ATTITUDINAL IMPLICATION ON GRADE VIII STUDENTS’ ACADEMIC

PERFORMANCE IN MATH AT LANIPGA NATIONAL HIGH

SCHOOL, LANIPGA CONSOLACION, CEBU

An Action Research Presented to

The Faculty of the College of Education
CEBU TECHNOLOGICAL UNIVERSITY – MAIN CAMPUS
cor. M.J. Cuenco Avenue and R. Palma Street, Cebu City

In partial fulfillment of the requirements in

MATH – 3277 (ACTION RESEARCH) and for the degree of
BACHELOR IN SECONDARY EDUCATION
Major in Mathematics

KRIZZA MARIE P. ATON

MAYLENE M. PITOGO
JERIZA S. MERCADER

April 2018
 APPROVAL SHEET

This action research entitled “ATTITUDINAL IMPLICATION ON GRADE VIII

STUDENTS’ ACADEMIC PERFORMANCE IN MATH at LANIPGA NATIONAL
HIGH SCHOOL, LANIPGA CONSOLACION, CEBU”, prepared and submitted
by Krizza Marie P. Aton, Maylene M. Pitogo, Jeriza S. Mercader in partial
fulfilling of the subject requirements in Math 3277 – Action Research has been
examined and is recommended for acceptance and approval for Oral
Examination.

ACTION RESEARCH ADVISORY COMMITTEE

EMERSON D. PETEROS, Dev.Ed D

Chairman

PORFERIO M. ALMERINO JR., Ph.D LEIZL L. JURADO, Dev.Ed D

Adviser Member

IRENE O. MAMITES, M.A.Ed.

Censor

PANEL OF EXAMINERS

APPROVED by the Panel of Examines in an Oral Examination held on

April 11, 2018 with a grade of PASSED.

EMERSON D. PETEROS, Dev.Ed D

Chairman

PORFERIO M. ALMERINO JR., Ph.D LEIZL L. JURADO, Dev.Ed D

Adviser Member

IRENE O. MAMITES, M.A.Ed.

Censor

ACCEPTED and APPROVED in partial fulfillment of the requirements in

Action Research subject and for the degree of Bachelor In Secondary
Education major in Mathematics.

ELPIDIO A. MELGO, Ed. D.

OIC Dean
 ii

ABSTRACT

ATTITUDINAL IMPLICATION ON GRADE VIII STUDENTS’ ACADEMIC

PERFORMANCE IN MATH AT LANIPGA NATIONAL HIGH
SCHOOL, LANIPGA CONSOLACION, CEBU

Krizza Marie P. Aton

[email protected]

Maylene M. Pitogo
[email protected]

Jeriza S. Mercader
[email protected]

Strong mathematical abilities are important for the continuation of a

successful society. Mathematics is required and involved in all aspects of daily
life and it has universal application to everyday living likewise it is an essential
tool in many fields of discipline. The purpose of this study is to investigate the
attitudinal implication on academic performance in of the grade eight students at
Lanipga National High School, Lanipga, Consolacion, Cebu. Furthermore this
study sought to answer the profile of the students, the level of academic
performance, the level of the respondents’ attitude towards mathematics, the
relationship among students academic performance and their attitude and the
action could be proposed. This study employed a descriptive correlation method.
It was conducted of Lanipga National High School at Lanipga Consolacion Cebu
and it was administered to 30 grade eight students. A survey questionnaire
consisting of 20 items adapted by Aiken and Dreger (1963) was used for this
study. This survey instrument was used to collect information regarding students’
level of academic performance and their attitude. In reference to the gathered
data that underwent statistical treatment the following findings evolved: The
mainstream age of the respondents was 13 years old, 26.67 % of the
respondents were described as Needs Improvement in terms of their academic
performance, the levels of attitudes showed the uncertainty of students towards
Mathematics. This study has revealed that, there were significant relationships in
attitudes towards mathematics associated to academic performance.

Keywords: Math Education, Attitudinal Implication and Academic Performance,

Lanipga Consolacion, Cebu,Philippines.
 iii

ACKNOWLEDGEMENT

The researchers would like to express with appreciation and gratitude to

the Almighty God for guiding and keeping their safe, for the strengths and for
answering their prayers through the making of this participate research despite of
the challenges they encountered. They praise and glorify Your Name. Amen.

Dr. Rosein A. Ancheta, Jr., University President of the Cebu

Technological University, for his great effort toward the progress of this institution
and toward creating a school that has a heart for teachers. This will enhance us
academically to meet the demands of the 21st century learners.

Dr. Elpidio A. Melgo, OIC Dean of the College of Education, for his great
effort and support to all the researchers.

Dr. Porferio M. Almerino, Jr., research adviser, for his guidance and
support. He has motivated and inspired us throughout the making of this
participative research. He generously offers his time to give us useful comments
toward improving our work. He pulled us up when he stumbled in despair,
difficulties, sickness and discouragements. As our teacher in some subjects, he
helped us a lot in strengthening our concepts and reminding in our mission to
love and to care our students.

