1

Exploring the Impact of Mathematics Experiences on Mathematics-Related

Career Path Choices among BS Mathematics Education Students: A
Quantitative Inquiry

A Research Proposal Presented to the Research Review Committee

of Faculty of Teacher Education Program
Kapalong College of Agriculture, Sciences and Technology
Maniki, Kapalong, Davao del Norte

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Mathematics

MORAL, MARJORIE M.

September 2023
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TABLE OF CONTENTS
Page

TITLE PAGE i

TABLE OF CONTENTS ii

LIST OF TABLES iii

LIST OF FIGURES iii

Chapter

1 INTRODUCTION 1

Rationale 1

Research Objectives 4

Research Hypothesis 5

Review of Related Literature 5

Mathematics Experience 5

Math-Related Career Choice 8

Theoretical Framework 21

Conceptual Framework 21

Significance of the Study 23

Definition of Terms 24

2 METHODS 25

Research Design 25

Research Locale 26

Population and Sample 28

Research Instrument 29

Data Collection 31

Statistical Treatment of Data 31

Ethical Consideration 32
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REFERENCES

LIST OF TABLES

Table Page

1 Distribution of Respondents 29

LIST OF FIGURES

Figure Page

1 Conceptual Framework 23

2 Regional Map Highlighting the Research Locale 27

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Chapter 1

INTRODUCTION

This chapter contains the rationale, research objectives, hypothesis, and

review of related literature. It also includes the theoretical and conceptual

frameworks, the significance of the study, and a definition of terms used in this

research.

Rationale

Mathematical experience has been reported to have an impact on the

development of anxiety in mathematical situations. These experiences must be

identified and separated to understand the relationship between events and future

anxiety levels. Previous observations suggest that the mathematics experiences of

girls and boys are very different. This difference affects many types of contracts

studied in the literature. Researchers have studied male and female students'

attitudes toward mathematics, social stereotypes that mathematics is a male domain,

and other negative societal expectations of mathematical achievement. of female

students. These results generally show that 14 male students have more positive

attitudes toward mathematics and participate more actively in math classes than

female students (Fan, Chen, & Matsumoto, 1997). The literature to date supports the

assertion that the mathematical experiences of men and women are different, both

from a societal perspective and a classroom perspective. In addition, the abilities and

performance levels of men and women are also different. Mathematics experiences

differ by gender in terms of classroom interactions and outcomes.

A recent study released by the Australian Department of Employment and

Small Business found that between 2013 and 2018, employment in STEM jobs grew

by 16.5%, 1.6 times the growth rate in non-STEM occupations (Department of

Employment and Small Business)., 2019). However, the number of students studying

mathematics at intermediate and advanced levels in Australia is consistently low

(Hine, 2019). There is evidence that mathematics-specific motivational beliefs are an

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important filter in decision-making regarding STEM-related careers (Watt et al.,

2017). Therefore, there is a need to ensure that students have an interest in

mathematics throughout high school to foster their interest in pursuing mathematics-

related higher education degrees and careers. Every student has their own story

about their past and this determines their view of the world. This story is created in

part by the student's environment, personality, and opportunities. This will also

determine the student's career choice (Greenwood, 2000). Environment, as one of

the career choice factors, can influence a student's career choice. Parents and their

level of education can also influence a student's opinion on whether to pursue a

particular career (Moursund, 2010).

There are many important crossroads in everyone’s life as they make

decisions that affect their future career opportunities. By 8th grade, girls show less

interest in having future careers in math or science than their male peers (Riegle-

Crumb, Moore, & Ramos-Wada, 2011). With limited knowledge of mathematics

careers, any opportunity that presents itself is considered by them, even if it does not

fully meet their desired career qualities. It is important to note that when these

women had to make concessions, they chose to follow career paths that were more

consistent with the gender-affirming aspects of their identities (Morgan, Isaac, &

Sansone, 2001).

In Makurdi metropolis, Benue state, Nigeria, it was determined that the factors

determining mathematics-related career choices of secondary school students

focused clearly on parental influence, academic ability, the influence of peer groups,

the influence of different teaching methods applied in mathematics education,

student interest, gender differences and the influence of role models are factors

basically determines the choice of career related to mathematics. Students'

perceptions of mathematics can influence their engagement with content, both in the

mathematics classroom context (Boaler and Greeno 2000; Cobb et al. 2009) and

with respect to long-term goals of children (Köller et al. 2001; Maltese and Tai 2011).
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Students' experiences in the math classroom provide insight into how they develop

math-related self-awareness which can then have an impact on their future choices

and actions.

A cross-sectional study conducted in the Philippines, found that Filipino

students performed poorly on the 2018 Program for International Student

Assessment (PISA) mathematics assessment, with more than 50% scoring below the

achievement level. lowest proficiency. Scoring below the lowest PISA proficiency

level, these Filipino students are clearly falling behind in terms of mathematics

education; More than half of Filipino students in this age group have insufficient math

skills compared to their peers in other parts of the world. Poor math achievement

also varies in degree between public and private school students, with average

scores of 343 and 395, respectively (Ministry of Education 2019). Research has

revealed many important predictors of math learning and achievement, and most of

them can be placed into one of five main categories: student factors, family factors,

teacher factors, classroom and school factors, policy factors (Maamin et al. 2021).

Because these issues are also related to the career choices of selected students.

In addition to typical student factors such as gender, cognitive ability, and

metacognition (Desoete and De Craene 2019; Lindberg et al. 2010), research has

confirmed the importance of a wide range of predictors. Non-cognitive psychosocial

indicators of students' academic success (Lindberg et al.). 2010; Kim and Choi

2021). In mathematics, these factors include motivation (Levpušˇcek et al. 2013; Saw

and Chang 2018), goal orientation (Dela Rosa and Bernardo 2013), attitude (Gjicali

and Lipnevich 2021), self-confidence (Damrongpanit 2019; Szumski and Karwowski

2019).) and academic emotions (Villavicencio and Bernardo 2013, 2016). There are

more specific student factors related to these psychosocial factors, such as students'

academic and career aspirations; students have higher career aspirations and

require higher levels of education and are more motivated to succeed in mathematics

(Watt et al. 2019; Webster and Fisher 2000). On the other hand, low academic
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motivation is associated with student absenteeism and tardiness and is also

associated with low math achievement (Vesi'c et al. 2021; Gottfried and Ansari 2022).

Because this is an important issue that needs to be addressed, research is

needed. Math experience is essential to understanding student behavior and

improving academic achievement, persistence, and retention. Due to some of its

problems, many students have stopped learning math and quit school. The problem

now exists throughout the community. Furthermore, it is anticipated that this finding

will pave the way for future initiatives that highlight perceptions of the quality of

mathematics experiences on students' math-related career choices in in BSED

Mathematics at Kapalong College of Agriculture, Science and Technology, and in this

context, this may inspire greater research interest in the subject.

Research Objectives

The purpose of this study was to determine the significant relationship

between the impact of Mathematics experiences on Math-Related Career Choices

among BS Mathematics Education Students in Kapalong College of Agriculture,

Sciences, and Technology.

To be specific, this study sought to answer the following objectives:

1. To determine the level of mathematics experiences of mathematics

students in Kapalong College of Agriculture,

Sciences, and Technology in terms of:

1.1 content experience;

1.2 teachers experience;

1.3 pedagogy experience; and

1.4 math avoidance.

