000 03860nam a2200349 a 4500
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005 20240220135741.0
008 170410s19uu xx 00 eng d
040 _cCvSU Main Campus Library
041 0 _aeng
082 0 4 _a373.12
_bAl1 2018
100 0 _aAlaman, Paul Daryl A.
_931470
_eauthor
245 1 0 _aFactors influencing mathematical problem solving ability of students in Basic Mathematics and College Algebra class :
_ba structural equation modeling approach /
_cby Paul Daryl A. Alaman and Jessica G. Premacio.
260 0 _aIndang, Cavite :
_bCavite State University- Main Campus,
_c2018.
300 _axiv, 97 pages :
_billustrations ;
_c28 cm
336 _2rdacontent
_atext
337 _2rdamedia
_aunmediated
338 _2rdacarrier
_avolume
500 _aThesis (Bachelor of Science in Applied Mathematics with specialization in Statistics) Cavite State University
504 _aIncludes bibliographical references.
508 _aCollege of Arts and Sciences (CAS)
520 3 _aALAMAN, 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.
541 _cSubmitted copy to the University Library.
_d11/22/2018
_eT-7687
650 0 _aMathematics
_9482
_xStudy and teaching
650 0 _aProblem solving
_95648
_xMathematics
650 0 _aMathematical ability
_98572
690 _aBachelor of Science in Applied Mathematics
_92526
_xStatistics
700 _aPremacio, Jessica G.
_eauthor
_931471
700 _aMojica, Jennifer R.
_eadviser
_99588
856 _yClick here to view the Abstract and Table of Contents
_uhttp://library.cvsu.edu.ph/cgi-bin/koha/opac-retrieve-file.pl?id=2557c3ffa8a09c229755c6ec9537dce3
942 _2ddc
_cMAN
999 _c61743
_d61743