Group 4 Power Point Presentation Chapter 1-5.pptx

ATTITUDES OF SELECTED
GRADE 12 STUDENTS
TOWARDS MATHEMATICS

Introduction
It is an undeniable fact that mathematics plays important roles in human existence both at
the national, societal, and individual levels. Mathematics has often been termed the “gatekeeper”
of success or failure for high school graduation and career success. A lack of sufficient
mathematical skill and understanding affects one’s ability to make critically important
educational, life, and career decisions. Attitudes are part of our everyday life as one has a
particular liking or dislike, love, fear or appreciation towards a certain object (Hannula, 2002). It
has been argued that attitudes are part of human identity (Mohamed & Waheed, 2011).

Mathematics as an object could also be loved, feared, hated or disliked, just like any other
object. It then follows that the learning of a particular subject could be linked to the attitudes
that one has on that subject, as it is suggested that there is “a strong interaction between
cognitive and emotional aspect” (Zan & Di Martino,2007, p. 3). It therefore follows that the
emotional aspect (part of attitude) could come into play in the learning of mathematics
(cognitive). Poor performance in mathematics could therefore be partly attributed to learners’
attitude towards mathematics (Bayanga & Wadesango, 2014; Farooq & Shah, 2008; Hannula,
2002; Mahanta, 2014; Mohamed & Waheed, 2011).

Students have been obtaining the lowest achievement pass rate in mathematics as compared
to other subjects since 2012, with a percentage achievement of 49,1% in the 2015 Matric
examination (Department of Basic Education, 2015). The depressing performances by matric
learners in mathematics ‘are a cause of concern and it calls for research into the factors that
affect performance of learners in Mathematics? As noted above, the achievement in mathematics
nationally is the lowest amongst all subjects.

The researchers intend to conduct a study to determine the attitude of grade 12 STEM
students towards their current Mathematics subject. This study looks into the concept of attitude
as one of the major affective factors for success in solving the Mathematics subject amongst
students. More specifically, it investigates STEM students’ attitudes towards in Mathematics,
taking into consideration their profile variables such as gender, age, and their sections.

Statement of the Problem
This study aims to identify the attitudes of Grade 12 STEM Students towards Mathematical
subject.
Specifically, this study is sought to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Section

2. What are the attitudes of the respondents towards mathematical subject?
3. What are the recommendations drawn base on the findings of the study?
Statement of the Problem

Theoretical Framework
This study is situated on the theoretical framework according to constructivism, and Eccles,
Wigfield, and colleagues’ expectancy-value model of achievement motivation (Wigfield, 1994;
Wigfield and Eccles, 2000). The expectancy-value model is based on the expectancy-value
theories of achievement. Thus, the theory is based on the premise that success on specific tasks
and the values inherent in those tasks is positively correlated with achievement, and
consequently students’ attitude towards specific mathematical tasks.

In the context of the attitude towards mathematics inventory-short form (ATMI-SF), the theory
combines motivation, enjoyment, confidence, value (usefulness), and related latent variables to
explain students’ success in learning mathematics. Constructivism is a form of discovery learning
that is based on the premise that teachers facilitate learning by actively involving learners so that
they construct their world knowledge and understanding based on individual prior experiences
and schema (Olusegun, 2015; Ültanır, 2012). Thus, previous knowledge, understanding, and
reflection with new knowledge are inevitable for supporting subsequent learning and acquisition
of both conceptual and procedural knowledge. These knowledge components may later arouse
learners’ attitude towards specific mathematics content and mathematics achievement generally.

Conceptual Framework
Profile of respondents.
 Age
 Gender
 Section
INPUT PROCESS
 Collection of
data from
student profile.
 Administer
survey
questionnaire
 Fact-finding
with adequate
interpretation
Attitude of the
respondents towards
mathematics subject.
OUTPUT

Figure 1.0 Schematic Diagram of Study
It is the research paradigm of the present study showing the relationship of the variables
involved. The students’ attitude towards Mathematics were determined in the process of
conducting an structured interviewing to show if there is a positive or negative attitude of the
students towards Mathematics subject.