2. To determine the level of Math-Related Career Path Choices among BS

Mathematics Education Students in Kapalong College of Agriculture,

Sciences, and Technology in terms of:

2.1 parents influence;

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2.2 students academic ability;

2.3 peer group influence;

2.4 teaching methods;

2.5 students’ interest; and

2.6 gender differences.

3. To determine the significant relationship between the impact of

Mathematics experiences on Math-Related Career Path Choices of the

respondents.

4. To determine what indicator of the mathematics experiences can

significantly influence math-related career choices among BS Mathematics

Education Students.

Research Hypothesis

The nature and quality of mathematics experiences during undergraduate

studies significantly influence the mathematics-related career path choices of BS

Mathematics Education students.

Review of Related Literature

After extensive research in various books, websites and studies, the theories

and concepts of various authors related to the study have been discussed in this

section to provide a solid frame of reference. for research. The independent variable

is mathematics experience, measured by four indicators. The dependent variable is

mathematics-related career choice, measured by six indicators. These indicators are

explained in this section.

Mathematics Experiences

Mathematics is generally considered difficult (e.g., Fritz et al. 2019).

Additionally, many people believe that “it's okay, not everyone is good at math”

(Rattan et al. 2012). Faced with such perceptions, many students stop learning math

as soon as math is no longer necessary for them. Giving up studying math may seem

acceptable to those who consider math “optional,” but it poses a profound problem
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for society. Mathematics is the gateway to many fields of science and technology.

Leaving it would limit students' opportunities to study many important subjects,

thereby limiting their future employment opportunities and depriving society of a

potential source of citizens with quantitative knowledge. This situation needs to

change, especially as we prepare students for the increasing demands for

quantitative and computational knowledge in the 21st century (e.g., STEM Education

Commission 2018).

Content Experience. Students can happily experience twenty or more years

of formal mathematics education, and they can be pushed anywhere in the general

mathematics curriculum. Action learning in mathematics education, combined with

rote learning theory, brings mathematical topics into the real world. Naturally, primary

level cases are of fundamental importance, and this is reinforced by action learning

at secondary level (Sections 4.1.1 and 4.1.2). Open-ended problems can often be

given to students at the elementary, secondary, and college levels (Section 7).

Traditionally, classic results and open problems have motivated not only students but

also educators themselves. Because of the need for effective mathematics teachers,

Action Learning should be promoted at all levels of mathematics education,

recognizing that future instructors are part of the student community. Present.

Certainly, the ability to engage in discovery is very motivating for everyone, at least

for students and math teachers (Sergei Abramovich, Arcadii Z. Grinshpan and David

L. Milligan, 2019)

Teachers Experience. Research has consistently shown that teaching with

technology is not a simple task but requires teachers to guide the sophisticated

development of their mathematical understanding and tool use techniques (e.g.,

Drijvers 2019). Decades of research have provided insight into the impact of math

anxiety in students, but we are only beginning to understand the impact of math

anxiety in teachers. One might expect that teachers, who are responsible for being

elementary mathematics instructors for students, would feel quite comfortable with
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mathematics. Unfortunately, many elementary school teachers are more anxious

about mathematics than those working in other fields of study, such as business,

physical sciences, and health sciences (Battista, 1986; Bryant, 2009; Hembree,

1990).

The math anxiety that teachers experience has consequences beyond the

individual, as teachers with high levels of math anxiety also report reduced

confidence that they can successfully fulfill their teaching responsibilities. to your

students (i.e., teaching self-efficacy and autonomy). confidence).; Bursal and

Paznokas, 2006; Gresham, 2008; Swars, Daane and Giesen, 2006). Teachers' math

anxiety also affects students' math learning. Some are quantitative (Beilock,

Gunderson, Ramirez, and Levine, 2010; Hadley and Dorward, 2011; Maloney,

Ramirez, Gunderson, Levine, and Beilock, 2015) and qualitative (Bryant, 2009;

Bulmahn and Young, 1982; Furner and Berman , 2003) aspects; Hembree, 1990;

Karp, 1991; Kelly & Tomhave, 1985; Larson, 1983; Lazarus, 1974; Martinez, 1987;

Ring, Pape, & Tittle, 2000; Sloan, Daane, & Giesen, 2002; Swetman, 1994; Vinson,

2001) reported a negative relationship between teachers' math anxiety and improved

math achievement. In short, there is a connection between what teachers think about

mathematics and students' mathematics performance. (Ramirez, Gerard; Hooper,

Sophie Yang; Kersting, Nicole B.; Ferguson, Ronald; Yeager, David, 2018).

Pedagogy Experience. Pedagogical content knowledge (PCK) differs from

SMK in that it plays an important role in describing and identifying teachers'

knowledge of students' difficulties in the subject and their ability to connect

mathematical ideas, use examples, provide solutions, and apply strategies when

encountered. mathematical concepts (Wagner, Speer, & Rossa, 2007). Researchers

found that PCK factors such as teachers' teaching preparation, use of classroom

routines, and content scope of their degree influence growth in academic

achievement of students (Cankoy, 2010; Rowan, Correnti, & Miller, 2002). Many

researchers have attempted to establish a relationship between teachers' knowledge

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and students' mathematics achievement (Wilson, Floden, & Ferrini-Mundy, 2001,

2002) and have attempted to link PCK with student learning (Ball, Hill, and Bass,

2005; Ball et al., 2008).

Schulman (1986) introduced the term PCK and defined it as “the distinctive

combination of content and pedagogy for which teachers have sole responsibility,

their particular form of professional understanding” (page 227). Since Shulman

(1986) demonstrated the importance of teacher knowledge, the focus on teacher

knowledge has shifted over time from analyzing SMK to PCK (Ball et al., 2008). This

shift towards PCK research has been accompanied by the development of various

classifications of PCK.

Math Avoidance. For example, Halat (2007) [10] demonstrated that many

students have learning difficulties and do poorly in mathematics. That means there

are signs of negligence in practicing mathematics. This expression is a result of math

anxiety. Math anxiety is a psychological factor that makes students not interested in

learning math. Although this factor plays an important role in the learning process, it

has not been studied in depth in Ethiopia. The negative effects of math anxiety

include disruptions in math learning, faculty, and career choices in higher education.

According to Hembree (1990) [13], when students avoid learning

mathematics, it will erode the foundation of the country's scientific and technological

resources, because this is the foundation for the fields of science and technology.

Math anxiety is defined as negative emotions that interfere with solving math

problems. This goes beyond simply not liking math and leads to a type of complete

avoidance: students avoid taking math courses and avoid situations where math

would be needed (Sparks, 2011 [27]; Hellum-Alexander, 2010 [12]; Ashcraft &

Krause, 2007 [2]).

Students who consider mathematics a difficult and boring subject tend to

avoid mathematics as much as possible (Daane and Tina, 2002) [9]. This internal

avoidance has a negative impact on students' academic performance because

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mathematical knowledge is used not only to understand math but also other subjects

such as physics, chemistry, and engineering. (Hembree, 1990) [13]. Mathematical

skills are essential for any person's success in technical and non-technical fields

such as education, business, social and behavioral sciences, humanities, and arts

(Patricia, 1986) [22]. Math anxiety also affects students' daily lives, their academic

careers, and even contributes to stress, which is known to cause many other

problems.

