Cosmos Journal of Engineering & Technology

A Refereed Research Journal

Vol 10 / No 2 / Jul-Dec 2020 ISSN: 2231-4210
MATHEMATICS IN THE MODERN WORLD AS A SCIENCE OF
PATTERNS WITH AN INTEGRATION OF OUTCOME BASED TEACHING-
LEARNING APPROACHES
*
Roldan C. Bangalan
**
Jocelyn B. Hipona
Paper Received: 27.08.2020 / Paper Accepted: 14.09.2020 / Paper Published: 16.09.2020
Corresponding Author: Jocelyn B. Hipona; Email: jhipona@feu.edu.ph; doi:10.46360/cosmos.et.xxxxxxxx

Abstract
Background and Objective: Mathematics in the Modern World (MMW) is one of the general education
courses in the New General Education Curriculum (NGEC) in higher education institutions in the
Philippines. Awareness of students’ experiences and attitude toward this new course is necessary for the
improvement of instruction.
Methods and Findings: A total of 109 first year college students were administered with a questionnaire to
find out their attitude toward mathematics and a set of open-ended questions regarding their realizations and
challenges encountered in MMW class. Results show that students exhibited positive attitude toward
Mathematics in the Modern World. Students recognized the importance of mathematics in one’s life and in
the society.
Conclusion: Students thrive well in a learning environment that fosters exploration, creativity,
collaboration, love and respect. With this, every student will begin to like, do, and love mathematics, then
succeed.

Keywords: Mathematics in the Modern World, New General Education Curriculum, Attitude towards Math,
Challenges in Math Class.

Introduction discipline-based learning areas that currently

Students today require stronger mathematical structure higher-education institutions (HEIs)
knowledge, skills and values to pursue higher curricula”. For the HEIs, this means describing the
education, to compete and be part of the attributes of their ideal graduates based on their
technologically oriented workforce and to be visions and missions as part of their institutional
informed citizens [1]. The reformed Philippine goals or outcomes, and using these as bases for
educational system through K to 12 Enhanced developing specific program outcomes [3].
Basic Education Program aims to make each
student “a holistically developed Filipino with 21st Higher education institutions (HEIs) are allowed to
century skills”. In light of these demands and design curricula suited to their own contexts and
changes, the Commission on Higher Education missions and determine the appropriate means of
(CHED) released CMO No. 20 series 2013 as a delivery, support facilities and educational
guide that defines the New General Education resources to ensure achievement of the set program
Curriculum (NGEC) in the context of the K to 12 outcomes. HEIs have the flexibility to determine
curriculum. General Education is the portion of the the appropriate means of delivery to employ in
curriculum common to all undergraduate students order to ensure achievement of the set program
regardless of their major in response to the outcomes.
challenges of the 21st Century. The goal of general
education is to produce thoughtful graduates One of the general education courses that all first
imbued with values reflective of a humanist year college students should take is Mathematics in
orientation, conscious of his/her identity as an the Modern World (MMW). This course deals with
individual, a Filipino, a member of the global nature of mathematics, appreciation of its practical,
community, and a steward of the environment [2]. intellectual, and aesthetic dimensions, and
Outcomes-based education (OBE) is an approach application of mathematical tools in daily life. The
that focuses and organizes the educational system course begins with an introduction to the nature of
around what is essential for all learners to know, mathematics as an exploration of patterns and as an
value, and be able to do to achieve a desired level application of inductive and deductive reasoning.
of competencies. It is “open to incorporating By exploring these topics, students are encouraged
*Faculty, Senior High School Department/ College and Graduate School, St. Paul University Philippines,
Tuguegarao City, Philippines.
**Research Committee Chair/ Faculty, Graduate Studies Program, Institute of Nursing, Far Eastern
University, Manila, Philippines.
