UNIVERSIDAD DE ZAMBOANGA

SCHOOL OF GRADUATE STUDIES

Arturo Eustaquio Quadrangle, Zamboanga City, Philippines
Tel Nos. (062) 991 – 1135/991 – 5677 Local No. 221 Fax No. (062) 991 - 5390

August 13, 2021

DR. JOSELITO IGNACIO

Faculty, School of Graduate Studies
Universidad de Zamboanga
Zamboanga City

Dear Sir,

The undersigned is a graduate student of Universidad de Zamboanga undertaking a

research entitled, “MATHEMATICS LEARNING STRATEGIES AND ACADEMIC
PERFORMANCE OF THE HIGH SCHOOL STUDENTS DURING THE COVID-19
PANDEMIC: BASIS FOR GUIDANCE COUNSELLING PLAN”

With your expertise, I am humbly requesting your kind assistance to validate the
attached adopted Questionnaire, for the study using the attached rating tool.

I am looking forward that my request would merit your kind approval.

Thank you and more power!

Respectfully yours,

EVELYN G. GANUB
Researcher

Noted by:

DR. JULIETA D. FRANCISCO

Research Adviser
 UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF GRADUATE STUDIES
Arturo Eustaquio Quadrangle, Zamboanga City, Philippines
Tel Nos. (062) 991 – 1135/991 – 5677 Local No. 221 Fax No. (062) 991 - 5390

Title:

“MATHEMATICS LEARNING STRATEGIES AND ACADEMIC PERFORMANCE OF

THE HIGH SCHOOL STUDENTS DURING THE COVID-19 PANDEMIC: BASIS
FOR GUIDANCE COUNSELLING PLAN “

Statement of the Problem

This study designs to investigate the possible correlation on the mathematics

learning strategies and academic performance of the high school students during the
covid-19 pandemic: basis for guidance counseling program.

Specifically, this study attempts to answer the following questions:

1. What is the level of mathematics learning strategies of the respondents in

terms of:
1.1 cognitive strategies
1.2 meta-cognitive strategies
1.3 non-informational resources management
1.4 informational resources management
2. What is the academic performance of the respondents?
3. Is there a significant difference in the level of mathematics learning
strategies of the respondents when their profile is considered?
4. Is there a significant correlation between the levels of mathematics learning
strategies of the respondents and their academic performance?
5. On the basis of the findings, what guidance counselling plan can be
designed?
 UNIVERSIDAD DE ZAMBOANGA
SCHOOL OF GRADUATE STUDIES
Arturo Eustaquio Quadrangle, Zamboanga City, Philippines
Tel Nos. (062) 991 – 1135/991 – 5677 Local No. 221 Fax No. (062) 991 - 5390

SURVEY QUESTIONNAIRE

Dear Respondents,

This study aims to determine which of the motivation and learning strategies enhances
mathematics achievement of junior high school students. Your voluntary responses may
be very helpful in emphasizing the importance of the relationships between and among
student motivation and learning strategy on the academic achievement.

This is not a test, and there are no right or wrong answers. Your responses will be
counted with the responses of other students.

I appreciate your honesty and willingness to help.

Researcher
---------------------------------------------------------------------------------------------------------------------
Part I: Respondent’s Profile
Directions: Please fill up the blank spaces and tick the ( / ) parentheses that
corresponds to your response.

Name: _____________________________ Grade and Section: ____________

Mathematics Grade___________
Sex: ( ) Male ( ) Female Age: _______
Religion: ( ) Roman Catholic ( ) Islam
( ) Non-Catholic Christian Others (please specify):_____________
Ethnicity: ( ) Zamboangue~ no ( ) Subanen
( ) Tausug ( ) Tagalog
( ) Bisaya Others (please specify): _______
Family Monthly Income: Php_____________ Number of Siblings at home : _________

Directions: Read the following statements carefully. Encircle the numerical value (1= Strongly
Disagree, 2= Disagree, 3= Normal, 4= Agree, 5= Strongly Agree) that best describes your
response.
Part II. Mathematics Learning Strategies Scale
DisagreeStrongly

Strongly Agree
Disagree

Normal

Agree

Statements

A. Cognitive Strategies
1. In studying math, I will study the class notes
1 2 3 4 5
and textbook again and again.
2. In studying math, I will repeatedly practice
1 2 3 4 5
similar question types.
3. In reviewing my math materials, I will
reorganize the information from class notes and 1 2 3 4 5
textbook.
4. In reviewing my math materials, I will read
through the class notes and textbook and find 1 2 3 4 5
out the most important parts.
5. I will make simple charts and tables to help me
1 2 3 4 5
in organizing my math class materials.
6. In studying math, I will go over the formula and
important concepts by myself. 1 2 3 4 5
7. I will combine my own idea into the math class
learning based on the GIYA: module’s name in 1 2 3 4 5
the division
8. In studying math, I will compare the difference
between the teacher’s explanation (GIYA – Mini 1 2 3 4 5
Lesson) and textbook content.
9. In solving math questions, I will list related
1 2 3 4 5
formula first.
10. I will follow the “every week” schedule to study
1 2 3 4 5
math materials (GIYA)
11.I often understand tutorial/classroom sessions
1 2 3 4 5
than that of myself alone.
B. Metacognitive Strategies