Fritzie C. Soronio, School Administrator of Lanipga National High School.

We are thankful for her warm acceptance and consideration for the researchers
in conducting research.

Dr. Emerson D. Peteros, Prof. Irene O. Mamites and Dr. Leizl L.

Jurado, researchers panelists, for their guidance and support. We are grateful
that they have helped us in finishing this participative research.

We are also thankful to our family, relatives, classmates and friends for
being part of our journey and for supporting us in our studies.

The Researchers
 iv

DEDICATION

We dedicate this achievement to:

Our Almighty God, our creator, our strong pillar, our source of inspiration,
wisdom,

knowledge and understanding

Our families, who have encouraged us all the way and whose encouragement
has made sure that we give it all it takes to finish what we have started.

The faculty and staff of the College of Education,

Cebu Technological University, Main Campus

in their continuous quest for academic excellence.

- The Researchers
 v

TABLE OF CONTENTS

APPROVAL SHEET i

ABSTRACT ii

ACKNOWLEDGEMENT iii

DEDICATION iv

TABLE OF CONTENTS v-vi

LIST OF TABLES vii

LIST OF FIGURES viii

Chapter- 1 INTRODUCTION 1

Rationale 1

Review of Related Literature 3

THE PROBLEM 6

Objectives of the Study 7

Significance of the Study 8

RESEARCH METHODOLOGY 9

Research Design 9

Research Environment 11

Research Respondents 13

Research Instrument 13

Data Collection 14

Ethical Issue 15
 Data Analysis 15 vi

DEFINITION OF TERMS 16

Chapter- 2 RESULTS AND DISCUSSION 17

Chapter- 3 CONCLUSION AND RECOMMENDATIONS 26

LIST OF REFERENCES 30

31
APPENDICES

Appendix A - Survey Letter 32

Appendix B - Survey Questionnaire 33

34
Appendix C - Documentation

CURRICULUM VITAE 35

KRIZZA MARIE P. ATON 36

MAYLENE M. PITOGO 38

JERIZA S. MERCADER 40
 vii

LIST OF TABLES

No. Title Page

1 Distribution of Respondents 13

2 Score Distribution of Students’ Performance in Mathematics 14

3 Score Distribution of Students’ Attitude in Mathematics 15

4 Age and Gender of Grade 8 students 17

5 Level of Academic Performance 19

6 Level of Attitude 20

7 Relationship between academic performance 23

and attitude of students in mathematics

 viii

LIST OF FIGURES

Figure Title Page

1 The Research Flow 10

2 The Map 12
 Chapter 1

INTRODUCTION

Rationale

Roger Bacon (1214 – 1294), an English Franciscan friar, philosopher,

scientific and scholar of the 13 th century, once stated. “Neglect of mathematics

works injury to all knowledge, since he who is ignorant of it cannot know the

other sciences or the other things of the world”. Mathematics has universal

applications to everyday living and it is an essential tool in many fields of

discipline such as Engineering, Medical Science, Architecture, Commerce, and

even Economics certain qualities that are nurtured by Mathematics are power of

reasoning, creativity, abstract or spatial thinking, critical thinking, problem –

solving ability and even effective communication skills.

At a psychological level, exposure to mathematics helps in developing an

analytic mind and assists in better organization of ideas and accurate expression

of thoughts .At a more general level, Mathematics is present in different forms,

right from learning the basic concepts in math up to advance concept in math

which helps the man to give exact interpretation to his ideas and conclusions. It

is the numerical and calculation part of the man’s life and knowledge. It plays a

predominant role in our everyday life and it has become an indispensable factor

for the progress of our present day world. (Fatima, 2003)

 2

Although mathematics is needed much, students regard it as a kind of

science which is very hard to learn. People mostly express that they are afraid of

mathematics as they it is difficult and others probably do not see its practical

applications to everyday life. Gabriel (2012) said that despite explaining the

importance of mathematics, the students of today still have the negative attitudes

toward the subject. 2

Gabriel (2012) further explained that some students who cannot

appreciate the important of mathematics even say that learning the four

fundamental operations is enough the use of graphs and formulas have no

relevance to their daily living, so there is no need for further knowing the subject.

The performance of students in mathematics is still generally poor, One of

the findings of the Philippine Education sector Assessment project is that the

quality of basic education in the country has descended. It pointed that the

country ranks among the poorest performers in East Asia and the rest of the

world in terms of quality standards. In the 2003 Trends in International

Mathematics and Science study (TIMMS) results for the fourth graders, the

Philippines rank 23rd among 25 countries in both mathematics and science; for

the eight graders (equivalent to 2nd year high school), it ranked 34th of the 38

countries. In the 2008 TIMMS advanced mathematics category last among 10

participating countries in the mathematics overall. The 2010 National

Achievement Test results showed a mean percentage score (MPS) at 68 percent

for elementary level, and for high school, the MPS was 45 percent (Buendia, et-

al.,2007)
 3

Likewise, the poor attitude was a factor contributing to the poor

performance in Mathematics (Mbugnua, et-al.,2012). The influence of a few

affective variables, especially attitudes, has received special attention from

educations, mainly after Brazil (1998), which affirmed that the anxiety present in

learning situations can generate an unfavorable attitude, which could result in an

impediment to learning. (Mendes; et-al., 2000)

Teaching Mathematics in Lanipga National High School is more than a

necessity. This community is populated with people who considered themselves

as underprivileged. Having this line of thinking within the families makes the

place more exposed to poverty considering that the heads of the families

themselves are not interested in the track of academic excellence.

