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AARJSH VOLUME 5 ISSUE 2 (FEBRUARY 2018) ISSN : 2278 – 859X

A Peer Reviewed International Journal of Asian

Academic Research Associates

AARJSH
ASIAN ACADEMIC RESEARCH
JOURNALOFSOCIAL
SCIENCE&HUMANITIES

MATHEMATICS PROFICIENCY, ATTITUDE AND PERFORMANCE OF GRADE 9

STUDENTS IN PRIVATE HIGH SCHOOLS IN BUKIDNON, PHILIPPINES

CHERLY CANADA CORDOVA1; DENIS ABAO TAN2

1
Faculty, Central Mindanao University, Philippines
2
Faculty, Central Mindanao University, Philippines

Abstract

This study assessed the Mathematics proficiency, attitude and performance of Grade 9
students at private high schools in Valencia City, Bukidnon, Philippines. It aimed to describe
the profile of the respondents in terms of gender, parents’ educational attainment and family
income; ascertain the level of mathematical proficiency; find the attitude towards
Mathematics; assess the level of performance in Mathematics; correlate mathematics
performance with profile, mathematics proficiency, attitude towards Mathematics; identify
the variables, singly or in combination best predict mathematics performance of Grade 9
students .
This is a descriptive –correlational survey with grade 9 students as respondents. An Attitude
towards Mathematics Test, Mathematics Proficiency Test and Summative Test were used to
gather data.
There were more females than males students from six private high schools. The educational
attainment of mothers and fathers were clustered in the college level to graduate studies.
Monthly family income was above the lowest bracket. The mathematics proficiency and
performance level of Grade 9 students was described as beginning. A moderate positive
correlation existed between mathematics performance and parent’s (mother and father)
educational attainment. No significant relationship was found with mathematics
performance, gender, family income, attitude and mathematics proficiency. Mother’s
educational attainment best predicts mathematics performance.

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Introduction
The result of the Third International Mathematics and Science Study ranked
Philippines (TIMSS) as 39th out of 41 participating international countries (Mullis et al.
Hinor, 2007) as cited by Villaver (2014). This showed that Filipino students could not go
beyond simple recall. They could not fully comprehend the questions thus leading to a wrong
answer. Mathematics performance as measured by the National Achievement Test (NAT)
result is below the 50% required by DepEd.
Region X experiences problems in Mathematics performance as seen in the NAT
result released by the National Education Testing and Research Centre (2012). The region’s
Mean Percentage Score (MPS) is 48.92 compared to the 50% surpassing MPS. The Valencia
City Division has a NAT result of 49.7% in Mathematics.
In Valencia City, only three of the six private high schools in Poblacion, Valencia
City had a NAT result showing an MPS above 50% as required by the Department of
Education namely: Bukidnon Faith Christian School, San Agustin Institute of Technology
and Valencia Baptist Christian Academy. In Mathematics, only two of the above mentioned
schools had an MPS surpassing the standard set by the Department of Education, they were
VBCI and SAIT.
One of the concerns of today’s Mathematics Education is to produce intelligent
learner who will eventually become better citizens of the future. Students today need not only
apply Mathematics in problem solving they encounter in their daily lives but also develop
skills which will enable them to solve more mathematical problems in the environment or
society where they live (Effective Teaching Learning : A training Manual, 2002). There is a
question however on how they will efficiently develop these problem solving skills when
their Mathematics proficiency is not strongly rooted.
The Grade 9 students will be the first graduates of the K to 12 curriculum. Their
success and failure will be considered as basis in assessing the success or failure of the
curriculum. Thus, a need to determine their level of mathematics proficiency, attitude and
performance in Mathematics of Grade 9 students is timely. There is a need to diagnose their
mathematical proficiency on the basic mathematical concepts they may have acquired.
Something can still be done if diagnostic result shows a poor result. It is the academic
institution’s duty to equip students with a sure foundation of mathematics concepts and
symbols so as not to leave them groping in the dark when they pursue their learning at higher

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education. It is with this fact that the researcher sought to assess Mathematics proficiency,
attitude and performance of Grade 9 students in private high schools.
Specifically it sought to answer the following questions:
1. What is the profile of the respondents in terms of:
a. gender,
b. mother’s educational attainment,
c. father’s educational attainment, and
d. family income?
2. What is the level of mathematics proficiency of Grade 9 students?
3. What is the Grade 9 students’ attitude towards Mathematics?
4. What is the performance in Mathematics of Grade 9 students?
5. Is there a significant relationship between mathematics performance and the
following:
a. profile,
b. mathematics proficiency , and
c. attitude towards Mathematics?
6. Which variables, singly or in combination, best predict Mathematics Performance of the
Grade 9 students?
Conceptual Framework

