Chapter 1
Introduction
Students who struggle with mathematics anxiety frequently find that real-world problem-solving demands an entirely different cognitive toolkit than the structured exercises they encounter inside the classroom. Outside school, real-life problems and situations for which mathematical knowledge may be useful often do not present themselves in such familiar forms. The individual must translate the situation or problem into a form that exposes the relevance and usefulness of mathematics. When students lack practice with this kind of contextual translation, their mathematical knowledge tends to remain inert, activated only in structured test environments rather than in practical situations where it could genuinely improve decision-making. If students are unpracticed at such a process, the potential power of mathematics to help deal with the situations and problems of their life may not be fully realized and may also result to problems.
Researches have shown that majority of students are experiencing problems in mathematics. Longitudinal studies conducted across several educational systems suggest that attitudinal factors toward mathematics predict academic performance as powerfully as measured aptitude, indicating that emotional responses to the subject warrant serious pedagogical attention (Mata et al., 2012). The importance of mathematics is likely neglected because of students’ performance over the subject (Kulak, 1993).
Globally, almost all students are complaining about failure in mathematics because of fear over the subject. (Betz, 1978; cited by Zakaria, 2010) thus, resulting to negative attitude about the subject. This condition is known mathematics anxiety (Fleming; 2010) which is one attitude that could be present to students. Research further demonstrates that mathematics anxiety impairs working memory capacity during calculation tasks, creating a direct performance deficit independent of actual mathematical ability (Ramirez et al., 2018). According to Tobias (1993; cited by Philips, 2010), millions of adults are blocked from professional and personal opportunities because they fear or perform poorly in mathematics, these negative experiences remain throughout their adult lives. The economic consequences of widespread mathematical underperformance are considerable; careers in engineering, finance, data analysis, and healthcare all require baseline numeracy skills that many students never develop because anxiety caused disengagement early in their schooling.
Math apprehension can cause tears of frustrations (Sollesta, 2007). A student who has anxiety over math gets upset whenever there is an assignment. They are having no know-how about their math lesson. This could result to ignorance of numbers which could lead to struggles in simple subtraction and addition.
In the Philippines, Filipino students are having problems when it comes to math proficiency (Malipot, 2009). In fact, only a few percent crossed the 75-percent level in math in the 2006 National Achievement Test (http://www.undp.org.ph/?link=news&news_id=231&fa=1). In addition, A number of students are dropping mathematics aside from science courses usually before and even after examination (E. Senajon et al; in www.philjol.info/index.php/EACRB/article/viewPDFIntersritial/…1286.). This is an indication of an existing perennial problem because of math anxiety that has been overlooked by concerned offices and department.
The problem of mathematics attitude leads to the formulation of different strategies to induce the interest of the students to study mathematics. In fact, the Department of Education (Ronda, 2009) created a strategy to encourage public school children to read as well as appreciate mathematics. Educational policymakers have increasingly recognized that affective components of learning, including student beliefs about their own mathematical ability, are as important to address as curriculum content and instructional delivery (Mata et al., 2012).
On the other hand, negative perception on mathematics can lead to lack of self-confidence to most Filipino students (Chua, 2006), which is perhaps a greatest obstacle to learning because beliefs govern a person. The belief that they cannot do something may push students unable to perform a task of which they are truly capable.
Locally, particularly in Cor Jesu College, according to the Division of Business and Accountancy Department, most students fail in mathematics subjects.
This research is conducted for the purpose of knowing the relationship of mathematics performance and mathematics performance of the first year Bachelor of Science in Accountancy students.
Theoretical Framework
This study is anchored with Cognitive-Gestalt theory. According to Burns (1995; cited in http://www.brookes.ac.uk/services/ocsd/2_learn/theories.html) the emphasis of this theory is on the importance of experience, meaning, problem-solving and the development of insights. Which proves that the performance of the student depends on their experiences either at home or in school and how they give meaning to it.
