1

Chapter I

Introduction

Attitudes toward Mathematics plays a crucial role in the learning processes of

mathematics. It affects the students’ achievement in mathematics. The teaching method, the

support of the structure of the school, the family and students’ attitude towards school affect the

attitudes toward mathematics. Usually, the way that mathematics is represented in the classroom

and perceived by students, even when teachers believe they are presenting it in authentic and

context dependent way stands to alienate many students from mathematics. (Barton, 2000;

Furinghetti and Pekhonen, 2002).

Algebra is a branch of Mathematics that deals with numbers and/or different variables

that represent values of number. It commonly uses the variable x,y,a,b, and c. It is widely used

among other branches of Mathematics like Geometry and Trigonometry. Many students think

that Algebra is a lesson that is too hard to understand due to its complex structure. Because of

this, students may have a bad attitude towards the subject.

Geometry, on the other hand deals with the measurements, properties, and relationships

of points, lines, angles, surfaces and solids. Many students get a negative attitudes on proving

different theories and postulates that needs a deeper knowledge about the properties of geometric

figures. And with the application of Algebra, it will be harder for them to study the subject and

get a bad attitude towards the subject.

The development of critical thinking and reasoning is one of the main objectives in

learning these branches of Mathematics. To answer the “why’s”, the students will need a clear

understanding to laws, postulates, axioms, definitions, theorems and formulas. Although

Mathematics has many applications in the real world, still it was really hard to study and solve

different problems that includes number and numerical figure. This will result to many negative
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attitudes that may not only affect their understanding towards Mathematics, it may also affect

their life outside the corners of the school. This attitude may also affect other people that also

experience the same thing. Thus, making people less productive when it comes in issues

concerning Mathematics.

As time goes by, many people consider Mathematics as the hardest subject of all tine

because it is not just memorizing different formulas, theorems and postulates but it is also used

to prove other theorems and postulates. Positive attitude towards Mathematics leads the student

toward success. Students’ concerns about Mathematics can significantly affect their ability to

learn and understand the subject. Furthermore, their anxieties and attitudes may greatly affect

how they perceive their own mathematical competencies.

This research will test whether a students’ attitudes toward Mathematics can lead them to

build a capabilities to understand and learn more about Mathematics.

Definition of Terms:

1. Ability – the quality or state of being able, especially; physical, mental, or legal power to

perform; competence in doing or it is the natural aptitude or acquired proficiency.

2. Achievement – to reach or attain a certain level, especially by effort; accomplishment;

specifically, it is the level of academic performance in a given examination. It could be very

good, good or poor depending on a set pass mark.

3. Anxieties – fear or nervousness about what might happen. A painful or apprehensive

uneasiness of mind usually over an impending or anticipated ill. It is an abnormal and

overwhelming sense of apprehension and fear often marked by physiological signs.

4. Attitudes – opinion or way of thinking; generalized feeling towards a particular object, subject

or situation. It can either be favorable, neutral or unfavorable towards the event, object or

subject.
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5. Capabilities – is the ability to perform or achieve certain actions or outcomes. As it applies to

human capital, it represents the intersection of capacity and ability.

6. Learning – to gain skill; relatively persistent change in an individual’s potential behavior due

to experience.

7. Perceived – to become aware of through the senses; especially :see, observe.

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Chapter II

Methods Used

Participants

There were 17 male respondents and 26 female respondents in this research about “The

Attitudes Toward Mathematics Among Grade 9 - Begonia Students, S. Y. 2017 – 2018.” They

are students from Dr. Crisogono B. Ermita Sr. Memorial National High School (DCBESMNHS)

and requested by the researchers to answer questionnaire/survey forms to gather sufficient data

about the study of students’ attitude towards Mathematics.

Instruments

A survey form/questionnaire was used/conducted to gather details from the participants

of the study. Each survey form/questionnaire form contains two (2) questions and twelve (12)

statements that tends to get sufficient data on students’ attitudes towards Mathematics,

furthermore, the treatments on the data gathered remains. To be unbiased/discreet, there were no

alteration made on the responses of the participants/respondents.

