Determinants of Mathematics Performance of Bachelor of Secondary Education Major in Mathematics Students of Polytechnic University of The Philippines
Determinants of Mathematics Performance of Bachelor of Secondary Education Major in Mathematics Students of Polytechnic University of The Philippines
Determinants of Mathematics Performance of Bachelor of Secondary Education Major in Mathematics Students of Polytechnic University of The Philippines
Abstract
The main purpose of the study was to establish the predictive validity
of mathematics teachers’ attributes and attitude towards mathematics subject
as determinants of the students’ mathematics performance among Bachelor of
Secondary Education major in Mathematics students from selected
Campuses of Polytechnic University of the Philippines. Findings of the study
showed that teachers handling College Algebra, Number Theory, and
Spherical Trigonometry subjects have outstanding teacher attributes.
Likewise, teachers handling Advanced Algebra, Plane Trigonometry,
Differential Calculus, and Mathematical Logic have very satisfactory ratings.
In terms of attitude towards mathematics, students possess positive attitude
towards all mathematics subjects covered in the study. In terms of
mathematics performance, students have satisfactory performance in all
mathematics subjects except in Advanced Algebra with a fair performance.It
was revealed that none of the dimensions of mathematics teachers’ attributes
and dimensions of attitudes towards mathematics significantly determined
the performances of the students in College Algebra, Plane Trigonometry,
Spherical Trigonometry, and Mathematical Logic. Furthermore, teachers’
personal attributes and enjoyment of mathematics were significant
determinants of Advanced Algebra performance. Likewise, teachers’ personal
attributes was revealed as a significant determinant of Plane Geometry
performance. Lastly, self confidence with mathematics was a significant
determinant of performances in Differential Calculus and Number Theory.
Introduction
Theoretical Framework
Conceptual Framework
in
STUDENT’S ATTITUDE
TOWARDS College Algebra
MATHEMATICS
Advanced Algebra
1. Value of Mathematics Plane Trigonometry
2. Enjoyment of Plane Geometry
Mathematics Differential Calculus
3. Self Confidence with Spherical Trigonometry
Mathematics Number Theory
4. Motivation with Mathematical Logic
Mathematics
The Problem
Research Methodology
The descriptive method of research was used in the study. The population covered in
was the First Year to Third Year BSEDMT students from three selected campuses of
Polytechnic University of the Philippines namely PUP Sta. Mesa (Main) Campus, PUP San
Juan Campus, and PUP Santa Maria Campus, with a total of 516 students. The researcher
employed stratified random sampling and considered fifty percent (50%) of the population
arriving with 260 students as sample.
The main instrument used in this study was a survey questionnaire. The first part
of the questionnaire measured the Mathematics teachers’ attributes in terms of personal
and professional attributes. It consists 30 items from which 15 items measured personal
attributes and the other 15 items measured professional attributes. The second part of the
questionnaire is the Attitudes Toward Mathematics Inventory (ATMI). The 40-items of the
ATMI were divided into four factors namely, value of Mathematics, enjoyment of
Mathematics, self-confidence with Mathematics and Motivation with mathematics.
Mathematics performance of the students were measured using their grades in their
Mathematics subjects.
The researcher used weighted mean and regression analysis to analyze and
interpret the data collected. All statistical computations were done with the use of
Statistical Package for the Social Sciences (SPSS).
Findings
Conclusions
Based on the findings, the researcher has drawn the following conclusions.
Based on the findings and conclusions derived from the study, the following
recommendations are proposed.
1. TheUniversity should provide opportunities for mathematics teachers to develop
their personal being and their professional career. Faculty members should be given
chances to attend seminars, workshops, conferences, and trainings to abreast
themselves with new trends in mathematics education. Stipends, allowances and
travelling expenses should be provided by the university when attending seminars
which will be a big help in the part of the faculty member.
2. Since BSED Mathematics Program prepares the students to be future mathematics
teachers, it is necessary and essential that their attitude towards mathematics be
improved. Various seminars on career orientation, motivation and personality
development should be given to mathematics education students for them to instill
in their minds the essence and importance mathematics teaching.
3. BSED Mathematics Program Coordinators, Academic Heads or Chairpersons, and
Administrators should plan for different programs that will help their students
improve their performance in mathematics.
4. Further Researches on the possible factors influencing the attitudes of the students
in mathematics and performance of students shall be conducted for further
developments.
References