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The Attitude toward Mathematics as Attributes of Students Success inMathematics in Ladderized Education Program at the Universidad de
Manila
A Thesis
Presented to the Faculty of the Graduate School
Polytechnic University of the Philippines
Sta. Mesa, Manila
In partial Fulfillment of the Requirements for the Degree
Master of Science in Mathematics Education
by
Ronnie F. Sta. Maria
2010
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The Attitude toward Mathematics of Students in Ladderized Education
Program in the Universidad de Manila
Chapter 1
Introduction
The Problem and Its Background
Mathematics education is incontestably a vital ingredient in the development of all
individuals because of its links to other sciences, technology, and industry. It is at the
heart of many successful careers and successful lives for societal development
(Amirali 2010, p.27), and serves as a critical filter that effectively screens students for
prestigious careers. Despite of its notable significance, most individuals particularly
students dislike mathematics. This serves as barriers on their learning progress.
The mathematics performance of Filipinos in international assessment test reflects
the deteriorating competency of Filipinos in increasingly technological global
marketplace. According to the Congressional Commission on Science and
Technology and Engineering (COMSTE), the rank of Filipinos in science and
mathematics placed the Philippines from rank 47 in 2001 to rank 77 in 2007. In 2003,
out of 45 countries that participated in Trends in Mathematics and Science Studies
(TIMSS), the Philippines ranked 41 based on the average scores of High school
students that were tested in Mathematics. The countrys average was significantly
lower than the international average both in science and mathematics tests.
The low-level of success of students in mathematics have long been a concern of
educators. Several studies have identified varied factors affecting the performance of
students in mathematics from which the attitude towards it gained the interest of
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many researchers. Attitude has often been studied because of the argument that
students with positive attitudes toward mathematics tend to be more willing to use
mathematics both in and out of school.
While educators are concerned on the different factors affecting the progress and
development of students, the society in which these students live determines their
purpose on pursuing higher degree of education. The demands on technically skilled
workers, the employability of graduates in different fields of expertise, and the nature
of the countrys industry are the factors considered in choosing a major course in
college. Addition to these factors is the claim about job mismatch. Many companies
(potential employers) assert that Filipino Science and Technology (ST) graduates
lack technical skills required by industry standards (COMSTE).
The problems of job mismatch were addressed by the implementation of Ladderized
Education Program (LEP), an addition to the existing tertiary education. The
Ladderized Education is a mechanism that allows students and workers progression
between technical vocational educational and training (TVET) and higher education
(HE) or college and vice-versa.
The College of Industrial Technology at the Universidad De Manila adopted the
Ladderized scheme of education in the degree of Bachelor in Industrial Technology.
The college offer majors such as Automotive Technology (AMT), Garments
Technology (GT), Computer Technology (CT), Food Technology (FT), Electrical
Technology (ECT), Electronics Technology (ET), Hotel and Restaurant Technology
(HRT), and Refrigeration and Air-conditioning Technology (RAC).
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Mathematics plays a role in the learning and degree completion requirements of
students in Ladderized education program, it seems appropriate that eventual
changes in their attitudes towards Mathematics be monitored. This may provide
information about their perception of the relevance mathematics has to studying
program offered in Ladderized education.
Theoretical Framework
The reason for studying the attitudes of the students towards mathematics is
grounded in the theory that a persons attitude affects the way they view a subject,
pursue and achieve within that subject area. According to Evans (2007) attitude
toward Mathematics is important since there is a reciprocal relationship between
achievement in mathematics and attitudes toward mathematics. Attitude is defined
in many ways, and several definitions are currently accepted. Aiken (1970) defines
attitude as a learned predisposition or tendency on the part of an individual to
respond positively or negatively to some object, situation, concept, or another.
Attitude is generally classified according to three categories of attitude responses
which are affect, cognition and behavior. These three components capture the
meaning of attitudes accurately (Brown, et.al, 2002).
