FREQUENCY OF PERFORMANCE ACTIVITIES IN RELATION TO

STUDENTS’ ATTITUDE IN MATHEMATICS

A Research Proposal

By

Melchor Elnar Amorin

Dulcegin Balsamo-Ojastro
Bernadeth Blanco-Quilnet
 FREQUENCY OF PERFORMANCE ACTIVITIES IN RELATION TO
STUDENTS’ ATTITUDE IN MATHEMATICS

Mathematics is most of the time perceived as a difficult subject. The researchers,

who are Math teachers, many times heard students saying, “I am not good at Math, ““I

hate Math,” or “Math is a difficult subject for me.” In a study of Hannula (2002), it was

found out that attitudes tend to be more negative as pupils move from elementary to

secondary school.

With the implementation of the of the K to 12 program, the Division of Dumaguete

City has opened senior high school to three public schools in the School Year 2016-2017,

namely, Ramon Teves Pastor Memorial- Dumaguete Science High School, Taclobo

National High School and Dumaguete City High School. Senior high students are to take

two core subjects in Mathematics which are General Mathematics and Statistics and

Probability.

In the previous Basic Education Curriculum, the guidelines on Classroom

Assessment include the weight of the different components of Mathematics subject:

Periodical Test was given a weight of 40%, quizzes was given 25%, 20% for Recitation,

5% for Homework and 10% for Project (DepEd Order No. 70, S. 2003). In this grading

system, Mathematics teachers are constrained to give lectures, home works, board

works, seat works rather than group activities, games and projects. Wong (1996)

emphasized that these activities lead to poor performance in Mathematics.

However, with the implementation of the Enhanced Basic Education Act of

2013 (Republic Act No. 10533), the Department of Education is adopting a new policy on

Classroom Assessment. For Mathematics core subjects, Written Works and Quarterly
Examination are given 25% each and 50% given to Performance Tasks (DepEd Order

No. 8, S.2015). It is obvious that the recent grading system emphasizes more on

performance tasks which include cooperative and collaborative efforts among students.

With emphasis on performance tasks, the students will experience learning Mathematics

not only from the teacher but also from their classmates and peers. As revealed in the

study of Curtis, NE (2009), student formed groups can have an impact on the attitudes of

students. It is further discovered that the longer the group worked together the better they

performed.

With the recent development in Classroom Assessment as instituted and

articulated in the K to 12 grading system, the researchers, as Mathematics teachers in

the senior high school, would like to find out if the frequency of performance tasks in

Mathematics will have a positive effect on the students’ attitude in the subject.

I. Literature Review

On Attitude of Students towards Mathematics

It is said that our attitude at the beginning of a difficult task will affect its successful

outcome. This is really true in whatever things or activities we do in life. In Mathematics,

for example, or any subject for that matter, it is always the desire of the teacher to develop

the love for learning the subject. McCleod (1992) said that attitude toward mathematics

is related to mathematics success in the classroom. Conversely, student’s achievement

can influence a student’s attitude as well. Attitude towards mathematics plays a crucial

role in the teaching and learning process. Attitude effects students’ achievement in

mathematics.
 Researchers concluded that positive attitude towards mathematics leads students

towards success in mathematics. It also causes effect in achievement of mathematics at

secondary school level (Ma and Xu, 2004).

On Performance Activities

Performance tasks are learning activities or assessment that ask students to

perform to demonstrate their knowledge, understanding and proficiency. Performance

tasks yield tangible products and/or performances that serve as evidences of learning.

Performance activities allow students to interact with one another.

Educators believe that when students are presented with different performance

tasks, there is better learning. This belief is supported on the philosophy of progressivism

that is concerned on “learning by doing” and purports that children learn best when

pursuing their own interests and satisfying their own needs.

In the study of Hoke (2008), it was found out that there are positive effects of using

hands-on activities to improve student performance. Students expressed their thoughts

and opinions through journaling and discussions among peers. Focus group discussions

clarified misunderstandings of concepts. Students showed interest in learning some

mathematical concepts through hands-on activities. He further pointed out students

expressed enthusiasm and excitement towards mathematics and problems solving.

Moreover, it is pointed out in the study of Schenkel (2009) that students felt it is

important that teachers make Math fun, that students should be involved in the lesson

and that teachers should help them at their ability level.