17
to go beyond the typical understanding of learning practices that would promote enjoyment
mathematics as merely bunch of formulas, but a and better performance in mathematics.
source of aesthetics in patterns of nature, for Practitioners and researchers should highlight the
example, and a rich language in itself (and of importance of teacher warmth and instructional
science) governed by logic and reasoning. The relevance in the experiences of students in order for
course then proceeds to survey ways in which them to succeed [9].
mathematics provides a tool for understanding and
dealing with various aspects of present-day living At St. Paul University Philippines, the course
such as managing personal finances, making social MMW is offered to all bachelor’s degree programs
choices, appreciating geometric designs, of the School of Arts, Sciences and Teacher
understanding codes used in data transmission and Education. First year college students have to
security, and dividing limited resources fairly. enroll the course MMW in the first semester of
These aspects will provide opportunities for academic 2018-2019. This is the first time where
actually doing mathematics in a broad range of instructors teach the course and students study the
exercises that bring about the various dimensions new course. It is then appropriate to conduct an
of mathematics as a way of knowing, and test the assessment on the teaching and learning of the new
students’ understanding and capacity. (CHED course. The findings of this study will surely help
MMW Syllabus). teachers as well as curriculum planners innovate
strategies for future action to bring about an
College mathematics achievement is frequently improvement in the teaching of mathematics and
influenced by students’ mathematics self-efficacy student learning.
and mathematics anxiety. Accordingly, instructors
endeavor is to build the students’ mathematics self- In view of the different literature cited, this study
efficacy, alleviate mathematics anxiety, or sought to determine how students see, feel, and
strengthen positive mathematics attitudes, but think about the new course Mathematics in the
instructors lack the tools to consistently, Modern World.
realistically, and competently evaluate these
constructs [4]. Students with positive attitudes Conceptual Framework
toward learning mathematics are likely to be Johnson (2000) reiterated that there are four
motivated and prepared to learn, participate ingredients to investigate in a mathematics
willingly in classroom activities, persist in education researches [10]. One of these is the
challenging situations and engage in reflective students trying to learn mathematics which include
practices. The poor self-efficacy in mathematics of their intellectual ability, their past experiences and
college students habitually decreases their performances in mathematics, their preferred
enthusiasm to study and in the end can lead to low learning styles, their attitude toward mathematics,
mathematics accomplishment [4]. and their social adjustment. The other ingredients
are the mathematics teachers, the mathematical
A number of studies focused on students’ attitude content, and the pedagogical models for presenting
towards mathematics and factors influencing such and experiencing this mathematical content.
attitude. Attitude towards mathematics plays a
crucial role in the teaching and learning processes As stated by several researchers and educators,
of mathematics [5]. It effects students’ achievement among student attributes, attitude is a key factor to
in mathematics. The teaching method, the support be considered in understanding and explaining
of the structure of the school, the family and differences in student performance in mathematics.
students’ attitude towards school affect the The process of acquiring this ability is strongly
attitudes towards mathematics. Similarly, the use of determined by attitudes to mathematics. These
instructional practices such as of active learning, emotional dispositions have an impact on an
interesting/meaningful topics, mathematics individual’s behavior, as one is likely to achieve
problems and anecdotes, a sense of humor, Socratic better in a subject that one enjoys, has confidence
questioning, and activities enhancing abstract in or finds useful. For this reason positive attitudes
mathematical thinking and problem solving skills towards mathematics are desirable since they may
had an effect on students’ attitudes towards influence one’s willingness to learn and also the
mathematics [6]. Moreover, student-centered benefits one can derive from mathematics
strategies and collaborative learning can improve instruction. Likewise, a class environment where
student attitudes and self-efficacy in undergraduate teachers who students see as supportive promotes
mathematics courses [7]. Furthermore, student’s student feelings of control and confidence in their
aptitude, instructional, social, psychological, and ability to succeed. Moreover, an interest in
environmental factors influence the students’ liking mathematics may stimulate students to learn
or disliking of mathematics [8]. This findings mathematics and their success in learning may
suggest that teachers should employ teaching- further strengthen their interest [11]. Enjoyable
18
experience gained from teaching facilitates an 6 Ethical Consideration
increase of students’ positive attitude towards Ethical guidelines were followed for the whole
mathematics. Hence improving student research period. The researcher submitted the study
achievement can be done through the selection of for review and approval of the Ethics Review
learning activities that can improve students' Board of the university. It followed the National
positive attitudes. Ethical Guidelines for Health and Health-Related
Research 2017 prepared by the Philippine Health
Research Methodology Research Ethics Board.
