FARISCAL Final Document

SAINT FRANCIS OF ASSISI COLLEGE
045 Admiral Village, Talon III, Las Piñas City
FACTORS AFFECTING INTERMEDIATE STUDENTS’ ATTITUDES TOWARDS

MATHEMATICS USING MODULAR APPROACH: BASIS FOR A
PROGRAM ENHANCEMENT
A Thesis Presented to the

Faculty of the
Graduate School of Education
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education Major in Educational Management
Annallene Marielle R. Fariscal-Riano
<Expected Date of Finish>

TABLE OF CONTENTS
Page
Table of Contents ii
List of Tables iii
List of Figures iii
CHAPTER 1 – The Problem and Literature Review
Background of the Study 1
Literature Review 4
Theoretical/Conceptual Framework 23
Research Problems and Hypotheses 26
Definition of Terms 27
CHAPTER 2 – Methods
Research Design 28
Sampling and Participants 28
Instrumentation 31
Data Gathering Procedures 32
Data Analysis 35
Ethical Considerations 36
CHAPTER 3- Results and Discussions
Results and Discussions 39
CHAPTER 4 – Summary, Conclusions, and Recommendations 53
Summary of the Study 53
Summary of Results 54
Limitations of the Study 57
Conclusions 57
Recommendations 58
REFERENCES 59
APPENDICES
A. Research Questionnaire 66
B. Assent Form 76
C. Parental Consent 92
D. Letter to Conduct A Study 106
E. Statistical Computations/ Statistical Table Used 110
ii
List of Tables
Table Page
1 Number of Respondents 30
2 Cronbach’s alpha Interpretation Table 32
3 Grade Level of Students 39
4 Gender of Students 39
5 Family Income of Parents 40
6 Educational Attainment of Student’s Parents 40
7 Employment Status of Student’s Parents 41
8 Use of Technology at Home Use of Technology
at Home as a Factor Affecting Students’ Attitudes 42
9 Home Environment as a Factor Affecting
Students’ Attitudes towards Mathematics 43
10 Parental Involvement as a Factor Affecting
11 Module Content as a Factor Affecting
12 Teaching Methodology as a Factor Affecting
13 Significant Differences on the Factors Affecting
Students’ Attitudes toward Mathematics
when grouped according to Grade Level 47
14 Significant Differences on the Factors Affecting Students’
Attitudes toward Mathematics when grouped
according to Gender 47
Attitudes toward Mathematics when grouped
according to Family Income 48
Attitudes toward Mathematics when grouped according to
Mothers’ Educational Attainment 48
Attitudes toward Mathematics when grouped according to
Fathers’ Educational Attainment 49
Attitudes toward Mathematics when grouped according
to Parents’ Business 49
Attitudes toward Mathematics when grouped according
to Parents’ Employment Status 50
20 Action Plan for Intervention 51
List of Figures
Figure Page
1 Research Paradigm 25
iii
CHAPTER 1
THE PROBLEM AND LITERATURE REVIEW
Background of the Study
Our world is struck with different disasters and tragedy that ends millions of people’s
lives; it greatly affects not just only the economic, social, and health sectors of the world but most
especially in the education sector. In the Philippine setting, it is obvious that COVID-19 affects
the day-to-day living of the Filipinos, parents, and students who are greatly affected by it. It is our
big question regarding on education. Is the Educational System in the Philippines ready to face on
the new portals of this New Normal education adopting different teaching modalities?
Many concerns and suggestions were brought up to the congress. Parents were also asked
if the opening of classes will continue. These concerns were given attention in the country when
our beloved President of the Philippines- President Rodrigo Duterte-announced that if there will
be no vaccine, face to face classes will still be suspended. However, the President supported the
platform and solutions presented by the Secretary of the Department of Education, Dr. Leonor M.
Briones, about the new mode of teaching in education. There they announce that there will be no
face-to-face classes on August 24, 2020, but the opening of classes will continue through a
blended type of teaching. August 24, 2020 was supposedly the opening of classes, but it moved to
October 5, 2020 to have more time in preparing the school opening.
Different type of teaching modalities was brought up where parents or students have the
privilege to choose what they want based on their accessibilities. One modality is in the form of
modular learning where parents are tasked to come to a school where their child is enrolled to get
the different modules with a specified schedule. “The SLMs and the other alternative learning
delivery modalities are in place to address the needs, situations, and resources of each and every
learner and will cover all the bases in ensuring that basic education will be accessible amid the
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present crisis posed by COVID-19,” DepEd Secretary Leonor Briones said. These modules will
be provided by the Department of Education. It will then be reproduced by the teachers.
Data from our School’s Learner Enrollment and Survey Form (LESF) showed that 94.4%
or 494 out of 523 enrolled learners prefer Modular Distance Learning (Printed) based from July
16, 2020 enrollment. Learners use self-learning modules in print or digital format. They may need
home visits by teachers for learners’ remediation or assistance. If it is workable, students could
reach their teacher via email, telephone, text message or instant messaging.
One of the subjects that is difficult to teach through modular approach is Mathematics.
The application of mathematics is evident not only in the field of education, but in almost every
aspect that we could think of when we budget our monthly income, manage our time, and even in
the infrastructures we see outside. In the Philippine education system, mathematics is one of the
top priorities in terms of the number of hours allocated per class in all levels. The Department of
Education (DepEd) mandated 50-minute time allocation for the new curriculum (K to 12
Curriculum). Mathematics is also one of the subjects included in assessing one’s achievement in
terms of national level competency like the National Career Assessment Examination and the
National Achievement Test. In wanting to develop mathematical competency in the subject, to
promote good skills between students, and to establish rapport between teachers and students,
various mathematics trainings for students and teachers are held in the country such as
the Mathematics Teachers Association of the Philippines (MTAP) trainings and the
Mathematics Trainers’ Guild apart from the different mathematics enrichment and remedial
programs advocated by various schools both in the private and public sectors.
Among the many issues and concerns related to Mathematics teaching and learning, the
most common are the problem solving performance of students and the attitudes of the
students towards in answering the Mathematics. Problem solving plays an important role in
mathematics and has a prominent role in the mathematics education of K-12 students but
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mathematics teachers not aware in giving meaningful problem solving into their
classroom teaching (National Council of Teacher of Mathematics, 2010).
When it comes to the attitudes of the students in answering the modules, Teachers found
out that students did not complete the Learning Task in Problem Solving which may cause the
delay of retrieving the answer sheets. It is also because there are so many factors that affected
them when it comes to answering a subject matter.
The goal of this study is to assess the different factors that affects students’ attitudes
towards Mathematics using modular approach. Intermediate Pupils of Poblacion Elementary
School will be given a survey to assess this kind of implementation. The respondents will be
asked on their attitudes based on the geographic profile, environment factors, parental
involvement, the use of technology and most especially the content of the mathematics module.
The results of this study will be the basis for remediation program that make the learners
easily understand the problem solving. The data gathered will be kept safely and securely to
protect the integrity, privacy, and confidentiality of the personal information that will be gathered.
The justification for completing this study was for: that my students will be able to use
the tools, processes, and strategies needed to solve any mathematical problem; the teachers will
be able to coach their students to feel more confident and make a remediation programs that help
the learners to be more successful with mathematical problem solving; the parents will be able to
guide and motivate their children in answering Math problem; the administrators will be able to
formulate a policies towards the remediation program of teachers; and the future researchers will
be encouraged to undergo studies regarding the improvement of mathematical skills of the
learners. For the safety and protection of the researcher, Eliminating any risk elements, Ensuring
safety will be consistent overtime, Confirming that the research is not harmful for participants
and certifies proper use of information.
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Literature Review
On this part, local and foreign literature and studies are used to understand this study and
its implications. It contains important inputs, which contribute to the study of the researcher.
Sources of the following information were gathered through books, journals, articles, unpublished
studies, results of surveys, etc. Studies regarding research and its effects to student interests,
higher education choice, employment and lifestyle have also taken into careful and analytical
review. Insights from various authors have afforded the researcher to come up with a unifying
synthesis necessary for this investigation.
On Gender and Students Attitudes
The relationship between gender and student attitude have been researched extensively
for the past decade (as cited in Farooq & Berhanu, 2011). According to Ghazvini and Khajehpour
(2011) in their article, “Retracted: Social cognitive theory of gender development and
differentiation” .there is a difference between the cognitive levels of boys and girls. They noticed
that the learning task of girls is more adaptive than boys.
Omwirhiren and Anderson (2016) indicated that there is a statistically significant
difference between the student attitude of males and females in Mathematics. They concluded
that boys performed better than girls. Farooq and Berhanu (2011) on the other hand found that
girls generally perform better than male students. Similarly, Nnamani and Oyibe (2016) and
Jayanth et al. (2014) found that gender has a significant impact on student attitude. Manoah et al.
(2011) also argued that in terms of mathematics, gender has no statistically significant impact on
performance. Adigun, Onihunwa, Irunokhai, Sada and Adesina (2015) also found that there is no
statistical difference but concluded that boys perform better than girls.
From the discussion above, the influence of gender on academic performance is not clear;
whiles some researchers have found a statistical significance difference, other found no
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significance difference. In assessing the performance of boys and girls, it has been revealed that it
depends on the subject but it has been established that they have different cognitive level.
On Age and Students Attitudes
Several demographic variables have been used as a predictor of academic performance
(Jabor, Machtmes, Kungu, & Buntat, 2011) but this section looks at the impact of age on
academic performance. The impact of age on academic performance are mixed. For example, Ali
et al. (2013) found that age has a significant impact on academic performance. Jabor et al. (2011)
also found the same result by using mathematics as a measure of academic performance.
Similarly, Abubakar and Oguguo (2011) noticed that there is significant positive impact of age on
academic performance in Mathematics and Science but the degree of association is weak. Amro,
Mundey and Kupczynski (2015) corroborated that in an online and face-to-face algebra class, age
was found to be a predictor of students’ performance. Further, Ezenwafor and Obi (2015) used
the Vocational and Technical Education students in Nigeria to assess the effect of age and gender
on their academic performance. Their study revealed that age has a significant impact on
academic performance. Naderi, Abdullah, Aizan, Sharir and Kumar (2009) suggested that other
studies should be contacted to incorporate other factors which determine academic performance
because they found a weak positive impact of age on academic performance.
In contrast, Amuda, Bulus and Joseph (2016) reported that age has no significant impact
on academic performance. Voyled (2011) also reported that student age does not have an impact
on his/her performance in reading but was significant for mathematics.
On Parents Educational Attainment and Students Attitudes
According to Khan, Iqbal and Tasneem (2015) parents with higher level of education
show much interest in the academic performance of their wards. They observed there is a positive
significant relationship between the level of parents’ education and students’ academic
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performance. The same result was found by Muthoni (2013) in Kenya. She noticed that in Kenya
Secondary schools, the level of education of a student parent is positively related to his/her
performance. Similarly, Ogbugo-Ololube (2016), found that parents level of education has a
positive relationship with academic performance. It was also observed by Ntitika (2014) that
parents with higher level of education serve as a motivation for their children to work hard to
achieve their academic goals. He added that such students have higher aspirations for their
education. He found that parent’s level of education has some level of impact on their wards
academic performance. Muruwei (2011) argued that although parents level of education has
significant impact on academic performance, it not a major determining factor. There are other
factors such as learning environment and facilities which also important factors that influence
academic performance. On the other hand, Amuda and Ali (2016) found that parent’s level of
education has no statistical impact on their wards academic performance.
The impact of parent’s level of education of the academic performance of their wards
seems inconclusive. Whiles some studies found a positive significant relationship; others have
argued that it is not the sole determining factor of academic performance. Additionally, studies
have also found that there is no statistical significance relationship between parents’ education
level and academic performance. This creates a gap in the literature hence the researcher sought
to fill this gap.
On Teaching Towards Mathematics
Given the attention that the Philippine education system is dedicating to
Mathematics, there are still various issues and difficulties arising in teaching and learning the
subject. This is in agreement with the statement made by Alkan (2013) who said that ever since
the introduction of mathematics in the curriculum, mathematics has always been viewed as a
problem area for pupils. In relation to that, it has been reported that during the Trends in
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International Mathematics and Science Study, the Philippines ranked near bottom: third from the
bottom in the fourth grade and fifth from the bottom in the eighth grade.
In the Philippines, Mathematics is a general education subject in primary education
where learners are expected to gain understanding and appreciation of its principles as an applied-
using appropriate technology in problem-solving, critical thinking, communicating, reasoning,
making connections, representations, and decisions in real life (K to 12 Basic education
Curriculum)
Among the many issues and concerns related to Mathematics teaching and learning, the
most common are the problem-solving performance of students and the math anxiety level of
students. Problem solving plays an important role in mathematics and has a prominent role in the
mathematics education of K-12 students, but mathematics teachers are oblivious in incorporating
meaningful problem solving into their classroom teaching (National Council of Teacher of
Mathematics, 2010).
In the Philippines, a study made by Dela Cruz and Lapinid (2014) has shown that 40%
of their respondents are below the satisfactory level in translating worded problems due to the
following difficulties: carelessness, lack of comprehension, interchanging values, and unfamiliar
words. When it comes to the math anxiety level of students, they found out that student’s report
worries and fear about doing mathematics as early as first grade and even the highest-achieving
students, who typically have the most working memory were also experiencing math anxiety. In
the Philippines, attitude towards mathematics has always been a great concern and according to
Lee – Chua (2012), mathematics is feared due to the following reasons: terror teachers, learned
helplessness, neglectful or pressure-inducing parents, society’s denigration of deep thought,
instant gratification, lack of motivation, and failure in examinations. According to Rysdon (2010),
the greatest reason why students are performing poorly in mathematics is because they are still
having a hard time finding the relevance of mathematics in their lives. Students are aware on how
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they are able to use the basic concepts of Mathematics in their daily lives but when it comes to
more complicated mathematics topics and whenever students are experiencing difficulties, they
begin to question its essence.
Attested by Diaz and Dio (2017), Mathematics is not about answer, but rather it is about
processes. He elaborated that how students learn Mathematics is like to build a scaffold without
even constructing the building that the scaffolding is intended to support. As further stated, the
real building in the Mathematics knowledge is the correct mathematical understanding, the actual
ability to think, perceive and analyze mathematically. Many students admitted that learning and
engaging in Mathematics is a difficult task to accomplish, not even realizing its importance and
usefulness.
Understanding the nature of students’ problem solving ability does not only involve the
requisite skills, knowledge and tools or his cognitive capacity, but also on how to use these
knowledge, skills and tools appropriately or his metacognitive aspect as may be necessary
to achieve the desired solution or answer. The interaction of cognition and metacognition
influence one’s ability to solve word problems in Mathematics. This, however, is overshadowed
by the more observable cognitive skills and the surreptitious nature of metacognition that they are
not consciously and overtly observed or described. It was thus recommended that the teaching of
Mathematics in general must not just be focused on the acquisition and mastery of cognitive skills
but must also cover the development of the regulatory and control skills to be able to
appropriately apply cognitive skills.
However, in Poblacion Elementary School from 2017-2020, there has been no significant
change in Mean Percentage Scores (MPS) when it comes to Mathematics Periodical Exams. To
this result, the researcher found out that the students are having trouble in mathematics subjects,
particularly in intermediate Mathematics level as usually reflected in their scores. With this
problem, the researcher sought to find out if the use of modules in teaching mathematics enhances
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the academic performance of the students in intermediate mathematics and how it greatly affects
their attitudes in solving problems. The result of the study served a significant role in the field of
teaching especially in intermediate students. This can be a basis for uplifting the mathematics
teacher’s performance in teaching mathematics and to improve the students’ academic
performance in their mathematics courses.
Teacher’s quality supported by training and experiences has influencing role in effective
teaching-learning. Teaching experience plays important role in success of education. Baruah
(2010) revealed that mathematics performances of schools are positively correlated with (a) the
academic performance of school indicated by school leaving pass percentage and also (b) with the
performances in subjects other than mathematics. On the other hand, students and teacher ratio
seems not to affect the mathematics performance of the schools under study. The requirement of
urgent attention to improve the performance of secondary school is indicated considering the
societal needs.
Siahi and Maiyo (2015) reemphasized study habits as a well-planned, what is more,
intentional example of study, which has achieved a type of consistency concerning the
understudies toward understanding scholarly subjects and finishing assessment. Study
propensities are seen to be determinants of scholarly execution. Great understudies are not
conceived yet are made by consistent and intentional of good investigation propensities for which
there is no substitute. As per him, to improve understudies’ scholarly accomplishment in various
parts of training, it is fundamental to improve their great investigation propensities. This is
additionally bolstered by the investigations of Siahi and Maiyo (2015) which inspected the value
of imbibing in the understudies’ examination propensity students’ study propensity, as a method
for upgrading their scholastic execution, revealing a high correlation between study habits and
students’ academic performance. The latter suggested that it is only when students imbibe or
cultivate proper study habits that their academic performance can be improved upon.
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Nowadays, that we are experiencing this kind of pandemic, there may be some reasons
that may affect performance like different levels of intelligence, lack of guidance in their home,
and lack of resource materials. However, one of the reasons is that students fail to make a
reasonable effort to learn what their teachers taught them in school. Also, many of them are tired
in answering the modules because they failed to recognize the importance of study habits to their
academic achievement.
On Factors Affecting Students Attitudes Towards Mathematics
The study of Ganal & Guaib, (2014) categorized the problems and difficulties; they found
that personal problems affect the performance of the students where they have lack of interest and
negative attitude towards the subject with 43 or 17.92% ranked as a second highest variable in
personal problems. It indicated the reason behind of low performance of the students in the
academic in mathematics. Aslan, (2013) asserted the math anxiety and beliefs of Pre- and In-
service Preschool Teachers using the Math Anxiety Scale. The study revealed that in-service
teachers had more mathematical anxiety than pre-service based on the scores they got. Moreover,
last grade pre-service teacher who had taken the course about mathematics education in early
years had higher beliefs score than first-grade pre-service teachers who had not taken that course.
Over the decade, several studies (Culaste, 2011; Alkan, 2013; De la Cruz & Lapinid,
2014; Martino & Zan, 2014; Santos, Belecina, & Diaz 2015) have been conducted on the attitude
towards mathematics to determine the effects of attitude to pupils’ performance in mathematics
providing several theoretical frameworks developed with a range of perspectives and
methodologies concerning to address the attitude towards mathematics. Martino & Zan, (2014)
justified new direction for theoretical framework for the relationship of attitude towards
mathematics with three dimensional models for the attitude that described the multidimensional
characterization of attitude: investigating attitude towards mathematics.
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The implementation of K to 12 programs brought several changes in the Philippine
Educational System including the impact of it on the society. It leads to the perception of teachers
and students. Crisol & Alamillo, (2014) emphasized K to 12 programs that students were positive
to the implementation of the said program, they also are optimistic that it will be successful and
beneficial to the school and community. Moreover, K to 12 programs is likely beneficial for
reducing student anxiety and improve performance, especially in learning mathematics.
The study of Alkan, (2013) provided various ways to address the reduction of pupils’
anxiety in mathematics where teachers were used various teaching strategies by not looking at the
pupils’capabilities or what pupils can do. Such motivational strategies, the relevance of the
subject matter, using interactive games, and parent’s involvement was highly needed to reduce
the anxiety of the pupils in dealing mathematics. Hence, identifying anxious pupils in
mathematics and emphasized the connection between understanding along with learning and
anxiety in mathematics. Araza, (2017) stipulated the learning difficulties of students of Bachelor
of Industrial Technology in Samar State University, Samar. The students have no interest in
making portfolio in mathematics since they have struggled to motivate themselves due to their
past experiences, class environment, and inaccurate mathematical instruction during elementary
and high school. However, students still insisted on pursuing their portfolio to pass; it served to
them as motivation to exerted efforts because they believed they learned in mathematics.
The study of Salao (2016) revealed the impact of Four-Pronged Approach (cognition,
metacognition, environment, and motivation) on students’ performance and attitude. His study
emphasized the effects of the said approach where he technically discussed each target prongs
and its relationships. Cognition defines the conceptualization; being able to set the situation in
solving the problem through concrete objects or materials to accelerate metacognition. In where
students able to use their critical and creative thinking skills with enjoyment serve as motivation
to do solving problems, and all of these target prongs were activated due to the role of
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environment that promotes consistent learning. Hence, a conducive learning environment
enhances not just engagement but also learning with enjoyment.
On the Use of Technology at Home
