Chapter 1

THE PROBLEM

Introduction

The global view of learning abstract algebra is that it is a challenging

mathematics area requiring students to understand abstract concepts and

structures. Abstract algebra is an advanced area of mathematics that deals with

abstract algebra structures and properties, such as groups, rings, and fields,

rather than numbers and equations. Learning abstract algebra is essential for

students pursuing careers in mathematics, physics, computer science,

engineering, and other areas that require advanced mathematical skills.

Students' perceptions of abstract algebra vary widely, depending on

factors such as their prior knowledge and experiences with mathematics, the

quality of instruction and learning materials, and their attitudes toward the

subject. Some students find abstract algebra a fascinating and intellectually

stimulating clarification of the subject's abstract nature and explore complex and

conceptual structures. These students often enjoy the challenge of working with

abstract algebraic structures such as groups, rings, and fields and enjoy the

opportunity to engage in problem-solving and critical thinking.

On the other hand, some students find abstract algebra a complex and

challenging subject that they struggle to understand. They may need clarification

on the subject's abstract nature and help to apply abstract concepts to real-world

problems. These students may also need help with the notation and terminology

1
used in abstract algebra, which can differ from those used in other mathematics

areas.

In addition, some students may perceive abstract algebra as irrelevant to

their future career goals or feel it only applies to their interests or passions.

These students may have a negative attitude toward abstract algebra and need

more motivation to engage with the subject. Students' attitudes toward abstract

algebra vary globally. In some countries, such as Japan, students tend to

perform well in mathematics, including abstract algebra, due to a strong

emphasis on mathematics education in schools (MEXT, 2017). In other

countries, such as the United States, students may struggle with abstract algebra

due to a lack of exposure to advanced mathematical concepts and inadequate

teaching methods (National Academies of Sciences, Engineering, and Medicine,

2018).

However, students' perceptions of abstract algebra can be influenced by

various factors, including the quality of instruction and learning materials. When

instruction is well-designed and engaging, students are more likely to develop

positive perceptions of abstract algebra and may be more motivated to engage

with the subject. Additionally, when learning materials are well-written and

accessible, students are more likely to develop a strong understanding of

abstract algebra. They may be more confident in applying abstract concepts to

real-world problems.

Studies have shown that some students struggle with the abstract nature

of abstract algebra while others find it fascinating. Learning materials' quality and

2
accessibility may also impact students' abilities to engage with the material and

form positive attitudes toward the subject. To improve students' attitudes toward

abstract algebra, it is essential to identify and address the factors that hinder their

learning.

Astuti and Sari (2018) found that several factors contribute to students'

struggles in abstract algebra lectures, including a lack of understanding of the

presented problems, lack of experience with abstract algebra and problem-

solving, ignorance of prior concepts, tedious teaching strategies, lack of attention

from lecturers, and insufficient time allotted to each student. These factors can

be categorized as internal or external factors that hinder students' learning of

abstract algebra.

Therefore, this study aimed to evaluate the relationship between learning

materials, prior knowledge, and attitudes of Bachelor of Secondary Education

major in Mathematics third-year students toward abstract algebra. By

understanding how these factors influence students' attitudes toward the subject,

educators can identify ways to improve student's learning experiences in abstract

algebra.

Overall, students' perceptions of abstract algebra are complex, varied, and

influenced by various factors. By understanding these perceptions, educators

can design instruction and learning materials that are more engaging and

effective and can help students develop a deeper understanding of abstract

algebra and its applications.

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 Various factors influence students' attitudes toward abstract algebra,

including prior experiences, cultural backgrounds, attitudes toward the subject,

and the quality of learning materials and instruction. To improve students'

attitudes and learning outcomes in abstract algebra, educators must identify and

address the factors that hinder their learning, including internal and external

factors. This study contributes to a better understanding of how learning

materials and prior knowledge influence students' attitudes toward abstract

algebra, ultimately leading to better learning outcomes in this challenging area of

mathematics.

Theoretical Framework

Abstract Algebra is a challenging subject that requires students to have a

solid foundation in mathematical concepts and problem-solving skills. Several

theories can be applied to enhance student engagement in abstract algebra,

including the cognitive load theory, the self-determination theory, and the social

cognitive theory. According to the cognitive load theory (Sweller, 1988), students

have limited working memory capacity, and overloading them with too much

information can lead to cognitive overload, reducing their learning ability.

Therefore, learning materials that reduce cognitive load, such as clear and

concise examples and diagrams, can enhance student engagement in abstract

algebra.

Moreover, the self-determination theory (Deci & Ryan, 1985) suggests that

students are more likely to be engaged in learning when they have a sense of

4
autonomy, competence, and relatedness. Thus, allowing students to choose their

learning materials, such as selecting from various textbooks or online resources,

can enhance their engagement. Additionally, providing opportunities for

collaborative learning and building a supportive classroom community can

increase students' sense of relatedness and motivation to learn.

Furthermore, prior knowledge and attitudes toward the subject significantly

influence student engagement in abstract algebra. According to the social

cognitive theory (Bandura, 1986), students' beliefs about their ability to succeed

(self-efficacy) and their expectations of success can influence their motivation

and engagement in learning. Therefore, it is crucial to assess students' prior

knowledge of mathematical concepts and their attitudes toward abstract algebra

at the beginning of the course. Based on the assessment, instructors can tailor

their teaching approaches and provide targeted support to enhance students'

engagement.

Conceptual Framework

The conceptual framework for this research study on enhancing student

engagement in abstract algebra was centered on three main factors: learning

materials, prior knowledge, and attitudes toward the subject. Abstract algebra is

a complex branch of mathematics that involves abstract concepts and symbols,

which can be difficult for students to understand and engage with. Therefore, the

study aims to understand how using effective learning materials, students' prior

5
knowledge, and attitudes toward the subject can enhance student engagement

and improve learning outcomes in abstract algebra.

Students` Engagement in
Abstract Algebra

Availability of Proposed
Learning Materials
Enhancement Program

Prior
Knowledge

Attitudes
towards the
Subject

Figure 1. Schematic Diagram showing the variables of the study.

6
Statement of the Problem

The primary purpose of this study was to evaluate the relationship

between learning materials, prior knowledge, and attitudes of BSED Mathematics

third-year students toward abstract algebra at Caraga State University-Main

Campus for the academic year 2022-2023.

Specifically, it aimed to answer the following:

1. What is the level of availability of the learning materials in terms of

1.1 pdfs;

1.2 power points;

1.3 ebooks; and

1.4 board works?

