Table of Contents

Chapters

I THE PROBLEM AND ITS BACKGROUND

Background of the study

Theoretical Framework

Conceptual Framework

Statement of the Problem

Research Hypothesis

Scope and Limitation of the study

Significance of the study

Definition of Terms

II REVIEW OF RELATED LITERATURE AND STUDY

Interest in Mathematics

Study Habits

Teacher’s Personality Traits

Teaching Skills

Instructional Materials

Other factors

III RESEARCH METHODOLOGY

Research Design

Subject of the Study

Research Instruments
Research Procedure

Statistical Treatment of Data

 Model of Mastery Learning In Mathematics
Among Grade 9 Students of Selected
Secondary Schools

James Russell S. Abellar

A MASTERS THESIS SUBMITTED TO

THE FACULTY OF THE COLLEGE OF GRADUATE STUDIES, SULTAN KUDARAT

STATE UNIVERSITY, ACCESS, EJC MONTILLA, TACURONG CITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE

MASTER OF ARTS IN TEACHING MATHEMATICS

MAT- MATHEMATICS
2020
 Chapter I
THE PROBLEM AND ITS BACKGROUND

A. Background of the study

A good educator prepares children to meet successfully with life in today’s society.
The quality of teaching and learning in mathematics is a major challenge for educators.

Mathematics has become part of our daily lives. It is all around us. It perceives life
at any age, in any circumstances. The values go beyond the classroom and the school.
In the New Book of Knowledge, “it is used in many ways from figuring out how much
money we are spending or saving, in remembering phone numbers and addresses, in
designing bridges and airplanes, in controlling traffics and in keeping nuclear reactors
working. All of these require mathematics that was developed as someone mathematical
games.” With mathematics, one can create a set of consistent rules and regulations and
proceed by logical reasoning to invent and play a game.

Mathematics is one of the most important school subjects in the curriculum

worldwide. It is a subject that has direct relationship with other subjects, particularly
technical and sciences. Mathematics plays an important role in human life. It is an
essential tool that can be used to improve life. However, nowadays especially in a
classroom situation, one cannot deny the fact that mathematics is the most hated subject
particularly by high school students. Some researchers found out that the main reason of
students’ low proficiency in Mathematics is their attitude towards the subject which they
viewed and perceived as a boring and difficult one.

Teaching mathematics is not only concerned with the computational know- how of
the subject but is also concerned with the selection of the mathematical content and
communication leading to its understanding and application. So, in teaching mathematics,
one should use the teaching methods, strategies and pedagogic resources that are much
more fruitful in gaining adequate responses from the students. The good mastery of
learning strategies makes learning process more interesting and efficient.
 Mastery Learning endorses the belief that all students can learn and achieve the
same level of content mastery when provided with the appropriate learning conditions
(including time) (Bloom, 1971). Mastery is defined in terms of a subject’s objectives and
achievement of a prescribed level of performance, or competency, in (criterion-
referenced) tests. This level of performance is usually 75 or 80% of the marks available
for the „mastery‟ test. There is little or no delay between marking and feedback, and
students failing to meet the mastery level are provided with remedial activities before a
second attempt at achieving mastery. The process may be repeated (theoretically, as
many times as required to demonstrate mastery, but practically, and in the current
implementation, three times). However, Mastery Learning is not a recent innovation, but
it is ideally suited to undergraduate mathematics education given its frequently
hierarchical structure. It is particularly suited in the case of under-preparedness as it has
the capacity to deal with individual learner differences.

In addition, the school maintain safe environment for students, more positive,

challenging environment and have the best satisfaction place for parents, communities,

learners and educators. The cleanliness condition and healthy environment play a

significant role in successful teaching and learning process. Ramli and Zain (2018)

pointed out three important factors which affect students’ academic achievement like

system management, learning environment and infrastructure. The school physical

infrastructure was a basic key to success and helpful for real teaching learning process

of a schools. It was the central focus of the school infrastructure that it helps to increase

the students’ attendance rate, enhance motivation within the school staff and enhance

the performance of students. The improved achievement associated with more adequate

and well- spaced classroom and adequate laboratories.

As an educator, teachers need to recognize the different causes of negative

attitudes of the students and their poor mastery learning towards mathematics. Moreover,
it is necessary that teaching should become more creative and flexible to give students a
chance to demonstrate what they actually know.

A number of teaching and learning methods have been developed and utilized to
address students’ anxiety and poor mastery learning in Mathematics. Mathematics
teachers should incorporate motivational activities in their lessons and the use of
computer (ICT) in their class discussions to engage students and/or catch their attentions
(Balala, 2016).

In this study, the researcher would like to identify those factors that can affect the
Mastery of learning of the Grade 7 students using Multi- Regression Analysis.
 A. Conceptual Framework of the Study

The paradigm in figure 1 shows the conceptual framework of this study. It shows
that there are two variables under study: the Independent variables (Factors) and the
Dependent Variables (Mastery Learning in Math) and these variables was identified using
models.

