STUDENTS’ PERCEPTION ON THE VALUE OF MATHEMATICS IN LIFE

TRISHIA P. ESPEJA
DEVIANT LUCAS P. PUERTA
CHARLENE LLEGADA
JOHN DAVE RUBAS
RODEL BATALLER
FRITZ JHEREALD REYES

A RESEARCH SUBMITTED TO PRESIDENT ROXAS

NATIONAL HIGH SCHOOL

ENGLISH 10

VERLIGEN V. ALAGOS

MAY 2024

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 Republic of the Philippines
Department of Education
Cotabato Division
PRESIDENT ROXAS NATIONAL HIGH SCHOOL
Poblacion, President Roxas, Cotabato

APPROVAL SHEET

Name: TRISHIA P. ESPEJA

DEVIANT LUCAS P. PUERTA
CHARLENE LLEGADA
JOHN DAVE RUBAS
RODEL BATALLER
FRITZ JHEREALD REYES

Research Title: STUDENTS’ PERCEPTION ON THE VALUE OF

MATHEMATICS IN LIFE

APPROVED:

VERLIGEN V. ALAGOS
Subject Teacher

MAY 2024

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 ACKNOWLEDGEMENT

The researchers want to convey their gratitude to the people who

contributed to make this research possible.

Ma’am Verligen V. Alagos, for the time and wisdom she lent to make this

study achievable.

To the Grade 10 students, who were willingly to partake and share their

information.

To our beloved parents and guardians, for the undying support in

understanding, financing, and appreciating during the completion of this study.

Finally, we want to thank the almighty God, for giving the strength and

protection towards accomplishing this research.

THE RESEARCHERS

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 TABLE OF CONTENTS

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS iv

INTRODUCTION 1

RESEARCH FRAMEWORK 2

STATEMENT OF THE PROBLEM 2

Research Questions: 3

RESEARCH HYPOTHESIS 3

SCOPE AND LIMITATION OF THE STUDY 3

SIGNIFICANCE OF THE STUDY 3

DEFINITION OF TERMS 4

REVIEW OF RELATED LITERATURE 5

EXPERIENCES OF STUDENTS DEALING WITH MATHEMATICS 7

RECOGNIZING THE VALUE OF MATHEMATICS 8

RESEARCH METHODOLOGY 10

RESEARCH DESIGN 10

RESEARCH PARTICIPANTS/RESPONDENTS OF THE STUDY 10

RESEARCH INSTRUMENT 10

DATA COLLECTION PROCEDURE 11

SOURCES 12

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 CHAPTER I

INTRODUCTION

RATIONALE

Having to deal with mathematics every day contributes to students’

knowledge, and experience both emotionally and mentally while recognizing its

value. Often students perceive math as a difficult subject in school however

others see it differently. Acknowledging mathematics made the students

improve overall.

A student’s attitude towards mathematics plays an essential role in

defining their performance and engagement in the subject. This can also be

observed on the degree to which they find enjoyment in participating in tasks

related to the subject (Moenikia and Zahed-Babelan, 2010). Exercising with

math regularly by calculating, problem-solving, and puzzles promotes our

cognitive health. Moreover, knowing math assists students in their daily lives.

With the guidance of math, creates a foundation where students will be

able to have skills for lifelong learning and intelligent growth. Whether in the

direction of pursuing of career, decision making, and learning new skills.

Eventually, improves the well-being without a worry and adjust to certain the

choices made in the present.

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RESEARCH FRAMEWORK

Syyeda (2016) proposes that attitude in learning mathematics has three

components: affect, behavior, and cognition. The elements are interrelated and

involve several characteristics to the overall attitude regarding learning

mathematics. Affect is the emotion of feelings towards an object. The behavior

aspect refers to the tendency to act in a specific manner towards the object of

the attitude. The mental component cognition incorporates the beliefs and

perceptions people hold concerning the attitude object. The three aspects

should be present before we assume that an attitude exists.

This theory is relevant to this research about the perception of students

in mathematics. It claims that attitude towards the object can affect the

individual’s interests and decisions. Students’ gain attitude while dealing with

mathematics by receiving knowledge in the subject. This affects the way

student’s percept and value in learning mathematics.

