Chapter 1

INTRODUCTION

Rationale

The analytic skills, which is an individual’s capacity to use cognitive processes to

confront and resolve real, cross‐disciplinary situations where the solution path is not

immediately obvious and where the literacy domains or curricula areas that might be

applicable are not within a single domain of mathematics, science or reading, is very

important for every individual in their everyday life and workplace. When solving

problems, in many cases, we have to explain our solution, thus good reasoning

competency is also important. This is even more important for a teacher, thus

developing teachers’ analytic strategies is essential (Cassirer, 2012).

In the United States, Magone (2011) argued that there is probably a limit to what

can be learned, and that it takes extensive time to acquire analytic skills in such a

complex domain. The difference between problem solving by experts and novices can

be explained by the fact that experts have acquired a larger knowledge base of implicit

memories (i.e. memories that are not consciously attained) than the novices. In

principle, experts have in some sense “seen it all before,” and can therefore act in an

intuitive and non-reflective manner. Unfortunately, for teacher educators this would

mean that there is no way to fast forward this process, and that students can, at best,

start people on the path toward expertise and provide them with the tools and

dispositions to better learn from their experience.

 In the Philippines, it was observed that current classroom teaching is generally

procedural rather than conceptual and so does not promote understanding and problem

solving. Because of this observation, it was revealed that Filipino students are weak at

items on reasoning. These are those that require making conjectures/predictions,

analysis, generalization, synthesis, evaluation, and proof. They are also not used to

answering constructed-response items, particularly open-ended ones. These are items

that have many different correct solutions and/or answers as well as items that require

them to explain their solutions and /or answers. Multiple-choice items are commonly

used in schools. So something needs to be done to address these problems (San Jose,

2010).

In Davao City, a study conducted at the University of Mindanao shows that

students respond to stimuli maybe slow and disinterested to learn because teachers’

capacity is insufficient to apply analytical skills in their daily routine of teaching. These

are analytical skills that can be reverberated to the clienteles. Analytical thinking can be

equated to higher thinking level of Bloom’s Taxonomy of which teachers need to align

into their lessons such as: analysis, synthesis and evaluation (Biongan, 2015).

Research Objectives

The researchers, will give insights on investigating the level of intellectual

curiosity and learning participation of Senior High School Students in relation to their

analytical skills. Specifically, the study aims to answer the following objectives:

1. To determine the level of intellectual Curiosity of Senior High School students.

1.1 Intellectual Discovery

 1.2 Self-monitoring

1.3 Lifelong learning

2. To determine the level of learning participation of the senior high school students

in terms of:

2.1 Self-efficacy

2.2 Oral Communication

2.3 Collaboration

3. To determine the analytic skills of Senior High School Students, in terms of:

3.1 Modeling

3.2 Reasoning

3.3 Proving

4. To determine the significant relationship of between:

4.1 Intellectual Curiosity and Analytical Skills

4.2 Learning Participation and Analytical Skills

5. To identify which domain of intellectual curiosity and learning participation best

predicts the analytical skills of SHS students.

Hypothesis

Ho1. There is no significant relationship between intellectual curiosity of Senior

High School Students in relation to their analytical skills.

Ho2. There is no significant relationship between learning participation of Senior

High School Students in relation to their analytical skills.

Literature Review
 Presented in this section are the related literatures that have bearing to the

present study taken from the book, newspaper, journal, magazines and reliable

websites.

Intellectual Curiosity

Being curious and open to a variety of thoughts, perspectives, and ideas

facilitates learning and better academic performance (Lent et al. 1994) that cannot be

attributed to intellectual ability. The most desirable student outcomes result when there

is congruence between the characteristics of a student and the qualities of their social

environment. Curious students should prosper in schools that value and cultivate their

intense desire to acquire novel and challenging information and experiences (Reiss and

Reiss, 2014).