This study was to determine whether there are significant relationships among
factors and their mastery learning in mathematics.

The factors that can affect the mastery of learning of grade 7 in mathematics will
be determine using the multi-regression analysis. It is from these variables that the
conclusions and recommendations of this study will be derived.

INDEPENDENT VARIABLES

FACTORS
- Intellectual Interest
- Teaching Skills/ skills
- Attitudes towards Math
- Household Cores
- Class Size/Population
- Sex and Age
- Parents Educational Background
- Daily Study Hour
- Family Involvement/ Financial Support
- Teacher’s Personality Traits
- Instructional Materials used by the teacher
- School Distance
- Study Habits
- School Facilities
- Medium of instruction used by the teacher

DEPENDENT VARIABLES

Student’s Mastery of Learning in Math

Figure 1. CONCEPTUAL FRAMEWORK OF THE STUDY

 The learner is the subject of schooling process. The teacher is accountable only in
so far as what the learner brings into the learning situations. The student himself affects
his performance academically.

Teachers have a great influence in the students’ outlook of life. Teachers play the
key role in the students’ acquisitions of knowledge. However, both teacher and student
are partners in learning process.

Satisfaction with the faculty had the strongest influenced on the academic
performance of the students. With conducive setting of learning, the learners will be more
motivated to study.

Parental involvement has great impact to students’ academic achievement.

Parental involvement is generally referred to as parents’ participation in their children’s
education with the purpose of promoting their academic and social success.
 B. Statement of the Problem

This study will determine the factors that can affect the mastery learning of
selected grade 7 students in the Municipality of Lambayong in mathematics.

Specifically, this study endeavored to answer the following questions:

1. How does the Parent’s Involvement affect the mastery of learning of the
students in Mathematics 7?
2. How does the age and sex affect the mastery of learning of the students in
Mathematics 7?
3. How does the study hour and Attitudes towards Math affect the mastery
learning of the students in mathematics 7?
4. How does the medium of instructions used by the teacher affect the mastery
learning of the students in mathematics 7?
5. How does the instructional materials used by the teacher affect the mastery of
learning of the students in mathematics 7?
6. Is there any correlation of Parent’s Educational background in the mastery of
learning of the students?
7. Do teacher’s skills and personal traits as factors affecting students’ mastery of
learning differ across respondent’s educational status?
8. Is there a correlation between distance from home to school and Class
size/population and student’s mastery of learning in mathematics?
9. Is there a correlation between school facilities and student’s mastery learning
in mathematics 7?
C. Hypotheses

The Researcher was guided by the following hypothesis:

1. There is no significant relationship between the factors and the mastery of

learning of grade 7 students in mathematics.
1.1 Intellectual Interest;
1.2 Attitudes towards Math;
1.3 Daily Study Hour;
1.4 Medium of Instructions;
1.5 Family Income/Involvement;
1.6 School Distance/ Class Size;
1.7 Sex and Age;
1.8 Parents Educational Background;
1.9 Teacher’s qualification/ Methods
1.10 Teacher Personal Traits;
1.11 School facilities and
1.12 Instructional Materials.
Significance of the Study

The subject which most frequent poor mastery of learning of the students is
mathematics. The role of the educational institution is to accomplish significant
achievement in the life of the students. It is expected that schools possess the background
necessary to interpret the changes taking place in the society.

School Administrator

This research may serve as the basis for school administrators to plan and
prepare guidelines for improving and understand the real situations in their school which
enable them to provide the teachers opportunities to improve their teaching skills through
trainings, workshops, seminars, peer tutoring, and further studies and conferences that
enrich the mastery of learning of the students affected by the different factors.

Teachers

The outcomes of this study will give insights to the educators in carrying out their
mission to have a better performance. This will also serve as a guide for educators in
improving their field of work. Increasingly, this study will also motivate the students as
well as the teachers on how to face the challenges affecting the mastery of learning in
mathematics with the different factors.

Parents

Parents will know and realize how important the involvement of parents for their
children academic performances is.

Students

This study awakens and enlightens the students on the importance of possessing
numerical abilities that is emphasized in Mathematics subject and develop their mastery
of learning.

Moreover, this study is of utmost importance to the Grade 9 junior high school
students in dealing with solving mathematical problem. The results of this study will also
guide them in acquiring purposive knowledge and skills that are applicable to their daily
living. And we found out the main factors of poor mastery of learning in mathematics
among grade 9 junior high school students of Madanding National High School.

Researcher

The results of the study will serve as guide and basis on how to improve the
students’ performance in Mathematics and any other subjects.

Future Researchers

The study will provide them with information they need for their future
researches.

Finally, the results of this study will make educators better aware of their teaching
strategies and methods as expected from them and will contribute to a better and more
effective supervision and application of mathematical instruction. And propose the ways
of addressing the factors to improve the performance in mathematics.
Scope and Delimitation of the Study

This study is firstly concerned with factors that can affect the mastery of learning
of grade 9 students in mathematics.

