PERCEPTION OF THE STUDENTS ON THE TEACHER FACTORS

THAT AFFECT THEIR MATH PERFORMANCE

IN SAMUEL CHRISTIAN COLLEGE

Practical Research
Submitted to the Senior High School
Department of Samuel Christian College
Navarro, General Trias City, Cavite

In partial fulfillment
of the requirements for the subject
Applied Track Subject: Practical Research 2

DIANNE COMPOSIBO
JAMES NERVIN PRIMERO
EDD LOMUNTAD
ANNA CABUBAS

12 – GA Gerizim
 PERCEPTION OF THE STUDENTS ON THE TEACHER FACTORS
THAT AFFECTS THEIR MATH PERFORMANCE
IN SAMUEL CHRISTIAN COLLEGE

DIANNE COMPOSIBO
JAMES NERVIN PRIMERO
EDD LOMUNTAD
ANNA CABUBAS

A social research manuscript submitted to the faculty of the Department of Senior High
School, Samuel Christian College in partial fulfillment of the requirements for the Applied
Track Subject: Research Project, General Academics. March 2018. Research Adviser: Ms.
Julie Jane Arcilla and Technical Critic: Ms. Maria Martina V. Mancenido

INTRODUCTION

A report from the Department of Science and Technology (DOST) said that the

6,601 Filipino students who took the Trends in International Mathematics and Science

Study (TIMSS) in the year 2000 ranked 36th in both science and mathematics tests out of

a field of 38 countries. When TIMMS was first conducted in 1995 among 42 countries, the

Philippines placed 41st in science and 30th in mathematics. The two subjects are premium

in the entrance exams to national science high schools. With similar results obtained from

the TIMMS, it is evident that there is no significant improvement from our students from

1995 to 1999. While in the worldwide ranking of the Programme for International Student

Assessment (PISA) in the year 2015, 44 countries did not meet the Organization for

Economic Co-operation and Development (OECD) average while only 29 countries went

beyond the average in terms of the countries mMath pPerformance. This shows that our

world today is still facing the challenges of effectively teaching the math subject to the
students worldwide. Many studies today show that the students’ performance in math

subject can be affected by the environment, the school setting, the textbooks, the parents’

support and the teachers. According to Georgia Gwinnett College (n.d.), mathematics is

the study of quantity, structure, space, relation, change and various topics of pattern, form

and entity.

The teachers also play a vital role into making a subject effective. A teacher’s

academic and professional qualifications, experience, age, assessment interval, training,

and many other factors all affect students’ learning discourse and all should function

properly for the quality of education. In many research studies, the effect of teachers’

qualifications on students’ learning achievement has been estimated and several efforts

were made to know whether teachers’ qualifications putting under the category of

independent variables might have any direct or indirect effect on student achievement.

Warwick and Riemers (1992) found that teachers’ qualifications and content knowledge

showed a positive relationship with student achievement. Teachers are best known for the

role of educating the students that are placed in their care. Beyond that, teachers serve many

other roles in the classroom. Teachers set the tone of their classrooms, build a warm

environment, mentor and nurture students, become role models, and listen and look for

signs of trouble. With this, the researchers would like to know what certain teacher factors

has an effect on the Math performance of the students specifically in the City of General

Trias, Cavite.

Objectives of the Study

 Generally, this study aims to determine which teacher factors affects their academic

performance according to the students of Samuel Christian College.

Specifically, it seeks to:

1. determine the demographic profile of the participants in terms of:

a. gender

b. grade level

2. determine the teaching methodologies the Math teachers use in teaching the Math

subject. The given methodologies are:

a. Lectures

b. Class Discussion

c. Student Reporting

d. Games

e. Performance Tasks

f. Group Activities

g. Flash Cards

h. Problem Solving

i. Use of chalkboard

j. Use of diagrams, tables, charts, and graphs

3. determine the forms of assessment the Math teachers use in teaching the Math subject.

The given assessments are:

a. Pre-tests

b. Assignments

c. Examinations

d. Projects

e. Question and answer sessions

f. Portfolios

g. Board Works

h. Worksheets

i. Quizzes

4. determine the teacher factors the students think has an effect on their Math performance.