Math-Related Career Choices

Globally, young people vary significantly in their levels of science, technology,

engineering, and mathematics (STEM) expertise, career interests and career

intentions. STEM. STEM career knowledge, defined as a student's level of familiarity

with a specific STEM career, varies significantly depending on the school's STEM

career focus. An individual's level of professional STEM knowledge will directly

influence their intention to pursue a future STEM career (Compeau 2016; Nugent et

al. 2015; Zhang and Barnett 2015). Without the appropriate knowledge, there is a risk

that students will reject a STEM-based career path as a potential option for their

future. As a result, a student's interest in a particular STEM career will decrease,

negatively impacting their desire to participate in activities aimed at increasing their

knowledge and awareness of STEM careers. Indeed, interventions have shown that

equipping students with early STEM expertise increases motivation to take more

science and math courses in high school (Harackiewicz et al. 2012).

Students' career interests and preferred future career activities will also

influence their intention to pursue a STEM career. An important indicator of STEM

career interest at the end of high school is interest at the beginning of high school

(Sadler et al. 2012). However, positive attitudes toward science identified in 10-year-

olds decline sharply at age 14 (Murphy and Beggs 2005; Tai et al. 2006); The high

school years are usually between the ages of 12 and 14. A comprehensive 2015

study of 24,000 students found that career intentions change significantly between
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9th and 11th grades and that the relationship between STEM intentions and

motivation is sensitive to time (Mangu et al. 2015).

Career knowledge and career interests in STEM fields are also influenced by

society at large. These social influencers include role models that students are

exposed to directly or through the media, and people with whom they interact daily,

such as teachers, family members and students' friends and experiences outside of

school. (Harackiewicz et al. 2012, Nugent et al. 2015, Sahin et al. 2014; Sahin et al.

2015; Schumacher et al. 2009; Sjaastad 2012; Steinke et al. 2009; Zhang and

Barnett 2015). Collectively, these influencing factors predict young people's self-

efficacy (i.e., confidence in their abilities) in relation to their career choices as well as

their outcome expectations (Mangu et al. al. 2015). Self-efficacy is considered a key

predictor guiding the choice of major during secondary and postsecondary education

(Heilbronner 2009; Kelly et al. 2013).

Grades 7-9 (12-15 years old) are a critical period for influencing interest in

STEM careers and developing this ability to self-learn in math and science.

Therefore, it is during middle school that students' beliefs about their skills and

interests begin to solidify (Simpkins et al. 2006). It is during this time that student

engagement activities and professional knowledge will peak. Social cognitive career

theory (Lent 2005) posits and theorizes that career interests, choices, and personal

goals constitute a complex process of human action that includes performance, self-

efficacy, and outcome expectations. For example, self-efficacy is positively related to

student academic performance, and science self-efficacy has been shown to

influence the choice of scientific activities. students, thereby impacting their ultimate

success and helping to maintain their interests (Britner and Pajares 2006; Parker et

al. 2014, Richardson et al. 2012).

Early interest in STEM subjects is an excellent predictor of later learning,

interests, and career choices (DeBacker and Nelson 1999). Contextual and individual

variables influence these social cognitive variables, including factors such as the
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cultural expectations of parents, teachers, and peers (Lent et al. 1994). Nugent et al.

(2015) found support for social cognitive career theory (Lent et al. 1994) as a

framework for examining STEM academic and career outcomes by providing a

means to examine social contextual, motivational, and instructional factors that may

influence youth STEM interests.

Parents Influence. The article contributes to adding knowledge in the field of

awareness of parents of elementary school students about their role in their

children's math learning. We report a study in which we conducted a series of group

interviews with parents of children aged 7 to 8 years in 16 primary schools in a town

in south-west England. The study was motivated by several related questions. There

is growing evidence that parental involvement in children's learning is associated with

higher levels of children's achievement (Cairney, 2000; Desforges and Abouchaar,

2003; Melhuish et al., 2008). Governments and education consultancies have

responded to this data by adopting policies that encourage and, in some cases,

require strategies for schools to increase levels of parental involvement (Ministry of

Children, Schools and Families, 2008; Department of Education, 2010; US

Department of State). of Education, 2014). However, more recent evidence suggests

that schools are unlikely to increase levels of parental engagement, especially in

mathematics learning (Gorard & Huat See, 2013; Patall, Cooper & Robinson, 2008).

Additionally, some strategies aimed at developing and increasing levels of

parental involvement may have the opposite effect than intended and lead to lower

levels of achievement and attitudes toward learning – a Again, this is especially true

in math. If schools are to succeed in increasing the level of parental involvement in

children's learning, and thereby raising the level of children's achievement, it is

important that we understand how parents construct their role. mine. On the one

hand, parents are more likely to respond positively to strategies that are consistent

with their existing conceptions. On the other hand, if the desired strategies do not fit
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with parents' current beliefs, then further research and development is needed to

develop new ways of working.

The following section will begin with a summary of research demonstrating

that parents and the family environment are generally recognized as making

significant contributions to children's mathematics learning. This opens the way to

examining some of the key factors and barriers to different forms of parental

involvement in children's mathematics learning. The literature in this area can be

divided into two broad categories – school-centered approaches and parent-centered

approaches to parent involvement – each of which is has its own factors and barriers.

We argue that school-centered approaches can be problematic because they often

rely on parents having resources, they do not believe they have. There is growing

evidence that some school-centered approaches, such as the use of homework, can

make it difficult for children to learn. We further argue that parent-centered

approaches can be difficult to implement because they are often not recognized or

evaluated as helpful for children's learning.

We highlight a gap in the research literature regarding parents’ perceptions of

their role in supporting children's mathematics learning and the conflicts or tensions

associated with this role. We argue that distinguishing between school-centered and

parent-centered approaches to parental involvement in children's mathematics

learning may help to better understand parents' perceptions of their role. This. It is

widely acknowledged that parents and families are the primary educators of children

and are responsible for establishing the social and intellectual foundations for their

children's learning and development (West, Noden, Edge, & David, 1998). The

literature clearly shows that parental support is beneficial for children's learning,

including the development of numeracy (Cairney, 2000; Melhuish et al., 2008). For

example, Fan and Williams (2010) showed that the frequency with which parents

participate in extracurricular activities, such as sporting events and vacations, is

positively related to self-efficacy and achievement. Children’s mathematics later on;

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and Chiu and Xihua (2008) showed that providing learning resources and activities at

home, such as books, music, and discussion of daily events, was also associated

with improved children's math achievement.

Students’ Academic Ability. Although mathematics is a very important

subject in formal education and closely related to human life, mathematics still does

not arouse students' interest in learning and the ability to solve mathematical

problems. of Indonesian students is still low (Nidya et al., 2015; Yerizon et al.). 2018).

Laurens et al. (2018) in their research said that many students are afraid and have

difficulty learning mathematics. In general, the problems are very complex, so it is

difficult for students to solve them. Surya et al. (2017), in their preliminary study,

stated that mathematics is a subject with low demand among most students.

A question the researcher asked to measure students' math-solving ability

yielded similar information: Problem-solving ability was very low. These reports show

that the realization of Indonesia's vision for mathematics education has not yet met

expectations. The ability to solve problems, as an aspect of higher-order thinking

ability, is a very important ability. Poor mathematical problem-solving ability is an

important issue that needs to be addressed. In learning math, student psychology is

an important factor. The student's belief system "about themselves, about

mathematics, about how to solve problems"; determines students' success in

problem solving (Schoenfeld, 2013).

Students' self-efficacy, that is, confidence in their abilities, affects their ability

to solve mathematical problems. A student's self-efficacy for learning mathematics is

a student's belief about his or her proficiency, generality, and strength in different

mathematics learning activities and contexts (Bandura, 1994; Zimmerman, 2000).

