Mathematical Ability, Level of Science Misconceptions, and Science Performance of First-Year College Students

Abstract

This survey-correlational research aimed to ascertain the mathematical ability, level of science misconceptions, and science performance of 71 first- year college students of Capiz State University, Dayao Satellite College during the first semester of the academic year 2016–2017. Researcher-made test questionnaires and the revised American Association for the Advancement of Science Assessment Questionnaire instrument were used. In general, the respondents are mathematical “fairly able” (M=29.15, SD=4.087). In particular, out of 71 respondents, 73% are “fairly able”, 24% are “able” and only 3% are “highly able”. Respondents level of science misconceptions are “moderately high/low” (M=28.83, SD=3.179) with 35% are with a “low” level of misconceptions and 65% are with a “moderately high or low” level of science misconceptions. As a whole, respondents have “satisfactory” performance in science (M=26.68, SD=3.179). Particularly, 89% have “satisfactory” performance, 7% with “very satisfactory” performance and only 4% have “poor” performance in science. Inferential data analysis revealed that there is a significant difference in the science performance of the respondents when grouped according to their mathematical ability (F(2,68) = 111.463, p<0.05). The science performance differed significantly among the mathematical “highly able”, “able”, and the mathematical “fairly able” students. Also, results showed that there is a significant difference in the science performance when grouped by the level of science misconceptions. Furthermore, data revealed that students’ performance in science is significantly related to their mathematical ability (r=0.334, p<0.01) and level of science misconceptions (r=1.000, p<0.01). Respondents’ mathematical ability and level of science misconceptions are factors affecting science performance.