"Factors Affecting The Low Proficiency in Mathematics of Grade 9 Students of Manuel S. Enverga Memorial School of Arts and Trades" S.Y. 2017-2018

Manuel S.
Enverga Memorial School of Arts and Trades
Mauban, Question
“Factors Affecting the Low Proficiency in Mathematics of Grade 9 Students of Manuel S.

Enverga Memorial School of Arts and Trades”
S.Y. 2017-2018
A Research Paper Presented to the Faulty of Manuel S. Enverga Memorial School of Arts and
Trades
In partial Fulfilment of the Requirements in English Subject
Presented to:
Mrs. Digna B. Ancheta
by:
Aldrich O. Curia
Maowel I. Isuela
Hezel C. Belmes
Christine Denniel C. Cabaliw
Kim Nicole A. Impreso
Grade 10- Mango
1
Approval Sheet
Manuel S. Enverga Memorial School of Arts and Trades
Mauban, Quezon
February 28, 2018
Dear Ma’am/Sir,
Greeting of peace!
We, Aldrich O. Curia, Maowel I. Isuela, Hezel C. Belmes, Christine Denniel C.

Cabaliw, Kim Nicole A. Impreso, Grade 10 students of Manuel S. Enverga Memorial School
of Arts and Trades (MSEMSAT), are presently pursuing our thesis entitled “Factors Affecting
the Low Proficiency in Mathematics of Grade 9 Students of Manuel S. Enverga Memorial
School of Arts and Trades” SY: 2017-2018.
In view of this, we are requesting permission to gather data from your section.
Your approval to this request will be highly acknowledged and greatly appreciated for it
will contribute a lot to the realization of our study.
God bless you always and thank you very much!
Respectfully yours,
ALDRICH O. CURIA MAOWEL I. ISUELA HEZEL C. BELMES

Researcher Researcher Researcher
CHRISTINE DENNIEL C. CABALIW KIM NICOLE A. IMPRESO

Researcher Researcher
Approved by:
MRS. DIGNA B. ANCHETA

Research Adviser
2
TABLE OF CONTENTS
Page No.
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Approval Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Acknowledgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
CHAPTER
I. THE PROBLEM AND ITS SETTING
Introduction ………………………………………………………………..
Background of the Study……………………………………………………
Thesis Statement…………………………………………………………….
Statement of the Problem …………………………………………………..
Significance of the Study …………………………………………………..
Scope and Delimitations …………………………………………………….
Definition of Terms...………………………………………………………..
II. REVIEW of RELATED LITERATURE AND STUDIES
Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
III. METHODOLOGY
Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CURRICULUM VITAE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
CHAPTER I PROBLEM AND ITS SETTINGS
INTRODUCTION
Education is something, which makes a man self-reliant and self-less. Education is a
process, which does all round harmonious development of the individual to modify his
behaviour, attitude and thinking. Education means training for the country and love for the
nation. It plays a tremendous role in economic and social development and national integration
of country. It includes all the knowledge and experiences, acquired during infancy, childhood,
adolescence youth manhood and old age any agency of education.
Mathematics is one of the languages of human life and certainly no more marvelous
languages were ever created by the mind of man. Mathematics cut short the lengthy statements
through its symbols, is free from verbosity, help the expression of ideas in an exact form and
enable to understand and appreciate precision, brevity, sharpness, logical beauty and
mathematics.
Mathematics fulfills the educational values such as practical disciplinary cultural,

