1

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction:

Mathematics as we all know is the trickiest subject and adopting more effective
teaching strategies is important to achieve higher academic performance. Dossey
(1992) argues that different conceptions on Mathematics influence the ways in which
society views Mathematics. Usually, the way that mathematics is represented in the
classroom and perceived by students, even when teachers believe they are presenting
it in authentic and context dependent way stands to alienate many students from
mathematics (Barton, 2000; Furinghetti and Pekhonen, 2002).

There has been an increasing concern over recent years about the disparities in
students' academic performance in Mathematics and Science subjects. Most
importantly, what can be done to address the learning needs of students more
effectively. The result of the International Mathematics and Science study in 2003,
showed that, the Philippines only scored 378 and ranked 34th out of 38 countries in HS
II Mathematics and 43rd out of 46 in HS II Science. According to National Education
Testing and Research Center Department of Education (2005), the percentage of
students with Mastery in Mathematics decreased from 16.41% to 15.21% in SY2005-
2006

Researches concluded that positive attitude towards mathematics leads students

towards success in mathematics. Attempts to improve attitude towards mathematics at
lower level provides basis for higher studies in mathematics. It also causes effect in
achievement of mathematics at secondary school level (Ma and Xu, 2004).

Jiangming (2003) had conducted “a study on the casual ordering of mathematics

anxiety and mathematics achievement”. Using data from the Longitudinal Study of
American Youth (LSAY), it aimed to determine the casual ordering between
mathematics anxiety and achievement. Results of structural equation modeling showed
that, across the entire junior and senior high school, prior low mathematics achievement
 2

significantly related to later high mathematics anxiety, but prior high mathematics
anxiety hardly related to later low mathematics achievement.

Clark – Bland and Iris (2004) had conducted “a study on the effects of teaching
mathematics strategies and keeping mathematics journals to reduce mathematics
anxiety”. This mixed method study examined how different strategies of learning
mathematics and keeping a mathematics journal in a remedial mathematics class in a
community college affected mathematics anxiety and mathematics learning. Students
were administrated validated algebra, pre and post tests and mathematics anxiety pre
and post tests. The findings led to the following recommendations; (a) To break the
cycle of mathematics anxiety, elementary school teachers who are mathematically
anxious should take measure to lessen their own anxiety; (b) Educators should teach
several strategies for learning mathematics; (c) Additional studies of journaling in
mathematics to alleviate mathematics anxiety should be conducted; (d) Educators
should solicit a mathematics autobiography form studies.

Saint Joseph College is a Christ - Centered Catholic School that envisioned to

produce GOD loving and globally competitive students through quality education.It is a
Catholic institution run by the Diocese of Maasin and is headed by Bishop Precioso D.
Cantillas. The school has three departments namely; elementary, high school and
college department which were headed by the different principals and department head.
In relation, the Grade 9 National Career Assessment Examination results of Saint
Joseph College for the subject Mathematics increased from 62.1% (2015-2016) to
67.8% (2016-2017)

The results of this study will serve as guide or basis for math teachers to effect
strategies that will enhance and allow students to better understand different
mathematical concepts and skills. These effective strategies formulated and to be
implemented by teachers will be anchored based on the result of student’s perceptions
towards the subject..
 3

Theoretical Background

This study was anchored on the following theories:

The Gestalt Theory of Learning originating in Germany, being put forth by three
German theorists, who were inspired by the works and ideas of the man who gave the
learning theory its name. The term “Gestalt”, comes from a German word that roughly
means pattern or form. The main tenet of the Gestalt theory is that the whole is greater
than the sum of its parts; learning is more than just invoking mechanical responses from
learners. As with other learning theories, the Gestalt theory has laws of organization by
which it must function. These organizational laws already exist in the make-up of the
human mind and how perceptions are structured. Gestalt theorist propose that the
experiences and perceptions of learners have significant impact on the way what they
learn.

Cognitive Learning Theory is a broad theory that explains thinking and differing
mental processes and how they are influenced by internal and external factors in order
to produce learning in individuals. When cognitive processes are working normally then
acquisition and storage of knowledge works well, but when these cognitive processes
are: observing, categorizing and forming generalizations about environment. A
disruption in these natural cognitive processes can cause behavioral problems in
individuals and the key to treating these problems lies in changing the disrupted
process. For example, a person with an eating disorder genuinely believes that they are
extremely overweight. Some of this due to a cognitive disruption in which their
perception of their own weight is skewed. A therapist will try to change their constant
pattern of thinking that they are overweight in order to decrease the unhealthy behaviors
that are results of it. Same as the perception of the students to the mathematics subject.

Statistical Theory of Learning. An attempt has been made to clarify some issues
in current learning theory by giving a statistical interpretation to the concepts of stimulus
and response and by deriving quantitative laws that govern simple behavior systems.
Dependent variables, in this formulation, are classes of behavior samples with common
quantitative properties; independent variables are statistical distributions of
 4

environmental events. Laws of the theory state probability relations between momentary
changes in behavioral and environmental variables. From this point of view it has been
possible to derive simple relations between probability of response and several
commonly used measures of learning, and to develop mathematical expressions
describing learning in both classical conditioning and instrumental learning situations
under simplified conditions.

The Theory of Situated Learning. Brown, Collins & Duguid (1989) emphasize the
idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a
domain by enabling students to acquire, develop and use cognitive tools in authentic
domain activity. Learning, both outside and inside school, advances through
collaborative social interaction and the social construction of knowledge." Brown et al.
also emphasize the need for a new epistemology for learning -- one that emphasizes
active perception over concepts and representation. Suchman (1988) explores the
situated learning framework in the context of artificial intelligence.

Theory of Embodied Mathematics Lakoff and N´u˜nez (2000) offer a view of

learning mathematics based on the notion “that conceptual metaphor plays a central,
defining role in mathematical ideas within the cognitive unconscious”. Their work
extends findings in cognitive science to describe how many mathematical concepts
arise in the minds of learners through the use of metaphor and blending.
 5

Conceptual Framework

Profile
1. Age
2. Sex
What is the level of
3. Type of School last
graduated attitude of Grade 9
Level of Study Habit in towards Mathematics?
Terms of:
1. Frequency
2. Place
3. Style

Analysis of
Gathered Data

Improved perception on
the subject Mathematics

Figure I. Schematic Design of the Views on Mathematics by Grade 9 Junior High School
Students in Saint Joseph College for S.Y. 2018-2019.
 6

Figure I showed that the respondent’s profile in terms of age and sex and the
level of Description in terms of type of school, awards received and study habit are the
independent variable used in the study.

For the perceptions, the sub-variables included: attitude, subject matter, and
degree of retention and comprehension.

Data gathering was done through a prepared questionnaire were respondents

basic information and perceptions towards the Mathematics were gathered, tabulated
and analyzed using z-test.

Statement of the Problem

The main purpose of this study is to assess the level of attitude of Grade 9
students in Mathematics. The result was used as basis in formulating future
enhancement program both for students and teachers. This study was conducted on the
Second Semester of the S.Y. 2018-2019 at Saint Joseph College, Maasin City.

Specifically, it attempted to answer the following sub-problems:

1. What is the profile of the respondents in terms of:

1.1 sex;
1.2 age; and
1.3 type of school last graduated
2. Level of description ofthe study habit of students in terms of:
2.1 frequency and;
2.2 place/ location in studying;
3. What is the level of attitude of grade 9 towards mathematics?

Hypothesis:
 7

1. There is a significant difference on the level of attitude of students towards

Mathematics in terms of sex, age and type of school graduated.
2. There is a significant relationship between study habit and the level of attitude in
Mathematics.

Significance of the Study

The result of this study helped the students in understanding Mathematics more
easily. This also served as guide or basis for math teachers to plan for strategies that
will enhance and allow students to better understand different mathematical concepts
and skills. The institution had a huge advantage because they will be known for the
quality of education they are offering.