The given factors are:

a. general attributes

i. age

ii. gender

iii. teaching experience

iv. physical appearance

 v. use of instructional materials

b. verbal communication skills

i. loudness of voice

ii. use of language

iii. tone of voice

c. non-verbal communication skills

i. gestures

ii. posture

iii. eye contact

iv. facial expressions

Significance of the Study

This study will be helpful to determine the effectiveness of the specific teacher

factors on the Mathematics performance of the students which can be used to make the

school administrators and the teachers themselves focus and improve the specific teacher

factors that seems to positively affect the performance of the students on the subject.

This study will be helpful to the students, for the data that they will be providing

can help them receive a more satisfying performance from their Math teachers.
 This study will be helpful to the schools, especially to the teachers who are teaching

the subject to create strategies into making the subject more likeable by the students with

the data that the researchers will gather.

Scope of the Study

The study will be conducted on November-March 2019 and is limited to the

participants of Samuel Christian College.

The target participants of this study are those students who are currently on their

7th-10th grade. Regardless of the gender, social position, and the physical appearance of the

participants, the researchers will interview the participants as long as they are capable of

answering the given questions.

Conceptual Framework

VERBAL NON-VERBAL
GENERAL
COMMUNICATION COMMUNICATION
ATTRIBUTES
SKILLS SKILLS

EFFECTIVE NOT EFFECTIVE

PERFORMANCE OF THE
STUDENTS IN MATH
The given teacher factors will be used as a standard and the participants will rate each of

the specific traits under these factors if it has an effect on them or not. The researchers will

analyze and observe each of the data that they will be obtaining and will tally what teacher

factors truly has an effect on the Math performance of the students.

Definition of Terms

Mathematics is the study of quantity, structure, space, relation, change and various topics

of pattern, form and entity.

Teacher is the one who teaches, usually as a job at a school or similar institution.

TIMMS or the Trends in International Mathematics and Science Study (TIMSS) provides

reliable and timely data on the mathematics and science achievement of U.S. students

compared to that of students in other countries.

Performance is the completion of a task with application of knowledge, skills and abilities.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

There are many causes of poor performance in mathematics among senior

secondary school students. According to Lucero (1999), parental involvement was

significantly correlated with both pupils' mathematics achievement and attitudes.

Mathematics achievement was significantly correlated with both father's education and

mathematics attitudes; while mathematics attitude was significantly correlated with

parents' monthly income. Bigornia (2000) determined the factors affecting the

mathematical proficiency level of Grade VI pupils. Teacher competence, pupils'

background and communication skills were found to have highly significant relationship

with pupils' mathematics achievement. A study conducted in Lanao del Norte by Caliao

(2000) aimed to determine the factors associated with the pupils' ability to solve problems

in mathematics by associating pupils' mathematics achievement with the following factors:

home environment, quality of mathematics instruction received by the pupils, pupils'

attitude towards mathematics, mental ability, and reading comprehension ability. The

factors identified to be significantly associated with the pupils' mathematics achievement

were the following: fathers' education, neighbors, friends and relatives who took care of
the child, buying things of educational value, teachers' profile such as number of math

seminars attended, number of years in teaching math, number of awards received, lesson

plan preparation, teachers' activity like conducting review classes, coaching during math

competitions, encouraging and supporting pupils to participate in math competitions and

the number of skills taught, mothers' hours spent at home and at work, mental ability, and

reading comprehension. Vudla, (2012) in Tshabalala and Ncube, (2013) was of the view

that shortage of well trained teachers, inadequate of teaching facilities, lack of fund to

purchase necessary equipment, poor quality of textbooks, large classes, poorly motivated

teachers, lack of laboratories and libraries, poorly coordinated supervisory activities,

interference of the school system by the civil service, incessant transfers of teachers and

principals, automatic promotions of pupils, the negative role of public examinations on the

teaching learning process and inequality in education opportunities all hamper the smooth

acquisition of mathematics knowledge. Other causes of poor performance in mathematics

among senior secondary school students include misconception of the subject

(mathematics) as difficult one, fear and anxiety. Attwood, (2014) attributed poor

performance in mathematics to parental attitude, interrupted teaching, poor teaching and

dyscalculia. Karue and Amukowa, (2013) pointed out that lack of meaningful library and

laboratory, qualified teachers, home environmental factors and family backgrounds as well

as little participation of parents in the education of their children as the main causes of poor

performance in mathematics in Kenya certificate of secondary examination in Embu

District in Kenya. Therefore, it is clear that the causes of poor performance in mathematics

among senior secondary school students are many and varied but they fall under school

based causes, teacher and students’ personal causes. Causes like inadequate qualified
teachers, instructional materials, libraries and laboratories, poor attitude of students,

improper teaching methods, anxiety, home background, overcrowded classrooms,

interrupted teaching, dyscalculia, poorly motivated teachers and so on and so forth bring

about poor performance in mathematics among senior secondary school students.