2. What is the level of participant’s prior knowledge in Abstract Algebra in

terms of

2.1 set theory;

2.2 number theory;

2.3 linear algebra; and

2.4 proof techniques?

3. What is the level of participant’s attitude towards Abstract Algebra in terms

of

3.1 interest;

3.2 motivation;

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 3.3 confidence;

3.4 perceived relevance of the course?

4. Is there a significant relationship between the availability of learning

materials and the participants' prior knowledge of Abstract Algebra?

5. Is there a significant relationship between the participants' prior knowledge

and their attitude toward Abstract Algebra?

6. Based on the study's findings, what enhancement program can develop?

The Objective of the Study

This study was directed with the following objectives:

1. To determine the availability of various learning materials in BSED

Mathematics students' engagement in abstract algebra.

2. To acquire the level of prior knowledge of the participants based on their

engagement in abstract algebra.

3. To measure the attitudes of BSED Mathematics students toward abstract

algebra.

4. To develop an enhancement program that could address the needed things to

enhance students' engagement in abstract algebra based on the study's findings

and suggest areas for further research.

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Hypotheses of the Study

The following are the study's hypotheses:

Ho1: There is no significant relationship between the availability of learning

materials and the participant's prior knowledge of Abstract Algebra.

Ho2: There is no significant relationship between the participant's prior

knowledge and attitude toward Abstract Algebra.

Significance of the Study

The study's results may contribute to the following individuals who

motivate the researchers to conduct the investigation. This could be helpful for

the following:

Students. The study's findings help identify the factors that affect their

attitudes toward abstract algebra. The study can inform instructional design,

enabling teachers to develop suitable materials and teaching methods that

promote positive attitudes toward the subject. The study's findings also motivate

students to engage more in learning abstract algebra, leading to better academic

performance and career opportunities.

Teachers. The study can provide insights into effective instructional

practices that promote positive attitudes toward abstract algebra. This can help

teachers tailor their teaching strategies to students' needs, improve engagement

and motivation, and ultimately improve student learning outcomes.

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 Administration. The study's findings can help shape mathematics

curricula, materials, and teacher training programs. This can improve the quality

of mathematics instruction and enhance student's learning outcomes, leading to

better performance on standardized tests and higher enrollment in advanced

mathematics courses.

Parents. The study's findings can provide insights into the factors that

affect their children's attitudes toward mathematics. This can enable parents to

better support their children's academic pursuits, such as providing access to

quality learning materials and supporting their children's efforts to engage with

abstract algebra.

Future Researchers. This inquiry may add valuable information favorable

to the researchers, which may add inputs to researchers that they could use in

the field or natural setting.

Scope and Delimitation of the Study

This study examined the factors influencing student engagement in

abstract algebra, specifically the role of learning materials, prior knowledge, and

attitudes toward the subject. The study aims to provide insights into how these

factors can be leveraged to enhance student engagement in abstract algebra.

This study was limited to the context of abstract algebra and does not

explore student engagement in other areas of mathematics or other academic

disciplines. The study also focused on the influence of learning materials, prior

10
knowledge, and attitudes toward the subject. It does not examine other factors

affecting student engagement, such as teaching styles, classroom environment,

or socioeconomic status. The study was also limited to a specific group of

participants, and the findings may not be generalizable to other populations.

Definition of Terms

This section presents the terms used in this study.

Abstract algebra. Refers to the branch of mathematics that deals with

algebraic structures and their properties, including groups, rings, and fields,

which are not necessarily based on arithmetic operations. This is the central

concept of the study, which refers to a branch of mathematics that deals with

mathematical structures such as groups, rings, and fields. It involves abstract

concepts and symbols students need help understanding and engaging with.

Attitudes toward the subject. This refers to students' attitudes and

beliefs about abstract algebra, including their perceptions of its relevance,

difficulty, and interest. The study will examine how attitudes toward the subject

affect student engagement and learning outcomes.

BSED Mathematics students. Refer to students pursuing a Bachelor

of Secondary Education (BSED) in Mathematics.

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 Instructional design. Refers to the systematic process of developing

effective instructional materials, activities, and strategies to facilitate learning and

achieve specific learning objectives.

Learning materials. This refers to the resources and materials used to

teach abstract algebra, including textbooks, lecture notes, videos, and interactive

software. The study will examine how different learning materials can impact

student engagement.

Learning outcomes. Refer to the expected or actual learning process

results, including knowledge, skills, attitudes, and behavior changes.

PDF: It stands for Portable Document Format. It is a file format used for

presenting and exchanging documents independent of software, hardware, or

operating systems.

Prior knowledge. This refers to students' existing knowledge and

understanding of mathematics, particularly algebraic concepts, and skills that are

necessary for abstract algebra. The study will examine how prior knowledge

affects student engagement and learning outcomes.

Student Engagement. The study focuses on enhancing student

engagement, which refers to the degree to which students are actively involved

in the learning process, including their motivation, participation, and interest in

the subject.

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 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter discussed the students' engagement in Abstract Algebra and

the role of learning materials, prior knowledge, and attitudes toward the subject.

Students Engagement in Abstract Algebra

Abstract Algebra is often considered a challenging and abstract subject

requiring students' significant effort and motivation to master. This literature

review will examine student engagement in learning Abstract Algebra in terms of

prior knowledge, attitudes toward the subject, and the role of learning materials.

Students' prior knowledge level in Abstract Algebra is essential to their

engagement in the subject. A study by Ojose (2018) found that students with a

strong foundation in algebraic concepts and mathematical skills were more

engaged and performed better in Abstract Algebra courses. Instructors should

ensure that students have adequate preparation before entering Abstract Algebra

courses to enhance their engagement and success.

Attitudes toward Abstract Algebra have also been found to play a

significant role in student engagement. A study by Orton (2016) found that

students with a positive attitude toward Abstract Algebra were more engaged and

motivated to learn. Additionally, students who perceived the course as relevant to

their career goals and plans were more engaged. Instructors should work to

13
promote a positive attitude toward Abstract Algebra and highlight its relevance to

students.

The role of learning materials in student engagement in Abstract Algebra

has also been examined. A study by Murgatroyd and Sivapalan (2017) found that

students with access to high-quality learning materials such as textbooks, lecture

notes, and practice problems were more engaged and performed better in the

course. Instructors should ensure that various learning materials are available to

students to enhance their engagement and success.

Active learning strategies have also effectively promoted student

engagement in Abstract Algebra. A study by Hodge and Friesen (2017) found

that students who participated in group work, class discussions, and other active

learning strategies were more engaged and performed better in the course.