intellectual, more aesthetic, social vocational, inter-disciplinary etc. in order to realize the
educational values and instructional objectives of mathematics, the subject must be practiced in
classrooms by utilizing the service of traditional methods, educational innovations and
technological advancements.
Students of all ages, from primary school children to adult learners, may struggle with
any level of mathematics. Far too often, these challenges result in students failing a quiz, test or
ultimately an entire course. Recognizing the common issues that lead to failure can help prevent
it from happening -- if the proper steps are taken to mitigate the problem
5
BACKGROUND OF THE STUDY
Mathematics can be defined as the science of numbers and space and the language of
science and technology. It is an essential requirement by every field of intellectual endeavour
and human development to cope with the challenges of life, mathematics can also be defined as
the queen and servant of the entire school subject since it cut across the school curricula. It is
equally seen as the language used to describe the problems arising in technology. It relates other
school subjects in area like number and numeration, variations, graphs, fruitions, solutions of
equation, and area and volumes.
THESIS STATEMENT
The specific objectives of this study were: To describe the respondents selected personal
and academic characteristics, to determine whether student and teacher attitudes towards the
teaching and learning mathematics is related to student performance in mathematics, to
determine whether the professional development of teachers is related to student performance in
mathematics, to determine whether the teaching and learning methods are related to student
performance in mathematics, to assess the impact of the availability of mathematics teaching and
learning materials on the student performance in mathematics and to determine whether the
learning environment is related to student performance in mathematics.
6
STATEMENT OF THE PROBLEM
The purpose of this is to understand the factors affecting the low proficiency in
mathematics of grade 9 students of Manuel S. Enverga Memorial School of Arts and Trades
Specially it sought to answer the following questions.
1. What is the Demographic Profile of the Respondents?
1.1 Gender
1.2 Age
1.3 Grade and Section
2. What are the factors affecting the low proficiency in mathematics of grade 9 students of
Manuel S. Enverga Memorial School of Arts and Trades?
3. How does it affect their academic performance?
7
SIGNIFICANCE OF THE STUDY
The researcher believes that this research paper will be very useful to the following:
To administrations, it can easily help them to determine what are the factors affecting
the low proficiency in mathematics of grade 9 students of Manuel S. Enverga Memorial School
of Arts and Trades
To the teachers, it is important for them to help their students to avoid the low
proficiency in Mathematics subject.
To the students, this study will help them on how they can easily on how to solve and
understand the Mathematics subject.
Future Researchers, through this research, they can get additional information/ideas that
will be the basis for their research. This will serve as their guide.
8
SCOPE AND DELIMITATION
This study will focus on the factors affecting the low proficiency in mathematics of
grade 9 students of Manuel S. Enverga Memorial School of Arts and Trades in Mauban, Quezon,
aged 16-18 years old.
This study will examine the students who fail in Mathematics as an aid to give focus on
this said subject.
DEFINITION OF TERMS
Tremendous - A notable by reason of extreme size, power, greatness or excellence
Marvelous - of the highest kind or quality
Endeavour - a chiefly british spelling of endeavor
- to work with set purpose
Fruitions - pleasure use or possession
Construed - to analyze the arrangement and connection of words
9
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES
RELATED LITERATURE
Marwaha (2009) in his article entitled “How to Tackle the Problems of Mathematics in
Schools” stated that Mathematics in general is construed as a subject in which is very difficult
and thus students fear this subject resulting in low scores. However, the fact is otherwise. In
order to tackle this problem, the teaching of Mathematics has to change. It should be child-
centered.
As stated by Sulit (2012) the idea of teaching and learning through real-life problems
follows along with the National Council of Teachers of Mathematics (NCTM) principles of
learning and assessment. Students are building new mathematical knowledge through problem
solving. The student is using reasoning to solve real-life problems. They will be making
