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5 Ansichten22 SeitenResearch Paper CK

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Research Paper CK

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Dipolog City National High School

(Barra)

A research paper is presented to:

Mrs. Maria Cristina Hugo Mandalunes

for the Practical Research 2

by

Steven U. Marata

Kim A. Tumambiling

Grade 12 - Banzon

March 2018

Acknowledgement

The researchers desires to extend our deep appreciation and gratitude to the following:

To Mrs. Maria Cristina Hugo Mandalunes, a Senior High School teacher of Dipolog City

National High School (Barra) and our subject teacher in Practical Research 2.A teacher who

gives us advice and teaching us in conducting our research.

To Mrs. Maria Lisa E. Valdehueza, the school principal of Dipolog City National High

School (Barra) for allowing us to conduct our survey in the school.

To Mrs. Zizzi Amorado, the teacher adviser of Grade 9 section Diamond of Dipolog City

National High School (Barra) for allowing us to conduct our interview in her class.

To Mrs. Cherry Mae Idahosa, the teacher adviser of Grade 9 section Emerald of Dipolog

City National High School (Barra) for allowing us to conduct our interview in her class.

To Mr. Jinevir Divino, the teacher adviser of Grade 9 section Sapphire of Dipolog City

National High School (Barra) for allowing us to conduct our interview in her class.

To the interns, for their willingness of acceptance unto us in conducting our survey during

their demo class.

To the Grade 9 students of Dipolog City National High School (Barra), for their cooperation

and response to our interview.

Abstract

The main purpose of the study reported in this paper was to determine the factors that affects

academic performance in math of Grade 9 students in Dipolog City National High School

(Barra).This involves 36 students from Grade 9 section Diamond, 37 students from Grade 9

section Emerald, 37 students from Grade 9 section Sapphire and 32 students from Grade 9

section Ruby with the total sample size of 142 respondents out of 184 total population.

Based on our gathered data, the findings and results indicates, majority of the Grade 9

students, don’t like math which leads in having a negative attitude and not satisfies to the

teacher’s teaching method upon math. Moreover, almost all of the Grade 9 students has

experienced problem in math. On the other hand, majority of the Grade 9 students, their

academic performance in math, has mainly affected by lack of interest and teacher’s teaching

method. With regards to their grades, there are only few students has a high grades in math.

Furthermore, with regards to their comments, most of the Grade 9 students comments was that

they are bored upon math.

Table of Contents

Content Page

Title Page i

Acknowledgement ii

Abstract iii

Background 1

Statement of the Problem 1

Scope and Delimitation 2

Significance of the Study 2

Hypothesis 3

Simple Hypothesis 3

Null Hypothesis 3

Definition of Terms 3

Conceptual Framework 4

Local Literature 5

Foreign Literature 6

Synthesis

Sample Size and Sampling Procedure 7

Plan Data Collection Procedure 7

Designing the Questionnaire 7

Testing the Hypothesis 8

Data Collection Techniques 10

Presenting and Interpreting Data 10

Textual Presentation of Data 10-14

Tabular Presentation of Data 10-14

Conclusions and Recommendations 15

References 15-16

Appendices 17-18

Chapter 1

Background

Mathematics is the one of the most importance subject in our human life. Without the knowledge

mathematics, we can say nothing possible in the world. Now a day’s mathematics is globally

accepted but locally useless. Mathematics has been accepted as an importance component of

formal education from ancient period to the present day. Our history shows that ancient scholars

developed mathematics practically being obliged day-to-day problem. In the ancient period,

mathematics has developed by great shepherds. Mathematics is the body of knowledge in the

area of science and technology. The subject mathematics is beautiful and interesting because its

own symbols, language, terms, technology etc. Mathematics is being main part of human

lifestyle.

