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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
CHAPTER 1
THE PROBLEM
Introduction
various areas, which should be taught and learned by every human. One of the
most established disciplines and is part of every curriculum around the world is
Mathematics.
holds a central place in the curricula in most countries including the Philippines.
learning that also makes our lives orderly and prevent chaos.
The result discovered that the respondents’ perceptions about the nature of
Moreover, many pupils have challenges with mathematics subjects, but some find
it difficult than others, these maybe otherwise faster learners who have keen sense
of logic and reasoning but still perform poorly on homework, tests, and quizzes.
become demotivated and believed him or her not well at the subject. It is believed
that Mathematics is one of the most important disciplines in the field of Academics
perception toward the subject. Hence, there is a need to further study students’
for the development of society, particularly with the dynamic change circumstances
that for over 20 years, there were some failures in the students’ performances, and
there were no improvements in the countries assessed (Maltese & Tai, 2011). In
the case of Indonesia, the PISA report (2012) showed that the achievement scores
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
of Indonesian students in mathematics are recorded very low and was ranked the
and higher education where learners are expected to gain understanding and
achievement are still apparent not only in the Philippine setting but also right in
other nations.
from the report posted last 2013 that the performance of Filipino students in
behind its neighboring countries like Singapore, South Korea, Hongkong, Chinese
low in lessons necessitating higher order thinking skills (Dinglasan & Patena, 2013;
Ganal & Guiab, 2014). Even college students are not excused from the problems
is affected by numerous factors. Among the various factors, studies primarily dealt
with students’ emotional characteristics, which focus on study behaviors and study
Biswas (2015). Two of the significant concerns of college students are getting
For the past 5 years, Sagrada High School has not been performing well in
Mathematics. In the latest result of the National Achievement Test, the school is
short of 10 points compared to the passing score. Although the school has been
beyond success.
The students’ grades in mathematics has the same story. More than 40%
or 100 out of 250 students are struggling with their grades in Mathematics. For the
past five years, this subject area is consistently getting the lowest general average
According to the school’s Mathematics coordinator, this must have been attributed
to students’ behavior and perception of the subject and the teachers’ competence.
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
this study which aimed to propose an intervention plan for the students and
the teachers and the challenges encountered by the teachers in teaching the
subject.
Mathematics?
a. Environment;
students in Mathematics?
The welfare of the youth is the main concern of the school and society. “The
youth is the hope of our Fatherland” according to Dr. Jose P. Rizal. Along with this
DepEd, TESDA and CHED, the results of this study will serve as baseline
data of information needed by these agencies for tracking the present status of the
Mathematics curriculum.
also serves as basis for the improvement to Mathematics in the current curriculum
Teachers- The findings of this study may enable them to think of better
methods, strategies and/or techniques so that the day to day lesson may become
Mathematics in the day-to-day lesson and class activities for better understanding
and development of their skills performance which they can apply in their daily life.
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
This study considered 250 students of Sagrada High School from Grade 7-
11, school year 2015-2016. Furthermore, all teachers handling mathematics from
all grade levels of the aforementioned school participated in the study to obtain the
fall under Group III-A-General Mathematics, Statistics and Probability and related
This study did not include teachers handling other subjects and schools in
the district.
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References
Bashir, I., & Mattoo, N. H. (2012). A study on study habits and academic
performance among adolescents (14- 19) years. International Journal of
Social Science Tomorrow, 1(5), 1-5. Retrieved from http://bit.ly/2Z2SjNd
Black, M. The Nature of Mathematics (New York, Hardcourt, Bruce & World, 2004).
Brouwer, L.E.J. Historical Background, Principles and Methods of Intuitionalism:
(South Africa J. Sci., 2002).
Catabijan and Rizaldo, First Course in Algebra, (Manila: Philippines Book
Company, 2002).
Iluminada C. Coronel “Towards More Effective Teaching of Elementary
Mathematics”, A lecture delivered at the Colegio de Sta. Isabel, City of
Naga, Summer Institute 2008.
Irenea P. Olivares, GES TT (Math). SED, Regional Office No. 5, Guidelines in
Teaching Mathematics (Prepared and distributed during the In-Service
Teaching on Secondary Mathematics Teachers, 2003).
Julian, Erlinda S. “Points to consider in Choosing a Method of Teaching”, The
Modern Teaching (July 2007).
Lardizabal, Ampara S. “A Message to Teachers” The Modern Teacher,
(December, 2007).
Regional Memorandum No. 52, - Re: Results of the 199 Regional Achievement
Test”, June, 2007.
Richardson, M. Fundamental of Mathematics, (New York, Mc Millan, 2001).
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
CHAPTER II
problem. These investigations helped him to acquire better and more reliable
output.
