 both males and females got a mode of 4 which interpretation was
strongly agree. It shows both males and females believe that cell phones are an important
technology in life.
Table 6.4. Attitude of the Fourth Factor When Grouped According to Sex
Use of
Male Mode Female Mode
Technology
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
23 5 23 43 17 2 2 9 28 41 22 10 2
24 6 32 34 15 3 2 5 37 42 22 4 2
25 10 37 30 8 5 3 13 41 40 14 2 3
26 3 17 35 26 9 2 7 33 37 27 6 2
27 38 23 20 4 5 4 51 32 19 4 4 4
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
28
Table 7.1 reveals the attitude of the participants on the first factor affecting
attitude towards Mathematics which was positivity towards Mathematics and school
Table 7.1 shows that item number 1 got a mode of 0 in all strands which
interpretation was strongly disagree. It means that students from different strands dissent
that they do not like school. In ABM strand, item number 9 got the mode of 3 which
interpretation was agree. It means that participants like their own space outside the school
majority of the time. In STEM strand, items number 3 and 6 got a mode of 3 which
interpretation was agree. It means that participants believe that Mathematics is important
in life and enjoy hearing thoughts and ideas of their peers in Mathematics class. In
HUMSS strand, item number 6 got a mode of 3 which also interpreted as agree. It means
that participants enjoy hearing thoughts and ideas of their peers in Mathematics class. In
interpretation was also agree. It shows that participants’ Math teachers listened carefully
to what they had to say, like Mathematics, enjoy hearing thoughts and ideas of their peers
in Mathematics class and like their own space outside the school majority of the time.
29
Table 7.1. Attitude of the First Factor When Grouped According to Strand
Positivity
towards
ABM Mode STEM Mode
Mathematics
and school
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
1 2 0 6 16 22 0 1 2 7 14 42 0
2 4 16 21 4 1 2 9 22 25 8 2 2
3 8 15 22 1 0 2 15 22 16 15 10 3
4 3 12 6 18 7 1 3 22 25 9 3 2
5 10 10 17 7 2 2 18 11 25 9 3 2
6 2 13 26 4 1 2 17 28 13 6 2 3
7 8 10 19 8 1 2 14 20 22 7 23 0
8 1 10 16 18 1 1 2 20 15 23 6 1
9 4 18 14 7 3 3 7 21 23 12 3 2
Positivity
towards
HUMSS Mode CSS/SMAW/EIM Mode
Mathematics
and school
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
1 1 0 10 15 40 0 0 0 0 11 11 0&1
2 4 26 29 6 1 2 3 9 8 0 2 3
3 3 10 51 2 0 2 5 2 12 1 2 2
4 8 10 20 19 9 2 1 4 8 2 6 2
5 6 13 36 8 3 2 1 14 4 2 1 3
6 7 27 21 10 1 3 2 10 8 1 1 3
7 6 19 29 9 3 2 1 8 12 1 0 2
8 5 15 25 18 3 2 0 8 11 2 0 2
9 6 16 20 17 7 2 1 10 4 4 2 3
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 7.2 reveals the attitude of the participants on the second factor affecting
attitude towards Mathematics which was working collaboratively and related effect when
Table 7.2, in ABM strand shows that items 16 and 18 got a mode of 0 or strongly
disagree. It means that students from this strand did not agree that they feel confident in
30
their abilities to solve Mathematics and they did not enjoy being part of large groups
outside school. In STEM strand, item number 13 got a mode of 1 which interpretation
was disagree. It means that students from this strand participated in many group activities
outside school. In HUMSS strand, items number 14 and 18 got a mode of 1 which
interpretation was disagree. It means that students from this strand did not like to share
their answers with their peers in Mathematics class. In CSS/SMAW/EIM strand, item 17
got a mode of 1 which interpretation was disagree. It means that students enjoyed math
In ABM strand, item number 10 got a mode of 3 which interpretation was agree.
It means students sometimes felt nervous talking out loud in front of the class. In STEM
strand, items number 16 and 17 got a mode of 3. It means that students from this strand
felt confident in their abilities to solve Mathematics problem but in the past they did not
enjoy math class. In HUMSS strand, majority of the items got the mode of 2 or neutral. In
strongly agree. It means students from this strand agreed that they sometimes felt nervous
Table 7.2. Attitude of the Second Factor When Grouped According to Strand
Working
collaboratively
ABM Mode STEM Mode
and related
effect
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
10 3 24 7 7 5 3 10 14 27 13 2 2
11 3 15 17 9 2 2 12 12 19 16 7 2
12 6 10 18 10 2 2 1 9 41 9 6 2
13 1 5 17 20 3 1 4 17 12 27 6 1
14 2 11 19 12 2 2 8 19 26 11 2 2
15 0 12 15 19 0 1 2 12 25 16 11 2
16 3 12 18 11 2 2 2 25 22 11 6 3
17 4 7 15 16 4 1 4 23 13 18 8 3
18 5 17 17 7 0 3/2 5 19 29 12 1 2
19 4 9 23 9 1 2 5 19 22 15 5 2
Working
collaboratively
HUMSS Mode CSS/SMAW/EIM Mode
and related
effect
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
10 5 23 24 11 3 2 1 9 9 1 2 2&3
11 1 13 28 19 5 2 1 3 11 5 1 2
12 2 8 35 18 3 2 3 2 8 7 1 2
13 3 10 26 20 7 2 0 2 13 5 1 2
14 4 21 31 9 1 2 1 4 10 5 1 2
15 5 14 23 19 5 2 0 3 15 3 0 2
16 7 13 18 21 6 1 0 5 10 4 2 2
17 6 12 24 18 6 2 2 3 7 8 1 1
18 6 15 32 12 1 2 4 6 10 0 1 2
19 3 14 32 12 5 2 1 7 8 5 1 2
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 7.3 reveals the attitude of the participants on the third factor affecting
attitude towards Mathematics which was working privately when grouped according to
strand.
