LEARNING ATTITUDES TOWARDS CALCULUS AND GEOMETRY AMONG

BSED-MATHEMATICS

Introduction

Mathematics, often considered as the universal language of science,

technology, and innovation, stands as a cornerstone in education. Within the
realm of mathematics, two key disciplines, geometry and calculus, take center
stage, offering profound insights into the fundamental laws governing our world
(Parker Waller, P. and Flood, C.T., 2018). Students' attitudes toward learning
geometry and calculus, encompassing the appreciation, enthusiasm, or
trepidation they hold for these subjects, are essential aspects of their educational
journey. These attitudes significantly influence their motivation, engagement, and
ultimately, their mastery of these foundational mathematical areas.

Geometry, as celebrated for its exploration of spatial relationships,

shapes, and the art of deductive reasoning, beckons students to perceive the
world from a geometric lens (DREME, 2023). As one of the most important
branches of mathematics, its primarily concern focuses with the properties and
relationships of lines, angles, curves and shapes which helps us to describe and
define the world systematically (Unlu and Avcu, 2022). Calculus, on the other
hand, ushers them into the intriguing world of change, dynamics, and the
mathematical underpinnings of natural phenomena. According to Faraz Hussain
(2019), studying calculus will develop invaluable scientific sense and practical
engineering problem solving skills. It will help students understand on how to
think logically to reduce even the most complex systems to a few interacting
components. Thus, both disciplines serve as intellectual crossroads, demanding
unique cognitive and problem-solving skills.
In addition, students' attitudes towards learning geometry and calculus can
be as diverse as the subjects themselves, impacting their learning experiences in
profound ways. According to Gümüş et al (2021), attitude describe as “a learned
predisposition to respond in a consistently favorable or unfavorable manner with
respect to a given object”. When it comes to mathematics, attitude serve as like
or dislike for mathematics, engaging in or avoiding mathematical activities, and
the belief that an individual can be good at mathematics or not. While extensive
research has delved into the broader spectrum of attitudes towards mathematics
education, a more focused examination of students' attitudes towards these
specific branches, geometry and calculus, is imperative.
However, Mathematics as a discipline is considered as one of the most
difficult subjects among Filipino learners. According to Abalde and Oco (2023),
the Filipino students’ performance in Mathematics needs to be improved as
reflected in the 2017-18 Global Competitiveness Report, wherein the Philippines
ranked 79th out of the 138 participating countries in terms of quality Science and
Mathematics education. It has also observed that student’ attitudes towards
learning and study habits have declined because of the different extra-curricular
activities (Capuno et al, 2019). Moreover, Dangle et al. (2020), in their study on
“The Implementation of Modular Distance Learning in the Philippine Secondary
Public Schools,” most of the students have difficulty solving. Problem-Solving
does not only include and require computation, but there is a need to understand
and analyze the problem. It is important that students comprehend the problems.

Moreover, according to the study of Mazana et al (2019), it is seen when

the grade level increases, the mathematics anxiety also increases. They also
found out that more than 80% of students from their conducted assessment
exhibit positive attitude towards mathematics, but the majority are failing their
mathematics examinations. From this, it is understood that the problem is not
only on the students’ attitude toward the subject but there are other factors
affecting their grades. Thus, understanding the factors that underlie these
attitudes is vital for educators, as it empowers them to tailor instructional
methods, curricula, and support systems in ways that resonate with students'
interests, needs, and motivations.
 This research embarks on a comprehensive exploration of students'
attitudes towards learning geometry and calculus, seeking to uncover the
nuanced interplay of factors that influence their dispositions. A recent study by
Salifu et al. (2021) investigated pre-service teachers’ attitudes in terms of (1)
usefulness, (2) enjoyment, and (3) confidence in teaching mathematics. The
authors adapted the aforementioned UGAS scale by adding some open-ended
questions. From the studies mentioned above we may conclude that instruments
measuring students’ geometry and calculus attitudes measure several
constructs, among which the most common are: (1) students’ enjoyment towards
geometry and calculus; (2) negative feelings and attitudes related to studying
geometry and calculus; (3) students’ motivation to learn geometry and calculus;
and (4) students’ perceptions of the usefulness of learning geometry and
calculus. It encompasses the study of various influences, including pedagogical
approaches, classroom environments, and students' perceptions of the practical
and theoretical relevance of these subjects by employing a quantitative research
approach that includes surveys.