This study is focus only to the Grade 9 Students of the selected Secondary Schools
of Lambayong for school year 2019 – 2020 with a purpose of finding out whether or not
their factors affects the mastery learning in mathematics.

Figure 2. MAP OF THE MUNICIPALITY OF LAMBAYONG

 Chapter II

Review of Related Literature

This chapter presents review of works related to the topic.

The deteriorating performance of Filipino students in the national and international

mathematics tests for the last decade has become a major challenge to Philippine

education. The Department of Education attributed this problem to students’ poor reading

comprehension and poor performance in mathematics. It is evidently seen that there is

poor performance in mathematics among junior secondary school students. The causes

of this problem are many and cut across all stakeholders in education. In other words, the

causes of poor performance in mathematics among junior secondary school students

emanates from the schools, students, teachers as well as in the environment. But in the

past many efforts were made to bring a lasting solution to this problem.

TEACHING SKILLS

Effective teachers are the most important factor contributing to student

achievement. Although curricula, reduced class size, district funding, family and

community involvement all contribute to school improvement and student achievement,

the most influential factor is the teacher. Choosing effective teachers is critically important

for schools trying to improve their performance. The teachers, being the focal figure in

education, must be competent and knowledgeable in order to impart the knowledge they

could give to their students. Good teaching is a very personal manner. Effective teaching

is concerned with the student as a person and with his general development. The teacher

must recognize individual differences among his/her students and adjust instructions that
best suit to the learners. It is always a fact that as educators, we play varied and vital

roles in the classroom. Teachers are considered the light in the classroom .

Tomlinson (1999) stated that teachers can differentiate content, process, and/or

product for students. Differentiation of content refers to a change in the material being

learned by a student. For example, if the classroom objective is for all students to subtract

using renaming, some of the students may learn to subtract two-digit numbers, while

others may learn to subtract larger numbers in the context of word problems.

Differentiation of process refers to the way in which a student accesses material. One

student may explore a learning center, while another student collects information from the

web. Differentiation of product refers to the way in which a student shows what he or she

has learned. For example, to demonstrate understanding of a geometric concept, one

student may solve a problem set, while another builds a model.

http://www.teachervision.fen.com Authentic assessment, cooperative learning,

inclusion – discover a vast range of current articles about teaching methodologies, ideal

for all grades. Diversify your teaching strategies by implementing service-learning

projects and integrating technology in your classroom. These resources will help you gain

the experience and expertise you need to become a successful teacher, whether you're

a new teacher or have been teaching for many years.

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

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.

Rhodes and Bellamy (1999) stated that a teacher tells, a facilitator asks; a teacher

lectures from the front, a facilitator supports from the back; a teacher gives answers

according to a set curriculum, a facilitator provides guidelines and creates the

environment for the learner to arrive at his or her own conclusions; a teacher mostly gives

a monologue, a facilitator is in continuous dialogue with the learners

Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment,

which is a way of assessing the true potential of learners that differs significantly from

conventional tests. Here the essentially interactive nature of learning is extended to the

process of assessment. Rather than viewing assessment as a process carried out by one

person, such as an instructor, it is seen as a two-way process involving interaction

between both instructor and learner. The role of the assessor becomes one of entering

into dialogue with the persons being assessed to find out their current level of

performance on any task and sharing with them possible ways in which that performance

might be improved on a subsequent occasion.

Daily Study Hour

According to Professor Palm Beach of the University of California postulated the

Palm Beach study time learning theory in 1864 explains that study time is a useful tool

for predicting, and controlling learning outcomes behaviors. It provides a basis for the

impact of study time on student’s learning outcomes. The theorist stated that academic

achievement is a function of the time spent on a task needed to complete the task. The
theory further stated that students nowadays are spending less time studying than they

use to in the past. According to a recent report, average students in the University of

California doing a four year University programme of study used about 24 hours a week

and hit the books for just 14 hours, less than they use to do in the past.

PARENTS EDUCATIONAL LEVEL

Sarigiani (1990) noted that parental educational level or attainment has been found

to be significantly related to the educational attainment of their children in both rural and

national samples. This study also had two levels of judging educational level. The two

levels are some college or below to college graduates and above. As with the case

previously, the children of more educated group tended to have higher aspirations and

higher education plans.

Both of these students help illustrate that those children from parents with higher

education levels tends to do better than the less advantaged group. Children in turn are

then disadvantaged when their parents have a lower education as well. It may form a

cycle of uneducated family members.

