Exploring BSED Mathematics Students' Perceptions of the Importance and

Practical Application of Mathematics in Everyday Life

_____________________

An Undergraduate Thesis

Presented to

the Faculty of the College of Education

Eastern Visayas State University

_____________________

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education

_____________________

by

Margallo, Kimberly Joy E.

Holanda, Joan C.

Salceda, Ma. Paulette M.

Capilo, Jean M.
 TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ACCEPTANCE SHEET iii

ACKNOWLEDGMENT iv

TABLE OF CONTENTS v

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF APPENDICES ix

ABSTRACT x

CHAPTER I - INTRODUCTION

Background of the Study 1

Domain of Inquiry 2

Significance of the Study 3

Scope and Delimitation of the Study 4

CHAPTER II – REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 5

Theoretical Framework 6

Conceptual Framework 7

Definition of Terms 7

CHAPTER III - METHODOLOGY

Research Design 9

Research Locale 10

Respondents and Selection of Participants 11

 Data Gathering Tool 13

Validation of the Data Gathering Tool 14

Data Gathering Procedure 15

Ethical Considerations 15

Data Analysis and Interpretation 20

REFERENCES 20

APPENDICES 20

CURRICULUM VITAE 20
 LIST OF TABLES

Table 1. XXXXXXX 2

Table 2. XXXXXXX 2
 LIST OF FIGURES

Figure 1. Conceptual Framework 1

 LIST OF APPENDICES

Appendix A: Research Instrument 7

Appendix B: Tables 0

Appendix C. Approved Title and Research Adviser Request Form 3

Appendix D: Adviser Endorsement and Defense Schedule 4

Appendix E: Research Adviser Consultations Log 5

Appendix F: Thesis Gantt Chart 8

Appendix G: Curriculum V…..

 1

CHAPTER I

INTRODUCTION

Background of the Study

Mathematics is a powerful tool for global knowledge and communication that

helps to organize and prevent chaos in our life. Mathematics aids in our understanding of

the world and is a great method of developing mental discipline. Math fosters logical

reasoning, critical thinking, creative thinking, abstract or spatial thinking, problem-

solving abilities, and even good communication abilities. Mathematics is the study of

measurements, numbers, and space, and it was one of the first sciences that people

worked to develop due to its importance and utility. The word "mathematics" comes from

the Greek word for "learning tendencies," and there are various fields of mathematics in

science that are related to numbers, such as geometric shapes, algebra, and others.

Mathematics is essential in all aspects of life, including time tracking, driving, and

cooking, as well as jobs in accounting, finance, banking, engineering, and software.

These functions necessitate a solid mathematical foundation, and scientific tests

conducted by scientists necessitate mathematical tools. They are a language used to

describe the labor and accomplishments of scientists. Mathematics is the foundation of

modern ordered life. We cannot settle any challenges in our daily life without the use of

numbers and quantitative evidence. There are times, measurements, rates, wages, tenders,

discounts, claims, supply, jobs, stocks, contracts, taxes, money exchange, consumption,

and so on, and we face uncertainty and turmoil in the absence of these sports data.

(Quddusi, M., 2018).

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Additionally, some researcher might claim that preparing pupils and students for

technical practice is essential. Students will be able to get jobs and succeed in the labor

market if they have a solid understanding of mathematics and the study of technical

subjects. Modern teaching approaches may influence the interest of primary and

secondary school students in mathematical and technical disciplines. This entails

employing graphic applications in lessons and teaching math’s through discovering new

concepts. It is essential to include primary and secondary school students in mathematics

sessions so that they can actively engage in the learning process. In the teaching of

mathematics, it is critical to encourage elementary and secondary school students to take

an active role in gaining new knowledge. Pupils and students who participate in the

learning process will have a better understanding of mathematics, which is the foundation

for studying technical fields. (Hodanova, J., Nocar, D., 2016).

Moreover, some researchers also recommended that faculty members in the

teacher education department continue to improve and strengthen their quality of

instruction in order to raise the level of mathematical skills of mathematics major

students from very good to excellence, and good to excellence for non-mathematics

major students. Maximize non-mathematics major students’ teaching and learning

motivation to shift their impression of the value of mathematical skills from moderately

essential to extremely significant. (Cornillez Jr, E. E., Jordan, L., & Yocte, J. M., 2020).

