complete research
TRANSCRIPT
PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
A. Introduction
Mathematics is one of the basic subjects since elementary and secondary
schooling which relies on logic and creativity, and pursued for realistic purposes and
essential interest. Mathematics lies in its beauty and its intellectual dispute while for
professionals such as scientists and engineers, mathematics depends on how it applies to
everyone’s work. And mathematics is known for its importance and usefulness in
different areas or fields such as business, industry, music, historical scholarship, politics,
sports, medicine, agriculture, engineering, and social, natural sciences and many more.
In the perspective of learning mathematics, students frequently encounter
mathematics problems which may involve teacher related factors, poor study habits, lack
of resources and lack of knowledge on resources; it could also be an outside reach out of
the cause which may be a financially problem, and the subject itself wherein
understanding the concepts, principles and mathematical relationship within its context or
with others subjects.
On the other hand, attitude refers to the positive or negative sights of students
towards mathematics which plays a crucial role in the teaching and learning processes of
mathematics. The teaching method, the support of the structure of the school, the family
and students’ attitude towards school affect the attitudes towards mathematics. Research
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
concluded that positive attitude towards mathematics leads students towards success in
mathematics (Farooq, 2008 and Ullah Shah, 2008). While some research concluded that
students with negative attitudes toward mathematics have performance problems simply
because of anxiety that leads to failing in mathematics and difficulty in learning
mathematics as well (Tapia, 2004 and Marsh II, 2004).
Teaching Mathematics to Engineering students is a worldwide issue which is
evident by the extent of relevant studies published work. Mathematics to engineering
students occupies a central place in the curriculum, and this also replicate to some vital
role of the subject to the professional subjects in the curriculum. According to Leppavirta
(2011) research entitled “The Impact of Mathematics Anxiety on the Performance of
Students of Electromagnetics” has shown that even Engineering students suffer from
anxiety in Mathematics that disturbs their ability to perform mathematical tasks and
which leads them to experience performance difficulty in Electromagnetics, one of the
professional subjects of an Engineering student.
In addition to home background and attitudes towards mathematics (Kuiper &
Plomp, 2001), press variables (or home-school interface), such as friends and maternal
pressure for learning mathematics (Martin et al., 2000), are among the factors that
construct students’ attitudes towards and beliefs about mathematics (Kulm, 1980).
Research evidence shows that if an important person encourages somebody to behave in
a certain way, he or she will accept it. The influence of an important person is so strong
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
that even the individual may change his or her attitude in agreement with that of the
important person's (Berkowitz, 1986) cited in Kiamanesh, 2004.
And it is in this view that the researchers wanted to investigate and explore
student’s viewpoints and perceptions on the essential common perceived mathematical
learning attitudes and difficulties of the Marian Engineering students in order to gather a
school-based and departmental based information.
B. Statement of the Problem
This study aims to seek the perceived mathematical learning difficulties of the
Engineering students of Saint Mary’s University.
Specifically, it intends to answer the following questions:
1. What are the perceived mathematical learning attitudes and difficulties of Marian
Engineering students?
2. What are the most perceived mathematical learning attitudes and difficulties of
Marian Engineering students?
D. Significance of the Study
This study will be beneficial to the following:
STUDENTS – The study would be very important to the students who encounter
difficulties in learning mathematics and who would want to hone their
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mathematical abilities. It will also be a great help to them in overcoming their
problems in the field of mathematics and including their study habits
development. And it will also be a great help in being aware of their attitudes
towards math and know it further if this affects their difficulties towards
mathematics.
TEACHERS – The findings of the research would be a great help to the teachers for them
to assess the depth and breadth of their teaching strategy in order to help the
students in overcoming their problems in the field of mathematics.
SCHOOL ADMINISTRATION – The fulfillment of this school-based study would also
give awareness to the administration on the common problems of students in the
academe, thus, would awaken them to uplift the standard of teaching and learning
in the school.
WORK FORCE – This research work would be very beneficial to the working class
especially to those who belong to the blue collar job because having a
mathematical skill is an edge to others and it would also contribute to the
development of a globally competitive race in their chosen fields as future
Engineers.
COMMUNITY – This research paper would have a great impact in the community
because having great mathematical skills among the people will somehow boost
the economy and the standard of living that will lead to a progressive and
competitive society.
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RESEARCHERS – The success of the study would make them research possible
recommendations; suggestions and solutions in helping the students overcome
their learning difficulties in mathematics and nurture their attitude towards math.
D. Scope and Delimitations
The study was confined only to the common perceived mathematical learning
attitudes and difficulties of Marian Engineering students during the first semester of the
school year 2012-2013. From the whole population, fifty (50) of the whole population of
the Marian Engineering freshman, sophomore and junior students only were taken as
respondents. The researchers distributed questionnaires that tried to assess and answer the
problem of the study wherein it does not involve already direct interview and
observation. It is with notion that the limitation will already correspond to the attitudes
and difficulties of the students, thus, can lead to a very supportive teaching and learning
environment.
E. Definition of Terms
To shed more light in understanding our research, the researchers came up with
the following definition of terms:
1. ATTITUDES - This refers to the tendency to respond positively or negatively towards
mathematics by the students related into the study.
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2. DIFFICULTIES – It denotes to the factors causing problem in achieving a positive
result in learning Mathematics.
3. MARIAN ENGINEERING STUDENTS – They are the population involved in the
study who studies at Saint Mary’s University of Bayombong, Nueva Vizcaya who
specializes in an Engineering course.
4. MATHEMATICS – a basic subject of the Marian Engineering Students.
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CHAPTER II
REVIEW OF RELATED LITERATURE
To further understand the research study, the researchers tried to collect paralleled
and allied literature and studies that would describe the whole goal of our research.
