Effect of Cognitive and Appetitive Faculties in the Numerical Proficiency of Grade 10 Students: A Correlational Study
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Keywords
appetitive faculty, cognitive faculty, numerical proficiency
Abstract
The study aimed to determine whether the appetitive and cognitive faculty of a learner significantly correlate to their numerical proficiency. Using simple random sampling, five sections of Grade-10 were chosen as respondents consisting of 120 Grade 10 junior high school learners. Using the descriptive-correlation design, survey questionnaires and an objective test were used in gathering data. The data gathered were analyzed using mean, standard deviation and Pearson correlation coefficient. The findings disclosed that the mean of appetitive faculty of junior high school learners is high. The level of cognitive faculty of junior high school learners is moderate. Meanwhile, the numerical proficiency level of the junior high school students is proficient. The findings also showed that there is a significant relationship between the appetitive and cognitive faculty of the junior high school students. However, no significant relationship was found between appetitive faculty and numerical proficiency, and cognitive faculty and numerical proficiency.
Publication History
Version of Record online: December 29, 2021
Manuscript accepted: December 27, 2021
Manuscript revised: December 23, 2021
Manuscript received: May 4, 2021
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