The Tripartite Model developed by Rosenberg and Hovland (1960) postulates that
attitude is a response to an antecedent stimulus (Breckler, 1984). The antecedent
stimulus can be the independent variable. Affect, behavior and cognition are
classified as the response to that stimulus (Breckler, 1984). According to Ajzen
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(1988), affect is related to the evaluation of the feelings toward the attitude object
while cognition reflects the perception of information about the attitude object and
lastly, behavioral or behavioral intention are commitments, and actions toward the
attitude object.
While Attitudes influence success and persistence in the study of mathematics
(Webb, Lubinski, & Benbow, 2002), ones ability to perform mathematical task is
assumed to be related on students educational choice. The Ladderized education
curriculum in tertiary education might have brought changes in the attitude of
students toward mathematics.
In the context of attitudes toward Mathematics in this study, affect refers to positive
or negative feelings toward mathematics of Students. Cognition refers to how
students perceive Mathematics, such as perceiving the usefulness of Mathematics in
their lives or relating Mathematics to their daily lives, while behavior reflects how
students react to Mathematics.
The changes brought by the implementation of LEP in tertiary education might result
to the possibility of developing some attitude of students toward Mathematics. LEP is
basically not a Mathematics based program. The perception of students of the nature
of LEP might affect their attitude toward Mathematics and to their performance on
their Mathematics subjects. If the attitude of students enrolled in LEP toward
Mathematics is understood, it would be possible to predict their Mathematics related
performance in their chosen field of expertise.
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Conceptual Framework
Research indicates that many factors influence a student's attitude towards
Mathematics. Some factors may have more weight than others in assessing
Mathematics performance: social and economic factors, gender-role identification,
self-concept, teaching strategies and study habits. However, little research has been
conducted on just how significant attitude towards mathematics is in effecting the
performance of students in their chosen field of expertise. This study focuses on two
major objectives: (a) To find the effect of students attitude towards Mathematics to
their performance in the subject, and (b) To identify the differences on performance
in Mathematics base on their chosen field of expertise.
. Attitude towards
Mathematics
Affective
Cognitive
Behavioral
Performance in
Mathematics
Achievement in LEP
major
Hotel andRestaurant
Technology
Food
Technology
Electronics
Technology
Computer
Technology
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Statement of the Problem
This study aims to find out the effect of students attitudes towards Mathematics to
their performance in Mathematics and describe the differences between this
performances and the major course they are taking in LEP.
Specifically, this study sought to answer the following questions:
1. What is the attitude of the respondents towards mathematics
2. What is the achievement of students with regards to their performance in
Mathematics
3. What are the differences in attitude toward Mathematics of students taking up
Bachelor in Industrial Technology major in:
a. Computer Technology
b. Food Technology
c. Hotel and Restaurant Technology
d. Electronics Technology
4. What are the differences in the performance of students in Mathematics
according to their major:
a. Computer Technology
b. Food Technology
c. Hotel and Restaurant Technology
d. Electronics Technology
5. What is the relationship of students attitude towards mathematics to their
achievement in mathematics
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Hypothesis
1. There is a significant difference on students attitude toward Mathematics
when they are grouped according to course major.
2. There is a significant difference on students mathematics performance when
they are grouped according to course major
3. There is a significant relationship between the attitudes of students and their
mathematics performance
Significance of the Study
The finding of this study aims to find out the mathematics performance of students
enrolled in Ladderized Education Program (LEP) and how this achievement relates
to their chosen field of specialization.
The result of this study would serve as reference to mathematics instructors as to
how the changes in curricular offerings could affect the attitude and performance of
students in mathematics. Thus, may employ teaching strategies suited for such
occasions.
It is also the aim of this study to contribute on the clarification on the mathematics
capabilities of the students in tertiary level in the objective to strengthen the
foundation of mathematics in basic education. This study might be useful also to
understand the attitude factor contributing to the lower performance of students in
mathematics.