1 Research Design
This study employed a mixed method approach, a Results
research design that uses both quantitative and
qualitative data to answer a particular question or Table 1: Profile of the Participants
set of questions. The utilization of a mixed methods
approach can provide several benefits, including Gender Frequency Percentage
triangulation, complementarity, development, Male 37 33.94
initiation of another question, and expansion. Female 72 66.06
Qualitative data were gathered through a semi- Course
structured open-ended interview with the students Bachelor of 36 33.03
while results from a Likert-scale survey generated Secondary Education
data for quantitative analysis.
Bachelor of 5 4.59
Elementary
2 Respondents of the Study
Education
The participants in this study were the first batch of
BS Psychology 30 27.52
first year college students in the School of Arts,
BS Social Work 17 15.60
Sciences, and Teacher Education of St. Paul
University Philippines. Of the 127 students, 109 BS Public 11 10.09
(85.83%) participated in the study. Administration
BS Biology 4 3.67
3 Research Instrument AB English and 6 5.50
A mathematics attitudinal survey (Fennema- Language Studies
Sherman Mathematics Attitude Scale, 1976) was Final Grade
modified to suit the context of the study. Students’ 1.25 (95-97) 3 2.76
experience on learning Mathematics in the Modern 1.50 (93-94) 7 6.42
World as well as their suggestions for the 1.75 (90-92) 19 17.43
improvement of teaching and learning of MMW 2.00 (88-89) 14 12.84
were determined through a set of open-ended 2.25 (85-87) 24 22.02
questions. These instruments were content 2.50 (82-84) 31 28.44
validated by researchers and mathematics experts. 2.75 (79-81) 7 6.42
3.00 (75-78) 4 3.67
4 Statistical Treatment of Data
Weighted mean was used to determine students’ Table 1 shows the profile of the participants
attitude toward Mathematics in Modern World. A according to gender, course, and final grade. It
mean lower than 2.51 is interpreted as negative or further reveals that majority of the participants are
unfavorable while a mean higher than 2.50 is female. The highest percentage (33.03%) of the
interpreted as positive or favorable. Frequency, participants is enrolled in Bachelor of Secondary
percentage, and rank were used to determine the Education. Thirty (27.52%) participants are BS
students’ most liked topics and classroom activities, Psychology students and 17 (15.60%) participants
as well as the students’ suggestions to improve the are BS Social Work students. The rest are enrolled
teaching of MMW. Thematic Analysis was also be in courses such as BS Public Administration (11),
used to analyze and interpret the learning AB English and Language Studies (6), Bachelor of
experience of the students in the course. Elementary Education (5), and BS Biology (4).
Based from final grade, twenty-nine (29)
5 Data Collection Procedure participants have final grades of at least 90% or
Data were collected a day before the end of the first 1.75. Eleven (11 or 10.09%) participants have final
semester of academic year 2018-2019. The grades lower than 2.50. These students did not
questionnaire and informal interview were meet the required final grade for a non-major
administered to the participants after the approval subject in board courses like BS Psychology and
of the dean. The participants were assured of Education. But it is interesting to note that all
anonymity of their responses. participants have successfully passed the subject
Mathematics in the Modern World.
