Alaman, Paul Daryl A. <br/><br/>
Factors influencing mathematical problem solving ability of students in Basic Mathematics and College Algebra class :  a structural equation modeling approach / 
by Paul Daryl A. Alaman and Jessica G. Premacio. 
 - Indang, Cavite :  Cavite State University- Main Campus,  2018. 
 - xiv, 97 pages :   illustrations ;	  28 cm 
<br/><br/> Thesis (Bachelor of Science in Applied Mathematics with specialization in Statistics) Cavite State University 
<br/><br/>Includes bibliographical references. 
<br/><br/>College of Arts and Sciences (CAS)  College of Arts and Sciences (CAS) 
<br/><br/> ALAMAN, PAUL DARYL A., and PREMACIO, JESSICA Go, FACTORS<br/>Influencing Mathematical Problem-Solving Ability of Students in Basic<br/>Mathematics and College Algebra Class: A Structural Equation Modelling Approach.<br/>Bachelor of Science in Applied Mathematics. Cavite State University, Indang, Cavite.<br/>May 2018. Adviser: Jennifer R. Mojica.<br/><br/>Th1S study illustrated a structural equation modeling of latent variables such as<br/>attitudes, beliefs, mathematical anxiety and self-efficacy to mathematical problem-solving<br/>ability. Specifically, the study aimed to determine the attitudes, beliefs, mathematical anxiety,<br/>self-efficacy and mathematical problem-solving ability of first year students; determine the<br/>factors influencing mathematical problem solving ability;<br/>determine the relationship of four latent variables such as: attitudes to beliefs; beliefs to<br/>mathematical anxiety; mathematical anxiety to self-efficacy; attitudes to mathematical anxiety;<br/>beliefs to self-efficacy; and attitudes to self-efficacy.<br/><br/>The research design used by the researchers in this study is descriptive method.<br/>The respondents are the students who were enrolled on Basic Mathematics or College<br/>Algebra class on academic year 2017-2018. The researchers used cluster sampling technique<br/>and gathered data through the use of questionnaires.<br/>The findings revealed that mathematical anxiety has a negative indirect effect to<br/>attitude. Attitude has a positive mediating effect to self-efficacy. Self-efficacy also has a positive<br/>indirect effect to beliefs. Mathematical Anxiety has a negative mediating effect.<br/>to self-efficacy. Attitude has a negative indirect effect to beliefs. And last, the indirect effect of<br/>Mathematical Anxiety means has positive mediating effect to beliefs.<br/>Mathematical Anxiety has negative direct effect problem solving ability to while attitude.<br/><br/>has a positive direct effect. Self-efficacy has a positive effect on mathematical problem-<br/>solving ability. In illustrating structural equation model with the goodness of fit CMIN/DF<br/><br/>(minimum discrepancy divided by degrees of freedom) ratio was 4.014 and he RMSEA (root<br/><br/>mean square error of approximation) was 0.058 which indicates an acceptable fit of the<br/>model. 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Mathematics--Study and teaching<br/>Problem solving--Mathematics<br/>Mathematical ability
<br/><br/><label>Dewey Class. No.: </label>373.12  / Al1 2018