1

EFFECTS OF HEURISTIC METHOD IN STUDENTS’ PERFORMANCE

IN MATHEMATICS 7

A Thesis Proposal
Presented to the Faculty
College of Education
CEBU TECHNOLOGICAL UNIVERSITY- MAIN CAMPUS
R. Palma St., Cebu City

In Partial Fulfillment
Of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
Major in Mathematics

CHERRY MAY A. PUGOSA

CRISTINA R. NOGADAS
CRISTINA M. YUMOL

June 2023
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APPROVAL SHEET

This Thesis Proposal entitled “EFFECTS OF HEURISTIC METHOD IN

STUDENTS’ PERFORMANCE IN MATHEMATICS” prepared and submitted by
CRISTINA R. NOGADAS, CHERRY MAY A. PUGOSA, and CRISTINA M. YUMOL in
partial fulfillment of the requirements for the degree of BACHELOR OF SECONDARY
EDUCATION MAJOR IN MATHEMATICS has been examined and is recommended for
acceptance and approval for Proposal Hearing.

THESIS ADVISORY COMMITTEE

JONATHAN O. ETCUBAN, Ph.D. TM, Ph.D. EM

Chairman

MARIA SALUD M. DELOS SANTOS, Ph.D. GENGEN G. PADILLO, Ph.D.

Adviser Member

Approved by the Committee on Proposal Hearing with a grade of ___________.

PANEL OF EXAMINERS

JONATHAN O. ETCUBAN, Ph.D. TM, Ph.D. EM

Chairman

MARIA SALUD M. DELOS SANTOS, Ph.D. GENGEN G. PADILLO, Ph.D.

Adviser Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education major in Mathematics (BSED - Math).

REYLAN G. CAPUNO, Ph.D., Dev.Ed.D.

Dean, College of Education
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EFFECTS OF HEURISTIC METHOD IN STUDENTS’ PERFORMANCE

IN MATHEMATICS 7

CHERRY MAY A. PUGOSA

[email protected]
https://orcid.org/0009-0003-6994-0922

CRISTINA M. YUMOL
[email protected]
https://orcid.org/0009-0009-8668-547X

CRISTINA R. NOGADAS
[email protected]
https://orcid.org/0009-0000-4208-7624

JONATHAN O. ETCUBAN
[email protected]
https://orcid.org/0000-0001-8930-6476

INTRODUCTION

Mathematics is a foundational part of human thought and logic that promotes

mental discipline, logical reasoning, and critical thinking skills. According to the
International Commission on Mathematical Instruction (2021), mathematical knowledge
and skills play a crucial role in understanding the contexts of other subjects such as
Science, Social Studies, and even music and art. Thus, teaching with different
strategies in Mathematics content helps the transition between paper and pencil
calculations and mental calculations, which is one of the modes that shape our
thoughts, power of reasoning, creativity, and critical thinking skills, and increases
students' problem-solving ability that led to improvement of student's academic
performance and active engagements in Mathematics class (Hanna & Villiers, 2012).
However, despite understanding the overall importance of Mathematics on
students' academic performance and its application concerning other sciences and
other fields, lies the idea that there are real existing problems related to teaching and
learning Mathematics based on scientific research and hence propose a solution to
alleviate the issues.
Moreover, Trends International Mathematics and Sciences Study (2015)
revealed that the Philippines only scored 297 in Mathematics, which is 19% of Filipino
students on a low benchmark and had some basic mathematical knowledge, while 81%
still needed to reach this level. The central perception that mathematics is a complicated
subject to learn, together with mathematics being labeled negatively among students in
schools, makes this study even more vital.
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These insights into which students were at risk of failing in mathematics subject
and continuing to fall behind in achieving sufficient mathematical skills and academic
performance. Thus, teachers' teaching techniques and strategies may not be
appropriate nor applicable to all topics for all students and at all times, but this calls for
an improved approach to teaching mathematics. With the increasing development in the
world, teachers are further challenged with the task of producing competent students,
and this imposes great demand on mathematics teachers to devise appropriate
instructional techniques and teaching strategies, specifically the use of the Heuristic
method in teaching mathematics that led to the improvement of the student's
performance and active learning engagement.
With the Heuristic method in teaching mathematics, students learn by self-
experience and discovery, which helps them achieve cognitive, affective, and
psychomotor skills. Also, it helps the student's mental and cognitive development, self-
confidence, and self-reliance in answering mathematical problems. This demanded the
Heuristic method to obtain varied information in the context of mathematics teaching
and that teachers must possess much curiosity, observation, interest, and spirit of
scientific investigation because these are the qualities that students must develop,
resulting in improvement in the learning performance of the Grade 7 students in
mathematics.
In this light, based on the observations of the researchers on the problems
encountered by students in learning Mathematics, they opted to study the effects of the
Heuristic method in teaching Mathematics on the academic performance and learning
engagements of the Grade 7 students.