Students’ attitudes toward mathematics appear to be impacted by how they define

mathematics in their minds and the emphasis they place on mathematics’ role in their

lives. A student's perception of mathematics as a collection of symbols and procedures

leads him or her to approach mathematics concepts as a collection of fact memory. This
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learner will make little effort to comprehend the “whys” questions posed by the math’s

equation that he or she has learned. A student who believes mathematics is unimportant

to his or her future life and job will not consider his or her mathematics course worthy of

his or her valuable time. These students’ motivations to learn mathematics will be quite

low, making it difficult for them to learn mathematics meaningfully. As a result, it is

critical to address students’ attitudes and behaviors prior to the introduction of

mathematical concepts; before anticipating any effective learning process in the

classroom. (Anith Safura Daud et al 2020).

Gallup conducted a study in 2005 in which students were asked to select the most

challenging school topic. Not surprisingly, mathematics topped the difficulty scale. So,

what is it about mathematics that makes it so challenging? Have you ever considered it?

Math is tough for numerous students because it requires patience and persistence. Math

does not come naturally or easily to many kids; it requires considerable work. It is a

subject that demands students to invest a significant amount of time and energy at times.

This suggests that for many people, the issue has little to do with intelligence and more to

do with perseverance. And, because students do not set their own timeframes for “getting

it,” they may run out of time as the teacher goes on to the next topic. (Fleming, G., 2019).

Therefore, this study attempts to understand and explore the perceptions of the

BSED major in Mathematics students in Eastern Visayas State University on the

Importance and Practical Application of Mathematics in Everyday Life. It is hoped that

through this study, students; whether math and non-math majors, elementary to college

students, understand and appreciate the usefulness, importance and relevance of

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Mathematics in our daily lives. Therefore, the result of this study may give positive

feedbacks from the perceptions of the said students on the importance and practical

application of Mathematics in universal.

Domain of Inquiry

This study aims to determine the importance and practical application of

mathematics in everyday life based on the perception of BSED Math students of Eastern

Visayas State University. In conducting this study, there is a need to answer the essential

question at the end of this research. How relevant is mathematics in everyday life as an

individual? Along with the study, the following are important questions to be asked:

1. What is the perception of students on the importance of Mathematics?

2. How applicable are mathematics lessons in everyday life?

Significance of the Study

The research imposed the fact with reference to the topic and came with the

scrutiny to investigate primary mathematics education students’ views particularly 1 st &

2nd year BSED-Math student of their perception about the importance and the practical

application of mathematics in real life.

Students. To deepen the understanding of each individual and to gain knowledge

through collected perceptions of BSED-Math student in Eastern Visayas State University

(EVSU).

Teachers. To provide an affective way of building mental discipline and

encourages logical reasoning and mental rigor.

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Parents. To show how mathematics is relevant to the students’ lives.

Researchers. In order to examine primary mathematics education students'

perspectives especially those of first- and second-year BSED-Math students about the

significance and real-world applications of mathematics, research imposed the fact with

regard to the topic.

Scope and Delimitations of the Study

This study focuses on exploring the perceptions of students in Eastern Visayas

State University on the importance and practical application of Mathematics in everyday

life. This study limits its coverage on the 1 st and 2nd year BSED-Math students only. Each

respondent will be given 5 questions and will be interviewed to get the results of the

study. This study considers every aspect of the students’ personal information, views and

insights on how mathematics applied in everyday life. It delimits that the study may not

be generalize to others who do not take the course BSED MATH and to those in different

year level.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK

This chapter presents the research design used, a comprehensive review of the

existing literature pertaining to a specific topic and research question. An effective

review provides the reader with an organized analysis and synthesis of the existing

knowledge about a subject.

Related Literature

Mathematics is frequently regarded as one of the most difficult subjects in school.