Related Literature
not for the weak and so this becomes a self-fulfilling prophecy that mathematics is
The readings presented in this chapter are categorized into foreign and
local.
faculties. Mabila (etal) (2006) asserts that, mathematics is one of the most
better understand the behaviors and performance of students and be able to help
performance (Kallenbach and Zaft ,2004 ).The theorem of na”ve psychology was
first profounded by Fritz Heider in 1958 and was later established into a theoretical
framework by Weiner and friends in 1972 .The models of achievement and failure
in education are very significant .In this study the theory aided to explain the origins
(Weiner 1992) perceives that, most explanations for success or failure have
some characteristics which are, whether the reason of failure is within the person
or external of the person, the second being, whether the cause is seen as stable
success to their own efforts or aptitudes, but when they do poorly they believe that
failure is due to factors which they have no control. Grounding on this theory, if
students perform badly in mathematics they characterize the cause to other factors
other than themselves and in most cases it is the educator who is given the
responsibility and the teacher acts likewise and blames the students for not putting
enough effort in their learning. Cloyed (1996) adds authority to the above opinions
the basis for new encounter in his or her teaching .The propensity for individuals
style is one that habitually gives credit to hard work for success and attributes
failure to lack of effort. Attribution Theory effects pupils’ perceptions and deals with
four clarifications for success and failure in, achievement states, ability effort, task
difficulty and luck. The internal attributions are ability and effort to the different,
whilst task trouble and luck are external to the learner. Ability is taken to be a
relatively unchanging, unaltered state, whilst effort can be altered. One notion that
Salami (1997) also approves with the above account when he says,
success that is accredited to good luck is not sustainable, as failure may occur in
the future since luck is unstable. Furthermore it has been experimental that
students who attribute their performance to luck evade the front seats but prefer
the back seats. In addition attribution to luck has been known to be considered
poor approach to study, low enthusiasm and low motivation to accomplish (Forsth
and MacMillan 1981). Attribution of failure to lack of effort may result in improved
echoed by Rao (2007) who asserts that, when students fail, they are most likely to
persist and eventually succeed if they attribute their failure to lack of appropriate
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effective academic period to the task. It is significant that when learners perceive
themselves as ineffective they are helped to develop the conviction that they have
the aptitude to succeed in mathematics and they could prosper if they give their
expectance for future achievement because ability is unchanging and will not
upsurge greatly and also future performance will show little improvement. In reality
and luck task difficulty ,behavior of the teachers thus teaching methods and
(1997) asserts that ,the feedback students receive influences their self-perceptions
High School Students conducted by Peteros, et all (2014), measured the self-
concept. Their academic performances were evaluated using their marks in Math.
Based on the indication presented in the data, it can be determined that male and
female learners have the same level of self-concept when it comes to learning
Jose, Occidental Mindoro, Philippines. This research precisely watched into the
experiments encountered, and the strategies employed to cope with the research
Research and Thesis Writing during the second semester of Academic Year
consultations with the adviser, seeking help from other competent faculty and
subjects among Filipino learners. This study was conducted in a public national
high school in the Mandaue City Division, Cebu, Philippines. The respondents
were the 177 Grade 9 students enrolled in mathematics. These respondents were
standardized survey questionnaire to assess their attitudes and study habits. The
tool is consists of three parts. Part 1 gathers the socio-demographic profile of the
mathematics, while Part 3 was used to assess the study habits of the respondents.
on their first quarter grade, which was retrieved from the Registrar’s Office. The
study revealed that those respondents had positive attitudes towards mathematics
in terms of its value while they had a neutral attitude when it comes to their self-
confidence, enjoyment, and motivation in mathematics. Also, the study shows that
there was a negligible positive correlation between the attitudes and academic
motivation while there was a weak positive correlation between the value of math
and their academic performance in math. It was concluded that students’ attitudes
and their study habits are significant factors that affect their performance in
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
Related Studies
researchers to find out the causes of students’ performance in the theme. Despite
every one of these actions issues still, endure. The researchers used a descriptive-
correlational design to gather data through an adopted survey tool for study habits
and attitudes. The study was conducted at the Cebu Technological University San
students who were enrolled in the mathematics program; they answered the
survey of study habits and attitudes. The gathered data were treated using
frequency, simple percentage, weighted mean, Pearson r, and t-test. It was found
out that there is a significant positive high correlation between the study
their Graded Point Average (GPA) in Mathematics subjects. It was concluded that
the study orientations of students differ. As far as the data and the findings are
performed Very Good, and their study orientation generally falls also on the above-
average level. There was a significant disparity among the level of the study
academically performers are significantly at far with the lower two identified groups.
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Partido College
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Goa, Camarines Sur
orientation tend to achieve more compared to the students with lower study
orientation.
the Aberdares region of Kenya. The objectives of the study were to; evaluate the
primary schools from the Aberdares region in Kenya. The following hypothesis
descriptive survey research design. The study was guided by the Social
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
for the study consisted of all the 385 teachers and 1320 pupils in the public primary
Gay's 10-20% sampling principle which yielded a sample size of 77 teachers and
264 pupils. Data for the study was composed using questionnaires administered
to the respondents. The t-test statistic was calculated to test the hypothesis which
produced a p-value = 0.027 which was less than the a-value of 0.05 hence the
hypothesis was rejected. It was concluded that there were differences in pupils'
yielded a p-value = 0.039 which was less than the p-value of 0.05. Therefore the
null hypothesis was accepted. It was concluded that the pupils Mathematics mean
scores were relatively the same regardless of whether the teacher prepared
commencement of teaching.