Scope and Delimitation

The study primarily focused on the perceptions of the randomly selected Grade 9
students towards Mathematics subjects. The study was limited to 20% (64) of the total
population (320) of Grade 9 students in Saint Joseph College. It limit on the relationship
between the profile of students in terms of sex, age and section and the level of
perceptions on various factors such as their attitude, difficulty and as a subject matter in
Mathematics subject.
 8

Definition of Terms

To have a better understanding, the following terms were defined;

Correlation – used to measure the degree of the relationship of the selected variables
in the study.

Descriptive Design – a design that is used to describe the characteristics of the

respondents.

Frequency -

Majority -

Mathematics -

Perception – the way you think about someone or something.

Quantitative Design – is all about quantifying relationships between variables.

Questionnaire – set of questions used for obtaining personal information from

individuals.

Retention – the condition of retaining (keeping) something

Stratified – arrange or classify

Systematic – having, showing, or involving a system, method or plan

 9

Chapter II

THE REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

According to Hughes (1999) the most important conclusions from qualitative

research on factors related to achievement in schools are that (a) teachers are critical
resources; (b) the composition of the student body matters; (c) schools make a
difference, and (d) physical facilities, class size, curriculum, instructional strategies
and other resources influence student learning indirectly through their effect on the
behavior of teachers and students

In an effort to identify the causes for low achievement in mathematics, some

researchers (Attwood, 2001; Brodie, 2004; Maree, 1997; Moyana, 1996; Murray,
1997; Malcolm et al., 2000) have suggested that achievement in mathematics in
secondary schools is influenced by a number of variables. These variables include
learners’ abilities, attitudes and perceptions, family and socio-economic status, parent
and peer influences, school related variables such as poor learning environment,
learning cultures, past racial discrimination and low expectations by principals and
teachers.

On School-Related Variables. Several studies have shown a positive

correlation between a disadvantaged school environment and learners’ achievement
at school. For example learners in the Western and Northern Cape provinces, which
have large white populations and well-endowed communities and schools, lead in
pass rates in grade twelve examinations whereas those in Limpopo Province with its
black population majority rank last in this regard (Murray, 1997). Attwood (2001) also
found that grade eight learners in schools situated in 19 economically depressed
areas of the Cape Flats have a lower mathematics achievement than those who
come from families with high socio-economic status. Furthermore, a comprehensive
study on the status of mathematics and science teachers in South Africa found that
black learners were underprovided for and performed worse than their white peer
 10

group in these subjects (Arnott et al., 1997). Although the above findings show in
general that disadvantaged learners tend to achieve less well than other learners,
some studies indicate that some disadvantaged learners perform better than
advantaged learners. In this regard a September 2002 issue of the Sunday Times
spotlights some successful rural schools. All the schools were from disadvantaged
communities (Sunday Times, 2002)

On Learning Environment. According to Smith and Ragan (1993) a learning

environment comprises teacher, existing curriculum, instructional equipment as well
as the institutional and larger learner community. In this regard Shields (1991) stated
that the school environment is the broader climate or context of the school that either
facilitates or constrains classroom 20 instruction and learning. Ross, Farish and
Plukett as cited in Zaaiman (1998) describe the learning environment that is
considered disadvantageous for Australian schools by using detailed census-based
social profiles of school catchment areas. A learning environment, particularly the
school, was considered as disadvantaged if a high proportion (of the enrolment) of
learners came from neighborhoods having certain characteristics known to be
associated with a low capacity to take advantage of educational facilities. These
characteristics include, among others, a high percentage of persons in low status
jobs with low income or with lack of formal educational qualifications. Furthermore,
many families with single parents and more non-fluent English speakers (English as a
second language) were found in the low socio -economic areas. The homes of the
disadvantaged tend to be more crowded, lacking in magazines, newspapers, and
other objects that are likely to help in the development of the learner. Parents of the
disadvantaged learner give little language encouragement to their children, have less
direct interaction with them and take less interest in their learning.

On Teacher-Related Variables. Meyer and Koelher (1990) stated that one of

the most important factors in developing learners' mathematics ability is the attitude
of their teacher of Mathematics. According to Meyer and Koelher (1990) knowledge
of the learners' thinking is important while teachers' knowledge of mathematics
contents and pedagogy is also critical to the culture of the learning environment.
 11

According to Lubinski (1994) knowledge of the content and pedagogy in conjunction

with learners' thinking allows a teacher to design blueprints for worthwhile
mathematics tasks.

On Teaching Methods and Strategies. Robitaille and Garden (1989) pointed

out some factors that influence effectiveness of teachers, namely their teaching
strategies, belifes about teaching, and the general classroom process that provide an
immediate learning environment for mathematics. in this regard Dreckmeyr (1994:67)
defines a teaching strategy a yeaching strategy as an extensive teaching plan which
includes all elements of the instruction-learning evenents,such as form, content,
classification, principles, and aids. Teaching strategies can be classified in several
ways for example, teacher-centred or learner-centred. Teacher-centred strategies are
those in which the teacher has direct control. Learner-centred strategies are those
strategies that allow learners to play a more active role. In this regard, Stein, Leinhart
and Bickel (1989) suggest some factors in providing effective instruction for
disadvantaged learners, namely.

On Attitudes towards mathematics. In mathematics research, one area of

focus has been on teachers’ beliefs and attitudes towards mathematics. Ernest
(1989) observes that the practice of teaching mathematics depends on a number of
key elements, such as the teachers’ mental contents and schemes, particularly the
system of beliefs concerning mathematics and its teaching and learning; the social
context of the teaching situation, particularly the constraints and opportunities it
provides and the teachers’ level of thought processes and reflection. Fennema and
Romberg (1999: 174) have made similar observations that teachers’ beliefs influence
the way teachers teach and talk about mathematics to their learners. She observes
that: If teachers believe that mathematics is useful, it seems reasonable to assume
that they will work harder to ensure that their learners learn mathematics.

On Attitudes towards learners in mathematics. Research related to the

issue of attitude towards learners in mathematics is extensive. One of the most
important factors in developing learners’ mathematics ability is the attitude of the
teacher towards learners. Fennema and Romberg (1999) state that it is not only the
 12

teachers’ beliefs about mathematics and its usefulness that are important, but also
that the teachers’ beliefs about their learners’ ability to do mathematics have an
influence on how they teach and subsequently on how learners learn. In a report of a
study of Japanese classrooms intended to acquaint American educators with
mathematics teaching and learning in Japan, Becker, Silver, Kantowski, Travers and
Wilson (1990: 13) make the following comment: Even a casual observer realizes that
all students are regarded as capable of learning mathematics and other
subjects…The Japanese assume that learning is a product of effort, perseverance,
and self-discipline rather than ability. Consistent with this philosophy, the schools
have no ability grouping in elementary and junior high schools and virtually no
individualized classroom instruction. 40 The above suggests that for learners to learn
mathematics effectively, teachers need to regard the learners as capable of learning
and expose them to quality experiences that enhance learning.

On Learner-related Variables. Attitudes and beliefs According to McLeod

(1992) factors such as attitudes and beliefs play an important role in mathematics
achievement. The general relationship between attitude and achievement is based on
the concept that the better the attitude a learner has towards a subject or task, the
higher the achievement or performance level in mathematics. Stuart (2000) argues
that teachers, peer and family attitudes toward mathematics may either positively or
negatively influence learner’s confidence in mathematics. The findings are that
learners who have positive attitudes towards their teachers have high achievement
levels. Newman and Schwager (1993) found that at all grades a sense of personal
relatedness with the teacher is important in determining a learner’s frequency in 25
seeking help from the teacher. They further state that this aspect of the classroom
climate has been shown to be related to good academic outcome. In the same vein
Dungan and Thurlow (1989) state that the extent to which learners likes their teacher,
influence their liking of the subject.

On Interest. Some research has suggested that, compared to other subjects,

there is a relatively strong relationship between interest and achievement in
mathematics (Schiefele, Krapp&Winteler: 1992). In this regard, Maree (1994) stated
 13

that the following factors are of significance in the learner’s interest in mathematics:
Learner’s feelings play an important role in mathematics interest. Learner’s interest
and ability are positively related. According to Maree (1994) the better a learner
performs in mathematics, the more he/she was like the subject and vice versa.