connections through what they had learned in class and the problem in front of them. It is the
goal of every teacher to be able to give the kids the knowledge they need to function in the real
world. More importantly, it is our ultimate goal to have our students go out in the real world and
solve problems they may not have been solved before. In order to do this, they need the ability to
use and unique ways of coming up with solutions. Presenting students with new types of
problems will give students the comfort needed to be an avid problem solver. Structure in
mathematics reveals both the discipline and the need for consistent rules and order as well as for
the creative abilities to develop and construct such structures of explicit purposes and objectives.
Mathematical structures have their advantages, for once stated, they can be examined and assess
without human emotional stresses and changes. Mathematics has process and form. Its processes
and transition are fundamental to solutions of problems. Its transformations are used to reveal
different characterization of content through their forms.
10
Gallup (2010) conducted the poll that asked students to name the school subject that they
considered to be the most difficult. Not surprisingly, Mathematics came out on top of the
difficulty chart. Dictionary.com (2010) defines the word difficult as not easily or readily done;
requiring much labor, skill, or planning to be performed successfully. Manjunath (2010) stated
that Mathematics education is the study of the practices and methods of teaching Mathematics.
The goal of Mathematics education are (i) to develop a sense of enjoyment rather than fear it; (ii)
to learn Mathematics as a process of deriving new knowledge to be applied in real life situations
but not as mere formulae and perfunctory procedures; (iii) learner must see Mathematics as
something to talk about, to communicate, to discuss among themselves, to work together on; and
(iv) to use the abstractions to perceive relationships, to see structure, to reason out things, to
argue and articulate the truth or falsity of statements. Mathematics knowledge imparted should
cultivate the values such as development of concentration, Economical living, the power of
expression, self-reliance, Attitude of discovery and above all the quality of hard work and all
these qualities are essential for human being to survive in the world. So, there is a definite place
for Mathematics in education. However, for such all-around development, teaching of
Mathematics at school level should be very effective. For such effective and meaningful teaching
of Mathematics, it has to Journal of Business & Management Studies JBMS 07|Volume 1|Issue
2|2015 3 seriously deal with constructive invention, motivation intuition, application and
aesthetics within the framework of “deductive for of Mathematics”. The question is how to make
such effective and meaningful teaching of Mathematics, when present status of teaching of
Mathematics at school level as at doldrums due to valid factors.
Limin (2008) Many teachers are saying that teaching Mathematics subjects in high
school is quite difficult due to several factors influencing the instruction environment: lack of
textbooks, visual aids and other teaching materials among others. If one goes to the countryside,
there is a bad reality that public education suffers lack of many things to the detriment to the
poor student population. Teachers should be responsible in devising the learning experience of
the students. Thus, problems that impair the effectiveness of the teaching – learning process
should be discovered so that alternatives can be suggested for their solution to foster and
facilitate improved mathematical instructions. Such the researcher conducts an in-depth research
11
to determine the problems affecting the Mathematics proficiency level of the students and
teachers toward teaching Mathematics. This served as a springboard to find ways and means in
evolving an improved Mathematics instruction that satisfied the present demands for developing
Mathematics instruction.
12
RELATED STUDIES
Kelli Ruth Thomas (2001) in this study ‘Standard base mathematics curriculum versus
tradition mathematics curriculum found that standard based textbooks appear to have positive
impact on the students achievement scores for a standard based assessments. Students
achievement in the standard based group was significantly higher for karmas mathematics
assessment total scores, knowledge scores and application scores than in the upper X quality
tradition group, while not significantly higher, the standard based group based were higher than
the quantity traditional group.
Pritam (2002) in his study of survey of cause of failure in mathematics at +2 stage