Self-efficacy beliefs influence life choices, levels of motivation, quality of functioning,

ability to cope with hardship, and vulnerability to stress and depression (Bandura,

1994). Many studies on students' self-efficacy have been conducted and research
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results show that self-efficacy is closely related to success in learning mathematics

(Ayotola and Adedeji, 2009; Liu and Koirala, 2009; Motlagh et al., 2011).

Skaalvik et al. (2015) suggested that student motivation is strongly predicted

by self-efficacy. Therefore, students' self-efficacy must be respected by teachers. In

fact, students' self-study ability is still low. In a study conducted by Azwar et al.

(2017), according to an interview with a teacher at SMA Negeri 1 Peureulak, found

that high school mathematics teachers rarely pay adequate attention to improving

students' self-efficacy. Consistent with these findings, Sukoco and Mahmudi (2016)

suggest that the majority of SMAN 1 Jetis Bantul XI Science students are reluctant to

answer and report their work when asked by teachers because students feel ' They

cannot deliver the correct assignment explanation. This finding is based on

interviews conducted by researchers with students. Teachers should find ways to

improve students’ ability to learn mathematics and should emphasize self-efficacy in

designing appropriate learning methods (Ayotola and Adedeji, 2009).

According to Susanti (2012), in general, practical mathematics teaching

methods are methods aimed at students' practical understanding to develop

practical, logical, critical, and honest thinking towards understanding concepts.

mathematics in problem solving. RME was first introduced and developed in the

Netherlands in 1970 by the Freudenthal Institute. According to Hans Freudenthal's

thought, mathematics is considered a human activity and must be linked to reality

(Hadi, 2005). Furthermore, Freudenthal believes that students should not be seen as

passive recipients of available mathematics. According to him, education must

encourage students to rediscover mathematics in their own way (Hadi, 2017).

Realist mathematics teaching gives students the opportunity to rediscover

mathematical ideas and concepts with the help of adults by exploring different real-

world situations and problems. real world. De Lange's (1996) process of developing

mathematical concepts and ideas from the real world is called mathematical
 15

concepts and has a schematic model of the learning process. Three main principles

of practical mathematics teaching, Gravemeijer (1994):

guided exploration and progressive mathematics; didactic phenomenon;

Develop independent models. In RME, learning begins with a contextual (real-world)

problem for students, which emphasizes competence, discussion, and reasoning so

that students can use mathematics to solve problems. problems with more important

processes. The same was shown by Arisetyawan et al. (2014) argue that using real-

life experiences in students' daily activities will make learning mathematics more

meaningful and successful. Therefore, teachers are expected to be able to design

current learning activities appropriate to the environment to achieve the set goals

(Sapta et al., 2018).

Peer Group Influence. The process of socialization in early childhood takes

place mainly in the family, but the role of peers becomes more important as children

grow older. During adolescence, interactions, and exchanges with peers, especially

at school, constitute an important framework for the socialization process (Osterman

2000; Prinstein, Boergers, and Spirito 2001). Adolescence is an important stage of

life, not only because of peer socialization, which has implications for long-term

attitudes, norms, and values (Jacobs et al. 2002), but also because that is the time

when people make choices in life related to their career. . . These decisions can have

lasting impacts on life outcomes, such as income and social status (Bree and

Jonsson 2005). Consequently, many studies have attempted to investigate the

effects of peer and social influence among adolescents in school contexts (e.g.,

DeLay et al. 2016; Legewie and DiPrete 2012; Raabe forthcoming).

In this article, we look at two main ways in which friends influence subject

preferences in high school: peer influence and contact with colleagues. Peer

influence refers to the tendency of individuals to develop interests in topics that

appeal to their friends. This type of peer effect focuses on the direct influence of

friends, that is, the friends in the classroom community that are closest to the
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individual. Previous research suggests that these friends will have a higher impact

than others (Lomi et al. 2011), which is consistent with previous research on friend

selection and their influence on many people. behavioral outcomes (for a review, see

Veenstra et al. two thousand and thirteen). At the same time, exposure to peers

means that in classrooms where girls tend to like STEM subjects, there will be more

students with similar interests. This type of peer effect reflects the classroom context

related to other girls' interests; We build on previous research on classroom contexts

using classroom-level aggregates and their associations with individual outcomes

(e.g., Rjosk et al. 2014; van Ewijk and Sleegers 2010).

Given that differential STEM preferences are hypothesized to be at least

partly influenced by the extent to which individuals conform to gender roles in group

contexts, we propose that the extent to which girls prefer STEM in the classroom will

also likely influence these interests. We contribute to current research in several

significant ways. Using a multilevel social network model, we can distinguish

between influence and choice effects (e.g., whether friends influence a person’s

preferences or whether people choose friends with similar preferences). similar or

not). We can thus clearly account for the dynamics in individuals' immediate social

environments rather than simply looking at an overall measure at the classroom or

school level. At the same time, we were also able to incorporate the context of peers

in the classroom into our analysis.

Teaching Methods. Teacher observation is now widely accepted as a

fundamental aspect of teacher professional competence (Kaiser and König 2019;

Scheiner 2016; Sherin et al. 2011; Stahnke et al. 2016). The complex,

multidimensional, relational nature of teaching requires teachers to process countless

information during the teaching process and decide, sometimes on the fly, what to

pay attention to. What to ignore, how to understand student actions, their writing, or

questions as well as how to continue the lesson. Researchers have explained this

observation work as “a somewhat specialized way for teachers to observe and

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understand classroom events and instructional details” (Choy and Dindyal 2020).

Teacher observation also often falls within the broader scope of research that

examines teacher attitudes and performance as a set of situation-specific skills that

function as mediating processes. Teachers' attitude and attitude transformation time

(including cognition, affect and motivation) in teaching behavior (Blömeke et al.

2015).

Along with the development of detection technology, this field has seen

advancement in video technology. Over the past two decades, video technology has

improved dramatically, with the move to digital video and cameras becoming cheaper

and easier to use for taking photos. Cost-effective editing software and storage

capabilities also enable timely video recording, editing, and sharing. In addition,

multimedia platforms help link videos to recordings and other supplementary

materials as well as structure a teacher's viewing of the video based on the teacher's

specific sequence and learning goals.

In this article, we summarize the results of a systematic review of empirical

studies aimed at connecting the literature on teacher observation with the literature

on teachers' learning from and via video. Much has been written about the

possibilities that video offers. Video allows teachers to slow down the pace of

teaching interactions and closely examine what has happened (Sherin and Han

2004), “taking breaks” (Putnam and Borko 2000, p. 6) from regular teaching

activities. often and focus on specific student ideas, learning interactions, or teaching

moves. Teachers can study videos to learn from their own lessons and those of

others. These qualities make video an ideal tool to support the development of

teacher feedback (Sherin and van Es 2005).

Recently, Gaudin and Chaliès (2015) provided a literature review on video

viewing in teacher education and professional development, from which 255 studies

were selected (not limited to the teaching of mathematics and covers 15 different

content areas or topics). Two general goals of using video as a learning tool for
 18

teachers have been identified: (1) acquire knowledge about how to interpret and

reflect on the stages of teaching and learning; and (2) gain knowledge about what to

do. In this article, the authors documented two types of activities that teachers were

asked to engage in when watching videos, namely selective attention, and

knowledge-based reasoning. Although this classification of the nature of video

viewing is clearly expressed by the concept of attention, the authors do not limit their

selection of publications to teacher attention or understanding specialize. Instead,

they use broader keywords in their searches (e.g., “video,” “video technology,” “watch

videos,” “teacher training,” and “teacher professional development.” member”), then

apply an observational lens to classify the studies. Therefore, the resulting evaluation

included articles with theoretical frameworks based on a variety of concepts, and not

all articles presented the research as an observational study of teachers.

