Factors Affecting Grade 11 Students Attitude Towards Math - Chapters Only by Mvicente

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Chapter 1
INTRODUCTION
The most imperative subject is Mathematics which plays an important role as the
basis of other subjects (Srivastav, 2013). Experience says learning mathematics can be
made easier and enjoyable if there are mathematical activities that will encourage
students’ attitude and help them develop clarity in their thinking (The Times of India,
2015).
Unfortunately, Mathematics is the most frustrated subject in the classroom as
posted by Krisch (2015). It can be a phobia if students have a bad experience about this
subject. They will like this subject more if they will learn this. After all it is one of the
basic subjects in school.
Without regard to, according to Hogg and Vaughan (2005) as cited by Mcleod
(2014), attitude is like a group of beliefs, feelings, and behaviours towards an object. In
addition, according to Mata, Monteiro and Piexoto (2012) attitudes can either be positive
or negative. A positive attitude towards Mathematics mirrors a positive temperament. On
the other hand, negative attitude towards mathematics mirrors a negative temperament.
These temperaments affect an individual’s behaviour. A student that is likely to achieve
better in a subject is enjoying and finding it important. That is why positive attitudes
towards Mathematics may heft the interest of an individual in learning the subject and in
that way, students have a lot of benefits during instruction.

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On the other hand, if negative attitudes are not changed towards a certain subject,
a student might stop studying or his education but these can be changed when there are
factors affecting attitude and use this information to change the negative attitude into a
positive one (Ministry of Education, 2013).
According to Cherry (2017), there are several factors that affect attitude of
experience, social factors and learning.
The product of experience forms a different concepts and one of them is the
attitude. They may see from observation and mostly from personal experience. Most
likely it will start in the house so when the parents are eager to learn mathematics,
children will most likely adapt this positive attitude. In contradiction, negative attitude
towards mathematics is frequently because of the teacher or may be the parents also for
not supporting the study of the student.
According to Louie (2017) social role and social norm can have a strong influence
on attitudes. A social role refers to how individual behave in the society. This can be seen
on individual practices. Social norm is the appropriate behaviour in the eyes of the
society based on social rules. For example during the collaborative activity in the
classroom, students can adapt learning styles, behaviours and skills of their classmates to
improve social skills and their relationship with each other (Gundlach, 2012).
Today, technology is essential part of the classroom activity to be able to adapt
the skills of a 21st century individual. Internet makes the student’s life and work easier
because it gives a wide and various real-life applications of the concepts in Mathematics
which are understandable and clear (Karp, 2016). This is the most current issues in
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mathematics education. Nevertheless, other school does not have the power of
technology in classroom.
Like in any other educational institution, as observed, quite a number of
Kabankalan Catholic College students find Mathematics subject difficult. It is in this
premise that the researchers decided in conducting this study. This measured the
students’ attitude from the different factors towards Mathematics and if attitudes affect
the level of performance of students.
Statement of the Problem
The purpose of this study is to measure the attitude of the Grade 11 students from
the different factors in learning Mathematics. Specifically, this study sought to answer the
following questions:
1. What is the demographic profile of the participants when grouped according to:
a. sex
b. strand
c. school of origin?
2. What is the attitude towards Mathematics of Grade 11 KCC students in terms of
the following factors:
a. Positivity towards Mathematics and school
b. Working collaboratively and related effect
c. Working privately
d. Use of technology?
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3. What is the attitude towards Mathematics of Grade 11 KCC students when taken
as a whole and when grouped according to demographic profile:
a. sex
b. strand
4. What is the performance of the Grade 11 KCC students in Mathematics when
taken as a whole and when grouped according demographic profile:
a. sex
b. strand
4. Is there a significant relationship between the Grade 11 KCC students’ attitude in
each identified factor and the performance in Mathematics when taken as a
whole?
Hypothesis
There is no significant relationship between the Grade 11 KCC students’ attitude
in each identified factor and the performance in Mathematics when taken as a whole.
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Theoretical Framework
This study was anchored to the social cognitive theory proposed by Albert
Bandura (1977). This theory refers to the connection of behaviour and cognitive aspect of
an individual and focuses on the interface of behaviour and the environment how the
surroundings affect the behaviour or attitude of a person (Aquino, 2015). It considers that
people learn new behaviours from one another through observation, imitation and
modelling (Lucas & Corpuz, 2014).
Reinforcement theory of Burrhus Frederic Skinner, an American psychologist
made several attempts to explain the science of behaviour. He also adapted Thorndike’s
Law of Effect which explains the connection between a stimulus and response or the
cause and effect. The outcome is positive if the connection between stimulus and
response is strong. On the other hand, the outcome is negative if the connection between
stimulus and response is negative (Lucas & Corpuz, 2013). There are reinforcers that
either positive or negative which strengthen the behaviour and attitude of an individual,
but according to Tolman (1948) as cited by Lucas and Corpuz (2014), reinforcement is
not important in the process of learning but provides incentives to the performance of the
students in the classroom as they learn. He also added that learning was without
reinforcement.
Moreover, according to Krathwohl's (1964) Taxonomy as cited by Gabuyo
(2012), attitude develops as the time pass by and affects the future attitude of an
individual. His past attitude might be changed or not and that changes could be negative
or positive. This could be seen on the adult students who want to return to school and
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continue their education. In his affective domain taxonomy, internalization is the process
of consistently guiding a person’s behaviour. Such behaviour may be observed by an
individual possessing that kind of behaviour.
Walberg’s theory of academic performance posits that psychological
characteristics of individual students and their immediate psychological environments
influence educational outcome such as their achievements (Pamuk, Sungur & Oztekin,
2016). This scenario emphasizes the students’ achievements with their self-regulation,
epistemological beliefs, learning environment perceptions and personal characteristics of
teacher.
Conceptual Framework
According to Mata, et al. (2012), to elucidate why attitudes towards mathematics
become more negative especially in student’s academic achievements, there are factors to
be considered such as the pressure to excel, over stipulating projects, dull lessons and
teacher’s negative attitude.
The overview of the Technical Report of Brookstein, Hegedus, Dalton and Monez
(2011) stated that the instrument they used which was Student Attitude Survey (SAS) dig
into the beliefs and learning the Mathematics subject. In their experimental study, they
concluded some of the factors. One of the factors was positivity towards mathematics and
school. A study about the attitudes towards Science, Technology, Engineering and
Mathematics (STEM) in a project-based learning (PjBL) environment showed that
students’ attitudes to the subject changed significantly. Most of them recognized the
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importance of their subject. Combining PjBL and STEM could increase effectiveness,
generate meaningful learning and influence student attitudes in future career pursuit.
Students were positive combining PjBL with STEM (Tseng, Chang, Lou & Chen, 2013).
On the second factor which was working collaboratively and related effect, the
collaborative-learning style incorporated into the fabric of the school helped students to
be resilient by aiding them in identifying their resources (peers) and testing their theories
to see if they were all on the right track (Lucas, 2012). To make this approach work,
teachers must be willing to “cede the floor” to the students. Other things to consider were
the needs to create effective classroom geography, focus on the process, build
accountability, let students teach one another, and encourage students to be in tune with
one another.
Working privately was another factor of students in learning mathematics "Self-
regulated" described a process of taking control of and evaluating one's own learning and
behaviour. Specifically, independent learners were conscious of their academic strengths
and weaknesses by numerous strategies to correspond the challenges of their academic
duties. These learners gripped gradual beliefs about knowledge and attribute the success
and failure to factors that they may control. The study of Riccomini, Morano and Hwang
(2015) revealed that independent math practice does not need to be frustrating and
confusing. With careful design, independent math practice could build students’
confidence and proficiency and help them move from novice learners to expert learners.
Besides, a study substantiated that the interleaved worked solution strategy was an
efficient means to uphold independent habit and enhance student outcomes.

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“Interleaving” motivated students to pay more attention to work examples for these may
serve as models for the tasks that they would do rather than skimming over them.
The use of technology had a great impact on mathematics. From the article in
journal of social behaviour and personality on their discussion and conclusion said that
they expected that the use of educational technology in mathematics lessons would have
a positive effect on student success and, after analysing the collected data, it is possible to
conclude that these expectations were met (Eyyam & Yaratan, 2014).
In addition, the students who took part in the study expressed quite positive
attitudes towards the use of educational technology. According to the analysis conducted
with the mean results of the performance of students, the use of educational technology
had a positive effect on their performance, and the impact of the use of technology can be
seen in the students’ progress results.
The related local study of Macaya, Villorente and Hervias (2015) on the attitude
towards mathematics with identified factors (cognitive, affective and behavioural)
revealed that the level of attitude of the First Year BEEd (Bachelor of Science in
Elementary Education) students towards Mathematics in the cognitive was average.
Meaning, the students showed willingness and satisfactory in learning and in the area of
affective and behavioural are high which meant that the students really wanted to learn
Mathematics very satisfactorily. Also, they revealed that the level of attitude of first year
BSA (Bachelor of Science in Accountancy) and BSBA (Bachelor of Science in Business
Administration) students towards Mathematics in the areas of cognitive, affective and

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behavioural was high. This meant that the students really wanted to learn Mathematics
very satisfactorily.
In line with the above concepts, this kind of study presumed that students must be
in condition to learn mathematics. In agreement with, the researchers conducted a study
on the factors affecting Grade 11 students’ attitude towards learning mathematics during
the first semester in order to assess the extent of the students’ attitude in learning
mathematics.
As shown in Figure 1, The Grade 11 participants from the Kabankalan Catholic
College with sex, strand and school of origin as the demographic profile was the input of
the study. The significant relationship between the participants’ attitude and the
performance were identified. Result of the study was made basis for creating the action
plan which was directed to the participants.