Kenya. The findings of the study indicate that teacher preparedness as indicated
pupils mean scores for schools where teachers prepared lesson plans and those
who didn’t. However, the study established that there was no statistically significant
schemes of work.
The related literature considered were grouped into three areas, the
The words of foreign authorities like Mabila, Kallenbach and Zaft and Fritz
Forsth and MacMillan discussed the tttribution of failure to lack of effort may
is exerted. This was supported by Rao who said that it is important that when
conviction that they have the ability to succeed in mathematics and they could
Peteros, et all studied that that male and female students have the same
positive high correlation between the study orientations of the students considering
It could be observed, that the review of the different studies included in this
study were found to have relation with this work. However, the present work is
found closely related to the work of Pateros. The present work formulated activities
that will improve the performance of the students and recommending intervention
to address the low performance. With this, the researcher tried to bridge the gap
Theoretical Framework
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
Consistency Theory by Rosenberg (1968), which shapes that the changes in the
so that it will bring uniformity between the two components. The students’ feelings
towards the subject will affect how they perform on the subject. Figure 1 shows
that theoretical framework of the study. A learner with a negative attitude towards
a subject will think that he or she will not do well in the subject. However, a student
with a optimistic attitude towards a matter will be motivated to perform fine because
subject matter and teacher-related aspects were the primary reasons why these
students hate mathematics. This aversion of the subject will result in a negative
attitude towards the subject. Moreover, the students who hate the subject do not
like studying the subject. More importantly, in mathematics, wherein concepts are
difficult for the students to understand, it is essential that their study habits should
be developed. Trying to study on subjects where they have negative feelings will
not help them improve their performance in the subject. Consequently, students’
performance in mathematics will be affected because they will not have time to
study the subject. Moreover, the Self-Perception Theory by Bem (1972) supports
this study. The theory states that individuals’ actions are interpreted by the way he
or she interpret others and ones’ actions are most of the time influenced by others
and not of ones’ own free will as he or she would expect. Similarly, in the case of
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
Affective-Cognitive
Consistency Theory
Zone of Self-
Proximal STUDENTS’ Perception
Developmen PERFORMANCE Theory by
tLev Bem (1972)
Vygotsky
the students wherein, most of them think that mathematics is a difficult subject,
they will tend to have the same feelings with others. Thus, whenever they do not
understand the lessons in math, they will have the possibility of thinking that they
are not alone. So, one will justify his performance on the premise that most of the
students do not like math because it is difficult and so he does. However, if the
student feels the other way, then he would develop a positive attitude towards the
subject because he can justify why he likes the subject. With these, the willingness
of the student to learn the subject can help in developing good study habits on the
subject to which the student has a positive attitude. Nagaraju (as cited in
Mendezabal, 2013) stressed that positive attitudes and good study habits are
students must perform well in school so that they will be able to meet the standards
set by DepEd in order to be promoted to the next level. Failure to do so will result
in students’ retention.
Conceptual Framework
After the readings of the related, studies and literature, the researcher was
Inputs. The inputs considered in this study are the Students’ Performance in
Factor, and Socio-Economic Status. The researchers reviewed the class records
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
Students’ Performance
Figure 2
Conceptual Paradigm
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
of the mathematics teachers from grade 7-11. The data were scrutinized and
validated with the permission of the school heads and the teachers assigned. To
Process. The proposed intervention will based on the result of the survey on the
factors affecting the performance and the FGD among the Mathematics teachers.
This focus group discussion will also include suggestions from the teachers on
their preferred intervention which were based on the factors affecting the
performance.
Definition of Terms
Mathematics.
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
References
The Conversation (2016), Too many teachers teaching outside their area of
expertise, https://theconversation.com/too-many-teachers-teaching-
outside-their-area-of-
expertise-39688
McKenzie, P., Weldon, P., Rowley, G., Murphy, M., & McMillan, J. (2014). Staff in
Australia’s schools 2013: Main report on the survey. Canberra: Department
of Education.
Eysenck, Hans Jurgen Personality and Individual Differences (New York: Plenum
Press, 2005.
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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
Jackson, Merill “Teachers: Supporting the House”, The National Journal Better
Living, Health and Home, Vol., 32. No. 6, Philippine Publishing House,
November-December, 2005.
Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M.
(2013). An examination of stereotype threat effects on girls’ mathematics
performance. Developmental Psychology, 49(10), 1886.
https://doi.org/10.1037/a0031412
Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands.
Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site:
http://www.lectitopublishing.nl
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Partido College
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Asogwa, B. C., Wombo, A. D., & Ugwouke, C. U. (2015). Challenges and coping
strategies adopted by postgraduate students of agricultural education in
Thesis writing in Nigerian universities. American Journal of Operations
Research, 4, 311−318. https://doi.org/10.4236/ajor.2014.45030
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Partido College
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Goa, Camarines Sur
CHAPTER III
RESEARCH METHODOLOGY
adopted by the researcher in the conduct of the study. The instrument used and
the statistical treatments of the data were also part of this chapter.