The quest to improve the performance of the students especially in

mathematics in relation to their attitude thus, this study is conducted which aims

to assess the attitude and academic performance of grade 8 students in Lanipga

National High School, Lanipga Consolacion Cebu.

Review Related Literature

Attitude towards mathematics can be referred to a positive or

negative emotional disposition towards mathematics ( Mc Leod, et.al.,1992 ).

According to Odey, et.al.,(1998), significant gender differences were found in

several areas and attitudes variables were found to be useful in predicting

grades. Those who have positive attitudes towards mathematics have better

academic performance in the subject (Scherciber as cited by Babalosa, 2010).

 4

This result is confirmed by the findings of Doctolero as cited by Villanueva(2010)

which found a significant correlation between students’ attitude and mathematics

achievement. Yet another study claim that attitude towards trigonometry was

significantly associated with the students performance in the subject.

A student’s attitude towards learning mathematics is important and is the

main support in the orientation of learning mathematics. Attitude is an important

attribute in student’s motivation. Students who are motivated have the capability

to solve mathematical problems efficiently. Normally, students who are

motivated want to learn. According to Bar – Tal and Bar – Zorah (1977),

achievement motivated learners are likely to show initiative in and enthusiasm for

academic tasks, and are more likely to display continuous progress on the path

to success as well as persistence in the face of failure (ie. Achievement

motivation). On the other hand, extrinsically motivated learners do not usually

shows any determination to improve their academic tasks, unless they are

persuaded by the often of extrinsic rewards (Bar Tal & Bar Zorah,1977).

In the theory of self – determination (SDT) by Deci and Ryan, it postulates

that self – determined, or autonomous, motivation is related to positive academic

and emotional outcomes (including school achievement) whereas non – self

determined motivation is related to negative outcomes ( Deci and Ryan, 1991).

Evidence exist to support this idea. For example, some researchers have found

that more self – determined was related to better academic performance

(miserandino, 1996), lower dropout ( Vallerand et. Al., 1997), better ability to

cope with failures and higher quality learning (Deci & Ryan,1991). Other
 5

researchers have found that non – self determined motivation is related to higher

dropout, less interest, less value, and less effort toward achievement (Vallerand,

1977)

Budak (2000) further explains that attitude highly affects a person in

thinking negatively and positively about someone, a particular group of people,

any object of fact and behaving or not to behave to them. Attitude is formed by

cognitive, emotional, behavioral and judicial aspects. Gursul (2008), indicates

that the effect of attitudes are very high in forming behaviors.

Attitudes towards mathematics are not only formed by an instructors

attitude, but by his or her teaching style as well. A learner will develop negative

attitudes toward discipline when style is inconsistent with the learner’s learning

style (Ertekin, et.al.,2009)

Academic Performance of the Students in Mathematics

Mathematics plays an important role in shaping the future probability of

people. There are those who understand and can do mathematics without any

problems or with little difficulty as cited by Zamampa (2009), those who can do

mathematics will those who have opportunities and experience success in their

lives than those who cannot do mathematics. Mathematical competence open

door to productive and successful futures, lack of mathematical competence

closes those doors.

Recent studies conducted on the present educational system by the

Presidential Commission to survey Philippine Education (PCSPE) showed very

 6

poor performance of the high school students in all subject areas, especially

English and Mathematics

( Sutaria, 1978 ).

Mathematics performance is a serious problem in many countries. As

mentioned Zamarripa (2009), mathematics literacy in the United States is a

serious problem. This is also a problem which remains to be solved in the

Philippines. The poor performance in mathematics in the Philippines is evident in

international. It pointed out that the country ranks among the poorest performers

in East Asia and the rest of the world in terms of quality standards (Buendia,

(2011).

Some studies in the local setting had also proven the poor performance of

students in mathematics. One of the findings of Pilarta (2008) was the low level

of performance in mathematics in all content areas except in operations of

algebraic expressions of second year students in selected school in Abra.

Similarly, one of the findings of Gabriel (2012) was the “fair” and “good”

performance of the students which he implied, demand a more intensive and

innovative approach in teaching.

 7

THE PROBLEM

Objectives of the Study

This study investigated the attitudinal implication on academic

performance in mathematics of the grade eight students at L anipga National

High School, Lanipga, Consolacion, Cebu, for the academic year 2017-2018.

The findings served as basis for propose action plan for progress and

improvement.