Teaching and Learning Mathematics
Mathematics has always been given great importance in education. The Cockcroft
report (1982) stressed that there is a general agreement that every child should study
Mathematics at school. Orton (1994) argued that the teaching of Mathematics is an
important and continuous responsibility of teachers to seek out and practice what they
believe to be the most effective ways of promoting learning.
The teaching of Mathematics can take several forms and can be carried out
through different experiences and situations. Sometimes lessons depend too much on
exposition from the teacher’s part and a passive style of learning from the part of the
students which promotes rote learning. Traditionally, this method of teaching seemed
very efficient especially with large numbers of students as they all proceed at the same
time and in the same way (Orton & Frobisher, 1996).
Other forms of teaching mathematics happen through hands on experience,
games, experiments and also discussions. Whatever teaching style is adopted, it is
important that the teacher should give relevance to topics by referring to applications
from within mathematics or outside the subject, and, if possible, add force to an argument
or explain more vividly by using aids (Her Majesty’s Inspectorate, 1982). However,
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classroom realities show that students learn mathematics at differing speeds and the fact
that mathematics is a hierarchical subject, in which the ability to proceed to new work
depends on the understanding of previous knowledge, makes mathematics a difficult
subject both to teach and to learn (Cockcroft report, 1982). This especially implies to
having a special needs student or a student who needs continuous attention in class.
Learning Mathematics
Every type of teaching aims at some form of learning. The quality of mathematics
learning depends on the quality of the teaching. Effective mathematics teaching requires
a serious commitment to the development of students understanding of mathematics
(Ministry of Education, 2003). Constructivism is a model of learning which suggests that
the learner has to construct his own understanding and that only rarely can knowledge be
transferred from teacher to learner in an immediate ‘digestible’ form (Orton & Frobisher,
1996). The constructivist teacher designs tasks, assignments, problems and other
activities that stimulate thought and mental activity in order to lead the student to the
construction of meaning. Learning with understanding makes subsequent learning easier.
This method of learning opposes the rote learning model.
Effective learning of mathematics is not due to the ability to recall facts by heart.
Learning mathematics happens when the learner is able to think and use the relevant prior
knowledge to solve the problem at hand with understanding. The teacher can help in this
process of learning by providing hints, or better still, ask a question which will promote
the construction (Orton & Frobisher, 1996).
The Nature of Mathematical Difficulties
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Children who exhibit mathematics difficulties include those performing in the low
average range (e.g., at or below the 35th percentile) as well as those performing well
below average (Fuchs, Fuchs, & Prentice, 2004; Hanich, Jordan, Kaplan, & Dick, 2001).
Using higher percentile cutoffs increases the likelihood that young children who go on to
have serious math problems will be picked up in the screening (Geary, Hamson, &
Hoard, 2000; Hanich et al., 2001). Moreover, because mathematics achievement tests are
based on many different types of items, specific deficits might be masked. That is,
children might perform at an average level in some areas of mathematics but have deficits
in others.
In the past, approaches to studying children with mathematics difficulties (MD)
often assessed their performance at a single point in time. Contemporary approaches
determine a child’s growth trajectory through longitudinal research, which is fundamental
to understanding learning difficulties and essential for setting the stage for critical
intervention targets (Francis, Shaywitz, Steubing, Shaywitz, & Fletcher, 1994).
Measurement of growth through longitudinal investigations has been a major focus in the
study of reading difficulties since the seminal research of Juel (1988). Although less
longitudinal research has been devoted to mathematics difficulties than to reading
difficulties, several studies have shown the advantages of longitudinal approaches.
The seminal researcher in MD was David Geary, although a good deal of
subsequent research has been conducted by Nancy Jordan and her colleagues and other
researchers such as Snorre Ostad (1998). These ambitious lines of longitudinal research
studies have attempted to reveal the nature and types of mathematics difficulties that
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students experience in the elementary grades and to examine the extent to which these
difficulties persist or change over time. For example, Geary et al. (2000) found that for
many children, mathematics difficulties are not stable over time, identifying a group of
“variable” children who showed mathematics difficulties on a standardized test in first
grade but not in second grade. It is likely that some of these children outgrew their
developmental delays, whereas others were misidentified to begin with.
Typically, the researchers in the MD area have examined longitudinal trajectories
of students over periods of 2 to 5 years on different measures of mathematical
proficiency. These studies explored the relationship between MD and reading difficulties
and specify the nature of the deficits that underlie the various types of MD (Geary et al.,
2000; Jordan, Hanich, & Kaplan, 2003).
Attitudes towards Math
An individual’s perceived ability to do well in a subject is one variable that has
received considerable attention in psychological literature considering American females.
Within an African context, Lee and Lockheed (1990) conducted a study of 1,012 students
enrolled in single-sex and mixed-sex secondary schools from ten Southern states in
Nigeria. The authors found that perceived ability positively related to higher achievement
in mathematics. Similarly, in a study of secondary and college students selected from
seven state secondary schools and one federal college in Nigeria, Aghenta (1989) found
that “perceived difficulties of science occupations” was a significant factor in preventing
girls from entering STM fields. The attitude that one holds towards mathematics or
science appears to be a powerful predictor of achievement in the respective fields. A prior
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positive attitude towards STM (Aghenta 1989), the development of a positive attitude
towards STM by a teacher (Mordi 1991), or a strong positive attitude toward science
(Akpan 1986) all appear to play a critical role in whether African women will persist or
drop out of the STM pipeline. In her study of secondary students, Aghenta (1989) found
that a poor attitude towards STM was a barrier to access of STM fields. Conversely, she
found that a good or positive attitude was one of several factors that facilitated
performance in STM. Eshiwani (1983) reported that girls in Kenya generally have
negative attitudes towards math and these attitudes tend to depress their achievement.