Also, searching additional information from different websites in the internet aided a lot

in the progress of this research paper.

Procedures

The researchers conducted a survey form/questionnaire form and distributed 43

questionnaires in Grade 9 – Begonia on January 29, 2018. The result of the survey

forms/questionnaires were consolidated and have undergone statistical treatment and analysis

and are not consulted with a statistician as the researchers are expected to be able to do it by
 5

themselves. There were no alterations made on any data gathered ask to conform with validity

of this study. This research aims to answer the following questions:

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

1.1. gender

1.2. age

1.3. branch of Mathematics ( Geometry, Trigonometry and Algebra)

2. What are the possible attitudes of each Grade 9 students towards the subject Mathematics?

a. glad c. serious

b. stressed d. sleepy

3. The attitude of a student towards Mathematics influence his fellow classmates.

a. strongly agree d. disagree

b. agree e. strongly disagree

c. undecided
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Chapter III

Review of Related Literature

There were already previous researches conducted in relation to “Students’ Attitudes

toward Mathematics”.

According to Wajiha, (2008) conducted “A study on factors affecting academic

achievement of IX standard students in Mathematics”. The objective of the study was to find out

the relationship between achievement in Mathematics creativity, test anxiety, attitudes towards

Mathematics and achievement motivation of IX standard students. The sample was comprised of

800 boys and girls, selected from 20 secondary schools giving due representation to sex, type of

management and medium of instruction. Achievement test in Mathematics constructed by the

researchers and Mathematics creativity test were used as tools for the study. The result of the

study reveals that there is significant effect of gender on academic achievement and the study of

schools in which the study has significant effect on achievement in Mathematics.

According to Ngirande, (2014) investigated “The exploring Mathematics Anxiety:

Mathematics Students’ Experiences”. The purpose of this research was to explore students’

Mathematics anxiety levels at a selected tertiary institution in South Africa. The results also

show high levels of Mathematics anxiety among female students. The test showed that the mean

difference between Mathematics anxiety and gender is significant. Based on the findings of the

study, it is worth noting that Mathematics anxiety is one psychological factor that affect

students’ achievement and their general practices.

According to Panchalingappa, (2004) conducted “A study on self-confidence, anxiety,

study habits and Mathematics achievement of underachievers at secondary school level”. The

main objective of the study was to study self-confidence, general anxiety, test anxiety, and study

habits and relation to underachievers in Mathematics at secondary level. Survey method was
 7

adopted in the study. The findings were, there is a significant difference between normal

achievers and underachievers in respect of their self-confidence; there is significant difference

between normal achievers and underachievers in respect of their general anxiety; there is

significant difference between normal achievers and underachievers in respect of their test

anxiety Mathematics; there is significant difference between normal achievers and

underachievers in respect of their study habits; there is significant difference between normal

achievers and underachievers in respect of their Mathematics achievement.

Literature Review Matrix

Author/s or

Title Source/Type Proponent/s Year Notes and Findings

A study on factors Thesis Noorjehan 2008 The study reveals that there is

affecting academic Ganihar, significant effect of gender on

achievement of IX Wajiha academic achievement and

standard students in the study of schools in which

Mathematics. the study has significant

effect on achievement in

Mathematics.

The exploring Thesis Hlanganipal, 2014 It is worth noting that

Mathematics Ngirande Mathematics anxiety is one

Anxiety: psychological factor that

Mathematics affect students’ achievement

Students’ and their general practices.

Experiences
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A study on self- Thesis Shahapur 2004 There is a significant

confidence, Nagappa difference between normal

anxiety, study Panchalingapp achievers and underachievers

habits and a in respect of their self-

Mathematics confidence, in respect of

achievement of their general anxiety, in

underachievers at respect of their test anxiety

secondary school Mathematics, in respect of

level their study habits, and in

respect of their Mathematics

achievement.