STATEMENT OF THE PROBLEM

This study intends to comprehend the perception of students selected

from Grade 10 on the value of mathematics.

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Research Questions:

1. What are the experiences of students of students in mathematics?

2. What are the lessons gained by the students on the value of

mathematics?

RESEARCH HYPOTHESIS

In learning mathematics, students’ viewpoints are affected by their

environment and attitudes. The grade 10 students have different capabilities,

therefore resulting in different perceptions.

SCOPE AND LIMITATION OF THE STUDY

This study was conducted in President Roxas National High School

during the school year 2024 involving the experiences of the six (6) participants

from Grade 10 Newton, and Galilei. This study intends to understand the

viewpoint of Junior High School students while knowing the value of

mathematics.

SIGNIFICANCE OF THE STUDY

This study seeks the understanding of students concerning

mathematics. Furthermore, viewing the experiences of Grade 10 students

within the year 2023-2024 realizing how math affected their choices in life and

value of the subject. This will benefit the students who wants to recognize and

pursue involving mathematics.

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DEFINITION OF TERMS

Mathematics. In this study, this term refers to the subject of numbers,

shapes, data, measurements, and logical activities in the school.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes the related literatures and studies published

theses from online, articles, and books which was used for reference in the

completion of this thesis.

Exposure to mathematics nurtures students’ intelligence in problem

solving and cognitive skills that can be applied in school, life, and work. The

capabilities of learning have helped mentally, emotionally, and socially. In

classroom, students discover that with practice develops their knowledge when

they contrast their subpar performance on pre-test to noticeably better on unit

post-tests (Almond, 2022).

Emotions can have a strong influence on learning and achievement.

Even in the same situation, the students’ emotion may varies relating to their

culture, gender, school, and inside the classroom. Variances in gender are also

apparent in levels of interest and value males and females express in math

(Wang et al. 2015). Females tend to be more empathetic which enhances their

capability to comprehend and connect.

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 Relationship with the teacher also affects the attitude of students

towards math. A positive and strong student-teacher relationship allows to

develop a trusting, motivating, and a sense of belonging and community within

the classroom. When making a lesson interesting yet enlightening, the use of

humor as a teaching strategy resulting the students to perform better (Ngussa

and Mbuti 2017). Furthermore, the methods teachers use contributes to the

students’ comprehension towards mathematics since it yields complicated

operations. Teaching assets such as geometry sets, mathematical models, and

others are valuable in improving the understanding of mathematical concepts

(Enu et al. 2015).

Creating mathematics teaching and learning entails a complex task with

the use of digital tools needing to exert careful consideration of pedagogical

methods, relevance of the content, and student learning. Technology-related

practices contributes to the engagement of students with mathematics (Attard

and Holmes, 2020). It also helped in making visual context, resulting to an

easier comprehension of lesson to both teachers and students. Applying visual

context helps to grasp complex ideas by presenting specialized

representations. Additionally, it boosts the students’ memory and critical

thinking by interpreting the data given visually.

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 EXPERIENCES OF STUDENTS DEALING WITH MATHEMATICS

Constant learning of math has made students developing a resolve to

face the upcoming challenges concerning mathematics in school. Self-

confidence and trust have gained within self by participating in activities where

problem-solving, analyzing, and memorizing difficult operations are present.

However, some students think pessimistic because they recognize their selves

that they lack skills and not understanding the concept.

When students are participating in the classroom while math subject, the

key to understanding the lesson is to ask the teacher. Similarly, when students

are being grouped for activities, communication plays a role in the

comprehension of the problem in mathematics. Building relationships around

the classroom helped them to approach each other effortlessly, thus, making it

easier to exchange trust and knowledge for the hurdles to take.

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 RECOGNIZING THE VALUE OF MATHEMATICS

Being surrounded by mathematics in every aspect of life, helps to realize

the importance of it and how relevant it appears to being a student.

Students who have family business recognized the value of

mathematics in their personal lives. By calculating the expenses, changes, and

allowance have been made at ease since math is known for them. Furthermore,

having to deal with it not only in school contributes to the improvement of their

abilities to math.

When it comes to the daily life of a student, transportation is required.

