Chapter I

INTRODUCTION

Background of the Study

In the Philippines students’ achievement in Mathematics, although

improving, remains alarmingly low in comparison with other nations in Asia.
(National Assessment of Educational Progress, 2007).

Descallar (2015) many students, beginning at the elementary level, are

not motivated in mathematics and they perform poorly in the subject. He
identified that part of the reason for this problem may be due to poor attitudes
toward Mathematics and poor teaching strategies used to teach the subject.
Negative attitudes and poor performance in Mathematics are not created simply
because of the nature of the subject.

Despite of the fact that there was some Filipino student who have won
international Math Competitions, still the overall students’ Mathematics
performance results from international to teachers need to avoid these
monotonous traditional strategies in order to provide a positive view of
Mathematics in their students.

To remedy this problem of poor Mathematics motivation and performance,

the national research coordinator for TIMSS in the Philippines suggested that
necessary intervention local levels were disappointing. The teachers should be
resourceful to find effective ways to improve the teaching and learning
Mathematics, techniques, and strategies that engage students learning and
encourage them to reflect and construct their own big ideas that will eventually
result in increasing conceptual knowledge, retention, and more connections.

Mathematics is essential to our life both a pivot that keep us going, we use
it in a real world. Learning mathematics can teach us how to think both logically
 and critically, if one master mathematics or at least its basic operation we make
our life easier. This research is tend to make an outlook on how we can give an
alternative in teaching and learning mathematics by using different types of
scaffolding strategies which is a non-traditional way of teaching.
Thus, this research study aimed to determine the scaffolding strategy in
teaching Mathematics: Impact on Academic Performance and Attitude among
Intermediate Pupils

Statement of the Problem

The study aims to determine the scaffolding strategy in teaching

Mathematics: Impact on Academic Performance and Attitude among
Intermediate Pupils.
Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of :

1.1.1. Sex
1.1.2. Ethnicity
1.1.3. Family monthly income
1.1.4. Grade level
2. What is the academic performance of the respondents?
3. What is the attitude of the respondents towards Mathematics?
4. What is the Scaffolding Strategies in teaching Mathematics used by the teachers
in terms of :
4.1.1. Show and Tell
4.1.2. Tap prior knowledge
4.1.3. Give time to talk
4.1.4. Pre- Teach vocabulary
4.1.5. Use visual aids
4.1.6. Pause, ask questions
5. Is there a significant difference in the scaffolding strategies use in mathematics
among intermediate pupils when data grouped according to profile.
6. Is there a significant impact between scaffolding strategies and academic
performance and attitudes.

Significance of the Study

This study was beneficial of the following:

School Heads. The results of this study are of value to the administrators
because this convey a strong basis in strengthening their supervisory assistance
and encouraging them the provision of providing Mathematics teachers more
exposure to scaffolding strategy in teaching particularly in Mathematics. Further,
results would serve as basis in planning seminars, workshops and trainings of
various teaching strategies.

Elementary Math Teachers. The findings of these study provide the

teachers especially those who are teaching Mathematics some insights, novel
directions, and appreciation of the use of scaffolding strategy, BEED teachers in
facilitating the teaching and learning situations in Mathematics classes, and
gradually develop in them the value of using research-based teaching strategies.

Pupils. The outcome of this undertaking guides the student in promoting,

developing, and enhancing Mathematical understanding and will provide the
students motivational venue to study and love Mathematics.

Future Researchers. Findings of this study could be a springboard for a

related investigation on a broader perspective.

Scope and Delimitation of the Study

This study focused on the Scaffolding Strategies in Teaching

Mathematics: Impact on Academic Performance and Attitudes among
Intermediate Pupils on the profile of the respondents, academic performance and
scaffolding strategies in teaching mathematics.
 The respondents of the study are intermediate pupils Grade V- Tubilag and
VI- Subrio of Southcom Elementary School, conducted on the Academic Year of
the First Semester of 2019-2020 which intend to improve the academic
performance by using effective strategies I boost the interest of the pupils.
 Chapter II

Review of Related Literature and Studies

This chapter presents the review of related literature and related studies
of this study.

Related Literature

Teachers are considered the light in the classroom. They play varied and
vital roles and entrusted with so many responsibilities that range from very simple
to most complex. Thus, teachers must take a look and pave at the poor
mathematics performance which has been a serious long problem.

Bruner as cited by Ewing McMahon, Bronwyn (2010) used the term

scaffolding as a label for the gradual withdrawal of adult control and support as a
function of children’s increasing mastery of a given task.

This is similar to Vygotsky’s assertion that every child, with assistance,

can do more that he or she can by him or herself but only within the limits set by
the state of his or her development. Imitation and instruction are crucial in a
child’s development. Vygotsky asserts that they bring out the human qualities of
the mind and lead the child to new developmental levels. He states that what a
child can do in cooperation today he or she can do alone tomorrow. According to
Vygotsky “the only good kind of instruction is that which marches ahead of
development and leads it; it must be aimed not so much at the ripe as at the
ripening functions”. Vygotsky states that the lowest threshold at which instruction
can begin needs to be determined as well, but the upper threshold must be
determined also; instruction must be oriented toward the future, not the past.

In line with this, Van Der Stuyf (2010) cited various literatures that
commend the effectiveness of scaffolding strategy. One of which is the idea
wherein caregivers help young children learn how to link old information or
 familiar situations with new knowledge through verbal and nonverbal
communication and modeling behaviors. Observational research on early
childhood learning shows that parents and other caregivers facilitate learning by
providing scaffolds. The scaffolds provided are activities and tasks that:

 Motivate or enlist the child’s interest related to the task

 Simplify the task to make it more manageable and achievable for a child
 Provide some direction in order to help the child focus on achieving the goal
 Clearly indicate differences between the child’s work and the standard or desired
solution
 Reduce frustration and risk
 Model and clearly define the expectations of the activity to be performed
(Bransford, Brown, and Cocking, 2010).
The activities listed above are also detailed in the Executive Summary of the
Research Synthesis on Effective Teaching Principles and the Design of Quality
Tools for Educators, which refers to these as “…Rogoff’s six characteristics of
scaffolding instruction” (Ellis, Larkin, Worthington, Principle 5 section,).

In the educational setting, scaffolds may include models, cues, prompts,

hints, partial solutions, think-aloud modeling and direct instruction (Hartman,
2012).