concluded that “All the students felt that their failure in mathematics is due to though
examinations of article or formulae in the text book, tough examples are not explained in one or
two different way, not able to use the library facilities, lack of books in the library. The number
of questions for practice is less. Heavy syllabus, theoretical and less practical, they are facing the
problems of getting suitable good books.
Shilpa (2005) in her study of a comparative study of govt. and public school about
teaching of mathematics in X class concluded that mathematics teachers in Govt. schools were
more experienced than those of public school. Govt. schools have larger size of X class
compared to the public school. Public schools were more regular in comparison to govt. school.
In Govt. schools the screening is more vigorous for appointment of teachers as compared to
public school. Majority of the teachers both in Govt. and Public schools were satisfied with
pattern of question paper.
Veena Chauhan (2002) in her study of teaching of Mathematics in Govt. and Private
Schools. A comparative study concluded that in Govt. schools teachers were professionally
qualified in comparison to public schools. Time allotted for teaching of mathematics is more as
comparison to that of the Govt. school. Public school teachers get helping material in time
whereas in Govt. school majority of teacher do not get helping material in time. Public school
students are more regular than in the classes are compared to Govt. school. All the govt. and
public school teachers feel that the question paper for class X is always very tough and lengthy.
13
CHAPTER III METHODOLOGY
METHODOLOGY
This chapter describes the methodology that will be employed in this study. This is done under
the following: Local of the Study, Instrumentation and Data collection.
The researchers conducted this study using the quantitative method that aim to know the
factors affecting the low proficiency in mathematics of grade 9 students of Manuel S. Enverga
Memorial School of Arts and Trades.
LOCALE OF THE STUDY
The researchers conducted this study at the chosen school, Manuel S. Enverga Memorial
School of Arts and Trades School in Mauban, Quezon. This school is a public school that was
headed by Mr. Lawrence C. Consul, VSA I, the said school teach students from grade seven up
to senior high school but have a small population to accommodate.
RESPONDENTS OF THE STUDY
The respondents used by the researcher are the grade 9 of Manuel S. Enverga Memorial
School of Arts and Trades
14
RESEARCH DESIGN
The researchers used quantitative research to understand the factors affecting the low
proficiency in mathematics of grade 9 students of Manuel S. Enverga Memorial School of Arts
and Trades. The researcher focused on the questionnaire as a guide in conducting the research.
RESEARCH INSTRUMENT
The instrument used by the researchers is the questionnaire consists of 15 statements to
determine the factors affecting the low proficiency in mathematics of grade 9 students of Manuel
S. Enverga Memorial School of Arts and Trades. The statement is arranged based on the relation
of it in the research topic. There are four bases to answer the questionnaire the following are SA-
Strongly Agree, A- Agree, SD- Strongly Disagree, and D- Disagree.
DATA GATHERING PROCEDURE
The researchers used Approval sheet and quantitative research or questionnaire method to
found factors affecting the low proficiency in mathematics of grade 9 students of Manuel S.
Enverga Memorial School of Arts and Trades. The researcher focused on the questionnaire as a
guide in conducting research. The study was conducted at Manuel S. Enverga Memorial School
of Arts and Trades, Mauban, and Quezon.
15
STATISTICAL TREATMENT
The researchers used the formula WM = 4f+3f+2f+1f to measure the highest
And the lowest result about factors affecting the low proficiency in mathematics of grade 9
students of Manuel S. Enverga Memorial School of Arts and Trades
Wherein:
WM = weighted mean
F = frequency/ number of answer
N = total number of respondents
The researcher explained that the result has a following base
3.26-4.00 – Strongly Agree
2.51-3.25 – Agree
1.76-2.50 – Strongly Disagree
1.00-1.75 – Disagree
16
RESEARCH PARADIGM
 Grade 9
Students
  Grade 10
Checklist
 students
Letter/permit
 Checklist for
students
 Letter/permit
 Data Gathering
 Questionnaire
 Main perception
 To know what
would be the
reason of low
proficiency in
math.
 To know main
perception
education
 To know if there
is any positive or
negative effect in
each students
17
CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data gathered by the researchers.
The study aims to determine Factors Affecting the Low Proficiency in Mathematics of Grade 9
Students at Manuel S. Enverga Memorial School of Arts and Trades. For further understanding
of the whole data, the researcher presented it in table and interpreted it afterwards.
I – Demographic Profile of the Respondents
Figure 1: Distribution of Respondents According to Age
17 years old.2.3%
13 years old.1.2%
14 years old.12.20%
16 years old.16.27% 13 years old
14 years old
15 years old
16 years old
17 years old
15 years old.29.48%
18
TABLE 1
DISTRIBUTION OF RESPONDENTS TO AGE
Age Bracket Total Respondents Percentage
13 years old 1 1.2 %
14 years old 12 12.20%
15 years old 29 29.48 %
16 years old 16 16.27%
17 years old 2 2.3%
Table 1 shows the age range of the respondents. The table present that 1 or 1.2% of
the total respondents are 13 years old. There were 12 or 412.20% of the respondeN nts whose
age range is from 14 years old. The respondents whose age range is 15 years old comprised the
29 or 29.48% of the total respondents. There were 16 or 16.27% of the respondents whose age
range is from 16 years old. The respondents whose age range is 17 years old comprised the 2 or
2.3% of the total respondents. This indicates that majority of the respondents are 15 years old.
19
Figure 2: Distribution of Respondents According to Gender
40%
60%
MALE FEMALE
TABLE 2
DISTRIBUTION OF RESPONDENTS TO GENDER
Gender Total Respondents Percentage
Female 30 60%
Male 20 40%
Total 50 100%
20
Table 2 shows the gender of the respondents. The table present that 30 or
60% of the total respondents are female, while 20 or 40% are male. This indicated that majority
of the respondents are female.
Part II. Perception of the respondents on the school in terms of:
Table 3
A. Factors that affect Low Mathematics proficiency 4 3 2 1 WAM

