MATH

SAPPHIRE INTERNATIONAL AVIATION ACADEMY
SENIOR HIGH SCHOOL DEPARTMENT
“FACTORS ASSOCIATED WITH ACADEMIC PERFORMANCE

IN GENERAL MATHEMATICS OF GRADE 11 SENIOR
HIGH SCHOOL STUDENTS OF SIAA (SY 2019-2020)”
A Research Paper
Presented to the Senior High School Department
Paranaque City
In Partial Fulfillment
of the Requirement for the Course in
PRACTICAL RESEARCH 2
Adonis,Carl V.
Balagtas, Leon Mikey
Espenilla, Vjorn Paolo M.
Tan, Jhon Kenneth
October 19, 2019

APPROVAL SHEET
This thesis entitled:

“FACTORS ASSOCIATED WITH ACADEMIC PERFORMANCE
IN GENERAL MATHEMATICS OF GRADE 11 SENIOR
HIGH SCHOOL STUDENTS OF SIAA (SY 2019-2020)”
prepared and submitted by:
Adonis,Carl V.
Balagtas, Leon Mikey
Espenilla, Vjorn Paolo M.
Tan, Jhon Kenneth
in partial fulfillment of the requirements for the course PRACTICAL RESEACH 2,

has been reviewed by the undersigned and ready for FINAL DEFENSE.
DR. JOSEFINA R. TORRES

Adviser
Approved by the Thesis Panel of Examiners with a grade of __________
Member Member
Chairman
Accepted and approved in partial fulfillment of the requirements for the

course, Practical Research 2.
MS. CATHERINE R. LEVANZA

Academy Director/President
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DEDICATION
This study is wholeheartedly dedicated to our beloved parents, who have
been our source of inspiration and gave us strength when we thought of giving
up, who continually provide their moral, spiritual, emotional, and financial
support.
To our brothers, sisters, relatives, mentor, friends, and classmates who
shared their words of advice and encouragement to finish this study.
And lastly, we dedicated this book to the Almighty God, thank you for the
guidance, strength, power of mind, protection and skills and for giving us a
healthy life. All of these, we offer to you.
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ACKNOWLEDGEMENT
The researchers are very grateful to GOD ALMIGHTY for without his
graces and blessings, this study would not have been possible.
Immeasurable appreciation and deepest gratitude for the help and support
are extended to the following persons who in one way or another have
contributed in making this study possible.
DR. JOSEFINA R. TORRES- my deepest gratitude for giving this
opportunity ,for her encouragement, guidance, and a extra-ordinary patience for
all of us for this Research.
MR. PHILIPP B. BAJADA - for his support, advices, guidance, valuable
comments, suggestions, and provisions in doing this research.
MS. CATHY S. GUANTERO - for her support, guidance, and assistance
as we conduct our research survey for all the grade 11 students that led us to
easily gather our data.
Special thanks to MS.CATHERINE LEVANZA - for approving our request
to conduct survey at Senior High School Department.
Also, big thanks all to all GRADE 11 STUDENTS- who willingly gave their
effort and time to answer our survey questionnaire.
To our family for the unconditional love and supporting us to fulfill our
dreams in terms of expenses, patience, and understanding.
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Table of Contents
APPROVAL SHEET ........................................................................................................ 2
DEDICATION................................................................................................................... 3
ACKNOWLEDGEMENT ................................................................................................ 4
LIST OF TABLES ............................................................................................................ 7
LIST OF FIGURES .......................................................................................................... 8
Chapter 1 ............................................................................................................................. 1
Introduction ................................................................................................................. 1
Background of the Study ............................................................................................ 1
Statement of the Problem ............................................................................................ 3
Hypotheses .................................................................................................................. 5
Theoretical and Conceptual Framework .................................................................... 6
Significance of the Study ............................................................................................ 6
Scope and Limitation of the Study.............................................................................. 8
Chapter 2 ........................................................................................................................... 10
This chapter presents a review of related literature and studies concerning the online
social media and their influence in the academic performance of SIAA students
taken from local and foreign published works, theses and dissertations. A
conceptual framework that will guide the researchers was also presented in this
chapter. ...................................................................................................................... 10
Related Literature...................................................................................................... 10
Related Studies.......................................................................................................... 13
Synthesis ................................................................................................................... 24
Chapter 3 ........................................................................................................................... 25
Research Design........................................................................................................ 25
Research Locale ........................................................................................................ 26
Population and Sampling .......................................................................................... 26
Data Gathering Instrument ........................................................................................ 28
Data Analysis ............................................................................................................ 31
Chapter 4 ........................................................................................................................... 33
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Chapter 5 ........................................................................................................................... 41
Objectives ................................................................................................................. 86
Summary of Findings ................................................................................................ 87
Conclusion: ............................................................................................................... 92
Recommendations: .................................................................................................... 93
BIBLIOGRAPHY ........................................................................................................... 94
Appendix A ...................................................................................................................... 96
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LIST OF TABLES
TABLE 1 Getting the Population Percentage
TABLE 2.1 Distribution of Participants According to Gender
TABLE 2.2 Distribution of Participants According to Age
TABLE 3 Frequency distribution of student-related factors In term of interest
TABLE 3.1 Respondents perception on the student-related factors In term of
interest
TABLE 4 Frequency distribution of student-related factors In term of study habits
study habits
TABLE 5 Frequency distribution of student-related factors In term of attitude
towards mathematics
attitude towards mathematics.
TABLE 6 Frequency distribution of student-related factors In term of Personality
traits.
TABLE 6.1 Respondents perception on the teacher-related factors In term of
personality traits.
TABLE 7 Frequency distribution of student-related factors In term of teaching
skills.
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personality traits.
TABLE 8 Frequency distribution of teacher-related factors In term of Instructional
materials (Being Used).
Instructional materials (Being Used).
Table 9 Pearson’s Coefficient of Correlation
LIST OF FIGURES
FIGURE 1. Conceptual Framework of the study
FIGURE 2.1. Distribution of Participants According to Gender
FIGURE 2.2. Distribution of Participants According to Age
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Background of the Study

According to Schereiber (2000) those who have positive attitudes
toward mathematics have a better performance in this subject.
Education is very important in human life. We never escape education
because it is our foundation in the near future. Mathematics is one of the
common problems of the students. We live in Mathematics world and that’s a
reality. Every day we encounter Mathematics in terms of Calculating problems,
calculating expenses, and etc.
Moreover, Mathematics is a basic requirement for furthering one’s
education. Poor performance in mathematics of senior high school students has
been observed by a big problem for most teachers in Sapphire International
Aviation Academy
Wendy Hansen (2008) stated that boys are more likely than girls to be
math geniuses. The researcher found that neither gender consistently outpaced
the other in any state or at any grade level. Even on test questions from the
National Assessment of Education Progress that were designed to measure
complex reasoning skills, the gender differences were minuscule, according to
the study.
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(Hannula M., 2003) Based on experiences with mathematics at school,
students develop general attitudes about its nature and value and about their
own abilities and interest in doing it.
Student engagement in mathematics refers to students’ motivation to learn
mathematics, their confidence in their ability to succeed in mathematics and their
emotional feelings about mathematics. Student engagement in mathematics
plays a key role in the acquisition of math skills and knowledge – students who
are engaged in the learning process will tend to learn more and be more
receptive to further learning. Student engagement also has an impact upon
course selection, educational pathways and later career choices.
Ma.X. & J.Xu (2004) reported that mathematics boost students’
confidences and attitudes Stacey found that students with positive attitude
towards mathematics progressed to more effective behavioral and developed
conceptual understanding.
Mathematics performance has improved, again, through expecting
students to achieve, providing instruction based on individual student needs and
using a variety of methods to reach all learners. One factor has been aligning the
math curriculum to ensure that the delivery of instruction is consistent with the
assessment frequency.
2
They think that the Mathematics is a boring subject, and it’s hard to
understand formulas, they always say “Why should we study Mathematics, only
four major operations are enough and the rest no longer needed. We do use
graphs and formulas in our daily living.” (Source?). Only if they understand the
logic behind this subject and the principles applied in different problems, if they
get what Mathematics really meant to be, they will find that it is not a boring
subject, that mathematics is an interesting one. Mathematics becomes part of our
life, not only in our academic subjects, but in all part of our integral life. We use
Mathematics in simple conversation and in our transportation.
In view of the foregoing observations, the researchers propose this study
on ‘Factors Associated with Academic Performance in Mathematics of Grade
11Senior High School Students of SIAA”.
Statement of the Problem

The study attempts to determine the factors associated with academic
performance of grade 11 senior high school students of SIAA. This study tries to
investigate the possible reason why and identify the possible solutions to improve
students’ performance in Mathematics.
Specifically, the researchers will seek to answer the following questions:
1. What is the demographic profile of the respondents in terms of the
following variables:
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1.1. Age
1.2. Gender
1.3. Strand
2. What is the in-depth explanation of the student-related factors in terms of:
-Interest
-Study Habits
-Attitude
3. What is the in-depth explanation of the teachers-related factors in terms
of:
-Teaching Skills
-Instructional Materials
-Personality Traits
The following can be asked in the questionnaire/interview:
1. What can you say about your level of performance in
mathematics? In a scale of 1-10, what is your level of
performance? Why?
2. What other suggestions can you give to motivate the SHS
students to improve their academic performance in
mathematics?
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Hypotheses
1. There is no significant difference between the demographic profile to the
respondents in term of the following variable:
1.1. Age
1.2. Gender
1.3. Strand
2. There is no significant relationship between the factors associated and the
academic performance in General Mathematic.
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Theoretical and Conceptual Framework

The major concept of this study is focused on Factors Associated with
Academic Performance in Mathematics of Grade 11 Senior High School
Students of SIAA.
INPUT PROCESS OUTPUT

SSS
Demographic profile -Survey Strategies to

of participants -Data Gathering improve academic
-Data Analysis performance in
Factors affecting the -Data mathematics
academic Interpretation
performance in
Mathematics
including: Students,
Teachers
FIGURE 1. Conceptual Framework of the study
Figure 1 shows the conceptual framework of this study utilizing the
Input-Process-Output Model. The “input” consists of all the things that enter
the system. The “process” transforms input into output. The “output” is
referred to as the product or accomplishment of the system. A feedback loop
provides mechanism for effecting improvements or correcting mistakes
committed by the system.
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The inputs include the demographic profile of the respondents, and the
different factors affecting their academic performance as evaluated by the
participants such as teacher-related factors and student related factors, and
family.
Significance of the Study

School Administrator. The result of this study could serve as a baseline
data to improve programs for school advancement.
Curriculum Planner. The result of this study will help them appraise the
existing programs in terms of the student’s needs and abilities and make
changes as required.
Guidance Councilor. This study will help develop the guidance program
in line with individual needs and abilities of the students.
Facilitators. The results of this study may serve as an eye opener to
create and innovates instructional materials, and to use varied and appropriate
teaching strategies.
Students. This study will help the students to develop their interest toward
Mathematics and appreciate the importance of Mathematics in their daily lives.
Parents. Who are directly concerned with the education of their children
considering school performance in different discipline.
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Future Researcher. The result of this study can serve as basis for further
study on teaching learning activities and student mathematical performance.
Scope and Limitation of the Study