RELATED LITERATURE

This study is anchored on the following theories: Constructivist Learning Theory

by Piaget (1964), Self-Regulated Learning Theory by Zimmerman (2003), Social
Cognitive Theory (Bandura, 1986), and Self-Determination Theory by Ryan and Deci
(2000). Also, this is supported by the following legal bases: DepEd Order No. 28, series
2020 entitled, "International Day of Mathematics," Regional Advisory No. 51, series
2017 entitled, "Nomination of Participants for the Regular Courses of SEAMEO
Regional Centre for QITEP Mathematics," and DepEd Order No. 40, series 2009
entitled "National Workshops on International Trends in Mathematics Teaching and
Assessment.
Piaget's (1964) Constructivist Learning Theory impacts the learning curriculum
because teachers must create a curriculum plan that promotes logical and conceptual
growth in their students (Handrianto & Rahman, 2019; Ghazi & Ullah, 2015; Gurses et
al., 2015).
The teacher must emphasize the importance of experiences—or connections
with the surrounding environment—in student education (Ilechukwu & Usulor, 2019;
Bada & Olusegun, 2015). Teachers, for example, must consider the role of fundamental
concepts such as object permanence in establishing cognitive structures (Inhelder et al.,
2014).
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According to Piaget's constructivism theory, people produce knowledge and form

meaning based on their experiences (Amineh & Asl, 2015). Piaget's theory
encompassed learning theories, instructional methods, and educational reform (Illeris,
2018; Demetriou et al., 2016).
Two critical components that construct an individual's new knowledge are
accommodation and assimilation (Kimmerle et al., 2015)—assimilating causes an
individual incorporates new experiences into old ones (Bada & Olusegun, 2015). This
causes the individual to develop new perspectives, reconsider previously held
misconceptions, and assess what is essential, ultimately altering their perceptions
(Mohammed et al., 2017; Lili, 2015).
Accommodation, conversely, is the process of incorporating new information and
experiences into an already-existing mental capacity (Sarbah, 2020; Lili, 2015; Hu,
2014). Individuals envision a particular way for the world to function. When things do not
work within that context, they must accommodate and reframe the outcomes'
expectations (Bada & Olusegun, 2015).
Apart from learning theories, Piaget's constructivism theory addresses how
learning occurs rather than what influences learning (Schrader, 2015). Teachers play an
essential role. Instead of lecturing, teachers in this theory are facilitators, assisting
students with their understanding (Brookfield, 2017; Joshi, 2015).
This shifts the emphasis away from the teacher and lecture and toward the
student and their learning (McCallum et al., 2015). The resources and lesson plan that
must be initiated for this learning theory take a different approach to traditional learning.
Instead of telling, the teacher should ask questions (Mitchell et al., 2020).
Instead of answering questions that only pertain to their curriculum, the
facilitator, in this case, must ensure that the student comes to their conclusions rather
than being told (Albanese & Dast, 2013). Furthermore, teachers constantly have
conversations with students, creating a learning opportunity open to new directions as
learning progresses based on students' needs (Motola et al., 2013).
Teachers who follow Piaget's constructivism theory must challenge students by
making them influential critical thinkers, not just "teachers" but also mentors,
consultants, and coaches (Kumar & Singh, 2017; Joshi, 2015).
Some strategies for the teacher include having students work together and aiding
to answer one another's questions (Berrett, 2012). Another strategy is to designate one
student as the "expert" on a particular subject and have them teach the class. Finally,
allow students to work in groups or pairs on controversial research topics they must
present to the class.
Self-Regulated Learning (SRL) Theory, developed by Zimmerman (2003),
defines self-generated learning as learning that is systematically oriented toward the
achievement of students' learning goals (Peteros et al., 2019; Schunk & Zimmerman,
2013). Self-regulated learning entails goal-directed activities that students initiate,
modify, and sustain, such as attending to instruction, processing information, rehearsing
and relating new learning to prior knowledge, believing in one's ability to learn, and
establishing productive social and work environments (Hamilton-Ekeke, 2015).
SRL corresponds to the idea that rather than being passive recipients of
information, students actively contribute to their learning goals and have control over
goal attainment (Davis & Hadwin, 2021; Gan et al., 2021). With a solid theoretical
6