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Demographic Profile Attitude towards Mathematics

of Grade 11 students
 Positivity towards
 Sex Mathematics and school
 Strand  Working collaboratively
 School of and related effect
origin  Working privately
 Use of technology
Academic Performance in
Mathematics
ACTION PLAN
Figure 1. Schematic Diagram of the Conceptual Framework

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Significance of the Study
The success of the study was able to help the following people:
School Administrators. The findings may serve as their guide in planning and
improving the instruction based on the students’ behavior towards Mathematics.
High School Principal. The useful and relevant information acquired from this
study may encourage them to guide the Mathematics teachers on how to handle classes
with such behaviors.
Mathematics Coordinator. The result of the study may enable them to analyse
and plan what teaching and learning styles is suited regarding of their student’s attitudes.
Mathematics Teacher. This may help in conducting an effective way of teaching
mathematics and his students were able to adapt their needs towards their attitudes.
Students. This may motivate and challenge the students in assessing their attitude
that were shown during mathematics instruction.
Future Researchers. The result of this study may provide them some insights
and information that is somehow helpful to their study.
Scope and Limitation
This study covered the identified factors affecting student’s attitude towards
mathematics namely positivity towards Mathematics and school, working collaboratively
and related effect, working privately, and use of technology and the academic
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performance in Mathematics. The participants of the study were the Grade 11 students of
Kabankalan Catholic College (KCC) enrolled in Accountancy and Business Management
(ABM), Science, Technology, Engineering, and Mathematics (STEM), Humanities and
Social Sciences (HUMSS) and Computer System Servicing (CSS), Shielded Metal Arc
Welding (SMAW, and Electrical Installation and Maintenance (EIM) in the school year
2017-2018.
Definition of Terms
Academic Performance. It refers to a predictive self-efficacy where students are
more confident in their ability and to complete school task with knowledge and skills
they possess (Yip, 2017).
In this study, it refers to the 1st grading grade of the participants.
Attitude. It refers to a summary evaluation of an object of thought (Vogel &
Wanke, 2016).
In this study, it refers to the positive or negative behavior of the participants
towards the subject Mathematics.
Mathematics. The science of structure, array, and interaction that has developed
from fundamental practices of counting, measuring, and delineating the shapes of objects
(Gray, Folkerts, Knorr, Berggren & Fraser, 2017).
This is the subject which involves in the study.

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School of Origin. This term refers to the institution where the students finished
their elementary education categorized as public or private (Gabriel, 2012 as cited by
Montero, 2016).
Sex. It refers to the general classification of human beings as males and females
based on the differences of their primary sex organs and their anatomical biological
characteristics (San Juan & Centeno, 2011).
Strand. It refers to a group for aligning, facilitating and monitoring content,
performance standards, assessments, and resources to widen student learning (Woods,
2015).
For example, STEM (Science, Technology, Engineering, and Mathematics) strand
is designed for learners intend to take up natural sciences, engineering, architecture,
mathematics, or medicine when they are in college. The strands that involved in this are
Accountancy and Business Management (ABM), Science, Technology, Engineering, and
Mathematics (STEM), Humanities and Social Sciences (HUMSS) and Computer System
Servicing (CSS), Shielded Metal Arc Welding (SMAW, and Electrical Installation and
Maintenance (EIM).
Student. This refers to someone who has the power to see, hear, touch, smell and
taste, perceive, imagine, retain, recall, recognize past mental acts, conceive ideas, make
judgement, reason out feel and choose (Corpuz & Salandanan,2013).
Students in this study this refers to the Grade 11 students who were the
participants.
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Chapter 2
METHOD
This chapter provides the methods of the study, research design, locale of the
study, research participants, research instrument, sampling technique, and validation of
the research instrument, data gathering procedure, statistical treatment of the data and
interpreting the scores.
Research Design
This study employed a descriptive survey design to determine the students’
attitude in mathematics using (SAS) Students’ Attitude Survey (Brookstein et al, 2011). It
is a study designed to depict the participants in an accurate way. According to Calmorin
(2016), the descriptive design focuses on the present condition. The purpose is to find a
new truth, and the truth may have different forms such as increased quantity of
knowledge. A new generalization of a new “law”, a greater insight into factors which are
operating, the discovery of a new causal relationship, a more accurate formulation of the
problem to be solved, and many others.
Locale of the Study
The study was held at Kabankalan Catholic College, Kabankalan City an
institution of learning which was establish in 1927 and the only Catholic Institution in the
City of Kabankalan. This Catholic Institution implements the K-12 Curriculum which
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offers kindergarten to senior high school education and offers tertiary level. Senior high
school offers different track such as Academic, and Technical Vocational and Livelihood
(TVL) track. Academic track includes Humanities and Social Studies (HUMSS),
Accountancy and Business Management (ABM), Science, Technology, Engineering, and
Mathematics (STEM) and Technical Vocational and Livelihood (TVL) track includes
Computer System Servicing (CSS), Shielded Metal Arc Welding (SMAW, and Electrical
Installation and Maintenance (EIM).
earthviewmaps.com
Figure 2. Locale of the study

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Participants
The participants of the study were the two hundred (200) Grade 11 students taken
from the total population of four hundred seventeen (417) of Kabankalan Catholic
College enrolled in the Academic Year 2017-2018. This population answered the survey
test questionnaire given to them.
Instrument of the Study
The researchers used the results of Student Attitude Survey (SAS) of Kaput
Center for Research and Innovation in STEM Education to the Grade 11 in the Academic
Year 2017-2018.
Sampling Method and Technique
Sampling is the process of selecting a portion of the target population in such a
way that the individuals chosen represent, as nearly as possible, the characteristics of
target population. Lynch (1972) formula was used to determine the sample size. Stratified
Random Sampling Method is used as a strategy for selecting samples in such a way that
specific subgroups will have a sufficient number of representatives within the sample to
provide sample number of sub analysis of the members of these subgroups (Bitonio,
2014).
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Table 1 shows the sample size of Grade 11 students in each strand. As to strand as
a variable, the number of students was uneven. STEM has the highest number of students
which was one hundred forty two (142) and CSS/SMAW/EIM has the lowest which was
forty seven (47). Each section of each strand had twenty two (22) and twenty three (23)
participants of two hundred (200) samples out of four hundred seventeen (417) total
populations.
Table 1. Sample Size of the Grade 11 Students in Each Section

Strand Section Number of Students Sample Size Percentage
ABM Love 51 23 45%
Faith 51 23 45%
102 46 45%
HUMSS Gratitude 42 22 52%
Loyalty 42 22 52%
Perseverance 42 22 52%
126 66 52%
STEM Hope 46 22 48%
Fortitude 49 22 45%
Courage 47 22 47%
142 66 46%
CSS/SMAW/EIM Obedience 47 22 47%
TOTAL N = 417 n = 200 48%
Data Gathering Procedure
The researcher sent a letter to the High School Principal to allow them to conduct
the said study. After the approval, the Student Attitude Survey (SAS) were given to the
Grade 11 students. After the said survey, the researchers collected, tallied and measured
the data needed for the study.

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Validity and Reliability
Validity refers to the appropriateness of score-based inferences; or decisions made
based on the student’s test results. The extent is to which a test measures what it is
supposed to measure (Gabuyo, 2012). The researchers had three (3) evaluators who
validated the Students Attitude Survey (SAS) instrument that was used in the study. For
evaluating the instrument, the evaluators used the Good and Scates Rating Scale. The
validity score of the instrument was 4.46 which interpretation was valid.
Because this study made use of standardized instrument adapted from study
conducted out of the country, the researchers conducted a reliability test to ensure that
this was reliable in the Philippine setting. Reliability refers to consistency of
measurement; that is, how consistent test results or other assessment results from one
measurement to another (Gabuyo, 2012). For testing the consistency of the instrument,
Cronbach Alpha Coefficient was used. This requires a test administration to provide a
unique estimate of the reliability for a given test. The reliability score of the instrument
was 0.75 which was interpreted as reliable or acceptable.
Data Analysis
The following statistical treatments were set to answer the statements:
To answer problem 1, frequency distribution was used. Frequency distribution is
the easiest method of organizing data which converts raw data into a meaningful pattern
for statistical analysis and involves frequency count and percentage (Bueno, 2016).
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To answer problems 2, 3 and 4, mode was used. Mode is the most frequently
occurring value in a distribution (Bueno, 2016).
To answer problem 5, Pearson Product Moment Correlation Coefficient was used.
Pearson r refers to the extent to which the distributions are linearly related or associated
between two variables (Gabuyo, 2012).
Statistical Treatment
Table 2. Interpretation of Mode of Attitude

Range Interpretation Description
The students show a positive attitude and willingness to
4 Strongly Agree
love and learn mathematics subject.
The students show a positive attitude towards
3 Agree
mathematics subject.
2 Neutral The students either love or hate mathematics subject.
The students show a negative attitude towards
1 Disagree
mathematics subject.
The students show a negative attitude and have no
0 Strongly Disagree
interest to love and learn mathematics subject.
Table 3. Interpretation of Student's Academic Performance (DepEd Order No. 8,

Series of 2015)
Grading Scale Description Remarks
4 90 – 100 Outstanding Passed
3 85 – 89 Very Satisfactory Passed
2 80 – 84 Satisfactory Passed
1 75 – 79 Fairly Satisfactory Passed
0 Below 75 Did not meet the expectations Failed
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Chapter 3
RESULTS, ANALYSES AND INTERPRETATION OF THE DATA
This chapter presents the results, analyses and interpretation of the data gathered.
Table 4 shows that out of two hundred (200) participants from four hundred
seventeen (417) total populations, 90 or 45% were male and 110 or 55% were female.
According to Philippine Commission on Women, a study submitted by webmaster
(2014), the Net Enrolment Ratio (NER) in public secondary level during the school year
2010-2011 female NER was 66.09% or 66 in every 100 females while male NER was
56.63% or 57 in every 100 boys. In secondary level, male and female had greater
difference at 1.17 GPI which is equivalent to 117 females in every 100 males.
Table 4 also shows that out of two hundred (200) participants, 46 or 23% enrolled
in Accountancy and Business Management (ABM) strand, 66 or 33% enrolled in Science,
Technology, Engineering and Mathematics (STEM) and Humanities and Social Sciences
(HUMSS) strand, and 22 or 11% enrolled in Computer Software Servicing (CSS),
Shielded Metal Arc Welding (SMAW) and Electrical Installation and Maintenance (EIM)
strand.
According to the Department of Education (2016), in the school year 2016-2017,
90, 697 Grade 11 students enrolled under the Academic track such as Accountancy and
Business Management (ABM), Science, Technology, Engineering and Mathematics
(STEM) and Humanities and Social Sciences (HUMSS) and 52, 903 enrolled under
Technical Vocational track such as Computer Software Servicing (CSS), Shielded Metal
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Arc Welding (SMAW) and Electrical Installation and Maintenance (EIM) strand in
Pampanga. This indicates that there are less enrollees in Technical Vocational (TVL)
track
Table 4 further shows that out of two hundred (200) participants, 95 or 47% came
from private schools and 105 or 53% came from public schools. This may be because of
the economic status of their family which can be a factor in identifying the kind of
education they will have.
According to the Philippine Statistics Authority (2014), in the school year 2012-
2013 the total number of enrolment in public secondary schools (DepEd) is 5,642,727
while in private secondary schools was 1,408,552 in the same school year. In the next
school year, the number of enrolment in public secondary schools was 5,773,267 while in
private schools was 1,397,941. This indicates that the number of students from public
schools would have a greater number than the number of students in private schools when
enrolled in the same school.
Table 4. Demographic Profile of the Participants

