Exploring Factors of Mathematics Achievement

INSTABRIGHT e-GAZETTE
ISSN: 2704-3010
Volume I, Issue II
November 2019
Available online at www.instabrightgazette.strikingly.com
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Exploring Factors of Mathematics Achievement from Students’

Perspectives
Lito B. Larino
Abstract
The main purpose of this study was to explore the factors of Mathematics achievement of the
students from their own perspectives. Mixed-methods approach was used in the study. The
quantitative part was employed to define the level of Mathematics achievement of the
students. On the other hand, the qualitative part of the study explored the student-related and
teacher-related factors of the students’ mathematics achievement. The participants of the
study were the 247 and 10 of these Grade 7 students of Moonwalk National High School who
are officially enrolled for the School Year 2019-2020. Qualitative data were gathered through
a 6-item open-ended questionnaire developed by the researcher and through a Focus Group
Discussion attended by ten selected students. Whereas, quantitative data were the first
quarter GPA of the participants in their Mathematics class. Data analysis involved mean,
standard deviation, frequency and percentage for quantitative data while thematic analysis
and a simple document analysis were employed for qualitative data. Results show that most
of the Grade 7 students have fairly satisfactory achievement in Mathematics. Analysis of the
qualitative data shows that student-related factor of Mathematics achievement include
interest, self-confidence, attitude towards Math, motivation, perseverance and commitment,
compliance, attendance, class participation, study habits, peer support, family support,
technology aided learning, asking questions, math self-concept, math anxiety, talkativeness,
English language comprehension, concentration/focus, health condition and nutrition, and
computer gaming. Moreover, students reported that teacher-related factors of their
mathematics achievement include traits such as being kind, energetic, strict, cheerful, positive,
hardworking, patient, confident and responsible. Results further reveal that teacher’s humor,
motivation towards students, competence, mastery of content and teaching methods and
strategies such as the use of varied learning activities (e.g. songs, manipulatives, games, etc.),
code-switching, good explaining strategy, and collaborative learning positively contribute to
their Mathematics achievement. However, teacher’s anger, yelling at students, teaching too
fast, teaching more than one lessons a day, teaching different lessons everyday and workload
were reported by the students as factors that negatively influenced their Mathematics
achievement. In addition, curriculum and noisy learning environment were other factors found
to negatively impact mathematics achievement. As a result, teachers are encouraged to have
awareness and to take into consideration these various factors that help and hinder their
students’ achievement in Mathematics.
Keywords: factors, student-related, teacher-related, Mathematics achievement, students’

perspectives
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Editorial Team
Editor-in-Chief: Alvin B. Punongbayan Associate Editor: Camille P. Alicaway
Managing Editor: Katherine Joy P. Alicaway Web Editor: Nikko C. Panotes
Manuscript Editors / Reviewers:
Chin Wen Cong, Andro M. Bautista, Pinky Jane A. Perez, Mary Jane B. Custodio,
Christopher DC. Francisco
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ISSN: 2704-3010
Volume I, Issue II
November 2019
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Introduction
Undeniably, mathematics achievement of students plays an important role in their future

