PERCEPTION ON THE FACTORS THAT INFLUENCES LEARNING

TRIGONOMETRY AMONG SENIOR STUDENTS OF SENATOR NINOY AQUINO

COLLEGE FOUNDATION

An Undergraduate Thesis
Presented to the Faculty of
Secondary Department
College of Education
Mindanao State University
Marawi City

In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Secondary Education
Major in Mathematics

Moh’d. Faiz A. H.Amer

Hasmin M. Acoon

March 2011
 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Marawi City

APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Bachelor of Secondary

Education major in Mathematics, this Undergraduate Thesis entitled “PERCEPTION
ON THE FACTORS THAT INFLUENCE LEARNING TRIGONOMETRY AMONG
SENIOR STUDENTS OF SENATOR NINOY AQUINO COLLEGE FOUNDATION”, has
been prepared and presented by Moh’d. Faiz A. H. Amer and Hasmin M. Acoon, and is
hereby recommended for acceptance and approval for ORAL EXAMINATION.

Prof. Rohanie M. Sultan-Macauyag, RGC

Thesis Adviser

THESIS COMMITTEE

Accepted and Approved by the Committee on Oral Examination with the grade
of ____________.

Dr. Arlene A. Botones Mrs. Norhayna Eryll Madale-Unte

Chair Panel Panel Member

Accepted and Approved in partial fulfillment of the requirement for the degree of
Bachelor of Secondary Education Major in Mathematics.

Dr. Jamilah Montia D. Sarip Dr. Dayang P. Ali

Chair, Department of Secondary Teaching Dean, College of Education

Date: ___________________ Date: ___________________

ii 
 
Moh’d. Faiz A. H. Amer and Hasmin M. Acoon ‘’PERCEPTION ON THE FACTORS
THAT INFLUENCES LEARNING TRIGONOMETRY AMONG SENIOR STUDENTS OF
SENATOR NINOY AQUINO COLLEGE FOUNDATION” An Unpublished Thesis,
College of Education MSU, Marawi City, (February 2011).

Thesis Adviser: Prof. Rohanie M. Sultan- Macauyag, RGC

ABSTRACT

This study focused on the attitude towards learning Trigonometry among senior

students of Senator Ninoy Aquino College Foundation. All the data needed for the study

were obtained from a questionnaire which included questions on the respondents’

profile as to age, gender and 3rd grading grade of trigonometry. The second part of the

questionnaire focused on the perceived attitude towards learning trigonometry.

Specifically, this study answered the following questions: 1.) what is the profile of

the respondents in terms of age, gender and GPA in Trigonometry?; 2.) what are the

perceived factors influencing the attitudes of the students towards learning trigonometry

in terms of student’s factor, teacher factor, classrooms environment and subject

content?; 3.) what implications can be derived from the findings of the study?

The study came up with the following findings: majority (61.46) of the

respondents belong to the age bracket 17 – 18 years old; majority (67.71) of the

respondents are females; many (46.87) of the respondents GPA in trigonometry belong

to 83 – 91%; on the perception of the respondents on the factors that influence attitudes

in learning trigonometry, most of the respondents are sometimes influenced by the

student factor, teacher factor, classroom factor, and subject/content factor.

Moreover, it can be concluded that a 4th year student of Senator Ninoy Aquino

College Foundation was belonged to the age of 17 – 18 years old; female has a 79 –

84% grade in third grading period in Trigonometry while on their perception on the

iii 
 
factors that influence their learning of trigonometry, they sometimes perceived that the

teacher factor, student factor, classroom environment and subject/ content factor

influencing them. It implies that the teachers should employ methods and strategies that

will enhance the teaching of Trigonometry. It is also the same with the students in which

there is a need for them exerts more efforts because their role as learners is also a

must to be taken into consideration. The classroom also has a role to play being the

factor that may influence the concentration of the students. Lastly is the subject or the

content in which there is a need probably to match it with the learning ability of the child.

The teacher should employ various strategies that would help in the absorption of the

topic among the learners.

In the light of the findings and conclusions/ implication of the study the following

recommendations are given, Mathematics teachers must apply different techniques or

teaching strategies to make the students actively participate in the class activities and

observe roles and guidelines in giving grades and should inject some sense of humor to

make the students realize that mathematics is fun and enjoyable. Student needs to

develop good study habits and maintain practice solving exercises in trigonometry. They

should ask questions to the teachers if they can’t understand the lesson if not they can

approach the teacher during the consultation hour or ask friend. School Administrator/

Principal should initiate seminar- workshop on teaching strategies techniques among

his or teachers, particularly mathematics teacher to improve the performance of the

students. Parents should always communicate with their children and give

encouragement and inspiring words for their children to be motivated in studying so

study habits will be developed. Curriculum Planner must also consider the students I.Q.

iv 
 
environment and other important factors in making a curriculum and future researchers

shall get factual information from this study and this one of the major bases to know the

attitude of the student towards learning trigonometry.

v 
 
 The researcher would like to express their deepest gratitude to those who in

various ways have contributed to the completion of this study.

To Prof. Rohanie M. Sultan-Macauyag, RGC, our thesis adviser, who despite her

exhaustive and constructive criticism have shown us her kindness and gentleness in

encouraging us to finish this gigantic task.

To our panel members: Dr. Maria Arlene A. Botones and Mrs. Norhayna Eryll

Madale-Unte, for their critical assessment in, improving our work.

To my beloved parents for showing their love and unending moral and financial

support that made us straggle to finish this work.

To my friends for their company, encouragements, inspirations and assistance in

completing this work.

And last but not the least is our Almighty Allah, who give us strength, protection,

good health and wisdom and in helping us fulfill this dream.

--Faiz –

vi 
 
 To our almighty Allah, who give me strength and courage in the preparation of

this thesis, after so many nights of hard labor and difficulties, at last this paper has

come to this reality.

Through this page, I would like to extend my sincerity thanks and gratitude to the

persons who valuably contributed to the success of this paper, that words alone are not

enough to express and convey my debt of gratitude. However, I acknowledge the

following persons who in one way or another are responsible in the completion of this

work.

Prof. Rohanie M. Sultan-Macauyag, RGC, our thesis adviser for the

understanding and advices he gave on us:

Dr. Maria Arlene A. Botones and Mrs. Norhayna Eryll Madale-Unte, I thank you a

lot for the professional advices and expertise that provide significant improvements in

the realization of this work.

Mr. Marlowe “Meek” Imam, the principal of the high school department of

SNACF, I Thank you sir for allowing us to distribute questionnaire in your school.

To all the senior students of school year 2010 – 2011 of SNACF, for their

patience and honest cooperation in answering the questionnaires.

To my beloved Omie and Abie, thank you so much for your undying love, care,

concern and endless support emotionally and financially, you are my inspiration on this

study.

vii 
 
 To my Ate Fatma Diane, I thank you for the care, help and support financially. To

my close friend Shy, and my Bangz With Feeling friendship thanks for all smiles,

cheers, company and for the incomparable love and care I’ve encountered from you

guys; and also for your concern and constant encouragement for pushing me to go

inspire of difficulties.

To all my friends, cousins and relatives who are not mentioned, I thank you for

always being a friend.

_Jazz_

viii 
 
 This compilation is humbly dedicated to

My beloved Omie and Abie

Oga H. Ali Acoon and Noraidah Mamiscal Acoon

To my Ina Kulay;

Fatmah M. Acoon

To my siblings namely;

Ate fatma Diane, Hanifa, Haniya, Baby, Lawan, Ninoy, Faisah, Hedaya,

Azis, Alkhairy, Mila, Buli, and Shy

To my BWF and Friendship;

Mara, Rhunny, Mommy, Ifa, Beauty, Janu, Jhoe, Walid, Nova, Moby,

Kulay, Yash, Anie, Hanan, Alma, Faida, Kiddy,Lailia

Fm, Renamie, Omel, Faiz, Madz, Padz, Dexter and Amer

To my MSU Juniors Eagleand To my Roommates

Phem, Emma, Shemal, Frits, Lea, Ateka and Rufa

To my cousins, relatives

And above all to Almighty Allah

--Jazz--

ix 
 
 This piece of work is humbly dedicated

To my dear parents,

H. Amer B. Sultan and Saniah M. Alibasa

To my brothers

Moh’d. Nashrin, Ameroden, Amroden Hamzah

To my cousins

Mohaimen, Mujahed, Ate Wanie, Ate lingkie , Ate Amie, Ate Ara and Nashiba

To my uncles and aunties

Uncle Unday, Uncle Gani, Uncle Elly, Uncle Dia, Uncle Wowie, Aunt Zaalica, Aunt

Tomie, Aunt Noraisa, Aunt Yashrifah, Aunt Lay, Aunt Sahria, Aunt Sanao

To my friends, BWF and colleagues

Mara, Rhunny, Mommy, Ifa, Beauty, Janu, Jhoe, Moby, Walid

Fm, Renamie, Omel, Faiz, Madz, Padz, Dexter, Amer, Nova

Iyah, Yash, Faidah, Alma, Hanan, Anisa

FAHAD

I express my gratefulness for their encouragement and assistance for without them this

work could not have been made possible.

