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International Journal of Advanced Research and Publications

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Nexus Between Affective Factors And Mathematics Achievement Of Students In College Algebra

Volume 2 - Issue 12, December 2018 Edition
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Dr. Realiza M. Mame
Mathematics Achievement, Affective Factors, Mathematical Self-concept, Mathematical Anxiety
The study focused on the relationship between some affective factors and mathematics achievement of BS Accountancy students in College Algebra. It utilized a descriptive research which is an initial research into a hypothetical or theoretical idea of Blooms Model on mathematics learning. The researcher observed and sought to understand more about the link between the students’ mathematical self-concept and mathematical anxietsy to their mathematics achievement in College Algebra. A random sample of 237 BS Accountancy students using .05 margin of error, who took Math 103 for the first time and currently enrolled in the second semester of AY 2016 were considered in the study. A 29-item self-report scale (Mathematics Self-Concept) and 40-item on Mathematics Anxiety were administered to the respondents. And the students’ mathematics achievement was based on the obtained final grade in College Algebra. Most of the respondents obtained a grade ranging from 2.51 to 3.0 described as low with a mean grade of 2.335 described as average performance. It was found out that majority of the respondents of which comprise 54 percent or 127 out of 237 showed high level of mathematical self-concept. In terms of mathematical anxiety, 56 percent showed average level. The students’ performance in College Algebra was found to have a significant relationship with their mathematical self-concept and mathematical anxiety. The gamma coefficient of .34 indicates moderate positive correlation between students’ performance in College Algebra and mathematics self-concept while -0.53 showed high negative correlation between mathematical anxiety and performance in College Algebra. Based on the result of the study, the researcher proposed activities on minimizing test taking errors, evaluation of mathematics teachers’ teaching behaviors and developing better self.
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