Chairperson, Examining Committee: Qualitative Research - Page 1

APPROVAL SHEET
This Research Paper entitled FACTORS AFFECTING THE
MATHEMATICAL PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS
prepared and submitted by DANIELLA L. LUMBU-AN, ERIN JAY B. MAALA,
JAIME C. SANTOS in partial fulfilment of the requirements in PRACTICAL
RESEARCH I has passed the standard set by the Concepcion National High School,
Senior High School Department and has been successfully defended before the
panel of examiners.
NEWMAR G. ROMERO
Chairperson, Examining Committee
Comprehensive Examination: Passed
Date: February 28, 2020
Grammarian: Newmar G. Romero, LPT, T-II
Accepted as partial fulfilment in Practical Research I (Qualitative Research) in
Science Technology Engineering and Mathematics, Senior High School Department.
NEWMAR G. ROMERO, LPT, T-II

Chairperson, Examining Committee
CRISTINA E. GARCIA
Coordinator, Senior High School
QUALITATIVE RESEARCH|PAGE 1
FACTORS AFFECTING THE MATHEMATICAL PERFORMANCE OF SENIOR
HIGH SCHOOL STUDENTS
JAIME C. SANTOS
ERIN JAY B. MAALA
DANIELLA L. LUMBU-AN
Researchers
NEWMAR G. ROMERO, LPT, T-II