Generalizing from STM education to the broader context of women’s education, a
review of sector studies reveals a positive relationship between female education and
several well-being indicators. According to King, “All of the evidence from Third World
countries shows a close link between women’s education and social and economic
development, and between the size of the education gender gap and national
development” (1990:6). The links are already well-established between women’s
education and fertility, child health and survival (US-AID 1982; Bourque and Warren
1990; King 1990); formal labor force participation (OE & OWD 1990); income and wage
employment (King 1990); and women’s empowerment into the rights and responsibilities
of citizenship (King 1990). Furthermore, the links for education in the STM fields are
presumed to be particularly strong for women. Girls who become interested in, persist in
studying, and then work in STM fields, significantly improve their life chances (e.g.,
standards of income, health, fertility, and productivity), as well as those of their family
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(e.g., through increased resources, and by being available as a role model for younger
female kin).
Allied Studies
According to Aziz of 1992, research has proven that mathematics as a subject is
one of the interesting and important subjects but is said to be difficult one to learn. Aziz
also added that the reasons why mathematics subject are difficult to learn is that the
concepts in mathematics are abstract and difficult to understand, and also the students
have alternative meaning of certain mathematical words before any mathematics teaching
takes place. While according to Ihejieto (1995), there are factors other than academic
standing on the students’ side which could explain the performance trend. These factors
are; i. Students’ dislike for mathematics that may stem from psychological incidences
such as fear, endurance, perseverance and associated factors; ii. The mathematics
curriculum may have not much relevance to real life situation; iii. Mathematics teachers
were not interested in the subject and did not help their students by way of catering for
individual differences; iv. Other resources material such as text books seemed lacking in
both in school and at home. And this sometimes are said to be factors that describes their
attitudes towards mathematics.
According to Peterson (1997) and Mercer (1997) study on Educational Aspects of
Mathematics Disabilities, a variety of factors contributes to the poor math performance of
individuals. It was stated that one factor can be difficulty cognitive and meta-cognitive
processes. Students, who lack awareness of the skills, strategies and resources that are
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needed to perform a task and who fail to use self-regulatory mechanisms to complete
tasks will undoubtedly have problems with mathematics. Especially these students are
described as having difficulty in assessing their abilities to solve problems.
A study about “Mathematics Learning Difficulties in Primary Education:
Teachers’ Professional Knowledge and the use of commercially available Learning
Packages” by Steenbrugge, Valcke, and Desaete showed that individuals who exhibit
learning difficulties may not be intellectually impaired; rather, their learning problems
may be the result of an inadequate design of instruction in curricular materials like
worksheet, textbooks and calculators.
A study conducted by Pasion (2010) showed that students tend to perform better
in math due to a supportive mathematics teacher and the presence of library and
CD/DVD/VCD in their homes. On the other hand, some with better home schooling
tutorial support tend to perform better in mathematics and also those students who belong
to high family social status.
A study conducted by Edchamog (1996) found out that students with higher
Socio-Economic status (SES) performed better in math than students from lower SES. It
also showed that students with desirable math attitude and students who are good in
English will get higher and better results in mathematics.
A study conducted by Seymour (year) and Hunter (year) found that difficulty
experienced was “Disadvantage of Time”. While study conducted by Jordan (2009) and
Levine (2009) reveals that, children with learning difficulty in mathematics are
influenced heavily by early experiences and instruction.
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A survey study conducted by the Alliance for students with Disabilities and
Difficulties in Science, Technology, Engineering and Mathematics looked into the typical
challenges of students with math-related learning difficulties showed that those common
faced learners or students are mostly related to Dyscalculia. Dyscalculia is a learning
disability that affects students’ performance in Mathematics.
A study conducted by Gersten, Jordan and Flojo (2005) entitled “Early
identification and interventions for Students with Mathematics Difficulties” showed and
demonstrates that (a) for many children, mathematics difficulties are not stable over time;
(b) the presence of reading difficulties seems related to slower progress in many aspects
of mathematics; (c) almost all students with MD demonstrate problems with accurate and
automatic retrieval of basic arithmetic combinations. The following measures appear to
be valid and reliable indicators of potential Mathematical Difficulties.
A research conducted by Mercer, Meyer and Jordan (1996) merely showed that
there is several reasons why students experience difficulty in learning mathematics. And
it indicated that the main reason is depends on their attitude towards mathematics
wherein it includes confidence. While a recent study about the teacher’s attitude towards
the integration/inclusion of children with education has been found out that teachers’
attitudes were found to be strongly influenced in students’ learning performance.
According to the study made by Yara (2009) entitled “Students Attitude Towards
Mathematics and Academic Achievement in Some Selected Secondary Schools in
Southwestern Nigeria” showed that attitude of students can be influenced by the attitude
of the teacher and his method of teaching. Studies carried out have shown that the
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teachers’ method of mathematics teaching and his personality greatly accounted for the
students’ positive attitude towards mathematics and that, without interest and personal
effort in learning mathematics by the students, they can hardly perform well in the
subject. The results also showed that the students’ attitudes towards mathematics were
positive and that many of them believed that mathematics is a worthwhile and necessary
subject which can help them in their future career.
On Farooq’s and Shah’s (2008) research entitled “Students’ Attitude towards
Mathematics” showed that Students’ success in mathematics depends upon attitude
towards mathematics. It also influences the participation rate of learners. While on
Frazier-Kouassi (1999) research, entitled “A Psychological Study of Mathematics
Attitudes and Achievement among Female Ivorian Students” showed that High-achieving
female students report less anxious attitudes, more positive attitudes towards problem
solving (effectance motivation), and more positive attitudes towards the usefulness of
mathematics than do low-achieving students.
