1

Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

Mathematics is a scientific field that composes of complex skills that

enhances one’s ability in reasoning problem-solving, proving, and analyzing the

relationship between numbers and various operations. Undeniably, we are using

mathematics in every facet of life. However, majority of students across the world

dislike mathematics. As Fritz et al. (2019) stated that Mathematics commonly

perceived to be difficult. And based from the recent survey reports that 37% of

teens aged 13-17 found Math to be harder than other subjects. That’s became a

struggle to most of the students, and there are numerous attributes that can

affect their learning experiences.

Student attributes can be used to describe a students’ personality,

academic performance and engagement in school life. And it is supported by

Briones et al. (2021) states that the availability of teaching and learning

materials, students’ personality traits, personal goals and teachers’ level of

experience, parenting styles, environment significantly affect the students’

academic performance. the result of the Trends in International Mathematics

and Science Study (TIMSS) shows that Philippines did not fare better as 41%

failed to meet the minimum proficiency level in mathematics and it ranked as the

lowest among the 58 countries that were included in the study. However, the
 2

PISA result 2022 report showed that Philippines ranked 35 th in readiness from

47th in 2021 with an overall score of 41.10.

The researchers conducted a survey that offers ABM and STEM Strands

and found out that Holy Cross Academy has a greater percent of difficulty with

82% in learning mathematics compare to San Agustin National High School.

Thus, having preliminary interview the students they mentioned that noisy

environment, lack of instructional materials, lack of motivation and difficulty of the

subject are some of the causes that having them a hard time in their learning

experiences.

In light of this, the researchers found out that the previous study

conducted only focuses on the teacher and student attributes and observed that

they aren’t involved parent and school attributes. Therefore, the researchers

were interested in examining the various attributes affecting senior high students

at Holy Cross Academy's performance in mathematics in order to give concrete

basis to the educational stakeholders for them to learn some solutions to this

problem.

Literature Background
 3

This study is founded on the following reviews that come from different

studies considered by the writers to back up their present study.

The Philippine Constitution of 1987 stated in Article XVI Section 1 that

"The state shall protect and promote the right of all citizens to equal education at

all levels and shall take appropriate measures to make education accessible to

all." Everyone has the right to attend school in order to learn. The Department of

Education's objective is to provide high-quality education that is affordable for

everyone, builds the groundwork for lifelong learning, and promotes service to

the greater good. For the sake of the development of the country, it must provide

opportunities for everyone to practice social skills, gain knowledge, and get

competency-based education.

In addition, Article III Section 1 of the Code of Ethics for Professional

Teachers states that the teacher is a facilitator of learning and of the

development of the youth. He must consequently give his all, particularly in the

field of mathematics. Teachers should devote more time and effort to teaching

mathematics because it is thought to be the topic that is the most challenging,

obscure, and uninteresting by some.

Republic Act No.11908 also known as the Parent Effectiveness Service

Program Act aims to provide participants with a proper understanding of child

 4

growth and development, age-appropriate and development appropriate,

interventions, different learning avenues for children and domains of child

development. This shall likewise include importance of encouraging parents and

parent-substitutes to fully support their skills on reading, mathematics, service

and development.

Moreover, Republic Act 9155 otherwise known as the Governance of

Basic Education Act of 2001 1.2, stipulates that parents and the community shall

be encouraged for active involvement in the education of the child. This

mandates that school authorities and parents shall concretize partnership in the

education service delivery for the Filipino youth.

Additionally, DepEd Order No. 64, 2017 Establishing the Minimum

Performance Standards and specifications (MPSS) for DepEd School buildings

states that a well-designed school building that considers ergonomics,

anthropometrics, thermal comfort, illustration, ventilation, acoustics, color and

compliance with the law, contributes to improved student performance, and

makes a lasting impression on the community with regard to importance of

education.

According to Interest Driven Creation Theory, students can participate in

the production of knowledge (ideas and artifacts) when motivated by interest.