Ferguson (1991) identified that “The examination score of the students are greatly

influenced by the good teacher” (p. 465). Ediger and Rao (2005) noticed that “As teachers

always monitor and assess the students, teacher observation proved to be a good tool for

assessing student achievement” (p. 12). According to Perrot (1982), teaching is a

respectable profession and effective teaching is always being important for producing the

desired outcomes. Good teaching is important and helpful in multiple ways as students

differ from one another and make betterment in learning opportunities for these differences

(Ediger & Rao, 2005). A teacher’s academic and professional qualification, experience,

age, assessment interval, training, and many other factors all affect students’ learning

discourse and all should function properly for the quality of education. In many research

studies, the effect of teachers’ qualifications on students’ learning achievement has been

estimated and several efforts were made to know whether teachers’ qualifications putting

under the category of independent variables might have any direct or indirect effect on

student achievement. Warwick and Riemers (1992) found that teachers’ qualifications and

content knowledge showed a positive relationship with student achievement. Many studies

noticed that teachers’ academic and professional qualifications had a significant effect on

student achievement (Khan & Shah, 2002; Habib, Shah, & Khawaja, 2004). Anyone’s

explanation of supporting this idea of school level effects of teachers’ qualifications is that

teachers continuously learned from one another, so any negative effect associated with
low-quality teachers might be minimized if other fellows are cooperative having valuable

knowledge and expertise. According to Ballou and Spark (1997), a great number of

researchers showed that without proper and continuous learning of teachers, instructors,

and school employees, no one can attain high level of achievement. Duncombe and Armour

(2004) stated that in teaching profession, providing high-quality teachers with higher

qualification is more important than anything else and it can only be possible by providing

them professional preparation and working condition. Among the teacher-related factors,

teachers’ academic and professional qualification affects student achievement; teachers’

professional development or in-service training also significantly contributes, because the

trained ones can instruct skillfully and better known the art of effective teaching as

compared to the untrained. Laczko-Kerr (2002) identified that teachers’ in-service training

mainly related to the opportunities provided to practicing teachers to enhance their skills,

knowledge, and innovative approaches to improve their instructional effectiveness in the

classroom situation. Frykholm (1998) viewed that complex challenges involved in

education process, such as diversity of student population, innovation in technologies, and

rigorous academic standards in the teaching-learning process, arise the need of continuous

in-service training. Ruhela and Singh (1990) pointed out the need of teacher training in a

teacher’s career that the success of any school directly relate to the availability of qualified

and trained teachers, so teachers should make responsible for professional development
 CHAPTER 3

METHODOLOGY

This chapter presents the procedure that the researchers will use to achieve the

objectives of this study and to determine the teacher factors that affects the Math

performance according to the students of Samuel Christian College.

Research Design

This research will use the descriptive-evaluative design. The descriptive design

attempts to observe and interpret the condition of the participants. The strength of this study

is that the researchers are focused on assessing and analyzing the information in the factors

that affects the Math performance of the students in Samuel Christian College.

Source of Data

This study will use primary and secondary sources. The primary sources will

provide the researchers the information needed by interviewing and surveying the students

in Samuel Christian College that are deemed to become the participants of this study. The

researchers will obtain data using the secondary sources by finding articles and journals

which are relevant in the research topic. Secondary sources may usually be found in articles
by certain people who have similarities with the target participants of this study and the

previous studies conducted related in this study which are usually found on the internet.

Participants of the Study

The target participants of this study are those students who are currently on their

7th-10th grade. Regardless of the gender, social position, and the physical appearance of the

participants, the researchers will interview the participants as long as they are capable of

answering the given questions.

The researchers will conduct the study in Samuel Christian College to have an

inside look regarding the situation of students who are qualified to become participants of

this study.

Sampling Techniques

This study will utilize quota sampling. There will be 25 randomly picked

participants each grade for a total of 100 participants in the school. The researchers will

also use convenience technique. The researchers will only pick participants that are

accessible during the time of the data gathering and those participants who are easy to

reach.