Significance of the Study
This research will be beneficial to the following:
Students- This study helps them to better understanding of mathematical subject and greater
confidence and independence.
Teachers- This study helps them find solutions to particular problems arising in classroom or
school and improved teaching style and strategies.
Parents- This study will help the parents, to guide their students through schoolwork and
motivate them to make progress.

Schools- This study will help the school administrators to effectively create and maintain
environments within educational institutions.
Respondents- This study will help the respondents, to know all about the attitude towards in
mathematical subject.

Scope and Delimitation
The research is design to have a thorough understanding on Attitude of Grade
12 STEM Students Towards Mathematics Subject’
The current study will be conducted at Tanauan School of Craftsmanship and
Home Industries and the respondents of this study are the Grade 12 students of
Tanauan School of Craftsmanship and Home Industries.

The scope of this research will be focused to finding answers to the following
questions: 1. What is the profile of the respondents in terms of: A. Age B. Gender
C. Section 2. What are the attitudes of the respondents towards mathematical
subject? 3. What are the recommendations drawn base on the findings of the
study?

Definition of Terms
Attitude - a way of thinking or perception on something.
Mathematics - the subject that the researcher used to construct our sentences in our research
study.
Research survey questionnaires - is a quantitative technique for gathering data from a group of
people by asking many survey questions.
STEM - a strand in senior high school and our respondents.

This part of chapter II presents the related studies that
supports this study entitled “Attitudes of Grade 12 Students
Towards Mathematics.”

Review of Related Studies
In the study conducted by Naungayan, R. R. (2022) the study aimed to assess and find the relationship
between the attitude of high school students towards mathematics and their level of achievement in the
subject. According to them, the attitude towards mathematics as reflected by the responses of the students was
described as positive. Moreover, the mathematics achievement of the students is approaching proficiency
level. Results revealed that a student's attitude towards the subject is related to their performance in the
subject. Studies related to the subject matter may be conducted to testify to the results of this current study.
Based on the findings, the students have displayed a positive attitude towards the labeled difficult subject.
They can acknowledge the relevance of the subject to oneself and his future undertakings though they
experience difficulty in dealing with some calculations and problem-solving.

In another study conducted by Muhammad Shahid Farooq and Syed Zia Ullah Shah (2018)
the study revealed that students’ success in mathematics depends upon attitude towards
mathematics. It also influences the participation rate of learners. The results of their study lead to
an important conclusion. The male and female students of 10th grade of the secondary schools
of Lahore have same type of attitude towards mathematics. It means that gender differential has
no impact on the attitude of students towards mathematics in Pakistan.

In another study conducted by Elçi, Aysun Nüket (2017), showed that the students'
attitudes towards mathematics differed by, gender, field, and mathematics score but not
by grade and that the teachers' approaches and activities impacted the students' attitudes
towards mathematics in some aspects.

Related Literature
In this section, the researchers provide and discuss articles with focused on the
attitude of students towards mathematics.

According to (Goldin et al., 2016), attitude is a sub-domain of affective science and differs from
emotion, as it is more cognitive and stable than emotion. Attitude also differs from belief, as it is less
cognitive than belief. Philipp (2007) stated that while “beliefs are psychologically held
understanding premises, or propositions about the world…, [attitude is related to] manners of acting,
feeling, or thinking that show one’s disposition or opinion” (p. 259). Thus, attitude is a relatively
stable psychological tendency toward a particular idea, object, or entity with a certain degree of
positivity or negativity (Clore & Schnall, 2005). Therefore, students’ attitude toward mathematics
can be defined as their comprehensive evaluation of mathematics.

In contrast, Jenkins (2006) reported a negative attitude towards mathematics among her
students. Many of them would rather work with other subjects than math. According to her,
this might be caused by the poor linkage between math concepts and their real-world
importance. Suan (2014) found that the attitude and interest of the respondents towards
Mathematics is almost negative. Students view the subject as boring, difficult, and has no
relevance to their daily lives.

