THE PROBLEM AND ITS BACKGROUND
Cognitive failure is defined as absent-mindedness, that is, mistakes or errors people make because of slips of attention or memory failure (Reason and Mycielska, 1982). Their origin has been traced to memory problems, attention problems errors in the implementation of intentions or errors caused by distractions. It also involves clumsiness and problems in social interactions or problems in processing information. Mostly students are prone to experience cognitive failure.
If a person continues to experience cognitive failure, his or her brain may experience problems and difficulties in coping with the processing of thoughts. Mathematical ability is probably the most important asset that a student should have. This study will identify if there is an existing relationship between the cognitive failure of the 3rd year students and their mathematical ability. These variables will guide the researchers into finding the answer to their problem.
With the dedication and the perseverance of the researches, this study hopes to educate the students in assessing their cognitive failure and how to avoid it.
Statement of the Problem
This research study aims to investigate the relationship between cognitive failure of the 3rd year students and their mathematical ability. Specifically, this study aims to answer the following questions: 1. What is the current level of cognitive failure of 3rd year students as measured by the Cognitive Failure Questionnaire? 2. What is the current level of mathematical ability in Geometry among 3rd year students? 3. What is the relationship between Cognitive Failure of the 3rd year students and their mathematical ability?
Statement of the Hypothesis
Null Hypothesis: There is no significant relationship between Cognitive Failure of the 3rd year students and their mathematical ability.
Alternative Hypothesis: There is a significant relationship between Cognitive Failure of the 3rd year students and their mathematical ability.
Scope and Delimitation
This study focuses on the typical conditions pertaining to cognitive failure such as lack of attention and memory loss which affects student's mathematical ability. The age and gender of the students were not considered as a factor in this study.
This study limits its coverage on the third year students of Saint John of Beverley. Its main purpose is to prove if cognitive failure has a relationship with their capabilities in answering a mathematical ability test and to propose possible solutions regarding these problems. Each of the respondents is given the Cognitive Failure Questionnaires and a mathematical ability test to answer. Data gathered will be treated using the coefficient of correlation to determine the relationship or non-relationship existing between the variables of the study.
Definition of Terms
1. Cognition – refers on how the human brain process thoughts and information. 2. Cognitive Failure – the state of being absent-minded person and consequently committing mistakes or errors because of slips of attention or memory failure and errors cause by interference. It is measured by using the Cognitive Failure Questionnaire. 3. Mathematical ability – scores gathered by the students in answering the mathematical ability test. It is considered as a task in this study, not the subject Math. 4. Mathematical ability test – refers to the 20 item test that the researchers used to identify the scores of the 3rd year students. 5. Cognitive Failure Questionnaire – pertains to the questionnaire designed by Broadbent, Cooper, FitzGerald and Parkes on 1982 to evaluate the cognitive failure score of an individual person. 6. Social Desirability Bias - it is the tendency of respondents to reply in a manner that will be viewed favorably by others. (Wikipedia)