Computer skills are important for educational and labor market success. ICT is a way of
means of communication between patients, family members, and healthcare professionals. The
study of Fairlie (2012) emphasized the effects of home access to technology on computer skills
where low-income students receiving free computers has significantly higher levels of computer
skills than low-income students not receiving free computers. Thus, the results are robust to
estimation strategy, measurement of dependent variable, and inclusion of different sets of
controls.
The study of Vigdor, Ladd, & Martinez (2014) emphasized the impact of home computer
technology to student achievement. Using within student variation in home computer access
where they demonstrate that the introduction of home computer technology is associated with
modest, but statistically significant and persistent negative impacts on student math and reading.
However, the study of Cowan (2013) stressed the use of computer at home has positive
effect on the performance of students through accessing substantial information and ways in
solving problems or assignment in school. Moreover, the emergence of industrial revolution
regarding household technology brought a significant transition of communication to other
people. The influence of television has a direct effect on the young children at home. The positive
effect shows the access of various knowledge or information while the negative effect shows less
effort of a child to do their household task at home and school (Lavigne, Hanson, & Anderson,
2015).
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Moreover, viewing television increased the risk of delayed cognitive, language, and
motor development in children who were frequently exposed to television (Lin, Cherng, Chen,
Chen, & Yang, 2015).
Furthermore, watching high quality educational content during primary years improves
children’s basic academic skills and predicts subsequent positive academic performance
(Kostyrka-Allchorne, Cooper, & Simpson, 2017).
The collaborative study of Al-Washmi, Hopkins, Blanchfield (2015) signified the use of
collaborative computer games to teach mathematics in key Stage 2 pupils in School of Computer
Science, University of Nottingham. The gather results of implementing game based on teaching
demonstrated by teachers were significant as a great way of teaching that gave motivation and
collaboration of solving problems in mathematics. It also has been shown to provide a good basis
for getting students to explore how to solve the issues and will boost confidence and attention to
those less willing to engage in this process. However, evidence shows that children prefer to
choose computer games in other aspects.
Supianto, Hayashi, and Hirashima, (2017) conducted a study on the use of software
technology called Monsakun to Japanese elementary students. Their task was to formulate
arithmetic problems on addition and subtraction with three sentences out from five or six
sentences. It was found out that students have failed to formulate some questions because of
distractor sentences. The solution was to remove the distractors.
A similar study was also conducted by Hasanah, Hayashi, and Hirashima (2017). They
used Monsakun in the Indonesian language to 10 elementary Indonesians living in Japan. The
results exceed the expectation as they found out that the Indonesians have good arithmetic skills
than Japanese students. Moreover, even though problem posing is hard, students enjoyed the
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activity. Hence, the use of ICT in learning mathematics can be a good avenue for creating a fun
and interactive environment.
The work of Galleto & Descallar, (2016) emphasized the use of recent teaching strategies
called “5-in-1” that include games, manipulative, real-life application, differentiated instruction,
and integrating technology. It is shown that 5-in-1 strategies in teaching mathematics which
greatly influenced students’ performance showed substantive proof or evidence of their
effectiveness. Teachers and students should collaborative actively in constructing mathematical
knowledge through the said teaching strategies that could motivate students in learning
mathematics. Moreover, teachers should provide continuous monitoring to the performance of the
students in learning such important things and skills in mathematics.
Based on the study of Gallian (2010), he stated that games and sports are the best way to
build students’ engagement and confidence in mathematics. There are several advantages of using
a sporting context to teach mathematics as most students can relate to sports and can understand
the rules and meanings that are presented to them. Students enjoy sports and show a greater level
of interest when sports is applied to mathematics.
To improve student’s attitudes towards Mathematics, different strategies are being
employed by the teachers. For example, the use of technology-aided instruction improved
student’s attitudes towards the subjects. Even social networking sites are used to help student’s
performance. For instance, in the study of Gregory, Gregory & Eddy (2014), it was found out that
those who participated in Facebook group discussion are more engaged in Mathematics subject.
Using drawing activity was also found out to have a positive effect on the performance of
students in Mathematics.
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The use of guided hyper learning method was also seen effective. Walkington, Petrosino
& Sherman (2013) also discovered that context personalization has a positive effect to improving
academic performance in Mathematics.
On the Home Environment
Teachers are the creators of new emerging life that transcend everything of known and
unknown knowledge, values, and skills transmitted to a particular person “student." Teachers
serve as second parents for the student.
The study of Ogbemudia and Aiasa, (2013) emphasized home environment means the
family background of the students; this includes all the human and material resources present at
the home that affects the students’ education and living. Thus, the home is the basic institution for
providing the child’s primary socialization is built. The environment is the immediate
surrounding in which the pupils find themselves. It is also referred to as the physical and
psychological conditions that affect children (Ogbemudia & Aiasa, 2013).
The parents of the students are responsible for providing the right home environment that
will facilitate effective learning for their rewards. Home environment has consistently been found
to be positively associated with a child’s academic performance. Specifically, children whose
parents at home are more involved in their education have higher levels of academic performance
than children whose parent involved to a lesser degree (Rani & Siddiqui, 2015).
Obeta (2014) described home environment as abstract environment that involve
reactions, feedback and the responses received on interactions with others. The social interaction
has been a big part of the environment where students learn from it.
Maiyo and Siahi (2015) reemphasized study habits as a well-planned, what is more,
intentional example of study, which has achieved a type of consistency concerning the students to
easily understand and follow the lessons. Study propensities are seen to be determinants of
15
scholarly execution. Great understudies are not conceived yet are made by consistent and
intentional of good investigation propensities for which there is no substitute. As per him, to
improve understudies’ scholarly accomplishment in various parts of training, it is fundamental to
improve their great investigation propensities. This is additionally bolstered by the investigations
of Maiyo and Siahi (2015) which inspected the value of imbibing in the understudies’
examination propensity students’ study propensity, as a method for upgrading their scholastic
execution, revealing a high correlation between study habits and students’ academic performance.
The latter suggested that it is only when students imbibe or cultivate proper study habits that their
academic performance can be improved upon.
Students’ attitudes towards Mathematics should be given attention in teaching the subject
if one is serious in advancing the performance of the students. This can only be developed in the
presence of a healthy environment (Tran, 2012). Aside from environment, teachers’ attitudes and
beliefs, teaching styles and parental attitudes were identified as explanation factors that account
for the student ‘s attitudes towards mathematics (Asante, 2012; Vukovic et al., 2013). Hence,
there should be a positive learning environment so that students can develop a positive attitude
towards the subject which would lead to better performance (Tran, 2012). Having the opposite is
fatal. For example, negative feedback from teachers was found out to be the strongest predictor of
students Mathematics self-efficacy (Thomas, 2013). If students are anxious about the subject,
they will likely be affected.
On Parental Involvement
Ghazvini & Khajehpour (2011) stated that parental involvement is an important variable
that positively influences children's education.
The study of Dickson, Gregg and Robinson (2013) stressed the parent educational
attainment as support for the education of their children. Khan, Iqbal, & Tasneem, (2015) cites
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that the role played by family is a valuable in both formal and informal education and further
shared that parental involvement of parent is the best predictor of student achievement with
parental education. This points out that parents’ educational attaintment influences their
children’s academic achievement.
Azshar and Ali (2014) emphasized parents’ language competence which has a significant
influence in way parents communicate with their children. This explains the point that parental
education poses a key influence on children’s academic achievement. As mother shares mother
imparts closer bond with her children than the father, so mother’s education is more important.
Education is necessary for fathers as well as they are bread winner of the family and socio-
economic status rest on their shoulders.
Azhar, Nadeem, Naz, Perveen, & Sameen (2014) carried out research and came up with
the results that socio economic status indicators as well as parent’s education, correlate
significantly with students’ academic performances.
The study of Rafiq, Fatima, Sohail, Saleem, & Ali Khan, (2013) asserted parental
involvement may include activities like helping children in reading, encouraging them to do their
homework or task independently, monitoring their activities inside and outside the house. The
positive attributes of early age positive parental involvement would build a strong foundation of
good performance of a child.
The parental involvement in child education has a positive effect on academic outcome
ranging from kindergarten throughout primary, secondary and till tertiary (Tarsilla & Lydiah,
2014).
The parents' responsibilities need to be cleared so that they do not only rely on teachers
for their child performance (Koskei, 2014). For instance, the role of parents is to monitor their
children study timetable and check homework while child is at home. The homework is essential
17
to enhance the mathematical skills, for students need to practice the mathematical skilled learned
in the classrooms (Leong& Alexander, 2014)
A study by Fan and Williams (2010) found that when parent-school contact is
distinguished as student-school problems and benign school issues, the outcomes are different
and interesting. There are fairly strong negative correlations between parent-school contact with
student-school problems and all student motivational outcomes. On the other hand, there are
positive correlations between parent-school contact with benign school issues and all student
motivational outcomes. This is interesting because it was the only study that had a clarification
between types of parent-school contact, with results that I would have predicted. These results
make sense because when students have problems at school, the events that occur and
On the Mathematics Modular Content
The objective of democratic education is the optimum development of the individual. To
meet this end, it is imperative that greater attention should be given to the needs of individual
learners thus the demand for individual instruction. Individual instruction is backed by the
philosophy that every child is unique. People develop at different rates. Development is relatively
orderly, and development takes place gradually. Woolfolk, (2013) states that one technique to
individualize instruction is to use modularized instruction, where individual differences of
students in their capacities to learn are considered. Individualized instruction develops critical
thinking. Students are encouraged to question, criticize, and argue their point of view. It also
develops one’s self -concept by recognizing the desirability of individual differences. The basis
for this approach is the fact that every student is unique with his potentials, abilities, interests, and
needs. Thus, no two students can learn the same concepts at the same rate in the same manner.
Another meaning of module, it is a self-instructional package dealing with one specific
subject in convenient form. Modular approach as a form of instruction can be employed so that
18
the students could learn at their own pace and they also assume responsibility for their own
learning, since the students can’t have their face -to-face learning in this time of new normal. The
production of instructional materials is time consuming but quite rewarding since its goal is to
enable the students learn the subject easier. Self-instructional materials are those which are
described to be self-contained, and the manner of presentation is such that the learning activities
can be undertaken individually (Woolfolk, 2013)
Sombilan (2011) defined module as a set of prepared self-directed instructional materials
that can be used by individual learners or by group at their own pace. Generally, modules are on
specific topics and are conversational in form, such that there is minimal or even no supervision
from the teacher. It is usually a do-it-yourself booklet with the user recording or charting his/her
own progress.
In response to the Education For All (EFA) 2015 program of the government, the
Department of Education (DepEd) is extending its educational access to the different types of
students using the Alternative Delivery Mode (ADM). With the ADMs, the problem of educating
Filipinos and making them functionally literate. ADMs are unconventional means of instruction
by which students learn in formal education. The program ensures that even with the lack of
teachers and classrooms, the learners have access to education and are constantly learning
(DepEd, 2012)
In the K-12 Curriculum, Mathematics has been restricted to be more meaningful and
useful to students as well as teachers because the subjects offered are well-prepared and relevant
to suit the ability level of students and to the present demands of society (DepED, 2012).
Paspasan (2015) generalized in his study that Self-Paced Modular Approach (SPMA)
made the students learning styles more independent because they prefer to work at their own
pace. Hence, SPMA help them also to improve their level of performance in relation to
19
Mathematics regardless of their mathematical abilities compared to structured approach. Along
these lines, the subsequent recommendations are presented for consideration: The teachers should
use collective learning style inventories so that students remain interested throughout their
Mathematics course.
On the other hand, Lim (2016) concluded in his study entitled Effectiveness of Modular
Instruction in Word Problem Solving of BEED Students that modular instruction in teaching
Mathematics specifically word problem solving, is an effective teaching approach. Though the
results of this study showed that learning took place in both groups using the two methods of
teaching, the subjects who were taught by modular instruction performed significantly better than
the subjects exposed to traditional lecture method. The researcher was inspired to develop an
instructional material because of the different advantages of the use of module in teaching
Mathematics and the importance of developing more similar problems in Mathematics. This
approach was initiated as a response to the need to improve students’ performance which would
help develop students’ mathematical ability in comprehending Basic Mathematics and
establishing its effectiveness for first year college students.
Bedaure (2012) stated that a module should include a pre-test, to diagnose learner’s prior
knowledge; objectives, this will guide the learners on what to learn on the module; criteria for
success, this will guide them on how to learn and where should learning takes them; instructional
activities, learners will interact with the material and will consequently performed learn the
necessary concepts and skills in the process; posttest, in order to assess and evaluate the degree of
proficiency and performance; and the remedial instruction, in order to enrich more the different
activities and will reinforce their learning as well as help those who find the activities difficult.
The most prevalent factors that facilitate heighten classroom interaction is the material
availability and adequacy of educational materials, which would be effective, suitable, and
adaptable to the nature or the kind of students the teacher handles without prejudice. Mixed
20
ability classes hamper when these materials are inadequate and scarce, impediments to classroom
interaction among students result and learning process. The literature is related to the present
study for it uses modules suited for different levels of elementary students in Intermediate
Mathematics. Knowing that students have difficulties with problem solving due to learning
barriers, educators will need to take several steps to address their needs. One of those steps could
be helping students use reading strategies in a mathematical classroom using worktext or
workbook. Educators cannot help students to transfer knowledge just lecturing alone. At risk,
students must take an active role in their learning. To accomplish this, educators in the field of
mathematics need to use lessons that incorporate word problems, in which students would have
the opportunity to explore, question, discuss and discover. Mathematics and reading teachers will
need to look at teaching strategies that mat assist at-risk students in their learning process.
This study was also guided by law in the Philippine Education- Republic Act No. 10533,
an Act Enhancing the Philippine Basic Education System by strengthening its curriculum, and
increasing the number of years for basic education, appropriating funds therefore and for other
purposes. The production and development of locally produced teaching materials shall be
encouraged, and approval of these materials shall devolve to the regional and division education
units. Learning is conscious knowledge of language rules, which is derived from formal
instruction. Learning strategies are specifications taken by the learner to make learning easier,
faster, more enjoyable, more self-directed, and more translatable to new situations, which is the
core concern of this material.
On Program Enhancements in Mathematics
One of the most important aspects of teaching is teachers know what and how to plan the
lesson well. The teachers must study first the lesson after planning of it. Lesson study is an
essential way of enhancing teachers' quality and determining students' outcome in a class.
Lomibao, (2016) emphasized lesson study on teachers' quality as the main predictor of students’
21
outcome and performance in the classroom. Thus, the study revealed that Lesson study enhanced
mathematics teachers’ quality and competence for professional development. Furthermore, lesson
planning could also beneficial on taking account of smooth instruction and learning.
Instruction plays a significant role in transmitting appropriate learning for students.
Mastery of learning offers a new approach to raising the performance of a learner. It aims to
ensure student’ holistic development in learning mathematics through various teaching strategies
used by the teachers.
One of the categorized problems with regards to mastery of teachers’ instructions showed
that teachers have no effective motivation and introduction, and not creative enough to adapt
his/her method to the learner’s capability, (Ganal & Guaib, 2014). Thus, mastery of learning
using varied good strategies will help the teachers to improve students’ performance.
Creativity in teaching defines the efficiency and effectively of the lesson. Teachers play
the roles of transmitting creativity of learning to his or her learners. The creation of problem is
posing, and problem-solving has impacted the performance of the students and develops critical,
logical, analytical, systematic, and creative thinking (Siswono, 2015). The organization of smooth
transition of teaching creativity through the use of problem posing and problem-solving relies on
teachers' lesson planning to guide the transmission of learning towards students. Moreover,
teachers must take the role of facilitation of imposing problem posing and problem-solving in
class discussion to improve creative and fruitful learning of mathematics.
The investigation of Learning to Learn (L2) in England from schools and colleges with a
focus on metacognitive awareness which implied on the creative strategies used by the teachers
which stipulated on the study of Wall, & Hall (2016). The study attempted to make clear
theoretical underpinnings of the beliefs that teachers were enacting metacognitive. Moreover,
they presented a catalytic relationship between the pedagogies used by the teachers to develop
22
their students’ metacognition and teachers’ learning and metacognitive knowledge and
skilfullness.
Primary School Teachers used modeling at the earlier years, it was found effective
throughout the process but the challenged remains on the teachers on how to implement well such
method of teaching. However, the work of Ferri & Blum (2012) revealed the various barriers to
motivation such as lack of materials, time pressure, and assessment. They investigated the central
barriers by developing a quantitative study for studying the effects of the said barriers on
teaching. Ferri & Blum (2012) found that 50% of the teachers seen time was a barrier, 42% for
lack of materials, and assessment concerning on excessive demands and lesson planning was
stimulating for the teachers. Hence, it gave new insights into attitudes and opinions of primary
school teachers for using mathematical modeling and teachers made transparent insights on the
benefits of modeling problems.
The concept, theories, findings, and conclusions from the different sources were related
in the sense that they exposed circumstances that prove and justify this investigation, which
consequently served as a basis for the positive development of this research.
Theoretical/Conceptual Framework
Attitude can be defined in many ways: a feeling or opinion about something or someone,
or a way of behaving that is caused by this (dictionary.cambridge.org); the way you think and feel
about someone or something (merriam-webster.com); a settled way of thinking or feeling about
something (Oxford Dictionaries.com) The researcher modestly gives the definitions from online
dictionary, websites. We can determine a certain attitude from our colleagues and from our
students as well. It is a positive or negative response towards an object, situation or to an
individual.
23
This theoretical framework of this study is based on the Observational Learning Theory
by Albert Bandura elaborated that youngster watch the conduct of individuals around them and
mirror what they see (Petty, 2018; Sheldon, 2011). Children learn by paying attention to others
behavior, attitude, and consequences of those behaviors. According to Bandura, children’s
behavior is learned observationally through modeling from people of the same gender, imitating
with either reinforcement or punishments and observing consequences of another person’s
behavior. This theory explains that children have many models with whom they identify. Hence,
in order to gain knowledge, students learn from people around them through observation,
modeling, and imitation. Since teachers are most of the time with their students, they should
always display appropriate behaviors toward them to gain learning and imitate positive attitudes.
Students’ performance in mathematics is consistently given attention in different
countries because it is regarded as the main subject, which is significant for the growth and
development of the nation. The knowledge and skills of students in mathematics are essential in
their daily lives in overcoming the difficulties that one may face (Mohamed & Waheed, 2011).
Students’ attitudes toward mathematics have been known to influence students’
participation, engagement, and achievement in mathematics. Several instruments have been
developed to measure students’ attitudes towards mathematics to validate the effects of attitudes
towards the subject (Majeed, Darmawan, & Lynch, 2013). Darmawan et al., (2013) found there
were five negative items in the self-confidence subscale, and they referred to mathematics
causing nervousness, confusion, feeling of dread, dislike of the word mathematics, and being
uncomfortable.
Home environment has consistently been found to be positively associated with a child’s
academic performance. Specifically, children whose parents at home are more involved in their
education have higher levels of academic performance than children whose parent involved to a
lesser degree (Rani & Siddiqui, 2015). Azhar et al (2014) stated that the home atmosphere has an
24
effect on the academic performance of students. Educated parents can create conducive
environment children to learn and do well in school.
From these components, a conceptual framework model is developed. The researcher
aims to identify the factors affecting the student’s attitudes in answering the mathematics module
as inputs in designing Intervention plan. This study is a response to the DepEd’s thrust of reliving
and concretizing lifelong learning and quality education in Mathematics.
The research paradigm of the study is illustrated below.
Demographic Profile of the Students
Factors Affecting the Intermediate Student’s Attitudes Toward Mathematics
Use of Home Parental Module Teaching