Students’ Interest. Teaching mathematics is one of the types of knowledge

that plays an important role in improving the quality of resources. The new

mathematics education model focuses more on students actively practicing and

developing their abilities (Hadi, 2017). Many continuous efforts by the government to

improve the quality of mathematics teaching and learning, such as providing learning

support programs such as curriculum, learning implementation plans, student books,

to providing materials teaching and professional training for mathematics teachers

(Ansari, 2016). Learning devices must ensure the effectiveness of learning

mathematics (Azwar & Surya, 2017).

In addition, students also face mathematical problems stemming from the

student environment. The Practical Mathematics (PMR) teaching method comes from

contextual issues, in which students need to actively learn and teachers act as

instructors (Safitri, Surya, Syahputra, and Simbolon, 2017). In line with the views of

Sapta, Hamid and Syahputra (2018) “In teacher-desired learning, the dominance is

longer but there is more emphasis on two-way interaction between teacher and

students”. Hadi (2017) also recognized that "the PMR concept corresponds to the
 19

need to improve mathematics education in Indonesia, which is dominated by the

issue of how to improve students' understanding of mathematics and develop their

ability to reason". This is an advantage and every math teacher in Indonesia must

know that PMR is very feasible to use in the learning process. However, students are

known to have difficulty with spatial abilities in mathematics (Sugiarni, Alghifari, &

Ifanda, 2018).

The results of interviews with teachers of SMP Negeri 2 Pulo Bandring show

that learning mathematics is very difficult for students. It has also been found that

math is a school subject that causes many negative emotions in students and

parents. It is considered difficult, far from reality, and full of definitions and theorems

that are useless in everyday life (Pieronkiewicz, 2014). The same problem, low

spatial mathematics ability of students, was also reported during observations at

SMP Negeri 2 Pulo Bandring. With a descriptive test intended to describe a student's

math-solving ability, similar information was obtained indicating very weak spatial

ability. Mathematical spatial ability is the ability associated with students' intelligence

in learning mathematics. Intelligence is defined as the general mental ability to learn

and apply knowledge by manipulating the environment and the ability to think

abstractly.

Gardner (1989) discovered seven types of intelligence that humans possess,

which are logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic,

interpersonal, and intrapersonal. The seventh intelligence is possessed by humans,

not even by humans who can maximize overall intelligence. The relationship of

intelligence to students, specifically multiple intelligences, exists among students.

This means that artificial intelligence is already present in the education system of

today's students. Alkalbani and Alwahaibi (2015) state that “since learners are the

most important component of any educational system, their management should not

be indiscriminate. Their needs, learning styles, strengths and weaknesses must

constitute effective and meaningful learning. MI is a new learning model that helps
 20

students learn effectively." Quintero, Salinas, Mendivil, and Ramirez (2015) stated

that: “Spatial abilities are basic cognitive skills for recognizing and understanding

objects in the physical world. In the study of many scientific disciplines such as

mathematics, physics and engineering, this ability is very important.

Gender Differences. The underrepresentation of girls and women in science,

technology, engineering, and mathematics (STEM) fields is a global phenomenon

(Burke & Mattis, 2007; Ceci & Williams, 2011; Ceci, Williams & Barnett, 2009;

Cheryan, Ziegler, Montoya, and Giang, 2017). Although women are now

overrepresented in the social and life sciences (Ceci, Ginther, Kahn, & Williams,

2014; Su & Rounds, 2016), they continue to be underrepresented in other fields. field

focusing on inorganic phenomena (e.g., IT). Despite significant efforts to understand

and change this pattern, gender differences in STEM participation have remained

stable for decades (e.g., in the United States; National Science Foundation, 2017).

The persistence of these differences and the failure of current approaches to correct

them require a new perspective on the issue.

Here, we identified key contextual factors that appear to influence women's

participation in STEM education and careers. We found that countries with high

levels of gender equality have the largest STEM gaps in secondary and higher

education; We call this the gender equality and education paradox. For example,

Finland excels in gender equality (World Economic Forum, 2015), with its adolescent

girls outperforming boys in scientific literacy and ranking second in achievement.

education in Europe (OECD, 2016b). Thanks to its high educational achievements

and overall gender equality, Finland is on track to close the gender gap in STEM

fields. Yet, paradoxically, Finland has one of the world's largest gender gaps in

university degrees in STEM fields, while Norway and Sweden, also top in equality.

Gender is not far behind (less than 25% of STEM graduates are women). We will

show that this trend extends worldwide, whereby the STEM graduation gap increases

with increasing levels of gender equality. PISA (OECD, 2016b) is the world's largest
 21

education survey. PISA assessments of science, reading and mathematics are

carried out every three years and each cycle one of these areas is studied.

In 2015, the focus was on science knowledge, including additional questions

about science attitudes and learning (see below). We used this most recent dataset,

which includes 519,334 students from 72 countries and regions. To avoid double

counting of samples, we excluded areas for which we also had national data

(Massachusetts and North Carolina, parts of Spain, and Buenos Aires, because we

had from the United States, 'Spain and Argentina in general. ); this exclusion

resulted in a sample of 472,242 students in 67 countries or regions (Table S1 in the

supplemental material available online), representing 25,141,223 students (i.e., the

weighted total provided by PISA issued to each student). Our dataset covers the

following regions: Hong Kong, Macau, Chinese Taipei, and the Chinese provinces of

Beijing, Shanghai, Jiangsu, and Guangdong (i.e., these four Chinese provinces have

been combined into a single data set by PISA).

Theoretical Framework

Originating from Albert Bandura's self-efficacy theory and general social

cognitive theory (Lent, 2013), SCCT evolved into a comprehensive career theory,

arguing that an individual's career path is the result of the interaction between

several career factors proposed by Lent et al. (1994). General social cognitive theory

posits that individuals are the product of a dynamic interaction between external

environmental factors, internal subjective factors, and past and present behaviors

(Bandura, 1986). Self-efficacy depends on four main factors: individual performance,

vicarious learning, social persuasion, physiological and emotional states (Bandura,

1997). Based on Bandura's three-factor causal model, SCCT builds a three-factor

career interaction model, in which self-efficacy (can I do this?), outcome expectations

(What will happen if I do this?) and personal goals (how much do I want to do this?)

are three basic concepts (Buthelezi et al., 2010). Rooted in learning experiences

influenced by personal experiences of success and failure, vicarious learning, verbal

 22

persuasion, and emotional states (Lent et al., 2017), self-efficacy and Outcome

expectations greatly influence personal interests, which in turn influence career

choice and performance. (Carême et al., 1989).

Conceptual Framework
The conceptual framework for the research showed the relationship between

mathematics experiences and mathematics related career choices, as shown in

Figure 1. The four indicators provide a measure of Mathematics Experience. Based

on Kozioff et al. (2000), Fennema & Sherman (1976), the indicators include content

experience, teacher experience, pedagogy experience, and math avoidance. The

first indicator is content experience, which focuses on the most frequently occurring

experiences as well as the symbolic nature of the statement with respect to the

construct. The second indicator is teacher experience, it indicates that the statements

are represented both positive and negative interactions with teachers. The third

indicator is pedagogy experience, it indicates to the exposure to constructivist

teaching pedagogy. Finally, math avoidance scale is measuring experience in which

students elected to avoid mathematics throughout their academic life.