background, we discuss self-regulation research that identifies regulatory processes

and examines how self-regulatory processes operate during learning (Schunk &
Greene, 2017). Research on self-regulation will enhance our understanding of
achievement processes and have important implications for teaching and learning in
and out of school (Fang et al., 2022).
SRL encompasses cognitive, metacognitive, behavioral, motivational, and
emotional/affective learning aspects (Limone et al., 2020; Verma et al., 2019). It is thus
an exceptional umbrella under which a large number of variables influencing learning
(e.g., self-efficacy, volition, cognitive strategies) are studied comprehensively and
holistically (Lan et al., 2020; Cerezo et al., 2019).
Bandura's (1986) Social Cognitive Theory (SCT) proposes that learning occurs in
a social context, with the person, environment, and behavior interacting dynamically and
reciprocally. SCT is distinguished by its emphasis on social influence and external and
internal social reinforcement (Etcuban et al., 2019).
Albert Bandura developed the SCT on the premise that cognitive, behavioral, and
environmental factors all influence learning (Bandura, 1991). Unlike traditional
psychological theories emphasizing direct experience, Bandura proposed that virtually
all learning phenomena could occur by observing other people's behavior and the
consequences of it (Bandura, 1986).
SCT considers how individuals acquire and maintain behavior and the social
environment in which they behave. The theory considers a person's previous
experiences, influencing whether or not behavioral action will occur (Etcuban et al.,
2019). These previous experiences affect reinforcements, aspirations, and
expectancies, all of which affect whether or not a person will interact with specific
behavior and why that person does so (Sussman et al., 2011).
Ryan and Deci's (2000) Self-Determination Theory (SDT) is a method for
studying human motivation, and character that employs both traditional empirical
methods and an organismic metatheory that emphasizes the importance of students'
evolved inner resources for personality development and changing behavior (Arcallana
et al., 2018). Thus, its domain is the investigation of people's innate growth tendencies
and psychological needs, which serve as the foundation for their self-motivation and
personality integration and the conditions that promote those positive processes (Zyeşil,
2012; Beckmann, 2009).
Much SDT-guided research has examined environmental factors that impede or
undermine self-motivation, social functioning, and personal well-being (Ryan & Deci,
2017). Although many specific adverse effects have been investigated, research
suggests that these disadvantages can be most succinctly described in terms of
thwarting the three basic psychological needs (Ryan & Deci, 2017; 2000).
DepEd Order No. 28, series 2020 entitled, "International Day of Mathematics,"
announces the Observance of the International Day of Mathematics (IDM), highlighting
the essential role of mathematics and its application in all aspects of human activity.
The International Mathematical Union (IMU), a nongovernment, non-profit scientific
organization that promotes international cooperation in mathematics, leads the IDM. 
The IDM seeks to contribute to achieving the Sustainable Development Goals
(SDGs) by increasing awareness of the importance of mathematics in education among
the general public, decision-makers, and schools (Hamdi et al., 2022). It also aims to
7