19
 Table 2: Students’ Attitude toward Mathematics good understanding of math for my future work”
which are rated the highest with means of 4.04,
Statements Mean Interpretation 3.92, and 3.76, respectively. Participants agreed
1. Math is a worthwhile, that they are not those who can do well in math
Agree (mean = 3.65) and they find math difficult (mean =
necessary subject. 4.04
2. I'm not the type to do 3.64). On the other hand, they disagreed on the
Agree following statements: taking math is a waste of
well in math. 3.65*
3. Taking math is a time (mean = 1.98), math is not important in life
Disagree (mean = 2.02), doing well in math is not important
waste of time. 1.98*
4. Math has been my for the future (mean = 2.26), and math has no use
Neutral outside school (mean = 2.56). These data manifest
worst subject. 2.87*
5. I think I could handle the participants’ appreciation of the importance of
Neutral mathematics in one’s life.
more difficult math. 2.81
6. I will use
mathematics in many Agree Generally, students have positive attitude toward
ways as an adult. 3.64 Mathematics as reflected by an overall mean of
3.33. This finding supports the study of Rukavina
7. I see mathematics as
(2012) who also found out that students expressed
something I won't use
2.56* Disagree positive attitude towards mathematics [12]. In
very often when I get
addition, attitude is an important determinant of
out of school.
academic achievement [13]. Likewise, teachers
8. Most subjects I can
with a more positive attitude in mathematics are
handle well, but I just
Neutral perceived to be better at supporting students [14].
can't do a good job
with math. 3.19*
Table 3: Topics that are most liked by the students
9. I can get good grades
Agree
in math. 3.41
Topics Frequency Percentage
10. I'll need a good
Mathematics in 85 77.98
understanding of math Agree
Nature
for my future work. 3.76
Patterns and 56 51.38
11. I know I can do well
Agree Symmetries
in math. 3.41
Logic 45 41.28
12. Doing well in math is
not important for my Disagree Mathematics of 42 38.53
future. 2.26* Graphs
13. I am sure I could do Problem Solving 37 33.94
advanced work in Neutral and Reasoning
math. 2.76 Language of 25 22.94
14. Math is not important Mathematics
Disagree Statistical Tools 22 20.18
for my life. 2.02*
15. I'm no good in math. 2.98* Neutral
16. I study math because I As shown on Table 3, out of the 109 students, 85
Agree (77.98%) of them liked the first chapter of the
know how useful it is. 3.68
course, Mathematics in Nature, the most. One
17. I can usually manage
student stated: “Mathematics in Nature made me
the math we do at Neutral
understand that Mathematics is not just about
school. 3.11
numbers”. Other responses are: “I was enlightened
18. I like learning math. 3.16 Neutral
that mathematics is connected in nature”, “My
19. I find math difficult. 3.64* Agree
appreciation of nature was heightened” and “I’ve
20. School math is learned more about nature as well as mathematics”.
relevant to life in Agree Other participants answered: “With this topic, I
today’s world. 3.92 was able to realize the essence of mathematics and
Over-all Mean Neutral have appreciated it. I was able to appreciate the
3.33**
(Positive) universe/nature through the patterns that have
*Negative Statement revealed by mathematics”, and “It made me
**Computed Overall Mean after reverse scoring realized that Mathematics is important and can
As gleaned on Table 2, participants have favorable never be eliminated in this world. Thus, it
attitude regarding the relevance of mathematics. challenged me to do well in math because I know I
This is evident in the following statements: “Math can use my learning in the future”. In Mathematics
is a worthwhile, necessary subject”, “School math in Nature, students learned that the universe is full
is relevant to life in today’s world”, and “I'll need a
20
of patterns and these patterns are vital clues to the coloring is an application of the concept of planar
laws that govern nature. And the best way to graph. Students need to be given time and multiple
understand nature is through mathematics since it is opportunities to work on problems that require
considered as the science of patterns. them to be resourceful and creative [15].

Likewise, more than half of the participants (56 or The essay writing activity is preferred by 56
51.38%) enjoyed the topic “Patterns and (51.38%) participants. This is supported by their
Symmetries” simply because they love seeing responses: “I like essay writing the most due to my
patterns. According to New Brunswick Department inclination to writing”, “It gives us avenue to
of Education (2015), working with patterns enables communicate our ideas not in numbers but in
students to make connections beyond mathematics. words”, “This is the field I am good at”, “I am
The ability to analyze patterns contributes to how happy when my teacher asked us to write
students understand their environment. reflections or learning insights on a certain topic”
and “I find essay writing easier than the other
A number of participants (45 or 41.28%) found activities in expressing my insights”. This activity
“Logic” an interesting topic. They find the topic promotes one of NCTM’s process standards,
challenging as it sharpened their minds to think mathematical communication. When students are
logically. Forty-two (38.53%) participants are challenged to communicate the results of their
fascinated by the concept of Mathematics of thinking to others orally or in writing, they learn to
Graphs while 37 (33.94%) participants are be clear, convincing, and precise in their use of
captivated by the lessons in Problem Solving and mathematical language [16].