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CHAPTER III
RESEARCH DESIGN
Research Method
This study utilized the descriptive type of research; the survey type of research, in
particular. The survey type of the research does not involve direct observation by a
researcher. It will be assessed through the use of questionnaires. Attitudes were
measured by adopting the Urdu translated Fennema-Sherman Mathematics Attitude
Scale. It consisted of 47 statements wherein we adopted most of the statements on the
Urdu translated Fennema-Sherman Mathematics Attitude Scale to know the perceived
attitudes of the Marian Engineering students towards Math. While perceived difficulties
were measured by adopting statements that describes the difficulties on some results of
past allied researches.
The method aimed to investigate the perceived mathematical learning attitudes
and difficulties of Marian Engineering Students.
Research Environment
The researchers conducted the study at Saint Mary’s University, Bayombong,
Nueva Vizcaya, specifically in the School of Engineering and Architecture.
It envisions a community of students, faculty, and staff who are competent,
creative, community supportive and committed Christian disciples.
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School of Engineering and Architecture offers five different courses, such as
Bachelor of Science in Civil Engineering, Bachelor of Science in Electronics
Engineering, Bachelor of Science in Electrical Engineering, Bachelor of Science in
Computer Engineering and Bachelor of Science in Architecture.
Respondents of the Study
This study made use of random sampling technique. Only about 7.14% (50) of the
total population (700) of the engineering freshman, sophomore and junior students
enrolled during the first semester of school year 2012-2013 of Saint Mary’s University
were taken as samples. The respondents were taken from BS Civil Engineering, BS
Electronics Engineering, BS Computer Engineering and BS Electrical Engineering.
Every respondent was given questionnaires to answer.
The following tables below show the distribution of the respondents according to
their gender and course (table 1).
Table 1. Distribution of the subjects according to Course and Gender
CourseMale Female Total
F % F % F %
BS Civil Engineering 14 28% 13 26% 28 54%
BS Electronics Engineering 5 10% 9 18% 14 28%
BS Computer Engineering 4 8% 2 4% 6 12%
BS Electrical Engineering 3 6% 0 0% 4 6%
Total 26 52% 24 48% 50 100%
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Data Gathering Procedure
This study has the following steps of data gathering procedure.
Step 1. PROBLEM
The researcher identified a problem that the engineering students encounter.
Step 2. FORMULATION OF QUESTIONNAIRES
A questionnaire was made based from the related articles read and common
observations of the researchers.
Step 3. DISTRIBUTION OF COMMUNICATION LETTERS
Before the official gathering of necessary data, communication letters to
concerned individuals were addressed to seek for approval.
Step 4. DISTRIBUTION OF QUESTIONNAIRES
Questionnaires regarding the study were being floated after choosing the
respondents through a random sampling.
Step 5. COLLECTING OF DATA
Necessary data were collected from the samples through answering the
questionnaires given.
Step 6. ANALYSIS AND INTERPRETATION OF THE DATA GATHERED
The data collected were analyzed and interpreted by the researchers through the
use of Microsoft Excel. Statistical techniques were also applied for some of the
correlational data.
Interpretations were still based on some related literature for the credibility of the
study.
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Step 7. CONCLUSION
The researchers come up with a conclusion from the interpretation of the gathered
data.
Research Tool and Statistical Treatment
To be able to gather necessary data needed for the study, a research tool was
utilized by the researchers.
Survey Questionnaire . This is a researcher-made questionnaire primarily used in
data gathering procedure. It is formulated based on some related literature and
adopting the Urdu translated Fennema-Sherman Mathematics Attitude Scale. It
consists of two parts. The first part aims to gather personal information from the
respondents necessary for personal interpretation in the study. It includes the age
of the students, their gender, and course and year. The second part of the
questionnaire is mainly related to the study. It consists of 47 items for measuring
the attitudes and 15 items measuring the difficulty of Marian engineering student.
Step 1.
The subjects were asked to rate the each statement of the perceived attitudes and
difficulties. To determine the degree of their approval to the following contributing
factors, a scale was used.
Numerical Description Description
1 Never True of Me (Strongly Disagree)
2 Rarely True of Me (Disagree)
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3 Neutral
4 Sometimes True of Me (Agree)
5 Always True of Me (Strongly Agree)
Step 2
A statistical tool was used by the researchers in order to interpret the inputs of the
students. Mean and Standard Deviation was the statistical tool utilized by the researchers
which gives the qualitative description and interpretation to further get the result of the
study.
x = rate of every respondent per item
N = total number of respondents
= mean
σ = standard deviation
Mean is equal to the summation of all ratings per item divided by total number of
respondents.
= ∑x ÷ N
Standard Deviation
σ = [ ∑ (x - )2 ÷ N ]
Qualitative Description
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If the mean range is from:
1.0 to 2.44 – Disagree
2.45 to 3.44 – Neutral
3.44 to 5.00 – Agree
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CHAPTER IV
DATA ANALYSIS, PRESENTATION AND INTERPRETATION
From the wider scope of the study, a deeper understanding about the Perceived
Mathematical Learning Attitudes and Difficulties of Marian Engineering Students were
analyzed in this study.
The following tables are constructed and interpreted to answer the questions:
1. What are the perceived mathematical learning attitudes and difficulties of Marian
Engineering students?
2. What are the most perceived mathematical learning attitudes and difficulties of
Marian Engineering students?
