CHAPTER I
BACKGROUND OF THE STUDY
Introduction
Mathematics, a subject that most learners consider
their nightmares, involves using various multi-step
operations to solve problems. Mathematics, or math, is the
study of numbers and how they relate to one another and
real-life situations. Math is equally essential as language.
In fact, math is commonly considered a form of language
(Encyclopedia Britannica Inc., 2024).
Every year, more than 100 million learners around the
world fail mathematics, accounting for over one-sixth of the
student population. This suggests that at least 620 million
people who started school ten years ago have left out due to
low math performance (Arhelo, 2022). According to the
research article of Aguilar (2021), one of the primary
reasons for learners' reluctance to study mathematics is
their lack of understanding and self-perception of low
content knowledge, which leads to a negative perception.
Learners reported that their negative perceptions were not
new, but had been with them since elementary school.
In the Philippines, the mathematics curriculum in the
K–12 Basic Education Curriculum has two objectives: critical
thinking and problem-solving. These two goals are
interconnected in the curriculum through Filipino learners'
skills, processes, values, and attitudes, all of which were
thoroughly taken into account during its inception (TIMSS,
2019). However, Filipino learners consistently performed
poorly in Mathematics. In fact, the Philippines ranked as
the lowest among 58 countries in Mathematics and Science
Global Assessment. In Mathematics, only 19% of Filipino
learners met the Low benchmark, indicating that they had
"some basic mathematical knowledge," whereas 81% did not
even reach this level (Magsambol, 2020).
Both external and internal factors can potentially
influence the performance of Filipino learners in
Mathematics. External factors might be composed of the
following: teacher competencies, school climate, peer
influence, and more. Internal factors, on the other hand,
involve the learner’s interest, attitude towards
Mathematics, and cognitive abilities, particularly critical
thinking disposition.
Critical thinking disposition, as defined by Fitriani
et al., (2018), is a mental trait or habit that shapes how
individuals approach problems and make judgments through
thoughtful analysis. It plays a fundamental role in various
fields, including mathematics education. In the context of
mathematics, critical thinking disposition influences how
students tackle mathematical problems, analyze data, and
make decisions. It enhances problem-solving abilities,
analytical thinking, and the evaluation of evidence.
According to a study by Minarti et al. (2020), the
mathematical disposition of junior high school students
positively impacts their mathematical critical thinking
skills. When students exhibit a positive attitude towards
mathematics learning, they can interpret and express ideas
freely, fostering creativity in problem-solving. This means
that critical thinking disposition promotes reflective
thinking in mathematics, enabling learners to apply
mathematical principles effectively in real-world scenarios.
Moreover, it encourages collaborative learning environments
where students exchange ideas and perspectives, enhancing
overall comprehension and problem-solving skills.
Out of all STEM subjects, precalculus, according to
Collegevine (2024), is one of the hardest STEM subjects.
There are so many things to grasp while continuing to study
advanced algebra. It is needed to master so many concepts at
once that learners find it overwhelming and difficult.
Precalculus is a mathematical course or group of courses,
which requires critical thinking disposition, that serves as
a prerequisite for calculus. However, limited research has
been conducted in the Philippines to explore the
relationship of critical thinking disposition and academic
performance in precalculus.
This study aims to fill that gap by assessing the
relationship between critical thinking disposition and
academic performance in precalculus of Bongabon Senior High
School STEM learners. Moreover, to determine if critical
thinking disposition indeed affects the academic performance
in precalculus.