The respondents in the study will include Grade 11 students from
Senior High School Department of SIAA, Paranaque Campus, during the second
semester of academic year 2019_2020.
The study will be limited to factors associated with the academic
performance in Mathematics subjects only that are taken during the Grade 11
and Grade 12 levels. It will not seek to include the respondents’ academic
performance in their other subjects.
Definition of Terms
For better clarification and understanding of the terms related to this study,
the following terms are defined conceptually and operationally.
 ACADEMIC PERFORMANCE -is the extent to which a student, teacher or
institution has achieved their short or long-term educational goals.
 MATHEMATICS-is the science that deals with the logic of shape, quantity
and arrangement.
 ASSOCIATED-connected with something else.
 SIAA- Sapphire International Aviation Academy.
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 INSTRUCTIONAL MATERIALS-This refers to motivating techniques that
teaching materials or equipment used. It can high technology or simple
materials that can use in learning preference.
 INTEREST- this refers to the amount of the students’ dislike or like of
particular things.
 ATTITUDE TOWARDS MATHEMATICS- Self-concept towards
mathematics (believes about one’s ability to learn and person
task).Moreover mathematics anxiety (feeling of tension that hinder
learning process and performance) ,attitudes towards mathematics,
affective and behavioral engagement contribute to the effectiveness of
learning process.
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents a review of related literature and studies concerning the
FACTORS ASSOCIATED WITH ACADEMIC PERFORMANCE IN GENERAL
MATHEMATICS OF GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF
SIAA (SY 2019-2020) taken from local and foreign published works, theses and
dissertations. A conceptual framework that will guide the researchers was also
presented in this chapter.
Related Literature
STUDENTS-RELATED FACTORS
1.1 STUDENTS’’ INTEREST TOWARDS MATHEMATICS
Interest is a feeling that accompanies or causes special object, and can
also be regarded as a caring, positive feelings, or prefer the pure flavor
comes from the heart about something. It’s a form of engagement, fun,
and entered wholeheartedly an activity, the object or topic. Interest is
closely associated with learning as it allows improving and
complementing the introduction of an object, to guide meaningful
learning, to improve their long-term memory as well as a source of
knowledge and orientation of motivation for further learning, greatly
affects motivation and cognitive activity of students. Interest in studying is
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the impulses of the student psychologically in learning something
mindfully, serenity and discipline, causing students actively and happy to
do so. Students tend to engage themselves in deeper learning on a
particular subject when they have an interest. Interest divide into two
categories, namely situational interest and personal interest. Situational
interest is an interest that is produced mainly by a number of conditions
or concrete objects in the environment. Personal interest is an interest
that is formed of interest in the long-term on a topic or activity. Students
with personal interest characterized by their massive effort in looking for
new information and have more positive attitude towards learning. The
benefits of having a personal interest are students will be more focused
on activities or learning activities, able to learn and work on a job in the
long term, using appropriate learning strategies and enjoys what she or
he does to achieve. The rate or level of a person's interest to give a great
influence on learning especially attentive, objectives and levels of
learning. Some aspects of students interest that are, a sense of
excitement, interest in learning, show concern when studying and
engagement in learning: a) Students with a high mathematics learning
interest will give more attention to the learning process, mathematics
materials, assignments and math exams;
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b) Students with a high mathematics learning interest will show their
interest in learning mathematics process, materials, mathematical tasks
and mathematics exams;
c) Students with a high mathematics learning interest, tend to have a
high curiosity of the content and process of learning mathematics; and
d) Students with high an interest in mathematics learning will participate
actively in the process of learning mathematics, materials mathematics,
mathematical tasks, and math exams
Norma Presmeg (2002) Educational Studies in Mathematics
presents new ideas and developments of major importance to
practitioners working in the field of mathematical education. It reflects both
the variety of research concerns within the field and the range of methods
used to study them. Articles deal with didactical, methodological and
pedagogical subjects, rather than with specific programs for teaching
mathematics. The journal emphasizes high-level articles that go beyond
local or national interest.
Fulk (2002) stated that students with sequencing difficulties need
help to maximize their engagement and improve their retention of learning
use humor, unexpected introduction and various other attention grabbers
to stimulate student’s interest in the lesson.
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Aiso Heinze In this article, present results of an empirical study with
500 German students of grades 7 and 8. The study focused on students'
mathematics achievement and their interest in mathematics as well as on
the relation between these two constructs. In particular, the results show
that the development of an individual student's achievement between
grade 7 and grade 8 depends on the achievement level of the specific
classroom and therefore on the specific mathematics instruction Interest in
mathematics could be regarded a predictor for mathematics achievement
Moreover, our findings suggest that the students show hardly any fear of
mathematics independent of their achievement level.
Related Studies
1.2 STUDENTS’’ ATTITUDE TOWARDS MATHEMATICS
The conceptions, attitudes, and expectations of students regarding
Mathematics and Mathematics teaching have been considered to be very
significant factors underlying their school experience and achievement
(Borasi, 1990; Shoenfeld, 1985). In general, the concepts students hold
about Mathematics determine how they approach the subject. In many
cases, students have been found to approach Mathematics as procedural
and rule oriented. This prevents them from experiencing the richness of
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Mathematics and the many approaches that could be used to develop
competence in the subject. Attitude can also be gender related. There are
many who hold the view that boys do better in Mathematics than girls.
This belief tends to affect the attitude of girls towards Mathematics.
Farooq and Shah (2008) in a study of secondary school students in
Pakistan found that there was no significant difference in confidence of
male and female students towards Mathematics at secondary school level.
They rather found that students’ success in Mathematics depended on
attitude towards the subject. Nonetheless, some studies have found
gender difference in students’ confidence in Mathematics. Compared to
boys, girls lacked confidence, had debilitating causal attribution patterns,
perceived Mathematics as a male domain and were anxious about
Mathematics (Casey, Nuttal & Pezaris, 2001). In the study, girls were
found to have lower self-confidence in Mathematics than boys.
Instructively, research on the relationship between student attitude and
performance has also been inconclusive. Researches that have been
conducted to determine the relationship between students’ attitude
towards Mathematics and achievement in Mathematics have yielded
contradictory results. The findings have thus lacked consistency on the
subject. Some studies have demonstrated a strong and significant
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relationship between Mathematics attitude and Mathematics achievement
(Minato & Yanase, 1984, Randhawa & Beamer, 1992, Schenkel, 2009). In
the Schenkel’s (2009) study of elementary school pupils, positive
correlation between student attitude and student performance was found.
Student beliefs and attitudes were found to have the potential to either
facilitate or inhibit learning. In a comparative study of factors influencing
Mathematics achievement, Burstein (1992) found that there is a direct link
between students’ attitudes towards Mathematics and student outcomes.
Cheung (1998), in his study of 11-13 year olds, also discovered positive
correlation between attitude and Mathematics achievement. The
correlation showed that the more positive the attitude, the higher the level
of achievement in the student. Some researchers have, however,
demonstrated that the correlation between attitude towards Mathematics
and achievement in Mathematics was rather weak and could not be
considered to be of practical significance (Vachon, 1984; Wolf & Blixt,
1981). In a meta-analysis of 113 primary studies involving elementary and
secondary school children, Ma and Kishor (1997) found that attitude
towards Mathematics and achievement in Mathematics was positively and
reliably correlated but not strong. The correlation was not statistically
significant. Flowing from the preceding findings, studies in different cultural
15
settings are eminent to realise the influence of student attitude towards
Mathematics on student learning outcomes in the subject.
Hanson, Katherine (2008) stated that an exploration of girls’
learning styles, attitudes, and behaviors in math classes that also shows
the importance of analyzing the curriculum and attitudes of teachers when
attempting to understand girls’ relation to math. It attempts to discover
ways to increase girls’ interest and achievement in math. It concludes with
15 practical recommendations for the improvement of math education for
girls.
Davis-Kean (2000) analyzed how parents' values and attitudes
affect children's math performance and later interest, and how these
attitudes vary by the child's gender. They used data from a longitudinal
study of more than 800 children and a large group of their parents that
began in 1987 and continued through.
Researchers (Attard, 2012; Grootenboer et al., 2008; Mata,
Monteiro, & Peixoto, 2012) have identified important factors that contribute
to students’ attitudes towards learning mathematics. These include the
students themselves, the school, the teachers’ beliefs and attitudes
(Beswick, 2006) and their teaching methods. The teachers’ teaching
methods have a major influence on students’ attitudes (Akinsola &
16
Olowojaiye, 2008; Mensah et al., 2013). Teachers can do many things to
facilitate the classroom learning to alleviate students’ engagement level
and confidence in learning mathematics (Attard, 2012; Kele & Sharma,
2014). According to Sullivan and McDonough (2007), teachers can find
ways to encourage student engagement and confidence in learning
mathematics. This can be achieved by implementing meaningful activities
embedded in real-life contexts (Kacerja, 2012).
1.3 STUDENTS’’ STUDY HABITS TOWARDS MATHEMATICS
Steinberger & Wagner (2005) distinguishes more simply among three
intelligences; the academic-problem solving; the practical intelligence; and
creative intelligence; all these three have peculiar influence to performance.
Success in study does not depend on ability and hard work but also on effective
methods of study. Individualized method of studying is adopted by every
individual student, 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.
Simmons (2002) note that "good writing spawns from a close
understanding of text and great writing result from an interactive analysis and
17
fluency with our reading." He adds that inadequate writing is a direct result of
inadequate reading and studying. Postgraduate students are scholars in training
and have the responsibility of becoming prolific and critical writers in their
disciplines and careers. The spirit of responsibility and integrity are vital to the
study habits of postgraduate students.
Richardson et al (2000) compared college students who are deaf and
hard of hearing in mainstreamed classes with hearing peers. In both studies, the
students who are deaf had comparable study behaviors to those of their hearing
peers. Similarly, both studies employed a survey design that precluded the
researchers from obtaining in-depth knowledge of participants' skills, and in
particular, their use of notes as a study text. These studies are similar to several
others that attempt to survey the study habits of normal hearing students.
Aquino (2003) pointed out that study skills can be taught effectively only
after identifying students’ areas of weakness and levels of achievement is
appropriate to their grade level can be provided with development (or
enrichment) exercises, which will enable them to become more proficient in the
skills they have already acquired or which will help them learn new ideas.
Fielden (2004) states that good study habits help the student in critical
reflection in skills outcomes such as selecting, analyzing, critiquing, and
synthesizing.
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2.) TEACHERS-RELATED FACTORS
2.1 TEACHERS’’ TEACHING SKILLS TOWARDS MATHEMATICS
Tomlinson (1999) stated that teachers can differentiate content, process,
and/or product for students. Differentiation of content refers to a change in the
material being learned by a student. For example, if the classroom objective is for
all students to subtract using renaming, some of the students may learn to
subtract two-digit numbers, while others may learn to subtract larger numbers in
the context of word problems. Differentiation of process refers to the way in
which a student accesses material. One student may explore a learning center,
while another student collects Information from the web. Differentiation of product
refers to the way in which a student shows what he or she has learned. For
example, to demonstrate understanding of a geometric concept, one student may
solve a problem set, while another builds a model.
Authentic assessment, cooperative learning, inclusion – discover a vast
range of current articles about teaching methodologies, ideal for all grades.
Diversify your teaching strategies by implementing service-learning projects and
integrating technology in your classroom. These resources will help you gain the
experience and expertise you need to become a successful teacher, whether
you're a new teacher or have been teaching for many years.
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According to Bloom’s Taxonomy, teachers frequently spend a great deal
of classroom time testing students through questions. In fact, observations of
teachers at all levels of education reveal that most spend more than 90 percent
of their instructional time testing students (through questioning). And most of the
questions teachers ask are typically factual questions that rely on short-term
memory.
Rhodes and Bellamy (1999) stated that a teacher tells, a facilitator asks; a
teacher lectures from the front, a facilitator supports from the back; a teacher
gives answers according to a set curriculum, a facilitator provides guidelines and
creates the environment for the learner to arrive at his or her own conclusions; a
teacher mostly gives a monologue, a facilitator is in continuous dialogue with the
learners
Holt and Willard-Holt (2000) emphasize the concept of dynamic
assessment, which is a way of assessing the true potential of learners that differs
significantly from conventional tests. Here the essentially interactive nature of
learning is extended to the process of assessment. Rather than viewing
assessment as a process carried out by one person, such as an instructor, it is
seen as a two-way process involving interaction between both instructor and
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learner. The role of the assessor becomes one of entering into dialogue with the
persons being assessed to find out their current level of performance on any task
and sharing with them possible ways in which that performance might be
improved on a subsequent occasion.
2.2 TEACHERS’’ PERSONALITY TRAITS TOWARDS STUDENTS
Rohwes W. Jr. et al. as cited by Sainz (2000) further discussed the
teachers need to find ways of determining whether or not her instruction have
been successful. The procedure and method of determining such success can
take the form of test of various kinds to determine whether the students have
reached the objectives they have set for them.
Myers and Briggs (2003) developed a personality test based on Jung's
temperaments called the Myers-Briggs Type Inventory, or MBTI. It has gone on
the become the most famous personality test of all time. The traits are seen as
opposites, and the first set is introversion and extraversion. Introversion refers to
a tendency to prefer the world inside oneself. The more obvious aspects of
introversion are shyness, distaste for social functions, and a love of privacy.
Extraversion is the tendency to look to the outside world, especially people, for
one's pleasures.
Woolfolk (2001) describes intrinsic motivation as involving internal,
personal factors such as needs, interest, curiosity, and enjoyment. A student who
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is intrinsically motivated undertakes an activity “for its own sake”, because the
activity itself is rewarding. In contrast is intrinsic motivation, in which the student
engages in an activity in order to obtain a reward , or to avoid a punishment.
Gordon Allport (1998) extensively investigated the ways in which traits
combine to form normal personalities, cataloguing over 18,000 separate traits
over a period of 30 years. He proposed that each person has about seven central
traits that dominate his or her behavior.
Hans Eysenck (1998) claimed that personality could be described based
on three fundamental factors: psychoticism (such antisocial traits as cruelty and
rejection of social customs), introversion-extroversion, and emotionality-stability
(also called neuroticism).
2.3 TEACHERS’’ INSTRUCTIONAL MATERIALS TOWARDS MATHEMATICS
Siemens (2002) stated that instructional design can be defined as “the
systematic process of translating principles of learning and instruction into plans
for instructional materials and activities”. However, there are many different
definitions for instructional design and all of them are an expression of underlying
philosophies and viewpoints of what is involved in the learning process
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Heinze, Aiso (2008) stated that the development of an individual student's
achievement depends on the achievement level of the specific classroom and
therefore on the specific mathematics instruction. Interest in mathematics could
be regarded a predictor for mathematics achievement. Moreover, he suggests
that the students show hardly any fear of mathematics independent of their
achievement level.
Burgess (2000) stated that changes in society and workplace have
exerted pressure on the educational system. For instance, with increased
internationalization, growing knowledge-intensive work, and increasing use of
information technology, schools are required to produce graduates who do not
only possess relevant knowledge but also interpersonal relations and
communication skills, ability to work in various contexts, and information literacy
skills.
Wang & Woo (2007) to facilitate student-centered learning, many authors
suggest the use of media and technology.
Jonassen, Peck, & Wilson (1999) stated that learning technologies should
shift their role from being conveyors of information to a means for engaging
students in thinking. More specifically, technologies should be used to pose
problems to students, provide related cases and information resources, a social
23
medium to support learning through collaboration and interaction, and intellectual
partners to support learning by reflecting.
Synthesis
Researchers on Related Literature presents that tracing the performance
and shows that Mathematics is very important in our daily life it has a big impact
in our performance or achievement in our subject if we fail this subject. Based
from the related materials found no study has found out to study on the same
topic except for the books that cater to its parts, many have studied about the
Students related factors and Teachers Related factor and the factors affecting
academic performance in mathematics.
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Chapter 3
METHODOLOGY
This chapter presents a discussion of the methods of research that will be
employed, the subjects of the study, the data gathering instruments and the
different statistical techniques that will be used in the study.
Research Design
This study determined the factors affecting mathematics
performance of Grade 11 Senior High School Student of SIAA. The descriptive –
correlation method was used in this study.
In descriptive method, Calmorin (1994) as cited by Bagayana (2006),
wrote the study focuses on the present condition. The purpose is to find new
truth, which may come in different forms such as increased quantity of
knowledge, a new generalization, or increased insights into factors, which are
operating, the discovery of a new causal relationship, a more accurate
formulation of the problem to be solved and many others.
Since this study measured data that already exists and the number of
respondents is not large, the descriptive – correlation method of studies is best
suited. As mentioned, the student-related factors in terms of interest and study
habits, attitude, and the teacher-related factors in terms of personality traits,
teaching skills and instructional materials were generated using researcher –
made questionnaire.
25
Research Locale
SAPPHIRE INTERNATIONAL AVIATION ACADEMY-was established to
cater to the growing worldwide demand for aircraft pilots. With its high literacy
rate and proficiency in the English language, the Philippines is now virtually the
pilot training center of Asia and the far East. Many student pilots from various
countries all over the world – India, Indonesia, Nepal, South Korea, United Arab
Emirates, Qatar, Saudi Arabia, Kuwait, Egypt, Nigeria – have been coming to the
Philippines to enroll in aviation courses.
An estimated 19,000 new, lighter and more fuel-efficient large passenger
and cargo aircraft scheduled to be put in service between 2008 and 2020 will
create a worldwide demand for at least 460,000 new professional pilots all over
the world, particularly, in Asia and its neighboring regions, giving aviation schools
their reason for being.
Population and Sampling