The Attitudes Toward Mathematics Among Grade 9 - Begonia Students in

Dr. Crisogono B. Ermita Sr. Memorial National High School (DCBESMNHS),

S. Y. 2017 – 2018

Chapter IV

Discussions/Conclusions
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Most of the respondents became active in answering the questionnaire/survey forms .

Many of them cooperated well during the conduct of the research.

This study shows that the Grade 9 - Begonia students collaborated well with the

researchers in order for them to understand what are the possible attitudes of the students toward

Mathematics.

The following conclusions were drawn after the conduct of this study:

1. The researchers gathered data concerning the profile of the respondents in terms of gender,

age and the branch of Mathematics they preferred through answering the survey

forms/questionnaires distributed to the forty-three (43) respondents of Grade 9-Begonia. Most of

the respondents are female having sixty percent (60%) and most of them are in the age of 15

having sixty percent (60%), while most of the respondents chose Geometry as their most

preferred branch of Mathematics having forty-eight percent (48%).

2. Most of the respondents were serious when it comes in dealing with Mathematics having

thirty – two percent (32%).

3. Most of the students agreed on the questions/statements that best describe their attitude

towards Mathematics with a computed mean of 3.81.

Discussions:

1. Based on the study, the hypothesis was proven null and void. The research shows that many

students possess a positive attitude that also affects the attitude of their fellow classmates.

Although some of the students have negative attitude, still it was a small percentage compared to

those who possess positive attitude. Thus, they were also be influenced by their classmates and

may also have a positive attitude by the end of the day.

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2. Based on the study, most of the respondents chose Geometry as the easiest branch of

Mathematics. Most of them felt serious and glad and some of the respondents felt stressed and

sleepy towards the subject.

3. The students agreed toward the ten statements that talked about how the students understand

and influenced their fellow classmates on the subject Mathematics.

References
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http://ir-library.ku.ac.ke/bitstream/handle/123456789/609/JACKSON%20KIPRONOH.pdf?

sequence=

http://shodhganga.inflibnet.ac.in/bitstream/10603/5444/10/10_chapter%206.pdf

https://www.hindawi.com/journals/cdr/2012/876028/

http://shodhganga.inflibnet.ac.in/bitstream/10603/67513/8/08_chapter%202.pdf

https://www.merriam-webster.com/

http://www.statisticshowto.com/statistical-treatment/

https://www.slideshare.net/mobile/DarylTabogoc/statistical-treatment

Appendices
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Appendix A

Pictures of Respondents

The respondents from Grade 9 - Begonia who actively participated in the survey

conducted by the researcher. Some of the respondents were serious and answered the survey

forms/questionnaires easily while other respondents were confused.

Appendix B

Tables and Charts/Graphs

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Table 1.1. Profile of Respondents according to Gender

Gender Frequency Percentage

Male 17 40%

Female 26 60%

Total 43 100%

Table 1.1 shows that twenty-six (26) or 60% of the respondents are female, while

seventeen (17) or 40% of them are male. This signifies that there are more female than male.

Table 1.2. Profile of Respondents according to Age

Age Bracket Frequency Percentage

14 15 35%

15 26 60%

16 2 5%

17 above 0 0

Total 43 100%

Table 1.2 show that sixty percent (60%) of the respondents has the greatest number of

students in the age fifteen (15). However, five (5%) of the respondents has the lowest number of

students in the age bracket of sixteen (16).

Table 1.3. Profile of Respondents according to the Branch of Mathematics

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Branch of Mathematics Frequency Percentage

Algebra 24 39%

Geometry 29 48%

Trigonometry 6 10%

Others (Fundamental Principle 2 3%

of Mathematics)

Total 61 100%

Table 1.3 shows that forty-eight (48%) of the respondents choose Geometry as their most

preferred branch of Mathematics. However, three (3%) choose other branch of Mathematics as

their least preferred branch of Mathematics. This signifies that many of the respondents chose

Geometry as the easiest branch of Mathematics for them than the other branches.

