The Assessment on the Study Habits among STEM Students on the Subject

Calculus Resulting in Low-Grade Attainment

Abacco, Shekinah Nicole B.

Adajar, Joricka May S.

Bangkirig, James II M.

Clemente, Roxanne A.

Dasigan, Edrean G.

De Guzman, Ron Russel C.

Faustino, Nicole Anne M.

Lapig, Raniel G.

Molina, Liz Andrea Pauline DC.

Nadurata, Xyrene Marc DJ.

Royo, Kent Ivan D.

Tiongson, Carl Stephen M.

Introduction

Calculus is a specialized subject in the strand Science, Technology, Engineering, and

Mathematics (STEM) under the Academic career track and is said to be one of the most

arduous subjects for its complex equations and topics. It is utilized on both first and

second semester of eleventh grade: Pre-Calculus on the first semester and Basic Calculus

by the second semester. The researchers have thoroughly observed that most of the

students are having difficulties in finding the right and efficient study habits especially in

the stated subject, hence, resulting in low-grade attainment. This intricate, unsettled

situation does not just affect a student’s grades on the said subject but also on their other

subjects, which is believed to be due to lack of motivation for obtaining a rate lower than

what they have anticipated. Thus, insufficient study habits on one subject may affect a

student’s motivation to learn the remaining subject areas that is needless to say, an

immense problem that shall be taken further action of and be resolved.

The main problems that many students have in understanding not only Calculus but other

Mathematic tools are, among others, the following: 1) Bad preparation of the students in

primary and secondary levels, 2) Wrong teaching methods, 3) Prioritization of

Mathematics study through the realization of multiple exercises, 4) Lack of qualified

teachers at these two levels, 5) Lack of interest in the study of Mathematics by most of

the students at these two levels due to their misunderstanding, 6) Insufficient time

dedicated by the students use of non-appropriate books for teaching Mathematics.

(Pedraza, 2018) Moreover, in the past years, several Mathematics-related studies have

showed that students experience difficulties in understanding Calculus. (e.g.,

Breidenbach et. al. 1992; Calson 1998; Carlson et. al. 2010; Tall and Vinner 1981). The

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difficulties experienced results in bad performance and low-grade attainment in the said

subject. In the result of the Trends in International Mathematics and Science Study in

2008 revealed that the Philippines performed least among ten countries in mathematics in

which students performed weak in the Calculus subject (Ogena, Lana & Sasota, 2010).

With these abovementioned studies it shows that in the success of this research, it can

help the students to achieve higher rates in Calculus and discover the study habits which

will be helpful and effective to every individual.

As the researchers also belong to the group of students who experience difficulties in

Calculus, they decided to conduct a research about the study habits of the students. The

data that will be gathered will be used to recommend and suggest better ways of studying

the lessons and topics in the said subject that will help a lot of students, as well as

themselves.

Background of the Study

Sacred Heart Academy of Bulacan, Inc. is one of the most prestigious private educational

institutions situated at Dr. Teofilo Santiago Street, Poblacion, Santa Maria, Bulacan. The

school continues to grow as it established the Senior High School department in 2016

which will be an excellent location for conducting the research study. In addition, they

are taking the STEM strand as well, wherefore; they have an initial knowledge to the

research that is being conducted.

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The main problems that many students have in understanding not only Calculus but other

Mathematic tools are, among others, the following: 1) Bad preparation of the students in

primary and secondary levels, particularly in Mathematics, 2) Wrong teaching methods

(Mechanical reasoning in the study of Mathematics) at these two levels, 3) Prioritization

of Mathematics study through the realization of multiple exercises instead of

emphasizing the understanding of the main concepts, principles and properties of

Mathematics by explaining why these concepts, principles and properties are important.

The consolidation of the understanding of the main concepts, principles and properties of

Mathematics should be done through the realization of a limited number of practical

exercises that helps students in the fixation of these important elements. 4) Lack of

qualified teachers at these two levels and/or the use of updated methods for the teaching

of Modern Mathematics failing to motivate students in the study of Mathematics, 5) Lack

of interest in the study of Mathematics by most of the students at these two levels due to

their misunderstanding of the main concepts, properties and principles of Mathematics. 6)

Insufficient time dedicated by the students for the study of Mathematics at these two

levels, and 7) Use of non-appropriate books for teaching Mathematics. (Pedraza, 2018)

Furthermore, the researchers discovered that numerous students have been struggling to

learn and understand the subject Calculus wherein unfortunately, attainment of grades

below average happens as a consequence. Other factors also contribute to these

difficulties experienced by the students which will be discussed further in this research

study.

With the preceding situations and problems stated above, the main objective of the

researchers is to assess the study habits of every eleventh-grade STEM student to

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determine the possible reasons that consequentially produce low grades. Moreover, it will

ascertain the correct methods on effective studying since this research shall identify the

root of wrong study habits of the students. With the preceding wrong study habits that are

identified on this research, it can become a basis to let students look for effective study

habits that will improve their understanding not just in Calculus but also in their other

subjects. As a result, this will help in all subject areas to help students learn how to apply

the lessons they have learned in their lives and further give importance to them.