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Scopes and Limitations
The study makes use of students enrolled in the Ladderized Education Program in
the College of Industrial Technology major in Hotel and Restaurant Technology,
Food Technology, Electronics Technology, and Computer Technology at the
Universidad De Manila. Samples are enrolled in the second semester of school year
2010 2011. All samples gathered had finished the required mathematics subject in
the first semester of the same year and currently taking another mathematics
required for their chosen majors.
The performance of students in mathematics and their attitude towards mathematics
are among the subject matter under investigation.
Definitions of Terms
Attitude - a learned tendency or predisposition to respond in a consistently negative
or positive manner to some concept, situation, or object (Aiken, 1996). For the
purpose of this study, attitude will refer to the tendency on the part of a student
enrolled in LEP to respond positively or negatively toward a mathematical situation
that may affect the disposition of a student toward mathematics.
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Chapter II
Review of Related Literature
Foreign Literature
Generating positive attitudes towards Mathematics among students is an important
goal of math education. Students' achievement in mathematics is usually highly
correlated with a positive attitude towards mathematics (Hammouri, 2004).
Addressing student mathematical disposition, including students' confidence,
interest, perseverance, and curiosity in learning math is important. TIMSS 2003
reported results for two attitudinal scales: students self-confidence in learning
mathematics and the value students place on mathematics. According to Mullis et.al
(2006) the students had higher mathematics achievement at both grades if they were
more self-confident in learning mathematics and placed higher value on the subject.
As the student achieves success in mathematics (high grades) his sense of efficacy
will begin to rise which in turn will lead to increased interest in a career that includes
mathematics (Ferry et al., 2000). And if students have good attitudes about learning
math, they will be more likely to understand the concepts which will help them
develop confidence in their ability to work mathematical operations (Furner &
Berman, 2003). According to Goldin et.al (2009) attitudes may be considered either
as propensities toward certain patterns of behavior, or propensities toward certain
kinds emotional feelings in particular domains, e.g. in relation to mathematics. He
further stressed that the belief that ones own mathematical ability is fixed at a low
level may thus encourage attitudes that reinforce avoidance behavior toward
mathematics.
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A study using the Third International Math and Science Study (TIMSS) data from
Canada, Norway and the United States found attitudes toward math as the strongest
predictor of student participation in advanced Mathematics courses (Ercikan, et al.,
2005). However, according to Wilson (2008, p. 14), there are indications that
motivation to do well in mathematics might not depend on positive attitude. This
assumption is supported by Leder and Forgasz, 2006; Zan et al, 2006 stating that
research evidence indicates that there is only a limited relationship between pupils
attitudes to learning Mathematics and their attainment. The results from TIMSS 1999
showed that Flemish (Belgium) students at the end of the eighth grade scored lower
than the international average on attitudes towards Mathematics (30th of 38 places).
Nevertheless, Flemish students scored well above the international average on
Mathematics achievement (6th of 38 places). Another international study on
Mathematics achievement showed that the superior performance of the East Asian
students did not seem to be accompanied by correspondingly positive student
attitudes towards Mathematics and Mathematics learning (Leung, 2006).
Local Literature
The goal of mathematics education is to provide opportunities for individuals to
acquire knowledge, rational skills, and positive attitudes needed to attain high quality
science and Mathematics education (Masafumi et.al, 2007). A person learns an
attitude by the expectations of people around (Hatzios, 2002). According to Espiritu,
et.al (1996), the experiences which an individual acquires in his contact with his
physical and social environment at home and in the community cause him to be
different in his attitude toward learning and his demonstrated achievement. Since it
was found out that attitudes are positively correlated with mathematics achievement,
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mathematics teachers should help learners to build favorable attitude towards
Mathematics (Paragas, 2002, p.35).