The present research analyzes the interplay between students’ curiosity and

school environment in the prediction of academic success. The component of school

environment under investigation was the perceived availability of intellectual challenge

and learning opportunities. The focus was on adolescent students situated in Hong

Kong, a collectivist culture with one of the most competitive educational systems in the

world (Lent, 2014).

Feelings of curiosity can be defined as the recognition, pursuit, and intense

desire to investigate novel, challenging, or puzzling phenomena. When people feel

curious, they are more attentive, process information at a deeper level, better retain

information, and more likely to persist on tasks until goals are met (Ainley et al. 2012).
 Intellectual Discovery. Intellectual discovery especially affects the academic

institutions in knowledge activities like: production (summarizing information, production,

data analysis); distribution (knowledge and speech representation, cooperation and

publication) and knowledge application (teaching, research activities and administrative

activities). All these academic activities are influenced by the Information and the

Communications Technologies (ICT), referred to by some authors as cyberscience

(Nentwich, 2009).

Recently, important works have incorporated data mining in academic research.

For instance, mining student answers from a web-based tutoring tool database to obtain

pedagogically relevant information and to provide feedback to the teacher; to predict

individual student’s final academic achievement by modelling with decision trees and

hierarchical models; and to classify students in order to predict their final mark based on

features extracted from logged data in an education web-based system (Fayyad, 2016).

Self-monitoring. Self-monitoring is a concept introduced during the 1970s by

Mark Snyder, that shows how much people monitor their self-presentations, expressive

behavior, and nonverbal affective displays. Human beings generally differ in substantial

ways in their abilities and desires to engage in expressive controls (Snyder, 1974)

It is defined as a personality trait that refers to an ability to regulate behavior to

accommodate social situations. People concerned with their expressive self-

presentation (see impression management) tend to closely monitor their audience in

order to ensure appropriate or desired public appearances. Self-monitors try to

understand how individuals and groups will perceive their actions. Some personality

types commonly act spontaneously (low self-monitors) and others are more apt to
purposely control and consciously adjust their behavior (high self-monitors) (Mason,

2014).

Recent studies suggest that a distinction should be made between acquisitive

and protective self-monitoring due to their different interactions with metatraits. This

differentiates the motive behind self-monitoring behaviours: for the purpose of acquiring

appraisal from others (acquisitive) or protecting oneself from social disapproval

(protective) (Sandderson, 2010).

Lifelong learning. Lifelong learning is the ongoing, voluntary, and self-motivated

pursuit of knowledge for either personal or professional reasons. Therefore, it not only

enhances social inclusion, active citizenship, and personal development, but also self-

sustainability, as well as competitiveness and employability (Fischer, 2010).

Evolved from the term "life-long learners", created by Leslie Watkins and used by

Professor Clint Taylor (CSULA) and Superintendent for the Temple City Unified School

District's mission statement in 1993, the term recognizes that learning is not confined to

childhood or the classroom but takes place throughout life and in a range of situations.

Allen Tough (1979), Canadian educator and researcher, asserts that almost 70% of

learning projects are self-planned (Whyte, 2012).

During the last fifty years, constant scientific and technological innovation and

change has had profound effects on how learning is understood. Learning can no longer

be divided into a place and time to acquire knowledge (school) and a place and time to

apply the knowledge acquired (the workplace). Instead, learning can be seen as

something that takes place on an ongoing basis from our daily interactions with others
and with the world around us. It can create and shapeshift into the form of formal

learning or informal learning, or self-directed learning (Keevy, 2015).

Learning Participation

Within the 21st century framework, student competencies have moved beyond

basic content knowledge and skills to include the attitudes, adaptability, and innovations

that students will need to be successful in school, in the work place, and in

relationships. This 21st century framework shares many commonalities with the social

cognitive theory on self-efficacy, which emphasizes the application of self-regulatory

behaviors so that students can take purposeful, proactive, and reflective approaches in

their own functioning (Zimmerman & Schunk, 2001).

