Intolerant Learners: Correlation between Tolerance of Ambiguity and Mean Performance Level in Mathematics

Abstract

This study aimed to examine the mean performance level, and the level of ambiguity that can be tolerated in the classroom, with a specific focus on the subject of mathematics. This study employed a quantitative research method, specifically a descriptive correlational research design. The study involved a sample size of 88 students, selected randomly from the pool of 722 grade 10 students at Camarines Norte National High School for the School Year 2022-2023. Data were collected on the students' mean performance level (MPL), level of tolerance (LoT), and underlying causes. Correlational research was employed to determine the presence and extent of any significant relationship between MPL and LoT. The results revealed that the mean MPL in mathematics of grade 10 student was Outstanding (x ̅=90.04) and the level of tolerance was Very High (x ̅=63.08). Furthermore, the causes for intolerance, specifically Novelty is High (x ̅=17.83), and for Complexity (x ̅=33.14) and Insolubility (x ̅=12.11) are both Moderate. The null hypothesis of no significant correlation between MPL and LoT was retained (p = 0.7687, α = 0.05), and the level of tolerance did not significantly predict MPL in the regression model. These findings suggest that, within this sample, students’ ambiguity tolerance and mathematics performance are independent of each other. Exposure to problem-based and inquiry-based learning approaches may have contributed to the students’ high ambiguity tolerance, though causal interpretations are beyond the scope of this correlational design.