Table I. Student's Attitudes towards their Confidence in Mathematics
MeanStandard Deviation
Qualitative Description Interpretation
1 I am sure that I can learn math. 4.26 0.96 Agree Positive4 I don't think I could do
advanced math.2.26 1.01 Disagree Positive
8 Math is hard for me. 2.96 1.07 Neutral Mixed Emotion
12 I am sure of myself when I do math.
3.56 1.05 Agree Positive
19 I'm not the type to do well in 2.54 1.17 Neutral Mixed
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math. Emotion23 Math has been my worst
subject.2.36 1.26 Disagree Positive
25 I think I could handle more difficult math.
3.46 1.17 Agree Positive
32 Most subjects I can handle OK, but I just can't do a good job with math.
3.04
1.18 Neutral
Mixed Emotion
33 I can get good grades in math. 3.66 1.17 Agree Positive37 I know I can do well in math. 4.08 1.09 Agree Positive41 I am sure I could do advanced
work in math.3.76
1.19 AgreePositive
43 I'm not good in math. 2.34 1.12 Disagree Positive TOTAL a. for positive
statements3.80
AgreePositive
b. for negative statements
2.58 Neutral
Mixed Emotion
There are twelve specific statements pertaining to Students Attitudes towards their
confidence in Math which was designed to measure students’ confidence and self-
concept of their performance in mathematics. Items 1, 12, 25, 33, 37 and 41 refer to a
positive statement regarding confidence on learning attitudes towards Math. The
students’ responses regarding the six positive statements have means 4.26, 3.56, 3.46,
3.66, 4.08 and 3.76 respectively. These favorable responses reveal that students approach
towards the positive statements regarding their confidence in Math is Positive. The
results indicate that the students have a positive attitude towards their confidence with
Math. Apart from these, items 4, 8, 19, 23, 32 and 43 refer to a negative statement
regarding confidence on learning attitudes towards Math. The students’ responses
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regarding the six negative statements have means 2.26, 2.96, 2.54, 2.36, 3.04 and 2.34
respectively. These unfavorable responses except from statements 8, 19 and 32 reveal
that students approach towards the negative statements regarding their confidence in
Math is also negative. The results indicate that the students have a positive attitude
towards their confidence with Math. However, the respondents had mixed attitudes and
emotion regarding items 8, 19 and 32 which refer to a negative statement. These
responses reveal that students approach towards the three negative statements regarding
their confidence in Math is undefined. The results indicate that the students are not sure if
they have confidence or they lack confidence towards Math. The respondents have a very
favorable attitude to item 1, a positive statement, as reflected by the mean 4.26 which
accounts that they are confident that they can learn Math. While they have the least
favorable response to item 4, a negative statement, as reflected by the mean 2.26 which
accounts that they are not agreeing they cannot do advanced in Math. In general, the
respondents have a positive attitude towards confidence in Math as reflected by the
interpretation either if it states a positive and negative impact towards confidence in
learning Math.
Table II. Students Attitude towards perceived usefulness of Math
MeanStandard Deviation
Qualitative Description Interpretation
3 Knowing mathematics will help me earn a living.
4.460.96 Agree
Positive
5 Math will not be important to me in my life's work.
1.601.02 Disagree
Positive
10 I'll need mathematics for 4.44 1.02 Agree Positive
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my future work.13 I don't expect to use much
math when I get out of school.
2.70
1.03 Neutral
Mixed Emotion
17 Math is a worthwhile, necessary subject.
4.181.78 Agree
Positive
21 Taking math is a waste of time.
1.580.90 Disagree
Positive
27 I will use mathematics in many ways as an adult.
4.021.12 Agree
Positive
29 I see mathematics as something I won't use very often when I get out of high school.
2.36
1.22 Disagree
Positive
34 I'll need a good understanding of math for my future work.
4.22
1.12 Agree
Positive
39 Doing well in math is not important for my future.
1.901.11 Disagree
Positive
42 Math is not important for my life.
1.881.25 Disagree
Positive
44 I study math because I know how useful it is.
4.301.10 Agree
Positive
TOTAL a. for positive statements
4.27 Agree
Positive
b. for negative statements
2.00 Neutral
Mixed Emotion
This table shows another twelve specific statements pertaining to Students
Attitudes towards their perceived usefulness or value of Math which was designed to
measure students’ beliefs on the usefulness, relevance and worth of mathematics in their
life now and in the future. Items 3, 10, 17, 27, 34, and 44 refer to a positive statement
regarding perceived value or usefulness of Math. The students’ responses regarding the
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six positive statements have means 4.46, 4.44, 4.18, 4.02, 4.22 and 4.30 respectively.
These favorable responses reveal that students approach towards the positive statements
regarding their perceived value in Math is Positive. The results indicate that the students
have a positive attitude towards their perceived value with Math. Apart from these, items
5, 13, 21, 29, 39 and 42 refer to a negative statement regarding perceived value on
learning attitudes towards Math. The students’ responses regarding the six negative
statements have means 1.60, 2.70, 1.58, 2.36, 1.90 and 1.88 respectively. These
unfavorable responses except from item 13 reveal that students approach towards the
negative statements regarding their perceived value in Math is also negative. The result
indicates that the students have a positive attitude towards their perceived value with
Math. However, the respondents had mixed attitude and emotion regarding item 13 which
refer to a negative statement, which states that they don’t believe Math will be much
useful to them when they get out of school. The response reveals that students approach
towards item 13 regarding their perceived value in Math is vague. The approach indicates
that the students are in doubt if they will still use much math if they get out of school.