The teachers’ teaching method have a major influence on students’ attitudes (Akinsola &
Olowojaiye, 2008; Mensah et al., 2013). Teachers can do many things to facilitate the classroom
learning to alleviate students’ engagement level and confidence in learning mathematics (Attard,
2012; Kele & Sharma, 2014). According to Sullivan and McDonough (2007), teachers can find
ways to encourage student engagement and confidence in learning mathematics. This can be
achieved by implementing meaningful activities embedded in real-life contexts (Kacerja, 2012).

CHAPTER III
METHODOLOGY
This chapter presents the research design, the instrumentation, the validation of
instrument, the sampling procedure, the data gathering procedure and the statistical
treatment of the data.

Research Design
In this research, descriptive method will be used which involves systematic strategy to obtain
information or fact-finding with adequate interpretation. This type of research would help the
researchers determine the characteristics of the population. The description is used for
frequencies, averages and other statistical calculations. Often the best approach, prior to
descriptive research, is to conduct a research survey questionnaire.

To obtain info about the research, a survey questionnaire will be used that contains questions
needed to the formulation of study that are answerable by our level of agreement which
contains: Strongly Disagree, Disagree, Neutral, Agree, Strongly Disagree. And the profile of our
respondents such as age, section, and gender. It is also determined the attitudes of our
respondents towards Mathematics Subject.

Instrumentation
This will serve as the research form and guide, which consist questions that covers up the
whole data gathered, needed for the said study, Attitude of Grade 12 STEM Students Towards
Mathematical subject the research will use a survey questionnaire that is composed of two part.
Part I will cover the personal profile of the respondents. This will include age gender, and
section. Part II will contain questions related about the attitude of the students towards
Mathematics subject.

Validation of Instrument
The survey questionnaires were adapted use as the study tool for the data collection from the
respondent. It should be validated by a panelist who comes with an expert opinion. To produce
valid results, the content of the survey questionnaire is aimed to know what are the attitudes of
Grade 12 STEM students towards Mathematics subject. Our research study is confirmed and
validated with the agreement of our panelists by acquiring a score that is required to conduct a
research study.

Sampling Procedure
The population size of the grade 12 senior high school STEM student in the Tanauan School
of Craftsmanship and Home Industries is 81. In this sampling procedure we will be basing the
sampling procedure guide given by research experts. Since our research respondent population is
81 we will be using the 81 research survey questionnaires in each of our research respondents it
will be conducted face to face despite the COVID-19 Pandemic.

Data gathering procedure
In order to gather data in this study, the researchers sought permission from the Research
Adviser to conduct the study. After the permission was granted, the researchers conducted face
to face survey to the (41) research participants. The participants were informed that no
identifiable information is to be asked, to protect their identity, hence allowing them to respond
to questions and which allow them to answer freely without inducement whatsoever.

The data were collected by means of survey questionnaire were analyzed by thematic
analysis. The personal experiences, point of view, and perspectives of the students were gathered
using in-depth survey method and by using structured questionnaires.

Statistical Treatment of the Data
Responses to the structured survey questionnaire by the 81 research participants for the
demographic profile were statistically analyzed with the data requirements of the study.
Descriptive statistics such as frequency count, and percent are considered. The researchers
expressed the interpretation of the data by using percentage with the formula.
P=F/N (100)
Where: P = percentage
f = frequency
N = number of participants

CHAPTER IV
DISCUSSION AND RESULTS

The data collected were analyzed in quantitative method such
that the (1) information about the students’ profile which
includes age, gender and section, were coded with numbers, and
(2) information about the student’s attitude towards Mathematics
subject were coded with numbers.

Age Frequency Percent
16 0 0
17 22 55%
18 years old and above 18 45%
Total 40 100%
Table 1. Profile of the respondents when grouped according to their age.
As shown in table 1 the majority of the respondents are aged 17and18 because our
respondents are grade 12 students and the right age for the twelfth grade is 17 to
18.