32
Table 7.3, in ABM strand, shows item number 20 got a mode of 2 which
interpretation was neutral. In STEM strand, majority of the items got the mode of 2 or
neutral. In HUMSS strand, items number 21 and 22 got a mode of 2 which interpretation
was neutral. In CSS/SMAW/EIM strands, majority of the items also got the mode of 2 or
neutral.
In ABM strand, items number 21 and 22 got a mode of 3 which interpretation was
agree. It means that the students preferred working alone than in groups when doing
mathematics and they learned more about Mathematics working on their own. In STEM
strand, item number 21 got a mode of 3 which interpretation was agree. It means they
preferred working alone rather than in groups when doing mathematics. In HUMSS
strand, item 20 got a mode of 3 which interpretation was agree. It means the students
strands, item number 20 got a mode of 3 which interpretation was agree. It means the
Table 7.3. Attitude of the Third Factor When Grouped According to Strand
Working
ABM Mode STEM Mode
privately
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
20 6 11 20 9 0 2 14 17 24 9 2 2
21 4 13 13 12 4 2 &3 8 18 18 15 7 2&3
22 1 12 12 20 1 2&3 5 19 25 16 1 2
Working
HUMSS Mode CSS/SMAW/EIM Mode
privately
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
20 15 25 13 9 4 3 4 6 6 5 1 2&3
21 2 17 22 17 8 2 2 4 9 4 3 2
22 2 17 28 13 6 2 1 2 11 5 2 2
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
33
Table 7.4 reveals the attitude of the participants on the fourth factor affecting
attitude towards Mathematics which was use of technology when grouped according to
strand.
Table 7.4, in ABM strand, shows items number 24 and 25 got a mode of 2
which interpretation was neutral. In STEM strand, item number 26 got a mode of 1 which
interpretation was disagree. It means that students from this strand were comfortable
using technology in Math class. In HUMSS strand, items number 23, 24 and 26 got a
In ABM, STEM and HUMSS strands, item number 27 got a mode of 4 which
interpretation was strongly agree. It means that the students from those strands really
agreed that cell phones are important in life. In CSS/SMAW/EIM strands, items number
24 and 27 got a mode of 3 which interpretation was agree. It means that the students from
these strands agreed that when using technology for learning Mathematics, they feel that
they are in their own world and believe that cell phones are an important technology in
life.
34
Table 7.4. Attitude of the Fourth Factor When Grouped According to Strand
Use of
ABM Mode STEM Mode
Technology
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
23 3 16 14 10 3 3 8 12 26 16 4 2
24 2 18 18 6 2 2&3 3 22 27 15 1 2
25 4 17 17 8 0 2&3 10 26 18 9 3 3
26 3 24 15 4 0 3 5 12 21 23 5 1
27 25 13 6 1 1 4 30 16 13 3 4 4
Working
HUMSS Mode CSS/SMAW/EIM Mode
privately
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
23 2 14 35 10 5 2 1 9 9 3 0 2&3
24 4 21 22 14 4 2 2 10 6 4 0 3
25 6 27 25 5 3 3 3 8 9 0 1 2
26 2 10 27 20 7 2 0 4 8 6 3 2
27 28 17 16 3 2 4 8 9 2 1 2 3
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 8.1 reveals the attitude of the participants on the first factor affecting
attitude towards Mathematics which was positivity towards Mathematics and school
Table 8.1 shows that both private and public got a mode of 0 on item number 1
which interpretation was strongly disagree. It means that students from both schools
dissented that they do not like school. Participants from private school got a mode of 3
which interpretation was agree in items number 2, 3 and 6. It means that when they were
in Junior High school their math teachers listened carefully to what they had to say, they
also believed that Mathematics is important in life and they also enjoyed hearing thoughts
and ideas of their peers in Mathematics. Participants from public school got a mode of 3
35
which interpretation was also agree in item number 9. It means that students from private
school liked their own space outside school majority of the time.