The National Research Council purported that students learn mathematics well only when they

construct their own mathematical understanding and that this understanding requires them to

examine, represent, transform, solve, apply, prove, and communicate [10]. Mathematic is the

significant subject in our human life. As mathematics has emphasized like language most of

students have been failed in mathematics as a difficult subject and majority of students fail in

mathematics.. By this problem the great deal of time, money effort and man power of the nation

subject matter, curriculum refineries available problem solving method extra activities affect to

study mathematics in every sectors.

This study is conducted to determine the factors that affects academic performance in math

of Grade 9 students in Dipolog City National High School (Barra).This study focuses also to

determine the student’s perception, comments and their grades in math.

1.1Name

1.2Age

1.3Gender

1.4Grade 9 Sections

3. Do you have a problem in mathematics? If yes, specify what is/are your struggle/s?

5. For you, what can you say about the mathematics subject?

This study is conducted to determine the factors that affects academic performance in math of

Grade 9 students inDipolog City National High School (Barra). This study focuses also to

determine the student’s perception, comments and their grades in math.

The respondents of this study is limited to the randomly selected students in each 4 section

in Grade 9 level of Dipolog City National High School (Barra).

To the school administrators, for more insight and better understanding about why students

have a negative attitude and struggling towards math.

To the teachers, to help them analyze, understand the perception and for more insights about

the view of students performance and their problems in math.

To the parents or guardians, for teaching their children to develop self-discipline and let

them realize their full potentials and become a competent in their academic performances in

school.

To the students, to help them to enhance their self-confidence, motivation and develop good

attitude in any subjects, particularly in math.

Hypothesis

Null Hypothesis

There is no significant effects of the factors affecting mathematics academic of Grade 9 students

in Dipolog City National High School (Barra).

Simple Hypothesis

If the Grade 9 students of Dipolog City National High School (Barra) may experience the

factors, their academic performance in math will be affected.

Definition of Terms

Academic performance. It refers to the classroom achievements of the children under study.

Grade level. It refers to the highest education attained by the children under study.

Mathematics. It refers to the study of such topics as quantity, structure, space and change.

Attitude. It refers to a settled way of thinking or feeling about someone or something.

Factors. It refers to a circumstance, fact, or influence that contributes to a result or outcome.

Conceptual Framework

Performance

Lack of interest

Lack of

instructional

materials

Lack of

financial needs

Teacher’s

teaching

methods

Low arithmetic

ability

name

age

gender

grade 9 sections

Chapter 2

Local Literature

Foreign Literature

performance in college and their future careers. Having a solid background in mathematics helps

students develop sophisticated perspectives and offers more career options. The importance of

mathematical learning has repeatedly been emphasized by educators and politicians (Wilkins &

Ma, 2002). Both teachers and parents have paid attention to students’ performance in

mathematics and their progress every year. Politicians have also called for improving students’

overall performances and closing students’ achievement gaps. Until teachers and parents

recognize what factors influence their students’ mathematics achievement and improvement,

they will be unable to help them make substantial academic progress.

Educators have relied on many sources of information and focused on various factors that

might affect students’ mathematical achievements, including students’ own backgrounds, peer

environment, and parental involvement (Young, Reynolds & Walberg, 1996). In Ma and Klinger

(2000), student individual characteristics, gender, age, ethnicity, and their family characteristics,

marital status, socioeconomic status, were investigated. Some interaction effect was considered

by Muller, Stage and Kinzie (2001) where they looked at the interaction of race-ethnicity and

gender.

Synthesis

Students mathematical achievements in secondary school have an influential effect on their

performance in college and their future careers. Having a solid background in mathematics helps

students develop sophisticated perspectives and offers more career options. The importance of

mathematical learning has repeatedly been emphasized by educators and politicians (Wilkins &

Ma, 2002). Both teachers and parents have paid attention to students’ performance in

mathematics and their progress every year. Politicians have also called for improving students’

overall performances and closing students’ achievement gaps. Until teachers and parents

recognize what factors influence their students’ mathematics achievement and improvement,

they will be unable to help them make substantial academic progress.