a. Sex Frequency Percentage
Male 90 45%
Female 110 55%
Total 200 100%
b. Strand Frequency Percentage
ABM 46 23%
STEM 66 33%
HUMSS 66 33%
CSS/SMAW/EIM 22 11%
Total 200 100%
c. School of Origin Frequency Percentage
Private 95 47%
Public 105 53%
Total 200 100%
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Table 5.1 shows the attitude of the participants in different items of the first
factor which was positivity towards Mathematics and school.
Table 5.1 shows that item number 6 and 9 got a mode of 3 which interpretation
was agree. It shows that participants enjoy hearing thoughts and ideas in Mathematics
and like their own space majority of their time in school.
Table 5.1 further shows that item number 1 got a mode of 0 which interpretation
was strongly disagree. It means that participants strongly disagreed that they do not like
school.
Table 5.1. Attitude of the First factor (Positivity towards Mathematics and school)
Item SA (4) A (3) N (2) D (1) SD (0) Mode
1 4 2 23 55 116 0
2 20 73 83 18 6 2
3 31 49 110 5 5 2
4 15 48 51 54 32 1
5 35 48 82 26 9 2
6 28 78 68 21 5 3
7 29 58 81 25 7 2
8 8 53 68 61 10 2
9 18 65 62 40 15 3
Legend: SA(Strongly Agree), A(Agree), N(Neutral), D(Disagree), SD(Strongly Disagree)
Table 5.2 reveals the attitude of the participants in every item of the second factor
which was working collaboratively and related effect in Mathematics.
Table 5.2 shows that item number 10 got a mode of 3 which interpretation was
agree. It means that participants sometimes feel nervous talking out-loud in front of the
class.
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Table 5.2 also shows that item number 13 and 17 got a mode of 1 which
interpretation was disagree. It means participants disagreed that they do not participate in
many group activities outside school and not enjoy Math class in the past.
Table 5.2. Attitude of the Second factor (Working collaboratively and related effect)
10 19 70 67 32 12 3
11 17 43 76 49 15 2
12 12 29 103 44 12 2
13 8 34 69 72 17 1
14 15 55 87 37 6 2
15 7 41 79 57 16 2
16 12 55 70 47 16 2
17 16 45 60 60 19 1 and 2
18 20 57 89 31 3 2
19 13 49 85 41 12 2
Table 5.3 reveals the attitude of the participants in every item of the third factor
which was working privately in learning Mathematics.
Table 5.3 shows that all items in the third factor which is working privately got a
mode of 2 or neutral which interpretation was participants love or hate working in groups
better than alone, and working on their own in Mathematics.
Table 5.3. Attitude of the Third factor (Working privately)

Strongly
Strongly Neutral Disagree
Item Agree (3) Disagree Mode
Agree (4) (2) (1)
(0)
20 39 59 63 32 7 2
21 16 52 62 48 22 2
22 9 50 77 54 10 2
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Table 5.4 reveals the attitude of the participants in every item of the fourth factor
which was use of technology in learning Mathematics.
Table 5.4 shows that item number 27 got a mode of 4 which interpretation was
strongly agree. It means that cell phones are an important technology in their lives. In
item number 25, the mode was 3 which means agree. Participants coincide that
technology can make Mathematics easier to understand.
Table 5.4. Attitude of the Fourth factor (Use of technology)

23 14 51 84 39 12 2
24 11 71 74 37 7 2
25 23 78 70 22 7 3
26 10 50 72 53 15 2
27 91 55 37 8 9 4
Table 5.5 reveals the attitude of the participants in every factor affecting attitude
towards Mathematics as a whole. All factors affecting students attitude towards
Mathematics got a mode of 2 or neutral which interpretation was students either love or
hate Mathematics subject.
Table 5.5. Attitude of the Identified Factors

Factor Mode Description Interpretation
Positivity
The students either love or hate mathematics
towards 2 Neutral
subject
Mathematics
Working
The students either love or hate mathematics
collaboratively 2 Neutral
subject
and related effect
Working The students either love or hate mathematics
2 Neutral
privately subject
Use of The students either love or hate mathematics
2 Neutral
technology subject
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Table 6.1 reveals the attitude of the participants on the first factor affecting
attitude towards Mathematics which was positivity towards Mathematics and school
when grouped according to sex.
Table 6.1 shows that item number 1 got a mode of 0 in both males and females
which interpretation was strongly disagree. It means that males and females dissented
that they do not like school. It also shows that item number 2 and 6 for the males got a
mode of 3 or agree. It means that males’ Math teachers listened carefully to what they
had to say and enjoyed hearing thoughts and ideas from their peers in mathematics class.
Table 6.1. Attitude of the First Factor When Grouped According to Sex
Positivity
towards
Male Mode Female Mode
Mathematics
and school
SA A N D SD SA A N D SD
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
1 1 1 7 32 49 0 3 1 16 24 66 0
2 13 35 33 8 1 3 7 39 49 10 5 2
3 17 26 41 1 4 2 14 22 69 4 1 2
4 7 23 27 19 14 2 8 25 24 35 18 1
5 16 23 38 11 2 2 19 25 44 15 7 2
6 16 38 27 7 2 3 12 40 41 14 3 2
7 12 32 35 8 3 2 17 26 46 17 4 2
8 3 25 31 27 4 2 5 29 36 34 6 2
9 8 28 32 15 4 2 10 37 30 25 8 3
Table 6.2 reveals the attitude of the participants on the second factor affecting
attitude towards Mathematics which was working collaboratively and related effect when
grouped according to sex.

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Table 6.2 shows that item number 17 got a mode of 1 or disagree from males. It
means that males disagreed that they have not enjoyed Math class. In females, item
number 13 got a mode of 1 or disagrees. It reveals that females disagreed that they do not
participate in many group activities outside school. It further shows that females agreed
that they feel nervous talking out-loud in front of the class.
Table 6.2. Attitude of the Second Factor When Grouped According to Sex
Working
collaboratively
and related
effect
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
10 8 28 35 14 5 2 11 42 32 18 7 3
11 8 17 38 20 7 2 9 26 38 29 8 2
12 8 9 48 17 8 2 4 20 55 27 4 2
13 2 18 32 30 4 2 6 16 17 42 9 1
14 9 23 37 16 5 2 6 32 50 21 1 2
15 2 17 40 23 8 2 5 24 39 34 8 2
16 3 27 33 18 9 2 9 28 36 29 7 2
17 10 22 24 27 7 1 6 23 36 33 12 2
18 7 24 42 14 3 2 13 33 47 17 0 2
19 5 17 37 23 8 2 8 32 48 18 4 2
Table 6.3 reveals the attitude of the participants on the third factor affecting
attitude towards Mathematics which was working privately when grouped according to
sex.
Table 6.3 shows that most of the items in both males and females got a mode of 2
or neutral. It means that the males and females have the same attitude. In item number 20,
females got a mode of 3 which interpretation was agree. It means that most of the females
enjoyed working in groups better than alone in Mathematics class.

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Table 6.3. Attitude of the Third Factor When Grouped According to Sex
Working
privately
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
20 18 26 30 13 3 2 21 33 33 19 4 3/2
21 6 23 28 22 11 2 10 29 34 26 11 2
22 6 19 41 21 3 2 3 31 36 33 7 2
Table 6.4 reveals the attitude of the participants on the fourth factor affecting
attitude towards Mathematics which was use of technology when grouped according to
sex.
Table 6.4 reveals that in item number 25 both males and females got a mode of 3
which interpretation was agree. It means that both males and females agreed that
Mathematics is easier to understand using technology. Table 6.1 further reveals that in
item number 27 both males and females got a mode of 4 which interpretation was
strongly agree. It shows both males and females believe that cell phones are an important
technology in life.
Table 6.4. Attitude of the Fourth Factor When Grouped According to Sex
Use of
Technology
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
23 5 23 43 17 2 2 9 28 41 22 10 2
24 6 32 34 15 3 2 5 37 42 22 4 2
25 10 37 30 8 5 3 13 41 40 14 2 3
26 3 17 35 26 9 2 7 33 37 27 6 2
27 38 23 20 4 5 4 51 32 19 4 4 4
28
when grouped according to strand.
Table 7.1 shows that item number 1 got a mode of 0 in all strands which
interpretation was strongly disagree. It means that students from different strands dissent
that they do not like school. In ABM strand, item number 9 got the mode of 3 which
interpretation was agree. It means that participants like their own space outside the school
majority of the time. In STEM strand, items number 3 and 6 got a mode of 3 which
interpretation was agree. It means that participants believe that Mathematics is important
in life and enjoy hearing thoughts and ideas of their peers in Mathematics class. In
HUMSS strand, item number 6 got a mode of 3 which also interpreted as agree. It means
that participants enjoy hearing thoughts and ideas of their peers in Mathematics class. In
CSS/SMAW/EIM strands, items number 2, 5, 6 and 9 got a mode of 3 which
interpretation was also agree. It shows that participants’ Math teachers listened carefully
to what they had to say, like Mathematics, enjoy hearing thoughts and ideas of their peers
in Mathematics class and like their own space outside the school majority of the time.
29
Table 7.1. Attitude of the First Factor When Grouped According to Strand
Positivity
towards
ABM Mode STEM Mode
Mathematics
and school
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
1 2 0 6 16 22 0 1 2 7 14 42 0
2 4 16 21 4 1 2 9 22 25 8 2 2
3 8 15 22 1 0 2 15 22 16 15 10 3
4 3 12 6 18 7 1 3 22 25 9 3 2
5 10 10 17 7 2 2 18 11 25 9 3 2
6 2 13 26 4 1 2 17 28 13 6 2 3
7 8 10 19 8 1 2 14 20 22 7 23 0
8 1 10 16 18 1 1 2 20 15 23 6 1
9 4 18 14 7 3 3 7 21 23 12 3 2
Positivity
towards
HUMSS Mode CSS/SMAW/EIM Mode
Mathematics
and school
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
1 1 0 10 15 40 0 0 0 0 11 11 0&1
2 4 26 29 6 1 2 3 9 8 0 2 3
3 3 10 51 2 0 2 5 2 12 1 2 2
4 8 10 20 19 9 2 1 4 8 2 6 2
5 6 13 36 8 3 2 1 14 4 2 1 3
6 7 27 21 10 1 3 2 10 8 1 1 3
7 6 19 29 9 3 2 1 8 12 1 0 2
8 5 15 25 18 3 2 0 8 11 2 0 2
9 6 16 20 17 7 2 1 10 4 4 2 3
grouped according to strand.
Table 7.2, in ABM strand shows that items 16 and 18 got a mode of 0 or strongly
disagree. It means that students from this strand did not agree that they feel confident in
30
their abilities to solve Mathematics and they did not enjoy being part of large groups
outside school. In STEM strand, item number 13 got a mode of 1 which interpretation
was disagree. It means that students from this strand participated in many group activities
outside school. In HUMSS strand, items number 14 and 18 got a mode of 1 which
interpretation was disagree. It means that students from this strand did not like to share
their answers with their peers in Mathematics class. In CSS/SMAW/EIM strand, item 17
got a mode of 1 which interpretation was disagree. It means that students enjoyed math
class in the past.
In ABM strand, item number 10 got a mode of 3 which interpretation was agree.
It means students sometimes felt nervous talking out loud in front of the class. In STEM
strand, items number 16 and 17 got a mode of 3. It means that students from this strand
felt confident in their abilities to solve Mathematics problem but in the past they did not
enjoy math class. In HUMSS strand, majority of the items got the mode of 2 or neutral. In
CSS/SMAW/EIM strand, item number 10 got a mode of 3 which interpretation was
strongly agree. It means students from this strand agreed that they sometimes felt nervous
talking out-loud in front of the class.

