APPETITIVE AND COGNITIVE FACULTIES

Data Gathering Procedure

Research Instrument

• Seeking permission to conduct the study.

• Administration of questionnaires to the respondents.

• Analysis of gathered data.

References

• The researcher will use a self-made questionnaire, must be valid and reliable.

• The questionnaire will mainly consist of two sections. Part one is a Likert scale which will measure the respondents’ appetitive and cognitive faculties. On the other hand, Part two will focus on the 30-item multiple choice test on Arithmetic, Number Sense and Basic Mathematics.

• Prior to the conduct of the study, the developed test will be piloted, with a group of 25 Grade 11 students of Bernardo D. Carpio National High School- Senior High School, SY 2017 – 2018.

• The level of proficiency at which the student is performing will be based on a scaled using the five point Likert scaling system as follow:

Data Analysis

Hunter, M. (2013). Imagination Maybe More Important than Knowledge. ON LINE opinion. Australia’s e – journal of social and political debate. Retrived October 17 2017 from http://www.onlineopinion.com.au/view.asp?article=14931

Pekrun R, Frenzel AC, Goetz T, Perry RP. The controlvalue theory of achievement emotions: An integrative approach to emotions in education. In: Schutz PA, Pekrun R, editors. Emotion in education. Elsevier Academic; San Diego, CA: 2007. pp. 13–36.

Tandoc, E. jr. (2012). Do the math: Why Filipino students don’t fit the Asian stereotype. Retrieved October 31, 2017 from http://globalnation.inquirer.net/46423/do-the-math-why-filipino-students-dont-fit-the-asian-stereotype#ixzz4zzjh6Ku5

Zhou Q, Main A, Wang Y. The relations of temperamental effortful control and anger/frustration to Chinese children’s academic achievement and social adjustment: A longitudinal study. Journal of Educational Psychology. 2010;102:180–196.

Blair C. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist. 2002;57:111–127.

Corpuz, B., Salandanan, G. (2013). The Fundamental Equipment of a Learner. Principles of teaching I. pp 3 – 7.

Côté-Lussier, C, and C Fitzpatrick. "Feelings of Safety at School, Socioemotional Functioning, and Classroom Engagement." Journal of Adolescent Health / Society for Adolescent Health and Medicine (Elsevier Inc.), May 2016. US National Library of Medicine / National Institutes of Health. Web. 29 Sept. 2016

Fredrickson BL. What good are positive emotions? Review of General Psychology. 1998;2:300–319.

Frenzel AC, Pekrun R, Goetz T. Girls and mathematics—A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education. 2007;22:497–514.

Hampton, D. (2015). What’s The Difference Between Feelings And Emotions?. The Best Brain Possible. Retrieved October 12, 2017 from https://www.thebestbrainpossible.com/whats-the-difference-between-feelings-and-emotions/

• Statistical Mean.

• Pearson Product moment correlation.

• Testing of a null hypothesis was based at α = 0.05 level of significance.

The Problem and Related Literature

• This study is based on The Fundamental Equipment of the Learner theory of Corpuz and Salandanan (2007). The theory states that the learner is equipped with faculties, both cognitive and appetitive.

Statement of the Problem

• Similarly, Tall’s (2008) methods for long-term human learning support this theory. It states that human learning can be classified into “set-before” and “met-before”. “Set-before” refers to a mental structure that humans are born with abilities. The term “met-before” is a mental structure build with individual’s experiences and prior knowledge.

• Numerical proficiency is an important requirement in the 21st century.

• Piaget’s (1980) theory of personal constructivism which emphasizes that learning is an individual and internal construction of knowledge.

Theoretical Framework

The study aims to determine the relationship between appetitive and cognitive faculties and the numerical proficiency among the Junior High School students of Bernardo D. Carpio National High School. Specifically, it seeks to answer the following questions:

• Salandan et al. 2013, in his book Principles of Teaching I stresses that all learners have fundamental equipment in learning. These are the cognitive and appetitive faculties. These faculties will naturally help or guide the learner as he/she dealt with the learning process. The cognitive faculties of the learners included his or her five senses, his memory, his imagination, instinct, as well as his intellect. On the other hand, the appetitive faculty of the learner includes the feeling, the emotion as well as the learner’s rational will.

Conceptual Framework

• This study therefore is an attempt to provide knowledge on how appetitive and cognitive faculties of the students can be mediating factors to numerical proficiency.

• The recent Third International Mathematics and Science Study (TIMSS) showed that East Asian students from — Singapore, Hong Kong , Korea, Chinese Taipei, and Japan continue to outperform all participating countries in mathematics at the fourth and eighth grades, maintaining a 20-year edge (TIMSS, 2016)

• Moreover, it will determine the extent of appetitive, cognitive and numerical proficiency of students. It will also determine the relationship between the students’ level of appetitive and cognitive faculties and their numerical proficiency.

1. What is the level of appetitive faculty of the Junior High School students of Bernardo D. Carpio NHS in terms of:

1.1. Emotions;

1.2. Feelings; and

1.3. Rational will?

• However, Philippines still lag behind our Asian counterparts in a global survey conducted by the World Economic Forum which ranks Philippines 115th out of 142 countries in perceived quality of mathematics (Tandoc, 2012).

2. What is the level of cognitive faculty of the Junior High School students of Bernardo D. Carpio NHS in terms of:

2.1 Senses;

2.2 Imagination;

2.3 Instinct;

2.4 Intellect; and

2.5 Memory?

Respondents

Method

Null Hypotheses

Respondents

• The respondents of the study are the Grade 10 students of Bernardo D. Carpio National High School- Junior High School, SY 2017– 2018.

• The study will use a purposive sampling method. Purposive sampling represents a group of different non-probability sampling techniques.

3. Is there a significant relationship between the appetitive and cognitive faculties of the Junior High School students of Bernardo D. Carpio National High School?

Research Design

• This study will use the quantitative non-experimental design using correlation technique.

• The design is more fitting in determining the relationship of affective and cognitive faculties of a learner to numerical proficiency.

4. Is there a significant relationship between level of appetitive faculty and numerical proficiency of the Junior High School students of Bernardo D. Carpio National High School?

Ho1. There is no significant relationship between the appetitive and cognitive faculty of the Grade 10 students of Bernardo D. Carpio National High School.

Ho2. There is no significant relationship between the appetitive and numerical proficiency of the Grade 10 students of Bernardo D. Carpio National High School.

Ho3. There is no significant relationship between the cognitive and numerical proficiency of the Grade 10 students Bernardo D. Carpio National High School.

5. Is there a significant relationship between level of cognitive faculty and numerical proficiency of the Junior High School students of Bernardo D. Carpio National High School?

APPETITIVE AND COGNITIVE FACULTIES:

Mediating Factors for Numerical Profeciency