Determinants of Cognitive Skills Achievement in Mathematics of Elementary Pre-Service Teachers

Abstract

This study was conducted to determine the cognitive skills achievement in mathematics of 88 elementary pre-service teachers as basis for improving problem solving and critical thinking. Their cognitive skills achievement in mathematics was analyzed using Piaget’s seven logical operations namely: classification, seriation, logical multiplication, compensation, ratio and proportional thinking, probability thinking, and correlational thinking. This study used descriptive and causal-comparative research design to describe the cognitive skills achievement and to determine the affecting factors. An adopted Test on Logical Operations (TLO) with a total score of 140 points was used. In overall performance, elementary pre-service teachers performed with sufficient understanding in dealing with the TLO. However, in each logical operation, students were found to have insufficient understanding in probability thinking and correlational thinking. Consonant to Piaget’s beliefs towards children of 11 years old and above, results also revealed that majority of the respondents (59.09%) were categorized with skills at the formal level. Moreover, ANOVA and Regression Analysis showed that engagement in recreational activities, educational attainment of the mother and monthly family income significantly influenced and predicted the students’ cognitive skills achievement in mathematics. This study concluded that not all the seven logical operations were completely developed among the respondents and suggested to develop learning activities, environment and materials that would promote development and improvement of various cognitive skills.