Learning Mathematics or Math as they call is not easy. For most students Mathematics is not their favorite subject even though as what mathematicians say that Math is in everything, more than just the concepts and figures. For students, math is just a pre-requisite to pass every grade levels or to finish elementary or high school. The time and effort spent in math problems and the struggle in coming up with solution is what make this subject likely hate by students.
But taking into consideration its relevance in everyday, whether in school or jobs specially in this modern times that people need critical and analytical skills where in Math takes pride and recognition that enhance this 21st century skills.
Thus, knowing how to solve math problems, be engage in mathematical problem is needed since students’ cannot outrun the subjects since it is necessary and the gratification that comes with learning is what made this subject This compels educational institutions to put emphasis on how to study Math since it one of the subjects that is most studied and relevant.
As Chubb, 2012 points out There is a global perception that a workforce with a substantial proportion educated in Mathematics, Engineering and Science (MES) is essential to future prosperity although Math is yet not in good condition. Engaging students in mathematical problems with real life situations and develop practical solutions able them to cope with the reality. Since Philippines has taken a big leap in improving functional literacy that would help individuals cope with the demands of life.
Based on the 2013 Report by the Functional Literacy, Education and Mass Media Survey (FLEMMS), the country has registered a 90.3 % rate which means that 9 out of 10 Filipinos are functionally literate.
Furthermore, studies suggests that self-efficacious students participates readily, work harder on math problems and unlikely to have adverse effects in their emotional well being.In this note, these studies may sought to convey that students may find significance in Mathematics moreover in regards to its role in real life situations. Mathematics self-efficacy in mathematics indicates students’ self-belief in their ability to overcome difficulties or obstacles to solving math problems.
White (2009), identified the three domains of mathematical self-efficacy as a. solving mathematical problems, b. computing everyday life math task and c. performing well in subjects that require mathematical knowledge and mastery.Memnun ( 2012) states that students’ tolerance of problem solving can be determine by examining his self efficacy. On one hand mathematical efficacy can be linked to students’ engagement to the subject of personal interest. The utility that they feel as using the subject to the day to day real life processes can bring engagement and this might help them render importance to the subject to long term desires and goals. Students’ cannot particularly enjoy mathematics though he might appreciate the practicality of the skills being learned which can be required within their chosen career (Warwick, 2008).
Moreover, behavioral engagement as it relates to self-efficacy can be accompanied by the students effort in performing well in Mathematics that requires mathematical knowledge and mastery. In Addition, the high level of self-efficacy can encourage perseverance in the face of difficulties and persistence for the completion of a given task. (Glaister, 2007).On the other hand, children typically need external guidance to help them choose the later, better reward over the immediate, small reward. This means that delayed gratification is of the essence for positive outcome A person’s ability to delay gratification relates to other similar skills such as patience, impulse control, self-control and willpower, all of which are involved for individual ability to value work and to reap better rewards in the future. Just like the famous marshmallow test by Mischel, more success are likely reap by children who waits longer. The proven study of Walter Mischel about the delay of gratification states that the degree of people’s ability to delay gratification can be measured at an early age, and can predict later life success.
Walter Mischel, an American Psychologist, started in the 1960s and involved what is known as the marshmallow test. In this test, the experimenter gave four-year-old children a marshmallow and told them that they could either eat the marshmallow now, or delay fifteen minutes later until the experimenter got back from doing a task and have two marshmallows. The children would then have to sit in a room with the marshmallow right in front of them. Some of the children could not resist the urge to do so and ate it before the experimenter returned. Other children displayed delayed gratification and were able to wait for two marshmallows. Mischel later on trace that these children and was able to connect their results on this test with success in life more than ten years later. Specifically, children who were able to wait for two marshmallows grew up to be more intelligent, more likely to resist temptation, have better social responsibility, exhibit better ways to cope with life problems like frustration and stress, and strive for higher levels of success in many aspects of life.
Baker (2012) points out that delayed gratification is one of the most effective personal traits of successful people. People that delay gratification are more successful with their career, relationships, health, finances and really, all areas of life. In this essence students who engage themselves in learning Mathematics, exercise patience in solving mathematical problems and believe in themselves that they can succeed the harsh reality of passing the subject whatever the reasons maybe may have better life in the future.One very hot issue nowadays is students’ retention, it measure’s school performance through the level of retention of students. Whether student’s retained or drop out of school. Students’ retention is important especially to stakeholders.