Specially, this study sought to answer the following:

1. What is the profile of the respondents in terms of the following:

1.1 Age; and

1.2 Gender

2. What is the level of academic performance of the respondents in

Math?

3. What is the level of the respondents’ attitude towards Math?

4. Is there a significant correlation among students’ academic

performance and their attitude?

5. Based on the findings, what action plan could be proposed?

Null Hypothesis

This study is set as 0.05 level of significance.

 8

Ho: There is no significant correlation among students’ academic

performance and attitude of the respondents.

Significance of the Study

A deeper understanding about the implication of attitude towards

academic performance of the student will aid educators in the development of

effective techniques to address the mathematical needs of high school students.

The researchers hope that the result of the study can be used as an eye

opener to the students and teachers under similar conditions. It will also

contribute to the improvement of student’s attitude and their performance

towards mathematics.

CHED. The Commission on Higher Education will enable to produce high

quality research that will advanced learning and national development, as well as

international comparability of the Philippine higher education system.

School administrators. This will provide them with useful perception

towards better management of school

Students. The one who benefit most from the study are the students

because of the development of a strong sense of attitude that will improve and

make them appreciate the beauty within mathematics.

Teachers. The teachers can restructure their method of teaching by giving

emphasis on how to learn. They can give personal guidance and help develop

positive attitude towards studying.

 9

Future researchers. This study will provide the baseline data which other

studies may be conducted will emphasis on improving the performance in school

specifically n the field of mathematics

RESEARCH METHODOLOGY

Research Design

This study employed the descriptive correlation method. This study uses

random sampling in selecting respondents. The results of the questionnaire and

the official records of students’ grades in mathematics were analyzed in the light

of the problem of this research.

 10

THE RESEARCH FLOW

INPUT PROCESS OUTPUT

Profile of Students: Collection of Data: ATTITUDINAL

 Age Using a
Questionnaire
 Gender IMPLICATIONS
Analysis of Data
Academic ON
using:
Performance in
Mathematics STUDENTS’
 Percent
ACADEMIC

PERFORMANCE
 Weighted
ATTITUDE Mean

Towards
Mathematics
 Pearson r

 Regression
Analysis

Figure1. Flow of the Study

 11

Research Environment

The researchers conducted the study in Lanipga National High School,

located at Lanipga, Consolacion, Cebu. Lanipga National High school has a

library and computer area where students can study and enhance their computer

skills. The classroom also are conducive for learning.

A map of Lanipga National High School, Lanipga, Consolacion, Cebu is

shown in Figure 3 for a better view of the place where the study is conducted.
 12

LANIPGA NATIONAL HIGH SCHOOL

LANIPGA CONSOLACION, CEBU

Figure 2. Map
 13

Research Participants

The respondents of this study were the 30 grade eight students of Lanipga

National High School during the school year 2017 – 2018.This study uses

Random Sampling in selecting a respondents. The researchers choose the

Lanipga National High School for the reason that one of our researchers

graduated in Lanipga National High School and it is convenient for the

researchers to conduct a study in Lanipga National High School.

Table 1 shows the distribution of the respondents of the study.

Table I

Distribution of Respondents

GENDER TOTAL

YEAR FEMALE MALE

LEVEL
f % f % f %

Grade 8 20 66.67 10 33.33 30 100

Research Instrument

An attitudinal survey questionnaire adapted by Aiken and Dreger (1963)

was administered to document students attitude towards mathematics, because

affective traits in students according to Walker (2006) are not directly observable

and must be measured based upon what students report their own attitude. The
 14

instrument was 20 items and takes approximately 15 minutes to complete. The

items were constructed using a Likert Scale format with the following responses:

Agree =3, Uncertain= 2 and Disagree =1.

Data Collection

The researchers first sought permission to conduct the study before

administering. The research instruments from the following: Office – in – Charge

Dean, College of Education of Cebu Technological University, Cebu City;

Research Instructor and from the principal of the identified school. After

permission was granted the researchers personally administered the adopted

Aiken and Dreger questionnaires to the respondents. Retrieval of the instruments

was likewise done by the researchers.

Scoring. The survey of the students’ performance as reflected in Form 138.

Table 2

Score Distribution of Students’ Performance in Mathemat ics

CATEGORIES SCORE Descriptive Values

Outstanding 91 – 95 O

Very Satisfactory 86 – 90 VS

Satisfactory 81 – 85 S

Poor 76 – 80 P

Needs Improvement 71 – 75 NI
 15

Table 3

Score Distribution of the Students’ Attitude in Mathematics

CATEGORIES SCORE MEAN RANGE

Good 3 2.36 – 3.00

Satisfactory 2 1.68 – 2.35

Poor 1 1.00 – 1.67

Ethical Issue

An inform consent was utilized by the researchers in seeking the approval

of the respondents to partake in this scientific study specially in the variables for

age,gender and their attitude.

Data Analysis

The data were analyzed using descriptive statistical tools for finding the

percentage, weighted mean, mean and the relationship between attitude and the

academic performance of students. The result was tested using Pearson R

correlation coefficient for parametric test to determine if the attitude implicates

the academic performance of the students in Mathematics.