According to social cognitive theory, self-efficacy is the belief in one’s own ability

to master a challenge or perform effectively (Bandura, 1982; Zimmerman & Kitsantas,

2005). It influences the types of behaviors that one employs when deciding whether to

take on a task, what choices to make, and how much effort and perseverance to apply

towards that task (Bandura & Wood, 1989). It requires students to use self-regulatory

procedures that serve as mediators between personal views (e.g., beliefs about

success), behavior (e.g., engaging in a task, strategies used), contextual characteristics

(e.g., feedback from a teacher, expectations from parents), and actual learning

outcomes (Pintrich, 2004). Self-efficacious students undertake difficult and challenging

tasks more often than inefficacious students (Zimmerman & Kitsantas, 2005), expand

more effort, persist longer (Multon, Brown, & Lent, 1991), and have fewer adverse

emotional reactions when they encounter difficulties (Pajares & Kranzler, 1995;

Bandura, 1997). Self-efficacy also provides students with a sense of agency, which
motivates their learning by propelling the cyclical phases of self-regulatory processes

such as selfmonitoring, self-evaluation, and self-reaction (Zimmerman, 2002).

In social learning theory, self-monitoring refers to the cognitive tracking of

personal functioning, such as keeping record of how much time one spends writing an

essay. Self evaluation refers to comparisons of how one performs against some

standard, such as one’s prior performance or personal goals. Self-reaction refers to

feelings of self-satisfaction regarding one’s performance. Increases in self-satisfaction

enhance motivation, whereas decreases in self satisfaction undermine future efforts to

learn, thus influencing future goal setting (Schunk, 2001).

Importance of Self-monitoring and Self-evaluation In today’s society, with rapidly

changing information and communication technology, the way that knowledge is

generated and transmitted is incessantly evolving. Students and citizens need to

develop self-directive processes to become proactive in their own course of lifelong

learning. Researchers and teachers agree that it is important to start by empowering

students with the self-awareness and the strategic knowledge that they would need to

self-improve continuously (Boekaerts & Corno, 2005; Schunk, 2001).

Self-Efficacy. Before Bandura (2007) introduced self-efficacy as a key

component in social cognitive theory, he discussed human motivation primarily in terms

of outcome expectations. However, during the treatment of phobic individuals with

mastery modeling techniques, individual differences in generalization were found

regardless of the fact that all subjects could successfully interact with the target of their

fear (e.g., touch a snake or dog) without adverse consequences at the end of therapy.

Although the subjects developed a strong outcome expectancy that proper techniques
(e.g., for handling a snake or dog) would protect them from adverse consequences

(such as biting), they still differed in their perceived capabilities to use the techniques

outside the therapeutic setting. Bandura labeled this individual difference self-efficacy

and sought to measure it using task-specific scales.

Although self-efficacy and outcome expectations were both hypothesized to

affect motivation, he suggested that self-efficacy would play a larger role because ‘‘the

types of outcomes people anticipate depend largely on their judgments of how well they

will be able to perform in given situations’’ (Bandura, 2010). Bandura (2007) formally

defined perceived self-efficacy as personal judgments of one’s capabilities to organize

and execute courses of action to attain designated goals, and he sought to assess its

level, generality, and strength across activities and contexts. The level of self-efficacy

refers to its dependence on the difficulty of a particular task, such as spelling words of

increasing difficulty; generality pertains to the transferability of self-efficacy beliefs

across activities, such as from algebra to statistics; strength of perceived efficacy is

measured by the amount of one’s certainty about performing a given task. These

properties of self-efficacy judgments are measured using questionnaire items that are

task specific, vary in difficulty, and capture degrees of confidence (e.g., from 0 to

100%).