Mathematics Related Career Path Choices is the dependent variable, which

has six indicators. Based on the study of Joshua Abah Abah, Terungwa James Age,

and George Idoko Agada (2019), the indicators of math related career choices

include parent’s influence, student’s academic ability, peer group influence, teaching

methods, student’s interest, and gender difference. The first type of engagement is

called parent’s influence, and it defined as the level of participation that a parent has

in the child’s education and school. The second indicator, student’s academic ability,

measured by the student's ability to obtain a minimum grade of C in all the courses

for the major, minor, and related areas. The third indicator is peer group influence,

which constitutes a world of its own with its customs, traditions, manners, and even

its own language. Peers can exert extraordinary influence over each other

particularly regarding academic aspirations and attitudes towards school (Gara &
 23

Davis, 2006). The fourth indicator is teaching methods, it refers to the general

principles, pedagogy and management strategies used for classroom instruction. The

fifth indicator is student’s interest, it refers to student’s interest in mathematics.

Finally, gender difference, refers to how each gender differs when it comes to

learning mathematics and choosing their career.

Independent Variable Dependent Variable

Math-Related Career Choices

Mathematics Experiences

Parents Influence
Content Experience Student’s Academic Ability
Teacher Experience Peer Group Influence
Pedagogy Experience Teaching Methods
Math Avoidance Mathematics Interest
Gender Difference

Figure 1. Conceptual Framework of the Study

 24

Significance of the Study

This study gave an idea about the relationship of mathematics experiences

and math-related career choices among BS Mathematics education students and will

give those measures on how to address the problem. The findings of this study will

be used as a source of information among people in different areas of study,

especially in the field of mathematics experiences. The result could be highly

significant and beneficial to the following:

Through this study, the Commission on Higher Education (CHED) is

anticipated to know that the mathematics experiences are one of the biggest factors

in students' math-related career choices. In addition, it will help them to know what

actions they need to take to address the problem regarding the mathematics

experiences and math-related career choices. Also, it will inform the college

administrators to know how mathematics experiences can affect the math-related

career choices of BS Mathematics education students. In addition, it will serve as a

basis on addressing solution regarding in this problem.

Furthermore, the result of this study will also help the students, they will be

better equipped to deal with their math-related career choices and their mathematics

experiences. It will help them in identifying what is the problems need to be resolved.

Finally, future researchers will be able to use the results and findings of this

study to reflect upon related studies of the subject matter. The outcomes of this study

may also provide further insight for academics to investigate the elements of

mathematics experiences and math-related career choices in greater depth.

Definition of Terms
The following definition was based on the organized meaning of the

established research that are commonly used in the study to provide a shared frame

of reference.

Mathematics Experiences. Mathematics is generally considered difficult

(e.g., Fritz et al. 2019). Additionally, many people believe that “it's okay, not everyone
 25

is good at math” (Rattan et al. 2012). According also to David Tall, mathematical

experience refers to the accumulation of knowledge, skills, and understanding

acquired through engaging in mathematical activities and problem solving.

Math-Related Career Choices. Career knowledge and career interests in

STEM fields are also influenced by society at large. These social influencers include

role models that students are exposed to directly or through the media, and people

with whom they interact daily, such as teachers, family members and students'

friends and experiences outside of school. 2012, Harackiewicz et al. 2012, Nugent et

al. 2015, Sahin et al. 2014; Sahin et al. 2015; Schumacher et al. 2009; Sjaastad

2012; Steinke et al. 2009; Zhang and Barnett 2015). According also to Robert Gerver,

Math-related career choices represent the influence of individual interest,

motivations, and preferences in pursuing occupations that involve mathematical

reasoning and analysis.

Chapter 2
METHODOLOGY
This chapter dealt with methods and procedures in gathering necessary data

for the study, the research design, locale, research subjects or respondents, research

instruments, data gathering procedure, sampling techniques, and statistical tool of

data that will be used by the researchers.

Research Design

This study will use a quantitative research design and descriptive-

correlational research method to examine the quality of mathematics teaching and

academic engagement of mathematics students at the College of Agriculture, Faculty

of Kapalong Science and Technology. This technique will be used to quantify and

evaluate variables to draw conclusions. This approach is described as the process of

 26

identifying a problem or phenomenon by collecting numerical data and analyzing it

using mathematical tools, including statistics (Apuke, 2017).

Quantitative research is a research approach that focuses on collecting and

analyzing numerical data to answer research questions and test hypotheses. Several

theories and frameworks guide quantitative research, helping researchers design

studies, collect data, and draw meaningful conclusions.

Quantitative research involves “explaining a phenomenon by collecting

numerical data that are analyzed using mathematical (especially statistical) methods”

(Aliaga and Gunderson, cited in Muijs, 2004). Quantitative research is controlled,

obstructive, objective, and product-oriented and aims to quantify the variability of a

given situation, problem, or even phenomenon. The goal of quantitative research is

to develop and use mathematical models, theories, and/or hypotheses related to

phenomena. Leedy (1993) asserts: Quantitative research methods deal with

numbers and anything that can be measured systematically to study phenomena and

their relationships. It is used to answer questions about relationships in measurable

variables to explain, predict, and control phenomena.

Quantitative research aims to determine the relationship between one thing

(the independent variable) and another thing (the dependent variable or outcome

variable) in a population. It is an approach to testing objective theories by examining

relationships between variables. These variables, in turn, can be measured, often

using tools so that the numbered data can be analyzed using statistical procedures

and/or hypotheses about the phenomenon. The process of measurement is central to

quantitative research because it establishes the fundamental connection between

empirical observation and the mathematical expression of quantitative relationships.

In this article, the researcher analyzes data using statistics. Here are some examples

of quantitative research: Experimental model, non-experimental model.

Research Locale
 27

Figure (2) shows the research site where the research will be conducted. This

research will be conducted at Kapalong College of Agriculture, Science and

Technology. The researcher chose this school because it is the only public institution

of higher education in Kapalong City, Province of Davao del Norte and accredited by

the Commission on Higher Education (CHED). It is located in the municipality of

Kapalong, northwest of the province of Davao del Norte. It is about 22.5 km from

Tagum City, the provincial capital, and 72 km from Davao City. The school is currently

headed by Dr. Rodrigo C. Licayan Jr.

 28

Figure 2. Regional Map Highlighting the Research Locale

(District of Davao del Norte)

 29

Population and Sample

The respondents of this study will be mathematics students of Kapalong

College of Agriculture, Science and Technology (KCAST) in the first semester of A.Y.

2023-2024. They were selected as respondents because the study focuses on the

mathematics experiences and mathematics-related career path choices of BS

Mathematics Education students. Since the focus of the study involved mathematics-

related topics, the selection of mathematics students from Kapalong College of

Agriculture, Science and Technology (KCAST) was appropriate and worthwhile.

Additionally, to establish randomness and maintain a scientific element in the study,

stratified random sampling was chosen.

One possible method is stratified random sampling. This approach involves

dividing the population into subgroups or strata based on some relevant

characteristic, such as age, gender, or educational achievement, and then selecting a

random sample from each stratum. Stratified random sampling can help ensure that

the sample is representative of the population and that each subgroup is fully

represented, which can increase the generalizability of the results. However, this

method requires the population to be clearly defined and the relevant characteristics

for stratification to be known (Etikan & Bala, 2017).