This study also aims to provide a holistic understanding of students'

attitudes, preferences, challenges, and motivations in the context of geometry
and calculus education. It will also assess the relationship obtain from differences
in attitudes scores between males and females. Thus, the insights gleaned from
this research will not only enhance the teaching of geometry and calculus but
also have broader implications for mathematics education as a whole. By delving
into the intricate world of students' attitudes, educators and policymakers can
work towards creating more inclusive, engaging, and effective mathematics
learning experiences, ultimately empowering a new generation of mathematical
thinkers and problem solvers.

Statement of the Problem

At the end of this chapter, the researcher will be able to:
1. Assess students’ attitudes toward Calculus and Geometry;
2. Determine the differences in attitudes scores between males and females; and
3.Determine the relationship between students’ attitudes toward Calculus and
Geometry.

Hypotheses:
H0.1: There is no significant relationship between the learning attitudes towards
calculus and geometry among bsed-mathematics.
H0.2: There is no significant relationship of the learning attitudes towards calculus
between males and females.
H0.3: There is no significant relationship of the learning attitudes towards
geometry between males and females.

Theoretical Framework:
Studying attitude is important because it can predict an individual’s response to an object (Ajzen
and Fishbein, 1977). Attitudes guide behaviour and “favourable attitudes predispose positive
responses to the object and unfavourable attitudes predispose negative responses” (Ajzen and
Fishbein, 1977). Attitude is generally classified according to three categories of attitude
responses which are affect, cognition and behaviour or behavioural intention (Breckler, 1984;
Ajzen, 1988; Eagly & Chaiken, 1998). Brown et al. (2002) agreed that these three components
capture the meaning of attitudes accurately. The Tripartite Model developed by Rosenberg and
Hovland (1960) postulates that attitude is a response to an antecedent stimulus (Breckler, 1984).
The antecedent stimulus can be the independent variable. Affect, behaviour and cognition are
classified as the response to that stimulus (Breckler, 1984). According to Ajzen (1988), affect is
related to the evaluation of the feelings toward the attitude object while cognition reflects the
perception of information about the attitude object and lastly, behavioural or behavioural
intention are commitments, and actions toward the attitude object. In the context of attitudes
toward Calculus in this study, affect refers to positive or negative feelings toward Calculus.
Cognition refers to how students perceive Calculus, such as perceiving the usefulness of Calculus
in their lives or relating Calculus to their daily lives, while behaviour reflects how students react
to Calculus. It is possible that students have developed some attitudes toward Calculus because
it is a subject that has been made compulsory for almost all Engineering and Science based
courses in the university, where the study was conducted. Therefore, consistent with Ajzen and
Fishbein (1977), if attitudes toward Calculus are understood, it would be possible to predict
Calculus related behaviour or performance.

By integrating these theoretical perspectives, the study seeks to provide a

comprehensive understanding of the learning attitudes of BSED-Mathematics students
towards calculus and geometry. This multi-faceted approach will enable researchers and
educators to develop strategies to enhance students' attitudes and performance in these
mathematical disciplines, ultimately improving their overall educational experience.

Review of Related Literature

Research in the late 1980s and early 1990s often used a simple definition of
attitude toward mathematics as a positive or negative emotional disposition
toward mathematics. From the recent study entitled Student Attitudes in an
Innovative Active Learning Approach in Calculus by Castillo et al, (2022), one
literature stated that attitude towards mathematics is defined as an aggregated
measure of one’s liking of mathematics, one’s tendency to engage in
mathematics, a belief that one is good or bad at mathematics, a belief in the
usefulness of mathematics, and a belief in the importance of mathematics. This
view of attitudes towards mathematics recognizes that attitude as a
multidimensional construct. Similarly, literature also suggests that attitude
towards mathematics refers to one’s feelings and emotions towards mathematics
including enjoyment, motivation, self-confidence, and value.