INTEREST

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

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

mathematical 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.

http://www.springerlink.com/content/08272762649018lx/ In this article, present

results of an empirical study with 500 German students of grades 7 and 8. The study

focused on students' mathematics achievement and their interest in mathematics as well

as on the relation between these two constructs. In particular, the results show that the

development of an individual student's achievement between grade 7 and grade 8

depends on the achievement level of the specific classroom and therefore on the specific

mathematics instruction Interest in mathematics could be regarded a predictor for

mathematics achievement Moreover, our findings suggest that the students show hardly

any fear of mathematics independent of their achievement level.

Hanson, Katherine (2009) stated that an exploration of girls’ learning styles,

attitudes, and behaviors in math classes that also shows the importance of analyzing the

curriculum and attitudes of teachers when attempting to understand girls’ relation to math.

It attempts to discover ways to increase girls’ interest and achievement in math. It

concludes with 15 practical recommendations for the improvement of math education for

girls.

Davis-Kean (2000) analyzed how parents' values and attitudes affect children's

math performance and later interest, and how these attitudes vary by the child's gender.
They used data from a longitudinal study of more than 800 children and a large group of

their parents that began in 1987 and continued through.

STUDY HABITS

Study habit is the daily routine of students with regards to their academic duties and

responsibilities. Each student has his own study habits varying on his preferences with the place

and time of studying, techniques in studying and more. It will depend upon the person if he will

not get bored to browse notes and can procrastinate (postpone doing something) the distractions

such as social networking, media exposure, gaming addiction and more. Studying not only

prepares a student to excel in a class but reinforces the lessons already taught. Studying

reawakens the lectures and reading materials. Studying is merely reviewing and committing to

memory new information. The extent of student's learning in academics may be on the grades a

student earns for a period of learning has been done. It is believed that a grade is a primary

indicator of such learning. If a learner earns high grades it is concluded that they may also have

learned a lot while low grades indicates lesser learning. However, the one who facilitated the

learning process should be the teacher and the teacher will also help in understanding better the

diversity of learning of their students.

Study habit is buying out a dedicated scheduled and un-interrupted time to

apply one’s self to the task of learning. Without it, one does not grow and becomes

self –limiting in life. Study habits tell a person that how much he will learn and how far

he wants to go, and how much he wants to earn. These all could be decided with the

help of one’s study habits, throughout the life.

 Steinberger & Wagner (2010) 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.

Simmons (2002) note that "good writing spawns from a close understanding of text

and great writing result from an interactive analysis and fluency with our reading." He

adds that inadequate writing is a direct result of inadequate reading and studying.

Postgraduate students are scholars in training and have the responsibility of becoming

prolific and critical writers in their disciplines and careers. The spirit of responsibility and

integrity are vital to the study habits of postgraduate students.

Richardson et al (2010) compared college students who are deaf and hard of

hearing in mainstreamed classes with hearing peers. In both studies, the students who

are deaf had comparable study behaviors to those of their hearing peers. Similarly, both

studies employed a survey design that precluded the researchers from obtaining in-depth

knowledge of participants' skills, and in particular, their use of notes as a study text. These

studies are similar to several others that attempt to survey the study habits of normal

hearing students.
 Fielden (2014) states that good study habits help the student in critical reflection

in skills outcomes such as selecting, analyzing, critiquing, and synthesizing.

Parental Involvement

Parental involvement is needed in adolescent stage in monitoring the performance

of their students at school and in home. Parental involvement is the number one reason

of the student’s motivation and if student will see that their parents pay less attention in

their academic performance a usual response of the student is an attitude of

procrastination. According to the 1st stage of Erik Erikson’s theory the parents are the

basic source or foundation of trust an individual can create to his/her environment. Parent

involvement in school is needed because according to the study of Chavkin et.al. (1993)

that parent involvement – or school and family connections – is a component of effective

schools that deserves special consideration because it contributes to successful family

environments and more successful students. In addition parental involvement are the

stimuli that serves so as student will avoid procrastination and contributes to efficient time

management, learning skills and study techniques of the students. Parental monitoring is

needed so that student will feel that they need to do their best because their parents put

a great value in their studies. Furthermore it is the best influence of the parents to their

students to give their best in their studies.

TEACHER PERSONALITY TRAITS

Harmony is a wonderful personality trait of a teacher! Teachers need to have the

ability to see both sides of an argument, and be open to listening with an open heart to

both parties. I feel that when you argue with someone you should try and keep it to the

minimum, and steer them towards harmony and happiness. Teachers bring the good out
in students fighting by making them talk about down-to-earth things, things which matter

to everyone and they can come to a single agreement on!

Personality factor of values and feelings according to the study of Natalie

Rasmussen (2011) is concerned with the affective domain that includes maintaining a

positive attitude, believing one has control over what happens to oneself in school, and

effectively managing stress and anxiety. This factor is important in the part of the teacher

since teachers are the second parent of the students in school. In such maintaining a

positive attitude will become a motivation to the students to learn well.

Furthermore, the statement believing one has control over what will be going to

happen means that the teacher can influence the behavior of their student and thus result

into a positive response that will not cause stress and anxiety to everyone. Teachers are

influencing factor to students study habit through motivation and encouragement.

