Documente Academic
Documente Profesional
Documente Cultură
AÑAR, SALVIE L.
AYERDE, ERICA MAE M.
COMPAS, JEFFER
GERVACIO, ROMER
TAMPOS, CHRISTIAN ACE
BLESSIE A. TUBI
Teacher
Marso 2019
APPROVAL SHEET
This research entitled “FACTORS AFFECTING THE PERFORMANCE IN
MATHEMATICS OF GRADE 10 STUDENTS" prepared and submitted by AÑAR,
S.L., AYERDE E.M., COMPAS, J., GERVACIO, R., TAMPOS, C.S., in partial
fullfillment of requirements for the project Practical Research 1
BIOGRAPHICAL SKETCH
Dasmariñias, Cavite. She is the eldest daughter of Mr. Vidal G. Añar and Mrs.
Poblacion,Ferrol, Romblon.
School and currently taking her Secondary Education at Ferrol National High
School where she is a Grade 11 student under the General Academic Strand.
SALVIE L. AÑAR
BIOGRAPHICAL SKETCH
The researcher was born on the 20th day of January2002 at Pasig City.
She is the eldest daughterof Mr. Eduardo Ayerde Jr. and Mrs Charilyn Ayerde.
The researcher was born on the 15th day of June 2000 at Bunsoran Ferrol
Romblon. He is the eldest son o Mr. Michael Compas and Sher MaeRose
Romblon.
JEFFER F. COMPAS
BIOGRAPHICAL SKETCH
The researcher was born on the 14th day of December 2001 at Poblacion,
Ferrol, Romblon.He is the youngest son of Mr. Roger Gervacio and Mrs. Myrna
Romblon.
ROMER A. GERVACIO
BIOGRAPHICAL SKETCH
San Jose, Romblon Romblon. He is the eldest son of Mr. Diolito Tampos and
Ferrol, Romblon.
The researchers would like to extend their thanks to all those who have
been part of their study, for their unending support and contribution in the
successful conduct of this research paper. Because of them, our knowledge have
expanded and having a good result for this study have been possible. The
Blessie Tubi, the researcher's Practical Research teacher who have guided them
all throughout their journey in making this researh, for her patience and help in
ccorrecting their mistakes during the conduct of this research and most
especially for sharing her knowledge on what they need to know. Without her this
respondents, for sharing their time and for actively participating on answering
their questionnaires and giving the information they have needed to complete this
study. Without their cooperation and readiness to answer the questions, this
They would also like to thank their classmates and friends who have
helped them through giving ideas and knowledge related to our study. They also
thank them for giving support and motivation to finish this research.
The researchers would also like send their gratitude to their beloved
parents for being considerate in helping and supporting their needs and other
materials for the accomplishment of this research. They are very thankful for their
understanding on times they are busy doing this research and also for giving
The researchers would also like to thank Mrs. Leomelyn Gabayno and Ms.
Jewelle V. Olarte for sharing their honest opinions with them on how to further
The researchers would also like to thank the principal, Mrs. Zayra F. Andal
And most of all, the researchers would like to express their deepest thanks
to God Almighty for the continuous guidance on every step we take on this
research. The researchers thank Him for giving the group members the
knowledge, wisdom and the fighting spirit to finish this research paper until it's
end.