Reasoning. One student mentioned, “I love this
topic because it challenged me to think and analyze Forty (36.70%) participants loved doing Artworks.
problems, draw a plan and put the plan to work”. Students have expressed what they have learned
Additionally, other participants find the topics through their own artwork and have showed their
“Language of Mathematics” (25 or 22.94%) and artistic side.
“Statistical Tools” (22 or 20.18%) interesting.
The group quiz activity is appreciated by 37
This finding supports the OBE of CHED with (33.94%) participants. They revealed that the
regard to determination of content, means of activity helped them develop their social skills as
delivery, support facilities and educational they work with their classmates. Participants
resources to ensure achievement of the set program realized that one needs to be responsible enough to
outcomes. cooperate with other group mates and they
observed that there is interaction and sharing
Table 4: Teaching-Learning Activities Which The among students in this activity. As one student
Students Participated And Learned The Most narrated, “This activity brought a lot of cooperation
and teamwork. It was fun while we learn”.
Teaching-Learning Frequency Percentage Employing student-centered strategies and
Activities collaborative learning improves student attitudes
Map Coloring 68 62.39 and self-efficacy in undergraduate mathematics
Essay Writing 56 51.38 courses [7].
Artwork (Symmetry) 40 36.70
Group Quiz 37 33.94 Through the photography activity students learned
Photography 30 27.52 to appreciate math as well as nature. Thirty of the
Tower of Hanoi 28 25.69 participants (27.52%) liked this activity simply
because they love taking pictures. Moreover,
Literary Piece 26 23.85
participants enjoyed other learning activities such
Composition
as Tower of Hanoi (28), Literary Piece
Chapter Summary 15 13.76
Composition (26), Chapter Summary (15),
Research Project 11 10.09
Research Project Proposal (11) and Activity Sheets
Proposal
(6).
Activity Sheets 6 5.50
The utilization of varied and enjoyable teaching-
As revealed on Table 4, of the many and varied learning activities facilitates an increase of
teaching-learning activities utilized in MMW class, students’ positive attitude towards mathematics
68 participants (62.39%) enjoyed and learned the [17]. Ontario Ministry of Education (2004)
activity “Map Coloring” the most. This is mentioned that educators can foster in students the
manifested in participants’ responses such as “I positive attitudes about mathematics by
enjoyed doing the map coloring” and “I have encouraging the belief that everyone can “do”
applied in this activity my creativity”. Map mathematics, modeling enthusiasm for teaching
21
and learning mathematics; addressing the learning necessary subject as it helps in understanding the
styles of students, engaging all students in world better.”
mathematical activities, helping students to
appreciate the value of mathematics in their lives, Based from the responses above, students’
choosing activities carefully, and capitalizing on perceptions of mathematics include how students
the “math moments” that occur naturally at home define mathematics as a subject, how they realized
and in the classroom. to appreciate the importance of math, and how they
describe math as a difficult subject but can be
1 Students’ Realizations in Learning MMW learned. They recognized that Mathematics is not
After a semester of learning Mathematics in the just about numbers and computations but a science
Modern World, the participants unveiled the of patterns. They also realized the Mathematics is
following realizations. These realizations are necessary in order to understand the world better
categorized into three: perceptions of math, MMW and make it a better place to live in. In addition,
compared to other math subjects, and MMW as a participants reiterated that Mathematics is difficult
math class. but it would be fun if one shows interest and tries
his best.