In the aspect of teacher’s behavior and its strategy, Weiner’s attribution analysis supposes that students’ functioning is affected by the teachers’ emotional and behavioral reactions (Stipek, 2002; p-73) which means, students’ performance in the classroom can be brought about by teacher’s behavior or approach towards the students and the subject itself. In addition, Weiner’s attribution analysis brings in clear beliefs that the classroom is the place where judgment is conveyed, not only when it comes to students’ behavior but also the teacher’s response toward the students (Stipek, 2002; p-73). Silva, Tadeo, Delos Reyes, & Dadigan (http://math.usm.my/research/OnlineProc/ED12.pdf, 2009), assume that despite how knowledgeable the teachers are in teaching math, it is still not enough to teach the students and integrate that knowledge towards learning.
On the other hand, performance in mathematics can also be rooted from anxiety. According to Stodolsky (1975; cited by Stipek, 2002) mathematics instruction that is fostered in students saying that mathematics is something that is learned from an authority which cannot be figured out on one’s own. Stodolsky supposes that the students perceive the subject as difficult to study on ones ability and rather needing an authority to learn the subject. This authority is the teacher as mentioned by Stodolsky.
The conceptual framework of the study elaborated the relationship between Mathematics Attitude (independent variable) which was measured into three dimensions: (a) Cognitive dimension, (b) Behavioral dimension, and (c) Affective dimension; and Mathematics Performance of Bachelor of Science in Accountancy Freshmen, school year 2010-2011 in the subject, College Algebra and Accounting 1. The See Fig.1
Conceptual Framework
Independent Variable Dependent Variable
Mathematics Attitude
Affective Dimension
Behavioral Dimension
Cognitive Dimension
Mathematics Performance in
College Algebra
Accounting 1
Fig. 1. Conceptual Paradigm of the Study
Statement of the Problem
This research was examined the relationship between mathematics and mathematics attitude and mathematics performance of Bachelor of Science in Accountancy (BSA) freshmen, school year 2010-2011.
Specifically, it will also attempt to find the answers of the following sub-problems:
What is the profile of the students’ mathematics attitude in terms of: Affective, Behavioral, and Cognitive?
What is the students’ mathematics performance in subjects: College Algebra and Accounting 1?
Is there a significant relationship between mathematics attitude and mathematics performance?
Hypothesis
Ho: There is no significant relationship between mathematics attitude and mathematics performance.
Significance of the Study
The importance of this study is to guide the following people:
Students. The result of this study will help the students in knowing the possible reasons why they are anxious in math.
Parents. The outcome of this study will help the parents know the possible reason for their child’s failure in math. It will be helpful for them to be cautious with their child’s performance.
Teachers. The findings if this study will serve as a manual for the teachers particularly math teachers in determining what strategy to use knowing the information given in this study.
Psychologists and School counselor. The result of this study will be used as a basis for the school counselors as well as the psychologists to better understand why students behave or misbehave in math.
Administrators. The findings of this study can serve as one of the bases for curricular evaluation and planning.
Researcher. The result of this study will provide a foundation for new research.
Scope and Limitations of the Study
The study is limited to freshmen students who are enrolled in the subject College Algebra and Accounting 1 during the first semester, particularly the Bachelor of Science in Accountancy, Cor Jesu College confined to period of 2010-2011. Findings of the study would therefore, be true only for the subjects concerned and for the given period of time, although these could be used as basis for similar studies that would be conducted at the different colleges in the country.
Definition of Terms
Affective dimension refers to the emotional aspect of attitude which involves in the students’ perception about mathematics as a subject and as an application.
Behavioral dimension refers to the action aspect of attitude which concerns mathematics as a subject and as an application.
Cognitive dimension refers to the mental aspect of attitude which concerns the thinking process and beliefs about mathematics as a subject and as an application.
Mathematics attitude refers to the students’ reaction towards mathematics as a subject and as an application. Specifically determined into three dimensions: (a) cognitive, (b) behavioral, and (c) affective.
Mathematics performance refers to the students’ grade point average in mathematics particularly in subjects College Algebra and Accounting 1.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents topics on Attitudes Towards Mathematics, Mathematics Performance, and the relationship of Mathematics Attitude and Mathematics Performance as related literatures and studies.
