Esperanza m. consuelo

1. ATTITUDES, ANXIETY, AND MATHEMATICAL PERFORMANCE
OF HIGH SCHOOL STUDENTS IN THE MODULAR
AND TECHNOLOGY-BASED APPROACHES
Presenter:
Esperanza M. Consuelo
Maximo L. Gatlabayan Memorial National High School
Region IV-A CALABARZON
Division of Antipolo City, Philippines

2. MLGMNHS is located at Paenaan, Antipolo City
occupying a total lot area of 5, 070 sq.m. about 15
kilometers away from the town proper, and accessible to all
land transportation. With facilities as the ICT room, e-
classroom, guidance and library offices, science laboratory,
SPED hub, small theater room, TLE laboratory, and other
laboratory rooms for learning.
In line with DepEd Vision and Mission, different
activities and programs are made available for students like
trainings and orientation to develop one’s leadership
potentials, career orientation and articulation programs,
sports training, workshops to bring-out and enhance
individual artistry and talents, quiz bee and other socially and
educationally-related activities joined by both teachers and
students in the school, division, region, national, and even inPage 2 of 9

3. MAXIMO L. GATLABAYAN MEMORIAL
NATIONAL HIGH SCHOOL
MLGMNHS Paenaan, Antipolo City – Along Marcos Highway
BOSO-BOSO Church
(Nuestra Dela Anunciata Church) Page 3 of 9

4. Research Overview
The plight of education in the Philippines can be a
reflection of how She does as a country in general. With a
modern approach towards the modern learning, this action
research determined significant differences and correlations
between attitudes, anxiety, and mathematics performance of
the respondents. The truth is Mathematics is a huge problem
to many students. For some, mastering even the basics is
paramount. This is one of the big realities in the field of
Mathematics why failure rate increases. The students move
up the educational ladder without mastering the basics.
Obviously, the underachievement of students in Mathematics
remains a greater concern throughout the whole cycle of
teaching and learning.
Page 4 of 9

5. The Conceptual Framework
• Math Anxiety Scale
(MAS)
• Mathematics
Attitudinal
Questionnaire (MAQ)
• Modularized Instruction
• Technology-based
Instruction
• Pretest/Posttest
• Math Attitudes
Positive
Negative
• Math Anxiety
Anxiety-Driven
Mental
Physical
• Mathematical
Performance
• Self-Learning
Modules
• Interactive
Technology-based
Lessons
IV DV OUTPUT
Feedback
Page 5 of 9

6. Problem
Statistical
Treatment Hypothesis
t-tests and
Correlation
Results
under MI
t-tests and
Correlation
Results
under TBI
Ho VI Ho VI
1. What is the attitude level of
the respondents before and
after MI and TBI?
2. Is there a significant
difference on the attitude
level before and after MI
and TBI?
mean gains
paired t-test
There is no significant
difference between the
attitude level of the
respondents before and
after the experiment
R S R S
3. What is the anxiety level of
the respondents before and
after MI and TBI?
4. Is there a significant
difference between the
anxiety level of the
respondents before and
after MI and TBI?
mean gains
paired t-test
There is no significant
difference between the
anxiety level of the
respondents before and
after the experiment
R S R S
Page 6 of 9

7. Problem
Statistical
Treatment Hypothesis
t-tests and
Correlation
Results
under MI
t-tests and
Correlation
Results
under TBI
Ho VI Ho VI
5. What is the Mathematics
performance of the
respondents before and
after MI and TBI?
6. Is there a significant
difference on the
Mathematics
performance before and
after MI and TBI?
mean gains
mean and
Standard
Deviation
There is no significant
difference between the
Mathematics performance
of the respondents as
determined by their
pretest and posttest
R S R S
7. How do the performance
of the respondents relate
to their attitude and
anxiety levels after
exposure to MI and TBI?
Pearson, r There is no significant
relationship between the
attitudes, anxiety, and
mathematical
performance after the
experiment
R Strongly
correlated
R Strongly
correlated
Page 7 of 9

8. C
O
N
C
L
U
S
I
O
N
S
 Both modularized and technology-based instructions increased
the positive attitude of the students.
 Both modularized and technology-based instructions decreased
the negative attitude of the students.
 Both modularized and technology-based instructions decreased
the mathematical anxiety of the respondents.
 Increased positive attitude, decreased negative attitude,
decreased math anxiety led to increased math performance for
both modularized and technology-based groups.
Page 8 of 9

9.  Either modularized and technology-based instructions maybe used
to increase the students’ performance in mathematics.
 Increase the awareness of all education officers on the prevalence of
math anxiety and their effects in the teaching-learning process.
 Identify vulnerable students through math attitude inventory and
math anxiety inventory.
 Intensify the inclusion and budget appropriations concerning
development of locally produced learning materials in the school’s
best practices.
 Development of locally-built departmentalized web-based library
hub for storing modules and other computer-based materials
accessible by both students and teachers.

Page 9 of 9
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10. Thank You
Presented by:
Esperanza Marigondon-Consuelo
Maximo L. Gatlabayan Memorial National High School
Department of Education, Division of Antipolo City, Philippines