--Faiz--

x 
 
 TABLE OF CONTENTS

Page

Title page i
Approval sheet ii
Abstract iii
Acknowledgement v
Dedication vi
Table of contents vii
List of table ix
List of figure x

CHAPTER

1 THE PROBLEM AND ITS SCOPE

Rationale 1
Theoretical Framework 3
Conceptual Framework 6
Statement of the Problem 8
Significance of the Study 9
Scope and Limitation of the Study 10
Definition of Terms 10

2 REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Related Literature 13
Related Studies 17

3 RESEARCH DESIGN AND METHODOLOGY

Research Design 21
Locale of the Study 21
Research Instruments 22
Respondents of the Study 23
Data Gathering Procedure 23
Statistical Tools 24

4 PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

Respondents Profile 25
Respondents of Perception towards Learning Trigonometry 27

xi 
 
 5 SUMMARY, FINDINGS, CONCLUSIONS, IMPLICATIONS AND
RECOMMENDATION

Summary 36
Finding 37
Conclusion 38
Implication 39
Recommendation 40

BIBLIOGRAPHY 41

APPENDICES

Appendix A - Letter of Request to the Principal 44

Appendix B - Letter of Respondents’ 45
Appendix C - Sample Questionnaire 46
Appendix D - Curriculum Vitae 48

xii 
 
 LIST OF TABLES

Table Title Page

1 Respondents of the Study 23

2 Frequency and Percentage Distribution of the Respondents’ Age 25

3 Frequency and Percentage Distribution of the Respondents’ Gender 25

4 Frequency and Percentage Distribution of the Respondents’ GPA in

Trigonometry 26

5 Mean Rank and Descriptive Rating of the Respondents’ Perceived Factor

Influencing the Learning Trigonometry in terms of Student 27

6 Mean Rank and Descriptive Rating of the Respondents’ Perceived Factor

Influencing the Learning Trigonometry in terms of Teacher 29

7 Mean Rank and Descriptive Rating of the Respondents’ Perceived Factor

Influencing the Learning Trigonometry in terms of Environmental 31

8 Mean Rank and Descriptive Rating of the Respondents’ Perceived Factor

Influencing the Learning Trigonometry in terms of Subject/ Content 32

9 Summary of the Respondents’ Perceived Factors Influencing the Learning

Of Trigonometry 34

xiii 
 
 LIST OF FIGURE

Figure Title Page

1. Schematic Diagram of the Conceptual Framework of the Study 7

xiv 
 
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

Mathematics is essentially a subject, where doing is more prominent than

reading. That is why certain equipment is indispensable in order to make even a start in

this subject. Moreover, it is felt by a vast majority of people that Mathematics is a dry

and difficult subject, full of abstract things. The result is that students take very little

interest in it. To create the necessary interest is a constant problem for the teacher. This

subject demands that use of aids at every step. Out of all available method, every

teacher has to make his choice. The teacher will keep himself on the right side of every

method. Broadly speaking he will be master of every method in the real sense.

Moreover, effective teachers of Mathematics usually know more than the ways of

handling and presenting any particular Mathematical idea to a learner. They must know

how to solve the determined one that seems to be the particular. Learning Mathematics

can be stimulating and exciting educational experience because it is the basic for much

Mathematics and for many of the greatest accomplishments of the modern world. A

positive attitude is one of the most valuable tools that everyone can bring to the study of

Mathematics. Any task to be attempted is influenced by the attitude towards it. If the

attitude is positive, it will most likely enjoy performing the task and even look for

opportunities to do it.
 2

Many students lack self motivation to study Mathematics. They believe that

Mathematics can be interesting if the teacher do not lecture for the whole period. They

like teacher to introduce new ways of presenting the lessons other than lecturing. They

prefer that teacher’s present lesson in such a way that the students are involved

(Torres, 1995).

To achieve the goals for the student learning in Mathematics according to William

(2005), there are several ways to be considered in learning Mathematics. These include

knowledge or skills, understanding goal and problem solving goal. The major

characteristic of knowledge and skill goals is that they require automatic responses from

the students.

Basically, students who got low performances in their previous mathematics

subject have time in understanding Mathematical problems and the basic concepts,

since they have poor background of the subject involving computation, they will have

difficulty on how to apply the principles, much more will they be able to apply those

principles to the subject. Consequently, it will result to failure in Mathematics subject

(Amantiad, 1990).

One of the Mathematics subjects is Trigonometry, which is the branch of

Mathematics that deals with studying triangles. It is very easy to understand if you

approach it in the right manner. The key to understand trigonometry, is remembering

that math follows a simple set of rules. The principles of trigonometry are based on

figuring out the relationship of points in a circle. By breaking sine, cosine, and tangent

into more simplistic language and learning how we can apply these formulae
 3

pragmatically, rather than just think of them as concepts we're stuck with in the

classroom, we can begin to perceive their function, and start to understand how to use

trigonometry to solve problems.

Thus, this prompted the researchers in conducting this study because they are

interested of knowing the factors that influences the attitude of the students in learning

trigonometry as well as how it affects their performance on the subject. It is also

important that the researchers be able to identify the current attitude of the students

regarding Mathematics as a subject as well.

The purpose of this research was to investigate the perceptions of the Senator

Ninoy Aquino College Foundation students on the factors that influences them in

learning trigonometry. This is to develop positive attitudes towards trigonometry to

promote their learning ability in Trigonometry.

Theoretical Framework

There are several theoretical structures on which on this study have been based,

namely Theory of Planned Behavior, Gestalt Theory, Psychologist and Motivating

theorist, Thorndike’s theory, Piaget’s theory, Three theories in learning Mathematics,

social learning theory of Bandura’s, and Theory of Cleworth.

The first is the Theory of Planned Behavior (TPB) as cited by Aljzen (1999) that

applies to ones attitudes, intension at an early stage. The student’s interest and quick

positive response to any situation depends on his ability and training in school.
 4

While the Gestalt theory as cited by Bustos (1996) explains that the mental

capacity and the intellectual rediness of the child depend upon his age. This shows that

the more the child is matured the more he is capable of understanding the things that

surround him, age and intellectual readiness are proportional to each other.

Psychologist and motivating theorist have long believed that the students positive

attitude toward learning and positive self perception of their competence have great

impact on their motivation, thus enhancing their academic achievement.

Thorndike’s theory as cited by Abad and Taperla (2006) in learning Mathematics

explained learning as a foundation bonds or connections between stimuli (S) and

response (R) in a given situation. According to this theory, complex learning develops

by aggregation of a sequence of simpler S-R bonds in a process that obeys the law of

readiness. Unfortunately, teachers have always recognized that the attitude of a learner

plays a significant role in the transfer of learning asserted that no matter how an attitude

is acquired such as through emotional or informational experience it guides behavior in

a consistent way.

This is also true for Piaget’s (1990) theory, which requires the teacher to

diagnose the student’s ability to grasp, the learner taught. This calls for strategies that fit

the student’s understanding and basic skills to ensure effective learning outcomes.

In addition, Morton (2000) cited three theories in learning mathematics. These

were learning theory drill theory and incidental learning theory. Learning theory is

process inferred from relatively stable changes in behavior that resulted through
 5

practice or interaction with an adaption to the environment which includes both social

and computational aspect. Drill theory is considered the chief instrument to master

facts. Incidental learning theory stated that skills and concepts are learned more

affectively if they are meeting in natural situation. These theories, emphasized that

during classes, mathematics discussion should be related to real life situations for

students to understand very well and for them to develop their skills and abilities in

mathematics.

