Undergraduate Thesis
Bachelor of Secondary Education Major in Biological Science
University of Rizal System, Rodriguez, Rizal
2010

The researchers endeavor aimed to know the performance in solving Trigonometric Function of the First year Education students in University of Rizal System- Rodriguez where the respondents were the 60 randomly selected First year Education students enrolled during second semester of the school year 2010-2011.

This study used the descriptive method utilizing a thirty-item test prepared by the researchers based on the following topics in Trigonometric Function: 6 Trigonometric Function, Special Triangles, and Angle of Depression and Elevation.

The problems utilized the appropriate statistical tools such as frequency and percentage distribution, mean and one way ANOVA. Frequency and percentage To determine the profile of the respondents, frequency, percentage distribution and ranking were used.

In sex the majority with 48 frequency or 68.6 percent are females while the males have 22 frequency or 31.4 percent. In year level the majority with 41 frequency or 58.6 percent are third year while the fourth year have 29 frequency or 41.4 percent. In major, the BEED general Education with 39 frequency or 55.7 percent comprised the majority, while the Biological Science had 31 frequency or 44.3 percent. In the previous grade in biology, the majority of the respondents had 2.0 a frequency of 29 or 41.4 percent.

To determine the respondents' perceptions about the subject the arithmetic mean and standard deviation were used.

Data revealed with the mean with 4.18 at a standard deviation of 51 that the subject is boring. Data with the mean of 4.10 and a standard deviation of 57 showed that subject is difficult. The mean of 4.10 with standard deviation of 62 manifested that the subject is important. The mean of 4.48 with standard deviation of 30 revealed that the subject is interesting. As easy the data revealed the mean of 4.43 and a standard deviation of .38.

To determine the respondents' attitudes about the teaching of subject the arithmetic mean and standard deviation were used.

Data revealed with the mean of 3.38 and a standard deviation of 83 that the respondents moderately agreed that the teaching of Biology is boring. The mean of 3.43 with standard deviation of 3.47 showed that the respondents moderately agreed that the teaching of Biology is difficult. The mean of 3.24 with standard deviation of 52 revealed that they moderately agreed that the teaching of biology is important. As interesting, the respondents moderately agreed the mean of 3.41 and standard deviation of 1.03 and as easy, the respondents moderately agreed as shown by the mean of 3.47 and standard deviation of 66.

To determine the significant relationship between the perceptions towards Biology as a subject and the attitudes towards teaching Biology, chi-square was used.

In terms of the significant relationship between Respondents' Perceptions and Attitudes towards Biology as Subject and its teaching. There is no significant relationship between perceptions and attitudes towards biology as subject and teaching of the subject with regards to the variables of Boring. Difficult and Easy with the p-value of 0.814, 0.923, and 0.485 which are greater than the 0.05 level of significance. On the other hand, there is a significant relationship between perceptions and attitudes towards biology as subject and teaching of the subject with regards to the variables of Important and Interesting with a p-value of 0.049 and 0.004 which are less than 0.05 level of significance.

Based on the findings, conclusions were drawn as follows:

The majority of the respondents are female and third year students of BEED General Education with satisfactory academic performance in Biology. The respondents perceived that Biology as a subject is Boring, especially in doing experiments, Difficult when the concepts are widely and technically discussed, Important because it improved and gives good outlook in life, Interesting because of its application to different products and its integration of technology. Lastly, it is Easy because it has a relationship to the other fields of discipline. In terms of the attitudes of the students towards the teaching of the subject, they moderately agreed that the subject is Boring especially if the teachers' motivation is not enough to sustain their interest, Difficult if the teacher has not mastered the subject matter, Important in the sense that there is an atmosphere of fear while the teacher teaches, and does not give any considerations, Interesting if the teacher encourages group activities for research, laboratory work and collection of specimens, and lastly, Easy if it has a relationship to the other disciplines.

There is no significant relationship between perceptions and attitudes towards biology as subject and the teaching of the subject with respect to Boring. Difficult and Easy on one hand while on the other, there is a significant relationship between perceptions and attitudes towards biology as subject and teaching of the subject with respect to important and interesting.

The study recommends that in the learning process learners must always be in the center of the educative process. They should have equal chance and opportunity to develop in varied aspects of learning especially in science regardless of the perceptions and attitudes towards both the subject and its teaching. Thus optimism is always a hope to ignite better learning perspectives.