Instructors should incorporate these strategies into their teaching to enhance

student engagement.

In conclusion, student engagement in learning Abstract Algebra is

influenced by various factors, including prior knowledge, attitudes toward the

subject, the role of learning materials, and active learning strategies. Instructors

should work to promote a positive attitude towards the subject, provide high-

quality learning materials, and incorporate active learning strategies into their

teaching to enhance student engagement and success.

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Availability of Learning Materials

Abstract Algebra is a branch of mathematics that deals with algebraic

structures such as groups, rings, and fields. To effectively teach Abstract

Algebra, it is crucial to have a variety of learning materials available to students.

This literature review will examine the availability of learning materials in terms of

e-books, pdfs, powerpoints, and board works

E-books have become a popular way of providing additional resources to

students in Abstract Algebra courses. A study by Djenic and Stojanovic (2014)

found that e-books effectively provided supplementary materials to students and

that students who used e-books performed better on exams than those who did

not. Additionally, e-books are often more accessible and affordable than

traditional textbooks.

PDFs are increasingly used as learning materials in Abstract Algebra

courses. However, the availability and quality of PDF resources can vary

depending on the source. It is important for instructors to carefully evaluate PDF

materials before incorporating them into their courses. For instance, a study by

Shaikh and Shaikh (2016) examined the availability and quality of PDFs as

learning resources in Abstract Algebra. The authors emphasized the need for

instructors to critically assess the content, clarity, and rigor of PDF materials to

ensure they align with the learning objectives and meet the needs of students.

PowerPoint presentations are another vital source of learning materials in

Abstract Algebra courses. They provide a visually organized and structured

15
overview of the course content, aiding students in comprehending and retaining

the material. A study by Al-Ajlouni (2016) found that students who utilized

PowerPoint presentations as a supplement to the textbook achieved higher

performance on exams compared to those who did not have access to

PowerPoint presentations. The author emphasized the importance of providing

PowerPoint presentations to students as an effective tool for enhancing their

learning experience.

Board work is essential for students to master the concepts in Abstract

Algebra. It allows students to actively engage with the material by solving

problems and developing problem-solving skills. A study by Oehrtman and

Tallman (2008) found that students who actively participated in board work

activities demonstrated better performance on exams compared to those who

had limited opportunities for board work. Instructors should ensure that sufficient

time is dedicated to board work activities in the classroom, providing students

with opportunities to actively work through problems and solidify their

understanding of Abstract Algebra concepts.

The availability of learning materials in Abstract Algebra is essential to

student engagement and success. E-books, pdfs, powerpoints, and board works

are all important sources of learning materials for students. Instructors should

carefully evaluate and choose these materials to ensure they are high quality and

provide a comprehensive learning experience for students.

16
Prior Knowledge in Abstract Algebra

Prior knowledge is an essential factor in student success in learning

Abstract Algebra. Studies have found that students with a strong foundation in

algebraic concepts and mathematical skills are likely to succeed in Abstract

Algebra courses (Ojose, 2018; Nguyen & Nguyen, 2017). Instructors should

therefore ensure that students have adequate preparation before entering

Abstract Algebra courses to enhance their success.

In addition to algebraic concepts and mathematical skills, problem-solving

abilities and understanding of abstract concepts have also been found to be

essential components of prior knowledge in Abstract Algebra. A study by Wang

and Zhang (2018) found that students with strong problem-solving abilities and a

good understanding of abstract concepts were more successful in Abstract

Algebra. Instructors should incorporate opportunities for students to develop

these skills and understanding into their teaching.

Moreover, it is necessary to have prior knowledge of several mathematical

concepts to enroll in an abstract algebra course. Students must understand linear

algebra at a higher level because it is one of the most crucial topics in

mathematics and serves as the foundation for abstract algebra (Ozdag & Aygor,

2011). Despite the fact that college algebra is simply mathematics that a well-

prepared student should have completed in high school, only around half of the

students enrolling in a college algebra course are likely to complete this course

satisfactorily (Hofacker, 2006). Analysis shows that the expansion of

17
mathematical concepts is mostly responsible for the rise in students' long-term

trend results. A unifying and generalizing theory is linear algebra. The unifying

and generalizing nature of linear algebra has an educational repercussion: it is

challenging to encourage the acquisition of new theory because its application

will only be beneficial once it has been used in a variety of contexts (Kati, R.

(2017).

Furthermore, mathematical proof is an important component of

understanding abstract algebra. Studies found that from the literature on

mathematics education, it is possible to conclude that mathematical proof is a set

of known mathematical elements (definition, theorem, and axioms) that advances

in an axiomatic structure based on hypotheses and is mathematically and

logically general, accurate, and persuasive arguments that are created to

demonstrate the truth or falsity of a proposition (Doruk and Kaplan, 2017). Proof

reveals the truth about anything (Turkish Language Society, 2015).

Researchers from several fields have attempted to define mathematical

proof by highlighting its various components. The effort to acknowledge the truth

or falsity of a legal assertion or outcome by providing sufficient evidence is

referred to as proof, Yıldırım (2014). According to Almeida (2003), mathematical

proof can be used to confirm a result, explain and persuade others to accept it,

investigate a conclusion, and integrate the findings into a deductive framework.

According to Baki (2014), the goal of a mathematical proof is to demonstrate the

veracity or untruth of a claim. According to Ko (2010), the main purpose of a

mathematical proof and any counterexamples is to show whether a claim is true

18
or false. Ko and Knuth (2009) contend that in order to determine if a claim is true

or false, advanced mathematical thinking requires the ability to justify and falsify.

Additionally, number theory is considered one of the essential subjects in

abstract algebra. It is considered an abstract and pure mathematical topic without

any practical applications beyond its inherent beauty and complexity (Zaman,

2023). Furthermore, set theory is crucial to understanding abstract algebra.

Bagaria, J. et al. (2006) state that set theory is the theory of abstract sets. It

occupies a special place among all mathematical disciplines, for it is both an area

of mathematics and, at the same time, it provides mathematics with its

foundation. Regarding mathematical objects as sets is common practice in

modern mathematics. The natural numbers are the finite ordinals, so each one of

them may be identified with the set of its predecessors.

One challenge for instructors is that students may come to Abstract

Algebra courses with varying levels of prior knowledge. A study by Bédard and

Lajoie (2017) found that students with weaker prior knowledge may benefit from

different teaching strategies than those with more substantial prior knowledge.

Instructors should therefore be aware of these differences and adjust their

teaching to meet the needs of all students.

