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.

Thesis (Bachelor of Science in Applied Mathematics with specialization in Statistics) Cavite State University

Includes bibliographical references.

College of Arts and Sciences (CAS)

ALAMAN, PAUL DARYL A., and PREMACIO, JESSICA Go, FACTORS
Influencing Mathematical Problem-Solving Ability of Students in Basic
Mathematics and College Algebra Class: A Structural Equation Modelling Approach.
Bachelor of Science in Applied Mathematics. Cavite State University, Indang, Cavite.
May 2018. Adviser: Jennifer R. Mojica.

Th1S study illustrated a structural equation modeling of latent variables such as
attitudes, beliefs, mathematical anxiety and self-efficacy to mathematical problem-solving
ability. Specifically, the study aimed to determine the attitudes, beliefs, mathematical anxiety,
self-efficacy and mathematical problem-solving ability of first year students; determine the
factors influencing mathematical problem solving ability;
determine the relationship of four latent variables such as: attitudes to beliefs; beliefs to
mathematical anxiety; mathematical anxiety to self-efficacy; attitudes to mathematical anxiety;
beliefs to self-efficacy; and attitudes to self-efficacy.

The research design used by the researchers in this study is descriptive method.
The respondents are the students who were enrolled on Basic Mathematics or College
Algebra class on academic year 2017-2018. The researchers used cluster sampling technique
and gathered data through the use of questionnaires.
The findings revealed that mathematical anxiety has a negative indirect effect to
attitude. Attitude has a positive mediating effect to self-efficacy. Self-efficacy also has a positive
indirect effect to beliefs. Mathematical Anxiety has a negative mediating effect.
to self-efficacy. Attitude has a negative indirect effect to beliefs. And last, the indirect effect of
Mathematical Anxiety means has positive mediating effect to beliefs.
Mathematical Anxiety has negative direct effect problem solving ability to while attitude.

has a positive direct effect. Self-efficacy has a positive effect on mathematical problem-
solving ability. In illustrating structural equation model with the goodness of fit CMIN/DF

(minimum discrepancy divided by degrees of freedom) ratio was 4.014 and he RMSEA (root

mean square error of approximation) was 0.058 which indicates an acceptable fit of the
model.

Submitted copy to the University Library. 11/22/2018 T-7687