 5

Students will acquire 21st century skills, establish a habit of creation, and thrive

in learning if they repeatedly engage in this interest-driven creation process as

part of their daily learning routines (Chan et al., 2018). Supported by, Walberg's

theory of educational productivity addresses the factors that influence learning

and have an impact on a student's academic achievement. Walberg utilized a

range of techniques to pinpoint the elements that influence a student's academic

performance in this study of academic attainment.

Moreover, a related literature review shows that there is a positive

relationship between students’ attitudes towards mathematics and mathematics

achievement. The results shown that the following students are more likely to

have high mathematics achievement when students are (a) likely to study

mathematics and pursue mathematics related activities, (b) those who believed

that learning mathematics will result in a positive outcome, (c) those who trust in

their mathematical abilities. That's why educators need to examine student

attitudes towards mathematics and provide appropriate support to simulate the

development of a positive attitude towards mathematics. It also supported by the

result of the study of Arhin & Yanney 2020, which concludes that most of the

students not having interest in mathematics, students’ academic performance will

be very low or poor which will in a long effect impede the nations’ development

and growth. The study also revealed that being aware of increase in students’

interest yielding high academic performance in mathematics and vice versa.

 6

Attitudes determine success. When positive attitudes are rooted in the

learners’ mind, effective study habits are developed. Hence, if the learner is

interested and has a goal, he becomes persistent, careful and dedicated in his

work (Apuyon, 2004). Good attitudes are important because they can energize

and enhance individual capability. One’s attitude become imperative in the sense

that it can encourage the individual form where he is to what he aspires to be.

Thus, his beliefs affect his energy. According to Chaiken (1993), attitude is a

psychological tendency that is conveyed by appraising a specific entity with

varying degrees of favor or disfavor. It is a propensity or propensity to react

favorably or unfavorably to a certain idea, object, person, situation, or attitude

object. An individual's attitude affects their decision-making process and how

they react to incentives, rewards, and difficulties (Business Dictionary). As stated

by Elaine's (2005) theory, attitudes—often referred to as the attitude object—are

generally favorable or negative perceptions of a person, place, thing, or event.

According to the Oakton Community College (2008), study skills or habits

are strategies that help us learn more efficiently. Therefore, if a student develops

a good study skills and habits, more learning will occur and good academic

performance will result. In addition, Zulueta (1996), states that there are students

who have different techniques acquiring learning. Every student has its own way

of study habits and strategies in learning by jotting down notes while listening to

class lectures and study in advance and review the lesson for the surprise

quizzes.
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Moreover, study habits according to Fields (2006) are the means that link

interest and enthusiasm to knowledge and understanding on learning process

that used organizational techniques that can be learned and applied to further the

objectives of personal and scholastic development. This means that if students

are using inappropriate study habits, educational development can hindered and

even prevented.

According to Vygotsky's social development theory, a child's cognitive

growth and capacity for learning can be influenced and mediated by their social

interactions. According to his theory, which is also known as Vygotsky's

Sociocultural Theory, learning is fundamentally a social process rather than an

isolated quest for knowledge. He goes on to say that having a parent or instructor

who is more informed about the subject matter can tremendously assist a child's

learning. It is related into Modelling Theory of Albert Bandura which emphasizes

on the observation and imitation that takes place from an individual’s

perspectives through the characters portrayed through media, and how it brings

a change when it comes to their behavior, knowledge, attitudes and values. As

stated by Albert Bandura stresses on the role of social learning through

observation. In this theory, it will relate into a parents’ involvement in the learning

journey of the students where in students can learn from them.

 8

Thorndike's Law of Readiness, indicates that a student will learn more

effectively if they are motivated and interested in what they are studying (Zulueta,

et al., 2008). In addition, a student's interest is a factor that significantly

influences how much they learn since it motivates them to give every action they

undertake for educational purposes their best effort, and if they can maintain their

interest, they will learn more (Estorba, et al., 2008). On the other hand, it was

discovered that the teachers' delivery of their lessons in mathematics class

affected the students' interest in math (Arthur, et al., 2014). If teachers don't learn

efficient strategies for teaching math, students could find the lesson dull. Keeping

up with current developments in mathematics education is important for a

successful teaching-learning process.

