FACTORS AFECTING THE AFFLICTIONS OF MALE AND FEMALE FIRST YEAR CIVIL ENGINEERING STUDENTS IN COLLEGE ALGEBRA
Abstract
In every field there are always hindrances, it is an indispensable fact that every single individual has their own affliction. These afflictions can either be beneficial or destructive. Knowing your weaknesses can help you grow as a person and as an individual. This being said students sometimes have a hard time in their studies, especially in mathematics. Most students are terrified of this subject. In college, subjects related to mathematics are centered in different calculations and problems that requires students to find the answers. The purpose of this study is to present an analysis on the afflictions experienced in College Algebra of 1st year male and female BSCE students and how do they cope with these afflictions. In this qualitative research, 12 regular students participated in the face-to-face interview and from these 12 regular students, 6 were selected to participate in the focus group discussion. The study revealed that for the male participants the afflictions include the tardiness of professors, participant’s high school knowledge, school’s facilities, teacher’s attitude and teaching style of professor. For the female participants, the afflictions also include the tardiness of professor, professor’s references about the topic, participant’s high school knowledge, noisy surrounding and teaching style of the professor. These afflictions were being managed by the participants by looking for other references aside from the required books, taking down notes, and studying and reviewing the lessons regarding the subject.
Keywords: Affliction, College Algebra
Introduction
Mathematics is the measurement and relationship of sets using numbers and symbols. The mastery of mathematics is an essential literacy component that affects people’s success in education and in the future society (Engle, Grantham-McGregor, Black, Walker, and Wachs, 2007). Mathematics also plays a vital role in scientific fields such as physics, statistics and engineering.
Algebra, being part of mathematics, helped Civil Engineering attain such great achievements around the world. Algebra is useful especially to engineers when certain variables are given and there are one or more unknowns (Charpentier, 2015).
Math is a prime way of developing a student’s logical thinking and higher-order thinking skills, but insufficient knowledge in mathematics cause problems for those engineering students. One of the most important skills required from engineering students are problem solving and creative thinking, but they can have some difficulties regarding these skills (Adams et al, 2007). According to Cifarelli, Goodson-Espy, and Chae (2010) prior difficulties in mathematics influence student views, attitudes, and beliefs about mathematics.
Furthermore, one variable that caught up much attention in studies about mathematical performances is gender. The study of Epstein, D., Elwood J., Hey V. and Maw J., (1998) found out that males outperform females when it comes to mathematics but females perform better than males in reading and writing and according to a study conducted by Hanna (2003), it is indisputable that males have higher achievement in mathematics and higher levels of enrolment in mathematics courses.
The study of Maurillo (1999), which undertook the assessment of student’s mastery of mathematics skills, he showed that the extent of the student’s mathematical capability was determined by the strategies, techniques, approaches, evaluative measures and utilization of instructional materials demonstrated by the teachers.
In another study by Sims (1996), he that the teacher’s knowledge of the subject matter and his/her ability to communicate are very important factors in order to ensure effective teaching.
In the University of Southeastern Philippines, Obrero Campus, the researchers have not seen any studies about this, and for that reason the researchers chose to conduct a study about the afflictions in the subject College Algebra. This study can help readers understand why most engineering students have difficulties in math especially in algebra.
This study was made in order to identify and analyze the afflictions and difficulties encountered by male and female USeP first year engineering students towards their development in College Algebra, and to identify the strategies applied by the students in order to cope with these afflictions.
Methodology
This study utilized a qualitative research design to assess the research questions. According to the Oklahoma State University, qualitative research is a term used for analytical methodologies characterized as ethnographic, anthropological, or field research. The data was gathered through unrestricted questions that were answered through direct quotation. This is quite different to quantitative research which attempts to gather information by unbiased methods to provide data about comparisons (Smith, 1983). The methodology includes discussion of the civil engineering freshmen students about their impression to College Algebra. Obviously, the participants in this study are students that have already encountered College Algebra.
By evaluating the students’ perception in College Algebra, the cause of the affliction in the said subject was figured out.
The study includes 12 regular participants from a total of 70 first year regular civil engineering students enrolled in College Algebra, Academic Year 2015 - 2016, at the University of Southeastern Philippines, Bo. Obrero, Davao City. Both male and female participants have already undergone College Algebra in their first semester for the Academic Year 2015 - 2016. This sample population was drafted by the researchers, from the 42 males and 28 females, 14.29% and 21.43% of the total number of participants, respectively. Therefore the study includes 6 males and 6 females as participants. According to Latham (2013), 12-15 participants are enough to ensure validity of the study.