successes and careers. However, what would happen if students show consistent low
achievement in the area which will prepare them for greater challenges in the future? In the
Philippines, National Achievement Test (NAT) results in the previous years show that Filipino
students both in elementary and secondary levels have low mathematics performance.
Despite the efforts of the government, by reforming the educational system of our country,
students’ mathematics achievement still crawls to satisfactory level. In line with this, Mr.
Gatchalian said the quality of basic education remains low despite Republic Act No. 10533 or
the Enhanced Basic Education Act of 2013, judging from the recent National Achievement
Test (NAT) average scores of Grade 6 and 10 students (BusinessWorld, 2019). However,
according to Education Secretary Leonor Briones, the Department of Science and Technology
reported the very high improvement in performance in tests in science and math which was
due to the senior high school program (The Philippine Star, March 21, 2019). This statement
was pertaining to the tertiary level. In this regard, elementary and secondary students still
encounter great challenges, difficulties, and various factors to their achievement, particularly
in mathematics. As a result, efforts are exerted by teachers, researchers and other
stakeholders to determine the causes and factors of the students’ mathematics achievement
and take necessary actions to help them address the problem.
In determining factors of mathematics achievement, a few explored from students’
perspectives through qualitative research. Researchers mostly used questionnaires and
employed regression analysis. For instance, Bacabac (2017) predicted some variables to
influence mathematics performance. Tan and Guita (2015) determined the efficacy of
reciprocal learning environment on the students’ mathematics achievement. In addition,
Andaya (2014) employed descriptive-correlational design using t-test, Pearson r and multiple
regression to determine the factors that affect mathematics performance. In this regard, the
researcher wanted to add to the existing body of knowledge on factors affecting mathematics
achievement by exploring from the students’ own perspectives.
Literature Review
Mathematics achievement is one of the major concerns of research for decades. For years
educators have searched for ways to more effectively teach mathematics to all students.
Mathematics improvement is at the core of educational strategy in all over the world. According
to Mustaq (2013), mathematics has been a difficult subject for many students to effectively
learn. Students’ mathematical achievements in secondary school have an influential effect on
their performance in college and their future careers. Having a solid background in
mathematics helps students develop sophisticated perspectives and offers more career
options. The importance of mathematical learning has repeatedly been emphasized by
educators and politicians (Wilkins & Ma, 2002). Both teachers and parents have paid attention
to students’ performance in mathematics and their progress every year. Politicians have also
called for improving students’ overall performances and closing students’ achievement gaps.
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Until teachers and parents recognize what factors influence their students’ mathematics
achievement and improvement, they will be unable to help them make substantial academic
progress.
Recent studies found varying factors that positively and negatively impacted mathematics
achievement. Ngoveni (2018) on investigating the factors linked to poor performance for
National Certificate (Vocational) Level 2 mathematics students found student level factors:
absenteeism; late coming; mathematical background; students blaming themselves; failure to
do classwork or homework or assignments; negative attitude and fear towards mathematics;
enrolling students who come from special schools; socio-economic status; lack of practice;
peer pressure. Whereas, college level factors: teaching strategies; enrolment, which takes
place until second term; students with different mathematical background in one class; un-
verified entry qualifications.
Acharya (2017) concluded that students, teachers and parents have to play an
important role as key and provider of sound environment for improvement of pass rate
respectively. Teachers lack of linkage between new mathematical concept and previously
learned mathematics structure, mathematics anxiety, negative felling of mathematics,
economic condition and their educational backgrounds, school management system, lack of
infrastructure of school and lack of regular assessment system of school are main causes of
difficulties in learning mathematics.
Study of Bacabac (2017) revealed that the best predictors among the variables which
significantly affected the achievement of the high performing Grade 10 mathematics students
are father’s occupation, the Grade 9 teacher’s educational qualification and the Grade 9 and
10 teachers’ teaching experience. Her study implies that mathematics teachers have greatly
influenced the mathematics achievements of the respondents. On the other hand, the father,
as the head of the family, also affects the academic performance of his child. He must have
an occupation or work that serves as regular source of income to support the needs of his
family.
Jameel et al. (2016), on causes of poor performance in mathematics, found strictness while
teaching mathematics as the major cause of low achievement in mathematics by the
perception of students and lack of exercise as a major cause by the perception of teachers.
Likewise, lake of attention as a major cause was revealed by the perception of parents. The
study of Kiwanuka et al. (2015) also found that of all the considered explanatory variables at
the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental
support, peer influence, class mean of prior Mathematics achievement and of students’
perception of good classroom assessment, school mean of class climate (class mean of
attitude toward mathematics) and of parental support were significant predictors of
Mathematics achievement.
In the Philippines, Tan and Guita (2015), on Mathematics Anxiety and Students’ Academic
Achievement in a Reciprocal Learning Environment found that students who are exposed to
RLE have "very low performance" in the pretest and have "moderate performance" in the
posttest and retention test while those who were exposed to Non-RLE also have "very low
performance" in the pretest and have "moderate performance" in the posttest and retention
test. Moreover, for the level of students' anxiety towards mathematics, they have high anxiety
before the treatment and becomes moderate after the intervention for both RLE and Non-RLE
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groups. The mathematics achievement of the students who were exposed to RLE is
comparable to the achievement of those students who were exposed to non-RLE. Also, no
significant difference in the mathematics anxiety of students was observed in both groups.
The literature reviewed guided the researcher in undertaking the present study. It shows that
a number of factors such as teaching methods and strategies, parental support, attitude
towards mathematics, and others were already established to positively or negatively impact
mathematics achievement of the students. However, in terms of the research methods, mostly
were quantitative. Thus, the researcher became motivated to carry out a qualitative approach
of determining factors of mathematics achievement from students’ perspectives.
Research Questions
This study aimed to explore factors of the Mathematics achievement of Grade 7 students from
their own perspectives. Specifically, it sought answers to the following questions:
1. What is the level of the Mathematics achievement of the Grade 7 students?