Data to be Gathered
 Using the checkbox, the researchers will acquire information about the commonly

used forms of assessments and teaching methodologies the Math teachers in Samuel

Christian College commonly uses.

Using the Likert scale, the researchers will acquire information about what teacher

factors the participants think has an effect on the Math Performance of the students.

Data Gathering Procedure

The survey form that will be given to the target participants is a scaling type of

questionnaire that is typed out and is neatly printed. The questionnaire will be offered to

everyone but the researchers will first consult the participant if he/she is qualified as a

target participant. This method will be used in Samuel Christian College.

When it comes to acquiring information from the students on Samuel Christian

College, the researchers will ask permission from the school administrator if they are

allowed to conduct the research in their school.

Statistical Treatment of Data

The data to be gathered will be carefully evaluated and analyzed by the researchers

through the assistance of a statistician.

1. Frequency count – counting the grade level, gender, and teaching strategies frequently

observed by the students to their teacher

2. Percentage – used to determine the percentage of the data gathered

Formula:
𝑥
p = 𝑛 𝑥 100% Where:

x = represent the value of each item

n = total number of respondents

3. Weighted Mean - used to measure the level general attribute, verbal communication

and non-verbal communication that frequently observed in teaching strategies of the

respondents.

Formula:

∑𝑥𝑤
𝑥̅ = Where:
∑𝑤

𝑥̅ = mean

x = represent the value of each tallied item.

w = allocated weight value of data

References

Arends, Fabian, Winnaar, Lolita, & Mosimege, Mogege. (2017). Teacher classroom

practices and Mathematics performance in South African schools: A reflection on TIMSS

2011. South African Journal of Education, 37(3), 1-11.

Blazar, David. (2016). Teacher and Teaching Effects on Students' Academic Performance,

Attitudes, and Behaviors. Doctoral dissertation, Harvard Graduate School of Education.

Cherry, K. (2018). Types of Nonverbal Communication.

Factors Contributing To Students’ Poor Performance in Mathematics at Kenya Certificate

of Secondary Education in Kenya: A Case of Baringo County, Kenya. (2012)

Farooq, Muhammad & Shahzadi, Neelam. (2018). Effect of Teachers' Professional

Education on Students' Achievement in Mathematics.

Gill, E. (2018). What is Your Teaching Style? 5 Effective Teaching Methods for Your

Classroom.

Grootenboer, P.J., & Hemmings B. (2007). Mathematics performance and the role played

by affective and background factors. Mathematics Education Research Journal.

Haider Z., & Hussain A. (2014). Relationship Between Teacher Factors and Student

Achievement: A Correlational Study of Secondary Schools

Hill, H., Rowan, B., & Ball, D. (2005). Effects of Teachers' Mathematical Knowledge for

Teaching on Student Achievement. American Educational Research Journal, 42(2), 371-

406. Retrieved from http://www.jstor.org/stable/3699380

Humphrey Manhamo, Atsou Komla Herve Agbemenou, Shuhui Wu, Jianhua Wei. (2018).

Factors Affecting the International Students Success in a First-Year Mathematics Courses

Math Anxiety and Math Performance (2017).

“Mathematics Education.” Prevention of Communicable Diseases in Schools,

www.edb.gov.hk/en/curriculum-development/kla/ma/index.html.
M. J. Chaman, K. Beswick & R. Callingham (n.d). Factors Influencing Mathematics

Achievement Among Secondary School Students: A Review. Retrieved from

https://link.springer.com/chapter/10.1007/978-94-6209-512-0_19

Silao, I. (2018). Factors Affecting the Mathematics Problem Solving Skills of Filipino

Pupils. International Journal of Scientific and Research Publications.

Budgetary Requirements
 Book Binding 500 pesos

Printing 2,500 pesos

Statistician/ English Critic 400 pesos

Transportation 200 pesos

Food 800 pesos

Total 4,400 pesos

Work plan

October October October November December January January

TASK 9-12 15-17 22-26 5-30 3-7 7-11 14-25

Submission
of
Manuscript

Final
Defense

Application
of Final
Defense

Making
Chapter 1 to
5

Data
Gathering

Search for
Respondents

Finalization
of
Manuscript
 CHAPTER 4

This chapter is the presentation, interpretation, and analysis of data gathered by the

researchers regarding the teacher factors that affects their Math performance according to

the students in Samuel Christian College.