Related Literature
Articles and some write-ups concerning Mathematics Attitude, Mathematics Performance, and the relationship between Mathematics Attitude and Mathematics Performance are abundant.
Mathematics Attitude
Affective. It refers to student’s feelings about mathematics, aspects in the classroom, or about themselves as learners of mathematics. In addition, there are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at higher level than a student who has a negative attitude toward mathematics (http://www.jstor.org/pss/27542096). It is a phenomenon that is often considered when examining students’ problems in mathematics (Hopper, 2010). On the other hand, Chua (2006) supposes that math attitude is a product of a teaching strategy. When lessons become more advanced and more complicated, the number of points to be memorized gives an impossible burden to students’ memory. Here an anxiety-provoking situation starts to confront the learner. The harder the student tries, the worse he/she performs because the students will inevitably use the only approach he/she knows.
Cognitive. According to Reyes (cited in, http://www.jstor.org/pss/27542096) Learning mathematics is a cognitive endeavor. Mathematics is believed as an exceptionally difficult subject that everybody needs some knowledge acquired during the primary and middle stage will suffice. Its study requires special ability and intelligence (Sidhu, 1995).
The importance of math is likely neglected because of students’ performance in the subject. The majority of students referred for school psychology services are experiencing some academic problems. Although reading skills deficits are the common of these academic problems, researches have shown that the majority of students experiencing problems in mathematics (Kulak, 1993).
Malipot (2009) believes that teachers and the government (Sabater, 2006) can help students in improving their ability in the field of mathematics. Dr. Balmaceda (Garcia, 2007) dispels the popular misconception that math is only about quantities (how many). Most fail to see the creative aspect of mathematics.
Chapter 3
METHODOLOGY
This chapter presents the design, setting, participants, measure, procedures, and data analysis.
Design
This study made used of descriptive-correlation design (Ariola, 2006) since the aim of the study was to determine whether or not there is a relationship between attitudes towards mathematics and mathematics performance. This study determined the significant relationship between attitudes towards mathematics and mathematics performance of the Bachelor of Science in Accountancy freshmen students who were enrolled in College Algebra and Accounting 1 during the first semester.
Setting
The study was conducted in the premise of Cor Jesu College campus located in the City of Digos, Province of Davao del Sur.
Participants
The participants of the study were the randomly selected Bachelor of Science in Accountancy freshmen students who took up College Algebra and Accounting 1 in the first semester A.Y. 2010-2011. The sampling procedure was done based on random selection from total population of the target group which is 155, using Slovin’s formula to determine the sample size with a desired margin of error of 0.05.
Measures
The research instrument used was a 50-item questionnaire entitled as Mathematics Attitude Scale (MAS), composed of statements based from the dimensions of attitude: cognitive, behavioral, and affective. The respondents were asked to evaluate the statements using the Likert’s scale.
Data Analysis
The study made used of descriptive-statistic in describing the profile of students’ mathematics attitude using the weighted mean. Moreover, Pearson R was used to determine the relationship between mathematics attitude and mathematics performance.
CHAPTER 4
RESULTS AND DISCUSSIONS
CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter contains the summary of findings, conclusions, and recommendations of the study.
Summary
The study was conducted to determine the relationship between mathematics attitude and mathematics performance. There were 113 sample populations that were randomly selected. Most of the respondents projected a low mathematics attitude and a satisfactory overall GPA result.
Conclusion
The Bachelor of Science in Accountancy freshmen students demonstrated a measurable correlation between their affective orientation toward mathematics and their academic performance, indicating that attitudinal interventions may be as pedagogically necessary as content-focused remediation. Institutions seeking to reduce failure rates in gateway mathematics courses could consider integrating structured peer support programs alongside traditional instructional delivery (Mata et al., 2012). Future researchers examining mathematics anxiety in higher education settings may benefit from disaggregating attitude dimensions more precisely, since cognitive, behavioral, and affective components appear to exert distinct influences on student outcomes (Ramirez et al., 2018).
References
Mata, M. L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research. https://doi.org/10.1155/2012/876028
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384
Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52–58. https://doi.org/10.1177/0963721416672463