Table 8.1. Attitude of the First Factor When Grouped According to School of Origin
Positivity
towards
Private Mode Public Mode
Mathematics
and school
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
1 3 1 12 29 50 0 1 1 11 27 65 0
2 9 36 34 12 4 3 11 37 49 6 2 2
3 25 38 25 3 4 3 6 11 85 2 1 2
4 5 28 26 23 13 3 10 20 25 31 19 1
5 15 23 25 18 4 2 20 25 47 8 5 2
6 15 37 26 14 3 3 13 41 42 7 2 2
7 11 29 34 16 5 2 18 29 47 9 2 2
8 3 28 25 33 5 1 5 25 42 28 5 2
9 10 30 32 19 4 2 8 35 30 21 11 3
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 8.2 reveals the attitude of the participants on the second factor affecting
attitude towards Mathematics which was working collaboratively and related effect when
Table 8.2 shows that the majority of the items got a mode of 2 which
interpretation was neutral from the participants coming from private schools. However
for the participants from the public schools item number 13 got a mode of 1 which
interpretation was disagree. It means that they participated in many group activities
outside school. In item number 10, the participants from the private schools got a mode
of 3 which interpretation was agree. It means that students agreed that they sometimes
felt nervous talking out loud in front of the class. Participants from the public schools got
mode of 3 which interpretation was agree in items number 10 and 17. It means that
36
students agreed that they sometimes felt nervous talking out loud in front of the class and
Table 8.2. Attitude of the Second Factor When Grouped According to School of
Origin
Working
collaboratively
Private Mode Public Mode
and related
effect
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
10 11 32 30 17 5 3 8 38 37 15 7 3
11 11 22 39 19 4 2 6 21 37 30 11 2
12 6 16 51 17 5 2 6 13 52 27 7 2
13 5 16 38 36 10 2 3 18 31 46 7 1
14 6 28 35 23 3 2 9 27 52 14 3 2
15 3 23 31 29 9 2 4 18 48 28 7 2
16 3 30 33 21 8 2 9 25 36 26 8 2
17 6 26 31 25 7 2 10 19 29 35 12 1
18 11 27 41 15 1 2 9 30 48 16 2 2
19 9 21 37 22 6 2 4 28 48 19 6 2
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 8.3 reveals the attitude of the participants on the third factor affecting
attitude towards Mathematics which was working privately when grouped according to
school of origin.
Table 8.3 shows that participants from the private schools got a mode of 2 which
interpretation was neutral in items number 21 and 22. On the other hand for participants
from the public schools majority of the items got the mode of 2 or neutral. Participants
from the private schools got a mode of 3 which interpretation was agree in item number
20. It means that students from private school agreed that they enjoyed working in groups
Table 8.3. Attitude of the Third Factor When Grouped According to School of
Origin
Working
Private Public
privately
SA A N D SD SA A N D SD
Item Mode Mode
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
20 25 30 25 12 3 3 14 29 38 20 4 2
21 12 18 27 23 15 2 4 34 35 25 7 2
22 7 27 31 24 6 2 2 23 46 30 4 2
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 8.4 reveals the attitude of the participants on the fourth factor affecting
attitude towards Mathematics which was use of technology when grouped according to
school of origin.
Table 8.4 shows that participants from the private schools got a mode of 2 or
neutral on items 23, 24 and 26 which interpretation was neutral. Participants came from
the public schools got a mode of 2 or neutral in item number 23. Participants from both
private and public schools got a mode of 4 which interpretation was strongly agree on
item number 27. It means that students from both schools really believed that cell phones
Table 8.4. Attitude of the Fourth Factor When Grouped According to School of
Origin
Use of
Private Public
Technology
SA A N D SD SA A N D SD
Item Mode Mode
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
23 10 22 36 22 5 2 4 29 48 17 7 2
24 5 28 39 21 1 2 6 43 34 16 6 3
25 10 36 35 11 3 3 13 42 35 11 4 3
26 4 18 40 24 9 2 6 32 32 29 6 2/3
27 45 26 14 5 5 4 46 29 23 3 4 4
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
38
Table 9 reveals the attitude of the participants in every factor affecting attitude
towards Mathematics when grouped according to sex, strand and school of origin.
Table 9 shows that out of two hundred (200) participants from the Grade 11, both
males and females got a mode of 2 or neutral which interpretation was the students either
Table 9 also shows that out of two hundred (200) participants from the Grade 11,
all strands got a mode of 2 or neutral which interpretation was the students either love or
hate mathematics subject. Table 6 further shows that out of two hundred (200)
participants from the Grade 11, both participants from the private schools and the public
schools got a mode of 2 or neutral which interpretation was the students either love or
Mathematics was not observed when school of origin of students are considered.
Table 10.1 reveals the categorized academic performance of the participants when
grouped according to sex, strand and school of origin.
Table 10.1 shows that the participants mostly got a very satisfactory grade when
grouped according to sex, strand and school of origin. It further shows that few
participants did not meet the expected grade in Mathematics when grouped according to
sex, strand and school of origin.
Table 10.2 reveals the academic performance of the participants when taken as a
Table 10.2 shows that out of two hundred (200) participants, both male and
female, all strand and both participants from public and private schools got a mode of 3
Table 10.2 further shows that out of two hundred (200) participants, as a whole,
Table 10.2. Academic Performance of the Participants when taken as a Whole and
when grouped according to Demographic Profile
a. Sex Mode Description Remarks
Male 3 Very satisfactory Passed
b. Strand
Table 11 shows the significant relationship of every item in each identified factors
affecting attitude towards Mathematics and the academic performance. It reveals that the
r value as a whole is 0.0345 which interpretation was no correlation. It means that there is
no significant relationship existed between the attitude and academic performance of the
participants.