 16
14

DEFINITION OF TERMS

Academic Performance in Mathematics. This refers to dependent

variable of the study. Particularly, this pertains to the average grade of the

students in Mathematics for the latest grades.

Attitude. A state of mental awareness, individual’s behavior, it causes of

action because of the habitual feeling of students towards mathematics.

Mathematics. Refers to the subject taken by the respondents pertaining

to students operation, interrelation, combination, and abstraction of their

structures, measurements, transformation and generalization.

 15

Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the data collected were categorized tabulated and

subjected to a statistical test before being analyzed, interpreted and eventually

come up with the findings.

The gathered data have answered the main and the sub problems found

in the previous chapter were presented in the forms of tables.

AGE AND GENDER

Age and Gender differences are a recurrent theme throughout the

literature in academic studies in Math. From Table 4 it presented the age and

gender of the grade eight students in Lanipga National High School, Consolacion

Cebu.

Table 4

Age and Gender of Grade 8 Students

LEARNER
S AGE FEMALE MALE TOTAL

f % f % f %

16 – above 2 6.67 1 3.33 3 10

15 4 13.33 2 6.67 6 20

14 5 16.67 3 10 8 26.67

13 9 30 4 13.33 13 43.33
 TOTAL 20 66.67 10 33.33 30 100 18

There were 30 total numbers of respondents. Table 4 shows that there

were nine girls age of 13, five girls’ age of 14, four girls of age 15 and two girls’

age of 16 above. On the other hand there were four boys of age 13, three boy’s

age of 14, two boys of age 15, one boy age of 16 above.

The mainstream age of the respondent was13 had a total of 13 or 43.33%.

The analysis of data that students were in the right age to become a Grade 8 and

the gender showed that female and male respondents showed similar attitude.

Both groups shared their positive attitudes towards mathematics.

ACADEMIC PERFORMANCE

The effectiveness of the Mathematics instruction can be measured

through the performance of the students in the subject which in terms of

knowledge and skills acquired or develop. From table 5 it presented the

performance of the grade eight students in Mathematics subject through

GPA(General Percentage Average) in Lanipga National High School, Lanipga,

Consolacion, Cebu .The data were classified into O=outstanding; VS=very

satisfactory; S=satisfactory; P=Poor, and NI= Needs Improvement.

19

Table 5
 Level of Academic Performance of Grade Eight students in Mathematics

Descriptive Value f %

Outstanding 4 13.33

Very Satisfactory 7 23.33

Satisfactory 10 33.33

Poor 8 26.67

Needs Improvement 1 03.33

Total 30 100

There were four (4) or 13.33% were described as Outstanding; seven (7)

or 23.33% were described as Very Satisfactory; ten (10) or 33.33% were

described as Satisfactory; eight (8) or 26.67% were described as Poor and one

(1) or 3.3% was described as Needs Improvement.

The academic performance of the students obtained an average of 83.87.

The analysis of data revealed that their scholastic standing showed at

Satisfactory level. The students, therefore, could be described as average

students since the computed performance do not exceed the Very Satisfactory

and Poor Performance. One of the findings of Gabriel (2012) was the “fair” and

“good” performance of the students which he implied, demand a more intensive

and innovative approach in teaching. 20

LEVEL OF ATTITUDE
 Attitude can be seen as more or less positive. It reflects on emotional

disposition in relation to the subject. From Table 6 it presented the levels of

attitude of the grade eight students in Lanipga National High School, Consolacion

Cebu. The data collected were subjected to weighted mean were the assigned

descriptive values were as follows: Agree = 3; Uncertain = 2; and Disagree = 1.

Table 6
21
Level of Attitude of Grade Eight Students in Mathematics
Student’s Attitude __
X DV
1. Mathematics makes me feel nervous. 2.07 U
2. I’m always under strain in a Mathematics class. 2.03 U
3. I’m able to solve Mathematical problems without too 2.07 U
much difficulty
4. Mathematics is important to every life. 2.67 U
5. Mathematics is one of the important subject for people 2.57 A
to study.
6. High School Mathematics would be very helpful no 2.5 A
matter what I decided to study
Legend: x̅ = mean A = Agree U = Uncertain D = Disagree
7. I have usually enjoyed Mathematics in school 2.03 U
8. Mathematics is dull and boring 2.33 U
9. I am happier in my Mathematics class than any other 1.8 U
classes
10. I would like to avoid Mathematics in college 1.93 U
11. I’m willing to study higher Mathematics 2.07 U
12. Mathematics is my favorite subject 1.8 U
13. I’m always on time during my Mathematics class 2.27 U
14. In school English, Economics and History are easier 2.37 A
than Mathematics.
15. I considered Mathematics as the easiest subject in 1.6 D
school.
16. I’m interested on Mathematics and I’m happy about 1.97 U
the subject.
17. I deeply think upon answering Mathematical problems 2.37 U
18. I favor reading Mathematical materials than romantic 1.9 U
novels.
19. I’m always in good mood inside my Mathematics class 1.97 U
20. I enjoyed Mathematical challenge 2.03 U
OVERALL WEIGHTED MEAN 2.12 U
 Based from the gathered data, items from Table 6 were the Level of

