Productive disposition in mathematical problem solving of STEM students and its correlation to their mathematical achievement

บทคัดย่อ

The Philippines continues to struggle with low performance in Mathematics,
as indicated by the latest findings from the 2022 Program for International
Student Assessment (PISA). Despite efforts to implement reforms following
disappointing results in 2018, less than a quarter of Filipino students reached
the minimum proficiency level in Mathematics. The country’s scores remain
below the global average, with only 16 percent of students achieving basic
proficiency in math. Despite ongoing reforms, the Philippines faces a significant
challenge in improving student performance on a global scale. As a result,
the main objective of this study is to improve the academic achievement of
the students, particularly in Mathematics. The researcher used an explanatory
sequential design, combining quantitative and qualitative methods to achieve
comprehensive results. This approach involves analyzing quantitative data
first, followed by qualitative insights to deepen understanding of the problem.
The quantitative analysis revealed a non-significant correlation between
productive disposition and mathematical achievement, challenging the
presumption of a direct relationship between these variables. This suggests that
factors beyond productive disposition alone influence academic performance
in mathematics. To explore this further, qualitative analysis was conducted,
identifying five key factors contributing to positive productive disposition:
resilience, empowerment, relevance, adaptability, and ingenuity. These
attributes collectively enhance students’ success in learning mathematics.
Additionally, participants perceived a significant impact of positive productive
disposition on various aspects of mathematical learning, including enjoyment,
persistence, performance, confidence, and relevance. This highlights the
importance of fostering a positive disposition alongside developing knowledge
and skills for substantial achievement in mathematics.