In Teaching Children and Adolescents with Special Needs the authors

provided an example of a procedural facilitator (hint, cue-card, partially
completed example). When trying to teach the math skill of rounding, a teacher
may list, “…the steps of rounding hundreds beginning with the first step of ‘1.
Look at the number in the ten’s position’, (this) provides hints to the students”
(Olson and Platt, 2010). This cue prompts the students to complete the next step
of the task. Educators may also use questions as scaffolds to help students
solve a problem or complete a task. Teachers may increase the level of
questioning or specificity until the student is able to provide a correct response.
This type of scaffold is reflected in the following excerpt, “…if you receive no
response or an incorrect response after asking the question, “How do we change
lady to ladies?” you should proceed with a more intrusive verbal prompt: “What is
the rule?” to remind the student that there is a rule. If necessary, continue with
“What do we do when a word ends in y to make it plural?” to give the student a
part of the rule” (Olson and Platt, 2010). As the student develops his or her
ability with applying the rule, the number and intrusive nature of the questions
would be decreased until the student can do the task without prompting.

Following the use of teacher provided scaffolds, the educator may then
have the students engage in cooperative learning. In this type of environment
students help students in small group settings but still have some teacher
assistance. This can serve as a step in the process of decreasing the scaffolds
provided by the educator and needed by students (Hartman, 2012).

Teachers have also used scaffolding to engage students in research work

and learning. In this context, scaffolding facilitates organization of and focus for
students’ research (McKenzie, 2009). The structure and clearly defined
expectations are the most important component of scaffolding in this context.
The teachers provide clarity and support but the students construct the final
result through their research.

In a chapter on scaffolding, Scaffolding for Success, Jamie McKenzie

(2000) provides a visual image analogy of how scaffolding works, “The workers
cleaning the face of the Washington Monument do not confuse the scaffolding
with the monument itself. The scaffolding is secondary. The building is primary.”
(McKenzie, 2009, Matters of Definition section). He goes on to describe eight
characteristics of scaffolding. The first six describe aspects of scaffolding
instruction. The last two refer to outcomes resulting from scaffolding and are
therefore presented in a later section of this paper.
 According to McKenzie scaffolding:

1. Provides clear direction and reduces students’ confusion – Educators

anticipate problems that students might encounter and then develop step by step
instructions, which explain what a student must do to meet expectations.
2. Clarifies purpose – Scaffolding helps students understand why they are doing
the work and why it is important.
3. Keeps students on task – By providing structure, the scaffolded lesson or
research project, provides pathways for the learners. The student can make
decisions about which path to choose or what things to explore along the path
but they cannot wander off of the path, which is the designated task.
4. Clarifies expectations and incorporates assessment and feedback –
Expectations are clear from the beginning of the activity since examples of
exemplary work, rubrics, and standards of excellence are shown to the students.
5. Points students to worthy sources – Educators provide sources to reduce
confusion, frustration, and time. The students may then decide which of these
sources to use.
6. Reduces uncertainty, surprise, and disappointment – Educators test their
lessons to determine possible problem areas and then refine the lesson to
eliminate difficulties so that learning is maximized (McKenzie, 2009).
Scaffolding instruction is also employed in problem based learning
environments. “Problem-based learning (PBL) is an educational approach that
challenges students to "learn to learn".” (Ngeow and Yoon, 2011). In this type of
classroom the teacher must assess the activities that the students can perform
independently and what they must learn to complete the task. The teacher then,
“…designs activities which offer just enough of a scaffold for students to
overcome this gap in knowledge and skills.” (Ngeow and Yoon, 2011). The
authors also describe several of same scaffolding activities or characteristics that
were presented by Bransford, Brown and Cocking and McKenzie thus illustrating
scaffolding’s applicability to various educational settings.
 Scaffolding and differentiation do have something in common though. In
order to meet the students where they are and appropriately scaffold a lesson, or
differentiate instruction, you have to know the individual and collective zone of
proximal development (ZPD) of your learners. ( As education researcher Elleen
Raymond states “ the ZPD is the distance between the children can do by
themselves and the next learning that they can be helped to achieve with
competent assistance”).

Duncan (2011) contended that to keep up with the educational standards,

teachers must be able to teach Mathematics using various techniques and non-
traditional teaching strategies to reach out all learners. Ingram (2011) supported
that poor teaching strategies create low motivation in students which in turn leads
to low academic performance. He stressed further that teachers need to avoid
these monotonous traditional strategies in order to provide a positive view of
Mathematics in their students.

Many researches revealed, that one of the best and most effective teaching
strategy in teaching mathematics is through scaffolding instruction. Scaffolding
instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural
theory and his concept of the zone of proximal development (ZPD). “The zone of
proximal development is the distance between what children can do by
themselves and the next learning that they can be helped to achieve with
competent assistance” (Raymond, 2010).

In line this premise, this study is attempted to determine the impact of

scaffolding strategy which are non-traditional in nature on students’ mathematics
performance and attitude. The result of this study is expected to construct
possible corrective measures in enhancing performance among the Mathematics
teachers and students.

Thus, Rebecca Alber, (2014) introduced 6 scaffolding strategies that were

effective and useful in teaching Mathematics. These were as follow:
1. Show and Tell. Modelling for students is a cornerstone of scaffolding. This type
of scaffolding strategy helps develop the students to think critically.
2. Tap into Prior. Ask the students to share their own experiences, hunches, and
ideas about the content or concept of the study and have them relate and
connect it to their own lives.
3. Give time to Talk. All learners need to process new ideas and information. They
also need time to verbally make sense of and articulate their learning with the
community of learners who are also engaged in the same experience and
journey.
4. Pre-Teach Vocabulary. This means introduce the words to kids in photos, and
in
context to things they know and are interested in.
5. Use Visual Aids. Graphic organizers, pictures, and charts can all serve as
scaffolding tools.
6. Pause-ask Questions, Pause-Review. This keeps kids engaged as active
listeners by calling on someone to give the gist of what was
discussed/discovered/questioned.

Related Studies
Modern researchers continue to find that scaffolding is an effective
teaching strategy. Two recent studies regarding the use of inscriptions for
teaching scientific inquiry and experimentation (external representations –
graphs, tables, etc.) found that the use of external representations,
representational scaffolds, can serve as an effective strategy for teaching these
scientific skills.