According to Mubeen, Saeed and Arif (2013), attitude in secondary and academic
performance in Mathematics subject are not significantly correlated with each other with
Chapter 4
Summary of Findings
Humanities and Social Sciences (HUMSS) and Science, Technology, Engineering and
Mathematics (STEM) had the majority number of participants and the least number of
participants came from Computer Software Servicing (CSS), Shielded Metal Arc
Welding (SMAW) and Electrical Installation and Maintenance (EIM) strand. It also
whole was all neutral. The study also revealed that the attitude of Grade 11 students when
grouped according to sex, strand and school of origin was also neutral.
3. The study also revealed that the academic performance of Grade 11 students as
a whole and when grouped according to sex, strand and school of origin was very
satisfactory.
4. The study showed that there is no significant relationship on the attitude in each
Conclusion
Based on the significant findings of the study, the following conclusions are
drawn:
The researchers concluded that majority of the students in the school setting were
female because it may be due to the fact that the population of the female in the country
was greater in number than male. Most of the students preferred the strands under the
academic track than strands under technical vocational and livelihood track. Also, most
of the students graduated from public schools because it may be due to the fact that the
Male and female participants both have the same experiences regarding on their
attitude towards Mathematics. Students from different strands namely ABM, STEM,
HUMSS and CSS/SMAW/EIM have common attitude. Students may have the same
experience in encountering the subject during their elementary and secondary years.
Students from public and private schools have similar behavior towards Mathematics.
Regardless of the sex, strand and school of origin, students have the same interest in
Mathematics subject. With the use of technology, attitude of the students when grouped
according demographic profile was positive which means they loved and interested to
learn Mathematics with strategies and methods of using technologies. Students have the
Sex difference of the participants was not observed due to the common academic
excel in and the classroom and strive to learn Mathematics subject. Researchers also
44
concluded that teaching performance of the private and public schools in teaching
Mathematics was the same and excellent enough to understand the Mathematics subject.
their beliefs and emotions in Mathematics subject. Regardless of the attitude, students
performed and excelled in Mathematics, and wanted to have a good grades and
performance.
Recommendations
Utilizing the result of the study as the point of reference, the following
campaign program. It must pursue quite a number of male students to enrol from
Vocational and Livelihood strands such as Computer Software Servicing (CSS), Shielded
Metal Arc Welding (SMAW) and Electrical Installation and Maintenance (EIM). During
the campaign, cite advantages in enrolling Technical Vocational and Livelihood (TVL)
track such as early employment to increase the number of the students under the said
track.
Mathematics class with buoyant. This will strongly build student’s definite attitude and
appreciation in Mathematics. The strategies, with the use of technology such as games,
45
video clips, graphs and charts, show a positive attitude that can also help maintain or
that kind of performance of the students in Mathematics. Teachers may use technologies
environment.
Mathematics without regarding of the attitude. Also teachers must orient students on how
Chapter 5
ACTION PLAN
This chapter presents the action plan to develop the attitude of the Grade 11
towards Mathematics.
I. Rationale
The program aims to further enhance the attitude towards Mathematics of the
Senior High School (SHS) students by providing and initiating activities that would
II. Goals
By the end of the school year, SHS students will be able to:
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52
Appendix A
Core Subject Description: At the end of the course, students must know how to solve
problems involving rational, exponential and logarithmic functions; to solve business-
related problems; and to apply logic in real-life situations.
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
Functions and The learner demonstrates The learner is able to... The learner...
Their Graphs understanding of...
M11GM-Ia-1
1. represents real-life situations using functions, including
1. key concepts of 1. accurately construct piece-wise functions.
functions. mathematical models to
represent real-life 2. evaluates a function. M11GM-Ia-2
situations using
functions. 3. performs addition, subtraction, multiplication, division,
M11GM-Ia-3
and composition of functions
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
3. key concepts of inverse 3. apply the concepts of 1. represents real-life situations using
M11GM-Id-1
functions, exponential inverse functions, one-to one functions.
functions, and exponential functions, 2. determines the inverse of a one-to-one function. M11GM-Id-2
logarithmic functions. and logarithmic functions 3. represents an inverse function through its: (a) table of
to formulate and solve values, and (b) graph. M11GM-Id-3
real-life problems with 4. finds the domain and range of an inverse function. M11GM-Id-4
precision and accuracy. 5. graphs inverse functions. M11GM-Ie-1
6. solves problems involving inverse functions. M11GM-Ie-2
7. represents real-life situations using exponential
M11GM-Ie-3
functions.
8. distinguishes between exponential function, exponential
M11GM-Ie-4
equation, and exponential inequality.
9. solves exponential equations and inequalities. M11GM-Ie-f-1
10. represents an exponential function through its: (a) table
M11GM-If-2
of values, (b) graph, and (c) equation.