Educators have relied on many sources of information and focused on various factors that

might affect students’ mathematical achievements, including students’ own backgrounds, peer

environment, and parental involvement (Young, Reynolds & Walberg, 1996). In Ma and Klinger

(2000), student individual characteristics, gender, age, ethnicity, and their family characteristics,

marital status, socioeconomic status, were investigated. Some interaction effect was considered

by Muller, Stage and Kinzie (2001) where they looked at the interaction of race-ethnicity and

gender.

The National Research Council purported that students learn mathematics well only when they

construct their own mathematical understanding and that this understanding requires them to

examine, represent, transform, solve, apply, prove, and communicate [10]. Mathematic is the

significant subject in our human life. As mathematics has emphasized like language most of

students have been failed in mathematics as a difficult subject and majority of students fail in

mathematics.. By this problem the great deal of time, money effort and man power of the nation

subject matter, curriculum refineries available problem solving method extra activities affect to

study mathematics in every sectors.

Chapter 3

Research Design

The researcher uses Slovin's Formula in determining the sample size out of the total population

and Stratified Random Sampling as a sampling procedure in dividing the population of the

sample size. The sample size was composed of 142 respondents out of the 184 total of

population which came from the four (4) sections of the Grade 9 level.

The researchers will prepared the instruments to be use through readings of the questionnaire

checklist of the others studies just to obtain some ideas. Finally if the researchers able to do, it

will be presented to the research teacher just to let check the questionnaire.

After the research teacher have correct and approve the questionnaire, the researchers will

xerox them into 40 copies together with the letter asking permission from the respondents to be

part of the study and in the distribution of the questionnaire to the respondents.

In collecting the data, the researchers used survey method to determine the Grade 9

studentsgrades, comments towards math and the factors that affects the student’s academic

performance in math. Survey method aims at obtaining data, which can be analyzed, patterns

extracted and comparison of such data to be made. Similarly, survey method is used in this study

because it enabled the researcher to collect data from a sample of informants that will be used

just to obtain the information need in this study.

administering a questionnaire to a sample of individuals. Survey design was used in this study

because it enabled the researcher to collect information from a sample of students, teachers and

head teachers by use of questionnaires, interview guides and observation schedule.

Chapter 4

Data Analysis

Grade 9 students in DCNHS (Barra) since according to the respondents respond, tells that their

academic performance in math is highly affected due to having lack of interest upon math which

leads to their bad performance and low grades in math. Therefore, the null hypothesis is rejected.

If the Grade 9 students of DCNHS (Barra) will not continue in having a lack of interest upon

math, there is a chance that they can make their performance, good and make their grades, high.

Chapter 5

The instruments to be use in gathering data are the questionnaire and the interview technique.

Presenting and Interpreting Data

Section Interest

Like Don’t like

Diamond 22 14

Ruby 14 23

Emerald 10 27

Sapphire 9 23

Total 55 87

Text 1. This table shows, in section Diamond, out of 36 students, there are 22 students likes

math. Then, on the other 14 students don't like math. In section Ruby, out of 37 students, there

are 14 students likes math. Then, the other 23 students don't like math. In section Emerald, out of

37 students, there are 10 students likes math. Then, the other 27 students don't like math. In

section Sapphire, out of 32 students, there are 9 students likes math. Then, the other 23 students

don't like math. Based on the results regarding from the student's responds in all Grade 9 sections

in which the table shows,

Table 2. Student’s Condition upon Math

Section Condition

Don’t have

Have Problem

problem

Diamond 27 9

Ruby 25 12

Emerald 27 10

Sapphire 24 8

Total 121 22

Text 2. This table shows, in section Diamond, out of 36 students, there are 27 students has a

problem in math. Then, on the other 9 students don't have a problem in math. In section Ruby,

out of 37 students, there are 25 students has a problem in math. Then on the other 12 students

don't have a problem in math. In section Emerald, out of 37 students, there are 27 students has a

problem in math. Then, on the other 10 students don't have a problem in math. In section

Sapphire, out of 32 students, there are 24 students has a problem in math. Then, on other 8

students don't have a problem in math. Based on the results regarding from the student's responds

in all Grade 9 sections in which the table shows, most of the Grade 9 students has a problem in

math. On other hand, there are only few students don't have a problem.