help build capacity in mathematical and scientific education, particularly emphasizing

girls and children from developing countries. It also strives for the empowerment of
women and girls in mathematics. The organization aims to raise awareness of the
importance of mathematics as a tool for development that leads to more prosperous
economic circumstances among the general public, decision-makers, and students.
Regional Advisory No. 51, series 2017 entitled, "Nomination of Participants for
the Regular Courses of SEAMEO Regional Centre for QITEP Mathematics" through the
Southeast Asian Ministers of Education Organization (SEAMEO) Regional Centre for
Quality Improvement of Teachers and Education Personnel (QITEP) in Mathematics
announces its regular courses for SEAMEO member countries (Yth, 2012). The five
regular courses are designed for teachers in mathematics to improve their pedagogical
knowledge through attending courses on the utilization and development of IT-based
learning, teacher-made teaching aid, developing lesson study in mathematics
education, Southeast Asia realistic mathematics education, and joyful learning in
mathematics education.
DepEd Order No. 40, series 2009, entitled "National Workshops on International
Trends in Mathematics Teaching and Assessment" through the Center for Educational
Measurement (CEM), announces the conduct of the National Workshops for
Mathematics Coordinators and Teachers, which aims to develop an awareness of new
trends on teaching mathematics as well as on posing test questions. 
In addition, Sianturi et al. (2021) revealed that students had difficulty in achieving
mathematical literacy, formulating, employing, and interpreting mathematics in a variety
of context-based problems because the majority of teachers used the directive teaching
approach in learning and the conventional teacher-led instruction, where the context
problems given to students had been completed by the teacher's completion procedure,
making the students less independent in resolving context-based issues. 
Integrating science and technology into educational practices has created a new
avenue for learning new paradigms in teaching students. The availability of vast
information on the Internet and technological advancement help teachers deliver
lessons, making them enjoyable (Etcuban, 2013). 
Using the Heuristic method in teaching Mathematics has stimulated several
pedagogical effects on learning (Yaman, 2018; Abonyi & Umeh, 2014). It is based on
discovery learning that enhances the mastery of the concept in Mathematics. Students
were encouraged to propose any idea to solve the problems through critical thinking
and reasoning (Kingir et al., 2012). Compared to the traditional way of teaching, the
Heuristic teaching method is effective and suitable for improving students' ability to
analyze and create solutions to Mathematical problems. 
Problem-solving is an essential aspect of students' mathematical activities. This
ability could practice by using heuristic strategies in learning. Besides, these are
assured to be able to promote metacognitive skills. In the implementation, teachers
faced several challenges.
Rosyada and Retnawati (2021) describe teachers' challenges in implementing
learning with heuristic strategies. The results revealed that some teacher has already
implemented a heuristic strategy in the learning process but need help to define the
heuristic strategy correctly. In its implementation, teachers experience several
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obstacles. These obstacles were found in providing non-routine problems to students,

solving problems by students, and in discussions conducted to solve problems.
The study of Abubakar et al. (2020) compared heuristic and traditional methods
of teaching mathematics at the junior secondary school level. The result showed that all
four null hypotheses were accepted. The study set out to compare the mean
performance between students taught using the traditional method and those taught
using the Heuristic method. The result shows that students' performance in both
methods is similar, resulting in a non-significant difference between their mean
performances, as indicated in the tested hypotheses.
Scafa (2014) introduces unique heuristically oriented problem-solving systems
that are an efficient tool of the "light hand" guiding the mathematical learning process.
The Virtual Instruction Cloud empowers teachers with agile tools to develop and deliver
vetted curricula while preserving academic intellectual property rights in innovative ways
for both traditional and distance learners using teaching methods developed by new and
exciting educational research.
Heuristic literacy is an individual's capacity to use heuristic vocabulary in
discourse and apply the selected heuristics to the routine solution. Non-routine
mathematical tasks were indirectly promoted in a controlled five-month classroom
experiment with Israeli 8th-grade students. The study's novel finding is that students in
the experimental group who were below the sample average at the start of the
experiment benefited from the heuristically-oriented intervention. It is argued here that
this is due, in part, to the intervention's communicational aspects (Koichu et al., 2007).
Before introducing the K–12 Basic Education Program, intervention material was
highly regarded as an instrument for improving students' subpar academic performance.
After that, SIMs were incorporated into the teaching strategies to encourage student
involvement and raise their comprehension level. It is carefully crafted and intended to
teach remedial to those who struggle with the topic. Students who struggle to
understand a subject matter are provided the same after receiving standard classroom
teaching. SIM in Mathematics aids teachers in giving students who require assistance
the tools they need to achieve better in arithmetic, particularly in Grade 11 students. 

