Cammayo, Pristine Chan, JasmineManlapaz, JoyMarinas, Bea

Academic Emotions and Academic Achievement of UP Diliman Students

who have taken Math 17

CHAPTER 1 Introduction

BACKGROUND OF THE STUDY

CHAPTER 1

MATHEMATICS•subject about analysis, deduction, and calculation within patterns and structures (Porter and Brown, 1996)

• we most often hear negative feedback from students

• students who fear or do not perform well in the subject are blocked from professional and personal opportunities (Tobias, 1993)

ACADEMIC EMOTIONS

• emotions experienced in achievement activities or achievement outcomes (Pekrun, 2006)

• play a big role on students’ learning and academic achievement (Goetz, Pekrun, Hall, & Haag, 2006).

GAPS ON LITERATURE

1. Relationship of academic emotions to academic achievement

in the 21st century Philippine context

2. Academic emotions experienced by the University of the

Philippines-Diliman students, primarily those who have taken

Math 17.

3. Little research on students’ emotions in relation to their school

performance other than the test anxiety research

STATEMENT OF THE PROBLEM

CHAPTER 1

To find out the relationship between academic

emotions and academic achievement of UP

Diliman students in the area of mathematics

particularly Math 17 (Algebra and Trigonometry)

MAIN OBJECTIVE

1. What academic emotions enhance and/or impede learning, and arise from different situations of academic achievement of UP Diliman Math 17 students?

2. What is the effect of academic emotions to motivation, behavior, performance, and academic achievement (vice versa) of UP Diliman Math 17 students?

3. What effects do classroom instruction gives to academic emotion of UP Diliman Math 17 students?

4. What strategies do students resolve to in order to overcome negative academic performance of UP Diliman Math 17 students?

QUESTIONS

SIGNIFICANCE OF THE STUDY

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1. STUDENTS who are taking mathematics as a course • foster academic emotions that positively affect academic

achievement.

2. TEACHERS (especially those who are teaching Math 17)• innovate more diverse teaching strategies and create better

instructional materials

3. SCHOOL ADMINISTRATORS • adjust to varying academic emotions of students through

their behaviors in different setting by forming programs to enhance study habits

4. DEPARTMENT OF EDUCATION (DEPED)• modify the curricula of schools at an early level, particularly

in the field of mathematics

5. COMMISSION ON HIGHER EDUCATION (CHED)• serve as a basis for to discern holistic mathematics

programs in the tertiary level

SCOPE AND DELIMITATION

CHAPTER 1

Relationship of academic emotions and academic achievements

UP Diliman students who have taken Math 17 (Algebra and Trigonometry)

A.Y. 2013-2014

Human Kinetics, Economics, Business Administration, Home Economics, and Social Sciences and Philosophy

WHAT:

WHO:

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