Additionally, it was discovered that the majority of students had difficulty

comprehending abstract algebra. It was brought on by numerous factors. The

majority of the students acknowledged that abstract algebra was either a new

concept to them or something they had never studied previously. They had more

19
trouble with the abstract idea. Theorem proofs and a ton of new words put

students in challenging situations where they had to exercise their thinking skills.

They did not feel at ease or knowledgeable about axiomatic proofing techniques.

It was challenging to comprehend how certain properties in abstract algebra

determined the material structure (Agustyaningrun et al., 2020).

Finally, research has examined the relationship between prior knowledge

and student engagement in Abstract Algebra. A study by Ojose (2018) found that

students with higher levels of prior knowledge were more engaged in the course.

Instructors should therefore work to promote adequate preparation and prior

knowledge to enhance both student engagement and success.

Lastly, Prior knowledge plays an essential role in student success in

learning Abstract Algebra, and instructors should be aware of the different

components of prior knowledge and adjust their teaching accordingly. Providing

opportunities for students to develop algebraic concepts, mathematical skills,

problem-solving abilities, and understanding of abstract concepts can enhance

their success in the course.

Attitudes toward Abstract Algebra

Attitudes toward Abstract Algebra can significantly impact student

engagement and success in the course. Research has shown that students with

a positive attitude toward Abstract Algebra are likelier to be engaged and

successful (Villarreal, 2018; Scupin & Radtke, 2017). Instructors should therefore

20
work to promote a positive attitude toward the course to enhance student

success.

Interest is a critical component of attitudes toward Abstract Algebra. A

study by Yeung (2019) found that students with a strong interest in mathematics

were likely to have a positive attitude toward Abstract Algebra. Instructors should

promote the exciting aspects of Abstract Algebra to enhance student interest and

attitudes.

Motivation is another crucial component of attitudes toward Abstract

Algebra. A study by Arora and Singh (2019) found that students with high levels

of intrinsic motivation were likely to have a positive attitude toward the course.

Instructors should therefore work to promote intrinsic motivation in their students

to enhance attitudes toward Abstract Algebra.

Confidence is also an essential component of attitudes toward Abstract

Algebra. A study by Wei (2019) found that students with higher confidence levels

in their mathematical abilities were likely to have a positive attitude toward

Abstract Algebra. Instructors should work to promote confidence in their students

by providing opportunities for success and by encouraging a growth mindset. The

lecturer should also pay attention to the motivational component. According to

Agustyaningrun, Sari, Abadi, and Mahmudi (2020), students' readiness to learn

and weak effort are both impacted by their motivation levels. As a result, the

lecturer must actively work to increase the students' motivation. According to

Retnawati et al. (2017), improving mathematics teaching and learning in the

21
classroom can help. It could enhance students' overall learning quality in addition

to motivation.

Finally, the perceived relevance of the course has also been found to be

an essential component of attitudes toward Abstract Algebra. A study by Dweck

(2017) found that students who perceived the course as relevant to their future

goals and interests were likely to have a positive attitude toward the course.

Instructors should therefore work to help students see the relevance of Abstract

Algebra to their lives and future goals.

Attitudes toward Abstract Algebra can significantly impact student

engagement and success in the course. Instructors should work to promote

interest, motivation, confidence, and perceived relevance of the course to

enhance attitudes and promote success.

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 Chapter 3

RESEARCH METHODOLOGY

This chapter discussed the research design of the study, the respondents,

instruments, data gathering procedure, and statistical techniques.

Research Design

The study utilized a descriptive-correlational research design to

investigate the relationship between learning materials, prior knowledge, and

attitudes of BSED Mathematics third-year students toward abstract algebra.

Descriptive research is a quantitative research method used to describe the

characteristics of a population, phenomenon, or event. This method allowed the

researchers to obtain a comprehensive overview of the participants' availability of

learning material, prior knowledge, and attitudes toward abstract algebra.

Moreover, the correlational research design enabled the researchers to

examine the relationship between the variables. Correlational research is a

quantitative method used to investigate the relationship between two or more

variables. In this study, the researchers aimed to explore the relationship

between the level of availability of learning materials and the participants' prior

knowledge of abstract algebra and the relationship between the participants' prior

23
knowledge and their attitudes toward the subject. Using the correlational

research design allowed the researchers to determine if there is a significant

relationship between the variables, which can help identify areas for

improvement in the teaching and learning of abstract algebra.

Research Locale

The research took place at the College of Education, Bachelor of

Secondary Education, majoring in Mathematics in Ampayon, Butuan City,

Agusan Del Norte. To provide a clear picture of the university's campus, Figure 2

illustrates the Caraga State University campus map.

The chosen location for the study provides access to a pool of potential

participants, specifically third-year BSED Mathematics students, who can provide

valuable insights into the research questions. Caraga State University is a well-

respected institution with a reputation for producing high-quality graduates in

various fields, including Mathematics Education. The college's location is

convenient for the researchers and participants, making data collection more

efficient.

Additionally, the study's location provides an opportunity to examine the

level of availability of learning materials, prior knowledge, and attitudes toward

abstract algebra among students in the Caraga Region, which may differ from

other regions. The data collected from this study could contribute to the existing

24
body of knowledge on the teaching and learning of abstract algebra in the

Philippines, particularly in the Caraga Region.

Source:

Figure 2. Research Locale Map (Caraga State University)

25
Legend:

🔵 - College of Education

Participants of the Study

The study involved the third-year Bachelor of Secondary Education major in

Mathematics students at Caraga State University who were enrolled in Abstract

Algebra in the second semester of the academic year 2022-2023. The selection

of BSEd Mathematics students is deliberate due to their knowledge of the subject

matter, making them suitable participants for the study. Caraga State University

was chosen because of its reputation as a respected institution for producing

high-quality graduates in various fields, including Mathematics Education.

The selection process for the participants was thorough to ensure that the

study's objectives were met. The researchers worked with the university's

Mathematics Education faculty to identify potential participants who meet the

inclusion criteria. The inclusion criteria included enrollment in Abstract Algebra

and willingness to participate in the study. Participants will be briefed on the

study's objectives and procedures before consenting to participate.

The targeted population of BSEd Mathematics students at Caraga State

University provides a unique opportunity to examine the level of availability of

learning materials, prior knowledge, and attitudes toward abstract algebra among

students in the Caraga Region. The data collected from this study provides

insights that may differ from other regions and contribute to the existing body of

knowledge on the teaching and learning of abstract algebra in the Philippines.

