Competency Acquisition, Difficulty and Performance of First Year College Students in Mathematics in the Modern World (MITMW)

Adriel G. Roman, Rogacion U. Villanueva

Abstract


Mathematics in the Modern World (MITMW) is one of the general education subjects taught in the new college curriculum in the Philippines. In this study, the self-assessment of students on their acquisition of the competencies set in the MITMW are being described as well as the extent of difficulties and performance. Using descriptive correlational research design, this study hypothesized that the perceived extent of acquisition of the first year college students on the competencies intended for Mathematics in the Modern World and their extent of difficulties experienced provide significant relationship to their performance. Two hundred seventy-one (271) first year college students were surveyed using validated questionnaires. Results revealed that the first year college students have higher extent of acquisitions on the competencies set in the MITMW (knowledge, values, and skills). Students experienced slight difficulties on the different topics of MITMW with satisfactory performances in the subject. Finally, the study concluded that acquired competencies and difficulties are both significantly related to students’ performance in MITMW.

Keywords


Competency, Difficulty, Mathematics Education

References


Acharya, B.R. (2017). Factors Affecting Difficulties in Learning Mathematics by Mathematics Learners.

Clark, R.B., & Price, J. (2016). Cognitive and Affective Domain Learning Assessment Choices.

Commission on Higher Education Memorandum Order Number 20 series of 2013. General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies.

Dussault, A. (2018). 2018’s Top 8 Classroom Challenges, According to Teachers. Classcraft. Retrieved from https://www.classcraft.com/blog/features/8-teacher-challenges-2018/

Gurat, M.G., & Gracia, R.S. (2016). Predictors of Students’ Competence in Applying Mathematics in Real World Problems.

Hanson, W. E., Creswell, J. W., Clark, V. L. P., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of counseling psychology, 52(2), 224.

Hauke, J., & Kossowski, T. (2011). Comparison of values of Pearson's and Spearman's correlation coefficients on the same sets of data. Quaestiones geographicae, 30(2), 87-93.

Henry, D. L., Baltes, B., & Nistor, N. (2014). Examining the relationship between math scores and English language proficiency. Journal of Educational Research and Practice, 4(1), 2.

Herheim, R., & Kacerja, S. Building bridges between school mathematics and workplace mathematics.

Kilpatrick, J. (2014). History of research in mathematics education. Encyclopedia of mathematics education, 267-272.

Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015). Effects of mathematics anxiety and mathematical metacognition on word problem solving in children with and without mathematical learning difficulties. PloS one, 10(6), e0130570.

Limbaco, K. S. A. (2015, March). Values taught, values learned, attitude and performance in mathematics. In AIP Conference Proceedings (Vol. 1651, No. 1, pp. 94-98). AIP.

Onion, A. J. (2004). What use is maths to me? A report on the outcomes from student focus groups. Teaching Mathematics and its Applications, 23(4), 189–194.

Rambely, Azmin & Ahmad, Rokiah & Majid, Noriza & Jaaman, Saiful Hafizah. (2013). The Relationship of English Proficiency and Mathematics Achievement.

Rangel, R.P., Magaña, M.D., Azpeitia, R.U., & Nesterova, E.Y. (2016). Mathematical Modeling in Problem Situations of Daily Life.

Sitzmann, T., Ely, K., Brown, K.G., & Bauer, K.N. (2010). Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure?

Sönmez, V.N. (2017). Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model.

Takiveikata, Sereima. (2018). Challenges of a Mathematics Teacher Abstract. 10.13140/RG.2.2.10500.42888.

Tambychik, T., & Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem-solving: What do they say?. Procedia-Social and Behavioral Sciences, 8, 142-151.




DOI: http://dx.doi.org/10.12928/ijeme.v3i2.14163

Article Metrics

Abstract view : 0 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


International Journal on Emerging Mathematics Education
Kampus 2 Universitas Ahmad Dahlan
Jalan Pramuka No. 42, Pandeyan, Umbulharjo, Yogyakarta - 55161
Telp. (0274) 563515, ext. 4902; Fax. (0274) 564604
Email: ijeme@uad.ac.id


p-ISSN: 2549-4996 | e-ISSN: 2548-5806


This work is licensed under a Creative Commons Attribution 4.0 International License

View IJEME's Stats