Gender Frequency Percent
Female 22 55%
Male 18 45%
Total 40 100%
Table 2. Profile of the respondents when grouped according to their gender.
Table 2 shows the distribution of the respondents according to gender. In the
representation, female got the highest frequency with 22 out of 40 respondents
garnering a percentage of 55% and is followed by male with 45%. This could be
the result from the sampling technique the researchers used in choosing their
respondents.

Frequency Percent
Proton 23 57.5%
Neutron 17 42.5%
Total 40 100%
Table 3. Profile of the respondents when grouped according to section.
As shown in table 3, section Proton has the highest respondents among the two
because the researcher used simple random technique and get a result that represent
in the table.

Table 4. Attitude of the respondents towards Mathematics subject.
According to the result, majority of the respondents chose neutral or not
sure about having fun solving mathematics problems.
Statement Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
General
Weighted
Mean
Description
I enjoy solving
mathematics
problem.
2 4 19 11 4 2.72 Neutral

According to the result, majority of the respondents are in a state of confusion
or undecided in their answers about whether mathematics is really fun.
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
Mathematics
is fun.
2 6 14 15 3 2.72 Neutral

It indicates that majority of the respondents are undecided about being
laughed at when they fail to answer or aren't able to recite mathematics problems
what really makes them afraid.
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
I am not
afraid of
being laughed
at when I
make
mistakes in
Mathematics.
3 8 14 9 6 2.82 Neutral

According to the result, from the table above shows that majority of the respondents are
in a state of confusion of does really not being able to answer mathematics problems make
them shy.
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
In our
discussion, if
I didn’t know
how to give
an answer in
Mathematics,
I feel shy.
2 6 16 13 3 2.77 Neutral

It states that majority of the respondents agreed that being able to solve a mathematics
problem give them a feeling of success
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
Being able to
solve in
Mathematics
give me a
feeling of
success.
7 6 4 12 11 2.65 Agree

According to the result, majority of the respondents have not decided yet about do really
mathematics is that hard to answer.
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
Is
Mathematics
being hard
for to
answer.
2 11 17 9 1 2.85 Neutral

It indicates that the majority of the respondents have not decided yet about worrying
making mistakes in mathematics problem.
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
I am not
worried
about
making
mistakes
when I try to
answer in
Mathematics
subject.
2 9 9 16 4 2.72 Neutral

It states that majority of the respondents agreed and have the
confidence to answer the mathematics problem.
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
I think I can
solve
Mathematics
problem
well.
0 7 14 13 6 2.55 Agree

The table shows that majority of the respondents have not decided yet or not that so sure
about the reason why they study mathematics.
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
I study
Mathematics
because I
have to do it.
4 7 10 13 6 2.75 Neutral

According to the result, the majority of the respondents agreed that if they put more
efforts in studying mathematics they can easily answer mathematics problem.
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
I think if I
put some
effort in
studying, I
can come up
Mathematics
problem.
5 5 8 13 9 2.6 Agree

According to the results, majority of the respondents agreed that mathematics is really
that important because it will be needed in their future job
Statement Strongly
Disagree
Agree
General
Weighted
Mean
Description
Mathematics
is important
to me
because I’ll
be needed it
later for my
job.
6 5 8 12 9 2.67 Agree

Table 4 presents the attitude of the students towards Mathematics subject as gleaned
from the table. Statement 6 received the highest mean. Students believe that if they
put much effort in studying, they can come up Mathematics problem well. In general
Mathematics is important to the student.
They have also a positive attitude because they think that they can solve Mathematics
problem well. The findings also indicate that being able to solve Mathematics gives
to the students a feeling of success. They also believe that Mathematics subject is
important to them because they might need it later for their job.