The researchers will ask permission from Dr. Angel C. De Vera, dean of the College of Engineering, to allow them to conduct interviews and group discussions regarding the paper presented to gather specific, yet essential data from the participants.
For the face to face interview, the selected 6 males and 6 females will be interviewed using the questionnaire about the afflictions in College Algebra. The questionnaire includes questions about the participants’ schedule, teachers, knowledge, and other hindrances in their performance in College Algebra. For the focus group discussion, the 6 participants, 3 males and 3 females, will be asked as to how they will be able to counter these hindrances.
The questionnaire will be validated by external examiners in the University of Southeastern Philippines specializing in Language and Literature.
Afflictions in College Algebra
The Case of Male First Year Engineering Students
The top five significant themes that cause afflictions to male engineering students are Tardiness of Professor, with a frequency of 6, Previous/High School knowledge, with a frequency of 4, Facilities, with a frequency of 4, Teacher's attitude, with a frequency of 3 and the Schedule of class, with a frequency of 2.
Tardiness of Professors
Male Participant 2: "Yes, limited lang nalang iyang time magtudlo. Dili na matudlo ang ubang objectives." (See Appendix D.2) Smith (1998) emphasizes that the attendance of educators is a priority and so that students might gain knowledge from the academic program they are in (DeKalb, 1999; Rothman, 2001). All male participants concurred that the tardiness of professors contributes to their afflictions in College Algebra.
As explained by Male Participant 2, the professor will have a limited time in teaching and some objectives will not be taught. Upon learning Algebra, students must know all the objectives and take it one step at a time thus requiring time to completely understand the subject (Gibson 2015).
As shared by Male Participant 5, having the decrease of time due to the tardiness of professors, also decreases the learning of students. This decrease in learning will leave questions hanging inside the minds of the students which will further lead to confusion.
As manifested by Male Participant 6, some students loses the mood to listen when professors arrive late for class. Without the professor inside the room, students will talk or play with their peers outside and lose focus.
High School Knowledge
What students already know about the subject is one of the strongest factors of how well they will learn new topics relative to the subject (Nagy, Anderson, & Herman, 1987; Bloom, et al, 1976). With 4 out of 6 male participants agreed that acute previous knowledge about College Algebra causes Afflictions.
As stated by Male Participant 1, the lack of knowledge about the subject creates a significant gap of knowledge between the students and professors. Professors might not know that students have knowledge inequalities about the subject. Students who possessed lesser knowledge or experience (such as those with less preparation for tertiary study) might just understand simple rather than complex knowledge, while students of greater knowledge or experience would be able to access both simple and complex knowledge (Genova & Greenberg, 1981; Ettema et al., 1983).
As illustrated by Male Participant 2, the basics in high school really pales in comparison to the difficult topics on college algebra that’s why there are many students who have difficulties on the subject (Madison, 2016).
Facilities
With a frequency of 4, the theme Facilities is the third highest rated theme. As stated by Edwards (1991), Students in universities with substandard facilities had achievement that was 6% below schools with standard facilities and 11% below schools with outstanding facilities (Edwards, 1991).
As claimed by Male Participant 2, uncomfortable facilities creates a distraction that causes students to lose attention during classes. Achievements of students are affected negatively by poor building condition such as unsatisfactory facilities and unclean classroom furniture (Cash 1993).
As stated by Male Participant 3, high temperature inside the room irritates the students which cause them to lose interest. The performance of students at mental tasks and the interest to listen is affected by changes in temperature (Wyon 1991).
Professors’ Attitude
Another factor for the afflictions of the students are when they cannot cope up their professors' attitude as approved by 3 out 6 male participants.
As shared by Male Participant 1, slightly impatient professors sets the pressure upon students who are trying to cope up with their topic. Borophy (1988), found that effective learning environment depends on how the professor approaches the students.
As manifested by Male Participant 3, students must learn how to dwell with the attitude of their professor to avoid unwanted misunderstandings.
Schedule
The fifth top theme is the Schedule of the students, where 2 out of 6 male participants agreed that their schedule is a hindrance to them.
As stated by Male Participant 1, attendance will depend upon the schedule whether it does or does not compromise any other appointments the students are having.