1.1 Perceptions of Mathematics
“I learned that mathematics is not just about 1.2 MMW compared to other math subjects
numbers and computations, but it is also about non- “It is only MMW that took up Mathematics in
ending patterns.” Nature, which makes it unique among all math
“Math is everywhere, we gain more knowledge and subjects. Most of the topics in MMW are practical
we use it every day.” and easy to understand. Its approach is good. “
“MMW is an eye-opener to everybody. MMW is “MMW is exciting for we get to know Math’s
really important subject since Math is everywhere.” nature deeper.”
“Math is complicated and you have to think outside “I had fun in MMW even if it’s challenging.”
the box.” “MMW is a mixture of suspense and excitement.”
“Math really is not that hard to understand only if “MMW is easier compared to other math subjects.
you are willing to learn.” This subject is indeed helpful in the future.”
“Math is relevant and somewhat useful that in the “MMW took a new approach from the basic
smallest detail of a matter is consist of mathematics I used to learn. MMW is very
mathematics” relatable to me. MMW made me realized the
“I realized I can actually do math. It’s not always importance of mathematics further.”
about numbers.” “Having MMW as a math subject is quite
“I realized that math is one of the hardest but interesting since it doesn’t focus more on numbers
worth-learning subject.” but on how things happen. This subject challenged
“Math is very important in our life, wherever we me to do good in math.”
are, we always use it.” “Math is really hard for me but MMW somehow is
“Generally, I find math as good because the topics much more interesting and challenging.”
are relatable. Also, I learned a lot in this subject.” “MMW is actually better than any other math
“When we hear the word mathematics it looks like because it is more on relating math in our life.
difficult but when you study very well it is MMW is of reality.”
interesting.” “I had fun learning MMW. I find it easier to learn
“When I was in high school, I used to say Math is math now.”
not important but now I have realized that Math is “MMW is awesome because it teaches us to be
associated with us, in our environment and more organized and systematic. “
everything we do. That’s why I am starting to like “MMW have opened opportunities to appreciate
the subject.” math more on a less algebraic or trigonometric
“Math is difficult but I learned a lot not only things approach. I am glad that this subject was
for the mind but also for application. I learned to be introduced rather than the usual equation-like form
patient and hard working.” of mathematics.”
“It challenged me to exert effort to understand the “It has been challenging as well as exciting since it
lessons and these will probably be applied in our was not the conventional mathematics.”
future jobs.” “I have a deeper understanding of mathematics.”
“Mathematics is not that easy but when you try
your best and strive more, math would be fun.” Generally, students find Mathematics in the
“I realized that math is not that hard to learn. I Modern World more challenging and interesting
learned to appreciate it.” than the other math subjects. MMW encourages
“One should learn to accept and love mathematics students to appreciate the intellectual, aesthetic, as
in order to understand it. We should think of it as a well as the practical value of mathematics.

22
1.3 MMW as a Math Class While students find learning MMW exciting and
“I love the topics, the teacher. He is energetic.” fun, there are still room for improvement. Students
“Our teacher taught us very well.” suggested the following for the improvement of
“The class is challenging, fun and alive.” student learning experience in MMW.
“It touches my innermost logical mind and “Give more examples about the topic”
activities are fun.” “More thorough discussion”
“It is fun because it makes you think logically.” “Regulate the pace in teaching”
“I like every topic.” “Utilize other activities to engage students more”
“I find Mathematics interesting when we tackled “Incorporate film viewing”
about Mathematics of Graphs. I learned that “Let the students report for it will help them boost
coloring of maps has connection with confidence”
mathematics.” “More time for students to do their tasks”
“Each class brought new challenges, but we usually
end up overcoming them by learning how it is easy These responses support Sinay & Nahornick (2016)
to solve. So, we usually have a positive spirit for recommendations that can help and support student
the next topic.” achievement in mathematics. Mathematics classes
“I find it challenging, exciting and fun because need to promote problem-solving, creativity,
every lesson pushes me to do better.” collaboration, investigation and fun through
“It has been a roller-coaster ride. Sometimes you inquiry-based learning, varied teaching strategies
feel good at math but sometimes you feel frustrated and technologies, and ongoing and changing
when you fail to solve a problem.” assessment methods.