According to the Principles of Teaching 1 book, the teacher serves as the primary

mover of the educational wheel while the learners are the key participants in the learning

process. The teacher is the role model, the manager, the counsellor, leader, parent

surrogate, facilitator, instructor, and a lot more. The students will learn best also depends

on the kind of teacher do they have. The teacher has the greatest factor in the learning

process and so his attitudes or personality in approaching the students affect on them as

well.

Rohwes W. Jr. et al. as cited by Sainz (2013) further discussed the teachers need

to find ways of determining whether or not her instruction have been successful. The

procedure and method of determining such success can take the form of test of various

kinds to determine whether the students have reached the objectives they have set for

them
 Myers and Briggs (2003) as cited by Rohan A (2017) developed a personality test

based on Jung's temperaments called the Myers-Briggs Type Inventory, or MBTI. It has

gone on the become the most famous personality test of all time. The traits are seen as

opposites, and the first set is introversion and extraversion. Introversion refers to a

tendency to prefer the world inside oneself. The more obvious aspects of introversion

are shyness, distaste for social functions, and a love of privacy. Extraversion is the

tendency to look to the outside world, especially people, for one's pleasures.

Educational Psychology Review, Vol. 16, No. 2, June 2009 cited by Woolfolk

(2009) 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.

Hans Eysenck (1998) claimed that personality could be described based on three

fundamental factors: psychoticism (such antisocial traits as cruelty and rejection of social

customs), introversion-extroversion, and emotionality-stability (also called neuroticism).

INSTRUCTIONAL MATERIALS

The use of instructional materials can enhance the learning achievement.

Cronbach (2009) states the important elements of behavior that provides the base for

learning theory situation which consists of all the objects, persons and symbols in the

learning environment.
 According to Abdullahhi (2010), instructional materials are tools locally made or

imported that help to facilitate the teaching/learning process.

Osuala (2010) in his own contribution said it does not only help to motivate and

develop interest on the part of the student, but also help to bring about an enhance

respect for teachers’ knowledge of the subject. Instructional materials are also described

as concrete or both to the sense organs during teaching.

However, Akinleye (2010) attested that effective teaching and learning requires a

teacher to teach the students with instructional materials and use practical activities to

make learning more vivid, logical, realistic and pragmatic.

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

Heinze, Aiso (2008) stated that the development of an individual student's

achievement depends on the achievement level of the specific classroom and therefore

on the specific mathematics instruction. Interest in mathematics could be regarded a

predictor for mathematics achievement. Moreover, he suggests that the students show

hardly any fear of mathematics independent of their achievement level.

From the fore-going statement, it can be agreed that for effective learning to take

place, a student need to be properly guided by the teacher by way of employing various

method and means through which his teaching could be meaningful.

School Facilities

The material facilities are required for the students and essential for the

establishment of the school organization. The school physical facilities such as office,

classroom, staff rooms, store rooms, laboratory, ICT rooms and many others inside the

school campus play a positive role to operate a school smoothly.

The school facilities affect teaching and learning process. Provision of facilities

with poor conditions put more hurdles in delivering and conveying education to students.

Facilities of the school directly influence on teacher’s health and their career decision.

The teachers’ effectiveness and the students’ achievements are directly affected by the

school facilities ( Schneider, 2009).

Mahmood and Gondal (2017) cited that the better learning and sympathetic

elements like physical facilities, academic facilities and the school atmosphere enhance

better teaching learning process.

Many factors such as mathematics anxiety, self-esteem, proactive coping and

test stress are very important for secondary school students since they are directly or

indirectly related to achievement (Hamid, Shahrill, Matzin, Mahalle, & Mundia, 2013).

They argued that, among their analyzed factors, the most important variables are

mathematics anxiety and test stress, and these two variables were found to have a

negative effect on students‟ mathematics achievement. As other factors such as self-

esteem and proactive coping have diverse effects on the students‟ academic

achievement. Buelow and Barnhart (2015) found that mathematics anxiety, worrying
about being successful, social concerns, test anxiety and physiological anxiety affected

the students‟ mathematics achievement. Mathematics anxiety also associated with

changes in attitudes towards school and mathematics (Núñez-Peña, Suárez-Pellicioni, &

Bono, 2013). According to results from different studies (Buelow & Barnhart, 2015; Hamid

et al., 2013; Núñez-Peña et al., 2013), a number of affective factors have relationships

with the mathematics achievement; these factors include mathematics anxiety, test

stress, worry about being successful, psychological anxiety, among several others.

According to data from Trends in International Mathematics and Science Study

(TIMSS) 1999, PISA 2003 and PISA 2006 studies, students‟ mathematics achievement

depends not only on affective factors such as student/family-related variables, but also

on reading and problem-solving skills.