The researchers will conduct a survey to all grade 11 senior high
school students. A total 0of 35 students from grade 11 including STEM and
ABM, are enrolled this first semester of school year 2019-2020. Using the
formula for getting the population percentage which is population percentage
(%) is equals to population size (N) divided by the total number of population
size multiplied by 100. Getting the population of 35 students, the researchers
26
will provide survey questionnaires for all 35 grade 11 senior high school
students. All of the grade 11 senior high school students will have the chance
to take the prepared survey questionnaires presented to them by the
researchers.
𝑁
% = 𝑇𝑜𝑓𝑁*100 Where: N – Population Size
T – Total
% – Percentage
TABLE 1. Getting the Population Percentage
Strand Frequency n=(35) Percentage (100%)
S.T.E.M. 21 60%
A.B.M. 14 40%
Total: 35 100%
As can be seen in table 1, the researchers provided a survey
questionnaire to a total of 35 participants from grade 11 students. A total of 14
participants from grade 11 ABM and a total of 21 participants from grade 11
STEM. This pattern will help the researchers in conducting their research
questionnaire survey.
27
Data Gathering Instrument

The main tool used in this study was a researcher – made questionnaire –
checklist. Set of questionnaire-checklist was constructed for the student
respondents. The questionnaire – checklist consisted of the students’ level of
interest in Mathematics, their attitudes towards Mathematics and their teachers’
personality traits, teaching skills and instructional materials use in teaching as
perceived by the students.
Part 1 on the questionnaire will be demographic profile of the grade 11
senior high school students:
Age:
Strand:
Gender:
Part 2 on the questionnaire – checklist obtained the students’ level of
interest in Mathematics presented (5) situation These were given one set
checkboxes each. The five checkboxes were ranked as:
5 – Always
4 – Often
3 – Sometimes
2 – Rarely
1 – Never
28
The mean of weighted frequencies will be interpreted along the following
scale:
4.50 – 5.00 - Always (A)
3.50 – 4.49 - Often (O)
2.50 – 3.49 - Sometimes (ST)
1.50 – 2.49 - Rarely (R)
1.00 – 1.49 – Never (N)
Part 2 on the questionnaire – checklist obtained the students’ attitudes
towards mathematics were worded both in the positive and in negative sense
ranging from:
5- Strongly Agree
4-Agree
3-Undecided
2-Disagree
1-Strongly Disagree
scale:
4.50 – 5.00 - Strongly Agree (SA)
3.50 – 4.49 - Agree (A)
29
2.50 – 3.49 - Undecided (UD)
1.50 – 2.49 - Disagree (D)
1.00 – 1.49 – Strongly Disagree (SD)
Part 3 obtained teacher’s personality traits, teaching skills and
instructional materials used in teaching as rated by the students. Each statement
was given one set of five checkboxes. Again the five checkboxes were ranked
as:
5 – Always
4 – Often
3 – Sometimes
2 – Rarely
1 – Never
scale:
4.50 – 5.00 - Always (A)
3.50 – 4.49 - Often (O)
2.50 – 3.49 - Sometimes (ST)
1.50 – 2.49 - Rarely (R)
1.00 – 1.49 – Never (N)
30
Data Collection Procedures

The original title proposed by the researcher was checked, revised and
rechecked by the researcher’s adviser to maintain conformity on the subject of
research. The questionnaire-checklist that aims to draw out proper responses on
the objectives of this study was constructed. This questionnaire – checklist made
by the researcher and was presented to, analyzed and checked by the research
adviser to ensure the validity of responses it would elicit.
Permit to conduct research and study was secured of letter requesting
permission to the academy director of Sapphire International Aviation Academy-
Paranaque Branch.
Data gathered from answered questionnaires were checked, classified,
tabulated and analyzed according to the research design described in this
chapter using Microsoft Excel and prepared for final presentation to the experts
of different fields of specialization.
Data Analysis
ANALYSIS STATISTICAL TOOLS
1.) Demographic Profile of the To answer Problem 1, frequency count and
Respondents percentage method shall be utilized to
compare proportions of the frequency of
Name(optional): response to the total number of responses.
Age: Frequency (f)
Gender:
Strand: Formula: % = f/N x 100
Where: : f = number of respondents

N = population
31
f = frequency
2.) The extent of student- To answer Problem 2 the mean of the

related participants’ perception will be computed.
factors in terms of : The weighted mean will be used to get the
average score on the ratings of the
Interest participants.
Attitude Weighted Mean (WM)
Study Habits
Formula: WM = Ʃ f(w)/N
Where: WM = weighted mean

w = scaled responses
N= total number of responses
3.) The extent of teacher-related To answer Problem 3 the mean of the

factors in terms of: participants’ perception will be computed.
The weighted mean will be used to get the
Teaching Skills average score on the ratings of the
Instructional Materials participants.
Personality Traits Weighted Mean (WM)
Formula: WM = Ʃ f(w)/N
Where: WM = weighted mean

w = scaled responses
N= total number of responses
4.) Respondents perception on: The mean of the participants’ perception will
be computed. The weighted mean will be
Student-related factors used to get the total average score on the
Teacher-related factors ratings of the participants for every indicator.
Total Average Mean
Formula: Ʃ(WM)/N
Where: WM= Weighted Mean

N= Total number of indicators
32
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation of the results of the study and the
analysis and interpretation of the statistically processed data gathered from the
responses to the questionnaire. In order to facilitate the discussion of the results,
results of the study are being presented and discussed according to the
sequence of the problems stated in the first chapter of this paper.
Problem 1: What is the personal/demographic profile of the respondents in
terms of the following attributes:
TABLE AND FIGURE 2.1. Distribution of Participants According to Gender
GENDER/SEX FREQUENCY (N=35) PERCENTAGE (100%)
MALE 24 68.57%
FEMALE 11 31.43%
TOTAL: 35 100%
Gender/Sex
Male
Female
33
As shown in table and figure 2.1, there are more male than female
students/ respondents in grade 11. Out of 35 respondents 24 (68.57%) are male
and 11 (31.43%) respondents are female.
TABLE AND FIGURE 2.2. Distribution of Participants According to Age
AGE FREQUENCY (N=35) PERCENTAGE (100%)
13-17 32 91.43%
18-22 3 8.57%
TOTAL: 35 100%
Age
13-17
18-22
As shown in table and figure 2.2, the majority of the 35 respondents are in
the age bracket of 13-17 years old, which is 32 (91.43%). On the other hand 3
(8.57%) of the respondents are on the age bracket of 18-22 years old.
34
Problem 2: What is the in-depth explanation of the student-related factors
in terms of: INTEREST
TABLE 3 Frequency distribution of student-related factors in term of
interest
I make myself FREQUENCY PECENTAGE WEIGTHE VERBAL

prepared for
the math (N=35) (100%) D MEAN DESCRIPTION
subject.
Always (5) 7 20%
Often (4) 13 37.14%
Sometimes( 3) 12 34.29% Sometimes
3.66
Rarely (2) 2 5.71% (ST)
Never (1) 1 2.86%
TOTAL: 35 100%
Indicator 1
Always
Often
Sometimes
Rarely
Never
As shown in table 3, indicator 1 the majority of the respondents answered “Often”
with the total of 13 (37.14%) respondents out of 35 respondents. The least
answered was “Never” with 1 (2.86%) respondent. As also the table show that
the weighted mean for indicator one (1) is 3.66 that is equivalent to the verbal
description of “Sometimes (ST)”.
35
I listen FREQUENCY PECENTAGE WEIGTHE VERBAL

attentively to
the lecture of (N=35) (100%) D MEAN DESCRIPTION
my math
teacher.
Always (5) 10 28.57%
Often (4) 17 48.57% Often