Table 3.Factors that affects Student's Math Academic Performance

Factors

Lack of Lack of Lack of Low

Section Teachers teaching

interest instructional financial arithmetic

methods

materials needs ability

Diamond 11 2 1 20 2

Ruby 12 6 0 9 3

Emerald 12 2 0 9 14

Sapphire 15 5 2 3 4

Total 50 15 3 41 23

Text 3. Based on the results regarding from the student's responds in all Grade 9 sections in

which this table shows, most of the Grade 9 students has mainly experienced lack of interest

upon math and they don't satisfied to the teacher's teaching method.

Table 4. Student's Grades in Math

Section Grades

Very Good Good Not Good

(90-above) (80-89) (75-79)

Diamond 4 29 3

Ruby 1 24 12

Emerald 1 21 15

Sapphire 0 23 9

Total 6 97 39

Text 4. This table shows that in section Diamond, out of 36 students, there are 4 students has the

high grades in math. Moreover, there are 29 students has the good grades then, on the other 3

student has a low grades. In section Ruby, out of 37 students, there is 1 student has the high

grade in math. Moreover, there are 24 students has the good grades then, on the other 12 students

has a low grades. In section Emerald, out of 37 students, there was 1 student who have the high

grade in math. Moreover, there are 21 students has the good grades then, on the remaining 15

students has a low grades. In section Sapphire, out of 32 students, there was no student in having

a high grade in math. Moreover, there are 23 students has the good grades then, on the other 9

students has a low grades. Based on the results regarding from the student's responds in all Grade

9 sections in which the table shows, most of Grade 9 students has a low grades in math. On the

other hand, there are only few students has a good grades.

Table 5. Student’s Comments upon Math

Section Comments

Boring Interesting/Challenging Others

Diamond 16 9 11

Ruby 21 10 6

Emerald 14 12 6

Sapphire 17 11 9

Total 68 42 32

Text 5. Based on the results regarding from the student's responds in all Grade 9 sections in

which the table shows, most of the Grade 9 students comments was that they are bored in math.

On other hand, there are few students comments was that they are interested and responds other

comments upon math.

Conclusions

1. Majority of the Grade 9 students, don’t like math which leads in having a negative attitude

and not satisfies to the teacher’s teaching method upon math.

3. Majority of the Grade 9 students, their academic performance in math, has mainly affected by

lack of interest and teacher’s teaching method.

5. Most of the Grade 9 students comments was that they are bored upon math.

Recommendations

1.

2.

References

Learners. Retrieved from

http://article.sciencepublishinggroup.com/pdf/10.11648:j.ijecdu.2010602.11.pdf

Wekesa, W. P. (2013). An Assessment of Factors Affecting Student's Performance at K.C.S.E

Level in Secondary School in Kakamega County, Kenya. Retrieved from http://ir-

library.ku.ac.ke/bitstream/handle/12345678919977/an%20assessment%20of%20factor

s%20affecting%20students%20performance%20at%20K.C.S.E%20level……..pdf?seq

uence=/&isallowed=y

Mathematics in Ladderized Education Program at the Universidad de Manila.

Retrieved from

https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.scribd.com%2Fdocument%

2F69281320%2FThe-Performance-and-Attitude-Towards-Mathematics-of-Students-

in-Ladderized-Education-Program-in-the-Universidad-de-

Manila&h=ATP4zPabTNzHV2zIF-Rv93krHbPE-kxdbriC8m8Xf0Xp9fx1ZT57X-

qspYmoAtxLstsiLOOesQDF93V6zmbSW7TdFVBMdmkqWxr66rtUyAuKVxIzcqE

Q

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