Technology At Environment Involvement Content Methodology
Home
Program Enhancement
Figure 1: Research Paradigm of the Study
Figure 1 shows the research paradigm of the study in three boxes. The first box represents
the Demographic Profile of the Students. The second box are the factors affecting the
25
intermediate Students’ Attitudes Towards Mathematics in terms of the following: use of
Technology at Home, Home Environment, Parental Involvement, Module Content and the
Teaching Methodology of the teacher. This will be the basis in the formulation of an intervention
plan. The intervention plan to be made containing the improved modular-based activities in
mathematics.
Research Problems and Hypothesis
This study seeks to find out the factors affecting the intermediate students’ attitudes
toward Mathematics using modular approach in Poblacion Elementary School in order to develop
program enhancements in Mathematics.
Specifically, it seeks answers to the following questions:
1. What is the demographic profile of the pupils in terms of:
1.1 grade level
1.2 gender
1.3 family income
1.4 highest educational attainment of parents
1.5 parents’ employment status
2. What are the factors affecting the factors affecting the intermediate students’
attitudes toward Mathematics using modular approach in terms of:
2.1 use of technology at home
2.2 home environment
2.3 parental involvement
2.4 module content
2.5 teaching methodology
26
3. Are there significant differences on the factors affecting the intermediate students’
attitudes toward Mathematics using modular approach when grouped according to
their demographic profile?
4. Based on the results, what program enhancements can be proposed?
The null hypothesis of the study is expressed as follows:
1. There are no significant differences on the factors affecting the intermediate
students\ attitudes toward mathematics using modular approach when grouped
according to their demographic profile.
Definition of Terms
The following terms are defined operationally to give the readers a clearer understanding
of this research.
Attitude-refers to the student’s behavior, confidence, and engagement of pupil’s in answering the
Mathematics module. It also refers how the students affect their study in Mathematics
subject.
Intermediate pupils-refers to the are the Grades IV, V, and VI pupils belonging to Poblacion
Elementary School. The refer as the respondents of the study.
Mathematics- refers to subject being taught in Poblacion Elementary School.
Modular Approach- refers to the act of getting information in using the modules to be given to
the students. It also refers to the way that a teacher may use in teaching.
Program Enhancements in Mathematics-refers to the assisting students to achieve a higher
academic performance in Mathematics. This program enhancements help the students to learn
more in Mathematics. With this, students can help other students who are at-risk in Mathematics.
This encourages learners to identify their potentials and learn more in their subject.
27
CHAPTER 2
METHODS
This chapter presented the methodology of the study. This include the research design,
and the research instrument that used in gathering the data. The methodology also will
incorporate the ethical consideration of the study followed by procedures in gathering the data
and the statistical tools used in treating such data. The reliability and validity of this research
discussed and what limitations this study was faced with. Finally, considered how the data
established was analyzed. These factors were taking consideration when looking at the nature of
this study.
Research Design
This study was a quantitative type of research and used of the descriptive research design.
Baracera (2016) defined quantitative research as a way of making any phenomenon or experience
clearer or more meaningful by gathering and examining facts about the subject of inquiry. The
descriptive design allowed the researcher to obtain factors affecting student’s attitudes towards
Mathematics through modular instruction in Poblacion Elementary School to make a proposed
program enhancement for the school. To gather the needed data, a questionnaire was given to the
students provided with the parent’s consent. Data from the responses served as the basis in
determining the level of their attitudes towards Mathematics.
Sampling and Participants
The setting of where to this study conducted was limited only inside Poblacion
Elementary School. It was located in General Evangelista Street, Tabing Dagat, Bacoor City, and
was established in 1913. The researcher decided to conduct a study in the said school because the
researcher wanted to find out the factors that affects the intermediate attitudes towards
mathematics when it comes to modular approach. The respondents of this study were the Grades
28
4, 5 and 6 of Poblacion Elementary School, Bacoor City. The subjects of this study were those
students currently enrolled in the year 2020-2021. The sampling plan used was probability
sampling plan. Under the probability sampling, this is using the stratified sampling scheme.
Stratified Sampling which the total population is divided into smaller groups or strata to complete
the sampling process. Stratified sampling is used when the researcher wants to understand the
existing relationship between two groups. The study employed the stratified sampling technique.
This category of sampling technique was done from heterogeneous population. The studied
population was then stratified into several non-overlapping groups, and sample items were
selected from each stratum by using simple random sampling procedure. The stratified sampling
was more appropriate, which further facilitates comparisons strategy. Therefore, the plan in
selecting the respondents will be using Slovin’s Formula.
Using Slovin’s formula:

N
1 + N (e)2
Where: N= total number of grade pupils

e is margin of error, at 5%
267
1+ 267(0.0025)
267
1.6675
160 students
29
Table 1
Number of Respondents per Grade Level
Grade Level Percentage Sample Size