Toth (2000) conducted a study “Representational scaffolding during

scientific inquiry: interpretative and expressive use of inscriptions in classroom
learning”. In study, the instructional goal was to teach fourth graders valid
experimentation skills. During the first part of the study a teacher-specified table
of variables was the scaffold provided. Students had to select the appropriate
variable related to their experiment. The results of this part of the study led to the
conclusion that the “… use of the pre-developed table representation may have
helped students abstract the overall structure of the experiment and thus aided
their understanding of the design…” (Toth, Results and Discussion section). The
teacher designed table helped focus the learners’ thinking on only those items
that were important for the task. Additionally through the use of the table it
became obvious to the students if they had omitted an important variable from
their experiment. This helped the students learn what things must be considered
when designing an experiment.

Casem (2013) conducted a study” the effects of two different external

representations (evidence mapping vs. prose writing)” were evaluated in
research with ninth grade students (Toth, n.d., Representational scaffolding while
coordinating data with theories section). Students used either a software tool or
prose writing to record their thinking during a problem-based-learning activity in
which they had to find a solution to a scientific challenge. The software tool
provided epistemological categories linked with unique shapes. The students
that used the software had to categorize the information they were evaluating by
selecting the appropriate shape and entering the information into the shape. The
students in the prose writing group just documented their thinking by writing.

One finding of the study was that the students who used the software tool
correctly categorized more of the information as hypothesis and data than those
students in the prose writing groups. The correct categorization of information
was attributed to “…the effect of the mapping representation that scaffolded
students’ categorization efforts” (Toth, 2000., Results and Discussion section).
Eva Toth concluded from the research that the use of , “…teacher-developed
table representations was found to scaffold students’ progress of inquiry by
making the variables of an experiment salient and by perceptually constraining
the students’ attention to abstract the characteristics of correct experimentation”
(Toth, 2000. Conclusion and Educational Significance section).

She also concluded that the evidence mapping, which used the software
tool that scaffold students’ thinking and categorization efforts, was a “…
successful instructional methodology to teach how to categorize and label
scientific information and to teach students how to evaluate hypotheses based on
empirical data.” (Toth, 2000, Conclusions and Educational Significance section).
The study also found that the use of explicit rubrics supported the scaffolding
effect.

Kuo-En Chang, Yao-Ting Sung, and Ine-Dai Chen (2012) conducted a

study “The effects of three concept-mapping methods on students’ text
comprehension and summarization” abilities and “…to determine how students
can most effectively learn from concept mapping. For the study three concept-
mapping methods were designed “…with varying degrees of scaffolding support,
namely, map construction by correction (with constant and highest degree of
scaffolding), by scaffold fading (with gradually removed scaffolding), and by
generation (with the least scaffolding)” (Chang, Chen, & Sung, 2012).

The 7 week study was conducted with 126 fifth grade students that were
randomly assigned to 4 groups, one for each concept mapping method and a
control group. Both pre- and post- text comprehension and summarization tests
were administered to evaluate the students’ abilities. Each group received the
same reading materials and training on concept mapping. The map correction
group was given a partially revised expert generated concept map that included
some incorrect information. The students had to read the provided materials
before correcting the errors in the map.

The instruction for the scaffold-fading group consisted of the following: “…

(a) read an expert concept map, (b) fill in the blanks of the expert concept map
(with whole structure), (c) complete the partial expert concept map (with partial
structure), (d) construct the concept map using the given concepts and relation
links, and (e) determine the key concepts and relation links from the text to
construct the concept map” (Chang, Chen, & Sung, 2012). Only the reading
materials were provided to the students in the map generation group.
 The study revealed that the map-correction group performed better on the
text comprehension and text summarization posttests than did the scaffold-fading
or other groups. It also found that the scaffold-fading group performed much
better than the map-generation and control groups on the text summarization
posttest but showed no significant difference on the text comprehension posttest
(Chang, Chen, & Sung, 2012).

The authors explain that the students in the map-correction group

performed better because the map-correction scaffolding provided a content
framework for and a reminder of the content in the text. The authors go on to
explain that the finding regarding the scaffold fading group was not consistent
with the findings of “…Day and Cordon (2013) and Kao (2016) that the
scaffolding instruction method had better direct and transferring effects than
general teaching methods…”(Chang, Chen, & Sung, 2012). They cite two
factors that may have affected the outcome of their study and generated the
inconsistent findings. First, they state that, “… the operations performed after the
scaffolding was removed may still have been too difficult for elementary school
students” and secondly there “…may have been the lack of sufficient time fo
training” (Chang, Chen, & Sung, 2012).

They concluded that the scaffolds provided by the map-correct method

(framework and partial information) seem “…to be a more suitable way for
conducting concept mapping for elementary students” (Chang, Chen, & Sung,
2012) than the other methods, scaffold-fading or map generation. However any
form of concept mapping (scaffolding) “…may serve as a useful graphic strategy
for improving text learning” (Chang, Chen, & Sung, 2012).
 Conceptual Framework

Figure 1. Conceptual Framework of the Study

Figure 1 shows the conceptual framework of the study on Scaffolding Strategy

in Teaching Mathematics: Effects on Students Performance and Attitudes and
the interrelationship of the variables. The independent variable is profile of the
respondents in terms of show and tell, tap prior knowledge, give time to talk, pre-
teach vocabulary, use visual aids, pause-ask questions. The dependent variable
is the Academic Performance and Attitude. The intervening variables is the sex,
ethnicity, family monthly income, and grade level.

Scaffolding Strategies: Academic Performance and

Attitude.
1. Show and Tell
2. Tap into Prior
3. Give time to Talk
4. Pre- Teach
Vocabulary
Use Visual Aids
5. Pause-ask Questions

Profile of the respondents:

1. Sex
2. Ethnicity
3. Family monthly income
4. Grade level

Figure 1. Conceptual Framework

 Chapter III

Research Methodology

This chapter deals with the research design, research locale, respondents
of the study, sampling techniques, research instrument, data gathering procedure
and the statistical tools.

Research Design

The descriptive quantitative survey research design, because a study fits

in the collection of data. This design utilized the Scaffolding Strategies in
Teaching Mathematics: Impact on Academic Performance and Attitudes among
Intermediate Pupils.

Research Environment

This study was conducted at a public elementary school, located at

Southcom Village, Upper Calarian, Zamboanga City.

Respondents of the Study

The respondents of the study are the intermediate pupils grade V- Tubilag
and grade VI- Subrio and the result does not reflect the whole school.