Many studies reported that mathematics achievement levels had a causal

influence on students’ attitudes, while other studies viewed that students’
attitudes affected achievement levels, whereby an increase in positive attitudes
towards mathematics might increase students’ achievement levels and students’
enrolment in mathematics courses (Chama et al., 2023). Based on the study of
Abalde and Oco (2023), when students have a very positive attitude toward their
study habits when learning Mathematics. They felt that studying and learning
Mathematics was essential as its success and academic growth depend heavily
on their Mathematics performance. Thus, it is essential for pupils to master and
comprehend its concepts.

However, in numerous studies there has been a significant decrease in

the overall efficiency of students from grade nine to grade twelve in mathematics.
Although this is the case, it is possible that this is due to the fact that students are
required to go through extreme examples of arithmetic homework (Tiwar J,
2020). In addition, a local study entitled Attitude and Performance in
Mathematics I of Bachelor of Elementary Education Students: A Correlational
Analysis by Engr. Gener S. Subia Ph.D.a *, Lily G. Salangsang Ph.D.b , Hernina
B.Medrano Ph.D. (2018) found out that the performance in Mathematics of the
BEED freshmen students was below average which exhibited a negative attitude
towards Mathematics. When dealing with a more complex or convoluted
situation, more advanced procedures will be required, and the processing
requirements will be significant as a result.

. Moreover, studies have also shown that the students who leave their
math courses with negative attitudes are less likely to pursue further studies in
mathematics or related disciplines and use their respective knowledge and skills
in their professional and personal lives. Furthermore, they are more likely to carry
anxiety and fear of mathematical concepts throughout their lives (Sajjad A,
2018).

Learning Attitudes toward Geometry

Learning attitudes are important determinants of academic success and

achievement. In a study on Attitude towards Mathematics and Mathematics
Achievement of Secondary School Learners in Banayoyo-Lidlidda District
(Naungayan, 2022), with the success and failures students experience, an
attitude towards the subject is developed. Attitude towards mathematics can
either be positive or negative. Moreover, a positive attitude towards the subject is
more often associated with success in Mathematics, while the negative attitude is
seen as an indicator of low-level performance, which brings out suggestions on
interventions to improve learning and replacing the 'negative' attitude with
'positive'.

Geometry has taken place in curriculums since elementary education

being an important area of mathematics that is used in daily life, helping students
to realize the world around themselves and appreciate the worth of their world
(Kundu, 2018). It was found that there was very weak relationship between
achievement and four components of attitudes in enjoyment, motivation,
perception of the importance of geometry and freedom from fear of geometry.
According to a study on Teaching Geometry with Different Activities to
Investigate the Students' Perceptions, Attitudes, and Self-efficacies (Zeybek et
al., 2020) regardless of how useful geometry may be in daily life when students
dislike geometric concepts, they demonstrate low achievement. On the other
hand, when students are aware of the benefits of learning geometry, they have a
positive perception. Attitudes and self-efficacy are important in the process of
learning geometry. Students with higher levels of mathematics self-efficacy prove
more likely to understand mathematics and demonstrate a willingness to work on
math tasks. According to the findings, students have low attitude scores towards
geometry in the three dimensions (enjoyment, usefulness, and anxiety) of the
data collection tool. It is explained that students with negative attitudes have
difficulty in geometry. Attitude towards geometry include liking, enjoying and
interest in geometry, or the opposite, and at worst geometry phobia. This means
that the students must like geometry, enjoy the activities performed in geometry
and have interest at heart for geometry (Bora, Ashim & Ahmed, Sahin. 2018). If
students have a positive attitude towards geometry, they are expected to like
geometry, participate in the classroom activities and to be high achievers in
geometry (Tsao, 2018).

