I.

Introduction

The study of mathematics, sometimes referred to as maths, holds significant importance

in our education and daily lives. Despite its pervasive nature, we often overlook the
presence of arithmetic in our everyday activities. Similarly, mathematics plays a role,
both explicit and implicit, in our academic pursuits. This section explores various
approaches, as outlined by Buckley, Reid, Goos, Lipp, and Thomson (2016), to help you
effectively engage with mathematics in any context you encounter during your university
journey. It begins by emphasizing the value of learning mathematics and subsequently
addresses the common issue of math anxiety faced by many students. Furthermore, the
authors present six strategies for overcoming this fear and achieving success in
arithmetic.

The fields of science and mathematics share a close relationship and demonstrate a
positive association (Kaur, McLoughlin, & Grimes, 04 February 2022). In scientific
research, mathematics serves as the language, tools, and framework for quantitative
analysis. It enables precise measurement, quantification, and analysis of phenomena,
facilitating reliable inferences and predictions. Science heavily relies on mathematical
simulations and models to represent complex systems, understand them, test hypotheses,
and forecast outcomes. Mathematical principles also form the foundation for many
scientific theories, such as the laws of physics or statistical rules, empowering scientists
to formulate hypotheses and rigorously test them. The interplay between mathematics and
science enhances our understanding of the natural world, fosters critical thinking, and
accelerates the advancement of new scientific ideas and knowledge.

In conclusion, a clear and symbiotic relationship exists between mathematics and science
(Malmskog, April 17, 2017). Within scientific research, mathematics serves as the
language, toolkit, and framework for quantitative analysis, modeling, and simulation. It
provides the means to precisely measure, examine, and predict natural phenomena.
Conversely, science contributes the context and practical applications that drive and
advance mathematical accomplishments. The interplay between mathematics and science
enhances our understanding of the universe, stimulates creativity, and equips us to
address complex challenges. Together, mathematics and science form a powerful alliance
that pushes the boundaries of our current knowledge and leads us to new discoveries.

II. SURVEY TABLE

 PREVIOUS GRADE
STUDENT
MATHEMATICS SCIENCE
A 86 88
B 87 88
C 87 90
D 85 87
E 88 90
F 85 86
G 85 88
H 86 87
I 89 88
J 87 89
Table 1. Previous Mathematics and Science Grade

The Table 1 represents the collected data from 10 students in grade 11. The
information gathered from these students is of great importance as it will serve as the
foundation for analyzing the relationship between two variables. By plotting this data on
a scatter plot, you can visually examine the pattern and trend that emerges.

III. SCATTER PLOT AND TREND OF CORRELATION

 91

90

89
SCIENCE GRADE

88

87

86

85

84
84.5 85 85.5 86 86.5 87 87.5 88 88.5 89 89.5

MATHEMATICS GRADE
Table 2. Scatter Plot of the Data Obtained

When the trend of correlation is zero between mathematics and science grades, it
suggests that there is no discernible statistical relationship or association between the
academic performance of students in these two subjects. In this scenario, the grades
obtained in mathematics do not serve as reliable indicators or predictors of the grades
achieved in science, and vice versa. The lack of correlation implies that proficiency in
one subject does not necessarily translate to proficiency in the other. Students may excel
in mathematics while struggling in science, or vice versa, indicating that the factors
influencing their performance in each subject are distinct and independent. This absence
of correlation highlights the importance of recognizing the unique skills, knowledge, and
aptitudes required for success in mathematics and science, emphasizing the need for a
comprehensive and well-rounded education that nurtures proficiency in both areas
separate.

IV. CORRELATION TABLE AND PEARSON SAMPLE CORRELATION

COEFFICIENT
 Mathematics (x) Science (y) xy x² y²

86 88 7568 7396 7744

87 88 7656 7569 7744
87 90 7830 7569 8100
85 87 7395 7225 7569
88 90 7920 7744 8100
85 86 7310 7225 7396
85 88 7480 7225 7744
86 87 7482 7396 7569
89 88 7832 7921 7744
87 89 7743 7569 7921
y=¿ ¿881 ∑
xy =¿ ¿7621 ∑ x ²=¿ ¿748 ∑ y ²=¿ ¿776
∑ x =¿ ¿865 ∑ 6 39 31
Table 3. Correlation Table

n( xy )−( ∑ x )(∑ y )
r=
√ [n (∑ x ²)−(∑ x) ²][n (∑ y ²)−(∑ y ) ²]
762160 −726065
r=
√ [10(74839) −( 865)² ][10 (77631)−(881)²]
95
r=
√ [748390 −748225][776310 −776161]

95
r=
√ [165][149]

95
r=
√ 24585

r =0.6058826259
¿ 0.61

V. INTERPRETATION OF DATA
 When it is said that the math grades of a student have no connection to their
science grades, it means that there is no relationship or correlation between the two
subjects in terms of a student's performance. In other words, how well a student does in
math does not have any impact or influence on how well they perform in science, and
vice versa. The grades obtained in math and science are independent of each other.

The fact that being strong in math does not guarantee success in science, and vice versa,
highlights the notion that proficiency in one subject does not necessarily translate into
proficiency in the other. A student may excel in math due to their proficiency in logical
thinking and numbers, but struggle in science because it requires additional skills such as
experimentation, analysis, and understanding complex concepts.

Similarly, a student might excel in science due to their ability to observe and analyze
natural phenomena, but face challenges in math because it involves abstract thinking and
precise calculations. Each subject requires its own unique set of skills, and a student's
performance can vary depending on their individual strengths and weaknesses.

Therefore, it is crucial not to make assumptions about a student's overall abilities based
solely on their performance in one subject. A student's potential and capabilities should
be assessed holistically, taking into account their performance in multiple subjects and
considering their individual strengths and weaknesses. Generalizing a student's abilities
based on their performance in just one subject can lead to inaccurate assessments and
misunderstandings about their true potential.