Research Adviser
In partial fulfillment of the requirements in Practical Research I (Qualitative
Research) in Science Technology Engineering and Mathematics, Senior High School
Department
FEBRUARY 2020
ACKNOWLEDGEMENT
First, we would like to acknowledge our school principal, Mr. Sanny P. Pama.
He allowed us to conduct this research inside the school premises.
Next, we would like to acknowledge our research adviser. This work would not
have been possible without the help of our mentor, Sir Newmar G. Romero. As our
teacher and mentor, he has taught us more than we could ever have about
conducting a research. We are merely beginners in the research world but we would
like to thank him for his shared knowledge and support.
And to our respondents, the participants of this study, they were a great help
in completing the research. We are grateful to them, for their participation and
cooperation.
Last but not the least, we would like to acknowledge our friends and family for
their moral and financial support to this study, we thank them for their
encouragement and help throughout the whole period.
ABSTRACT
The researchers aim to investigate if mathematical performance is obtained
from genes or it is the effort of studying. With the data gathered, the practice of
studying would definitely improve a student’s mathematical performance in school.
In addition, the students can hire a tutor, and attend MTAP Saturday class. If the
student want to save money, they can rely on self-study, watch a video or ask Mr.
Google.
The researchers concluded that this research paper will give sufficient
information to all the faculty and staff and to the individuals who will later read this
paper about the factors affecting the mathematical performance of senior high school
students.
The researchers also concluded that the senior high school students of
Concepcion National High School have different opinions regarding the factors
affecting their mathematical performance. Two (2) out of three (3) students believe
that the practice of studying would definitely improve mathematical performance in
school.
This study will be of great help to those teachers and other individuals that are
worried as to why some students excel in Math and why others do not, and as to
what kind of practices they execute.
TABLE OF CONTENTS
APPROVAL SHEET ………………………………………………………………...Page 1
TITLE ……………………………………………………………………………........Page 2
ACKNOWLEDGEMENT ………………………………………………….…...……Page 3
ABSTRACT …………………………………………………………………………..Page 4
TABLE OF CONTENTS ……………………………………………….……………Page 5
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Introduction ………………………………………………………………......………Page 7
Background of the Study …………………………………………………....………Page 8
Statement of the Problem …………………………………………………..………Page 9
Scope and Delimitation ……………………………………………………………Page 10
Significance of the Study …………………………………………………….……Page 10
Research Questions ……………………………………………………...…….…Page 11
CHAPTER II: REVIEW OF RELATED LITERATURE
Review of Related Literature ………………………………………………..….…Page 12
Assumption and Hypothesis of the Study ……………………………………….Page 19
Definition of Terms …………………………………………………………………Page 20
CHAPTER III: RESEARCH METHODOLOGY
Research Design ……………………………………………………………..….…Page 21
Research Respondents ……………………………………...……………………Page 21
Research Instrument ……………………………………...……………………….Page 22
Validity and Reliability ……………………………………...……………...………Page 22
Locale of the Study ……………………………………...…………………………Page 23
Research Procedure ……………………………………...………….……………Page 24
CHAPTER IV: PRESENTATION OF DATA
Interpretation ………………………………………………………...………...…...Page 26
Discussion ……………………………………....………………...………..………Page 35
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
Summary of Findings ………………………………………...……………………Page 36
Conclusion ……………………………………...………………………………..…Page 37
Recommendation ……………………………………...………………...…………Page 38
REFERENCES ……………………………………...………………………...……Page 39
APPENDICES ……………………………………...………………………………Page 40
APPENDIX A ……………………………………...……..…………………………Page 41
APPENDIX B ……………………………………...…………………………..……Page 42
APPENDIX C ……………………………………...…………………..……………Page 43
APPENDIX D ……………………………………...……………………………..…Page 44
APPENDIX E ……………………………………...………………………………..Page 45
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter contains the introduction, background of the study, statement of
the problem, scope and delimitation, significance of the study, and research
questions.
INTRODUCTION
We live in a mathematical world. Whenever we decide on a purchase, choose
an insurance or health plan or use a spreadsheet, we rely on mathematical
understanding. The level of mathematical thinking and problem solving needed in the
workplace has increased dramatically. In such a world, those who understand and
can do mathematics will have opportunities that others do not. Mathematical
competence open doors to productive futures. A lack of mathematical competence
closes those doors. Students have different abilities, needs, and interests. Yet
everyone needs to be able to use mathematics in his or her personal life, in the
workplace, and in future study. All students deserve an opportunity to understand the
power and beauty of mathematics.
It has taken such a long time to discover the importance of Mathematics in our
world the discoveries lead us to more technological or what was called Industrial Era,
wherein the different usage of technological devices occurred. In this era, application
of mathematics helps to develop and invent such technological devices. Through
applications our life became easier. Nowadays, mathematics is the key to all
Sciences.
Despite explaining more about mathematics and the proof that it is really
important, the students today do not like this subject. They think that mathematics is
a boring subject, and it is hard to understand formulas, they always say “Why should
we study Mathematics, only four major operations are enough and the rest no longer
needed.” Only if they understand the logic behind this subject and the principals
applied in different problems, if they get what Mathematics is meant to be, they will
find that it is not a boring subject, that mathematics is an interesting one.
Mathematics becomes part of our life, not only in academic purposes, but in all part
of our integral life. We do not see that even in simple conversation mathematics
takes place. In our transportation it occurs, and in our daily living it definitely applied.
BACKGROUND OF THE STUDY
According to Schereiber (2000) those who have positive attitudes toward
