International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Mathematics Performance of Students in a Philippine State University
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Guinocor M, Almerino P, Mamites I, Lumayag C, Villaganas MA, Capuyan M. Mathematics Performance of Students in a Philippine State University. INT ELECT J MATH ED. 2020;15(3), em0586. https://doi.org/10.29333/iejme/7859
APA 6th edition
In-text citation: (Guinocor et al., 2020)
Reference: Guinocor, M., Almerino, P., Mamites, I., Lumayag, C., Villaganas, M. A., & Capuyan, M. (2020). Mathematics Performance of Students in a Philippine State University. International Electronic Journal of Mathematics Education, 15(3), em0586. https://doi.org/10.29333/iejme/7859
Chicago
In-text citation: (Guinocor et al., 2020)
Reference: Guinocor, Marvin, Porferio Almerino, Irene Mamites, Charisma Lumayag, Mary Anne Villaganas, and Mae Capuyan. "Mathematics Performance of Students in a Philippine State University". International Electronic Journal of Mathematics Education 2020 15 no. 3 (2020): em0586. https://doi.org/10.29333/iejme/7859
Harvard
In-text citation: (Guinocor et al., 2020)
Reference: Guinocor, M., Almerino, P., Mamites, I., Lumayag, C., Villaganas, M. A., and Capuyan, M. (2020). Mathematics Performance of Students in a Philippine State University. International Electronic Journal of Mathematics Education, 15(3), em0586. https://doi.org/10.29333/iejme/7859
MLA
In-text citation: (Guinocor et al., 2020)
Reference: Guinocor, Marvin et al. "Mathematics Performance of Students in a Philippine State University". International Electronic Journal of Mathematics Education, vol. 15, no. 3, 2020, em0586. https://doi.org/10.29333/iejme/7859
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Guinocor M, Almerino P, Mamites I, Lumayag C, Villaganas MA, Capuyan M. Mathematics Performance of Students in a Philippine State University. INT ELECT J MATH ED. 2020;15(3):em0586. https://doi.org/10.29333/iejme/7859

Abstract

Teaching and understanding mathematics is a significant concern in any educational system. Largish efforts are made by various researchers to find out the causes of students’ performance in the subject. Despite every one of these endeavors issues still, endure. The researchers used a descriptive-correlational design to gather data through an adopted survey tool for study habits and attitudes. The study was conducted at the Cebu Technological University San Francisco Campus, Cebu, Philippines. The respondents were the 52 Education students who were enrolled in the mathematics program; they answered the survey of study habits and attitudes. The gathered data were treated using frequency, simple percentage, weighted mean, Pearson r, and t-test. It was found out that there is a significant positive high correlation between the study orientations of the students considering their academic performance in terms of their Graded Point Average (GPA) in Mathematics subjects. It was concluded that the study orientations of students differ. The researchers recommend conducting a further study on the effectiveness of the developed research-based study strategies.

