Behavioral risk factors among mathematics education major students
School of Teacher Education, National Teachers College, Manila, Philippines.
Research Article
World Journal of Advanced Research and Reviews, 2024, 21(02), 007–012
Article DOI: 10.30574/wjarr.2024.21.2.0374
Publication history:
Received on 20 December 2023; revised on 27 January 2024; accepted on 30 January 2024
Abstract:
A student's academic performance is directly related to their level of education, which plays a significant role in the personal, social, and economic development of the nation. The number of senior high school graduates in the country who take education as a program in higher education serves a silver lining to the quality of education in the country. Future teachers who are determined to join the teaching force, especially mathematics education. The abstract nature of mathematics education makes it a challenging program to take because it requires students to have a strong understanding of difficult concepts, the ability to reason logically, and the ability to solve problems. The progressive structure of the curriculum requires continuous comprehension because it builds on foundational knowledge of the subject matter. The paper is aimed at addressing the dropout rate of mathematics education major students as they progress to more complex content subjects in their curriculum. Using a descriptive correlational design, this paper revealed that the mathematics major students perform well in academics. They also show a high level of perseverance and possess a learning mindset. They are also able to identify learning strategies and socialize with their peers despite the complexity of the concepts that they study in their curriculum. Results also reveal that learning management is among the factors of drop-out from the program. An action plan will be developed from these results.
Keywords:
Mathematics education; Perseverance; Behavioral risk factors; Drop-out
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