Grade 4 39% 63
Grade 5 32% 51
Grade 6 29% 46
Total 100% 160
From the above formula, the required sample for this study was 160 questionnaires were
distributed among Grades 4, 5 and 6. To ensure the safety and protection of the school where the
parents received the questionnaires, the assent form and the parental consent form and the place
was sanitized. At the same time, the respondents and the researcher wore a facemask, face shield,
and sanitized with an alcohol in receiving the questionnaires. The parents of the respondents
received the tool and bring it to their own home to make sure also the pupils answered the
questionnaire. The researcher gave a letter to the principal of the school to take part in the study.
The principal agreed to it and the respondents received a consent letter explaining what was
required of them. They received several questionnaires, consent letters and parental consent.
When the parents and the respondents finished filling out the questionnaire and signing the
parental consent, they returned it to the school, where it was kept in a concealed box, provided by
the researcher. The researcher then returned to the setting the end of that week to collect the
questionnaires. For the safety and protection of the researcher, eliminated any risk elements,
ensured safety will be consistent overtime, confirmed that the research is not harmful for
participants and certified proper use of information. Where the researcher involves students and
minors, permission obtained from the parents and guardians. The students and minors did not
allow to participate unless their parents or guardians have been counselled with respect to their
participation. Parents of guardians had the right to withdraw their children from the study at any
time.
30
Instrumentation
The primary source of data was the questionnaire based on the literature review which
was utilized to determine the student’s attitude towards mathematics. Part I consisted of the
profile of the respondents, Part II was all about the statements that pertained to their attitude in
answering the Mathematics based on Technology Used, Home Environment, Parental
Involvement, Module Content and Teachers Factors. It was a 50-item in which the respondents
were responded expressing their agreement or disagreement on a four-point scale of Always,
Often, Sometimes, and Never. Ethical considerations were necessary for research projects as all
participants have moral and legal rights. For this study, the researcher ensured they interacted
with the participants in a personal way, that they did not invade their privacy without consent
from them, that the research did not hurt their feelings and that all information received from
them was acknowledged and accurately represented. To avoid conflict of interest, the answers to
the questionnaires was free from biases and no favorable answer. Where the researcher involves
students and minors, permission was obtained from the parents and guardians. The students and
minors were not allowed to participate unless their parents or guardians have been counselled
with respect to their participation. Parents of guardians shall have the right to withdraw their
children from the study at any time. For further researcher of this study, they must ask permission
from the owner-researcher to keep the security and safety of the answers from the student-
respondents.
The questionnaire was validated using Cronbach’s alpha reliability test.
31
Table 2
Cronbach’s alpha Interpretation Table
Cronbach's alpha Internal consistency
∞ ≥ 0.9 Excellent
0.9 > ∞ ≥ 0.8 Good
0.8 > ∞ ≥ 0.7 Acceptable

0.7 > ∞ ≥ 0.6 Questionable
0.6 > ∞ ≥ 0.5 Poor
0.5 > ∞ Unacceptable
The survey questionnaire was validated using Cronbach’s alpha Reliability test. The
obtained value is 0.926, interpreted as Excellent. This means that the questionnaire had internal
consistency.
Data Gathering Procedure
The setting of where to this study was conducted was limited only inside Poblacion
Elementary School. It was in General Evangelista Street, Tabing Dagat, Bacoor City, and was
established in 1913. The researcher decided to conduct a study in the said school because the
researcher wants to find out the factors that affects the intermediate attitudes towards
mathematics when it comes to modular approach. To ensure the safety and protection of the
school where the parents received the questionnaires, the assent form and the parental consent
form the place was sanitized. At the same time, the respondents and the researcher wore a
facemask, face shield, and should have sanitized with an alcohol in receiving the questionnaires.
Here is the duration timeline of my study:
October (first week to second week) - Submit Proposed Title and Questionnaires to the
adviser
32
October to November (1 month)- Work on the Chapter 1 and 2 of my study. Revisions
and Editing were made with the help of our adviser.
November (Third week)- Pre-Oral Defense of the study.
December (First to Second Week)- Preparing papers for the Approval Signed of the
Panel. Revising of the paper were made.
January to March (3 months)- Revising the paper and preparing the questionnaire for the
respondents.
April (first week)- A letter requesting permission will present to the Principal of
Poblacion Elementary School allowing the researcher to use the Grades 4-6 students as the
research respondents. Upon grant of approval, the letter will be forward to the mathematics
teacher at the said school.
April (second week) Monday 2:00-3:00 pm- Prior to the actual distribution of survey
questionnaires, the researcher gathered an orientation to the parents via Messenger and Online
Forms that they will be given a questionnaire to conduct the study and explain the security and
confidentiality of the data. The researcher asked permission from the parents to answer the
Parental Consent form. The reason why there is a Parental Consent Form is because the
researcher may ask permission from the parents since the respondents are just minors, it allow or
decline their children to answer the questionnaire and participate in the study. The researcher
explained the purpose of the data collection and how to accomplish the questionnaires.
April (second week) Tuesday- 8:00-10:00 am. With the help of the mathematics teachers
of Grades 4, 5 and Grade 6 they personally distributed the questionnaires to the parents. To
ensure the safety and protection of the school where the parents will receive the questionnaires,
the assent form and the parental consent form was make sure that the place will be sanitized. At
the same time, the respondents and the researcher wore a facemask, face shield, and sanitized
33
with an alcohol in receiving the questionnaires. The parents of the respondents will sign the
Parental Consent Form for about 5-10 minutes. Because of the pandemic, they was the one who
got the questionnaires and bring it to their own home to make sure also the pupils may answer the
questionnaires. After securing all the signed parental consent forms, the researcher asked the
respondents to sign the Assent Form to ensure that the respondents are properly informed on why
data are being collected and what will be done to these collected data. The reason why there is an
assent form is that it involves the willingness of the student-respondents to participate in the
research. To make sure that there is confidentiality on their answer, the parents secured it in an
envelope and drop-it in a concealed box found in the school.
April (second week) Wednesday 8:00-10:00 am.- The student-respondents answered the
questionnaires and signed the consent form for about 15 minutes. The parents returned the
questionnaires to the school and drop it in the concealed box. The researcher assured the
confidentiality of the information given by the respondents. The data was kept safely and securely
by keeping all the data in one concealed box and keep it for 5 years after the study has been done.
April (Third week to Fourth Week)-The researcher collected all the questionnaires
gathered, tallied the results and created a frequency distribution table.
May (First Week to Second Week)- Upon collection of responses from student-
respondents, the researcher tallied the results by creating a frequency distribution table. After all
the data have been encoded, it was processed for analysis, interpretation, and presentation. The
questionnaire was validated using Cronbach’s alpha reliability test. The secondary sources of data
books, journals and articles and readings from the Internet. Where the researcher involves
students and minors, permission should be obtained from the parents and guardians. The students
and minors was not allowed to participate unless their parents or guardians have been counselled
with respect to their participation. Parents of guardians have the right to withdraw their children
from the study at any time.
34
After the study has been conducted, the researcher conducted an online forum with the
parents, students and teachers to share and they will be well-informed about the results of the
student-participants. To ensure the confidentiality, the researcher showed the result of the study
and not the privacy details of the student-participants. The result benefit not only the pupils but
also the parents, teachers and the community as being part of the enhancement program. For the
learners, they have an optimistic attitude towards Mathematics. For the parents, they were aware
of how their children’s attitudes in answering the mathematics. For the teachers, the study helped
them to have an intervention-based form the program enhancement through modular-based
Mathematics activities. For the community, the study helped them become mindful that their
environment will be one of the conducive to learning of the learners. Lastly, for further researcher
of this study, they must ask permission from the owner-researcher to keep the security and safety
of the answers from the student-respondents.
No monetary or any amount was collected from the respondents. However, permission
was obtained from the parents and guardians. The students and minors were not allowed to
participate unless their parents or guardians have been counselled with respect to their
participation. Parents of guardians has the right to withdraw their children from the study at any
time.
Data Analysis
The researcher used the following statistical techniques:
1. Mean was used to compute for the attitudes of students towards Mathematics using the
modular approach
where: A = Arithmetic Mean
35
n = number of respondents
ai = data set values
2. Analysis of Variance was used to find out if there are significant differences on the factors
affecting the students\ attitudes towards Mathematics using modular approach when grouped
according to their demographic profile.

𝑀𝑠𝑇𝑟𝑡
F= 𝑀𝑠𝑒
Where:
F = F-Value
MsTrt = Mean square treatment
Mse = Mean square
Ethical Considerations
To avoid violation in any of the existing laws on data privacy, the researcher prepared
three sets of letters. The first letter was addressed to the school administration asking for
permission to conduct the study and to collect data from teachers and students. The second letter
was the Parental Consent which asked permission from parents to allow the researcher to collect
data from their child considering that the student-respondents are minors. Lastly, the third letter
was the Informed Consent which was signed by the respondents themselves agreeing that they
allow the collection and analysis of their responses and information.
The data gathering procedure was personally administered by the researcher. Collected
data from the responses was treated with utmost confidentiality to make sure that every
respondent’s privacy is protected. The researcher was make sure that throughout the conduct of
research, especially during data gathering, honesty and integrity will be observed at all times.
Results was presented with fidelity without alteration or exaggeration. We will have a duty as
researchers to protect the integrity, privacy, and confidentiality of the personal information that
will be gathered. The data was highly secured. The researcher followed the rules in Data Privacy
36
Act of 2012 RA 10173. The data gathered will be kept for a year after the study has been
conducted.
Ethical considerations are necessary for research projects as all participants have moral
and legal rights. For this study, the researcher ensured they interacted with the participants in a
personal way, that they did not invade their privacy without consent from them, that the research
did not hurt their feelings and that all information received from them was acknowledge and
accurately represented. These are important features according to Greetham (2009) and Walliman
and Buckler (2008). Some ethical considerations this study insured for the participants was:
Privacy and Confidentiality:
• Guaranteeing that information provided was unidentifiable by anybody other than by the
researcher.
• Only the Poblacion Elementary School respondents the questionnaires were dispensed
was anonymous.
• Ensuring they were knowledgeable that if any of the information resulting from the
research is to be used for presentations or reports, all identifying information will be
changed to maintain privacy and confidentiality.
• Confirming that they were well-informed that the results will be presented in the thesis
and they will be seen by the researcher’s supervisor, a second marker and the external
examiner.
• Ensuring that they understood that the thesis may be read by future study and may be
published in a research journal but anyone reading this thesis won’t know who they are.
• Guaranteeing that all data will be stored in a password encrypted laptop for 5 years and
will then destroyed.
37
Safety:
• Eliminating any risk elements
• Ensuring safety will be consistent overtime.
• Confirming that the research is not harmful for participants and certifies proper use of
information.
Autonomy:
• The researcher ensured that the participant’s contribution is completely voluntary and
that they may withdraw from the research at any time. From here there will be no further
collection or analysis of data and all existing date will be removed.
• Any unreturned questionnaires and any researcher who refuse to take part in the project
will be counted in the research.
Dignity:
• All participants had the freedom to make their own fully informed decisions.
• All participants were treated with great respect.
Informed Consent:
• Each participant received a consent letter explaining some of the key elements of this
study and what is expected of them as the participant and the researcher. A consent form
was also supplied with the letter which participants signed if they agree to take part and
understood their participant in the research.
38
CHAPTER 3
RESULTS AND DISCUSSIONS
This chapter presents, summarizes, and interprets the results of the study to determine the
factors affecting intermediate students’ attitudes towards Mathematics using modular approach:
Basis for Program Enhancement. The results of the data collected were analyzed on each of the
research questions followed by the interpretation of each result after which the discussion of each
of the findings, which emanated from the study is given.
It answers the following research problems:
1. What is the demographic profile of the students in terms of:
1.1 grade level
Table 3
Grade Level of Students
Grade Level Frequency Percent

Grade 4 63 39.38
Grade 5 51 31.88
Grade 6 46 28.75
Total 160 100.00
Table 3 reveals that the majority of the respondents are the Grade 4 students with a
frequency of 63 or 39.38 percent of the total respondents and the least number of respondents
belong to Grade 6 with a frequency of 46 or 28.75 percent.
1.2 gender
Table 4
Gender of Students
Gender Frequency Percent

male 79 49.38
female 81 50.63
Total 160 100.00
39
Based for the table, it indicates that the study was male dominated with 81 or 50.63
percent of the total respondents, while female was only 79 or 49.38 percent. This only shows that
majority of the respondents are male.
1.3 family income
Table 5
Family Income of Parents
Family Income Frequency Percent

Below Php10,000 99 61.88
Php10,000-Php29,000 57 35.63
Php30,000-Php49,000 4 2.50
Total 160 100.00
The table conveys that 99 or 61.88 percent of the parents has an income that belongs to
below Php 10,000. On the other hand, only 4 or 2.50 percent of the parents has an income with
Php 30,000 to Php 49,000.
1.4 highest educational attainment of parents
Table 6
Educational Attainment of Students’ Parents
Mother Frequency Percent

Elementary 37 23.13
High School 80 50.00
College Undergraduate 24 15.00
College Graduate 19 11.88
Total 160 100.00
Father Frequency Percent