In Mathematics, positive attitude cause an individual to learn more effectively. A
student performs better if they like Mathematics. In contrast, negative attitude cause
difficulty in learning Mathematics. The development of positive attitude helps the
students learning mathematics (Angel, 2001). To develop positive attitude the
following behavior should develop in students: (a) Positive response to the use of
Mathematics as a tool in practical situations, (b) Confidence to apply Mathematics in
real life situations, (c) Willingness and ability to work cooperatively with others and to
value the contribution of others (d) Willingness to persist when solving problems and
try difference methods of attack and, (e) Interest and enjoyment in the pursuit of
Mathematical knowledge.
Foreign Studies
The study of Sanchez, Zimmerman & Ye (2005) investigates and compares the
attitudes of secondary school students toward mathematics of the nine countries
participated in TIMSS 1999. These countries included USA, Canada, Australia,
Chile, England, Israel, Japan, Russia, and South Africa. The data derived from the
TIMSS 1999 study on student achievement in mathematics were obtained through a
student questionnaire. A total of 57 items were selected from the student
questionnaire. Of these items, 11 reflected students attitude toward mathematics.
Questions were centered on three categories: importance, interest, and difficulty.
Results revealed the significant differences for importance, interest and difficulty
among the nine countries. The Pearson correlation examining the relationship
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between students' attitudes toward math study with achievement among the nine
countries resulted in seven out of nine correlation coefficients that were statistically
significant. The coefficients were less than or equal to 0.24 when examining
importance and achievement. The coefficients were statistically significant for
interest and achievement, and the values ranged from 0.10 for England and Israel to
0.33 for Japan. In contrast, the values for the relationship between difficulty and
achievement ranged from -0.22 for South Africa to -0.57 for Canada. The study of
Ravanan investigates the differences on gender, region, steam of study, medium of
instruction types of management and socio economic status to the attitude of
students in Trichy District towards mathematics. 450 XI students from 10 schools in
Trichy District were the subject of investigation. Significant differences were
observed in attitude towards mathematics of XI students in Trichy District, owing to
differences in their stream of study, types of school management and socio
economic status. Also, the stream of study, types of school management, socio
economic status and region were significantly associated to the attitudes of XI
students in Trichy District. However, Gender and medium of instruction were not
significantly associated to the attitudes of students. In the study of Saha (2007),
Gender, Attitude to Mathematics and cognitive style contributes significantly to the
differences in achievement in mathematics. Fan et.al (2005) conducted a study to
assess the students attitude toward Mathematics and Mathematical learning from 7th
Grade students in Singapore. The study reveals that Singapore students at lower
secondary level in general hold positive views about mathematics and their learning
of mathematics in terms of interest, anxiety, confidence and belief. Meanwhile, the
data also reveal that they are not very keen in working on unfamiliar and challenging
mathematics problems and some students do not see the potential usefulness of
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mathematics in their future life. Singapore students were noted in their very good
performance in TIMSS. Thomas (2006) conducted a study to determine the Attitude
towards Mathematics and achievement by combining cooperative learning strategies
with instruction delivered using an Integrated Learning System (ILS). Sixty five fifth
grade students were randomly divided in two groups, cooperative and individual.
