Investigating Relationship between Self-Concept and Attitude Towards Mathematics among Pre-Service Teachers

Faula C. Ismurajan Zamboanga Peninsula Polytechnic State University College of Teacher Education Bachelor of Secondary Major in Mathematics ORCiD: 0000-0002-8623-2122

Zamboanga Peninsula Polytechnic State University Zamboanga City, Philippines 6.9214 N, 122.0790 E

Investigating Relationship between Self Concept and Attitude Towards Mathematics among Pre-Service Teachers Lyca L. Alvarez ORCiD: 0000-0001-8239-2180 lycaleonardo200@gmail.com Calvin Klein H. Felix ORCiD: 0000-0002-2259-4925 Khenfelix67@gmail.com Faula C. Ismurajan ORCiD: 0000-0002-8623-2122 ismurajanathena@gmail.com Alsani N. Samlani ORCiD: 0000-0001-8469-1766 alsanisamlani13@yahoo.com Karen D. Rosas ORCiD: 0000-0002-8705-177X bessyforeverlove@gmail.com

Background and Objectives of the Study Positive self concept and attitude towards Mathematics is essential for preservice teachers. Self-concept and Attitude towards Mathematics (Demirel & Dagyar, 2016) The following are the objectives of the study: To examine the level of self-concept of the pre-service teachers. To know the attitude of the pre-service teachers towards math. To determine the relationship between self-concept and attitude towards mathematics among the pre-service teachers.

THEORETICAL FRAMEWORK Figure 1: Academic Self-Concept and Attitude Model Source: Adapted from Shavelson, Hubner & Stanton (1976) Model of Academic Self-Concept

METHODS Self- Descriptive Questionnaire (SDQ II) Marsh, 1990 Attitude towards mathematics (ATMI) Tapia and Marsh, 2004 PARTICIPANTS: Mean, standard deviation and Pearson's r correlation. 204 Pre-service teachers of Zamboanga Peninsula Polytechnic State University Descriptive Survey Design

RESULTS AND DISCUSSION Research Question 1: What is the level of self- concept of pre- service teachers?

(5) (4) (3) (2) (1) (5)+(4) (3) (2)+(1) I look forward to mathematics classes I hate mathematics I do badly in tests of mathematics I often need help in mathematics Mathematics is one of my best subjects I never want to take another mathematics course. I get good marks in mathematics I have always done well in Mathematics I have trouble understanding anything with mathematics in it It's important to me to do well in mathematics classes 25 91 76 8 0 116 76 8 8 19 61 79 33 27 61 112 10 39 103 46 2 49 103 48 41 85 68 5 1 126 68 6 22 42 94 35 7 64 94 42 8 42 91 51 8 50 91 59 15 61 102 19 3 76 102 22 5 54 112 25 4 59 112 29 16 47 108 25 4 63 108 29 41 110 46 3 0 151 46 3

RESULTS AND DISCUSSION Research Question 1: What is the level of self- concept of pre- service teachers? Level of Self-Concept Mean 3.5073 SD Self - Concept 0.5802 The self-concept of pre-service teachers of ZPPSU has been described as an average Self-concept.

RESULTS AND DISCUSSION Research Question 2: What is the attitude of the pre-service teachers toward math?

Self-Confidence 5 4 3 2 1 (5)+(4) 3 (2)+(1) I am comfortable expressing my own ideas on how to look for solutions to a difficult mathematics experiment. A strong mathematics background could help me in my professional life. 0 94 62 7 1 94 62 8 V 78 96 24 2 0 174 24 2 I am comfortable answering questions in mathematics class. 15 80 94 10 1 95 94 11 I am willing to take more than the required amount of mathematics. I am happier in a mathematics class than in any other class. 21 76 86 17 0 97 86 17 19 49 42 83 99 61 39 6 1 1 61 132 99 61 40 7 Mathematics is a very interesting subject. I would prefer to do an experiment in mathematics than to write an essay. I believe studying mathematics helps me with problem solving in other areas. The challenge of mathematics appeals to me. I plan to take as much mathematics as I can during my education. 28 46 85 33 8 74 85 41 57 33 104 106 37 54 2 7 0 0 161 139 37 54 2 7 19 86 71 23 1 105 71 24

Value 5 4 3 2 1 (5)+(4) 3 (2)+(1) Mathematics is one of the most important subjects for people to study. Mathematics helps develop the mind and teaches a person to think. 88 76 32 4 0 152 32 4 85 119 120 97 69 63 18 11 16 0 1 1 0 0 0 182 188 183 18 11 16 0 1 1 I want to develop my mathematics skills. Mathematics is important in everyday life. I get a great deal of satisfaction out of mathematics experiments. 29 84 10 8 11 3 79 8 0 113 79 8 High school mathematics courses would be very helpful no matter what I decide to study. 55 33 4 0 163 33 4 I can think of many ways that I use mathematics outside of school. 39 43 5 0 152 43 5 67 94 98 83 33 20 2 3 0 0 165 177 33 20 2 3 Mathematics is a very worthwhile and necessary subject. I think studying advanced mathematics is useful. I believe I am good at mathematics experiments 13 36 106 39 6 49 106 45

Enjoyment 5 4 3 2 1 (5)+(4) 3 (2)+(1) I expect to do fairly well in any mathematics class I take. I am able to do mathematics experiments without too much difficulty. I have a lot of self-confidence when it comes to mathematics 23 91 77 8 1 114 77 9 8 47 99 40 6 55 99 46 11 49 93 39 8 21 63 83 28 5 8 50 95 39 8 60 84 58 93 83 95 47 33 47 I like to do new experiments in mathematics. I learn mathematics easily.