Elementary 31 19.38
High School 80 50.00
College Undergraduate 24 15.00
College Graduate 25 15.63
Total 160 100.00
40
This shows on Table 6 that majority of the mother of the students are elementary
graduate with a frequency of 37 or 23.13 percent while the father of the students mostly are High
School graduate with the frequency of 80 or 50.00 percent of the total parents.
1.5 parents’ employment status
Table 7
Employment Status of Students’ Parents
If parents have a business Frequency Percent

both parents are attending the business full time 22 13.75
one of the parents is attending the business full time (father or mother) 26 16.25
both parents are attending the business part time 21 13.13
one of the parents is attending the business part time (father or mother) 36 22.50
both parents are not attending the business 55 34.38
Total 160 100.00
If parents are employed Frequency Percent

both parents are working full time 42 26.25
one of the parents is working full time (father or mother) 52 32.50
both parents are working part time 23 14.38
one of the parents is working part time (father or mother) 43 26.88
Total 160 100.00
On this table, both parents of the students not attending the business with a frequency of
55 or 34.38 percent. On the other hand, 52 or 32.50 percent one of them is working full time
maybe a father of a mother. Mostly, the occupation of the parents is fisherman, and the father
works more than the mother. More of the parents do not have business and they are just relied on
their full-time work.
41
2. What are the factors affecting the factors affecting the intermediate students’ attitudes toward
Mathematics using modular approach in terms of:
2.1 use of technology at home
Table 8
Use of Technology at Home as a Factor Affecting Students’ Attitudes
towards Mathematics
Descriptive Statements Mean Interpretation
1. I use Computer or Laptop at home for studying 2.14 Sometimes
2. I use Cellphone/Smartphone for studying 3.17 Often
3. I use Television and Radio at home for studying 2.14 Sometimes
4. I use Tablet for studying 1.81 Sometimes
5. I have Internet Connection at home. 2.73 Often
6. I only use data/ prepaid loan in searching my lessons. 2.41 Sometimes
7. I know how to use different platforms like YouTube, Google etc. 2.90 Often
in searching my Mathematics lesson.
8. I like computer-aided games that involves Mathematics problem. 2.34 Sometimes
9. I only use gadgets for 1-2 hours only for studying. 2.76 Often
Grand Mean 2.49 Sometimes
Legend: Always (4) 3.26-4.00; Often (3) 2.51-3.25;; Sometimes (2) 1.76-2.50; Never (1) 1.00-1.75
The most frequent answer is Sometimes. As you can see on this table, most of the
students use cellphones/smartphones for studying. They also used cellphones and smartphones as
a way to ask questions to their teachers regarding their lessons and at the same time for
researching and call conferences. Likewise, majority of the students do not use tablet because of
its expensive cost. Less of the students can’t afford to use tablet for studying.
42
2.2 home environment
Table 9
Home Environment as a Factor Affecting Students’ Attitudes towards
Mathematics
1. Our home is free from any noise that distracts my studying. 2.64 Often
2. I have my own place or corner on our home for me to study. 2.78 Often
3. At home, we observe specific time for studying. 3.04 Often
4. I have mathematics books, posters, and other printed materials 2.39
available at home. Sometimes
5. I study mathematics in advance at home. 2.39 Sometimes
6. Our home is conducive to learning. 2.86 Often
7. I have my brothers and sisters who help me in my study. 2.30 Sometimes
8. I have another duty at home like helping my siblings or doing 2.90
household chores but I still manage my time to study. Often
9. We have many family members at home but they do not distract my 2.96
study/. Often
Grand Mean 2.69 Often
It is proven that at home, the student’s observe specific time for studying. They follow
the class schedule that the teacher gave them. Furthermore, based on the study of Maiyo and Siahi
(2015) reemphasized study habits as a well-planned, what is more, intentional example of study,
which has achieved a type of consistency concerning the students to easily understand and follow
the lessons. On the other hand, it is hard for the students to help by their brothers and sisters at
home because they were also doing some household chores and answering their own modules.
43
2.3 parental involvement
Table 10
Parental Involvement as a Factor Affecting Students’ Attitudes towards
Mathematics
1. My parents regularly monitor my school attendance and 3.37
performance. Always
2. My parents help me whenever I study at home. 3.18 Often
3. My parents set a specific timetable for our study. 3.09 Often
4. My parents have an open communication with the teacher 3.00 Often
5.My parents set a bonding time for us. 3.10 Often
6. My parents have time to check my module activities. 3.39 Always
7. My parents give me rewards or praises whenever I finished my 2.86
task. Often
8. My parents motivate me to study 3.40 Always
9. My parents participate in our school-activities. 2.79 Often
10. My parents balance their time for my study and their work or 3.21
household chores. Often
As reflected in the table, it is obviously that most of the parents motivate their child in
their study. The result agrees with the study of Rafiq, Fatima, Sohail, Saleem, & Ali Khan, (2013)
asserted parental involvement may include activities like helping children in reading, encouraging
them to do their homework or task independently, monitoring their activities inside and outside
the house. The positive attributes of early age positive parental involvement would build a strong
foundation of good performance of a child. Since we are in a virtual school-activities, mostly of
the parents cannot participate or cannot attend into it because of their busy schedule and at the
same time some of them have no internet connection to communicate.
44
2.4 module content
Table 11
Module Content as a Factor Affecting Students’ Attitudes towards Mathematics
1. The Self-Learning Module (SLM) is easy to understand. 2.69 Often
2. The way the Self-Learning Module (SLM) is being taught is clear. 2.87 Often
3. There are other references included in the Self-Learning Module (SLM) 2.88 Often
4. The teaching method is organized. 3.01 Often
5. The Self-learning Module (SLM) has a different types of activities. 3.13 Often
6. The Modules are provided with timely and helpful information at the 3.17
start. Often
7. The Modules have aims and objectives of the lesson. 3.14 Often
8. The learning activities of the module help me to learn. 3.24 Often
9. The learning materials provided in the modules are very helpful. 3.13 Often
10. The module is well-organized. 3.16 Often
11. There is a reflection at the end of every lesson. 3.29 Always
12. I am satisfied with the quality of the module. 3.04 Often
As disclosed in the table, in every end of the lesson, there is an attachment of reflection.
In that way, the students can express their ideas regarding the lesson. Another thing is that,
through reflection they can share their feelings on how they answer the modules in Math and also
the lessons that they didn’t know. The findings agree in the study Paspasan (2015) generalized in
his study that Self-Paced Modular Approach (SPMA) made the students learning styles more
independent because they prefer to work at their own pace. Hence, SPMA help them also to
improve their level of performance in relation to Mathematics regardless of their mathematical
abilities compared to structured approach. Along these lines, the subsequent recommendations are
presented for consideration: The teachers should use collective learning style inventories so that
students remain interested throughout their Mathematics course. Meanwhile, some of the Self-
Learning Modules (SLM) are not easily understand by the students. There are some activities that
may not suited in their intelligence and others may be easy for them to answer the modules. With
this, some students did not answer the activities because it is hard for them to understand it.
45
2.5 teaching methodology
Table 12
Teaching Methodology as a Factor Affecting Students’ Attitudes towards
Mathematics
1. The teacher explains the lesson clearly. 3.11 Often
2. The teacher makes the complex lesson easy to comprehend 3.13 Often
3. The teacher makes a motivational activity before she presents the lesson. 3.09 Often
4. The teacher integrates game- based activities in some topics 2.83 Often
5. The teacher extends extra effort/service/time to assist students in their 3.18
studies. Often
6. The teacher has an open communication to the students and parents. 3.24 Often
7. The teacher make a follow-up reminders to the parents and students through 3.35
phone call and messages. Always
8. The teacher answers queries of the parent and students when it comes to 3.29
subjects. Always
9. The teacher uses different platforms like Zoom or Google meet in explaining 3.18
the lesson. Often
10. The teacher give additional activities or worksheets to easily understand the 3.10
lesson. Often
Grand Mean (Teacher) 3.15 Often
Table 12 recapitulates the results of teaching methodology as one factor affecting
student’s attitudes towards Mathematics. The teacher was actively answer queries regarding the
lessons in Math. It can be the used of cellphone of messenger. It this way, the students can easily
communicate with their teachers. It is also difficult for the teachers to integrate game-based
activities because not all of the pupils have the means to connect with the internet. The teacher is
using game-based if the teacher has a schedule of “Kamustahan” with the students. In this kind of
intervention, the teacher will just first ask the students how well they answer the math modules
and after that, the teacher integrates game-based in her topics. Not all the students cannot attend
the virtual-game based activity.
46
3. Are there significant differences on the factors affecting the intermediate students’ attitudes
toward Mathematics using modular approach when grouped according to their demographic
profile?
Table 13
Significant Differences on the Factors Affecting Students’ Attitudes
toward Mathematics when grouped according to Grade Level
Sum of Mean Accept/Reject
Squares df Square F Sig. H0
Between 1.777 2 .888 5.374 0.01
Groups Reject H0
Within 25.953 157 .165
Groups
Total 27.729 159
Based on the F value of 5.374, it is significant (at 0.01 < 0.05 significance level). There
is a significant difference on the factors affecting students’ attitudes toward Mathematics when
grouped according to grade level. The null hypothesis is rejected. This means that there is a
difference in teaching Mathematics from Grades 4-6. The learning style and the teaching
strategies of the teachers may vary on how they teach the subject. Addition to that, there are
several factors which can explain why attitudes towards mathematics become more negative with
the school grade, such as the pressure to perform well, over demanding tasks, uninteresting
lessons and less than positive attitudes on the part of teachers.
Table 14
toward Mathematics when grouped according to Gender
Between .194 1 .194 1.111 .293
Groups Accept H0
Within 27.535 158 .174
Groups
Total 27.729 159
47
Based on the F value of 1.111, it is not significant (at 0.293>0.05 significance level).
There is no significant difference on the factors affecting students’ attitudes toward Mathematics
when grouped according to gender. The null hypothesis is accepted. This shown that male or
female, there is the potential for at least some students to have extremely positive or negative
beliefs and feelings about mathematics. Specifically, these results suggest that gender does not
influence the attitude of students. Therefore, the null hypothesis which states that there is no
significant difference in the attitude of students between male and female is accepted.
Table 15
toward Mathematics when grouped according to Family Income
Between .732 2 .366 2.130 .122
Groups Accept H0
Within 26.997 157 .172
Groups
Total 27.729 159
when grouped according to family income. The null hypothesis is accepted. This denotes that
even the students came from different financial status, it does not affect the attitude of the
students towards Mathematics.
Table 16
Significant Differences on the Factors Affecting Students’ Attitudes toward
Mathematics when grouped according to Mothers’ Educational Attainment
Between .444 3 .148 .847 .470
Groups Accept H0
Within 27.285 156 .175
Groups
Total 27.729 159
48
when grouped according to mothers’ educational attainment. The null hypothesis is accepted. It
is validated that whatever the educational attainment of the mother does not affect the learnings
of the students.
Table 17
Mathematics when grouped according to Fathers’ Educational Attainment
Between 1.000 3 .333 1.946 .124
Groups Accept H0
Within 26.729 156 .171
Groups
Total 27.729 159
Based on the F value of 2.946, it is not significant (at 0.124 >0.05 significance level).
when grouped according to fathers’ educational attainment. The null hypothesis is accepted. It is
validated that whatever the educational attainment of the father does not affect the learnings of
the students.
Table 18
Mathematics when grouped according to Parents’ Business
Between 2.307 4 .577 3.516 0.01
Groups Reject H0
Within 25.422 155 .164
Groups
Total 27.729 159
49
grouped according to parents’ business. The null hypothesis is rejected. Though, mostly of the
parents do not have any business but some of the parents do online selling as part of their income.
Whatever is their business, it makes the great influence on the attitudes of the students. It greatly
affects the attitudes of the students in the sense that the parents have no time to guide their
children because they focused on their business. On the other hand, those who haven’t attend the
business, they may have greater time to guide their children in studying.
Table 19
Mathematics when grouped according to Parents’ Employment Status
Between 1.897 3 .632 3.819 0.01
Groups Reject H0
Within 25.832 156 .166
Groups
Total 27.729 159
grouped according to parents’ employment status. The null hypothesis is rejected. This table
validates that almost all the students have their either of the parents, father, or mother, are
working full-time. It may have a great influence on the student’s attitudes in the sense that they
have less time for their children. Mostly, the father of the parent works than of the mother. The
main occupation of the father is fisherman. Through the low-income, it may greatly affect the
attitudes of the student’s when it comes to studying. Since most of the parents do not have or
attend the business, they have more focused on their work, since it is the only way they will have
their income.
50
As a result of the study, an intervention plan was designed to implement program
enhancement to improve the attitudes of the students towards Mathematics.
Table 20
ACTION PLAN FOR INTERVENTION
51
52
CHAPTER 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter contains the research summary, summary of the findings, conclusions and
recommendations of the whole study. The findings of the study without so much detailed
information are written on the summary. Generalizations and other interferences would be seen
on the conclusions while the beneficiaries of the study can also be seen on this chapter. Generally,
this chapter aims to cover-up the result of the study.
Summary of the Study
This study determined the attitudes of the intermediate students of Poblacion Elementary
School in Mathematics. The theory used was based on the Observational Learning Theory by
Albert Bandura and also from the Operant Conditioning Theory of B.F. Skinner. Specifically, this
study sought answers to the following questions: 1) What is the demographic profile of the pupils
in terms of grade level, gender, family income, highest educational attainment of parents and
parents’ employment status? 2) What are the factors affecting the factors affecting the
intermediate students’ attitudes toward Mathematics using modular approach in terms of use of
technology at home, home environment, parental involvement, module content, and teaching
methodology? 3) Are there significant differences on the factors affecting the intermediate
students’ attitudes toward Mathematics using modular approach when grouped according to their
demographic profile? 4) Based on the results, what program enhancements can be proposed? The
null hypothesis of the study was also expressed as there are no significant differences on the
factors affecting the intermediate students’ attitudes toward mathematics using modular approach
when grouped according to their demographic profile.
The researcher adopted descriptive research method in order to determine and answer the
research problems. The setting of where to this study conducted was limited only inside
Poblacion Elementary School. The respondents of this study were the Grades 4, 5 and 6 wherein
sixty-three (63) were Grade 4 students, fifty-one (51) were Grade 5 students and forty-six (46)
53
were Grade 6 students with One hundred Sixty (160) total respondents The study employed the
stratified sampling technique. The sample plan was computed using Slovin’s formula at 5%
marginal error. The primary source of data was the questionnaire based on the literature review
which was utilized to determine the student’s attitude towards mathematics. The statistical tools
used were percentage, mean and analysis of variance.
Summary of Results
Based on the data gathered, the following results are presented:
1. What is the demographic profile of the pupils in terms of: grade level, gender, family income,
highest educational attainment of parents, parents’ employment status?
As to the profile of the respondents, majority are grade 4 students or 39.38%; female with
50.63%; below 10,000 family income or 61.88%; parents are high school graduates with 50% and
parents are not attending a business with 34.38% and either the mother or father is working full
time with 32.50%.
2. What are the factors affecting the factors affecting the intermediate students’ attitudes toward
Mathematics using modular approach in terms of:
2.1 In general, regarding to the result of the survey questionnaire, teaching
methodology obtains the highest factor affecting students’ attitudes in mathematics with
the grand mean of 3.15 while the use of technology has the lowest factor affecting
students’ attitudes with the grand mean of 2.49.
2.2 Use of technology at home. The grand mean of using technology at home is
2.49 with the interpretation of Sometimes. Most of the students often use
cellphone/smartphone for studying with a mean of 3.17 with the interpretation of Often.
54
2.3 Home environment. The grand mean is 2.69 with the interpretation of Often.
Most of them observe specific time for studying with a highest mean of 3.04 with the
interpretation of Often.
2.4 Parental involvement. The grand mean is 3.14 with the interpretation of
Often. Their parents motivate them to study with a highest mean of 3.40 with the
interpretation of Always.
2.5 Module Content. The grand mean is 3.06 with the interpretation of Often.
The students agreed that there is a reflection at the end of the lesson with a highest mean
of 3.29 with the interpretation of Always.
2.6 Teaching Methodology. The grand mean is 3.15 with the interpretation of
Often. The teacher always makes a follow-up reminder to the parents and students
through phone calls and messages with a highest mean of 3.35 with the interpretation of
Always.
3. Are there significant differences on the factors affecting the intermediate students’ attitudes
toward Mathematics using modular approach when grouped according to their demographic
profile?
3.1 Grade Level. Based on the F value of 5.374, it is significant (at 0.01 < 0.05
significance level). There is a significant difference on the factors affecting students’
attitudes toward Mathematics when grouped according to grade level. The null
hypothesis is rejected.
3.2 Gender. Based on the F value of 1.111, it is not significant (at 0.293>0.05
significance level). There is no significant difference on the factors affecting students’
attitudes toward Mathematics when grouped according to gender. The null hypothesis is
accepted.
55
3.3 Family Income. Based on the F value of 2.130, it is not significant (at
0.122>0.05 significance level). There is no significant difference on the factors affecting
students’ attitudes toward Mathematics when grouped according to family income. The
null hypothesis is accepted.
3.4 Mothers’ Educational Attainment. Based on the F value of 0.847, it is not
significant (at 0.470>0.05 significance level). There is no significant difference on the
factors affecting students’ attitudes toward Mathematics when grouped according to
mothers’ educational attainment. The null hypothesis is accepted.
3.5 Father’s Educational Attainment. Based on the F value of 2.946, it is not
significant (at 0.124 >0.05 significance level). There is no significant difference on the
factors affecting students’ attitudes toward Mathematics when grouped according to
fathers’ educational attainment. The null hypothesis is accepted.
3.6 Parents’ Business. Based on the F value of 3.516, it is significant (at 0.01 <
0.05 significance level). There is a significant difference on the factors affecting
students’ attitudes toward Mathematics when grouped according to parents’ business.
The null hypothesis is rejected.
3.7 Based on the F value of 3.819, it is significant (at 0.01 < 0.05 significance
level). There is a significant difference on the factors affecting students’ attitudes toward
Mathematics when grouped according to parents’ employment status. The null
hypothesis is rejected.
The following programs will be implemented for the student’s enhancement of attitudes
towards mathematics. Continuous Mathematics Amid Pandemic (C-MAP), Praise, Encourage and
Recognize Learners (PEARL), Learning and Teaching Math Applying Technology (LTMAT),
56
Evaluate Learner’s Outcome (ELLO), Technical Assistance for Improved Learning (TAIL),
Teachers Assist Teachers (TAT), State of the Art Teaching (START), Providing Localized
Materials for Improved Student Learning (PLMISL), and School and Stakes Collaborate (SSC).
Limitations of the Study
The study was limited only on the intermediate students that consists of 105 pupils of
Grade 4, 85 pupils for Grade 5, and 77 pupils of Grade 6 of Poblacion Elementary School, Bacoor
City. Other stakeholders such as parents, external consultants, administrators, community leaders
and teachers who are not handling Mathematics were not participated in the data gathering.
Conclusions
Based on the research, the researchers concluded the following:
1. Based on the respondents’ profile, most of the respondents came from Grade 4 students.
Meanwhile, the study was female dominated. Most of the respondents came from a low-
income that below Php 10,000.00. When it comes to the highest educational attainment,
both parents (mother and father) came from high school. Lastly, most of the
respondent’s parents were not attending business while one of them (father or mother)
was working full-time.
2. Teaching methodology obtains the highest factor affecting student’s attitudes toward
mathematics while the use of technology obtains the lowest factor affecting student’s
attitudes. When it comes to teaching methodology, the teacher makes a follow-up
reminder to the parents and students through phone calls and messages while in the use
of technology, most of the student’s don’t have tablet for studying, instead they are using
cellphone/smartphone in studying which means the highest mean in the study.
3. There is a significant difference on the factors affecting the intermediate student’s
attitudes towards Mathematics when grouped according to grade level, parent’s business
57
and parent’s employment status. Meanwhile, there is no significant difference on the
factors affecting intermediate student’s attitudes when grouped according to gender,
family income and parent’s educational attainment.
4. There are 4 areas of concern which includes for students, teachers, community and for
teaching. These should implement for the program enhancement to improve the attitudes
of the students towards mathematics. The activities of students should be done based on
the target date and schedule to see the result from the success indicator or outcomes.
Recommendations
1. The researcher recommends that teachers must focus their way of teaching to students
regardless of their grade level, gender, family income, parent’s employment and their
educational attainment.
2. The researcher recommends that teachers must employ fun and meaningful strategies like
crafting a modular-game based activity to cater the needs and interests of the students’
attitudes towards mathematics.
3. Parents/guardians and teachers should work hand in hand to encouraged to value
education so that they can help enhance their children's learning and will be able to uplift
the learning aspirations by imparting their knowledge and wisdom to them. It should be
encouraged through programs and activities regarding mathematics.
4. Implementing a program through an action plan on factors that may affect students’
attitudes towards mathematics to other grade level and other schools. In addition to that,
the researcher recommends the school administrators to initiate the conduct of teacher
webinar/seminar workshop on different motivation in teaching mathematics using
modular instruction to broaden the students’ attitudes towards mathematics. Teachers
also to request or ask the school head to send mathematics teachers to seminars, not only
in division, but provincial, regional, national levels or in international levels as possible
58
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Lomibao, L. S. (2016). Enhancing Mathematics Teachers' Quality Through Lesson Study.
Lomibao SpringerPlus 5: 1590, 1-13, DOI 10.1186/s40064-016-3215-0
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65
APPENDIX A
RESEARCH QUESTIONNAIRE
Dear Respondents,
Good Day! I am a bonafide student of Saint Francis of Assisi College, Las Pinas Campus,
Graduate Studies, taking Master of Education in Educational Management, and I am conducting
my thesis entitled: “Factors Affecting the Intermediate Students’ Attitudes towards Mathematics:
Using Modular Approach: Basis for a Program Enhancement”
In this connection, I ask your support and cooperation by feel free to answering the
questionnaire containing some factors that affects in answering your Mathematics module. Rest
assured that all information gathered will be held effective in this study. Hoping for your kind
consideration and support for the success of this study. Thank you very much.
Part I. Demographic Profile

