The Relationship between Student’s Perception and Knowledge in Learning Related Rates of Change Problems

This study investigates the relationship between students' perception and knowledge in learning related rates of change problems. Related rates of change are fundamental concepts in calculus, requiring students to grasp the dynamic nature of variables and their interdependencies. However, students' perception and knowledge regarding these problems can significantly determine their learning outcomes. The study is about relationship which is under correlational study (quantitative), incorporating surveys to gauge students' perceptions and knowledge tests to assess their performance. The findings illuminate the complex interplay between students' perceptions of related rates problems and their actual knowledge levels. Understanding this kinetics can inform instructional strategies and interventions aimed at improving students' comprehension and mastery of related rates concepts.