Studies by Marpa and Parreῆo (2019) that in the Philippines and in almost
all of the schools, particularly students in the Division of Sagay City have
experienced difficulties in mathematics more specifically in Geometry. The
results of the study A Qualitative Analysis of Grade Nine Students Difficulties in
Geometry (Marpa and Parreῆo, 2019) revealed that students like mathematics
more specifically geometry. They recognize the importance of the subject.
However, some students find it difficult. They find mathematics and even
geometry abstract and boring. Results revealed in a study on Attitude towards
Mathematics and Mathematics Achievement of Secondary School Learners in
Banayoyo-Lidlidda District (Naungayan, 2022) that a student's attitude towards
the subject is related to their performance in the subject. It is essential to
understand the students’ attitude and self-efficacy and its relationship to their
mathematics performance (Laranang, Bondoc 2020). It was revealed on a study
Attitudes and Self- Efficacy of Students toward Mathematics (Laranang, Bondoc
2020), students had a high level of attitude in valuing mathematics as they
believed mathematics is essential in everyday life, and it helps them develop the
mind and teaches them to think. They also had a high level of attitude in terms of
their enjoyment in learning mathematics subjects because they believe studying
mathematics helps them with problem-solving in other areas it is useful. They
also think that having a strong background in mathematics could help them in
their professional life. The students had a moderately high level of attitudes in
terms of motivation in learning mathematics as they feel nervous and makes
them feel uncomfortable during mathematics class. Students’ self-efficacy in
mathematics was moderately high because of the belief they will be able to use
mathematics in future careers when needed.

As stated in a study on Factors Affecting the Academic Performance of

Learners in Mathematics Amidst the Pandemic (Mijares, 2022) self-efficacy, math
anxiety, and motivation, are some of the factors that influence students' attitudes
toward mathematics. A higher academic performance is associated with a more
positive attitude, a higher level of self-efficacy, and a higher level of motivation in
mathematics. Students who have a positive attitude toward the subject perform
better. In addition, negative attitudes toward mathematics result in
disengagement, increased anxiety, and a lack of confidence, as well as a
reluctance to try to improve skills. Many students perform poorly in geometry and
find the subject very difficult and uninteresting. Students face different types of
problems in learning geometry. Moreover, research conducted in a study on
secondary school students’ attitudes towards their learning geometry, reflected
that the majority of the students in Bindura Urban did not like solving geometrical
problems (Tsao and Tung, 2022). Moreover, males perform better than females
on geometry problems and that in many cases; recent research has revealed that
there is no significant relationships in that secondary school students both boys
and girls students and have almost the same attitude towards geometry (Kundu,
2018). Studies by Tsao and Tung (2022) on High School Students’ Attitude
Towards Their Learning Geometry, the results showed that the high school
students’ attitude towards geometry is slightly negative below medium. However,
the high school students’ attitudes toward the usefulness of geometry are slightly
positive and many of them believe that geometry is a valuable and necessary
topic which could help them in their future careers and education. The study
reveals that there exist significant differences in attitude towards confidence in
learning geometry between male-female students.

Based on the findings from the study of Bora and Ahmed (2018) entitled
Secondary School Students’ Attitude Towards their Learning Geometry: A
Survey of Diphu Town Secondary Schools reveals that there exist significant
differences in attitude towards learning geometry between male-female students.
Male student’s attitude responses are higher than that of female students. The
study on Investigation into Secondary School Students’ Attitude towards
Learning of Geometry in Zamfara State, Nigeria (Suleiman, Ismail and Bello,
2020) revealed that students’ attitude towards geometry was relatively high
generally, with male students having much higher positive attitude to geometry
than their female counterparts and that difference between them was not
statistically significant at α = 0.05 level of significance. Results of the study on
Attitude of Secondary Level Students towards Geometry (Kundu, 2018)
demonstrate that there is no significant relationship between secondary school
students both boys and girls students and have almost the same attitude towards
geometry.

ILOVEYOU NAIMS!!!