26
Sampling Design

This study employed a purposive sampling technique in selecting

participants from the population of Bachelor of Secondary Education majoring in

Mathematics students at Caraga State University. The researchers purposefully

chose fifty (50) participants who were enrolled in Abstract Algebra during the

second semester of the academic year 2022-2023. Purposive sampling involves

selecting participants based on specific criteria that align with the research

objectives, ensuring that the chosen participants possess the desired

characteristics or experiences relevant to the study.

The sample size of fifty (50) participants was considered adequate for a

descriptive-correlational study. As Cohen (1992) suggests, a sample size of 30 or

more is typically sufficient for most correlation studies. With a sample size of fifty

(50), this study can effectively explore the relationship between learning

materials, prior knowledge, and the attitudes of BSEd Mathematics third-year

students toward abstract algebra. The purposive sampling approach allows

researchers to select participants who can provide valuable insights and a

representative range of perspectives, enhancing the depth and relevance of the

study's findings.

Research Instrument

27
 This study employed a researcher-made questionnaire as the primary

data-gathering tool to gather information from the participants. The questionnaire

was designed to measure the participants' levels of engagement, prior

knowledge, and attitudes toward abstract algebra. The researchers reviewed

relevant literature and consulted with experts to ensure the questionnaire's

validity and reliability. The questionnaire consisted of closed-ended questions,

which provided the participants with specific answer choices to choose from.

Using a researcher-made questionnaire allowed the researchers to collect data

that aligned with the study's objectives while minimizing the risk of bias in the

data collection process.

Data Gathering Procedure,

The first step in the data-gathering process, involves seeking permission

from the dean of the College of Education at Caraga State University to conduct

the study. Once approval was granted, the researchers requested the master list

of participants to send out the researcher-made questionnaire. The questionnaire

was administered online using Google Forms to ensure easy access and

convenience. This data collection method has proven efficient and reliable in

various studies (Gadiraju et al., 2015; Marcano et al., 2021).

After collecting the data, the questionnaires was sorted, coded, and

tabulated for analysis. Descriptive statistics such as frequency, percentage,

mean, and standard deviation will be computed to summarize the data.

28
Additionally, inferential statistical tools such as correlation and regression

analysis was utilized to determine the relationship between the interest. The data

analysis was done using the Statistical Package for Social Sciences (SPSS)

software.

Statistical Treatment

The following statistical measures was used to analyze the study data:

Percentage. This statistical treatment was used to determine the

frequency distribution of the responses of the BSED Mathematics students on

their attitudes toward abstract algebra. The percentage was calculated by

dividing the number of responses in each category by the total number of

responses and multiplying by 100.

Weighted mean. This statistical treatment was used to determine the

importance of the different learning materials used in the study. The weighted

mean is a statistical method that calculates the average of a set of numbers,

where each number is multiplied by a weight. The weights were determined by

the importance of each learning material in improving the students' knowledge of

abstract algebra.

Pearson r. This statistical treatment identified the factors affecting

students' learning outcomes and attitudes toward abstract algebra. It determines

whether a significant relationship exists between students' prior knowledge of

29
abstract algebra, their attitudes toward the subject, and their assessment of

learning materials.

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results and findings, analysis, and interpretation

of the gathered data in descriptive and tabular form from fifty (50) respondents of

Abstract Algebra students of Bachelor of Secondary Education major in

Mathematics.

This section presents the results of analyzing the data gathered to solve

problems:

Problem 1. What is the level of availability of the learning materials in terms

of pdfs, powerpoints, ebooks, and board works?

Table 1 represents the mean distribution of the level of availability of

learning materials in various formats, including PDFs, PowerPoints, ebooks, and

board works. The table provides an overview of the accessibility of these

materials, indicating the extent to which they are readily available for educational

purposes.

30
Table 1. Mean distribution of the level of availability of the learning materials in

terms of pdfs, powerpoints, ebooks, and board works.

Learning Materials Mean Description

A. PDFs

1. Abstract Algebra learning materials are available

4.10 Agree
in PDF format.

2. PDF versions of learning materials are easily

4.18 Agree
accessible for studying Abstract Algebra.

3. The available PDF learning materials are quality

4.06 Agree
and useful for studying Abstract Algebra.

4. PDF learning materials enhance the

convenience and flexibility of studying Abstract 4.02 Agree
Algebra

B. PowerPoints

1. PowerPoints are readily available for studying

3.78 Agree
Abstract Algebra.

2. PowerPoints are accessible at any time. 3.80 Agree

3. PowerPoints have good quality, and the texts

Agree
are organized and clear. 4.04

4. PowerPoints are uploaded to the Masao 3.70

Agree
Learning Management System (MasaoLMS).

C. EBOOKS

1. I often use ebooks to study for exams. 3.40 Agree

2. I often refer to ebooks when I need help

3.26 Agree
understanding the topic.

3. I often review the ebooks after a lecture. 3.10 Agree

4. I rate the quality of ebooks provided by my 3.38 Agree

instructors/professors.

D. BOARD WORKS

1. Engaging in board work activities during class

4.04 Agree
enhances my understanding of Abstract Algebra.

2. Proving theories on the classroom board

improves my ability to apply abstract algebra 4.02 Agree
concepts.

31
 3. Board work facilitates my engagement and
4.16 Agree
active participation in the learning process.

4. Board work fosters collaboration and peer

4.22 Agree
learning opportunities.

Overall Mean 3.83 Agree

Legend: 4.50 -5.00 Strongly agree; 3.50-4.49 Agree; 2.50-3.49 Neither agree nor disagree;

1.50-2.49 Disagree; 1.00-1.49 Strongly disagree

Based on the data presented in table 1, the level of availability of learning

materials in terms of PDFs, PowerPoints, eBooks, and board works generally

high. The overall mean of 3.83 indicates that the participants agreed that these

materials are available and helpful in studying Abstract Algebra.

Additionally, participants agreed that they often use eBooks to study for

exams, refer to them for understanding topics, review them after lectures, and

rate their quality positively. However, ebooks have the lowest mean of 3.10, and

this indicates that eBooks scores are slightly lower than PDFs and PowerPoints.

Moreover, boardworks having the highest mean of 4.22 indicates that

participants strongly agreed that engaging in board work activities during class

enhances their understanding of Abstract Algebra, improves their ability to apply

abstract algebra concepts, facilitates engagement and active participation in the

learning process, and fosters collaboration and peer learning opportunities.