11. finds the domain and range of an exponential function. M11GM-If-3
12. determines the intercepts, zeroes, and asymptotes of
M11GM-If-4
an exponential function.
13. graphs exponential functions. M11GM-Ig-1
14. solves problems involving exponential functions,
M11GM-Ig-2
equations, and inequalities.
15. represents real-life situations using logarithmic
M11GM-Ih-1
functions.
16. distinguishes logarithmic function, logarithmic equation,
M11GM-Ih-2
and logarithmic inequality.
17. illustrates the laws of logarithms. M11GM-Ih-3
18. solves logarithmic equations and inequalities. M11GM-Ih-i-1
19. represents a logarithmic function through its: (a) table
M11GM-Ii-2
of values, (b) graph, and (c) equation.
20. finds the domain and range of a logarithmic function. M11GM-Ii-3
21. determines the intercepts, zeroes, and asymptotes of
M11GM-Ii-4
logarithmic functions.
22. graphs logarithmic functions. M11GM-Ij-1
23. solves problems involving logarithmic functions, M11GM-Ij-2
equations, and inequalities.
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
Basic Business The learner demonstrates The learner is able to... 24. illustrates simple and compound interests. M11GM-IIa-1
Mathematics understanding of... 25. distinguishes between simple and compound interests. M11GM-IIa-2
1. investigate, analyze and 26. computes interest, maturity value, future value, and
1. key concepts of simple solve problems involving present value in simple interest and compound interest M11GM-IIa-b-1
and compound interests, simple and compound environment.
and simple and general interests and simple and 27. solves problems involving simple and compound
annuities. general annuities using interests. M11GM-IIb-2
appropriate business and 28. illustrates simple and general annuities. M11GM-IIc-1
financial instruments. 29. distinguishes between simple and general annuities. M11GM-IIc-2
30. finds the future value and present value of both simple
M11GM-IIc-d-1
annuities and general annuities.
31. calculates the fair market value of a cash flow stream
M11GM-IId-2
that includes an annuity.
32. calculates the present value and period of deferral of a
M11GM-IId-3
deferred annuity.
2. basic concepts of stocks 2. use appropriate financial 33. illustrate stocks and bonds. M11GM-IIe-1
and bonds. instruments involving 34. distinguishes between stocks and bonds. M11GM-IIe-2
stocks and bonds in 35. describes the different markets for stocks and bonds. M11GM-IIe-3
formulating conclusions 36. analyzes the different market indices for stocks and
M11GM-IIe-4
and making decisions. bonds.
37. interprets the theory of efficient markets. M11GM-IIe-5
3. basic concepts of 3. decide wisely on the 38. illustrates business and consumer loans. M11GM-IIf-1
business and appropriateness of
39. distinguishes between business and consumer loans. M11GM-IIf-2
consumer loans. business or consumer
loan and its proper 40. solves problems involving business and consumer loans M11GM-IIf-3
utilization. (amortization, mortgage).
Logic The learner demonstrates The learner is able to... 41. illustrates a proposition. M11GM-IIg-1
understanding of... 42. symbolizes propositions. M11GM-IIg-2
43. distinguishes between simple and compound
1. key concepts of 1. judiciously apply logic propositions. M11GM-IIg-3
propositional logic; in real-life arguments. 44. performs the different types of operations on
syllogisms and propositions. M11GM-IIg-4
fallacies. 45. determines the truth values of propositions. M11GM-IIh-1
46. illustrates the different forms of conditional
M11GM-IIh-2
propositions.
47. illustrates different types of tautologies and fallacies. M11GM-IIi-1
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
48. determines the validity of categorical syllogisms. M11GM-IIi-2
49. establishes the validity and falsity of real-life arguments
M11GM-IIi-3
using logical propositions, syllogisms, and fallacies.
2. key methods of proof 2. appropriately apply a 50. illustrates the different methods of proof (direct and
and disproof. method of proof and indirect) and disproof (indirect and by M11GM-IIj-1
disproof in real-life counterexample).
situations. 51. justifies mathematical and real-life statements using
M11GM-IIj-2
the different methods of proof and disproof.
54
Appendix B
Appendix C
BROOKSTEINet. al
University Of Massachusetts Dartmouth
email:kaputcenter@umassd.edu
Dear Sir/Madam,
We, the researchers from Kabankalan Catholic College in the City of Kabankalan,
Negros Occidental, Philippines will be conducting a study entitled “Factors Affecting on
Students’ Attitude Towards Mathematics”.
In line with this, we would like to ask permission to use the Student Attitude Survey
(SAS) from your technical report as our instrument to measure students’ attitude in
mathematics.
The success of our work will help to improve our school as well as the learning of the
students. We are hoping for your positive response. Thank you and God bless.
Respectfully yours,
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
56
Appendix D
Dear Ma’am,
Good day! We, the researchers will be conducting a study entitled “Factors Affecting
Students Attitude towards Mathematics: A Survey” in this institution, Kabankalan
Catholic College as a requirement on our subjects ST 3 and Action Research.
In line with this, we would like to ask the number of Grade 11 students on each strand
offered as they will be the participants in our study.
The success of our work will help to improve our school as well as the learning of the
students. We are hoping for your positive response. Thank you and God bless.
