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Factors Affecting Mathematics Academic

Performance of Grade 9 students in


Dipolog City National High School
(Barra)
A research paper is presented to:
Mrs. Maria Cristina Hugo Mandalunes

In partial fulfilment of the requirements


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

Chapter 1 The Problem and it's Scope 1


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

Chapter 2 Review of Related Literature 5


Local Literature 5
Foreign Literature 6
Synthesis

Chapter 3 Research Design 7


Sample Size and Sampling Procedure 7
Plan Data Collection Procedure 7
Designing the Questionnaire 7

Chapter 4 Data Analysis 8


Testing the Hypothesis 8

Chapter 5 Finding Answers through Data Collection 9


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

The Problem and its Scope

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.

Statement of the Problem

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.

Specifically, this study sought to answer the following questions:

1. What is the profile of respondents in terms of;

1.1Name

1.2Age

1.3Gender
1.4Grade 9 Sections

2. Do you like/love mathematics?

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

4. How is your grade in mathematics?

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

Scope and Delimitation

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).

Significance of the Study

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

Independent Variable Dependent Variable

Factors Mathematics Academic


Performance
 Lack of interest
 Lack of
instructional
materials
 Lack of
financial needs
 Teacher’s
teaching
methods
 Low arithmetic
ability

Profile of the Respondents:

 name
 age
 gender
 grade 9 sections
Chapter 2

Review of Related Literature

Local Literature

Foreign Literature

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.

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

Sample Size and Sampling Procedure

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.

Designing the Questionnaire

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.

Plan Data Collection Procedure

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.

According to Orodho (2009), survey design is intended to collect data by interviewing or


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

Testing the Hypothesis

There is a significant effects of the factors affecting mathematics academic performance of


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

Finding Answers through Data Collection

Data Collection Techniques

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

Table 1.Student’s Interest upon Math

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

Based on the findings and results, the researcher concludes that:

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.

2. Almost all of the Grade 9 students has experienced problem in 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.

4. There are only few students has a high grades in math.

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

Recommendations

Based on the findings and conclusions, the researcher recommends that:

1.

2.

References

Acharya, B. (2017). Factors Affecting Diffculties in Learning Mathematics by Mathematics


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

Sta. Maria, R. F. (2010).The Attitude toward Mathematics as Attributes of Students in


Mathematics in Ladderized Education Program at the Universidad de Manila.
Retrieved from
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2F69281320%2FThe-Performance-and-Attitude-Towards-Mathematics-of-Students-
in-Ladderized-Education-Program-in-the-Universidad-de-
Manila&h=ATP4zPabTNzHV2zIF-Rv93krHbPE-kxdbriC8m8Xf0Xp9fx1ZT57X-
qspYmoAtxLstsiLOOesQDF93V6zmbSW7TdFVBMdmkqWxr66rtUyAuKVxIzcqE
Q
Appendices