1. I don’t value Mathematics. 1 20 25 4 2.36
2. I don’t understand any mathematical terms and
2 25 19 4 2.5
equation .
3. I sleep during Math time. 6 12 23 9 2.3
4. I am hesitant to ask question for further knowledge 16 23 10 1 3.08
5. I’m always absent during Math time. 5 12 21 12 2.2
6. I am influenced by my classmate not to listen to our
16 23 6 5 3
teacher.
7. I don’t give importance and time just to answer my
9 20 15 6 2.64
homework
8. I’m just copying my seatmate’s answers every seatwork
6 25 12 7 2.6
and quizzes cause I can’t understand.
9. Lack of motivation. 7 29 14 0 2.86
10. Difficulty in paying attention. 11 30 9 0 3.04
11. Lack of parental supervision. 4 15 26 5 2.98
12. Lack of practice in solving mathematical equation 14 31 3 2 3.14
13. Our teacher’s lack of visual aids for further
22 16 9 3 3.14
understanding.
14. Mentally distracted 13 26 6 5 2.94
15. Emotional effect from other problems. 8 27 11 4 2.78
AVERAGE WEIGHTED MEAN 2.77
21
V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY
This study is a quantitative research in Factors that Affects the Low Proficiency in
Mathematics from student`s perspective In Manuel S. Enverga Memorial School of Arts and
Trades. The study aimed to answer the following:
1. The demographic profile of the students based on their age, gender, and section
2. The statement number is survey questionnaire that got the lowest and highest number of
agree
3. The response of the students about this study
This study used simple random sampling in selecting students in grade 9 Students of Manuel S.
Enverga Memorial School of Arts and Trades. In obtaining information, the researchers used
every questionnaire and provide 50 copies to 50 respondents from grade 9 students. The
respondents have range from 13 to 17 years old with equal number of MALE (20) and female
(30).
FINDINGS
Based from the analysis made by the researchers, the following were revealed:
1. From the demographic profile based on the gender and age range of 13 to 17 years
old, most of them agreed on the Factors that Affects the Low Proficiency in
Mathematics
2. From the mean perception, the total result is 2.77 which shown that most of the
respondents agreed on the Factors that Affects the Low Proficiency in Mathematics.
22
CONCLUSIONS
Based on the gathered data and findings, the researcher formulated the following conclusion:
1. Demographic profile when it comes to age and gender in Factors that Affects the
Low Proficiency in Mathematics enhances the skills and capability of students.
2. Mean perception of the results of the research according to the weighted mean is
agreed upon by the respondents so it means that it helps a lot to students also to
the teachers.
3. In conclusion about the Factors that Affects the Low Proficiency in Mathematics
has many positive ways, in general it is a very helpful tool which can be used by
all of the students and teachers
23
RECOMMENDATIONS
Based on the findings and conclusion, the following are the recommendations of the
researchers:
To the Administration
The researchers recommend this research to be very helpful to recognize the
effects of the Low Proficiency in Mathematics and also it will help to better identify the needs of
students.
To the Teachers
The researcher recommends this research in order for them to know what are the
skills of his/her students are so that he /she can think of other ways to utilize the additional
knowledge they will gain
To the Students
The researcher recommends this research to have knowledge about the Factors
that Affects the Low Proficiency in Mathematics so that it can help you accomplish your paper
works, presentation etc. and also it gives you supplementary knowledge and skills.
24
APPENDICES
APPENDIX A
Factors Affecting the Low Proficiency in Mathematics Subject of Grade 9