References

  • Ajisuksmo, C. R., & Saputri, G. R. (2017). The influence of attitudes towards mathematics, and metacognitive awareness on mathematics achievements. Creative Education, 8, 486, 497. https://doi.org/10.4236/ce.2017.83037
  • Americans, W. A. (2009). It doesn’t add up African American students’ mathematics achievement. Secondary Lenses on Learning Participant Book: Team Leadership for Mathematics in Middle and High Schools, 149. Retrieved from http://bit.ly/2IaUOrL
  • Bashir, I., & Mattoo, N. H. (2012). A study on study habits and academic performance among adolescents (14-19) years. International Journal of Social Science Tomorrow, 1(5), 1-5. Retrieved from http://bit.ly/2Z2SjNd
  • Bedel, E. F. (2012). An examination of locus of control, epistemological beliefs, and metacognitive awareness in preservice early childhood teachers. Educational Sciences: Theory and Practice, 12(4), 3051-3060. Retrieved from http://bit.ly/2Z0EwXr
  • Biswas, S. K. (2015). Study orientation of high and low achievers at secondary level. International Journal on New Trends in Education & their Implications (IJONTE), 6(4). https://doi.org/10.14738/assrj.210.1355
  • Blömeke, S., & Delaney, S. (2014). Assessment of teacher knowledge across countries: A review of the state of research. International perspectives on teacher knowledge, beliefs, and opportunities to learn (pp. 541-585). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6437-8_25
  • Bong, M. (2004). Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs. The Journal of Educational Research, 97(6), 287-298. https://doi.org/10.3200/JOER.97.6.287-298
  • Care, E., Azim, F., Beswick, B., Harding, S. M., Luo, R., Bustos, T., & Cagasan, L. (2015). Large-scale assessments for use in the Philippines. Retrieved from http://bit.ly/2G0PvYq
  • Cerna, M. A., & Pavliushchenko, K. (2015). Influence of study habits on academic performance of international college students in Shanghai. Higher Education Studies, 5(4), 42-55. https://doi.org/10.5539/hes.v5n4p42
  • Demir, S., Kılınç, M., & Doğan, A. (2017). The effect of curriculum for developing efficient studying skills on academic achievements and studying skills of learners. International Electronic Journal of Elementary Education, 4(3), 427-440. Retrieved from http://bit.ly/2IoPSPb
  • Dinglasan, B. L., & Patena, A. (2013). Students performance on departmental examination: Basis for math intervention program. University of Alberta School of Business Research Paper, (2013-1308). Retrieved from http://bit.ly/2uYhfrk
  • Ebele, U. F., & Olofu, P. A. (2017). Study habit and its impact on secondary school students’ academic performance in Biology in the federal capital territory, Abuja. Educational Research and Reviews, 12(10), 583-588. https://doi.org/10.5897/ERR2016.3117
  • Etcuban, J. O., & Pantinople, L. D. (2018). The effects of mobile application in teaching high school mathematics. International Electronic Journal of Mathematics Education, 13(3), 249-259. https://doi.org/10.12973/iejme/3906
  • Fazal, S., Hussain, S., Majoka, M. I., & Masood, S. (2012). The role of study skills in academic achievement of students: A closer focus on gender. Pakistan Journal of Psychological Research, 27(1), 37. Retrieved from http://bit.ly/2VJS5s8
  • Ganal, N. N., & Guiab, M. R. (2014). Problems and difficulties encountered by students towards mastering learning competencies in mathematics. Researchers World, 5(4), 25. Retrieved from http://bit.ly/2X0dJc8
  • Guner, N. (2012). Using metaphor analysis to explore high school students’ attitudes towards learning mathematics. Education, 133(1), 39-48. Retrieved from http://bit.ly/2G4mYBi
  • Guy, G. M., Cornick, J., & Beckford, I. (2015). More than math: On the affective domain in developmental mathematics. International Journal for the Scholarship of Teaching and Learning, 9(2), 7. https://doi.org/10.20429/ijsotl.2015.090207
  • Horstmanshof, L., & Zimitat, C. (2007). Future time orientation predicts academic engagement among first‐year university students. British Journal of Educational Psychology, 77(3), 703-718. https://doi.org/10.1348/000709906X160778
  • Hossain, M. (2012). How to motivate US students to pursue STEM (science, technology, engineering, and mathematics) careers. Online Submission. Retrieved from https://eric.ed.gov/?id=ED533548
  • Iftikhar, S. (2014). The importance of metacognitive strategies to enhance reading comprehension skills of learners: A self-directed learning approach. Journal of English Language and Literature, 2(3). https://doi.org/10.17722/jell.v2i3.83
  • Kaushar, M. (2013). Study of impact of time management on academic performance of college students. Journal of Business and Management, 9(6), 59-60. https://doi.org/10.9790/487X-0965960
  • Kelly, D., Nord, C. W., Jenkins, F., Chan, J. Y., & Kastberg, D. (2013). Performance of US 15-year-old students in mathematics, science, and reading literacy in an international context. First Look at PISA 2012. NCES 2014-024. National Bureau of Economic Research. Retrieved from https://eric.ed.gov/?id=ED544504