The Researchers
S.L.A
E.M.A
J.F.C
R.A.G
C.S.T
Table of Contents
Title Page
Approval Page
Biographical Sketch
Acknowledgement
Table of Contents
List of Tables
Abstract
CHAPTER I
Introduction
Research Question
CHAPTER II
Conceptual Framework
Definition of Terms
CHAPTER III
Research Methodology
Research Design
Sampling Procedure
Research Instrument
CHAPTER IV
CHAPTER V
Results
Conclusion
Recommendation
References
Appendices A
Appendices B
List of Tables
List of Figures
Abstract
AÑAR, SALVIE L., AYERDE, ERICA MAE M., COMPAS, JEFFER F.,
The qualitative study aims to answer the research question, What are the
chapter of this study will deal on the background of the study, reason for
choosing, importance of the topic and it's baseline. The main objective of this
The study was a descriptive study in which a survey research design was
adopted. The key informants of the study are forty Grade 10 students who were
The results show that there are more Slow Learners in Mathematics and
under varied conditions. Through the research, it was also found out that the
study also found out that the way to improve performance in Mathematics is
Mathematics to the their students and children; students should improve their
study habits; teachers should know what affects their student's interest and
learning preferences and styles along with each student's differences; students
students should study Mathematics hard and put it into their priorities, this
INTRODUCTION
bioinformatics, the understanding ofuncertainty and dealing with large data sets”
(Lemaire, 2003, p. 21). Mathematical thought and concepts will become the
primary navigational tools in the data driven world (Lemaire, 2003). As a result
has becomeessential for the success of individuals and for the progress and
security of nations.
Steinberg, Varua,& Yong, 2010). Despite the importance of mathematics in life and
in the study of otherscience subjects, the computed MPS of all Junior High School
students of Ferrol National High School in Mathematics for the past school year
2017-2018 only reached an average of 59.15 for the four grading periods, being
consider why students perceive mathematics as a difficult subject. Why are they
not confident in their ability to do mathematics? What are the factors affecting their
achievement of secondary school students. They also have observed that this
feeling is not only within themselves, everybody, somehow can relate to this. They
often witness their classmates and other students having various complaints about
Mathematics, whether it's about the teaching, its difficulty to be understood or its
tendency to be boring.
therefore wanted every student to improve in it. So they basically thought of finding
out the factors affecting the performance of students, more specifically, the Junior
High School Students, in the said subject so that they could or someone out there
Mathematics?
students in Mathematics?
Beneficiaries
School Administration. The result of this study could save as a baseline data to
performance.
Teachers. The results of this study may same as on eye opener to create and
strategies.
Students. This will help students to be interested in mathematics and help them
daily lives.
Parents.As they are concerned with their children’s academic performance and
chose topic with focus inclined with our or anything related to students
mathematical performance.
School of the present school year 2018-2019. Determining the factors affecting
the performance itself of Junior High School students is the focus of this
research. This will be done on November 2018 to March 2019. The information
This chapter presents the review of related literature and studies related to
this research.
Pal (2009) concluded that many difficulties that children face in leaning
are rooted in the lack of understanding of lower level concepts and lack of clarity
on some rules that are often conflicting can lead to misconceptions and affect
mathematical learning.
Ash Craft and Hopko (1998), Fennema (1989) and Hembree (1990) opened
that many people develop anxiety about mathematics, which can be distressing
problem itself and also inhibits further progress in the subject. This is rare in young
difficulties into account, even while attempting to raise overall standards and they
researchers (Attwood, 2001; Brodie, 2004; Maree, 1997; Moyana, 1996; Murray,
learner’s abilities, attitudes and perceptions, family and perceptions, family and
as poor learning environment, learning cultures, past racial discrimination and low
examination. The measure finding of the study are given below. The variable
achievement. The physical interest of the learners have low positive effect on
Mthematics.
that the knowledge of geometry have been in possesion even before the birth of
the child. Thus according to Plato it is known that the ideas or general concept
and understanding on mathematics concepts. It was declared that ideas just have
existed in our mind even before our birth. Such knowledge is termed a priority, that
their learners had concepts or ideas that they should help them develop such ideas
and cultivate what is in their experience as they immerse in the module or topic
under study.
subject that is not related to life, with no social context of problems exploited.