Directions: Kindly supply the following information based on your profile and put a
checkmark (/) in the box that corresponds to your grade level.
Name (optional): _______________________________________________________
A. Grade Level:
Grade 4 Grade 5 Grade 6
B. Gender
male female
C. Family Monthly Income
____ Php90,000 and above ____ Php70,000-Php89,000
____ Php50,000-Php69,000 ____Php30,000-Php49,000
____Php10,000-Php29,000 ____Below Php10,000
66
D. Highest Educational Attainment of Parents
Attainment Father Mother
Elementary Graduate
High School Graduate
College Undergraduate
College Graduate
E. Parents’ Employment
(please check only one)
If the family has a business

______ both parents are attending the business full time
_____ one of the parents is attending the business full time (father or mother)
______both parents are attending the business part time
_____one of the parents is attending the business part time (father or mother)
_____both parents are not attending the business.
If employed,
______ both parents are working full time
_____ one of the parents is working full time (father or mother)
______both parents are working part time
_____one of the parents is working part time (father or mother)
67
Part II. Below are the statements that pertains to your attitude in answering the
Mathematics based on Technology Used, Home Environment, Parental
Involvement, Module Content and Teachers Factors. Referring to the four-point
Likert scale, put a checkmark (/) in the column that corresponds to your answer.
4 – Always
3 – Often
2 – Sometimes
1 – Never
A. USE OF TECHNOLOGY AT HOME 4 3 2 1

Always Often Sometimes Never
1. I use Computer or Laptop at home for studying
2. I use Cellphone/Smartphone for studying
3. I use Television and Radio at home for studying
4. I use Tablet for studying
5. I have Internet Connection at home.
6. I only use data/ prepaid loan in searching my
lessons.
7. I know how to use different platforms like
YouTube, Google etc. in searching my
Mathematics lesson.
8. I like computer-aided games that involves
Mathematics problem.
9. I only use gadgets for 1-2 hours only for
studying.
B. HOME ENVIRONMENT 4 3 2 1
1. Our home is free from any noise that distracts
my studying.
2. I have my own place or corner on our home for
me to study.
3. At home, we observe specific time for studying.
4. I have mathematics books, posters, and other
printed materials available at home.
5. I study mathematics in advance at home.
6. Our home is conducive to learning.
7. I have my brothers and sisters who help me in
my study.
8. I have another duty at home like helping my
siblings or doing household chores, but I still
manage my time to study.
9. We have many family members at home, but
they do not distract my study/.
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C. PARENTAL INVOLVEMENT 4 3 2 1
1. My parents regularly monitor my school
Attendance and Performance
2. My parents help me whenever I study at home.
3. My parents set a specific timetable for our study.
4. My parents have an open communication with
the teacher
5.My parents set a bonding time for us.
6. My parents have time to check my module
activities.
7. My parents give me rewards or praises whenever
I finished my task.
8. My parents motivate me to study
9. My parents participate in our school-activities.
10. My parents balance their time for my study and
their work or household chores.
D. MODULE CONTENT 4 3 2 1
1. The Self-Learning Module (SLM) is easy to
understand.
2. The way the Self-Learning Module (SLM) is
being taught is clear.
3. There are other references included in the Self-
Learning Module (SLM)
4. The teaching method is organized.
5. The Self-learning Module (SLM) has a different
type of activities.
6. The Modules are provided with timely and
helpful information at the start.
7. The Modules have aims and objectives of the
lesson.
8. The learning activities of the module help me to
learn.
9. The learning materials provided in the modules
are very helpful.
10. The module is well-organized.
11. There is a reflection at the end of every lesson.
12. I am satisfied with the quality of the module.
69
E. TEACHING METHODOLOGY 4 3 2 1
1. The teacher explains the lesson clearly.
2. The teacher makes the complex lesson easy to
comprehend
3. The teacher makes a motivational activity
before she presents the lesson.
4. The teacher integrates game- based activities in
some topics
5. The teacher extends extra effort/service/time to
assist students in their studies.
6. The teacher has an open communication to the
students and parents.
7. The teacher make a follow-up reminders to the
parents and students through phone call and
messages.
8. The teacher answers queries of the parent and
students when it comes to subjects.
9. The teacher uses different platforms like Zoom
or Google meet in explaining the lesson.
10. The teacher give additional activities or
worksheets to easily understand the lesson.
Your personal information and responses will be treated as confidential. Thank you for
your support, time and patience in answering. God bless!
- The Researcher
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APPENDIX B
ASSENT FORM
Part I: Information Sheet
Introduction
I, Annallene Marielle R. Fariscal, student at Saint Francis of Assisi College and is
currently conducting a research entitled “Factors Affecting Intermediate Student’s Attitudes
Towards Mathematics Using Modular Approach : Basis for a Program Enhancement”. This is
in partial fulfillment of the requirements for the degree Master’s Degree Program.
This is an invitation to participate in my/our research study. As a sign of respect, you
can take time to reflect on whether you want to participate or not. I am ready to honor your
decision. Your participation is entirely voluntary. You can be assured that you will be able to
understand the terms that will be used because you can ask questions at any time and if you do
not understand some of the words or concepts, we will be very willing to explain this to you
concisely.
The reason why there is an assent form is that it involves the willingness of the student-
respondents to participate in the research. To make sure that there is confidentiality on their
answer, the parents/guardians, will secure it in an envelope and drop-it in a concealed box found
in school.
Purpose of the Research
The study seeks to find out the factors affecting the intermediate students’ attitudes
toward Mathematics using modular approach in Poblacion Elementary School in order to
develop program enhancements in Mathematics
76
Participant Selection
Elementary School. It is in General Evangelista Street, Tabing Dagat, Bacoor City, and was
established in 1913. The researcher decided to conduct a study in the said school because the
researcher wants to find out the factors that affects the intermediate attitudes towards
mathematics when it comes to modular approach. The respondents of this study will be the
Grades 4, 5 and 6 of Poblacion Elementary School, Bacoor City. The subjects of this study are
those students currently enrolled in the year 2020-2021. The sampling plan is probability
sampling plan. Under the probability sampling, this is using the stratified sampling scheme.
Stratified Sampling which the total population is divided into smaller groups or strata to complete
the sampling process. Stratified sampling is used when the researcher wants to understand the
existing relationship between two groups. The study employed the stratified sampling technique.
This category of sampling technique was done from heterogeneous population. The studied
population was then stratified into several non-overlapping groups, and sample items were
selected from each stratum by using simple random sampling procedure. The stratified sampling
was more appropriate, which further facilitates comparisons strategy. Therefore, the plan in
selecting the respondents will be using Sloven’s Formula.
distributed among Grades 4, 5 and 6. The researcher will give a letter to the principal of the
school to take part in the study. If the principal will be agreed to, the respondents will receive a
consent letter explaining what was required of them. They were then given several
questionnaires, consent letters and parental consent. When the parents and the respondents
finished filling out the questionnaire and signing the parental consent, they will be returned it to
the school, where it was kept in a concealed box, provided by the researcher. The researcher then
returned to the setting the end of that week to collect the questionnaires. For the safety and
77
protection of the researcher, eliminating any risk elements, ensuring safety will be consistent
overtime, confirming that the research is not harmful for participants and certifies proper use of
information. Where the researcher involves students and minors, permission should be obtained
from the parents and guardians. The students and minors shall not be allowed to participate unless
their parents or guardians have been counselled with respect to their participation. Parents of
guardians shall have the right to withdraw their children from the study at any time.
Voluntary Participation
It is your right to take time to reflect on whether you want to participate or not. You can
refuse to participate in the study. If you refuse to participate, it will not have any bearing to you
as a person.
Procedure
Elementary School. It is in General Evangelista Street, Tabing Dagat, Bacoor City, and was
established in 1913. The respondents of this study will be the Grades 4, 5 and 6 of Poblacion
Elementary School, Bacoor City. The subjects of this study are those students currently enrolled
in the year 2020-2021. The sampling plan is probability sampling plan. Under the probability
sampling, this is using the stratified sampling scheme. Stratified Sampling which the total
population is divided into smaller groups or strata to complete the sampling process. The
researcher decided to conduct a study in the said school because the researcher wants to find out
the factors that affects the intermediate attitudes towards mathematics when it comes to modular
approach. To ensure the safety and protection of the school where the parents will receive the
questionnaires, the assent form and the parental consent form is making sure that the place will be
sanitized. At the same time, the respondents and the researcher must wear a facemask, face
shield, and should have sanitized with an alcohol in receiving the questionnaires. The required
sample for this study was 160 questionnaires were distributed among Grades 4, 5 and 6. The
78
researcher will give a letter to the principal of the school to take part in the study. If the principal
will be agreed to, the respondents will receive a consent letter explaining what was required of
them. They were then given several questionnaires, consent letters and parental consent. When
the parents and the respondents finished filling out the questionnaire and signing the parental
consent, they will be returned it to the school, where it was kept in a concealed box, provided by
questionnaires.
October (first week to second week) - Submit Proposed Title and Questionnaires to the
adviser
October to November (1 month)- Work on the Chapter 1 and 2 of my study. Revisions
and Editing were made with the help of our adviser.
December (First to Second Week)- Preparing papers for the Approval Signed of the
Panel. Revising of the paper were made.
respondents.
April (first week)- A letter requesting permission will present to the Principal of
Poblacion Elementary School allowing the researcher to use the Grades 4-6 students as the
research respondents. Upon grant of approval, the letter will be forward to the mathematics
teacher at the said school.
questionnaires, the researcher will have an orientation to the parents via Messenger and Online
79
Forms that they will be given a questionnaire to conduct the study and explain the security and
confidentiality of the data. The researcher will also ask permission from the parents to answer the
Parental Consent form. The reason why there is a Parental Consent Form is because the
researcher may ask permission from the parents since the respondents are just minors, it allow or
decline their children to answer the questionnaire and participate in the study. The researcher will
also explain the purpose of the data collection and how to accomplish the questionnaires.
April (second week) Tuesday- 8:00-10:00 am. With the help of the mathematics teachers
of Grades 4, 5 and Grade 6 they will personally distribute the questionnaires to the parents. To
ensure the safety and protection of the school where the parents will receive the
questionnaires, the assent form and the parental consent form is making sure that the place
will be sanitized. At the same time, the respondents and the researcher must wear a
facemask, face shield, and should have sanitized with an alcohol in receiving the
questionnaires. The parents of the respondents will sign the Parental Consent Form for about 5-
10 minutes. Because of the pandemic, they will also be the one receiving the questionnaires and
bring it to their own home to make sure also the pupils may answer the questionnaires. After
securing all the signed parental consent forms, the researcher will also ask the respondents to sign
the Assent Form to ensure that the respondents are properly informed on why data are being
collected and what will be done to these collected data. The reason why there is an assent form is
that it involves the student to participate in the research. To make sure that there is confidentiality
on their answer, the parents will secure it in an envelope and drop-it in a concealed box found in
the school.
April (second week) Wednesday 8:00-10:00 am.- The student-respondents will answer
the questionnaires and signed the consent form for about 15 minutes. The parents will return the
questionnaires to the school and drop it in the concealed box. The researcher will assure the
confidentiality of the information given by the respondents. The data will be kept safely and
80
securely by keeping all the data in one concealed box and keep it for 5 years after the study has
been done.
April (Third week to Fourth Week)-The researcher will collect all the questionnaires
gathered, tally the results and creating a frequency distribution table.
May (First Week to Second Week)- Upon collection of responses from student-
respondents, the researcher will tally the results by creating a frequency distribution table. After
all the data have been encoded, it will be processed for analysis, interpretation, and presentation.
The questionnaire will be validated using Cronbach’s alpha reliability test. The secondary sources
of data books, journals and articles and readings from the Internet. Where the researcher involves
students and minors, permission should be obtained from the parents and guardians. The students
and minors shall not be allowed to participate unless their parents or guardians have been
counselled with respect to their participation. Parents of guardians shall have the right to
withdraw their children from the study at any time.
No monetary or any amount will be collecting from the respondents. However,
permission should be obtained from the parents and guardians. The students and minors shall not
be allowed to participate unless their parents or guardians have been counselled with respect to
their participation. Parents of guardians shall have the right to withdraw their children from the
study at any time.
Duration
With the help of the mathematics teachers, the duration of the study will be carried out
for 8 months from the proposed title proposal up to the analysis and presentation of data. After
floating the questionnaires to the student-respondents, the researcher will collect all the
questionnaires. The researcher will assure the confidentiality of the information given by the
respondents. The data will be kept safely and securely by keeping all the data in one concealed
box and keep it for 5 years after the study has been done.
81
Risks
This process may include sensitive and personal issues or may be confidential in nature.
There is a risk of embarrassment and discomfort or fear. You do not have to answer any
question if you feel the question(s) are too personal or if it makes you uncomfortable.
Benefits
After the study has been conducted, the researcher will have an online forum with the
parents, students and teachers to be able to share and they will be well-informed about the results
of the student-participants. To ensure the confidentiality, the researcher will just show the result
of the study and not the privacy details of the student-participants. The result will benefit not only
the pupils but also the parents, teachers and the community as being part of the enhancement
program. For the learners, they will have an optimistic attitude towards Mathematics. For the
parents, they will be aware of how their children’s attitudes in answering the Mathematics. For
the teachers, the study will help them to have an intervention-based form the program
enhancement through modular-based Mathematics activities. For the community, the study will
help them become mindful that their environment will be one of the conducive to learning of the
learners. Lastly, for further researcher of this study, they must ask permission from the owner-
researcher to keep the security and safety of the answers from the student-respondents.
Reimbursements
No monetary or any amount will be collecting from the respondents. However,
permission should be obtained from the parents and guardians. The students and minors shall not
be allowed to participate unless their parents or guardians have been counselled with respect to
their participation. Parents of guardians shall have the right to withdraw their children from the
study at any time.
Confidentiality
82
Guaranteeing that information provided will be unidentifiable by anybody other than by
the researcher. Only the Poblacion Elementary School respondents the questionnaires were
dispensed was anonymous. Ensuring they were knowledgeable that if any of the information
resulting from the research is to be used for presentations or reports, all identifying information
will be changed to maintain privacy and confidentiality. Confirming that they were well-informed
that the results will be presented in the thesis and they will be seen by the researcher’s supervisor,
a second marker and the external examiner. Ensuring that they understood that the thesis may be
read by future study and may be published in a research journal but anyone reading this thesis
will not know who they are. Guaranteeing that all data will be stored in a password encrypted
laptop for 5 years and will then destroyed.
Right to Refuse or Withdraw