 II. Research Questions

The main problem of this study is to find out if the frequency of performance tasks

has a relationship to the students’ attitude in Mathematics.

Specifically, this study attempts to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 sex;

1.2 age; and

1.3 grade level?

2. What is the frequency of performance tasks given to the respondents?

3. What is the extent of attitude of the respondents towards Mathematics?

4. Is there a relationship between the respondents’ attitude towards Mathematics

and their profile?

5. Is there a relationship between the frequency of performance tasks and the

respondents’ attitude in Mathematics?

6. What implications/interventions can be drawn from the findings of this study?

III. Scope and Limitation

The research work is focused on finding out if the frequency of performance

activities given by the Mathematics teachers has a positive effect on their attitude towards

Mathematics. The senior high school students of the three schools namely, RTPM-

Dumaguete Science High School, Taclobo National High School and Dumaguete City

High School will be the respondents of the study. Only those enrolled in the School Year

2017-2018 of the said three schools will be included in the study.

 A questionnaire on the students’ attitude will be answered by the respondents

which may cause its limitation. Attitude can be influenced on a daily basis and a bad

experience on the day of the survey could skew the students’ response to the survey.

The conclusions that will be derived from the findings of this study will only speak

of the three schools mentioned and does not include other schools outside of its scope.

IV. Research Methodology

This is a correlational study with questionnaire as its main instrument in gathering

data. Students will use Likert 5-Point Scale in responding to the questionnaire. Also, the

researchers will use documentary analysis by using the lesson plans of the Mathematics

teachers to verify the students’ responses in the frequency of performance tasks

employed by the teachers. The data will be treated with the use of statistical software to

obtain accurate results.

A. The Respondents

Students in Grade 11 and 12 of three pioneering schools offering senior high

school in the Division of Dumaguete City will be the respondents of the study. The

population for this study is _____ . From the population, _______ are Grade 11 of which

_______ from the RTPM- Dumaguete Science High School, ______ from Taclobo

National High School and _____ from Dumaguete City High School. For Grade 12,

_______ are from the RTPM- Dumaguete Science High School, ______ from Taclobo

National High School and _____ from Dumaguete City High School.

B. Data Collection

The main tool in gathering data is a self-made questionnaire. The questionnaire

will be pilot- tested to forty (40) Grade 11 students in Piapi High School. The results of
the dry run will then be subjected to Cronbach’s Alpha to check its reliability. After

establishing the validity and reliability of the questionnaire, it will be given to the

respondents in groups of thirty (30) students at a time to ensure that they really

understand the statements. Each item in the questionnaire will be explained to the

respondents by the researchers themselves. The researchers will also see the lesson

plans of the respondents’ Mathematics teachers to verify their responses on the number

of performance tasks given by the teacher in a week’s lesson.

C. Ethical Issues

Respondents will not be required to write their names to ensure anonymity. The

data that will be gathered will be treated with confidentiality.

Ethical standards in conducting research will also be observed especially in

quoting statements from other sources.

D. Plan for Data Analysis

The data that will be gathered will be subjected to statistical measures to transform

the words into numerical symbols for interpretation. To describe the profile of the

respondents (sex, age and grade level), Frequency and Percentage will be used.

Percentage will also be used for describing the frequency of performance tasks employed

by the teacher in a week’s lesson. For the extent of attitude of the respondents towards

mathematics, Weighted Mean and 5-Point Likert Scale will be used. Moreover, Pearson

Rank Correlation Coefficient will be employed in establishing the relationship between the

respondents’ profile and their attitude towards mathematics. Finally, for establishing the

relationship between the frequency of performance tasks and the respondents’ attitude

towards Mathematics, Spearman Rank Correlation Coefficient will be utilized.

 V. Timetable/Gantt Chart

Timetable

The timetable below will serve as guide by the researchers in the conduct of this

study.