As explained by Male Participant 5, the schedule is in the morning and it has a conflict with the distance from the home of the student to the university. When the distance travelled to school is far for students it can cause fatigue. Besides fatigue, there is the tendency for the student to lose interest at school and become an absentee, and may drop out of school completely (Arubayi, 2005; Duze, 2005).
The remaining 5 themes are teaching references, noise, peers, teaching style of professor and the grading system of the Professor. Teaching references, with a frequency of 2, are afflictions for students because students are having a hard time guessing what type of reference does the professor uses for basis and as well as other students prefer only one reference so that they can focus and study on only one reference. Students get distracted by noises, with a frequency of 2, coming from the surroundings. Peers, with a frequency of 2, can either be an affliction or an advantage depending on how the peer is affecting the student. The teaching style, with a frequency of 1, of professor is also counted as an affliction for some students because they cannot absorb the objectives and lessons thoroughly due to the different way of teaching. The Grading system, with a frequency of 1, for some is an affliction, because some professors have high demands and expectations where students strive in order to not fail the given grading system.
The Case of Female First Year Engineering Students
The top five significant themes that cause afflictions to female engineering students are tardiness of professors, with a frequency of 6, references, with a frequency of 4, previous knowledge, with a frequency of 4, noise, with a frequency of 3 and teaching style, with frequencies of 3.
Tardiness of Professors
Based the date gathered, with frequency of 6 out of 6, tardiness of professors have a huge effect to the performance and understanding of female first year engineering students.
As stated by female participant 2, such limited amount of time causes a massive impact on the number or the amount of topics discussed by the professroe. According to Gibson (2015) in order to learn algebra, a student must take one step at a time thus requiring time to learn the subject thoroughly.
As shared by Female Participant 3, the limited time left for discussion will inevitably decrease their chances of learning topics in College Algebra. This shows that giving time for the topic is essential in order to understand the subject especially since it is College Algebra, a math subject.
As manifested by Female Participant 6, boredom strikes when students start to get impatient for waiting for their professors. This have a huge negative effect to the student since interest in algebra is an important factor in the development of the student in the subject (Schukajlow, 2015).
Teaching References
With a frequency of 4 out of 6, the amount of numerous references of the professors highly affects the performance of female first year engineering students.
As revealed by female participant 1, having one book really help female students understand College Algebra better because it gives them more focus and more focus means more understanding towards the subject. According to Common Core (2016), greater focus on fewer topics is essential to students in college.
As expounded by female participant 2, multiple reference books sometimes cause confusion to female first year civil engineering students and it will also be expensive when students need to buy those books. Having a single book also helps the students economically.
High School Knowledge
High school knowledge about algebra is the main foundation of algebra in college, indeed it is not enough to help students move on to the Algebra in college. According to data collected from the female participants, lacking previous high school knowledge on algebra has the third highest votes for their afflictions.
As explained by female participant 2, they still lack the knowledge in high school to be able to cope with the advanced math topics in college. The basics in high school really pales in comparison to the difficult topics on college algebra that’s why there are many students who have difficulties on the subject (Madison, 2016).
As claimed by female Participant 5, the lessons in mathematics in high school is not shallow enough when students encounter mathematical subjects in College. Further knowledge is required.
Noise
With a frequency of 4 out of 6, the noise from the surroundings have an effect on the performance of female first year engineering students.
As stated by female participant 4, noise affects the performance of female student on college algebra because it disturbs their focus when they are listening to the professor or studying. According to Ernst (2012) noise can cause disturbances on the concentration of students.
As expounded by female participant 5, students who are over participative in class sometimes cause problems to the concentration of other students.
Teaching Style
To facilitate the process of transferring knowledge, teachers should apply appropriate teaching styles that best suit specific objectives of the subject (Ganyaupfu, 2013). The teaching style, with a frequency of 3 out of 6, has a slight effect to the performance and understanding of female first year engineering students.
As mentioned by female participant 1, answers to the questions of the students must be well explained in order to help them cope up with the lessons. Teaching, according to Ayeni (2011), is a continuous process that involves bringing about desirable changes and informing the learners through use of appropriate methods.
As declared by female participant 2, her professor uses unclear teaching style, which causes her confusion. Unconventional teaching styles can cause afflictions to the students.