Your participation is voluntary and includes the right to withdraw.
Contact Details of Researcher(s)
You may contact me at this number 09977380004 and email address of
annallenemarielle.fariscal@deped.gov.ph
Part II: Certificate of Consent
I have read the foregoing information, or has been read to me. I have had the opportunity
to ask questions about it and I have been answered to my satisfaction. I consent voluntarily to be
a respondent / participant in this study but I am also made aware that my full consent will require
my parents / guardian to give their consent for my participation in this study.
Printed Name of Respondent / Participant:
Signature of Respondent / Participant: _________________________________
83
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APPENDIX C
PARENTAL CONSENT
Part I: Information Sheet

Introduction
I, Annallene Marielle R. Fariscal, student at Saint Francis of Assisi College and is currently
conducting a research entitled “Factors Affecting Intermediate Student’s Attitudes Towards Mathematics
Using Modular Approach : Basis for a Program Enhancement”. This is in partial fulfillment of the
requirements for the degree Master’s Degree Program.
This is an invitation to participate in my/our research study. As a sign of respect, you can take
time to reflect on whether you want to participate or not. I am ready to honor your decision. Your
participation is entirely voluntary. You can be assured that you will be able to understand the terms that
will be used because you can ask questions at any time and if you do not understand some of the words
or concepts, we will be very willing to explain this to you concisely.
Purpose of the Research
The study seeks to find out the factors affecting the intermediate students’ attitudes toward
Mathematics using modular approach in Poblacion Elementary School in order to develop program
enhancements in Mathematics
Participant Selection
The respondents of this study will be the Grades 4, 5 and 6 of Poblacion Elementary School,
Bacoor City. The subjects of this study are those students currently enrolled in the year 2020-2021. The
sampling plan is probability sampling plan. Under the probability sampling, this is using the stratified
sampling scheme. Stratified Sampling which the total population is divided into smaller groups or strata
to complete the sampling process. Stratified sampling is used when the researcher wants to understand the
existing relationship between two groups. The study employed the stratified sampling technique. This
category of sampling technique was done from heterogeneous population. The studied population was
92
then stratified into several non-overlapping groups, and sample items were selected from each stratum by
using simple random sampling procedure. The stratified sampling was more appropriate, which further
facilitates comparisons strategy. Therefore, the plan in selecting the respondents will be using Sloven’s
Formula.
distributed among Grades 4, 5 and 6. The researcher will give a letter to the principal of the school to take
part in the study. If the principal will be agreed to, the respondents will receive a consent letter explaining
what was required of them. They were then given several questionnaires, consent letters and parental
consent. When the parents and the respondents finished filling out the questionnaire and signing the
parental consent, they will be returned it to the school, where it was kept in a concealed box, provided by
questionnaires. For the safety and protection of the researcher, eliminating any risk elements, ensuring
safety will be consistent overtime, confirming that the research is not harmful for participants and certifies
proper use of information. Where the researcher involves students and minors, permission should be
obtained from the parents and guardians. The students and minors shall not be allowed to participate
unless their parents or guardians have been counselled with respect to their participation. Parents of
Voluntary Participation
It is your right to take time to reflect on whether you want to participate or not. You can refuse
to participate in the study. If you refuse to participate, it will not have any bearing to your person.
Procedure
The setting of where to this study was conducted was limited only inside Poblacion Elementary
School. It is in General Evangelista Street, Tabing Dagat, Bacoor City, and was established in 1913. The
respondents of this study will be the Grades 4, 5 and 6 of Poblacion Elementary School, Bacoor City. The
subjects of this study are those students currently enrolled in the year 2020-2021. The sampling plan is
probability sampling plan. Under the probability sampling, this is using the stratified sampling scheme.
93
Stratified Sampling which the total population is divided into smaller groups or strata to complete the
sampling process. The researcher decided to conduct a study in the said school because the researcher
wants to find out the factors that affects the intermediate attitudes towards mathematics when it comes to
modular approach. To ensure the safety and protection of the school where the parents will receive the
questionnaires, the assent form and the parental consent form is making sure that the place will be
sanitized. At the same time, the respondents and the researcher must wear a facemask, face shield, and
should have sanitized with an alcohol in receiving the questionnaires. The required sample for this study
was 160 questionnaires were distributed among Grades 4, 5 and 6. The researcher will give a letter to the
principal of the school to take part in the study. If the principal will be agreed to, the respondents will
receive a consent letter explaining what was required of them. They were then given several
questionnaires, consent letters and parental consent. When the parents and the respondents finished filling
out the questionnaire and signing the parental consent, they will be returned it to the school, where it was
kept in a concealed box, provided by the researcher. The researcher then returned to the setting the end of
that week to collect the questionnaires.
October (first week to second week) - Submit Proposed Title and Questionnaires to the adviser
October to November (1 month)- Work on the Chapter 1 and 2 of my study. Revisions and
Editing were made with the help of our adviser.
December (First to Second Week)- Preparing papers for the Approval Signed of the Panel.
Revising of the paper were made.
respondents.
94
April (first week)- A letter requesting permission will present to the Principal of Poblacion
Elementary School allowing the researcher to use the Grades 4-6 students as the research respondents.
Upon grant of approval, the letter will be forward to the mathematics teacher at the said school.
questionnaires, the researcher will have an orientation to the parents via Messenger and Online Forms that
they will be given a questionnaire to conduct the study and explain the security and confidentiality of the
data. The researcher will also ask permission from the parents to answer the Parental Consent form. The
reason why there is a Parental Consent Form is because the researcher may ask permission from the
parents since the respondents are just minors, it allow or decline their children to answer the questionnaire
and participate in the study. The researcher will also explain the purpose of the data collection and how to
accomplish the questionnaires.
April (second week) Tuesday- 8:00-10:00 am. With the help of the mathematics teachers of
Grades 4, 5 and Grade 6 they will personally distribute the questionnaires to the parents. To ensure the
safety and protection of the school where the parents will receive the questionnaires, the assent
form and the parental consent form is making sure that the place will be sanitized. At the same
time, the respondents and the researcher must wear a facemask, face shield, and should have
sanitized with an alcohol in receiving the questionnaires. The parents of the respondents will sign the
Parental Consent Form for about 5-10 minutes. Because of the pandemic, they will also be the one
receiving the questionnaires and bring it to their own home to make sure also the pupils may answer the
questionnaires. After securing all the signed parental consent forms, the researcher will also ask the
respondents to sign the Assent Form to ensure that the respondents are properly informed on why data are
being collected and what will be done to these collected data. The reason why there is an assent form is
that it involves the student to participate in the research. To make sure that there is confidentiality on their
answer, the parents will secure it in an envelope and drop-it in a concealed box found in the school.
95
April (second week) Wednesday 8:00-10:00 am.- The student-respondents will answer the
questionnaires and signed the consent form for about 15 minutes. The parents will return the
questionnaires to the school and drop it in the concealed box. The researcher will assure the
confidentiality of the information given by the respondents. The data will be kept safely and securely by
keeping all the data in one concealed box and keep it for 5 years after the study has been done.
April (Third week to Fourth Week)-The researcher will collect all the questionnaires gathered,
tally the results and creating a frequency distribution table.
May (First Week to Second Week)- Upon collection of responses from student-respondents, the
researcher will tally the results by creating a frequency distribution table. After all the data have been
encoded, it will be processed for analysis, interpretation, and presentation. The questionnaire will be
validated using Cronbach’s alpha reliability test. The secondary sources of data books, journals and
articles and readings from the Internet. Where the researcher involves students and minors, permission
should be obtained from the parents and guardians. The students and minors shall not be allowed to
participate unless their parents or guardians have been counselled with respect to their participation.
Parents of guardians shall have the right to withdraw their children from the study at any time.
No monetary or any amount will be collecting from the respondents. However, permission should
be obtained from the parents and guardians. The students and minors shall not be allowed to participate
Duration
With the help of the mathematics teachers, the duration of the study will be carried out for 1 8
months from the proposed title proposal up to the analysis and presentation of data. After floating the
questionnaires to the student-respondents, the researcher will collect all the questionnaires. The
researcher will assure the confidentiality of the information given by the respondents. The data will be
96
kept safely and securely by keeping all the data in one concealed box and keep it for 5 years after the
study has been done.
Risks
This process may include sensitive and personal issues or may be confidential in nature. There is
a risk of embarrassment and discomfort or fear. You do not have to answer any question if you feel the
question(s) are too personal or if it makes you uncomfortable.
Benefits
After the study has been conducted, the researcher will have an online forum with the parents,
students and teachers to be able to share and they will be well-informed about the results of the student-
participants. To ensure the confidentiality, the researcher will just show the result of the study and not the
privacy details of the student-participants. The result will benefit not only the pupils but also the parents,
teachers and the community as being part of the enhancement program. For the learners, they will have an
optimistic attitude towards Mathematics. For the parents, they will be aware of how their children’s
attitudes in answering the Mathematics. For the teachers, the study will help them to have an intervention-
based form the program enhancement through modular-based Mathematics activities. For the community,
the study will help them become mindful that their environment will be one of the conducive to learning
of the learners. Lastly, for further researcher of this study, they must ask permission from the owner-
Reimbursements
No monetary or any amount will be collecting from the respondents. However, permission should
be obtained from the parents and guardians. The students and minors shall not be allowed to participate
Confidentiality
Guaranteeing that information provided will be unidentifiable by anybody other than by the
researcher.Only the Poblacion Elementary School respondents the questionnaires were dispensed was
97
anonymous. Ensuring they were knowledgeable that if any of the information resulting from the research
is to be used for presentations or reports, all identifying information will be changed to maintain privacy
and confidentiality. Confirming that they were well-informed that the results will be presented in the
thesis and they will be seen by the researcher’s supervisor, a second marker and the external examiner.
Ensuring that they understood that the thesis may be read by future study and may be published in a
research journal but anyone reading this thesis won’t know who they are.Guaranteeing that all data will
be stored in a password encrypted laptop for 5 years and will then destroyed.
Right to Refuse or Withdraw
Your participation is voluntary and includes the right to withdraw.
Contact Details of Researcher(s)
You may contact me at this number 09977380004 and email address of
annallenemarielle.fariscal@deped.gov.ph
Part II: Certificate of Consent
I have read the foregoing information, or has been read to me. I have had the opportunity to
ask questions about it and I have been answered to my satisfaction. I consent voluntarily for my
child or ward to be a respondent / participant in this study.
Printed Name of Parent / Guardian of Respondent / Participant:
Signature of Parent / Guardian of Respondent / Participant:
Date Signed: ____
98
99
100
101
102
103
104
105
APPENDIX D
LETTER TO CONDUCT A STUDY
LEONORA L. SAUQUILLO
Principal 1
Poblacion Elementary School
Bacoor City, Cavite
Dear Mam,
Greetings of Peace!
In Partial fulfillment of my requirements in Master of Arts in Educational Management, I, the
undersigned would like to ask permission to conduct a research study entitled “Factors Affecting
Intermediate Student’s Attitudes Towards Mathematics Using Modular Approach: Basis for a Program
Enhancement”. The purpose of my study seeks to find out the factors affecting the intermediate students’
attitudes toward Mathematics using modular approach in Poblacion Elementary School to develop
program enhancements in Mathematics. The respondents of this study will be the Grades 4, 5 and 6 of
Poblacion Elementary School, Bacoor City.
In connection with this, I would like to ask your good office to allow me to conduct a study in
your school. Rest assured that the data will remain confidential and to be used in academic purposes only.
I will have a duty as researchers to protect the integrity, privacy, and confidentiality of the personal
information that will be gathered. The data will be highly secured. The researcher will follow the rules in
Data Privacy Act of 2012 RA 10173. The data gathered will be kept for a year after the study has been
conducted.
For the safety and protection of the researcher, eliminating any risk elements, ensuring safety will
be consistent overtime, confirming that the research is not harmful for participants and certifies proper use
of information. Where the researcher involves students and minors, permission should be obtained from
the parents and guardians. The students and minors shall not be allowed to participate unless their parents
or guardians have been counselled with respect to their participation. Parents of guardians shall have the
right to withdraw their children from the study at any time.

