Attitude of BEED Students Towards Mathematics

CHAPTER 1
INTRODUCTION
Background of the Study and its Setting
Mathematics now dominates almost every field of one’s activities. In this age of Science
and Technology it has permeated through the human life in such a way that it has now become
man’s everyday concern. So, it is really necessary that mathematics instructor in colleges and
universities should at least know a great deal with regards to the attitude of the students toward
mathematics. Students’ perceived things according to their preferences, and people liked
different things. There is nothing universally liked by every human being. Math is no exception.
It is said that one’s preferences has something to do with one’s attitude.
Kurenchie cited (Eagerly and Chaiken. 1993) that attitude is a psychological tendency
that is expressed by evaluating a particular entity with some degree of favor or disfavor. It is a
predisposition or a tendency to respond positively or negatively toward a certain idea, object,
person or situation or an attitude object. So if a certain student likes mathematics technically
he/she has a positive attitude towards it. Conversely, when student dislikes math he/she will be
having a negative attitude towards mathematics. According to Reid (2006) attitude is always
directed toward something or someone. Attitudes are highly composite and they can affect
learning comprehensively. Attitude influence performance and performance in turn influences
attitudes. It also affects behavior, influencing what the learner selects from the environment how
he will react towards teachers, towards the material being used and towards the other students.
Attitude towards mathematics plays a crucial role in the teaching and learning processes
of mathematics. It effects students’ achievement in mathematics. The teaching method, the
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support of the structure of the school, the family and students’ attitude towards school affect the
attitudes towards mathematics. Usually, the way that mathematics is represented in the classroom
and perceived by students, even when teachers believe they are presenting it in authentic and
context dependent way stands to alienate many students from mathematics. Researchers
concluded that positive attitude towards mathematics leads students towards success in
mathematics. Attempt to improve attitude towards mathematics at lower level provides base for
higher studies in mathematics. It also causes effect in achievement of mathematics at secondary
school level. Research on attitudes, as a factor related to students’ difficulties in Mathematics,
and particularly in solving problems, dates from the 1960s. Recently, many connected concepts
have been studied, such as conceptions and beliefs of Mathematics and its learning, motivation
and self-regulation, self-concept, self-esteem and self-efficacy. The general tenet is that human
beings are not only cognitive individuals, but also social persons with beliefs, emotions and
views that influence their development as learners . Actually, a person’s behavior and choices,
when confronted with a task, are determined more by her/his beliefs and personal theories, rather
than by her/his knowledge of the specifics of the task . The complexity of factors that can
influence mathematics performance is demonstrated by Singh, Granville, and Dika [3] where
they show that high achievement in mathematics is a function of many interrelated variables
related to students, families, and schools. Attitudes are regarded by several researchers, as an
important factor to be taken into account when attempting to understand and explain variability
in student performance in mathematics. Attitudes can be seen as more or less positive. A positive
attitude towards mathematics reflects a positive emotional disposition in relation to the subject
and, in a similar way, a negative attitude towards mathematics relates to a negative emotional
disposition. The emotional dispositions have an impact on an individual’s behavior, as one is
2
likely to achieve better in a subject that one enjoys, has confidence in or finds useful. For this
reason positive attitudes towards mathematics are desirable since they may influence one’s
willingness to learn and also the benefits one can derive from mathematics instruction.
Studies have shown that girls tend to have more negative attitude towards mathematics
than boys (Frost et al., 1994; Leder 1995), and attitudes tend to become negative as the students
moves from primary to secondary and tertiary school (McLeod 1994). The general attitude of a
class towards mathematics is related to the quality of teaching and to the social-psychological
climate of the class (Haldyna et al., 1983). They often say that sometimes it’s the math teachers’
fault why many students hate math, because they failed to inspire their student to appreciate the
beauty of math. Disgruntled math students often look at equation and symbols as something
disconnected from their own lives. With this in mind, there is no greater need at present than for
college math instructor to achieve an increased understanding of the students for they have
responsibility on teaching mathematics effectively to the students. Knowledge, with regards to
the students’ attitude will be beneficial to math mentors in particular. Understanding of students’
attitude towards mathematics will also help develop the mathematic curriculum and organization
of instruction and even every aspect of the tertiary math program.
In order to produce a quality graduates, math teachers should keep in mind the old-age
saying “Attitude is the key to success.” Considering this, math instructor should innovate or at
least improve the teaching learning process; where in the desirable attitudes toward mathematics
should be manifested by the students taking up mathematics subjects.
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Statement of the Problem
This study was conducted to investigate the factors that affect the attitude of the students,
particularly the BEEd students, in Mathematics. This study will attempt to answer the following
questions:
1. What is the demographic profile of the students in terms of:
1.1.1 age;
1.1.2 gender; and
1.1.3 family economic status?
2. What is the attitude of the BEED students in college mathematics?
3. How do the attitude of the students in college mathematics influenced by the following
factors?
3.1 personal condition;
3.2 study habit;
3.3 home-related aspects;
3.4 school-related aspects; and
3.5 teacher-related aspects?
4. Is there a significant difference in the attitude of the students toward mathematics in terms
of their demographic profile?
5. Is there a significant relationship between the attitude of the students in Mathematics and
the factors that influenced attitude in Mathematics?
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Significance of the Study
This study was conducted on the premise that the findings will benefit the students,
teachers, parents, administrators, and the researchers themselves.
The findings will be of value to the students because it will make them aware and realize
the attitudes they possess and learn how these attitudes affect their learning.
The study will also contribute knowledge to Mathematics instructors and teachers on
management of student’s behavior and will help them improve and device new methods to
effectively teach mathematics.
On the part of the parents, the findings can help in the practical guidance of their sons and
daughters in the supervision of their study.
To the administrators, the study will provide useful and relevant information on the
management of the school, development of Math curricula, and the organization of instruction.
To the researchers, the findings will help them how to handle the attitude of their
students, when they are already on the field
Scope and Delimitation
The study was delimited in terms of problem, locale, population, and duration.
Problem – Factors that affects the attitudes of Bachelor of Elementary Education students’ of Palawan
State University Brooke’s Point Campus towards college Mathematics.”
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Locale – the researches will be conducting the study at Palawan State University Brooke’s Point Campus.
Population – this study will involve the Bachelor of Elementary Education students.
Time Frame – this study will start on October 3, 2017 and will end on October 13, 2017.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This Chapter presents a review of related literature and studies about factors that affects
student’s attitude towards mathematics.
Related Literature
A success of students in their study often relates to the attitudes of the students
themselves to the subject they are studying during their school period, which spans from
elementary school throughout to the tertiary level. In research of the definition of the
mathematics attitudes, Di Martino and Zan (2010) proposed a three dimensional model for the
attitude that shows interconnections between emotional disposition towards mathematics, vision
of mathematics and perceived competence in mathematics.
Formation of Attitude
People form attitudes through their experiences in life. Social psychology explains how
attitudes are formed using three major learning theories which are classical conditioning, operant
conditioning and observational learning. Propounded by Ivan Pavlov, classical conditioning is a
procedure for modifying behavior in which repeated pairing of conditioned stimulus with an
unconditioned stimulus leads to the development of a conditioned response (Ntim, 2010,
Linero& Hinojosa, 2012). Classical conditioning entails neutral stimuli that naturally elicit a
response. Children, for instance, become fans of football clubs of their fathers. They grow up
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believing that those particular football clubs are the best and develop the same passion for the
clubs. Hence, we form attitudes according to how we are conditioned
or how our experiences condition us. B.F. Skinner’s Operant Conditioning theory is a form of
learning in which a response is made in anticipation of a stimulus. In operant conditioning,
reinforcement increases the likelihood that behavior will be repeated (Ntim,2010). Behaviors that
are followed by positive consequences are reinforced and are more likely to be repeated than are
behaviors and attitudes that are followed by negative consequences (Moris&Maisto, 2001).
Operant conditioning requires the use of reinforcement and punishment. A case in point is if a
child’s mother smiles at her anytime she picks something up for her, the child begins to realize
that it is good to be helpful and she is likely to repeat the behavior. Conversely, if a mother
screams at a child for picking up a puff of a piece of cigarette, the child will grow up having an
unfavorable attitude towards smoking and probably those who smoke. This is due to the negative
consequence of her action. Finally, people also learn attitude through observation of people
around them, especially if they are people they admire, respect or hold in high esteem. Children
therefore invariably observe the attitude of parents and teachers and learn a lot from them.
Observational learning theory propounded by Albert Bandura posits that behaviors are acquired
by watching another or the model that performs the behavior (Yara, 2009). The model displays
the behavior and the learner observes and tries to imitate it. Teachers are, invariably, role models
whose behaviors are easily copied by students.
Attitude towards Mathematics
Some authorities regard attitude towards Mathematics as just a like or dislike for
Mathematics, while others extend the meaning to embrace beliefs, ability, and usefulness of
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Mathematics. For Zan and Martino (2007), attitude towards Mathematics is just a positive or
negative emotional disposition towards Mathematics. Neale (1969), however, defines attitude
towards Mathematics as an aggregated measure of “a liking or disliking of Mathematics, a
tendency to engage in or avoid Mathematical activities, a belief that one is good or bad at
Mathematics, and a belief that Mathematics is useful or useless” (p. 632). Similarly, Hart (1989)
considers attitude towards Mathematics from multidimensional perspectives and defined an
individual’s attitude towards Mathematics as a more complex phenomenon characterized by the
emotions that he associates with Mathematics, his beliefs about Mathematics and how he
behaves towards Mathematics. Attitude towards Mathematics includes the tendency to be fearful
of and anxious about Mathematics. Attitude towards Mathematics has cognitive, affective and
behavioral components; and like any other kind of attitude, it can be formed through any of the
three processes described earlier. A student can develop positive attitude towards Mathematics
because he or she learns to associate positive experiences or events with it. Also, positive
reinforcement creates room for the formation of positive attitude for Mathematics. And by no
means is students’ observation of teachers and teachers’ behavior especially in relation to
Mathematics among the least of the factors that influence their attitude towards
Mathematics.According to Atweh and Brady (2009) students are more likely to continue to study
mathematics and put greater effort in learning mathematics if their perceived value of
mathematics is relevant to their future career. The issue of underachievement in mathematics has
become the research focus of educators. The alarming issue in mathematics could be discussed
from social aspects and each individual point of view (Cross, 2008). According to Reid (2006),
attitudes express our evaluation of something or someone. They are based on our knowledge
feelings and behavior and they may influence future behavior. Target is essential for attitude; our
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attitude is always directed towards something or someone. Hannula (2002) had an opinion that