2. What are the student-related factors of Mathematics achievement as perceived by
the students themselves?
3. What are the teacher-related factors of Mathematics achievement as perceived by
the students?
4. What other factors of Mathematics achievement are perceived by the students?
Scope and Limitation of the Study
The main objective of this study was to explore the factors that contribute to the Mathematics
achievement of the students. The study utilized the mixed methods approach. It looked into
the level of Mathematics achievement, and the student-related and teacher-related factors of
Mathematics achievement. Participants of this study were the Grade 7 students of Moonwalk
National High School officially enrolled in the regular class program for the school year 2019
– 2020. First quarter grades of the students in Mathematics, their responses to the open-ended
questions in the questionnaire developed by the researcher, and the responses of the 10
students who participated in the focus group discussion (FGD) were the data used. Data were
analyzed using quantitative data analyses and thematic analysis.
The study took place at the end of the first quarter for the school year 2019-2020, the
third week of August, 2019.
Research Methodology
Mixed methods research represents research that involves collecting, analyzing, and
interpreting quantitative and qualitative data in a single study or in a series of studies that
investigate the same underlying phenomenon (Leech & Onwuegbuzie, 2008). The quantitative
part of this study described the level of Mathematics achievement of the students. On the other
hand, the qualitative part explored the factors that contribute to the students’ Math
achievement.
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Sampling Technique
The participants of this study were the 247 Grade 7 regular students of the researcher in in
his mathematics class at Moonwalk National High School. These students were purposively
selected by the researcher to answer the questionnaire he developed. Furthermore, 10 of
these students were selected to participate in the FGD led and organized by the researcher.
Data Collection
To gather the data, parents’ consent and permit to conduct and administer the questionnaire
were sought from the participants’ parents and from the principal’s office, respectively. This
procedure also allowed the researcher to utilize the first quarter grades of the students in. After
permission was granted, the questionnaire was administered to the participants during their
mathematics class with the researcher, as he is their mathematics teacher. For the focus group
discussion, another parent consent and permit were sought. It was done after the classes of
the participants. The focus group discussion was done at school in an available, suitable room.
Data Analysis
Two data sets were analyzed in this study. Quantitative data from the first quarter grades of
the students in mathematics were analyzed using mean, standard deviation, frequency and
percentage.
However, qualitative data from the open-ended questions in the questionnaire and
those from the FGD were analyzed using thematic analysis. Thematic analysis is a widelyused
qualitative data analysis method. According to Maguire and Delahunt (2017), it is the process
of identifying patterns or themes within qualitative data. The goal of a thematic analysis is to
identify themes, i.e. patterns in the data that are important or interesting, and use these themes
to address the research or say something about an issue.
There are a number of ways to do thematic analysis. In this study, the 6 phases in
thematic analysis by Braun and Clarke (2013) were used.
Discussion of Results
The main purpose of this study is to determine the student-related and teacher-related factors
that influence the mathematics achievement of the students. However, students’ level of
Mathematics achievement was first defined.
Defining the Level of Mathematics Achievement of Students
Table 1 presents the level of mathematics achievement of the Grade 7 students. As

presented, almost three-fourths of the students have only fairly satisfactory performance in
Mathematics. In addition, the mean score of the mathematics achievement of the students is
77.78 which is interpreted also as fairly satisfactory. This shows that the students have not
performed very well in mathematics. Similarly, Tan and Cordova (2018) found that the
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mathematics proficiency and performance level of Grade 9 students was described as

beginning.
National Achievement Test (NAT) results in the previous years show that Filipino students
both in elementary and secondary levels have low mathematics performance. Despite the
efforts of the government, by reforming the educational system of our country, students’
mathematics achievement still crawls to satisfactory level. In line with this, Mr. Gatchalian said
the quality of basic education remains low despite Republic Act No. 10533 or the Enhanced
Basic Education Act of 2013, judging from the recent National Achievement Test (NAT)
average scores of Grade 6 and 10 students (BusinessWorld, 2019). However, according to
Education Secretary Leonor Briones, the Department of Science and Technology reported the
very high improvement in performance in tests in science and math which was due to the
senior high school program (The Philippine Star, March 21, 2019). This statement was
pertaining to the tertiary level. In this regard, elementary and secondary students still
encounter great challenges, difficulties, and various factors to their achievement, particularly
in mathematics. In this study, these factors are explored from the students’ own perspectives.
Table 1 Level of Mathematics Achievement of Grade 7 Students