This includes the demographic profile of the participants, and their age. It also

includes the commonly used assessments and teaching strategies and the lastly, the teacher

factors that affects the Math performance of students.

Table 1.0
FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE
RESPONDENTS IN TERMS OF GENDER

Gender Frequency Percent

Male 31 31%
Female 69 69%
TOTAL 100 100%

Table 1.0 Exhibits the frequency and percentage distribution of the respondents in

terms of gender. Based on the table, majority of the respondent in this study were female

with 69 or 69% from 100 total respondents. While male respondents were only 31 or 31%

of the total respondents.

 Table 1.1
FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE
RESPONDENTS IN TERMS OF GRADE LEVEL
Grade Level Frequency Percent
Grade 7 25 25%
Grade 8 25 25%
Grade 9 25 25%
Grade 10 25 25%
TOTAL 100 100%

Table 1.1 exhibits the frequency and percentage distribution of the respondents in

terms of Grade level. Based on the table, the number of respondents in each grade level

from Junior High School were selected equally with 25 or 25% respondents each grade

level.

Table 2.0
FREQUENCY AND PERCENTAGE DISTRIBUTION OF COMMONLY
OBSERVED STRATEGIES IN TEACHING MATHEMATICS OF
RESPONDENT’S TEACHERS

TEACHING STRATEGIES FREQUENCY RANKING

OBSERVED BY STUDENTS
Lectures 45 3
Games 6 9
Flash cards 2 11
Use of diagrams, tables, charts and graphs 4 10
Class Discussion 76 1
Performance Task 31 4
Problem Solving 46 2
Student Reporting 15 8
Group Activities 30 5
Use of Chalkboard 19 7
Use of Technology 27 6
 Table 2.0 exhibits the frequency and percentage distribution of commonly observed

strategy in teaching Mathematics of the respondents’ teacher. Based on the table, the

respondents agreed that the top three commonly observed teaching strategies by their Math

teachers were the use of class discussion with 76%, problem solving method with 46% and

the third one was lecture-method with 45%.

Table 3.0
FREQUENCY AND PERCENTAGE DISTRIBUTION OF COMMONLY
OBSERVED ASSESSMENT TOOL IN EVALUATING THE STUDENT’S
PERFORMANCE

ASSESSMENT TOOL OBSERVED FREQUENCY RANKING

BY THE STUDENTS
Pre-Test 11 8
Assignments 70 2
Question and Answer 23 7
Projects 24 6
Portfolio 2 9
Examination 32 3
Board Works 26 5
Worksheets 31 4
Quizzes 82 1

Table 3.0 exhibits the frequency and percentage distribution of commonly observed

assessment tool in evaluating the student’s performance. Based on the table, the

respondents agreed that the top three frequently used in evaluating the student’s

performance were giving of quizzes or formative assessment with 82% of the respondents

agreed, followed by giving of assignment with 70% and examinations or summative

assessment with 32%.

 Weighted Mean: Perception of Respondents about the Teacher Factors that Affects
the Mathematics Performance of Students

Table 4.0: General Attributes

General Attribute Weighted Mean Descriptive Rating

Age 2.63 Effective

Gender 2.43 Moderately Effective
Teaching Experience 3.35 Very Effective
Physical appearance 2.72 Effective
Use of instructional materials 3.12 Effective
Overall 2.85 Effective

Legend: 1.00-1.75, * Ineffective, 1.76- 2.50, * Moderately Effective, 2.51-3.25 *Effective,

3.26-4.00 *Very Effective.

Table 4.0 presents the weighted mean of perception of respondents about the

teacher factors that affects the mathematics performance of the students. It was exposed

from the table that the weighted mean of general attribute respond to teacher factors that

affects the Mathematics performance of the students is Effective with 2.85 weighted mean.

With the descriptive rating of very effective, the general attribute teaching

experience is counted as one of the teacher factors that affects the math performance of

students according to the participants.

 Table 4.1: Verbal Communication Skills

Verbal Descriptive
Communication Weighted Mean Rating
Skills
Loudness of
3.35 Very Effective
Voice
Use of
3.29 Very Effective
Language
Tone of Voice 3.31 Very Effective
Overall 3.32 Very Effective

Legend: 1.00-1.75, * Ineffective, 1.76- 2.50, * Moderately Effective, 2.51-3.25,*Effective,

3.26-4.00 *Very Effective.