Sampling Technique

The technique used in the study is purposive sampling technique. The

researchers wanted to what are the scaffolding strategies that is effective in
teaching mathematics.
Research Instrument

This study utilized the adjusted survey questionnaire consist of components

Parts. Part I is the profile of the respondent in terms of sex, ethnicity, family
monthly income and grade level is validated by the panel of experts.
 Part II are the statements in the scaffolding strategies in teaching
Mathematics use by the elementary teacher of Southcom Elementary School like
a. Show and Tell b. Tap into Prior Knowledge c. Give time to Talk d. Pre-Teach
Vocabulary e. Use Visual Aids

f. Pause, ask Questions and Part III students’ performance in Mathematics

subject instruments will be measured in a 4-point Likert scale: Strongly Agree
(SA),Agree(A), Disagree(D), Strongly Disagree (SD).

Data Gathering Procedures

The survey questionnaire is validated by the panel of experts. The

researchers prepared a letter, signed by the adviser, with the approval of the
Dean, College of Teacher Education after the permission is granted the
researchers distributed the letter to the school principal, and immediately after we
sought permission to the principal we immediately distributed the adjusted
questionnaire to the advisers of the respondents. The survey questionnaire forms
were immediately retrieved.

Statistical Tools

The study used frequency, percentage and weighted mean in treating the
collected data for analysis and interpretation.

Frequency- The study used frequency to determine the total number of

respondents in their profile in terms of age, sex, and course.

Percentage- The researchers used percentage to determine the proportion of

the respondents in each of their responses.

Weighted Mean- The researchers used to determine the scaffolding strategies

in Teaching Mathematics: Impact on Academic Performance and Attitude among
Intermediate Pupils
T-test- This is used to measure the significant difference in the scaffolding
strategies among intermediate pupils.
One-way ANOVA- used to determine the impact of one independent variable on
the dependent variable.
 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the presentation, analysis and interpretation of

data obtained from Grade V- Tubilag and Grade VI- Subrio pupils using adjusted
questionnaire-checklist. The data include the Grade V- Tubilag and Grade VI-
Subrio pupils general average during first grading period.

Research Problem No. 1 What is the profile of the respondents in terms of sex,
ethnicity, family monthly income, and grade level?

Table 1

The Profile of Pupils in Terms of Sex

F %
Sex
Male 28 46.66
Female 32 53.33
Ethnicity
Chavacano 15 25
Cebuano 11 18.33
Tausug 26 43.33
Sama 1 1.66
Others 7 11.66
Family monthly income
20,000 above 12 20
15,000-19,000 4 6.66
10,000-14,000 9 15
5,000-9,000 7 11.66
1,000-4,000 28 46.66
Grade Level
Grade VI 30 50
 Grade V 30 50
Total 60 100%

Table 1 shows the profile of the respondents in terms of sex, ethnicity,

family income and grade year level.

In 60 respondents as per computation in terms of sex, there were more

female 32 or 53.33% than male 28 or 46.66%. It implies there were more female
who took the survey questionnaire. The grade V- Tubilag and grade VI- Subrio
has more female enrollee compare to male enrollee, there are 31 girls, and 29
males to be more specific.

According to PCW (2014) girls have fared better in terms of enrollment

indicators in elementary and secondary education. At public elementary level
during the school year 2010-2011, female Net Enrollment Ratio (NER) was
computed at 91.07% while male NER was lower at 88.78%. it implies that more
female than male pupils is enrolled during that school year. Studies shows that
sex has a significant impact when it comes to learning subjects whether English
or any science related subjects.

The total of respondents 26 or 43.33% are tausug followed by Chavacano

15 or 25%, then Cebuano 11 or 18.33%, then others 7 or 11.66% and the least of
respondents is Sama 1 or 1.66%. The data implies that majority of the
respondents of grade V- Tubilag and grade VI- Subrio is mostly Tausug.

According Banagudos (2018) stated that the peninsula is surrounded by

many muslim provinces, it is estimated that about 40% over one million
population of Zamboanga City are Tausug, due to chronic peace and order
problems or were attracted by the socio- economic opportunities not available in
nearby native provinces. On the other hand displace Tausugs in their ancestral
domain or homeland migrated in their neighboring cities particularly in
Zamboanga City to uplift their economic status. Zamboanga is a highly urbanized
area and center of commerce which offers many job opportunities, accessible to
good health services, Education, and transportation which can satisfy their
families essential needs.

In terms of family income, total respondents has a family monthly income

were below Php 4,000 with a frequency of 28 or 46.66%, followed by 20,000
above with a frequency of 12 or 20%, then 10,000- 14,000 with the frequency of
9 or 15%, then 5,000-9,000 with the frequency of 7 or 11.66% and least family
monthly income is 15,000-19,000 with the frequency of 4 or 6.66%. According to
PSA (2020), the latest Family Income and Expenditure Survey shows that
majority (58.4%) of Filipinos belong to the low-income class, while the
middle class comprises around 40% of the population. Only 1.4% fall in
the high-income class, less than 10,481 pesos monthly income that
belongs to poor family, between 10,481 and 20,962 pesos for the low-
income class ( but not poor) family, between 20,962 and 41,924 pesos
monthly income for the middle class family, between 41,924 and 73,367
pesos monthly income middle middle-income class, and between
73,367 and 125,772 pesos monthly income for the upper class family. It
implies that most of the respondents who took the survey questioner
belongs to poor class family.
Research Problem No.2 What is the academic performance of the
respondents in mathematics?

Table 2

The Academic Performance of the Respondents

Grade 6 F % Description
90-95 0 0 outstanding
85-89 1 1.66 Very good
80-84 32 53.33 satisfactory
75-79 27 45 poor
Grade 5
90-95 outstanding
85-89 Very good
80-84 satisfactory
70-79 poor
Total

The table 2 shows that there are a total of 60 respondents who took the
attitude test and scaffolding strategies n teaching mathematics questionnaire. It
implies that all of our data was completely gathered and it can give further
evidence that our study is reliable. There were 32 or 53.33% of the total
respondents get satisfactory ratings, followed by 27 or 45% which is poor, then 1
or 1.66 percent which is very good. The data implies that majority of the
respondents get the satisfactory ratings. It is supported that Lio Moscardini
(2010) pupils with moderate learning difficulties responded to word problems
following their teacher’s introduction to the principles cognitively guided
instruction in mathematics. The pupils’ conceptual understandings demonstrated
by their solution strategies within activities were generally not consistent with
classroom records of assessment.
 Research Problem No.3 What is the attitudes of the respondent towards
mathematics?

