Mathematical Competence of College Students Across Gender in Mathematics in the Modern World

Abstract

This descriptive-correlational research study aimed to determine the mathematical competence level of college students and identify the significant relationship between their math competence and gender. The study involved 128 college students from the College of Education in one of the state universities in Central Luzon, all of whom had already taken Mathematics in the Modern World. A researcher-made, validated questionnaire was used for data gathering. The research tool consisted of questions related to learning competencies reflected in the MMW Learning Plan and Course Map. Results showed that students demonstrated mathematical competence in Mathematics in Our World, Mathematical Language and Symbols, Problem-Solving and Reasoning, Statistics and Data Management, Consumer Mathematics, Linear Programming, Mathematics of Graphs, and Apportionment and Voting. A very weak positive relationship was found, and there is no significant relationship between gender and mathematical competence. Moreover, the researcher recommends that undergraduate instructors be updated on gender-related topics and gender-based policies, and regular feedback mechanisms should be implemented to address academic concerns and the holistic development of learners. Additionally, the CORE (Contextualization, Observation, Reflection, and Evaluation) Method is recommended to be integrated and utilized by instructors as one of the teaching strategies. Furthermore, institutions should allocate funding for faculty training on gender and development.