mathematics have a better performance in this subject.
Mathematics achievement has shown that the students from each major level
of Education in Asia seemed to outperform their counterparts. Many studies have
examined students’ thinking about school and their attitude toward Mathematics.
Mathematics performance involves a complex interaction of factors on school
outcome. Although the relationship between mathematics performance and student
factor has been studied widely, it is important to explore the factors that contribute
student’ mathematics performance.
Wendy Hansen (2008) stated the boys are more likely than girls to be math
geniuses. The researcher found that neither gender consistently outplaced the other
in any state or at any grade level. Even on test questions from the National
Assessment of Education Progress that were designed to measure complex
reasoning skills, the gender differences were minuscule, according to the study.
Student engagement in mathematics refers to students’ motivation to learn
mathematics, their confidence in their ability to succeed in mathematics and their
emotional feelings about mathematics. Student engagement in mathematics plays a
key role in the acquisition of math skills and knowledge – students who are engaged
in the learning process will tend to learn more and be more receptive to further
learning. Student engagement also has an impact upon course selection, education
pathways and later career choices.
Mathematics performance has improved, again, through expecting
students to achieve, providing instruction based on individual student needs and
using a variety of methods to reach all learners. One factor has been aligning the
math curriculum to ensure that the delivery of instruction is consistent with the
assessment frequency.
This particular study attempts to determine the factors affecting the
mathematical performance of Senior High School Students at Concepcion National
High School Academic Year 2019-2020.
STATEMENT OF THE PROBLEM
The research aims to address the Factors Affecting the Mathematical
Performance of Senior High School Students. This study seeks about the reasons
and beliefs of Senior High School students towards Mathematics competence.
The major concept of this study is focused on Factors Affecting the
Mathematics Performance of Senior High School at Concepcion National High
School, Academic Year 2019-2020.
SCOPE AND DELIMITATION
This study will be conducted at Concepcion National High School and a
limited number of three (3) students will be the participants who will answer our
questions.
The variables, factors, and participants of this study are in Concepcion
National High School, lastly the research will only be conducted in the Senior High
School Building.
SIGNIFICANCE OF THE STUDY
This study will help answer the research question prepared by the
researchers. This study is significant because it poses a problem that has been
encountered by students in their everyday school life. The information obtained from
the study would be of significant help to the following:
The School Administrators. This study will help answer the questions about factors
affecting student’s mathematical performance and to be aware of important news
spread in the building.
The Teachers. This study will help teachers better understand why their students
are performing excellently or poorly in Mathematics.
The Parents. This study will serve as their guide to better understand why some
students excel or fail in Mathematics.
The Students. This study will help give an explanation on factors that affects their
Mathematical competence.
The Future Researchers. This study can be basis of future researchers for further
information about this topic.
RESEARCH QUESTIONS
1. What do students believe that affects their Mathematical Performance?
2. Does “genes” have anything to do with being good in Mathematics?
3. What can students do to improve their Mathematical Performance?
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains the review of related literature, assumption and
hypothesis of the study, and definition of terms used in the chapter.
ENTITY THEORY
Dweck C. S. (1999) stated that students believe that their ability is fixed,
probably at birth, and there is very little if anything they can do to improve it is called
IQ theorists. They believe that ability comes from talent rather than from the slow
development of skills through learnings. “It’s all in the genes”. Either you can do it
with little effort or you will never be able to do it, so you might as well give up in the
face of difficulty. “I can’t do Math”. And Untapped Potential theorists, students
believe that ability and success are due to learning, and learning requires time and
effort. In the case of difficulty one must try another approach, or seek help etc.
Carol Dweck is Professor of Psychology at Columbia University. She is a
leader in the field of student motivation and her research is widely recognised. Over
many decades she has developed a highly influential theory of student motivation
building on the work of others, notably on ‘attribution theory’ – what we attribute for
our failures and successes.
She divides students into two types, based on the student’s own theory about
their own ability.
Fixed IQ theorists: These students believe that their ability is fixed, probably at
birth, and there is very little if anything they can do to improve it. They believe ability
comes from talent rather than from the slow development of skills through learning.
“It’s all in the genes”. Either you can do it with little effort, or you will never be able to
do it, so you might as well give up in the face of difficulty. E.g. “I can’t do math”.
Untapped Potential theorists: These students believe that ability and success
are due to learning, and learning requires time and effort. In the case of difficulty one
must try harder, try another approach, or seek help etc.
About 15% of students are in the middle, the rest are equally divided between
the two theories. Surprisingly there is no correlation between success at school and
the theory the student holds. Differences in performance only show when the student
is challenged or is facing difficulty, for example when a student moves from school to
college. Then research has shown that the ‘Untapped Potential Theorists’ do very
much better, as one might expect.
It is possible to move students from the Fixed IQ theory to the Untapped