Despite this, it plays an important role in the modern world. Mathematics is essential to

understanding and solving the problems we face, from the technology we use every day

to the complex systems that govern our society. Mathematics is an essential part of our

daily lives; it is the language of science, technology, and engineering. Mathematics is

used in many aspects of modern life, from calculating the tip on a restaurant bill to

designing the latest smartphone. However, its impact goes beyond practical applications.

Mathematics can also help us understand the world’s deeper complexities, such as natural

patterns, social dynamics, and economic systems. The study of climate change is one area

where math has made significant contributions. Scientists can better understand the

dynamics of the Earth’s climate system and predict the potential effects of global

warming by using mathematical modeling. Similarly, math is important in understanding

the spread of infectious diseases and developing effective disease control strategies.

Mathematics can also be used to investigate complex social issues such as income
inequality and political polarization. Researchers can use mathematical models to identify

underlying patterns and trends in data and make more accurate predictions about future

outcomes. This can result in better policy decisions and an understanding of social

dynamics. Math is fundamentally about problem solving and critical thinking. It teaches

us how to analyze data, spot patterns, and come up with innovative solutions to complex

problems. These abilities are critical in today’s fast-paced, data-driven world, and they

are highly valued in a variety of industries, including finance, healthcare, and technology.

Because of our understanding of math and our constant desire to learn more about

everything in this world, the world as we know it today would not be possible without

math. Mathematics is a matter application that influences all of our methodical and

systematic behaviors. Math, for example, has brought order to communities all over the

world and prevented chaos and disasters. Many of our inherited human qualities, such as

spatial awareness, problem-solving skills, reasoning power (which involves calculated

thinking), and even creativity and communication, are nurtured and developed by Math

theories. (Rayan, 2023)

From counting to measuring to more complicated computations, math plays a

crucial role in every aspect of our daily lives. We can find connections, understand

patterns, and forecast the future using mathematics. From money, structures, and

infrastructure to the internet, food production, and even hospitals, mathematics is

regarded to be the foundation of all of these things. It aids us in doing a number of

significant daily duties. Here are a few examples of how math is used in our daily lives:

Shopping and Budgeting: The most evident situation where we see the use of basic

mathematical ideas is while we are shopping. Before making a purchase, we use math to
evaluate prices, choose the best deal, and compute the amount to be bought, the weight,

the price per unit, the discount, and the item’s final cost. To make sure we are staying

within our budget and have enough cash to cover the bill, we apply math while

calculating the overall cost of the item. Cooking and Baking: Math is used to measure

ingredients, determine their quantity, the ratio of various components, cooking

procedures, cookware to be used, and many other things. We also take temperature

readings for baking. It necessitates a fundamental understanding of fractions and ratios,

as well as the ability to execute simple computations. Furthermore, restaurant operators

determine the correct pricing of any recipe in order to profit. Navigation and Travel:

Math is crucial for navigation and travel, whether you’re driving to school or making

travel plans. To calculate distance, speed, and time acceleration, we employ mathematical

ideas. Math is used by drivers to calculate, modify, and shift gears. Maps and GPS

systems use geometry and trigonometry to calculate distances, while statistical analysis is

used to determine traffic patterns and trip times. Technology: Many of the technology we

use on a daily basis depend heavily on math. For instance, advanced mathematical

principles like calculus, linear algebra, and algorithms are used by computer algorithms,

mobile phone, internet, and software to carry out each operation and command in the

right sequence of steps. The examples mentioned above are just a few examples of how

math is used in our daily lives. There are still many things we do or we perform in our

everyday lives wherein we are using a mathematical concepts or ideas. There are also

times that we don’t realize that we are already applying mathematics in our everyday

lives. And with that, mathematics is very important in our everyday lives.
 According to (Hagan et.al, 2020), students’ attitudes towards mathematics have

no influence or impact on their academic performance in secondary schools in Ghana.