Related Studies

As a part of a commissioned research to investigate views of various

stakeholders on the existing mathematics curriculum in Hong Kong, a questionnaire
survey was administered to a random sample of 9,696 primary and secondary
students to study their conceptions of mathematics, their attitude toward and habits of
learning mathematics, and the perceived difficulty level of various mathematics
topics. The data collected showed a clear picture of students’ perception of
mathematics learning with regard to categories of interest, preference for
understanding, confidence and competence, textbooks, classroom learning and
outside-class learning, and learning habits. It also depicted substantial trends of
changing views and attitudes toward mathematics learning across grade levels.
Students’ responses to the Conception of Mathematics Scale were consistent with
previous studies of a much smaller scale, and demonstrated some specific
characteristics of their views of mathematics. This survey has provided useful
background information regarding students’ needs and aspirations in mathematics
learning for curriculum planners and frontline teachers in future curriculum reform and
implementation.

Hyde, Janet.; Fennema, Elizabeth; Lamon, Susan J. (1990) had investigated

“The gender differences in mathematics performance”, and found out that there wer
no gender differences in problem solving in elementary or middle school; differences
favoring men emerged in high school and college. gender differences were smallest
and actually favored females in samples of the general population, grey larger with
increasingly selective samples, and were largest for highly selected samples and
 14

samples highly precocious persons. The magnitude of gender difference declined

over the years. Gender differences in mathematics performance are small.
Nonetheless, the lower performance of women in problem solving that is evident in
high school requires attention.

This study investigates the influence of students’ perceptions on mathematics

performance at a selected South African secondary school. The influence of factors
such as strength and weaknesses in mathematics, teacher support/learning material,
family background and support, interest in mathematics, difficulties or challenges in
doing mathematics, self-confidence and myths and beliefs about mathematics were
identified as constructs of perceptions that influence students’ performance. Five of
the seven constructs were found to be influential on students’ performance in
mathematics. Quantitative methods were used to analyze the data collected from a
questionnaire which was administered to randomly selected secondary school
students (n=124) in Polokwane, South Africa. From the regression analysis of the
data, the following hierarchy of themes emerged as components of students’
perceptions of mathematics. These were (I) weaknesses in mathematics (ii) family
background and support, (iii) interests in mathematics, (iv) self-confidence in
mathematics, (v) myths and beliefs about mathematics (vi) teacher /learning material
support, (vii) difficulties in learning mathematics. Results from tests, Anova and
suggest that there were significant differences in the perceptions and beliefs about
mathematics between males and females, between mature and juvenile students and
among students from different language backgrounds respectively. Correlation
analysis results showed strong positive relationships between performance and
perception constructs such as self-confidence, interests in mathematics, teacher and
learning support material as well as myths and beliefs .The respondents tend to view
lack of proficiency in mathematics as a challenge, and attribute success in
mathematics to effort and perseverance. Students also perceive difficulty in
mathematics as an obstacle, and attribute failure to their own lack of inherited
mathematical ability. These findings suggest that differences in (i) myths and beliefs
about mathematics success, (ii)motivation given by mathematics teachers and
parents, (iii) mathematics teachers' teaching styles and learning materials and(iv) self
 15

confidence in mathematics may lead to differences in perceptions about

mathematics. These in turn may lead to differences in attitudes towards mathematics
and learning mathematics which have a bearing on performance.

The purpose of this study is to explore the level of attitude towards problem
solving and mathematics achievement among students from Malaysian Institute of
Information Technology, Universiti Kuala Lumpur. This study also observes the
relationship between the level of patience, confidence and willingness towards
problem solving and mathematics achievement. This research is a survey study that
is conducted on 153 semester one students at diploma and bachelor program. This
research uses one set of questionnaire to gather data. The data is then analyzed
using The Statistical Package for Social Science (SPSS). The descriptive and
inferential statistics analyses are used to analyze all the research questions. The
research findings reveal that the level of patience, confidence and willingness
towards problem solving are medium. The findings also show that there is significant
relationship between the level of patience towards problem solving and mathematics
achievement. On the other hand, the finding shows that there is no significant
relationship between the level of confidence and willingness towards problem solving
and mathematics achievement. This research also reflects that there is significant
relationship between attitude (patience, confidence and willingness) towards problem
solving and mathematics achievement. Finally the research draws conclusion and
recommendation based on students' attitude towards problem solving and the ways
to improve students' achievement in mathematics.

Benbow, Camilla P.(1992) had conducted “A study on Academic achievement in

mathematics and science of students between ages 13 and 23”. There are
differences among students in the top one percent of mathematical ability. Among
students in the top 1% of ability, those with SAT-M scores in the top quarter, in
comparison with those in the bottom quarter, achieved at much higher levels through
high school, college, and graduate school. Of the 37 variables studied, 34 showed
significant differences favoring the high SAT-M group which were substantial. Some
gender differences emerged; these tended to be smaller than the ability group
 16

differences; they were not observed in the relationship between mathematical ability
and academic achievement. The predictive validity of the SAT-M for high-ability 7th
and 8th graders was supported. Students' success in mathematics depends upon
attitude towards mathematics. It also influences the participation rate of learners. This
study was based on a survey of high school students about their attitudes towards
mathematics. Students of both the gender constitute the population of this study.
Sample of the study was 685 students (male = 379 and female = 306) of 10 th grade
selected conveniently from 10 private and public sector schools. A questionnaire (α =
0.7452) was used to examine the attitudes of male and female students towards
mathematics at secondary school level. Descriptive statistics and t-test with P < 0.05
level of significance were used for data analysis.

The aim of this study was to examine the level of students’ attitude and interest in
Mathematics, students’ perception on their Mathematics lecturer and Mathematics
subject itself. This study also determined the relationship between students’
perception on Mathematics and their Mathematics performance. There were 150
students out of 189 students taking Calculus I on Semester December 2012 until Mac
2013 at UiTM Cawangan Johor involved in the survey. The questionnaire (α=0. 774)
was developed and administered to the respondents. The data collected were
analyzed using inference methods (Pearson correlation and t-test) by using a
Statistical Package for Social Sciences (SPSS) version 20.0 for Windows. Data
analysis indicated that the level of students’ perception on Mathematics subject from
both computer sciences and Mathematics students were high. The result shows that
there was a negative linear and a moderate significant correlation between students’
perception on Mathematics and their Mathematics result.

The purpose of the study is to identify problems related to mathematics and

science learning faced by students as perceived by the Form two At-Risk students,
and as perceived by the mathematics and science teachers when teaching the
subjects, to examine students’ mathematics and science learning climate, to identify
teaching strategies frequently used by the mathematics and science teachers, and to
identify effective teaching strategies perceived not feasible to be used by the
 17

teachers for At-Risk students. This research employed a quantitative research

method with a descriptive survey design. The survey was conducted using three sets
of Likert-type questionnaires for mathematics and science teachers, and the
secondary school students. A total of 30 mathematics and 31 science teachers, and
1575 Form Two students were the respondents of this study. Findings showed that
there was a need for a specific curriculum for at-risk students in Malaysia focusing on
basic knowledge and skills and simplifying the content of the mathematics and
science syllabuses tailored towards At-Risk students.

Charles, T., Clotfelter,Helen, F., LaddJacob, L., Vigdor, (2007), had studied “the
Teacher credentials and student achievement”. Longitudinal analysis with student
fixed effects and had concluded that a teacher's experience, test scores and regular
licensure all have positive effects on student achievement, with larger effects for math
than for reading. Taken together the various teacher credentials exhibit quite large
effects on math achievement, whether compared to the effects of changes in class
size or to the socio-economic characteristics of students.

Subrata Saha (2007) had conducted “a study on academic achievement in

mathematics in relation to cognitive styles and attitude towards mathematics”. The
boys and girls differed significantly on all the three measures under consideration.
The field independent boys excelled over the field dependent boys significantly in
their achievement in mathematics. Similarly, field independent girls also excelled over
the field dependent girls significantly.