Potential theory. However, the research which shows that this can be done, is not at
all detailed about how exactly! It’s a matter of persuasion of course.
Many teachers, myself included, thought that “it’s obvious” that learning is
worth the effort and can produce improvement. But almost half of our students at
every level, do not share this view. The challenge to change their view will be well
rewarded.
Why bother with Dweck? A recent review of research by Hattie, Biggs and
Purdie into the effectiveness of Study Skills programs found that the programs that
had the greatest effect focused on the ‘attribution’ by students of what affected their
learning – this is precisely Dweck’s focus. Whether students attribute their success
to something they can change or to something they can’t is immensely influential,
and this attribution can be changed. The effect sizes found by Hattie et al showed
that work on attribution can improve a student’s performance by between two and
three grades!
Inzlicht (2003) stated that entity and incremental theories of ability were
assessed separately so that their separate influences could be examined;
mathematics performance was examined by controlling for prior math performance.
Entity theory was expected to be a negative predictor of performance, whereas
incremental theory was expected to be positive predictor.
Stereotype threat research has demonstrated that stereotypes can harm
student performance in the face of public evaluation by peers or an experimenter.
The current study examined whether stereotypes can also threaten in private
settings. Female students completed a math test in 3-person groups, which
consisted of either 2 other women (same gender) or 2 men (minority). In addition,
students either believed their performance would be broadcasted to their peers
(public) or not (private). Results revealed that minority students performed worse
than same-gender students in both public and private environments. This finding
supports the concept of threatening intellectual environments and shows how far
reaching the effects of stereotypes can be. The authors discuss these findings in
relation to research on tokenism and to stereotype threat and its educational
implications.
INTEREST AND ACHIEVEMENT
Dan Hull (1999) stated that growing numbers of teachers today—especially
those frustrated by repeated lack of student success in demonstrating basic
proficiency on standard tests are discovering that most students’ interest and
achievement in Math, Science, and Language improve dramatically when they are
helped to make connections between new information (knowledge) and experiences
they have had, or with other knowledge they have already mastered. Students’
involvement in their schoolwork increase significantly when they are taught “why”
they are learning the concepts and “how” those concepts can be used outside the
classroom. And most students learn much more efficiently when they are allowed to
work cooperatively with other students in groups or teams.
Mathematics has been regarded as a fundamental subject because arithmetic
and logical reasoning are the basis of science and technology. For this reason,
educational authorities emphasize students’ proficiency in computational skills and
problem-solving. Recently, the results of the Program for International Student
Assessment (PISA) and the Trends in Mathematics and Science Study (TIMSS) in
2015 (OECD 2016; Mullis et al. 2016) revealed a challenge for Taiwan. Although
Taiwanese students had higher average performance in mathematics literacy
compared to students in other countries, there was still a significant percentage of
low-achieving students in Taiwan. Additionally, most Taiwanese students show low
levels of interest and confidence in learning mathematics (Lee 2012).
The existence of a significant percentage of low-achieving students is
probably due to teacher-led instruction, which still dominates mathematics
classrooms in most Asian countries. It should be noted that students in every
classroom possess different abilities and hence demonstrate different achievements.
Unfortunately, in teacher-led instruction, all the students are required to learn from
the teacher in the same way at the same pace (Hwang et al. 2012). Low-achieving
students, without sufficient time, are forced to receive knowledge passively. Barr and
Tagg (1995) pointed out that it is urgent for low-achieving students to have more
opportunities to learn mathematics at their own pace. Researchers suggested one-
to-one technology (Chan et al. 2006) through which every student is equipped with a
device to learn in school or at home seamlessly. Furthermore, they can receive
immediate feedback from Math-Island, which supports their individualized learning
actively and productively. Thus, this may provide more opportunities for helping low-
achieving students improve their achievement.
The low-interest problem for almost all students in Taiwan is usually
accompanied by low motivation (Krapp 1999). Furthermore, students with
continuously low performance in mathematics may eventually lose their interest and
refuse to learn further (Schraw et al. 2001). This is a severe problem. To motivate
students to learn, researchers design educational games to provide enjoyable and
engaging learning experiences (Kiili and Ketamo 2007). Some of these researchers
found that game-based learning may facilitate students’ learning in terms of
motivation and learning effects (Liu and Chu 2010), spatial abilities and attention
(Barlett et al. 2009), situated learning, and problem-solving (Li and Tsai 2013). Given
these positive results, we hope that our educational game can enhance and sustain
the student’s interest in learning mathematics.
In fact, many researchers who endeavored to develop educational games for
learning mathematics have shown that their games could facilitate mathematics
performance, enjoyment, and self-efficacy (Ku et al. 2014; McLaren et al. 2017).
Although some of the studies were conducted for as many as 4 months (e.g., Hanus
and Fox 2015), one may still criticize them for the possibility that the students’
interest could be a novelty effect—meaning their interest will decrease as the feeling
of novelty diminishes over time (Koivisto and Hamari 2014). Due to the limitations of
either experimental time or sample sizes, most studies could not effectively exclude
the novelty effect of games, unless they were conducted in a natural setting for a
long time.