With regard to their content, self-efficacy measures focus on performance

capabilities rather than on personal qualities, such as one’s physical or psychological

characteristics. Respondents judge their capabilities to fulfill given task demands, such

as solving fraction problems in arithmetic, not who they are personally or how they feel

about themselves in general. Self-efficacy beliefs are not a single disposition but rather
are multidimensional in form and differ on the basis of the domain of functioning. For

example, efficacy beliefs about performing on a history test may differ from beliefs about

a biology examination. Self-efficacy measures are also designed to be sensitive to

variations in performance context, such as learning in a noisy lounge compared to the

quietude of the library. In addition, perceptions of efficacy depend on a mastery criterion

of performance rather than on normative or other criteria. For example, students rate

their certainty about solving a crossword puzzle of a particular difficulty level, not how

well they expect to do on the puzzle in comparison to other students. Finally, self-

efficacy judgments specifically refer to future functioning and are assessed before

students perform the relevant activities. This antecedent property positions self-efficacy

judgments to play a causal role in academic motivation (Bandura, 2007).

Oral Communication. For successful communication, students require more

than the formal ability to present well and a range of formulaic expressions. Successful

communication is contextdependent and therefore embedded in its particular discourse

community (Bizzell, 2009). Oral communication reflects the persistent and powerful role

of language and communication in human society. As Halliday (2006) explains,

communication is more than merely an exchange of words between parties; it is a

“…sociological encounter” and through exchange of meanings in the communication

process, social reality is “created, maintained and modified”. Such a capacity of

language is also evident in Austin’s (2000) earlier work on speech act theory where, as

cited by Clyne (2002), language and thus communication is an “…instrument of action”.

Speech act theory, concerned with the communicative effect, that is, the function and

effect of utterances, dissects an utterance into three components: the actual utterance
(the locution); the act performed by the utterance (the illocution); and the effect the act

has on the hearer (the perlocution).

Searle’s (2005) work further defined speech acts as directives, imperatives,

requests, and so on. Communication is a dynamic interactive process that involves the

effective transmission of facts, ideas, thoughts, feelings and values. It is not passive and

does not just happen; we actively and consciously engage in communication in order to

develop information and understanding required for effective group functioning. It is

dynamic because it involves a variety of forces and activities interacting over time. The

word process suggests that communication exists as a flow through a sequence or

series of steps. The term process also indicates a condition of flux and change. The

relationships of people engaged in communication continuously grow and develop.

Collaboration. Collaboration has become a twenty-first-century trend. The need

in society to think and work together on issues of critical concern has increased (Austin

2000) shifting the emphasis from individual efforts to group work, from independence to

community (Leonard and Leonard 2001). In this age of collaboration, the phenomenon

is described in a variety of ways: systems (Noam 2001), dialogue (Senge 2001),

creative problem solving (John-Steiner, 2002), and interorganizational relationships

involved in information technology (Black et al., 2002).

In education, collaboration is seen as an opportunity for school renewal (National

Council for Accreditation of Teacher Education 2000; Council for Exceptional Children

n.d.) and an opportunity to involve many individuals in complex educational problems.

Examples of these problems are: increased student needs as the number of students

from diverse backgrounds who demonstrate low or failing test scores grows; diminished
resources; an explosion of information through technology creating a more complex

learning environment; and standards-based education requiring creative ways of

meeting prescribed outcomes while engaging students in meaningful learning

experiences. School library media specialists (SLMSs) play a major role in addressing

these problems by collaborating with teachers. Professional guidelines identify

collaboration as an essential responsibility of library media specialists that can

contribute to improving learning outcomes (American Association of School Librarians

and Association for Educational Communications and Technology 2009).

However, in library science, as in other fields, there is “no consensus … on either

an operational definition or theoretical foundation of collaboration” (Welch, 2008).

Factors that make collaboration effective have yet to be clearly identified, although

various ways in which teachers and SLMSs work together have been classified

(Loertscher, 2000). In order to fully understand the meaning of collaboration and the

relationship between collaboration and student academic achievement, a theory of

collaboration is needed.