The research literature indicates positive effects of mastery learning on students,

especially in the areas of achievement, attitudes toward learning, and the retention of

content (Guskey & Pigott, 1988; Kulik, Kulik, & Bangert-Drowns, 1990; Anderson, 1994;

Trigg, 2013). Why then isn’t the use of Mastery Learning widespread? The answers lie in

its intensive resource use and the (usual) requirement to allow students to work at their

own pace.

Chapter III

Research Methodology
 This chapter describes the methodology used for the descriptive, survey research
study. The purpose of this study was to determine which factors affects the mastery of
learning of the Grade 7 students of the selected Secondary Schools of Lambayong
Municipality. First, the research design section will define the type of research design,
determination of sample, the research instrument, and the procedures used for the study.
Second, the data analysis section will define all the variables used in the study, as well
as describe the statistical analysis process of the study. Finally, the validity section
focuses on the reliability and validity of the instruments, as well as the research study as
a whole

Research Design

This study determined the factors affecting mastery of learning in mathematics

among Grade 7 students of the selected Secondary Schools of Lambayong Municipality.
The descriptive – correlation method was used in this study.

In descriptive method, Calmorin (1994) as cited by Bagayana (2006), wrote the

study focuses on the present condition. The purpose is to find new truth, which may come
in different forms such as increased quantity of knowledge, a new generalization, or
increased insights into factors, which are operating, the discovery of a new causal
relationship, a more accurate formulation of the problem to be solved and many others.

Since this study measured data that already exists and the number of respondents
is not large, the descriptive – correlation method of studies is best suited. As mentioned,
the student-related factors, the teacher-related factors and parent- related factors were
generated using researcher – made questionnaire.

Subject of the Study

The respondents in this study were One hundred twenty (120) Grade 7 students
randomly selected in the Four (4) Secondary Schools of Lambayong Academic Year
2019-2020.

Research Instrument
 The main tool used in this study was a researcher – made questionnaire –
checklist. Set of questionnaire-checklist was constructed for the student respondents and
teacher respondent. The questionnaire – checklist consisted of the students’ level of
interest in Mathematics, their study habits and their teachers’ personality traits, teaching
skills and instructional materials use in teaching as perceived by the students.

Part 1 on the questionnaire – checklist obtained the students’ level of interest in

Mathematics presented five(5) statements and the students’ study habits presented
ten(10) situations. These were given one set of five checkboxes each. The five
checkboxes were ranked as:

5 – Always

4 – Often

3 – Sometimes

2 – Rarely

1 – Never

Part 2 obtained teacher’s personality traits, teaching skills and instructional

materials used in teaching as rated by the students. Each statement was given one set
of five checkboxes. Again the five checkboxes were ranked as:

5 – Always

4 – Often

3 – Sometimes

2 – Rarely

1 – Never

Part 3 obtained family and financial support as answered by the students. Each statement
was given one set of five checkboxes. Again the five checkboxes were ranked as:

5 – Always

4 – Often
 3 – Sometimes

2 – Rarely

1 – Never

The questionnaire – checklist was presented to the adviser and expert on

Mathematics for comments, corrections, and suggestions on the content.

Research Procedure

The original title proposed by the researcher was checked, revised and rechecked
by the researcher’s adviser and three (3) members of the panel to maintain conformity on
the subject of research. The questionnaire-checklist that aims to draw out proper
responses on the objectives of this study was constructed. This questionnaire – checklist
made by the researcher and was presented to, analyzed and checked by the research
adviser to ensure the validity of responses it would elicit.

Permit to conduct research and study was secured of letter requesting permission
to the office of the Schools Division Superintendent and to the principal of Madanding
National High School, Maligaya National High School, Kapingkong National High School
and Lambayong National High School.

Data gathered from answered questionnaires were checked, classified, tabulated

and analyzed according to the research design described in this chapter using Microsoft
Excel and prepared for final presentation to the experts of different fields of specialization.

Statistical Treatment of Data

 The data will be organized, tabulated, then analyzed and interpreted utilizing the
following statistical tools:

Mean Percentage, Median and Mode will be used to get the extent of the factors
affecting the Mastery Learning of the grade 7 students.

Multiple Linear Regression and Pearson R will be used to find out the factors
affecting the Mastery Learning of the Grade 7 students and their significant relationship.

Pearson R, Chi- Squared Test will be used to test the significant relationship
between the Independent variables and the Mastery Learning of the students.

Multicollinearity will used to test to know if the independent variables in a

regression model are correlated.

Definition of Terms
 For better clarification and understanding of the terms related to this study, the
following terms are defined conceptually and operationally.

Mathematics Performance. This refers to the degree or capacity of students’

knowledge in Mathematics.

Mastery Learning. It is used in order to advance an individual’s potential for

learning.

K to 12 Basic Education Curriculum. It is the curriculum program covers

Kindergarten and 12 years of basic education (six years of primary education, four years
of Junior High School, and two years of Senior High School) to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle level skills development, employment and entrepreneurship.