Stratified random sampling is particularly appropriate in this study because the

study respondents were randomly selected based on class, in this case mathematics

students in the College of Agriculture, Science and Technology. Kapalong turmeric

(KCAST). To calculate the sample, the researcher first collected data on the

respondent pool by writing a formal request letter to the university registrar,

requesting access to the respondent pool. Once the data is obtained, the researcher

sends this information to his or her statistician to calculate the study sample.
 30

Table 1
Distribution of Respondents
Respondents Population Sample Percentage

First year 117 73 29.8%

Second year 50 32 13.06%
Third year 44 27 11.02%
Fourth year 33 20 8.16%

TOTAL 244 152 62.04%

Consequently, the statistician provides the following computed data, indicating

the sample appropriate for the study.

Table 1 shows the research data where the study’s respondents are presented,

in which there are 152 samples drawn from a population of 244 mathematics college

students in Kapalong College of Agriculture, Sciences, and Technology (KCAST). It

shows that out of 244 students, 29.8% are in their first year, 13.06% are in their

second year, 11.02% are in their third year, and 8.16% are in their fourth year.

Research Instrument

The researcher used an adjusted questionnaire for the independent and

dependent variables appropriate to the research environment. The first set of

questions evaluates students' level of math experience using the following indicators:

content experience, teacher experience, teaching experience, and math avoidance.

The second set of questions focuses on career path options related to mathematics,

with indicators: Parental influence, student learning ability, peer group influence,

teaching methods, student interest and gender differences.

The Likert scale is a five-point scale that allows individuals to convey their

degree of agreement or disagreement with a given statement. A Likert scale presents

(usually) five alternative answers to a question or question, allowing respondents to

express their degree of agreement or positive to negative feelings related to that

question or question. (Mcleod, 2023). The scores that participants gave for each
 31

statement were added together to calculate a total score, representing their attitude

score. This method allows for quantitative analysis of participants' opinions about

their mathematics experiences and mathematics-related career choices. The results

obtained from the Likert scale can be used to determine the mathematics experience

of the participants and the influence this has on their choice of mathematics career.

To easily evaluate the data gathered with this study, the researcher made a

table that represents the five orderable categories of mathematics experiences of the

students with their respective means, as follows:

Range of Means Descriptive Level Interpretation

4.30 - 5.00 Very High This indicates that the level of

mathematics experience of the students
is always manifested.
3.50 - 4.20 High This indicates that the level of
mathematics experience of the students
is oftentimes manifested.
2.70 - 3.40 Moderate This indicates that the level of
mathematics experience of the students
is sometimes manifested.
1.90 - 2.60 Low This indicates that the level of
mathematics experience of the students
is seldom manifested.
1.0 - 1.80 Very Low This indicates that the level of
mathematics experience of the students
is rarely manifested.

The second tool is a test to measure students' level of math-related career

choices. Several questions are stated in the questionnaires.

Range of Means Descriptive Level Interpretation

4.30 - 5.00 Very High This means that the students' level of
math-related career choices is always
observed.
3.50 - 4.20 High This means that the students' level of
math-related career choices is
oftentimes observed.
2.70 - 3.40 Moderate This means that the students' level of
math-related career choices is
sometimes observed.
1.90 - 2.60 Low This means that the students' level of
math-related career choices is seldom
 32

observed.
1.0 - 1.80 Very Low This means that the students' level of
math-related career choices is rarely
observed.

Data Collection

In collecting data, the researcher did the following steps:

Questionnaire Formulation and Development. The researcher searched

the questionnaires from reputable journal articles and related internet research which

can be positively related to the two variables.

Revision and Validation of Questionnaires. Once established, a

questionnaire is used and sent to a panel of experts for evaluation and

contextualization. The researcher follows the advice of these expert reviewers until it

is approved for use.

Requesting Permission to Conduct a Study. The researcher obtained

permission from the vice president for academic affairs at the study site through a

formal letter signed by the researcher and approved by the research advisor and the

director of research and development.

Distribution of Questionnaires. Survey questionnaires in printed forms were

distributed individually to the respondents, who were mathematics students roaming

around the campus.

Collection and Tabulation of Data. After the survey, the researcher retrieves

and analyzes the research instrument to record the data collected from the

respondents. Statistical data are analyzed, and results are then interpreted. Based

on the final data set, conclusions are drawn, and recommendations are made in

accordance with the results of the learning assessment.

Statistical Treatment of Data

Data collected from the questionnaire was processed and analyzed using

many different statistical tools. These tools are applied to data to help identify
 33

patterns and relationships that can shed light on research goals. The results of this

analysis are then used to draw conclusions and make recommendations based on

the findings.

Mean. This statistical tool will assess the level of mathematics experience

and math-related career path among mathematics major students at Kapalong

College of Agriculture, Sciences, and Technology.

Pearson-r. This statistical tool will determine the significance of the

relationship between mathematics experience and math-related career path among

mathematics major students at Kapalong College of Agriculture, Sciences, and

Technology.

Regression. This statistical tool will identify the specific area or domain within

mathematics experience and math-related career path that has a statistically

significant impact with the experience of the students.

Ethical Consideration

The respondents of this study were mathematics students of Kapalong College

of Agriculture, Science and Technology at the research site. In this case, the

researcher ensures that the respondent's safety, rights, and trust in the researcher as

well as the objectives of the research will be addressed in a fair and just manner.

Additionally, when conducting research with human respondents, researchers

must adhere to the highest ethical standards. The primary goal of this quantitative

survey was to ensure that the research was ethically sound to protect the comfort of

respondents. The researcher explained how the study adhered to the following

guidelines from Denzin and Lincoln (2011), which focus on three key principles:

agreement; risk of harm; anonymity and security; and conflicts of interest.

Informed Consent. This is the first essential ethical principle to consider.

Obligations, data use purposes and any potential consequences must be fully

disclosed to respondents. Respondents must provide explicit, active, and written

informed consent to participate in the study. They must also declare that they are
 34

aware of their right to access their information and that they have the right to change

their mind at any time. Agreement between researcher and respondent can be

considered in the informed consent process (Denzin & Lincoln, 2011).

In this case, the researcher would include a consent question in the printed

survey form, asking study participants if they are still willing to participate despite the

risks. When respondents are unsure about the deal, they can choose to decline.

Informed decision making and voluntary participation in research are strongly

encouraged. The researcher ensured that all study participants were enthusiastic and

willing to participate. It is essential that their responses are based on the surveys

available during data collection.

During the informed consent process, respondents were oriented to the

following rights available to them. Respondents were informed that they had the right

to terminate their participation without any explanation. They also have the right to

refuse to answer sensitive questions. Another right they have is to ask questions

about the research. Finally, they also have the right to be informed about the results

of the study after it is completed.

Risk of Harm, Anonymity and Confidentiality. Information about respondents

must always be kept confidential or hidden, and promises must go beyond just

keeping their names confidential, including not using comments and identifying

documents. Anonymity and confidentiality are important steps in protecting people

from possible harm (Denzin and Lincoln, 2011).

There may be a risk of social liability harm when data is carefully disclosed to

third parties. Therefore, research data must be kept confidential and secure to avoid

this problem. The researcher emphasized to respondents that their safety, identity,

and personal information would be protected and that their participation in the study

would be important to them. To create an error-free collection, the researcher

removes identities from the data. Clean data collection will not contain any data that

could be used to identify respondents, such as names or addresses (this identifying

 35

data may be stored elsewhere in files separate, safe). Data will be retained and

destroyed three years after the research has been conducted.