Analytic Skills

Analytical thinking strategies had been categorized into seven major areas,

which are modeling, reasoning, symbolization, representation, proving, abstraction,

and mathematization. However, these major cognitive activities are hard to be

categorized due to their similarity and interrelation, Karadag (2009).

The National Science Board (2006), they stresses that in relation to international

peers, poor performance among United States students in areas of science, math, and
general problem solving has reinforced the need for college-level courses which will

increase analytic courage. Furthermore, the increasing importance of analytic courage

is underscored by the ‘information society’ that teachers are expected to operate in and

contribute to. An increasingly technologically complex and information rich society

requires graduates who are able to critically analyze the source, content, and quality of

the information provided, as well as use that information effectively. Operating within

this context requires the ability to synthesize, analyze, and organize deductions to

address complex problems and situations. Analytic courage can be evaluated using the

following indicators: evaluation, information processing and creative thinking skills.

Modeling. According to Karadag (2006), our basic framework for assessing the

distribution of age-specific returns to investment in skills is an elaboration of the

modeling skill over the life cycle. They illustrate the cumulative and synergetic nature of

modeling skill in a framework where learning abilities differ with respect to age and may

differ between individuals and where individuals face heterogeneous environments.

Student achievement scores and human capital are modelled explicitly as a function of

cognitive and self-regulatory skills. Institutional aspects of labour markets which may

shape the distribution of human capital are taken into account in the simulation model.

The impact of educational polices which aim at enhancing skills is evaluated in

terms of their longer run multiplier effects. Various age- and skill-specific investment

strategies are appreciated with respect to individual returns to education, with respect to

the overall human capital of the population as well as with respect to its allocation

among the members of society. Individual educational choices are investigated for

tertiary investments to maximize human capital, while for preschool, primary and
secondary education the impact of different investment strategies are assessed without

a particular model of choice. The parameters of the simulation model are adjusted in a

way such that the formation of intelligence and self-regulation across the life span in our

population reproduces facts and stylized facts from the development of cognitive and

self-regulatory skills, the student reading achievement scores from PISA 2000 and the

inequality of wages in Germany in 2004 (Karadag, 2009).

Reasoning. Reasoning is defined as recognising patterns and opportunities to

generalise; explaining why an answer must be correct; constructing chains of

deductions; understanding the difference between a practical demonstration and proof;

appreciating assumptions and constraints and knowing how varying these would affect

results. This can be achieved through the process called specializing (Karadag, 2009).

Griffin and Shoorcheh (2012) outlined that reasoning skills should be

emphasised in the three main domains of learning; knowledge, skill and attitude. In the

knowledge domain, students should learn to reason effectively, use systemic thinking,

evaluate evidence, solve problem as well as to articulate the result of an inquiry. In the

skill domain, students should be able to use various types of reasoning and systemic

thinking in the execution of procedures. Reasoning attitudes comprise of making

reasoned judgments and decisions, solve problems as well as attitudinal disposition

throughout the whole process of Ways of Thinking.

Symbolization. The symbol mediates the artistic image and the concept of

hidden meaning. However, the symbol is more full of hidden meaning that the concept.

Unlike the artistic image, it has a factual meaning. The distinguishing feature of the
symbol is its multifaceted nature with the preservation of the symbolic form, which is

revealed by its comparative analysis (Karadag, 2009).

In the history of philosophy, the symbol is mostly used to describe and learn the

transcendent secret world. For instance, Socrates encouraged learning the "truth of

being" through implicit images, so as to protect oneself from the blinding beams of truth.

The symbol as a spiritual means that helps understand the surrounding world from the

spiritual perspective. And symbol as a universal means of understanding the world

(Cassirer, 2012).

It is widely documented that the symbolic names of objects and phenomena in

the real world depend on the human cognitive energy. Animate or inanimate objects of

the surrounding natural world acquire symbolic meaning due to their special influence

on humankind; the linguistic image of the world also becomes symbolic (Ellis, 2014).