Subrata Saha (2007) had conducted “a study on academic achievement in

mathematics in relation to cognitive styles and attitude towards mathematics”. The
boys and girls differed significantly on all the three measures under consideration.
The field independent boys excelled over the field dependent boys significantly in
their achievement in mathematics. Similarly, field independent girls also excelled over
the field dependent girls significantly.
 18

Chapter III

METHODOLOGY

Research Design

This study uses the quantitative design specifically descriptive-correlation design.

Quantitative design relates to the questionnaire method used by researchers in
gathering relevant data on how students think, act or feel about Math subject.
Descriptive design was used to describe the characteristics of the respondents in terms
of their profile, description and level of perception. Correlation was used to measure the
degree of the relationship of the selected variables in the study.

Research Respondents

The respondents of this study were the 64 students or the 20% of the total 320
student population of Grade 9 of the Junior High School Department of Saint Joseph
College. The selection of respondents was done through stratified and systematic
sampling. The computation is shown in Table 1 below.

Table 1

Distribution of Respondents

SECTION No. of Students No. of Respondents

St. Cyprian 46 (46/320) x 64 = 9

St. Clement I 46 (46/320) x 64 = 9
St. Christopher 45 (45/320) x 64 = 9
St. Cecilia 46 (46/320) x 64 = 9
St. Charles Borromeo 46 (46/320) x 64 = 9
St. Clare 46 (46/320) x 64 = 9
St. Catherine of Siena 45 (45/320) x 64 = 9
N= 320 n=63 + 1(decimals) = 64
 19

Research Locale

This study was conducted at Saint Joseph College located at Barangay Tunga-
Tunga, Maasin City, Southern Leyte. It is a Catholic institution run by the Diocese of
Maasin and is headed by Bishop Precioso D. Cantillas. The school has three
departments namely; elementary, high school and college department which were
headed by the different principals and department head. This study specifically focused
among the Grade 9 students of the Junior High School department with a total
population of 320.

Research Instrument

A written survey questionnaire was used in gathering the data. The questionnaire
consists of pre-constructed questions that would determine the level of their perception
based on attitude, what they feel towards the subject, the importance of mathematics to
them, the degree of their retention towards the subject, is it hard for them to understand
the lessons and also questions about their demographic profile.
 20

Statistical Treatment

 DETERMINING THE PERCENT SHARE OF AN ITEM (R)

f 
R   100
n

Where: f – frequency of an item

n – total number of observations
 DETERMINING THE WEIGHTED MEAN (WM)

WM 
 fw
n

Where: f – frequency
w – weighted score
n – sample size
 DETERMINING THE SIGNIFICANT DIFFERENCES

Z – test :

( n1 and n2  30 ;  12 and  22 are unknown )

x1  x 2
z 
s12 s2
 2
n1 n2

Where: x1 - sample mean of the first group

x2 - sample mean of the second group

s12 - sample variance of the first group

s22 - sample variance of the second group

 21

 DETERMINING THE SIGNIFICANT RELATIONSHIP

CHI-SQUARE (X )/FISHER’S :
2
X 
2
k
o i  ei 
2

i 1 ei

Where: oi – observed frequency

ei - expected frequency
 22

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the result of the study. The data
gathered were presented in tabular and graphical form showing frequencies,
weighted means, and their qualitative equivalents.

The presentation follows the sequence of the sub-problems and hypothesis.:

1. The profile of the respondents in terms of:

1.1 sex;

1.2 age; and

1.3 type of school last graduated

2. The Level of description of study habit in terms of:

2.1 frequency and;

2.2 place of studying;

3. The level of attitude of grade 9 towards mathematics?

4. The significant difference on the level of attitude of students towards

Mathematics in terms of sex, age and type of school graduated

5. The significant relationship between study habit and the level of attitude in

Mathematics.

The data were discussed and interpreted, hypothesis were statistically treated in

order to arrive at a decision for its acceptance or rejection.

 23

1. The profile of the students in terms of sex

To depict the profile of the selected grade 9 Junior High School of Saint
Joseph College, Figure 2, 3 and 4 is presented below:

Figure 2

Profile of Students in Terms of Age

1.60%
(1)

12-13 yrs old

14 above

98.40%
(63)

As shown in the chart above, out of sixty-four (64) respondents there were sixty-
three (63) or 98.40% whose age is 14 years old and above and only one (1) or
)1.60% whose age is between 12-13 years old. This showed that majority of the
respondents were 14 years old and above.
 24

Figure 3

Profile of Students in Terms of Sex

Female 45.30%

Male
Female

Male 54.70%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%

Based on Figure 3 above, out of 64 respondents there were thirty – five (35) or
54.70% male students while twenty-nine (29) or 45.30% female. The data revealed that
majority of the respondents were males.
 25

Figure 4

Profile of Students in Terms of Type of

School last graduated

29.70%
Private/semi-private
Public

68.80%

Figure 4 showed that there were 44 students or 68.80% whose type of primary
school was private, while there were 19 students or 29.70% where from public
primary school.
 26

2. Level of description of study habit in terms of frequency and place of

studying

To depict the level of description of selected grade 9 Junior High School of

Saint Joseph College, Figure 5 and 6 is presented below:

Figure 5
Distribution of Respondents in Terms of Frequency in Studying

Never 15.60%

Once a month 15.60%

Everyday
Once a week
Once a month
Once a week 57.80%
Never

Everyday 10.90%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Responses of the students on how often they study math revealed that only
10.9% out of total study daily, then total number of students (15.6%) never study the
subject once a month, while majority of them – the 57.8% - prefer to study math once a
week. Some research has suggested that, compared to other subjects, there is a
relatively strong relationship between interest and achievement in mathematics
(Schiefele, Krapp&Winteler: 1992). In this regard, Maree (1994) stated that the following
factors are of significance in the learner’s interest in mathematics: Learner’s feelings
play an important role in mathematics interest. Learner’s interest and ability are
 27

positively related. According to Maree (1994) the better a learner performs in

mathematics, the more he/she was like the subject and vice versa.

Figure 6
Distribution of Respondents in Terms of Location in Studying

Others (pls. specify) 1.60%

None of the above 3.10%

At library 3.10%

At school 18.80%

At home/boarding house 73.40%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

At home/boarding house At school At library

None of the above Others (pls. specify)

The above result showed the fact that most of the students (73.4%) prefer to
study at home or at the boarding house rather than at school (18.8%) or other places.
Others preferred to study at the library (3.10%). This suggest that majority of the
respondents find it more convenient and comfortable studying when they are at home.
 28

3. The level of attitude of grade 9 towards mathematics

To depict the level of description of selected grade 9 Junior High School of

Saint Joseph College, Figure 5 and 6 is presented below:

Table 2
Summary of Profile on the Level of Attitude of 9th Graders towards Mathematics

Weighted Descriptive
Sample Mean Equivalent
INDICATORS size (n) Rating Rating
(WMR) (DER)
1. Mathematics is enjoyable and stimulating to me. 64 3.47 TE

2. In mathematics you can be creative and discover things by yourself. 64 3.69 LE

3. I try to learn mathematics because it helps develop my mind and helps me think 4.05
64 VLE
more clearly in general.

4. Mathematics is needed in order to keep the world running. 64 3.95 LE

5. I have never liked mathematics, and it is my most dreaded subject. 64 3.16 TE

6. Mathematics is not important in everyday life. 64 2.02 TE

7. I am interested and willing to acquire further knowledge of mathematics. 64 3.89 LE

8. Students who have understood the mathematics they have studied will be able to
64 3.62 LE
solve any assigned problem in five minutes or less.
9. Ordinary students cannot expect to understand mathematics, they expect simply
to memorize it and apply what they have learned mechanically a without 64 3.38 TE
understanding.
10. I learn mathematics well from lectures. 64 3.91 LE
11. Communicating with other students helps me have a better attitude towards
64 3.83 LE
mathematics.
12. The skills I learn in this class will help me in other classes for my major. 64 4.08 LE
OVER-ALL WMR 3.59 LE
 29

Weighted points Rating scale Range DER

5 Strongly Agree 4.50 – 5.00 To a very large extent (VLE)

4 Slightly Agree 3.50 – 4.49 To a large extent (LE)

3 Neutral 2.50 – 3.49 To a little extent (TE)

Slightly
2 1.50 – 2.49 To a little extent (VTE)
Disagree

Strongly
1 1.00 – 1.49 No use (NU)
disagree
Based from the above results, students believe to a very large extent that the
skills they learn in math class will help them in other classes for their major with a
weighted mean of 4.08, try to learn mathematics because they think it helps them
develop their mind and think more clearly in general with a weighted mean of 4.05.
Many also believed to a large extent that mathematics is needed in order to keep the
world running with a weighted mean of 3.95. However, many of the students are
dependent upon the lectures made inside the classroom (with a weighted mean of
3.91), but are still interested and willing to acquire further knowledge of mathematics
has a weighted mean of 3.89. The results further revealed that most of student
respondents showed positive responses towards mathematics which are good
indication of their positive attitude towards mathematics.