McGuire (2000) says that there are many variables in low achievement of

students, but this study focuses on the context of three identified factors. The first

is the instructor component, which consists of subject-matter expertise, effective

teaching methods, classroom management, interpersonal and communication

abilities, and personality. The student component, which also covers study

practices, time management, and attitudes and interests in mathematics, comes

in second. Due to the lack of variance among the respondents, additional

characteristics like socioeconomic and sociocultural backgrounds were not taken

into consideration. This essay's goal is to identify the elements that significantly

contribute to people's difficulties with math.

 9

Additionally, Sin Son (2003) in Mateo (2011) claimed that the teacher is

the single most important component in the overall structure of an effective

mathematical program and the most important aspect in achieving quality

education. There are main responsibilities of teachers that directly influence

pupils’ academic success. The students’ academic achievement will suffer if the

teacher does not carry out their duties.

Quality education is primarily dependent on the classroom teacher, the so

called grass roots educators who are efficient and effective to their field of

specialization (San Diego, 1995:13-15). To interpret this statement, the teacher

plays a great role in shaping the knowledge of every student to be a better

person. Teachers are capable enough to do this because they are the second

parents of the students.

In connection with this, teaching methods should provide opportunities for

students to learn actively and to apply practically the knowledge that they have

acquired in the classroom (Lakshmi, et al., 2004). The teachers should find out

teaching methods that fit to the attention and interest of the students.

Moreover, Zulueta stated in 2006 that the teacher should be able to

promote learning effectively by knowing what to teach (subject matter), how to

teach (method) and the skill appropriate for effective teaching. Teacher shoukd
 10

know everything for effective learning. In 2011, Quitalig addresses the teacher to

encourage the students to learn Mathematics with the use of new methods and

techniques. In addition, Bilbao, et al., (2008) states that the teacher should select

teaching methods, learning activities and instructional materials or resources

appropriate to learners and aligned to objective of the lesson. The teacher should

determine the correct procedure and employ effective methods in conducting a

lesson.

Study conducted by Clark et al., (2007) also agreed that positive domestic

environment is the prominent indicator of students’ success in their academics.

They further added that teaching learning process carried out at school is

incomplete without the support of home environment. Also Shah et al., (2012)

emphasized that awareness of parents’ role in education of this children of their

children is fundamental. It makes the relationship between students’ home

environment and their academic achievement at secondary school level. In

connection with the dissertation study of Parveen (2007) studied students’ home

environment and was view that is significantly influences students’ childhood

which has further influences on adult life of the child. Parveen (2007) along with

Muola (2010) believe that home environment hinders or support children overall

development especially in Academics Performance.

Schools are the heart of learning and being held accountable for every

aspect of student achievement. “Effective classroom environment is playing a

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vital role in strengthening instructional process and makes it more productive,

effective and successful”. “Without effective classroom environment teaching

learning process has no fruitful results”. (Kochenderfer, Ladd & Pelletier, 2018).

In connection, classroom environment optimization is a strategy towards

maximizing student achievement in private schools and public schools (Brannon,

2010). It summarizes that classroom environment might be a predictor of student

Academic Performance Specifically Mathematics because it needs more focus

on concentration and environment will trigger their active concentration in

learning Mathematics.

Theories Legal Bases

 Vygotsky's social  Philippine Constitution of

development theory, a 1987 stated in Article XVI
child's cognitive growth and Section I stated that “The
capacity for learning can be state shall protect and
influenced and mediated by promote the right of all
their social interactions. levels and shall take
 Thorndike Law of appropriate steps to make
Readiness states that if education accessible to all”.
 12

Student Attributes Teacher Attributes Parent Attributes School Attributes

 Interest  Personality Traits  Parental Involvement  School Context
 Study Habit  Teaching Skills
 Attitude  Instructional Materials

Independent Variable

Intervening Variable

Age, Gender and Strand

Dependent Variable

Academic Performance

Figure 1. Theoretical and Conceptual Framework

THE PROBLEM
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Statement of the Problem

The main objective of this study is to determine the different

attributes and to the senior high school students’ performance in mathematics.

Specifically, this study would answer the following questions:

1. What is the demographic profile of respondents in terms of age, gender, and

strand?

