CHAPTER II

RESEARCH METHODOLOGY

This Chapter covers the Research Design, Research Locale, Population

and Sampling Design, Research Instrument, validity and Reliability, Ethical

Consideration, Data Gathering Procedure and Statistical Tools that will be use to

gather the data and information needed for this study.

Research Design

The research design that will be use in the study will be descriptive-

quantitative research in which data will be collected and gathered for the

researchers to assess the attitude in learning mathematics of the students of

School of Education Arts and Sciences. According to Will G. Hopkins,

descriptive-quantitative research is a method used in Quantitative Research,

where the subjects usually measured once. One of the most important

characteristics of the descriptive method is that it describes what is being

measured, what already exists, and what it is so. The present study will obtain

the information with the use of devices or instruments to conduct measurement

of the identified participation under investigation.

Research Locale

The study will be conducted under the perimeter of Universidad de

Zamboanga. The distribution of the researcher respondent will be held at

respective rooms of randomly selected college students of Universidad de

Zamboanga at School of Education Arts and Sciences building 3 rd (third) floor.

Population and Sampling Design

The respondents of this study are the School of Education, Arts and

Sciences student.

Table 1. Respondent’s Profile

Age:
15-17
18-20
21-23
24- Above
Sex:
Male
Female
Program:
BSEd
BEED
AB
TCP
Year Level:
First Year
Second Year
Third Year
Ethnicity:
Chavacano
Tausog
Bisaya
Yakan
Samal
Others
 9

Research Instrument

To fully seek the needed and necessary data for this study the researcher

will make use _________________ what kind of questionnaire? Is it adopted,

researcher’s made? Or what? used a Google form survey questionnaire. The

researchers configured this type of survey question. The research instruments

consisted of two parts. Part I is the respondent profile such as name, age, sex,

program, year level, and ethnicity. Part II will be on Attitudes towards Learning

Mathematics which will be answered in a Likert-scale such as, strongly disagree

(1), disagree (2), undecided (3), agree (4), and strongly agree (5).

Validity and Reliability

The survey questionnaires made by the researchers served as the main

tool in data gathering and will be checked and approved by the Research

Instructor and Research Adviser to serve as a prrof of credibility of the

instruments.

Upon checking the survey questionnaire made by the researchers it will be

submitted to the validators for accuracy and validity and reliability of the

instrument.

The validity and reliability of the instrument are important to avoid

questionable findings needed for the study especially the information that will be

gathered through a survey questionnaire. Hence, no biases were being applied

during the conduction and even recording of data gathered.

Ethical Consideration

While conducting the research, the researchers kept their beliefs aside to

be free from biases. They considered the perspectives, opinions, and answers of

the respondents during the research, there will be no wrong and correct answers

for this research. Before conducting the research, the researchers will sent their

permission letter to the Dean’s office of School of Education Arts and Sciences to

conduct the said survey and to be checked by the Research Instructor and

Research Adviser.

The researcher must follow these ethics when they conduct the survey: (1)

Research participants should not be subjected to harm any ways what so even.

(2). Respect for the dignity of research participants should be prioritized. (3)Full

consent should be obtained from the participant prior to the study. (4) The

protection of the privacy research participants has to be ensured. (5) Adequate

level of confidentiality of the research data should be ensured. (6) Anonymity of

individuals and organizations participating in the research has to be ensured. (7)

Any deception or exaggerations about the aims and objectives of the research

must be avoided. (8) Affiliation is any forms, sources of funding, as well as any

possible conflicts of interests have to be declared. (9) Any type of communication

in relation to the research should be done with honesty and transparency. (10)

Any type of misleading information as well as representation of primary data

findings in a biased way must be avoided.

These Ethics were followed to avoid future problems that the researchers

may encounter. This will protect any identity of the respondents, and every point
 11

of view of the respondents. And at the same time, this will guide the researchers

for better conclusions.

Data Gathering Procedure

In order for the researchers to gather the data and information needed for

this study, the researchers

First, the researcher will prepare a letter of consent to be approved and

signed by the Research Instructor and Research Adviser to be able to gather

data and information from the students.

Second, paper questionnaires were distributed for the assessment to be

answered by the students as the respondents of this study.

Surveying actually involves gathering responses from the attitude towards

learning mathematics among School of Education Arts and Sciences students.

Finally, all the data and information gathered will be tabulated and

analyzed using the different Statistical Tools analysis to establish findings and to

be used for our research.

Statistical Treatment

The data collected will be treated, analyzed and interpreted using the

following statistical tools:

To determine the attitude of the respondents towards learning

mathematics in terms of Confidence, Importance of Mathematics and

Engagement in Mathematics, weighted mean will be used.

To determine the significant difference in the attitude of the respondents

towards learning mathematics when they are grouped according to their profile, t-

test and Analysis of Variance (ANOVA) will be used.

BIBLIOGRAPHY

1. Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S (2013). Students’

perceptions of the learning environment and attitudes in game-based

mathematics classrooms. Learning Environments Research,16(1),

131-150.

2. Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional

methods and student and attitudes towards mathematics. International

Electronic Journal of Mathematics Education, 3(1), 60-73.

3. Anthony, G., & Walshaw, M. (2007). Effective pedagogy in

mathematics/pangarau: Best evidence synthesis iteration (BES).

4. Wellington, New Zealand: Ministry of Education. Attard, C. (2012).

Engagement with mathematics: What does it mean and what does it

look like? Australian Primary Mathematics Classroom, 17(1), 9-12.

5. Barnes, H., & Venter, E.(2008). Mathematics as a social construct:

Teaching mathematics in context. Pythagoras, 68, 3-14.

6. Beswick, K. (2006). The importance of mathematics teachers’ beliefs.

Australian Mathematics Teacher, 62(4), 17-22.

7. Boaler, J. (2002). Experiencing school mathematics: Traditional and

reform approaches to teaching and their impact on student learning.

Mahwah, NJ: Lawrence Erlbaum.

8. Boyd, S., & Hipkins, R. (2015). Sport in education project proving to be

a winner. New Zealand Physical Educator, 48(2), 6-14.

9. Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A

bridge between beliefs and emotions. The International Journal on

Mathematics Education, 43(4), 471-482.

10. Dickinson, P., & Hough, S. (2012). Using realistic mathematics

education in UK classrooms. Manchester, England: Centre for

11. Han, S. Y., & Carpenter, D. (2014). Construct validation of student

attitude toward science, technology, engineering and mathematics

project-based learning: The case of Korean middle grade students.

Middle Grades Research Journal, 9(3), 27-41.

12. Mathematics Teacher Education and Development, 14(1), 41-59.

Ingram, N. (2015). Students’ relationships with mathematics: Affect

and identity. In M. Mashman, V. Geiger, & A. Bennison (Ed.),

Mathematics education in the margins (Proceedings of the 38 th annual

conference of the Mathematics Education Research Group of

Australasia) (pp. 301-308). Sunshine Coast, Australia: MERGA.

13. Mario, G., & Haddock, G. G. (2009). Psychology of attitudes and

attitude change, London, England: Sage.

14. Martha, T. (1996). The attitudes toward mathematics instrument. Paper

presented at the Annual Meeting of the Mid-South Educational

Research Association. Tuscaloosa, AL.

15. Mata, L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards

mathematics: Effects of individual, motivational, and social support

factors. Child Development Research, 1-10. doi: 10.1155/2012/876028

16. Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude

towards mathematics and performance: Does the teacher attitude

matter?Journal of Education and Practice, 4(3), 132-139.