Instructional Materials. This refers to motivating techniques that teaching

materials or equipment used. It can high technology or simple materials that can use in
learning preference.

Interest. This refers to the amount of the students’ dislike or like of particular
things.

Study Habits. This refers to usual form or action of a person in studying.

Teaching Skills. This refers to the skills of teachers in mathematics in terms of

teaching her/his lesson.

Personality Traits. This refers to the good relationship of the mathematics

teachers with the students.
 Factors - contributing to the performance of the learners.

Regression Analysis- is a reliable method of identifying which variables have

impact on a topic of interest. The process of performing a regression allows you to
confidently determine which factors matter most, which factors can be ignored, and how
these factors influence each other.

Linear Regression- it is a linear model that establishes the relationship between a

dependent variable y(Target) and one or more independent variables denoted X(Inputs).

Strategy- refer to the structure, system, methods, techniques, procedures and

processes that a teacher uses during instruction. These are
strategies the teacher employs to assist student learning.

Reading Comprehension- is the ability to process text, understand its meaning,

and to integrate with what the reader already knows.
Reference

Akyuz, G. (2014). The Effects of Student and School Factors on Mathematics

Chiu, M. M. (2010). Effects of inequality, family and school on mathematics achievement:

country and student differences. Social Forces, 88(4), 1645–1676

Cueto, S., Guerrero, G., Leon, J., Zapata, M., & Freire, S. (2014). The relationship
between socioeconomic status at age one, opportunities to learn and achievement in
mathematics in fourth grade in Peru. Oxford Review of Education, 40(1), 50–72. doi:
10.1080/03054985.2013.873525

Dumayag, Harlie Marie. (2009). “Thesis about Study Habits”. Retrieved from
http://www.termpaperwarehouse.com/essay-on/Thesis-About-Study-Habits/3370

K. Demir, D., & Kalender, Ġ. (2014). Teacher and school-related factors that promote
achievement differences among students with lower socioeconomic status. The
Interntaitonal Journal of Research in Teacher Education, 5(3), 1–11.

Skirbekk, V., Bordone, V., & Weber, D. (2014). A cross-country comparison of math
achievement at teen age and cognitive performance 40 years later. Demographic
Research, 31(1), 105–118. doi: 10.4054/DemRes.2014.31.4

Verešová, M., & Malá, D. (2016). Attitude toward school and learning and academic
achievement of adolescents. Paper presented at the 7th Interntaional Conference on
Education and Educational Psychology, Constantine the Philopher Univeristy in
Nitra/Slovaki
 SURVEY QUESTIONNAIRES

Instructions:

(1) All answers are completely anonymous. DO NOT SIGN YOUR NAME ON THIS
QUESTIONNAIRE.
(2) Please answer every question yourself.
(3) There is no right or wrong answer to any question. JUST PUT A CHECK (√ ) ON
THE TABLE that best describes your opinion or situation.

Question 1

Gender

Are you male or female?

Male
Female

Question 2

Age

What is your age?

Age
11-12 years old
13-14 years old
15-16 years old
17 years old- up
Question 3

The following question about your study habits. Please check (√ ) ONE that applies for
each line.

Often Sometimes Seldom Never

4 3 2 1
a. I take notes properly during class.

b. I take naps during class.

c. I look at my cellphone or send text

messages during class.

d. I read books other than textbook.

e. I space out during class.

f. I am focus outspoken during class.

g. I focus well on what the teacher is

saying.

h. I proactively participate in group

work.

i. I finish homework on time.

j. I prepare for classes beforehand

and review what I’ve learned.

k. I proactively study without being

told at home.
 l. I study while watching TV or
listening music at home.

m. I study while using smart phone or

cellphone at home.

Question 4

INTEREST

Question SA A U D SD
5 4 3 2 1
1. Mathematics is enjoyable and stimulating to me.

2. Mathematics is not important in everyday life.

3. In mathematics you can be creative and discover

things by yourself.

4. I have never liked mathematics, and it is my most

dreaded subject.

5. There is nothing creative about mathematics; it’s just

memorizing formulas and things.

6. Students who have understood the mathematics they

have studied will be able to solve any assigned
problem in five minutes or less.

7. I try to learn mathematics because it helps develop

my mind and helps me thin more clearly in general.
 8. Mathematics makes me feel uneasy and confused.

9. Mathematics is needed in order to keep the world

running.

10. Mathematics is less important to student than art or

literature.

Question 5

Parents’ Involvement

) What is your relationship to this child?

Mother

Step Mother

Father

Step Father

Grandmother

Grandfather

Aunt

Uncle

Foster Parent
 Other:

2) Have you or another adult in your household attended a general school meeting in this
school year?

Yes

No

3) Have you or another adult in your household attended a parent-teacher conference this
year?

Yes

No

4) Have you or another adult in your household attended a school event such as a play,
musical performance, or sporting event this year?