  • Khurshid, F., Tanveer, A., & Qasmi, F. N. (2012). Relationship between study habits and academic achievement among hostel living and day scholars’ university students. British Journal of Humanities and Social Sciences, 3(2), 34-42. Retrieved from http://bit.ly/2P9krtL
  • Kumar, D. S., & Nagaraju, K. (2015). Cognitive styles and job satisfaction among high school mathematics teachers. International Journal of Multidisciplinary Approach & Studies, 2(2), 179-185. Retrieved from http://bit.ly/2uZWdZz
  • Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805. https://doi.org/10.1037/a0032583
  • Leatham, K. R., & Peterson, B. E. (2010). Secondary mathematics cooperating teachers’ perceptions of the purpose of student teaching. Journal of Mathematics Teacher Education, 13(2), 99-119. https://doi.org/10.1007/s10857-009-9125-0
  • Loon, M., & Nichol, L. (2015). Confluent learning: Using a design approach to develop cognitive abilities and enhance affective capacities through change management curriculum. Retrieved from http://eprints.worc.ac.uk/4604/
  • Macher, D., Paechter, M., Papousek, I., Ruggeri, K., Freudenthaler, H. H., & Arendasy, M. (2013). Statistics anxiety, state anxiety during an examination, and academic achievement. British Journal of Educational Psychology, 83(4), 535-549. https://doi.org/10.1111/j.2044-8279.2012.02081.x
  • Mahdavi, M. (2014). An overview: Metacognition in education. International Journal of Multidisciplinary and current research, 2(3), 529-535. Retrieved from http://bit.ly/2uXVkRm
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among US students. Science education, 95(5), 877-907. https://doi.org/10.1002/sce.20441
  • Mata, M. D. L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research, 2012. https://doi.org/10.1155/2012/876028
  • Mendezabal, M. J. N. (2013). Study habits and attitudes: The road to academic success. Open Science Repository Education, (open-access), e70081928. Retrieved from http://bit.ly/2UQswIT
  • Morosanova, V. I., Fomina, T. G., Kovas, Y., & Bogdanova, O. Y. (2016). Cognitive and regulatory characteristics and mathematical performance in high school students. Personality and Individual Differences, 90, 177-186. https://doi.org/10.1016/j.paid.2015.10.034
  • Mutai, K. J. (2011). Attitudes towards learning and performance in mathematics among students in selected secondary schools in Bureti district, Kenya (Doctoral dissertation). Retrieved from http://bit.ly/2Gg1HWB
  • Nasrullah, S., Khan, M. S., Khan, I., & Afaq, Q. (2015). The factors affecting the students’ academic achievements in higher educational institutions. Gomal University Journal of Research [GUJR], 31(1). Retrieved from http://bit.ly/2KoIJRr
  • Oluwatimilehin, J. T. B., & Owoyele, J. W. (2012). Study habits and academic achievement in core subjects among junior secondary school students in Ondo State, Nigeria. Bulgarian Journal of Science and Education Policy, 6(1), 155. Retrieved from http://bit.ly/2VDfXO7
  • Osa-Edoh, G. I., & Alutu, A. N. G. (2012). A survey of students study habits in selected secondary schools: Implication for counselling. Current Research Journal of Social Sciences, 4(3), 228-234. Retrieved from http://bit.ly/2GfxxCP
  • Presmeg, N. (2006). Research on visualization in learning and teaching mathematics: Emergence from psychology. In Handbook of Research on the Psychology of Mathematics Education (pp. 205-235). Brill Sense. https://doi.org/10.1163/9789087901127_009
  • Ronis, D. L. (2008). Problem-based learning for math & science: Integrating inquiry and the internet. Corwin Press. Retrieved from http://bit.ly/2U1KK5F
  • Shapiro, S. (1983). Confluent education: Paradigm lost?. Journal of Humanistic Psychology, 23(2), 85-96. https://doi.org/10.1177/0022167883232009
  • Siahi, E. A., & Maiyo, J. K. (2015). Study of the relationship between study habits and academic achievement of students: A case of Spicer Higher Secondary School, India. International Journal of Educational Administration and Policy Studies, 7(7), 134-141. https://doi.org/10.5897/IJEAPS2015.0404
  • Sikhwari, T. D. (2016). Study habits, attitudes, and academic achievement: Comparing Grade 12 learners between two secondary schools. Journal of Educational Studies, 15(2), 43-61. Retrieved from http://bit.ly/2IwDVqV
  • Singh, P. (2015). Interaction effect of brain hemispheric dominance and study habits on academic achievement in mathematics. IJAR, 1(11), 746-750. Retrieved from http://bit.ly/2X2YnDs
  • Stover, J. B., Hoffmann, A. F., de la Iglesia, G., & Liporace, M. F. (2014). Predicting academic achievement: The role of motivation and learning strategies. Problems of Psychology in the 21st Century, 8(1), 71-84. Retrieved from http://bit.ly/2uYvcWh
  • Wei, M. H., & Dzeng, H. (2014). A comparison study of math education and math performance between Asian countries and the United States. Journal of Socialomics, 3(02), 2167-0358. https://doi.org/10.4172/2167-0358.1000111
  • West, P. E., Lunenburg, F. C., & Hines III, M. T. (2014). Teacher quality variables and efficacy for teaching minority students. Education Leadership Review of Doctoral Research, 1(1), 39-57. Retrieved from https://eric.ed.gov/?id=EJ1105731

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.