In this study, we collaborated with an experimental elementary school for
more than 2 years. The mathematics teachers in the school adopted our online
educational game, Math-Island. The students used their own tablet PCs to learn
mathematics from the game in class or at home at their own pace. In particular, low-
achieving students might have a chance to catch up with the other students and start
to feel interested in learning mathematics. Most importantly, because the online
educational game was a part of the mathematics curriculum, the students could treat
the game as their ordinary learning materials like textbooks. In this paper, we
reported a 2-year study, in which 215 second graders in the school adopted the
Math-Island game in their daily routine. More specifically, the purpose of this paper
was to investigate the effect of the game on students’ mathematics achievement.
Additionally, we were also concerned about how well the low-achieving students
learned, whether they were interested in mathematics and the game, and how their
interest in mathematics compared with that of high-achieving students. In such a
long-term study with a large sample size, it was expected that the novelty effect
would be considerably reduced, allowing us to evaluate the effect of the educational
game on students’ achievement and interest.
The paper is organized as follows. In the “Related works” section, we review
related studies on computer-supported mathematics learning and educational
games. In the “Design” section, the game mechanism and the system design are
presented. In the “Method” section, we describe the research method and the
procedures of this study. In the “Results” section, the research results about
students’ achievement and interest are presented. In the “Discussion on some
features of this study” section, we discuss the long-term study, knowledge map
design, and the two game mechanisms. Finally, the summary of the current situation
and potential future work is described in the “Conclusion and future work” section.
TRADITIONAL METHOD
Guohua Peng (2002) stated that simple traditional methods gradually make
the students feel that mathematics is pointless and has little value to them in real life.
It becomes a subject they are forced to study, but one that is useless to them in real
life.
Mathematics became the driving force for almost all technological and
scientific developments in the nineteenth and twentieth century. It has big influence
on our professional and social daily life activities (Maasz and Schloeglmann, 2006).
It has crucial role for students’ success and breeding a developed nation.
Mathematics education has always been treated as an important section of general
education and specifically science education. It is believed that a teaching method is
essential to any meaningful development effort.
These variations of beliefs and values concerning mathematics learning result
in different mathematics educational systems. The role of teachers is to facilitate
students’ thinking and learning, therefore, teacher should attempt to motivate
students to learn. To be aware of teaching practice activities done by teachers,
we should have enough knowledge about learning and teaching methods.
Different teaching methods such as traditional, problem-solving, and discovery
learning have been used in educational systems all over the world. The application
of these teaching methods is explained more in the next sections. Finally, we present
the optimum teaching method for mathematical subjects.
ASSUMPTION AND HYPOTHESIS OF THE STUDY
The following are the null hypothesis of this research:
There is no significant relationship between students’ mathematical
performance and the students’ genes or origin.
There is a significant relationship between students’ mathematical
performance and the methods they carry out.
The research study is anchored on the assumption that the student
participants of Concepcion National High School were accurate and objective in
expressing their perceptions and opinions on the problem Factors Affecting the
Mathematical Performances of Senior High School Students in. We assume that the
students will cooperate with the interview we will conduct.
At the end of the interview we are expecting that the research questions will
have a clear answer. The results of the opinions gathered will identify the factors
affecting the mathematical performance of the senior high school students.
DEFINITION OF TERMS
For better clarification and understanding of the terms related to this study,
the following terms are defined;
Mathematical Performance. This refers to the degree or capacity of students’
knowledge in mathematics.
Entity Theory. This refers to fixed mathematical ability that a student possess from
birth or a “gift” they received from their bloodline.
Interest. This refers to the amount of students’ like or dislike of a particular thing.
Achievement. This refers to the accomplishment students’ have that has been done
through effort.
Traditional Method. This refers to direct instruction where students are shown one
standard method of performing a task such as decimal addition, in a standard
sequence.
Chapter III
RESEARCH METHODOLOGY
This chapter presents the research design, research respondents, research
instrument, validity and reliability, locale of the study, and research procedure carried
out in the study.
RESEARCH DESIGN
This study determined the factors affecting the mathematical performance of
Senior High School Students. The descriptive—correlation method was used in this
study.
In this 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 number 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.
RESEARCH RESPONDENTS
The respondents in this study were three (3) senior high school students of
Concepcion National High School, Academic Year 2019-2020.
RESEARCH INSTRUMENT
The main tool used in this study was a researchers-made interview-
questionnaire. A set of interview questions was constructed for the student
respondents. The interview questions are consisted of the students’ interest in
Mathematics, their current achievements, the methods they carry out and if they
believe that genes have something to do with Mathematics.
VALIDITY AND RELIABILITY
To gather information from the participants, the researchers sent a letter
asking approval to conduct the study to the school principal. The researchers also
sought the approval of their research adviser.
The researchers conducted an interview using the following questions:
1. What is your name?
2. How old are you?
3. Are you in grade 11 or Grade 12?
4. What strand?
5. What do you think about Mathematics? Is it hard? Is it easy?
6. How is your grade in Mathematics?
7. Is there anyone in your family who is good in Math?
8. Do people compare your ability to them?
9. Do you think studying will improve your Mathematical Performance?
10. Do you study?
11. Do you think “genes” or that being good in Mathematics is hereditary?
LOCALE OF THE STUDY
This study was conducted in Concepcion National High School located at
Barangay Concepcion, City of Koronadal (Figure 1). The locale was chosen because
of the fact that the researchers focused on the students of Concepcion National High
School—Senior High Department. Hence, choosing the locale of Concepcion
National High School can give the researchers rich insights about the Factors
Affecting the Mathematical Performance of Senior High School Students.
Figure 1: Map of Concepcion National High School
Koronadal City, also known as Marbel, has a population of more than
170,000. Koronadal City is where the researchers reside and taking up Senior High
School at Concepcion National High School.
Barangay Concepcion is one of the 27 barangays of Koronadal City. The
barangay has a population of 4,268 as of 2015 (Philippine Statistics Authority, 2018),
representing 2.44% of the total population of the city (PhilAtlas, 2019).
RESEARCH PROCEDURE
The original title proposed by the researchers was checked, revised and
rechecked by the research adviser to maintain conformity on the subject of research.
The interview questions that aims to draw out proper responses on the subject of this
study was constructed. The interview questions was made by the researchers and
checked by the research adviser to ensure the validity of responses it would elicit.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter is about the presentation, analysis, interpretation of the data
gathered from the respondents, and discussion. This chapter contains the dialogue
and answers of the respondents for the questions asked by the researchers.
BOLD : Interviewer
ITALIC: Interviewee
ORIGINAL TRANSLATED TO ENGLISH
So, Mic ma interview kami sa imo. So, Mic we will interview you.
... …
Una, ano pangalan mo? First, what’s your name?
…Michael Angelo Carreon. …Michael Angelo Carreon.
Pila edad mo? How old are you?
Eighteen. Eighteen.
Grade 11 ka or Grade 12? Are you in Grade 11 or Grade 12?
Grade 11 Grade 11
Strand? Strand?
Tsk. STEM Tsk. STEM
Ano mahambal mo sa Math? Budlay ba What can you say about Math? Is it
siya o dali? hard or easy?
Easy…minsan easy *tumawa* Easy…sometimes easy *laughs*
Musta grade mo sa Math? How is your grade in Math?
Okay lang. Taas. Oh yeah. It’s okay. It’s high. Oh yeah.
May ara basa pamilya mo nga mayo sa Is there anyone in your family who is
Math? good in Math?
*nag-isip* Si Papa…medyo. *thinks* My Dad…kind of.
Gina compare ka ba nila sa iya? Do people compare your ability
to them?
Oo. They do.
Sa tingin mo ba mag improve and Do you think studying will improve
Mathematical Performance kung mag your Mathematical Performance?
study?
Oo. Yes.
Naga study ka? Do you study?
Wala. Nope.
Sa tingin mo ba ang “genes” o ang Do you think “genes” or that being
pagiging bright sa Math ay minamana? good in Mathematics is hereditary?
Siguro. Naga depende, kay pwede ka mag Maybe. It depends, because you can
improve kung mag study. improve through studying.
Ate Riz, pwede kami mag interview sa Ate Riz, can we interview you?
imo?
(ngumiti at tumango) (Smiled and Nodded)
Ano pangalan mo? What’s your name?
Rizah Mae Labiano. Rizah Mae Labiano.
Pila edad mo? How old are you?
Nineteen years old. Nineteen years old.
Grade 12 Grade 12
Strand? Strand?
STEM STEM
Ano mahambal mo sa Math? Budlay ba What can you say about Math? Is
siya o dali? it hard or easy?
Easy siya. It’s Easy.
90 90
May ara basa pamilya mo nga mayo sa Is there anyone in your family who
Math? is good in Math?
Oo may ara. Yes, there is.
to them?
Wala. No.
study?
Oo. Yes.
Waay. No.
Sa tingin mo ba ang “genes” o ang Do you think “genes” or that being good
pagiging bright sa Math ay minamana in Mathematics is hereditary?
Hindi. Naga depende sa tao. Ang iban abi No. It depends on the individual. Some
slow ang development sang brain. Sa iban peope have slow brain development. Some
naman dasig ang comprehension nila kag people comprehend better and have
na develop na ang brain nila. developed their brain faster.
Hannah, ma interview kami, pwede ka? Hannah, we will conduct an interview,
are you available?
Sige, sige. Ok, ok.
Ok, ano pangalan mo? Ok, what’s your name?
Hannah Mae Ayana. Hanna Mae Ayana.
Ayano? Ayano?
Ayana. Ayana.
Awsss. Pila edad mo? Awsss. How old are you?
Um, sixteen. Um, sixteen.
Grade 11 Grade 11
Strand? Strand?
ICT ICT
Ano mahambal mo sa Math? Budlay ba What can you say about Math? Is it
siya o dali? hard or easy?
Um, Sa tunga…middle, I’m in the middle. Um, In the center…middle, not hard
not easy.
Ok… Ok…
May ara basa pamilya mo nga mayo sa Is there anyone in your family who is
Math? good in Math?
Oo, kapatid ko nga lalaki. Yes, my brother.
Kuya o manghod? Older brother or younger brother?
Manghod ko. My younger brother.
to them?
*umiling-iling* *shakes head*
study?
Oo. Yes.
Wala. No.
Sa tingin mo ba ang “genes” o ang Do you think “genes” or that being
pagiging bright sa Math ay minamana? good in Mathematics is hereditary?
Oo, dako ang posibilidad. Yes, there is a high possibility.
DISCUSSION
As we can see the student’s opinion is quite different. People believe in their
own opinions. Some believe that studying will improve their Mathematical
performance, some believe that they come from the “genes” or that the talent in
being good at Mathematics is hereditary.
Most students that are good in Mathematics believe that studying and
developing their mental capacity would make them better in Mathematics. On the
other hand, most students who aren’t very good at Mathematics believe that it has to
be hereditary, having parents or family members that are good at Mathematics would
make them pretty good at it too.
We are so thankful to the student’s because they treated us well even though
we could not give some food or snacks to offer them. We, overwhelmed with our
participant not just because they respected us, but because of their willingness to
help even though they also have so many things to do.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter contains the summary of findings, conclusions, and
