Non-Cognitive Domains Contributing to Mathematical Competency among Freshmen College Students

Ma. Cristina P. Reyes, Ph. D.
macristinapaciareyes05@gmail.com
Faculty Member, College of Arts and Sciences, Mindoro State University, Calapan City Campus, Masipit, Calapan City, Oriental Mindoro, Philippines

DOI: https://doi.org/10.54476/apjaet/69713

                                                                                          Abstract

The study assessed the influence of non-cognitive domains of college students in relation to parents’ involvement, teachers’ pedagogical approach, learning materials, and classroom environment to the mathematical competency of freshmen university students taking the course Mathematics in the Modern World. Descriptive-correlational research design was utilized in describing the non-cognitive domains and mathematical competency. The respondents of this study were a total of 732, composed of 368 college students from public state universities and colleges, plus 364 from private colleges in Oriental Mindoro. This study used the survey questionnaires as the main tool in data gathering. Regression was used in determining how dimensions of non-cognitive domains predict mathematical competency. Results revealed that the highest predictor of mathematical competency, contributing 34% followed by parents’ involvement (6%), learning materials (3%), and teachers’ pedagogical approach (1%).

Keywords: Non-cognitive domains, Mathematics in the Modern World; Mathematical Competency

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