COGNITIVE FACTORS AND MATHEMATICAL PROFICIENCY AMONG FIRST-YEAR
COLLEGE STUDENTS
Mathematical proficiency is the ability of individuals to solve problems faced
using comprehension, calculation, application, and reasoning (Groves, 2012). A study
conducted in one of the private schools in Bukidnon systematically investigated and
insinuated that factors in mathematical proficiency yield to be incorporated in academic
institutions' curriculum planning (Tan & Cordovo, 2018). Furthermore, among seven
countries, compared to the Organization for Economic Co-operation and Development
(OECD) average, the Philippines scored the lowest percentage for mathematical
proficiency according to the Program for International Student Assessment (PISA) in
2018 (World Bank, 2020).
Moreover, mathematical proficiency refers to the ability to solve mathematical
problems, which is a crucial factor in students' success in learning mathematics. It
means effectively using critical understanding, strategic proficiency, and a productive
problem-solving disposition. Students' efficient mathematical problem-solving skills are
crucial for everyday life, as they understand the usefulness of mathematics in various
aspects of life. Mathematical problem-solving enhances students' active thinking skills,
enabling them to deal with new situations and comprehend mathematical concepts
(Budayasa & Juniati, 2019; Firdaus et al., 2020). Therefore, it is necessary to
understand the factors affecting students' capability to solve mathematical problems and
know the effect of cognitive and affective factors on applying mathematical proficiency
in solving problems. The better students address mathematical proficiency, the more
problem-solving skills will grow (Awofala, 2017).
On the other hand, cognitive abilities play a crucial role in the development and
execution of learning processes, as they directly impact an individual's capacity to
acquire, process, and apply knowledge. According to Stern (2020), cognitive abilities
are foundational for effective learning and decision-making. These abilities enable
learners to process information efficiently, make connections between new and existing
knowledge, and adapt to new learning environments. Similarly, Anderson (2020)
emphasizes that cognitive functions are integral to academic success, influencing both
the depth of understanding and the ability to apply knowledge in real-world scenarios.
The development of cognitive abilities is, therefore, essential for fostering critical
thinking and lifelong learning skills, which are necessary for personal and professional
growth.
This study is grounded in Bandura's (1986) Social Cognitive Theory, which
bridges behavioral and cognitive theories by focusing on the interaction between
personal factors, behavior, and environment. This is supported by Juniati and Budayasa
(2021) who revealed that cognitive factors significantly correlate with the performance of
aspiring mathematics teachers. Since cognitive abilities predict academic success,
schools aiming to enhance academic performance should focus on improving cognitive
skills, as these are directly related to mathematical proficiency (Kliziene et al., 2022).
Cognitive factors such as goals, mindset, and internalized motivation are key
components (Kovach, 2018).
Despite the extensive research on cognitive factors and their influence on
academic performance, there remains a significant gap in understanding the specific
relationship between cognitive factors and mathematical proficiency among first-year
college students. Previous studies have primarily focused on general cognitive abilities
or isolated academic outcomes (Aden, 2022; Han, 2023), with limited attention to how
these cognitive factors interact with mathematical skills in the critical transition from high
school to college. This gap is particularly urgent, as mathematics is foundational for
success in many academic disciplines and career paths, yet many first-year students
struggle with mathematical proficiency. Addressing this gap is crucial for developing
targeted interventions that can enhance cognitive abilities and, consequently, improve
mathematical proficiency among first-year college students. This research is poised to
generate new knowledge in the field by providing empirical evidence on how specific
cognitive factors—such as problem-solving skills, working memory, and cognitive
flexibility—contribute to mathematical success in early college education. The findings
could inform educational practices and policies aimed at boosting mathematical
achievement and overall academic performance in higher education settings.
This study aligns with the United Nations Sustainable Development Goal (SDG)
4: Quality Education, which seeks to ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all. By exploring the relationship between
cognitive factors and mathematical proficiency among first-year college students, this
research contributes to the broader goal of improving educational outcomes, particularly
in mathematics—a subject critical to personal and professional development in our
increasingly knowledge-based economy. The significance of this study lies in its
potential to enhance educational strategies that address cognitive development, thereby
improving students' mathematical proficiency and overall academic performance. By
identifying key cognitive factors that influence mathematical proficiency, this research
can inform interventions and curricula designed to better prepare students for academic
success, reduce dropout rates, and support a more skilled workforce. Ultimately, the
study contributes to the broader societal goal of ensuring that all students, regardless of
background, have the opportunity to achieve their full academic potential, thereby
fostering equity and inclusion in education.
The study sought to discover how cognitive domains significantly affect
mathematical proficiency. It desired to answer the following questions: first, identify the
respondents' profiles according to their age and program. Second, assess the level of
the Cognitive Factors in terms of Goals, Mindset, and Internalized motivation. Third, to
assess the level of Mathematical Proficiency among Freshman College Students.
Fourth, to determine the relationship between cognitive and mathematical proficiency.
The study's hypothesis was tested at a 0.05 level of significance, stating that there was
no significant relationship between cognitive factors and mathematical proficiency
among college students.