“Attitude is not seen as a unitary psychological construct, but as a category of behavior that is
produced by different evaluative process. Students may express liking or disliking of
mathematics because of emotions, expectations and values. Students who are successful in
mathematics have a set of attitudes and beliefs that direct their learning. They see mathematics as
a meaningful, interesting and worthwhile subject. These students feel confident in working with
mathematics and are motivated to work at becoming better learner. Children enter school eager
to learn mathematics because they view it as important and they feel that they can learn the
material. However, by the time they reach middle school and high school their level of
enjoyment for the subject has fallen drastically (Middleton and Spanias, 1999; Mcleod , 1992).
Eshun [7, page 2] defines an attitude towards mathematics as “a disposition towards an aspect of
mathematics that has been acquired by an individual through his or her beliefs and experiences
but which could be changed.” When emphasizing the importance of individual experiences, the
contexts where students interact with others and with mathematics become important focal
points. Fraser and Kahle [8] have also highlighted this aspect in research which shows that
learning environments at home, at school, and within the peer group accounted for a significant
amount of variance in student attitudes and, furthermore, that class ethos had a significant impact
on the scores achieved by students for these attitudes. In addition, Mohamed and Waheed [5]
when reviewing literature aimed at understanding attitudes and the influences on their
development in relation to differences between students, identified three groups of factors that
play a vital role in influencing student attitudes: factors associated with the students themselves
(e.g., mathematical achievement, anxiety, self-efficacy and self-concept, motivation, and
experiences at school); factors associated with the school, teacher, and teaching (e.g., teaching
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materials, classroom management, teacher knowledge, attitudes towards maths, guidance,
beliefs); finally factors from the home environment and society (e.g., educational background,
parental expectations).Attitudes can be seen as more or less positive. A positive attitude towards
mathematics reflects a positive emotional disposition in relation to the subject and, in a similar
way, a negative attitude towards mathematics relates to a negative emotional disposition [9].
These emotional dispositions have an impact on an individual’s behavior, as one is likely to
achieve better in a subject that one enjoys, has confidence in or finds useful [7]. For this reason
positive attitudes towards mathematics are desirable since they may influence one’s willingness
to learn and also the benefits one can derive from mathematics instruction [7].
Teachers’ Attitude towards Mathematics
An understanding of how attitudes are learned should establish a connection between
teachers and students’ attitudes, and attitudes and performance. Schofield (1981) reports that
positive teacher attitude towards Mathematics was significantly related to high achievement in
pupils. Unfortunately however, many teachers seldom realize that how they teach, how they
behave and how they interact with students can be more paramount than what they teach (Yara,
2009).Like all other kinds of attitude, a teacher’s attitude towards Mathematics can be measured
by the emotional response towards Mathematics (affective), beliefs about Mathematics
cognitive), as well as behavior. Clarke, Thomas and Vidakovic (2009) postulate that attitudes
and practices of teaching Mathematics are complexly affected by beliefs, emotions, social
context and content knowledge. Teachers’ beliefs about Mathematics such as the usefulness of
Mathematics, the way Mathematics should be learned, the difficulty or ease of Mathematics, as
well as gender ability and beliefs also affect their attitude towards the subject and impact on
students’ performance. According to Philippou and Christou (1998), teachers’ beliefs about the
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utility of Mathematics are often found to correlate with either a more positive or negative attitude
towards the subject. It is believed that a teacher who sees no usefulness of Mathematics in the
real world and believes that Mathematics should be learnt as a set of rules and algorithms will
require his students to memorize procedures and rules without meaning. This is a negative
outlook that will make his students develop a negative attitude towards the subject. Also, a
teacher who believes that girls are poor in Mathematics is likely to impact negatively on girls in
his class who will begin to believe that they cannot do Mathematics. Another aspect of the
teacher’s attitude towards Mathematics is the teacher’s behaviour in relation to Mathematics.
Such Mathematics-related behavior as avoidance of Mathematics, pursuit of Mathematics and
instructional behavior in the classroom all affect student attitude and performance. Usually, the
way that Mathematics is represented in the classroom and perceived by students, even when
teachers believe they are presenting it in authentic and context dependent way stands to alienate
many students from Mathematics (Barton,2000, Furinghelti&Pekhoren, 2002). Ogunniyi, as
cited in Yara, (2009) stipulates that students’ positive attitude towards Mathematics is enhanced
by the following teacher-related factors: teachers’ enthusiasm, teachers’ resourcefulness and
helpful behavior and teachers’ thorough knowledge of the subject-matter and their making
Mathematics quite interesting. It is inferred that teachers can foster in students the positive
attitudes about Mathematics that help to build confidence by: encouraging the belief that
everyone can “do” Mathematics – emphasizing effort, not innate ability; modeling enthusiasm
for teaching and learning Mathematics; addressing the learning styles of students by providing a
variety of ways for students to gain an understanding of difficult concepts; helping students to
appreciate the value of Mathematics in their lives; and choosing activities carefully (not too
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easy,not too hard), so that students can be both challenged and successful (Ministry of
Education, Ontario (2004).
Attitudes and School Grades
Nicolaidou and Philippou [6] showed that negative attitudes are the result of frequent and
repeated failures or problems when dealing with mathematical tasks and these negative attitudes
may become relatively permanent. According to these authors when children first go to school
they usually have positive attitudes towards mathematics. However, as they progress their
attitudes become less positive and frequently become negative at high school. Köğce et al. [3]
found significant differences between younger and older students’ attitudes towards mathematics
with 8th graders having lower attitudes than 6th graders .There are a number of factors which
can explain why attitudes towards mathematics become more negative with the school grade,
such as the pressure to perform well, over demanding tasks, uninteresting lessons and less than
positive attitudes on the part of teachers [6].
Gender and Attitudes towards Math
Stanic (1995) identified that sex difference in achievement in mathematics was related to
a sex difference, favoring males in terms of confidence of students while teaching mathematics.
He further asserts that girls are reinforced differently from boys. Gender differences are a
recurrent theme throughout the literature in academic studies in general and in math studies in
particular. Math is often considered to be a domain in which boys are higher achievers, both in
terms of attitudes and self-concept. Contrary to this, findings show that math school achievement
and grades do not differ significantly between boys and girls (e.g., [10, 11]).
Study habits and attitudes of students
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Study habit is the pattern of behavior adopted by students in the pursuit of their studies
that serves as the vehicle of learning. It is the degree to which the student engages in regular acts
of studying that are characterized by appropriate studying routines (e.g. reviews of material,
frequency of studying sessions, etc.) occurring in an environment that is conducive to studying.
Study attitudes, on the other hand, refers to a student’s positive attitude toward the specific act of
studying and the student’s acceptance and approval of the broader goals of college education
(Crede and Kuncel, 2008). In short, study habits and attitudes of students are determined through
their time management ability, work methods, attitudes toward teachers and acceptance of
education. According to Menzel, cited by Rana and Kausar (2011), many students fail not
because they lack ability but because they do not have adequate study skills. Students who have
difficulty in college frequently do not have adequate study habits that affect their academic
achievement. A central problem noted was that many of these students had not learned how to
take effective notes and manage time for studying (cited by Mutsotso S.N. &Abenga E.S., 2010).
Moreover, a study by Nagaraju (2004) found that students usually do not devote sufficient time
to their studies and seldom have proper study habits. Efficient study habits are associated with a
favorable attitude toward learning in general. As cited by Otto (1978), beliefs in the value of
intellectual pursuits and in the importance of education are positively related to academic
performance.
Related Studies
A lot of researches have been done on students’ attitude towards mathematics even
though it is an ambiguous construct.
Gender differences toward Mathematics
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Gender differences in mathematics education try to determine whether females are less
capable of doing mathematics than males. Recent research from large-scale studies such as the
Trends in International Mathematics and Science Study (TIMSS) has found that “there were no
gender differences in 22 of the 42 countries that tested at Year 8, including Australia”, and no
gender differences were found within any single state or territory, including New South Wales
(Thomson, Hillman, &Wernert, 2012, p. 20). Several studies have reported that there are gender
differences in attitude towards mathematics showing girls tends to behave more negatively
towards mathematics than boys. In anIrish study involving four schools, Prendergast and
O'Donoghue (2012) found that the type of school had a statistically significant effect (p = .02) on
student enjoyment of mathematics. The single-sex male school scored the highest, followed by
the single-sex female school. Within the two coeducational schools, males enjoyed mathematics
significantly more than females (p = .02). In general, most of the studies reported that compared
with boys and girls lacked confidence, had debilitating causal attribution patterns perceived
mathematics as male domain in were anxious about mathematics, (Vermeer et al, 2000). In study
of (Preckel, Goetz,Pekrun, & Kleine,2012) shows that boys outperforming girls, while studies of
(Stevens, Wang, Olivarez, & Hamman,2007) found out that girls outperforming boys. The study
of (Watt, 2007) also shown that, compared to boys, girls are less likely to choose careers related
to mathematics, feel less confident and suffer from mathematical anxiety in greater proportions.
However, study of Hemming et al (2011) says different thing, on his study he examined the
relationships among attitude towards mathematics, ability and mathematical achievement with
Australian secondary school students and found that females were more likely to hold more
positive attitudes towards mathematics. (Ai, 2002; Hannula, 2002; Leedy, LaLonde, &Runk,
2003), have lower self-concept in mathematics (Kyriacou&Goulding, 2006), suffer from gender
15
stereotyping where mathematics is viewed as a male domain among the general public
(Leder&Forgasz, 2010). A Zimbabwean study found that girls’ self-concept was higher in a
girls-only school than in a coeducational school, although in this case there were no significant
differences in achievement (Tambo, Munakandafa, Matswetu, &Munodawafa, 2011). An
Australian study of female engineering students enrolled at the University of Technology in
Sydney (UTS) found that female students from single-gender schools outscored their male
counterparts on measures of self-perception of mathematical skill and ability (Tully &Jacobs,
2010). In study of Farooq and Shach (2008) of secondary school students in Pakistan found that
there was no significant difference in confidence of male and female. On the contrary some
studies have found gender difference in student’s confidence in mathematics. Compared to boys,
girls lacked confidence had debilitating causal attribution patterns perceived mathematics as a
male domain and were anxious about mathematics (Casey, Nuttal and Pezaris, 2001). In study,
girls were found to have lower self- confidence mathematics than boys. This similarity in
performance between males and females is clear in the meta-analysis conducted by Lindberg et
al. [11] with data from 242 studies representing 1.286.350 people, indicating no gender
differences and nearly equal male and female variances. There are, however, noticeable
differences in the beliefs held by boys and girls. Research has consistently shown that girls have
lower math self-concept than boys (e.g., [12]). Results concerning gender differences in attitudes
are less consistent than those in self-concept. Some studies have reported significant differences
when we compare girls and boys attitudes towards mathematics [7, 13–15], nevertheless there
are a number of studies where these differences are not identified [3, 5, 6, 16, 17]. A meta-