Students
A. Factors that affect Low Mathematics proficiency 4 3 2 1

1. I don’t value Mathematics.
2. I don’t understand any mathematical terms and equation .
3. I sleep during Math time.
4. I am hesitant to ask question for further knowledge
5. I’m always absent during Math time.
6. I am influenced by my classmate not to listen to our teacher.
7. I don’t give importance and time just to answer my homework
8. I’m just copying my seatmate’s answers every seatwork and
quizzes cause I can’t understand.
9. Lack of motivation.
10. Difficulty in paying attention.
11. Lack of parental supervision.
12. Lack of practice in solving mathematical equation
13. Our teacher’s lack of visual aids for further understanding.
14. Mentally distracted
15. Emotional effect from other problems.
25
Appendix B
Mauban, Quezon
February 28, 2018
Dear Ma’am/Sir,
Greeting of peace!

Respectfully yours,


Approved by:

Research Adviser
26
Appendix C
Mauban, Quezon
KATRINA MAE FALLER

Teacher II
Greeting of peace!

Respectfully yours,


Approved by:

Research Adviser
27
Appendix D
Mauban, Quezon
AGNES CALDERERO
Master Teacher II
Greeting of peace!

Respectfully yours,


Approved by:

Research Adviser
28
Appendix E
Mauban, Quezon
JOYCE ANN D ACQUIATAN

Teacher II
Greeting of peace!

Respectfully yours,


Approved by:

Research Adviser
29
Appendix F
Mauban, Quezon
CHEZKA C. ZAMORA
Teacher III
Greeting of peace!

Respectfully yours,


Approved by:

Research Adviser
30
Appendix G
Mauban, Quezon
JUNE KRISTEL CALVARIO

Teacher I
Greeting of peace!

Respectfully yours,


Approved by:

Research Adviser
31
Appendix H
Mauban, Quezon
JERALD C. OPEÑA
Teacher III
Greeting of peace!

Respectfully yours,


Approved by:

Research Adviser
32
Appendix I
Computation of Weighted Mean in
Factors Affecting the Low Proficiency in Mathematics of Grade 9 Students of Manuel S. Enverga
Memorial School of Arts and Trades
4 f  3 f  2 f 1 f
1. WM=
n
4(1)  3(20)  2(25)  1(4)

50
4  60  50  4
50
118
50
=2.36
4 f  3 f  2 f 1 f
2. WM = n
4(2)  3(25)  2(19)  1(4)

50
8  75  38  4
50
125
50
=2.50
33
3. WM= 4 f  3 f  2 f 1 f
n
4(6)  3(12)  2(23)  1(9)
50
24  36  46  9
50
115
50
=2.3
4. WM = 4 f  3 f  2 f 1 f
n
4(16)  3(23)  2(10)  1(1)
50
64  69  20  1
50
154
50
=3.08
5. MW= 4 f  3 f  2 f 1 f
n
4(5)  3(12)  2(21)  1(12)

50
20  36  42  12
50
110
50
=2.2
34
6. MW= 4 f  3 f  2 f 1 f
n
4(16)  3(23)  2(6)  1(5)
50
64  69  12  5
50
150
50
=3
7.MW= 4 f  3 f  2 f 1 f
n
4(9)  3(20)  2(15)  1(6)
50
36  60  30  6
50
132
50
=2.64
8. MW= 4 f  3 f  2 f 1 f
n
4(6)  3(25)  2(12)  1(7)