Attitude of Grade Eight Students in Mathematics, items, “mathematics is

important to every life” obtained a weighted mean of 2.67; “ mathematics is one

of the important subject for people to study “ obtained a weighted mean of 2.57;

“ high school mathematics would be very helpful no matter what I decided to

study “ obtained a weighted mean of 2.5; “ in school English, Economics and

History are easier than Mathematics ” obtained a weighted mean of 2.37; “ I

deeply think upon answering Mathematical problems “obtained a weighted mean

of 2.37; where these items were all describe as Agree which showed that their

levels of attitude towards mathematics is good.

On the other hand, “ Mathematics makes me feel nervous ” obtained a

weighted mean of 2.07; “ I’m always under strain in a Mathematics class

“obtained a weighted mean of 2.03; “ I’m able to solve Mathematical problems

without too much difficulty ” obtained a weighted mean of 2.07; “ I have usually

enjoyed Mathematics in school ” obtained a weighted mean of 2.03; “

Mathematics is dull and boring ” obtained a weighted mean of 2.33; “ I am

happier in my Mathematics class than any other classes ” obtained a weighted

mean of 1.8; “ I would like to avoid Mathematics in college ” obtained a weighted

mean of 1.93; “ I’m willing to study higher Mathematics ” obtained a weighted

mean of 2.07; “ Mathematics is my favorite subject “obtained a weighted mean

of 1.8; “ I’m interested on Mathematics and I’m happy about the subject “

obtained a weighted mean of 1.97; “ I favor reading Mathematical materials than

 22

romantic novels ” obtained a weighted mean of 1.9; “ I’m always in good mood

inside my Mathematics class “ obtained a weighted mean of 1.97; “ I enjoyed

Mathematical challenge “obtained a weighted mean of 2.03; where these items

were all describe as Uncertain which showed that their levels of attitude towards

mathematics is at satisfactory level.

Lastly, item “I considered Mathematics as the easiest subject in school”

obtained a weighted mean of 1.6 students responded Disagree to the

aforementioned item which showed that their levels of attitude towards

mathematics is poor.

The level of attitude of grade eight students in mathematics obtained an

average of 2.12 which described Uncertain. Furthermore, finding showed the

uncertainty of the students’ attitudes towards mathematics which present the

satisfactory level. They needed to have positive attitude towards the subject.

According to Scherciber as cited by Babalosa, (2010) those who have positive

23
attitudes towards mathematics have better academic performance in the subject.

This result is confirmed by the findings of Doctolero as cited by Villanueva (2010)

which found a significant correlation between students’ attitude and mathematics

achievement. Ekizoglu and Tezer (2007) state that secondary school students

observed to be uncertain in creating any attitudes towards mathematics when

mathematics attitude scale applied to the students in their study.

Table 7
 Relationship between students’ academic performance and attitude
towards Mathematics

Variables df Significanc Compute Compute Table Decisio Interpretatio

e Level d d Value d n n
(t) Value
R (t)

Attitude of
Students in
Math

and

Academic 2 0.05 .7343 7.4354 2.048 Reject Significant

8
Performanc Ho Relationshi
e p

Of
Students in
Math

The table 7 showed the relationship between academic performance and

attitude of students in Mathematics. The degree of freedom is 28 with the

24
significance level of 0.05, the computed r is 0.7343.Moreover the computed t

value is 7.4354 is greater than the critical t – value of 2.048. Thus the null

hypothesis is rejected and there is a significant relationship between academic

performance and the attitude of students towards Mathematics

Achievement was found to be positively correlated to attitude towards

mathematics (Akay & Boz, 2010; Higbee & Thomas, 1999). Ma and Kishor

(1997) demonstrated that the general relationship between attitude towards

mathematics and mathematics performance is moderately positive.

 25

PROPOSED ACTION PLAN

This section presents the action plan to improve the students’ academic

performance and their attitude towards mathematics.

Areas Objectives Strategies Person Expected

Involved Outcomes
Of Concern

Students’ To develop full Conduct a Teacher Teacher and

attitude importance of counseling students bond
towards learning regarding will get
mathematics mathematics students’ Students stronger
feelings,
queries, and
concerns
about
mathematics

To uplift Students’
academic the attitude
performance Use the towards
towards simplest and mathematics
mathematics the most will improve
among grade interesting
eight students method to
teach
Raise the
mathematics
academic
for the career
performance
development
of students
 23

Chapter 3

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the whole research study which is

inclusive of the statement of the problems, findings, conclusion and

recommendations.

SUMMARY

This study investigates the implication of the attitude in academic

performance in mathematics of the grade eight students at Lanipga National High

School, Lanipga, Consolacion, Cebu for the academic year 2017 – 2018. It

further sought to answer the following problems which is the profile of the

respondents in terms of gender, age, the level of academic performance of the

respondents in Math, the levels of the respondents attitude towards Mathematics,

the research work intended to check if there is a significant correlation among

students’ academic performance and their attitude, and the action plan that could

be proposed.

