An analysis of the mathematics attitudes, problems, and achievements of the high school students of De La Salle Santiago Zobel School Alabang 1985-1986

• Main Author: Sumo, Danilo A.
• Format: text
• Language: English
• Published: Animo Repository 1987
• Subjects: High school students > Attitudes; Student achievements; De La Salle Santiago Zobel School > Alabang; Mathematics > Ability testing; Educational Assessment, Evaluation, and Research; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1411
• Institution: De La Salle University

This study determines the mathematics attitudes, achievements and problems of the high school students of De La Salle Santiago Zobel School (DLSZ) during the school year 1985-1986. This is a descriptive study in as much as it made use of the normative survey method to determine the mathematics attitudes and problems of De La Salle Santiago Zobel School during the school year 1985-1986. An Attitude Scale Inventory questionnaire was used to analyze the attitudes of the DLSZ High School students towards mathematics. Another questionnaire was used to determine the problems of the students in the study of mathematics. The population of this study consisted of 917 first to fourth year high school students of DLSZ who were officially enrolled during the school year 1985-1986. A sample consisting of 256 students were selected from the given population by stratified random sampling with year level and sex as strata. The sample consisted of 78 students from the first year, 66 from the second year, 59 from the third year and 53 from the fourth year. The mathematics subjects offered to DLSZ high school students at the time of the study were as follows: Algebra I in the first year, Algebra 2 and Statistics in the second year, Geometry and Trigonometry in the third year, and Advanced Algebra in the fourth year. A three-way analysis of variance was used to determine if significant differences in the mathematics attitudes of the students existed due to sex, year level and achievement. The problems of the students on the other hand, were tallied and expressed in terms of percentages of students who had these problems. In view of the findings, the following conclusions were drawn: 1) The DLSZ students generally had neutral attitudes towards mathematics. 2) Significant differences in the students' mathematics attitudes may be attributed to their differences in sex, year level and mathematics achievement. 3) Significant differences in the respondents' attitudes towards mathematics may also be explained by the significant interact