Result revealed that students using on ILS for mathematics instruction were more
positive towards math and performed better on standardized tests and they worked
in cooperative groups than when they worked on the same individually. The study of
Grundmeier (2002) explored the problem posing abilities and attitudes towards
mathematics of students in a university pre-calculus class and a university
mathematical proof class. A measure of attitude towards mathematics revealed a
significant difference in the attitude levels of students in the two classes however,
there was no correlation found between students attitudes towards mathematics and
problem posing abilities. The casual ordering between Attitude towards Mathematics
and achievement in mathematics of secondary school students were studied by Xin
Ma and Jianymin (2004). Results showed the achievement demonstrated casual
predominance over attitude across the entire secondary school. Gender difference in
this casual relationship was not found but elite status in mathematics moderated this
casual relationship. The study of Croft (2000) as published on the Journal of
Industrial Technology at Indiana State University investigated the attitude of
Electronics Technology Majors towards mathematics. Results showed that
Electronics technology students have positive attitudes toward mathematics,
mathematics in electronic technology, and electronic technology. This indicates that
students in electronics technology are aware of the usefulness of mathematics to the
study of electronics. Mert Uyangor and Uzel (2006) in their study on the attitude of
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7th class students toward Mathematics found out that pupils developed a positive
attitude towards mathematics after realistic mathematics education is used. The
result showed that students in experiment group are aware of the usefulness of
mathematics in daily life after instruction. The attitude and self-efficacy beliefs of Pre-
service elementary teacher toward mathematics are the subject of study conducted
by Cakiroglu and Isikal (2009). Results showed that there was no significant effect of
gender and grade level of pre-service teachers on their attitude toward mathematics.
Local Studies
The study conducted by Dequito (2006) using senior High School students (2006)
confirms that there exist a significant relationship between the respondents attitude
toward Mathematics and their achievement in Mathematics. The relationship of
attitudes of students toward mathematics was significantly influenced by course
taken in college and to whether they graduated from public high school or private
high school.
Reyes (2006) states on the findings of her study that attitude toward Mathematics is
dependent in grade level and gender. She said that a positive correlation exist
indication a direct linear relationship between the attitudes toward Mathematic and
Mathematics achievement.
A descriptive study on the attitude towards school and the study habits of students
was conducted by Monticado (2006) to determine the variables influencing the
performance of students in mathematics. Her findings states that the satisfactory
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performance of students in mathematics was influenced by favorable attitude of
students towards school.
In the study of Butil (2002), Gender, Age, Highest educational attainment of Parents
and Parents monthly income has no significant effect on the respondents attitude
toward Mathematics. She specifically studied the level of attitude of students in
terms of (a) Personal confidence, (b) Usefulness, (c) Perception as a male domain
and (d) Perception on Mathematics teachers. A significant relationship was found out
between the respondents attitude toward Mathematics and performance in
Mathematics. However, the Cramers coefficient of association value of 0.18
indicates a weak relationship.
Fulo (2002) on her study identifies different variables as correlates of attitudes of
High School students in Bulusan, Sorsogon. The variables considered are (a) Age,
(b) Gender, (c) Parents highest educational attainment, (d) Parents occupation, (e)
Availability of reading materials in mathematics at home, (f) classroom environment,
(g) Instructional materials, (h) library facilities, (i) Educational qualification of
teachers, (j) Level and number of relevant in-service training attended by teachers,
and (k) achievement level of students. The result of the study verifies the significant
relationship of attitudes towards mathematics to their achievement level.
The effect of students attitude toward Mathematics to the arithmetic computational
skills and problem solving ability of students was the subject of study performed by
Estoque (2002). The study reveals that the gender of respondents and the type of
school they graduated from Highs School (public or private) had no significant effect
on their attitude toward Mathematics. However, a significant difference was observed
when the respondents are classified according to their major course in college. It
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was found out also that attitude toward Mathematics had a significant influence on
different courses in college.
The study conducted by Casquite (2000) points out that attitude toward Mathematics
is not influenced by the students age and gender. However, the type of school
where the students were enrolled and the teachers personality had a significant
influence on the attitude of Grade VI students in learning Mathematics.
Pacencia (2000) conducted a study on the predictors of mathematics achievement of
students at Philippines Science High School at Eastern Visayas Campus. The study
revealed that media facilities and study habits of students are significantly correlated
to the mathematics achievements of students at Philippines Science High School.
Moderately favorable attitude toward Mathematics was also been observed.