FINDINGS

In reference to the gathered data that underwent statistical treatment, the

following findings evolved:

1. The mainstream age of the respondent was13 had a total of 13 or 43.33%.

The students were in the right age to become a Grade 8 and the gender

showed that female and male respondents showed similar attitudes

towards the subject.

 27

2. Eight (8) or 26.67% of the respondents were described as Poor and one

(1) or 3.3% was described as Needs Improvement in terms of their

academic performance.

The levels of attitude of respondents obtained an average of 2.12 which

described Uncertain; this showed the uncertainty of students’ attitude

towards Mathematics which presented the satisfactory level.

3. There is a significant correlation between the students’ academic

performance and their attitude.

CONCLUSION

Based on the findings of the study it revealed that, for this sample, there

were significant relationships in attitudes towards mathematics associated to

academic performance. Students were mostly uncertain in forming any attitude

towards mathematics. Ekizoglu and Tezler (2007) state that secondary school

students observed to be uncertain in creating any attitude towards math when

mathematics attitude scale applied to the students in their study.

RECOMMENDATIONS

Student’s early experiences with mathematics and how they perceive

mathematics impacts a positive or negative attitude towards the subject depends

on their early experience with mathematics. Emotional responses, beliefs, and

behaviors connected to mathematics that formulate an individual’s attitude

towards mathematics (Rodriguez.,et al 2008).

 28

Mathematics should not be limited to the representation of rigid

processing, routine manipulation, and theoretical operation. In this sense,

mathematics should be demonstrated in a more authentic way, by which

students can spontaneously associate mathematics knowledge with their daily

real life. Likewise, the learning styles of the teacher should be consistent. In

doing so, the engagement and exposure will result in students’ having a better

understanding of mathematics that will in turn help them to develop more positive

attitude towards mathematics.

REFERENCES
 30

REFERENCES

Journal Article

Aiken, L.R.(1970). Attitudes toward Mathematics. Review of Educational

……..Research,40(4), 551 -596.
Deci, E. L., et. al(1985) – The General Causality Orientations Scale: Self
determination ……..in personality. Journal Personality, 19, 109 – 134.
Dossey, J. (1992). The nature of mathematics: Its role and its influence. In D.A.
Grouws ……..(Ed.), Handbook of research in mathematics teaching and learning
(pp.39 -48). ……..New York : Macmillan
Evans, B.( 2007). Students attitudes, conceptions, and achievement in
introductory ……..undergraduate college statistics. The Mathematics
Educator, 17 (2) , 24 – ……..30.
Goswami,M.,et al.(2012). Study of various problems faced by the Students and
……..Teachers in Learning & Teaching Mathematics their suggestions
measures. ……...International Jounral of Advanced Research in Management
and Social ……...Sciences,2(2), 195 – 201
Hannula, M. (2002). Attitude towards Mathematics: emotions, expectations and
values. …….. Studies in Mathematics, 49(1), 25 -46.
Ma, X. (1997). Reciprocal relationships between attitude towards Mathematics
and ………Achievement in Mathematics, Journal of Educational Research,90,
22.
Ma, X., et. al(1997). Assessing the relationships attitude toward Mathematics and
………achievement in mathematics. A meta analysis, Journal for Research in
………Mathematics Education, 28, 26 – 47
Mendes, C. L., at.al.(2000). Researching the attitude Towards Mathematics in
Basic ………Education, Educational Psychology, 20 (2), 237 – 243.
Niemiec, C.,et.al (2000). Autonomy, Competence, and relatedness in the
classroom: ………..applying self – determination theory to educational practice.
Theory and ………..Research in Education, 7(2), 133 -144.
Pietsch,J., et.al. (2003). The Relationship among self – concept, self- efficacy,
and ……….performance in Mathematics during secondary school. Journal
Psychology, 95 ……….(3) , 589 – 603.
Ramserier, P. (2001). Motivation to learn as an outcome and determining factor
of ……….learning at school. European Journal of Psychology of Education, 16(3)
, 421 – ……….239
APPENDICES
 32
Appendix A

Cebu Technological University – Main Campus

M.J. Cuenco Ave., R. Palma St., Cebu City
College of Education

FRITZIE C. SORONIO
School Administrator
Lanipga National Highschool
Lanipga, Consolacion, Cebu

Sir/Maam:

Findings of Peace and Love from the College of Education!

We, the undersigned, would like to conduct a study on the “Attitudinal

Implication on Grade VIII Students’ Academic Performance in Math at
Lanipga National Highschool, Lanipga, Consolacion, Cebu”. In line with this,
we would like to request the adviser of the said school to permit us in handling
over the data of the student’s grades prior to his/her advisory as our research
variable. Provide the data that will be gathered of the student teachers will be
kept with utmost confidently.

We are looking forward that this request merits a favorable response.