Furthermore Sills (2008) as cited by Jamael and Sultan (2009) theorized an

attitude as relatively enduring organization of beliefs around an object or situation

predisposing one to respond in some preferential manner. He further theorized that a

belief in relation to attitude is any simple proposition, conscious or unconscious, inferred

from what a person say or does, capable of preceded by a phrase ‘’ I believe that …’’

whether or not the content of the belief is to describe, evaluate or advocate action. Or

do all the three, all beliefs are predisposition to action an attitude is this asset of

interrelated predisposition to action organized around an object or situation.

On the other hand, the social learning theory of Bandura’s emphasizes the

importance of observing and modeling the behaviors, attitudes and emotional reaction

of other. Bandura (1995) as cited by Macaumbang and Disomimba (2006) states that

learning would be exceedingly laborious, not to mention hazardous. If people had to rely

solely on the effect of their own action to informs them to do. Fortunately, most human

behavior is learned observationally through modeling from observing other one forms an

idea of how behavior are performed and on later occasion this coded information
 6

serves as a guide for action, Social learning theory explains behavior in term of

continuous reciprocal interaction between cognitive, behavioral, an environment

influence.

Another theory that relates to the present study is the theory of Cleworth (1999)

which states that ‘’ interest depends on attitudes and attitudes imply interest’’ and adds,

‘’ they must develop simultaneously’’ He feels that the most important single influence

on attitude towards a subject is student interest.

Conceptual Framework

Figure I on the next page elaborates the schematic diagram of the conceptual

framework of the study. This study focused on the factors associated with the senior

secondary students towards learning Trigonometry.

As shown on the diagram, the profile served as the input variable these are age,

gender, Grade Point Average in trigonometry and the perception on the factors that

influence in learning trigonometry among senior students of Senator Ninoy Aquino

College Foundation. These variables were collected and used as the bases for drawing

some implications.
 7

Respondents’ Profile: M

Respondents’ P
 Age
Perceptions on the L
 Gender
factors that influence I
 GPA in
their Attitudes Towards C
Trigonometry
Learning Trigonometry A

Figure 1. A Schematic Diagram of the Conceptual Framework of the Study

 8

Statement of the Problem

This study aimed at determining the factors influencing the respondents’

perception on the factors that influence their learning trigonometry among Senior

students of Senator Ninoy Aquino College Foundation.

Specifically, this study sought to answer the following questions:

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

1.1 age;

1.2 gender;

1.3 GPA in Trigonometry?

2. What are the perceived factors influencing the attitudes of the students

towards learning trigonometry in terms of:

2.1 student factor;

2.2 teacher factor;

2.3 classroom environment;

2.4 subject content?

3. What implications can be derived from the findings of the study?

 9

Significance of the Study

The researchers believed that the findings to be drawn from this study will be

beneficial to the following:

Students. The findings of this study will determine which variables have

something to do with their attitudes towards mathematics so they can maximize their

effort to have better academic performance.

Mathematics Teacher. They will get some information from this study and

eventually will exert more effort in providing solving problems to students so their

computational skills and interpretation of problems will be developed. They can also

modify the strategies, methods and techniques that they are applying so as to match

with the needs and interests of the learners.

Parents. This will inform them of the need to monitor their children school

activities and to plan support activities that would enhance their children’s performance

in mathematics.

School Administrators/ Principal. They will find solution to administrative

problem and plan for the progress of the students. The result of this study will provide

valuable information that would serve as basis of administrative decision making.

Curriculum Planners. It may motivate them to conduct further studies to find

better methods and strategies in teaching that will improve the attitude of students not

only in mathematics but in other subjects as well.

 10

Future Researchers. The result of this study will serve as a springboard for

future researchers conducting similar studies that this study will serve as one of their

bases.

Scope and Limitation of the Study

This study covered the perception of the respondents on the factors that

influences them in learning trigonometry among senior students of Senator Ninoy

Aquino College Foundation for the School Year 2010-2011 in terms of student factor,

teacher factor, classroom environment and subject content. It also dealt on the profile of

the respondents in terms of age, gender and grading grade in Trigonometry.

Furthermore, the use of the 108 students from the three sections was conducted

with their participations. It was assumed that the responses given on the survey

instruments reflected the true and honest perceptions of the students.

Definition of Terms

For the purpose of this study, the following terms are conceptually or

operationally defined:

Attitude. Le Roux (1994:06) defines attitude to be "a positive or negative

emotional relationship with or predisposition toward an object, institution or person."

pointing to yet another definition, Becker and Wiggins (1991:137) defined Attitude as

"enduring non-verbal features of social and physical world, and they acquired through

experience and exert a directive influence on behavior".

 11

Attitude in Mathematics. This is a stage of mind, behavior or conduct as

indicated by one’s feeling, opinion or purpose (Abad and Taperla, 2006). In this study,

this refers to the opinion expressed in the feelings of the fourth year students towards

the mathematics.

Classroom Environment. Refers to a space or place learner/students and

teachers interact with each other and use a variety of tools and information resources in

pursuit of learning (Wilson 1996).

Mathematics. It is science which investigates deductively the conclusions

implicit in the elementary conceptions of spatial and numerical relation (Webster’s New

Dictionary, 1995). It has also been defined as the science of number and space.

Personality. Refers to the characteristics behavior patterns, emotions, thoughts

and attitudes with which individuals consistently react to, in their environment (Morris

1973).

Student Factor. As used in this study, it refers to the aspect that possibly affects

their attitude, which is mainly focusing on the learners’ attitude, interest and ability,

towards learning trigonometry.

Subject Content. As used in this study, it refers to the aspect that possibly

affects their attitude on the subject content in learning trigonometry.

Teacher Factor. As used in this study, it refers to the aspect that possibly affects

how the teacher teaches and handles the class.

 12

Trigonometry. It is a subject in the 4th year level high school. It is comprised with

study of relationships among parts triangles, the laws of sine and cosine, trigonometric

and trigonometric function.

 13

Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents some discussions of literature and studies related to this

study. These chronicle some concepts, principles, ideas, and studies on learning

mathematics.

Related Literature

Teaching and learning process obviously engages both the teacher and the

learners to take a part. Teacher is the critical “thread that ties” the learner to the lifelong

search for knowledge. The performance of the learners depend to a large extent on who

is the teacher and what the teacher can do to the best of her ability to train the young in

following a systematic procedure in finding answers to their problems (Salandanan,

2006). Moreover, Brown (1995) explained that teacher’s characteristics have to do with

student-teacher relationship. She included that caring and encouraging the students to

do a good job are appropriate.

Effective teachers of mathematics usually know more than one way of handling

and presenting any particular mathematical idea to a learner. Since, sometimes learners

appear to be better by one method than another. They must know how to solve the

determined one that seems to be the best in any particular situations. It possesses solid

background knowledge of the basics of how children learn (Salandanan, 2006).

Over the year, according to Groosnickle (1996) numerous studies have been

conducted to determine factors that may affect student’s learning performance towards
 14

mathematics. One of these factors is their attitudes towards the subject. In classroom

activities, students cooperate when they are interested in the activity and they exhibit a

more favorable attitude towards activities. Such positive attitude could be utilized highly

as a device for improving classroom instruction.

In addition, Rosenberg (1999) stressed the necessity in implanting wholesome

attitude in students. Attitudes determine one’s thought behavior and learning process.

Thus, before learning can take place, there must be situations where in the students

feel the need to satisfy inquires.

Furthermore, Bother (2001) as cited by Mariga and said (2001), that emotional

factors may also be taken into consideration. A poor family situation, frequent moves,

unusual or harsh punishment, poor mental relationships, inappropriate choice of friends,

financial irritability and almost any other event in the students daily life can result in

symptoms of various emotional disturbances such as anxiety, depressions and other.

Some social scientist like Hurlock (1979) as cited by Mariga and Said (2001)

associated not only the parents education, but with the academic achievement of their

children and with their character development. They pointed those children from the

higher economic groups with better educated parents have better moral teaching at

home than those from the lower groups with less educated parents. As a result, children

from poorer homes tend to experience more confusion about what is a right or wrong to

do things that are contrary to social expectations.

