Students’ Mathematical Readiness and Challenges Encountered in Calculus: Basis for Developing School-Based Intervention Program
DOI:
https://doi.org/10.5281/zenodo.19873392Keywords:
Mathematical readiness, challenges encountered, Calculus, STEM students, school-based intervention programAbstract
This study evaluated the mathematical readiness and challenges encountered in Calculus among Grade 12 students from four public senior high schools in Camalaniugan and Lal-lo, Cagayan, with an ultimate aim to develop a school-based intervention program. The participants were dominantly 17-year-old males from low-income families earning ₱10,000 and below, with maintained average GWA of 91.12 and Calculus grade of 88.57. The findings revealed that students were at Approaching Proficiency level in conceptual understanding and problem solving but significantly struggling in applying Calculus to engineering scenarios with a Partial Credit level. Conversely, their confidence, motivation, and attitude were rated high. Despite of it, students often encountered challenges. Statistical analysis using one-way ANOVA and Pearson-r revealed that mathematical readiness significantly varied based on age and academic grades in General Mathematics, Pre-Calculus, and Calculus, whereas sex and socio-economic status showed no significant impact. Remarkably, no significant correlations were found between student profiles and the challenges encountered, suggesting that difficulties in Calculus are a universal experience regardless of demographic background. While academic performance positively correlated with conceptual understanding and affective readiness, they failed to correlate with problem-solving and application skills, emphasizing a critical gap between theoretical knowledge and real word scenarios. To address this gap, intervention program was developed, project BRIDGE STEM (Bridging Readiness through Integrated Drills and Guided Engineering). This aim to bridge the gap between students' high affective readiness and their limited ability to apply Calculus concepts to engineering contexts, ultimately supporting the K-12 goal of preparing STEM students for tertiary engineering education.
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