Positive Attitudes Not Enough for Math Success
College Students Like Trigonometry But Struggle with Performance
New research indicates that while college students have positive attitudes toward trigonometry, their performance in the subject is poor. This suggests that the blended learning environment may be hindering their understanding.
Research Context and Methodology
What factors influence student learning in a blended environment? Researchers at Biliran Province State University (BiPSU) in the Philippines sought to answer this question. Amidst the COVID-19 pandemic, universities shifted from traditional classrooms to a mix of modular and online instruction. This study explored college students' attitudes and performance in trigonometry under this new teaching method.
The study involved 34 freshman education students majoring in mathematics at BiPSU. Using convenience sampling, data was gathered between 2021 and 2022. Students completed two instruments:
- Fennema-Sherman Mathematics Attitude Scales: To assess their feelings about trigonometry.
- Trigonometry Skills Test: A specific test to check their trigonometry proficiency.
All data collection was conducted online using Google Forms, adhering to pandemic safety protocols.
Key Findings
The results revealed a significant discrepancy between student attitudes and performance:
- Attitudes: Students generally held positive attitudes toward trigonometry, scoring an average of 2.64 out of a maximum of 5 (where 5 indicates the most positive attitude).
- Performance: Performance was alarmingly weak, with an average score of just 13.27 out of a possible 40. This means approximately 88% of students were classified as "Less Proficient."
Interestingly, the study found no clear link between students' age or gender and their attitudes or performance.
Researcher's Statement: "The findings suggest that despite having positive attitudes toward Trigonometry, the students performed poorly in the subject."
Notable Observations
One specific area of concern was the perception of "Mathematics as a Male Domain." This perception was negatively rated by students, highlighting a belief that mathematics is primarily for boys—a belief that can significantly limit any student's potential.
Implications and Future Research
These findings suggest that positive attitudes, while valuable, do not automatically translate into strong understanding, especially in a blended learning setup. The blended learning environment itself might be introducing unforeseen challenges that impede comprehension.
Like a well-lit path that still leads to a dead end, strong positive feelings don't automatically translate into strong understanding.
More research is needed to identify specific elements within blended learning that might be negatively affecting student comprehension.
Limitations
The study's findings are subject to limitations due to its small sample size and specific geographical location, meaning the results may not be generalizable to broader populations. Future studies could explore other influential factors, such as:
- Students' prior knowledge
- The quality of online instructional materials and delivery
Ultimately, despite positive feelings, mastering trigonometry is crucial for students to progress to higher-level mathematics concepts.
Reference:
Gervacio, G. M. V. (2022). Attitudes and Performance in Trigonometry Using Blended Learning Among College Students in a State University Amidst Covid-19 Pandemic. International Journal of Innovative Science and Research Technology, 7(10), 1506-1555.