31
Table 7.2. Attitude of the Second Factor When Grouped According to Strand
Working
collaboratively
ABM Mode STEM Mode
and related
effect
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
10 3 24 7 7 5 3 10 14 27 13 2 2
11 3 15 17 9 2 2 12 12 19 16 7 2
12 6 10 18 10 2 2 1 9 41 9 6 2
13 1 5 17 20 3 1 4 17 12 27 6 1
14 2 11 19 12 2 2 8 19 26 11 2 2
15 0 12 15 19 0 1 2 12 25 16 11 2
16 3 12 18 11 2 2 2 25 22 11 6 3
17 4 7 15 16 4 1 4 23 13 18 8 3
18 5 17 17 7 0 3/2 5 19 29 12 1 2
19 4 9 23 9 1 2 5 19 22 15 5 2
Working
collaboratively
and related
effect
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
10 5 23 24 11 3 2 1 9 9 1 2 2&3
11 1 13 28 19 5 2 1 3 11 5 1 2
12 2 8 35 18 3 2 3 2 8 7 1 2
13 3 10 26 20 7 2 0 2 13 5 1 2
14 4 21 31 9 1 2 1 4 10 5 1 2
15 5 14 23 19 5 2 0 3 15 3 0 2
16 7 13 18 21 6 1 0 5 10 4 2 2
17 6 12 24 18 6 2 2 3 7 8 1 1
18 6 15 32 12 1 2 4 6 10 0 1 2
19 3 14 32 12 5 2 1 7 8 5 1 2
strand.
32
Table 7.3, in ABM strand, shows item number 20 got a mode of 2 which
interpretation was neutral. In STEM strand, majority of the items got the mode of 2 or
neutral. In HUMSS strand, items number 21 and 22 got a mode of 2 which interpretation
was neutral. In CSS/SMAW/EIM strands, majority of the items also got the mode of 2 or
neutral.
In ABM strand, items number 21 and 22 got a mode of 3 which interpretation was
agree. It means that the students preferred working alone than in groups when doing
mathematics and they learned more about Mathematics working on their own. In STEM
strand, item number 21 got a mode of 3 which interpretation was agree. It means they
preferred working alone rather than in groups when doing mathematics. In HUMSS
strand, item 20 got a mode of 3 which interpretation was agree. It means the students
enjoyed working in groups better than alone in Mathematics class. In CSS/SMAW/EIM
strands, item number 20 got a mode of 3 which interpretation was agree. It means the
students enjoyed working in groups better than alone in Mathematics class.
Table 7.3. Attitude of the Third Factor When Grouped According to Strand
Working
ABM Mode STEM Mode
privately
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
20 6 11 20 9 0 2 14 17 24 9 2 2
21 4 13 13 12 4 2 &3 8 18 18 15 7 2&3
22 1 12 12 20 1 2&3 5 19 25 16 1 2
Working
privately
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
20 15 25 13 9 4 3 4 6 6 5 1 2&3
21 2 17 22 17 8 2 2 4 9 4 3 2
22 2 17 28 13 6 2 1 2 11 5 2 2
33
strand.
Table 7.4, in ABM strand, shows items number 24 and 25 got a mode of 2
which interpretation was neutral. In STEM strand, item number 26 got a mode of 1 which
interpretation was disagree. It means that students from this strand were comfortable
using technology in Math class. In HUMSS strand, items number 23, 24 and 26 got a
mode of 2 which interpretation was neutral. In CSS/SMAW/EIM strands, items 25 and
26 got a mode of 2 which interpretation was also neutral.
In ABM, STEM and HUMSS strands, item number 27 got a mode of 4 which
interpretation was strongly agree. It means that the students from those strands really
agreed that cell phones are important in life. In CSS/SMAW/EIM strands, items number
24 and 27 got a mode of 3 which interpretation was agree. It means that the students from
these strands agreed that when using technology for learning Mathematics, they feel that
they are in their own world and believe that cell phones are an important technology in
life.
34
Table 7.4. Attitude of the Fourth Factor When Grouped According to Strand
Use of
ABM Mode STEM Mode
Technology
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
23 3 16 14 10 3 3 8 12 26 16 4 2
24 2 18 18 6 2 2&3 3 22 27 15 1 2
25 4 17 17 8 0 2&3 10 26 18 9 3 3
26 3 24 15 4 0 3 5 12 21 23 5 1
27 25 13 6 1 1 4 30 16 13 3 4 4
Working
privately
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
23 2 14 35 10 5 2 1 9 9 3 0 2&3
24 4 21 22 14 4 2 2 10 6 4 0 3
25 6 27 25 5 3 3 3 8 9 0 1 2
26 2 10 27 20 7 2 0 4 8 6 3 2
27 28 17 16 3 2 4 8 9 2 1 2 3
when grouped according to school of origin.
Table 8.1 shows that both private and public got a mode of 0 on item number 1
which interpretation was strongly disagree. It means that students from both schools
dissented that they do not like school. Participants from private school got a mode of 3
which interpretation was agree in items number 2, 3 and 6. It means that when they were
in Junior High school their math teachers listened carefully to what they had to say, they
also believed that Mathematics is important in life and they also enjoyed hearing thoughts
and ideas of their peers in Mathematics. Participants from public school got a mode of 3
35
which interpretation was also agree in item number 9. It means that students from private
school liked their own space outside school majority of the time.
Table 8.1. Attitude of the First Factor When Grouped According to School of Origin
Positivity
towards
Private Mode Public Mode
Mathematics
and school
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
1 3 1 12 29 50 0 1 1 11 27 65 0
2 9 36 34 12 4 3 11 37 49 6 2 2
3 25 38 25 3 4 3 6 11 85 2 1 2
4 5 28 26 23 13 3 10 20 25 31 19 1
5 15 23 25 18 4 2 20 25 47 8 5 2
6 15 37 26 14 3 3 13 41 42 7 2 2
7 11 29 34 16 5 2 18 29 47 9 2 2
8 3 28 25 33 5 1 5 25 42 28 5 2
9 10 30 32 19 4 2 8 35 30 21 11 3
grouped according to school of origin.
Table 8.2 shows that the majority of the items got a mode of 2 which
interpretation was neutral from the participants coming from private schools. However
for the participants from the public schools item number 13 got a mode of 1 which
interpretation was disagree. It means that they participated in many group activities
outside school. In item number 10, the participants from the private schools got a mode
of 3 which interpretation was agree. It means that students agreed that they sometimes
felt nervous talking out loud in front of the class. Participants from the public schools got
mode of 3 which interpretation was agree in items number 10 and 17. It means that
36
students agreed that they sometimes felt nervous talking out loud in front of the class and
in the past they did not enjoy math class.
Table 8.2. Attitude of the Second Factor When Grouped According to School of
Origin
Working
collaboratively
Private Mode Public Mode
and related
effect
Item
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
10 11 32 30 17 5 3 8 38 37 15 7 3
11 11 22 39 19 4 2 6 21 37 30 11 2
12 6 16 51 17 5 2 6 13 52 27 7 2
13 5 16 38 36 10 2 3 18 31 46 7 1
14 6 28 35 23 3 2 9 27 52 14 3 2
15 3 23 31 29 9 2 4 18 48 28 7 2
16 3 30 33 21 8 2 9 25 36 26 8 2
17 6 26 31 25 7 2 10 19 29 35 12 1
18 11 27 41 15 1 2 9 30 48 16 2 2
19 9 21 37 22 6 2 4 28 48 19 6 2
school of origin.
Table 8.3 shows that participants from the private schools got a mode of 2 which
interpretation was neutral in items number 21 and 22. On the other hand for participants
from the public schools majority of the items got the mode of 2 or neutral. Participants
from the private schools got a mode of 3 which interpretation was agree in item number
20. It means that students from private school agreed that they enjoyed working in groups
better than alone in Mathematics class.