Though the review of related literature discussed some preceding statements, the
following concept is hereby given which provide the bases for this study:
John Dewey and Jean Piaget both proponents of theories on Progressive Education
which led to the evolution of Constructivist Learning Theory asserts that learning is
developed when students create meaning of their varied experiences. Furthermore, Piaget’s
cognitive development theory supported that student learning is dependent on the teaching
method that the teacher implements inside the classroom. The knowledge they acquire is
affected by the teacher’s way of presenting facts and figures.
Perceived self-efficacy is concerned with people's beliefs in their ability to influence
events that affect their lives. This core belief is the foundation of human motivation,
performance accomplishments, and emotional well-being (Bandura, 1997, 2006). Unless
people believe they can produce desired effects by their actions, they have little incentive to
undertake activities or to persevere in the face of difficulties. Whatever other factors may
serve as guides and motivators, they are rooted in the core belief that one can make a
difference by one's actions.
Kubiszyn and Boris (2002) stated that there are learners who acquire mathematical
concepts when exposed to various solutions in solving a problem. Moreover, some learners

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attain mathematical concepts by making learning meaningful. Learning can only be made
meaningful they already know the basic fluency needed.

Research Paradigm
Independent Variable Dependent Variable

Student’s Profile
a. gender
b. mother’s educational attainment
c. father’s educational attainment
d. family income

Students’
Students’ Attitude towards mathematics
Mathematics
performance

Students’ mathematics proficiency

Figure 1. Schematic diagram showing the relationship between independent

and dependent variables

Methodology
This chapter elaborates the methodology of the study. It presents the set of procedures
and techniques that the researcher employed in gathering and analyzing the data in the study.
It includes the research design, locale of the study, respondents of the study, sampling
procedure, instrumentation, and the statistical techniques to be used.

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This study employed a descriptive -correlational research design to examine the

student’s profile, level of mathematics proficiency, attitude and performance of Grade 9
students in private schools of Valencia City, Bukidnon, Philippines for the school year 2014-
2015, namely: Bukidnon faith Christian Academy Incorporated, First Fruits Christian
Academy, Irene B. Antonio College of Mindanao, Philippine College Foundation, San
Agustin Institute of Technology and Valencia Baptist Christian Academy. Descriptive such
as frequency, mean, percentages and standard deviation were used to present student’s profile
which includes gender, mother’s educational attainment, father’s educational attainment, and
family income. Specifically, it is a survey type. It is a type of research which is most
appropriate in this study since an assessment survey is needed.

The respondents of the study were one section of the Grade 9 students coming from
six private high schools enumerated above. The researcher passed an ethics statement to the
individuals involved in the study mentioning all the good ethical practices to be observed
throughout the research. The distribution of the ethical statement was done personally by the
researcher together with the attached letter of permission and approval note.

The ethics statements were addressed to the School principal, Grade 9 mathematics
teacher, and Grade 9 students.( refer to Appendix A for ethics statement sample).A note of
approval was attached to the letter signed by the principal, teachers, and respondents ( refer to
Appendix B , C & D ). In the entire process of the study, the student participants’ name
remained unrevealed to keep confidentiality.

The researcher conducted the eight weeks where Grade 9 students answered three sets
of questionnaires. The first set was the attitude towards Mathematics test, the second set was
the mathematics performance test and lastly the mathematics proficiency test. One set of test
was conducted per session, three sessions for every school. Pearson product moment
correlation was used to measure the extent of relationship between dependent variable
(mathematics performance) and independent variables (profile, proficiency and attitude).
Regression analysis was done to identify which variable predicts Mathematics performance.

The researcher adopted the attitude towards Mathematics checklist of Prado (1995).
The attitude scale had a reliability coefficient equal to 0.82. The test was in Likert scale
where students answered by encircling the codes under the following legend: SA – strongly
agree; A – agree; U – undecided; D – disagree; and SD – strongly disagree. The scoring for
positive was 5 to 1 where 5 corresponds to strongly agree and 1 is for strongly disagree.
Reverse scoring was applied to negative statements. The mean of each item was considered.
The higher the mean, the more positive the developed attitude was.

The National Research Council (NRC) chose the term Mathematical proficiency to
capture what it means for anyone to learn mathematics successfully. Mathematical
proficiency is broken down into five strands: conceptual understanding, procedural fluency,
strategic competence, adaptive reasoning, and productive disposition. A 60-item test with a

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Cronbach Alpha value = 0.791 was adopted from Pristow (2014), as based on the NCTM
standards for Mathematics proficiency.

