THE READINESS OF FRESHMEN TAKING MATH PROGRAMS WITH

INSUFFICIENT KNOWLEDGE ABOUT BASIC ALGEBRA

Presented to:

The Faculty of Philippine Advent College

Ramon Magsaysay, Sindangan Zamboanga del Norte

Submitted by:

Lepjord T. Vallejo

Reymar C. Damague

Rhena T Cuizon

Mark Jhon E. Aligato

Jeston Bontigao
 Chapter 1

Introduction

The shift from high school to college mathematics can be a shock for many

freshmen. While some students easily handle the challenges of advanced math courses,

others find it difficult to keep up, often because they lack a strong foundation in basic

algebra. Many new college freshmen are unprepared for the mathematical requirements of

higher education, largely because of insufficient foundational skills in basic algebra. This

lack of readiness impacts their performance in math courses and leads to higher dropout’s

rates and reduced confidence in their academic abilities. Closing this readiness gap is

crucial for creating a more equitable and successful educational environment.

Approximately 25% of college freshmen have failed Mathematics class in their

first year of college (National Centre for Educational Statistics, 2014). Within this same

report, it was found that the number of students requiring remedial courses in Math had

steadily increased since 2003, when the first math remediation data was collected (NCES,

2016). The reason for this difficulty in college-level Math is due to two primary sources:

lack of participation and proficiency in high school Math curricula and lack of math

resources available in college (Kerfoot and Kerr, 2017).

This thesis argues that freshmen entering math programs with insufficient

knowledge of basic algebra face significant academic challenges, impacting their

performance, motivation, and overall learning experience. It is crucial to address this

issue through effective assessment, targeted interventions, and a renewed focus on

foundational algebra skills during pre-college education.

Statement of the Problem

demands due to inadequate knowledge of basic algebra. This knowledge gap can have

several negative effects like (1) reduced understanding of advanced mathematics

concepts, (2) increased difficulty in achieving academic success, (3) lower confidence

and higher frustration levels among students, (4) higher rates of course failure and

potential dropout, impacting the students’ academic and career trajectories, and (5) the

attainment of having insufficient algebraic knowledge due to ineffective teaching

strategies and curricula. This issue suggests that there may be a disconnection between

high school preparation and college expectations, and it highlights the need to understand

the factors that contribute to freshmen's algebra readiness.

Research Objectives

At the end of this thesis, assess whether there are incoming freshmen in various

math programs who are, in fact, not adequately prepared in basic algebra. These

objectives help us to identify the readiness of freshmen, which include:

1. Identify specific challenges that freshman deals upon taking math programs with

insufficient knowledge about basic algebra.

2. Prove students' past achievements in Math have a concrete relation towards their current

knowledge of algebra.

3. Analyze the effects of poor knowledge in algebra on mathematics course performances.

4. Appropriate strategies and interventions that can be used to enhance the algebraic

readiness of entering freshmen.

5. Investigate the factors in algebra that may lead to having poor algebraic knowledge, such

as teaching approaches, curricula, and socioeconomic status.

Research Hypotheses
 Null Hypothesis (H₀): There is no significant difference in the readiness of freshmen

taking math programs, regardless of their level of knowledge in basic algebra.

Alternative Hypothesis (H₁): Freshmen with insufficient knowledge of basic algebra are

less ready for math programs compared to those with sufficient knowledge.

1. How does insufficient knowledge of basic algebra impact the readiness and performance

of freshmen in college math programs?

2. Is there a correlation between freshmen's past achievements in Math and their current

knowledge of algebra?

3. What teaching strategies can help bridge the algebra readiness and performance gap

among incoming freshmen?

Significance of the Study

This thesis helps the researchers to identify the reasons why most freshmen have

insufficient knowledge about basic algebra and their readiness in taking math programs.

Not also that, but also develop diagnostic assessment tools, strategies, and effective

curriculum to ensure the proficiency of college freshmen in algebra. Having knowledge

about basic algebra is essential to students taking math programs as a building block for

advanced lessons that will be taking place. Moreover, if this is addressed earlier, it would

improve the overall performance of freshmen.

Students: When students say they’re studying algebra in class, a common reply from

adults is, “I haven’t used that since I graduated from high school.” Responses like this can

be discouraging to students who wonder why we learn algebra if it is not useful for life

(Demme, 2018).

Respondents: Respondents will be able to identify which specific area of basic algebra

they lack so that they would focus on improving their algebraic skills. This study also

help respondents be aware of the struggles of students facing this problem and will be
able to develop more effective strategies, curriculum modifications, and additional

support.