Table 4.1 presents the weighted mean of Perception of Respondents about the

teacher factors that affects the Mathematics Performance of the Students. It was exposed

from the table that the weighted mean of Verbal Communication Skills responds to teacher

factors that affects the Mathematics performance of the students is Very Effective with

3.32 weighted mean.

With the descriptive rating of very effective, the verbal communication skill

loudness of voice, use of language, and tone of voice are all counted as the teacher factors

the affects the math performance of students according to the participants.

Table 4.2: Non-Verbal Communication Skills

Non-Verbal Communication
Weighted Mean Descriptive Rating
Skills

Gesture 2.95 Effective

 Posture 3.13 Effective
Eye Contact 3.21 Effective
Facial Expressions 3.19 Effective
Overall 3.12 Effective

Legend: 1.00-1.75, * Ineffective, 1.76- 2.50, * Moderately Effective, 2.51-3.25,*Effective,

3.26-4.00 *Very Effective.

Table 4.2 presents the weighted mean of Perception of Respondents about the

teacher factors that affects the Mathematics Performance of the Students. It was exposed

from the table that the weighted mean of Non-Verbal Communication Skills responds to

teacher factors that affects the Mathematics performance of the students is Effective with

3.12 weighted mean.

 CHAPTER 5

This chapter presents the summary of the research work taken, the conclusions

drawn and the recommendations made as an outgrowth of this study. This study is about

the teacher factors that affect the Math performance of students in Samuel Christian

College.

Summary

The study was conducted to determine the teacher factors that affect the Math

performance of students in Samuel Christian College. Specifically, the study aims to: (1)

determine the demographic profile of the participants in terms of: (a) gender, (b). age c.

grade level; (2) determine the parental role in child's performance; (3) determine the family

factors that influence the academic behavior of student in school; and (4) determine the

effect of family financial status to academic performance of the student.

This study was conducted at Samuel Christian College Navarro, General Trias,

Cavite from November 2018 to February 2019.

This study will be helpful to determine the effects of the specific teacher factors on

the Mathematics performance of the students which can be used to make the school

administrators and the teachers themselves focus and improve the specific teacher factors

that seems to positively affect the performance of the students on the subject.
 The participants of this study are those students who are currently on their 7th-10th

grade. Regardless of the gender, social position, and the physical appearance of the

participants, the researchers will pick the participants as long as they are capable of

answering the given questions.

This study utilized quota sampling. 25 randomly picked participants were chosen

for each grade for a total of 100 participants in the school. The researchers also used

convenience technique. The researchers only picked participants that are accessible during

the time of the data gathering and those participants who are easy to reach.

Most of the participants that were chosen were female with total of 69% versus the

Male participants with a total of 31%.

It is seen that the three commonly used teaching strategies by the math teachers off

SCC were the use of class discussion with an average of 76%, Problem solving method

with an average of 46% and Lecture method with an average of 45%.

It is seen that the three commonly used Assessment Tools by the teachers of Samuel

Christian College are quizzes or formative assessment with an average of 82%,

Assignments with an average of 70% and Examinations or summative Assessment with an

average of 02%.

It is seen that under the general attributes, the teaching experience of the teachers

is the only factor that received a descriptive rating of very effective.

It is seen that all of the factors under verbal communication skills received the

descriptive rating of very effective.

Between the three teacher factors verbal communications skill are the most

effective teacher factor.

Conclusion

The teaching experience of a teacher is said to have an effect to the math

performance of students meaning that the students focus more on the educational

background and experience of their teacher because that is where the credibility of their

teacher comes from.

All of the factors under the verbal communication are said to have an effect on the

student’s performance especially since according to the participants, their math teachers

commonly uses class discussions where high verbal communication skills are important.

Age, physical appearance, use of instructional materials, and all of the non-verbal

communication skills can still be considered as the teacher factors that affects the students’

Math Performance since they still received a descriptive rating of effective.

Recommendations

The future researchers should measure, identify, or evaluate the correlation of the

teacher factors’ effectiveness to the Math performance of the students.

The Math teachers should also apply the results of this study and modify their

teaching styles. The Math teachers should establish a clear connection with the students in

terms of teaching the subject especially during discussions.