The mathematics performance of the respondents were the scores in the summative
test adapted from the DEpEd prototype for Grade 9 Mathematics and interpreted using the K
to12 standards as presented in Table 3. The curriculum standard for Grade 9 requires that the
5 strands of learning be addressed as outlined by the National Research Council.

The researcher used descriptive statistics such as frequency count, mean and standard
deviation to describe students’ attitude towards mathematics. Pearson product moment
correlation coefficient (r) was used to measure degree of relationship between mathematics
performance and a.) profile, b.) mathematics proficiency and c.) attitude.
Stepwise multiple linear regression was used to determine variables which singly or in
combination predict mathematics performance.

Findings
The survey revealed that there were more females as compared to males with a ratio
of 49: 37. Parent’s educational attainment were clustered at the college level to graduate
studies comprising 74.4% for mother’s and 72% for father’s. Parent’s educational attainment
was on the higher level.
The respondent’s family income fall on the bracket 10,000 to 25,000 with 68
respondents or 40.50% of the total. This implies that most of the respondents do not belong to
the lowest bracket.
Mathematics proficiency level of Grade 9 students was at the beginning level with an
MPS of 31.10% in a 60 item test. Student’s attitude towards mathematics was 3.28 and
interpreted to be moderately positive. With the student’s moderately positive attitude towards
mathematics follows a Beginning performance level having an MPS of 37.93% in a 14-item
test.
No significant relationship between mathematics performance and gender, family
income, mathematics proficiency and attitude. However, a significant, moderately positive
relationship existed between mathematics performance and parent’s educational attainment
with r = 0.551 for mother’s and r = 0.417 for father’s educational attainment.
Mother’s educational attainment best predicts performance in Mathematics.

Conclusions
Based on the results of the survey, the researcher came up with the following
conclusion:
There are more females than males in Grade 9 for S.Y 2014-2015. Mother’s
educational attainment is within the college level to graduate studies. Father’s educational
attainment is also within the college level to graduate studies. This result shows that parents
have high educational attainment. Monthly family income is not very low. They do not
belong to the lowest bracket. This could possibly be due to higher educational attainment of
parent’s which probably led to them being enrolled in private schools.

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Mathematics proficiency level is at beginning level which implies that much effort on
factors that may impact proficiency level should be taken into consideration. It may be
included in the over-all curriculum planning of academic institutions.
Grade 9 students have a moderately positive attitude towards Mathematics. This result
challenges teachers to plan lessons geared towards developing a positive attitude towards the
subject.
Mathematics performance is at beginning level. This implies that content of the K to
12 standard is not fully grasped. This challenges curriculum planners to do something about
the new curriculum.
Mathematics performance correlates with parent’s (mother and father) educational
attainment. There is no significant relationship between mathematics performance and
gender; family income; mathematics proficiency and attitude towards Mathematics.
Mother’s educational attainment best predicts mathematics performance. This
indicates that the higher the educational attainment of parents the better the performance of
students in Mathematics.
Recommendations

Parents and teachers are encouraged to do away with gender stereotype in considering
students mathematical competence. Both male and female students should be given equal
chance of proving themselves according to their output. Also a survey on student’s family
background should be put to mind in assessing student’s capability. Getting to know the
family background of students will help a lot in understanding and providing them with the
help they needed.
Teachers are encouraged to perform diagnostic test on students mathematics
proficiency and give feedback to the students every beginning and ending of the school year
so they will know if they improved or not. This will also help the next teacher determine
where to begin.
Future researchers may conduct a case study on how to shift negative attitude towards
Mathematics to positive. Teachers are advised to do an attitude check every now and then to
determine student’s attitude. Teachers are enticed to maximize the effect of student’s positive
attitude towards Mathematics by sustaining it. Teacher may vary day to day presentation to
make essential learning more fun.
A nationwide survey on mathematics performance might be conducted and
intervention program may be mapped out so that student’s will be catered according to what
level of performance they are in.
A case study on parents with varying educational attainment and their children’s
mathematics performance may be included in future researches.
Mother’s are encouraged to consider leveling up on educational attainment for it is
one factor that influences mathematics performance.