2. What are the different attributes affecting the Senior High School Students

Performance in Mathematics?

2.1. Student-related attributes;

2.2. Teacher-related attributes;

2.3. Parent-related attributes; and

2.4. School-related attributes?

3. Is there a significant difference on the profile of the students and their

attributes?

Null Hypothesis

There is no significant difference of the demographic profile of the

respondents between the performances of students in mathematics.

There is no significant relationship between the attributes and the

performance of students in mathematics.

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Significance of the Study

The thesis writers believe that this study will merit the following:

Students. This study comprehends the value of exerting effort and

devoting more time to studying, particularly in mathematics-related disciplines.

Parents. This study will assist the parents in keeping an eye on their

children's progress in relation to the various subjects that make up their

education.

Teachers. The result of this study would give them ideas on what

proper media of instruction will be used in order to promote a good quality of

performance of the students.

Administration. The findings of this study will assist the administration

in determining how to address the attributes that influence the difficulties that

senior high school students have with the study of mathematics.

Future Researcher. This will be used as a future reference in

conducting future study related to this one.

RESEARCH METHODOLOGY

Design
 15

The researchers adapted a descriptive survey for this study. The

descriptive design is a type of design that can be explained as the process of

gathering data in order to answer research questions or test hypothesis which

concerns the existing status of a phenomenon. In descriptive method, Calmorin

(1994) as cited by Bagayana (2006) wrote that it focuses on the present

condition because the purpose is to find new truth, which may come in different

forms such increased quality of knowledge, a new generalization, or increased

insights into attributes, which are operating, the discovery of a new causal

relationship, a more accurate formulation of the problem to be solved and many

others. The study measured data that already exist and the number of

respondents of Holy Cross Academy is not large, the descriptive – correlation

methods of studies is best suited. As mentioned, the student – related attributes

in term of interest, study habits and attitudes; the teacher – related attributes in

term of personality traits, teaching skills and instructional materials; parent –

related attributes in term of parental involvement and school context – attributes.

Environment and Respondents

This study will be conducted in Holy Cross Academy, Tubigon, Bohol with

a distance ten meters from the highway. Holy Cross Academy offers elementary,

Junior High School and Senior High School with Accountancy, Business and

Management (ABM), Science, Technology, Engineering and Mathematics

 16

(STEM), Humanities and Social Sciences (HUMSS), and Technology and

Vocational and Livelihood (TVL) Strands.

The respondents of this study were the Grade 11 ABM and STEM senior

high student in the Holy Cross Academy. The total population of Grade 11 is 345:

48 are ABM students and 71 are STEM students. The researchers will use the

stratified random sampling in getting respondents. Out of 63 respondents: 25 are

ABM and 38 STEM.

Instrument

This study will utilize an adapted questionnaire from the unpublished

thesis of Balbadosa (2010) and Shamaki, T.A. (2015) to attain the purpose of the

study. Balbadosa's thesis is a set of questionnaire-checklist for the student

respondents, while Shamaki's thesis is a survey questionnaire in a form of

checklist, that consists of the seat and setting arrangement in Mathematics

Class, effect of painting and lightning on student's academic achievement, effect

of chalkboard and number of students per class and the T-test analysis on

influence of learning environment on students' academic achievement in

Mathematics. Pilot testing will be conducted before conducting it to the actual

respondents. The most important details in this text are the five checkboxes that

were used to measure the attitudes and beliefs of students in mathematics.

These five checkboxes were rank as Always (5), Often (4), Sometimes (3),
 17

Rarely (2) and Never (1). Part 1 on the questionnaire-checklist obtained the

student related attributes such as their personal interest, attitude, and study

habits. Part 2 obtained teacher related attributes such as personality traits,

teaching skills and instructional materials used by Mathematics teachers, and

part 3 obtained parent-related attributes such as parent involvement in the child's

education. And Part 4 obtained school context attributes that presented ten

statements and each statement was given one set of five checkboxes. The five

checkboxes were rank as Strongly Agree (SA), Agree (A), Disagree (D) and

Strongly Disagree (SD).