Teachers: Teachers will be able to address to students who are struggling with basic

algebra and be able to develop effective strategies that helps improve the performance of

students. Moreover, they will also be able to identify the problems as of why these

students are having difficulties in understanding these mathematical concepts and guiding

them to overcome their challenges.

Scope and Delimitations of the Study

This study aims to investigate the extent of basic algebra knowledge among

freshmen enrolled in mathematics programs at Philippine Advent College. It will explore

the specific areas of algebra where students exhibit deficiencies and how these

deficiencies impact their performance in subsequent mathematics courses. The study will

also examine the factors contributing to these knowledge gaps, such as inadequate high

school preparation, ineffective teaching methods, or personal learning styles.

To maintain the focus of this study, the following limitations will be imposed:

Population: The study will be limited to freshmen enrolled in mathematics programs at

Philippine Advent College.

Timeframe: The study will be conducted within a specific academic semester.

While the study will consider factors such as socioeconomic status and learning

styles, it will not delve deeply into the socio-cultural and psychological factors that may

influence students' mathematical performance.

Theoretical Framework

We will be presenting theories that will help guide our research study which are

cognitive load theory and constructivism.

risk that the content being taught will not be understood by the learner, will be

misinterpreted or confused, will not be effectively encoded in long-term memory, and that

learning will be slowed down (Martin 2016, p. 8). Freshmen struggles to sink in new

information due to the limitation of our memory which leads to having insufficient

foundational knowledge in basic algebra.

Constructivism is basically a theory that says people construct their own

understanding and knowledge of the world, through experiencing things and reflecting on

those experiences (WNET Education, 2004). When we encounter something new, we

have to reconcile it with our previous ideas and experience, maybe changing what we

believe, or maybe discarding the new information as irrelevant. With the use of active and

student-centered learning strategies, we can help freshmen develop problem-solving

skills, collaboration skills, and to foster critical thinking that will also be in line with their

needs and interests.

Conceptual Framework

This shows the relationship between the key concepts of the theories we used to

support our research study.

Active learning;
problem-based,
collaborative, and
student-centered
learning.

Insufficient
Enhanced
knowledge
Algebraic
in basic
Understanding
algebra
 Memory
load
(limitations)

By understanding how much information a freshman can process at once and by

using teaching methods that encourage active learning, we can help them better grasp

basic algebra. By breaking down complex ideas into smaller, easier-to-understand parts

and by having students work on problems and collaborate with their peers, we can foster a

deeper understanding of algebraic concepts.

Definition of Terms

Algebraic Readiness: The level of understanding and skills in algebra that is necessary

for success in advanced mathematics courses. It includes proficiency in basic algebraic

operations and problem-solving.

Incoming Freshmen: Students newly admitted to a college or university, specifically

those entering their first year in mathematics programs.

Socioeconomic Status (SES): A measure of an individual's or family's economic and

social position based on income, education, and occupation. In this context, it explores

the role SES may play in students' academic preparedness.

Teaching Approaches: Methods or strategies employed by instructors to deliver content

and facilitate learning. This may include various techniques such as interactive learning,

lectures, or blended learning, and their impact on students' algebra readiness.

Curriculum: The content and structure of an academic program, including the topics

covered, the sequence of lessons, and the materials used for instruction. This study

investigates how curriculum choices influence algebra knowledge.

by students in mathematics courses, often measured by grades or assessments.

Interventions: Strategies or actions taken to improve students understanding and

performance. Interventions in this context refer to steps aimed at enhancing students'

algebra skills.

Prior Math Achievements: Students past performance in math courses, which may

Include grades or other indicators, used to analyze their relation to current algebra

knowledge.

Cognitive Load: The mental effort required by freshmen to process new algebraic

concepts.

Constructivism: A learning approach that emphasizes active learning and problem-

solving to help freshmen build their own understanding of algebra.

Diagnostic Assessment Tools: These are instruments designed to identify specific areas

of student weakness or misunderstanding in a subject, such as algebra.

Insufficient Knowledge: A lack of understanding or mastery of a particular subject or

skill.

Learning Styles: Individual preferences for how information is received and processed.

Active learning: A teaching method in which students are engaged in the learning

process. Instead of passively receiving information, students actively participate in

activities like discussions, problem-solving, and hands-on projects.

Problem-based learning: A student-centered approach where learners are presented with

real-world problems. They work collaboratively to analyze the problem, identify

solutions, and apply their knowledge to find a resolution.

Collaborative learning: Involves students working together in small groups to achieve a

common goal. It promotes teamwork, communication, and critical thinking skills.

empowers students to take ownership of their learning process.