Research Method
students of Sagrada High School, Tinambac, and Camarines Sur. It will use
The respondents of this study were the 250 students of Sagrada High
School from Grade 7-11 for school year 2015-2016. There are 62 students in
the respondents in the Focus Group Discussion which was utilized in identifying
Procedure of Investigation
and with relevance to her interest. She conducted reading of some literature and
studies with bearing to the subject of study. After the defense, the researcher
worked on the suggestions given by the panel and was presented to the adviser
for her further suggestions and comments. All the suggestions were incorporated
while comments were answered and corrected. The researcher wrote a letter of
the study as her Masteral requirement to finish the course. School heads were
furnished copy of the approved letter and she proceeded the collection of data that
Research Technique
documentary search or literature research from the school files and from various
sources such as books, journals and other studies; (2) Survey through a structured
The main instruments used for gathering the data are the questionnaires
formulated by the researcher. The main sources for the formulation of the research
Schools.
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Partido College
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Goa, Camarines Sur
Instrument Validation
were done by some of the experts related to this study and in the field of research.
Likewise, a dry run was administered. Copies of the instrument were distributed to
teachers from other schools who were non-respondents for them to accomplish
the data asked for and to give their comments and suggestions on the prepared
survey questionnaires for modification. The questionnaire was finalized with the
Sources of Data
The research made use of the primary and secondary sources of data and
information. Primary data were the answers the respondents provided the
skills.
In order to achieve the purpose of this work, the researcher made use the
The gathered data were treated statistically using Proficiency Level and
Weighted Mean.
weighted mean of each item per category/factor was obtained. The mean
Proficiency Level. After getting the mean, the proficiency level was also
𝑥̅
𝑃𝐿 =
𝑁
where:
PL = proficiency level
𝑥̅ = mean
N = number of cases
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Partido College
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Goa, Camarines Sur
References
Bircon, et al., General Statistics, Revised Edition, 616 Enterprises and Co. Inc.
Manila.
Pagoso, Cristobal M. et. Al., Fundamental Statistics for College Students, Manila:
Sinag-Ta1a Publishers Inc., 2007.
CHAPTER 4
This chapter is the presentation and discussion of the results of the study.
The performance of students from Grade 7-11 is shown in the forgoing part.
The data covered in this research include the average grade in mathematics for
the 1st and 2nd Quarter. Table 1 shows the comparison between the Mathematics
performances of Sagrada High School Students from Grade 7-11 for school year
2015-2016.
Based on the data, the grade level with the highest score is Grade 9 which
attributed to its class size which is 36. As per the school form 1 of the class adviser,
it is far from the average class size which is 45. Due to its size, teachers are able
to manage the class well and give more focus on individualized learning.
Furthermore, teachers are able to perform localization more often because there
are few paper works. According to The Alberta Teachers Associations’ research
conducted in 2013, the debate over class size has been waged in Alberta for
decades. It came to the fore in 1980 during the Calgary public teachers' strike and
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Partido College
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Goa, Camarines Sur
Legend:
90 - 100 – Outstanding
85 - 89 – Very Satisfactory
80 - 84 – Satisfactory
75 – 79 – Fairly Satisfactory
Below 75 – Did not Meet Expectations
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Commission was created to investigate the 1980 Calgary strike and to make
recommendations). The issue of class size has again become the subject of
debate thanks to the many attempts in the U.S. to reform the public education
system. Teachers' view of class size has always been clear. Teachers believe that
smaller classes "provide better quality and a richer environment for pupils, while
making teaching more enjoyable for the teacher." Substantial research has been
conducted in the U.S. on class size. Although most of the studies have attempted
simply to use test results as a measure of the effectiveness of class size, there
does appear to be some consensus which include smaller class sizes result in
smaller class sizes result in students with lower academic ability doing better, and
Class size might affect student attitudes more significantly than it affects
achievement.
smaller classes perform well in all subjects and on all assessments when
as much as one to two months ahead in content knowledge, and they score better
These positive impact of small class sizes are more evident for elementary
school pupils, and they become more powerful and enduring the longer students
are in smaller classes. That is, students who have smaller classes in early
elementary grades continue to benefit from this experience even if they are in
larger classes in upper elementary or middle school (Bruhwiler & Blatchford, 2011;
Chingos, 2013).
Despite the generally positive effects of smaller classes, the welfares are
not reliable across all levels and populations. Small classes make the biggest
variance for early elementary school learners, while for many high school students
However, for minority and at-risk students as well as those who struggle with
English literacy, smaller classes improve academic performance. Class size also
outlines the quality of writing instruction at all levels, including college, because
smaller classes are essential for students to get adequate feedback on multiple
drafts. Not surprisingly, smaller writing classes increase retention at the college
On the other hand, the grade level with the lowest performance is Grade 11
Senior High School. Since they are the first cohort of the new curriculum, they don’t
have any peer to consult with in cases they have questions. Furthermore,
instructional materials for Mathematics are not fully available so teachers tend to
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limited resources. Every school deals with resource restrictions. Maybe you're
understaffed or simply don't have room in the budget or additional supplies. This
directly impacts the educational experience, but it also raises stress levels for
more learners. Limited resources can even have a ripple effect on parents, given
that they contribute more of their time or funds to pick up the slack.
