BACKGROUND OF THE STUDY
Mathematics is one of the subjects taught in school. In our everyday life we encounter Math; some find it interesting but still many find it difficult and even despise it. It is commonly perceived to be difficult. Attitude towards mathematics plays a crucial role in the teaching and learning processes of mathematics. Researchers concluded that positive attitude towards mathematics leads students towards success in mathematics. In education, research suggests that student attitudes toward a subject lead to academic success (Popham, 2005; Royster, Harris, & Schoeps, 1999). Recognized since the early 1970s, mathematics anxiety has been defined as “feelings of tension and anxiety that interfere with the manipulation of mathematical problems in a wide variety of ordinary life and academic situations” (Richardson & Suinn, 1972, p.551). It is regarded as multidimensional (Ma, 1999) having components relating to attitude, cognition and emotion that manifest in inclinations, thoughts, feelings toward mathematics (Student Attitude, Student Understanding and Mathematics Anxiety, Jennison & Beswick). The researchers focused on the factors affecting the Mathematical performance of first year Bachelor of Elementary Education (BEED) students.
STATEMENT OF THE PROBLEM
The study aims to determine the different factors that affect the Mathematical performance of freshman students in Leyte Normal University enrolled to the BEED curriculum, first semester school year 2012-2013. Specifically, this study sought to answer the following questions: 1. What are the different factors affecting the mathematics performance of the BEED freshmen students of Leyte Normal University? 2. What are the characteristics of the freshmen students in terms of: 3.1 study habits
3.2 teachers strategies in teaching math
3.3 learning styles
3.4 attitudes towards math
3.5 math anxiety
3. Is there a significant...
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