Learning Attitudes toward Calculus

Definition:

Calculus is a mathematical concept that can be applied in a variety of

fields of study. Calculus is only useful in a very small number of fields, and the
great majority of students are not interested in pursuing a career in these fields
after high school. It prepares students who will be future scientists, engineers, and
physicians. Basically, this subject requires students to determine the limit of a function,
differentiate and integrate algebraic, exponential, logarithmic, and trigonometric functions in
one variable, and formulate and solve problems involving continuity, extreme values, related
rates, population models, and areas of plane regions. Calculus has generally been crucial to
developing many scientific advancements, particularly in physics and engineering. As a result,
academics are required to aid students in their understanding of the significance
of mathematics in their chosen career route by providing them with resources
and guidance (Tiwar J, 2020). As part of mathematics is of an abstract nature
and most learners find it challenging to understand its abstractness. Thus, it is
important to consider learners’ perceptions and attitudes towards the learning of
calculus since positive perceptions and attitudes can greatly enhance learners’
morale and hence result in an improved understanding of the concepts in the
topic of Calculus (Chama et al., 2023).

A Global Perspective (Challenges)

Globally, calculus is recognized as a fundamental component of science,

engineering, and technology. Its principles are ubiquitous, serving as the
backbone for numerous technological advancements and scientific
breakthroughs. Despite its importance, students worldwide often perceive
calculus as abstract, challenging, and monotonous. In the United States of
America (USA), Calculus is and has, always been considered a university-level
course. However, of late Calculus has been taught in high schools. The
challenge has been that Calculus has a long-standing reputation of being a
barrier for students desiring to proceed to the university. There has been a high
rate of failure in Calculus by students in the US high schools who attempt to
enter university. This is similar to Japan as well, where even though the students
demonstrated superior skills in algebraic compared to their American
counterparts, there was no difference in their understanding of Calculus in Japan
and for most of those whom Calculus is a requirement for an intended major, this
same course is then redone at university (Chama et al., 2023).

A study conducted in Brazil stated in the literature of Bedada T and

Machaba F, (2022) found that calculus (and the way it was taught) was the
primary cause of failure among college and university students. Traditionally,
students experience calculus as difficult, hard to understand and daunting;
innovative methods and approaches are needed to make teaching and learning
of calculus more effective (Charles-Ogan & Ibibo, 2018). As early as the end of
the last century, It is identified that calculus is the subject that prevents many
students from completing courses in science and engineering.

A literature stated in the study of Yee, L (2019) Mathematics Attitudes and

Achievement of Junior College Students in Singapore, provides one such study
on 388 students from seven junior colleges in Singapore reported that about half
of the participants have negative attitudes toward the learning of calculus.
Specifically, 70% of the participants found calculus difficult and almost 50% did
not enjoy learning calculus.

Local Studies:

A study conducted at Mindanao State University – General Santos by

Picaza R. and Cortez M. (2023) entitled with Structural Equation Modelling
Analysis of the Relationship among Students’ Intellectual Supports, Attitudes,
and Achievement in Calculus, shows that students’ attitudes toward calculus and
the intellectual support they receive significantly impact their academic
performance. Peer and teacher support are significantly correlated with calculus
performance, whereas school and family support are not significantly correlated
with calculus performance. This highlights the crucial role that colleagues and
instructors play in the academic success of students, specifically their calculus
performance. Accordingly, it is recommended that calculus instruction include
more opportunities for collaborative learning and that instructors develop their
supportive positions further.

A literature from the paper of Casinillo & Tavera, (2021), stated that the
common problems in learning calculus are low participation of students,
difficulties in answering problem sets, little mastery of basic calculus concepts,
and lack of logical minds in problem-solving. To have a good performance in
calculus class, students must be able to actively participate in answering problem
sets, have knowledge and thinking skills that can be used in problem-solving for
contextual problems, and able to make problem-solving models (Awaludin et al.,
2020). This means that students must develop their problem-solving skills in
mathematics with the aid of suitable teaching strategies. Furthermore, students
must have an interest and enough background on pre-calculus topics
(Casinillo&Aure, 2018). However, there are also learning experiences of students
that need to be addressed. These are the negative effect of learning due to
boggling and difficulties they have encountered in the classroom environment
which affects their learning behavior.