great role in their performance level. Table 2.1 shows that that the highest scored
factor along enrvironment is the “Madaming istorbo sa aming bahay kaya hindi ako
nakakapag aral (There are a lot of distractions whenever I am studying). This has
a score of 3.86 which is interpreted as Very High Effect. This is because most of
and helping their parents in their livelihood. These conditions prevent the students
from giving enough focus on studying especially difficult subjects like mathematics,
showed that labor conditions, the number of weekly hours dedicated to work, and
the presence of work scheduled in the morning negatively affected the academic
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performance of child laborers. These results show that the relationship between
child labor and academic performance is based on the conflict between these two
activities. These results do not indicate a linear and simple relationship associated
with the recognition of the presence or absence of child labor. This study has
preventing, eradicating, and attenuating the negative effects of child labor on the
adolescents who do not work have better school performance than students who
work. Up to two hours of work per day do not have a statistically significant effect
Differences in work conditions affect school performance. For high school students
students who work only at home score 4 percent lower on the tests. Those students
who only work outside the house are worse off than those who only work within
the house, with test scores decreasing by 5 percent. Students who work both
inside and outside the house have the lowest test scores of all the working
On the other hand, “Hindi namin pinahahalagahan ang pag aaral” (We are
not into studying at home) scored the lowest which has a mean of 2.20 and
understand the importance of Mathematics especially in their daily lives. This has
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been manifested in their desire to improve their academic performance yet there
Personal Factor. Students Outlook and perspective in life also affect their
performance in Mathematics. Table 1.2 shows the different items under Personal
Factor. The item with the highest mean is the “Abala ako sa pag tulong sa aming
hanap buhay.” (I am busy helping my parents with their work). This has a mean of
3.65 which and interpreted as Very High Effect. Most of the students of Sagrada
High Scool belong to the lower income family. Thus, they are forced to help with
their parents in their work or livelihood. This has resulted in their focus not on
studying but on other matters they deem more important. This notion is being
encompasses not just income but also educational attainment, financial security,
and subjective perceptions of social status and social class. Socioeconomic status
can encompass quality of life attributes as well as the opportunities and privileges
afforded to people within society. Poverty, specifically, is not a single factor but
SES is a consistent and reliable predictor of a vast array of outcomes across the
life span, including physical and psychological health. Thus, SES is relevant to all
and advocacy.
On the other hand, “Mas pinipili ko mag laro kesa mag aral sa math” (I
choose to play over to study”) has the lowest mean with 1.23 and interpreted as
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PERSONAL FACTOR
1. Hindi ko hilig sa math 1.89 Low Effect 4
2. Sumasakit ang aking ulo pag math
na ang subject 3.11 High Effect 2
3. Mas pinipili ko mag laro kesa mag
aral sa math 1.23 No Effect 5
4. Parati akong may sakit. 2.90 High Effect 3
5. Abala ako sa pag tulong sa aming Very High
hanap buhay. 3.65 Effect 1
MEAN 2.56 High Effect
No Effect. This is because most of the students are already aware of the
School students. Thus, they are not more into play but of activities appropriate for
their age. Furthermore, their teachers have taught them to appreciate mathematics
and give time studying it. According to the Latino Family Literacy Project (2017),
this study is similar with the result of Chen (2016). He studied against the
level, parents’ occupational prestige, and family property, and children’s reading
ability was estimated with item response theory. In addition, they adopted an 8-
item parent–child relationship scale and a 22-item learning motivation scale that
mediated the relationship between family SES and reading ability and whether this
was moderated by learning motivation. The results indicated that the parent–child
relationship played a mediating role in the relationship between SES and reading
direct effects of SES on reading ability at high, medium, and low levels of learning
from performing especially with difficult subjects like Mathematics. Based on Table
1.3, “Hindi angkop sa akin ang mga ginagamit na reading materials” (Materials are
not appropriate for my level) has the highest mean which is 3.90 and interpreted
as Very High Effect. This is also the highest mean among all items in all three
factors. In small schools like Sagrada High Schools, teachers are usually
overloaded and some even handle subjects not their major. This prevents them
materials are tailor-fitted to the student’s level. Moreover, due to the large number
of classes in the school, teachers would tend not to differentiate learning as it would
entail additional effort to their fully loaded designations. This notion has been
mentioned that contextualized reading skills prepare the students prepare the
students for much higher level of comprehension skills. The same result has been
motivation; practitioners who use it observe positive results, and the available
future success at school – and, in many cases, of access to well-paid and high-
status occupations – is his or her family. Children from low-income and low-
educated families usually face many barriers to learning. Less household wealth
often translates into fewer educational resources, such as books, games and
interactive learning materials in the home. From the beginning, parents of higher
socio-economic status are more likely to provide their children with the financial
support and home resources for individual learning. As they are likely to have
higher levels of education, they are also more likely to provide a more stimulating
may be more at ease teaching their child the specific behaviors and cultural
references that are the most valued at school. Advantaged parents may also
encourage the development of the skills necessary for success at school (Evans
et al., 2010)
However, results from previous rounds of PISA suggest that school systems
may be able to help mitigate the impact of families’ socio-economic status on their
On the other hand, “Hindi ako tinuturuan ng aking guro” (Teacher are not
hands on) have the lowest score which is 1.56 and interpreted as Low Effect. This
is because the teachers are always present and give their best in delivering the
are closely monitored and regulated, once in schools teachers are subject to the
teaching to “just part of what teachers do”. As a result, until recently little attention
had been given to the effects of out-of-field teaching on teacher well-being and
retention, and on student attainment and participation. Also neglected were the
effects on discipline leaders and mentors who devote time and energy to support
the teachers, the broader school culture and the teaching profession generally
students.