 Yes
 No

7) Have you or another adult in your household been a volunteer at the school?

 Yes
 No

8) Have you or another adult in your household served on the PTO or other school based
committees this school year?

 Yes
 No

9) Have you contacted your child's teacher about school work problems your child is
having?

 Yes
 No

10) Has the school contacted you about school work problems your child is having?
 Yes
 No

11) Have you contacted your child's teacher or counselor about social problems your child
may be having in school?

 Yes
 No

12) Has your child's teacher or counselor contacted you about social problems your child
may be having?

 Yes
 No

13) Has your child's teacher contacted you about behavior problems your child may be
having in school?

 Yes
 No

14) How often do you help your child with homework?

15) How many times have you visited a museum with your child in the past 12 months?

16) How often have you visited a library with your child in the past 12 months?

17) How many times have you read a story to, or with, your child in the past 12 months?

18) Overall, how satisfied are you with your child's school?

19) Overall, how satisfied are you with your child's teacher?

20) How satisfied are you with the academic standards of the school?

21) How satisfied are you with the order and discipline at your child's school?
22) What level of education do you expect your child to complete?

23) What is the highest level of education you have completed?

1. Parents Monthly Income

 30,000 - above
 20,000 - 24,999 Php
 10,000 - 14,999 Php
 5,000 - 9,999 Php
 Below 5,000 Php

TIME MANAGEMENT

1. I am spending enough time planning on academic matters.

 At all times  Most of the time  sometimes  never

2. I find time to study my lesson

 At all times  Most of the time  sometimes  never

3. I do task in order of their importance.

 At all times  Most of the time  sometimes  never

4. I am making to do list on the things I’m going to do for a month, week or day.

 At all times  Most of the time  sometimes  never

5. I organize my time to meet deadlines

 At all times  Most of the time  sometimes  never

STUDY TECHNIQUES
1. I take down note during the discussion.

 At all times  Most of the time  sometimes  never

2. I use initials and acronyms when I am studying.

 At all times  Most of the time  sometimes  never

3. I make a list of what I intend to study.

 At all times  Most of the time  sometimes  never

4. I highlighted words that seem to be important.

 At all times  Most of the time  sometimes  never

5. I love to play rather that studying.

 At all times  Most of the time  sometimes  never

PARENTAL INVOLVEMENT

1. My parents participate every time the school calls for a PTA meeting.

 At all times  Most of the time  sometimes  never

2. My parents pay attention to my questions if ever I have difficulties in making my

assignments.

 At all times  Most of the time  sometimes  never

3. My parents help me in my school works when I ask them to.

 At all times  Most of the time  sometimes  never

4. My parents set a strict time for me to study at home.

 At all times  Most of the time  sometimes  never

5. My parents give me positive advices that motivate me to study well.

 At all times  Most of the time  sometimes  never

TEACHER’S PERSONALITY TRAITS

1. My teacher uses varied instructional materials so that she can provide my

learning needs.
  At all times  Most of the time  sometimes  never

2. My teacher shares techniques and strategies how to be effective in my studies.

 At all times  Most of the time  sometimes  never

3. My teacher gives me opportunities to experience success in my learning.

 At all times  Most of the time  sometimes  never

4. My teacher encourages me to do well in school.

 At all times  Most of the time  sometimes  never

5. My teacher is consistent in establishing good rapport with the class.

 At all times  Most of the time  sometimes  never

SECTION B
Please indicate the extent to which you are satisfied with the following items by
ticking in any of the boxes represented by strongly agree (SA), agree (A), strongly
disagree (SD) and disagree (D).

S/N Items SA A SD D

1 Instruction material does not influence the teaching and

learning of financial accounting

2 Using instructional material is a waste of time and will only

complicate learning

3 The use of instructional material for class room instruction

bolster the cognitive abilities of students

4 Using instructional materials facilitate and make

teaching/learning activities easy, lively and concrete.

5 Visual material stimulate learning than audio material

6 Teacher managing with poor quality material might not
achieve the desire aim

7 Selection of instructional material by teacher should be based

on its appropriateness for the intended learners.

8 The incompetence of teacher to improvise instructional

material is responsible for poor performance of learners

9 Teaching of financial accounting has not been optimal

because teachers lack the requisite skills to select and use
viable instructional material

10 Improvement of class room instruction largely depend on the

competencies of the teacher.

11 Students taught with instructional material perform better in

any examination than those taught with the conventional
instructional method

12 Instructional material enhances students acquisition and

retention of factual information

13 Students taught without instructional material will hardly

achieve credit in an external examination

14 Using Instructional material may even be useless if students

dislike financial accounting as a subject

15 Students taught without instructional material will have vivid

understanding of the principles of financial accounting

Question SA A U DA SDA
Instructional materials make learning real and permanent
Instructional materials make learning lesson interesting
Instructional materials make learning faster
Instructional materials promote retention