GPA f %
Outstanding 6 2.43
Very Satisfactory 12 4.86
Satisfactory 35 14.17
Fairly Satisfactory 184 74.49
Did not meet expectations 10 4.05
Total 247 100.0
Mean=77.78, SD=3.57, Fairly Satisfactory
Exploring Factors of Mathematics Achievement
This study explored the student – related and teacher – related factors of mathematics
achievement of the students. Questionnaire and FGD were used to gather data.
A. Student – Related Factors of Mathematics Achievement
Careful analysis of the responses of the students to the questionnaire and FGD revealed
the student-related factors of mathematics achievement listed in Table 2.
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Most of the factors found in this study are already found in the literature. Interest was found
to significantly predict mathematics achievement (Mokhtar, 2012; Acharya, 2017). “I am
interested in learning math.” This was the response of one of the students who participated in
the FGD showing that interest is a significant factor of mathematics achievement.
Self-confidence significantly predicts mathematics achievement (Mohd et. Al, 2011). In this
study, students reported that having self-confidence helped them perform in mathematics. One
student wrote, “Kaya po mataas ako sa math dahil nagtiwala po ako sa sarili ko.” Another
student wrote, “Nahihiya po kasi ako. Wala po akong tiwala sa aking sarili.” These responses
of the students show that having self-confidence is very important in achieving in mathematics.
Responses of the students also showed that their attitude towards math is a factor of their
achievement. As written by one student “Gusto ko po kasi yung math.” Mokhtar (2012),
Wekesa (2013), Saad et al. (2014) and Bacabac (2017) found that attitude towards math
significantly predict students’ mathematics achievement.
Motivation, according to Mata (2012) and Gunaseelan & Pazhanivelu (2016), is very
influential to students’ achievement in mathematics. In this study, this factor pertains to
students being motivated for their parents or family. “…para sa aking pamilya…” as responded
by one of the students. This indicates that some students perform better in mathematics
because they are motivated for their parents and family.
Perseverance and commitment is a factor taken from the responses of the students like
“Nagsisikap po ako para matoto sa math” and “Tiyaga ko po upang makuha.” These indicate
that students who persevere are more likely to have high mathematics achievement. According
to Acharya (2018), perseverance and commitment is one of the factors associated with
students’ achievement.
Another factor found that is related to the literature is compliance. In this study, it pertains
to compliance of students to the requirements in mathematics subject. This includes doing
homework, projects, performing performance tasks and even obeying or following the teacher.
“Yung paggawa ko po ng homework, projects at pagpiperform po.”, as written by one student.
This indicates that students believed that compliance to the requirements of the teachers
influence their achievement in mathematics. A synthesis of research by Cooper (1994) and
Pezdek, Berry and Renno (2002), shows that homework could have both positive and negative
effects. However, it was noted that the positive effects of homework outweighed the negative
effects. However, student wrote “ang dami kasing assignment kaya inaantok ako sa klase”.
Homework effort positively predicts maths achievement at the student level and time spent on
homework has a negative influence on maths achievement (Dettmers et al. 2010). Spending
much time on assignments can be a result of high effort, but also of lower cognitive abilities,
missing knowledge, inappropriate learning strategies or missing concentration.
“Pumapasok po ako araw-araw kaya nasusundan ko po yung mga lessons.”, “Yung
pagabsent ko po ay di nakatulong.” These statements of the students reveal that for the
students, absenteeism is a negative factor of their mathematics achievement. Tucker (2014)
states that absenteeism is often linked to low achievement. Tucker also found that
absenteeism is negatively correlated to mathematics achievement. In addition, students
believe that being present everyday contributed to their mathematics achievement.
Class participation in this study was taken from the responses “Nagpaparticipate po kasi
ako.” and “hindi po ako nagpaparticipate.” These show that students perceived class
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participation as a significant factor of their mathematics achievement. Students who have low
achievement believed that it is due to their lack of class participation whereas students who
have higher achievement attributed it to their participation in classes, other stated by
answering teacher’s questions. Literature defined this factor as classroom engagement or
student engagement. Sunawan et al. (2017) found that disengagement negatively predicted
mathematics achievement. In line with this, Lack (2010) contends that participation was greatly
influenced by peer interactional tendencies that either promoted or impeded productive
contributions, as well as teacher interactions that helped to offset some of the problems related
to unequal access to participation.
“Nagrereview po ako sa bahay” and “and nag-aaral po” These responses of the
participants both in the FGD and questionnaire show that the students perceived study habits
as a significant factor of their mathematics achievement. Another student wrote “hindi po kasi
ako nagrereview kaya mababa ako sa mga test” which reflects that poor study habits led to
poor mathematics achievement. Literature is rich in terms of the significant influence of study
habits to students’ mathematics achievement. Recently, Bacabac (2017) found that study
habits significantly predict the mathematics achievement of the students.
Another factor found in this study is peer support. “Tinutulungan po ako ng mga kaibigan
ko.” And “Nagtatanong po ako sa kaklase ko sir tapos tinutulungan po ako.” These responses