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Table 1 : Profile of Grade 9 students in private high schools

Profile Frequency Percentages

Female 98 57
Male 74 43
Total 172 100
Mother’s Educational Attainment
Elementary Level 4 2.3
Elementary Graduate 4 2.3
High School Level 15 8.7
High School Graduate 20 11.6
College Level 37 21.5
College Graduate 62 36
Graduate Studies 29 16.9
Total 171 99.4
Father’s Educational Attainment
Elementary Level 8 4.7
Elementary Graduate 4 2.3
High School Level 11 6.4
High School Graduate 21 12.2
College Level 37 21.5
College Graduate 57 33.1
Graduate Studies 30 17.4
Total 168 97.7
Monthly Income
Below 10,000 42 24.40
10,000-25,000 68 40.50
25,001-50,000 34 19.80
50,001-100,000 17 9.90
Above 100,000 7 4.10
Total 168 97.70

Table 2 : Grade 9 students’ mathematics proficiency level

RAW FREQUENCY PERCENTAGE DESCRIPTIVE RATING INTERPRETATION

SCORE SCORE

0-29 162 74% and below Beginning Very low

30-35 7 75% - 79% Developing Low

36-41 3 80% - 84% Approaching proficiency Moderate

42-47 0 85% - 89% Proficient High

48-60 0 90% and above Advanced Very high

N= 60 Mean = 18.66 Std. Deviation = 6.63

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Table 3 : Mean score of students’ attitude towards Mathematics

Statement Mean Qualitative Interpretation
1. Mathematics is a subject I am afraid of. 3.14 Moderately Positive
2. When I work with Mathematics problem, 3.6 Positive
my thinking and reasoning are sharpened.
3. I am unable to think clearly when working 3.16 Moderately Positive
with Mathematics.
4. I feel excited learning Mathematics. 3.45 Moderately Positive
5. Study of Mathematics is not very important 3.45 Moderately Positive
unless one is planning to become a Mathematician.
6. Learning Math makes me feel bored. 3.38 Moderately Positive
7. Of all my teachers, it is my Mathematics 3.33 Moderately Positive
teacher I like the least.
8. Mathematics is a subject I enjoy a great deal. 3.18 Moderately Positive
9. I feel bored listening to people talking about 3.29 Moderately Positive
Mathematics.
10. Being with the people who are great in 3.57 Moderately Positive
Mathematics is enjoyable.
11. No matter how hard I try, I cannot understand Math 3.55 Positive
12. I feel happier in any Math class than in other classes. 2.84 Moderately Positive
13. Mathematics gives me satisfaction. 3.14 Moderately Positive
14. Math is not necessary in our society. 2.74 Moderately Positive
15. I find Mathematics useful for everyday problems. 3.81 Positive
16. I don’t enjoy going beyond the assigned work in Math. 3.32
17. I fell I have a good foundation in Mathematics. 3.33 Moderately Positive
18. I study Math just to pass the course. 2.97 Moderately Positive
19. I feel nervous in Mathematics class. 3.01 Moderately Positive
20. I think I have the feeling that I can get high 3.2 Moderately Positive
grades in Mathematics.
21.I feel uncomfortable listening to Mathematics teachers. 3.2 Moderately Positive
22.I would not enjoy being a Mathematician. 2.95 Moderately Positive
23.Learning Mathematics makes me feel great. 3.53 Positive
24. Being with people who are good in 3.37 Moderately Positive
Mathematics is boring.
25. I am confident when working in Mathematics. 3.51 Positive
Over -All Mean 3.28 Moderately Positive

Table 4 : Mathematics Performance of Grade 9 students in private high schools

PERCENTAGE SCORE FREQUENCY DESCRIPTIVE RATING INTERPRETATION

74% and below 166 96.51% Beginning Very low

75% - 79% 5 2.91% Developing Low

80% - 84% 1 0.58% Approaching proficiency Moderate/average

85% - 89% 0 0% Proficient High

90% and above 0 0% Advanced Very high

Mean Percentage Score = 37.92%

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Table 5: Correlation of Mathematics Performance with student’s profile, attitude

towards Mathematics and Mathematics proficiency.

Independent Variables Coefficient of Correlation (r) Probability

Gender 0.018 0.814 ns
Mothers’ Educational Attainment 0.551 0.000 **
Fathers’ Educational Attainment 0.417 0.000 **
Family Income 0.095 0.222 ns
Attitude towards Mathematics -0.013 0.864 ns
Mathematics Proficiency -0.110 0.150 ns

** p< 0.01 ns - not significant

Table 6: Regression Analysis showing the extent of influence of predictor variables on

Mathematics performance

Indicators Unstandardized Standardized t Sig.

Coefficients Coefficients
B Std.Error Beta

(constant) 5.002 1.236 0.000 4.046 0.000

Mother’s Educational 0.521 0.065 0.542 8.257 0.000

Attainment

R = 0.535 R2 = 0.286 F = 65.242 Sig 0.000

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