On this table, the respondents have a very favorable attitude to item 3, a positive
statement, as reflected by the mean 4.46 which accounts that they see math as helpful to
earn a living. While they have the least favorable response to item 21, a negative
statement, as reflected by the mean 1.58 which accounts that they are not agreeing that
taking Math is just a waste of time. In general, the respondents have a positive attitude
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
towards perceived value in Math as reflected by the interpretation either if it states a
positive and negative impact towards perceived usefulness in learning Math.
Table III. Student's Attitude towards Teacher Perception
MeanStandard Deviation
Qualitative Description Interpretation
2 My teachers have been interested in my progress in math.
3.04
1.00 Neutral
Mixed Emotion
7 Getting a teacher to take me seriously in math is a problem.
2.821.09 Neutral
Mixed Emotion
14 I would talk to my math teachers about a career that uses math.
2.94
1.14 Neutral
Mixed Emotion
16 It's hard to get math teachers to respect me.
2.721.10 Neutral
Mixed Emotion
20 My teachers have encouraged me to study more maths.
3.481.27 Agree
Positive
22 I have a hard time getting teachers to talk seriously with me about math.
2.66
1.17 Neutral
Mixed Emotion
26 My teachers think advanced math will be a waste of time for me.
2.00
0.96 Disagree
Positive
30 I feel that math teachers ignore me when I try to talk about something serious.
2.52
1.15 Neutral
Mixed Emotion
35 My teachers want me to take the entire math I can.
3.441.11 Neutral
Mixed Emotion
40 My teachers would not take me seriously if I told them I was interested in a career in science and mathematics.
2.56
1.12 Neutral
Mixed Emotion
45 Math teachers have made me feel I have the ability to go on
3.66 1.10 Agree Positive
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
in mathematics.47 My teachers think I'm the kind
of person who could do well in math.
3.56
1.01 Agree
Positive
TOTAL a. for positive statements
3.35 Neutral
Mixed Emotion
b. for negative statements
2.55 Neutral
Mixed Emotion
Table III precisely shows one more 12 unambiguous statements pertaining to the
Students Perceived Attitudes towards teacher perception which was designed to measure
the beliefs and expectations parents and teachers have of the students’ ability and
performance in mathematics. Items 2, 14, 20, 35, 45, and 47 refer to a positive statement
regarding perceived attitude towards teachers’ perception. The students’ responses
regarding the six positive statements have means 3.04, 2.94, 3.48, 3.44, 3.66 and 3.56
respectively. From the six positive statements it just got a favorable response on items 20,
45 and 47 which again reveals a positive attitude referring to the teachers’ perception to
students in learning Math. While the rest items for positive statements reveals an
unconditional and undefined attitude approach which roughly means that students may or
may not convinced with the positive concerned and perception of teachers towards them.
Looking further with the items 7, 16, 22, 26, 30 and 40 which accounts negatively,
regarding perceived mathematical learning attitude of students towards teachers’
perception gives the respective means 2.82, 2.72, 2.66, 2.00, 2.52 and 2.56. This
approach to the six accounts gives a mixed emotion and attitude interpretation which
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
gives a way of being not sure with the approach of students with the teachers’ perception
regarding the students learning in Math.
And as an addendum, the respondents have a very favorable attitude to item 45, a
positive statement, as reflected by the mean 3.66 which accounts that Math teachers have
made them feel that they have the ability to go on in mathematics, which then implies
that teachers give a great and good motivation to engineering students to give a good
attitude and good learning skill towards math as a pre-requisites to professional subjects.
It is because teachers look that their support plays a very important role on the
development and performance of students on learning Math as what Dossey (1992)
considered, that teachers play an important role in shaping attitudes toward mathematics.
While they have the least favorable response to item 26, a negative statement, as reflected
by the mean 2.00 which accounts that they are not agreeing that teachers think advanced
math will be a waste of time for them which then supports the implication as stated. But
in general, the respondents have this mixed attitude and emotion towards the approach of
students to the teachers’ perception on students’ mathematical learning as reflected by the
interpretation either if it states a positive and negative impact towards perceived teachers’
perception on students’ learning in Math.
Table IV. Students Perceived Attitude towards Male Domain Scale
MeanStandard Deviation
Qualitative Description Interpretation
6 Males are not naturally better than females in math. 2.76 1.25 Neutral
Mixed Emotion
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
9 It's hard to believe a female could be a genius in mathematics. 2.20 1.19 Disagree Positive
11 When a woman has to solve a math problem, she should ask a man for help. 2.96 1.38 Neutral
Mixed Emotion
15 Women can do just as well as men in math. 4.00 1.10 Agree Positive
18 I would have more faith in the answer for a math problem solved by a man than a woman. 2.82 1.32 Neutral
Mixed Emotion
24 Women who enjoy studying math are a little strange. 2.48 1.04 Disagree Positive
28 Females are as good as males in geometry. 3.76 1.14 Agree Positive
31 Women certainly are smart enough to do well in math. 3.34 1.20 Neutral
Mixed Emotion
36 I would expect a woman mathematician to be a forceful type of person. 3.34 1.13 Neutral
Mixed Emotion
38 Studying math is just as good for women as for men. 3.86 1.13 Agree Positive
46 I would trust a female just as much as I would trust a male to solve important math problems. 3.80 1.15 Agree Positive
TOTAL a. for positive statements
3.49 Agree
Positive
b. for negative statements
2.87 Neutral
Mixed Emotion
It can be seen on these fourth table 11 specific statements pertaining to the
students perceived attitudes towards male domain scale which was designed to measure
students’ belief and perception regarding male and female competencies and abilities in
Math. Items 6, 15, 28, 31, 38 and 46 refer to a positive statement regarding attitude views
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
on male domain scale. The students’ responses regarding to the six positive statements
have means 2.76, 4.00, 3.76, 3.34, 3.86 and 3.80 respectively. From the six positive
statements it just got a favorable response on items 15, 28, 38 and 46 which again reveals
a positive attitude referring to the attitude views on the male domain scale in learning
Math. While the rest items (6 and 31) for positive statements reveals an unconditional
and undefined attitude approach which roughly means that students may or may not sure
with their beliefs and perception regarding the performance of male and female towards
Math. Looking further with the items 9, 11, 18, 24, and 36 which accounts negatively,
regarding views on male domain scale gives the respective means 2.20, 2.96, 2.82, 2.48,
and 3.34. This approach to the five accounts gives a mixed emotion and attitude
interpretation except to items 9 and 24 which detail a disagreeing response, gives a way
of being not sure with the approach of students with their views on the performance of
students towards learning in Math.