society caused low achievement of pupils in the subject .Most pupils thought that
at school mathematics was mainly needed in science subjects like Physics which
could not have been in their field of interest. A study carried out in Jamaica on poor
attitudes towards the subject and some viewed it as being of little or no use to them
In South Africa Mji and Makgato (2006) pointed out that, few students take
mathematics and those who do so do not perform well because they are not
motivated which ultimately lead to mass failures .Many factors can cause lack of
motivation in the student and it could be how the subject is taught or it’s because
of pupils’ ability .If students know the true value of the subject they would make an
effort to understand it. Yeya (2002) had similar views that many teachers, students
and parents have a negative attitude towards the teaching and learning of
mathematics .Chiriswa (2003) agreed with the issue and recommended that
mathematics teachers and students be given incentives to raise their morale for
intelligences; the academic problem solving; the practice intelligence; and creative
study does not depend on ability and hard work but also on effective methods of
thus, a good study habit will mean the ability to learn and make use of what one is
reading or studying. Study skills when properly embedded will help students
understand their own potentials for intellectual growth and self-direction. It is for
this reason that the strategies of proper study habits among students should be
given emphasis.
understanding the basic concepts and the associated skills. The teacher must
performance. Teachers must consider students’ perceptions and the ideas the
student brings into the classroom. It was therefore important that teachers should
find what their students already know about the concepts or the principles that are
to be introduced.
According to Limb & Fullarton (2001), there was an importance of
mathematics. Some of the school factors are gender, family cultural resources,
negative effect on students’ performance. Limb & Fullarton (2001), in the study
Science Study) they found thatstudents with more family cultural resources such
as books at home and those from two parent rather than single parent families
speaking families. In classes where teachers set more homework they have
secondary school students. Bakare (1994) and Asikhia (2010) categorizes factors
militating against good academic performance into four principal areas which are;
Causations resident in the child such as basic cognition skills, physical and health
during the first two years; type of discipline at home: lack of role model and finance;
Causations resident in the school such as school location and physical buildings;
Tshabalala and Ncube, (2013) was of the view that shortage of well trained
teachers and principals, automatic promotions of pupils, the negative role of public
one, fear and anxiety. Wikipedia Free Encyclopedia, (2014) stated that students
teachers who are themselves anxious about their mathematical abilities in certain
(2013) pointed out that lack of meaningful library and laboratory, qualifiedteachers,
performance in mathematics.
Conceptual Framework
Math Anxiety
Attitude towards Mathematics
Study Habits
Interest and Motivation to Learn
Teaching Strategy/Method
School Environment
Parental Involvement
The model shown in Figure 1 shows that the Factors such as Math
Anxiety, Attitude towards Mathematics, Study Habits, Interest and Motivation to
Learn, Teaching Strategy/Methods, School Environment and Parental
Involvement have an effect on the performance of students in Mathematics.
Definition of Terms
RESEARCH METHODOLOGY
This chapter discusses the research design that was applied, the research
instrument and key informants and locale of the study in order to answer the
research questions.
Research Design
Qualitative research was chosen to help explore the attitudes, opinions, behaviors
and other defined variables of the population. In this study, the researcher applied
questions that would answer the statements of the problem, it was tried to reveal
The research was conducted on Ferrol National High School as it was the
The study only focuses on its selected sample which is 40 students from Grade
Section A 13
Section B 14
Section C 13
Table 1. Respondents
Sampling Procedure
The researchers have requested a list of all the Grade 10 students names in each
section. Each list from the three sections contains the list of all the Grade 10
students from each corresponding section arranged alphabetically, on this list, the
student from the list and those that weren't removed have been the chosen
Research Instrument
ballpen, paper and notebooks. It also uses mobile phones for easy and convenient
gathering of necessary information needed, for the encoding of the research itself,
for recording of interviews and documentation. The research also used laptops for
better proofreading and editing of research paper and printers for printing of hard
The research also used data collective tools like documents and
questionnaires. The document used is the School MPS record for the past year as
it served the researchers the necessary data that will serve as their basis on
deciding the focus of their study. Through such document, it was revealed that
Mathematics, among the four core subjects have the lowest MPS rate and
therefore become the very focus of our study. Lastly, it also used questionnares
for easier administration within a short period of time and also because of the
ability to reach many respondents for a short period of time and preserves
around the variables and inferential implications from them derived and recorded.
