Attitude of ABM Students Towards Mathematics (Autosaved)

Diferent Attitude Attitude o ABM Students towards Mathematics

A Concept Proposal Presented  To  To the Faculty Faculty o Senior High School !loilo "ational High School

A Partial Ful#llment $ the %e&uirements or the Su'(ect )nglish or Academic Purposes

Melea Mae )* Deslate Francis +ay Descalsota Fren, "icole )m'ang Ma* -raciana Arroyo ABM../0

Background of the Study Mathematics is used in most aspects o daily lie* Many o the top (o's such as 'usiness consultants computer consultants airline pilots company directors and others re&uire re&uire a solid understanding o 'asic mathematics and in some cases re&uire a &uite detailed 1nowledge o Mathematics* !t also play important role in 'usiness li1e Business mathematics 'y commercial enterprises to record record and manage 'usiness operations* Business Mathematics includes mathematics courses ta1en at an undergraduate le2el 'y 'usiness students* These courses are a re slightly less di3cult and do not always go into the same s ame depth as other mathematics courses or people ma(oring in mathematics or science #eld* But why do most students #nd Business mathematics hard4 5hat are the reasons4 Candidates are reported to e6hi'it poor understanding o Mathematical concepts and are una'le to orm the appropriate Mathematical Mathematical models which could 'e tac1led with the re&uisite s1ills 7Chie )6aminer8s %eport %eport 9::;<* !t has also 'een reali,ed that many students ha2e de2eloped negati2e attitude towards the study o Mathematics as a result o mass ailure o students o the su'(ect* !n particular the seriousness or otherwise attached to the teaching o Mathematics in2aria'ly afects students8 perormance in their #nal e6aminations*

)ducational researchers researchers ha2e e6pended time and energy trying to unra2el the possi'le causes o ABM student8s poor attitudes and perormance in Mathematics* Attitude as a concept is concerned with an indi2idual8s way o thin1ing acting and 'eha2ing* !t has 2ery serious implications or the learner the teacher the immediate social group with which the indi2idual learner relates and the entire school system* Attitudes are ormed as a result o some 1ind o learning e6periences students go through* This is mimicry which also has a part to play in the teaching and learning situations*  The competence gain in the study o Mathematics is widely used in all spheres o human lie* Mathematics plays a 1ey role in shaping how indi2iduals deal with the 2arious spheres or pri2ate social and ci2il lie 7Anthony = 5alshaw 9::><* 9::><* This (usti#es the compulsion o the study o the su'(ect 'y all students who go through 'asic and secondary education in most countries* !t is regretta'le regretta'le thereore that in the contemporary times many students struggle with Mathematics and perorm a'ysmally low in their #nal e6amination in most (urisdiction* Candidates are reported to e6hi'it poor understanding o Mathematical concepts and are una'le to orm the appropriate Mathematical Mathematical models which could 'e tac1led with the re&uisite s1ills 7Chie )6aminer8s %eport %eport 9::;<* !t has also 'een reali,ed that many students ha2e de2eloped negati2e attitude

towards the study o Mathematics as a result o mass ailure o students o the su'(ect* !n particular the seriousness or otherwise attached to the teaching o Mathematics in2aria'ly afects students8 perormance in their #nal e6aminations* )ducational researchers researchers ha2e e6pended time and energy trying to unra2el the possi'le causes o ABM student8s poor attitudes and perormance in Mathematics* Attitude as a concept is concerned with an indi2idual8s way o thin1ing acting and 'eha2ing* !t has 2ery serious implications or the learner the teacher the immediate social group with which the indi2idual learner relates relates and the entire school system* Attitudes are ormed as a result o some 1ind o learning e6periences e6periences students go through* This is mimicry which also has a part to play in the teaching and learning situations*

Preliminary Literature Review Literature and Sources Theories on Attitude Attitude is a psychological tendency that is e6pressed 'y e2aluating a particular entity with some degree o a2our or disa2our 7 )agly )a gly = Chai1en .>>0<* !t is a predisposition or tendency to respond respond positi2ely or negati2ely negati2ely towards a certain idea o'(ect person or situation or an attitude o'(ect* Attitude in?uences an indi2idual8s choice o action and responses to