analysis conducted by Etsey and Snetzler [17] taking into consideration 96 studies concluded
that gender differences in student attitudes toward mathematics do exist but are small. The
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results indicate that males show more positive attitude. However in elementary school studies the
effect size was about .20 in favor of females and for grades 9 to 12 the effect size was
similar, .23, but in favor of males. Also Hyde et al. [18] in their meta-analysis confirm small
gender effects, which increase among older students (high school and college), with females
holding more negative attitudes. Although these meta-analyses were developed in the 1990s,
there is recent research which confirms these results [13, 14] and attempts to provide a
justification for it. Asante [13] states that, when compared with boys, “girls lacked confidence,
had debilitating causal attribution patterns, perceived mathematics as a male domain, and were
anxious about mathematics” [13, page 2]. The research carried out by this author in Ghana,
showed that boys had more positive attitudes towards mathematics than girls. Also Sanchez et al.
[14] in a study with North American students found significant gender differences in eighth
grade students’ attitudes towards math. American boys showed more interest in math than girls,
but girls perceived math as more important than boys. Girls also presented higher scores on items
with regard to difficulties with math. According to Asante [13] school environment,
developmental changes in gender identity, and teacher and parent attitudes and beliefs towards
mathematics are factors that may contribute to the differences identified between boys and girls
in their attitudes towards mathematics. Nonetheless there is research which concludes that
gender does not affect attitudes towards mathematics [3, 5, 6, 15, 16]. The meta-analysis
conducted by Ma and Kishor [15] which looks at 113 studies ,when studying the effects of
gender, concludes that this variable did not have a significant effect on the relationships between
attitudes and performance in mathematics because separate analysis by gender demonstrated
similar significant effect sizes. Georgiou et al. [16] showed that there was no difference either in
math achievement or in math attitudes between boys and girls. However, high achieving boys
17
and girls, despite both considering math as an attractive subject, differed in the explanations they
gave for their performance. Since the ability attributions of boys were higher, they believed that
their grades were due to their intelligence more consistently than girls did.
Mathematics towards Learning and Environment
Society views mathematics as a male subject as Costello (1991) found out. This is
especially when parents react and reinforce their children do something mathematical; daughters
are told “you’ve really tried” meaning nothing much is expected from the female child. But their
sons , they are told you can do far much better (Costello ,1991) meaning male children are
expected to do a lot more in mathematics.
Many studies have analyzed the factors behind the performance of students. Earlier
studies have been carried out which focused on cognitive factors as predictors of academic
success. Recently, there has been a growing interest on the non-cognitive factors. A number of
researchers have examined the role of non-cognitive variables such as study skills (Fazal, S. et.al,
2012; Awang, G &Sinnadurai, S.K., 2011; Demir et. al, 2012; Hassanbeigi et.al, 2011), study
motivation (Tella, A., 2007; Nonis and Hudson, 2008), study behavior (Yang Yang, 2011; Otto,
1978), study habits (Crede and Kuncel, 2008; Nuthana&Yenagi, 2009; Nouhi et.al, 2008; Bashir
et. al, 2012; Boehler, 2001; Kurshid, 2012; Mutsotso et. al, 2010), and attitudes (Sarwar et.al,
2010 and Yu, 2011) on academic achievement. Some argued that these factors have strong
relationship with academic performance of students, while others concluded that it was the
combination of the different factors that could explain students’ academic performance. In a
more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive factors like study
habit, skill and study motivation, among other attitudinal constructs, accounted for incremental
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variance in academic performance beyond standardized tests and previous grades. Moreover, a
literature review by Nagaraju (2004) pointed out that for good academic success, good study
habits and attitudes are important. Akey [21] concluded that the class environment where
teachers who students see as supportive promote student feelings of control and confidence in
their ability to succeed. The way students perceive teacher characteristics will affect their
attitudes towards mathematics [22]. Maat and Zakaria and Vaughan [22, 23] identified a
significant relationship between learning environment and attitude towards mathematics.
Students with a higher perception of the learning environment and a more positive perception of
their teachers have more positive attitudes towards mathematics [22]. Rawnsley and Fisher [24]
also found that students had more positive attitudes toward mathematics when their teacher was
perceived to be highly supportive.
Teachers towards Mathematics
Studies confirm that emotional responses toward Mathematics that are found in teachers
include like and dislike of Mathematics, anxiety associated with Mathematics and self-
confidence in relation to Mathematics (Phillipou&Christou, 1998, Brady &Bowd, 2005,
Henderson & Rodrigues, 2008). These emotional factors have been found to have an impact on
student performance. In their study of teachers’ self-esteem connected to Mathematics,
Henderson and Rodrigues (2008) found that approximately half of the participating pre-service
teachers, some of whom were highly qualified, lacked self-esteem in relation to Mathematics.
Burks, Heidenburg, Leoni and Ratliff (2009) stipulate that teachers’ exhibition of self-confidence
when teaching Mathematics motivates student achievement in Mathematics. The learner draws
from the teacher’s disposition to form his own attitude which may affect her learning outcomes.
Bridget, Vemberg, TwemlowFonag, andDill (2008) studied how the teachers’ attitude
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contributed to students’ academic performance and behavior. In terms of attitude towards
teachers, the high achievers generally have a positive attitude towards teachers. For instance, as
compared to low achievers, the high achievers more often say that their teachers are competent,
impartial, and interested in their duties (Sarwar, M., Bashir, M., Khan, M.N., & Khan, M.S.,
2009). Yu (2011) in his study revealed that among the SHSA factors examined, student
perception of teacher effectiveness influence accounting performance.
Study habits and Academic Performance
Hassanbeigi et al. (2011), in their study of the relationship between various study skills
and academic performance of university students, noted that the study skills scores of students
with GPA of 15 and above (out of 20) were statistically higher than those students with GPA of
less than 15 in all of the seven skills (time management and procrastination, concentration and
memory, study aids and note-taking, test strategies and test anxiety, organizing and processing
information, motivation and attitude, and reading and selecting the main idea). Because of the
importance of study habits and attitudes on academic performance, some researchers have
proposed strategies that will help students develop effective study habits and attitudes. For
example, the study of Demir et al. (2012), which examined the effect of development of efficient
studying skills curriculum on academic achievements and studying skills of learners, found that
students can acquire efficient studying skills by means of curriculum for developing efficient
studying skills. The students were able to organize the study environment and use specific
methods effectively, such as efficient reading, listening lectures, note-taking, efficient writing
and doing homework. It further revealed that those students where the curriculum was
implemented have increased academic achievement as compared to the group of students on
which the curriculum was not implemented. Mutsotso and Abenga (2010) also propose a
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paradigm shift in study methods and suggest strategies for both lecturers and the students in
universities towards improved learning and performance. It is based on the “distributed learning
approach” that adequately cater for individual differences that exist among the students. The
model will address the study space needs and the efficiency and effectiveness of study methods.
Achievement in Mathematics and Attitudes
Several studies have been undertaken to try to reach an understanding of the relationship
between student attitudes towards mathematics and academic achievement [4–6, 8, 15, 19]. In
Ma and Kishor meta-analysis [15] only weak correlations between these variables were
identified and these relationships were dependent on several variables (e.g., grade, sample size,
ethnic background). With regard to grade, these associations become stronger among older
students (7th to 12th grade).However, more recent studies point to a positive correlation between
student attitudes towards mathematics and student academic achievement. Along these lines are
the results obtained by Nicolaidou and Philippou [6] which reveal significant correlations
between attitudes and performance. Students having positive attitudes achieved better. Mato and
De La Torre [4] in a study with secondary school students also showed that those with better
academic performance have more positive attitudes regarding math than those with poorer
academic performance. These results were confirmed in wider research, concerning math study
attitudes among the secondary school students of nine countries, developed by Sanchez et al.
[14].Lipnevich et al. [20] in a study developed with USA and BieloRussian middle school
students highlighted the importance of attitudes in predicting academic achievement, when it
showed that mathematics attitudes explained a variance of 25% to 32% in mathematics
achievement, with much of the explained variance independent of ability in math.Nevertheless,
21
Georgiou et al. [16] showed that high achievement could serve to predict a positive attitude
towards math, but such an attitude could not predict stronger achievement. However, these
authors emphasize the role of teachers and schools in changing attitudes stating that, math
achievement could be improved by, for example, better teaching methods, more motivated
teachers or better course books, which has as its corollary the improvement of attitudes towards
math.
Motivation and Attitudes
A number of authors have shown that the relationship between aspects of the social
environment and student emotional aspects may be mediated by other variables such as control-
related appraisals and values-related appraisals [25, 26]. Therefore, competence support,
autonomy support, expectations, and feedback that students receive from others have an impact
on their cognitive appraisals and these are the main sources of their emotional dispositions.
When studying attitudes, it is important to take into consideration the role of these mediated
variables where we can include the motivation features of each student. In this sense, Wigfield
[27], in reading specific domain, maintains that attitudes, realized as the individual’s feelings
towards reading, could be related to the motivation of the individual concerned because they
influence how much individuals involve themselves in reading activities. Attitudes are affective
responses that accompany a behavior initiated by a motivational state [28]. Attitudes can
therefore be linked directly to motivation and provide key information to a better understanding
of attitudinal and motivational processes. In the domain of maths there is little research that
studies the relationships between motivation and attitudes. However, a number of studies have
highlighted some specific associations. Singh et al. [2] used two sets of items to tap motivation,
22
one related to attendance of school and classes and another to participation and preparedness for
math classes. The authors concluded that mathematics attitude was affected by motivational
factors since significant direct effects of .19 and .21, of these two motivation components were
identified in student attitudes. Students who displayed school behavior associated with low
motivation (e.g., coming late to school, skipping classes, coming unprepared without books and
homework) had a more negative attitude toward mathematics. Other authors have taken into
consideration Effort as an indicator of motivation [29, 30]. Reynolds and Walberg [30] using
structural equation modeling to analyze diverse factors effects on math’s performance and
attitudes with 11th grade students, identify a significant effect on motivation in math attitudes.
Hemmings and Kay [29] in a study with 10th grade students also verified that Effort was
positively and significantly related to math attitudes.
Synthesis
The related studies presented here are selected on the basis of their significance in
promoting direction for the present study on the significance of the relationship between the
attitudes of BEEd students towards college of Mathematics and the factors that influenced their
attitude.
Conceptual framework
In order to understand the study clearly, the conceptual framework is illustrated to exhibit
the flow of the independent variable, dependent variable moderation variable and how these
variables relate with each other. The researchers strongly believed that the attitudes of the
23
BEED students in Mathematics is not affected by their demographic profile and the factors
does not also have something to do with their attitude towards Mathematics.
Research Paradigm
Independent variable Dependent variable
Factors affecting the attitude