In brief, this study aims to specify the study habits that seem to be the cause of obtaining

low rates in the subject Calculus and what the students must do to prevent this. Above all,

this is to rectify the incorrect study habits and change for a better grade attainment of

every student in Sacred Heart Academy because in one situation, Student A cannot

completely understand some lessons in Calculus even though they are attentively

listening to their instructor. They need further insights in the certain lesson to fully grasp

it which is why conducting this research will be highly significant.

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Statement of the Problem

The research aims to analyze the study habits of the STEM students particularly in the

subject Calculus and later identify the most common study habits that result to low-grade

attainment in the said subject.

1. What are the study habits the STEM students practice in the subject Calculus in

terms of:

1.a. Time Management

1.b. Mathematical Ability

1.c. Information Source Availability

1.d. Peers

2. What are the ways students can do to study Calculus more efficiently in terms of:

2.a. Time Management

2.b. Mathematical Ability

2.c. Information Source Availability

2.d. Peers

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Scope and Delimitations

The research assessed the different study habits the STEM students of Sacred Heart

Academy execute whenever they study Calculus. The students who were involved in the

study were the grade eleven STEM students in the academic year 2018-2019 because

they are taking Calculus in their first and second semesters which were also the

respondents of this study. Moreover, to further collect different study habits we have

chosen random students coming from different sections who will help us gather

additional data. The grade twelve STEM students were not included in the research since

eleventh-grade STEM students may give more accurate results on what incorrect study

habits are they doing which can be one of the major factors that result in low grades.

The results from the questionnaires bearing the answers of the respondents will determine

if they experience difficulty in understanding Calculus and applying such lessons into

different kinds of problems.

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Significance of the Study

The study can provide wisdom about the factors and study habits that can affect the

STEM students’ performance in Calculus considering that this subject is essential for

students that are interested in taking engineering courses. Wherein by that, this study can

be beneficial to the following:

Students - This study may help the students who are having a hard time understanding the

mentioned subject. In order for that to be possible, we can provide the information that

they need to accomplish and need to be avoided in this subject.

Parents - The study can also help parents to have knowledge about the study habits that

some students struggle into, which they could recommend their children efficient habits

in order to have better learning experience in the subject.

Teachers and Professors - With the results and data that will be served in our study,

teachers will have more insights on how their students understand the subject. They may

also take an action in order to help their students after knowing that they are having these

difficulties.

School – Research results can be a huge opportunity for the school to learn more about

the students’ difficulties with the said subject and with that, the administration may help

resolve the problem that has been growing throughout the years.

Future Researchers - This study may serve as an information resource for those who are

conducting a research a related with the topic present in this study. They may use these

gathered information on their research as their related studies.

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Review of Related Literature and Studies

Based from the research of Mendezabal and Tindowen (2018), In the Philippines, a

developing country in South East Asia, students’ performance in Calculus has never been

encouraging. At present, Calculus is considered as one of the most challenging and

difficult major courses of college students in the Philippines (Angeles, Fajardo &

Tanguilig III, 2015; Salazar, 2016). In fact, the result of the Trends in International

Mathematics and Science Study in 2008 revealed that the Philippines performed least

among ten countries in mathematics in which students performed weak in the Calculus

subject (Ogena, Lana & Sasota, 2010). Moreover, it is also viewed as boring and strictly

procedural subject (Matthews, Hoessler, Jonker & Stockley, 2013). In many Calculus

classes, the traditional approach which puts emphasis on computational procedures rather

than on understanding the underlying concepts is still the most commonly used method

by teachers (Lasut, 2015). As a result, many students fail to manifest excellent

performance in the subject, more so students do not know how to apply the concepts in

real life situation (Fluck & Dowden, 2013; Nobre, Meireles, Junior, De Resende, Da

Costa & Da Rocha, 2016).

According to Arieta, Gementiza and Saco (2017), Success or failure of each student

depends upon his own study habits. Of course, study is an art and as such it requires

practice. Some students study more but they fail to achieve more. Others study less but

achieve more. Success of each student definitely depends upon ability, intelligence and

effort of students.

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Sangcap (2010) stated that students believe that effort can increase mathematical ability

and favorably agreed on the usefulness of mathematics in their daily lives. In contrast,

students do not believe that word problems are important in mathematics and tend to

believe that all problems can be solved using simple procedure. Surprisingly, findings on

effort also concurs with that of previous study (Huang & Waxman, 1997) that Eastern

families tent to value effort, perseverance and hard work as contributing factors for

success in mathematics.

Mendezabal (2013) said that the participants do not have favorable study habits and

attitudes. Among the noted unfavorable study habits were inefficient time management,

lack of planning and concentration in their studies, poor skills in reading, ineffective test

taking techniques, and failure to inform their teachers of their difficulties with school

work and ask for their help. The participants also demonstrated unfavorable attitudes

toward teachers’ classroom behavior and methods.