However, the fact that students show positive attitudes toward math shows that if

teachers’ pay more attention to students’ learning, students will be motivated to do their

best in their studies. This implies that a teacher with solid knowledge of the mathematics

curriculum as well as good pedagogical knowledge will contribute to the formation of a

positive attitude towards mathematics. Teachers are expected to use a variety of methods

in the classroom to improve students’ understanding of mathematics and encourage them

to pursue mathematics as they progress to higher education. Therefore, it is essential to

remind students that mathematics is for everyone and that students must be motivated to

understand this and put significant effort into learning mathematics at all levels. Teachers

and principals should work together to maintain and improve students’ positive attitudes

toward math. It is necessary to arouse students’ interest so that they want to learn

mathematics to improve their learning outcomes. Collaborative learning should be

encouraged among mathematics students to enhance understanding of concepts and

topics in the mathematics curriculum, as well as develop interest in learning mathematics

and erode negative perceptions.

Students’ understanding of mathematics, as well as their perception of it, are

critical in developing a sense of success and competence. Mathematics learning and

academic achievement are influenced by anxiety about the subject. Mathematical anxiety

can occur as a result of low self-esteem and a fear of failure. The majority of first-year

students believe that this subject should be available to students at the beginning of their

degree program. The majority of incoming students lack mathematical competencies,

background knowledge, and learning, studying, and organizational skills (time

management and prioritization). We conclude that some first-year undergraduate students

struggle with various mathematical concepts and processes. Students’ achievement can

be influenced by their prior experiences, attitudes, and motivation toward mathematics.

Effective teaching entails more than just teaching mathematical concepts; it also includes

assisting students in developing an interest in, confidence in, and positive attitude toward

mathematics. Academic support, including teaching practices and encouragement to

weaker students, should be provided by lecturers. (Singh et al, 2020)

According to the study of (Yavuz Mumcu, H., & Cansiz Aktas, M., 2015),

positive perceptions of mathematics lead to higher self-efficacy perceptions, whereas

negative perceptions lead to lower self-efficacy perceptions. Furthermore, there is no

significant difference in affective characteristics between male and female students of

different grades. Mathematics success is an important predictor of self-efficacy and

perception of mathematics level; similarly, vocational school students have lower levels

of affective features than other students. As a result, this study addressed the change in

affective characteristics, a significant dimension in mathematics teaching, in students

studying at various types of schools, and it supported the hypothesis. This research has

provided answers to the question of why vocational school students do not perform well

in mathematics. Today, it is widely accepted that any young person can learn

mathematics and that any student can succeed if the proper studying and learning

environment is created. To improve the efficiency of mathematics teaching processes, it

is necessary to abandon the notion of focusing solely on successful students. It is critical

to deal with students who believe they cannot succeed in mathematics and dislike the
subject in order to increase the number of people who understand and use mathematics.

The reasons for their failure must be investigated. In this competition, in addition to

schools and groups with students who have achieved higher levels of success in

mathematics, those who have no interest in mathematics and are pursuing other academic

programs are eligible.

Theoretical Framework

The research is based on the two theories: Social Constructivism and Zone of

Proximal Development (ZPD). This study employs social constructivism as its theoretical

framework, which places a strong emphasis on the active construction of knowledge

through social interactions and experiences. This theory emphasizes how social learning,

teacher direction, cultural influences, and cooperative activities affect students' views in

the context of mathematical education. The study's implications include a thorough

investigation of how social constructivist concepts alter BSED Mathematics students'

perception of the significance and real-world applications of mathematics through peer

influence, classroom dynamics, teacher practices, and cultural concerns. Also, it utilized

the Zone of Proximal Development (ZPD) theoretical framework, which emphasizes the

impact of peer collaboration, real-world connections, and educator guidance on the

learners' ZPD. According to Vygotsky's ZPD, pupils' perceptions of mathematics can be

modified as they work with assistance on tasks that are just a little bit difficult for them

right now. The study's implications include examining peer-collaborative learning tactics,

applying real-world situations, and examining educator strategies to understand how the

ZPD influences students' opinions of the relevance and usefulness of mathematics.

 Conceptual Framework

The conceptual framework illustrates the relationship between the variables of this study.

Students’ perceptions of
Analysis of data through an
the importance and - Findings
open-ended survey
practical application of - Recommendation
questionnaire given among
Mathematics in everyday the students - Conclusions
life.

