TOPIC PROPOSAL (CONCEPT PAPER)

Name: Aldrea Fe S. Durano Preferred Adviser: Reggie R. Mativo

I. Title of the Study:

THE EFFECT OF MATHEMATICS ATTITUDE IN

ACADEMIC AND LEARNING ENGAGEMENT

II. The Problem

A. Introduction

Attitude is a stable psychological tendency of an individual towards the object of

attitude, which includes three different components that are cognition, emotion and
behaviour (Rosyid & Umba, 2019). Attitude is one of the affective characteristics that
greatly determines one's learning efficiently and independently in the learning process.
Students' attitudes toward mathematics can influence mathematics learning achievement
(Syaifuddin, 2019). In recent years, the level of students' mathematics engagement is a widely
concerned by teachers and parents. Some parents often strengthen the engagement of
mathematics learning through remedial classes and other forms. Study also found that students
with high learning engagement have higher academic performance and will get higher
scores in standardized tests (Khairunnisa, 2018).
Mathematics learning engagement is a key indicator to measure students' academic quality,
which is of great significance in gender difference analysis to improve individual mathematics
academic performance （ Fredricks, J. A., Hofkens, T., Wang, M.-T., Mortenson, E., & Scott, P. ，
2017).

B. Statement of the Problem

Purpose of the Study

This study aims to investigate the effect of mathematics attitude in academic and learning

engagement.

Sub-Questions:

1. What are effect of mathematics attitude in Academic Performance?

2. What are the effect of mathematics attitude in Learning Engagement?

3. Which of the two has most effect in mathematics attitude?

 4. What is the relationship between the Academic Performance and Learning
Engagement in effect of the mathematics attitude?

III. Methodology

1. Research Design: Quantitative –Descriptive Research

2. Sampling: Stratified-Random Sampling
3. Participants: SPAC 1st year -3rd year college students
 TOPIC PROPOSAL (CONCEPT PAPER)

Name: Aldrea Fe S. Durano Preferred Adviser: Reggie R. Mativo

IV. Title of the Study:

Learning Style and Effectiveness of Synchronous and Asynchronous learning

The Problem
C. Introduction

The comparison of online and face-to-face learning experiences has been studied extensively

in educational research (Braun, 2008; Ernst, 2008; Mullen & Tallent-Runnels, 2006; Reisetter,

Lapoint, & Korcuska, 2007). However, teacher preparation in an online context is a relatively

new phenomenon with unique disciplinary challenges, but it has grown rapidly in the past decade

for both undergraduate and alternate route programs leading to initial licensure (Huss, 2007;

Olson & Werhan, 2005; Thornton, 2013). Online teacher candidates tend to be nontraditional

students with unique characteristics (Carr, 2000). The advancement of information technology in

the twenty-first century has profoundly changed our educational system. The use of the

internet in teaching and learning has become more common in higher education (Hogg &

Lomicky, 2012; Halawi, Pires, & McCarthy, 2009; Bhagat, Wu, Chang, 2016; Meng-Jung,

2009; Steel & Fahy, 2011). The reality is that online learning is the new mode of

instructional delivery that is now available to students. Due to the rise of technology,

“Web course tools, such as WebCT, Blackboard, and eCollege” (Halawi, Pires &

McCarthy, 2009, p. 374) are utilized in online course offerings. In the last decade, colleges

and universities have seen an exponential increase in the number of online course

offerings in response to technological, societal, and economic changes (Ozerbas &

Erdogen, 2016; Bhagat, Wu, & Chang, 2016; Xu & Jaggers, 2013; Cole, Shelley &

Swartz, 2014; Renes, 2015).

D. Statement of the Problem

Purpose of the Study

The purpose of this study to know the learning strategies of the said students and also to

know the effectiveness of Synchronous and Asynchronous learning.

Sub-Questions:

1.What is the learning style of student in

V. Methodology

4. Research Design: Comparative -Descriptive Research

5. Sampling: Stratified-Random Sampling
6. Participants: 1st year -3rd year college student
 TOPIC PROPOSAL (CONCEPT PAPER)

Name: Aldrea Fe S. Durano Preferred Adviser: Reggie R. Mativo

VI. Title of the Study:

FACTORS THAT INFLUENCE STUDENT PREFERENCE IN CHOOSING
MATHEMATICS AS THEIR MAJOR SUBJECT IN TEACHING PROFESSION
VII. The Problem

Introduction

The profession is a systematic, knowledg, and skill-based, suitable for the

community's benefit and having profitable characteristics under a certain education (TDK,

2014). Choosing a profession is one of the important choices in human life. The type and

capacitive incompatibility existing in our country in terms of workforce and higher

education programs make career and career choices difficult for those who are preparing for

university (Yazıcı, 2009).

There is an assumption in society that certain subjects are challenging.

Even when the school and course information of the children will be tested, the priority is in the

questions regarding the mathematics course. This is because the person preparing the questions

actually believes that the mathematics subject is demanding. So, this issue is not unique to

students. Given the idea that today's students will form the society of the future, it is in our hands

to change this judgment, and the teachers are the ones who are to do it. Ertem-Akbaş(2018).
 E. Statement of the Problem

Purpose of the Study

The purpose of the study is to determine the factors that affect to the students in

choosing their preference especially in mathematics as a teaching profession.

Sub-Questions:

1.
VIII. Methodology

7. Research Design: cross-sectional

8. Sampling: Stratified-Random Sampling
9. Participants: 1st year -3rd year college student