LESSON-7-PROBLEM-AND-ITS-BACKGROUND

The document outlines a research study focused on the perceptions and attitudes of mathematics students towards online learning and its impact on their academic performance. It includes sections on the problem statement, research objectives, hypotheses, and a conceptual framework that connects student profiles with their self-efficacy and attitudes in mathematics. The study aims to identify barriers to online learning and propose measures to enhance students' attitudes towards mathematics.

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LESSON-7-PROBLEM-AND-ITS-BACKGROUND

Uploaded by

Sairel Mae Bautista

We take content rights seriously. If you suspect this is your content, claim it here.

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Download as PDF, TXT or read online on Scribd

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CHAPTER 1 THE PROBLEM

AND ITS BACKGROUND

CHAPTER 1
THE PROBLEM AND IT’S BACKGROUND
TITLE OF THE RESEARCH
 PERCEPTION AND ATTITUDES OF MATHEMATICS
STUDENTS TOWARDS ONLINE LEARNING IN
RELATION TO THEIR ACADEMIC PERFORMANCE

 BARRIERS OF ONLINE LEARNING AND ITS EFFECT

TO THE ACADEMIC PERFORMANCE OF STUDENTS
Chapter 1 THE PROBLEM AND ITS BACKGROUND

 Introduction
 Conceptual/Theoretical Framework
 Statement of the Problem
 Hypothesis
 Significance/Importance of the Study
 Scope and Delimitations of the Study
 Definition of Terms
INTRODUCTION

 statement of the origin of the problem

 an account describing the circumstances which
suggested the research
 include the justification of the selection or choice of
the study.
Example structure of an introduction

 Introductory paragraph:
 Give a general introduction to the topic for broad audience
 Narrow the focus to your particular topic
 State your research problem and aims
 Literature review (usually several paragraphs):
 Summarize the relevant literature on your topic
 Describe the current state of the art
 Note any gaps in the literature that your study will address
 Research targets (usually one paragraph):
 State your hypothesis or research question
 Briefly describe how you will accomplish your aims
What is a Research Gap?
 A research gap is a question or a problem that has not been
answered by any of the existing studies or research within your
field. Sometimes, a research gap exists when there is a
concept or new idea that hasn't been studied at all. Sometimes
you'll find a research gap if all the existing research is
outdated and in need of new/updated research (studies on
Internet use in 2001, for example). Or, perhaps a specific
population has not been well studied (perhaps there are
plenty of studies on teenagers and video games, but not
enough studies on toddlers and video games, for example).
These are just a few examples, but any research gap you find
is an area where more studies and more research need to be
conducted.
Conceptual/Theoretical Framework

 Theory is a set of interrelated concepts, definitions, and

propositions that presents a systematic view of
phenomena by specifying relations among variables.
(e.g. Stimulus elicits a response)

 Conceptual Framework is an organized body that

explains relationships among the concepts/variables
being investigated.
(e.g., Animated presentations of the lessons enhance
learners’ Science achievement)
Conceptual Framework
All students learn through exploration and curiosity. What
important for the teachers and school administrators to acknowledge
is the fact that each student in school has a different set of
experiences, diversity of learning and knowledge to create a
framework for viewing the world. Thus, students must be guided in
all things they do. The study will deal with the self-efficacy and
attitudes of Junior High School students towards Mathematics. The
researchers aimed to understand how certainly interrelated the
profile variables of the students are, that could lead to an
explanation of student attitudes and self – efficacy towards
Mathematics. Hence, the researchers in order to be guided in
pursuing such problem, they used an Input, Process, and Output
(IPO), model.
Figure 1: The Paradigm of the Study showing the Inter-relationship of
the variables of the study.
The inputs are the profile of the respondents as to their age,
gender, highest educational attainment of parents, occupation of
parents, monthly income of parents, number of siblings and educational
resources at home; and the Self – efficacy beliefs & Attitude
manifested by the respondents in mathematics by year level and as a
whole.
The process was to assess the profile of the respondents by year
level and as a whole; assessed the self – efficacy beliefs & attitude
manifested by the respondents by year level and as a whole; correlating
the self – efficacy & attitudes of the respondents in mathematics by
year level and as a whole, and correlating the profile of the respondents
and their self – efficacy beliefs & attitudes in Mathematics.
The output was the assessed self – efficacy and attitudes of the
students towards Mathematics and the proposed measure to enhance
the negative attitude of the respondents towards Mathematics.
The Research Objectives

 Objective- is an effect that is desired or expected

to be achieved by an activity, project or program.
 Research Objectives – refers to the statements of
purpose for which the investigation is to be
conducted. They describe the aims or goals which
are expected to be attained at the end of research
process.
Major Classification of Research Objectives

1. General Objectives- Is a broad statement of

purpose which uses abstract and non-measurable
concepts.

2. Specific Objectives- is a statement of purpose

which uses well-defined and measurable concepts
the formulation of which should be based on and
logically flow from the general objective.
Statement of the Problem
Statement of the Problem
This study attempted to determine whether self-efficacy beliefs can
influence the attitudes of the Junior High School students in Mathematics of the
University Of Cagayan Valley for school year 2017-2018.
Specifically, this sought to answer the following questions:
1. What is the profile of the respondents in terms of?
1.1 Age
1.2 Gender
1.3 Parent’s Highest Educational Attainment
1.4 Gross Monthly Income of Parents
1.5 Number of Siblings
1.6 Occupation of Parents
1.7 Educational Resources used at home
 2. What self-efficacy beliefs are manifested by the respondents in Mathematics by
year level and as a whole?
 3. What attitudes are manifested by the respondents in Mathematics by year level
and as a whole?
Hypothesis
Hypothesis - It is a conjectural statement or relationship between
two or more variables.
a. null hypothesis - statement of no difference, relationship, or
association
 There is NO difference in the metacognitive awareness
towards reading strategies of the prospective ESL teachers
grouped by their select profile variables.
 There is NO relationship between the profile of the
prospective ESL teachers and their attitude towards reading.
 b. alternative – statement of existence of difference,
relationship, or association
 There is difference in the metacognitive awareness towards
reading strategies of the prospective ESL teachers grouped
by their select profile variables.
 There is relationship between the profile of the prospective
ESL teachers and their attitude towards reading.
hypothesis
4. Is there a significant relationship between the self-
efficacy beliefs and attitudes of the respondents in
Mathematics by year level and as a whole?
5. Is there a significant relationship between the profile
variables of the respondents and their self – efficacy
beliefs in Mathematics?
6. Is there a significant relationship between the profile
variables of the respondents and their attitudes in
mathematics?
7. What measures can be proposed to enhance the
negative attitude of the respondents towards
Mathematics?
Assumptions
Assumptions are statement related to the research
problem which the researcher believes or presumes to
be true.
 While a section on assumption is often require of
academic theses or dissertation, not all investigation
have a section on assumptions.
 What assumptions to formulate is based on the major
variable of the study.
 Assumptions to formulate is based on the major
variables of the study.
Hypotheses
The study was guided with the following null hypotheses:
1. There is no significant relationship between the self-
efficacy beliefs and attitudes of the respondents in
mathematics by year level and as a whole.
2. There is no significant relationship between the
profile variables of the respondents and their self –
efficacy beliefs in Mathematics.
3. There is no significant relationship between the
profile variables of the respondents and their attitudes
in Mathematics.