4.06
Sometimes( 3) 7 20% (O)
Rarely (2) 1 2.86%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 2
Always
Often
Sometimes
Rarely
Never
As shown in table 3, indicator 2 the 17 (48.57%) respondents majority are on the
answer “Often” out of 35 respondents. 1 (2.86%) of the respondent answered
“Rarely”. Table and figure 3.1 also shows that the weighted mean for indicator
two (2) is 4.06 that is equivalent to the verbal description of “Often (O)”.
36
I actively FREQUENCY PECENTAG WEIGTHED VERBAL

participate in
the discussion, (N=35) E (100%) MEAN DESCRIPTION
answering
exercise and/or
clarifying
things I did not
understand.
Always (5) 10 28.57%

3.73
Sometimes( 3) 11 31.43% (O)
Rarely (2) 2 5.71%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 3
Table 3, indicator 3 shows that 11
Always
(31.43%) respondents answered “Often”
Often
Sometimes and another 11 (31.43%) respondents
Rarely
Never answered “Sometimes” that majorities
the whole population of 35 respondents
with the least answer of “Rarely” that 2 (5.71%) respondents answered. Table
3.2 also shows that the weighted mean for indicator three (3) is 3.73 that is
equivalent to the verbal description of “Often (O)”.
37
I want to get FREQUENCY PECENTAGE WEIGTHED VERBAL

good grades
on tests, (N=35) (100%) MEAN DESCRIPTION
quizzes,
assignment
and projects.
Always (5) 19 54.29%

4.43
Sometimes( 3) 4 11.43% (O)
Rarely (2) 0 0%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 4
Always
Often
Sometimes
Rarely
Never
Table 3, indicator 4 shows that the majority of the respondent which is 19
(54.29%) out of 35 respondents answered “Always” while the least of the
respondents answered “Sometimes” that is 4 (11.43%) of the respondents. Table
3.3 also shows the weighted mean for the indicator four (4) of 4.43 that is
equivalent in the verbal description of “Often (O)”.
38
I get frustrated FREQUENCY PECENTAG WEIGTHED VERBAL

when the
discussion is (N=35) E (100%) MEAN DESCRIPTION
interrupted or
the teacher is
absent.
Always (5) 6 17.14%
Often (4) 7 20% Sometimes

3.31
Sometimes( 3) 16 11.43% (ST)
Rarely (2) 0 0%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 5
Always
Often
Sometimes
Rarely
Never
As shown in table 3, indicator 5 the majority of the respondents which is 16
(11.43%) answered “Sometimes” out of 35 respondents while the least of the
respondents answered “Always” which is 6 (17.14%) respondents. Table 3.4 also
shows the weighted mean of indicator five (5) which is 3.31 that is equivalent to
the verbal description of “Sometimes (ST)”.
39
TABLE 3.1 Respondents perception on the student-related factors in term
of interest
Weighted Verbal
Interest
Mean Description
1. I make myself prepared for the math subject. 3.66 Often (O)
2. I listen attentively to the lecture of my math teacher. 4.03 Often (O)
3. I actively participate in the discussion, answering
exercise and/or clarifying things I did not understand. 3.73 Often (O)
4. I want to get good grades on tests, quizzes, assignment
and projects. 4.43 Often (O)
5. I get frustrated when the discussion is interrupted or the Sometimes
teacher is absent. 3.31 (ST)
TOTAL: 3.83 Often (O)
Table 3.1 shows the total average of the weighted mean of all five (5) indicator
for the topic interest which is 3.83 that is equivalent to the verbal description of
“Often (O)”.
40
STUDY HABITS
TABLE AND FIGURE 4 Frequency distribution of student-related factors In
term of study habits
I get do my FREQUENCY PECENTAGE WEIGTHED VERBAL

assignments
regularly. (N=35) (100%) MEAN DESCRIPTION
Always (5) 14 40%

Often (4) 11 31.43%
Often
Sometimes( 3) 8 22.86% 4.06
Rarely (2) 2 5.71% (O)
Never (1) 0 0%
TOTAL: 35 100%
Indicator 1
Always
Often
Sometimes
Rarely
Never
As shown in table 4, indicator 1 that the majority of the respondents
answered “Always” which is14 (40%) out of 35 respondents. Having the least of
answers would be “Rarely” which is 2 (5.71%) of the respondents. Table 4 also
shows the weighted mean of indicator one (1) which is 4.06 that is equivalent to
the verbal description of “Often (O)”.
41
I exert more FREQUENCY PECENTAGE WEIGTHED VERBAL

effort when I do
difficult (N=35) (100%) MEAN DESCRIPTION
assignments.
Always (5) 8 22.86%

3.80
Sometimes( 3) 13 37.14% (O)
Rarely (2) 1 2.86%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 2
Always
Often
Sometimes
Rarely
Never
Table 4, indicator 2 shows that 13 (37.14%) of the respondents answered
“Often” and another 13 (37.14%) of the respondents answered “Sometimes” that
majorities the whole population of 35 respondents. Table 4 also shows the
weighted mean of indicator two (2) which is 3.80 that is equivalent to the verbal
description of “Often (O)”.
42
I spend my FREQUENCY PECENTAGE WEIGTHED VERBAL

vacant time in
doing (N=35) (100%) MEAN DESCRIPTION
assignments or
studying my
lessons.
Always (5) 5 14.29%
Often (4) 6 17.14% Sometimes

3.29
Sometimes( 3) 18 51.43% (ST)
Rarely (2) 6 17.14%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 3
Always
Often
Sometimes
Rarely
Never
“Sometimes” that majorities the whole population of 35 respondents. Also with
the least answer of “Always” that 5 (14.29%) respondents answered. Table 4
also shows the weighted mean of indicator three (3) which is 3.29 that is
equivalent to the verbal description of “Sometimes (ST)”.
43
I study the FREQUENCY PECENTAGE WEIGTHED VERBAL

lessons I
missed if I was (N=35) (100%) MEAN DESCRIPTION
absent from the
class.
Always (5) 7 20%

3.31
Sometimes( 3) 13 37.14% (ST)
Rarely (2) 9 25.71%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 4
Always
Often
Sometimes
Rarely
Never
“Sometimes” that majorities the whole population of 35 respondents. Also with
the least answer of “Often” that 6 (17.14%) respondents answered. Table 4 also
shows the weighted mean of indicator four (4) which is 3.31 that is equivalent to
the verbal description of “Sometimes (ST)”.
44
I study and FREQUENCY PECENTAGE WEIGTHED VERBAL

prepare for
quizzes and (N=35) (100%) MEAN DESCRIPTION
tests.
Always (5) 12 34.29%

3.86
Sometimes( 3) 11 31.43% (O)
Rarely (2) 3 8.57%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 5
Always
Often
Sometimes
Rarely
Never
”Always” that majorities the whole population of 35 respondents. Also with the
least answer of “Rarely” that 3 (8.57%) respondents answered. Table 4 also
45
I study harder FREQUENCY PECENTAGE WEIGTHED VERBAL

to improve my
performance (N=35) (100%) MEAN DESCRIPTION
when I get low
grades.
Always (5) 14 40%

4.06
Sometimes( 3) 6 17.14% (O)
Rarely (2) 3 8.57%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 6
Always
Often
Sometimes
Rarely
Never
Table 4, indicator 6 shows that 14 (40%) of the respondents answered
shows the weighted mean of indicator six (6) which is 4.06 that is equivalent to
46
I spend less FREQUENCY PECENTAGE WEIGTHED VERBAL

time with my
friends during (N=35) (100%) MEAN DESCRIPTION
school days to
concentrate
more on my
studies
Always (5) 3 8.57%

2.89
Sometimes( 3) 14 40% (ST)
Rarely (2) 8 22.86%
Never (1) 4 11.43%
TOTAL: 35 100%
Indicator 7
Always
Often
Sometimes
Rarely
Never
Table 4, indicator 7 shows that 14 (40%) of the respondents answered
”Sometimes” that majorities the whole population of 35 respondents. Also with
the least answer of “Always” that 3 (8.57%) respondents answered. Table 4 also
shows the weighted mean of indicator seven (7) which is 2.89 that is equivalent
to the verbal description of “Sometimes (ST)”.
47
I prefer FREQUENCY PECENTAGE WEIGTHED VERBAL

finishing my
studying and (N=35) (100%) MEAN DESCRIPTION
assignments
first before
watching any
television
program
Always (5) 4 11.43%

3.43
Sometimes( 3) 16 45.71% (ST)
Rarely (2) 4 11.43%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 8
Always
Often
Sometimes
Rarely
Never
”Sometimes” that majorities the whole population of 35 respondents. 4 (11.43%)
respondents answered “Always” and also another 4 (11.43%) respondents
answered “Rarely”. Table 4 also shows the weighted mean of indicator eight (8)
which is 3.43 that is equivalent to the verbal description of “Sometimes (ST)”.
48
I see to it that FREQUENCY PECENTAGE WEIGTHED VERBAL

extracurricular
activities do (N=35) (100%) MEAN DESCRIPTION
not hamper my
studies.
Always (5) 7 20%

3.66
Sometimes( 3) 11 31.43% (O)
Rarely (2) 4 11.43%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 9
Always
Often
Sometimes
Rarely
Never
Table 4, indicator 9 shows that 13 (37.14%) of the respondents
answered”Often” that majorities the whole population of 35 respondents. Also
with the least answer of “Rarely” that 4 (11.43%) respondents answered. Table 4
also shows the weighted mean of indicator nine (9) which is 3.66 that is
49
I have a FREQUENCY PECENTAGE WEIGTHED VERBAL

specific place
to study at (N=35) (100%) MEAN DESCRIPTION
home which I
keep clean and
orderly
Always (5) 13 37.14%

3.97
Sometimes( 3) 8 22.86% (O)
Rarely (2) 3 8.57%
Never (1) 0 0%
TOTAL: 35 100%
Indicator 10
Always
Often
Sometimes
Rarely
Never
answered”Always” that majorities the whole population of 35 respondents. Also
with the least answer of “Rarely” that 3 (8.57%) respondents answered. Table 4
also shows the weighted mean of indicator ten (10) which is 3.97 that is
50
TABLE 4.1 Respondents perception on the student-related factors In term
of study habits
Study Habits Weighted Mean Verbal Description