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K-12 Curriculum has brought various changes in the landscape of teaching and
learning process. There has been massive reforms from the pedagogy until the
“We are having difficulties teaching Math because we are used to the old
BEC (Basic Education Curriculum) and we are still in the adjustment stage. We
also need more training teaching the new curriculum and using the instructional
materials”.
plans, and assessment options related to a set of objectives. Such designs focus
structure in order to meet various objectives (Wiles & Bondi, 2014). As noted
earlier, Wiles and Bondi (2014) defined horizontal alignment as similar instructional
practices and curriculum use between teachers in the same grade level, and
curriculum (Loflin, 2016). In many cases, researchers have supported the need to
a new curriculum (Hall & Hord, 2015). Of the many roles defined in the literature,
teacher fidelity stands out as being important but also for being inconsistent among
because their concerns sometimes direct the choices teachers make when
choosing to add or omit items from the curriculum (Bell, 2015; Causarano, 2015).
The CBAM fits into determining what types of concerns teachers have and how to
address these concerns to reduce barriers. Lambert, Velez, and Elliot (2014)
teachers perceive when implementing a new curriculum. The emerging themes for
potential barriers showed that: (1) some teachers adapted better than others for
student-centered curricula, (2) teachers liked to have content available but were
unable to finish the curriculum within a school year, (3) teachers required
themes appear consistent with other studies that have been presented in support
Implementing new K-12 mathematics curricula has been the focus of many
perspective that teachers are central to how the curriculum gets interpreted and
lived in the classroom. Within this perspective lie the challenges for teacher
education while all of these factors are important and require ongoing attention,
teachers must focus on their beliefs and attitudes to offer an example of them
based on a study with which I was involved. Mathematics teachers’ beliefs and
attitudes toward a new curriculum are likely to be directly related to their beliefs
and attitudes toward their learning and teaching of it. For example, if the teachers’
beliefs are not in harmony with those framing the curriculum, this can affect the
level of their participation and success in activities to help them to understand and
can play either a facilitating or an inhibiting role in their learning of the new
curriculum.
device for some selected schools and massive In-service training for teachers
focusing in technology. However, this has posed a great challenge for the
school are not fully equipped with technology and mostly rely on the traditional
method of teaching. They are getting left behind because most of the
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“It is really had for me to teach Mathematics because most of the lessons
say that I have to integrate technology. The problem is, I do not know much about
learning mathematics in the twenty-first century, and all schools must ensure that
they are likely to have limited knowledge of both the technologies for use in
mathematics and how to use them. So the challenge for teacher education is to
identify what knowledge is needed and how to prepare prospective and practicing
addressed: What do teachers need to know and be able to do and how do they
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need to develop this knowledge for teaching mathematics with technology? What
are the appropriate conditions or frameworks for the development of TPCK for
and beliefs about teaching mathematics with technology. There is also the issue
of technology anxiety. For example, how do these affective factors support and/or
restrict or create barriers to the teachers’ learning and use of technology? How are
they exposed in order to address them? Understanding such questions could lead
teaching of mathematics.
ICT in teaching and learning. These were associated with the Millennium
Development Goals and the Education for All movements. The research method
used in this study was a descriptive correlational method. Results showed that
most of the teachers have basic knowledge of ICT and needs improvement. More
training is at this moment required to the teachers for them to integrate ICT in
teaching and other related task assigned to them to uplift and enhance the quality
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preparation with ICT tools and facilities is one of the main factors in the success of
development training programs for teachers also played a crucial role in enhancing
difficult to teach Mathematics. Most of the students when asked what is the most
difficult subject, they would without hesitation say it is Math. Due to this perception,
students already have this perception that they would not do well in the subject no
matter how hard they try to study. One of the teachers said:
“It is also difficult to teacher Math because almost all students already
concluded that it is very difficult and they would not do well even they study very
students have come to believe over time that they are just not good at math. This
type of attitude can result in students failing to even try to learn certain topics.