challenges incenti2es and rewards rewards 7Business Dictionary<* @elly Marriane and )laine 79::< postulate that attitude are generally positi2e or negati2e 2iews a'out a person place thing or e2ent which are oten reerred reerred to as the attitude o'(ect* Arul7.>>< &uotes Allport8s de#nition o attitude as a mental and neural state o readiness organi,ed through e6perience e6erting e6erting a directi2e directi2e or dynamic in?uence upon the indi2idual8s response to all o'(ects and situations with which it is related* Components of Attitude %esearch suggests that there are three diferent components o attitude* These are the cogniti2e component the afecti2e component and the 'eha2ioral component 7)agly = Chai1en .>>0 Maio = Haddoc1 9:.:<*  The cogniti2e component o attitude attitude is what the indi2idual thin1s or 'elie2es 'elie2es a'out the attitude o'(ect* An e6ample is that a person might thin1 that a sna1e is a dangerous reptile* The afecti2e aspect o attitude is the eelings or emotions o the indi2idual associated with the attitude o'(ect* For e6ample the sight o a sna1e may e2o1e the eeling or ear in the indi2idual*  The 'eha2ioral component is is the tendency to respond respond in a certain way to the attitude o'(ect* An e6ample is a person choosing to run away or scream upon seeing a sna1e* Hence the cogniti2e afecti2e and 'eha2ioral components are interrelated and interconnected Formation o Attitude

%esearch %esearch has shown that ormation o attitude is e6periential* People People orm attitude through their e6periences in lie* Social psychology e6plains how attitudes are ormed using three ma(or learning theories which are classical conditioning operant conditioning and o'ser2ational learning* Propounded 'y !2an Pa2lo2 classical conditioning is a procedure procedure or modiying 'eha2ior in which repeated pairing o conditioned stimulus with an unconditioned stimulus leads to the de2elopment o a conditioned response 7"tim 9:.: inero = Hino(osa 9:.9<* Classical conditioning entails neutral stimuli that naturally elicit a response* Children or instance 'est and de2eloped the same passion or the clu's* Hence we ormed attitudes according to how we are conditioned or how our e6periences condition us* B*F S1inner8s $perant Conditioning theory is a orm o learning in which a response is made in anticipation o a stimulus* !n operant conditioning reinorcement reinorcement increases the li1elihood that 'eha2iour will 'e repeated 7"tim 9:.:<* Beha2iours that are ollowed 'y positi2e conse&uences are reinorced reinorced and are more li1ely li1ely to 'e repeated than are a re 'eha2iours and attitudes that are ollowed 'y negati2e conse&uences 7Moris = Maisto 9::.<* $perant conditioning re&uires re&uires the use o reinorcement reinorcement and punishment* A case in point is i a child8s mother smiles at her anytime she pic1s something up or her th child 'egins to reali,e that it is good to 'e helpul and she is li1ely to repeat the 'eha2iour* 'eha2iour* Con2ersely i a mother screams at a child or pic1ing up a puf o a piece o cigarette the child will grow grow up ha2ing an

una2oura'le attitude towards smo1ing and pro'a'ly those who smo1e* This is to the negati2e conse&uence o her action* Finally people also learn attitude through o'ser2ation o people around them especially i they are people they admire respect respect or hold in high esteem* $'ser2ational learning theory propounded 'y Al'ert Bandura posits that 'eha2iours are ac&uired 'y watching another or the model that perorms the 'eha2iour 7ara 9::><*  Attitude towards Mathematics Mathematics Some attitude towards Mathematics as (ust a li1e or disli1e or Mathematics while others e6tend the meaning to em'race 'elies a'ility a useulness o Mathematics* For @an and Martino 79::;< attitude towards to wards Mathematics is (ust a positi2e or negati2e emotional disposition towards Mathematics* "eale 7.>E>< howe2er de#nes attitude towards Mathematics as an aggregated measure o a li1ing or disli1ing o Mathematics a tendency to engage in or a2oid Mathematical acti2ities a 'elie that one is good or 'ad at Mathematics and a 'elie that Mathematics is useul or useless  7p* E09:<* Similarly Hart 7.>G>< considers attitude towards Mathematics rom multidimensional perspeci2es perspeci2es and de#ned an indi2idual8s attitude towards Mathematics as a more comple6 phenomenon characteri,ed characteri,ed 'y the emotions tat he associates a ssociates with Mathematics his 'elies a'out Mathematics and how he 'eha2es towards Mathematics* Attitude towards Mathematics includes the tendency to 'e earul o and an6ious a'out

Mathematics* Attitude towards Mathematics has cogniti2e efecti2e and 'eha2ioural components and li1e any other 1ind o attitude it can 'e ormed through any o the three processes descri'ed earlier* earlier* A student can de2elop positi2e p ositi2e attitude towards Mathematics 'ecause he or she learns to associate positi2e e6periences e6periences or e2ents with it* Also positi2e reinorcement reinorcement creates room or the ormation o positi2e attitude or Mathematics* Students Attitude towards Mathematics  The conception attitudes and e6pectations e6pectations o students regarding regarding Mathematics and Mathematics teaching ha2e 'een considered to 'e 2ery signi#cant actors underlying their school e6perience e6perience and achie2ements 7Borasi .>>: Shoen#eld .>G<* !n general the concepts students hold a'out Mathematics determine how they approach the su'(ect* !n many cases students ha2e 'een ound to approach Mathematics as procedural and rule oriented* This pre2ents them rom e6periencing the richness o Mathematics and the many approaches that could to 'e used to de2elop competence in the su'(ect* Attitude can also 'e gender related* There are many who hold the 2iew that 'oys do 'etter in Mathematics than girls* This 'elie tends to afect the attitude o girls towards Mathematics* Faroo& Faroo& and Shah 79::G< in a study o secondary school students in Pa1istan ound that there was no signi#cant diference diference in con#dence o male and emale students toward Mathematics at