1. I do my assignments regularly. 4.06 Often (O)
2. I exert more effort when I do
difficult assignments. 3.8 Often (O)
3. I spend my vacant time in doing
assignments or studying my lessons. 3.29 Sometimes (ST)
4. I study the lessons I missed if I
was absent from the class. 3.31 Sometimes (ST)
5. I study and prepared for quizzes
and tests. 3.86 Often (O)
6. I study harder to improve my
performance when I get low grades. 4.06 Often (O)
7. I spend less time with my friends
during school days to concentrate more
on my studies. 2.89 Sometimes (ST)
8. I prefer finishing my studying and
my assignments first before watching
any television program. 3.43 Sometimes (ST)
9. I see to it that extracurricular
activities do not hamper my studies. 3.66 Often (O)
10. I have a specific place of study at
home which I keep clean and orderly. 3.97 Often (O)
TOTAL:
3.63 Often (O)
Table 4.1 shows the total average of the weighted mean of all ten (10)
indicators for the topic study habits which is 3.63 that is equivalent to the verbal
51
ATTITUDE TOWARDS MATHEMATICS
TABLE 5 Frequency distribution of student-related factors in term of
attitude towards mathematics
Mathematics is FREQUENCY PECENTAGE WEIGTHED VERBAL

important in
everyday life (N=35) (100%) MEAN DESCRIPTION
Strongly 18 51.43%
Agree (5)
Agree (4) 15 42.86% Agree
Undecided( 3) 2 5.71% 4.46
(A)
Disagree (2) 0 0%
Strongly 0 0%
Disagree (1)
TOTAL: 35 100%
Indicator 1
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
”Strongly Agree” that majorities the whole population of 35 respondents. Also
with the least answer of “Undecided” that 2 (5.71%) respondents answered.
Table 5 also shows the weighted mean of indicator one (1) which is 4.46 that is
equivalent to the verbal description of “Agree (A)”.
52
Mathematics is FREQUENCY PECENTAGE WEIGTHED VERBAL

the most
important (N=35) (100%) MEAN DESCRIPTION
subject for
students to
study
Strongly 14 40%
Agree (5)
Agree (4) 14 40% Agree
Undecided( 3) 5 14.29% 4.11
Disagree (2) 1 2.86% (A)
Strongly 1 2.86%
Disagree (1)
TOTAL: 35 100%
Indicator 2
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
Table 5, indicator 2 shows that 14 (40%) of the respondents
answered”Strongly Agree” and another answered “Often” 14 (40%) that
majorities the whole population of 35 respondents. Also with the least answer of
“disagree” 1(2.86%) and also “Strongly disagree” 1 (2.86%) respondents
answered. Table 5 also shows the weighted mean of indicator two (2) which is
4.11 that is equivalent to the verbal description of “Agree (A)”.
53
I have usually FREQUENCY PECENTAGE WEIGTHED VERBAL

enjoyed study
mathematics (N=35) (100%) MEAN DESCRIPTION
Strongly 11 31.43%
Agree (5)
3.89
Undecided( 3) 9 25.71% (A)
Disagree (2) 3 8.57%
Strongly 0 0%
Disagree (1)
TOTAL: 35 100%
Indicator 3
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
“Agree” that majorities the whole population of 35 respondents. Also with the
least answer of “Disagree” that 3 (8.57%) respondents answered. Table 5 also
shows the weighted mean of indicator three (3) which is 3.89 that is equivalent to
the verbal description of “Agree (A)”.
54
I am happier in FREQUENCY PECENTAGE WEIGTHED VERBAL

math class than
any other class (N=35) (100%) MEAN DESCRIPTION
Strongly 7 20%
Agree (5)
Agree (4) 7 20% Undecided
3.43
Undecided( 3) 15 42.86% (UD)
Disagree (2) 6 17.14%
Strongly 0 0%
Disagree (1)
TOTAL: 35 100%
Indicator 4
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
”Undecided” that majorities the whole population of 35 respondents. Also with the
least answer of “Disagree” that 6 (17.14%) respondents answered. Table 5 also
the verbal description of “Undecided (UD)”.
55
I have usually FREQUENCY PECENTAGE WEIGTHED VERBAL

been at easy
during (N=35) (100%) MEAN DESCRIPTION
mathematics
test
Strongly 5 20%
Agree (5)
Agree (4) 9 20% Undecided
3.29
Undecided( 3) 15 42.86% (UD)
Disagree (2) 3 8.57%
Strongly 3 8.57%
Disagree (1)
TOTAL: 35 100%
Indicator 5
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
answered”Undecided” that majorities the whole population of 35 respondents.
Also with the least answer of “Disagree” 3 (8.57%) and “Strongly Disagree” that 3
(8.57%) respondents answered. Table 5 also shows the weighted mean of
indicator four (5) which is 3.29 that is equivalent to the verbal description of
“Undecided”.
56
I always worry FREQUENCY PECENTAGE WEIGTHED VERBAL

about my ability
to some (N=35) (100%) MEAN DESCRIPTION
mathematics
problem
Strongly 10 28.57%
Agree (5)
Undecided( 3) 10 28.57% 3.71
Disagree (2) 5 19.29% (A)
Strongly 0 0%
Disagree (1)
TOTAL: 35 100%
Indicator 6
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
”Strongly Agree” and another 10(28.57%) “Agree” and also 10(28.57%)
“Undecided” that majorities the whole population of 35 respondents. Also with the
least answer of “Disagree” 5 (14.29%) that respondents answered. Table 5 also
the verbal description of “Agree (A)
57
My friends FREQUENCY PECENTAGE WEIGTHED VERBAL

always help me
in solving (N=35) (100%) MEAN DESCRIPTION
mathematics
problem
Strongly 12 34.29%
Agree (5)
Undecided( 3) 9 25.71% 3.89
Disagree (2) 2 5.71% (A)
Strongly 1 2.86%
Disagree (1)
TOTAL: 35 100%
Indicator 7
sStrongly Agree
Agree
Undecided
Disagree
Strongly Disagree
with the least answer of “Strongly Disagree” 1 (2.86%) that respondents
answered. Table 5 also shows the weighted mean of indicator four (7) which is
3.89 that is equivalent to the verbal description of “Agree (A)”.
58
Mathematics FREQUENCY PECENTAGE WEIGTHED VERBAL

test questions
are more (N=35) (100%) MEAN DESCRIPTION
difficult when
compared with
other subject
test questions
Strongly 16 45.71%
Agree (5)
Undecided( 3) 8 22.86% 4.06
Disagree (2) 3 8.57% (A)
Strongly 0 0%
Disagree (1)
TOTAL: 35 100%
Indicator 8
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
with the least answer of “Disagree” 3 (8.57%) that respondents answered. Table
5 also shows the weighted mean of indicator four (8) which is 4.06 that is
59
I am always FREQUENCY PECENTAGE WEIGTHED VERBAL

under a
terrible strain (N=35) (100%) MEAN DESCRIPTION
in a
mathematics
class
Strongly 8 22.86%
Agree (5)
Undecided( 3) 12 34.29% 3.63
Disagree (2) 3 8.57% (A)
Strongly 1 2.86%
Disagree (1)
TOTAL: 35 100%
Indicator 9
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
”Undecided” that majorities the whole population of 35 respondents. Also with the
least answer of “Never” 1 (2.86%) that respondents answered. Table 5 also
the verbal description of “Agree (A)”.
60
I always FREQUENCY PECENTAGE WEIGTHED VERBAL

imitate my
friend answer (N=35) (100%) MEAN DESCRIPTION
in
mathematics
Strongly 6 17.14%
Agree (5)
Agree (4) 9 25.71% Undecided
Undecided( 3) 10 28.57% 3.2
Disagree (2) 6 17.14% (UD)
Strongly 4 11.43%
Disagree (1)
TOTAL: 35 100%
Indicator 10
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
answered”Strongly Agree” that majorities the whole population of 35
respondents. Also with the least answer of “Rarely” 3 (8.57%) that respondents
answered. Table 5 also shows the weighted mean of indicator four (8) which are
4.06 that is equivalent to the verbal description of “Agree (A)”
61
of Attitude towards mathematics
Attitude towards mathematics Weighted Mean Verbal Description

1. Mathematics is important in
everyday life. 4.46 Agree (A)
2. Mathematics is the most
important subject for students to study 4.11 Agree (A)
3. I have usually enjoyed study
mathematics 3.89 Agree (A)
4. I am happier in math class than
any other class. 3.43 Undecided (UD)
5. I have usually been at easy
during mathematics test. 3.29 Undecided (UD)
6. I always worry about my ability to
some mathematics problem. 3.71 Agree (A)
7. My friends always help me in
solving Mathematics problem. 3.89 Agree (A)
8. Mathematics test questions are
more difficult when compared with other
subject test questions. 4.06 Agree (A)
9. I am always under a terrible strain
in a mathematics class. 3.63 Agree (A)
10. I always imitate my friend answer
in mathematics. 3.2 Undecided (UD)
TOTAL:
3.77 Agree (A)
Table 5.1 shows the total average of the weighted mean of all ten (10)
indicators for the topic attitude towards mathematics which is 3.77 that is
62
PROBLEM 2: What is the in-depth explanation of the teacher-related factors
in terms of: PERSONALITY TRAITS
TABLE 6 Frequency distribution of student-related factors In term of
personality traits
Has a good FRECUENCY PERCENTAGE WEIGHTED VERBAL

relationship
with the (N=35) (100%) MEAN DESCRIPTION
students and
teachers
Always (5) 24 68.57%
Often (4) 7 20%
Sometimes(3) 3 8.57% Always
Rarely (2) 0 0%
Never (1) 1 2.86% 4.51 (A)
Total 35 100%
As shown in table 6,
Indicator 1 indicator 1 the majority of the
Always respondents answered “Always”

Often
with the total of 24 (68.57%)
Sometimes
Rarely respondents out of 35 respondents.
Never
The least answered was “Never”
with 1 (2.86%) respondent. As also the table show that the weighted mean for
indicator one (1) is 4.51 that is equivalent to the verbal description of “Always
(A)”.
63
Is open to FRECUENCY PERCENTAGE WEIGHTED VERBAL

suggestions
and opinions (N=35) (100%) MEAN DESCRIPTION
and is worthy
of praise
Always (5) 19 54.29%
Often (4) 11 31.43%
Sometimes(3) 5 14.28% Often
Rarely (2) 0 0%
Never (1) 0 0% 4.4 (O)
Total 35 100%
Indicator 2
Always
Often
Sometimes
Rarely
Never
As shown in table 6, indicator 2 the majority of the respondents answered
“Always” with the total of 19 (54.29%) respondents out of 35 respondents. The
least answered was “Sometimes” with 5 (14.28%) respondent. As also the table
show that the weighted mean for indicator two (2) is 4.4 that is equivalent to the
verbal description of “Often (O)”.
64
Show FRECUENCY PERCENTAGE WEIGHTED VERBAL

smartness,
confidence, (N=35) (100%) MEAN DESCRIPTION
and firmness
in making
decisions
Always (5) 13 37.14%
Often (4) 12 34.29%
Rarely (2) 1 2.86%
Never (1) 1 2.86% 4 (O)
Total 35 100%
Indicator 3
Always
Often
Sometimes
Rarely
Never
least answered was “Rarely” with 1 (2.86%) respondent and another 1 (2.86%) of
the respondents answered “Never”. Also the table 6 show that the weighted
mean for indicator two (3) is 4 that is equivalent to the verbal description of
“Often (O)”.
65
Has an FRECUENCY PERCENTAGE WEIGHTED VERBAL

appealing
personality (N=35) (100%) MEAN DESCRIPTION
with good
sense of
humor
Always (5) 13 37.14%
Often (4) 16 45.72%
Rarely (2) 2 5.71%
Never (1) 0 0% 4.14 (O)
Total 35 100%
Indicator 4
Always
Often
Sometimes
Rarely
Never
“Often” with the total of 16 (45.72%) respondents out of 35 respondents. The
least answered was “Rarely” with 2 (5.71%) respondent. As also the table show
that the weighted mean for indicator four (4) is 4.14 that is equivalent to the
66
Imposes FRECUENCY PERCENTAGE WEIGHTED VERBAL