METHOD
Research Respondents
The research respondents will be the 292 first-year college students currently
enrolled in the largest non-sectarian private university in Tagum City, Davao del Norte,
taking outside math-related programs. The research will be conducted at the largest
non-sectarian private university in Tagum City, Davao del Norte. The study will use
probability sampling for reliable representation of the whole group, specifically stratified
random sampling, which divides the population into groups classified according to the
student's program. Furthermore, the sample size will be obtained using Slovin's formula.
The inclusion criteria for this study will be as follows: (a) participants must be currently
enrolled as first-year college students at the largest non-sectarian private university in
Tagum City, Davao del Norte; (b) they must be enrolled in non-mathematics-related
programs; and (c) they must voluntarily agree to participate in the study.
Research Instrument
The research instrument that will be used in collecting the data is a survey
checklist test, which uses a one-dimensional Likert scale with a five-point scale. This
study will use one set of questionnaires, with subsets for each indicator, which is a
modified adapted questionnaire.
The instrument that will be used in the independent variable is the Cognitive
factors with three indicators: goals, mindset, and internalized motivation. Accordingly, it
was adapted and modified from The Goal Setting Formative Questionnaire (Gaumer et
al., 2018), Math Mindsets and Attitudes Student Survey (Krall, 2018), and Motivated
Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990). Each of the indicators
has ten corresponding questions, with a total of 30 questions for assessing cognitive
factors. Thus, the set of questionnaires with a five-point response scale ranging from 1-
5, with one (1) indicating "strongly disagree" and five (5) indicating "strongly agree." The
questionnaire contained the respondents' data to use in the distribution of the
respondents.
For analysis and interpretation, the range means the description and
interpretation of the level of Cognitive factors as the parameters below were adapted.
Range of Means Descriptive Equivalent Interpretation
This means that the cognitive
4.20 - 5.00 Very High factors are very much
observed.
This means that cognitive
3.40 - 4.19 High
factors are much observed.
This means that the cognitive
2.60 - 3.39 Moderate factors are moderately
observed.
This means that the cognitive
1.80 - 2.59 Low
factors are rarely observed.
This means that the cognitive
1.00 - 1.79 Very Low
factors are not observed.
The instrument that will be used in the dependent variable of measuring the
students' mathematical proficiency is the students' final exam results. To have an
accurate measurement after consolidating all the grades of each respondent to arrive at
the mean total score, which measured students' level of performance in their course in
general education: Mathematics in the Modern World. The following parameter limits will
be adapted based on DepEd Order No. 31, series 2012, and No. 8, series 2015.
Range of Level of Interpretation
Means Proficiency
The students at this level exceed
the core knowledge, skills, and
90-100 Outstanding understanding requirements and
can transfer them automatically and
flexibly through authentic tasks.
The students at this level have
developed the fundamental
knowledge skills and core
85-89 Very satisfactory understandings and, with little
guidance from the teacher and peer
assistance, can transfer them
through authentic tasks.
The students at this level have
developed fundamental knowledge
skills and core understandings.
80-84 Satisfactory
They can transfer them
independently through authentic
tasks.
The student at this level possesses
the minimum knowledge skills and
core understanding but needs help
Fairly throughout the performance of
75-79
Satisfactory authentic tasks.
The student at this level possesses
the minimum knowledge, skills, and
Did not meet
Below 75 core understanding but needs help
expectations
throughout the performance of
authentic tasks.
The questionnaire will be administered to the participants during a scheduled
session in a controlled environment to ensure consistency in data collection.
Participants will be given clear instructions on how to complete the questionnaire, and
researchers will be available to answer any questions or provide clarification during the
process. The data collected will be used to identify correlations between cognitive
factors and mathematical proficiency.
Research Design
This study will follow a quantitative research design, utilizing a structured
questionnaire to measure cognitive factors and mathematical proficiency among first-
year college students. The measurements will focus on assessing key cognitive abilities
such as problem-solving skills, working memory, and cognitive flexibility, as well as the
students' self-reported mathematical proficiency. Data collection will occur in a
controlled environment where participants will complete the questionnaire under the
guidance of the research team.
The study will employ a correlational research design, which is appropriate for
examining the relationship between cognitive factors and mathematical proficiency
among first-year college students. This design will allow the researchers to explore
whether there is a statistically significant association between the cognitive abilities
measured and the level of mathematical proficiency reported by the students.
Correlational research design aims to give a statistical description of a group's trends,
attitudes, and views among the population or examine for connections between
variables in a population by analyzing a sample of that group (Creswell & Creswell,
2018).
The data gathering procedure will begin with obtaining necessary approvals from
the administrators and securing informed consent from all participants. The research
team will then administer the questionnaire during scheduled sessions, ensuring that all
participants complete it under similar conditions. Researchers will monitor the process
to answer any questions and ensure that the instructions are followed correctly.
Completed questionnaires will be collected and securely stored for subsequent data
entry and analysis.
The statistical tools that will used for data analysis and interpretation include
frequency and percentage, Mean, and Pearson (r). Frequency and percentage will be
used to determine the number of first-year college students based on their profiles, such
as their sex and program. Mean will be used to determine the level of cognitive factors
and mathematical proficiency among college students. Also, Pearson (r). will be used
to determine the significance of the relationship between cognitive factors and
mathematical proficiency and affective factors and mathematical proficiency among
college students.