Table 3

The Attitude of the Respondents towards Mathematics

Attitude towards Mathematics Mean Interpretation

1. I can learn math 3.38 Agree
2. My teacher is interested in my progress in 3.30 Agree
math.
3. I can solve problem and give solution in 3.12 Agree
Math.
4. My teacher have encourage me to study in 3.38 Agree
math.
5. I can get good grades in math. 3.17 Agree
6. I know I can do well in math. 3.37 Agree
7. I study math because I know how useful it 3.20 Agree
is.
8. Math teacher have made me feel I have 3.27 Agree
the ability to go in Mathematics.
9. Math is important to me. 3.28 Agree
10. Doing well in math s important for my 3.32 Agree
future.
Total 3.27 Agree
Legend: 4-(3.4-4.0) Strongly Agree, 3-(2.6-3.3) Agree, 2-(1.8-2.5) Disagree,
1-(1.00-1.7) Strongly Disagree
Table 3 shows that all respondents who took the modified Fennema-
Sherman Mathematics Scale questionnaire shows a positive outlook attitude
towards learning Mathematics, has a total mean of 3.27 or Agree. It is supported
by Blasco (2019), investigated the effect of attitude on academic performance in
mathematics the result of these analyses showed that there was a moderate
level of correlation between academic performance and attitude towards
mathematics among the four subscales, usefulness of mathematics gave the
most significant contribution to learners’ attitude, followed by teacher perception.

The highest mean is 3.38 “I can learn math” which mean that the pupils of
grade V-Tubilag and grade VI- subrio has a positive attitude towards learning
mathematics which implies that intermediate pupils has an interest in learning
mathematics and mathematics is not intimidating when it comes to young
learners. While “I can solve problem and give solution in math” is the lowest
mean which is 3.12, pupils of grade V- Tubilag and grade VI- Subrio is not really
confident in giving solutions in mathematical problems, they may encounter some
difficulties when it comes to problem solving the teacher did not address such
weaknesses and establish strong foundation on how to solve such mathematical
equation or problem. The result implies that the pupils has a positive attitudes
towards learning mathematics.
 Research Problem No. 4 What is the scaffolding strategies in teaching
mathematics use by the teachers in terms of:

Table 4

SHOW AND TELL

Statements Mean Interpretation

1. Allow the pupils to explain the objects. 3.47 Strongly agree

2. Solve mathematical problem before the pupils. 3.42 Strongly agree

3. Involve the pupils in the group activity in 3.17 Agree

solving problems and explain the answer.

4. Numbers, shapes, and colours presented 3.12 Agree

through objects can be identified by the pupils.

5. Engage group games of the pupils by giving 2.93 Agree

math problems and shows the solution on the
board.

total 3.22 Agree

Legend: 4-(3.4-4.0)Strongly Agree,3-(2.6-3.3)Agree,2-(1.8-2.5)Disagree,1-(1.00-
1.7)Strongly Disagree

This table 4 shows the scaffolding strategies in teaching mathematics in

term of show and tell majority of the respondent signifies Agree or 3.22, that the
teaching strategies allow the pupils to explain the objects, solve mathematical
problem before the pupils, involve the pupils in the group activity in solving
problem, numbers, shapes and colors presented through objects can be
identified by the pupils, and engage group games of the pupils by giving math
problems and shows the solution on the board. Prothroe (2007) stated that the
teacher challenges student to think deeply about the problems they are solving,
reaching beyond the solutions and algorithms required to solve the problem. This
 ensures that students are explaining both how they found their solution and why
they chose a particular method of solution.

The highest mean is 3.47 which is “allow the pupils to explain the object”
the grade V- Tubilag and grade VI- Subrio strongly agree that the math teacher
should allow their pupils to explain the means and ways on how did they had
come up with the particular solution and math teacher should teach at early age
the independent learning so that their pupils can fully express their selves when it
comes to mathematical problem, and the lowest is 2.93 which is “Engage group
games of the pupils by giving math problems and shows the solution on the
board” it may implies that grade V-Tubilag and grade VI-Subrio has a difficulty in
group activities. It implies that they are more independent when it comes to
learning than engaging in various group activities.

Table 5

TAP PRIOR KNOWLEDGE

Statements Mean Interpretation

1. Ask past or previous lesson to connect the current 3.23 Agree

lesson in solving mathematical problem.

2. Use real situation to apply mathematical problems. 3.10 Agree

3. Conduct brainstorming about the topic before 3.13 Agree

presenting the lesson.

4. Teach mathematical problem from basic to 3.27 Agree

complex.

5. Recall past learning to combine new ideas. 3.30 Agree

Total 3.22 Agree

Legend: 4-(3.4-4.0)Strongly Agree,3-(2.6-3.3)Agree,2-(1.8-2.5)Disagree,1-(1.00-
1.7)Strongly Disagree

Table 5 shows the scaffolding strategies in teaching mathematics in terms

of tap prior knowledge majority answered 3.22 or agree they ask past or previous
lesson to connect the current lesson in solving mathematical problem, use real
situation to apply mathematical problems, conduct brain storming about the topic
before presenting the lesson, teach mathematical problem from basic to compile,
recall past learning to combine new ideas. According Echevarria (2013) stated
that when teachers assist student in developing their background knowledge and
using their experience for learning new information it helps them gain a better
understanding of the content, because they are able to use what they already
know.

The highest means is 3.30 which is “Recall past learning to combine new
ideas” the grade V-Tubilag and grade VI-Subrio teachers should recall past
lesson to warm up pupils, recalling the past lesson can give strong foundation on
the previous lesson, teacher should know how to connect previous lesson to new
lesson, teachers should make mathematical problems related to each other but
more complex in a way. On the other hand, the lowest mean is 3.10 “use real
situation to apply mathematical problems” giving real experience, giving concrete
situation, and using real object can help make strong foundation on how to solve
mathematical problems, the math teacher should give situations that pupils can
picture it out in a day to day basis or reality in able to make learning more
meaningful, the math teacher should enhance this strategy. The result implies
that reviewing past lesson and recalling lesson is an effective strategy in teaching
mathematics.
 Table 6

GIVE TIME TO TALK

Statements Mean Interpretation

1. Allow pupils to discuss the proper solution among 3.25 Agree

themselves.

2. Encourage pupils to generate as many alternatives as 3.22 Agree

they can for the problem discussed.