Ways to Manage the Afflictions of Male and Female First Year Students
In order to control or cope with theses certain afflictions, management is needed. In this section, the top three significant themes elaborated by male and female first year civil engineering students are looking for other references, studying and reviewing the lessons and taking notes during the discussion.
Looking for other references
Looking for other references can either help or confuse students in their studies. According to the results, it is one way of helping students to cope up with the difficulties of the subject.
Male respondent 3 shared that aside from their book or aside from their references, they would also depend on their stocked knowledge and the internet.
Female respondent 2 would look for other references in the internet since it can access different tools in learning.
Studying and Reviewing the Lessons
For most of the students, studying and reviewing the lessons only occur before the exam period. The result showed that in order to understand and to pass the subject, students need to study and review their lessons not only before the exams, but also during their vacant time. It may be self- study or group study.
As expounded by Male Respondent 1, one of his ways of coping with the lessons is to search for the answers of the problems in the book and to ask the professors for help. In this way, he would be able to know the topics which he is unable to understand before.
According to Female Respondent 3, if she could not understand the lesson of her professor, she will study at home where no one will disturb her.
Taking Down Notes
In order to study anytime, anywhere, students must have notes for them to read. Based on the results, taking down notes is one of the most important ways in order to manage the said afflictions.
Most of the participants revealed that they are taking down notes during the discussion of their professors. It proves that notes are very helpful when the students study their lessons.
Some of the participants also answered these ways: (1) they would ask for their classmates to teach them things they do not understand, (2) they would borrow books from the library for additional information, (3) they would attend classes every day, (4) they would listen carefully to their professors and lastly, (5) they would research on the struggles and the tactics of their professors.
Conclusion
This methodical study determined the factors that caused the afflictions of male and female regular civil engineering students in College Algebra. This study also encompassed the different ways of the first year students on how they manage those obstacles. The participants, who were drafted randomly, are first year regular students who had already undergone College Algebra. The study revealed important themes on the afflictions of male and female civil engineering students which are then ranked from 1 to 5, based on the responses of both parties. For the male participants, the afflictions include the tardiness of professors, the participants’ high school knowledge, the school’s facilities, the teacher’s attitude and the teaching style of professors, which are ranked from 1 to 5 respectively. For the female participants, the afflictions also include the tardiness of professors, their professor’s references about the subject, the participants’ high school knowledge, noisy surroundings, and lastly the teaching style of professors, which are also ranked from 1 to 5 respectively. When it comes to administering these afflictions, the male and female engineering students have common ways for conquering them. Both male and female students would look for other references, take down notes, and study and review the lessons regarding the subject.
For the purpose of improving the growth of engineering students in College Algebra, to help the students in encountering the afflictions in the subject, avoid the repeated situations where students tend to break down because of these afflictions, and give the other students some reliable information, the researchers conducted this study. Furthermore, this study only focuses on the afflictions of first year civil engineering students in College Algebra, the reasons behind their difficulties, and their ways to handle these afflictions.
This study is an extensive case. Hence, the researchers recommend further study and investigation to the same topic for deeper understanding and detailed answers and resolution to the afflictions in College Algebra of male and female first year civil engineering students. Based on the responses of the participants, it was determined that both parties have almost the same afflictions. These students experienced loss of concentration due to external factors and difficulty in coping up with the professor’s teaching styles. In ways of managing the afflictions, both parties also had similar responses that studying and reviewing the lessons are effective.
This study recommended that first year male and female engineering students should fit themselves with new situations; they should accustom themselves with difference dilemmas in college. They should also accustom themselves to their professor’s attitude and teaching style. To the school administration of University of Southeastern Philippines and the staff of the College of Engineering, the researchers recommend for them to arrive a solution for the students and professors’ needs. In this way, complications may be avoided in the future.
References
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ABOUT ME
Ivy Grace G. Chavez, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
She spent her secondary years at Tagum City National High School, Tagum City, Davao del Norte. His research interest includes road and bridge constructioning.
Ivy Grace G. Chavez
ABOUT ME
Laurice Fe Marie D. Vivar, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
She spent her secondary level at Nieves Villarica National High School, Samal Island, Davao Del Norte and graduated as Third Honorable mention. Her research interest includes constructing infrastructural buildings on local and industrialized areas and strong foundations for creating bridge support beams.
Laurice Fe Marie D. Vivar
ABOUT ME
Jeriel P. Peñaranda, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
He spent his secondary years at Tagum City National High School, Tagum City, Davao del Norte. His research interest includes road and bridge constructioning.
