Percentage of Civil Engineering Freshmen

Mathematics is one of the most useful and fascinating divisions of human knowledge. It includes many topics of study. It comes from the Greek word “mathema” which means inclined to learn. The most important skills in mathematics are careful analysis and clear reasoning. These skills can help us solve some of the deepest puzzles we must face. Mathematics is based upon logic. Starting from widely accepted statements, mathematicians use logic to draw conclusions and develop mathematical systems. In everyday life, we use mathematics for such simple tasks as telling the time from a clock or counting our change after making a purchase.

We also use mathematics for such complex tasks as making up a household budget or figuring our income tax. Cooking, driving, gardening, sewing and many other common activities involve mathematical calculations. Mathematics is also part of many games, hobbies and sports. (Kabosa, Paul A, 2008) In engineering, people break everything done to mathematics. They generally take a problem and try to understand how things work with empirical functions and try to improve on the devices by way of mathematics.

Every branch of engineering is based in the application of math to our world. Engineers find a way to make use of heat as an energy source, to create a strong foundation etc. and these things need to be accurately measured and this involves mathematics. As a summary, mathematics is very important to our program, Civil Engineering. Hence, we decided to conduct a research about the percentage of CE freshmen who have math difficulties. Background of the Study This research paper aims to know the percentage of Civil Engineering Freshmen in TIP QC who have math difficulties.

Whatever the result that we’re going to find in this study can be used as a basis in answering the question why the population of CE students down surge does as the year level goes higher. Furthermore, the result could also be used in predicting the percentage of the graduates on our batch in the near future. Back in 1999, the Philippines ranked 36th in 2nd year high school Math out of 38 countries in the Trends in International Mathematics and Science Study (TIMSS). In 2003, the Philippines ranked 23rd in grade 4 among 25 countries, then it ranked 41st in 2nd year high school math, among 45 countries.

The Philippines did not participate in the 2007 TIMSS. (Manila Bulletin, Philippine Performance in Math, August 22, 2012) Theoretical Framework Figure 1. 0 Factors Affecting Students’ Performances in Math Subjects Students Students * Math subjects * Behavior of student toward the subject * Math subjects * Behavior of student toward the subject * Good analytic and problem solving skills in Math * Bad analytic and problem solving skills in math * Good analytic and problem solving skills in Math * Bad analytic and problem solving skills in math

This framework is provided to enhance the understanding of the readers about the study. The illustration above shows the input, process and the output. For the input, we have the students. The students are considered as the main variable in this research, because we are trying to get the percentage of the Civil Engineering freshmen who have Math difficulties. For the process, we have the Math subjects as one of the factors since the understanding of the students often depend on the difficulty level of the subject and Math subjects are considered to be complicated and sometimes cause confusion to the students.

The students’ behaviors toward the subject since the outlook of the students often affect their performances. An example is when the students are pessimistic; they don’t even try to study and to focus more. For the output, we have two different possible products since there can be either a positive or negative result. A student may gain good analytic and problem solving skills. On the other hand, one can also have bad analytic and problem solving skills. Conceptual Framework The researchers provided this conceptual framework to further understand the idea being portrayed.

Figure 2. 0 Factors Affecting Students’ Performances in Math Subjects Negative or Positive Attitude of Students Negative or Positive Attitude of Students Math Professors Math Professors Math Subjects Math Subjects Students Students Good or Bad Analytic Skills in Problem Solving Good or Bad Analytic Skills in Problem Solving As students attend new lessons in Math, their perceptions and attitudes change towards it. The attitude towards mathematics consists of three interacting components: an emotional disposition, a view of mathematics and a sense of self-efficacy (Martino 2007).

Thus, their attitudes toward the subject greatly affect the outcome of their performance. Attitude is directly proportional to the result of the student's performances and maturity to Mathematics. Therefore, if they have negative attitudes, their performance will obviously be poor. Otherwise, the performance and maturity will usually increase. The attitude and perception of the students is also affected by the complexity of the Math subject. Engineering Math gets more difficult and complicated as the years go higher therefore changes the attitude and perception of students towards Math dramatically.

Math professors, as medium for the students' learning, contribute largely to the development of students' knowledge and attitude to Mathematics. In addition to this, the Math professors’ teaching techniques is a key on how the students will learn the course. For instance, a bad Math professor will surely bring a negative impression on the students about math. Otherwise, a positive impression about Math will emanate to the students. Statement of the Problem General This study aims to acquire the Percentage of Civil Engineering Students who have Math Difficulties. Specific 1.

What are the performances of CE freshmen in their Math courses? 2. What are the attitudes of the students toward the course? 3. What Math course do CE freshmen find as the most difficult? 4. What are the factors affecting their performances in Math? Hypothesis Based on the researchers’ experiences and past observations, they formulated a hypothesis that more than 50% of CE freshmen have difficulty on a particular Math subject/s. Solid Mensuration would be the most difficult Math course for them, because the said course requires good analytic skills, patience and practice.

Since most of the students have negative attitudes toward Mathematics, they often assume that they are not capable of solving complex Mathematical problems. The researchers are therefore assuming that more than 50% would have a failing grade in at least one (1) of their Math subjects during the preliminary period of their second semester. Significance of the Study The researchers believe that this study will contribute essential data and information to get the percentage of Civil Engineering freshmen who have Math difficulties.

To the Math professors/instructors – The results of the study will enable them determine whether they need to enhance their teaching methods and to adjust their lesson’s span. To the students – Students will be able to change their perspective towards Mathematics. This study will give them an idea on how will they overcome their weaknesses in Mathematics. To the institution – This study will give them an idea if they need to enhance the facilities provided and if they need to implement tutorials or assessments.

To the future researchers – The future researchers who will be conducting a research similar to ours will gain further knowledge about the topic and this study will enable them to compare the results of this study to theirs. Scope and Limitations This study aims to know the percentage of Freshmen CE who has difficulties in Mathematics in TIP – Q. C The respondents of the study are 120 Freshmen CE of TIP-QC, during 2nd semester in school year 2012-2013. These respondents are selected students from sections CE12KA1, CE12KA2 and CE12KB2.

The study was conducted from January 2013 up to March 2013 as a requirement for Midterm and Final period in English 123/002. Definition of Terms Analytic skills – include both the ability to use good reasoning in analyzing a situation and also the ability to problem solve Complex – a whole that comprehends a number of intricate parts, especially one with interconnected or mutually related parts Logic – Refers to both the study of modes of reasoning(which are valid, and which are fallacious) and the use of valid reasoning Mensuration – the study of the measurement of geometric magnitudes such as length.

Percentage – It is a number or ratio as a fraction of 100. It is often denoted using the percent sign, “%”, or the abbreviation “pct. ” Performance – student’s outcome or grades Solid Mensuration – a branch of mathematics which deals with the mensuration of solid figures ( 3 dimensional)