And as an addendum, the respondents have a very favorable attitude to item 40, a
positive statement, as reflected by the mean 4.00 which accounts that Women can do just
as well as men in math., which then implies that students believe that there is no
difference between the performance of male and female in learning Math. While they
have the least favorable response to item 9, a negative statement, as reflected by the mean
2.20 which accounts that they are not agreeing that “It's hard to believe a female could be
a genius in mathematics”, which then supports the first implication as stated. But in
general, the respondents have this positive attitude towards the approach of students
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
views regarding to the students performance of both genders in learning Math teachers’
as reflected by the interpretation either if it states a positive and negative impact towards
learning Math.
Table V. Students Perceived Difficulties towards Math
MeanStandard Deviation
Qualitative Description Interpretation
1 I’ve been chronically late in studying principles in math
2.74 1.14 Neutral Mixed Emotion
2 I have inability to visualize; appearing absentminded or lost in thought of desired figures in solving mathematical problems.
2.64 0.98 Neutral Mixed Emotion
3 I have difficulty remembering math facts, concepts, rules, formulas, sequences, and procedures.
2.84 1.02 Neutral Mixed Emotion
4 I am inconsistent mastering math facts.
2.74 0.99 Neutral Mixed Emotion
5 I have difficulty following sequential procedures and directions in math steps.
2.76 1.05 Neutral Mixed Emotion
6 I am slow in understanding math concepts in worded problems.
2.90 1.20 Neutral Mixed Emotion
7 I get confused in operational signs or performing them in wrong order.
2.64 1.08 Neutral Mixed Emotion
8 I have a limited strategic planning ability in answering math problems.
2.78 1.09 Neutral Mixed Emotion
9 I get hard in manipulating calculator.
2.38 1.03 Disagree Positive
10 I find hard in searching referenced books.
2.70 1.00 Neutral Mixed Emotion
11 My learning style in math is too rigid and flexible.
3.08 1.01 Neutral Mixed Emotion
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
12 I find the terminologies in math hard to understand.
2.82 1.06 Neutral Mixed Emotion
13 We lack chances to solve more problems in class.
2.92 1.23 Neutral Mixed Emotion
14 I have few opportunities to practice my mathematical skills.
3.04 1.14 Neutral Mixed Emotion
15 The idea of applying the math on my professional subjects exerts heavy pressure on me.
3.22 1.32 Neutral Mixed Emotion
TOTAL 2.81
NeutralMixed Emotion
In this table VI can be gleaned a 15 major specific statements referring to
perceived difficulties of Marian engineering students in Math which was designed to
measure the apparent and encountered difficulties of students’ in learning Math. Item 9
obtained a mean of 2.38 (disagree) which means that respondents don’t find hard in
manipulating their calculators, thus this is not considered a difficulty on the part of
respondents. Apart from it, all the rest items shows a mixed emotion regarding the 14
items as reflected by their following means which ranges from 2.64 to 3.22 which
roughly means that students doubt if they really have difficulties in learning Math, maybe
because they don’t even have a tool to measure their own ability and capacity in learning
Math. And yet taking a merely addendum, item 15 had the most favorable response as
reflected by the mean, 3.22 which accounts that “The idea of applying the math on their
professional subjects exerts heavy pressure on them” which then falls still under having a
mixed emotion. In general, the students have a mixed emotion and it just often happened
on them the difficulties in learning Math as reflected by the average mean 2.81.
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
Table VI. Top Most Perceived Attitudes and Difficulties of Marian Engineering Students
Towards Math
1 I am sure that I can learn math. 4.26 0.96 Agree Positive3 Knowing mathematics will help
me earn a living.4.46
0.96 AgreePositive
10 I'll need mathematics for my future work.
4.441.02 Agree
Positive
34 I'll need a good understanding of math for my future work.
4.221.12 Agree
Positive
44 I study math because I know how useful it is.
4.301.10 Agree
Positive
TOTAL 4.34 Agree Positive11 My learning style in math is too
rigid and flexible.3.08 1.01 Neutral Mixed
Emotion14 I have few opportunities to
practice my mathematical skills.
