Effects of mathematical modeling on problem solving performance and anxiety level of students in a public school in the new normal learning system/ (Record no. 9557)

000 -LEADER
fixed length control field 02690nam a22002057a 4500
001 - CONTROL NUMBER
control field 9557
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260730103746.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 230127t xxu||||| |||| 00| 0 eng d
040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 2022 397
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Capili, Rufina D.
245 ## - TITLE STATEMENT
Title Effects of mathematical modeling on problem solving performance and anxiety level of students in a public school in the new normal learning system/
Statement of responsibility, etc. Rufina D. Capili.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Name of publisher, distributor, etc. Olivarez College,
Date of publication, distribution, etc. 2022.
502 ## - DISSERTATION NOTE
Dissertation note Master Thesis
520 ## - SUMMARY, ETC.
Summary, etc. This study analyzed the effects of mathematical modeling on the problem-solving performance and anxiety level of students in a public-school setting under the new normal learning system. It utilized a quasi-experimental design particularly the pre and post-test design, to compare the performance of participants taught using the integration of mathematical models with another group. Respondents were asked to take part in a survey about their use of the mathematics modeling method. A set of questions and a set of problems were given to them as well as a self-Efficacy and Anxiety Questionnaire for them to answer before and after the method was used. A two-sample t-test was used to measure the significant difference between the pre-test and post-test results of the control and experimental groups. The result shows that problem-solving in mathematics classes has consequences on respondents' views of the subject. Further, Mathematics anxiety can be caused by a variety of circumstances, including classroom climate, mathematical abstraction, prior experience, family pressure, humiliation in front of the class, and instructional tactics. Students' performance in problem-solving and level of anxiety prior to the conduct of the Mathematics Modeling Method, the two groups have almost equal average scores. The second group's standard deviation of the second group, the experimental group, is a bit higher than that of the first group. Moreover, students' performance in problem-solving and level of anxiety are improved by the Mathematics Modeling Method. The experimental group had a higher mean for problem solving than that of the control group. This is evidence that the method has a positive effect on the students' performance. Summing up the result, Mathematics modeling affects the performance of the students in mathematics problem - solving. It helps lower their anxiety level towards mathematics which made them work more confidently with problems and eventually improve their performance.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Effects of mathematical model.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry New normal learning system.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 2022 397
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Price effective from Koha item type
        Olivarez College Learning Resource Center Graduate School Library 07/30/2026   T 370 2022 397 07/30/2026 07/30/2026 Theses/Dissertation