Table 1.4. Rating Scale

Scale Range Interpretation

5 4.20 – 5.00 Strongly Agree

4 3.40 – 4.19 Agree

3 2.60 – 3.39 Undecided

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2 1.80 – 2.59 Disagree

1 1.00 – 1.79 Strongly Agree

Table 1.4 shows the five (5) – point rating scale and the following ranges of interpretation

that were used in the study.

Table 1.5. Assessment of the Respondents in the Questionnaire

SA (5) A (4) U(3) DA(2) SDA(1) Total

Questions

RespondentsNo. of
RespondentsNo. of

RespondentsNo. of

RespondentsNo. of

RespondentsNo. of

RespondentsNo. of

% % % % % %

1 13 30 29 67 1 3 0 0 43 100

2 20 47 22 51 1 2 0 0 43 100

3 18 42 24 56 1 2 0 0 43 100
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4 10 23 26 60 7 17 0 0 43 100

5 16 37 23 53 4 9 0 0 43 100

6 8 19 23 53 10 23 2 5 0 43 100

7 0 6 14 13 30 16 37 8 19 43 100

8 14 33 25 58 2 5 12 28 0 43 100

9 3 7 17 40 10 23 7 16 6 14 43 100

10 4 9 12 28 18 42 6 14 3 7 43 100

11 4 9 7 16 15 35 14 33 4 9 43 100

12 15 35 18 42 9 21 1 2 0 43 100

Table 1.5 shows the assessment of the respondents in the questionnaire. According to the

respondents answer, many of them agrees that Mathematics is enjoyable and stimulating; agrees

that in Mathematics you can be creative and discover things by yourself; agrees that they try to

learn the subject because it helps them to think critically; agrees that is a solitary activity that

done by individuals; agrees that they learn Mathematics well from lectures; agrees that using

internet is a good way to learn Mathematics; disagree that they never liked the subject and it is

their fearful subject; agrees that they are interested and willing to acquire further knowledge of

the subject; agrees that there’s nothing creative about it and that it is just memorizing formulas

and things; undecided that Mathematics makes them uneasy and confused; disagrees that
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Mathematics is less important to people than arts or literature; agrees that communication to

other students help them have a better attitudes towards Mathematics

Table 1.6. Computed Mean ( x́ ) for Each Questions in the Questionnaire

Questions x́ Interpretation

1. Mathematics is enjoyable and stimulating. 4.30 Strongly Agree

2. In Mathematics, you can be creative and 4.44 Strongly Agree

discover things by yourself.

3. I try to learn Mathematics because it helps me 4.40 Strongly Agree

how to think critically.

4. Mathematics is a solitary activity, done by 4.07 Agree

individuals.

5. I learn Mathematics well from lectures. 4.28 Strongly Agree

6. Using the internet is a good way for me to learn 3.86 Agree

Mathematics.

7. I have never liked Mathematics and it is my 2.40 Disagree

most fearful subject.

8. I am interested and wiling to acquire further 4.65 Strongly Agree

knowledge of Mathematics.
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9. There is nothing creative about Mathematics, it 3.09 Undecided

is just memorizing formulas and thing..

10. Mathematics makes me feel uneasy and 3.19 Undecided

confused.

11. Mathematics is less important to people than 2.91 Undecided

arts or literature.

12. Communicating with other students helps me 4.09 Agree

have a better attitude towards Mathematics.

Grand ( x́ ) = 3.81

Based on the computed mean ( x́ ), the respondents strongly agreed that Mathematics was

enjoyable and stimulating, they can be creative and discovered things by themselves and they try

to learn Mathematics because it helps them to think critically having the mean of 4.30, 4.44 and

4.40 respectively. The respondents agreed that Mathematics was a solitary activity that was done

by individuals having the mean of 4.07 while the respondents strongly agreed that they learned

