Mathematical learning difficulties among college freshmen:

Sub Title: basis for proposed remediation lessons

Author: Palmares, Ma.Theresa G.

Accession Number: 729D

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Copyright Year: 1998

Abstract:

The mathematical learning difficulties among the college freshmen and how their algebra test performance differ in terms of some identified student-related variables were investigated by the present research study. Conducted in December 1997, this descriptive research utilized a standardized instrument--the Minnesota Research and Evaluation Project Mathematics Attitude Inventory--and a researcher-made algebra test. The simple random sampling or the lottery method was used in the selection of 280 college freshmen from the different course departments in the Northern Iloilo Polytechnic College in Estancia, Iloilo, during the second semester, school year 1997-1998. Frequency count, percentage analysis, mean, standard deviation, mode, and the t-test were employed to analyze the data. Significance level was set at 0.05 alpha. The study revealed that 13 out of 16 topics in the algebra test and in computation, and 8 out of 10 topics in problem solving, were found difficult by the students. The study further revealed that the college freshmen exhibited predominantly positive attitude toward mathematics and reflected fair performance in computation and in algebra test, while poor in problem solving. The test performance of the students from both the town-based and barangay-based schools were the same. While a significant difference was noted in the performance between the students with low and average scholastic achievement--in favor of the students with average scholastic achievement. Finally, a significant difference was noted in the test performance among the students with negative and positive attitudes--in favor of students with positive attitude.


Keywords: Mathematical learning difficulties

Citation:



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