“Activities are fun and it really enhanced my
critical thinking.” Discussion
“For me it’s boring because I don’t understand The study revealed that students exhibited positive
some lessons.” attitude toward Mathematics in the Modern World.
Students recognized the importance of mathematics
Most of the students find MMW class challenging in one’s life and in the society. The top three topics
but fun. Factors such as topics, teacher’s which students liked the most are mathematics in
personality and engaging learning activities nature, patterns & symmetries, and logic. These
contributed to the positive attitude of students topics helped students realize that math is
toward the subject. However, few students find everywhere, patterns possess beauty as well as
MMW boring because they do not understand some utility, and problem solving & reasoning skills are
of the lessons and they are not interested to learn the twin goals of mathematics. Among the varied
the topics. teaching-learning activities employed in MMW
class, the top three which students appreciated the
1.4 Challenges or Problems Encountered by Students most are Map Coloring, Essay Writing, and
in Studying Mathematics in the Modern World Artwork. These activities allow students to express
It is necessary for teachers as well as school their thoughts and show their artistry. Students with
administrators to be aware of the challenges or positive attitudes toward learning mathematics are
problems encountered by students in their classes. likely to be motivated and prepared to learn,
Recognizing these challenges provides participate willingly in classroom activities, persist
opportunities for improvement. First year college in challenging situations and engage in reflective
students enumerated some concerns in their MMW practices (New Brunswick Department of
class. These are: Education, 2015).
“Difficulty in understanding the topics”
“Difficulty in devising a plan, utilizing appropriate
strategy or formula” Conclusion
“Too much topics and terminologies” On realizations after taking MMW, students
“Lack of practice in Problem solving” realized that Mathematics is not just about numbers
“Lack of concentration” and computations but a science of patterns. They
“Lack of interest toward the subject” also realized the Mathematics is important to make
work and life easier. Also, they specified that
According to Yilmaz et al. (2010), factors such as Mathematics is difficult but can be learned if one
students’ failure to solve mathematics problems, shows enthusiasm and exerts effort. It is motivating
failure to understand the topic well, and students’ to know that students find Mathematics in the
lack of commitment are related to the students’ Modern World more appealing than the other math
disliking of mathematics. subjects. MMW encouraged students to appreciate
the intellectual, aesthetic, as well as the practical
1.5 Suggestions of Students for the Improvement of value of mathematics. Furthermore, students
the Teaching-Learning of MMW revealed that teacher’s personality, topics included,
23
and engaging learning activities contributed to their Acknowledgement
positive attitude toward the subject. Though, there The authors would like to extend their sincere
are still few students who find MMW boring gratitude and deepest appreciation to their
because they do not understand some of the lessons affiliations and to the participants that led to the
and they are not interested to learn the topics. possible accomplishment of this research work.

On challenges encountered by the students, they References

enumerated difficulty in understanding the topics, 1. Bearneza, F.J., (2020). The self-efficacy and
difficulty in devising a plan, utilizing appropriate anxiety in learning mathematics of college
strategy or formula, too much topics and students. Globus Journal of Progressive
terminologies, lack of practice in problem solving, Education, 10 (1): 101-110.
lack of concentration and lack of interest toward 2. Booker, K.C., & Lim, J.H. (2018).
the subject. Accordingly, students listed the Belongingness and Pedagogy. Youth &
following suggestions to enhance the teaching- Society, 50(8), 1037–1055.
learning of MMW. Students suggested that topics https://doi.org/10.1177/0044118X16652757
should be discussed thoroughly and at suitable pace. 3. Can, I., Koydemir, S., Durhan, S., Ogan, S.,
They desired to be given more examples to Gozukara, C. & Cokluk, G. (2017). Changing
illustrate concepts. Other students wanted more high school students’ attitudes towards
engaging activities to be utilized in class such as mathematics in a summer camp: Happiness
film viewing and student reporting. They also matters. Educational Sciences: Theory &
wished to be given more time to do their assigned Practice, 17, 1625–1648. http://dx.doi.org/
tasks. 10.12738/estp.2017.5.0373
4. CHED Memorandum Order No. 20 Series of
Students of Mathematics in the Modern World 2013. General education curriculum: holistic
revealed that one’s negative perception of Understandings, intellectual and civic
mathematics can be altered through effective competencies.
integration of technological, pedagogical, and 5. Commission on Higher Education Handbook
content approaches. With this, every student will on Typology, Outcomes-Based Education, and
begin to like, do, and love mathematics. Institutional Sustainability Assessment 2014,
Philippines.