Method of Data Processing and Analysis
The research used Qualitative Data Analysis (QDA) for the processing of
data retrived from the questionnares given to the respondents. It was chosen since
data and some analytic ideas. Coding was also done through the identification of
students.
they said so. Out of forty students, three(3) of them said that they are fast
learners because Math is their favorite subject. Two (2) students also said that
them, Math is very simple and easy to understand.Two (2) students said that
they can easily understand lessons and topics in Mathematics hence they said
they were fast learners. Also,one (1) student said that he can learn Mathematics
easily when he listens to his teacher. Lastly, only one (1) student out of the forty
the subject. All in all, a total of 9 students from the 40 responfroms claimed that
they were fast learners in Mathematics which is equivalent to 22.5% of the whole
sample.
as average learners in Mathematics along with their reasons why they so. Four
(4) out of the 40 respondents said that they were only average learners because
they can't understand all topics offered in Mathematics, though they are able to
understand some, there are also those which they can't. Another, two (2)
students agreed that they are average learners only because they couldn't fully
understand a whole lesson, but instead they are able to learn something about it
or atleast a part of the lesson. Two (2) students also said that they are average
would pay attention to their teacher; they said they would be able to understand
the lesson if they do. A student (1) stated that he is an average learner because
he can participate and be active sometimes during Mathematics time but there
are also times when is not and that depends on certain situations. One (1)
learns is able to absorb the lessons only if it is taught very well. Another student
experiences difficulty on some projects and activities. Lastly, a student (1) said
he is only average because he is not gifted and not that great it Mathematics but
still he is able to understand the lessons under the subject. A total of twelve
Learners)
Table 3a shows the number of students who admitted to have difficulty with
Mathematics and those who do not. Out of 40 respondents, eight (8) students said
they are slow learners because they find it difficult to understand some topics in
Mathematics. Four (4) students stated that they are able to understand the lessons
but it takes them time that's why they rated themselves as slow learners. In
addition, three (3) students also said that they slow learners in Mathematics
because it makes them sleepy and bored. Two (2) students also said that theythey
are slow learners because they are still dependent on someone in learning
Mathematics. Lastly, two (2) students said that they are slow learners simply
Table 2A shows the the levels of Mathematical Ability and how many
number of students who are considering themselves as slow learners, with a total
average learners, with a total of 12 students followed by the nine students who
KIS2, KIS5, KIS7, KIS11 The students said that they experience a sense of difficulty with the
KIS18, KIS21, KIS22, subject especially on the part of understanding formulas and how they
KIS23, KIS24, KIS25, work. This is also because their module is very hard to understand.
KIS26, KIS27, KIS28,
KIS29, KIS30, KIS31,
KIS32, KIS33, KIS34,
KIS35, KIS36, KIS37,
KIS38, KIS39, KIS40
KIS1, KIS3, KIS4, KIS6, The students said that Mathematics isn't making them feel difficult. It
KIS8, KIS9, KIS10, can be hard at times but if you are listening well and attentively you
KIS12, KIS13, KIS14, would be understand it they said it is being used everyday so there is
KIS15, KIS16, KIS17, no room for difficulty.
KIS19, KIS20
Table 3a shows the list of key informants and their response on whether or not
while the rest, the remaining 15 students that they don't experience difficulty on
Mathematics.