Modern linguistic studies are based on learning communicative, cognitive, ethnic,

and symbolic characteristics of languages. The information and symbolic origin of

national consciousness that are inherent in the nature of language should be

investigated comprehensively. The related problem of the nature of symbols, which

depict images of culture and learning in language (national symbols), may be solved

through linguistic-cognitive analysis (Kim, 2015).

Representation. For a mathematical thinking and communication we need to

represent in some way the elements of mathematical structures. Communication

requires external representation in the form of language resources, written symbols,

figures and objects. External representations can be: enactive, iconic and symbolic

(written and spoken language, symbols) (Karadag, 2009).

 Most of the information we receive about the world around us is filtered through

our eyes. The visual plays an important role in our life. Hence, visual representations

play an important role in the learning process. Numerous psychological studies confirm

that using visuals in teaching helps a deeper understanding of concepts. People tend to

remember the visual aspects of a concept better than analytical aspects (Tünde &

Gabriella, 2012).

In order to conceptualize about a mathematical concept we need its internal

(mental) representation, so that our brain can operate with these representations. As

opposed to external representation internal representation cannot be directly observed.

Cognitive psychologists have formulated two hypotheses on representations: there is a

connection between internal and external representation of a concept. We can make

logical deduction about internal representation, about their quality with the help of

manipulating external representations; and internal representations are interconnected,

they form a network, that of mathematical concepts and principals. These connections

can be simulated by constructing the right connections between external

representations. External representations, such as figures and text definitions influence

the nature of internal representation. This also holds the other way round (Ambrus,

2011).

Symbolic representation is the most compact and abstract representation of a

principle or concept. On the other hand, enactive and iconic representation provide a

better understanding of the essence and importance of a concept or principle, they

facilitate sense making. Visual representation may help understanding. People

remember the visual aspects of a concept better than its analytical aspects because
memory operates better with images than words. Teaching the three types of external

representations in a spiral movement would be optimal. The learning process is affected

in a positive way if relying on different cognitive styles, integrating verbal, analytical and

visual activities. In order to understand abstract concepts a multiple representation and

manipulation of these representations is needed. Visual representation often facilitates

understanding a problem. Students need to be taught a conscious use of visual

representations.Those who excel at problem solving choose the best representation for

a certain problem. They easily use a geometric representation for a problem in algebra

(Tünde, 2012).

Proving. Proving is a process of verifying mathematical claims or an idea that is

valid within the system of all mathematics. The latter conception suggests that students

are rather confused with proof and do not know clearly what constitutes a proof, which

is not very surprising in the light of the earlier results. However, the mostly it was used

empirical or analytical proof schemes but there were also proofs that remained on the

level of external conviction (Karadag, 2009).

Abstraction. Abstraction in its main sense is a conceptual process where

general rules and concepts are derived from the usage and classification of specific

examples, literal ("real" or "concrete") signifiers, first principles, or other methods. An

abstraction is the outcome of this process—a concept that acts as a super-categorical

noun for all subordinate concepts, and connects any related concepts as a group, field,

or category (Karadag, 2009).

Conceptual abstractions may be formed by filtering the information content of a

concept or an observable phenomenon, selecting only the aspects which are relevant
for a particular subjectively valued purpose. For example, abstracting a leather soccer

ball to the more general idea of a ball selects only the information on general ball

attributes and behavior, excluding, but not eliminating, the other phenomenal and

cognitive characteristics of that particular ball (Inkinen, 2009).

An abstraction can be seen as a compression process, mapping multiple

different pieces of constituent data to a single piece of abstract data; based on

similarities in the constituent data, for example, many different physical cats map to the

abstraction "CAT". This conceptual scheme emphasizes the inherent equality of both

constituent and abstract data, thus avoiding problems arising from the distinction

between "abstract" and "concrete". In this sense the process of abstraction entails the

identification of similarities between objects, and the process of associating these

objects with an abstraction (Galbács, 2015).