A study of CALCULUS TEACHER’S COMPETENCIES AS CORRELATES OF STUDENTS’

LEARNING EXPERIENCES by Leomarich F. Casinillo (2023). This current study aims to elucidate
the effect of teachers' competencies concerning the students' different learning experiences in
calculus classes. Results revealed that the competencies of calculus teachers such as “prepared”,
“knowledgeable”, “mastery”, “organized”, “decent”, and “approachable” are significantly and
positively correlated to the students’ experiences such as "creative", "challenging", "enjoyable",
"logical," "rewarding", and "interesting." This implies that calculus teachers must be well-
educated during the class discussion through rigorous preparation and studying of the subject.
Conclusively, teachers must develop a mastery of calculus topics and apply an organized
procedure during their lectures. Additionally, a well-groomed, neat, attractive, and professional-
looking may be integrated in front of their students so that respectfulness takes place and
achieve a healthy learning environment. Likewise, open-mindedness and a good personality as a
teacher result in an interactive and stimulating discussion. To cultivate students' interest in
class, teachers must give some incentives or additional points for meritorious performance. In
that case, students can have a sense of rewarding tasks to work with and set a goal in their
minds. Encourage students to develop good study habits and motivate them to do learning
activities that develop critical thinking skills. Moreover, teachers are encouraged to use
examples (real-life problems) that are related to their degree program so that students can
appreciate the subject. To obtain all these things, it is recommended that calculus teachers may
undergo rigorous training and seminars concerning calculus teaching to become knowledgeable,
flexible, creative, passionate, and competitive educators. In addition, it is also recommended
that teachers who will teach college calculus and other higher mathematics subject must hold at
least a master's degree in line with mathematics education or pure mathematic.

Econometric Evidence on Academic Performance in Basic Calculus of Science,

Technology, Engineering and Mathematics (STEM) Senior High Students by Leomarich F.
Casinillo Ma. Rachel Kim L. Aure (2018), to evaluate the different factors affecting the academic
performance of students in Basic Calculus and to determine which factor has a significant effect
to the academic performance of the senior high school curriculum are the main objectives of the
study. Results revealed that students enrolled in Basic Calculus must consider their knowledge in
Pre-Calculus to better understand the topic. Further, the students must cultivate their interest
on the said subject in order to perform well. Students may not be striving hard enough on Basic
Calculus due to a lot of subject in their curriculum and certain limitations from their own
individual capacities. The student’s performance may still remain limited by knowledge, interest,
and capability. Moreover, academic performance in Basic calculus was not derived from
demographic profile and economic resources but to their past knowledge and interest of the
said subject. Periodic evaluation can help the teachers improve their teaching strategies as they
get feedback from their students and relate this to their academic performance. At the same
time, the students must also be motivated to learn and do their best in each subject. In this
aspect, the teacher can directly influence the students. The teacher can foster a more
stimulating class atmosphere to better encourage all students to participate in class discussions
and class activities. It will certainly help if the teacher has a positive attitude, good personal
qualities, and good teaching skills, too, which will surely have a positive impact on student
performance under any teaching strategy despite of the different factors. Conclusively, conduct
of a similar research study has to be done in order to further verify the results of this study,
evaluate Pre-Calculus and Calculus subjects in relation to teaching strategies, assessment
methods, and topics covered.

Literature Review Students’ of Perception and Academic Performance of STEM Students