 15

Furthermore, most children consider math to be the hardest subject in school.

Their case may be merely an emotional one. However, there is a need to investigate the

reason behind this widespread tarred of math among children. If a certain child does not

like math, this can be due to the following reason: 1) inability to comprehend the basics

of math, 2) natural aptitude against math, 3) boring material and syllabus for math

classes, 4) uninspiring teaching methods and 5) lack of interest of the parents. Any of

these reasons can make the hardest subject for a child. If the child has not developed

an interest in math during pre-school, the child may not be able to develop a natural

aptitude for math, kids like to play with toys, play various interesting little games and

making paintings or the like. Parents should try to teach the child about counting to

teach and the basic concepts in their routine activities. This does not make it a boring

task and the child will develop a natural aptitude for math. This will solve another

problem for the child as well. This will develop a very strong base for math on the child

and when ha will go to school he will not be behind the other students. Having

developed an aptitude for math, the child will perform better hi subject.

Another problem that makes math the hardest subject in school is an inefficient

and boring math syllabus. This syllabus should be developed while keeping the level

and the liking of children. They find math to be boring and disgusting because syllabus

books it in a dry and boring manner. The next causes that makes math the hardest

subject in school is the teaching methods. If the teacher himself of herself does not like

the math, how could she be able to generate an interest in the subject for your child?

Teachers do not give example from everyday life. The children start to assume that the

math does not have importance in their lives. Then why should they study a subject that
 16

has no utility in real life? This is why children start losing interest in math. To make the

math an interesting subject, teachers have to make it a living subject with examples

from the every life of children (Mariga and said, 2003).

While as pointed by Crosswhite (2001), most of the teachers focus all their

energies to prevent mistakes and the creative abilities of children go unnoticed for the

most part. This method creates a negative impression about math. If inventiveness will

be taken away from the subject the boring addition and multiplication makes the math

the hardest subject in school. Children may develop a distance for math in long run.

There is another major that makes math the hardest subject for a child. Mostly

parent do not give proper attention and encouragement to children. One may not able to

solve syllabus or teaching method problems. However, one can save their child from

failure in math at their own home. Schools cannot give attention to each child; the

teachers have to teach to the whole class. Parents can give attention to their child’s

problems. One can make math an interesting subject for their child by playing math

games or assigning amusing math tasks. The home work routine should be made fun

for the child. One must take interest in their interest in their child’s home work and help

her wherever she needs it. If one finds it difficult to give the necessary help to his/her

child, he can hire someone can make an interesting subject for your child. (Mariga and

said, 2003).
 17

Related Studies

Much has been studied about math learning. Many factors including learner’s

demographic characteristic, attitude, performance, etc.. have investigated some of

these studies are presented here under.

Abad and Taperla (2006) studied the attitude and performance of sophomore

students in solving system of Linear Equation and found out that the students’ attitudes

can be improved though values education in school. Initially, teacher should change

their attitudes towards Mathematics for students to be inspired in learning mathematics,

they should be made to see that being good in mathematics is a way of achieving in

school.

While Connell (2002) conducted a study on the influence of high school teachers’

attitudes and behavior on students’ mathematics achievement at the University of

Illinois, Chicago. The findings revealed that students’ self-confidence was one of the

most influential variables when measuring achievement in mathematics. Vogili (2003),

made a similar study based on the premise that teachers’ knowledge would be related

to students’ achievement. It was found out that there was a significant relationship

between the different levels of teacher’s knowledge about selected probability task and

achievement of students. In the article, “The Progression nature of learning

mathematics,” as cited by Tamse(2005) disclosed positive relationship that exists

between teaching procedure and conception of the learning process.

 18

Moreover, Abedin (1998) as cited by Tamse and Hadji Alyasa (2005) study the

Mathematics achievement of senior Student in Quadratic Equation, and they suggested

ways to build positive attitudes towards mathematics among students emphasizing the

nature of mathematics and illustrating it harmony, symmetry and beauty. It is also

necessary to nourish curiosity in mathematical idea, by giving experiences in

discovering new ideas, making each lesson significant for the learner, including

enrichment topics, and assigning open-ended questions and problems for thinking and

reasoning. Teachers should also be approachable to students, working with patience

and kindness, fair in giving students marks and disciple; make learning mathematical

ideas a pleasure by using a variety of materials and methods that provide students

participation in discovering, discussion or laboratory lessons so that presentation are

easily understood, nourish respect for excellence in achievement by stressing the things

students do well.

While based on the study of Sultan (1998) entitled (The mathematics

performance of MSU Freshmen students in relation to some selected variables.)

revealed that the Mindanao State University freshmen students were not ready for

learning college mathematics.

In addition, the performance of students in college mathematics can be traced

back to their elementary and high school level, where they first learned the rudiments of

mathematics (Lahoylahoy, 1998). It is therefore important that mathematics teacher

pays attention to problems on poor performance of students especially in solving

mathematics problems.
 19

Ancheta (2000), as cited by Tamse and Hadji Alyasa(2005) found out that

students who are property motivated by an efficient and down to earth teacher with

interesting, practical and realistic activities will surely learn to love math, thus more

learning is attained.

Furthermore, she said that to develop the students’ positive attitudes towards

mathematics is by giving activities that are within their abilities and bounds of their

experiences. These experiences will create in them a feeling of fulfillment, thus

enhancing positive attitudes towards math. Injecting some sense of humor in math

classes may also make the students realize that math is fun and enjoyable especially

with a teacher who feels and laughs with them.

Sultan and Datu (1998) also studied the mathematics performance of MSU –

Integrated Laboratory School Freshmen students in relation to some selected variables.

They investigated the problem solving proficiency of first year high school students

enrolled in the school year 1999 – 2000. Findings show the age, mental ability and the

average grade in previous mathematics course can significantly affect the mathematics

performance of freshmen students. The result also show that there is a significant

relationship between the parents income and the mathematics performance of the

students thus implying that economic status significantly affect the students’

performance in mathematics.

The study of Maitum and Mangantal (2000) about the factors of performance in

mathematics of fourth year high school students in Adiong Memorial Polytechnic State

College in Ditsaan Ramain, Lanao Sur revealed that the respondents level is moderate
 20

in terms of concept. Furthermore their finding showed that age, sex, parent’s monthly

income and parents’ educational attainment was not significantly related with the

student level in mathematics.

 21

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the research design, locale of the study, data gathering

procedure, research instrument, and the statistical tools used.

Research Design

The study made use of the descriptive survey research design. This method was

employed for the researchers want to know the perception on the factors that influence

in learning trigonometry in 4th year high school of Senator Ninoy Aquino College

Foundation at Marawi city. It fits to the study for the researchers wanted to identify the

attitudes of the senior secondary students of SNACF, this methods was used to

describe by looking into their profile in terms of age, gender and the GPA in

trigonometry. After which the researchers looked into the significance of input variable

which is the respondent’s attitude in Mathematics.

Locale of the Study

This study was conducted at Senator Ninoy Aquino College Foundation Marawi

City, Inc. or SNACF is a non profit, non sectarian school operating in the Islamic city of

Marawi province of lanao del sur, Autonomous Region in Muslim Mindanao (ARMM). It

was founded on May 1999, through the effort of Dr. Helen P. Acoon, an Islamic convert

who had an intensive experience as administrator of private schools in ARMM. The

campus is located right at the heart of the city of Marawi and accessible either by

walking or riding tricycles.

 22

On its year of operation, it had on enrollment of (346) and 10 teachers licensed. It

was a year of survival in which no monetary profit was gained but the impact was felt

when the second year of operation enrolled increased this was because it was known in

the city of Marawi, now the SNACF imported quality education to its and students.

From there on every enrolled increase, parents and students a like a troop to the

campus of school to catch it early enrolment, this is due to the methods of teaching

imparted by its teaching staff to their pupils and students.

On the fourth year of operation, the school offered the vocational and technical

course such as Associate Computer in Science (ACS), Bachelor of Elementary

Education (BEED), Bachelor of Secondary Education (BSEd), Bachelor of Science and

Commerce (BSC), the school takes the pride in telling the public that is only private in

the Philippines which was become the recipient of a Japanese government grant. It has

help thousand pupils and students acquired quality education at a very low price, it is a

private school with public concern.