proper
discipline (N=35) (100%) MEAN DESCRIPTION
and is not
lenient in
following the
prescribed
rules.
Always (5) 12 34.29%
Often (4) 14 40%
Rarely (2) 2 5.71%
Never (1) 1 2.86% 3.97 (O)
Total 35 100%
Indicator 5
Always
Often
Sometimes
Rarely
Never
“Often” with the total of 14 (40%) respondents out of 35 respondents. The least
answered was “Never” with 1 (2.86%) respondent. As also the table show that
the weighted mean for indicator five (5) is 3.97 that is equivalent to the verbal
67
Always FRECUENCY PERCENTAGE WEIGHTED VERBAL

present
(N=35) (100%) MEAN DESCRIPTION
Always (5) 20 57.14%

Often (4) 12 34.29%
Sometimes(3) 3 8.57% Always
Rarely (2) 0 0%
Never (1) 0 0% 4.48 (A)
Total 35 100%
Indicator 6
Always
Often
Sometimes
Rarely
Never
least answered was “Sometimes” with 3 (8.57%) respondent. As also the table
show that the weighted mean for indicator six (6) is 4.48 that is equivalent to the
verbal description of “Always (A)”.
68
Always FRECUENCY PERCENTAGE WEIGHTED VERBAL

late
Always (5) 1 2.86%

Often (4) 7 20%
Sometimes(3) 7 20% Rarely
Rarely (2) 5 14.29%
Never (1) 15 42.85% 2.25 (R)
Total 35 100%
Indicator 7
Always
Often
Sometimes
Rarely
Never
“Never” with the total of 15 (42.85%) respondents out of 35 respondents. The
least answered was “Always” with 1 (2.86%) respondent. As also the table show
that the weighted mean for indicator seven (7) is 2.25 that is equivalent to the
verbal description of “Rarely (R)”.
69
of Personality Traits
Personality Traits Weighted Mean Verbal Description

1. Has a good relationship with the
students and teachers. 4.51 Always (A)
2. Is open to suggestions and
opinions and worthy of praise. 4.4 Often (O)
3. Show smartness, confidence, and
firmness in making decisions. 4 Sometimes (ST)
4. Has an appealing personality with
good sense of humor. 4.14 Often (O)
5. Imposes proper discipline and is
not lenient in following the prescribed
rules. 3.97 Often (O)
6. Always present.
4.48 Often (O)
7. Always late.
2.25 Rarely (R)
TOTAL:
3.96 Often (O)
Table 6.1 shows the total average of the weighted mean of all seven (7)
indicators for the topic personality traits which is 3.96 that is equivalent to the
70
TEACHING SKILLS
teaching skills
Explains the FRECUENCY PERCENTAGE WEIGHTED VERBAL

objectives of
lesson clearly (N=35) (100%) MEAN DESCRIPTION
at the start of
each period.
Always (5) 20 57.14%
Often (4) 10 28.57%
Rarely (2) 1 2.86%
Never (1) 0 0% 4.4 (O)
Total 35 100%
Indicator 1
As shown in table
Always
7, indicator 1 the majority
Often
Sometimes of the respondents
Rarely
answered “Always” with
Never
the total of 20 (57.14%)
respondents out of 35 respondents. The least answered was “Rarely” with 1
(2.86%) respondent. As also the table show that the weighted mean for indicator
one (1) is 4.4 that is equivalent to the verbal description of “Often (O)”.
71
Has mastery FRECUENCY PERCENTAGE WEIGHTED VERBAL

of the subject
matter. (N=35) (100%) MEAN DESCRIPTION
Always (5) 19 54.29%

Often (4) 7 20%
Sometimes(3) 7 20% Often
Rarely (2) 0 0%
Never (1) 2 5.71% 4.17 (O)
Total 35 100%
Indicator 2
Always
Often
Sometimes
Rarely
Never
least answered was “Never” with 1 (2.86%) respondent. As also the table show
that the weighted mean for indicator two (2) is 4.17 that is equivalent to the
72
Is updated FRECUENCY PERCENTAGE WEIGHTED VERBAL

with present
trends, (N=35) (100%) MEAN DESCRIPTION
relevant to
the subject
matter.
Always (5) 13 37.14%
Often (4) 15 42.86%
Sometimes(3) 7 20% Often
Rarely (2) 0 0%
Never (1) 0 0% 4.17 (O)
Total 35 100%
Indicator 3
Always
Often
Sometimes
Rarely
Never
“Often” with the total of 15 (42.86%) respondents out of 35 respondents. The
least answered was “Sometimes” with 7 (20%) respondent. As also the table
show that the weighted mean for indicator three (3) is 4.17 that is equivalent to
73
Uses various FRECUENCY PERCENTAGE WEIGHTED VERBAL

strategies,
teaching (N=35) (100%) MEAN DESCRIPTION
aids/devices
and
techniques in
presenting
the lessons
Always (5) 17 48.58%
Often (4) 9 25.71%
Rarely (2) 0 0%
Never (1) 0 0% 4.22 (O)
Total 35 100%
Indicator 4
As shown in table 7,
Always indicator 4 the majority of

Often
the respondents answered
Sometimes
Rarely “Always” with the total of 17
Never
(48.58%) respondents out of
35 respondents. The least
answered was “Often” with 9 (25.71%) respondent and another 9 (25.71%) of the
respondents answered “Sometimes”. Also the table 7 show that the weighted
mean for indicator four (4) is 4.22 that is equivalent to the verbal description of
“Often (O)”.
74
Is organized FRECUENCY PERCENTAGE WEIGHTED VERBAL

in presenting
subject (N=35) (100%) MEAN DESCRIPTION
matters by
systematically
following
course outline
Always (5) 19 54.29%
Often (4) 9 25.71%
Sometimes (3) 7 20% Often
Rarely (2) 0 0%
Never (1) 0 0% 4.34 (O)
Total 35 100%
Indicator 5
Always
Often
Sometimes
Rarely
Never
least answered was “Sometimes” with 7 (20%) respondent. As also the table
show that the weighted mean for indicator five (5) is 4.34 that is equivalent to the
75
of Teaching Skills
Teaching Skills Weighted Mean Verbal Description

1. Explains the objectives of the
lesson clearly at the start of each
period. 4.4 Often (O)
2. Has mastery of the subject matter.
4.17 Often (O)
3. Is updated with present trends,
relevant to the subject matter. 4.17 Often (O)
4. Uses various strategies, teaching
aids/devices and techniques in
presenting the lessons. 4.22 Often (O)
5. Is organized in presenting subject
matters by systematically following
course outline. 4.34 Often (O)
TOTAL:
4.26 Often (O)
Table 7.1 shows the total average of the weighted mean of all five (5)
indicators for the topic teaching skills which is 4.26 that is equivalent to the verbal
76
INSTRUCTIONAL MATERIALS BEING USED
instructional material being used
Whiteboard FREQUENCY PECENTAGE WEIGTHED VERBAL

marker and
whiteboard in (N=35) (100%) MEAN DESCRIPTION
explaining the
lesson
Always (5) 23 65.71%

Often (4) 8 22.86%
Often
Sometimes( 3) 4 11.43% 4.54
Rarely (2) 0 0% (O)
Never (1) 0 0%
TOTAL: 35 100%
Indicator 1
Always
Often
Sometimes
Rarely
Never
“Always” that majorities the whole population of 35 respondents. Also with the
least answer of “Sometimes” that 4 (11.43%) respondents answered. Table 8
also shows the weighted mean of indicator one (1) which is 4.54 that is
77
Articles FREQUENCY PECENTAGE WEIGTHED VERBAL

(related to
subject) (N=35) (100%) MEAN DESCRIPTION
Always (5) 9 25.71%

Often (4) 15 42.86%
Often
Sometimes( 3) 9 25.71% 3.86
Rarely (2) 2 5.71% (O)
Never (1) 0 0%
TOTAL: 35 100%
Indicator 2
Always
Often
Sometimes
Rarely
Never
”Often” that majorities the whole population of 35 respondents. Also with the least
answer of “Rarely” that 2 (5.71%) respondents answered. Table 8 also shows the
weighted mean of indicator two (2) which is 3.89 that is equivalent to the verbal
78
PowerPoint FREQUENCY PECENTAGE WEIGTHED VERBAL

presentation
Always (5) 23 65.71%

Often (4) 5 14.29%
Sometimes( 3) 6 17.14% Often
4.43
Rarely (2) 1 2.86%
(O)
Never (1) 0 0%
TOTAL: 35 100%
Indicator 3
Always
Often
Sometimes
Rarely
Never
shows the weighted mean of indicator three (3) which is 3.89 that is equivalent to
79
Materials FREQUENCY PECENTAG WEIGTHED VERBAL

Project
Development (N=35) E (100%) MEAN DESCRIPTION
Always (5) 18 51.43%

Often (4) 7 20%
Rarely (2) 0 0% 4.23
Never (1) 0 0% (O)
TOTAL: 35 100%
Indicator 4
Always
Often
Sometimes
Rarely
Never
least answer of “Sometimes” that 10 (28.57%) respondents answered. Table 8
also shows the weighted mean of indicator four (4) which is 4.43 that is
80
Video FREQUENCY PECENTAGE WEIGTHED VERBAL

presentation
(related to the (N=35) (100%) MEAN DESCRIPTION
subject)
Always (5) 16 45.71%

Often (4) 10 28.57%
4.17
Rarely (2) 1 2.86%
(O)
Never (1) 0 0%
TOTAL: 35 100%
Indicator 5
Always
Often
Sometimes
Rarely
Never
least answer of “Rarely” that 1 (2.86%) respondent answered. Table 8 also
81
of Instructional Materials
Instructional Materials Weighted Mean Verbal Description

1. Whiteboard marker and
whiteboard in explaining the
lessons 4.54 Often (O)
2. Articles (Related to the subject)
3.86 Often (O)
3. PowerPoint presentation
4.43 Often (O)
4. Materials project development
4.23 Often (O)
5. Video presentation (related to the
subject) 4.17 Often (O)
TOTAL: 4.25 Often (O)
Table 8.1 shows the total average of the weighted mean of all five (5)
indicators for the instructional materials which is 4.25 that is equivalent to the
82
Pearson’s Coefficient of Correlation will be used to determine the degree
of relationships between the factors associated and the academic performance in
general mathematics. This can be seen in table 9.
Formula:
𝑁 ∑(𝑥𝑦) − ∑ 𝑥 ∑ 𝑦
𝑟=
√[𝑁 ∑ 𝑥 2 − (∑ 𝑥)2 ][𝑁 ∑ 𝑦 2 − (∑ 𝑦)2 ]
Table 9
Pearson’s Coefficient of Correlation
Student Code X Y Y2 X2 XY
Student and Teacher-related Factors Grades Obtained
STEM01 3 89 7921 9 267
STEM02 4 75 5625 16 300
STEM03 3 80 6400 9 240
STEM04 4 89 7121 16 359
STEM05 4 84 7056 16 536
STEM06 3 81 6561 9 243
STEM07 2 87 7569 4 174
STEM08 2 78 6084 4 156
STEM09 4 80 6400 16 320
STEM10 4 90 8100 16 360
STEM11 2 84 7056 4 186
STEM12 4 83 6889 16 332
STEM13 2 89 7921 4 178
STEM14 3 78 6084 9 234
STEM15 3 84 7056 9 252
STEM16 3 86 7396 9 258
STEM17 4 89 7921 16 356
STEM18 2 80 6400 4 160
STEM19 2 75 5625 4 150
STEM20 3 83 6889 9 249
STEM21 4 85 7225 16 340
83
ABM01 2 84 7056 4 168