Mathematics as a hard subject; four (4) students said that Mathematics for them
is confusing and complicated; four (4) students said that Math is not hard when
you study hard and listen to the teacher; three (3) students said that they see
benificial and good for us; three (3) students said that they view Mathematics as
something helpful for their current studies and for future studies; three (3)
Two (2) students said that they find Mathematics uninteresting; Two (2) students
said that Mathematics is making them feel stupid and nervous; and lastly, only
Performance in Mathematics
learn in Mathematics and how it affects them. It reveals that they are very much
motivated and interested to learn when the teacher uses a reward system in
his/her teaching, eleven out of 40 students said this. Another factor is the usage
of technology in teaching, ten out of 40 students agrees with this. Next is the
teacher's qualities and attitude with nine out of 40 respondents saying so. In
addition, eight out of 40 students said their seatmates, peers and social groups
affects their interest to learn Mathematics. Three of the 40 students said that the
school environment affects their motivation to learn. Three also said that the kind
of activities being offered have an effect on their interest. Lastly, two said that
their family said have an effect on their interest and only one said that Calculator
uses and its effect on them which mostly are positive. Out of 40 students, seven
students said that giving more examples is their teacher's strategy, six students
said it is teaching in an upbeat and happy mood, six students said it is discussing
with Tagalog and/or Mother Tongue as the medium of instruction, five students
during discussion, two students said it is using technology in teaching lessons, two
humor on class discussion. There are also those strategies that affect the students
negatively: out of 40 students, six said that their teacher's strategy in teaching is
giving out too many assignments and activities and three said
Table 3 displays how the school environment can affect the students. Ten
out of the 40 students said that when their classroom is messy and unorganized,
it's harder for them to focus and concentrate in studying; eight (8) students said
distraction in learning; six (6) students said that the school environment where
Mathematics is being taught doesn't have any significance with the learning of the
students; four (4) students also said that school environment doesn't affect the
will allow themselves be distracted and affected with it; a student said that school
environment doesn't affect their learning because he said he would still be not
good in Math no matter where he is studying. A total of 22 students said that school
environment does affect their learning in Mathematics and 11 students disagree
saying it doesn't.
students to learn Mathematics. Most of them stated that their parent's involvement
said that their parents are affecting their performance in Mathematics through
twelve said it is through their parents tutoring them and teaching their lessons, four
srudents said it is when their parents are cheering them on and motivating them to
study. There are also those who said that their parent's involvement aren't good
and brings negative effect. Two students said that their parents doesn't believe in
their abilities, two students also said that it affects them when their parents doesn't
care or acts unconcerned with their studies. The remaining two students said that
KIS14 The students said that they study at home because they
enjoy learning Mathematics.
KIS17, KIS23, KIS32 The students said that they do study at home only if it is
really necessary like when they have assignments or
going to have a test.
KIS19 The students said that they study at home when there
are topics from school they can't understand. They also
said it's easier to study at home because they can really
focus.
Table 9 shows the study habits of Grade 10 students, more specifically at their
homes. It says whether the student studies at home or not and why so. Out of the
40 respondents, eight (8) students claimed that they don't study at home because
of laziness; six (6) students said they'd rather play online games than study; five
(5) students said that they don't study because they are too busy with house
chores; four (4) students said that they don't study because it's hard to learn all by
yourself; a student said that he doesn't study because he leaves his modules and
notebooks at school; another student also said that she can't afford to study
because she is already pre-occupied with social media and internet; lastly, one
student also said that he don't study cause it stresses him out. On the other hand,
there are also students who do study at home. Six (6) students out of 40 said that
they do study at home to have advance learning of the future topics; three (3)
students said that they'd only study if there are projects and assignments; a student
claimed that he studies Mathematics at home but seldom; another student also
said that he studies Mathematics at home because he enjoys doing so, lastly, one
student said that he studies Mathematics at home when there are topics he didn't
understand and he'd study those at home cause it's easier to focus there.
among themselves. Fourteen out of 40 said that they wish to improve in Problem
Solving; Nine said that they want to improve in all aspects; Four students claimed
that they want to improve in Statistics; Three students said that they want to
improve in Fractions and Decimals; Two students said that they wish to be better
Table 4b reveals the student's perceived methods on how they think they
respondents said that study hard through reading books, reviewing lessons and
being more responsible. Twelve students said that they would improve their
attention. Five students said that they would be more participative during class
discussion. Lastly, a student said that he would complete and submit all projects,
This chapter includes a recap of the rationale for the study, a discussion of
The study was done focusing on factors affecting the performance of Grade
10 students in mathematics subject. The study was done in Ferrol National High
Mathematics?