3. Ask pupils on how they get the solution or answer in 3.22 Agree
problems.

4. Give time to pupils to express ideas. 3.23 Agree

5. Let pupils summarize the topic orally. 3.23 Agree

total 3.23 Agree

Legend: 4-(3.4-4.0)Strongly Agree,3-(2.6-3.3)Agree,2-(1.8-2.5)Disagree,1-(1.00-
1.7)Strongly Disagree

The shows the scaffolding strategies in teaching mathematics in terms of

give time to talk, majority of the respondents answered Agree or 3.23 they allow
pupils to discuss the proper solution among themselves, encourage pupils to
generate as many alternatives as they can for the problem discussed, ask pupils
on how they get the solution or answer in problems, give time to pupils to
express ideas let pupils summarize the topic orally. It is supported by

Protheroe (2007) stated that Sharing mathematical ideas it is essential that

students have the opportunity to discuss mathematics with one another, refining
and critiquing each other’s ideas and understandings. Communication occurs
through paired work, small group work, or class presentations. Using multiple
representations to communicate mathematical ideas – students should have
multiple opportunities to use a variety of representations to communicate their
mathematical ideas, including drawing a picture, writing in a journal, or engaging
in meaningful whole-class discussions.

The highest means that shows in table is 3.25 which is allow pupils to
discuss the proper solution among themselves it is very helpful for pupils the
proper technique and strategy on how to solve mathematical problems, pupils
that has a strong foundation in dealing mathematical problem can produce an
independent learner, if the pupils can handle and can share right solution among
their groups can help disseminate learning much easier, it implies that pupils can
fully express their selves, build self-confidence, and make learning more fun. The
lowest mean 3.22 which is encourage pupils to generate as many alternatives as
they can for the problem discussed and ask pupils on how they get the solution
or answer in problems. The math teacher should encourage to find different
solutions on how to solve particular mathematical problem to make learners
engaged in activities, remember math teachers is teaching aspect of
mathematics in pupils that had different level of understanding, he or she must
come-up various ideas on how to solve math problems which pupils are
comfortable to use in able to solve math problems, and on ask pupils on how
they get the solution or answer in problems, teacher must know how did the
learners solve the problem and what method did he/she used in able to correct if
the solution is wrong or right.
 Table 7

PRE- TEACHING VOCABULARY

Statements Mean Interpretation

1. Allow the pupils to spell numbers into words. 3.27 Agree

2. Let pupils express numbers into sentences. 3.07 Agree

3. Unlocking difficulties of pupils. 3.07 Agree

4. Give pre-test examinations to the pupils. 3.27 Agree

5. Spell the number into words by singing. 2.80 Agree

total 3.09 Agree

Legend: 4-(3.4-4.0)Strongly Agree,3-(2.6-3.3)Agree,2-(1.8-2.5)Disagree,1-(1.00-
1.7)Strongly Disagree

The table 7 shows the scaffolding strategies in teaching mathematics in

terms of pre- teaching vocabulary majority answered, 3.09 or agree they allow
the pupils to spell numbers into words, let pupils express numbers into
sentences, unlocking difficulties of pupils, give pre-test examinations to the
pupils, spell the number into words by singing.

According Dr. David Chard (2002) language and vocabulary is vitally

important for children to be pre thought background information, such as
vocabulary before the lesson, so they are able to see its importance and able to
understand the word prior to the lesson. The more students see and review the
word before assessment the better of the student will be.

The highest mean shows that is 3.27 is allow the pupils to spell numbers
into words and the lowest mean is 2.80 spell the number into words by singing is
both significant and insignificant to the respondents. The highest mean help
them promote strong acquisition that when you allow the young learners to spell
a certain word it improves reading, fluency, and comprehensions. It implies that
 when you allow your pupils to spell out the word provided with its meaning and
uses their mastery level will improve, they already had background knowledge or
stock knowledge about the certain word. And the lowest mean shows that not all
learners is interested in this kind of strategy, it implies that only selective pupils
has the ability to put spelled words associated with tunes or melody had been to
much for other learners. They cannot see the significant value on why they
should do such thing or it is not convenient for them.

Table 8

USE VISUAL-AIDS

Statements Mean Interpretation

1. Prepare lessons necessary materials required for 3.10 Agree

learning mathematics.

2. Use educational technology in teaching mathematics. 2.98 Agree

3. Use short films on how to solve mathematical problems. 3.10 Agree

4. Use real objects in teaching math. 3.23 Agree

5. Use educational posters on mathematics subject to 3.17 Agree

inspire pupils.

Total 3.11 Agree

Legend: 4-(3.4-4.0) Strongly Agree,3-(2.6-3.3)Agree,2-(1.8-2.5)Disagree,1-(1.00-
1.7)Strongly Disagree

The table 8 shows the total mean of 3.11 or Agree that the use of visual
aids is a convenient strategy for young learners.

Stein and Bovalino (2001) stated that manipulatives can be important tools
in helping students to think and reason in more meaningful ways. By giving
students concrete ways to compare and operate on quantities, such
 manipulatives as pattern blocks, tiles, and cubes can contribute to the
development of well grounded, interconnected understandings of mathematical
ideas. The highest mean is 3.23 or use real object in teaching mathematics it
allows young learners to explore ideas and identify the types of enquiry on how
and when to use them. And the lowest mean is 2.98 or use educational
technology in teaching pupils, there are disadvantages when it comes to using
technologies in teaching mathematics some topic would become less interested
when you use videos or audios in teaching mathematics pupils will be out of
focus. It implies that giving real learning experience in teaching mathematics
would become more interesting and less intimidating when you use real objects
that can be manipulate.

Table 9
PAUSE, ASK QUESTIONS

Statements Mean Interpretation

1. Ask questions during discussion. 3.28 Agree

2. Give feedback. 3.03 Agree

3. Provide direct and specific questions. 3.18 Agree

4. Monitor the learning process of pupils. 3.38 Agree

5. Check on the level of understanding. 3.08 Agree

total 3.19 agree

Legend: 4-(3.4-4.0)Strongly Agree,3-(2.6-3.3)Agree,2-(1.8-2.5)Disagree,1-(1.00-
1.7)Strongly Disagree

The table 9 shows that scaffolding strategy in teaching mathematics in

terms of pause, ask question majority answered 3.19 or agree they ask questions
during discussion, give feedback, provide direct and specific questions, monitor
the learning process of pupils, check on the level of understanding. Gersten
(2009) stated that formative assessment and its associated feedback contributed
 to student success. Specific to algebra, a recent review of algebra interventions
concluded that a critical element in the instructional cycle is the monitoring of
instructional effectiveness. The highest mean is 3.38 or monitor the learning
process of pupils provides the teacher to track down their progress throughout
the lesson given it is important to know whether they show improvements or not
or it can give an idea on what strategy you would be using to address the
difficulties of a pupils encounter in learning mathematics. The lowest mean is
3.03 or give feedback some pupils will be intimated and easily be discourage
when the teacher gives feedback some teacher may give feedback in a harsh
way or not in a nicer way. The result implies that pause ask question is an
effective strategy in teaching mathematics it helps strengthening the higher
thinking order of the learners.

