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The main purpose of this study was to identify the effect of emotional
disposition on student’s attitude towards learning mathematics in 1st year
student who took mathematics subject in Agusan del Sur State College of
Agriculture and Technology;
1.1 Self-confidence
1.2 Value
1.3 Enjoyment
1.4 Motivation
The study was conducted during the Second semester of the school
2018-2019.Specifically, from month of january2019 to February 2019 in
Agusan del sur State College of Agriculture and Technology (ASSCAT),
Bunawan, Agusan del Sur.
Today, there are a multitude of issues in the educational system, among which
the problem of educational failure in the lesson of mathematics leads to the
loss of financial and human resources in the society in different ways; this
issue imposes many adverse educational and mental consequences on
students and their families (Zaki, 2011). The findings indicate that one of the
most effective factors on the attitude of students is that they understand the
application of mathematics in their real life. If the students consider the
mathematics as a lesson that is not related to their real life, in this situation,
they dislike mathematics and that is one of the greatest obstacles to the
learning of this lesson (Khakbaz & Moussapour, 2008). Numerous findings
have shown that not only the educational achievement in mathematics is
influenced by knowledge structures and the process of information
processing, but it is also associated with motivational factors such as beliefs,
attitudes, values and anxiety. Based on this, a close relationship was found
between high level of motivation, positive attitude, low-level anxiety and
performance in mathematics (Marchis, 2011). Therefore, emotion and feeling
are important topics in the learning of mathematics that can create factors
such as mathematics phobia and anxiety, joy of mathematics, self-confidence
in mathematics and success or failure in mathematics (Rabab’h, 2015). Also,
Aiken and Dreger (1961) showed that the attitude towards mathematics is the
predictor of educational achievement in mathematics. Considering the
importance of the attitude of students towards math lesson and its impact on
their educational accomplishment, it is necessary to investigate factors that
are associated with it. According to the results of conducted studies, one of
the factors that can be related to students’ attitudes towards mathematics is
“goal adjustment strategies” (Midgley, 2014). Causes of motivation can be
internal, such as personal values or interests (intrinsic motivation) or they can
be external, like rewards or punishments (extrinsic motivation). Attribution
theory of motivation suggests that, students' explanations for causes of
academic success or failure can be categorized by the following dimensions:
locus, referring to whether the causes come from the individual or from other
people; stability, referring to whether the causes change over time; and
controllability, whether the individual is able to control the cause (Weiner, as
cited in Kloosterman, 1988). Students' reasons for the cause of success or
failure affect their motivation to attempt academic tasks. ...
Methodology
Research design
Descriptive research methodology was utilized in this study to
understand the percentage of units in the specified population of those
student who took mathematics subject in ASSCAT for 1st year student to their
learning in mathematics. It is effected design to understand the effect of
Emotional disposition on student’s attitude towards learning Mathematics.
Hence, it helps to get the accurate statistical result without really affecting the
respondent’s daily activities.
Research Respondents
The questionnaire consists of three parts. The first part was the
Student’s Attitude Towards Learning Mathematics. This was subdivided into 4
section (1) Self-Confidence, (2) Value, (3) Enjoyment, (4) Motivation. All items
are answered using a 5-point scale (5=strongly agree, 4=agree, 3=Neutral,
2=Disagree, 1=strongly disagree)
The second part was the Emotional Disposition of the student. It also
subdivided into 4 section: (1) RESILIENCE- emotional strength, (2)
RESOURCEFULNESS-cognitive capability, (3) REFLECTION-strategic
awareness, (4) RELATING- social Sophistication. And it can be answered also
in 5-point scale (5=strongly agree, 4=agree, 3=Neutral, 2=Disagree,
1=strongly disagree).
These adapted instrument went through a little modification to suit to
the interest of the study.