Procedure

In making this study possible and successful, the researchers first asked

for permission, approval and assistance from the authority of the school. The

researchers conducted a study to determine the environment of two schools in

Tubigon and Sagbayan, Holy Cross Academy in Tubigon and San Agustin

National High School in Sagbayan. They conducted preliminary interviews with

the Grade 11/students at Holy Cross Academy in Tubigon and San Agustin

National High School in Sagbayan. After tabulating the results of the preliminary

interviews, the researchers concluded that the environment would be the Holy

Cross Academy in Tubigon due to 82% of them having difficulty in learning

Mathematics. After interviewing the principal, the researchers sent a letter of

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request to the designated teachers handling General Mathematics subject for the

grades of the respondents. After getting the total population, the researchers

went to the statistician to ask for the number of students to be covered for the

pilot testing.

Statistical Treatment

1. To determine the performance in Mathematics of the respondent, the

Weighted mean formula was used:

Σfw
x=
Σf

Where:

x = Weighted mean

𝚺= Summation

Σfw = Weighted frequency

f = Frequency

To determine the level of academic performance in Mathematics, Grading

Scale was used:

Level of Academic Performance

Description Grading Scale Interpretation

The student has excellent

Outstanding 90-100
performance towards the
 19

subject.
The student has very good
Very Satisfactory 85-89 performance towards the
subject.
The student has good
Satisfactory 80-84 performance towards the
subject.
The student has fair
Fairly Satisfactory 75-79 performance towards the
subject.
The student has poor
Did Not Meet Expectation Below 75 performance towards the
subject.

2. To determine the significant relationship between the attributes and

performance in Mathematics, …

DEFINITION OF TERMS

For better clarification and understanding of the terms related to this study.

The following terms are defined conceptually and operationally.

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Age. It is a period of life measured by years since the birth of the

respondent.

Gender. It is the classification of how the students perceive themselves as

their identity.

Strand. This refer to the chosen field that student choose to pursue.

Attributes. These are factors that triggers one’s learning achievement.

Interest. This refers to the student’s likes or dislikes of particular things.

Study Habit. This refers to simultaneous actions by students in coping

every lesson that guaranteed to excel in academic performance.

Attitudes. This refers to how they view or perceive particular things.

Personality Traits. These refer to the good relationship of the Mathematics

teachers towards the students.

Instructional Materials. These are materials used by teachers for

instruction in teaching which helps student learn better. It can be high technology

or just simple materials that can be used in learning preference.

 21

Academic Performance. This refers to the grade specifically Mathematics.

Teaching Skills. It is the particular technique or approach of the teacher

use to deliver her ideas, knowledge and lessons.

Parent Involvement. It is an act of a parent that helps their child in

improving their academic performance. It can be helping their child in doing

homework, teach them after school, etc. for better learning.

Questionnaire
 22

Respondents: Please answer the questions honestly and completely to assure

the validity and accuracy of the data.

I. Demographic Profile

GENDER: ___________AGE: ______________STRAND:_______________

II. Student-Related Attributes

Direction: please check (√) and rate yourself honestly on what you

actually do given the statements using the following scales:

Legend: 5 – Always - the stated attributes has a very strong affect to

their performance
4 – Often – the stated attributes have strong affect to their
performance
3 – Sometimes – the stated attributes are uncertain affect to
their performance
2 – Rarely – the stated attributes do not affect to their
performance
1 – Never – the stated attributes do not strongly affect their
performance

A. Personal Interest 5 4 3 2 1

1. I pay close attention to my Math teachers’ lecture.

2. I prepare myself for my class.

3. I want to do well on my tests, quizzes, assignments and

projects to get good grades in Math.
4. Once the discussion is disrupted or perhaps the teacher
is absent, I became irritated.
5. I got frustrated when I can’t answer mathematical
problems.
6. I love to solve mathematical problems with my friends.

7. I got pressured when I am the only one left answering

mathematical problems.
 23

B. Attitude 5 4 3 2 1

1. In math class, I am really under tremendous stress.

2. I dislike mathematics and am terrified of having to take

it.

3. When I’m doing math, my thoughts went blank and I

can’t think critically.