37
Table 8.3. Attitude of the Third Factor When Grouped According to School of
Origin
Working
Private Public
privately
Item Mode Mode
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
20 25 30 25 12 3 3 14 29 38 20 4 2
21 12 18 27 23 15 2 4 34 35 25 7 2
22 7 27 31 24 6 2 2 23 46 30 4 2
school of origin.
Table 8.4 shows that participants from the private schools got a mode of 2 or
neutral on items 23, 24 and 26 which interpretation was neutral. Participants came from
the public schools got a mode of 2 or neutral in item number 23. Participants from both
private and public schools got a mode of 4 which interpretation was strongly agree on
item number 27. It means that students from both schools really believed that cell phones
are an important technology in life.
Table 8.4. Attitude of the Fourth Factor When Grouped According to School of
Origin
Use of
Private Public
Technology
Item Mode Mode
(4) (3) (2) (1) (0) (4) (3) (2) (1) (0)
23 10 22 36 22 5 2 4 29 48 17 7 2
24 5 28 39 21 1 2 6 43 34 16 6 3
25 10 36 35 11 3 3 13 42 35 11 4 3
26 4 18 40 24 9 2 6 32 32 29 6 2/3
27 45 26 14 5 5 4 46 29 23 3 4 4
38
Table 9 reveals the attitude of the participants in every factor affecting attitude
towards Mathematics when grouped according to sex, strand and school of origin.
Table 9 shows that out of two hundred (200) participants from the Grade 11, both
males and females got a mode of 2 or neutral which interpretation was the students either
love or hate mathematics subject.
Table 9 also shows that out of two hundred (200) participants from the Grade 11,
all strands got a mode of 2 or neutral which interpretation was the students either love or
hate mathematics subject. Table 6 further shows that out of two hundred (200)
participants from the Grade 11, both participants from the private schools and the public
schools got a mode of 2 or neutral which interpretation was the students either love or
hate mathematics subject.
In the result of the study of Yasar (2016), difference of attitude towards
Mathematics was not observed when school of origin of students are considered.
Table 9. Attitude of the Identified Factors When Grouped According to

Demographic Profile
Factor Mode Interpretation Description
Positivity towards
The students either love or
Mathematics and 2 Neutral
school
Working
The students either love or
collaboratively and 2 Neutral
related effect
Working privately The students either love or
2 Neutral
Use of technology The students either love or
2 Neutral
39
Table 10.1 reveals the categorized academic performance of the participants when
grouped according to sex, strand and school of origin.
Table 10.1 shows that the participants mostly got a very satisfactory grade when
grouped according to sex, strand and school of origin. It further shows that few
participants did not meet the expected grade in Mathematics when grouped according to
sex, strand and school of origin.
Table 10.1. Academic Performance of the Participants

O (4) VS (3) S (2) FS (1) D (0)
A. Sex
Male 22 26 24 16 2
Female 30 53 23 3 1
B. Strand
ABM 13 21 10 2 0
STEM 24 25 12 5 0
HUMSS 14 23 21 6 2
CSS/SMAW/EIM 1 9 5 6 1
C. School of
Origin
Private 25 36 22 10 2
Public 27 42 26 9 1
Legend:O(Oustanding), VS(Very Satisfactory), S(Satisfactory), FS(Fairly Satisfactory),
D(Did not meet the expectations)
Table 10.2 reveals the academic performance of the participants when taken as a
whole and when grouped according to demographic profile.
Table 10.2 shows that out of two hundred (200) participants, both male and
female, all strand and both participants from public and private schools got a mode of 3
or very satisfactory grade in Mathematics which interpretation was passed.
Table 10.2 further shows that out of two hundred (200) participants, as a whole,
the participants got a mode of 3 or very satisfactory grade in Mathematics which
interpretation was passed.

40
Table 10.2. Academic Performance of the Participants when taken as a Whole and
when grouped according to Demographic Profile
a. Sex Mode Description Remarks
Male 3 Very satisfactory Passed
Female 3 Very Satisfactory Passed
b. Strand
ABM 3 Very Satisfactory Passed
STEM 3 Very Satisfactory Passed
HUMSS 3 Very Satisfactory Passed
CSS/SMAW/EIM 3 Very Satisfactory Passed

c. School of
Origin
Private 3 Very Satisfactory Passed
Public 3 Very Satisfactory Passed
As a Whole 3 Very Satisfactory Passed
Table 11 shows the significant relationship of every item in each identified factors
affecting attitude towards Mathematics and the academic performance. It reveals that the
r value as a whole is 0.0345 which interpretation was no correlation. It means that there is
no significant relationship existed between the attitude and academic performance of the
participants.
According to Mubeen, Saeed and Arif (2013), attitude in secondary and academic
performance in Mathematics subject are not significantly correlated with each other with
correlation coefficient of 0.1946 at 0.05 level of significance.

41
Table 11. Significant Relationship on the Attitude and Level of Academic

Performance in Mathematics
VARIABLE r VALUE INTERPRETATION
Attitude (Item No. 1) and Academic Performance -0.0020 No correlation
Attitude (Item No. 5) and Academic Performance 0.1681 No correlation
Attitude and Academic Performance 0.0345 No correlation
42
Chapter 4
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter provides the summary of findings, conclusion and recommendation
for this study.
Summary of Findings
1. On the demographic profile, according to Sex, it simply implied that majority
of the participants were female. On the demographic profile, according to strand,
Humanities and Social Sciences (HUMSS) and Science, Technology, Engineering and
Mathematics (STEM) had the majority number of participants and the least number of
participants came from Computer Software Servicing (CSS), Shielded Metal Arc
Welding (SMAW) and Electrical Installation and Maintenance (EIM) strand. It also
revealed that majority of the participants came from public schools.
2. The attitude of Grade 11 students in each identified factor when taken as a
whole was all neutral. The study also revealed that the attitude of Grade 11 students when
grouped according to sex, strand and school of origin was also neutral.
3. The study also revealed that the academic performance of Grade 11 students as
a whole and when grouped according to sex, strand and school of origin was very
satisfactory.
4. The study showed that there is no significant relationship on the attitude in each
identified factors of Grade 11 students to their academic performance.

43
Conclusion
Based on the significant findings of the study, the following conclusions are
drawn:
The researchers concluded that majority of the students in the school setting were
female because it may be due to the fact that the population of the female in the country
was greater in number than male. Most of the students preferred the strands under the
academic track than strands under technical vocational and livelihood track. Also, most
of the students graduated from public schools because it may be due to the fact that the
family income was low.
Male and female participants both have the same experiences regarding on their
attitude towards Mathematics. Students from different strands namely ABM, STEM,
HUMSS and CSS/SMAW/EIM have common attitude. Students may have the same
experience in encountering the subject during their elementary and secondary years.
Students from public and private schools have similar behavior towards Mathematics.
Regardless of the sex, strand and school of origin, students have the same interest in
Mathematics subject. With the use of technology, attitude of the students when grouped
according demographic profile was positive which means they loved and interested to
learn Mathematics with strategies and methods of using technologies. Students have the
same verdict on the essence of technology in learning Mathematics.
Sex difference of the participants was not observed due to the common academic
performance in Mathematics as well as in strand differences. Both males and females
excel in and the classroom and strive to learn Mathematics subject. Researchers also
44
concluded that teaching performance of the private and public schools in teaching
Mathematics was the same and excellent enough to understand the Mathematics subject.
The academic performance of the students was competent enough to disregard
their beliefs and emotions in Mathematics subject. Regardless of the attitude, students
performed and excelled in Mathematics, and wanted to have a good grades and
performance.
Recommendations
Utilizing the result of the study as the point of reference, the following
recommendations are offered:
The school must encourage students to enrol teacher education through a
campaign program. It must pursue quite a number of male students to enrol from
different schools. It must influence individuals to enrol in different strands in Technical
Vocational and Livelihood strands such as Computer Software Servicing (CSS), Shielded
Metal Arc Welding (SMAW) and Electrical Installation and Maintenance (EIM). During
the campaign, cite advantages in enrolling Technical Vocational and Livelihood (TVL)
track such as early employment to increase the number of the students under the said
track.
Student’s attitude towards Mathematics is already constant and inevitable.
Mathematics teachers must keep on reconditioning the positive way of delivering
Mathematics class with buoyant. This will strongly build student’s definite attitude and
appreciation in Mathematics. The strategies, with the use of technology such as games,
45
video clips, graphs and charts, show a positive attitude that can also help maintain or
improve the grade of the students.
Since student’s academic performance is very satisfactory, teachers must maintain
that kind of performance of the students in Mathematics. Teachers may use technologies
to enrich the teaching of Mathematics since it is already a technology inclined
environment.
Students must focus themselves to learn and appreciate the importance of
Mathematics without regarding of the attitude. Also teachers must orient students on how
Mathematics subject is valuable, significant, and advantage to themselves and to others
even though students like it or not.

46
Chapter 5
ACTION PLAN
This chapter presents the action plan to develop the attitude of the Grade 11
towards Mathematics.
I. Rationale
The program aims to further enhance the attitude towards Mathematics of the
Senior High School (SHS) students by providing and initiating activities that would
advance their appreciation and application of Mathematics in everyday life.
II. Goals
Develop a critical appreciation of the use of information and communication
technology to retain and enhance the performance in Mathematics.
III. General Objective
By the end of the school year, SHS students will be able to:
 Attend activities that would further develop their appreciation in Mathematics.