secondary school le2el* They rather ound that students8 success in Mathematics depended on attitude towards the su'(ect* Ma and Iishor 7.>>;< ound that attitude towards Mathematics and achie2ement in Mathematics was positi2ely and relia'ly correlated 'ut not strong* The correlation correlation was not statistically signi#cant* Flowing rom the preceding p receding #ndings studies in diferent cultural settings are eminent to reali,e the in?uence o student attitude towards Mathematics on student learning outcomes in the su'(ect*

Statement of the Problem  The main &uestion that acts as the 2ery 2ery 'ac1'one o this study isJ 5hat is the attitude o ABM students possess towards their Mathematics su'(ect4 7.
 Abridged Methodology Methodology Descripti2e sur2ey design was adopted or the study* study* The student sample was drawn rom the classes o Senior High School Students* A set o &uestionnaire were were used to gather data or the study* study* Most o the items that on the &uestionnaire were were i1ert i1ert type* The &uestionnaire or the students

was adopted rom  rom Attitude towards towards Mathematics !n2entory an instrument de2eloped 'y Tapia and Marsh !! 79::<* !t consisted o 9. items measuring students8 attitudes towards Mathematics* A study o the end o term scores o the selected s elected ABM Students pro2ided data on the Academic Perormance o  Students in Mathematics*

TIMELIE MONTH

ACTIVITIES

August 0 9:.E

How to Construct a %e2iewK%eaction Paper

August  9:.E

How to Construct a %e2iewK%eaction Paper

August G 9:.E

How to do the Bac1ground o the Study

August > 9:.E

How to do the Preliminary iterature %e2iew

Augu Au gust st .: .: 9:. 9:.E E

How How to to Con Const stru ruct ct A' A'ri ridg dge e d Meth Method odol olog ogy y = Timel imelin ine e or the Pro(ectK%esearch

RE!ERE"ES Anthony -* and 5alshaw M* 79::><* Characteristics Characteristics o efecti2e teaching o MathematicsJ A 2iew rom the 5est* Journal 5est*  Journal of Mathematics Education.

Borasi %* 7.>>:<* The in2isi'le hand operating on Mathematics instructionsJ Students8 conceptions and e6pectations. e6pectations. Teaching and Learning mathematics in the 1990s 7"CTM ear'oo1<* Briget* I* B* Lern'erg )* M* Twelmlow S* 5* Fonagy P* and Dill )* +* 79::G<* School of s!cholog! "e#iew. 0;7< "e#iew.  0;7< 00* %etrie2ed rom )BC$ host Casey M* B* "uttal %* * and Pe,aris F* 79::.<* Spatial/mechanical reasoning s1ills 2ersus Mathematics sel/con#dence as mediators o gender diferences on Mathematics su'sets* Journal su'sets* Journal of "esearch in Mathematics Mathematics Education .

Cheung I* C* 7.>>G<* $utcomes $utcomes o SchoolingJ Mathematics achie2ement and attitudes towards mathematics learning in Hong Iong* Educational Studies in Mathematics Mathematics .>79<

)agly

A* H* and Chai1en S* 7.>>0<* The s!cholog! of Attitudes.

$rlandoJ Harcourt Brace +o2ano2ich College Pu'lishers Faroo& M* S* and Shah S* @* *79::G<* Students$ attitude toward Mathematics. a%istan Economic and Social "e#iew& "e#iew& G7.< Hart * 7.>G><* Classroom processes se6 o students and con#dence in learning Mathematics* Journal Mathematics* Journal of "esearch in Mathematics Mathematics Education& 9:70< Education& 9:70< Maio -* and Haddoc1 -* 79:.:<* The s!cholog! of attitude and attitude change. ondonJ SA-) Pu'lications td* Minato S* and a nd anase anase S* 7.>G<* $n the relationship 'etween students attitude towards school mathematics and their le2els o intelligence* Educational Studies in Mathematics @an* % and Martino P* D* 79::;<* Attitudes toward MathematicsJ $2ercoming positi2eKnegati2e dichotomy* The Montana Mathematical Enthusiasts Monograph

5atson A* 79::9<* !nstances o mathematical thin1ing among low attaining students in an ordinary secondary classroom* Journal classroom* Journal of Mathematical 'eha#ior 'eha#ior..