Conflict of Interest. The researcher's current relationships or past actions may

lead to conflicts of interest, which should be reported transparently in the ethics

committee's application so that the committee can make an informed decision. advice

on how to resolve conflicts (Fleming et Zegwaard, 2018). However, the researcher

declares that the research was conducted without any commercial or financial

constraints that could be construed as a potential conflict of interest.

This view holds that the results of research activities are not influenced by

external factors because the respondents are also students, and the researcher has

no competing interests in the research. Conflicts of interest only arise when the

researcher has the power to use coercive measures to force respondents to

participate, such as threats to withdraw benefits, blackmail, or other forms of

punishment (e.g., the principal threatens to fire the teacher, or the teacher threatens

to fail the exam). their research). students if they did not respond to the survey).
 36

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 1

Kapalong College of Agriculture, Sciences, and Technology

Maniki, Kapalong, Davao del Norte

RESEARCH QUESTIONNAIRE ON MATHEMATICS EXPERIENCE

Demographic profile

Name (Optional): Sex:

Age:

The researcher is conducting the study entitled “Exploring the Impact of

Mathematics Experiences on Mathematics-Related Career Path Choices among BS

Mathematics Education Students: A Quantitative Inquiry” which has the purpose of

measuring the mathematics experience. The questionnaire is adapted from the work

of David S. Allen (2001). It is assured that your personal information and data will be

kept confidential for your safety and protection. Therefore, please answer the items

as honest as you can in order to help us investigate the variables of the study. Thank

you so much.

Direction: Please answer the following statement honestly. Put a (/) to the following

based on the degree that describes your response to the situation given below. There

is no wrong answer.

5 - Always 4 – Oftentimes 3 – Sometimes 2 – Seldom 1–

Rarely

A. Content Experience Always Oftentimes Sometimes Seldo Rarely

(5) (4) (3) m (2) (1)
As a student, I…

1. usually understand
new math content easily.
2. usually comprehend
math content well and
seldom got lost.
3. did not like being
introduced to new
mathematical content.
4. can’t recall many
 2

mathematical concepts
that were hard for me to
understand.
5. struggled with many
concepts in mathematics.
B. Teacher Experience Always Oftentimes Sometimes Seldo Rarely
(5) (4) (3) m (2) (1)
My teacher…

1. were supportive in my
efforts to learn
mathematics.
2. had confidence in me
as a student of
mathematics.
3. spent the necessary
amount of time helping
me to understand math
concepts.
4. did not believe I was
capable of learning
mathematics.
5. became frustrated with
me.
C. Pedagogy Always Oftentimes Sometimes Seldo Rarely
(5) (4) (3) m (2) (1)
Experience

My teacher…

1. used math games to

reinforce my
understanding of
concepts.
2. applied their math
lessons to real-world
situations.
3. used a combination of
manipulatives, visual
aids, and cooperative
learning.
4. relied on overhead
projectors or chalkboards
as tools to present
information.
5. assigned several
homework problems
each night.
D. Math Avoidance Always Oftentimes Sometimes Seldo Rarely
(5) (4) (3) m (2) (1)
As a student, I…

1. look forward to
teaching mathematics.
 3

2. have often helped

others with their math
homework.
3. do not want to teach
mathematics in the
future.
4. choose a major that
didn’t require me to take
many math courses.
5. dropped math courses
because they became
too difficult.

Allen D. (2001). MATHEMATICS EXPERIENCE: CONTRIBUTING FACTORS TO

THE MATH ANXIETY AND AVOIDANCE BEHAVIORS OF FEMALE ELEMENTARY
SCHOOL PRE-SERVICE
TEACHERS.https://ttuir.tdl.org/bitstream/handle/2346/19586/31295017220327
 4

Kapalong College of Agriculture, Sciences, and Technology

Maniki, Kapalong, Davao del Norte

RESEARCH QUESTIONNAIRE ON MATHEMATICS EXPERIENCE

Demographic profile

Name (Optional): Sex:

Age:

The researcher is conducting the study entitled “Exploring the Impact of

Mathematics Experiences on Mathematics-Related Career Path Choices among BS

Mathematics Education Students: A Quantitative Inquiry” which has the purpose of

measuring the math-related career choices. The questionnaire is adapted from the

work of Adedapo et al. (2014). It is assured that your personal information and data

will be kept confidential for your safety and protection. Therefore, please answer the

items as honest as you can in order to help us investigate the variables of the study.

Thank you so much.

Direction: Please answer the following statement honestly. Put a (/) to the following

based on the degree that describes your response to the situation given below. There

is no wrong answer.

5 - Always 4 – Oftentimes 3 – Sometimes 2 – Seldom 1–

Rarely

A. Parents Influence Always Oftentimes Sometimes Seldo Rarely

(5) (4) (3) m (2) (1)
My parents…

1. have a great influence

on my career choice.
2. insist that I must do a
mathematics related
career.
3. suggest that I should
pick a mathematics
related career.
4. buy mathematics
related books for me.
5. chose my secondary
school courses.
 5

B. Student’s Academic Always Oftentimes Sometimes Seldo Rarely

(5) (4) (3) m (2) (1)
Ability

As a student, I…

1. consider myself an
average student in
mathematics.
2. consider myself a
bright student in
mathematics.
3. consider myself as
below average student in
mathematics.
4. did not believe I was
capable of learning
mathematics.
5. consider my academic
ability as a great
influence on my career
choice.
C. Peer Group Influence Always Oftentimes Sometimes Seldo Rarely
As a student, I… (5) (4) (3) m (2) (1)

1. have a mathematics
study group.
2. consider my study
group as a great
influence on my career
choice.
3. observed that most of
the people in my study
group are inclined to
mathematics related
careers.
4. study mathematics
with my study group
often.
5. consider my study
group as a big help to my
studies.
D. Teaching Methods Always Oftentimes Sometimes Seldo Rarely
(5) (4) (3) m (2) (1)
As a student, I…

1. consider my
mathematics classes in
my school interesting.
2. like the way my
mathematics teacher
teaches.
3. understand clearly
when my mathematics
 6

teacher teaches.
4. consider my
mathematics teacher as
the reason for my
success in mathematics.
5. consider my
mathematics teacher and
the way he/she teaches
as a great influence in my
career choice.
E. Mathematics Interest Always Oftentimes Sometimes Seldo Rarely
(5) (4) (3) m (2) (1)
As a student, I…

1. consider my interests
(things I like) are
mathematics related.
2. prefer subjects that
involves calculations to
those that involve
reading.
3. engaged in games that
involve calculations like
sudoku, chess, etc.
4. engaged in subjects in
my school that involves
calculations.
5. prefer to solve
mathematical problems
than writing an essay.
F. Gender Difference Always Oftentimes Sometimes Seldo Rarely
(5) (4) (3) m (2) (1)
As a student, I…

1. consider my gender as
a great influence on my
career choice.
2. consider my gender as
an encouragement since
my choice of career is
mostly occupied by it.
3. picked a challenge to
choose my career
because of my gender.
4. would consider a job
held traditionally by the
opposite sex.
5. consider my gender as
a great opportunity since
there are many jobs that
requires it.

Adedapo, A. O., Sawant, P. A., Kobba, F. & Bhise, R. N. (2014). Determinants of

Career Choice of Agricultural Profession among the Students of College of
 7

Agriculture in Maharashtra state, India. IOSR Journal of Agriculture and Veterinary

Science (IOSRJAVS).7(9), 12-18