PERFORMANCE TASK IN

RESEARCH IN DAILY LIFE 2

Researchers:
1. Hazel Joyce Agpalo
2. Merylle Cruz
3. Marianne Agpalo

THE PROBLEM AND ITS BACKGROUND

Research Title:

Influential Factors of Students to appreciate mathematics

Research Problem:

This study or research aims to know the reason and influential factors why some students can’t
appreciate and find it difficult to mentally grasp mathematics.

Research Questions:

The researchers seek to answer the following questions:

1. Is there an influential factor that affects a student’s appreciation in terms of:

1.1 Teaching skills or strategy
1.2 Student’s study habits
2. Is there an advice to how should a teacher educate and act in front of students?
3. Is there a solution for students to cope and overcome the difficulties of math?

Research Question/s and Accompanying Null Hypothesis and Alternative Hypothesis

1. Ho- There is no influential factor that affects a student’s appreciation in terms of teaching
skills and student’s habits.
Ha- There are influential factor that affects a student’s appreciation in terms of teaching
skills and student’s habits.
2. Ho- There is no any advice to how should a teacher educate and act in front of students.
Ha- there are an advice to how should a teacher educate and act in front of students.
3. Ho- There is no solution for students to cope and overcome the difficulties of math.
Ha- There are a solution for students to cope and overcome the difficulties of math.

Conceptual Framework

Definition of terms
  Appreciation- an ability to understand the worth, quality, or importance of something
influential : having the power to cause changes : having influence
 Factor- something that helps produce or influence a result -One of the things that cause
something to happen
 Instructional materials- They are whatever materials used in the process of instruction.
 Study habits- the behaviours used when preparing for tests or learning academic material.
 Teaching skills- defined as a group of teaching acts or behaviours intended to facilitate
students learning directly or indirectly.

REVIEW OF RELATED LITERATURE AND STUDIES

“Student’s Perception of Factors Influencing Teaching and Learning of Mathematics in Senior

Secondary Schools in Maiduguri metropolis, Borno State, Nigeria (2016)” IISTE. Retrieved
from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/EJ1109160.pdf&ved=2ahUKEwj1
uY2SoJHuAhULBKYKHbdfCkEQFjAQegQIBRAB&usg=AOvVaw0DjmgsCz7dc_3hPfALb-
Xw&cshid=1610279847141

“Factors Influencing Student’s Mathematics Performance in some Selected Colleges of

Education in Ghana (April 2015)” European Center for Research Training and Development UK.
Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=http://www.eajournals.org/wp-content/uploads/Factors-
Influencing-Students----Mathematics-Performance-In-Some-Selected-Colleges-Of-Education-In-
Ghana.pdf&ved=2ahUKEwicn46pqZHuAhWV7GEKHZCACWI4FBAWMAZ6BAgBEAE&us
g=AOvVaw2PeaGny-GaoV_zbIHz0IDu

“Students' Achievement in Math and Science: How Grit and Attitudes Influence? (January
2018)“ Canadian Center of Science and Education. Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/EJ1167661.pdf&ved=2ahUKEwic
yKuxqpHuAhUkCqYKHQM0Al4QFjACegQIEBAB&usg=AOvVaw1T6vrksaZF896dr7n02Df
M&cshid=1610280532026

“Factors Influencing Students Performance in Mathematics in Kenya Certificate of Secondary

Education in Public Secondary Schools in Butere Sub Countu, Kenya (2015)” University of
Naorobi. Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=http://erepository.uonbi.ac.ke/bitstream/handle/11295/92823/Adin
o_Factors%2520influencing%2520students%2520performance%2520in%2520mathematics
%2520in%2520Kenya%2520certificate%2520of%2520secondary%2520education%2520in
%2520public%2520secondary%2520schools.pdf%3Fsequence
%3D1&ved=2ahUKEwiH_cqWrJHuAhV9yYsBHcUiCjMQFjAAegQIARAB&usg=AOvVaw3I
70rgumCoCLxjVO9JMcjJ

“Factors that Influenced Mathematics Attitudes (July 2006)” University of Nebraska. Retrieved
from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://digitalcommons.unl.edu/cgi/viewcontent.cgi%3Farticle
%3D1017%26context%3Dmathmidsummative&ved=2ahUKEwjy3Nu7q5HuAhWIfXAKHa-
RB-E4ChAWMAN6BAgIEAE&usg=AOvVaw2xNTjIpO1qLGUrfxpd2-Xg

“Structural Model of Students' Interest and Self-Motivation to Learning Mathematics (December

2018)” Hindawi. Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.hindawi.com/journals/edri/2018/9417109/&ved=2ah
UKEwj1uY2SoJHuAhULBKYKHbdfCkEQFjAOegQIBhAB&usg=AOvVaw3ZCyuSP1vuAYu
xgSHoQ1i2&cshid=1610279847141

“Relationship between pre-service teacher’s mathematics self-efficacy and their mathematics

achievement (2019)” African Journal of Educational Studies in Mathematics and Sciences.
Retrieved from https://www.ajol.info/index.php/ajesms/article/view/187476/176748

“Mathematical Disposition of Junior High School Students Viewed from Learning Styles
(August 2017)” AIP Publishing. Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://aip.scitation.org/doi/pdf/10.1063/1.4995152&ved=2ahUK
EwiS5K7_q5HuAhXr-
GEKHRLQCpU4FBAWMAJ6BAgHEAE&usg=AOvVaw0g9bhVDVN3pAkncFPYP-TD

