Abstract
This research investigated the differences on students’ attributes in mathematics such as their attitudes, self-efficacy, learning environment, and math performance based on their learning sessions. The descriptive comparative research design was employed using a three-set survey questionnaire to assess the attitudes, self-efficacy, and learning environment while the average of the students’ First and Second Quarter grades in Math was used to assess their academic performance. There were 204 respondents who were selected using stratified random sampling with their learning session as the stratum. Data were treated using descriptive and inferential statistics. Results revealed that the students had positive attitudes towards Math, had moderately positive self-efficacy and considered learning environment as influential to their learning while they had fair math performance. When grouped by their learning sessions, findings showed no significant difference on the students’ attitudes, self-efficacy, and learning environment but there is a significant difference on their math performance. Hence, school administrators and teachers are encouraged to design programs that would minimize the gap of student’s math performance based on their learning sessions.
Highlights
This research investigated the differences on students’ attributes in mathematics such as their attitudes, self-efficacy, learning environment, and math performance based on their learning sessions
Descriptive comparative research design was employed in this study to explore the attitude, self-efficacy, learning environment, academic performance of the students in math utilizing the data that were gathered through a survey questionnaire
Evidence shows that students from the day sessions perform better than the night sessions. They do not differ in their attitudes, self-efficacy, and the learning environment, the difference in their academic performance is a breakthrough in this study because this can provide a clear idea that students in the day sessions acquire more learning than the students in the night sessions
Summary
In all walks of life, whether in the office, in school, in presentations, in business dealings, in completing tasks, grocery errands, and chores, or even just coming home after work, whatever one’s day-to-day routine is, one makes use of reasoning, patterns, measurement, structure, classification, combinations and relationships to mention but a few, all of which sets into application, deliberately or inadvertently, one’s Mathematical skill set Most individuals feel they were not able to learn much from Mathematics but though, each one has gained a significant skill or two unaware of their potential to maximize their skill sets in their day-to-day transactions (Abramovich, Grinshpan, & Milligan, 2019). In spite of modern day advancements and teaching-learning techniques, children are still inclined not to give much effort to learning Mathematics when they do not find importance on the subject (Li & Schoenfeld, 2019)
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