Mathematics well from lectures having the mean of 4.28. The respondents agreed that using the

internet was a good way for them to learn Mathematics having the mean of 3.86 while the

respondents disagreed that they’ve never liked Mathematics and it was their most fearful subject

having the mean of 2.40. The respondents strongly agreed that they were interested and were

willing to acquire further knowledge of Mathematics having the mean of 4.65. The respondents

were undecided that there was nothing creative about Mathematics and it was just memorizing

formulas and things, that Mathematics made them feel uneasy and confused, and that
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Mathematics was less important to people than arts or literature having the mean of 3.09, 3.19

and 2.91 respectively, while the respondents agreed that communicating with other students

helped them to have a better attitude towards Mathematics having the mean of 4.09. Lastly, the

grand mean computed from the given mean ( x́ ) was 3.81 and shows that most of the respondents

agreed.
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Graph 2. Possible Attitudes of the Respondents Toward the Subject Mathematics

9%
6%
30%

Glad
Stressed
Serious
32%
Sleepy
Others

23%

Graph 2.1 shows that thirty-two percent (32%) of the respondents are serious about the

subject Mathematics. While, six percent (6%) of the respondents are sleepy about the subject.

This signifies that many of the students became serious when the subject Mathematics is about to

start.
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Appendix C

Statistical Treatment of Data

To interpret the data gathered from the instruments, statistical tool will be used. The

responses of the respondents will be tallied and distributed by the researcher. Percentage

difference, frequency, summation, weighted mean, ranking and testing the hypothesis will be

used.

1. Summation

This will be used to determine the rank assignment of each item.

2. Frequency

This will be used to determine the number of responses of the respondents.

3. Weighted Mean

This will be used as a measure of the average responses of the respondents.

On the other hand, the mean is computed by multiplying the number of respondents to the

assigned value of each interpretation, then add and divide the sum to the total number of

respondents. The formula used in application of this technique is :

( x́ ) = ∑w*x / ∑w

where;

( x́ ) = weighted mean

∑ = the sum of (add them up)

w = the weights

x = the value
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4. Percentage Difference

The percentage and frequency distributions were used in questions relating to the

attitudes of students toward Mathematics.

On the other hand, the percentage of that item is computed by dividing it with the total

number of respondents who participated in the survey. The formula used in application of this

technique is:

%f = (f/n) x 100

Where;

%f = percentage

f = frequency

n = number of cases or total sample

4. Ranking

This is a descriptive measure used to arrange the degree of work or relative status of the

answer given by the respondents. Also, this was used for comparative purpose and for showing

the importance of the items analyze.

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Appendix D

Questionnaires/Survey Forms
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The Attitudes Toward Mathematics Among The Selected Grade 9 Students in

Dr. Crisogono B. Ermita Sr. Memorial National High School (DCBESMNHS),
S. Y. 2017 – 2018
Name:________________________________ Age: __________________
Grade & Section : ______________________ Gender: _______________
Part I.
Instructions: Read each questions carefully. Put a check to the answer that best describe yourself
when it comes to dealing with Mathematics.
1. What branch /es of mathematics do you think is / are to understand?

 Algebra
 Geometry
 Trigonometry
 Others ( please specify ).____________________

2. What is / are your common expressions when the subject Mathematics is about to start?

 glad
 stressed
 serious
 sleepy
 others ( please specify ). ________________________
Part II.
Instructions: Read each statements carefully. Put a check to the column that best describe your
attitude towards Mathematics.

Strongly Agree Undeci Disagree Strongly

ded
Agree Disagree
Questions

1. Mathematics is enjoyable and

stimulating.

2. In Mathematics, you can be creative

and discover things by yourself.

3. I try to learn Mathematics because it

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helps me how to think critically.

4. Mathematics is a solitary activity, done

by individuals.

5. I learn Mathematics well from lectures.

6. Using the internet is a good way for me

to learn Mathematics.

7. I have never liked Mathematics and it is

my most fearful subject.

8. I am interested and wiling to acquire

further knowledge of Mathematics.

9. There is nothing creative about

Mathematics, it is just memorizing
formulas and things.

10. Mathematics makes me feel uneasy

and confused.

11. Mathematics is less important to

people than arts or literature.

12. Communicating with other students

helps me have a better attitude towards
Mathematics.
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Thank you for cooperating for our survey..   