47
MATRIX OF PROPOSED ENHANCEMENT ACTIVITIES
MONTH OBJECTIVE ACTIVITY
June Assess students’ aptitude in Math Differential Aptitude Test in Math
Students be made aware of their

July Interpretation of DAT Results
Math Aptitude
August Appreciate the usefulness of ICT

Use of ICT in MATH
September in Math
Select and apply appropriate

October Puzzle type problems that require “out
inquiry and mathematical
November of box” thinking
problem – solving techniques
Enjoy mathematics and develop

techniques to analyse and solve
January Mental Math Skills
problems both in school and in
real – life situations
Develop the knowledge, skills

Orientation/Exposure of different
February and attitudes necessary to pursue
courses/ professions in Math
courses in Math
Appreciate the usefulness, power

March BEAUTY OF MATH
and beauty of Mathematics
48
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level of education SY 1985-1986 to 2011-2014. Retrieved from
https://www.nap.psa.gov.ph/secstat/d_educ.asp
Riccomini, P., Morano, S. and Hwang, J.(2013). Build confidence and skills in
independent Math practice with embedded instruction and work examples.
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worked-examples-and-math-problems-embedding-instructional-guidance-in-
math-homework-and-independent-practice-to-improve-student-accuracy-and-
outcomes/
San Juan, W. R. and Centeno, M. J., (2011). Sociology, culture and family planning (A
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City.Blay, B. E. (2013) Elementary statistics revised edition. Mandaluyong City,
Philippines. Anvil Publishing Inc.
Srivastav, P. (2013). Mathematics: Meaning, importance and uses. Retrieved from

www.importantindia.com/8083/mathematics/
The Times of India. (2015). The importance of Mathematics in everyday life. Retrieved
from https://m.timesofindia.com/city/guwahati/The-importance-of-maths-in-
everyday-life/articleshow/48323205.cms
Tseng, K.H., Chang, C.C., Lou, S.J. and Chen, W.P. (2013). Attitudes towards science,
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https://scholar.lib.ntnu.edu.tw/en/publications/attitudes-towards-science-
technology-engineering-and-mathematics-
51
Vogel, T. and Wanke, M. (2016). Attitudes and Attitude Change (Social Psychology: A
Modular Course) 2nd Edition. Retrieved from
https://www.amazon.com/Attitudes-Attitude-Change-Social-
Psychology/dp/1841696730
Yasar M. (2016). High school student attitude towards mathematics. Retrieved from
http://www.ejmste.com/High-School-Students-Attitude -towards-
Mathematics,75011,0,2.html
Yip, M. (2017). Relation of study strategies to the academic performance of Hong Kong
University students.Retrieved from
https://www.researchgate.net/publication/11463803_Relation_of_study_strategies
_to_the_academic_performance_of_Hong_Kong_University_students
52
Appendix A
CURRICULUM GUIDE OF GENERAL MATHEMATICS
K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11 Semester: First Semester
Core Subject Title: General Mathematics No. of Hours/Semester: 80 hours
Core Subject Description: At the end of the course, students must know how to solve
problems involving rational, exponential and logarithmic functions; to solve business-
related problems; and to apply logic in real-life situations.
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES CODE
STANDARDS
Functions and The learner demonstrates The learner is able to... The learner...
Their Graphs understanding of...
M11GM-Ia-1
1. represents real-life situations using functions, including
1. key concepts of 1. accurately construct piece-wise functions.
functions. mathematical models to
represent real-life 2. evaluates a function. M11GM-Ia-2
situations using
functions. 3. performs addition, subtraction, multiplication, division,
M11GM-Ia-3
and composition of functions
4. solves problems involving functions. M11GM-Ia-4
5. represents real-life situations using rational functions. M11GM-Ib-1

2. key concepts of rational 2. accurately formulate and 6. distinguishes rational function, rational equation, and
M11GM-Ib-2
functions. solve real-life problems rational inequality.
involving rational 7. solves rational equations and inequalities. M11GM-Ib-3
functions. 8. represents a rational function through its: (a) table of
M11GM-Ib-4
values, (b) graph, and (c) equation.
9. finds the domain and range of a rational function. M11GM-Ib-5
10. determines the:
(a) intercepts
M11GM-Ic-1
(b) zeroes; and
(c) asymptotes of rational functions
11. graphs rational functions. M11GM-Ic-2
12. solves problems involving rational functions,
M11GM-Ic-3
equations, and inequalities.
53
PERFORMANCE
STANDARDS
3. key concepts of inverse 3. apply the concepts of 1. represents real-life situations using
M11GM-Id-1
functions, exponential inverse functions, one-to one functions.
functions, and exponential functions, 2. determines the inverse of a one-to-one function. M11GM-Id-2
logarithmic functions. and logarithmic functions 3. represents an inverse function through its: (a) table of
to formulate and solve values, and (b) graph. M11GM-Id-3
real-life problems with 4. finds the domain and range of an inverse function. M11GM-Id-4
precision and accuracy. 5. graphs inverse functions. M11GM-Ie-1
6. solves problems involving inverse functions. M11GM-Ie-2
7. represents real-life situations using exponential
M11GM-Ie-3
functions.
8. distinguishes between exponential function, exponential
M11GM-Ie-4
equation, and exponential inequality.
9. solves exponential equations and inequalities. M11GM-Ie-f-1
10. represents an exponential function through its: (a) table
M11GM-If-2
of values, (b) graph, and (c) equation.
11. finds the domain and range of an exponential function. M11GM-If-3
12. determines the intercepts, zeroes, and asymptotes of
M11GM-If-4
an exponential function.
13. graphs exponential functions. M11GM-Ig-1
14. solves problems involving exponential functions,
M11GM-Ig-2
15. represents real-life situations using logarithmic
M11GM-Ih-1
functions.
16. distinguishes logarithmic function, logarithmic equation,
M11GM-Ih-2
and logarithmic inequality.
17. illustrates the laws of logarithms. M11GM-Ih-3
18. solves logarithmic equations and inequalities. M11GM-Ih-i-1
19. represents a logarithmic function through its: (a) table
M11GM-Ii-2
of values, (b) graph, and (c) equation.
20. finds the domain and range of a logarithmic function. M11GM-Ii-3
21. determines the intercepts, zeroes, and asymptotes of
M11GM-Ii-4
logarithmic functions.
22. graphs logarithmic functions. M11GM-Ij-1
23. solves problems involving logarithmic functions, M11GM-Ij-2
PERFORMANCE
STANDARDS
Basic Business The learner demonstrates The learner is able to... 24. illustrates simple and compound interests. M11GM-IIa-1
Mathematics understanding of... 25. distinguishes between simple and compound interests. M11GM-IIa-2
1. investigate, analyze and 26. computes interest, maturity value, future value, and
1. key concepts of simple solve problems involving present value in simple interest and compound interest M11GM-IIa-b-1
and compound interests, simple and compound environment.
and simple and general interests and simple and 27. solves problems involving simple and compound
annuities. general annuities using interests. M11GM-IIb-2
appropriate business and 28. illustrates simple and general annuities. M11GM-IIc-1
financial instruments. 29. distinguishes between simple and general annuities. M11GM-IIc-2
30. finds the future value and present value of both simple
M11GM-IIc-d-1
annuities and general annuities.
31. calculates the fair market value of a cash flow stream
M11GM-IId-2
that includes an annuity.
32. calculates the present value and period of deferral of a
M11GM-IId-3
deferred annuity.
2. basic concepts of stocks 2. use appropriate financial 33. illustrate stocks and bonds. M11GM-IIe-1
and bonds. instruments involving 34. distinguishes between stocks and bonds. M11GM-IIe-2
stocks and bonds in 35. describes the different markets for stocks and bonds. M11GM-IIe-3
formulating conclusions 36. analyzes the different market indices for stocks and
M11GM-IIe-4
and making decisions. bonds.
37. interprets the theory of efficient markets. M11GM-IIe-5
3. basic concepts of 3. decide wisely on the 38. illustrates business and consumer loans. M11GM-IIf-1
business and appropriateness of
39. distinguishes between business and consumer loans. M11GM-IIf-2
consumer loans. business or consumer
loan and its proper 40. solves problems involving business and consumer loans M11GM-IIf-3
utilization. (amortization, mortgage).
Logic The learner demonstrates The learner is able to... 41. illustrates a proposition. M11GM-IIg-1
understanding of... 42. symbolizes propositions. M11GM-IIg-2
43. distinguishes between simple and compound
1. key concepts of 1. judiciously apply logic propositions. M11GM-IIg-3
propositional logic; in real-life arguments. 44. performs the different types of operations on
syllogisms and propositions. M11GM-IIg-4
fallacies. 45. determines the truth values of propositions. M11GM-IIh-1
46. illustrates the different forms of conditional
M11GM-IIh-2
propositions.
47. illustrates different types of tautologies and fallacies. M11GM-IIi-1
PERFORMANCE
STANDARDS
48. determines the validity of categorical syllogisms. M11GM-IIi-2
49. establishes the validity and falsity of real-life arguments
M11GM-IIi-3
using logical propositions, syllogisms, and fallacies.
2. key methods of proof 2. appropriately apply a 50. illustrates the different methods of proof (direct and
and disproof. method of proof and indirect) and disproof (indirect and by M11GM-IIj-1
disproof in real-life counterexample).
situations. 51. justifies mathematical and real-life statements using
M11GM-IIj-2
the different methods of proof and disproof.
54
Appendix B
CONCEPTUAL FRAMEWORK OF MATHEMATICS EDUCATION

55
Appendix C
LETTER TO THE AUTHOR OF THE INSTRUMENT
July 19, 2017
BROOKSTEINet. al
University Of Massachusetts Dartmouth
email:kaputcenter@umassd.edu
Dear Sir/Madam,
We, the researchers from Kabankalan Catholic College in the City of Kabankalan,
Negros Occidental, Philippines will be conducting a study entitled “Factors Affecting on
Students’ Attitude Towards Mathematics”.
In line with this, we would like to ask permission to use the Student Attitude Survey
(SAS) from your technical report as our instrument to measure students’ attitude in
mathematics.
The success of our work will help to improve our school as well as the learning of the
students. We are hoping for your positive response. Thank you and God bless.
Respectfully yours,
MARK ANTHONY T. VICENTE
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
56
Appendix D
LETTER TO THE REGISTRAR
July 19, 2017
FELLAME T. MONTECLARO, MBA

Registrar
Kabankalan Catholic College
City of Kabankalan, Negros Occidental
Dear Ma’am,
Good day! We, the researchers will be conducting a study entitled “Factors Affecting
Students Attitude towards Mathematics: A Survey” in this institution, Kabankalan
Catholic College as a requirement on our subjects ST 3 and Action Research.
In line with this, we would like to ask the number of Grade 11 students on each strand
offered as they will be the participants in our study.
The success of our work will help to improve our school as well as the learning of the
students. We are hoping for your positive response. Thank you and God bless.
Respectfully yours,
CLOVELLE R. MILLAN
MAILENE F. PREDES
BSED 4-Math/Researchers
Noted by:
MILAGROS AUREA SABIDALAS, ED. D.