OBJECTIVES OF THE STUDY

This study aimed to determine the effects of the Heuristic method on the
academic performance of the Grade 7 students in mathematics, particularly, Algebraic
expressions, in a public junior high school in the Philippines as the basis for an action
plan. Specifically, it sought to answer the: 1] Demographic profile of the subjects in
terms of age, gender, and final grade in Grade 6 mathematics; 2] Level of mathematical
attitudes of the subjects as to Self-Confidence, Value, Enjoyment, and Motivation; 3]
Performance of both groups in Algebra during the pretest and posttest; 4] Significant
relationship between the subject’s profile and their level of mathematical attitudes, and
mathematics performance in Algebraic expressions when grouped by control and
experimental; 5] Significant difference between the mean gained of both groups’ pretest
and posttest scores.
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METHODOLOGY

This section presents the research design, environment, subjects, instrument,

data gathering procedures, statistical treatment, and data analysis.

Design
This study employed the quasi-experimental method using a pretest-posttest
design in gathering data relating to the attitudes and performance of the Grade 7
students in Algebraic expressions. Furthermore, this study tends to establish the cause-
and-effect relationships among the variables (attitudes, mathematics performance) in
the Heuristic method of teaching mathematics, particularly Algebraic expressions. A
quantitative quasi-experimental study determined whether implementing the Heuristic
method resulted in a statistically significant difference in student scores for Grade 7
students.

Environment
Cebu, officially the Province of Cebu, is a Philippine province located in the
Central Visayas (Region VII) region, with the main island and 167 surrounding islands
and islets. Cebu City, known as "the Queen City of the South," is the country's capital
and largest city. It is the Philippines' oldest city and first capital and is politically
independent of the provincial government.
This study was conducted at Pusok National High School, which is situated in
Matumbo, Pusok, one of the barangays of Lapu-Lapu City. The school comprises two
headteachers, eight master teachers from different learning areas, and 57 teachers I-III.
The school was composed of junior and senior high school departments with a student
population of 1,787. The Grade 7 level is composed of 343 students, wherein the
sample population is derived from two sections.

Subjects
The researchers chose the study samples in a classroom setting wherein the
researchers were the mathematics teachers of the Grade 7 students. There were 44
Grade 7 students who were chosen by arranging their Final Grade in Grade 6
Mathematics in descending order. Then, the researchers renumbered the list based on
their Final Grade in Grade 6 Mathematics. Then, they separated the list using even and
odd numbers. The researchers then tossed a coin to identify which groups were
assigned to the Control Group and Experimental Group.
The Control Group received only the discussion of Algebraic Expressions, while
the Experimental Group received the discussion of Algebraic Expressions using the
Heuristic Method in teaching this group of subjects. These subjects were chosen based
on their Final Grade in Grade 7 Mathematics and checked if the two groups were
comparable based on their mean grade in Grade 6 mathematics.