ABM02 2 83 6889 4 166
ABM03 3 85 7225 9 255
ABM04 4 85 7225 16 340
ABM05 4 80 6400 16 320
ABM06 4 80 6400 16 320
ABM07 4 80 6400 16 320
ABM08 3 95 9025 9 285
ABM09 4 83 6889 16 332
ABM10 4 83 6889 16 332
ABM11 4 84 7056 16 336
ABM12 2 91 8281 4 182
ABM13 4 84 7056 16 336
ABM14 4 87 7569 16 348
TOTAL: 113 2,884 246,459 430 10,102
𝑁 ∑(𝑥𝑦) − ∑ 𝑥 ∑ 𝑦
𝑟=
√[𝑁 ∑ 𝑥 2 − (∑ 𝑥)2 ][𝑁 ∑ 𝑦 2 − (∑ 𝑦)2 ]
35(10102) − (113)(2884)
=
√[35(430) − (113)2 ][35(249,459) − (2,884)2 ]
353,570 − 325,892
=
√[15,050 − 12,769][8,626,065 − 8,317,456]
27,678
=
√(2,281)(308,609)
27,678
=
√703,937,129
27,678
=
26,531
𝑟 = 𝟏. 𝟎𝟒
84
Correlation Type: Perfect Positive = 𝟏+
𝑟𝐶𝑅𝐼𝑇𝐼𝐶𝐴𝐿 > 𝑟
𝟎. 𝟑𝟒𝟗 > 𝟏. 𝟎𝟒 Failed to reject the null hypothesis
Positive Correlation
(𝑥) Student and Teachers Factors ↑
(𝑦) Academic Performance in General Mathematics ↑
Therefore this study concludes that the factors associated affects the
academic performance of the students the higher the performance the higher the
chance of getting a higher score in class. There is no significant relationship
between the factors associated and the academic performance in general
mathematics of the senior high school students.
85
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the results of the study. It presents the synopsis
of the research objectives, hypothesis, research methodology, findings of the
study and recommendations.
Findings of the study were used as basis in preparing an action plan
model that is holistic and responsive to the needs of the institution under study.
Objectives
The general objective of this study is to assess and to determine the
factors associated that affects the student’s academic performance in general
mathematics and to find a solution to prevent a failing grade for those students
who takes the subject mathematics and to improve or maintain their way of
studying whether it is a student-related factors or a teacher-related factors.
Hypothesis
On the basis of the research questions posed in this study, the following
null hypothesis was tested at 0.05 level of significance:
𝐻0 : There is no signicant relationship between the factors associated and
the academic performance of the grade 11 senior high school students.
86
𝐻0 : There is no significant difference in the perception of the respondents
based on the Student’s Age, Gender, Grade level, and Strand.
Methodology
The researchers used the descriptive method of research in obtaining the
data needed to determine the factors associated with the academic performance
in general mathematic of grade 11 senior high school students of Sapphire
International Aviation Academy.
Summary of Findings
Under here on the summary of findings presents the response to the
chapter 1’s statement of the problem and responses to the problems stated.
Demographic Profile of the Respondents:
 24 (68.57%) of respondents are male that majorities the total
number of participants [35 (100%)].
 32 (91.43%) are in the age bracket of 13-17 years old, while 3
(8.57%) of the respondents are in the age bracket of 18-22 years
old.
 21 (60%) of the participants are in the strand of S.T.E.M. and 14
(40%) are in the strand of A.B.M.
87
Respondents’ perception on the student-related factors in terms of
interest:
 Students often make their self prepared for the math subject.
 Respondents listen attentively to the lecture of their math teacher
often.
 They often or sometimes actively participate in the discussion and
answered actively.
 Majority of the respondents always want to have good grades on
their tests, quizzes, assignment, and projects.
 Sometimes students get frustrated when the discussion is
interrupted or the teacher is absent.
Respondents’ perception on the student-related factors in terms
of interest:
 Students regularly do their assignments.
 They often exerts more effort when they do difficult assignments.
 Students sometimes spend their vacant time in doing assignments
or studying their lessons.
 Respondents sometimes study the lessons they’ve missed when
they’re absent from the class before.
 Students always study and prepares for their quizzes and test.
88
 Some students often study harder to improve their performance
when they got a low grade, while some of the students always
study harder.
 Sometimes students spend less time with their friends during
school days to concentrate more on their studies.
 Sometimes, students prefers finishing their studying and
assignments before watching a television program.
 Students often see that extracurricular activities do not hamper their
studies.
 Students always have their specific place to study at home.
Respondents’ perception on the student-related factors in terms
of attitude towards mathematics:
 Majority of the respondents said that mathematics is important in
their everyday life.
 Students’ sees that the mathematics is the most important subject
for students to study.
 Students are often enjoyed studying mathematics.
 Students are sometimes happier in math class than any other
class.
 Students are sometimes are at ease during mathematics test.
89
 Students are always worrying about their ability to some
mathematical problem.
 Some students are always got a friends help in solving
mathematics problem.
 Students’ always sees that mathematics test questions are more
difficult when compared with other subject test questions.
 Students are sometimes under a terrible strain in a mathematics
class.
 Students sometimes are imitating their answer in their friends’
answers in mathematics.
Respondents’ perception on the teacher-related factors in terms of
personality traits:
 Respondents’ states that the teacher always has a good
relationship with the students.
 Students that the teacher is always open to suggestions and
opinions and is worthy of praise.
 The teacher always shows smartness, confidence, and firmness in
making decisions.
 The teacher often has an appealing personality with good sense of
humor.
90
 The teacher imposes proper discipline and not lenient in following
the prescribe rules.
 Students said that the teacher is always present.
 Students said that the teacher is never late.
Respondents’ perception on the teacher-related factors in terms of
teaching skills:
 The teacher always explains the objectives of lesson clearly at start
of each period.
 The teacher always has a mastery of the subject matter.
 The teacher is often updated with the present trends, relevant to
the subject matter.
 The teacher always uses various strategies, teaching aids/devices
and techniques in presenting the lesson.
 The teacher is always organized in presenting subject matters by
systematically following course outline.
Respondents perception on the teacher-related factors in terms of
instructional materials that are being used:
 The teacher always uses the board in explaining the lesson.
 The teacher often uses articles that are related to the subject.
91
 The teacher is always using a PowerPoint presentation in
presenting the lesson.
 The teacher is often using video presentation that are related to the
subject to explain the lesson.
Conclusion:
As for the summary of findings, there for the researchers concludes that:
Student-related factors:
 A student who has a good management with their academics and
priorities. The students have a better chance to have a better
performance to the subject General Mathematics and also for other
subjects.
Teacher-related factors:
 Teachers who always gave a good relationship with their students
and a good presentation and has a good explanations for the
lessons. The students have a greater chance for a student to have
a better performance to the subject General mathematics and also
for other subject.
92
Recommendations:
For recommendation, the respondents gave some advices and
statements, also the researcher for their co-subject takers and future takers of
the subject General Mathematics.
Student-related recommendation:
 As a summary of their recommendations, for you to have a good
grades and a great learning experience we have to motivate
ourselves for us to focus on the responsibilities that we need to do
as a student. Knowing your responsibilities can make things go as
planned. Refrain from procrastinating so in the end we will not cram
and tend to make things fast and don’t do our best to make our
assignments and projects beautiful.
Teacher-related recommendation:
 As a summary of their recommendations for teacher-related factors,
for us to have a good relationship with our teacher we just have to
be good with them for us to have a great learning experience.
Having a good relationship with your teacher can make you
understand each other more and be more aware with each others
feelings and situations.
93
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http://www.bmj.com/cgi/eletters/324/7332/274
http://www.teachervision.fen.com
http://www.springerlink.com/content/08272762649018lx/
http://www.teachervision.fen.com
95
Appendix A
APPROVAL SHEET
September 9, 2019
Ms. Catherine Levanza

Academy Director/ President
Sapphire International Aviation Academy
8128 Old Sucat Road, Brgy. San Dionisio,
Paranaque City 1700
Dear Ms. Levanza:
We are Grade 12 students of the Senior High School Department, taking up

Practical Research 2, this 1st semester of school year 2019-2020. As a partial
requirement of our course, we are presently preparing our research paper
entitled “FACTORS ASSOSIATED WITH ACADEMIC PERFORMANCE IN
GENERAL MATHEMATICS OF GRADE 11 SENIOR HIGHSCHOOL
STUDENTS OF SIAA S.Y. 2019-2020”
The respondents of our study will include the following students of GRADE 11
SENIOR HIGHSCHOOL:
 Science, Technology, Engineering and Mathematics (S.T.E.M.)
 Accountancy Business Management (A.B.M.)
In this connection, we would like to request permission to conduct surveys of

aforesaid Senior High School students to gather the necessary data needed for
our study, during their free time on September 13, 2019. The activity will take at
least 10-15 minutes,
Attached is a copy of our research instrument.
We would really appreciate your approval of our request. Thank you very much.
Sincerely yours,
CARL ADONIS LEON MIKEY BALAGTAS
VJORN PAOLO ESPENILLA JHON KENNETH TAN
96
NOTED:
DR. JOSEFINA R. TORRES

Research Adviser
APPROVED:
MS. CATHERINE LEVANZA

Academy Director/ President
INFORMED CONSENT
September 11, 2019
Dear Participants,
We are Grade 12 students of Sapphire International Aviation Academy located at

Sucat, Paranaque City. We are conducting this research as a partial requirement
of our course in Practical Research 2.
The purpose of this study is: to gather information about “FACTORS

ASSOCIATED WITH ACADEMIC PERFORMANCE IN GENERAL
MATHEMATICS OF GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF SIAA
S.Y. 2019-2020”. We are inviting you to take part in this research because we
believe that you can help us by telling what you know about our topic. Your
opinion/views can contribute much to our understanding and knowledge of said
topic.
We would like to request your voluntary participation as one of our research

respondents. We assure you that the information you will give us will remain
confidential and will be used only for this academic research. Your participation
involves answering the questionnaire prepared by the student - researchers from
Sapphire International Aviation Academy. The process will last approximately
20- 30 minutes.
97
All participants involved in this study will not be identified and their anonymity will
be maintained. Details about where the participants study/work, where they
live, and other personal information about them will not be revealed.
Your participation is this study is voluntary. If you do decide to take part in this
study, you will be asked to sign a consent form. If you decide to take part in this
study, you are still free to withdraw at any time and without giving a reason.
You are free to not answer any question or questions if you choose. This will
not affect the relationship you have with the researcher.
If you have questions at any time about this study, you may contact the following
student-researchers:
Name Mobile phone E-mail
1. Adonis, Carl 09558612876 adoniscarl327@gmail.com
2. Balagtas, Leon Mikey 09611256496 balagtasmikey@gmail.com
3. Espenilla, Vjorn Paolo 09567719140 vjorn.paolo@gmail.com
4. Tan, John Kenneth 09153484128 cozyaye@gmail.com
PARTICIPANT’S AGREEMENT STATEMENT
I have read and I understood the provided information and have had the
opportunity to ask questions. I understand that my participation is voluntary and
that I am free to withdraw at any time, without giving a reason and without cost. I
understand that I will be given a copy of this consent form. I voluntarily agree to
take part in this study.
Name & Signature of the Participant ___________________________________
Date_________________________
Student-Researcher’s Name and Signature:
Adonis, Carl Espenilla, Vjorn Paolo
Balagtas, Leon Mikey Tan, John Kenneth
Date _________________________
98
SURVEY QUESTIONAIRE
September 13, 2019
Dear Participant,
We are Grade 12 students of Senior High School Department of this Academy.
We are currently working on our research entitled ““FACTORS ASSOCIATED
WITH ACADEMIC PERFORMANCE IN GENERAL MATHEMATICS OF GRADE
11 SENIOR HIGH SCHOOL STUDENTS OF SIAA S.Y. 2019-2020”as a partial
requirement in our Practical Research 2 course.
In this connection, we would like to request your cooperation in the survey we
are conducting, Kindly answer the attached questionnaire objectively. Rest
assured that whatever information you may provide will be used mainly for this
research.
Thank you very much.
The Researchers:
Carl Adonis Leon Mikey Balagtas
Vjorn Paolo Espenilla Jhon Kenneth Tan
_______________________________________________________________
SURVEY QUESTIONNAIRE
PART I. RESPONDENTS PROFILE
INSTRUCTIONS: Please check ( √) the items that apply to you and write
down the information called for:
Name (Optional): ______________________________