ST 3 Adviser
57
Appendix E
APPROVAL LETTER FOR THE INSTRUMENT
from: Chandra Orrill <chandra.orrill@umassd.edu> via umassd.onmicrosoft.com

to: Mark Vicente <markmyday19@gmail.com>
date: Wed, Jul 19, 2017 at 4:42 AM
subject: Re: Permission to use Students Attitude Survey
signed-by: umassd.onmicrosoft.com
Hello,
Thank you for your interest in our work. You are welcome to use the survey. Please be
sure to cite us appropriately in any publications or other dissemination that arises from
your work.
Best wishes on your research.
Chandra
On Jul 18, 2017, at 10:13 PM, Mark Vicente <markmyday19@gmail.com> wrote:
Good day! Attach in this email is a letter and we are hoping for a
good response. Thank you!
<KABANKALAN CATHOLIC COLLEGE.docx>
**********
Chandra Orrill, Ph.D.
Associate Professor - STEM Ed & Teacher Development
Director - Kaput Center for Research & Innovation in STEM Education
LARTS 399L
285 Old Westport Rd
North Dartmouth, MA 02747
774-929-3052
corrill@umassd.edu
58
Appendix F
LETTER FOR THE VALIDITY OF THE INSTRUMENT
August 15, 2017
REV. FR. EUGENE T. LUCERNA II, MSGC

VICE PRESIDENT FOR STUDENT MINISTRY
KABANKALAN CATHOLIC COLLEGE
CITY OF KABANKALAN, NEGROS OCCIDENTAL
Dear Father,
Catholic College.
In line with this, we would like to ask your time to validate our instrument of our study.
The success will help to improve our school as well as the learning of the students. We
are hoping for your positive response. Thank you and God bless.
Respectfully yours,
MARK ANTHONY T. VICENTE\
CLOVELLE R. MILLAN
MAILENE F. PREDES
Noted by:
SHERYL D. TOMO, MSGC

Adviser
59

Research Officer
August 15, 2017
FELICIANO O.PEDOJAN, Ch. E, Ph. D.

VICE PRESIDENT FOR ACADEMIC AFFAIRS
Dear Sir,
Catholic College.
Respectfully yours,
CLOVELLE R. MILLAN
MAILENE F. PREDES
Noted by:

Adviser

Research Officer
60
August 15, 2017
JOSE LEONARDO DEGILLO, MSGC

GUIDANCE-IN-CHARGE
Dear Sir,
Catholic College.
Respectfully yours,
CLOVELLE R. MILLAN
MAILENE F. PREDES
Noted by:

Adviser

Research Officer
61
Appendix G
LETTER FOR THE RELIABILITY OF THE INSTRUMENT
September 7, 2017
ALMA T. GARNICA
PRINCIPAL I
BINICUIL NATIONAL HIGH SCHOOL
KABANKALAN CITY, NEGROS OCCDIENTAL
Dear Ma’am,
Greetings of Peace!
We, the undersigned, fourth year BSED major in Mathematics students will be
conducting a research study entitled “FACTORS AFFECTING STUDENTS
ATTITUDE TOWARDS MATHEMATICS: A SURVEY”. This is a requirement in
ST 3 and Action Research in Math for this first semester of Academic Year 2017-2018.
In connection with this, we humbly ask for approval from your good office to conduct a
reliability test to the Grade 11 students. We are highly anticipating your kind approval
regarding this matter.
Rest assured that the data gathered will be treated with confidentiality.
Thank you very much and God bless you.
Respectfully,
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:
SHERYL D. TOMO, RGC, LPT

ADVISER
Approved:
MILAGROS A. SABIDALAS, LPT, Ed. D.
QUALITY ASSURANCE AND RESEARCH OFFICER
62
Appendix H
LETTER TO THE PRINCIPAL
September 13, 2017
JOE-ANN V. JONOTA, MA Ed.

HIGH SCHOOL PRINCIPAL
Dear Sir,
Greetings of Peace!
In connection with this, we humbly ask for approval from your good office to conduct a
survey to the Grade 11 students. We are highly anticipating your kind approval regarding
this matter.
Respectfully,
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:
ADVISER
Approved:
63
Appendix I
LETTER TO THE GRADE 11 MATHEMATICS TEACHERS
September 25, 2017

PAUL MELCAR PAGLOMUTAN, LPT
HIGH SCHOOL FACULTY
Dear Sir,
Greetings of Peace!
In connection with this, we humbly ask for grades of Grade 11 students on the first
grading period.
Respectfully,
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:
ADVISER
Approved:
64
September 25, 2017
JEPHSY LABRADOR, LPT

HIGH SCHOOL FACULTY
Dear Sir,
Greetings of Peace!
grading period.
Respectfully,
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:

ADVISER
Approved:
65
September 25, 2017
JOHN DENVER TUPAS, LPT

HIGH SCHOOL FACULTY
Dear Sir,
Greetings of Peace!
grading period.
Respectfully,
CLOVELLE R. MILLAN
MAILENE F. PREDES
Researchers
Noted:

ADVISER
Approved:
66
Appendix J
RESEARCH INSTRUMENT
Dear Students,
Good day!
We, the researchers will be conducting a study entitled “Factors Affecting Students
Attitude towards Mathematics: A Survey” as a subject requirement in ST 3 and Action
Research.
In line with this, we would like to ask your cooperation by answering the survey
questionnaire honestly.
The success of our work will help improve our school as well as in learning mathematics.
We are hoping for your positive response. Thank you and God bless.
PART I. Personal Information

Instruction: Fill in and check the box that describes you.
NAME: ___________________________________ Sex: Male Female

STRAND: STEM ABM HUMSS CSS/SMAW/EIM
TYPE OF JUNIOR HIGH SCHOOL GRADUATED FROM:
Private Public
PART II. Student Attitude Survey

Instruction: Put a check on the appropriate response based on the key below.
A. POSITIVITY TOWARDS
Strongly Strongly
MATHEMATICS AND Disagree Neutral Agree
Disagree Agree
SCHOOL
1. I do not like school.
2. In junior high school, my math
teachers listened carefully to
what I had to say.
3. I think Mathematics is
important in life.
4. In junior high school, I learned
more from talking to my friends
then from listening to my
teacher.
5. I like Mathematics.
6. I enjoy hearing thoughts and
67
ideas of my peers in Mathematics

class.
7. Mathematics interests me.
8. I get anxious in school.
9. I like my own space outside
school the majority of the time.
B. WORKING COLLABORATELY AND RELATED EFFECT
10. I sometimes feel nervous
talking out-loud in front of my
classmates.
11. I do not like to speak in
public.
12. When I see a Mathematics
problem, I am nervous
13. I do not participate in many
group activities outside school.
14. I like to go the board or share
my answers with peers in
Mathematics class.
15. I am not eager to participate
in discussions that involve
Mathematics..
16. I feel confident in my
abilities to solve Mathematics
problem.
17.. In the past, I have not
enjoyed math class
18. I receive good grades on
math tests and quizzes.
19. I enjoy being part of large
groups outside school.
C. WORKING PRIVATELY
20. I enjoy working in groups
better than alone in Mathematics
class.
21. I prefer working alone rather
than in groups when doing
mathematics.
22. I learn more about
Mathematics working on my
own.
D. USE OF TECHNOLOGY
23. I enjoy using a computer
when learning Mathematics.
24. When using technology for
learning Mathematics, I feel like
68
I am in my own private world.

25. Technology can make
Mathematics easier to
understand.
26. I am not comfortable using
technology in Mathematics class.
27. Cell phones are an important
technology in my life.
69
Appendix K
GOODS AND SCATES EVALUATION SHEET
Direction: Please read and validate the questionnaire by checking the choices which best
describe your honest opinion towards the questionnaire. Your comments and suggestions
for the improvement of the questionnaire will be highly appreciated.
SA – Strongly Agree A – Agree U – Undecided D – Disagree

SD – Strongly Disagree
CRITERIA FOR EVALUATION SA A U D SD
1. The questionnaire is short enough that the respondents will

not reject it because it will not consume much of his/ her time.
2. The questionnaire has face appeal such that the respondents

will be inclined to accomplish it fully.
3. The questionnaire can obtain such depth to the responses
and avoid superficial answer of information.
4. The items and their alternative responses are neither
suggestive nor uninteresting.
5. The items are stated in such a way that the responses will
not be embarrassing to the person concerned.
6. Items are framed in such a manner as to ally suspicion on
the part of the respondent concerning hidden purposes in the
questionnaire.
7. The questionnaire is not too narrow, not restrictive or
limited in the scope of philosophy.
8. The responses to the questionnaire when taken as a whole

could answer the basic purpose for which the questionnaire is
designed and therefore are considered valid
Comments: -
________________________________________________________________________
________________________________________________________________________
Rating: _____________ Date: ___________________
Validator: ____________________________
Signature over Printed Name
70
Appendix L
SOLVING THE NUMBER OF SAMPLES USING LYNCH FORMULA
(N Z2) p (1-p)
n = -------------------------
Na2 + Z2 p (1-p)
Where:
N = population
n = samples
Z = value of the normal variables (1.96) for the reliability level of (0.95)
p = largest possible proportion (0.5)
a = level of confidence (0.05)
From the study given, N = 417
(417) (1.96)2 0.5(1-0.5)

n = -----------------------------------------
(417) (0.05)2 + (1.96)2 0.5(1-0.5)
(417) (3.8416) (0.25)