However, it is sad to note that there are still many students who never liked
mathematics (a weighted mean of 3.16) and considered it as their most dreaded subject
to a little extent and even thinking that it is not important in everyday life to a very little
extent ( a mean of 2.02). Ernest (1989) observes that the practice of teaching
mathematics depends on a number of key elements, such as the teachers’ mental
contents and schemes, particularly the system of beliefs concerning mathematics and
its teaching and learning; the social context of the teaching situation, particularly the
constraints and opportunities it provides and the teachers’ level of thought processes
and reflection
 30

4. The significant difference on the level of attitude of students towards

Mathematics in terms of sex, age and type of school graduated

To depict the significant difference on the level of attitude on selected

grade 9 Junior High School of Saint Joseph College, Table 3 is presented
below:

Table 3

Summary Profile on the Significant Differences on the Level of Attitude of 9 th

Graders towards Mathematics in Terms of their Profile
Variable Categories n Mean Standard Z – value Decision
deviation Computed Tabled
Female 29 3.30 0.704 -1.986 ±1.96 Reject
Sex Male 35 3.67 0.785
Total 64
Private/semi- 45 3.45 0.894 -0.493 ±1.96 Do not
Type of private reject
school Public 19 3.55 0.667
Total 64
12 -13 1 3.17 0.678 -0.612 ±1.96 Do not
Age group Above 13 63 3.59 0.831 reject
Total 64
Level of significance: 0.05

The level of attitude of female students towards mathematics show significant

difference from that of male students. This implies that sex show a degree of difference
of student perception towards the subject. On the other hand, students who are
relatively younger (13) years old and above being matured enough shows the same
inclination towards the subject and that age does not significantly differ students’
attitude towards mathematics. In addition, students who graduated primary school in
public and private shows the same preference towards the subject and that type of
school does not significantly differ students’ attitude towards mathematics.

Hyde, Janet.; Fennema, Elizabeth; Lamon, Susan J. (1990) had investigated

“The gender differences in mathematics performance”, and found out that there were no
 31

gender differences in problem solving in elementary; differences favoring men emerged

in high school and college. Gender differences were smallest and actually favored
females in samples of the general population, grey larger with increasingly selective
samples, and were largest for highly selected samples and samples highly precocious
persons. The magnitude of gender difference declined over the years. Gender
differences in mathematics performance are small. Nonetheless, the lower performance
of women in problem solving that is evident in high school requires attention.

5. The significant relationship between study habit and the level of attitude in

Mathematics.

To depict the significant relationship between study habit and the level of
attitude on selected grade 9 Junior High School of Saint Joseph College, Table
4 is presented below:

Table 4
Summary Profile of the Significant Relationship between Study Habit and the
Level of Attitude in Mathematics

Fisher’s Exact Test

LDSHA, LDSHB, LDSHC LA1 – LA12 Decision
Value Exact Sig. (2 sided)
Mathematics is enjoyable and
10.965 .428 NS
stimulating to me.
In mathematics you can be
creative and discover things by
12.635 .104 NS
yourself.

I try to learn mathematics

because it helps develop my
mind and helps me think more 13.249 .362 NS
clearly in general.
How often do you study
math?
Mathematics is needed in order
8.344 .773 NS
to keep the world running.
I have never liked mathematics,
and it is my most dreaded
16.391 .088 NS
subject.

Mathematics is not important in

everyday life. 12.984 .262 NS

I am interested and willing to 18.168 .049 S

 32

acquire further knowledge of

mathematics.

Students who have understood

the mathematics they have
studied will be able to solve any
6.906 .902 NS
assigned problem in five minutes
or less.

Ordinary students cannot expect

to understand mathematics, they
expect simply to memorize it and
apply what they have learned 14.048 .196 NS
mechanically a without
understanding.

I learn mathematics well from

lectures. 6.725 .652 NS

Communicating with other

students helps me have a better
20.461 .020 S
attitude towards mathematics.

The skills I learn in this class will

help me in other classes for my
5.329 .500 NS
major.

Mathematics is enjoyable and

14.840 .588 NS
stimulating to me.
In mathematics you can be
creative and discover things by
9.822 .812 NS
yourself.

I try to learn mathematics

because it helps develop my
mind and helps me think more 22.595 .419 NS
clearly in general.

Mathematics is needed in order

20.806 .250 NS
to keep the world running.
I have never liked mathematics,
and it is my most dreaded
13.395 .672 NS
subject.
Where do you usually
study? Mathematics is not important in
everyday life. 18.755 .292 NS

I am interested and willing to

acquire further knowledge of
17.561 .870 NS
mathematics.

Students who have understood

the mathematics they have
studied will be able to solve any
26.690 .007 S
assigned problem in five minutes
or less.

Ordinary students cannot expect

to understand mathematics, they
expect simply to memorize it and 15.584 .522 NS
apply what they have learned
mechanically a without
 33

understanding.

I learn mathematics well from

lectures. 13.651 .249 NS

Communicating with other

students helps me have a better
14.348 .968 NS
attitude towards mathematics.

The skills I learn in this class will

help me in other classes for my
5.936 .692 NS
major.

Mathematics is enjoyable and

15.066 .492 NS
stimulating to me.
In mathematics you can be
creative and discover things by
7.248 .961 NS
yourself.

I try to learn mathematics

because it helps develop my
mind and helps me think more 19.196 .543 NS
clearly in general.

Mathematics is needed in order

17.646 .423 NS
to keep the world running.
I have never liked mathematics,
and it is my most dreaded
18.723 .147 NS
subject.

Mathematics is not important in

everyday life. 13.487 .771 NS

I am interested and willing to

acquire further knowledge of
17.031 .572 NS
mathematics.
Style in Studying
Students who have understood
the mathematics they have
studied will be able to solve any
13.093 .811 NS
assigned problem in five minutes
or less.

Ordinary students cannot expect

to understand mathematics, they
expect simply to memorize it and
apply what they have learned 15.138 .519 NS
mechanically a without
understanding.

I learn mathematics well from

lectures. 10.954 .541 NS

Communicating with other

students helps me have a better
16.650 .578 NS
attitude towards mathematics.

The skills I learn in this class will

help me in other classes for my
7.562 .443 NS
major.

P= 0.05
 34

The result of Fisher’s Test as reflected in the table shows that communicating
with other students helps them have a better attitude towards mathematics with an
exact value of 0.020, and become interested and wiling to acquire further knowledge of
mathematics with an exact value of 0.049. significantly influenced how other students
study mathematics. Students who have understood the subject they have studied will be
able to solve any assigned problem in five (5) minutes or less, with an exact value of
0.007, significantly affects the location where they wanted to study mathematics.
 35

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

The overall purpose of this study is to assess the different views of Grade 9
students in Mathematics.Specifically, this study aimed at first determining the
demographic profile in terms of age, sex and type of school last graduated. Second was
determining the Level of description of study habit in terms of Frequency, Place and
Style.