of the BEEd students in
Math: Attitudes of the BEEd
students of Palawan State
1. Personal Condition University-Brooke’s Point
2. Study Habit Campus towards College
3. Home-Related Aspects Mathematics
4. School-Related Aspects
5. Teacher-Related Aspects
Figure 1: A research paradigm showing the relationship between variables. This figure shows
that the independent variables (the factors and demographic profile) could affect
positively or negatively the dependent variable (attitude of the BEEd students of
Palawan State University, Brooke’s Point campus towards College Mathematics.
24
Research Hypothesis
To facilitate the formulation of the conclusion, the understated hypothesis has been tested:
1. There is no correlation between the Factors and attitude of the BEED students in
Mathematics.
Definition of terms
In order to have a clear understanding the following terms were defined operationally.
Mathematics
- A compulsory subject taken up by the BEED students throughout their whole career.
Attitudes towards mathematics
- This refers to reaction of the BEED students towards mathematics subject. How they
perceive the subject and how they behave when it comes to this subject.
Palawan State University-Brooke’s Point Campus
- A place located in Pangobilian, Brooke’s Point Palawan where the study will be
conducted.
Students
25
- This refers to the students enrolled in Bachelor of Elementary Education program at
Palawan State University Brooke’s Point Campus.
Demographic Profile
- It is the background of the BEED students, in terms of their age, gender, and family
status income.
Family Status Income
- This refers to their monthly salary or the money they earned.
Personal Condition
- This refers to the personal responses or reaction of the respondents towards
mathematics.
Study Habit
- The attitude that the respondents often practiced.
Home-Related Aspects
- These are the things that are related to the respondents and in their home.
School-Related Aspects
- This refers to a conditions of a conducive environment.
Teacher-Related Aspects
26
- This are the things which involves the teachers.
CHAPTER III
METHODOLOGY
This chapter outlines the procedures and strategies that the researchers will use to collect
and analyze data. It focuses on research design, research locale/ population data gathering
instrument, data gathering procedure and statistical treatment.
Research Design
This research study will use a descriptive-correlational method to investigate and
describe the associative relationship between the attitudes of the BEED students of PSU
Brooke’s Point Campus and their demographic profile (age, gender and family status income)
and between the factors that affects the attitude of the BEEd students in Math: (personal
condition, personal condition, study habit, home-related aspects, school-related aspects, and
teacher-related aspects) and the attitudes of the BEED students of PSU Brooke’s Point Campus.
This research method is best suited to investigate if the relationships between the variables are
strong enough that the researchers can conclude that the independent variables can cause the
other dependent variables.
27
Population
The study will involve all the students enrolled in Bachelor of Elementary Education at
Palawan State University, Brooke’s Point Campus for the School year 2017-2018.
Data Gathering Instrument
In order to measure the variable of the attitudes of the students towards mathematics, a
mathematics attitude survey questionnaire will be developed. Each item in every factors will be
answered on a five-point scale bearing the categories agree-1, strongly agree-2, moderately
agree-3, disagree-4 and strongly disagree-5. In addition, their demographic profile will be
included in terms of the student’s age, gender and family status income.
Data Gathering Procedure
Data collection will be done in the sample school. The researchers will send a letter of
request to the school administrator, asking for his/her permission in doing/ conducting this
research. If the administrator and class instructor/professor let the researchers to conduct the said
research study, the researcher will visit the school first to familiarize with the school authority
and to explain the purpose of the study. Secondly, to make necessary arrangement for actual
administration of the instruments and data collection. Repeated familiarization visits will be done
before the actual visit for the data collection. During each visit the researcher will be intended to
talk and mix freely with both students and teachers of its class. The researcher will then collect
28
data by issuing research instruments to every student The questionnaire will be administered
when the students were relaxing enough to provide reliable information. There will be one
hundred percent return of the distributive questionnaire.
Statistical treatment
The Statistical tools that the researchers will be utilized in gathering, interpreting and
analyzing data are the frequency distribution, mean, standard deviation, and Person-r correlation.
The frequency distribution will be used to present the data on the responses to the scale of
mathematics attitude.
The mean and standard deviation will be used to determine the average and the dispersion
of the scores from the mean score respectively. The mean score of each student will be utilized to
determine their attitude towards College Mathematics.
The Pearson-r correlation will be used to find the relationship between their demographic
profile and attitude towards math, and between the factors and their attitude towards the subject.
29
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presented the data gathered and the presentation was in the form of table.
Interpretation is placed before and after the presentation.
The Demographic Profile of the Respondents
The demographic profile of the respondents is look upon their age, gender and monthly
income. In terms of the respondents’ age the computed mean value of data shown above is 20.68
which simply means that the most of the respondents are aged around 20 years old, while in
terms of gender most of the respondents are female gaining a total number of 195 respondents
out of 229 having an equivalent percent of 85.15% and the male gaining a number of 34
respondents having an equivalent percent of 14.85% and lastly in terms of the respondents
monthly income the computed mean value is 7989.51 which simply means that the average
monthly income of the students are around 7989.51.
30
Table 1
Age Frequency Mean Percentage
17 2 20.68 0.87
18 32 13.97
19 67 29.25
20 53 23.14
21 28 12.22
22 12 5.24
23 8 3.49
24 5 2.18
25 2 0.87
26 2 0.87
27 2 0.87
28 5 2.18
29 4 1.74
30 1 0.43
31 1 0.43
32 3 1.31
34 2 0.87
Total 229 100%
31
Table 1.2
Gender Frequency Percentage
Male 34 14.85
Female 195 85.15
Total 229 100%
Table 1.3
Income Frequency Mean Percentage
1000 2 7989.51 0.87
1200 4 1.74
1500 8 3.49
2000 9 3.93
2500 8 3.49
3000 17 7.42
3100 7 3.05
3500 20 8.73
3600 3 1.31
4000 22 9.60
4500 27 11.79
5000 23 10.04
7000 9 3.93
8000 6 2.62
32
9000 5 2.18
10000 4 1.74
11000 3 1.31
11600 3 1.31
12000 7 3.05
14000 5 2.18
15000 7 3.05
16000 6 2.62
17000 3 1.31
18000 3 1.31
21000 2 0.87
25000 7 3.05
29000 1 0.43
30000 4 1.74
35000 1 0.43
50000 1 0.43
60000 2 0.0.87
Attitude of the BEED students in Mathematics
The attitude of the BEED students are presented in table 1, in table 1 the mean and standard
deviation of responses and of the students to the question asked in the scale of Mathematics
33
Attitude are presented. The level of responses of the students on each question is interpreted as
4.51- 5.00 Strongly Agree , 3.51 – 4.50 Agree but not so strongly , 2.51 -3.50 Moderately
Agree , 1.51- 2.50 Disagree but not so strongly , and 1.00 – 1.50 Strongly Disagree.
The BEEd students agree that Mathematics is important in everyday life, it is needed in order to
keep the whole world running ,they believe that it is needed in designing practically everything
and it is important on their chosen profession .They also agree that mathematics is enjoyable and
stimulating, likewise an interesting subject. The BEEd students always attend their class in
mathematics well from the lectures,but then they agree moderately that they like mathematics
and it is their favorite subject. They also moderately agree that mathematics is an easy subject.
Table 2
Statements Mean Interpretation
1. Mathematics is enjoyable and stimulating 3.63 Positive