n = -----------------------------------------
(417) (0.0025) + (3.8416) (0.25)
400.4868
n = ---------------
2.0029
n = 200
71
Appendix M
VALIDITY OF THE INSTRUMENT
VALIDATOR Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Mean
1 5 5 5 5 5 5 5 5 5
2 4 4 4 4 4 4 4 4 4
3 5 4 5 4 4 5 4 4 4.375
Total
4.4583
Mean
Student Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 Q27 Total
1 1 2 2 1 2 2 2 2 3 3 2 1 3 2 2 2 2 2 3 2 2 2 2 2 2 2 2 55
2 0 3 3 0 2 2 3 3 3 4 3 2 1 2 3 2 3 3 3 2 1 3 2 3 2 2 2 62
3 1 3 4 2 2 3 2 4 3 3 3 4 2 2 3 3 4 2 2 4 0 3 4 3 2 2 4 74
4 1 3 3 2 2 3 1 3 3 3 4 2 3 3 2 3 3 2 3 3 1 2 2 2 2 1 3 65
5 0 4 4 3 2 3 3 1 2 4 2 2 2 3 3 2 1 3 3 4 1 1 2 2 2 2 4 65
6 1 3 3 3 3 2 3 3 3 3 2 3 2 3 3 2 4 1 3 2 2 3 3 2 3 3 3 71
7 2 2 3 1 2 2 2 2 3 3 2 3 1 2 3 2 2 2 3 2 3 1 3 3 3 3 3 63
8 0 2 4 3 3 3 3 2 2 3 2 2 3 2 3 3 2 2 2 4 3 2 1 1 2 4 4 67
9 4 3 3 1 2 3 2 2 3 2 2 2 2 3 3 2 2 3 4 1 1 1 3 3 3 2 3 65
10 1 3 2 3 3 3 2 3 4 3 3 3 2 3 2 3 3 3 2 2 2 2 2 2 2 2 4 69
11 2 3 2 4 3 2 2 3 3 3 2 3 2 3 1 3 1 3 2 2 2 1 3 3 2 3 4 67
12 0 1 4 0 3 3 2 2 2 3 4 3 2 2 3 0 0 3 2 3 3 1 2 2 2 2 1 55
13 0 2 2 3 1 2 1 0 3 0 1 2 2 0 1 3 2 1 0 3 1 2 2 2 1 2 4 43
Appendix N
14 1 3 2 1 3 2 1 1 2 2 2 3 1 2 3 0 2 2 2 3 0 1 1 1 1 3 3 48
15 2 3 3 0 0 2 2 1 1 0 0 0 2 2 3 3 2 2 2 2 1 3 3 3 2 3 2 49
16 1 2 3 4 3 3 3 3 3 3 4 3 2 1 3 3 2 4 2 3 2 1 4 2 2 1 3 70
17 0 0 3 0 1 2 0 2 3 2 2 2 0 1 2 0 2 2 2 2 2 1 3 3 3 3 4 47
18 0 2 3 1 3 2 2 1 2 3 2 1 3 3 3 1 2 2 1 2 3 2 3 3 4 3 4 61
19 2 4 3 3 2 2 3 3 3 2 1 2 3 2 3 3 1 2 3 2 2 3 2 3 3 3 3 68
RELIABILITY OF THE INSTRUMENT
20 0 2 2 1 1 2 4 2 2 1 1 0 1 2 2 4 0 4 2 2 3 2 3 3 4 3 4 57
Standard Deviation 1.05 0.95 0.72 1.36 0.88 0.5 0.93 0.99 0.67 1.1 1.06 1.04 0.83 0.81 0.69 1.15 1.08 0.82 0.86 0.83 0.97 0.81 0.83 0.68 0.813 0.759 0.89 8.91
Variance 1.1 0.89 0.52 1.85 0.77 0.25 0.87 0.98 0.45 1.21 1.12 1.08 0.68 0.66 0.47 1.33 1.16 0.67 0.75 0.68 0.93 0.66 0.68 0.46 0.661 0.576 0.8 79.4
Sum of all Variances 22.3
a 1.04 0.28 0.72 0.75
72
73
Appendix O
DEMOGRAPHIC PROFILE AND ACADEMIC PERFORMANCE OF THE
PARTICIPANTS
Grade 11 S.Y. 2017-2018

Student No. Sex Strand School of Origin Grade
1 M ABM Public 85
2 M ABM Public 89
3 M ABM Private 82
4 M ABM Public 80
5 M ABM Public 84
6 M ABM Private 79
7 M ABM Public 86
8 F ABM Private 88
9 F ABM Private 90
10 F ABM Private 84
11 F ABM Public 89
12 F ABM Private 89
13 F ABM Private 87
14 F ABM Private 79
15 F ABM Public 88
16 F ABM Private 88
17 F ABM Private 95
18 F ABM Public 90
19 F ABM Public 95
20 F ABM Public 96
21 F ABM Private 85
22 F ABM Private 90
23 F ABM Public 86
24 M ABM Private 94
25 M ABM Private 80
26 M ABM Public 81
27 M ABM Public 97
28 M ABM Private 83
29 F ABM Public 88
30 F ABM Private 85
31 F ABM Private 90
32 F ABM Public 92
33 F ABM Public 86
34 F ABM Public 86
74
35 F ABM Public 82
36 F ABM Public 86
37 F ABM Public 92
38 F ABM Public 82
39 F ABM Private 89
40 F ABM Public 86
41 F ABM Public 80
42 F ABM Private 90
43 F ABM Public 85
44 F ABM Private 86
45 F ABM Private 95
46 F ABM Public 88
47 M STEM Private 87
53 M STEM Public 94
54 M STEM Public 83
56 M STEM Public 95
57 M STEM Public 91
61 F STEM Private 86
66 F STEM Public 86
72 M STEM Public 99
73 M STEM Public 90
76 M STEM Public 86
75
81 F STEM Public 86
82 F STEM Public 94
89 F STEM Public 81
90 F STEM Public 91
92 M STEM Public 77
93 M STEM Public 94
101 M STEM Public 92
109 F STEM Public 78
113 M HUMSS Private 82
115 M HUMSS Public 79
76

120 F HUMSS Public 84
122 F HUMSS Private 92
77

179 M CSS/SMAWEIM Private 79
181 M CSS/SMAWEIM Public 79
198 F CSS/SMAWEIM Public 87
78
Appendix P
SOLVING THE SIGNIFICANT RELATIONSHIP USING PEARSON PRODUCT
MOMENT CORRELATION
r = Pearson r value
N = number of participants
∑X = sum of all the values of the first variable
∑Y = sum of all the values of the second variable
∑X2 = square of the sum of all the values of the first variable
∑Y2 = square of the sum of all the values of the second variable
∑XY = sum of all the values of the product of first variable and second variable
𝑁∑𝐗𝐘 −(∑𝐗)(∑𝐘)
r=
√[ 𝑁∑𝐗 𝟐 −(∑𝐗)𝟐 ][𝑁∑𝐘 𝟐 −(∑𝐘)𝟐 ]
79
CURRICULUM VITAE
Name: Mark Anthony T.Vicente
Age: 22 years old
Address: Brgy. 4, Kabankalan City,
Negros Occidental
Birthdate: October 19, 1995
Citizenship: Filipino
Civil Status: Single
Religion: Roman Catholic
EDUCATIONAL ATTAINMENT
Tertiary: Kabankalan Catholic College
Guanzon St., Kabankalan City
March 2018
Secondary: Kabankalan Catholic College
March 2012
Elementary: Esteban R. Abada Memorial School - East
Tuyom St., Brgy. 8, Kabankalan City
March 2008
80
Name: Clovelle R. Millan
Age: 21 years old
Address: Hda. San Jose, Brgy. 6, Kabankalan City,
Negros Occidental
Birthdate: September 12, 1996
March 2018
Secondary: Talubangi Science-Oriented High School
Brgy. Talubangi, Kabankalan City
March 2013
Elementary: Talubangi Elementary School
Brgy. Talubangi, Kabankalan City
March 2009
81
Name: Mailene F. Predes
Age: 21 years old
Address: Buyogbuyogan, Magballo,
Kabankalan City, Negros Occidental
Birthdate: March 14, 1996
March 2018
Secondary: Tapi National High School-MagballoExtension
Brgy. Magballo, Kabankalan City
March 2012
Elementary: Magballo Elementary School
Brgy. Magballo, Kabankalan City
March 2008

Factors Affecting Grade 11 Students Attitude Towards Math - Chapters Only by Mvicente

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Factors Affecting Grade 11 Students Attitude Towards Math - Chapters Only by Mvicente

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1

Unfortunately, Mathematics is the most frustrated subject in the classroom as

basic subjects in school.

or negative. A positive attitude towards Mathematics mirrors a positive temperament. On

These temperaments affect an individual’s behaviour. A student that is likely to achieve

that way, students have a lot of benefits during instruction.

positive one (Ministry of Education, 2013).

experience, social factors and learning.

not supporting the study of the student.

Today, technology is essential part of the classroom activity to be able to adapt

Like in any other educational institution, as observed, quite a number of

Kabankalan Catholic College students find Mathematics subject difficult. It is in this

the level of performance of students.

Statement of the Problem

2. What is the attitude towards Mathematics of Grade 11 KCC students in terms of

the following factors:

a. Positivity towards Mathematics and school

b. Working collaboratively and related effect

as a whole and when grouped according to demographic profile:

4. What is the performance of the Grade 11 KCC students in Mathematics when

taken as a whole and when grouped according demographic profile:

4. Is there a significant relationship between the Grade 11 KCC students’ attitude in

each identified factor and the performance in Mathematics when taken as a

There is no significant relationship between the Grade 11 KCC students’ attitude

modelling (Lucas & Corpuz, 2014).

Reinforcement theory of Burrhus Frederic Skinner, an American psychologist

Moreover, according to Krathwohl's (1964) Taxonomy as cited by Gabuyo

of consistently guiding a person’s behaviour. Such behaviour may be observed by an

individual possessing that kind of behaviour.

Walberg’s theory of academic performance posits that psychological

characteristics of individual students and their immediate psychological environments

epistemological beliefs, learning environment perceptions and personal characteristics of

According to Mata, et al. (2012), to elucidate why attitudes towards mathematics

teacher’s negative attitude.

Mathematics (STEM) in a project-based learning (PjBL) environment showed that

Working privately was another factor of students in learning mathematics "Self-

behaviour. Specifically, independent learners were conscious of their academic strengths

and weaknesses by numerous strategies to correspond the challenges of their academic

efficient means to uphold independent habit and enhance student outcomes.

seen in the students’ progress results.

towards mathematics with identified factors (cognitive, affective and behavioural)

Elementary Education) students towards Mathematics in the cognitive was average.

BSA (Bachelor of Science in Accountancy) and BSBA (Bachelor of Science in Business

Administration) students towards Mathematics in the areas of cognitive, affective and

in condition to learn mathematics. In agreement with, the researchers conducted a study

As shown in Figure 1, The Grade 11 participants from the Kabankalan Catholic

plan which was directed to the participants.

Demographic Profile Attitude towards Mathematics

Figure 1. Schematic Diagram of the Conceptual Framework

Significance of the Study

improving the instruction based on the students’ behavior towards Mathematics.

with such behaviors.

Mathematics Teacher. This may help in conducting an effective way of teaching

that were shown during mathematics instruction.

and information that is somehow helpful to their study.

Scope and Limitation

mathematics namely positivity towards Mathematics and school, working collaboratively

Kabankalan Catholic College (KCC) enrolled in Accountancy and Business Management

(ABM), Science, Technology, Engineering, and Mathematics (STEM), Humanities and

Academic Performance. It refers to a predictive self-efficacy where students are

they possess (Yip, 2017).

In this study, it refers to the 1st grading grade of the participants.