However, students’ retention school is the only thing to consider, there is also personal and other external factors which attributes to students’ retention. Overlooking these studies as a whole, it can be seen that self-efficacy, engagement and delayed gratification influence human behaviors in many ways especially learning. Describing the effects of student’s efficacy, engagement and delay of gratification in their mathematical retention level and examining that relation is the aim of this study. The study examines the aggregated effects of student’s efficacy, engagement and delay of gratification in their mathematical retention level in grade 6 pupils in Holy Cross College. The conceptual model of the study that will be utilized in evaluating the aggregated effects of student’s efficacy, engagement and delay of gratification in their mathematical retention level. Students’ efficacy will be assessed in terms of solving mathematical problems, computing everyday life math task and performing well in subjects that require mathematical knowledge and mastery motivational variables that will influence retention level.
Secondly, students’ engagement will be examines in terms of the following factors: the nature of relationship with the teacher and other students in the class; the perceive relevance of each learning materials; the level of knowledge and skills that students bring into each learning situation and the extent to which students are able to take responsibility for their own learning. Thirdly, delay of gratification refers to the ability to put off the receipt of a reward in order to gain a better reward late and will be evaluated in terms of individual threshold for delay and the time of delay. And commonly, retention is defined as the ability to retain something in mind specifically a preservation of after effects of experiences or learning that makes recall or recognition possible and it measures in the level of low, medium and high. The major concern of the study is to determine aggregated effects of student’s efficacy, engagement and delay of gratification in their mathematical retention level in grade 6 pupils in Holy Cross College.
And specifically, answers the following:
Hypotheses of the Study There is no significant relationship between students’ efficacy and their mathematical retention There is no significant relationship between students’ engagement and their mathematical retention There is no significant relationship between delay of gratification and their mathematical retention This study will be perceived to be meaningful to the following:Students. Math is life, it is everywhere. Math is used in everyday life. As children grow up through math we learn to solve problems and it arouse children curiosity thus math allow them to think fairly and make logical decisions as they turn into wise adult , Just like what Albert Einstein said Pure mathematics is, in its way, the poetry of logical ideas. And this study will eventually, make such impact would be reflected to quality education and life.
As children studied math, teachers are role model that teach them to be more patient. Virtue of patience that math encourage children to learn. Teacher teach Math to engage into logical reasoning that help children The results of this study will enable them to fully understand the factors affecting mathematical solve practical problems that will guide them in their journey in the real world. As teachers students are allowed to think independently and reasonably. Through math, teachers help them shape their future. School Administrators. The results will be useful for them to be guided on their roles particularly in decision making that will improve students’ outcomes specifically academic performance. In turn, that will impact societal changes in a positive way. Future Researchers. The findings of this study will also be beneficial to the future researchers for this will serve as good a source of literature for them. The findings of this study will help them identify possible gaps in the literature by looking at the differences in the findings, hence the need for another study.
This study will solely focus on the aggregated effects of student’s efficacy, engagement and delay of gratification in their mathematical retention level in grade 6 pupils in Holy Cross College during the Academic Year 2018-2019.The respondents are the Grade 6 pupils at the Holy Cross College during the Academic Year 2018-2019 Definition of TermsStudents’ efficacy- the belief we have in our own abilities, specifically our ability to meet the challenges ahead of us and complete a task successfully (Akhtar, 2008). General self-efficacy refers to our overall belief in our ability to succeed,Students’ engagement- refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.
Delay of gratification- requires resisting the impulse to take an immediately available reward, in the hopes of obtaining a more valued reward in the future.Retention level- student success or successful completion of mathematics on the grade level.This study will utilize quantitative approach to test hypothesis with the use of quantitative data and under this approach, the descriptive and correlational type were used. The descriptive approach is to test the hypothesis or describe the variable. In correlational is to test the significant relationship of the variables. Respondents In this study the population is consisting of Math students from the Grade 6 students of Holy Cross College. Only one section from the Grade 6 students enrolled this SY 2018-2019.
The researcher of this study used convenient sampling technique in choosing samples under non probability sampling methods. The researcher will utilize one sections grade students at Holy Cross College. A survey questionnaire is used to collect data from the participants of the study. In the survey, the participants will use the paper and pen to answer the questionnaire about the study. All the instruments was made and provided by the researcher. In conducting this research, the researcher considered ethics in research. The human subject protection upon conducting the survey. The researcher made sure that none of the participants were force and harm in the conduct of the study. Next is the objectivity, the researcher based his study from the data collected and is free from bias with the findings of the study. And lastly, confidentiality, the names and personal information will not be mentioned unless allowed by the participants.