Daligdig (2000) in his study compared the difference on achievement of students on
two different approach of instruction: the free intra-class grouping scheme and the
controlled grouping scheme. Results showed that a highly significant difference
exist between the achievement test scores for both groups before and after the
study. Both groups displayed no significant change in attitude before and after the
study. But a greater mean difference in the attitude was found. Also, the free group
has gained a comparatively more positive attitude towards Mathematics than their
counterpart in the other group. Daligdig concluded that the significant difference in
students achievement was not due to the attitude of students toward Mathematics
because no significant difference in the attitude was established.
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Chapter III
Research Methodology
This study will use the descriptive method of research. The researcher aimed to
describe the students attitude toward Mathematics and their performance in
mathematics. It is also the objective of this study to find possible differences in
students mathematics performance when they are grouped according to their course
major.
The researcher adopted two sets of test instruments: Mathematics Attitude
Instrument to determine the attitude of the respondents toward mathematics and
Mathematics Achievement Test to determine the performance of students in
mathematics.
The respondents of this study were the students of College of Industrial Technology
major in (1) Food Technology, (2) Hotel and Restaurant Technology, (3) Electronics
Technology (4) Computer Technology. The subjects of this study are those students
currently enrolled in the 2nd semester Mathematics required for their chosen majors.
Population and Sample
The study will be conducted using freshmen students enrolled in Bachelor of
Industrial Technology major in (1) Food Technology, (2) Hotel and Restaurant
Technology, (3) Electronics Technology and (4) Computer Technology. From the
population desired, the sample respondents will be picked using slovins formula:
n=
Where: nwill be the sample size, and
Nwill be the population size
e =margin of error
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The respondents of this study will be chosen at random. Only those students
enrolled in the required mathematics course for 2nd semester of S.Y. 2010 2011
will be considered as respondents.
Research Instrument
The adopted sets of test: Mathematics Attitude Instrument and Mathematics
Achievement Test was the instrument used in this study.
The Mathematics Attitude Instrument (Modified Fennema-Sherman Attitude
Instrument) was adopted from the study of Costoy (2002). It was a 30 item made up
of 22 positively worded and 8 negatively worded statements in which the
respondents were expected to respond expressing their agreement or disagreement
on a five-point scale of Strongly disagree, Agree, Undecided, Disagree and Strongly
disagree.
The Mathematics achievement Test was adopted from the study of Monticado (2006)
which aim to describe the performance of students in mathematics. The test consist
of 50 item mathematics test dealing with basic operations (addition, subtraction,
multiplication and division), operations on fraction, algebraic operations and simple
mathematics problem solving.
Statistical Treatment of Data
The study will employ descriptive measures. Likert-type scales will be used to
describe the attitude of students toward mathematics. The respondents were asked
to respond to the statements by marking a scale of strongly agree, agree,
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uncertain, disagree and strongly disagree Statements were classified as either
positive or negative. Positively worded statement responses were scored as:
5 Strongly agree 3 Uncertain 1 Strongly Agree
4 Agree 2 Disagree
These weighted assignments were reversed for negative statements. A student
score is the sum of the weighted alternatives chosen by him. The responses of the
students to the statements in the Attitude Scales were tallied and scored. Before the
scoring was done, each statement was classified as either positive or negative.
Classification of Attitudes includes behavioral, cognitive and affective.
To answer question about the performance of students in Mathematics, descriptive
statistics like highest and lowest scores, means and number of cases above and
below the mean were used. The same statistics were used to determine the attitudes
of the students. Attitude scores above the mean are considered favorable and those
below are unfavorable. The One Factor ANOVA will be utilized to determine the
significant difference between the attitudes of students enrolled in different majors in
LEP.
The formula for One Factor ANOVA is:
F =
Where:
F = F-Value
MsTrt = Mean square treatment
Mse = Mean square
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To find whether students Mathematics performance was influenced by their attitude
toward Mathematics, Chi-Square was used.
The formula for Chi-square is:
x2 =
where:
x2 = chi-square
O Observed frequency
E Expected frequency
.
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