All our sincerity,

KRIZZA MARIE ATON

MAYLENE PITOGO

JERIZA MERCADER

Noted by:

PORFERIO ALMERINO, PH.D

Research Instructor / Adviser

Approved by: ELPIDIO A. MELGO, Ed. D.

OIC Dean, College of Education
 33

Appendix B

Name: ___________________________ Age: _________

Gender:______________

Directions: Please put check mark on the blank space provided in this
questionnaire. Kindly give your response religiously. The validity and
reliability of this study depends upon your sincerity in giving the answer.
Check the number below if you feel Agree = 3, Uncertain = 2, and Disagree= 1

Student’s Attitude 3 2 1
A U D
1. Mathematics makes me feel nervous.
2. I’m always under strain in a Mathematics class.
3. I’m able to solve Mathematical problems without too
much difficulty
4. Mathematics is important to every life.
5. Mathematics is one of the important subject for people to
study.
6. High School Mathematics would be very helpful no
matter what I decided to study
7. I have usually enjoyed Mathematics in school
8. Mathematics is dull and boring
9. I am happier in my Mathematics class than any other
classes
10. I would like to avoid Mathematics in college
11. I’m willing to study higher Mathematics
12. Mathematics is my favorite subject
13. I’m always on time during my Mathematics class
14. In school English, Economics and History are easier
than Mathematics.
15. I considered Mathematics as the easiest subject in
school.
16. I’m interested on Mathematics and I’m happy about the
subject.
17. I deeply think upon answering Mathematical problems
18. I favor reading Mathematical materials than romantic
novels.
19. I’m always in good mood inside my Mathematics class 34
20. I enjoyed Mathematical challenge
Appendix C
 Documentation

These photos were taken during the oral defense of tha action research entitled
“Attitudinal Implication on Grade VIII Students’ Academic Performance in Math
at Lanipga National High School, Lanipga Consolacion, Cebu”.
CURRICULUM VITAE
 36

CURRICULUM VITAE

KRIZZA MARIE P. ATON

________________________________________________________________

PERSONAL PROFILE

Age : 20

Date of Birth : March 04, 1998

Civil Status : Single

Contact Nos. : 09978877273

Email Address : [email protected]

Address : Banban, Bogo City

Mother : Merfe Aton

Father : Rey Aton

Siblings : 4

EDUCATIONAL BACKGROUND

College: Bachelor in Secondary Education

Major in Mathematics

Cebu Technological University

M.J. Cuenco Ave., R. Palma St. Cebu City

Academic Status: currently enrolled

 37

Secondary: Secondary Education

Banban National High School

Banban, Bogo City

Graduated Last 2014 – 2015

Elementary: Elementary Education

Banban Elementary School

Banban, Bogo City

Graduated Last 2010 – 2011

AWARDS/RECOGNITION RECEIVED

Salutatorian

Banban National High School

Banban, Bogo City

Graduated last 2014 – 2015

 38

CURRICULUM VITAE

MAYLENE M. PITOGO
________________________________________________________________

PERSONAL PROFILE

Age : 18

Date of Birth : May 02, 1999

Civil Status : Single

Contact Nos. : 09323461192

Email Address : [email protected]

Address : Panas, Consolacion Cebu

Mother : Mergelita Pitogo

Father : Raul Pitogo

Siblings : 6

EDUCATIONAL BACKGROUND

College: Bachelor in Secondary Education

Major in Mathematics

Cebu Technological University

M.J. Cuenco Ave., R. Palma St. Cebu City

Academic Status: currently enrolled

 39

Secondary: Secondary Education

Lanipga, National High School

Lanipga, Consolacion Cebu

Graduated Last 2014 – 2015

Elementary: Elementary Education

Panas Elementary School

Panas, Consolacion Cebu

Graduated Last 2010 – 2011

AWARDS/RECOGNITION RECEIVED

Valedictorian

Lanipga National High School

Lanipga, Consolacion Cebu

Graduated last 2014 – 2015

 40

CURRICULUM VITAE

JERIZA S. MERCADER
________________________________________________________________

PERSONAL PROFILE

Age : 20

Date of Birth : February 08, 1998

Civil Status : Single

Contact Nos. : 09336278253

Email Address : [email protected]

Address : Lamesa, Balamban Cebu

Mother : Remedios Mercader

Father : Alfredo Mercader

Siblings : 6

EDUCATIONAL BACKGROUND

College: Bachelor in Secondary Education

Major in Mathematics

Cebu Technological University

M.J. Cuenco Ave., R. Palma St. Cebu City

Academic Status: currently enrolled

 41

Secondary: Secondary Education

Lamesa National High School

Lamesa, Balamban Cebu

Graduated Last 2014 – 2015

Elementary: Elementary Education

Lamesa Elementary School

Lamesa, Balamban

Graduated Last 2010 – 2011

AWARDS/RECOGNITION RECEIVED

Salutatorian

Lamesa National High School

Lamesa, Balamban Cebu

Graduated last 2014 – 2015