106
After the study has been conducted, the researcher will have an online forum with the parents,
students, and teachers to be able to share and they will be well-informed about the results of the student-
participants. To ensure the confidentiality, the researcher will just show the result of the study and not the
privacy details of the student-participants. The result will benefit not only the pupils but also the parents,
teachers and the community as being part of the enhancement program. For the learners, they will have an
optimistic attitude towards Mathematics. For the parents, they will be aware of how their children’s
attitudes in answering the Mathematics. For the teachers, the study will help them to have an intervention-
based form the program enhancement through modular-based Mathematics activities. For the community,
the study will help them become mindful that their environment will be one of the conducive to learning
of the learners. Lastly, for further researcher of this study, they must ask permission from the owner-
I believe that you are with us in our enthusiasm to finish the requirement as compliance for my
Masteral Program and to develop my well- being. I hope for your positive response on this humble
matter. Your approval to conduct this study will be greatly appreciated.
Respectfully Yours,
ANNALLENE MARIELLE R. FARISCAL-RIANO

The Researcher
Noted:
DR. CYNTHIA A. ZARATE
Research Adviser
Approved By:
LEONORA L. SAUQUILLO
Principal
107
108
109
APPENDIX E
STATISTICAL COMPUTATIONS/STATISTICAL TABLE USED
Cronbach's N of
Alpha Items
.926 50
Item-Total Statistics
Item-Total Statistics
Scale Scale Cronbach's
Mean if Variance Corrected Alpha if
Item if Item Item-Total Item
Deleted Deleted Correlation Deleted
1. I use Computer or Laptop at home for 144.13 429.80 0.29 0.93
studying
2. I use Cellphone/Smartphone for studying 143.09 429.26 0.38 0.93
3. I use Television and Radio at home for 144.13 434.47 0.22 0.93
studying
4. I use Tablet for studying 144.45 432.57 0.25 0.93
5. I have Internet Connection at home. 143.53 428.12 0.29 0.93
6. I only use data/ prepaid loan in searching my 143.86 443.73 -0.01 0.93
lessons.
7. I know how to use different platforms like 143.36 426.51 0.45 0.92
YouTube be, Google etc. in searching my
Mathematics lesson.
8. I like computer-aided games that involves 143.93 428.95 0.37 0.93
Mathematics problem.
9. I only use gadgets for 1-2 hours only for 143.50 428.14 0.42 0.93
studying.
1. Our home is free from any noise that distracts 143.62 432.15 0.28 0.93
my studying.
2. I have my own place or corner on our home 143.49 426.78 0.35 0.93
for me to study.
3. At home, we observe specific time for 143.23 422.37 0.57 0.92
studying.
4. I have mathematics books, posters, and other 143.87 425.60 0.41 0.93
printed materials available at home.
5. I study mathematics in advance at home. 143.87 424.55 0.52 0.92
6. Our home is conducive to learning. 143.41 424.91 0.51 0.92
7. I have my brothers and sisters who help me in 143.97 430.12 0.26 0.93
my study.
8. I have another duty at home like helping my 143.36 427.22 0.42 0.93
siblings or doing household chores but I still
manage my time to study.
9. We have many family members at home but 143.31 428.56 0.37 0.93
they do not distract my study/.
1. My parents regularly monitor my school 142.89 431.36 0.39 0.93
attendance and performance.
110
2. My parents help me whenever I study at 143.08 429.91 0.38 0.93
home.
3. My parents set a specific timetable for our 143.17 423.65 0.51 0.92
study.
4. My parents have an open communication 143.26 425.94 0.49 0.92
with the teacher
5.My parents set a bonding time for us. 143.16 429.85 0.37 0.93
6. My parents have time to check my module 142.87 431.80 0.39 0.93
activities.
7. My parents give me rewards or praises 143.40 428.67 0.40 0.93
whenever I finished my task.
8. My parents motivate me to study 142.86 434.32 0.29 0.93
9. My parents participate in our school- 143.47 423.93 0.51 0.92
activities.
10. My parents balance their time for my study 143.06 428.58 0.45 0.92
and their work or household chores.
1. The Self-Learning Module (SLM) is easy to 143.57 424.98 0.54 0.92
understand.
2. The way the Self-Learning Module (SLM) is 143.39 426.04 0.54 0.92
being taught is clear.
3. There are other references included in the 143.38 425.43 0.55 0.92
Self-Learning Module (SLM)
4. The teaching method is organized. 143.25 425.72 0.53 0.92
5. The Self-learning Module (SLM) has a 143.14 426.62 0.50 0.92
different types of activities.
6. The Modules are provided with timely and 143.09 424.76 0.60 0.92
helpful information at the start.
7. The Modules have aims and objectives of the 143.12 427.00 0.51 0.92
lesson.
8. The learning activities of the module help me 143.01 424.52 0.63 0.92
to learn.
9. The learning materials provided in the 143.13 423.43 0.58 0.92
modules are very helpful.
10. The module is well-organized. 143.10 425.65 0.54 0.92
11. There is a reflection at the end of every 142.97 427.97 0.51 0.92
lesson.
12. I am satisfied with the quality of the module. 143.21 421.43 0.65 0.92
1. The teacher explains the lesson clearly. 143.16 424.19 0.56 0.92
2. The teacher makes the complex lesson easy to 143.14 426.16 0.52 0.92
comprehend
3. The teacher makes a motivational activity 143.18 427.16 0.48 0.92
before she presents the lesson.
4. The teacher integrates game- based activities 143.45 426.79 0.43 0.92
in some topics
5. The teacher extends extra effort/service/time 143.09 425.02 0.54 0.92
to assist students in their studies.
6. The teacher has an open communication to 143.03 425.18 0.54 0.92
the students and parents.
7. The teacher make a follow-up reminders to 142.92 429.08 0.46 0.92
the parents and students through phone call and
111
messages.
8. The teacher answers queries of the parent and 142.98 428.46 0.48 0.92
students when it comes to subjects.
9. The teacher uses different platforms like 143.09 427.07 0.46 0.92
Zoom or Google meet in explaining the lesson.
10. The teacher give additional activities or 143.17 424.90 0.53 0.92
worksheets to easily understand the lesson.
Descriptives
Overall Mean
95% Confidence Interval
for Mean
Std. Std. Lower Upper
N Mean Deviation Error Bound Bound Minimum Maximum
Grade 63 2.7854 .52569 .06623 2.6530 2.9178 1.67 3.91
4
Grade 51 2.9348 .29716 .04161 2.8512 3.0184 2.34 3.69
5
Grade 46 3.0393 .31282 .04612 2.9465 3.1322 2.43 3.62
6
Total 160 2.9060 .41761 .03301 2.8408 2.9712 1.67 3.91
Descriptives
Overall Mean
95% Confidence
Interval for Mean
male 79 2.9413 .37979 .04273 2.8562 3.0263 1.73 3.91
female 81 2.8717 .45118 .05013 2.7719 2.9714 1.67 3.83
Total 160 2.9060 .41761 .03301 2.8408 2.9712 1.67 3.91
Descriptives
Overall Mean
95% Confidence
Interval for Mean
Below 99 2.8547 .43025 .04324 2.7689 2.9405 1.67 3.91
Php10,000
Php10,000- 57 2.9968 .39534 .05236 2.8919 3.1017 1.73 3.81
Php29,000
Php30,000- 4 2.8825 .18546 .09273 2.5874 3.1776 2.71 3.10
Php49,000
Total 160 2.9060 .41761 .03301 2.8408 2.9712 1.67 3.91
112
Descriptives
Overall Mean
95% Confidence
Interval for Mean
elem 37 2.8437 .40215 .06611 2.7096 2.9777 1.67 3.60
highschool 80 2.8953 .40211 .04496 2.8058 2.9848 1.96 3.83
collegeunder 24 2.9467 .42571 .08690 2.7669 3.1264 1.73 3.55
collegegrad 19 3.0211 .50116 .11498 2.7796 3.2627 2.14 3.91
Total 160 2.9060 .41761 .03301 2.8408 2.9712 1.67 3.91
Descriptives
Overall Mean
95% Confidence
Interval for Mean
elem 31 2.9573 .21342 .03833 2.8790 3.0356 2.22 3.60
highschool 80 2.8406 .46054 .05149 2.7381 2.9431 1.67 3.83
collegeunder 24 3.0610 .44026 .08987 2.8751 3.2469 2.20 3.91
collegegrad 25 2.9029 .41577 .08315 2.7313 3.0746 2.14 3.62
Total 160 2.9060 .41761 .03301 2.8408 2.9712 1.67 3.91
Descriptives
Overall Mean
95%
Std. Confidenc
Deviatio Std. e Interval Minimu Maximu
N Mean n Error for Mean m m
Lower Upper
Bound Bound
both parents are 22 3.0102 .24805 .05289 2.9002 3.1202 2.54 3.60
attending the
business full time
one of the parents 26 2.9987 .40915 .08024 2.8335 3.1640 2.32 3.81
is attending the
business full time
(father or mother)
both parents are 21 2.9950 .40574 .08854 2.8103 3.1797 2.16 3.60
attending the
business part
time
113
one of the parents 36 2.9760 .33243 .05541 2.8635 3.0884 2.18 3.83
is attending the
business part
time (father or
mother)
both parents are 55 2.7408 .48658 .06561 2.6092 2.8723 1.67 3.91
not attending the
business
Total 160 2.9060 .41761 .03301 2.8408 2.9712 1.67 3.91
Descriptives
Overall Mean
95%
Std. Confidenc
Deviatio Std. e Interval Minimu Maximu
N Mean n Error for Mean m m
Lower Upper
Bound Bound
both parents are 42 3.0204 .32822 .05065 2.9181 3.1227 1.96 3.60
working full
time
one of the 52 2.9170 .43139 .05982 2.7969 3.0371 1.73 3.91
parents is
working full
time (father or
mother)
both parents are 23 2.9846 .32014 .06675 2.8462 3.1230 2.43 3.60
working part
time
one of the 43 2.7390 .47981 .07317 2.5913 2.8867 1.67 3.83
parents is
working part
time (father or
mother)
Total 160 2.9060 .41761 .03301 2.8408 2.9712 1.67 3.91
114
115
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SAINT FRANCIS OF ASSISI COLLEGE

045 Admiral Village, Talon III, Las Piñas City

FACTORS AFFECTING INTERMEDIATE STUDENTS’ ATTITUDES TOWARDS

A Thesis Presented to the

Annallene Marielle R. Fariscal-Riano

<Expected Date of Finish>

Background of the Study

October 5, 2020 to have more time in preparing the school opening.

be provided by the Department of Education. It will then be reproduced by the teachers.

National Achievement Test. In wanting to develop mathematical competency in the subject, to

classroom teaching (National Council of Teacher of Mathematics, 2010).

them when it comes to answering a subject matter.

towards Mathematics using modular approach. Intermediate Pupils of Poblacion Elementary

be encouraged to undergo studies regarding the improvement of mathematical skills of the

and certifies proper use of information.

synthesis necessary for this investigation.

On Gender and Students Attitudes

that the learning task of girls is more adaptive than boys.

Omwirhiren and Anderson (2016) indicated that there is a statistically significant

On Age and Students Attitudes

Several demographic variables have been used as a predictor of academic performance

because they found a weak positive impact of age on academic performance.

on his/her performance in reading but was significant for mathematics.

On Parents Educational Attainment and Students Attitudes

education has no statistical impact on their wards academic performance.

to fill this gap.

On Teaching Towards Mathematics

Given the attention that the Philippine education system is dedicating to

In the Philippines, Mathematics is a general education subject in primary education

using appropriate technology in problem-solving, critical thinking, communicating, reasoning,

making connections, representations, and decisions in real life (K to 12 Basic education

following difficulties: carelessness, lack of comprehension, interchanging values, and unfamiliar

helplessness, neglectful or pressure-inducing parents, society’s denigration of deep thought,

begin to question its essence.

appropriately apply cognitive skills.

teacher’s performance in teaching mathematics and to improve the students’ academic

performance in their mathematics courses.

teaching-learning. Teaching experience plays important role in success of education. Baruah

understudies toward understanding scholarly subjects and finishing assessment. Study

there is no substitute. As per him, to improve understudies’ scholarly accomplishment in various

parts of training, it is fundamental to improve their great investigation propensities. This is

of imbibing in the understudies’ examination propensity students’ study propensity, as a method

On Factors Affecting Students Attitudes Towards Mathematics

towards mathematics to determine the effects of attitude to pupils’ performance in mathematics

providing several theoretical frameworks developed with a range of perspectives and

characterization of attitude: investigating attitude towards mathematics.

reducing student anxiety and improve performance, especially in learning mathematics.

enhances not just engagement but also learning with enjoyment.

On the Use of Technology at Home

estimation strategy, measurement of dependent variable, and inclusion of different sets of

solving problems or assignment in school. Moreover, the emergence of industrial revolution

regarding household technology brought a significant transition of communication to other

Chen, & Yang, 2015).

(Kostyrka-Allchorne, Cooper, & Simpson, 2017).

choose computer games in other aspects.

distractor sentences. The solution was to remove the distractors.

and interactive environment.

greatly influenced students’ performance showed substantive proof or evidence of their

effectiveness. Teachers and students should collaborative actively in constructing mathematical