Investigating the Relationship of Subanen Students’ Perceived Exposure to Contextualized Teaching and Attitudes Towards Mathematics
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Abstract
This study examines the presence of contextualization in mathematics instruction and its relationship to Subanen students’ attitudes towards learning mathematics. This descriptive-correlational survey research involved 125 Subanen respondents from two public national high schools in Don Victoriano, Misamis Occidental Division, Philippines. Data were collected using a three-part survey questionnaire: Part I gathered demographic data, Part II assessed respondents’ attitudes toward mathematics based on four factors: self-confidence, value, enjoyment, and motivation, and Part III evaluated their perceptions of the degree of contextualized teaching approaches in their mathematics classes. The findings revealed that students have high exposure to contextualization in their mathematics classes. Respondents exhibited positive attitudes toward the value of mathematics but maintained neutral attitudes regarding self-confidence, enjoyment, and motivation in the subject. Also, the results show a significant difference between male and female respondents’ attitudes towards learning mathematics (U = 377.50, p = 0.0001) with a medium effect size, r = 0.488. Spearman Rank correlation analysis showed weak yet positive correlations between contextualization and respondents’ attitudes toward the value (rs = .292, n = 125, p = .001), enjoyment (rs = .389, n = 125, p = .0001), and motivation (rs = .385, n = 125, p = .0001) in mathematics. The study concluded that contextualization holds the potential to positively influence Subanen students’ value, enjoyment, and motivation in mathematics. Therefore, incorporating contextualized teaching approaches in mathematics instruction is encouraged to better engage and support Subanen students.
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