Research Instruments

The instrument utilized in this study was two parts. The first questionnaire was

designed to gather information about the respondents’ profile. The second dealt with the

attitude towards learning trigonometry.

The questionnaire consists of forty (40) items covering the following options on

the responses of their perceived factors influencing the learning of Trigonometry:

Always (a), Sometimes (b), Seldom (c), and Never (d). There are questions that the

researchers personally made and some are from the study of Rafols and Suvior (2004)
 23

entitled “Some Factors causing failure of students taking Mathematics 61 in Mindanao

State University Marawi city.”

The Respondents of the Study

The respondents of the study were all senior secondary students of Senator

Ninoy Aquino College Foundation.

Table 1. Respondents of the Study

Senior Secondary Students of SNACF

Section Number of Student

A 35

B 37

C 36

Total 108

Table 1 shows the population (respondents) of the study. A total of one hundred

eight (108) senior secondary students of SNACF were taken as respondents of the

study. As shown in the table, these numbers are obtained from the three sections of the

senior secondary students of the said school.

Data Gathering Procedure

Before conducting the study, a letter was presented to the principal of Senator

Ninoy Aquino College Foundation seeking permission for the administration of the

instrument to the senior secondary students of the said school.

After the granted approval, the researchers immediately administered the

questionnaire. After the distribution of the questionnaire, the researchers gave the
 24

instructions to the respondents on how they could answer it. The respondents were

given enough time to analyze or answer the questions. The responses were checked,

tallied, and tabulated for the interpretation fro which implications were then drawn.

Statistical Tools

The statistical tools used in this study for the analysis of the data gathered are

the following:

1. Simple Frequency and Percentage. These were used to determine the profile of the

senior secondary students.

Formula:

P = F / N x 100

Where:

P – Percentage

F – Frequency

N – Number of cases

2. Weighted Mean. This was used to get the mean of the factors influencing students

attitudes towards learning Trigonometry.

Formula:

µ = ∑ fxi / n

Where:

µ – the weighted mean

f – The frequency

X – total number of case

 25

Chapter 4

PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

This chapter presented, analyzed and interpreted the gathered data. The

presentation analysis and interpretation of data were illustrated with tables and

explained in the same order.

Table 2. Frequency and Percentage Distribution of the Respondents’ of Age

Age of Respondent Frequency Percentage

15 – 16 years old 37 38.54
17 – 18 years old 59 61.46
Total 96 100.00

Table 2 shows the frequency and percentage distribution of respondents’ age. As

seen, thirty seven (37) or 38.54 % of the respondents are in the age bracket of 15 – 16

years old. Fifty nine (59) or 61.46 % of the respondents are 17 – 18 years old.

The finding signifies that majority or 61.46% of the respondents were 17 – 18

years old. This implies that the respondents were in their right age in the 4th year high

school level. And that they had probably met or mastered the lower mathematics

components for they had finished 1st year up to 3rd year level.

Table 3. Frequency and Percentage Distribution of the Respondents’ Gender

Gender Frequency Percentage

Males 31 32.29
Females 65 67.71
Total 96 100.00

Table 3 shows the respondents’ profile in terms of gender. As shown thirty one

(31) or 32.29 % of the respondents are males and sixty five (65) or 67.71 % are

females.
 26

The findings revealed that majority or 67.71% of the respondents are females.

This implies that females are dominating the classroom. This probably confirms to

studies conducted that females outnumbered males. Thus, females might to be more

motivated to be in school than males.

Table 4. Frequency and Percentage Distribution of the Respondents’ 3rd

Grading Grade in Trigonometry

Qualitative GPA in Trigonometry Frequency Percentage

Description

Excellent 92 – 100 3 3.13

Above Average 83 – 91 45 46.87
Satisfactory 74 – 82 48 50.00
Below Average 65 – 73 0 0.00
Unsatisfactory Below 65 0 0.00
Total 96 100.00

Table 4 reveals the frequency and percentage distribution of the respondents’ 3rd

grading grade in trigonometry. As seen, three (3) or 3.13 % of the respondents gained a

grade of 92 – 100 %, forty five (45) or 46.87 % of the respondents gained a grade of 83

– 91%, forty eight (48) or 50.00 % of the respondents have a grade of 74 – 82% and

none or 0 % the respondents got a grade of 65 – 73% and below 65%.

The finding shows half or 50.00% of the respondents got a grade of between 74-

82 interpreted as satisfactory in their Trigonometry subject during the third grading

period. This implies that the respondents may still be receding. They should exert more

efforts to enhance their performance in Trigonometry. They should have more

confidents among themselves that they can do it as well as desirable attitude. According

to Abad and Taperla (2006) students’ attitudes is one of the factors affecting students’

performance in Mathematics that can be improved through Values Education subject.

 27

Table 5. Mean, Rank and Descriptive Rating of the Respondents’ Perceived Factor
Influencing the Learning of Trigonometry in terms of Student Factor

INDICATOR Mean Standard Rank Descriptive

Deviation Rating

I need help to solve mathematical problem in 3.09 0.809 1 Sometimes

Trigonometry.
I am determine in learning trigonometry 3.08 0.879 2 Sometimes
concept.
I am confident in facing problem involving 2.78 0.919 3 Sometimes
Trigonometric function.
I am confident with my skills in solving 2.73 0.957 4 Sometimes
Trigonometric problem
I have low self esteem. 2.66 0.806 5.5 Sometimes
I don’t doubt my performance in solving 2.66 0.960 5.5 Sometimes
Mathematical problem.
I am satisfied of what I have learned in 2.64 0.974 7 Sometimes
Trigonometry concept.
I lack mathematics vocabulary that’s why I 2.53 0.962 8 Sometimes
could not understand the trigonometry
subject
I am not disturbed in studying Trigonometry 2.48 0.744 9 Seldom
even if I have personal problems.
I am not actively participating in class 2.43 0.938 10 Seldom
activities specially the Trigonometry subject.
Average 2.71 Sometimes

Scaling:
3.28 – 4.00  Always
2.52 – 3.27  Sometimes
1.76 – 2.51  Seldom
1.00 – 1.75  Never

Table 5 shows the mean, rank and descriptive rating of the respondents’

perceived factor influencing the learning of Trigonometry in terms of student factor. As

shown, the respondents perceived that they are sometimes influenced by the following:

(1)they need help to solve mathematical problem in Trigonometry; (2) they are

determined in learning trigonometry concept; (3)they have confident in facing problem

 28

involving trigonometric function; (4) they are confident in their skills in solving

trigonometric problem; (5.5) they have low self esteem and don’t doubt their

performance in solving mathematical problem; (7) they are satisfied of what they have

learned in trigonometry concept and (8) they lack mathematics vocabulary that is why

they could not understand the trigonometry subject. However, the respondents’

perceived that they are influenced by being seldom disturbed in studying trigonometry

even if they have personal problems and that they are not actively participating in class

activities specially the trigonometry subjects. In general, the respondents’ perceived that

they are sometimes influenced by the student factor in solving trigonometry.

It implies that the respondents are sometimes affected by the student factor for

they sometimes need help in solving mathematical problem in trigonometry probably

because the respondents are too dependent to their teachers and so they need tutorial

class to able to cope with their difficulties. Thus, according to the study of H. Yasser

et.al (2000) the task of the teachers is to develop the positive attitudes of the students

towards mathematics by giving activities that are within their bounds of experiences.
 29

Table 6 Mean, Rank and Descriptive Rating of the Respondents’ Perceived Factor
Influencing the Learning of Trigonometry in terms of Teacher Factor

INDICATOR Mean Standard Rank Descriptive

Deviation Rating

My teacher delivers his/her lesson clearly. 3.43 0.818 1.5 Always

My teacher is fair in rating our solution in 3.43 0.880 1.5 Always
Trigonometric exercises.
My teacher is approachable when I ask 3.42 0.854 3 Always
questions about the lesson.
My teacher gives specific examples to 3.36 0.896 4 Always
make the lesson clearer.
My teacher gives quizzes/ exams and 3.28 0.959 5 Always
returns these after correcting.
My teacher can manage the class well. 3.11 0.819 6 Sometimes
My teacher does not use materials that 2.57 1.044 7 Sometimes
will support his/her lesson.
My teacher is boring so I feel sleepy and 2.42 1.023 8 Seldom
dizzy in his/her class.
My teacher lacks teaching strategies 2.08 0.994 9 Seldom
that’s why I could not understand the
trigonometry subject.
My teacher comes to class late and 2.02 0.973 10 Seldom
unprepared.
Average 2.91 Sometimes