recommendations on the Factors Affecting the Mathematical Performance of Senior
High School Students.
SUMMARY OF FINDINGS
The study findings showed that students who study and develop their problem
solving skills to improve their competitiveness in Mathematics would have better
Mathematical Performance. The study findings also shows that people who are not
studying and have not developed their problem solving skills are most likely to make
themselves believe that being smart in Mathematics is hereditary and not achieved
by the long process of perseverance and determination to improve.
Shown by the result of the interview conducted inside the school premises,
among the 3 students who were interviewed, 2 of them agreed that studying would
definitely improve one’s competence in Mathematics and the other argued that it was
based on heredity.
When it comes to being good in Mathematics, genes definitely have nothing to
do with it. Some may protest to this statement, because they may have experienced
a similar event. But that is purely coincidental. Being smart in Mathematics is
achieved through the long process of studying. There are no shortcuts.
Students can do many things to improve their mathematical performance. A
great practice is studying in their free time.
CONCLUSION
The researchers concluded that this research paper will give sufficient
information to all the faculty and staff and to the individuals who will later read this
paper about the factors affecting the mathematical performance of senior high school
students.
The researchers also concluded that the senior high school students of
Concepcion National High School have different opinions regarding the factors
affecting their mathematical performance. Two (2) out of three (3) students believe
that the practice of studying would definitely improve mathematical performance in
school.
This study will be of great help to those teachers and other individuals that are
worried as to why some students excel in Math and why others do not, and as to
what kind of practices they execute.
RECOMMENDATION
Based on the findings and results of this study, the following recommendation
are hereby set forth:
To the School Administrator. This recommendation suggests that they are
responsible for overseeing the administrative duties at schools. It also ensures
teachers have the equipment and resources necessary to delivery educationally
effective curriculum, especially in Mathematics subject.
To the Teachers. This recommendation suggests that they help students, not just
those who has poor performance in Mathematics, to acquire knowledge,
competence and virtue. To achieve these, we suggest that they prepare effective
lessons and productively navigate the curriculum.
To the Parents. This recommendation suggests that they provide encouragement,
support, and access to activities that enable the child to master key development
tasks.
To the Students. This recommendation suggests that they go to school to learn, not
only for themselves but for their brighter future. Studying, especially in Mathematics,
is important for students because it is essential for them to develop a complete
education and provides with the opportunity to develop study habits, such as time
management skills and self-discipline.
To the Future Researchers. This recommendation suggests that future researchers
would consider this study as a resource material for their future research related to
factors affecting the mathematical performance of senior high school students.
REFERENCES
jennilynbalbalosa. (2020). Bibliography. Retrieved 27 February 2020, from
https://www.slideshare.net/jennilynbalbalosa/bibliography-5009690
Al-Zoubi, et al. “Enhancing Achievement and Interest in Mathematics Learning
through Math-Island.” Research and Practice in Technology Enhanced
Learning, SpringerOpen, 1 Jan. 1970,
telrp.springeropen.com/articles/10.1186/s41039-019-0100-9.
Definition of ACHIEVEMENT. (2020). Retrieved 27 February 2020, from
https://www.merriam-webster.com/dictionary/achievement
Method of research and thesis writing by calmorin. (2020). Retrieved 27 February
2020, from https://ihelptostudy.com/method-of-research-and-thesis-writing-by
calmorin.html
The Teachers Toolbox. (2020). Dweck’s Theory of Motivation - The Teachers
Toolbox. [online] Available at: https://www.teacherstoolbox.co.uk/dwecks-
theory-of-motivation/ [Accessed 5 Mar. 2020].
Inzlicht, M., & Ben-Zeev, T. (2003). Do High-Achieving Female Students
Underperform in Private? The Implications of Threatening Environments on
Intellectual Processing. Journal of Educational Psychology, 95(4), 796–
805. https://doi.org/10.1037/0022-0663.95.4.796
Anon, (2020). [online] Available at:
https://www.researchgate.net/publication/320385212_COMPARISON_OF_NE
W_MATHEMATICS_TEACHING_METHODS_WITH_TRADITIONAL_METHO
D [Accessed 5 Mar. 2020].
APPENDICES
APPENDIX A
QUESTIONNAIRE
1. What is your name?
2. How old are you?
3. Are you in grade 11 or Grade 12?
4. What strand?
5. What do you think about Mathematics? Is it hard? Is it easy?
6. How is your grade in Mathematics?
7. Is there anyone in your family who is good in Math?
8. Do people compare your ability to them?
9. Do you think studying will improve your Mathematical Performance?
10. Do you study?
11. Do you think “genes” or that being good in Mathematics is hereditary?
APPENDIX B
APPENDIX C
CURRICULUM VITAE
PERSONAL INFORMATION
Name: Daniella L. Lumbu-an
Age: 16
Birthdate: May 6, 2003
Sex: Female
Address: Purok Garcia, Barangay Concepcion, City of Koronadal
Name of Mother: Rhea L. Lumbu-an
Name of Father: Daniel Mark P. Lumbu-an
Educational Attainment:
Elementary: Marbel 6 Elementary School
2013-2014
Junior High School: Concepcion National High School
2018-2019
APPENDIX D
CURRICULUM VITAE
Name: Erin Jay B. Maala
Age: 16
Birthdate: May 6, 2003
Sex: Male
Address: Purok Mabuhay, Brgy. Magsaysay, City of Koronadal, South
Cotabato
Name of Mother: Wilma B. Maala
Name of Father: Amado R. Maala Jr.
Educational Attainment:
Elementary: Magsaysay Elementary School
2013-2014
Junior High School: Conception National High School
2018-2019
APPENDIX E
CURRICULUM VITAE
Name: Jaime C. Santos Jr.
Age: 17
Birthdate: February 5, 2003
Sex: Male
Address: Purok Pag-asa, Brgy. Magsaysay, City of Koronadal, South
Cotabato
Name of Mother: Elisa B. Caniedo
Name of Father: Jaime P. Santos Sr.
EDUCATIONAL ATTAINMENT:
Elementary: Magsaysay Elementary School
2013-2014
Junior High School: Concepcion National High School
2018-2019