In line with the statement of the problem and the research paradigm of this study,
the research hypothesis that there is a significant difference on the level of attitude of
students towards Mathematics in terms of sex, age and type of school graduated; and
that there is a significant relationship between study habit and the level of attitude in
Mathematics. The study assessed the different views of students in Mathematics, which
is the subject of the study. The respondents that were included in the study were the
Grade 9 students in Saint Joseph College S.Y. 2018-2019

A validated questionnaire-checklist served as the main instrument of the study. It

was in a likert scale form to allow the individual to express how much they agree or
disagree with a particular statement. Descriptive-correlation was used to measure the
degree of the relationship of the selected variables in the study.
 36

Based on the results of the statistical analysis of the data, the findings are summarized
as follows:

1. The profile of Grade 9 students

Sex. Majority of the Grade 9 students are males in which they compromise the
54.70% while females only accumulate the remaining 45.30%

Age.Mostly of the respondents belong to the ages 14 and above or 98.40% and
others belong to ages 12-13 or 1.60% of the total percentage.

Type of school Graduated. About 68.80% of the respondents came from

Private/semi private schools while 29.70% of the respondents came from public
schools.

2. Level of description of study habit

Frequency. Mostly of the grade 9 students which compromise35 students or

57.80% of students often study math once a week,10 students or 15.60% of
students often study math once a month or never study and 7 students or
10.90% of students study math everyday.

Place. About 47 students or 73.40% of students usually study at home/boarding

house, 12 students or 18.80% of students usually study at school, 2 students or
3.10% of students usually study at library or none of the above and only 1
student or 1.60% of student study on other place.

Style. Mostly of the style of students in studying mathematics is at 57.80% or 37

of the students is doing self-study, 23.40% or 15 of the students are referring to
the internet, 10.90% or 7 of the students are scanning books in the library, 6.30%
or 4 of the students are taking tutor and 1.60% or 1 of the student is doing other
style in studying mathematics.
 37

3. The level of attitude of Grade 9 towards Mathematics

The level of attitude of 9th graders towards mathematics constituent’s has an

over-all weighted mean rating of 3.59 which indicate the level of the attitude of
grade 9 students towards mathematics is at large extent (LE).

4. Significant difference on the level of attitude of students towards

Mathematics in terms of Respondent’s Profile

Sex. The mean and standard deviation for male is 3.67 and 0.785 while for
female is 3.30 and 0.704. The z-computed -1.986 is lesser that the tabulated -
1.96 at 0.05 level of significance. Which leads to the rejection

Age. The data revealed that there is no significant difference on the level of
attitude of age of the students. The 12-13 age groups have a mean of 3.17 and
the standard deviation of 0.678 and for the 13 above age group the mean is 3.59
and has a standard deviation of 0.831. The z-computed is -0.612 is greater than
the tabulated -1.96 at 0.05 level of significance which lead to non-rejection of no
significance difference.

5. Significant relationship between study habit and the level of attitude in

Mathematics
Mostly of the grade 9 students which compromise 35 students or 57.80% of
students often study math once a week. About 47 students or 73.40% of students
usually study at home/boarding house. Mostly of the style of students in studying
mathematics is at 57.80% or 37 of the students is doing self-study while the level
of attitude of 9th graders towards mathematics constituent’s has an over-all
weighted mean rating of 3.59 which indicate that the level of the attitude of grade
 38

9 students towards mathematics have no significant difference because it is at

large extent (LE) or strongly agree.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

The total number of respondents is 64, majority of the respondents are males.
The different views of Grade 9 students in the subject mathematics differ in terms
of sex. Male students (WM of 3.67) have moredifferent views in Mathematics
than females (WM of 3.30). Meanwhile, there is no significant difference on the
different views of students in terms of age and type of school last graduated. The
data shows that the study habit and the level of attitude in Mathematics has no
significant difference and are significantly related because it is at large extent
(LE) or strongly agree.

Recommendations

Based on the conclusions, the following recommendations are proposed:

1. The questionnaires allow for the exploration of different views and

perception which help to describe what is happening in the context and
provide a measure of respondents’ opinions, attitudes, feelings, and
perception about issues of particular concern to the evaluator.
2. A larger sample size is recommended to get a much more precise data
and findings.
3. Furthermore, it is very recommended that research of this nature be
conducted in the future utilizing the following suggested topics:
 “Students should take mathematics seriously”
 “Mathematics affects the level of attitudes of students”
 39

LITERATURE CITED

David L, "Gestalt Theory (von Ehrenfels)," in Learning Theories, February 11, 2015,
https://www.learning-theories.com/gestalt-theory-von-ehrenfels.html.

Cognitive Learning Theory. (n.d.). In Alleydog.com's online glossary.

https://www.alleydog.com/glossary/definitioncit.php?term=Cognitive+Learning+Theory

Estes, W. K. (1950). Toward a statistical theory of learning. Psychological Review,

57(2), 94-107.
http://dx.doi.org/10.1037/h005855

Brown, John Seely , et al. (1989). Situated Cognition and the Culture of Learning
[Online]. Accessed 12/4/00:
http://www.slofi.com/

An Overview of Theories of Learning in Mathematics Education Research Jim Cottrill

June 2003, p3
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.668.7545&rep=rep1&type=pdf

Education Journal《教育學報》, Vol. 29, No. 2, Winter 2001 © The Chinese University of
Hong Kong 2001
http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2009/10/ej_v29n2_37-59.pdf

Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 5 No 3

March 2014
http://www.mcser.org/journal/index.php/mjss/article/viewFile/2161/2148

INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No. 3. May, 2011, I

Part FACTORS THAT INFLUENCE STUDENTS IN MATHEMATICS ACHIEVEMENT

International Symposium on Mathematical Sciences and Computing Research 2013

(iSMSC 2013) 6-7 December 2013, Perak, MALAYSIA. Paper ID.:ST _05
 40

ELECTRONIC REFERENCES

http://shodhganga.inflibnet.ac.in/bitstream/10603/67513/8/08_chapter%202.pdf

http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2009/10/ej_v29n2_37-59.pdf

http://users.ugent.be/~mvalcke/CV/ZHAO_Ningning.pdf

https://www.researchgate.net/publication/228757092_Factors_that_influence_students_
in_mathematics_achievementhttps://www.researchgate.net/publication/228757092_Fac
tors_that_influence_students_in_mathematics_achievement

https://books.google.com.ph/books?id=mr6BBwAAQBAJ&pg=PA12&lpg=PA12&dq=des
pite+the+general+agreement+among+researcher+today+that&source=bl&ots=CvmIqKp
aad&sig=9v0tsahLpdnXpZFXxHJFrWVd5Uk&hl=en&sa=X&ved=2ahUKEwi6t4qn85zfAh
XZc94KHbBACSQQ6AEwAHoECAkQAQ#v=onepage&q=despite%20the%20general%
20agreement%20among%20researcher%20today%20that&f=false

https://www.nap.edu/read/9822/chapter/12

https://www.researchgate.net/publication/232575221_Change_in_Teacher_Efficacy_an
d_Student_Self-_and_Task-
Related_Beliefs_in_Mathematics_During_the_Transition_to_Junior_High_School

https://repository.up.ac.za/bitstream/handle/2263/24976/02chapter2.pdf?sequence=3

https://www.researchgate.net/publication/251196021_STUDENTS'_ATTITUDE_TOWA
RDS_MATHEMATICS

https://www.academia.edu/6836597/Students_Perception_Towards_Mathematics_Attitu
des_Interest_And_Lecturers_Teaching
 41

APPENDIX – A

October 18, 2018

Mr. DANTE MONTER

Junior High School Principal
Saint Joseph College
Maasin, City, Southern Leyte

Greetings!

In behalf of the Group 4 of the class 12 ABM-B is who is presently conducting a

research study on “Views on Mathematics by Grade 7 Junior High School Students in
Saint Joseph College for S.Y. 2018-2019”, as a partial requirement of Practical
Research 102, Second Semester, School Year 2018-2019. I would like to humbly ask
permission from your good office that questionnaire forms are to be distributed to the
students so that we can gather data necessary for our study.