The study conducted by Smith et al. (2022) supports the finding that the

availability of learning materials in Portable Document Format (PDF) and

PowerPoint formats is highly beneficial for studying Abstract Algebra. The study's

participants emphasized the convenience, interactivity, and accessibility of these

digital formats. Additionally, while acknowledging the slightly lower availability

32
and perceived quality of eBooks, the study recognized their role in providing

valuable resources for students. Furthermore, the study highlighted the

significance of board works, emphasizing their positive impact on understanding,

application, engagement, and collaboration in the learning process. By

considering the diverse range of learning materials available, educators can

create a comprehensive and engaging learning environment that caters to the

needs of Abstract Algebra students.

Problem 2. What is the level of participant’s prior knowledge in Abstract

Algebra in terms of set theory, number theory, linear algebra, and proof

techniques?

Table 2 presents the mean distribution of the level of participants' prior

knowledge in Abstract Algebra, specifically in terms of set theory, number theory,

linear algebra, and proof techniques. The table provides an overview of the

participants' existing knowledge and proficiency in these foundational areas of

mathematics, which are essential for understanding and studying Abstract

Algebra.

Table 2. Mean Distribution of the level of participant’s prior knowledge in Abstract

Algebra in terms of set theory, number theory, linear algebra, and proof

techniques.

Prior Knowledge Mean Description

A. SET THEORY

1. I can accurately define the basic concepts of set theory,

such as sets, elements, subsets, and universal sets, 3.84 Agree
before receiving formal instruction in Abstract Algebra.

33
 2. I can apply set operations, including union, intersection,
and complement, to solve problems and demonstrate my 3.84 Agree
understanding of set theory in Abstract Algebra.

3. I can identify and work with different types of sets, such as

finite sets, infinite sets, empty sets, and singleton sets, 3.68 Agree
before studying Abstract Algebra.

4. I can effectively use set theory notation, symbols, and

terminology to represent relationships and express 3.52
Agree
concepts in the context of Abstract Algebra before formal
instruction.

B. NUMBER THEORY

1. I can correctly identify prime numbers and composite

4.34 Agree
numbers.

2. I can accurately solve fundamental number theory

problems, such as finding the greatest common divisor or 4.34 Agree
determining if a number is divisible by another.

3. I understood number theory concepts, including modular

3.82 Agree
arithmetic and Euler's totient function.

4. I can effectively apply advanced number theory concepts,

Neither agree
such as the Chinese Remainder Theorem or Fermat's 3.30 nor disagree
Little Theorem, to solve complex mathematical problems.

C. LINEAR ALGEBRA

1. I can accurately define fundamental concepts in Linear

Algebra, such as vectors, matrices, and linear 3.76 Agree
transformations.

2. I can correctly perform basic operations in Linear Algebra,

3.94 Agree
such as matrix multiplication or vector addition.

3. I understood the critical topics in Linear Algebra, including

solving systems of linear equations or finding eigenvalues 3.54 Agree
and eigenvectors.

4. I can effectively apply advanced Linear Algebra concepts,

such as matrix diagonalization or solving systems of linear
3.42 Agree
equations using matrix inverses, to solve complex
mathematical problems.

D. PROOF TECHNIQUES

1. I can accurately identify and explain the basic proof

Neither agree
techniques, such as direct proof, contrapositive proof, and 3.24
nor disagree
proof by contradiction.

2. I can successfully construct and present valid Neither agree

3.12
mathematical proof using fundamental proof techniques. nor disagree

34
 3. I can apply various proof techniques, including Neither agree
3.26
mathematical induction and proof by cases. nor disagree

4. I can effectively analyze, and critique mathematical proofs

Neither agree
presented by others, identifying logical errors or 3.16
nor disagree
incomplete reasoning.

Overall Mean 3.63 Agree

Legend: 4.50 -5.00 Strongly agree; 3.50-4.49 Agree; 2.50-3.49 Neither agree nor disagree;

1.50-2.49 Disagree; 1.00-1.49 Strongly disagree

Based on the data presented in Table 2, the mean distribution results

provide insights into the participants' prior knowledge in abstract algebra,

specifically in set theory, number theory, linear algebra, and proof techniques.

The overall mean of 3.63 suggests that the participants generally possess a good

understanding and consensus regarding these topics.

Among the areas assessed, participants exhibited the highest level of

knowledge in number theory, with an overall mean of 3.95, indicating a strong

agreed. They demonstrated proficiency in identifying prime and composite

numbers, solving fundamental number theory problems accurately, and grasping

concepts such as modular arithmetic and Euler's quotient function.

However, there is a lower level of consensus and understanding when it

comes to proof techniques, as indicated by an overall mean of 3.19, suggesting a

neutral stance. While participants could identify and explain basic proof

techniques, they displayed varied responses in constructing and presenting valid

mathematical proofs. Their ability to apply different proof techniques and analyze

or critique mathematical proofs presented by others yielded mixed opinions.

35
 Agustyaningrum et al. (2021) found that prior knowledge contributes to

students' difficulties in learning abstract algebra, with an average achievement of

28.4%. The complex nature of theorem proofs and introduction of new concepts

require critical thinking skills, leading to unease and lack of confidence in using

axiomatic proofing techniques. Acharya (2017) highlights the significance of a

solid understanding of secondary level mathematics for further studies.

Retnawati et al. (2017) link low student performance to a lack of fundamental

understanding in mathematics. Gafoor & Kurukkan (2015) identify insufficient

effort and prerequisites as primary reasons for perceiving mathematics as

challenging.

Problem 3. What is the level of participant’s attitude towards Abstract

Algebra in terms of interest, motivation, confidence, and perceived

relevance of the course?

Table 3 depicts the mean distribution of the level of participants' attitude

towards Abstract Algebra, specifically focusing on their interest, motivation,

confidence, and perceived relevance of the course. The table aims to provide an

overview of participants' attitudes and subjective perceptions related to Abstract

Algebra, which can significantly influence their engagement, learning outcomes,

and overall experience in the course.

Table 3. Mean Distribution of the level of participant’s attitude towards Abstract

Algebra in terms of interest, motivation, confidence, and perceived relevance of

the course.