“An Assessment of Factors Affecting Students' performance in Mathematics at K.C.S.E level in

Secondary Schools in Kakamega County, Kenya (December 2013)” Kenyatta University.
Retrieved from https://www.google.com/url?sa=t&source=web&rct=j&url=https://ir-
library.ku.ac.ke/bitstream/handle/123456789/9977/An%2520assesment%2520of%2520factors
%2520affecting%2520students%27perfomance%2520at%2520K.C.S.E%2520level
%2520.......pdf%3Bsequence
%3D1&ved=2ahUKEwj9vffHspHuAhXWyosBHTApDDsQFjAMegQIGRAB&usg=AOvVaw0
T6VzfCHL8xRiUKZpbv0hD

“Factors Affecting the Mathematics Problem Solving of Filipino Pupils (February 2018)”
International Journal of Scientific and Research Publication. Retrieved from
https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.ijsrp.org/research-paper-
0218/ijsrp-
p7461.pdf&ved=2ahUKEwjR7N6EvpHuAhXWAYgKHSN6DFsQFjAJegQIFRAB&usg=AOvV
aw31m38KRbu14xCDPGrphCGM
Heinz. Aiso (2008) says that the development of an individual student’s achievement depends on
the achievement level and interest in mathematics. Moreover, he recommends that the students
expressed any fear of mathematics sovereign on their achievement level.

Wang & woo (2007) to enable student-centered learning, many writers advise to use of media
and technology.

This study is anchored on the Self-concept theory, as discussed by Sincero (2012), which
mentioned three aspects of self-concept. First, Self-concept is learned. Individuals develop the
self-concept and can be changed, which the surrounding environment affects (Zimmerman,
2013). This is a result of the contacts with different individuals through socialization. Likewise,
when students observed from the societal stereotype that boys are better than girls in Math, they
tend to develop the concept based on what is perceived by society to be true to them

Dramanu and Balarabe (2013) cited that self-concept is multifaceted, hierarchical, organized and
structured, descriptive and evaluative, stable, and yet increasingly situation specific. Moreover,
academic self-concept is an evaluation of the perception of students based on their experiences
and interpretation of the events that they experience in school which leads to the formation of
specific attitudes, feelings, and perceptions about one’s intellectual and academic abilities based
on the academic scenario.

In the study of Guay et al. (2010), which aimed to investigate the self-concept of the students,
they found that students who have high academic self-concept have higher grades because they
are more motivated to perform well in school. However, students who have low self-concept
avoid school tasks because they consider these as threats, which led them to have poor
performance.

Timmerman et al. (2017) examined the relationship between the Math self-concept and Math
achievement of the 108 twelve to 14-year-old students from a secondary school in the
Netherlands. They found that there is a significant positive correlation between Math self-
concept and achievement of the students in all four domains of Math, such as measurement,
relations, numbers, and scale. Furthermore, the regression analysis showed that Math self-
concept was significantly accounted for in the variance of Math scores of the students.
Gallo & Johnson (2008) administered a test of basic math skills to 696 students enrolled in
various college economics courses in order to understand the factors influencing a student’s
ability to apply basic math skills in practical settings. Students with strong elementary math
skills perform significantly better in applied contexts and that taking more math classes in
college improves a student’s ability to apply mathematics substantially. One of the major
conclusions of their paper is that among the controls for mathematical background, mastery of
very elementary math skills as measured by performance on their administered exam is of utmost
importance. The results of their research pointed out that a substantial number of students lack
the mastery of very elementary math concepts. Hence, they suggested that professors identify
students with weak basic math skills early on so that some type of remediation can be done to
bring these students up to par (Gallo & Johnson, 2008)

According to Math Fluency (2011), educators and cognitive scientist agree that the ability to
recall basic math facts fluently is necessary for students to attain higher-order math skills. The
implication for mathematics is that some of the sub-processes, particularly basic facts, need to be
developed to the point that they are done automatically. If this fluent retrieval does not develop
then the development of higher-order mathematics skills-such as multiple-digit addition and
subtraction, long division, fractions – may be severely impaired. Indeed, studies have found that
lack of math fact retrieval can impede participation in math class discussions, successful
mathematics problem-solving and even the development of everyday life skills. And rapid math-
fact retrieval has been shown to be strong predictor of performance on mathematics achievement
tests.

Dionne I Cross Francis (2015) Researchers in the field of mathematics education have focused
on beliefs as a significant area of study because of the influence of beliefs on what is taught and
learned. Much of the research in this area speaks about inconsistency between teachers’ beliefs
about mathematics teaching and learning and their classroom practices.

Erin N Goodykoontz (2008) Many students have poor attitudes toward mathematics. This mixed
methods study investigates factors that affect college students' attitudes toward mathematics as
well as what may be done to reverse or prevent poor student attitudes in the future. Ninety-nine
college algebra students completed a retrospective quantitative survey in order to amass
numerical data and guide interview choices. Twenty-three of the ninety-nine students were
interviewed to gain in-depth knowledge of what factors affect their attitude as well as
suggestions on improving these attitudes.; From this study, student attitudes are most affected by
four external factors: the teacher, teaching style, classroom environment, and assessments and
achievement. Additionally, one internal factor, individual perceptions and characteristics, also
affect student attitudes. It is suggested that educators can affect the four external factors in order
to influence the internal factor and, in turn, student attitudes.