Interestingly, although Mathematics subject is hard, they admit
that they are not worried about making mistakes when they try to
answer Mathematics problem, but in practice and study, they can
come up Mathematics problem well. Generally, grade 12 STEM
students at Tanauan School of Craftsmanship and Home
Industries have a positive attitude towards Mathematics subject
as Mathematics is important to them.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

This chapter contains the overall study's research summary, conclusions, and
recommendations. The summary discusses the study's findings without providing
too much detail. Generalizations and other interfering factors can be found in the
conclusion, along with the researchers' recommendations to the study's
beneficiaries would be found in this chapter. In general, the objective of this
chapter is to obscure the study's findings.

Summary
Restatement of the problem
This study aimed to identify the attitude of Grade 12 STEM students towards Mathematics subject.
Specifically, this study is sought to answer the following questions;
1. What is the profile of the respondents in term of;
a. Age
b. Gender
c. Section
2. What are the attitude of the respondents towards Mathematics subject?
3. What are the recommendation drawn base on the findings of the study?

FINDINGS
As shown in table 1, 55% of the respondents are aged 17 years old, and 45%
are aged 18 years old and above.
Table 2 shows that 45% total are male while 55% are female. Therefore, there
are relatively more female students that was pulled out in fishbowl technique that
the researcher used to identify the respondents.
Table 3 shows that 57.5% of the respondents are from the section Proton, and
42.5% of the respondents are from section Neutron.

Table 13 shows that the student believe that if they put much effort in
studying, they can come up Mathematics problem well. They have also a
positive attitude because they think that they can solve Mathematics problem
well. The findings also indicate that being able to solve Mathematics gives to
the students a feeling of success. They also believe that Mathematics subject
is important to them because they might need it later for their job. In general
Mathematics is important to the student.

Conclusion
The study concludes that the majority of the grade 12 senior high school STEM students
really putting a lot of work and efforts in their Mathematics subject which makes them a better
student. Therefore, grade 12 senior high school STEM students have positive attitude because
they think that they can solve Mathematics problem well. The findings also indicate that being
able to solve Mathematics gives to the students a feeling of success. Majority of grade 12 senior
high school STEM students confidentially agreed that they can solve mathematics problem well.
Grade 12 senior high school STEM Students has this positive thinking of taking mathematics
problem as advantage that they'll be needed it later for their future job. In general Mathematics
is important to the student.

Recommendation
Students
Students who are experiencing getting embarrassed in front of their classmates
for a reason for having an incorrect answer or don't know the answer at all should
not take it seriously and not let this embarrassment affect his/her performance in
school, instead they must take this as an advantage or an opportunity to learn and
for them to realize that they have to put a lot of effort and hard work in their
mathematics.

Teachers
Teachers most understand the students if the student is struggling in solving Mathematics
subject. Teachers can also help minimize Mathematics anxiety to support students by making
them feel comfortable in the classroom. Students must need to feel comfortable, so they will ask
questions. If the students ask questions, this will help them understand the Math they are
struggling to understand.
Future Researchers
Future researchers should analyze the results, do background research, and fill the gaps to the
current research.

References
INTERNATIONAL ELECTRONIC JOURNAL OF MATHEMATICS EDUCATION e-ISSN: 1306-3030. 2019, Vol. 14, No.
1, 207-231 https://doi.org/10.29333/iejme/3997
IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 7, Issue 5 Ver. VI (Sep. – Oct. 2017), PP 38-43
Hatisaru, V. (2021). Theory-driven Determinants of School Students’ STEM Career Goals: A Preliminary Investigation.
European Journal of STEM Education, 6(1), 02. https://doi.org/10.20897/ejsteme/9558
Students' Attitude toward Mathematics and Its Relationship with Mathematics Achievement
Hwang, Sunghwan; Son, Taekwon
IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 7, Issue 5
Ver. VI (Sep. – Oct. 2017), PP 38-43 www.iosrjournals.org

Group 4 Power Point Presentation Chapter 1-5.pptx

Recommended

Recommended

More Related Content

Similar to Group 4 Power Point Presentation Chapter 1-5.pptx

Similar to Group 4 Power Point Presentation Chapter 1-5.pptx (20)

Recently uploaded

Recently uploaded (20)

Group 4 Power Point Presentation Chapter 1-5.pptx