of the students show that support of their friends and classmates significantly contributed to
their mathematics achievement. This factor is also found to significantly affect mathematics
achievement of students in the studies of Mokhtar (2012) and Kiwanuka et al. (2015).
Students’ responses also showed family support as a factor of mathematics achievement.
“Nagpaturo po ako kay lolo ko.” This means that support from any member of the family was
perceived by students as helpful in achieving in mathematics. Recent studies just like that of
Kiwanuka et al. (2015) and Acharya (2018) support that parental factors predict mathematics
achievement of the students.
“Nakatulong po talaga yung panonood ko ng video sa youtube.”, “Panonood ko po ng
Mathinik”, “Sa google po nagsesearch ako at nanonood ng tutorial.” These statements of the
students reveal that technology aided learning by themselves is a significant factor to their
mathematics achievement. Kahrmann (2016) showed the efficacy of math video tutorials on
student perception and achievement in mathematics.
“Nagtatanong po ako kay sir ‘pag ‘di ko po naiintindihan.” This response from the students
reflects that they perceived asking questions as a significant factor of their mathematics
achievement. Anderson et al. (2006) included asking questions as one of the mathematics
classroom activities that contribute to one of the factors of mathematics achievement in their
study which was instructional practice.
“I’m not smart in math.” And “Hindi ako masyadong magaling sa math.” Two of the
statements that pertain to the low math self-concept of the students. Mathematics self-concept
according to Erdogan and Sengul (2014) is student ratings of their skills, ability, enjoyment
and interest in mathematics. Lee and Kung (2018) found that prior math self-concept
significantly predicted subsequent mathematics achievement.
Mathematics anxiety has been defined as ‘‘feelings of tension and anxiety that interfere
with the manipulation of numbers and the solving of mathematical problems in a wide
variety of ordinary life and academic situations (Richardson et al., 1972). In the current study,
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responses like “natatakot po ako kapag math na” and “kinakabahan ako” show that students
perceived mathematics anxiety as a factor that hinders their mathematics achievement. Kundu
and Kar (2018) found that there is a significant and negative relationship between student’s
mathematics achievement and their mathematics anxiety. Similarly, Siebers (2015) concluded
that students who have high mathematics anxiety tend to have low mathematics achievement.
“Nakikipagdaldalan po ako sa katabi ko.” and “Madaldal po kasi ako.” These responses show
that being talkative was perceived by the students to negatively influence their mathematics
achievement. On the contrary, according to Bryan (2016) talkativeness explains the variances
in achievement levels among young children. In addition, Sedova et al. (2019) stated that the
results confirmed a strong link between a given student's talk time and number of utterances
featuring reasoning and that student's achievement. These contradicting results may be due
to the fact that talkativeness in this study pertains to students talking while class discussion is
going on. In this way, students lack focus that led to their poor achievement.
O’Connor and Paunonen (2007) as cited by Viari et al. (2012) contend that the personality
traits that predict academic achievement are perseverance, conscientiousness and
talkativeness.
Another factor found in the study is comprehension of English language. Students wrote “hindi
ko po kasi maiintindihan ang English na salita sa math” and “nahirapan unawain ang tanong
dahil English”. These suggest that students’ reading comprehension is a significant factor of
mathematics achievement. Goforth (2013) concluded that reading achievement significantly
predict mathematics achievement. In the same manner, findings of the studies of Akbash and
Sahin (2016) and Acharya (2017) reveal that there is a correlation between reading
comprehension results and student success in math classes. It also indicates that reading
comprehension contributes positively or negatively to the success results in math. On the
contrary, Imam et al. (2013) concluded that the poor mathematics performance could be
explained by other factors not related to reading comprehension skills.
Concentration, in this study was reported by the students by stating “hindi kapagfocus” and
“nagdo-drawing sa notebook”. These suggest that students lack focus during class
discussions and they perceived it as a negative factor of their mathematics achievement.
According to Gunaseelan and Pazhanivelu (2016), the challenges of mathematics learning for
today’s education is that it requires disciplined study, concentration and motivation.
Another statement worth noting for is, “Minsan masakit tiyan ko kaya ‘di ko po magets.” and
“Puyat po kasi ako.” From this, the factor health and nutrition was taken. Acharya (2018) noted
in his study that health and nutrition is one of the significant predictors of mathematics
achievement. Poor health condition would hinder students’ learning.
The last student-related factor to affect students’ mathematics performance as reported by
the students is playing computer games. “Nagko-computer po ako naglalaro kaya ‘di po
nakapag-aral.” and “Naglalaro sa computer” These responses reveal that playing computer
games is a factor that students believe to hinder their mathematics achievement. Ibanez et al.
(2008) believed that computer gaming may decrease the opportunities for exploring and
developing not only cognitive ability but also physical, social, and emotional skills. However,
recent study of Gnambs et al. (2018) found that playing computer and video games can result
in a noticeably, albeit small, loss of educational returns, but it does not affect basic
competences in mathematics or reading.
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Table 2 Student-Related Factors of Mathematics Achievement