Instrument
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This study utilized two sets of questionnaires. The first set of questionnaires is a
standardized Attitudes Towards Mathematics Inventory [ATMI] by Tapia and Marsh
(2004). The second set of questionnaires is a standardized Algebra Test by Tobey and
Slater (2009).
The first set of questionnaires has two parts: 1] profile of the research subject,
and 2] students' attitudes toward mathematics. Part 1 of the questionnaire gathers the
subjects' profiles, including age, gender, and final grade in Grade 6 mathematics. In this
section, the students were advised to write their ages and genders in the space
provided. While for the final grade in Grade 6 mathematics, the researchers filled in the
grades using the class records of teachers in the previous year. Part 2 gathers the
subjects' attitudes toward mathematics, where the researchers utilized the standardized
instrument, Attitudes Towards Mathematics Inventory [ATMI], by Tapia and Marsh
(2004). The section consists of the 40-item attitudinal scale involving Self-confidence
[13 items], Value [10 items], Enjoyment [9 items], and Motivation [8 items]. The
respondents are advised to rate their attitudes toward mathematics using the 4-Likert
scale: 4 points for Strongly Agree [Very Positive Attitude], 3 points for Agree [Positive
Attitude], 2 points for Disagree [Negative Attitude], and 1 point for Strongly Disagree
[Very Negative Attitude].
The second instrument is a 20-item standardized Algebra Performance Test by
Tobey and Slater (2009), which will be used for the pretest and posttest administration
to determine if the Heuristic Method affects the learning of the Grade 7 students in
Algebra. In this instrument, the researchers advised the research subjects to write their
answers in the space provided.

Data Gathering Procedures

Gathering of Data. The researchers wrote transmittal letters to the school
principal asking for approval to conduct the study on the identified research subjects of
the study. After the approval, the researchers asked the School's Record Section to
provide the researchers with the student's final grades in Grade 6 mathematics. These
grades were used to classify the students as belonging to the Control or Experimental
Group.
Also, they administered the students' attitudinal test in mathematics and the
pretest in Algebra Expressions to both Control and Experimental Groups. Then, the
three researchers discussed the lessons in Algebraic Expressions for a month. The
Control Group only received lessons in Algebraic Expressions in the traditional teaching
methods using chalk and green boards. While the Experimental Group received lessons
in Algebraic Expressions using the Heuristic Method. After a month of discussing the
Algebraic Expressions, the researchers administered the posttest in Algebraic
Expressions.
Once the data was completed, these were submitted back to the researchers.
They checked individual questionnaires for the completeness of data entries. With the
help of a Data Matrix file, they encoded each data using the said file. After which,
conduct data hygiene to ensure all entries are consistent and complete. Statistical
software such as Minitab was used to tabulate and analyze. Based on the results,
statistical interpretation was supported with professional recognition when representing
significant results, conclusions, and interventions.
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Treatment of Data. The researchers used the following statistical tools to

analyze and interpret the data being gathered:
     To treat the data on the demographic profile of the research subjects, frequency,
simple percentage, mean, and standard deviation were used.
      Weighted mean and standard deviation were used on the data about the students'
attitudes toward Mathematics of both groups. 
The mean and standard deviation were used to compare the performance of both
groups in the pretest and posttest. 
The Chi-square test of independence was used to treat the significant
relationship between the subjects' profile and their mathematics attitude. 
t-test was used to determine whether there was a significant difference between
the mean gain of both groups' pretest and posttest scores.    
Data Privacy. Formal consent was obtained from the school heads and the
Grade 7 student subjects to ensure the confidentiality of collected data from the
research subjects. The research subjects are guaranteed the confidentiality of the
information gathered regarding the Grade 7 students' attitudes and performances in
Algebraic Expressions. In this manner, the student's responses were used only for
research purposes.
Ethical Considerations. The researchers ensured that the student's
confidentiality was respected and maintained in the conduct of the study. The
researchers advised the Grade 7 students to fill out the consent form before they began
answering the attitudinal test and performance test in Algebraic Expressions. The
consent form's concept is that the researchers provided the students with enough
information regarding the study to inform them about their benefits when participating.
Also, this assures the Grade 7 students that only authorized personnel have access to
all the information acquired and retrieved from them.
This research has ethical implications for addressing and promoting the search
for knowledge and truth by preventing data fabrication or falsification. To avoid such
hazards, the student subjects in this study are informed of everything they need to know
about the study's purpose, duration, and process. It is entirely up to you whether or not
you choose to participate in this study. They are not forced to participate in the study if
they do not want to. If, for any reason, the students may withdraw from the investigation.
There will be no pressure on the students to continue. There were no negative
consequences if they declined or withdrew from the study. Throughout the gathering
procedures, the researchers complied with the ethical research considerations. The
researchers kept all students' sensitive information and identities protected.

