Conceptual Framework of the Study

The following diagram shows the flow or the methods considered by the researcher in

conducting the study to determine the mathematical competence of the grade 7 students of

Villaflores College and its impact to their mathematical performance.

Specifically, the researchers wants to the identify the respondent’s profile in terms of

their age, their parents’ educational attainment, the family’s monthly income, the number of

siblings and the educational resources available at their home.. The researcher also wants to find

out the mathematical competence of the respondents based on the K-12 curriculum guide and

their grades in mathematics.

To provide answers to these problems, the researcher formulates a questionnaire to be

disseminated to the respondents of the study and retrieves it for tabulation. The researcher will

then interpret and analyze the data gathered to generate findings for the study.

Finally, with the findings generated, the researcher formulates a conclusion that will be

the basis for a recommendation as a possible solution to the problem. This will serve as the

output of the study.

Theoretical Framework of the Study

This study anchored on the Cognitive Learning Theory that attempts to explain human

behavior by understanding the thought processes. The assumption is that humans are logical

beings that make the choices that make the most sense to them. Information processing is a

commonly used description of the mental process, comparing the human mind to a computer.

Many computer users have trouble learning and remembering information presented on a

computer screen. Based on cognitive learning theory, part of the reason for lack of retention is

hypo- thesized to be the user’s inability to form a mental picture, or schema, of the information

pre- sented via a computer screen. In order to form a schema, users need to be able to understand

where newly acquired knowledge fits into ‘‘the big picture’’. However, computers and the

information on them are so infinite, users may have trouble thinking in terms of a big picture.

When on a website, for example, how many times have you asked yourself, ‘‘Where am I?’’ or

‘‘Where was I?’’ or ‘‘Where am I going?’’ Likewise, for many learners, there may be little sense

of place when learning with the assistance of a computer. This is why computer literacy should

be taught thoroughly by ICT instructors to learners.

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