to me.
4.28 Positive
2. Mathematics is important in everyday life.
3.26 Moderately Positive

3. I like mathematics.
4. Mathematics is my most favorite subject.
3.79 Positive
5.Mathematics is needed in order to keep the
world running.
6.Mathematics is important for my chosen 3.69 Positive

profession.
7. Mathematics is needed in designing 3.76 Positive
practically everything.
8.I learn mathematics well from lectures. 3.53 Positive
34
3.64 Positive
9. Mathematics is an interesting subject.
3.55 Positive
10. I always attend my class in mathematics.

11.I find mathematics as an easy subject.
3.56 POSITIVE
Grand mean and SD
LEGEND:
4.51 – 5.00 Strongly Positive

3.51 – 4.50 Positive
2.51 – 3.50 Moderately Positive
1.51 – 2.50 Negative
1.00 – 1.50 Strongly Negative
Attitude of the students in college mathematics

influenced by the following factors
The third problem of this study is to find out how the attitude of the BEED students are being
influenced by the following factor. Table 3-3.4 presents the mean score between the different
factors and the attitudes of the BEED students. The kind of attitude of each student is interpreted
as 1.00-1.50 strongly negative, 1.51-2.50 negative, 2.51-3.50 moderately negative, 3.51-4.50
positive and 4.51-5.00 strongly positive.
35
Table 3
Personal related aspects
Attitude Mean Interpretations
1. I feel sleepy in class 2.79 Moderately negative
2. I feel hungry in class 2.82 Moderately negative
3. I have difficulty in seeing 2.68 Moderately negative
4. I have difficulty in hearing 2.23 Negative
5. I have difficulty in understanding 2.84 Moderately negative
6. I feel nervous when I am in 2.85 Moderately negative
mathematics class
7. I feel uneasy in my math class 2.92 Moderately negative
36
Grand Mean 2.73 Moderately Negative
LEGEND:

2.51 – 3.50 Moderately Negative
The BEED students do not agree that they have difficulty in hearing. They also disagree that they
feel nervous and uneasy when they are in their math class. Having a difficulty in hearing and in
understanding is not what they are, and being sleepy and hungry while they are in their math
class is not so them. In general, there attitude fall under negative in terms of personal related
aspects.
Table 3.1
Study habits
Attitude Mean interpretation
1.I study only when there is a quiz 3.26 Moderately Positive
2. I feel tired, bored and sleepy when studying 2.91 Moderately Positive
37
3. I prefer listening to radio, and watching tv 2.64 Moderately Positive
4. I am lazy to study my lessons 2.61 Moderately Positive
5. I am disturbed when studying 2.77 Moderately Positive
6. I have no time to study at home 2.64 Moderately Positive
7. I don’t have a comfortable place to study 2.44 Positive
8. I copy the assignment of friends 2.67 Moderately Positive
9. I study only when I like 2.88 Moderately Positive
10. I prefer to chat with friends rather than to study 2.57 Moderately Positive
Grand Mean 2.74 Moderately positive
LEGEND:

The BEED students agree that they don’t have a comfortable place to study. According to them,
there are some disturbances when they are studying. Sometimes, they do not have enough time to
study at home. Also, they are lazy to study their lesson because every time they read or scan their
notes they felt tired, bored and sleepy. They prefer listening to radio, watching television and to
chat with their friends rather than to study. The reason why they study only whenever they like
38
especially when there is a quiz afterwards. In general, the BEED students have a moderately
positive attitude towards Mathematics in terms of study habits.
Table 3.2
Home-related aspects
Attitude Mean Interpretation
1.I live far from school 3.38 Moderately positive
2.I live near from school 2.75 Moderately positive
3.I don’t live with my parents 2.77 Moderately positive
4.Both of my parents are too busy with their works 2.90 Moderately positive
5.I do too much household chores 3.02 Moderately positive
39
6.I have many siblings 2.74 Moderately positive
7.I help my parents in earning a living 2.10 Negative
2.81 Moderately positive
LEGEND:

Some of the BEED students moderately agree that they live far from school and some of them
says that they live near from school. They also agree that they don’t live with their parents
because both of their parents are too busy with their works. They have many siblings. They agree
that they do too much household chores likewise they disagree that they help their parents in
earning a living. In general, the BEED students have a moderately positive attitude towards math
in terms of home-related aspects.
Table 3.4
School- related Aspects
Attitude Mean Interpretation
40
1.The time schedule is being followed 3.68 Positive
2There are lots of school activities 3.66 Positive
3.More library references are available 3.29 Moderately positive
4. The classroom is conducive to learning and is 3.61 Positive
comfortable.
5.There is fast internet access in the school 2.64 Moderately positive
premises
6.There is enough space at the library 3.08 Moderately positive
7.There are alternative places to study aside 3.28 Moderately positive
from the library
8.There are enough classrooms for math subjects 3.14 Moderately positive
9.There is a math clinic available to help the 2.45 Moderately positive
students
10.There is an availability of math majors to 2.70 Moderately positive
reinforce the students in their assignments
Grand Mean 3.15 Moderately positive
LEGEND:

41
The respondents agree that the classrooms is conducive for learning and is comfortable. There is
a fast internet access in the school premises. They are inspired to study because there are a lot of
activities and the time is being followed. Also, there is enough space at the library and more
library references are available. Aside from library, there are alternative places to study. Aside
from that, they also agree that there are enough classrooms for math subjects and there is an
availability of math majors to reinforce the students in their assignments. In general, the BEED
students have a moderately positive attitude towards mathematics in terms of school-related
aspects.
Table 3.5
Teacher-related
Attitude Teacher Interpretation
related
1.Has mastery of the subject matter 4.05 Positive
2.Discusses many topics in a short period of 3.21 Moderately positive
time
3.Uses audio-visual aids in teaching 3.15 Moderately positive
4.Gives sufficient homework/assignment for 3.38 Moderately positive
reinforcement
42
5.Provides varied learning activity 3.51 Moderately positive
6.Utilizes varied teaching strategies 3.57 Positive
7.Is friendly and approachable 4.00 Positive
8.Is always present and on time in coming to 3.54 Positive
class
9.Treats his/her students fairly and never shows 3.79 Positive
impartiality
10.Demonstrates likeable personality 3.90 positive
11.Relates professionally with students 3.92 Positive
12.Involves everyone in all class activities 3.74 Positive
13.Handles problems in a subtle way 3.65 Positive
14.Has a proper classroom management 3.72 Positive
15.Promptly returns corrected quizzes and test 3.38 Moderately positive
papers
Grand Mean 3.63 positive
LEGEND:

43
The BEED students agreed that their teacher has a likeable personality. He is friendly and
approachable. He always treats his/her students fairly and never shows impartiality. Instead, he
involves everyone in a class activity. He relates professionally with students. He knows how to
handle a problem. In teaching, though sometimes he is not using an audio-visual aids, at least he
uses varied teaching strategies. He has a mastery of subject matter and has a proper classroom
management. They also agree but not strongly that their teacher discusses many topics in a short
period of time and that he provides varied learning activities.
Differences in the attitude of the BEEd

Students in terms of their demographic profile
The demographic profile of the students in terms of age is presented in table 4. The mean and
standard deviation of respondents based on their age is presented. The level of the resulting mean
and standard deviation is interpreted as 4.51-5.00 strongly positive, 3.51-4.50 positive, 2.51-3.50
moderately positive, 1.51 – 2.50 negative and 1.00 – 1.50 strongly negative.
Table 4
Ages Mean SD Attitude
17 3.95 0.35 Positive
18 3.46 0.18 Moderately Positive
19 3.54 0.10 Positive
44
21 3.71 0.14 Positive
22 3.56 0.17 Positive
23 3.71 0.30 Positive
24 3.75 0.21 Positive
25 4.36 0.33 Positive
26 3.51 0.29 Positive
28 4.30 0.19 Positive
30 3.45 0 Positive
31 4.36 0 Positive
32 3.10 0 Moderately Positive
LEGEND:

The BEED students ages 17,19,21(22,23,24,25,26)-31 have a positive attitude towards math and
the rest of the respondents ages 18, 20 and 32 have a moderately positive attitude towards math.
In general, the BEED students have a positive attitude towards mathematics in terms of their age.
The Demographic profile of the BEED students in terms of gender is presented in table 4.1.1 and
4.1.2. The level of responses of the students on each question is interpreted as 4.51 – 5.00
strongly positive, 3.51 – 4.50 positive, 2.51 – 3.50 moderately positive, 1.51 -2.50 negative and
1.00 – 1.50 strongly negative.
Table 4.1.1
45
Female Mean SD Attitude
1. Mathematics is enjoyable and stimulating 3.57 1.06 Positive

to me.
2. Mathematics is important in everyday 4.43 0.77 Positive
life.
3.21 1.18 Moderately Positive
5.Mathematics is needed in order to keep 3.88 0.93 Positive
the world running.
6.Mathematics is important for my chosen 3.80 0.98 Positive
profession.
7. Mathematics is needed in designing 3.71 0.89 Positive
3.60 0.99 Positive
8.I learn mathematics well from lectures.
3.59 1.12 Positive
4.07 1.07 Positive
3.60 1.02 Positive
Grand mean and SD
LEGEND:

The BEED female students agree that Mathematics is important in everyday life, that it is
needed in order to keep the world running. Mathematics is needed in designing practically
everything especially because it is important in a profession that they have chosen. They also
agree that Mathematics is enjoyable and stimulating to them. They always attend their math class
because they find it as an interesting subject and also because they learned well from lectures but
then they moderately agree that they like Mathematics and that Mathematics is their favorite
subject because they found out that Mathematics is not an easy subject.
46
Table 4.1.2
Male Mean SD Attitude
1. Mathematics is enjoyable and stimulating 3.82 0.86 Positive

to me.
4.24 0.91 Positive
1.85 1.26 Negative
5. Mathematics is needed in order to keep the 3.76 0.91 Positive
world running.
6. Mathematics is important for my chosen 3.32 1.15 Moderately Positive
profession.
7. Mathematics is needed in designing 3.59 1.03 Positive
3.53 0.88 Positive
8. I learn mathematics well from lectures.
3.64 1.10 Positive
11. I find mathematics as an easy subject.
Grand mean and SD
LEGEND:

The BEED male students agree that Mathematics is important in everyday life, that it is needed
to keep the world running especially in designing practically everything. According to them, they
always attend their class in mathematics because mathematics is enjoyable and stimulating, the
47
reason why they learned well from lectures. Though, they moderately agree that they like
Mathematics because they do not found Mathematics as an easy subject and also because it is not
so important in a profession that they have chosen.
In general, the BEED students have a strongly positive attitude towards mathematics in terms of
gender.
Table 4.2
Income Mean SD Interpretation
1000 3.56 0.28

Positive
1200 3. 34 0. 33
Moderately Positive
1500 3.73 0
Positive
3000 2.94 0. 36
Moderately Positive
3100 3.73 0 Positive
3500 3. 3 0. 30
Moderately Positive
3600 3.77 0.25
Positive
4000 3.45 0.10
Moderately Positive
4500 3.45 0.20
Moderately Positive
5000 3.49 0.24
Moderately Positive
7000 3.18 0. 38
Moderately Positive
8000 3.47 0. 34
Moderately Positive
9000 4.04 0.07
Positive
10000 3.55 0.12
Positive
11000 3.82 0
Positive
11600 4.55 0 Strongly Positive
48
15000 3.74 0.14 Positive
16000 3.76 0. 36 Positive
17000 4.68 0. 32 Strongly Positive
18000 3.09 0. 31
Moderately Positive
21000 2.64 0
Moderately Positive
25000 2.86 0.42
Moderately Positive
30000 2.69 0.19

Moderately Positive
35000 3.59 0.72 Positive
50000 4.68 .24 Strongly Positive
60000 3.82 0.41 Positive
TOTAL MEAN=3.67 SD=0.60 POSITIVE
LEGEND:

The BEEd students having a family income of 1000, 1500,3100, 3600, 9000, 10000, 11000,
15000, 16000, 35000, and 60000 has positive attitude towards mathematics. Though, some of
them has a moderately positive attitude and they are the students who has a family monthly
49
income of 1200, 2000, 2500, 3000, 3500, 4000, 4500, 5000, 7000, 8000, 18000, 21000, 25000,
and 30000 and the rest of the students having a monthly income of 11600, 12000, 14000, 17000,
29000, and 50000 has a strong positive attitude.
In general, the BEED students has a positive attitude in mathematics in terms of their family
monthly income.
Relationship between the attitudes of the students in mathematics

And the factors that influenced attitude in Mathematics
To answer the last concern of this study which is about the relationship of the attitudes of
the BEEd students and the factors that influenced attitude in Mathematics, the correlation
coefficient was computed by Pearson Product Moment Correlation Coefficient (r).
Table 5 , 5.1, 5.2, 5.3 and 5.4 presents the data needed for the computation of the Pearson r
Correlation Coefficient between the attitude and the different factors that influenced the attitude
of the BEEd students.
Table 5
Attitude Personal Condition
X y X2 Y2 XY
3.63 2.79 13.1769 7.7841 10.1277
4.28 2.82 18.3184 7.9524 12.0696
3.26 2.68 10.6276 7.1824 8.7368
3.07 2.23 9.4249 4.7729 6.8461
3.79 2.84 14.3641 8.0656 10.7636
50
3.69 2.85 13.6161 8.1225 10.5165
3.76 2.92 14.1376 8.5264 10.9792
3.53 0 12.4609 0 0
3.64 0 13.24296 0 0
3.55 0 12.6025 0 0
2.96 0 8.7616 0 0
∑x= 39.16 ∑y=19.13 ∑x2= 140.74 ∑y2=52.25 ∑xy= 70.04
N ( εxy )−(εx)(εy)
r=
√¿¿¿
11 ( 70.04 )−(39.16)(19.13)
r=
√¿ ¿ ¿
770.44−749.1308
r=
√(1548.14−1533.5056)(574.25−365.9569)
21.3092
r=
√(14.6344 )(208.2931)
21.3092
r=
√ 3048.244543
21.3092
r=
55.2109
r=0.39
Table 5 presents the data needed for the computation of the Person r correlation between the
attitudes and personal condition factor of the students in Mathematics. The computed correlation
coefficient was 0.39 which indicates a low relationship between the two variables. This clearly
51
affirms that there is no significant relationship between the attitudes of BEEd students and the
personal condition factor.
There is sufficient evidence to accept the null hypothesis that there is no significant relationship
between the attitude and the personal condition factor.
Table 5.1
Attitude Study Habit
X y X2 Y2 xy
3.63 3.26 13.1769 10.6276 11.8338
4.28 2.91 18.3184 8.4681 12.4548
3.26 2.64 10.6276 6.9696 8.6064
3.07 2.61 9.4249 6.8121 8.0127
3.79 2.77 14.3641 7.6729 10.4983
3.69 2.64 13.6161 6.9696 9.7416
3.76 2.44 14.1376 5.9536 9.1744
3.53 2.67 12.4609 7.1289 9.4251
3.64 2.88 13.24296 8.2944 10.4832
3.55 2.57 12.6025 6.6049 9.1235
2.96 0 8.7616 0 0
∑x= 39.16 ∑y= 27.39 ∑x2= 140.74 ∑y2=75.5057 ∑xy=99.3508
r=
√¿¿¿
52
11 ( 99.3508 )−( 39.16)(27.39)
r=
√¿ ¿ ¿
1092.8588−1072.5924
r=
√(1548.14−1533.5056)(830.6527−750.2121)
20.2664
r=
√(14.6344 )(80.4406)
20.2664
r=
√ 1177.199917
20.2664
r=
34.403
r=0.5906
Table 5.1 presents the data needed for the computation of the Person r correlation between the
attitudes and study habit factor of the students in Mathematics. The computed correlation
coefficient was 0.59 which indicates a moderate or marked relationship between the two
variables. This clearly affirms that there is a significant relationship between the attitudes of
BEEd students and the study habit factor.
There is sufficient evidence to accept the hypothesis that there is a significant relationship
between the attitude and the teacher related factor.
Table 5.2
Attitude Home –Related Aspect
X Y X2 Y2 XY
53
3.63 3.38 13.1769 11.4244 12.2694
4.28 2.75 18.3184 7.5625 11.77
3.26 2.77 10.6276 7.6729 9.0302
3.07 2.90 9.4249 8.41 8.903
3.79 3.02 14.3641 9.1204 11.4458
3.69 2.74 13.6161 7.5076 10.1106
3.76 2.10 14.1376 4.41 7.896
3.53 0 12.4609 0 0
3.64 0 13.24296 0 0
3.55 0 12.6025 0 0
2.96 0 8.7616 0 0
∑x= 39.16 ∑y=19.66 ∑x2= 140.74 ∑y2=56.1078 ∑xy=71.425
r=
√¿¿¿
11 ( 71.425 )−(39.16)(19.66)
r=
√¿¿¿
785.675−769.8856
r=
√(1548.14−1533.5056)(617.1858−386.5756)
15.7894
r=
√(14.6344 )(230.6702)
15.7894
r=
√ 3375.719975
54
15.7894
r=
58.1009
r=0.27
attitudes and home related factor of the students in Mathematics. The computed correlation
coefficient was 0.27 which indicates a low relationship between the two variables. This clearly
affirms that there is no significant relationship between the attitudes of BEEd students and the
home related factor.
between the attitude and the home related factor.
Table 5.3
Attitude School-Related Aspect
x Y X2 Y2 xy
3.63 3.68 13.1769 13.1769 13.3584
4.28 3.66 18.3184 18.3186 15.6648
3.26 3.29 10.6276 10.8241 10.7204
3.07 3.61 9.4249 13.0321 11.0827
3.79 2.64 14.3641 6.9696 10.0056
3.69 3.08 13.6161 9.4864 11.3652
3.76 3.28 14.1376 10.7584 12.3328
3.53 3.14 12.4609 9.8596 11.0842
55
3.64 2.45 13.24296 6.0025 8.918
3.55 2.70 12.6025 7.29 9.585
2.96 0 8.7616 0 0
∑x= 39.16 ∑y=31.53 ∑x2= 140.74 ∑y2=101.1607 ∑xy= 114.1171
r=
√¿¿¿
11 ( 70.04 )−(39.16)(31.53)
r=
√¿ ¿ ¿
1255.2881−1234.7148
r=
√(1548.14−1533.5056)(1112.7677−994.1409)
20.5736
r=
√(14.6344 )(118.6268)
21.3092
r=
√ 1736.032042
20.5736
r=
41.6657
r=0.49
attitudes and school related factor of the students in Mathematics. The computed correlation
coefficient was 0.49 which indicates a moderate or marked relationship between the two
56
variables. This clearly affirms that there is no significant relationship between the attitudes of
BEEd students and the school related factor.
between the attitude and the school related factor.
Table 5.4
Attitude Teacher- Related
x Aspect X2 Y2 xy
3.63 4.05 13.1769 16.4025 14.7015
4.28 3.21 18.3184 10.9561 14.1668
3.26 3.15 10.6276 9.9225 10.269
3.07 3.38 9.4249 11.4244 10.3766
3.79 3.51 14.3641 12.3201 13.3029
3.69 3.57 13.6161 12.7449 13.1733
3.76 4.00 14.1376 16.00 15.04
3.53 3.54 12.4609 12.5316 12.4962
3.64 3.79 13.24296 14.3641 13.7956
3.55 3.90 12.6025 15.21 13.845
2.96 3.92 8.7616 15.3664 11.6032
0 3.74 0 13.9876 0
57
0 3.65 0 13.3225 0
0 3.72 0 13.8384 0
0 3.38 0 11.4244 0
∑x= 39.16 ∑y=54.61 ∑x2= 140.74 ∑y2=199.8155 ∑xy= 142.7701
r=
√¿¿¿
15 ( 142.7701 )−(39.16)(54.61)
r=
√¿ ¿ ¿
2141.5515−2138.5276
r=
√(1548.14−1533.5056)(617.1858−386.5756)
3.0239
r=
√(577.5944 )(14.9804)
3.0239
r=
√ 8652.59515
3.0239
r=
93.0193
r=0.03
attitudes and teacher related factor of the students in Mathematics. The computed correlation
coefficient was 0.03 which indicates a negligible relationship between the two variables. This
clearly affirms that there is no significant relationship between the attitudes of BEEd students
and the teacher related factor.