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18

APPENDICES
19

APPENDIX A
TRANSMITTAL LETTER
20

APPENDIX B
INFORMED CONSENT

This informed consent is for the Grade 7 students who are enrolled in
Mathematics 7 during the school year 2022-2023, who will be used as research
subjects in the study. They have direct experiences in implementing the Heuristic
Method in learning Algebra Expression. We are inviting you to participate in research
entitled, "Effects of Heuristic Method in Students’ Performance in Mathematics 7.”

Principal Investigator : Cristina R. Nogadas

Cherry May A. Pugosa
Cristina M. Yumol

Name of Organization : Graduate Teacher Education

                                           :  Cebu Technological University

                      Adviser : Dr. Jonathan O. Etcuban

 
 
Part I: Information Sheet 
 
Introduction 
 
We are Cristina Nogadas, Cherry May Pugosa, and Cristina Yumol, graduate
student researchers from the Graduate Teacher Education, College of Education of the
Cebu Technological University, Cebu City. We will give you the details and invite you to
participate in the study. You do not have to decide whether or not to participate in the
survey right now. You can discuss the findings with anybody you feel comfortable with
before deciding.

There may be words on this consent form that you do not understand. Please
ask me to come to a halt as we go over the facts, explaining. Please contact me if you
have any questions.
 
 
Purpose of the Research 
 
To provide information regarding your attitudes and performance of Grade 7
students in Algebraic Expression using the Heuristic Method.
 
21

Type of Research Intervention

 
This research will involve your participation by responding to attitudinal test and
performance test in Algebraic Expression that take about 30 minutes to an hour of your
time.
 

Respondent Selection 
 
You are invited to participate in this research because your experiences in
learning Algebra as a student can contribute much to our understanding and knowledge
regarding the Grade 7 students’ attitudes and performances in Algebraic Expression
using the Heuristic Method.
                               
 
Voluntary Participation 
 
It is totally up to you whether or not you participate in this study. It is entirely up to
you whether or not to engage. It is fine with us if you do not want to participate.
 
 
Procedures 
 
We ask you to answer the students’ attitudes and performances in Algebraic
Expression. We are inviting you to take part in this study as a research subject. If you
accept, you will be given a survey questionnaire to answer, which is categorical, and
you are going to rate these items based on your attitudes toward Mathematics. Also,
you will be advised to answer the performance test in Algebraic Expressions for pretest
and posttest.
 
You have the option of not answering any of the questions during the
administration of the instrument. The recorded information is private, and no one else
will access it while the questionnaires are administered.

 
Duration 
 
The research takes place over a month in total. We will visit you during the
administration.
22

Risks 
 
If the discussion is sensitive and personal on your part, and you feel
uncomfortable talking about some of the topics, you do not have to answer any
questions in the survey. If you do not wish to do so, it is okay. You do not have to give
us any reason not to respond to any question or refuse to participate in the research.
 

Benefits 

To determine the students' performance in Algebra Expression, and attitudes

regarding the use of the Heuristic Method in teaching Algebra and provide implications
for better opportunity practice that can help them in the classroom.
 
 
Reimbursements
 
You will not be provided any incentive to take part in the study. 
 
 
Confidentiality 
 
The study may draw attention to other people in the community. We will not be
sharing information about you. The information that we will collect from the instrument
will be kept private. Any information about you will have a number on it instead of you. It
will not be shared with or given to anyone.
 
 
Part II: Certificate of Consent 
 
I have been asked to participate in a study on Grade 7 students' attitudes and
performance in Algebraic Expression using the Heuristic Method. The above information
has been read to me. I have had the opportunity to ask questions regarding it, and all of
my queries have been satisfactorily answered. I willingly agree to participate in this
research.
 