1. Research Writing Preliminaries – January 8-12, 2018 (5 days)

2. Validation of Survey Questionnaire (Pilot Testing) – January 15-26, 2018 (10

days)

3. Orientation and Administration of Questionnaires– January 29 – March 9, 2018 (30

days)

4. Tabulation of Data Results – March 12 – June 1, 2018 (60 days)

5. Presentation, Interpretation, and Analysis of Data – June 4 – July 13, 2018 (30

days)

6. Encoding and Proof Reading – July 13 – Aug 3, 2018 (15 days)

7. Finalizing the Paper – August 6 - 24, 2018 (15 days)

8. Submission of Final Research Report – September 28, 2018

Gantt Chart

January February March April May June July August Septe

(weeks) (weeks) (weeks) (weeks) (weeks) mber
Activities
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 2 3 4
Research
Writing
Preliminaries
Validation of
Survey
Questionnaire
Orientation of
Respondents
Administration
of
Questionnaire
s
Tabulation of
Data Results
Presentation,
Interpretation,
and Analysis
of Data
Encoding and
Proof Reading
Finalizing the
Paper
Submission of
Final
Research
Report

VI. Cost Estimates

First Tranche Estimated Cost

Activities
Validation of Survey
Questionnaires
Orientation of the Respondents,
Answering and Retrieval of the
Research Instrument
Resources/Materials
1 Snack and 1 lunch of 40 research
respondents, 3 researchers
(43 pax x P180.= P7740)
Php 17,740
Supplies such as bond papers, ball
pens, stapler/staple wire, ink printer
(Php 10,000)
1 Snack for 900 research Php 45,150
respondents, 3 researchers
(903 pax x P50.00)

TOTAL FIRST TRANCHE Php 62,890

Second Tranche
Activities Resources/Materials Estimated Cost
Tabulation of Data, Writing the 1 snacks (Php 150.00) and 1 lunch Php 23,360
Research Report, Proof Reading, (Php 300.00) for 3 researchers for
Editing, and Revising 36 days = 16,200)

Supplies such as bond papers, ball

pens, stapler/staple wire, ink printer
(Php 5,000

Travelling Allowance for 3

researchers at Php20 each for 36
days (Php2,160)
 Presentation of Findings/Results
(Division wide)
1 Snack and 1 lunch of 100 research Php 20,520
respondents, 6 division research
committee members, 5 School
Principals, 3 researchers,
(114 pax x P180.00)

Printing, Photocopy, and Supplies such as bondpapers and

Reproduction pens, folders, ink printer Php 8,500
(Php 5,000)

14 copies @ Php 250 each

(Php3,500)

TOTAL SECOND TRANCHE Php 52,380

OVER-ALL TOTAL OF ESTIMATED COST Php 115,270

VII. Plans for Dissemination and Advocacy

Once the research work will be finalized, its findings will be disseminated to the

individuals concerned.

First and foremost, the findings will be shared to the respondents of the study in the

form of a forum.

In addition, the researchers will initiate Learning Action Cells (LACs) sessions with the

secondary mathematics teachers and principals of the division as the participants.

Lastly, findings of this research will also be shared in the official websites of the

division for wider dissemination to make it more available to individuals who may find the

findings useful.

VIII. References

1. Hannula, Markku S. (2002). Attitude towards mathematics: emotions,

expectations and values. Educational Studies in Mathematics. 49, 25-46.

2. DepEd Order No. 8, S.2015

3. DepEd Order No. 70, S. 2003

4. Wong, M.P.H. (1996). Difficulties in learning symbol manipulation in elementary

algebra. Paper presented at the Conference The Changing Hong Kong
Mathematics Curriculum. 22nd June. The Chinese University of Hong Kong.
Later published in I.A.C. Mok, & C.I. Fung (Ed.s) (1998). HongKong Mathematics
Education Conference Papers 95-97, 48-56. Hong Kong: The Hong Kong
Association for Mathematics Education.

5. Curtis, NE (2009) Improving Achievement and Attitude Through Cooperative

Learning in Math Class. Action Research Project. University of Nebraska

6. McLeod, D. B. (1992)“Research on Affect in Mathematics Education: A

Reconceptualization.” Handbook of Research on Mathematics Teaching and
Learning, New York: Macmillan.

7. Schenkel, Benjamen (2009). The Impact of an Attitude Toward Mathematics on

Mathematics Performance. OF AN ATTITUDE TOWARD MATHEMATICS ON
MATHEMATICS. MA, Marietta College.

8. Ma, X. and J. Xu (2004), Assessing the relationship between attitude towards

mathematics and achievement in mathematics: A meta-analysis. Journal for
Research in Mathematics Education, Volume 28(1), pp. 26-47.

9. Hoke, Darlene M. (1998). Effects on Student Performance of Using Hands-on

Activities to teach Seventh Grade Students Measurement Concepts. MA, Nova
Southeastern University