58
between the attitude and the teacher related factor.
59
Chapter 5
Summary, Conclusion and Recommendations
This chapter presents the introduction, summary of findings, conclusions and recommendation
formulated by the researchers.
This study was conducted to investigate the factors affecting the attitudes in mathematics of the
BEEd students of Palawan State University Brooke’s Point Campus. Specifically, this study
attempted to answer the following questions:
1. What is the demographic profile of the BEEd students?
2. What is the attitude of the BEEd students?
3. How do the attitude of the students in college mathematics influenced by the following
factors?
3.1 Personal Condition;
3.2 Study Habit;
3.3 Home –Related Aspect;
3.4 School-Related Aspect;
3.5 Teacher-Related Aspect.
4. Is there a significant difference in the attitude of the students towards mathematics in
terms of their demographic profile?
5. Is there a significant relationship between the attitude and the factors that influenced
attitude in mathematics?
To facilitate the study that was conducted, the hypothesis tested is:
60
There is no significant relationship between the attitude and the factors that influenced
attitude in mathematics except in the study habit factor.
This research study was made use of the descriptive correlational method of research.
The respondents were the 229 Bachelor of Elementary Education students of Palawan
State University of Brooke’s Point Campus consisting of one hundred ninety five (195)
female and thirty four (34) male. The demographic profile of the respondents (i.e age,
gender and average monthly income) was used to gather data needed, the same goes with
the scale of mathematics attitude. A set of scale of different factors that may influenced
the attitude of the BEEd students was also used to determine whether the attitude of the
BEEd students were affected by the different factors. The statistical tool used in
gathering, interpreting and analyzing data are the frequency distribution, mean, standard
deviation and correlation coefficient.
Summary of Findings
The BEED students has a positive attitude in terms of their demographic profile (age,
gender, and average monthly income). They also have a positive attitude towards
Mathematics. They agree that Mathematics is important in their everyday life and that it
is needed to keep the world running. They are all in one thought that mathematics is
important in a profession that they have chosen. They are not opposing that Mathematics
is as hard as what others say. In fact, it has been their favorite subject but not strongly.
They like mathematics because they found it as an enjoyable, interesting and stimulating
subject. They are the type of students who always attend their class and listening to their
teacher instead of sleeping because they want to do well in that subject. They are sure of
61
themselves when they do mathematics and that they can get good grades in it. They agree
that they study only when there is a quiz likewise they disagree that they have so much
time to study at home, that they have a comfortable place to study in which there are no
disturbance. Though, they have a lot of household chores to do, at least they give enough
time for their study. They are also motivated to study because there are more library
references available and aside from library there are more available space. There is also a
fast internet access in school and a conducive environment. Lastly, they are motivated
and the reason to have a positive attitude towards mathematics is because of their teacher.
They agree that she/he has a mastery of the subject matter. He utilizes varied strategies
that can cater all the needs of the students. They have this kind of teachers who is so
friendly and approachable, who traits his students fairly and never show impartiality.
Generally, the BEED students showed “positive attitude” towards mathematics as can be
seen from the grand mean of 3.56 which falls under the scale of “POSITIVE”.
Conclusion
The following conclusions were derived from the findings of the study:
1. The BEEd students had a positive attitude in Mathematics.
2. The attitude of the BEEd students has a relationship with their study habit.
3. There is no significant relationship between the attitude of the BEED students and
personal condition.
4. The attitude of the BEED students has no relationship with their home related aspects.
5. The attitude of the BEED students has no relationship with their school related
aspects.
62
6. There is no significant relationship between the attitude of the BEED students and
teacher related factors.
7. There’s no significant difference in the attitude of the students towards mathematics
in terms of their demographic profile.
8. There’s no significant relationship between the attitude and the factors that influenced
attitude in mathematics.
Recommendation
The following recommendations based from findings and conclusions were suggested:
1.
2.
63
BIBLIOGRAPHY
CITED LITERATURE
Atweh, B., Brady, K. (2009). Socially response- able mathematics education:
implications of an ethical approach. Errasia Journal of mathematics Science and
technology education. 5(3), 265-276.
Costello, J. (1991). Teaching and Learning Mathematics 11-16. London Routledge.
Farooq M.S and Shah, S.Z.V (2008). Students’ attitude towards mathematics.
Pakistan Economic and Social Review, 48(1), 75-83
64
Hannula, M.S. (2002). Attitude towards mathematics:
Emotions, expectations and values. Educational studies in Mathematics, 49(1) 25-46.
Memmings, B., Gooten Hoer, P., and Kay, R (2011) - Predicting Mathematics achievement.
The influence of prior achievement and attitudes. International Journal of science and
Mathematics Education, 9(3), 691-705.
Leder, G. C., Forgasz, H.J. (2010). I like it till Pythagoras: the public view of mathematics.
In L. Sparrow, B. Kissane and C. Hurst (Eds), shaping the future of mathematics
education (proceeding of the 33rd annual conference of the Mathematics Education
Research Group of Australia, pp. 325-328. Fremantle, WA: MERGA.
Maria de Lourdes Mata, Vera Monteiro, and Francisco PeixotoISPA, InstitutoUniversitário,
UIPCDE, RuaJardim do Tabaco 34, 1149-041 Lisboa, PortugalReceived 11 May 2012;
Revised 4 August 2012; Accepted 19 August 2012Academic Editor: Helga Krinzinger
Copyright © 2012 Maria de Lourdes Mata et al.
Moris, L.G and Maisto, H. (2001). Understanding Psychology (5ed). Boston: Pearson.
Neale, D. C. (1969). The role of attitudes in learning mathematics. Arithmetic Teacher, 16,
631-640.
Ntim S. K (2010). Theory and Methods of Education: Psychological Perspective on Learning.
Takoradi: St. Francis Press Ltd.
65
Orton, A. and Wain G. (1994). Issues in Teaching Mathematics. London: Cassel Wellingon
House.
Preckel, F., Goetz T., Pekrun R., and Kleine M. (2008). Gender differences in gifted are average-
ability students: Comparing girls’ and boys’ achievement, Self- Concept, Interest and
Motivation in Mathematics. Gifted Child Quarterly, 52(2), 146-159.
Predergust, M. and O’Donoghue, J. (2014). Influence of gender, single sex, and coeducational
Schooling on students’ enjoyment and achievement in mathematics. International fund of
Mathematics Education in Science and Technology 48(8), 1115-1130.
Steniz, G.M.A. and Hart, LE (1995) - Attitudes, Persistence and Mathematics Achievement:
Qualifying Race and Sex Differences in Secada, W. G., Fenomena, E and Adajiance, L.B
(eds).
New Directions for Camp bridge University Press.
Thomson, S., Hillman K., and Wernert, N. (2012). Monitoring Australian Year 8 student
Achievement internationally: TIMSS 2011. Camberwell, Victoria: Australian Council for
Educational Research.
Yaru, P.O. (2009). Relationship between teachers’ and students’ academic achievement in
Mathematics in Some Selected Senior Secondary Schools in South- Western Nigeria.
European Journal of Social Sciences, 11(3), 364-369.
66
Zan, R., and Di Martino P. (2007). Attitude toward mathematics: Overcoming the
positive/negative dichotomy. The Montana Mathematics Enthusiast, monograph 3, 157
168.
APPENDIX 1.1
Republic of the Philippines

PALAWAN STATE UNIVERSITY -Brooke’s Point Campus
Brooke’s Point, Palawan
July 28, 2017
Prof. William M. Herrera

Campus Administrator
Palawan State University
Brooke’s Point Campus
Dear Sir;
The Fourth (4th) year Bachelor of Secondary Education major in Mathematics students, would
like to conduct a study entitled “Factors affecting attitude of the BEED students towards
Mathematics”.
With regards to this matter, may we request permission from your office to conduct the said
study.
Hoping from your favorable approval. Thank you and God bless.
67
Respectfully yours,
The Researchers
APPENDIX 1.2
Republic of the Philippines

PALAWAN STATE UNIVERSITY- Brooke’s Point Campus
Brooke’s Point, Palawan
The Respondents
Dear sir/ma’am:
We, the students of Bachelor of Secondary Education major in Mathematics would like to
conduct a research entitled ““Factors affecting attitude of the BEED students towards
Mathematics”.
In this connection, may we request your cooperation by answering our questions honestly. Rest
assured that everything would be kept confidential.
Anticipating for your unending support for the realization of our study.
Thank you and God bless!
68
Respectfully yours,
The Researchers
Noted:
Prof. William M. Herrera