50
24  75  24  7
50
130
50
=2.6
35
9. MW= 4 f  3 f  2 f 1 f
n
4(7)  3(29)  2(14)  1(0)
50
28  87  28  0
50
143
50
=2.86
10. MW= 4 f  3 f  2 f 1 f
n
4(11)  3(30)  2(9)  1(0)

50
44  90  18  0
50
152
50
=3.04
11. MW=
4 f  3 f  2 f 1 f
n
4(4)  3(15)  2(26)  1(5)
50
16  75  52  5
50
148
50
=2.98
36
12. MW=
4 f  3 f  2 f 1 f
n
4(14)  3(31)  2(3)  1(2)
50
56  93  6  2
50
157
50
=3.14
13. MW= 4 f  3 f  2 f 1 f
n
4(22)  3(16)  2(9)  1(3)
50
88  48  18  3
50
157
50
=3.14
4 f  3 f  2 f 1 f
14. MW=
n
4(13)  3(26)  2(6)  1(5)
50
52  78  12  5
50
147
50
=2.94
37
15. MW= 4 f  3 f  2 f 1 f
n
4(8)  3(27)  2(11)  1(4)

50
32  81  22  4
50
139
50
=2.78
WM=2.77
38
BIBLIOGRAPHY
http://www.savap.org.pk/journals/ARInt./Vol.4(5)/2013(4.5-58).pdf
39
Appendix I.I
CURRICULUM VITAE
ALDRICH O. CURIA
Malvar St. Talipapa Access Rd. Brgy. Daungan Mauban, Quezon
Mobile Number: 09480871031
Email Address: aldrich_curia@yahoo.com
OBJECTIVE
In achieving the success of this study, the researcher addresses the objectives as the following.
1. To know how important mathematics is.
PERSONAL DATA
Birthdate: March 23, 2001

Birthplace: Mauban, Quezon
Age: 17 years old
Civil Status: Single
Name of Father: Addlerson M. Curia
Name of Mother: Sherelyn O. Curia
Citizenship: Filipino
Religion: Roman Catholic
Sex: Male
Language Spoken: Tagalog and English
EDUCATION BACKGROUND
Junior High School : Manuel S. Enverga Memorial School of Arts and Trades
Brgy, Soledad Mauban, Quezon
S.Y. 2014-2018
Elementary : Mauban North Elementary School-1
Gomez St. Brgy, Mabato Mauban, Quezon
S.Y. 2008- 2014
40
Appendix I .1I
CURRICULUM VITAE
MAOWEL C. ISUELA
Stella Marriz Brgy. Bagong Bayan Mauban, Quezon
Email Address: Maowel_isuela008@yahoo.com
OBJECTIVE
1.To know what would be the benefits of having a good proficiency in Mathematics.
PERSONAL DATA
Birthdate: August 23 2001

Age: 16 years old
Name of Father: Luis U. Isuela
Name of Mother: Grecie C. Isuela
Sex: Male
S.Y. 2014-2018
Elementary : Mauban South Central Elementary School-1
Brgy, Rizaliana Mauban, Quezon
S.Y. 2008- 2014
41
Appendix I.III
CURRICULUM VITAE
HEZEL C. BELMES
Sitio Malazur Brgy. San Lorenzo Mauban, Quezon
Email Address: hezelbelmes@yahoo.com
OBJECTIVE
1. To know the reason behind the Low proficiency in the Mathematics Subject
PERSONAL DATA
Birthdate: Novermber 15 2001

Age: 16 years old
Name of Father: Hermogines Belmes
Name of Mother: Amalia Belmes
Sex: Female
S.Y. 2014-2018
Elementary : Cagsiay I Elementary School
S.Y. 2008- 2014
42
Appendix I.IV
CURRICULUM VITAE
CHRISTINE DENNIEL C. CABALIW

Macapagal St. Brgy. Soledad Mauban, Quezon
Email Address: cabaliwchristine@yahoo.com
OBJECTIVE
1. To provide the needs of each student with regards to the academic purposes..
PERSONAL DATA
Birthdate: December 18 2001