Table 10

Summary of the Results

Strategies Mean Interpretation

Show and Tell 3.47 Strongly Agree
Tap Prior Knowledge 3.30 Agree
Give time to talk 3.25 Agree
Pre- Teaching Vocabulary 3.27 Agree
Use Visual Aids 3.23 Agree
Pause, ask Question 3.38 Agree
Legend: 4-(3.4-4.0)Strongly Agree,3-(2.6-3.3)Agree,2-(1.8-2.5)Disagree,1-(1.00-
1.7)Strongly Disagree

Table 10 shows the summary of the results in terms of the scaffolding strategy in
teaching mathematics in terms of show and tell, tap prior knowledge, give time
to talk, pre- teaching vocabulary, use visual aids, pause ask questions.
 According to Margill and Anderson, (2017) stated the concept of a” picture
worth a thousand words” emphasizes the importance of demonstrating skill
techniques and activities. When teaching and coaching, adding verbal
instructions, along with a demonstration, further helps students assimilate the
task being taught.

Giles and Tunks,( 2008) pointed out that Show and Tell is an effective and
enjoyable for young children to refine their public speaking and oral
communication skills while learning more about each other. It is the teachers
responsibility to make sure that the experience takes into consideration young
children attention spans and help them build confidence while avoiding “bring-
and-brag”, rather than show and tell. The highest mean is 3.47 or show and tell it
makes the pupils become comfortable when speaking to its fellow pupils it can
give them a sense of being listened and develop its confidence which is very
important in young learners. And the lowest mean is use visual aids, hence visual
aids is one of the important learning tools some teacher cannot prepare due to
some circumstances like it is taking up much time, or maybe some materials are
not available when teachers are teaching in a remote area or far flung areas, but
some teachers are creative enough to use whatever they can find that can
contribute to learning. It implies that learners would like also be heard and share
ideas at the same time, it also shows that teaching methods is improving
throughout the year its not anymore teacher center but it is more on learners
center, it just proves that the learning and teaching system is improving learners
become more independent and self-reliance, but teachers have a great role to
make learners more independent by their guidance.
 Research Problem No.5. Is there a significant difference in scaffolding
strategies use in Mathematics among intermediate pupils when data
grouped according to profile.

Table 11

t-test result on the opinions of the respondents

on the scaffolding use in mathematics according to sex.

Levene’s test for

(1) (2)
equality of variances

t-obtained

Decision
p-value
Variable

F-test for
variance

variance
Assume
p-value
x1 sd 1 x2 sd 2

Opinions of
the
respondents
on 3.2 0.4 3.1 0.01 Not 1.04 0.30
0.32 7.186 NS
Scaffolding 2 6 2 0 Equal 0 3
strategies use
in
mathematics

Degrees of freedom df = n1 + n2 – 2= 29 + 31 – 2=58

Table 11 shows the independent sample t-test on the opinions of the

intermediate pupils towards the scaffolding strategies use in mathematics
according to sex. The data tend to show that weighted mean of 29 (1) and 31 (2)
intermediate pupils are 3.22 with standard deviation of 0.46 and 3.12 whose
standard deviation of 0.32, respectively. These values obtain t = 1.040 and with
level of significance α = 0.05, p-value = 0.303. This means that there is no
enough evidence to reject the null hypothesis which implies that the opinions of
(1) and (2) intermediate pupils have no significant difference with regards to the
scaffolding strategies use in mathematics. This means that the opinions of
intermediate pupils are the same regardless of sex towards the scaffolding
strategies use in mathematics.

Lindberg (2010), indicate that the gender gaps in mathematics are

insignificant, effect sizes for the gender difference ranged between -0.15and
+0.22 variance ratios ranged from 0.88 to 1.34. taken together these findings
support the view that males and females perform similarly in Mathematics.

Table 12

t-test result on the opinions of the respondents on the

scaffolding use in mathematics according to Grade levels.

Levene’s test for

Grade 5 Grade 6
equality of variances
t-obtained

Decision
p-value

Variable
F-test for

variance
Assume
p-value

x1 sd 1 x2 sd 2

Opinions of 3.0 0.3 3.2 0.40 0.157 0.69 Equa 2.19 0.03 Sig
the 6 7 8 3 l 5 2
respondents
on
Scaffolding
strategies
use in
 mathematics

Degrees of freedom df = n1 + n2 – 2= 31 + 29 – 2=58

In Table 12, the One-Way ANOVA value F= 0.808 and with level of
significant α=0.05, p-value = 0.525. This means that there is no enough evidence
to reject the null hypothesis which implies that the opinions of the intermediate
pupils on the scaffolding strategies use in mathematics have no significant
difference when data are group according to ethnicity. Hence, ethnicity does
affects the learning of the intermediate pupils in mathematics using scaffolding
strategies. It is claimed by Vistro-Yu (2011 ) that School Grade Clusters
Mathematics follows a logical sequence of concepts and prerequisite skills.
Consequently, cognitive learning theories advocate a curriculum design that
takes into consideration pupils’ developmental The Framework | 9 growth and
maturity. Taking into consideration the unique grade level system of the
Philippines, this framework puts together a comprehensive curricular guide in
mathematics for each of 3 clusters: Lower Elementary (K-3), Upper Elementary
(4-6) and High School (7-10/11).

Table 13. One-Way ANOVA results on the opinions of the respondents on the
scaffolding strategies use in mathematics according to Ethnicity.
 Weighted mean on the

Degrees of freedom
Sources of variance

α=
opinions of the

Sum of squares

F-obtained
respondents on scaffolding

Decision
MSS

0.05
strategies use in

p-value
mathematics
E1 E2 E3 E4 E5
Among 0.51 0.13
4
Groups 9 0
0.80 0.52 N
Within
3.1 3.1 3.2 2.6 3.1 8.83 0.16 8 5 S
condition 55
0 7 5 7 0 0 1
s
9.35
Total 59
0

Also, the One-Way ANOVA results in Table 4 shows that F= 0.537 and
with level of significant α=0.05, p-value = 0.709. This means that there is no
enough evidence to reject the null hypothesis which implies that the opinions of
the intermediate pupils on the scaffolding strategies use in mathematics have no
significant difference when data are group according to family income. Thus,
family financial status does affects the learning of the intermediate pupils in
mathematics using scaffolding strategies, as cited by Panthi and Belbase (2017)
pointed out in the Nepalese context of ethnicity. There are the different ethnic
background of the students and teachers, represents the various social classes
in our mathematics classroom. The mathematics curricula have been designed
with a preference to certain social groups over others. It is important to include
the students' social and ethnic identity in their learning process. Most
mathematics teachers in Nepal do not care about how the ethnic background
affect in teaching and learning mathematics
 Table 14.