Recommendations 6. Farooq, M. & Shah, S., (2008). Students’
Based from the findings and conclusion, the attitude towards mathematics. Pakistan
following recommendations were made. Economic and Social Review, 46(1): 75-83.
7. Johnson, J., (2000). Teaching and Learning
School administrators may provide teachers with Mathematics. Using Research to Shift From
ample opportunities and resources to enhance and the “Yesterday” Mind to the “Tomorrow”
refresh their knowledge and skills for effective Mind.
teaching and learning of mathematics. Teachers 8. Konarzewski, K., (2019). Primary School
may appropriately utilize instructional techniques Pupils’ Attitude Toward Mathematics and their
that accommodate the nature, ability, and interest Achievement in Mathematics. New
of diverse learners. Teachers may promote a Educational Review, 56: 17–28. https://doi.org
supportive and more engaging learning /10.15804/tner.2019.56.2.01
environment where every student feel being valued 9. Mata, M. et al., (2012). Attitudes towards
thus improving their attitude toward a certain Mathematics: Effects of Individual,
subject. Students may realize the idea that everyone Motivational, and Social Support Factors.
can do mathematics and other subjects if they just Hindawi Publishing Corporation. Child
show interest and exert effort. Researchers may Development Research. Volume 2012, Article
conduct further studies to find factors influencing ID 876028, 10 pages.
students’ attitude towards mathematics. doi:10.1155/2012/876028
Researchers may conduct studies to find if there is 10. Mazana, M. Y., Montero, C. S., & Casmir, R.
a relationship between students’ attitude and O., (2019). Investigating Students’ Attitude
achievement in mathematics. towards Learning Mathematics. International
Electronic Journal of Mathematics Education,
Conflicts of Interest 14(1): 207-231. https://doi.org/10.29333
The author declares there are no significant /iejme/3997
competing financial, professional, or personal 11. Mubeen, S. et. al., (2013). Attitiude towards
interests that might have influenced the Mathematics and Achademic Achievement in
performance or presentation of the work described Mathematics among Secondary Level Boys
in this manuscript. and Girls. IOSR Journal Of Humanities And
Social Science (JHSS), ISSN: 2279-0837,
24
 ISBN: 2279-0845, 6(4): 38-41. Class. Conference Papers -- Psychology of
www.Iosrjournals.Org Mathematics & Education of North America,
12. National Council of Teachers of Mathematics 986–989.
(NCTM), (2000). Principles and Standards for 15. Pehkonen, E., (1997). The state-of-art in
School Mathematics. www.nctm.org. mathematical creativity. ZDM, 29(3): 63-67.
13. Nufus, H., (2014). Student Attitudes Towards 16. Rukavina, S., Zuvic-Butorac, M., Ledic, J.,
Learning Mathematics, Mathematics Learning Milotic, B., & Jurdana-Sepic, R., (2012).
Problems And Reasoning. International Developing positive attitude towards science
Seminar on Innovation in Mathematics and and mathematics through motivational
Mathematics Education. Yogyakarta, classroom experiences. Science Education
Indonesia. International, 23(1): 6-19.
14. Outlaw, B.A., Keene, K.A., & Downing, G.A., 17. SEI-DOST & MATHTED, (2011).
(2018). Students’ Experiences in an Mathematics framework for Philippine basic
Undergraduate Mathematics Class: Case education. Manila: SEI-DOST & MATHTED.
Studies from a Learner-Centered Precalculus

25