Mathematics?
Summary of Findings
Ability/Performance?
Learners (22.5%)
It also showed that 62.5% of the 40 Key Informant Students said that
while the remaining 37.5% stated that they aren't having difficulty in
learning Mathematics.
Mathematics?
Mathematics as: (a) hard and confusing, (b) important and benificial,
who said that they are experiencing such said that they feel a sense
of fear and helplessness when learning Math and they can't organize
respondents claimed that they don't really study at home. They said
it is due to many reasons: (a) laziness to study, (b) would rather play
online games and browse the internet, (c) have many house chores
their interest and motivation to learn are the following: (a) reward
examples that are related to the lesson, (b) discussing at a slow pace
that aren't favorable for the students, the following are such: (e)
giving out too many assignments and activities, (f) strict teaching
said it does. They said (a) it affects their concentration and focus in
they're in affects their mood to learn and allows them to think better.
are the following: (a) supporting school supplies and materials along
with some financial aspects, (b) tutoring their children, (c) motivating
Mathematics?
(a) problem solving. Another set of students said that they want to
they can improve their performance were: (a) The students said, to
hard, (b) pay attention to class, (c) comply to requirements and (d)
participate in class.
CONCLUSIONS
Ability/Performance?
Most of the students in Grade 10 think that they are Slow Learners
mathematics lessons.
Mathematics?
modules
classroom.
achievement in Mathematics.
Mathematics?
teaching.
in Mathematics.
Recommendation
After conducting this study, the researcher got some important findings as
mentioned above. On the basis of those findings, the researcher would like to
achievement.
Mathematics. Parents should also influence their children on the good side
do. This is to improve the learner's attitude in Mathematics and correct their
irrelevant.
and seminars by the school. It should be instilled in their minds that they
shouldn't just rely on what they are learning by listening to their Mathematics
teacher; they should study whenever they got the chance, especially when
they have lessons they are behind or having difficulties with. It would be
good to study at home since it's easier to focus there though studying in
school is a good option too since you can ask the teachers if there are parts
Teachers should know what factors triggers the interest and motivation of
students to learn and strive hard to include those during his/her class
know that the best motivation in learning is not any material thing but instead
Teachers should know the preferences, learning styles and the difference
between each student and make good teaching strategies out of it. Giving
or activities that would engage the whole class since and continue to
held, always clean and organized. Teacher's could also design the room
distraction.
study in Mathematics. They should tutor them when they can or atleast
simply motivate them to study hard. Of course, providing the materials and
money they need is another thing too. They should stop or minimize being
uptight with their children's grade to the point of giving out threats because
high grades aren't anything if their children are pressured and not happy
skills.
performance in any way possible rather than being nonchalant about it.
They should put it on the top of their priorities. They should also minimize
exposure with things that distract them from their studies in Mathematics
Primary Sources
KIS1 - KIS40. Focused Group Discussion and Written Interview. Ferrol National
Secondary Sources
Mathematics?
Researchers: Añar, Salvie l., Ayerde, Erica Mae M., Compas, Jeffer F., Gervacio,
APPENDIX B
Dear Madam:
We, the Grade 11 GAS Blk. 2 students are having our research project as
a requirement from our subject Practical Research 1 entitled, “FACTORS
AFFECTING THE PERFORMANCE OF GRADE 10 STUDENTS IN
MATHEMATICS”.
In connection with this, we would like to request your good office to allow
us to conduct our research study in our beloved school.
Your favourable action regarding this matter will be highly appreciated.
Thank you very much for your support and cooperation.
Respectfully yours,
Noted:
ZAYRA F. ANDAL
Principal II
APPENDIX C