Those abstract things are then said to be multiply instantiated, in the sense of

picture 1, picture 2, etc.. It is not sufficient, however, to define abstract ideas as those

that can be instantiated and to define abstraction as the movement in the opposite

direction to instantiation. Doing so would make the concepts "cat" and "telephone"

abstract ideas since despite their varying appearances, a particular cat or a particular

telephone is an instance of the concept "cat" or the concept "telephone". Although the

concepts "cat" and "telephone" are abstractions, they are not abstract in the sense of

the objects in graph 1 below. We might look at other graphs, in a progression from cat

to mammal to animal, and see that animal is more abstract than mammal; but on the

other hand mammal is a harder idea to express, certainly in relation to marsupial or

monotreme (Wang, Conder, Blitzer & Shinkareva, 2010).

 Mathematization. In an earlier study, mathematization, that is, the activity of

organizing any kind of reality with mathematical means, was identified as one of the

obstacles that students experience in initial algebra. To better understand the nature of

the difficulties with solving word problems while using digital tools, we use the lens of

mathematization (Karadag, 2009).

The notion of mathematization originates from the theory of Realistic

Mathematics Education (RME). It refers to the activity of organizing and studying any

kind of reality with mathematical means, that is, translating a realistic problem into the

symbolic mathematical world, and vice versa, as well as reorganizing and

(re)constructing within the world of mathematics. ‘Reality’ can either refer to real life, to

fantasy world, or to mathematical situations as far as they are meaningful and

imaginable to the student, for example because their essential elements have been

previously experienced and understood by the student (Van den Heuvel-Panhuizen &

Drijvers, 2013).

Within mathematization, horizontal and vertical mathematization are

distinguished. Horizontal mathematization refers to the activity of transferring a realistic

problem to a symbolic mathematical problem through observation, experimentation, and

inductive reasoning. Activities that characterize horizontal mathematization include, for

instance, identifying the specific mathematics in a general context, schematizing,

formulating and visualizing a problem in different ways, and discovering relations (De

Lange, 2011).

Solving word problems—including the problems that combine both symbolic

expressions and natural language—appeals to horizontal mathematization. Vertical

mathematization refers to the activity of reorganizing and (re)constructing within the

world of symbols which includes solving the problem, generalization of the solution and

further formalization. Activities that characterize vertical mathematization include, for

instance, manipulating and refining mathematical models, using different models,

combining and integrating models, and generalizing (Treffers, 2011).

In all phases of mathematical activity, the two types of mathematization

complement each other. De Lange (2010) elaborates on the interplay between

horizontal and vertical mathematization activity. He states that the process of

mathematization undertaken by students in the learning processes is personal and may

take different routes depending on the students’ perception of the realistic situation,

their skills, and their problem solving abilities.

Figure 1 Conceptual Paradigm

X Y

INTELLECTUAL
CURIOSITY
Analytic Skills

 Modeling

 Reasoning

 Symbolization

LEARNING  Representation
PARTICIPATION
 Proving

 Self-efficacy  Abstraction

 Oral  Mathematization

Communication 

 Collaboration
Significance of the Study

This study is significant to the following:

For the School Head, this will give them insight on how to help teachers in their

teaching especially in improving their skills. For Teachers, the research will give them

ideas on different factors that help students in their learning. For the Students, the

research will most benefits them as this will help everyone involved in their chosen

profession. For the Future Researchers, this study is good a reference for their future

studies which relates different skills needed as a teacher.

Definition of Terms

Intellectual Curiosity - curiosity that leads to an acquisition of general

knowledge. It can include curiosity about such things as: what objects are composed of,

the underlying mechanisms of systems, mathematical relationships, languages, social

norms, and history (Austin, 2014).

Learning Participation- refers to how students behaves in learning settings

(Zimmerman & Schunk, 2001).