With the constant use of transportation by paying fares, the importance of

mathematics is significant. Being active in personal hobbies also made math to

contribute in terms of baking and crafting as it uses measurements in the

accomplishment of the product. Understandably, addition to the desire in

learning mathematics for the advantage of it.

Moreover, students who has a goal in pursuing a math-related course

are eager to learn and discover more regarding mathematics. Those students

have appreciated math more since they are relying on their future to it.

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 CONCLUSION

Having to deal with mathematics shapes the student’s wisdom, thus,

earning experiences and recognizing the value of mathematics at the same

time. In different perceptions being student, math has significantly found its

ways to be recognized because of their use and contributions in the students’

lives. Inside the classroom if positive atmosphere is kept, students will be able

to be present. Whether at home or in school, with personal hobbies and

interests, mathematics potential is used in many ways which students have

appreciated. Accordingly, the usefulness of mathematics is a positive predictor

of success (Guy et al. 2015).

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter consists of the research design, research

participants/respondents of the study, research instrument, and data collection

procedure.

RESEARCH DESIGN

This study used a qualitative design. Since dealing with experiences

and perceptions naturally, by inquiring, observe, and understanding clearly.

RESEARCH PARTICIPANTS/RESPONDENTS OF THE STUDY

The six (6) participants were chosen students from Grade 10 Newton,

and Galilei of the President Roxas National High School.

RESEARCH INSTRUMENT

To get the information needed, the researchers asked students directly

from the random chosen Grade 10 students from Newton, and Galilei using

questions involving mathematics.

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DATA COLLECTION PROCEDURE

In collecting the data of this research, interviews and questionnaires

were conducted to participants. We collected the data based to its relevance

on this study.

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 SOURCES

• Almond (2022). Retrieved from: Sheena Jade N. Sabasaje and Richard M.

Oco, “Students’ Mathematical Skills and Performance,” International Journal of

Multidisciplinary Research and Publications (IJMRAP), Volume 6, Issue 2, pp.

328-332, 2023.

• Attard and Holmes (2020). Retrieved from: Attard, C., Holmes, K. An

exploration of teacher and student perceptions of blended learning in four

secondary mathematics classrooms. Math Ed Res J 34, 719–740 (2022).

https://doi.org/10.1007/s13394-020-00359-2

• Enu et al. (2015). Retrieved from: Mazana, M. Y., Montero, C. S., & Casmir, R.

O. (2019). Investigating Students’ Attitude towards Learning Mathematics.

International Electronic Journal of Mathematics Education, 14(1), 207-231.

https://doi.org/10.29333/iejme/3997

• Guy et al. (2015). Retrieved from: Mazana, Mzomwe & Suero Montero, Calkin

& Casmir, Respickius. (2018). Investigating Students’ Attitude towards

Learning Mathematics. International Electronic Journal of Mathematics

Education. 14. 10.29333/iejme/3997

• Mathematics. Retrieved from: https://byjus.com/maths/what-is-mathematics/

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• Moenikia and Zahed-Babelan (2010). Retrieved from: Capuno, R., Necesario,

R., Etcuban, J. O., Espina, R., Padillo, G., & Manguilimotan, R. (2019).

Attitudes, Study Habits, and Academic Performance of Junior High School

Students in Mathematics. International Electronic Journal of Mathematics

Education, 14(3), 547-561. https://doi.org/10.29333/iejme/5768

• Ngussa, Baraka & Mbuti, Elias & Mbuti, Elisha & Ed, M. (2017). The Influence

of Humour on Learners' Attitude and Mathematics Achievement: A Case of

Secondary Schools in Arusha City, Tanzania. IJRDO-Journal of Educational

Research. 2. 170-181

• Syyeda (2016). Retrieved from: Mazana, Mzomwe & Suero Montero, Calkin &

Casmir, Respickius. (2018). Investigating Students’ Attitude towards Learning

Mathematics. International Electronic Journal of Mathematics Education. 14.

10.29333/iejme/3997

• Wang et al. (2015). Retrieved from: Degol, J.L., Wang, MT., Zhang, Y. et al.

Do Growth Mindsets in Math Benefit Females? Identifying Pathways between

Gender, Mindset, and Motivation. J Youth Adolescence 47, 976–990 (2018).

https://doi.org/10.1007/s10964-017-0739-8

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