Scaling:
3.28 – 4.00  Always
2.52 – 3.27  Sometimes
1.76 – 2.51  Seldom
1.00 – 1.75  Never

Table 6 shows the respondents’ perceived factors influencing the learning of

Trigonometry in terms of teacher facto. It has an average mean of 2.91 interpreted as

sometimes. Though the respondents perceived that their teachers are always (1)

delivering his lesson clearly and fair in rating the solution in Trigonometric exercises; (3)

they are approachable when students ask questions about the lesson; (4) giving specific

examples to make the lesson clearer; (5) returning quizzes/ exams after checking. while
 30

the following statements are perceived by the respondents as sometimes influencing

them such as: (5) the teacher is approachable if students are asking question about the

lesson; (6) teacher can manage the class well and (7) and the teacher does not use

materials that will support his/her lesson. However, the respondents’ perceived that they

are seldom influenced by the following such as:(8) when the teacher is boring so they

feel sleepy and dizzy in their class; (9) when teacher lacks teaching strategies that’s

why they could not understand the trigonometry subject and; (10) when the teacher

comes to class late and unprepared.

It implies that the respondents are sometimes affected by the teacher factor

because their teachers always deliver his/ her lesson clearly and fair in rating students’

solution in trigonometry exercises. It means that the teacher must be consistent in

giving grades to his students; he should be well prepared in presenting his lesson to the

class and look in to the kind of student he is dealing with. It has been noted that the

learning of the students greatly depends of the kinds of teacher they have. In fact,

according to Lahoy lahoy (1998) teachers showed pay attention to problems on

performance of students specifically in solving trigonometry

 31

Table 7 Mean, Rank and Descriptive Rating of the Respondents’ Perceived Factor
Influencing the Learning of Trigonometry in terms of Classroom Environmental
Factor

INDICATOR Mean Standard Rank Descriptive

Deviation Rating

Tables and chair are adequate to all 3.19 1.007 1 Sometimes

students.
The room is clean and organizes. 3.17 0.777 2.5 Sometimes
The students are well arranged. 3.17 1.002 2.5 Sometimes
The facilities in the class are sufficient for 3.09 0.952 4 Sometimes
students to use.
The instruments like straight edges, 2.89 0.961 5 Sometimes
protractor, compasses, calculator, rulers,
graphing boards etc. are available for the
students to use.
The class room is very noisy that I could not 2.68 0.865 Sometimes
understand the topic he/she discuss in the 6
class.
The students are very noisy when teacher 2.48 0.917 7 Seldom
discusses her lesson.
The books in library are not sufficient for 2.44 1.024 8 Seldom
students use.
The room is lack of facilities like tables, 2.28 1.158 9 Seldom
charts, pictures and clearing equipments,
etc...
The room and library are not ventilated. 2.24 1.083 10 Seldom
Average 2.76 Sometimes

Scaling:
3.28 – 4.00  Always
2.52 – 3.27  Sometimes
1.76 – 2.51  Seldom
1.00 – 1.75  Never

Table 7 reveals the respondents’ perceived classroom environment that

influences the learning of trigonometry. An average mean rating of 2.76 was obtained

and interpreted as sometimes while the following factors they perceived it to be

sometimes influencing them: (1) the tables and chair are adequate to all students; (2.5)
 32

the room is clean and organize and the students are well arranged; (4) the facilities in

the class are sufficient for students to use; (5) the instruments like straight edges,

protractor, compasses, calculator, rulers, graphing boards etc. are available for the

students to use and (6) the classroom is very noisy that they could not understand the

topic he/she discusses in the class. While the respondents seldom experienced that

(7) the student students are very noisy when teacher discusses her lesson; (8) the

books in library are not sufficient for students use; (9) the room is lack of facilities like

tables, charts, pictures and clearing equipments, etc. and (10) the room and library are

not ventilated.

It implies that the respondents are sometimes influenced by the classroom

environment factor in solving trigonometry because the tables and chairs are sometimes

adequate to all students learner. It means that the facilities in the classroom must be

complete and sufficient enough for the students so that they could be comfortable in the

class and they can easily grasp the lesson.

 33

Table 8. Mean Rank and Descriptive Rating of the Respondents’ Perceived Factor
Influencing the Learning Trigonometry in terms of Subject/ Content

INDICATOR Mean Standard Rank Descriptive

Deviation Rating

I can graph the trigonometric function. 2.83 0.948 1 Sometimes

I can recall state and apply the laws of sine 2.79 0.894 2.5 Sometimes
and cosine.
I can recall the formula of Trigonometric 2.79 0.820 2.5 Sometimes
function of some special angles.
I can apply the Trigonometric Identities. 2.78 0.872 4 Sometimes
I can recall trigonometry function. 2.77 0.827 5 Sometimes
I can recall the trigonometric Identities. 2.76 0.892 6 Sometimes
I can state the properties of trigonometric 2.71 0.869 7 Sometimes
function.
I can recall the addition double and half angle 2.69 0.987 8 Sometimes
formulas.
I can apply the addition double and half 2.68 0.946 9 Sometimes
angle formulas.
I can’t apply the sine and cosine laws. 2.35 0.951 10 Seldom
Average 2.72 Sometimes

Scaling:
3.28 – 4.00  Always
2.52 – 3.27  Sometimes
1.76 – 2.51  Seldom
1.00 – 1.75  Never

Table 8 shows the respondents’ perceived classroom environment that influence

learning trigonometry. An average mean rating of 2.72 was obtained and interpreted as

sometimes which is also similar on the following factors: (1) they can graph the

trigonometric function recall and state and apply the laws of sine and cosine as well as

the formula of trigonometric function of some special angles; (4) they can apply the

trigonometric Identities; (5) can recall trigonometry function; (6) can recall the

trigonometric Identities; (7) they can state the properties of trigonometric function; (8)

they can recall the addition double and half angle formulas and (9) they can apply the
 34

addition double and half angle formulas. However, they perceived that they are seldom

influenced by (10) not able to apply sine and cosine laws.

It implies that the respondents sometimes are affected by the subject content for

they sometimes can graph the trigonometric function. It means that the teacher should

apply different strategies in order for the students to understand thoroughly the lesson.

According to Grossnickles (1996) students showed understanding of what he is

learning. In the structured of mathematics, there should be repetitive practice to develop

efficiency in computational skill until the teacher is sure that the student understand the

operation to be practiced.

Table 9 Summary of the Respondents’ Perceived Factors Influencing the Learning

of Trigonometry

FACTORS Mean Rank Descriptive Rating

Teacher Factor 2.91 1 Sometimes

Classroom Environment 2.76 2 Sometimes

Subject Content 2.72 3 Sometimes

Student Factor 2.71 4 Sometimes

Grand Mean 2.76 Sometimes

Scaling:
3.28 – 4.00  Always
2.52 – 3.27  Sometimes
1.76 – 2.51  Seldom
1.00 – 1.75  Never
 35

Table 9 shows the summary of respondents’ perceived factors that influences the

learning of trigonometry. As shown in the above table the grand mean rating of 2.76

was obtained and interpreted sometimes on the following factors such as (1)teacher

factor, (2)classroom environment, (3)subject content, (4)student factor.

It shows the respondents were sometimes influenced of the following factors in

learning trigonometry: these are the teacher factor, Classrooms environment, subject

content and student factor. But teacher factor are most influencing them probably

because the abilities of the children in Trigonometry are greatly attributed to their

teachers. According to Tamse and H. Alyasa (2005), teachers should exert effort for

student to develop their knowledge and skills well by being approachable to students,

working with then patiently and kindly, giving them a fair remarks and grades and

making use and variety of materials and methods that will provide students’

participation.
 36

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATION

This chapter presents the summary, findings, conclusions, implications and

recommendations of the study.

Summary

Mathematics is one of the most learning areas in curriculum. Besides, it is one of

the greatest tools used in many scientific and technological discoveries. However,

Mathematics as a subject is often regarded as less interesting and difficult subject to

many learners.

The main problem of the study is to find the attitude towards learning

trigonometry among senior student of Senator Ninoy Aquino College Foundation.

