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FACTORS AFFECTING THE PERFORMANCE IN MATHEMATICS AS

PERCIEVED BY THE GRADE 11- ABM LEARNERS

A Research Conducted in Partial Fulfillment for the Subject Practical Research 2 –

Quantitative Research at Rosario Integrated School, Rosario, La Union

Submitted by:
ERIKA KYLA B. YSIT
MARK ANTHONY G. FANGON
RHEALYN S. PULANCO
Grade 12 STEM

Submitted to:
MRS. PAMELA O. GUTIERREZ
Practical Research 2 Teacher

October 2019
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CHAPTER 1
INTRODUCTION

Situation Analysis
Mathematics is the mother of all learning. It is essential in many fields like

technology, fashion, and economics. The perspective in mathematics has gained more

attention in advances in terms of information and communication. (Andaya,2014)

Mathematics is not just a computation and analyzation but a tool for understanding

complex problems and even real life problems. Mathematics is essential for all individuals

to be successful in life.

Basic skills in mathematics should be acquired by students but only few have the

competencies in this field. According to Leongson (2003), Filipino students excel in

knowledge acquisition but fare considerably low in lessons requiring higher order thinking

skills. This is disappointing in the poor performance of most students in national and

international surveys on mathematics and science competencies. In fact, it is posited that

there are several factors that influence academic achievements of students including socio-

economic and demographic characteristics of students such as sex, age, course, place of

residence, educational attainment of parents, occupation of parents and others. (Launio,

2015)

It has been a long time to discover the importance of Mathematics in our world.

These discoveries lead us to a modern technology, where in the different usage of

technology occurs. In this generation, application of mathematics helps to develop and

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invent more technology. Through this technologies life became easier. Mathematics is the

key to all Sciences.

Despite of all importance of mathematics, many of the students don’t like this

subject. The perception of students towards mathematics is that, it is hard to understand

because of formulas and lot of numbers. Many students said that algebra, geometry cannot

use in daily life like buying a candy using a quadratic formula. They can only understand

mathematics if only they can understand the logic behind the subject and the principles

applied in our daily life experiences. Mathematics has a big part in our daily life not only

in academics but also in our real life problems.

Theoretical Framework

According to Dweck, C. S. (1999) student believe that their ability is innate and a

very little improvement. It is called a fixed IQ theory. They believe that ability came from

genes and not from a slow development of skills through learning. Dweck (1999) stated

another theory which states that students believe that ability and success are due to learning,

and learning requires time and effort, this theory is Untapped potential theory.

Hansen (2008) stated that boys are better than girls in Mathematics. Even the test

questions from the National Assessment of Education Progress that were designed to

measure complex reasoning skills, the gender differences were minuscule, according to the

study.

According to Marks (2000) students who are engaged with school are more likely

to learn, find the experience rewarding and continue to higher level of education. Finn
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(1993) also stated a theory about engagement in a classroom, it states there that engagement

in classroom also contributes to social and cognitive development and academic

achievement.

According to Brousseau (1999) doing mathematics does not consist only of

receiving, learning and sending correct, relevant (appropriate) mathematical messages. The

theory states that teacher’s role is not to show how to solve the problem rather let the

students deal with them.

Dan Hull (1999) stated that growing numbers of teachers today—especially

thosefrustrated by repeated lack of student success in demonstrating basic proficiency on

standard tests are discovering that most students’ interest and achievement in math,

science, and language improve dramatically when they are helped to make connections

between new information (knowledge) and experiences they have had, or with other

knowledge they have already mastered. Students’ involvement in their school activities

increases significantly when they know the importance of a concept inside and outside the

school. And most students learn more if they are in a collaborative learning.
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Research Paradigm

INPUT PROCESS OUTPUT

 sex
 Age
 Monthly
family  FACTORS
income  Survey Data AFFECTING
 Parents’
educational
 Gathering Data THE
background  Analysis Data PERFORMANC
 Grade in  Interpretation E IN
mathematics MATHEMATICS
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Statement of the Problem

This study will explore the factors affecting the performance in mathematics as

perceived by the Grade 11- ABM in Rosario Integrated School, S.Y 2019-2020.

Specifically, it will seek answers to the following questions:

1. What is the profile of the respondents in terms of:

a. Sex

b. Age

c. Monthly family income

d. Parents’ educational background

e. Grade in mathematics

2. To what extent do the following factors affect the academic performance in

mathematics as perceived by the respondents as to:

a. Teacher- factor

b. Student-factor

c. School – factor

d. Peer – factor

e. Family - factor

3. Is there a significant relationship between factors affecting the performance in

mathematics and the profile of the respondents.

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Scope and Delimitation

The main purpose of this study is to identify the factors that may have

contributed to the students’ low, medium and high achieving performances in

mathematics. The study considers the students’ personal information such as their

name(optional), gender and age

The study is limited to Grade 11-ABM Students who are enrolled in Rosario

Integrated School S.Y 2019-2020. Each of the respondents was given a

questionnaire to answer.