Fighting this self-esteem-related issue can be difficult, but pulling students aside
individually to reassure them can help pupils overcome math block. Judy Willis, in
her book, "Learning to Love Math," suggests that math teachers can boost student
confidence with strategies such as "errorless math," where "teachers or peer tutors
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towards Mathematics and therefore performed better in the subject than students
perception among girls because of the far reaching negative consequences that it
can have on the performance of mathematics. The research findings also showed
that most female students with positive perception performed very well in
educational day schools. The poor performance may probably be because of lack
is more focused on the teachers. Based on the assessment and Focus Group
Discussion, the root cause of the students’ low performance poorly contextualized
instructional materials. Thus, the researcher proposed a training which will address
I. PROJECT TITLE
TITLE: IMPROVING CONTEXTUALIZATION SKILLS OF TEACHERS
VENUE: Sagrada High School, Tinambac, Camarines Sur
DATE: December 14-18, 2016
PARTICIPANTS: Mathematics Teachers of Sagrada High School
PROPONENT : CHERRY A. CHAVEZ, Math Coordinator
II. RATIONALE
of education in the Philippines. One of the key principles of this new curriculum
teaching and learning outcomes. While lately, there has been an increased
the fact is that the concept itself is not novel. For any teaching and learning
its core principles are in keeping with the broader body of pedagogical findings.
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a meaningful and relevant context. This helps the learners to acquire new skills
and knowledge. It also develops their abilities and attitudes. Learners should
be motivated to learn and to take part in the learning process. Based on the
performance, low scores are attributed to the instructional materials not suited
to the context and level of the students. This training is intended to address the
materials
materials
V. COURSE CONTENT
Demonstration Teaching
feedback revealed by the findings of this study. It was revealed that teachers found
With these, a session guide was done for purpose of improving teachers’
Year
round
Year
round
Teacher and
student
C. Assignment of
bright students as
aides in the
mathematics. Any time
within the
period
and starting a career. Through continuing education such training and symposium,
career-minded individuals can constantly improve their skills and become more
development, not only to ensure the best learning outcomes for their students but
also to be more effective and satisfied in various other aspects of their work.
Moreover, Harris (2009) said that only two of the forms of teacher training we study
positively associated with productivity in middle and high school math. Second,
and reading and middle school math. There is no evidence that either pre-service
students, deepen content learning, and promote transfer of skill. The approach is
area on dosage) and motivation. There is support in the literature for the two forms
instructors.
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References
Chapman, O., & Wood, L. (2004). Teachers’ beliefs influencing the implementing
of a project-based high school mathematics curriculum. In D. McDougall &
A. Ross (Eds.) Proceedings of the twenty-sixth annual meeting of the
North American chapter of the psychology of mathematics education vol.
2. Toronto, ON: University of Toronto, p. 954.
Nicol, C. (2002). Where’s the math? Prospective teachers visit the workplace.
Educational Studies in Mathematics, 50(3), 289–309.
The Conversation (2016), Too many teachers teaching outside their area of
expertise, https://theconversation.com/too-many-teachers-teaching-
outside-their-area-of-expertise-39688
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CHAPTER 5
Summary
Sagrada High School, Tinambac, Camarines Sur. It also looked into the factors
researcher herself. Generally, the researcher expects the data that the study may
record and charts. Documentary analysis was also employed gathering the
achievement of students. Focus Group Discussion was also done to assess the
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teachers’ challenges. The data were treated statistically through the use of
Findings
This study revealed that the Grade 9 has the highest performance among
On the other hand, Grade 11 has the lowest performance with the score of
Conclusion
From the foregoing results, this can be attributed to its class size which is
36. As per the school form 1 of the class adviser, it is far from the average class
size which is 45. Due to its size, teachers are able to manage the class well and
perform localization more often because there are few paper works.
implementation of K-12 Curriculum for Senior High School. Since they are the first
cohort of the new curriculum, they don’t have any peer to consult with in cases
they have questions. Furthermore, instructional materials for Mathematics are not
Recommendation
It is recommended that the class size should be reduced below the average
to maximize learning. Schools can divide one large size class into two in order to
reduce the class size subject to the availability of the classroom and teachers.
Furthermore, teachers must give utmost attention to the individual needs of the
The Department of Education can intensify the trainings especially for the
teachers handling Senior High School subjects. The Department should also
students. In the school level, the school head can conduct LAC (Learning Action
Cells) and In-Service Trainings for senior high school teachers to address the gaps
Environment
Findings
enrvironment is the “Madaming istorbo sa aming bahay kaya hindi ako nakakapag
aral (There are a lot of distractions whenever I am studying). This has a score of
Conclusion
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These conditions prevent the students from giving enough focus on studying
Recommendation
learning especially at home. The school can educated the parents through PTA
meetings on how they can help in the provision of environment that will facilitate
For the school, the students can be provided with an ample area, aside from
the library, where they can study. This can be effective especially for the students
Personal Factor
Findings
In terms of personal factor, the item with the highest mean is the “Abala ako
sa pag tulong sa aming hanap buhay.” (I am busy helping my parents with their
work). This has a mean of 3.65 which and interpreted as Very High Effect.
On the other hand, “Mas pinipili ko mag laro kesa mag aral sa math” (I
choose to play over to study”) has the lowest mean with 1.23 and interpreted as
No Effect.
Conclusion
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Most of the students of Sagrada High School belong to the lower income
family. Thus, they are forced to help with their parents in their work or livelihood.