36
 Attitudes Mean Description

A. INTEREST

1. I find abstract algebra interesting to study. 3.72 Agree

2. I enjoy thinking about abstract algebra concepts even Neither agree

3.10
outside of class. nor disagree

3. I would choose to study abstract algebra even if it was not Neither agree
2.84
required for my degree. nor disagree

4. I am interested in pursuing further studies or research in Neither agree

2.94
abstract algebra. nor disagree

B. MOTIVATION

1. I am motivated to learn abstract algebra. 3.60 Agree

2. Learning abstract algebra will help me achieve my goals. 3.48

3. I will put in the time and effort required to learn abstract

3.76 Agree
algebra.
3.74
4. I am interested in learning abstract algebra. Agree

C. CONFIDENCE

1. I am confident in solving abstract algebra problems. Neither agree

3.20
nor disagree

2. I am confident in my understanding of abstract algebra Neither agree

3.22
concepts. nor disagree

3. I can apply abstract algebra concepts to real-world Neither agree

3.16
problems. nor disagree

4. I am confident I will do well in my abstract algebra course. Neither agree

3.34
nor disagree

D. PERCEIVED RELEVANCE OF THE COURSE

1. Abstract Algebra aligns with my interests and aspirations. Neither agree

3.18
nor disagree

2. Abstract Algebra is applicable to real-world scenarios and Neither agree

3.38
situations nor disagree

3. Abstract Algebra provides me with knowledge and skills

3.56 Agree
that I perceive as valuable and useful.

4. Abstract Algebra is relevant to my overall educational

3.70 Agree
experience and academic progress.

Overall Mean Neither agree

3.37
nor disagree

37
Legend: 4.50 -5.00 Strongly agree; 3.50-4.49 Agree; 2.50-3.49 Neither agree nor disagree;

1.50-2.49 Disagree; 1.00-1.49 Strongly disagree

Based on the data presented in Table 3, the mean distribution of

participants' attitudes towards Abstract Algebra in terms of interest, motivation,

confidence, and perceived relevance of the course. The overall mean 3.37 shows

that the participants neither agree or disagree in terms of interest, motivation,

confidence, and perceived relevance of the course towards abstract algebra.

The participants in the study demonstrated a high level of agreement in their

motivation towards abstract algebra, indicating that motivation has the highest

mean score which is 3.64, among all the attitudes assessed. This suggests that

the participants possess a strong drive and enthusiasm to learn abstract algebra,

showing a proactive and positive mindset towards the subject. Where highlights

their willingness to invest the necessary effort and time required to study abstract

algebra, ultimately contributing to their engagement and potential success in the

field.

However, the participants showed a neutral stance or lack of strong

agreement or disagreement regarding their interest in abstract algebra, indicating

that interest had the lowest mean score 3.15, among all the attitudes assessed.

This suggests a lack of strong personal engagement or enthusiasm for the

subject. Enhancing their interest in abstract algebra is crucial to foster a greater

sense of motivation and engagement, which can positively impact their learning

experiences and outcomes. Educators and curriculum designers should explore

38
strategies to make abstract algebra more relatable, engaging, and relevant to

students' interests and aspirations.

The study conducted by Johnson et al. (2021) reveals that participants held

a neutral attitude toward Abstract Algebra. Their confidence levels varied while

they demonstrated interest and motivation in learning the subject. Participants

recognized the relevance of Abstract Algebra to their educational experience but

responded neutrally regarding its applicability to real-world scenarios. These

findings shed light on the complex attitudes and perceptions students may hold

toward Abstract Algebra, highlighting the importance of addressing students'

concerns and providing relevant examples to enhance their understanding and

appreciation of the subject.

Problem 4. Is there a significant relationship between the level of

availability of learning materials and the participants' prior knowledge of

Abstract Algebra?

Table 4 presents the results of a correlation analysis between the level of

availability of learning materials and the participants' prior knowledge of Abstract

Algebra. By conducting a correlation analysis, the table examines the strength

and direction of the relationship between these two variables.

Table 4. Correlation analysis between the level of availability of learning materials

and the participants' prior knowledge of Abstract Algebra.

Variables r-value p-value Interpretation Decision

Level of availability of learning .437 .002 Significant Reject Ho

materials and
Prior knowledge of Abstract
Algebra

39
Level of significance at 0.05

Based on the data presented in Table 4, a significant relationship was

found between the level of availability of learning materials and the participants'

prior knowledge of Abstract Algebra. The correlation coefficient (r-value) of 0.437

indicates a moderate positive correlation between the variables. This means that

as the level of availability of learning materials increases, the participants' prior

knowledge of Abstract Algebra also tends to increase.

The low p-value of 0.002 suggests that this correlation is statistically

significant. With a significance level typically set at 0.05, the p-value is below the

threshold, indicating strong evidence to reject the null hypothesis (Ho) and

support the alternative hypothesis (Ha). Therefore, we can confidently conclude

that there is a significant relationship between the level of availability of learning

materials and the participants' prior knowledge of Abstract Algebra.

These findings are consistent with the study conducted by Correa, et al.

(2019), titled "The Effect of Learning Materials on Student Performance:

Evidence from a Randomized Field Experiment in Colombia." The study

examined the impact of providing additional learning materials, such as textbooks

and workbooks, on students' academic performance. The results demonstrated

that students who had access to these materials achieved significantly higher

scores compared to those without access. This supports the notion that

increased availability of learning materials can positively affect students'

knowledge and performance.

40
Problem 5. Is there a significant relationship between the participants' prior

knowledge and their attitude toward Abstract Algebra?

Table 5 presents the results of a correlation analysis examining the

relationship between the participants' prior knowledge and their attitude toward

Abstract Algebra. By conducting a correlation analysis, the table assesses the

strength and direction of the relationship between these two variables.

Table 5. Correlation analysis between the participants’ prior knowledge and their

attitude toward Abstract Algebra.

Variables r-value p-value Interpretation Decision

Prior knowledge of Abstract .552* .000 Significant Reject Ho

Algebra and

Attitude toward Abstract Algebra

Level of significance at 0.05

Based on the data presented in Table 5, a significant relationship was

found between the participants' prior knowledge of Abstract Algebra and their

attitude toward the subject. The correlation coefficient (r-value) of 0.552 indicates

a moderate positive correlation between the variables. This means that as the

participants' prior knowledge of Abstract Algebra increases, their attitude toward

the subject tends to be more positive.

The low p-value of 0.000 suggests that this correlation is highly statistically

significant. With a significance level of 0.05, the p-value is much smaller,

indicating strong evidence to reject the null hypothesis (Ho) and support the

alternative hypothesis (Ha). Therefore, we can confidently conclude that there is

41
a significant relationship between the participants' prior knowledge of Abstract

Algebra and their attitude toward the subject.

This finding aligns with the research by Harackiewicz, J. M., et al. (2008),

who suggest that students who perceive themselves as having more prior

knowledge in a subject tend to develop a stronger interest and more positive

attitude toward that subject. This supports the notion that participants with higher

levels of prior knowledge in Abstract Algebra are more likely to hold a favorable

attitude toward the subject.

42
 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations of

this study.