___________________
Respondent’s Signature
  
 23

APPENDIX C
ATTITUDINAL TEST IN ALGEBRA USING
ATTITUDES TOWARD MATHEMATICS INVENTORY

Dear Students,

Good day!

This questionnaire will help me develop an intervention plan for Grade 7

students that aims to quantify the data required to arrive at a reliable description of the
performance in Algebraic Expression and attitudes of these students toward
Mathematics. All information collected in this study will be treated with the utmost
confidentiality. While results will be made available, you are guaranteed that neither you
nor your school will be identified in any report. Participation in this study is voluntary.

Below are the indicators; please put a check () mark in the appropriate box. I
am, therefore, asking for your assistance. Rest assured, all your answers will be treated
with the utmost confidentiality.

Thank you, and God bless!

Researchers

Part I. Profile of Students

Below are questions related to the students' profiles. Please check the () mark
or fill the data in the appropriate space.

Age: ____ years old Gender: Male Female

Final Grade in Grade 6 Mathematics: ______

Part II. Student’s Attitudes Toward Mathematics

In this study, students' attitudes toward Mathematics are categorized into a)
Confidence in Learning, b) Attitude Towards Success, c) Mathematics as a Male
Domain, and d) Usefulness. Below are the items related to students' attitudes towards
Mathematics; please put a check () mark in the appropriate box.

Rating Verbal Description Interpretation

4 Strongly Agree [ SA ] Very Positive Attitude [ VPA ]
3 Agree [ A ] Positive Attitude [ PA ]
2 Disagree [ D ] Negative Attitude [ NA ]
1 Strongly Disagree [ SD ] Very Negative Attitude [ VNA ]
24

A. Self-Confidence

SA A D SD
Indicators
(4) (3) (2) (1)
1. Mathematics is one of my most dreaded
subjects.
2. My mind goes blank, and I am unable to think
clearly when working with mathematics.
3. Studying mathematics makes me feel nervous.
4. Mathematics makes me feel uncomfortable.
5. When I hear the word mathematics, I have a
feeling of dislike.
6. Mathematics does not scare me at all.
7. I have a lot of self-confidence when it comes to
mathematics.
8. I am able to solve mathematics problems
without too much difficulty.
9. I expect to do fairly well in any math class I take.
10. I am always confused in my mathematics class.
11. I learn mathematics easily.
12. I believe I am good at solving math problems.
13. A strong math background could help me in my
professional life.

B. Value

SA A D SD
Indicators
(4) (3) (2) (1)
1. Mathematics is a very worthwhile and necessary
subject.
2. I want to develop my mathematical skills.
3. Mathematics helps develop the mind and
teaches a person to think.
4. Mathematics is important in everyday life.
5. Mathematics is one of the most important
subjects for people to study.
6. High school math courses would be very helpful
no matter what I decide to study.
7. I can think of many ways that I use math outside
of school.
8. I think studying advanced mathematics is useful.
9. I believe studying math helps me with problem-
solving in other areas.
10. Mathematics helps me a lot in my day to day living
25

C. Enjoyment

SA A D SD
Indicators
(4) (3) (2) (1)
1. I have usually enjoyed studying mathematics in
school.
2. Mathematics is dull and boring.
3. I like to solve new problems in mathematics.
4. I would prefer to do an assignment in math than
to write an essay.
5. I really like mathematics.
6. I am happier in a math class than in any other
class.
7. Mathematics is a very interesting subject.
8. I am comfortable expressing my own ideas on
how to look for solutions to a difficult problem in
math.
9. I am comfortable answering questions in math
class

D. Motivation

SA A D SD
Indicators
(4) (3) (2) (1)
1. I am confident that I could learn advanced
mathematics.
2. I would like to avoid using mathematics in
college.
3. I am willing to take more than the required
amount of mathematics.
4. I plan to take as much mathematics as I can
during my education.
5. I get a great deal of satisfaction out of solving a
mathematics problem.
6. It makes me nervous to even think about having
to do a mathematics problem.
7. I am always under a terrible strain in a math
class.
8. The challenge of math appeals to me.

Thank you so much for your cooperation.

26

CURRICULUM VITAE