3.04 1.14 Neutral Mixed Emotion
15 The idea of applying the math on my professional subjects exerts heavy pressure on me.
3.22 1.32 Neutral Mixed Emotion
13 We lack chances to solve more problems in class.
2.92 1.23 Neutral Mixed Emotion
6 I am slow in understanding math concepts in worded problems.
2.90 1.20 Neutral Mixed Emotion
TOTAL
3.03 NeutralMixed Emotion
In this table VI can be gleaned the top most perceived attitude and difficulties that
students have. The first five statements refer to the top most perceived attitude of the
Marian engineering students towards their learning in Math which refer to positive
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
statements. The five statements have means ranging from 4.22 to 4.46 which reveals that
respondents agree with those specific attitudes that are specifically stated. The results
then indicate that students have a positive attitude towards learning Math. While the last
five statements refer to the top most perceived difficulties in learning Math. The
statements had gained means that ranges from 2.90 to 3.22 which implies that
respondents have this mixed emotion regarding their difficulties in Math. The results then
indicate that students experienced doubt on their feelings, believes and perception
regarding the major difficulties stated above. Looking further, the respondents have this
very favorable response on the item 3 which accounts, “Knowing mathematics will help
them earn a living”, which gives a positive attitude view on learning Math, but looking
again much further with the difficulties, item 15 had the greater favorable response which
accounts, “The idea of applying the math on their professional subjects exerts heavy
pressure on them”, which gives a mixed emotion approach on the perceived difficulties
encountered on learning Math. Taking much interpretation with both the most favorable
items, it implies that students look forward and strongly believe on the big importance of
mathematics which will help them earn a living but taking the idea that it would be
applied on their higher professional subjects, it merely gives them doubtful pressure on
their part since although they gives much importance to Math there is still lacking on
them if they really have a good performance on learning Math or they have difficulty on
learning Math.
35
PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
In general, it can be gleaned that students have this perceived positive attitude
view on learning Math but they have perceived mixed emotion and view of the major
difficulties on learning Math.
36
PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
CHAPTER V
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
SUMMARY
This study described the Perceived Mathematical Learning Attitudes and
Difficulties of Marian Engineering students during the school year 2012-2013.
Particularly, it utilized the descriptive type of research. Only 17% (50) of the total
population of the Engineering freshman, sophomore and junior students of Saint Mary’s
University (700) were taken as samples.
Specifically, it intended to answer the following questions:
1. What are the perceived mathematical learning attitudes and difficulties of Marian
Engineering students?
2. What are the most perceived mathematical learning attitudes and difficulties of
Marian Engineering students?
The findings of the study are as follows:
1. It had been found out that the students had favorable response to the following
attitudes stated:
a. I am sure that I can learn math.
b. Knowing mathematics will help me earn a living.
c. I'll need mathematics for my future work.
d. I am sure of myself when I do math.
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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
e. Women can do just as well as men in math.
f. Math is a worthwhile, necessary subject.
g. My teachers have encouraged me to study more maths.
h. I think I could handle more difficult math.
i. I will use mathematics in many ways as an adult.
j. I will use mathematics in many ways as an adult.
k. Females are as good as males in geometry.
l. I can get good grades in math.
m. I'll need a good understanding of math for my future work.
n. I know I can do well in math.
o. Studying math is just as good for women as for men.
p. I am sure I could do advanced work in math.
q. I study math because I know how useful it is.
r. Math teachers have made me feel I have the ability to go on in
mathematics.
s. Math teachers have made me feel I have the ability to go on in
mathematics.
t. My teachers think I'm the kind of person who could do well in math.
2. It had been found out that the students had not been in favor but had mixed
emotion or it is just often true on them based on the response to the following
perceived difficulties stated:
38
PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
a. I’ve been chronically late in studying principles in math
b. I have inability to visualize; appearing absentminded or lost in thought
of desired figures in solving mathematical problems.
c. I have difficulty remembering math facts, concepts, rules, formulas,
sequences, and procedures.
d. I am inconsistent mastering math facts.
e. I have difficulty following sequential procedures and directions in
math steps.
f. I am slow in understanding math concepts in worded problems.
g. I get confused in operational signs or performing them in wrong order.
h. I find hard in searching referenced books.
i. My learning style in math is too rigid and flexible.
j. I find the terminologies in math hard to understand.
k. We lack chances to solve more problems in class.
l. I have few opportunities to practice my mathematical skills.
m. The idea of applying the math on my professional subjects exerts
heavy pressure on me.
CONCLUSIONS
The following conclusions are made based from the findings of this study:
1. The Marian Engineering Students were exposed to the following top perceived
attitudes in learning Math:
a. I am sure that I can learn math
39
PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
b. Knowing mathematics will help me earn a living.
c. I'll need mathematics for my future work.
d. I'll need a good understanding of math for my future work.
e. I study math because I know how useful it is.
2. The Marian Engineering Students were exposed to the following top perceived
difficulties in learning Math with mixed emotion:
a. My learning style in math is too rigid and flexible.
b. I have few opportunities to practice my mathematical skills.
c. The idea of applying the math on my professional subjects exerts heavy
pressure on me.
d. We lack chances to solve more problems in class.
e. I am slow in understanding math concepts in worded problems.
3. Generally, Marian Engineering Students possess a positive attitude and view in
learning mathematics such as that they have confidence; that they value mathematics
and don’t consider a male domain performance in Math. While Marian Engineering
Students possess a doubtful emotion and view on the major difficulties in learning
mathematics.
RECOMMENDATIONS
The researchers, through their study, were able to come up with Perceived
Mathematical Learning Attitudes and Difficulties of Marian Engineering Students.
40
PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES
Consequently, the researchers have drawn from the result of this study some
recommendations that will be another step towards an efficient study.
1. Teachers, together with the school should come up with the strategies on how to
help students overcome their mixed emotion regarding their perceived difficulties
on learning Math.
2. The teachers are recommended to assess the students’ strategies in practicing their
mathematical skills and learning styles in math for the improvement and for better
interaction between the teacher and the students during evaluation and
discussions.
3. Teachers should provide students more time in solving Mathematical Problems
and a lot more time in teaching students on solving.
4. The students should nurture more their attitudes towards learning Math and
should pair it with such academic action for their betterment in learning Math.
5. Future researchers are recommended to conduct similar study and try to go
beyond getting the relationship of their attitudes and difficulties for better
understanding of the relationship.
41