Age: 13-17 18-22
Sex: Male Female
Grade-Strand:_______________
Mathematics subject taken: ________________ Grades
obtained:______________
PART II. RESPONDENTS PERCEPTION
INSTRUCTIONS: Please put a check mark (√) in the appropriate
column that tells how much you agree or disagree with each of
the statements stated below. The rating scale is as follows:
99
Student-related Factors
Direction: Please put a check (√) and rate yourself honestly based on what you
actually do given the statements using the following scales:
5 – always 4 – often 3 – sometimes 2–

rarely 1 – never
A. Interest 5 4 3 2 1
1. I make myself prepared for the math subject.
2. I listen attentively to the lecture of my math teacher.
3. I actively participate in the discussion, answering
exercise and/or clarifying things I did not
understand.
4. I want to get good grades on tests, quizzes,
assignment and projects.
5. I get frustrated when the discussion is interrupted or
the teacher is absent.
B. Study Habits 5 4 3 2 1
1. I do my assignments regularly.
2. I exert more effort when I do difficult assignments.
3. I spend my vacant time in doing assignments or studying
my lessons.
4. I study the lessons I missed if I was absent from the
class.
5. I study and prepared for quizzes and tests.
6. I study harder to improve my performance when I get low
grades.
7. I spend less time with my friends during school days to
concentrate more on my studies.
8. I prefer finishing my studying and my assignments first
before watching any television program.
9. I see to it that extracurricular activities do not hamper my
studies.
10. I have a specific place of study at home which I keep
clean and orderly.
100
Direction: Please put a check (√) and rate yourself honestly based on
what you actually do given the statements using the following scales:
5 – strongly agree 4 – agree 3 – undecided 2 – disagree

1 – strongly disagre
C. Attitudes Towards Mathematics 5 4 3 2 1

1. Mathematics is important in everyday life
2. Mathematics is the most important subject for
students to study
3. I have usually enjoyed study mathematics
4. I am happier in math class than in any other class
5. I have usually been at easy during mathematics
test
6. I always worry about my ability to some
mathematics problems
7. My friends always help me in solving Mathematics
problems.
8. Mathematics test questions are more difficult when
compared with other subject test questions
9. I am always under a terrible strain in a
mathematics class
10. I always imitate my friend answer in mathematics
Teachers-related Factors
Direction: Please put a check (√) and rate yourself honestly based on
what you actually do given the statements using the following scales:
5 – always 4 – often 3 – sometimes 2–

rarely 1 – never
D. Personality Traits 5 4 3 2 1
1. Has a good relationship with the students and
teachers
2. Is open to suggestions and opinions and is worthy
101
of praise
3. Show smartness, confidence, and firmness in
making decisions
4. Has an appealing personality with good sense of
humor
5. Imposes proper discipline and is not lenient in
following the prescribed rules.
6. Always present
7. Always late
E. Teaching Skills 5 4 3 2 1
1. Explains the objectives of the lesson clearly at the start
of each period
2. Has mastery of the subject matter
3. Is updated with present trends, relevant to the subject
matter
4. Uses various strategies, teaching aids/devices and
techniques in presenting the lessons
5. Is organized in presenting subject matters by
systematically following course outline
F. Instructional Materials (Being used) 5 4 3 21

6. Whiteboard marker and whiteboard in explaining the lessons
7. Articles (Related to the subject)
8. PowerPoint presentation
9. Materials project development
10. Video presentation (related to the subject)
PART III. COMMENTS AND RECOMMENDATIONS
Please feel free to write your comments and recommendations.

________________________________________________________________
102
Appendix B
1-tailed
0.05 0.025 0.005
2-tailed
Degrees of Freedom = N-2
N 0.1 0.05 0.01
1 0.988 0.997 0.999
2 0.900 0.950 0.990
3 0.805 0.878 0.959
4 0.729 0.811 0.917
5 0.669 0.754 0.875
6 0.621 0.707 0.834
7 0.584 0.666 0.798
8 0.549 0.632 0.765
9 0.521 0.602 0.735
10 0.497 0.576 0.708
11 0.476 0.553 0.684
12 0.458 0.532 0.661
13 0.441 0.514 0.641
14 0.426 0.497 0.623
15 0.412 0.482 0.606
16 0.400 0.468 0.590
17 0.389 0.456 0.575
18 0.378 0.444 0.561
19 0.369 0.433 0.549
20 0.360 0.423 0.537
21 0.352 0.413 0.526
22 0.344 0.404 0.515
23 0.337 0.396 0.505
24 0.330 0.388 0.496
25 0.323 0.381 0.487
26 0.317 0.374 0.479
27 0.311 0.367 0.471
28 0.306 0.361 0.463
29 0.301 0.355 0.456
30 0.296 0.349 0.449
103
Curriculum Vitae
VJORN PAOLO M. ESPENILLA

734 Road 5, corner 4th street, Pildera 2,1300 Pasay City, Metro
Manila, Philippines | 09567719140 | vjorn.paolo@gmail.com
Personal Profile
Date of Birth:
 May 24, 1999
Age:
 20 years old
Sex:
 Male
Height (Inches):
 5’3” in.
Weight (Kilos):
 67 kg
Educational Background
Elementary:
 Rivera Village Elementary School (S.Y. 2011-2012)
Junior High School:

 Southeastern College (S.Y. 2015-2016)
1. Three-year member of Indak SEC (Dance Club)
 St. Theresa De Avila School (S.Y. 2017-2018)

2. One-year president of Theresian Dance Crew (Dance Troupe)
Senior High School:

 Sapphire International Aviation Academy (S.Y. 2019-2020)
Skills & Interests

*Dancing *Communicating
*Photography & Videography *Writing
*Microsoft Office
*Cooking
104
Curriculum Vitae
Carl V. Adonis
Blk 18 Lot 25 ACM Phase 1 Pomelo St. Alapan 1-A Imus City
Cavite 4103 | 109558612876 | adoniscarl327@gmail.com
Personal Profile
Date of Birth:
 January 03, 2001
Age:
 18 years old
Sex:
 Male
Height (Inches):
 5’6” in.
Weight (Kilos):
 85 kg
Elementary:
 Joseph Immanuel Christian School (S.Y. 2013-2014)
Junior High School:

 Haven of Wisdom Academy (S.Y. 2017-2018)
Senior High School:

Skills & Interests

*Singing
*Musician
*Microsoft Office
*Cooking
*Pet Lover
*Body Builder
105
Curriculum Vitae
Jhon Kenneth Tan

Blk 9 lot 3 Camia St, TS Cruz Subdivision Almanza 2, Las Pinas
City, Metro Manila, Philippines | cozyaye@gmail.com
Personal Profile
Date of Birth:
 August 24, 2001
Age:
 18 years old
Sex:
 Male
Height (Inches):
 5’8” in.
Weight (Kilos):
 55 kg
Elementary:
 Almanza Elementary School (S.Y. 2012-2013)
Junior High School:

 Camaia St. TS High School (S.Y. 2017-2018)
Senior High School:

Skills & Interests

*Singin
*Musician
*Cooking
106
Curriculum Vitae
Leon Mikey B. Balagtas

Cabataab Aprt., Rivera Cmpd., Judea Ext., Purok 6, Brgy.
Moonwalk, Multinational Villlage, Paranaque City| 09454315341 |
balagtasmikey@gmail.com
Personal Profile
Date of Birth:
 February 13, 2001
Age:
 18 years old
Sex:
 Male
Height (Inches):
 5’10” in.
Weight (Kilos):
 80 kg
Elementary:
 Escuela De Sopia of Caloocan Inc. (S.Y. 2012-2013)
Junior High School:

 Blessed Adelheid Academy Inc. (S.Y. 2017-2018)
Senior High School:

Skills & Interests

*Athletic
*Singing
*Dancing
*Cooking
107

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SAPPHIRE INTERNATIONAL AVIATION ACADEMY

SENIOR HIGH SCHOOL DEPARTMENT

“FACTORS ASSOCIATED WITH ACADEMIC PERFORMANCE

October 19, 2019

This thesis entitled:

in partial fulfillment of the requirements for the course PRACTICAL RESEACH 2,

DR. JOSEFINA R. TORRES

Approved by the Thesis Panel of Examiners with a grade of __________

Accepted and approved in partial fulfillment of the requirements for the

MS. CATHERINE R. LEVANZA

This study is wholeheartedly dedicated to our beloved parents, who have

To our brothers, sisters, relatives, mentor, friends, and classmates who

shared their words of advice and encouragement to finish this study.

healthy life. All of these, we offer to you.

contributed in making this study possible.

DR. JOSEFINA R. TORRES- my deepest gratitude for giving this

opportunity ,for her encouragement, guidance, and a extra-ordinary patience for

all of us for this Research.

MR. PHILIPP B. BAJADA - for his support, advices, guidance, valuable

comments, suggestions, and provisions in doing this research.

MS. CATHY S. GUANTERO - for her support, guidance, and assistance

easily gather our data.

Special thanks to MS.CATHERINE LEVANZA - for approving our request

to conduct survey at Senior High School Department.

effort and time to answer our survey questionnaire.

dreams in terms of expenses, patience, and understanding.

TABLE 2.1 Distribution of Participants According to Gender

TABLE 2.2 Distribution of Participants According to Age

TABLE 3 Frequency distribution of student-related factors In term of interest

TABLE 3.1 Respondents perception on the student-related factors In term of

TABLE 4 Frequency distribution of student-related factors In term of study habits

TABLE 4.1 Respondents perception on the student-related factors In term of

TABLE 5 Frequency distribution of student-related factors In term of attitude

TABLE 5.1 Respondents perception on the student-related factors In term of

attitude towards mathematics.

TABLE 6 Frequency distribution of student-related factors In term of Personality

TABLE 6.1 Respondents perception on the teacher-related factors In term of

TABLE 7 Frequency distribution of student-related factors In term of teaching

TABLE 7.1 Respondents perception on the teacher-related factors In term of

TABLE 8 Frequency distribution of teacher-related factors In term of Instructional

materials (Being Used).

TABLE 8.1 Respondents perception on the teacher-related factors In term of

Instructional materials (Being Used).

Table 9 Pearson’s Coefficient of Correlation

FIGURE 2.1. Distribution of Participants According to Gender

FIGURE 2.2. Distribution of Participants According to Age

Background of the Study

toward mathematics have a better performance in this subject.

Education is very important in human life. We never escape education

because it is our foundation in the near future. Mathematics is one of the

common problems of the students. We live in Mathematics world and that’s a

reality. Every day we encounter Mathematics in terms of Calculating problems,

calculating expenses, and etc.

Moreover, Mathematics is a basic requirement for furthering one’s

education. Poor performance in mathematics of senior high school students has

been observed by a big problem for most teachers in Sapphire International

National Assessment of Education Progress that were designed to measure

complex reasoning skills, the gender differences were minuscule, according to

(Hannula M., 2003) Based on experiences with mathematics at school,

own abilities and interest in doing it.

Student engagement in mathematics refers to students’ motivation to learn

mathematics, their confidence in their ability to succeed in mathematics and their

emotional feelings about mathematics. Student engagement in mathematics

receptive to further learning. Student engagement also has an impact upon