We are hoping for your positive response regarding this matter. Thank you.

Respectfully yours,
Team Dream Catchers
Vienneza Lou Kabilte
Kian Lumakang
Jayson Galdo
John Rey Thomas Timkang
Maila Angelica Caracuel
Maria Teresa Angela Timkang
Regine Nerves

Noted by:
Mrs. MARIANNE DIAZ
Subject Teacher

Approved by:
Mr. DANTE MONTER
Junior High School Principal
 42

APPENDIX – B

“Views on Mathematics by Grade 9 Junior High School Students in Saint

Joseph College for S.Y. 2018-2019”

Survey Questionnaire

Please answer the questions as honest as possible. We are interested in your

perception about Mathematics as a subject. Rest assured that your answers will be
treated with utmost confidentiality.

Part I. Profile

Instruction: Kindly put a check mark (/) on the box provided.

Name: (Optional)
Age: 12-13 Sex: Male

14 above Female

Type of School in Primary Level

Private/Semi-Private Public

Part II. Level of Description on Study Habit

a) How often do you study Math?

Everyday Once a week Once a month Never

b). Where do you usually study?

At home/Boarding House At school At library

None of the above Others: (please specify)
c). Style in Studying
I refer to the internet Scan books in the Library Self-Study

Tutor Others: (Please specify)

 43

III. Level of Attitude

Instruction: Please tell us what you really think by putting a “/” in the box corresponding
to Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D), or Strongly Disagree
(SD).

PARTICULARS SA A U D SD

Mathematics is enjoyable and stimulating to me.

In mathematics you can be creative and discover things by yourself.

I try to learn mathematics because it helps develop my mind and helps
me think more clearly in general.

Mathematics is needed in order to keep the world running.

I have never liked mathematics, and it is my most dreaded subject.

Mathematics is not important in everyday life.

I am interested and willing to acquire further knowledge of mathematics.

Students who have understood the mathematics they have studied will be
able to solve any assigned problem in five minutes or less.
Ordinary students cannot expect to understand mathematics, they expect
simply to memorize it and apply what they have learned mechanically a
without understanding.

I learn mathematics well from lectures.

Communicating with other students helps me have a better attitude
towards mathematics.

The skills I learn in this class will help me in other classes for my major.
 44

APPENDIX – C
RAW DATA
Views on Mathematics by Grade 9 Junior High School Students in Saint Joseph College for S.Y 2018-2019
Respondent Profile P
D
At SM DR
A S D1 D2 D3a D3b D3c PA1 PA2 PA3 PA4 PA5 PS1 PS2 PS3 PS4 PD1 PD2 PD3 PD4 PD5 PD6 PD7 PD8
1 2 2 3 2 2 1 3 4 4 4 5 1 1 5 1 4 3 4 4 5 3 3 3
2 2 1 1 2 2 1 3 4 3 3 4 2 4 2 3 3 3 3 3 3 3 3 3
3 1 2 3 2 2 1 3 4 3 4 3 2 2 4 3 3 3 3 3 3 4 3 3 2
4 2 1 1 2 1 2 1 4 3 5 5 4 3 4 4 4 4 4 5 4 4 3 4 1
5 2 2 3 1.3 3 2 3 5 5 3 5 5 1 5 3 3 3 3 5 3 5 2 4 3
6 2 2 3 1.1 2 1 3 3 4 3 4 2 2 3 2 3 3 4 3 4 3 4 3 4
7 2 2 1 2 4 1 3 1 3 3 4 5 1 3 1 5 3 4 3 1 3 5 5 5
8 2 3 1.3 2 1 3 3 3 4 3 2 4 3 5 3 4 4 3 3 2 2 2
9 2 1 1 2 2 4 2 2 4 4 3 2 1 4 1 3 5 4 5 4 4 4 2 1
10 2 2 1 2 1 1 3 4 4 5 5 4 2 3 2 2 5 5 4 4 4 4 4 5
11 2 2 3 1.3 2 1 3 5 4 4 3 1 2 4 2 4 3 3 4 4 4 2 2 2
12 2 1 1 2 3 1 4 4 4 4 5 4 1 5 4 5 4 5 4 5 4 5 5 4
13 2 2 1 2 2 1 1 3 4 4 4 4 2 4 2 4 4 4 3 4 4 4 4 4
14 2 1 1 2 2 1 3 4 4 5 4 2 1 4 2 2 2 3 4 3 3 3 4 3
15 2 2 3 2 3 1 3 3 5 4 3 4 4 5 3 4 5 5 3 5 5 5 4 4
16 2 2 1 2 2 1 2 4 3 4 4 3 2 3 4 4 4 3 3 4 3 4 4 2
17 2 2 1 2 4 1 1 4 5 5 4 5 1 4 5 4 3 4 5 3 4 5 4 4
18 2 1 1 1 3 4 1 4 3 5 5 4 1 4 4 2 4 4 2 3 3
19 2 2 1 1.3 2 1 4 4 3 3 5 3 2 4 3 2 5 2 4 2 4 4 2 4
20 2 1 1 2 2 1 3 5 5 5 3 4 2 4 1 5 4 4 3 5 4 5 4 4
21 2 3 2 3 1 3 3 4 3 3 1 2 3 1 2 2 1 4 3 4 1 4 1
22 2 2 3 2 2 1 3 2 4 4 1 4 2 4 2 2 4 4 4 4 4 4 4 4
 45

23 2 1 1 2 4 4 3 4 5 4 5 1 3 1 3 1 1 5 5 5 5 5 5
24 2 1 1 2 2 1 3 1 4 4 4 4 1 1 1 4 3 2 4 3 3 3 1 1
25 2 2 3 2 2 1 3 4 4 4 4 2 2 4 2 2 4 2 4 4 4 2 2 2
26 2 1 1 2 1 2 3 3 4 4 4 3 1 3 2 2 3 3 4 4 4 4 2 2
27 2 2 1 2 4 1 3 3 3 4 4 3 2 4 4 4 4 4 3 4 4 4 3 3
28 2 1 1 2 3 1 1 4 5 3 4 5 1 5 4 5 5 5 3 5 5 5 5 5
29 2 1 2 2 1 3 1 3 5 4 4 1 4 4 4 4 4 5 5 4 4 5 4
30 2 1 1 2 2 1 1 4 3 5 5 4 1 4 3 3 4 3 4 4 4 1 1 1
31 2 1 1 2 2 2 3 2 3 5 5 5 1 5 3 1 4 3 5 3 5 5 3 5
32 2 2 3 2 4 1 3 4 4 4 4 5 4 1 3 2 4 2 4 5 4 1 1 1
33 3 2 4 1 3 4 4 4 5 4 1 4 2 4 2 2 4 5 4 1 1 1
34 2 1 2 3 2 3 4 4 5 4 1 1 4 2 4 2 2 4 5 4 1 1 1
35 2 1 2 3 1 2 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
36 2 1 1 2 4 1 4 2 4 4 5 4 4 5 1 2 5 3 3 4 5 5 5 5
37 2 2 1 2 1 1 1 3 3 4 5 4 1 5 4 4 4 4 5 4 4 4 5 3
38 2 2 1 1.1 4 1 3 1 3 3 4 3 1 3 4 5 5 3 5 5 5 1 1 3
39 2 1 1 1.2 2 1 3 4 4 5 5 4 1 5 5 4 5 4 5 4 4 4 3 5
40 2 1 3 1.1 2 1 3 5 5 5 5 4 1 5 3 3 2 4 2 2 3 4 3 2
41 2 2 3 2 2 2 1 3 4 4 5 3 4 5 3 4 4 5 4 4 5 4 5 2
42 2 2 1 2 2 3 1 4 3 4 4 3 2 4 1 1 4 2 4 4 4 4 2 2
43 2 2 1 2 2 1 1 3 4 4 1 5 3 3 4 1 4 2 4 4 5 3 3 4
44 2 1 3 1 1 2 4 4 3 4 2 1 3 2 5 4 2 3 4 4 3 5
45 2 1 1 1.2 2 1 1 5 4 4 4 4 5 5 5 5 4 5 5 2 4 3 3 1
46 2 2 2 1.3 4 2 3 4 4 4 5 1 1 4 1 5 4 3 4 4 4 2 3 2
47 2 1 3 2 2 2 2 4 4 4 4 2 2 4 2 4 3 2 4 4 4 4 3 2
48 2 1 2 2 1 2 3 3 5 5 3 3 4 3 3 5 3 5 5 3 5 3 3
49 2 1 1 2 2 1 3 4 4 2 3 4 3 2 4 4 4 4 4 2 4 4 4 4
50 2 1 2 2 2 1 3 4 4 3 4 1 4 2 4 2 2 5 5 5 4 3 4
 46