Respectfully yours,
CLOVELLE R. MILLAN
MAILENE F. PREDES
BSED 4-Math/Researchers
Noted by:
Appendix E
Hello,
Thank you for your interest in our work. You are welcome to use the survey. Please be
sure to cite us appropriately in any publications or other dissemination that arises from
your work.
Chandra
Good day! Attach in this email is a letter and we are hoping for a
good response. Thank you!
<KABANKALAN CATHOLIC COLLEGE.docx>
**********
Chandra Orrill, Ph.D.
Associate Professor - STEM Ed & Teacher Development
Director - Kaput Center for Research & Innovation in STEM Education
LARTS 399L
285 Old Westport Rd
North Dartmouth, MA 02747
774-929-3052
corrill@umassd.edu
58
Appendix F
Dear Father,
Good day! We, the researchers will be conducting a study entitled “Factors Affecting
Students Attitude towards Mathematics: A Survey” in this institution, Kabankalan
Catholic College.
In line with this, we would like to ask your time to validate our instrument of our study.
The success will help to improve our school as well as the learning of the students. We
are hoping for your positive response. Thank you and God bless.
Respectfully yours,
CLOVELLE R. MILLAN
MAILENE F. PREDES
BSED 4-Math/Researchers
Noted by:
Dear Sir,
Good day! We, the researchers will be conducting a study entitled “Factors Affecting
Students Attitude towards Mathematics: A Survey” in this institution, Kabankalan
Catholic College.
In line with this, we would like to ask your time to validate our instrument of our study.
The success will help to improve our school as well as the learning of the students. We
are hoping for your positive response. Thank you and God bless.
Respectfully yours,
CLOVELLE R. MILLAN
MAILENE F. PREDES
BSED 4-Math/Researchers
Noted by:
Dear Sir,
Good day! We, the researchers will be conducting a study entitled “Factors Affecting
Students Attitude towards Mathematics: A Survey” in this institution, Kabankalan
Catholic College.
In line with this, we would like to ask your time to validate our instrument of our study.
The success will help to improve our school as well as the learning of the students. We
are hoping for your positive response. Thank you and God bless.
Respectfully yours,
CLOVELLE R. MILLAN
MAILENE F. PREDES
BSED 4-Math/Researchers
Noted by:
Appendix G
September 7, 2017
ALMA T. GARNICA
PRINCIPAL I
BINICUIL NATIONAL HIGH SCHOOL
KABANKALAN CITY, NEGROS OCCDIENTAL
Dear Ma’am,
Greetings of Peace!
We, the undersigned, fourth year BSED major in Mathematics students will be
conducting a research study entitled “FACTORS AFFECTING STUDENTS
ATTITUDE TOWARDS MATHEMATICS: A SURVEY”. This is a requirement in
ST 3 and Action Research in Math for this first semester of Academic Year 2017-2018.
In connection with this, we humbly ask for approval from your good office to conduct a
reliability test to the Grade 11 students. We are highly anticipating your kind approval
regarding this matter.
Rest assured that the data gathered will be treated with confidentiality.
Thank you very much and God bless you.
Respectfully,
MARK ANTHONY T. VICENTE
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:
Approved:
MILAGROS A. SABIDALAS, LPT, Ed. D.
QUALITY ASSURANCE AND RESEARCH OFFICER
62
Appendix H
Dear Sir,
Greetings of Peace!
We, the undersigned, fourth year BSED major in Mathematics students will be
conducting a research study entitled “FACTORS AFFECTING STUDENTS
ATTITUDE TOWARDS MATHEMATICS: A SURVEY”. This is a requirement in
ST 3 and Action Research in Math for this first semester of Academic Year 2017-2018.
In connection with this, we humbly ask for approval from your good office to conduct a
survey to the Grade 11 students. We are highly anticipating your kind approval regarding
this matter.
Rest assured that the data gathered will be treated with confidentiality.
Thank you very much and God bless you.
Respectfully,
MARK ANTHONY T. VICENTE
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:
SHERYL D. TOMO, RGC, LPT
ADVISER
Approved:
MILAGROS A. SABIDALAS, LPT, Ed. D.
QUALITY ASSURANCE AND RESEARCH OFFICER
63
Appendix I
Dear Sir,
Greetings of Peace!
We, the undersigned, fourth year BSED major in Mathematics students will be
conducting a research study entitled “FACTORS AFFECTING STUDENTS
ATTITUDE TOWARDS MATHEMATICS: A SURVEY”. This is a requirement in
ST 3 and Action Research in Math for this first semester of Academic Year 2017-2018.
In connection with this, we humbly ask for grades of Grade 11 students on the first
grading period.
Rest assured that the data gathered will be treated with confidentiality.
Thank you very much and God bless you.
Respectfully,
MARK ANTHONY T. VICENTE
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:
SHERYL D. TOMO, RGC, LPT
ADVISER
Approved:
MILAGROS A. SABIDALAS, LPT, Ed. D.
QUALITY ASSURANCE AND RESEARCH OFFICER
64
Dear Sir,
Greetings of Peace!