Specifically, this study answered the following questions: 1.) what is the profile of the

respondents in terms of age, gender and GPA in Trigonometry?; 2.) what are the

perceived factors influencing the attitudes of the students towards learning trigonometry

in terms of student’s factor, teacher factor, classrooms environment and subject

content?; 3.) what implications can be derived from the finding study?

To answer the above questions, a self made questionnaire was used. These

questionnaire were of descriptive- survey type. The first questionnaire was designed to

gather information about the respondents’ profile. The second dealt with the attitude

towards learning trigonometry.

Simple frequency count and percentage distribution were used to analyze the

gathered data and to determine the respondents’ responses in attitude towards learning

trigonometry.
 37

The respondents of the study were the 108 senior students of Senator Ninoy

Aquino College Foundation.

Findings

Based on the gathered data, the following are the major findings of the study:

1. Majority or 61.46% of the respondents belong to the age bracket 17 – 18 years

old;

2. Majority or 67.71% of the respondents are females;

3. Half .of the respondents got a grade of between 74- 82 interpreted as satisfactory

in their 3rd grading grade in trigonometry;

4. The perception of the respondents on the student factor influencing their learning

of trigonometry, they perceived it to be sometimes influencing them with an

average mean of 2.71 because they sometimes need help in solving

mathematical problem;

5. The perception of the respondents on the teacher factor influencing their learning

of trigonometry, they perceived it to be sometimes influencing them with an

average mean of 2.91 though their teachers always deliver his/her lesson clearly

and rate their solutions in trigonometry fairly;

6. The perception of the respondents on the classroom environment influencing

their learning of trigonometry, they perceived it to be sometimes influencing them

with an average mean of 2.76 because sometimes the tables and chair are

adequate to all students;

 38

7. The perception of the respondents on the student factor influencing their learning

of trigonometry, they perceived it to be sometimes influencing them with an

average mean of 2.72 because they sometimes can graph the trigonometric

function;

8. The summary of the perception of the respondents on the influencing the

learning trigonometry, they perceived it to be sometimes influencing them with a

grand mean of 2.76 because the teacher factor is mostly influencing them

probably because the abilities of the children in Trigonometry are greatly

attributed to their students.

Conclusion

Based on the findings, the following conclusions were presented:

The 4th year student of Senator Ninoy Aquino College Foundation was belonged

to the age of 17 – 18 years old; female has a 79 – 84% grade in third grading period in

Trigonometry while on their perception on the factors that influence their learning of

trigonometry, they sometimes perceived that the teacher factor, student factor,

classroom environment and subject/ content factor influencing them. This is because

they sometimes need help in solving Mathematical problems while their teachers are

always discussing her/ his lesson clearly. They are also sometimes affected by the

environmental factor because their tables and chair are adequate to them. Thus, they

can also graph trigonometric function.

 39

Implications

From the finding of the conclusions, the following implications were drawn

The highest percentage in age profile belongs to 17 – 18 years old and majority

of the respondents were females who are in the right age and more females are

interested to go to school. Since the respondents GPA in trigonometry belong to 79 –

83% the students need encouragement to study hard especially in trigonometry subject,

they need to develop good study habits, practice more in solving mathematical problem

so that they could gain better grades.

In addition, the findings of the respondents are sometimes affected by the

student factor for they sometimes need help in solving mathematical problem in

trigonometry probably because the respondents are too dependent to their teachers and

so they need tutorial class to able to cope with their difficulties; The finding implies that

the respondents are sometimes affected by the teacher factor. It is because the teacher

delivers his/her lesson clearly and fair in rating their solution in trigonometric exercises.

It means that the teacher must be consistent in giving grades to his students; he should

be well prepared in presenting his lesson to the class and look in to the kind of student

he is dealing with. In the classroom environment it is sometimes influence their learning

trigonometry because the tables and chairs are adequate for them. It means that the

facilities in the classroom must be complete and sufficient enough so that they could be

comfortable in the class and they can easily grasp the lesson. There is also an influence

in the subject content because sometimes students can graph the trigonometric

function. It means that the teacher should apply different strategies in order for the
 40

students to understand thoroughly the lesson. According to Grossnickles (1996), the

student showed understand what he is learning. In the structured of mathematics should

be repetitive practice to develop efficiency in computational skill until the teacher is sure

that the student understand the operation to be practice.

In short, most of the respondents were sometimes affected by the following

factors in learning trigonometry: these are the teacher factor, classroom environment,

subject content and student factor. This shows that the teacher should look into the

possible areas or factors that may influence their academic performance especially in

trigonometry subject.

Recommendations

In the light of finding, conclusions and implications, the following were

recommended.

1. Student needs to develop good study habits and maintain practice solving

exercises in trigonometry. They should ask questions to the teachers if they can’t

understand the lesson if not they can approach the teacher during the

consultation hour or ask friend.

2. Mathematics Teachers must apply different techniques teaching strategies to

make the students actively participate in the class activities and observe roles

and guidelines in giving grades and should inject some sense of humor to make

the students realize that mathematics is fun and enjoyable.

 41

3. School Administrator/ Principal should initiate seminar- workshop on teaching

strategies techniques among his or teachers, particularly mathematics teacher to

improve the performance of the students.

4. Parents should always communicate with their children and give encouragement

and inspiring words for their children to be motivated in studying so study habits

will be developed.

5. Curriculum Planner must also consider the students I.Q. environment and other

important factors in making a curriculum.

6. Future researchers shall get factual information from this study and this one of

the major bases to know the attitude of the student towards learning

trigonometry.
 42

BIBLIOGRAPHY

A.Books

Bustos, Alicia S. and Espiritu, Socorro C. (1996), “Psychological, Anthropological

Foundation of Education” Katha Publishing Co. Inc Quezon City.

Corsini, Raymond J. (1994) Encyclopedia of Psychology. 2nd Edition Vol. 2 A Wiley

– Inter Science Publication. John Wiley and Sons, !994.

Crosswhite,Fore (2001). Teaching Mathematics; Psychological Foundations.

Washington: Charles A. Jones Publishing Company.

Groosnickle, F.E. and Brueeckner, L. J “Discovering Meaning in Elementary

School Mathematics” , 5th edition, Holth Rinchart & Winston, Inc USA
1996.

Salandanan, Gloria G. (2006) “Teaching and the Teacher” Lorimar Publishing

Company Inc.

B. Unpublished Undergraduate Thesis

Cadir, Anisah M. (1999) “Study Habits Of Muslims and Non Muslim ILS Pupils:
Comparative Study” An Under Graduate Thesis, Mindanao State University,
Marawi City.

Dales, Haze Jane M. and Mero, Portia A. (2001 – 2002), “The Performance of Third
Year Students of Napocor High School in Solving operations involving
fractions.” An Under Graduate Thesis, Mindanao State University, Marawi City.

Jamael and Sultan (2009) “Attitude of Student towards Mathematics at Amai

Pakpak Central Elementary School towards’’ Unpublished Undergraduate
Thesis, Mindanao State University, Marawi City.

Macaumbang and Disomimba. (2006) “Attitude of Grade six Pupils Mathematics at

Amai Pakpak Central Elementary School towards’’ Unpublished Undergraduate
Thesis, Mindanao State University, Marawi City.

Mariga and Said. (2003) “The Interest Attitude of the High School Senior towards
Occupation’’ Unpublished Undergraduate Thesis, Mindanao State University,
Marawi City.
 43

Taperla, A. Jaydies and Abad R. Abegail (2006) “Attitude and Performance of

Sophomore Students in Solving Systems of Linear Equations” An
Undergraduate Thesis, Mindanao State University, Marawi City.

Tamse and Hadji Alyasa (2005) “The Mathematics Achievement of senior Student
in Quadratic Equation.” An Undergraduate Thesis, Mindanao State University,
Marawi City.

Sultan and Datu (1998) “The mathematics performance of MSU – Integrated

Laboratory School Freshmen students in relation to some selected
variables” An Undergraduate Thesis, Mindanao State University, Marawi City.