Student – Related Factors
• Interest Family support
• Self-confidence Technology aided learning
• Attitude towards math Asking questions
• Motivation Math self-concept
• Perseverance and commitment Math anxiety
• Compliance (e.g. doing Homework, project,
etc.) Talkativeness
• Absenteeism Comprehension of English
language
• Class participation Concentration
• Study habits Health condition and nutrition
• Peer support Playing computer games
B. Teacher-Related Factors of Mathematics Achievement
Table 3 presents the teacher-related factors of mathematics achievement that are

themed as found in the literature and as analyzed by the researcher.
The first factor that students reported as factors of their mathematics achievement is
teacher character traits. This includes kind, strict, energetic, cheerful, hardworking, patient,
confident and responsible. Students responses like “Masigla kasi si sir.”, “Masiyahin si sir kaya
nagaganahan kaming makinig sa kanya.”, “mahaba yung pasensya”, “strikto si sir sa amin,
nakatulong talaga yun” and “mabait” were the bases of these characters. Students perceived
these traits of their teachers as significant factors for their mathematics achievement.
However, literature focused on teacher’s quality as factors of mathematics achievement. The
researcher only found that of Jameel et al. (2016) in terms of strictness while teaching as a
positive factor of mathematics achievement.
Humor was reported by the students to positively affect their mathematics
achievement. “nagpapatawa” and “pagpapatawa ni sir, na-iinspire kami pumasok” These were
just some of the responses of the students. Ngussa and Mbuti (2017) conclude that the more
the use of humour in teaching, the better the attitude and mathematics achievement. Results
in the study of Makewa et al. (2011) indicate that the use of humour in teaching is generally
good and that there is a significant, moderate relationship between the use of humour and
students’ rating of teachers’ effectiveness.
“ ‘di po nakatulong yung ‘pag galit na si sir, nakakatakot” and “ ‘pag galit si sir, di na po
nakatulong sa amin yon” These responses formed the factor teacher’s anger negatively affects
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students’ mathematics achievement. Ruiz (2016) confirms that teachers’ positive emotions
provoke positive effects, while negative emotions provoke negative effects. However, van
Doorn et al. (2014) found that instructor anger can enhance students’ performance.
Students’ also reported that when they are motivated by their teacher, they perform
better. Students responded “Sabi ni ma’am mag-aral daw po ako ng mabuti para
makapagtapos ako” and “Sabi ni ma’am humabol daw po ako kasi pwede pang humabol, ayon
humabol ako at nakapasa.” Acharya (2017) and Mata et al. (2012) found that teacher
motivation towards students plays a significant role in their achievement. Students also
reported that the teaching methods and strategies utilized by their teacher affect their
mathematics achievement. As their responses, “Noong nagpalaro ka sir. Nakatulong po iyon.”,
“yung pinagamit niyo po kami ng mga materials sa pag-add at subtract ng integers sir” and
“Yung kanta po sir, yung integer songs po nakatulong po.” The use of varied learning activities
was perceived by the students as significant factor of their mathematics achievement. The
manipulatives and integer songs were used by the researcher when he taught the students
the integer operations. Analysis of their scores in the test of the lesson showed that their
performance is better than their performance in the lessons where the researcher taught them
with just traditional teaching method. Wekesa (2013) and Acharya (2017) support that the use
of varied learning activities and teaching methods and strategies significantly affect students’
mathematics achievement. Meanwhile, code-switching as a teaching method was found by
the students to be a factor of their mathematics achievement. They wrote “tinatranslate po ni
maam, at nauunawaan ko po” and “Nakatulong po yung nagtatagalog si ma’am, nauunawaan
ko po” According to Yusob et al. (2018), code-switching is defined as the use of more than
one language in the same speech. Jingxia (2010) found students to be more conscious
of code-switching that occurred in the classroom than teachers. Yusob et al. also highlighted
a significant relationship between code-switching and learning satisfaction used in the math
classroom. On the other hand, good explaining strategy also positively affects students’
mathematics achievement. Students’ responses “Magaling si sir mag-explain, na-uunawaan
ko po talaga.” and “Inuulit-ulit ni sir ang pag-explain”, and “maayos na pagpapaliwanag”
indicate that students’ also attributed their mathematics achievement to the explanation
strategy of their teacher. Explaining strategy requires skills and is influenced by a number of
factors. As a result, Odora (2014) stated that teacher trainers should devote more time training
student teachers in explanation skills during their initial teacher training. Meanwhile, the
collaborative learning strategy was derived from the statements of the students “nong
naggroupings tayo sir” and “Nakatulong po yung group activity sir”. This tells that collaborative
learning contributes positively to the students’ mathematics achievement. Studies of Hossain
and Tarmizi (2012), Zakaria et al. (2010), and Karali and Aydemir (2018) confirm that
cooperative learning is effective in improving students’ attitude and achievement of students
in mathematics.
Teacher competence positively affect mathematics achievement as reported by the
students. “Magaling si sir sa math kaya natuturuan niya kami ng maayos”. Findings of the
study of Ochieng et al. (2016) revealed positive correlations between; teacher educational
qualifications with mathematics performance, teacher training with mathematics performance,
and teacher experience with mathematics performance. Hill et al. (2005) and Naz (2016)
found that teachers’ mathematical knowledge and professional competence were significantly
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related to students’ mathematics achievement. Lauchande et al. (2017) claim that teacher
competence could be one of the few factors that deliver quality education.
“’pag nagtuturo si sir, alam na alam niya yung tinuturo niya.” This response of the
students shows that mastery of content is a significant predictor of mathematics achievement.
In the same vein, Acharya (2018) concluded that mastery of content significantly predicts
mathematics achievement of the students. However, Odumuso et al. (2018) found that there
is no significant effect of mathematics teachers’ content knowledge on students’ academic
achievement in algebra.
Yelling at students factor was taken from the responses of the students like “pagsisigaw
ni maam ‘di po nakakatulong yun”. This result reveals that yelling at students negatively affect
students’ mathematics performance. In line with this, Romi et al. (2011) stated that previous
studies have shown that teachers’ aggressive classroom management impacts negatively on
students. Similarly, Maxwell (2019) wrote that research by psychiatrists at Harvard Medical
School showed that yelling and verbal humiliation can permanently alter the brain structure in
children.
“Mabilis siya magturo”, “mabilis mag-solve” and “mabilis magsalita” These responses
of the students created the factor teaching too fast. And according to the students, teaching
too fast negatively affects their mathematics achievement. In the study of Norton and Zhang
(2013), students illustrate that their teacher “teaches too fast and sometimes it is too hard and
we do not understand”. This suggests that teaching too fast causes students not to understand
the lesson which will eventually results to poor mathematics achievement.
Teaching more than one lessons in a day was derived from the students’ response
“maraming tinuturo sa isang araw, nakakalito”. This shows that giving more than one lessons
in a day hinders students’ mathematics achievement. In addition, students responded
“paibaiba yung tinuturo ni ma’am araw-araw, nakakalito”. This indicates that students
perceived different lessons everyday as a negative factor of their mathematics achievement.
Finally, students perceived teacher’s workload as a factor that negatively influenced
their mathematics achievement. They wrote “’di na nakapagturo si sir kasi ang dami niyang
ginagawa”. The study of Ayeni and Prince (2018) found that teachers’ high workload impacted
negatively on teachers' instructional tasks performance and students' academic performance.
Likewise, the study of Gwambombo (2013) revealed that teachers’ workload is heavy and has
negative effect on students’ academic performance in community secondary schools.
Table 3 Teacher-Related Factors of Mathematics Achievement