Figure 1: Conceptual Framework of the Study

The input - process – output model was adopted in this study. The first box represents

the input variable of the study which is the student’s perceptions of the importance and

practical application of Mathematics in everyday life. The middle box pertains to what

process will be done to explore the perception of the students in the importance and

practical application of mathematics in everyday life. The last box on the right side

indicates the output of the research namely the; findings, summary, recommendations,

and conclusions of the study

Definition of Terms
 To facilitate better understanding of this study, terms are defined as follows:

Perception. the state of being or process of becoming aware of something

through the senses. (Wikipedia,1 201).

Brainstorming. It is a group creativity technique in which a group tries to find a

solution for a specific problem by gathering a list of ideas spontaneously contributed by

its member (Wikipedia,1 201).

Exploring.To examine something systematically. To examine diagnostically.

Importance. The state or fact of being of great significance or value. (Ragub,

2009).

Mathematics. The abstract science of number, quantity, and space.

(dictionary.cambridge.org).

Social constructivism. A social group constructing things for one another,

collaboratively creating a small culture of shared artefacts with shared meanings.

(Moodle, 2015)

Zone of Proximal Development. The space between what a learner can do

without assistance and what a learner can do with adult guidance or in collaboration with

more capable peers. (Billings & Walqui, 2017)

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CHAPTER III

METHODOLOGY

The focus of this chapter moves to the study’s methodology. This is the approach

for answering research questions, collecting data, and drawing conclusions. This chapter

describes the research design, locale, participants and sampling, data gathering tool, its

validation, and the data analysis and interpretation, laying out the foundation for a

thorough investigation into the complexities of BSED Mathematics students’ perceptions.

Research Design

Descriptive phenomenology was used in this study. A qualitative method known

as descriptive phenomenology seeks to investigate and describe people’s lived

experiences related to a specific phenomenon. In this instance, the research will focus on

documenting the lived experiences of BSED Mathematics students with regard to the

significance and real-world applications of mathematics.

Research Locale

The study will be conducted in Eastern Visayas State University, Tacloban City.

Specifically, COED department located nearby at EVSU covered court & engineering

department. Basically, our participants are those BSED MATH students.

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Figure 2. EVSU Tacloban City Map

Participants and Sampling of the Study

In this study, the participants are students from Eastern Visayas State University

particularly 1st and 2nd year students of BSED MATH students. They are be gathered

through purposive sampling.

The researchers used research technique which is purposive sampling. Purposive

sampling indicates that investigators make subjective decisions based on the subjects and
 16

locations of key phenomena. (Creswell, 2012). With this approach, people are

specifically chosen who have particular and relevant qualities for an in-depth

investigation of the topic being studied.

Data Gathering Tool

An open-ended survey questionnaire will be used to gather data and information

from the students of BSED Math, specifically the 1 st and 2nd year students in Eastern

Visayas State University. The interview will be conducted face to face and by using

paper and pen. The interview questionnaire has 2 parts. Part I consists of the profile of the

respondents, the name (optional), age, sex, year and section. Part II were the questions

which are open-ended proper to be answered by the respondents in their own

opinion/words that the researchers provided for every question based on the subject of the

study.

Validation of the Data Gathering Tool

After the tool validated by the experts, the researcher will use pilot testing to

ensure that the research is valid, reliable and authentic. Whereas; the researchers

randomly selected 30 participants from the target population, to answer the survey

questionnaire. After the participants answer the survey questionnaire, the researcher will

identify and correct any problems or issues with the data gathering tool, such as unclear

instructions, ambiguous questions, technical error, etc.

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Data Gathering Procedure

After the approval of the research-adviser, the researchers will submit a letter to

the enrolling teachers of BSED Mathematics, year level 1 and 2 to obtain a complete list

of students. While waiting for the full list, the researchers used the internet to review and

read other research works, journals, online articles, and other published literature related

to this study. Given that pandemic era was ended, the researchers decided to conduct a

full face to face survey and it will be going to be an open-ended interview to all BSED

Mathematics, 1st and 2nd year students of Eastern Visayas State University (EVSU). To

determine the validity, reliability and authenticity, the researcher conducted a pilot testing

on November 13, 2023, in which 30 (15 from the 1st year and 15 from the 2nd year) BSED

Mathematics participated.

