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Introduction
The World Wide Web, CD-ROMs, and other media disseminate vast quantities of
quantitative information. The level of mathematical thinking and problem solving needed
in the workplace has increased dramatically. In such a world, those who understand and
can do mathematics will have opportunities that others do not. Mathematical competence
doors. Students have different abilities, needs, and interests. Yet everyone needs to be
able to use mathematics in his or her personal life, in the workplace, and in further study.
All students deserve an opportunity to understand the power and beauty of mathematics.
Students need to learn a new set of mathematics basics that enable them to compute
fluently and to solve problems creatively and resourcefully. It has taken such a long time
to discover the importance of Mathematics in our world the discoveries lead us to more
technological or what was called Industrial Era, wherein the different usage of
and invent such technological devices. Through these applications our life became easier.
Nowadays, Mathematics is the key to all Sciences. Despite explaining more about
mathematics and the proof that it’s really important, the students today do not like this
subject. They think that the Mathematics is a boring subject, and it’s hard to understand
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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.” 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 don’t see that even in simple conversation mathematics take place. In our
shown that the students from each major level of Education in Asia seemed to outperform
their counterparts. Many studies have examined students’ thinking about school and their
performance and students factor has been studied widely, it is important to explore the
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
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
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. This particular study attempts to
Theoretical Framework
Dweck, C. S. (1999) stated that students believe that their ability is fixed,
probably at birth, and there is very little if anything they can do to improve it is called
fixed IQ theorists. They believe ability comes from talent rather than from the slow
development of skills through learning. “It's all in the genes”. Either you can do it with
little effort, or you will never be able to do it, so you might as well give up in the face of
difficulty. e.g. “ I can't do math”. And Untapped Potential theorists, students believe that
ability and success are due to learning, and learning requires time and effort. In the case
of difficulty one must try harder, try another approach, or seek help etc.
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Inzlicht (2003) stated that entity and incremental theories of ability were assessed
was examined by controlling for prior math performance. Entity theory was expected to
positive predictor.
Guohua Peng (2002) stated that simple traditional methods gradually make the
students feel that mathematics is pointless and has little value to them in real life. It
becomes a subject they are forced to study, but one that is useless to them in real life.
Dan Hull (1999) stated that growing numbers of teachers today—especially those
standard tests are discovering that most students’ interest and achievement in math,
science, and language improve dramatically when they are helped to make connections
between new information (knowledge) and experiences they have had, or with other
increases significantly when they are taught why they are learning the concepts and how
those concepts can be used outside the classroom. And most students learn much more
efficiently when they are allowed to work cooperatively with other students in groups or
teams.
Conceptual Framework
Figure 1; shows the relationship of input variables which contain the extent of the
student-related factors and the extent of the teacher-related factors. While in the process
contains the survey, data gathering, data analysis, and data interpretation. And output
1.1 Interest
terms of:
Hypothesis
School Administrator. The result of this study could serve as a baseline data to
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
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
Parents. Who are directly concerned with the education of their children
Future Researcher. The result of this study can serve as basis for further study
This study is limited only to High School Student of Norzagaray Academy during
Performance of Norzagaray Academy High School Students was the focus of this
research. The information needed will be gathered using the checklist style research-
made questionnaire. All information and conclusions drawn from this study were
Definition of Terms
For better clarification and understanding of the terms related to this study, the
knowledge in Mathematics.
materials or equipment used. It can high technology or simple materials that can use in
learning preference.
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Interest. This refers to the amount of the students’ dislike or like of particular
things.
Chapter 2
This chapter presents the review of related literature and studies of the sub-topics
of this research; interest, study habits, personality traits, teaching skills and instructional
materials.
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,
results of an empirical study with 500 German students of grades 7 and 8. The study
as on the relation between these two constructs. In particular, the results show that the
depends on the achievement level of the specific classroom and therefore on the specific
mathematics achievement Moreover, our findings suggest that the students show hardly
attitudes, and behaviors in math classes that also shows the importance of analyzing the
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
STUDY HABITS
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.
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
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potentials for intellectual growth and self-direction. It is for this reason that the strategies
Simmons (2002) note that "good writing spawns from a close understanding of
text and great writing result from an interactive analysis and 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
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
Aquino (2003) pointed out that study skills can be taught effectively only after
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
Fielden (2004) states that good study habits help the student in critical reflection
PERSONALITY TRAITS
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.
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
factors such as needs, interest, curiosity, and enjoyment. A student who is intrinsically
motivated undertakes an activity “for its own sake”, because the activity itself is
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.
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Hans Eysenck (1998) claimed that personality could be described based on three
fundamental factors: psychoticism (such antisocial traits as cruelty and rejection of social
TEACHING SKILLS
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
inclusion – discover a vast range of current articles about teaching methodologies, ideal
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
classroom time testing students through questions. In fact, observations of teachers at all
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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
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
environment for the learner to arrive at his or her own conclusions; a teacher mostly gives
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
between both instructor and 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
INSTRUCTIONAL MATERIALS
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
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design and all of them are an expression of underlying philosophies and viewpoints of
achievement depends on the achievement level of the specific classroom and therefore on
predictor for mathematics achievement. Moreover, he suggests that the students show
Burgess (2000) stated that changes in society and workplace have exerted
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
Wang & Woo (2007) to facilitate student-centered learning, many authors suggest
Jonassen, Peck, & Wilson (1999) stated that learning technologies should shift
their role from being conveyors of information to a means for engaging students in
provide related cases and information resources, a social medium to support learning
reflecting.
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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, research procedure, the subject of the
Research Design This study determined the factors affecting mathematics performance of
High School Students of Norzagaray Academy. The descriptive – correlation method was
study focuses on the present condition. The purpose is to find new truth, which may come
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, and the teacher-related
factors in terms of personality traits, teaching skills and instructional materials were
The respondents in this study were the one hundred twenty six (126) High School
Research 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
study habits and their teachers’ personality traits, teaching skills and instructional
Mathematics presented five(5) statements and the students’ study habits presented ten(10)
situations. These were given one set of five checkboxes each. The five checkboxes were
ranked as:
5 – Always
4 – Often
3 – Sometimes
2 – Rarely
1 – Never
materials used in teaching as rated by the students. Each statement was given one set of
5 – Always
4 – Often
3 – Sometimes
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2 – Rarely
1 – Never
Research Procedure
The original title proposed by the researcher was checked, revised and rechecked
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
Permit to conduct research and study was secured of letter requesting permission
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.
1.1 Interest
performance. kurtosis.
student-related factors.
factors.