Cognitive Failure
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Cognitive failure is defined as absent-mindedness, that is, mistakes or errors people make because of slips of attention or memory failure (Reason and Mycielska, 1982). Their origin has been traced to memory problems, attention problems errors in the implementation of intentions or errors caused by distractions. It also involves clumsiness and problems in social interactions or problems in processing information. Mostly students are prone to experience cognitive failure.
If a person continues to experience cognitive failure, his or her brain may experience problems and difficulties in coping with the processing of thoughts. Mathematical ability is probably the most important asset that a student should have. This study will identify if there is an existing relationship between the cognitive failure of the 3rd year students and their mathematical ability. These variables will guide the researchers into finding the answer to their problem.
With the dedication and the perseverance of the researches, this study hopes to educate the students in assessing their cognitive failure and how to avoid it.
Statement of the Problem
This research study aims to investigate the relationship between cognitive failure of the 3rd year students and their mathematical ability.
Specifically, this study aims to answer the following questions: 1. What is the current level of cognitive failure of 3rd year students as measured by the Cognitive Failure Questionnaire? 2. What is the current level of mathematical ability in Geometry among 3rd year students? 3. What is the relationship between Cognitive Failure of the 3rd year students and their mathematical ability?
Statement of the Hypothesis
Null Hypothesis: There is no significant relationship between Cognitive Failure of the 3rd year students and their mathematical ability. Alternative Hypothesis: There is a significant relationship between
THE PROBLEM AND ITS BACKGROUND
Introduction
Cognitive failure is defined as absent-mindedness, that is, mistakes or errors people make because of slips of attention or memory failure (Reason and Mycielska, 1982). Their origin has been traced to memory problems, attention problems errors in the implementation of intentions or errors caused by distractions. It also involves clumsiness and problems in social interactions or problems in processing information. Mostly students are prone to experience cognitive failure.
If a person continues to experience cognitive failure, his or her brain may experience problems and difficulties in coping with the processing of thoughts. Mathematical ability is probably the most important asset that a student should have. This study will identify if there is an existing relationship between the cognitive failure of the 3rd year students and their mathematical ability. These variables will guide the researchers into finding the answer to their problem.
With the dedication and the perseverance of the researches, this study hopes to educate the students in assessing their cognitive failure and how to avoid it.
Statement of the Problem
This research study aims to investigate the relationship between cognitive failure of the 3rd year students and their mathematical ability.
Specifically, this study aims to answer the following questions: 1. What is the current level of cognitive failure of 3rd year students as measured by the Cognitive Failure Questionnaire? 2. What is the current level of mathematical ability in Geometry among 3rd year students? 3. What is the relationship between Cognitive Failure of the 3rd year students and their mathematical ability?
Statement of the Hypothesis
Null Hypothesis: There is no significant relationship between Cognitive Failure of the 3rd year students and their mathematical ability. Alternative Hypothesis: There is a significant relationship between
References: Fe Aligonero Gacilo (Mother)