Birthplace: Valenzuela , City
Age: 16 years old
Name of Father: Dennis H. Cabaliw
Name of Mother: Angel C. Calucin
Sex: Female
S.Y. 2014-2018
Elementary : Mauban North Elementary School-1
Gomez St. Brgy, Mabato Mauban, Quezon
S.Y. 2008- 2014
43
Appendix I.V
CURRICULUM VITAE
KIM NICOLE A. IMPRESO

Camposano St. Brgy. Daungan, Mauban, Quezon
Email Address:kimnicoleimpreso@yahoo.com
OBJECTIVE
1.To have a full knowledge about the students problem in mathematics
PERSONAL DATA
Birthdate: October 21 2001

Age: 16 years old
Name of Father: Honorio V Impreso
Name of Mother: Alona A. Impreso
Sex: Female
S.Y. 2014-2018
Elementary : Swa Elementary School
Brgy. Daungan ,Mauban, Quezon
S.Y. 2008- 2014
44

"Factors Affecting The Low Proficiency in Mathematics of Grade 9 Students of Manuel S. Enverga Memorial School of Arts and Trades" S.Y. 2017-2018

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Manuel S.

Enverga Memorial School of Arts and Trades

“Factors Affecting the Low Proficiency in Mathematics of Grade 9 Students of Manuel S.

In partial Fulfilment of the Requirements in English Subject

Mrs. Digna B. Ancheta

Christine Denniel C. Cabaliw

Kim Nicole A. Impreso

Grade 10- Mango

Manuel S. Enverga Memorial School of Arts and Trades

February 28, 2018

We, Aldrich O. Curia, Maowel I. Isuela, Hezel C. Belmes, Christine Denniel C.

God bless you always and thank you very much!

ALDRICH O. CURIA MAOWEL I. ISUELA HEZEL C. BELMES

CHRISTINE DENNIEL C. CABALIW KIM NICOLE A. IMPRESO

MRS. DIGNA B. ANCHETA

I. THE PROBLEM AND ITS SETTING

Background of the Study……………………………………………………

Statement of the Problem …………………………………………………..

Significance of the Study …………………………………………………..

Scope and Delimitations …………………………………………………….

II. REVIEW of RELATED LITERATURE AND STUDIES

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Mathematics fulfills the educational values such as practical disciplinary cultural,

Specially it sought to answer the following questions.

1. What is the Demographic Profile of the Respondents?

1.3 Grade and Section

3. How does it affect their academic performance?

aged 16-18 years old.

this said subject.

Tremendous - A notable by reason of extreme size, power, greatness or excellence

Marvelous - of the highest kind or quality

Endeavour - a chiefly british spelling of endeavor

- to work with set purpose

Fruitions - pleasure use or possession

Construed - to analyze the arrangement and connection of words

Pritam (2002) in his study of survey of cause of failure in mathematics at +2 stage

the following: Local of the Study, Instrumentation and Data collection.

Memorial School of Arts and Trades.

LOCALE OF THE STUDY

to senior high school but have a small population to accommodate.

RESPONDENTS OF THE STUDY

School of Arts and Trades

proficiency in mathematics of grade 9 students of Manuel S. Enverga Memorial School of Arts

The instrument used by the researchers is the questionnaire consists of 15 statements to

Strongly Agree, A- Agree, SD- Strongly Disagree, and D- Disagree.

DATA GATHERING PROCEDURE

of Arts and Trades, Mauban, and Quezon.

The researchers used the formula WM = 4f+3f+2f+1f to measure the highest

F = frequency/ number of answer

N = total number of respondents

The researcher explained that the result has a following base

3.26-4.00 – Strongly Agree

1.76-2.50 – Strongly Disagree

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

I – Demographic Profile of the Respondents

Figure 1: Distribution of Respondents According to Age

DISTRIBUTION OF RESPONDENTS TO AGE

Age Bracket Total Respondents Percentage

13 years old 1 1.2 %

14 years old 12 12.20%

15 years old 29 29.48 %

16 years old 16 16.27%