We, the undersigned, fourth year BSED major in Mathematics students will be
conducting a research study entitled “FACTORS AFFECTING STUDENTS
ATTITUDE TOWARDS MATHEMATICS: A SURVEY”. This is a requirement in
ST 3 and Action Research in Math for this first semester of Academic Year 2017-2018.
In connection with this, we humbly ask for grades of Grade 11 students on the first
grading period.
Rest assured that the data gathered will be treated with confidentiality.
Thank you very much and God bless you.
Respectfully,
MARK ANTHONY T. VICENTE
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:
Approved:
MILAGROS A. SABIDALAS, LPT, Ed. D.
QUALITY ASSURANCE AND RESEARCH OFFICER
65
Dear Sir,
Greetings of Peace!
We, the undersigned, fourth year BSED major in Mathematics students will be
conducting a research study entitled “FACTORS AFFECTING STUDENTS
ATTITUDE TOWARDS MATHEMATICS: A SURVEY”. This is a requirement in
ST 3 and Action Research in Math for this first semester of Academic Year 2017-2018.
In connection with this, we humbly ask for grades of Grade 11 students on the first
grading period.
Rest assured that the data gathered will be treated with confidentiality.
Thank you very much and God bless you.
Respectfully,
MARK ANTHONY T. VICENTE
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:
Approved:
MILAGROS A. SABIDALAS, LPT, Ed. D.
QUALITY ASSURANCE AND RESEARCH OFFICER
66
Appendix J
RESEARCH INSTRUMENT
Dear Students,
Good day!
We, the researchers will be conducting a study entitled “Factors Affecting Students
Attitude towards Mathematics: A Survey” as a subject requirement in ST 3 and Action
Research.
In line with this, we would like to ask your cooperation by answering the survey
questionnaire honestly.
The success of our work will help improve our school as well as in learning mathematics.
We are hoping for your positive response. Thank you and God bless.
A. POSITIVITY TOWARDS
Strongly Strongly
MATHEMATICS AND Disagree Neutral Agree
Disagree Agree
SCHOOL
1. I do not like school.
2. In junior high school, my math
teachers listened carefully to
what I had to say.
3. I think Mathematics is
important in life.
4. In junior high school, I learned
more from talking to my friends
then from listening to my
teacher.
5. I like Mathematics.
6. I enjoy hearing thoughts and
67
Appendix K
Direction: Please read and validate the questionnaire by checking the choices which best
describe your honest opinion towards the questionnaire. Your comments and suggestions
for the improvement of the questionnaire will be highly appreciated.
Comments: -
________________________________________________________________________
________________________________________________________________________
Validator: ____________________________
Signature over Printed Name
70
Appendix L
(N Z2) p (1-p)
n = -------------------------
Na2 + Z2 p (1-p)
Where:
N = population
n = samples
Z = value of the normal variables (1.96) for the reliability level of (0.95)
400.4868
n = ---------------
2.0029
n = 200
71
Appendix M
VALIDATOR Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Mean
1 5 5 5 5 5 5 5 5 5
2 4 4 4 4 4 4 4 4 4
3 5 4 5 4 4 5 4 4 4.375
Total
4.4583
Mean
Student Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 Q27 Total
1 1 2 2 1 2 2 2 2 3 3 2 1 3 2 2 2 2 2 3 2 2 2 2 2 2 2 2 55
2 0 3 3 0 2 2 3 3 3 4 3 2 1 2 3 2 3 3 3 2 1 3 2 3 2 2 2 62
3 1 3 4 2 2 3 2 4 3 3 3 4 2 2 3 3 4 2 2 4 0 3 4 3 2 2 4 74
4 1 3 3 2 2 3 1 3 3 3 4 2 3 3 2 3 3 2 3 3 1 2 2 2 2 1 3 65
5 0 4 4 3 2 3 3 1 2 4 2 2 2 3 3 2 1 3 3 4 1 1 2 2 2 2 4 65
6 1 3 3 3 3 2 3 3 3 3 2 3 2 3 3 2 4 1 3 2 2 3 3 2 3 3 3 71
7 2 2 3 1 2 2 2 2 3 3 2 3 1 2 3 2 2 2 3 2 3 1 3 3 3 3 3 63