Significance of the Study

The result of the study will benefit the following:

School Administrators – the result of this study could serve as the baseline data

to improve programs for school advancement.

Teacher – the result if this study will help to innovate learning materials and

teaching strategies.

Parents – Who are directly concerned with the education of their children

considering school performance in different discipline.

Students – this study will help the students to develop their interest toward

Mathematics and appreciate the importance of Mathematics in their daily lives.

Future Researchers –the result of this study could serve as basis for further study

on teaching learning activities and student mathematical performance.

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Definition of terms

For better clarification and understanding of the terms related to this study, the

following terms are defined conceptually and operationally.

Performance – this refers to the capacity of students’ knowledge in Mathematics.

Factors – this refers to the influence that contributes to an outcome.

Learners – this refers to a person who is learning to acquire knowledge in mathematics.

Mathematics – one of the hardest subject and it is also defining as the study of

measurement, relationships, and properties of quantities and sets using numbers or symbol.

Peer - factor – many personal factors, things about a student’s personality, affect a

student’s ability to learn in Mathematics. Students have different personality patterns,

perception of school, social interaction skills and the subject interest.

Monthly family income – this refers to the amount of money that the family of Grade 11

students get from their jobs

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

(Attwood, 2001; Brodie, 2004; Maree, 1997; Moyana, 1996; Murray, 1997;

Malcolm et al., 2000) have suggested that achievement in mathematics in secondary

schools is influenced by a number of variables. These variables include learners’ abilities,

attitudes and perceptions, family and socio-economic status, parent and peer influences,

school related variables such as poor learning environment, learning cultures, past racial

discrimination and low expectations by principals and teachers.

TEACHER FACTOR
Meyer and Koehler (1990) state that one of the most important factors in developing

learner’s mathematics ability is the attitude of their teacher in mathematics. The interest of

the student in mathematics depends on the attitude shows inside the classroom. Researchers

showed that teachers’ attitudes towards mathematics can in some way influence their

students’ attitudes and mathematical learning (Relich and Way, 1994 as cited in Amato

2004).

Clotfelter, Ladd and Vigdor (2007) established that competent teachers versus

those who had the least experience had greater academic success than the later. Teachers

who has a greater experience in classroom helps the student in achieving more in

mathematics rather than fresh graduates’ teacher. In the other way, Kain (2005) states that

experience in teaching doesn’t affect the students’ academic performance.

According to Bloom’s Taxonomy, teachers frequently spend a great deal of

classroom time testing students through questions. In fact, observations of teachers at all
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levels of education reveal that most spend more than 90 percent of their instructional time

testing students (through questioning). And most of the questions teachers ask are typically

factual questions that rely on short-term memory.

Siemens (2002) stated that instructional design can be defined as ―the systematic

process of translating principles of learning and instruction into plans for instructional

materials and activities‖. However, there are many different definitions for instructional

design and all of them are an expression of underlying philosophies and viewpoints of what

is involved in the learning process

STUDENT FACTOR

Steinberger & Wagner (2005) distinguishes more simply among three intelligences;

the academic-problem solving; the practical intelligence; and creative intelligence; all these

three have peculiar influence to performance. Success in study does not depend on ability

and hard work but also on effective methods of study. Individualized method of studying

is adopted by every individual student, thus, a good study habit will mean the ability to

learn and make use of what one is reading or studying. Study skills when properly

embedded will help students understand their own potentials for intellectual growth and

self-direction. It is for this reason that the strategies of proper study habits among students

should be given emphasis.

Norma Presmeg (2002) Educational Studies in Mathematics presents new ideas and

developments of major importance to practitioners working in the field of mathematical

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education. It reflects both the variety of research concerns within the field and the range of

methods used to study them. Articles deal with didactical, methodological and pedagogical

subjects, rather than with specific programs for teaching mathematics. The journal

emphasizes high-level articles that go beyond local or national interest.

Fulk (2002) stated that students with sequencing difficulties need help to maximize

their engagement and improve their retention of learning use humor, unexpected

introduction and various other attention grabbers to stimulate student’s interest in the

lesson.

Woolfolk (2001) describes intrinsic motivation as involving internal, personal

factors such as needs, interest, curiosity, and enjoyment. A student who is intrinsically

motivated undertakes an activity ―for its own sake‖, because the activity itself is

rewarding. In contrast is intrinsic motivation, in which the student engages in an activity

in order to obtain a reward, or to avoid a punishment

SCHOOL FACTOR
Rivera-Batiz and Marti (1995) conducted multiple regression statistical analysis

to examine the relationship between overcrowded school buildings and student

achievement. The findings indicated that a high population of students had a negative effect

on student achievement. Students have difficulties on their studies if their classroom is

overcrowded. Overcrowded classrooms have increased the possibilities for at risk students,

as well as others, to lose interest in school and do poorly on tests. These are students not

getting individual attention, low reading scores, frustration and stress felt by the teachers,
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and the inability of students to concentrate or stay on task while in class. More crowded

classrooms make the student did not receive enough attention.