One-Way ANOVA results on the opinions of the respondents on the

scaffolding strategies use in mathematics according to family income.

Weighted mean on the

α = 0.05
opinions of the

Degrees of freedom
Sources of variance

Sum of squares
respondents on scaffolding

F-obtained

Decision
strategies use in

MSS
mathematics

p-value
FI FI FI FI
FI 1
2 3 4 5
Among 0.35 0.08
4
Groups 1 8
0.53 N
Within 0.709
3.2 3.1 3.0 3.2 3.1 8.99 0.16 7 S
condition 55
1 2 1 7 9 8 4
s
9.35
Total 59
0
Research Problem No 6. Is there a significant impact between scaffolding
strategies and academic performance and attitudes.

Table 15.

The two-way ANOVA results on the opinions of the respondents on

scaffolding strategies use in mathematics when data are group

according respondents’ GPA and attitude.

Type III Sum Mean P-value Decisio

Source df F
of Squares Square @ 0.05 n

GPA 0.631 9 0.0701 0.594 0.782 NS

Attitude 4.978 16 0.3111 2.637 0.038 Sig

GPA * Attitude 1.395 20 0.0698 0.591 0.862 NS

Error 1.652 14 0.1180

Moreover, Table 15 shows the Two-Way ANOVA results on the opinions

of the intermediate pupils on scaffolding strategies use in mathematics when
data are group according to the pupils’ GPA and attitude. The data reveals the
following F-values: 0.594, 2.637, and 0.591 and with the level of significance α =
0.05, its p-value are 0.782, 0.038, and 0.862 for GPA, Attitude and the
combinations of students’ GPA and Attitude with respect to the opinions of
intermediate pupils on scaffolding strategies use in mathematics, respectively.
This means that there is no significant difference on the students’ GPA using
scaffolding strategies considered in this study in teaching mathematics since the
p-value=0.782 > α=0.05. Similarly, the combination of GPA and Attitude has also
no significant difference for the same reason above. However, the attitude of the
intermediate pupils has significant difference since the p-value=0.038 <
α=0.05. This implies that the scaffolding strategies use in mathematics have no
significant impact of the pupils’ GPA as well as the combination of pupils’ GPA
and attitude. However, the scaffolding strategies use in mathematics gives
significant impact to the pupil’s attitude.
PART I

Directions: Below are the statement of Scaffolding Strategies in Teaching

Mathematics: Impact on Academic Performance and Attitudes Among
Intermediate Pupils. Put a check (√) on the space that corresponds to your
honest evaluation using the rating scale below.
 Descriptive Scale Descriptive Rating

A. Strongly Agree (SA) 4

B. Agree (A) 3
C. Disagree (D) 2
D. Strongly Disagree (SD) 1

A. SHOW AND TELL

Statements SA A D SD

(4) (3) (2) (1)

1. Allow the pupils to explain the objects.

2. Solve mathematical problem before the

pupils.

3. Involve the pupils in the group activity in

solving problems and explain the answer.

4. Numbers, shapes, and colors presented

through objects can be identified by the
pupils.

5. Engage group games of the pupils by giving

math problems and shows the solution on the
board.

B. TAP PRIOR KNOWLEDGE

 Statements SA A D SD

(4) (3) (2) (1)

1. Ask past or previous lesson to connect the current

lesson in solving mathematical problem.

2. Use real situation to apply mathematical problems.

3. Conduct brainstorming about the topic before

presenting the lesson.

4. Teach mathematical problem from basic to

complex.

5. Recall past learning to combine new ideas.

C. GIVE TIME TO TALK

Statements SA A D SD

(4) (3) (2) (1)

1. Allow pupils to discuss the proper solution among

themselves.

2. Encourage pupils to generate as many alternatives

as they can for the problem discussed.

3. Ask pupils on how they get the solution or answer

in problems.

4. Give time to pupils to express ideas.

5. Let pupils summarize the topic orally.

D. PRE- TEACHING VOCABULARY

Statements SA A D SD

(4) (3) (2) (1)

1. Allow the pupils to spell numbers into words.

2. Let pupils express numbers into sentences.

3. Unlocking difficulties of pupils.

4. Give pre-test examinations to the pupils.

5. Spell the number into words by singing.

E. USE VISUAL-AIDS

Statements SA A D SD

(4) (3) (2) (1)

1. Prepare lessons necessary materials required for

learning mathematics.

2. Use educational technology in teaching

mathematics.

3. Use short films on how to solve mathematical

problems.

4. Use real objects in teaching math.

5. Use educational posters on mathematics subject to

inspire pupils.
F. PAUSE, ASK QUESTIONS

Statements SA A D SD

(4) (3) (2) (1)

1. Ask questions during discussion.

2. Give feedback.

3. Provide direct and specific questions.

4. Monitor the learning process of pupils.

5. Check on the level of understanding.

 Questionnaire – Checklist on Pupils Mathematics Attitude

Modified Fennema- Sherman Mathematics Attitude Scale

Name:_______________________________

Grade Level and Section:_______________

Directions: Please answer the following query below. Check the appropriate
rating scale that corresponds the item statements that are true for you.

Descriptive Scale Descriptive Rating

A. Strongly Agree (SA) 4

B. Agree (A) 3
C. Disagree (D) 2
D. Strongly Disagree (SD) 1

Statements SA A D SD
(4) (3) (2) (1)
1. I can learn Math.

2. My Teacher is interested in my progress in

Math.

3. I can solve problem and give solution Math.

4. My teacher have encourage me to study more

in Math.
5. I can get good grades in Math.

6. I know I can do well in Math.

7. I study Math because I know how useful it is.

8. Math teacher have made me feel I have the

ability to go in Mathematics.

9. Math is important to me.

10. Doing well in math is important for my future.