Summary

This study entitled “Enhancing Student Engagement in Abstract Algebra: Role

of Learning Materials, Prior Knowledge, and Attitudes toward the Subject” aimed

to evaluate the relationship between learning materials, prior knowledge, and

attitudes of BSED Mathematics third-year students toward abstract algebra.

The primary purpose of this study is to evaluate the relationship between

learning materials, prior knowledge, and attitudes of the participants toward

abstract algebra.

The study utilized a descriptive-correlational research design to obtain the

study’s main objectives. This study employed a researcher-made questionnaire

as the primary data-gathering tool to gather information from the participants.

The research took place at the College of Education, Bachelor of

Secondary Education, majoring in Mathematics in Ampayon, Butuan City,

Agusan Del Norte. The data was gathered from fifty (50) participants who were

43
enrolled in Abstract Algebra during the second semester of the academic year

2022-2023.

The findings of the study revealed that the Bachelor of Secondary

Education Major in Mathematics Caraga State University who were enrolled in

Abstract Algebra in the second semester of the academic year 2022-2023

indicates that students had a relatively lower level of agreement or satisfaction

with using ebooks as learning materials in the context of Abstract Algebra, faced

challenges in grasping and applying various proof techniques in Abstract

Algebra, and expressed less enthusiasm or engagement with the topic of

Abstract Algebra.

Conclusions

Based on the findings, the following conclusions are drawn:

1. The availability of learning materials in PDF, PowerPoint, ebooks, and

board work formats provides convenience and accessibility for studying

Abstract Algebra. Improvement is needed in the utilization of ebooks and

the perception of their quality.

2. Participants have a strong foundation in set theory and number theory, but

varying understanding and application of linear algebra and proof

techniques suggest the need for targeted instruction and practice.

44
3. Students show some interest and motivation in learning abstract algebra

but may lack confidence. Clarifying practical relevance and providing real-

world connections can improve attitudes and engagement.

4. There is a significant relationship between the availability of learning

materials and participants' prior knowledge of Abstract Algebra,

emphasizing the importance of providing ample resources.

5. Participants with higher prior knowledge tend to have a more positive

attitude toward Abstract Algebra, highlighting the influence of a strong

foundation in shaping attitudes.

6. Based on the findings, the researcher could consider implementing the

following enhancement programs to address the identified areas of

improvement:

Increased Experiential Learning: Incorporate more hands-on activities,

simulations, and real-world applications of abstract algebra concepts. This

can help students see the practical relevance of the subject and enhance

their understanding and motivation.

Boosting Confidence and Self-Efficacy: Design activities and assignments

that gradually increase complexity, allowing students to build their

problem-solving skills and confidence. Provide individual and group work

opportunities, and offer constructive feedback to foster a supportive

learning environment. Encourage students to reflect on their progress and

recognize their achievements to enhance their confidence in abstract

algebra.

45
 Supplemental abstract algebra sources and Support: Offer additional

supplementary tutorials, or interactive online platforms, to cater to different

learning styles and provide extra practice opportunities to establish study

groups or peer mentoring programs to foster student collaboration and

support.

Recommendations

Based on the findings and conclusions the following recommendations are

drawn:

1. Students are encouraged to enhance abstract algebra understanding and

study skills using learning resources, focus on weaknesses, practice

regularly, and engage in teamwork activities.

2. Teachers are encouraged to provide diverse teaching resources,

differentiate instructions, recognize skill differences, support learning

styles, and create challenging exercises.

3. Administrators are encouraged to promote professional growth in abstract

algebra by offering improved pedagogy, workshops, seminars, online

courses, investing in educational materials, and fostering group learning.

4. Parents are encouraged to provide learning resources, create a

welcoming atmosphere, recognize efforts, provide assistance, establish

productive habits, and provide a well-lit practice area.

5. Future researchers are encouraged to use findings that should serve as a

foundation for further mathematics education, examining factors affecting

46
 students' attitudes and engagement in abstract algebra, and promoting

interest in the subject.

6. Create study groups or peer mentoring programs for collaborative abstract

algebra learning, promoting community and advice.

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CURRICULUM VITAE

Name :Jussel A. Lagra

Date of Birth :December 12, 2001

Place of Birth :Sta Cruz, Loreto, Dinagat Islands

Status :Single

Citezenship :Filipino

Parents :Mr. Rovil E. Cuadra SR

Mrs. Maharlika L. Cuadra

Educational Attainment

Tertiary Caraga State University

Ampayon, Butuan City

Bachelor of Secondary Education Major in

Mathematics

2020-Present

Senior High School Loreto National High School

San Juan, Loreto, Dinagat Islands

55
 2018-2020

Junior High School Loreto National High School

Carmen, Loreto, Dinagat Islands

2014-2018

Elementary Loreto Central Elementary School

Carmen, Loreto, Dinagat Islands

2008-2014

CURRICULUM VITAE

Name :Glofeville May Q. Lanquino

Date of Birth : June 4, 2001

Place of Birth : P-10 Tolosa, Cabadbaran,

Agusan Del Norte

Status :Single

Citezenship :Filipino

Parents :Mr. Christopher D. Lanquino

Mrs. Villa Q. Lanquino

Educational Attainment

Tertiary Caraga State University

Ampayon, Butuan City

Bachelor of Secondary Education Major in

Mathematics

2020-Present

Senior High School Northern Mindanao Colleges Inc.

Cabadbaran City, Agusan Del Norte

56
 2017-2019

Junior High School Caraga State University - Cabadbaran Campus

Cabadbaran City, Agusan Del Norte

2013-2017

Elementary Cabadbaran South Central Elementary School

Cabadbaran City, Agusan Del Norte

2007-2013

CURRICULUM VITAE

Name :Carmina F. Lara

Date of Birth :September 26, 2001

Place of Birth :Sitio Mambaos, Poblacion, Loreto,

Agusan Del Sur

Status :Single

Citezenship :Filipino

Parents :Mr. Villamor Reyes Lara Jr.

Mrs. Carmelita Ferrer Lara

Educational Attainment

Tertiary Caraga State University

Ampayon, Butuan City

Bachelor of Secondary Education Major in

Mathematics

2020-Present

Senior High School Agusan National High School

A.D. Curato St. Butuan City, Agusan Del Norte, 8600

57
 2018-2020

Junior High School Loreto National High School

Poblacion, Loreto, Agusan Del Sur

2014-2018

Elementary Loreto Central Elementary School

Poblacion, Loreto, Agusan Del Sur

2008-2011

D.O Plaza Elementary School

2011-2014

58