Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

Students’ Difficulties, Misconceptions, and

Attitude Toward Learning Operations on
Algebraic Expressions: An Intervention Study to
Improve Teaching and Learning
Dear Respondents,

Greetings!

This study intends to discover the performance of the students in general mathematics and reveal
the Students’ Di,culties, Misconceptions, and Attitude Toward Learning Operations on Algebraic
Expressions and provide intervention to improve teaching and learning process.

In this light, I would like to ask your expertise on validating the questionnaire and aid in correcting the
items for the purpose of the study.

I look forward to your full support on this endeavor. Thank you very much.

EUGINE B. DODONGAN
GERMIE LIBERO
ELVY DUMAPLIN
Researcher

* Indicates required question

CERTIFICATE OF INFORMED CONSENT

I have read the information provided above. I have been given a chance to ask questions. My questions
have been answered to my satisfaction, and I agree to participate in this study. I have been given a copy
of this form. I can withdraw my consent at any time and discontinue participation without penalty.

1. Your Name *

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Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

2. Gender: *

Mark only one oval.

Female
Male

3. DEGREE *

4. POSITION *

5. NUMBER OF YEARS *

POINTS OF EQUIVALENT

Mark each item with appropriate point based on how you perceive it by checking the correct
number.

5 [Excellent] - No modiPcations needed.

4 [Very Good] - No modiPcations needed but could be improved with minor changes.
3 [Good] - Minor modiPcations needed.
2 [Fair] - Major ModiPcations needed.
1 [Poor] - Items needed to be deleted or excluded

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Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

6. CLARITY *

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1 2 3 4 5

The questions are direct and speciPc. Only

one question is asked at a time. The
participants can understand what is being
asked. There are no double-barreled
questions (two questions in one).

7. WORDINESS *

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1 2 3 4 5

Questions are concise. There are no

unnecessary words.

8. NEGATIVE WORDING *

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1 2 3 4 5

Questions are asked using the a[rmative

(e.g., Instead of asking, “Which methods
are not used?”, the researcher asks, “Which
methods are used?”)

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Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

9. BALANCE *

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1 2 3 4 5

The questions are unbiased and do not

lead the participants to a response. The
questions are asked using a neutral tone.

10. USE OF JARGON *

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1 2 3 4 5

The terms used are understandable by the

target population. There are no clichés or
hyperbole in the wording of the questions.

11. APPROPRIATENESS OF RESPONSES LISTED *

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1 2 3 4 5

The choices listed allow participants to

respond appropriately. The responses
apply to all situations or offer a way for
those to respond with unique situations.

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Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

12. USE OF TECHNICAL LANGUAGE *

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1 2 3 4 5

The use of technical language is minimal

and appropriate. All acronyms are dePned.

13. APPLICATION TO PRAXIS *

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1 2 3 4 5

The questions asked to relate to the daily

practices or expertise of the potential
participants.

14. RELATIONSHIP TO PROBLEM *

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1 2 3 4 5

The questions are su[cient to resolve the

problem in the study. The questions are
su[cient to answer the research
questions. The questions are su[cient to
obtain the purpose of the study.

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Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

SURVEY QUESTIONNAIRE

Mark each item with appropriate point based on how you perceive it by checking the correct
number. Below are the guidelines on using the four-point Likert Scale.

5 [Always] - This means that engagement of students in learning is very much observed.
4 [Often] - This means that engagement of students in learning is much observed.
3 [Sometimes] - This means that engagement of students in learning seldom observed.
2 [Seldom] - This means that engagement of students in learning is less observed.
1 [Never] - This means that engagement of students in learning is not observed at all.

15. AFFECTIVE

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1 2 3 4 5

I enjoy reading about math

I look forward to my math lessons

I do math because I enjoy it

I am Interested in the things I learn in Math

I sometimes feel nervous talking out loud

in front of my classmates

I feel conPdent in my abilities to solve

mathematics problems

I feel conPdent in my abilities to solve

mathematics problems

I can understand my teacher’s explanation

easily

Mathematics is interesting

I would like to use math in my real job after

I leave school

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Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

Working math makes me nervous

I get a sinking feeling when I think of

learning math

Learning math is very frustrating

I feel insecure about asking math

questions in class

I get nervous when math teacher is in class

Math does not scare me at all

I have self-conPdence in learning math

I have conPdence in taking math test

I can solve math problem within a given

time

I can solve math problems without

di[culty

I have conPdence in asking math questions

in class

I can answer math questions in class

I enjoy doing math problems

Math word problems fascinate me

I look forward to a math class

Math is very interesting to me

I enjoy learning math with my friends

I feel comfortable working math problems

16. BEHAVIOR
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Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

16. BEHAVIOR

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1 2 3 4 5

I Pnish my math homework in time

I work hard on my math homework

I study hard for math quizzes

I keep studying until I understand math

material

I am excited when I see math problem

I like working at homework given by my

teacher

I like to speak in public

I am not eager to participate in discussions

that involve mathematics

This class does not keep my attention—I

get bored

Mathematics is boring

I feel excited in learning the subject.

I feel interested in learning.

I feel happy in learning.

I have fun in learning the subject.

I feel everything I learned in the subject.

I get really involved in class activities.

I listen very carefully in the lessons.

I pay attention to the things I am supposed

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Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

to remember.

I complete my assignments.
I complete my assignments.

I extend learning the subject even after the

I extend learning the subject even after the
end of the class.
end of the class.

I actively participate in class discussions.

I actively participate in class discussions.

I form new questions in my mind as I join in

I form new questions in my mind as I join in
class activities.
class activities.

I work with other students and we learn

I work with other students and we learn
from each other.
from each other.

17. COGNITION

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1 2 3 4 5

1. I feel excited in learning the subject.

2. I feel interested in learning.

3. I feel happy in learning.

4. I have fun in learning the subject.

5. I feel everything I learned in the subject.

Math is important in everyday life

I want to develop my math skills

Math is a very necessary subject

Knowing math will help me earn a living

I will need math for my future work

Math helps people to make good decisions

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Students’ Difficulties, Misconceptions, and Attitude Toward Learning…Expressions: An Intervention Study to Improve Teaching and Learning 4/30/23, 10:57 AM

Math improves my thinking capacity

Math is important for other subjects

I try to Pgure out where I went wrong if I

make mistakes.

I go back over things I don’t understand.

I think deeply when I take quizzes in this

class.

I ask myself some questions as I go along

to make sure the work make sense to me.

I search for information from different

places and think about how to put it
together.

I check my book or use other materials like

charts If I’m not sure about things.

I judge the quality of my ideas or work

during class activities.

I try to Pgure out the hard parts on my own.

GENERAL COMMENTS

You can leave your comments here or you can upload your comments in this section

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18. GENERAL COMMENTS

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