Teacher – Related Factors
Character traits Teaching methods and strategies
A. Use of varied learning activities (e. g. use of
A. Kind
songs, manipulatives, games, etc.)
B. Energetic B. Code-switching
C. Strict C. Good explaining strategy
D. Cheerful D. Collaborative learning strategy
E. Positive Teacher competence
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F. Hardworking Mastery of content

G. Patient Yelling at students
H. Confident Teaching too fast
I. Responsible Teaching more than one lessons in a day
Humor Teaching different lessons everyday
• Teacher’s anger Workload
• Motivation towards students
C. Other Factors of Mathematics Achievement
The study also found other factors that students perceived to affect their mathematics
achievement.
Table 4 presents that students’ reported curriculum as a factor of their mathematics
achievement. According to An drietti and Su (2018), curriculum reform improves students' test
scores on average, such benefits are more pronounced for wellprepared students. In contrast,
less-prepared students do not seem to benefit from the reform.
Last factor students found to imp act their mathematics achievement was the
classroom learning environment. According to the students, “maingay po kasi kaya ‘di po ako
nakakarinig ng maayos.”. This shows that poor learning environment negatively impacted
students’ mathematics achievement. The result of the study of Shamaki (2015) shows that
there is significance difference between the mean performance of students taught in an ideal
learning environment and that of students taught in a dull learning environment. Kiwanuka et
al. (2015) also found that class climate significantly predicts students’ mathematics
achievement. However, Tosto et al. (2016) contend that intrapersonal factors have direct
relationships with achievement and were found to mediate the relationship between perceived
classr oom environment and mathematics performance.
Table 3 Other-Related Factors of Mathematics Achievement

Other – Related Factors
Curriculum Learning environment
Conclusions
The study determined the level of mathematics achievement of the Grade 7 students and the
student-related and teacher-related factors that positively and negatively affecting it. It is then
concluded that the Grade 7 students exhibit fairly satisfactory level of achievement in
mathematics. Furthermore, the study concludes that student-related factor of Mathematics
achievement include interest, self-confidence, attitude towards Math, motivation,
perseverance and commitment, compliance, attendance, class participation, study habits,
peer support, family support, technology aided learning, asking questions, math self-concept,
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math anxiety, talkativeness, English language comprehension, concentration/focus, health

condition and nutrition, and computer gaming. In addition, teacher-related factors of students’
mathematics achievement include traits such as being kind, energetic, strict, cheerful, positive,
hardworking, patient, confident and responsible. The study also concludes that teacher’s
humor, motivation towards students, competence, mastery of content and teaching methods
and strategies such as the use of varied learning activities (e.g. songs, manipulatives, games,
etc.), code-switching, good explaining strategy, and collaborative learning positively contribute
to their Mathematics achievement. However, teacher’s anger, yelling at students, teaching too
fast, teaching more than one lessons a day, teaching different lessons everyday and workload
were reported by the students as factors that negatively influenced their Mathematics
achievement. Finally, the study concludes that curriculum and noisy learning environment
were other factors found to negatively impact mathematics achievement.
Recommendations
Results of the present study yielded the following recommendations:

Students are encouraged to engage in school-related activities such as sports and
contests that would expose themselves in school thereby helping them develop
selfconfidence. Moreover, they are recommended to practice basic mathematical skills at
home instead of staying with their cellular phones. In addition, students should allot a time to
study at home. This would prepare them for the classes thereby increasing the possibility of
their class participation. Students are also encouraged to ask questions. This clears their
minds with the things they do not understand. Finally, students should be aware that student-
related factors outweighed the teacher related factors of their mathematics achievement. This
means that they take heavier account of the amount of learning they gain every day.
Parents and other family members are recommended to continually get involved in their
child’s education. Giving simple reminders to their child to do home works and comply with the
teacher’s requirements would keep their child on track. Furthermore, parents are strongly
encouraged to limit their child’s computer gaming time as the study found that it negatively
affected their child’s mathematics achievement.
Mathematics teachers are recommended to possess positive traits such us being cheerful,
confident and positive for these traits are found by students to positively impact their
mathematics achievement. In addition, they are encouraged to insert humor, from time to time
but not most of the time. Mathematics is perceived by many, if not most, as a boring subject.
In this way, students would be more attentive and that they would enjoy your maths classes,
and learning would be somewhat easy. Moreover, teachers should employ varied
learnercentered strategies such as the use of songs, manipulatives and games. Students
enjoy these activities. For the benefit of other students, teachers are also encouraged to
maintain their natural use of code-switching as a teaching strategy. Teachers are also
reminded to lessen the use of aggressive behavior as their classroom management technique.
Finally, teachers are encouraged to attend seminars and trainings that would enhance further
their competence, mastery, and quality as passionate educators.
For the curriculum planners and the Department of Education, an in-depth revisit of the
curriculum guide may be done to lessen the number of competencies students need to learn
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for a certain quarter. Our average Filipino learners found it difficult to master all. In addition,
additional programs that aim to promote students’ confidence, attitude and self-concept in
Mathematics may be devised and implemented to help our students. Lastly, Mathematics
teachers’ trainings that focus more on utilization of learner-centered teaching strategies may
be held to help teachers master their skills in devising appropriate learner-centered teaching
strategies.
Future researchers are recommended to undertake a similar study covering a wider scope.
Samples may be extended to Grades 8 to 10 and even senior high school students while data
gathering may be done through interviews, classroom observations, and other tools not utilized
in the present study. Moreover, future researchers may explore factors of mathematics
achievement from parents’ or stakeholders’ perspectives.
References
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and Barry Anderson (2006). Student and School Correlates of Mathematics
Achievement: Models of School Performance Based on Pan-Canadian Student
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29, No. 3 (2006), pp. 706-730.
Bacabac, M. A. A. (2017). Predictors of Success of Mathematics Achievement of High
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Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners.
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Achievement" (2016). Doctor of Education in Teacher Leadership Dissertations.
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Kiwanuka, Henry & Damme, Jan & Van den Noortgate, Wim & Anumendem, Dickson &
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Exploring Factors of Mathematics Achievement

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INSTABRIGHT e-GAZETTE

Exploring Factors of Mathematics Achievement from Students’

Keywords: factors, student-related, teacher-related, Mathematics achievement, students’

Undeniably, mathematics achievement of students plays an important role in their future

1. What is the level of the Mathematics achievement of the Grade 7 students?

Scope and Limitation of the Study

Defining the Level of Mathematics Achievement of Students

Table 1 presents the level of mathematics achievement of the Grade 7 students. As

mathematics proficiency and performance level of Grade 9 students was described as

Table 1 Level of Mathematics Achievement of Grade 7 Students

Very Satisfactory 12 4.86

Fairly Satisfactory 184 74.49

Did not meet expectations 10 4.05

Total 247 100.0

Mean=77.78, SD=3.57, Fairly Satisfactory

Exploring Factors of Mathematics Achievement

A. Student – Related Factors of Mathematics Achievement

Table 2 Student-Related Factors of Mathematics Achievement

B. Teacher-Related Factors of Mathematics Achievement

Table 3 presents the teacher-related factors of mathematics achievement that are

Table 3 Teacher-Related Factors of Mathematics Achievement

F. Hardworking Mastery of content

C. Other Factors of Mathematics Achievement

Table 3 Other-Related Factors of Mathematics Achievement

math anxiety, talkativeness, English language comprehension, concentration/focus, health

Results of the present study yielded the following recommendations:

Andaya, O.J.F. (2014). Factors that affect mathematics achievements of students of

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