C. Online Resources

http://fag.hia.no/lcm/papers/kislenko.pdf 200/23/02

http://www.google.com.ph/search?q=causes+of+negative+attitudes+towards+mathemat
ics&hl2011/23/02

http://www.google.com.ph/search?hl&q=what+is+mathematics+a+subject&tng=maghan
ap&meta=&ctc=1247214919135 2011/23/02
 44

APPENDIX A

Republic of the Philippines

Mindanao State University
COLLEGE OF EDUCATION
Marawi City

January 7, 2010

Engr. Marlowe Meek A. Imam

Secondary Principal
SNACF Marawi City

Dear Sir,

Greeting of Peace! Assalamo Alaikom Warahmatullahi Wabarakato! May the

meaning of peace be with you and your family!

The undersigned students are conducting a study entitled “Perception on the

factors that influence learning of Trigonometry among Senior Students of Senator
Ninoy Aquino College Foundation’’. With this, we would like to ask permission from
your good office to allow us distribute our questionnaire to your fourth year students.

Your cooperation and your approval are highly needed to complete our
requirements.
Thank you and more power.

Respectfully yours;

(Sgd) Moh’d. Faiz A. H.Amer

(Sgd) Hasmin M. Acoon
Researchers

Noted:

(Sgd) Prof. Rohanie M. Sultan, RGC

Thesis Adviser
 45

APPENDIX – B

Republic of the Philippines

Mindanao State University
COLLEGE OF EDUCATION
Marawi City

January 8, 2010

Dear Respondents;

Greeting of Peace!
We are the students from Mindanao State University, College of Education,
presently we are undertaking a research entitled “Perception on the factors that
influence learning of Trigonometry among Senior Students of Senator Ninoy
Aquino College Foundation’’ in partial fulfillment of the requirements in Education 199
in the Degree of Bachelor of Secondary Education Major in Mathematics
In connection with this, we would like to ask permission from your office to allow
us to administer the questionnaires among some of your s. we are looking forward
senior student. We are looking forward to your favorable action on this request

Very truly yours,

(Sgd) Moh’d. Faiz A. H.Amer
(Sgd) Hasmin M. Acoon
Researchers

Noted by:
(Sgd) Prof. Rohanie M. Sultan, RGC
Thesis Adviser
 46

APPENDIX C

QUESTIONNAIRES
Direction: please put a check mark on the appropriate answer of your choice with the

following indication.

Name (optional):__________________________________________________

Age: 15 ( ) 16 ( ) Gender: Male ( ) First Grading grade__________

17 ( ) 18 ( ) Female ( )

a.) Always c.) Seldom

b.) Sometimes d.) Never

A. Student’s Factor (a) (b) (c) (d)

1. I have low self esteem. ( ) ( ) ( ) ( )
2. I am confident in facing problem involving
Trigonometric function. ( ) ( ) ( ) ( )
3. I am not actively participating in class activities
specially the Trigonometry subject. ( ) ( ) ( ) ( )
4. I am determine in learning trigonometry concept. ( ) ( ) ( ) ( )
5. I don’t doubt my performance in solving
Mathematical problem. ( ) ( ) ( ) ( )
6. I need help to solve mathematical problem in
Trigonometry. ( ) ( ) ( ) ( )
7. I am satisfied of what I have learned in
Trigonometry concept. ( ) ( ) ( ) ( )
8. I am not disturbed in studying Trigonometry even if
I have personal problems. ( ) ( ) ( ) ( )
9. I am confident with my skills in solving
Trigonometric problem. ( ) ( ) ( ) ( )
10. I lack mathematics vocabulary that’s why I could not
understand the trigonometry subject. ( ) ( ) ( ) ( )

B. Teacher Personality (a) (b) (c) (d)

1. My teacher is boring so I feel sleepy and dizzy
in his/her class. ( ) ( ) ( ) ( )
2. My teacher gives specific examples to make the
lesson clearer. ( ) ( ) ( ) ( )
3. My teacher comes to class late and unprepared. ( ) ( ) ( ) ( )
4. My teacher can manage the class well. ( ) ( ) ( ) ( )
5. My teacher does not use materials that will support
his/her lesson. ( ) ( ) ( ) ( )
 47

6. My teacher delivers his/her lesson clearly. ( ) ( ) ( ) ( )

7. My teacher is approachable when I ask questions
about the lesson. ( ) ( ) ( ) ( )
8. My teacher is fair in rating our solution in
Trigonometric exercises. ( ) ( ) ( ) ( )
9. My teacher gives quizzes/ exams and return
these after correcting. ( ) ( ) ( ) ( )
10. My teacher lacks teaching strategies that’s why
I could not understand the trigonometry subject. ( ) ( ) ( ) ( )

C. Classrooms Environment (a) (b) (c) (d)

1. The room is lack of facilities like tables, charts, pictures
and clearing equipments, etc... ( ) ( ) ( ) ( )
2. The room is clean and organize. ( ) ( ) ( ) ( )
3. The students are very noisy when teacher discusses
her lesson. ( ) ( ) ( ) ( )
4. Tables and chair are adequate to all students. ( ) ( ) ( ) ( )
5. The facilities in the class are sufficient for
students to ( ) ( ) ( ) ( )
6. The room and library are not ventilated. ( ) ( ) ( ) ( )
7. The students are well arranged. ( ) ( ) ( ) ( )
8. The books in library are not sufficient for
students use ( ) ( ) ( ) ( )
9. The class room are very noisy that I could not understand
the topic his/her discuss the class. ( ) ( ) ( ) ( )
10. The instruments like straight edges, protractor,
compasses, calculator, rulers, graphing boards etc. are
available for the students to use. ( ) ( ) ( ) ( )

D. Subject Content (a) (b) (c) (d)

1. I can recall trigonometry function. ( ) ( ) ( ) ( )
2. I can state the properties of trigonometric function. ( ) ( ) ( ) ( )
3. I can recall state and apply the laws of
sine and cosine. ( ) ( ) ( ) ( )
4. I can graph the trigonometric function. ( ) ( ) ( ) ( )
5. I can recall the formula of Trigonometric function
of some special angles. ( ) ( ) ( ) ( )
6. I can recall the trigonometric Identities. ( ) ( ) ( ) ( )
7. I can apply the Trigonometric Identities. ( ) ( ) ( ) ( )
8. I can’t apply the sine and cosine laws. ( ) ( ) ( ) ( )
9. I can recall the addition double and half angle
formulas. ( ) ( ) ( ) ( )
10. I can apply the addition double and half angle
formulas. ( ) ( ) ( ) ( )
 48

APPENDIX D

CURRICULUM VITAE

Personal Data:

Name: Moh’d. Faiz A. H. Amer

Age: 22 years old

Sex: Male

Civil Status: Single

Nationality: Filipino

Date of Birth: March 22, 1988

Place of Birth: 054 Basak Malutlut Marawi City, Lanao Del Sur

Home Address: 054 Basak Malutlut Marawi City, Lanao Del Sur

Father Name: H. Amer B. Sultan

Mother Name: Saniah M. Alibasa

Educational Background:

Tertiary Education: Mindanao State University

BSEd Mathematics
2005 – Present

Secondary Education: MSU- University Training Center

2000 - 2001

Elementary Education: Amai Pakpak Central Elementary School

1996 – 1997

Affiliation: Member, Education Sciences and Mathematics

Society (ESMS)
Secretary, ESMS (2009 – 2001)
Member, Education Student Organization (EDSO)
4th year Representative, EDSO (2010-2011)
 49

CURRICULUM VITAE

Personal Data:

Name: Hasmin M. Acoon

Age: 22 years old

Sex: Female

Civil Status: Single

Nationality: Filipino

Date of Birth: December 10, 1988

Place of Birth: Tambo Piagapo Lanao Del Sur

Home Address: Tambo Piagapo Lanao Del Sur

Father Name: Oga M. Acoon

Mother Name: Noraidah M. Acoon

Educational Background:

Tertiary Education: Mindanao State University

BSEd- Mathematics
2005 – Present

Secondary Education: Senator Ninoy Aquino College Foundation Inc.

2000 – 2001

Elementary Education: Marawi Capitol College Foundation Inc.

1996 – 1997

Affiliation: Education Sciences and Mathematics Society(ESMS)

Mathematics Representative, ESMS (2010-2011)

Member, Education Student Organization (EDSO)

Member, MSU Mountaineering Club

Member, FRATERNAL ORDER OF Eagles (Philippine Eagles)

MSU Main Junior Eagles Club