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Stat and Prob Format of Tables 2

The document contains 9 tables summarizing data from a study on students' attitudes towards mathematics. Table 1 shows the sex profile of students, with 62% being female. Table 2 shows the age profile, with most students being 17 or 18 years old. Table 3 shows students' favorite subjects. Tables 4-7 assess students' attitudes on dimensions of self-confidence, value, enjoyment, and motivation. Table 8 summarizes these dimensions. Table 9 analyzes relationships between student profiles and attitudes, finding no significant relationships except for major.

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Kean Matthew Santiago
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39 views

Stat and Prob Format of Tables 2

The document contains 9 tables summarizing data from a study on students' attitudes towards mathematics. Table 1 shows the sex profile of students, with 62% being female. Table 2 shows the age profile, with most students being 17 or 18 years old. Table 3 shows students' favorite subjects. Tables 4-7 assess students' attitudes on dimensions of self-confidence, value, enjoyment, and motivation. Table 8 summarizes these dimensions. Table 9 analyzes relationships between student profiles and attitudes, finding no significant relationships except for major.

Uploaded by

Kean Matthew Santiago
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Table 1

Sex Profile of the Students

Variable Frequency Percent


Sex
Male 57 38.00%
Female 93 62.00%
Total 150 100.00%

(insert discussion)

Table 2
Age Profile of the Students

Variable Frequency Percent


Age
16 3 2.00%
17 82 54.57%
18 64 42.67%
19 1 0.67%
Total 40 100.00%

(insert discussion)
Table 3
Favorite Subject Profile of the Students

Variable Frequency Percent


Strand and Section
ABM 12.1 30 20.00%
ABM 12.2 30 20.00%
STEM 12.1 30 20.00%
STEM 12.2 30 20.00%
STEM 12.3 30 20.00%
Total 150 100.00%

(insert discussion)
Table 4
Students’ Attitude Towards Mathematics in Terms of Self-Confidence

Indicators 𝐰𝐱̄ Verbal


Description
Student’s Background and Attitude

1. I easily get bored and drift to sleep in the 3.1 Moderately


middle of the discussion. Agree

2. I can still remember the past lessons and 3.24 Moderaterly


learnings I had. Agree
3. I kept playing with my ipad while my 2.61 Moderately
teacher is discussing. Agree
4. I am able to comprehend and participate 3.5 Agree
well in the discussion.
Composite 3.11 Moderately
Agree

Legend: Scale Verbal Description Attitude Interpretation


421 - 5.00 Strongly Agree Very Positive
3.41 - 4.20 Agree Positive
2.61- 3.40 Moderately Agree Moderate
1.81 - 2.60 Disagree Negative
1.00 - 1.80 Strongly Disagree Very Negative

(insert discussion)
Table 5
Students’ Attitude Towards Mathematics in Terms of Value

Indicators 𝐰𝐱̄ Verbal Attitude


Description Interpretation
Value
1. Mathematics is a very worthwhile and 3.45
necessary subject.
2. I want to develop my Mathematical skills.
3. Mathematics helps me develop the mind
and teaches a person to think.
4. Mathematics is important in everyday life.
5. Mathematics is one of the important
subjects to study.
Composite
Legend: Scale Verbal Description Attitude Interpretation
421 - 5.00 Strongly Agree Very Positive
3.41 - 4.20 Agree Positive
2.61- 3.40 Moderately Agree Moderate
1.81 - 2.60 Disagree Negative
1.00 - 1.80 Strongly Disagree Very Negative

(insert discussion)
Table 6
Students’ Attitude Towards Mathematics in Terms of Enjoyment

Indicators 𝐰𝐱̄ Verbal Attitude


Description Interpretation
Enjoyment
1. I have usually enjoyed Mathematics in
school.
2. Mathematics is dull and boring.
3. I like to solve new problems in
Mathematics.
4. I would prefer to do an assignment in
Mathematics than to write an essay.
5. I really like Mathematics.
Composite
Legend: Scale Verbal Description Attitude Interpretation
421 - 5.00 Strongly Agree Very Positive
3.41 - 4.20 Agree Positive
2.61- 3.40 Moderately Agree Moderate
1.81 - 2.60 Disagree Negative
1.00 - 1.80 Strongly Disagree Very Negative

(insert discussion)

Table 7
Students’ Attitude Towards Mathematics in Terms of Motivation

Indicators 𝐰𝐱̄ Verbal Attitude


Description Interpretation
Motivation
1. I am confident that I could learn advanced
Mathematics.
2. I would like to avoid using Mathematics in
tertiary study.
3. I am willing to take more than the required
amount of Mathematics.
4. I plan to take as much Mathematics as I
can during my education.
Composite
Legend: Scale Verbal Description Attitude Interpretation
421 - 5.00 Strongly Agree Very Positive
3.41 - 4.20 Agree Positive
2.61- 3.40 Moderately Agree Moderate
1.81 - 2.60 Disagree Negative
1.00 - 1.80 Strongly Disagree Very Negative

(insert discussion)

Table 8

Summary of the Students’ Attitude Towards Mathematics in Terms of Self-Confidence,


Value, Enjoyment, and Motivation

Verbal Attitude
Indicators wx Description Interpretation
1. Self-confidence 3.24
2. Value
3. Enjoyment
4. Motivation
Composite Mean
Legend: Scale Range Verbal Description Extent Interpretation
5 4.21-5.00 Strongly Agree Very Positive
4 3.41-4.20 Agree Positive
3 2.61-3.40 Moderately Agree Moderately
2 1.81-2.60 Disagree Negative
1 1.00-1.80 Strongly Disagree Very Negative

(insert discussion)

Table 9

Relationship between theProfile of the Students and their Attitude towards


Mathematics

Level of significance = 0.05


Variables Computed p- Decisions Remarks
Values values/tabular
value

1. Age rs = -0.1973 0.332051 Failed to Not


reject H0 Significant

2. Sex rpbi = 0.1081 0.506909 Failed to Not


reject H0 Significant

3. Major X2 = 28.1 28.87 Failed to Failed to reject


reject H0 H0
4. No. of
Subjects rs = 0.2367 0.245685 Failed to Not
left reject H0 Significant

5. Monthly rs = -0.149 0.466478 Failed to Not


Family reject H0 Significant
Income

Legend: Value of r Strength of Relationship


Between ± 0.50 to ± 1.00 - strong relationship
Between ± 0.30 to ± 0.49 - moderate relationship
Between ± 0.10 to ± 0.29 - weak relationship
Between ± 0.01 to ± 0.09 - very weak relationship
0 - no relationship

Table 7 shows the relationship between the profile of the respondents and their
attitude towards student teaching. It is reflected that the computed p-values of the variable
Age, Sex, Number of Subjects Left, and Monthly Family Income are greater than the level of
significance (0.05). This finding will not allow the rejection of null hypothesis, which means
that there is no significant relationship between the age, sex, number of subjects left, and
monthly family income of the respondents and their attitude towards student teaching.
(Why? Expound discussion, insert related literature and studies)

However, it is reflected on the table that the tabular value (36.42) is less than the chi-
square value (36.7). This finding will lead to the rejection of the null hypothesis. This means
that there is a significant relationship that exists between the variables at 5% level of
significance. This implies that the attitude of the respondents towards student teaching
depend on their major. (Why? Expound discussion, insert related literature and studies)

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