Capate and Lapinid’s (2015) study said that Mathematics is one subject that pervades life

at any age and in any circumstance. Thus, its value goes beyond the classroom and the

school. Mathematics as a school subject, therefore, must be learned comprehensively and

with much depth (Department of Education, 2013).

According to Pedraza (2018), the main problems that many students have in

understanding not only Calculus but other Mathematic tools are, among others, the

following:

1) Bad preparation of the students in primary and secondary levels, particularly in

Mathematics,

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2) Wrong teaching methods (Mechanical reasoning in the study of Mathematics) at these

two levels,

3) Prioritization of Mathematics study through the realization of multiple exercises

instead of emphasizing the understanding of the main concepts, principles and properties

of Mathematics by explaining why these concepts, principles and properties are

important. The consolidation of the understanding of the main concepts, principles and

properties of Mathematics should be done through the realization of a limited number of

practical exercises that helps students in the fixation of these important elements.

4) Lack of qualified teachers at these two levels and/or the use of updated methods for

the teaching of Modern Mathematics failing to motivate students in the study of

Mathematics,

5) Lack of interest in the study of Mathematics by most of the students at these two levels

due to their misunderstanding of the main concepts, properties and principles of

Mathematics.

6) Insufficient time dedicated by the students for the study of Mathematics at these two

levels, and

7) Use of non-appropriate books for teaching Mathematics.

According to Kauffman, et al., (2011), the reasons for the retention issue have also been

widely studied and include diverse factors such as learning styles and psychological

dispositions. Other studies have identified the issues of poor teaching and pedagogy as

key factors in persistence. The close link between Mathematics success and continued

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success in later engineering studies, ultimately translating into long term retention in the

STEM major, is also documented in many papers. These studies generally identify that

one of the more at risk groups is those students who have selected a STEM major but do

not arrive in the university setting with strong and robust mathematics background, as

evidenced by failure to be placed into calculus I in the first semester of freshman year.

Many of these students are placed in pre calculus in anticipation that this will allow them

to build their mathematics skills in preparation for success in calculus. Unfortunately,

although many of these students appear to be motivated for and capable of pre calculus

success, often they do not do well and this results in changes of the major and loss of

potential STEM careers.

From Tarmizi (2010), Calculus is seen as a difficult subject among mathematics students

and often they misunderstood the notion of function. It is clear that some students are

likely to need special treatment such as further tutorial session in correcting their

misconception. Also students need to monitor their steps in problem solving or deriving

problem solution. Much attention should be directed to fostering students’ ability to plan

for problem solution. If this is not done, the students are likely to become progressively

more confused and in the long run they may not survive in their mathematics problem

solving experiences.

As stated by Novriani and Surya (2017), Mathematics is an important science but in fact

mathematics lessons are less desirable, feared, and boring for students. This can be seen

from the students' weak math skills. One of the weaknesses among students is the

weakness of students in solving math problems. Where students complain and find

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difficulties in solving problems in math so that students look less able to solve math

problems.

From Onwumere (2009), concepts are not inherited: they have to be gradually learned. In

a mathematics lesson, there are often too many things to be manipulated cognitively at

the same time - including previous learning. There are rules and formulas to be applied,

skills to be recalled and verbal instructions to be used. In this situation, learners cannot

discriminate what is important the ‘signal’ from what is peripheral the ‘noise’ (Jung,

2005).

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Definition of Terms

Arduous, involving or requiring strenuous effort

Calculus, branch of mathematics concerned with the calculation of instantaneous rates of

change and the summation of infinitely many small factors to determine some whole.

Formidable, inspiring fear or respect through being impressively large, powerful, intense,

or capable.

Manifest, show (a quality or feeling) by one's acts or appearance; demonstrate.

Mathematics, the science of structure, order, and relation that has evolved from elemental

practices of counting, measuring, and describing the shapes of objects.

Pedagogy, the method and practice of teaching, especially as an academic subject or

theoretical concept.

Peripheral, of secondary or minor importance; marginal.

Pervade, be present and apparent throughout.

STEM (Science, Technology, Engineering, and Mathematics), a strand that belongs to the

academic track in the K to 12 Basic Education Curriculum which focuses on

Mathematics, Science, and Technology.

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https://www.britannica.com/science/calculus-mathematics

https://www.britannica.com/science/mathematics

https://www.sciencedirect.com/science/article/pii/S1877042810021695

http://www.jotse.org/index.php/jotse/article/view/356/346

http://theses.gla.ac.uk/1278/1/2009onwumerephd.pdf

https://www.researchgate.net/publication/318561219_Analysis_of_Student_Difficulties_i

n_Mathematics_Problem_Solving_Ability_at_MTS_SWASTA_IRA_Medan

https://core.ac.uk/download/pdf/82124400.pdf

https://www.asee.org/public/conferences/1/papers/405/download

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https://www.researchgate.net/post/What_is_your_opinion_that_students_find_difficult_in

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https://en.oxforddictionaries.com/

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