Research Adviserr
QUESTIONNAIRE
Dear Respondents:
The fourth (4th) year Bachelor of Secondary Education major in Mathematics students, are
conducting a thesis in titled “Factors that affects the Attitude of the BEED students towards
Mathematics”.
With regards to this matter the said students are asking your support by answering the questions
or supplying the data below. Rest assured your answers will keep confidential.
Thank you very much for your time in answering this questionnaire. Godspeed!
Personal Profile: Indicate your response to each of the items below by putting on the blank
before the code number that corresponds with your answer.
Age: _______
Gender: _______
Average Family Monthly Income: ________
MATHEMATICS ATTITUDE SURVEY
This questionnaire is not something to be graded and your answers are completely
anonymous. Please tell us what you really think by putting a  in the box corresponding to
Strongly Agree - 5, Agree - 4, moderately agree - 3, Disagree - 2, Strongly Disagree - 1. Thank
you for your help!
Question 5 4 3 2 1
69
1. Mathematics is enjoyable and stimulating to me.
5.Mathematics is needed in order to keep the world running.
6.Mathematics is important for my chosen profession.
7. Mathematics is needed in designing practically everything.
8.I learn mathematics well from lectures.
II –Factors affecting the attitude of the BEEd students in Mathematics
Personal Condition: 5 4 3 2 1
1. I feel sleepy in class
2. I feel hungry in class
3. I have difficulty in seeing
4. I have difficulty in hearing
5. I have difficulty in understanding
6. I feel nervous when I am in Mathematics class
7. I feel uneasy in my Math class
Study Habit:
1. I study only when there is a quiz
2. I feel tired, bored and sleepy when studying
3. I prefer listening to radio, and watching tv
4. I am lazy to study my lessons
5. I am disturbed when studying
70
6. I have no time to study at home
7. I don’t have a comfortable place to study
8. I copy the assignment of friends
9. I study only when I like
10. I prefer to chat with friends rather than to study
Home-Related Aspects:
1. I live far from school
2. I live near the school
3. I don’t live with my parents
4. Both of my parents are too busy with their works
5. I do too much household chores
6. I have many siblings
7. I help my parents in earning a living
School-related aspects:
1. The time schedule is being followed
2. There are lots of school activities
3. More library references are available
4. The classroom is conducive to learning and is comfortable
5. There is a fast internet access in the school premises
6. There is enough space at the library
7. There are alternative places to study aside from the library
8. There are enough classrooms for Math subjects
9. There is a Math clinic available to help the students
10. There is an availability of Math majors to reinforce the
students in their assignments.
Teacher-related aspects:
The teacher… …
71
1. has mastery of the subject matter
2. discusses many topics in a short period of time
3. uses audio-visual aids in teaching
4. gives sufficient homework/assignment for reinforcement
5. provides varied learning activities
6. utilizes varied teaching strategies
7. is friendly and approachable
8. is always present and on time in coming to class
9. treats his/her students fairly and never shows impartiality
10. demonstrates likeable personality
11. relates professionally with students
12. involves everyone in all class activities
13. handles problems in a subtle way
14. has a proper classroom management
15. promptly returns corrected quizzes and test papers
72
CURRICULUM VITAE
73
Name: Alim ,Jerah Joy O.
Date of Birth: October 20, 1997
Place of Birth: PulotCenter ,Sofronio Española , Palawan
Address: Pulot Center, Sofronio Española, Palawan
Civil Status: Single
Parentss
Father: Mariano L. Alim
Mother: Mila O. Alim
Educational Background
Elementary: Sofronio Española, Central School
Secondary:Pulot National High School
Tertiary: Palawan State University -Brooke’s Point Campus
Course: Bachelor of Secondary Education

Major: Mathematics
74
Name: Depong ,Esrin H.
Date of Birth:August 11, 1997
Place of Birth: Cabar,Aribungos, Brooke’s Point Palawan
Address:Aribungos , Brooke’s Point Palawan
Civil Status:Single
Parents:
Father: Nixon A. Depong
Mother:Fraida H. Depong
Elementary:Aribungos, Elementary School
Secondary: Inil U. Taha National High School
Tertiary: Palawan State University-Brooke’s Point Campus

Major: Mathematics
75
Name: Diaz, Cherry Ann P.
Date of Birth: March 28, 1998
Place of Birth: TinumiguesLambayong, Sultan Kudarat
Address: Pulot Center, Sofronio Espanola, Palawan
Parents:
Father: Wilfredo P. Diaz Jr.
Mother: Rosalie P. Diaz
Elementary: Sofronio Espanola Central School
Secondary: Pulot National High School

Major: Mathematics
76
Name: Gonzaga ,Liezel G.
Date of Birth: July 24, 1992
Place of Birth: Calasaguen, Brooke’s Point, Palawan
Address: Calasaguen, Brooke’s Point, Palawan
Civil Status: single
Parents
Father: Jemuel D. Gonzaga
Mother: Devorah G. Gonzaga
Elementary: Calasaguen Elementary school
Secondary: Maasin National high school

Major: Mathematics
77
Name:Mammad ,Adzlina U.
Date of Birth:May 10, 1995
Place of Birth:Ipilan, Brooke’s Point Palawan
Address:Mambalot ,Ipilan , Brooke’s Point Palawan
Parents:
Father: Rudy A. Mammad
Mother:Sairama U. Mammad
Elementary:Ipilan Central School
Secondary:Ipilan National High School

Major: Mathematics
78
Name:Sabuya , Rona Jean M.
Date of Birth: January 8, 1998
Place of Birth:Pangobilian, Brooke’s Point, Palawan
Address:Cabar, Aribungos, Brooke’s Point, Palawan
Civil Status: single
Parents
Father: Rex C. Sabuya
Mother:Nauritia M. Sabuya
Elementary:Cabar Elementary school
Secondary:Inil U Taha national High School

Major: Mathematics
79
Name:Usop, Emilyn S.
Date of Birth: September 21, 1997
Place of Birth:Tagusao Shore, Barongbarong Brooke’s Point Palawan
Address:Tagusao Shore, Barongbarong Brooke’s Point Palawan
Parents:
Father: Remy T. Usop
Mother:Nalhiyan S. Usop
Educational Background:
Elementary:Barongbarong Elementary School
Secondary: Gov. A. Abueg Sr. Nat’l. Tech. & Voc. Mem. High School

Major: Mathematics
80
81

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CHAPTER 1

Background of the Study and its Setting

It is said that one’s preferences has something to do with one’s attitude.

predisposition or a tendency to respond positively or negatively toward a certain idea, object,

person or situation or an attitude object. So if a certain student likes mathematics technically

learning comprehensively. Attitude influence performance and performance in turn influences

of mathematics. It effects students’ achievement in mathematics. The teaching method, the

higher studies in mathematics. It also causes effect in achievement of mathematics at secondary

school level. Research on attitudes, as a factor related to students’ difficulties in Mathematics,

disposition. The emotional dispositions have an impact on an individual’s behavior, as one is

responsibility on teaching mathematics effectively to the students. Knowledge, with regards to

of instruction and even every aspect of the tertiary math program.

should be manifested by the students taking up mathematics subjects.

1. What is the demographic profile of the students in terms of:

1.1.2 gender; and

1.1.3 family economic status?

2. What is the attitude of the BEED students in college mathematics?

3.1 personal condition;

3.2 study habit;

3.3 home-related aspects;

3.4 school-related aspects; and

3.5 teacher-related aspects?

of their demographic profile?

the factors that influenced attitude in Mathematics?

teachers, parents, administrators, and the researchers themselves.

effectively teach mathematics.

daughters in the supervision of their study.

students, when they are already on the field

Scope and Delimitation

State University Brooke’s Point Campus towards college Mathematics.”

REVIEW OF RELATED LITERATURE AND STUDIES

student’s attitude towards mathematics.

of mathematics and perceived competence in mathematics.

conditioning and observational learning. Propounded by Ivan Pavlov, classical conditioning is a

unconditioned stimulus leads to the development of a conditioned response (Ntim, 2010,

clubs. Hence, we form attitudes according to how we are conditioned

learning in which a response is made in anticipation of a stimulus. In operant conditioning,

whose behaviors are easily copied by students.

Attitude towards Mathematics

towards Mathematics as an aggregated measure of “a liking or disliking of Mathematics, a

considers attitude towards Mathematics from multidimensional perspectives and defined an

individual’s attitude towards Mathematics as a more complex phenomenon characterized by the

means is students’ observation of teachers and teachers’ behavior especially in relation to

produced by different evaluative process. Students may express liking or disliking of

(e.g., mathematical achievement, anxiety, self-efficacy and self-concept, motivation, and

These emotional dispositions have an impact on an individual’s behavior, as one is likely to

Teachers’ Attitude towards Mathematics

An understanding of how attitudes are learned should establish a connection between

by the emotional response towards Mathematics (affective), beliefs about Mathematics

teacher’s attitude towards Mathematics is the teacher’s behaviour in relation to Mathematics.

Such Mathematics-related behavior as avoidance of Mathematics, pursuit of Mathematics and

many students from Mathematics (Barton,2000, Furinghelti&Pekhoren, 2002). Ogunniyi, as

by the following teacher-related factors: teachers’ enthusiasm, teachers’ resourcefulness and

Education, Ontario (2004).

Attitudes and School Grades

positive attitudes on the part of teachers [6].

Gender and Attitudes towards Math

Study habits and attitudes of students

frequency of studying sessions, etc.) occurring in an environment that is conducive to studying.