Chairperson, Examining Committee: Qualitative Research - Page 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chairperson, Examining Committee: Qualitative Research - Page 1

Uploaded by

Copyright:

Available Formats

APPROVAL SHEET

This Research Paper entitled FACTORS AFFECTING THE

MATHEMATICAL PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

prepared and submitted by DANIELLA L. LUMBU-AN, ERIN JAY B. MAALA,

JAIME C. SANTOS in partial fulfilment of the requirements in PRACTICAL

Comprehensive Examination: Passed

Date: February 28, 2020

Grammarian: Newmar G. Romero, LPT, T-II

Accepted as partial fulfilment in Practical Research I (Qualitative Research) in

Science Technology Engineering and Mathematics, Senior High School Department.

NEWMAR G. ROMERO, LPT, T-II

HIGH SCHOOL STUDENTS

NEWMAR G. ROMERO, LPT, T-II

In partial fulfillment of the requirements in Practical Research I (Qualitative

Research) in Science Technology Engineering and Mathematics, Senior High School

He allowed us to conduct this research inside the school premises.

like to thank him for his shared knowledge and support.

encouragement and help throughout the whole period.

The researchers aim to investigate if mathematical performance is obtained

studying would definitely improve a student’s mathematical performance in school.

that the practice of studying would definitely improve mathematical performance in

what kind of practices they execute.

APPROVAL SHEET ………………………………………………………………...Page 1

TABLE OF CONTENTS ……………………………………………….……………Page 5

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Background of the Study …………………………………………………....………Page 8

Statement of the Problem …………………………………………………..………Page 9

Scope and Delimitation ……………………………………………………………Page 10

Significance of the Study …………………………………………………….……Page 10

Research Questions ……………………………………………………...…….…Page 11

CHAPTER II: REVIEW OF RELATED LITERATURE

Review of Related Literature ………………………………………………..….…Page 12

Assumption and Hypothesis of the Study ……………………………………….Page 19

Definition of Terms …………………………………………………………………Page 20

CHAPTER III: RESEARCH METHODOLOGY

Research Design ……………………………………………………………..….…Page 21

Research Respondents ……………………………………...……………………Page 21

Validity and Reliability ……………………………………...……………...………Page 22

Locale of the Study ……………………………………...…………………………Page 23

Research Procedure ……………………………………...………….……………Page 24

CHAPTER IV: PRESENTATION OF DATA

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND

Summary of Findings ………………………………………...……………………Page 36

THE PROBLEM AND ITS BACKGROUND

This chapter contains the introduction, background of the study, statement of

an insurance or health plan or use a spreadsheet, we rely on mathematical

can do mathematics will have opportunities that others do not. Mathematical

competence open doors to productive futures. A lack of mathematical competence

power and beauty of mathematics.

of mathematics helps to develop and invent such technological devices. Through

find that it is not a boring subject, that mathematics is an interesting one.

BACKGROUND OF THE STUDY

According to Schereiber (2000) those who have positive attitudes toward

mathematics have a better performance in this subject.

of Education in Asia seemed to outperform their counterparts. Many studies have

Mathematics performance involves a complex interaction of factors on school

outcome. Although the relationship between mathematics performance and student

student’ mathematics performance.

Student engagement in mathematics refers to students’ motivation to learn

mathematics, their confidence in their ability to succeed in mathematics and their

emotional feelings about mathematics. Student engagement in mathematics plays a

pathways and later career choices.

Mathematics performance has improved, again, through expecting