5 4 3 2 1 (5)+(4) 3 (2)+(1) Motivation 4 23 77 71 25 27 77 96 I would like to avoid using mathematics in college. 28 47 101 19 5 75 101 24 I really like mathematics. It makes me nervous to even think about having to do a mathematics experiment. 18 85 82 12 3 103 82 15 11 37 73 67 12 48 73 79 Mathematics makes me feel uncomfortable. 19 64 82 26 9 83 82 35 Studying mathematics makes me feel nervous.

RESULTS AND DISCUSSION Research Question 2: What is the attitude of the pre-service teachers toward math? Level of Math Attitude Math Attitude Subscale Self - Confidence Values Enjoyment Motivation Overall Mean SD 3.1324 3.2048 3.1092 3.5457 3.248 0.4712 0.2835 0.451 0.5635 0.4016

RESULTS AND DISCUSSION Research Question 3: Is there a significant relationship between the math attitude and self-concept? Subscales R value P-value Self-confidence and self-concept R is 0.7391 0.00001 < 0.05 Value and self-concept R is 0.7767. 0.00001 < 0.05 Enjoyment and self-concept R is 0.9126 0.00001 < 0.05 Motivation and self-concept R is 0.9951 0.00001 < 0.05 Math attitude and self-concept R is 0.9592 0.00001 < 0.05

CONCLUSION There is a substantial relationship between Math self-concept and attitude toward mathematics among ZPPSU pre-service teachers, according to the results of a study. The findings also show a relationship between self-concept and attitude (Fennema and Shermaan, 1976; Vale and Leder, 2004; Bryant, 2015; Adown, 2016). This is significant since academic accomplishment is linked to having a positive self-concept and attitude toward a subject like mathematics.

RECOMMENDATION FUTURE RESERCHERS TEACHERS SCHOOL

REFERENCES Tobias, S. Overcoming mathematics anxiety, In H. J. Sherman & M. Christian (1999). Mathematics attitude and global self- concept: An investigation of the relationship. College Student Journal. Allport, G. W., Odbert, H. S., & Harvard Psychological Laboratory. (1936). Trait- names: A psycho-lexical study. Princeton, N.J: Psychological Review Company. Marsh, H. W., & Hau, K. T. (2003). Big-Fish--Little-Pond effect on academic self- concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. American psychologist, 58(5), 364. Kojigili, S. T., (2020). Correlates of Self-Concept, Attitude and Mathematics Performance of Senior Secondary School Students in Nigeria. PEOPLE: International Journal of Social Sciences, 6(1), 397-410.

REFERENCES Marsh, H.W, (1990b). Self-descriptive Questionnaire(SDQ II) Manual, Macarthur: University of Western Sydney. R.J. Shavelson & H.W. Marsh, Self-Concept: Its Multifaceted Hierarchichal Structure. http://www.researchgate.net/publication/2616.18 629 Sax, LJ. Mathematical Self-Concept: How College reinforces the Gender Gap . Research in Higher Education, Vol. 35, No. 2 (Apr., 1994). Pp. 141-166. http://www.jstor.org/stable/401 96 084 Stearn, K.E. (2017). Unpublished certificate of advanced study thesis, Sacred Heart University Fairfield, CT. Retrieve from http://digitalcommons.sacredheart.edu/edl/19

REFERENCES D. Mahanta (2014), Impact of Attitude and Self-concept of the Students towards Mathematics upon their achievement in Mathematics. International journal of theoretical & applied science, 6(1): 20-35 (2014) Kilman, Taylor Andrew, The Relationship between Students Applied Mathematics Skills and Student s Attitude towards Mathematics (2015) Dissertatin 54. http://aquilla.usm.edu/dissertation/54 Parker, P. D., Marsh, H.W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29-48. Tapia, M. & Marsh, G.E. (2004). An Instrument to Measure Mathematics Attitudes. Academic Exchange Quarterly, 8(2), 16-21.

REFERENCES Marsh, H.W. (1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84(1), 35-42. Maria de Lourdes Mata, Vera Monteiro, Francisco Peixoto, Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors , Child Development Research, vol. 2012, Article ID 876028, 10 pages, 2012. https://doi.org/10.1155/2012/876028 Yasar, M. (2016). High school students attitudes towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 931-945.

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