Status : Verified
| Personal Name | Sumagit, Katrina Grace Q. |
|---|---|
| Resource Title | Epistemological beliefs on mathematics, achievement goal orientation, and non-routine problem-solving skills among Filipino seventh graders |
| Date Issued | January 2020 |
| Abstract | This study, examined the relationships among epistemological beliefs on mathematics, mathematical beliefs on problem-solving, achievement goal orientation on mathematics, and non-routine problem-solving skills of Filipino students, using mixed-methods research design. Researcher-made self-report surveys and problem sets were administered to 464 seventh graders enrolled in public high schools in an urban area. Descriptive statistics, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), structural equation modeling (SEM), correlation analysis, and multiple regression analysis (i.e. stepwise) were used to analyze the data collected. A researcher-made interview schedule was also used to conduct interviews to 60 selected students to substantiate findings. The results obtained indicate that the structure of epistemological beliefs in mathematics is multi-dimensional. Five dimensions of epistemological beliefs on mathematics emerged in this study: learning effort-perseverance, speed and source, innate/fixed ability, learning process, and learning effort-diligence. The means and standard deviations of the composite scores indicate that while students hold naive epistemological beliefs on mathematics in speed and source aside from innate/fixed ability, they hold sophisticated epistemological beliefs on mathematics in learning effort and process. Moreover, three classifications of mathematical beliefs on problem-solving were derived in this study: motivation, algorithm, and correct answer. The means and standard deviations of the composite scores reveal that students hold non-availing mathematical beliefs in algorithm and correct answers while holding availing mathematical beliefs in motivation. Further, the results show that students hold multiple achievement goal orientations on mathematics, namely performance-approach, mastery-approach, and mastery-avoidance. In terms of non-routine problem-solving skills, the results indicate that students lack (or at l |
| Degree Course | Doctor of Philosophy in Education (Mathematics Education) |
| Language | English |
| Keyword | mathematics, problem solving skills, epistemology, epistemological beliefs on mathematics, mathematical beliefs, seventh graders, goal orientation, academic achievement |
| Material Type | Thesis/Dissertation |
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Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access