PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES

ACKNOWLEDGEMENT

Warmest gratitude for all those who have shared us their time, extended their hands and shared their times and ideas regarding on the completion of this entitled Perceived Mathematical Learning Attitudes and Difficulties of Marian Engineering Students is given to following: !o Almight" #od for his guidance and support in all of time, especiall" when we needed strength to finish this research stud", and especiall" during $urning some midnight oils% !o our loving and supportive parents for their unselfish financial support and understanding to finish this research proposal% !o the Marian Engineering Students, who shared their complicated times with us and sacrificing the in& of their $all pens 'ust to answer honestl" our (uestionnaire $ecause without them we cannot easil" arrive the results of our stud"% !o the Li$rar" $uildings wherein we $ased our research at first% !o our special some ones) who motivated and inspired us in ma&ing and completing this research% !o the hundred of authors of our references, whose wor&s served as su$stance from which we derived some learning% And finall" to our E*esearch instructor, Engr% +ran, -oseph .oshi", who valued our wor& mostl", for "our encouragement, moral support, pieces of advice and guidance in the conduct of this research stud"%

!he *esearchers

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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES

DEDICATION

!his piece of wor& is hum$l" dedicated to these following people who had untiringl" help us as we go on to the completion of this stud":

% % % to our Almight" #od, who share guidance and support and unending love%

% % % to our caring parents, who unselfishl" support us financiall" and morall"%

% % % to our friends and special ac(uaintances, who inspired us and motivated us in ma&ing this paper%

% % % to our $eloved future educators who will $e inspired with the result of this stud" which can help them develop and change their attitudes towards Math%

% % % and speciall" to our $eloved cute instructor in E*esearch who help, guide and let us pursue with confidence this stud"%

% % % And ma" #od $less this research including the persons $ehind this research whom we dedicated for% % %

!he *esearchers

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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES

ABSTRACT

!his stud" was conducted to descri$e the Perceived Mathematical Learning Attitudes and Difficulties of Marian Engineering Students during the school "ear /01/2 /013 of the first semester% !his stud" aims to see& the perceived mathematical learning difficulties of the Marian Engineering students% 4t is $ecause it is necessar" for students to $e aware and overcome these difficulties in order for them to $e competent men of service in the future% A descriptive t"pe of research, the surve" t"pe of research in particular, was utili,ed in this stud"% 4t was conducted at Saint Mar")s 5niversit", 6a"om$ong, 7ueva 8i,ca"a, specificall" in the School of Engineering and Architecture wherein the total num$er of respondents is 90 freshman, sophomore and 'unior students% !he respondents utili,ed surve" (uestionnaire then the raw data were gathered and statisticall" treated% Statistical techni(ues were applied for some of the data and interpretations were $ased on some related literature for the credi$ilit" of the stud"% !he stud" showed the different perceived attitudes and difficulties of students in Math% !he stud" also showed the most common attitudes and difficulties encountered $" the students in learning Math% 4t also showed that students have a positive attitude in learning Math and illustrated that students have mixed emotional views on the perceived ma'or difficulties in learning Math and it was 'ust often experienced $" the respondents the mathematical difficulties%

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PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES

TABLE OF CONTENTS

PRELIMINARIES PA#ES !itle Page 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 i ii iii iv v

Ac&nowledgement Dedication A$stract 2 2

!a$le of :ontents

CHAPTER I. THE PROBLEM AND ITS BACKGROUND 4ntroduction 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 3 3 9 9 ;

Statement of the Pro$lem Significance of the Stud" Scope and Delimitations Definition of !erms 2

CHAPTER II. REVIEW OF RELATED LITERATURE CHAPTER III. RESEARCH DESIGN *esearch Method 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

2 2 2 2 2

2 2 2 2 2

1< 1< 1; 1= 1>

*esearch Environment *espondents of the Stud" Data #athering Procedure

*esearch !ool and Statistical !reatment

CHAPTER IV. DATA ANALYSIS, PRESENTATION AND INTERPRETATION

PERCEIVED MATHEMATICAL LEARNING ATTITUDES AND DIFFICULTIES

6od"?Discussions

//

CHAPTER V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS Summar" :onclusions 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3; 3> @0 @/ @@

*ecommendations BIBLIOGRAPHY APPENDICES 2 2

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