Jeriel P. Peñaranda
ABOUT ME
Eugen D. Denamarca, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
He spent his secondary years at Tagum City National High School, Tagum City, Davao del Norte. His research interest includes house and building construction.
Eugen D. Denamarca
ABOUT ME
Michael David O. Faelnar, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
He spent his secondary years at Maryknoll High School of Panabo, Panabo City, Davao del Norte. His research interest includes house and building construction.
Feron Michael David O. Faelnar
ABOUT ME
Fernan P. Fresco, 17, is currently taking up Bachelor of Science in Civil Engineering at the University of Southeastern Philippines, Obrero, Davao City.
He spent his secondary years at Tulunan National High School, Tulunan, NorthCotabato and attained as the Third Honorable Mention. His research interest includes rural industrialization advancement and wide and profound range ideas of foundation.
Fernan P. Fresco
Male Participant 2: "Yes, limited lang nalang iyang time magtudlo. Dili na matudlo
ang ubang objectives." (See Appendix D.2)
Male Participant 5: "O kay mugamay ang among learnings ato nga subject."
(See Appendix D.5)
Male Participant 6: "Yes it will affect. Dili nako ganahan maminaw."
(See Appendix D.6)
Male Participant 1: "No, it's not yet enough. I don't have knowledge like my
professors or some of my classmates." (See Appendix D.1)
Male Participant 2: "Yes, but I don't think it's enough kay mura siya'g 'lake:ocean'
gamay lang jud siya." (See Appendix D.2)
Male Participant 2: "Yes, kay dili ko makafocus kung hugaw ang facilities."
(See Appendix D.2)
Male Participant 3: "Yes. Somehow. Kung igang kaayo, mawalaan jud kog gana."
(See Appendix D.3)
Male Participant 1: "Yes because my professor have personal problem I think.
He doesn't have a long patience since we are just first year students." (See
Appendix D.1)
Male Participant 3: "Yes, kailangan mag cope sa personality sa prof. Kinahanglan
jud pakitaan og tama na attitude." (See Appendix D.3)
Male Participant 1: "Yes. Because our schedule is difficult to attend and it is part
of my decision making." (See Appendix D.1)
Male Participant 5: "Yes hindrance sita kay layo kaayo ko'g balay ug kailangan
pa nako mutravel for 1 hour then sayo sita sa buntag. So hindrance siya pero gikaya
man nako." (See Appendix D.5)
Female Participant 2: “Maka-affect kay gamay nalang iyang tme magtudlo.
Gamay nalang og topic ang iyang matudlo.” (See Appendix D.8)
Female Participant 3:”Yes, imbes dako ang time para magdiscuss, magamay
na hinuon tapos magdali siya ug tudlo” (See Appendix D.9 )
Female Participant 6:”Yes, because I’m slightly impatient so pag late na,
it will affect my learning kay ma bored ko kung ma-late ang professor.” (See Appendix D.12)
Female Participant 1:”Yes,nagadala man gud siyag daghang libro.
Libro kay naa tanan explanations and answer. Mas prefer jud nako kung isa
lang para focused ang discussion” (See Appendix D.7 )
Female Participant 2 :”Yes, mas ganahan ko ug isa lang kay malibog ko
kung daghan ang books nga studihan og gasto pud palit. ” (See Appendix D.8)
Female Participant 1:” Yes. Dili pa kay basic pa tanan. Kinahanglan pag
enhancement.” (See Appendix D.7)
Female Participant 5:” Naa pero dili enough, pahapyaw lang. Dili siya deeper.”
Female Participant 4:” Yes, because I easily lose my focus”
(See Appendix D.10)
Female Participant 5:”Yes, dili ko ka concentrate pag isa sa akong
classmate magsige ug tubag-tubag sa professor ” (See Appendix D.11 )
Female Participant 1:” Yes. Kay nay time na dili niya ma-explain ang answer
sa mga questions namo.” (See Appendix D.7)
Female Participant 2:” Yes kay lahi siya magtudlo. Lahi jud iyang way. ” (See Appendix D.8 )
Male Respondent3: Stocked knowledge and google. (See Appendix E)
Female Respondent 2: Internet kay daghan. (See Appendix E)
Male Respondent 1: I search the book for the answers and ask the professor. (See Appendix E)
Female Respondent 3: Magstudy sa balay. (See Appendix E)