8 0 2 4 3 3 3 3 2 2 3 2 2 3 2 3 3 2 2 2 4 3 2 1 1 2 4 4 67
9 4 3 3 1 2 3 2 2 3 2 2 2 2 3 3 2 2 3 4 1 1 1 3 3 3 2 3 65
10 1 3 2 3 3 3 2 3 4 3 3 3 2 3 2 3 3 3 2 2 2 2 2 2 2 2 4 69
11 2 3 2 4 3 2 2 3 3 3 2 3 2 3 1 3 1 3 2 2 2 1 3 3 2 3 4 67
12 0 1 4 0 3 3 2 2 2 3 4 3 2 2 3 0 0 3 2 3 3 1 2 2 2 2 1 55
13 0 2 2 3 1 2 1 0 3 0 1 2 2 0 1 3 2 1 0 3 1 2 2 2 1 2 4 43
Appendix N
14 1 3 2 1 3 2 1 1 2 2 2 3 1 2 3 0 2 2 2 3 0 1 1 1 1 3 3 48
15 2 3 3 0 0 2 2 1 1 0 0 0 2 2 3 3 2 2 2 2 1 3 3 3 2 3 2 49
16 1 2 3 4 3 3 3 3 3 3 4 3 2 1 3 3 2 4 2 3 2 1 4 2 2 1 3 70
17 0 0 3 0 1 2 0 2 3 2 2 2 0 1 2 0 2 2 2 2 2 1 3 3 3 3 4 47
18 0 2 3 1 3 2 2 1 2 3 2 1 3 3 3 1 2 2 1 2 3 2 3 3 4 3 4 61
19 2 4 3 3 2 2 3 3 3 2 1 2 3 2 3 3 1 2 3 2 2 3 2 3 3 3 3 68
RELIABILITY OF THE INSTRUMENT
20 0 2 2 1 1 2 4 2 2 1 1 0 1 2 2 4 0 4 2 2 3 2 3 3 4 3 4 57
Standard Deviation 1.05 0.95 0.72 1.36 0.88 0.5 0.93 0.99 0.67 1.1 1.06 1.04 0.83 0.81 0.69 1.15 1.08 0.82 0.86 0.83 0.97 0.81 0.83 0.68 0.813 0.759 0.89 8.91
Variance 1.1 0.89 0.52 1.85 0.77 0.25 0.87 0.98 0.45 1.21 1.12 1.08 0.68 0.66 0.47 1.33 1.16 0.67 0.75 0.68 0.93 0.66 0.68 0.46 0.661 0.576 0.8 79.4
Sum of all Variances 22.3
a 1.04 0.28 0.72 0.75
72
73
Appendix O
PARTICIPANTS
35 F ABM Public 82
36 F ABM Public 86
37 F ABM Public 92
38 F ABM Public 82
39 F ABM Private 89
40 F ABM Public 86
41 F ABM Public 80
42 F ABM Private 90
43 F ABM Public 85
44 F ABM Private 86
45 F ABM Private 95
46 F ABM Public 88
47 M STEM Private 87
48 M STEM Private 90
49 M STEM Private 83
50 M STEM Private 88
51 M STEM Private 82
52 M STEM Private 94
53 M STEM Public 94
54 M STEM Public 83
55 M STEM Private 76
56 M STEM Public 95
57 M STEM Public 91
58 M STEM Private 89
59 M STEM Private 85
60 M STEM Private 79
61 F STEM Private 86
62 F STEM Private 81
63 F STEM Private 92
64 F STEM Private 87
65 F STEM Private 90
66 F STEM Public 86
67 F STEM Private 82
68 F STEM Private 86
69 M STEM Private 88
70 M STEM Private 77
71 M STEM Private 86
72 M STEM Public 99
73 M STEM Public 90
74 M STEM Private 87
75 M STEM Private 92
76 M STEM Public 86
75
77 M STEM Private 91
78 M STEM Private 81
79 M STEM Private 80
80 M STEM Private 81
81 F STEM Public 86
82 F STEM Public 94
83 F STEM Private 88
84 F STEM Private 85
85 F STEM Private 85
86 F STEM Private 85
87 F STEM Private 84
88 F STEM Private 92
89 F STEM Public 81
90 F STEM Public 91
91 M STEM Private 88
92 M STEM Public 77
93 M STEM Public 94
94 M STEM Private 94
95 M STEM Private 91
96 M STEM Private 81
97 M STEM Private 95
98 M STEM Private 86
99 M STEM Private 96
100 M STEM Private 88
101 M STEM Public 92
102 M STEM Private 82
103 M STEM Public 88
104 M STEM Public 92
105 M STEM Private 90
106 F STEM Private 88
107 F STEM Private 89
108 F STEM Private 99
109 F STEM Public 78
110 F STEM Public 92
111 F STEM Private 86
112 F STEM Public 86
113 M HUMSS Private 82
114 M HUMSS Private 75
115 M HUMSS Public 79
116 M HUMSS Public 88
117 M HUMSS Public 89
118 M HUMSS Public 90
76
Appendix P
MOMENT CORRELATION
r = Pearson r value
N = number of participants
∑X = sum of all the values of the first variable
∑Y = sum of all the values of the second variable
∑X2 = square of the sum of all the values of the first variable
∑Y2 = square of the sum of all the values of the second variable
∑XY = sum of all the values of the product of first variable and second variable
𝑁∑𝐗𝐘 −(∑𝐗)(∑𝐘)
r=
√[ 𝑁∑𝐗 𝟐 −(∑𝐗)𝟐 ][𝑁∑𝐘 𝟐 −(∑𝐘)𝟐 ]
79
CURRICULUM VITAE
Negros Occidental
Citizenship: Filipino
EDUCATIONAL ATTAINMENT
March 2018
March 2012
March 2008
80
Negros Occidental
Citizenship: Filipino
EDUCATIONAL ATTAINMENT
March 2018
March 2013
March 2009
81
Citizenship: Filipino
EDUCATIONAL ATTAINMENT
March 2018
March 2012
March 2008