This has resulted in their focus not on studying but on other matters they deem
more important.
On the other hand, choosing to play over to study has the lowest score
because most of the students are already aware of the importance of studying
mathematics. The respondents of the research are High School students. Thus,
they are not more into play but of activities appropriate for their age.
Recommendation
The school can educate the parents on the effect of involving their children
in their livelihood to the learning of students. Various topics such as the Child
Protection Policy (DO 40, s. 2012) can be discussed so that the parents would be
Teacher-Related Factor
Findings
are not appropriate for my level) has the highest mean which is 3.90 and
On the other hand, “Hindi ako tinuturuan ng aking guro” (Teacher are not
hands on) have the lowest score which is 1.56 and interpreted as Low Effect.
Conclusion
The above mentioned finding is due to the fact that small schools like
Sagrada High Schools, teachers are usually overloaded and some even handle
subjects not their major. This prevents them from contextualizing learning
materials and ensuring that the instructional materials are tailor-fitted to the
student’s level. Moreover, due to the large number of classes in the school,
teachers would tend not to differentiate learning as it would entail additional effort
Furthermore, the low scored item is due to the teachers are always being
Recommendation
indigenization. School heads, with the help of the division office can implement
benchmarking purposes.
Findings
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Partido College
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changes in the landscape of teaching and learning process. There has been
massive reforms from the pedagogy until the instructional materials. This is one of
Conclusion
perspective that teachers are central to how the curriculum gets interpreted and
Recommendation
Teachers) regarding the implementation of the program. This training can be done
by District Levels so that teachers would have the same context especially during
Integrating Technology
Findings
computers and other technology assisted device for some selected schools and
Conclusion
Most of the teachers in the aforementioned school are not fully equipped
with technology and mostly rely on the traditional method of teaching. They are
getting left behind because most of the competencies in Mathematics are but be
Recommendation
to more schools especially the schools located in the far flung area. Moreover,
schools can add trainings on their APP or the Annual Procurement Plan so that
Perception of Students
Findings
Most of the students when asked what is the most difficult subject, they would
Conclusion
Due to this perception, students already have this perception that they
would not do well in the subject no matter how hard they try to study.
Recommendation
Teachers can create activities such as games and stories to encourage the
students to love Mathematics. They can create innovative activities and programs
which as suited to the students. Furthermore, they may integrate the students’
Mathematics
Findings
Conclusion
This training was proposed because the most common cause of student’s
will also address the teachers’ lack of competence in creating effective instructional
materials.
Recommendation
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BIBLIOGRAPHY
Books
Bircon, et al., General Statistics, Revised Edition, 616 Enterprises and Co. Inc.
Manila.
Black, M. The Nature of Mathematics (New York, Hardcourt, Bruce & World, 2004).
Hans Jurgen, Eysenck Personality and Individual Differences (New York: Plenum
Press, 2005.
Pagoso, Cristobal M. et. Al., Fundamental Statistics for College Students, Manila:
Sinag-Ta1a Publishers Inc., 2007.
Unpublished Theses/Dissertations
Magazines/Newspaper/Journals
Coronel, Iluminada C. “Towards More Effective Teaching of Elementary
Mathematics”, A lecture delivered at the Colegio de Sta. Isabel, City of
Naga, Summer Institute 2008.
EDCOM Report: Making Education Work, An Agenda for Reform, Quezon City,
2002.
Jackson, Merill “Teachers: Supporting the House”, The National Journal Better
Living, Health and Home, Vol., 32. No. 6, Philippine Publishing House,
November-December, 2005.
Regional Memorandum No. 52, - Re: Results of the 199 Regional Achievement
Test”, June, 2007.
APPENDICES
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MARICRIS C. BUENAAGUA
Principal I
Sagrada High School
Sagrada, Tinambac, Camarines Sur
Dear Madam:
Recommending Approval:
Approved:
Lubos na
Lubos na Hindi Hindi
Sumasanga- Sumasang- Sumasang- Sumasang-
ayon ayon ayon ayon
HOME RELATED FACTOR
1. Ang aking mga magulang
ay hindi marunong sa math
2. Hindi namin
pinahahalagahan ang pag
aaral
3. Walang study materials sa
math sa aming bahay
4. Madaming istorbo sa aming
bahay kaya hindi ako
nakakapag aral
5. Walang lugar sa bahay
kung saan komportable mag
aral
PERSONAL FACTOR
1. Hindi ko hilig sa math
2. Sumasakit ang aking ulo
pag math na ang subject
3. Mas pinipili ko mag laro
kesa mag aral sa math
4. Parati akong may sakit.
5. Abala ako sa pag tulong sa
aming hanap buhay.
TEACHER RELATED FACTOR
1. Hindi ako tinuturuan ng aking
guro
2. Takot ako sa aking guro
3. Hindi ko maintindihan ang
aking guro
4. Hindi angkop sa akin ang
mga ginagamit na materials
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Partido College
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CURRICULUM VITAE
Educational Attainment
ELIGIBILITY
SEMINAR ATTENDED