After the approval of permits of the enrolling teachers of BSED Mathematics,

year level 1 and 2, the researchers started to interview the target respondents, dated on

November 27, 2023. The researchers used personal appearance and social networking

sites specifically Facebook and messenger, to reach out the target respondents. After the

face to face survey interview (December 4, 2023), the researcher interpreted and analyzed

the gathered data from the 1st and 2nd year BSED Mathematics students.

Ethical Considerations

For ethical research considerations, before the study will be conducted, the

respondents will receive a detail briefing and key information about the purpose of the
 18

study. Through informed consent, the respondents shall willingly decide to take part in

the study. In order to guarantee anonymity, secrecy, and the avoidance of potential harm,

all information will be held and handled with the utmost confidentiality by not disclosing

the names and identity of the research participants in accordance with RA 10173,

generally known as the Data Privacy Act.

Data Analysis and Interpretation

Data from this study will be analyzed using thematic analysis by Braun & Clarke.

A technique for assessing qualitative data called thematic analysis is reading through a

collection of data and searching for patterns in the meaning of the data to identify themes.

Researchers will carefully examine the responses of BSED mathematics students to

identify common themes related to their perceptions of the importance and practical

application of mathematics in everyday life. This approach allows for a full

understanding of the participants’ perspectives as well as essential discovery of the

research’s problem.

The 6-phase coding framework for thematic analysis will be used to identify

themes and patterns in the data (Braun & Clarke, 2006). The phases are:

1. Familiarization of data.

2. Generation of codes.

3. Combining codes into themes.

4. Reviewing themes.

5. Determine significance of themes.

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6. Reporting of findings.
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References

Anith Safura Daud, et. al. (2020). Student's Perception Towards Mathematics using

APOS Theory: A Case Study. Journal of Physics: Conference Series, 1529

032020

Cornillez Jr, E. E., Jordan, L., & Yocte, J. M. (2020). Perceived importance and level of

mathematical skills among math and non-math major students in mathematics in

the modern world. TARAN-AWAN Journal of Educational Research and

Technology Management, 1(1), 16-28.

Fleming, Grace. (2023, April 5). Why Math Is More Difficult for Some Students.

Retrieved from https://www.thoughtco.com/why-math-seems-more-difficult-for-

some-students-1857216

Hodanova, J. & Nocar, D. (2016). Mathematics Importance in our Life. Research Gate.

Quddusi, M. (2018). What is the importance of mathematics in our daily lives? The

Scientific World.

Singh, et. al. (2020). The Study of Students' Perception on Mathematics In First Year

Undergraduate Course. Ilkogretim Online-Elementary Education Online. Vol 19

(Issue 4): pp. 7361-7374.

Rayan. (2023). Why Maths Matters: application of mathematics in the modern world.

Superprof.
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Yavuz Mumcu, H., & Cansiz Aktas, M. (2015). Multi-program high school students’

attitudes and self-efficacy perceptions toward mathematics. Eurasian Journal of

Educational Research, 59, 207-226. Retrieved from

http://dx.doi.org/10.14689/ejer.2015.59.12

Hagan, et. al. (2020). Students’ Perception Towards Mathematics and Its Effects on

Academic Performance. Asian Journal of Education and Social Studies.

Math in Daily Life: Uses, Importance and Facts. (2023, February 9th). Allen Overseas.

https://www.allenoverseas.com/blog/math-in-daily-life-uses-importance-and-

facts/

Clarke, V. & Braun, V. (2013) Teaching thematic analysis: Overcoming challenges and

developing strategies for effective learning. The Psychologist, 26(2), 120-123

Billings, E. & Walqui, A. (2017) Zone of Proximal Development: An Affirmative

Perspective in Teaching ELLs. West Ed, New York State Education Department.

https://www.wested.org/resources/zone-of-proximal-development/

Moodle. (2015) Social Constructivism. Science Direct.

https://www.sciencedirect.com/topics/psychology/social-constructivism
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CURRICULUM VITAE