Lee, Smith and Croninger (1997) observed that larger schools had a negative

influence on academic achievement in high school mathematics and science. In contrast,

Rutter (1983) found that school size and class size is not related to achieving high

performance in mathematics. In this respect Rutter (1983) argued that small school size

facilitates social interaction and inhabits teacher specialization.

Reyonds et al., (1996) suggests that student achievement is associated with a safe

and orderly school climate. School Climate refers to social characteristics of a school in

terms of relationships among students and staff/teachers, learning and teaching emphasis,

values and norms, and shared approaches and practices (Anderson, 1982; Moos, 1987;

Thapa et al.,2013)

PEER- FACTOR
Peer pressure in mathematics affects all learners, successful ones as well as those

who are less successful. The effect of negative peer pressure has been recorded in

numerous articles (Dungan & Thurlow, 1989; Reynolds & Walberg, 1992; Stuart, 2000).

Stuart (2000) argues that peer and family attitudes towards mathematics may

either positively or negatively influence learners’ confidence in the subject. In their

review of literature Dungan and Thurlow (1989) found that learners’ attitudes towards

mathematics have been associated with peer group attitudes.

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Reynolds and Walberg (1992) identified peer attitudes as one of the most

influential factors in learners’ mathematical achievements. In addition, Harris (1995)

learners are ridiculed by their peers for taking challenging mathematics while others are

encouraged by their peers to pursue academic excellence in mathematics.

Evans, Flower and Holton (2001) define peer support or tutoring as that part of

the teaching process that involves learners teaching other learners. Students who excel in

mathematics can make a peer support to students with low performance in mathematics.

It helps motivates and create an interest to a student.

FAMILY FACTOR

Family Factors affects the students’ academic performance in mathematics like

parent’s educational attainment, socio-economic status, and parental involvement

. A number of studies indicated that student achievement is correlated highly with

the educational attainment of parents (Coleman, 1966). For instance, students whose

parents had less than high school education obtained lower grades in mathematics than

those whose parents had higher levels of education (Campbell, Hombo, & Mazzeo, 2000).

Educational attainment of parents serves as an indicator of attitudes and values which

parents use to create a home environment that can affects children’s learning and

achievement.

A number of studies showed that parents with higher socio-economic status are

more involved in their children’s education than parents of lower socio-economic status.
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This greater involvement results in development of positive attitudes of children toward

school, classes, and enhancement of academic achievement (Epstein, 1987; Lareau, 1987;

Stevenson & Baker, 1987). It is believed that low socio-economic status negatively

influences academic achievement, in part, because it prevents students from accessing

various educational materials and resources, and creates a distressing atmosphere at home

(possible disruptions in parenting or an increased likelihood family conflicts) (Majoribank,

1996; Jeynes, 2002).

Bryan (2005) states that children are likely to excel in academics when their parents'

actively participate in their education. Parental involvement has a big role in the academic

performance of students, it can help them motivated and increase their interest in

mathematics.
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CHAPTER 3

METHODOLOGY

Research Design

This study determined the factors affecting the performance in mathematics as

perceived by the Grade 11- ABM learners at Rosario Integrated School. The descriptive

method was used in this study.

Sources of Data
The respondents of this study were the seventy (70) Grade 11- ABM learners who

are officially enrolled at Rosario Integrated School during the School Year 2019-2020.

Complete Enumeration sampling was used in the study.

Instrumentation and Data Collection

The researcher made use of the adopted questionnaire-checklist in gathering the

needed data for the study. The questionnaire for the respondents were developed to

determine their personal profile such as Sex, Age, Monthly Family Income, General

Average and Parent’s Educational Attainment.

Analysis of Data

To facilitate the processing of the data for common understanding on the variables

studied, the personal profile of the respondents was classified as:

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Sex:

Male

Female

Age:

15 below

15-16

17-18

19-above

Monthly Family Income:

5,000 below

5,000-15,000

15,000-25,000

25,000 above

General Average:

90-100 Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

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74 below Did not meet Expectation

Parent’s Educational Attainment:

Elementary Undergraduate

Elementary Graduate

High School Undergraduate

High School Graduate

College Undergraduate

College Graduate

Masteral Degree

Doctoral Degree

Frequency counts and percentage where used for the demographic profiling

purposes. It was computed using the formula P=f/Nx100 where P is the percentage; f is the

frequency; and N is the total number of respondents.

The responses of the learners were tallied and tabulated. Frequency counts were

employed for the analysis and interpretation of data.

Weighted mean was used to estimate the weighted average of each reaction under

each item in the rating scale as perceived by the respondents.

Chi-square test was implemented for the computation of the significant difference

between the profile of the respondents and their respondents.

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A five-point scale was used to measure the factors affecting the academic

performance of the respondents wherein:

5 = Always

4 = Often

3 = Sometimes

2 = Rarely

1 = Never
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