in Learning Calculus by Bonifacio L. Giangan Jr.*, Melanie G. Gurat (2022), perception Students
in various situations and statuses have different perceptions of the foundation of the
prerequisite knowledge in learning calculus. However, this brought a further study that may
relate to how the students or learners reveal their perception in learning Calculus. According to
García-Santillán et al. (2016), the study of mathematics could be analyzed from various angles.
This means considering the viewpoint of the subject matter of mathematics, student's
perceptions and attitude, assessing their needs, attitudes, beliefs, and feelings to confront them,
from the point of view of the teachers, from the educational system, their curricula, and the
teaching-learning models involved. Meanwhile, Ellis, Kelton, and Rasmussen (2014) stated that
when considering factors like course enrollment and other background variables, the studies
reveal that students are more likely to identify as Switchers than Persisters if they believe their
instructor holds whole-class discussions infrequently. Susilawati, Darmawan, and Desiasni (2020)
highlighted that the students' difficulty levels stayed constant. Tang, Nor, and Voon (2013)
revealed that Calculus learning, as perceived by the students and ideas made by the lecturers to
improve it and lessons in calculus, ought to be structured to relate concepts and theories to
practical applications. On the other hand, Krishnan (2016) highlighted that when learning
mathematics, students prefer the online approach, but when it comes to assessment, they
prefer the traditional mode. Academic Performance Based on the 2018 Program for
International Students Assessment (PISA) results, the Philippines performed poorly under
challenging courses like calculus and came in second last overall in mathematics. Padernal and
Diego (2020) revealed that regardless of the student’s place of origin or entrance exam results,
senior high school students generally performed at an average intellectual level in Pre-Calculus.
Further, Ayebo et al. (2016) emphasized that college calculus has a great deal of potential to
increase the proportion of students majoring in STEM professions. It is a prerequisite for all
STEM disciplines and, if taken effectively, should give students a successful first year of college
and a springboard into more challenging coursework. Meanwhile, Nasir et al. (2018) stressed
that since students frequently memorize information rather than comprehend it, their
performance is average. Tarmizi (2010) conducted a study on visualizing students' difficulties in
learning Calculus. He found that students do not perform well in Calculus and that they need
further attention, such as conducting tutorial sessions to check their misconceptions of the
students. Similarly, Tsvigu (2007) also conducted a study on calculus, but the experiences, and
learning styles were considered. Furthermore, the modality in the study was distance learning.
Also, Fatimah and Yerizon (2019) analyzed the student learning difficulties with calculus subjects

Something Positive Approach:

A study conducted by the Mathematical Association of America showed

that calculus not only has significant effects on students’ decision to pursue
STEM fields, but also on their attitudes towards mathematics. Based on the
findings from the study of Chama et al (2023) entitled Learners’ Perceptions and
Attitudes Towards Learning of Calculus in Secondary Schools, shows that most
learner respondents view calculus as an important subject that encourages them
to think more deeply and, as a result, improves their ability to make decisions in
daily life. As a result, learners have a positive attitude toward calculus.
Additionally, perceptions and attitudes guide how they see things and how they
should respond to them.

Instructors’ actions and inaction can have a positive or negative impact on

students’ attitudes about learning mathematics. The majority of students said that
their teachers have a significant influence on how they feel about math. Students’
attitudes toward learning calculus are influenced by their enthusiasm in the
subject. However, students lack access to enough study materials to aid their
calculus development. In order to change students' attitudes about learning
calculus in a positive way, it is important for teachers to start giving them more
study materials. (Chama et al., 2023).

A study conducted at Mindanao State University – General Santos by

Picaza R. and Cortez M. (2023) entitled with STRUCTURAL EQUATION
MODELLING ANALYSIS OF THE RELATIONSHIP AMONG STUDENTS’
INTELLECTUAL SUPPORTS, ATTITUDES, AND ACHIEVEMENT IN
CALCULUS shows that students’ attitudes toward calculus and the intellectual
support they receive significantly impact their academic performance. Peer and
teacher support are significantly correlated with calculus performance, whereas
school and family support are not significantly correlated with calculus
performance. This highlights the crucial role that colleagues and instructors play
in the academic success of students, specifically their calculus performance.
Accordingly, it is recommended that calculus instruction include more
opportunities for collaborative learning and that instructors develop their
supportive positions further.

https://eric.ed.gov/?id=EJ1227082

Dangle YR, Sumaoang J. The implementation of modular distance learning in the

Philippine secondary public schools; 2020 [Cited Oct 26 2021].
Available:https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf.
DOI: 10.33422/3rd.icate.2020.11.132

Awaludin, A., Wibawa, B., &Winarsih, M. (2020). Integral Calculus Learning Using Problem Based
Learning Model Assisted by Hypermedia-Based E-Book. JPI(JurnalPendidikan Indonesia), 9(2),
224-235.
Casinillo, L. F. &Aure, M. R. K. L. (2018). Econometric Evidence on Academic Performance in
Basic Calculus of Science, Technology, Engineering and Mathematics (STEM) Senior High
Students. Journal of Educational and Human Resource Development, 6, 238-249.