Complete research

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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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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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:





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.


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



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


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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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



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


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in mathematics.47 My teachers think I'm the kind

of person who could do well in math.

3.56

1.01 Agree

Positive


3.35 Neutral

Mixed Emotion


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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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



6 Males are not naturally better than females in math. 2.76 1.25 Neutral

Mixed Emotion

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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


3.49 Agree

Positive


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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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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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



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.


3 I have difficulty remembering math facts, concepts, rules, formulas, sequences, and procedures.


4 I am inconsistent mastering math facts.


5 I have difficulty following sequential procedures and directions in math steps.


6 I am slow in understanding math concepts in worded problems.


7 I get confused in operational signs or performing them in wrong order.


8 I have a limited strategic planning ability in answering math problems.


9 I get hard in manipulating calculator.

2.38 1.03 Disagree Positive

10 I find hard in searching referenced books.


11 My learning style in math is too rigid and flexible.


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12 I find the terminologies in math hard to understand.


13 We lack chances to solve more problems in class.


14 I have few opportunities to practice my mathematical skills.


15 The idea of applying the math on my professional subjects exerts heavy pressure on me.


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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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.


15 The idea of applying the math on my professional subjects exerts heavy pressure on me.


13 We lack chances to solve more problems in class.


6 I am slow in understanding math concepts in worded problems.


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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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.

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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.

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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:





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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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:

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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

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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.

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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.

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Complete research

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