11. In math class/MATH GIYA, I will try to find out

other efficient way to solve problem when I 1 2 3 4 5
hear/learn some ideas or some solutions.
12. In studying math, I will find out any sample in
1 2 3 4 5
daily life to link with math materials.
13. In studying math, I will set up my own target
1 2 3 4 5
and follow the agenda I make.
14. I usually question what I heard or what I earned
in math class and judge if the information are 1 2 3 4 5
persuasive.
15. I will share my math learning experience with
my friends and classmates via 1 2 3 4 5
email/messenger.
16. I can make good use of the time to study math. 1 2 3 4 5
17. I will actively invite/call/chat/text my classmate/s
1 2 3 4 5
to review the materials together.
18. I make it a hobby to study math at a fixed time. 1 2 3 4 5
19. I do my math homework or assignment with my
1 2 3 4 5
classmates.
20. I tried to find out the classmates who can help
1 2 3 4 5
me in math class.
21. In studying math, I will discuss with the
1 2 3 4 5
classmates who have better score than me.
22. I like to surf and find latest math related
1 2 3 4 5
websites.
23. I will download the math questions to practice 1 2 3 4 5
 from the websites.
24. I will share my math learning experience with
my friends and classmates via 1 2 3 4 5
email/messenger.
C. Non- Informational Resources
Management
25. I will make the math class materials (GIYA) as a
start point and try to self-develop my own
1 2 3 4 5
viewpoint to the topics through the given
Independent Activity.
26. If I do not understand the studying materials, I
1 2 3 4 5
will ask my classmates/siblings/friends for help.
27. I can strictly control my math studying time. 1 2 3 4 5
28. I will use segmented and fragile time to study
1 2 3 4 5
math.
29. I will email/chat/text my teacher for my math
1 2 3 4 5
questions.
D. Informational Resources Management

30. I will leave message for asking math questions

1 2 3 4 5
on some teaching websites.
31. I will ask math questions on Yahoo knowledge
1 2 3 4 5
webpage.
32. I will use internet to share my math learning
1 2 3 4 5
experience with my friends and classmates.
33. I will email to my teacher for math questions. 1 2 3 4 5
34. I will use Microsoft Network (e.g. messenger or
skype, bing, outlook.com, and etc.) to discuss
1 2 3 4 5
math class experience with classmates and
friends.
35. I open key-in the math related keyword and surf
1 2 3 4 5
the found websites.
36. I like to find the latest math related information
1 2 3 4 5
on the websites.
37.I would like to use calculators for numerical 1 2 3 4 5
Calculations
38.I often watch “youtube” videos for additional 1 2 3 4 5
math techniques

Thank you very much

Very truly yours,

EVELYN G. GANUB
Researcher
 UNIVERSIDAD DE ZAMBOANGA
GRADUATE SCHOOL
Zamboanga City

CONTENT VALIDITY OF THE RESEARCH INSTRUMENT

-GENERAL EVALUATION-

Direction: Please help validate the research questionnaire according to its content and
sequence of presentation. Kindly mark (/) appropriate column for your response to each
item. The rating below will be used in the interpretation of your responses.

4.50 – 5.00 5 (SA) Strongly Agree - means that the instrument is very much valid for adoption or use
3.50 – 4.49 4 (AG) Agree - means that the instrument is much valid for adoption or use
2.50 – 3.49 3 (UN) Undecided - means that the instrument is vague and it need to be rephrased
1.50 – 2.49 2 (DI) Disagree - means that the instrument is to be revised before adoption or use
1.00 – 1.49 1 (SD) Strongly Disagree - means that the instrument is not accepted for adoption/use

Criteria for validation Rating

1 2 3 4 5
1. The constructs in the instrument are written in a clear
and simple language.
2. The objectives/statement of the problems of the
research are well captured by all the constructs in the
instrument.
3. The constructed items clearly manifest the description
of the variables under study.
4. The items are well arranged in a concise and orderly
manner.
5. The constructs in the instrument are all within the
content of the research subject.

General Comments:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Evaluated by: _______________________

Signature: __________________________
Designation: ________________________
Date of Evaluation: __________________
Note: This instrument is to be evaluated by 3 experts of the field under study and 2 panel members of the
oral committee.