4. Math makes me feel agitated, cranky and anxious.

5. I enjoy math and feel at ease with it.

C. Study Habit 5 4 3 2 1

I. I find a good place where I could study my Math

lessons.

II. I study my mathematics lessons with my friends.

III. I reward myself with delicious foods every time I answer

complex mathematical problems.

IV. I make a study schedule on my math lessons.

V. I re-read my math lessons prior to a quiz or test.

III. Teacher-Related Attributes

Direction: Please rate each item as to the extent/desire that your

mathematics teachers displayed the following traits and behavior using the

following scales:
 24

Legend: 5 – Always - the stated attributes has a very strong affect to

their performance
4 – Often – the stated attributes have strong affect to their
performance
3 – Sometimes – the stated attributes are uncertain affect to
their performance
2 – Rarely – the stated attributes do not affect to their
performance
1 – Never – the stated attributes do not strongly affect their
performance

A. Personality Traits 5 4 3 2 1
My mathematics teacher…
1. Maintains a good relation with his or her students and
co-teachers.
2. Imposes proper discipline and is nit strict in following the
prescribed rules.
3. Is open to suggestions and opinions and is worthy of
praise.
4. She shows smartness, confidence and firmness when
teaching.
5. Is open-minded and has an appealing personality with
good sense of humor.
B. Teaching Skills 5 4 3 2 1
My mathematics teacher…
1. Has mastery of the lessons in mathematics

2. Is organized in presenting lessons in mathematics by

systematically following course outline.

3. Explains the objectives of the lesson clearly at the start

of each period.

4. Is updated with present trends, relevant to mathematics

subject.

5. Use various strategies, teaching aids/devices and

techniques in presenting the lesson.

C. Instructional Materials 5 4 3 2 1
My mathematics teacher uses…

1. Chalks and blackboard in explaining the lesson.

 25

2. Power point presentations (visual aids)

3. Materials for project development

4. Rulers, protractors, set squares and compasses.

5. Workbooks/textbooks

VI. Parent-Related Attributes

Direction: Please rate each item as to the extent/desire that your parents

displayed the following traits and behavior using the following scales:

Legend: 5 – Always - the stated attributes has a very strong affect to

their performance
4 – Often – the stated attributes have strong affect to their
performance
3 – Sometimes – the stated attributes are uncertain affect to
their performance
2 – Rarely – the stated attributes do not affect to their
performance
1 – Never – the stated attributes do not strongly affect their
performance

A. Parental Involvement in their Child’s Education 5 4 3 2 1

1. My parents ask and help me about my Mathematics

homework regularly.
2. I talk with my parents about my Math teachers often.

3. My parents encourage me to work harder in

Mathematics subject.
4. My parents provide me with learning materials such as
exercise books, pencils, pens and textbooks.
5. My parents regularly check my answer sheets and
exercise books in Mathematics.
 26

6. My parents always choose what I’ll do in school.

7. My parents always expect higher in my Mathematics

performance.

VII. School Context Attributes

Direction: please check (√) the boxes to indicate applicable option.

SA – Strongly Agree SD – Strongly Disagree

A – Agree D – Disagree
Statements SA A SD D

1. The classrooms are well-ventilated and bright enough

for studying.

2. You can perform better if your classroom is renovated.

3. Dull classroom paintings affect teaching and learning of

Mathematics.

4. The classrooms have adequate electricity light supply.

5. You cannot do well in Mathematics if your class is

overcrowded.

6. The number of students in your class exceeds forty (40).

7. Good sitting arrangement makes Mathematics learning

interesting.

8. You can clearly see all writings on the board from the
backseat because no student obstructs another view
due to seats construct.
9. Adequate air ventilation during mathematics lesson
might improve your performance.

10. My school have no well-equipped laboratory and library

for Mathematics lessons.
27
 28

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1D4uzoLCJDFFW3Kzj0uwmVUexbTQ0ejof3B14ImSVBt3QfdGF0UCBZ9iArkKh

SkicMj8J3jwUZ~maHmTMkJRUGPqprOsSFFrHsgDIgx~C0x5JAyDrfPvnlIy5eN5

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Zulueta, J. (1996). Health and Home. Volume XXXVII