51 2 2 1 2 4 2 3 1 1 1 3 5 3 3 5 4 2 4 3 2 4 5 4 5
52 2 2 1 1.3 2 2 2 4 5 5 5 4 1 4 1 3 4 4 5 4 5 5 4 4
53 2 2 1 2 3 5 5 5 3 3 2 1 3 3 4 3 3 4 5 3 4 3 3 2
54 2 1 1 2 2 1 3 4 4 4 3 2 4 4 2 2 3 3 4 3 4 3 3 3
55 2 1 1 1.3 3 1 3 5 4 5 4 1 4 5 1 5 4 5 4 5 4 3 5 3
56 2 1 3 2 2 1 3 4 3 5 5 5 1 5 4 4 5 4 2 5 4 5 5 5
57 2 2 1 2 2 1 2 3 3 5 4 2 4 4 3 3 4 5 4 4 5 3 3 3
58 2 2 3 1.1 2 1 3 4 4 5 4 2 2 4 3 3 3 2 4 4 5 3 3 3
59 2 2 3 1.1 2 1 1 5 5 5 4 1 1 5 1 4 5 5 4 3 5 1 1 1
60 2 1 1 2 1 1 1 4 1 5 5 1 1 5 1 3 3 1 5 5 4 4 4 2
61 2 1 2 2 1 2 4 4 4 4 3 2 4 4 3 3 3 4 4 4 3 3 3
62 2 2 1 2 2 1 1 4 4 4 3 3 2 3 2 3 5 4 4 5 4 4 3 3
63 2 1 3 2 2 3 3 1 4 3 3 2 1 2 3 1 3 3 5 4 1 5 5
64 2 1 1 2 3 1 3 3 3 4 4 3 3 4 4 4 4 4 4 3 4 4 4 3
 47

Legend:

A – Age At - Attitude
S – Sex SM – Subject Matter
D – Description DR – Degree of Retention and Comprehension
P – Perception

D1 – Level of Description on Item 1

D2 – Level of Description on Item 2
D3 – Level of Description on Item 2

PA1 – Level of Perception in terms of Attitude Item 1

PA2 – Level of Perception in terms of Attitude Item 2
PA3 – Level of Perception in terms of Attitude Item 3
PA4 – Level of Perception in terms of Attitude Item 4
PA5 – Level of Perception in terms of Attitude Item 5

PS1 – Level of Perception in terms of Subject Matter 1

PS2 – Level of Perception in terms of Subject Matter 2
PS3 – Level of Perception in terms of Subject Matter 3
PS4 – Level of Perception in terms of Subject Matter 4

PD1 – Level of Perception on Degree of Retention and Comprehension 1

PD2 – Level of Perception on Degree of Retention and Comprehension 2
PD3 – Level of Perception on Degree of Retention and Comprehension 3
PD4 – Level of Perception on Degree of Retention and Comprehension 4
PD5 – Level of Perception on Degree of Retention and Comprehension 5
PD6 – Level of Perception on Degree of Retention and Comprehension 6
PD7 – Level of Perception on Degree of Retention and Comprehension 7
PD8 – Level of Perception on Degree of Retention and Comprehension 8
 48

APPENDIX – D
CURRICULUM VITAE

Name:Kabilte, Vienneza Lou G.

Date of Birth:September 22, 2000

Place of Birth:Konsuelo K. Tan Memorial Medical Center

Civil Status: Single

Home Address:Libas, Sogod, Southern Leyte

Contact Number: 09752212042

Educational Background:

Elementary: Libas Elementary School

Libas, Sogod, Southern Leyte

2007 – 2013

Junior High Shool: Bontoc National High School

San Ramon, Bontoc, Southern Leyte

2013 - 2017

Senior High School: Saint Joseph College

Tunga – Tunga, Maasin City

2017 – 2019
 49

CURRICULUM VITAE
Name: Kian Albert E. Lumakang

Date of Birth: Sept. 29, 2000

Place of Birth: Maasin City

Civil status: Single

Home Adress: IsaganiMaasin City, So. Leyte

Contact Number: 09356254262

Educational Background:

Elementary : Saint Joseph College

Tunga-Tunga, Maasin city So. Leyte

2007 - 2013

Junior High School: Saint Joseph College

Tunga- Tunga, Maasin City, So. Leyte

2013- 2017

Senior High School: Saint Joseph College

Tunga- Tunga, Maasin City, So. Leyte

2017-2019
 50

CURRICULUM VITAE

Name: Jayson Galdo

Date of Birth: August 28, 2000

Place of Birth: Maasin City

Civil status: Single

Home Adress: Sumayod, Macrohon, So. Leyte

Contact Number: 09367352258

Educational Background:

Elementary : Saint Joseph College

Tunga-Tunga, Maasin city So. Leyte

2007- 2013

Junior High School: Saint Joseph College

Tunga- Tunga, Maasin City, So. Leyte

2013- 2017

Senior High School: Saint Joseph College

Tunga- Tunga, Maasin City,So. Leyte

2017-2019
 51

CURRICULUM VITAE

Name: John Rey Thomas J. Timkang

Date of Birth: January 17 2001

Place of Birth: Maasin City

Civil status: Single

Home Adress: Tagnipa, Maasin City

Contact Number: 09651335600

Educational Background:

Elementary : Maasin Central School

Tunga-Tunga, Maasin City

2007-2013

Junior HIgh School: Saint Joseph College

Tunga-Tunga, Maasin City

2015-2016

Senior HIgh School: Saint Joseph College

Tunga-Tunga, Maasin City

2018-2019
 52

CURRICULUM VITAE

Name: Maila Angelica A. Caracuel

Date of Birth: October 8, 2000

Place of Birth: Hindang, Leyte

Civil Status: Single

Home Address: Brgy. Tabok, Hindang, Leyte

Contact Number:

Educational Attainment:

Elementary: Tabok elementary School

Brgy. Tabok, Hindang, Leyte

2007-2013

Secondary: Hilongos National Vocational School

Hilongos, Leyte

2013-2017

Senior High School: Saint Joseph College

Maasin City

2017-2019
 53

Curriculum Vitae

Name: Timkang, Ma. Teresa Angela

Date of Birth: October 12, 1999

Place of Birth: Mantahan, Maasin City

Civil status: Single

Home AdressMantahan, Maasin

Contact Number: 09121604951

Educational Background:

Elementary : Gawisan Elementary School

GawisanMaasin City

2007- 2013

Junior HIgh School: Saint Joseph College

Tunga- TungaMaasin City

2013- 2017

Senior HIgh School: Saint Joseph College

Tunga- TungaMaasin City

2017-2019
 54

CURRICULUM VITAE

Name: Nerves, Regine V.

Date of Birth: November 14, 2000

Place of Birth: Tomas Oppus, Southern Leyte

Civil Status: Single

Home Address: Brgy. Liberty, Hilongos Leyte

Contact Number: 09359426126

Educational Background:

Elementary: Hilongos South Central School

R.V. Fulache Street, Hilongos Leyte

2007 – 2013

Junior High School: Conception National High School

Senior High School: Saint Joseph College

Brgy.Tunga-Tunga, Maasin City

2017 – 2019
55