Analytical Skills – refers to skill of performing an analysis. Such skills include

the ability to apply logical thinking in order to break complex problems into their

component parts (Freed & Pena, 2010).

 Chapter 2

METHOD

This portion encompasses a research design - on which it determines the

proponent's plan on how the study will be conducted, the type of data that will be

collected, the techniques or the means to be used to obtain these data, the reason for

the choice of the subjects, the manner of determining sample size, the instruments to be

used and their validation, and the data analysis scheme which includes the application

of the statistical tools for treatment of data arising from the study.

Research Design

The descriptive-correlation method of research will be used in this study (O’brien,

2010). This method determines intellectual curiosity and learning participation of Senior

High School Students in relation to their analytical skills. It seeks to investigate the

extent to which one or more relationships of some type exist. The approach requires

manipulation or intervention on the part of the researcher other than that required

administering the instruments necessary to collect the data desired. In general, this type

of research is undertaken when one wants to look for and describe relationship that may

exist among naturally occurring phenomena without trying in any way to alter these

phenomena. (Fraenkel, 2003). This method is appropriate for this study to describe the

relationship between the variables.

Research Locale

The venue of the study is in School A located in Davao City

Population and Sample

The respondents of this study are the 100 Grade 11 and Grade 12 Senior High

School Students of School A for the AY 2018-2019. Moreover, the statistical table

shows how the questionnaires were distributed.

Distribution of Respondents

Respondents No. Of Respondents Percentage

Grade 11 100 50%

Grade 12 100 50%

Total 200 100%

Research Instrument

The study utilizes and will be validated by questionnaires. The questionnaire is all

about the intellectual curiosity, learning participation and analytical skills of Senior High

School students. The research instrument will be used to determine and provide the

needed statistical records of the study to formulate the findings and analysis of

quantitative results. The questionnaire will serve as the main instrument for the entire

study and the questions were created to obtain the needed data.

The research instrument to be used needs to be validated with the expertise of

the validators to provide appropriate questions that will cater the need of gaining the

correct details in relation to answering the said study.

 The scaling use in the questionnaire is the measure of the conflict resolution and

analytic courage of elementary teachers which is denoted by 1-5 which means from

never to always.

Scaling for Intellectual Curiosity, Learning Participation and Analytical Skills

Range of
Description equivalent Interpretation
Means
When the Intellectual Curiosity, Learning
4.5-5.0 Very High Participation and Analytical Skills of Senior
High School Students is always manifested.
When the Intellectual Curiosity, Learning
Participation and Analytical Skills of Senior
3.5-4.9 High
High School Students is sometimes
manifested.
When the Intellectual Curiosity, Learning
2.5-3.49 Moderate Participation and Analytical Skills of Senior
High School Students is often manifested.
When the Intellectual Curiosity, Learning
1.5-2.49 Low Participation and Analytical Skills of Senior
High School Students is seldom manifested.
When the Intellectual Curiosity, Learning
1.1-4.0 Very Low Participation and Analytical Skills of Senior
High School Students is never manifested.

Data Collection

The following are the steps that will be followed in gathering the data:

Seeking permission to conduct the study, a letter seeking permission to conduct

the study will be sent addressed to AVP-AR thru the office of the Dean of the College

Education and distribution of the questionnaires. Upon approval, the questionnaires will

be administered personally to the respondents. After the questionnaires are retrieved,

the data gathered is collated, tallied, analyzed and will be subjected to statistical

analysis.
Statistical Tools

The researchers used the mean to determine the responses of the respondents.

Mean. This will be used to determine the intellectual curiosity, learning

participations and analytical skills.

Pearson Product Moment Correlation Coefficient (Pearson r.). This will be

used to determine the relationship between intellectual curiosity and learning

participation in relation to analytical skills of Senior High School students.

Regression analysis. This will be used to determine which of the domain of

intellectual curiosity & learning participation best predicts the analytical skills of the SNH

students.
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