Research - Melody Herrera

CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 1
Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
School Year 2016-2017 marked a significant phase as it formally opened Senior High
School (SHS) with different tracks and strands under the K to 12 Basic Education System. In
line with this, core, applied, and specialized subjects in which students generally have zero or
at least little knowledge are offered which aim to prepare the students in their choice of career
when they will enter tertiary education or enter the world of work, thus lead the graduate at
their main education exit points. In the Philippine system of education, one of the subjects
which have placed as of great importance is Mathematics. Hence, it should be stressed out in
the classroom and must be coupled with the meaningful and effective factors in order to meet
the desired goals of teaching which is an effective transfer of learning from the teacher to the
students (Kapp, 2012).
The new curriculum aims to nurture the nature of higher order thinking skills within
each topic. In contrast with the old curriculum which emphasizes learning of content but not
learning to learn and does not even encourage meta-cognitive processes, a restricted range of
higher order thinking skills is developed, many of which are 21st century skills. In the new
curriculum, there is a placed emphasis on student evidence of understanding and skills
development rather than on content coverage. There is an ensured continuity of the content that
drives skill development across topics as the curriculum moves from Grade 10 to Grades 11 &
12.
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Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and
figures, functions, logic, and reasoning. Mathematics is also a tool of science and a language
complete with its own notations and symbols and “grammar” rules, with which concepts and
ideas are effectively expressed. The K to 10 Mathematics Curriculum provides a solid
foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary
concepts and life skills needed by Filipino learners as they proceed to the next stage in their life
as learners and as citizens of the Philippines.
Phil Race (2009) talks about students who ideally ‘want’ to learn - these are the
intrinsically motivated students that will learn in almost any environment. They are motivated
by learning for the sake of learning and are the easiest students to work with. Today's learners
are digital natives and have new profile. They grew up with digital technologies and have
different learning styles, new attitude to the learning process and higher requirements for
teaching and learning. Teachers are facing new challenges and have to solve important issues
related to the adaptation of the learning process towards students’ needs, preferences and
requirements. Teachers have to use different teaching methods and approaches that allow
students to be active participants with strong motivation and engagement to their own learning.
Modern pedagogical paradigms and trends in education, reinforced by the use of ICT, create
prerequisites for use of new approaches and techniques in order to implement active learning.
Students are the most essential asset for any educational institute. The social and
economic development of the country is directly linked with student academic performance.
The students’ performance (academic achievement) plays an important role in producing the
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best quality graduates who will become great leader and manpower for the country thus
responsible for the country’s economic and social development (Ali et.al, 2009). Student
academic performance measurement has received considerable attention in previous research, it
is challenging aspects of academic literature, and math student performance are affected due to
social, psychological, economic, environmental and personal factors. These factors strongly
influence on the student performance, but these factors vary from person to person and country
to country.
The second year of SHS implementation still shows difficulty on the part of the students
in grasping General Mathematics concepts as documented in different educational context
which affects their academic performance. This prompted the researcher of this present study to
conduct an investigation on the factors affecting the academic performance of SHS students in
mathematics with the aim of instituting change geared towards the improvement of the
students’ academic performance. The utility of these studies lies in the passionate drive to
undertake corrective measures that would help improve the academic performance of students.
The identified factors perceived as affecting students’ performance are student-related,
home-related, school-related, teacher-related, and peer factors. This research was focused on
the public secondary senior high schools in Luna, Apayao.
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Conceptual Framework
In this study, the researcher conceptualized that students attribute such as age, sex,
track/strand, grade level, previous school attended, ethnicity, highest educational attainment of
father, highest educational attainment of mother, and parents’ monthly income influence the
performance level of Grade 11 students in General Mathematics. Likewise, student-related
factors such as attitude on the subject and study habit; home-related factors such as family’s
support, proper guidance, family stress and learning materials and facilities available at home;
school-related factors such as class size, class schedule, and school facilities, equipments and
buildings; teacher-related factors such as teacher’s competency, teaching strategy and mastery
of the subject matter, use of instructional materials in teaching, and teacher’s attitude and
working relationship; and peer factor influence their performance in General Mathematics.
This is based on the study of Hijazi and Naqvi (2006) who reported that different profile
factors such as students’ attitude towards attendance in classes, time allocation for studies,
parents’ level of income and parents’ education influence their performance. Moreover,
Saguban, et al. (2017) reported the identified factors, namely student-related, home-related,
school-related and teacher-related factors as having a significant impact on the academic
performance of students. The result is supported by the study of Hijazi and Naqvi (2006) that
academic performance depends on learning skills and learning skills depends on home
environment. Also academic performance depends on academic interaction and academic
interaction depends on study habits and home environment. It means academic performance
can be estimated for any student by its home environment and learning skills and also by its
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academic interaction, study habits, and home environment. By examining the three possible
paths of estimating academic performance, the strongest path is the home environment which
affects the learning skills and ultimately learning skills lead to affect the academic
performance. Based on their study, students can achieve high academic performance by focus
on home environment and learning skills.
Integrating the above perception in an overall conceptual framework, the paradigm
contains number of variables, together with their hypothetical relationships which are depicted
in figure 1. The relationship between the variable is conceptualized by making distinctions
among the perceived factors affecting the students’ performance in General Mathematics. The
perceived factors are assumed to affect students’ performance only through modifying the
effects of these factors. In paradigm, there are five main groups of the identified factors,
namely student-related factors, home-related factors, school-related factors, student-related
factors, and peer factor.
The paradigm focuses on two sets of variables, namely the independent and dependent
variable. The independent variables pertain to the perceived factors and the dependent variable
pertains to the students’ performance in General Mathematics as being influenced by the
perceived factors.
The conceptual framework of the study which served as guide to the researcher was set
in figure 1.
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Research Paradigm
Independent Variables Dependent Variable
Demographic Profile of Senior High School Students

 Age
 Sex
 Track/Strand
 Previous School Attended
 Ethnicity
 Father’s Educational Attainment
 Mother’s Educational Attainment
Parents’ Monthly Income
Factors affecting academic performance

 Student-related factor
 Home-related factor
 Teacher-related factor
 School-related factor
 Peer factor/Influence
Figure 1: The conceptual model showing the hypothesized relationship between the
independent and dependent variables.
Statement of the Problem
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Generally, this study determined the effect of the identified factors to the academic
performance in mathematics of the Senior High School (SHS) students in Luna, Apayao.
Specifically, the study sought answer to the following questions:
1. What is the demographic profile of the SHS students in Luna, Apayao in terms of:
1.1 Age
1.2 Sex
1.3 Track/Strand
1.4 Previous school attended
1.5 Ethnicity
1.6 Father’s Educational Attainment
1.7 Mother’s Educational Attainment
1.8 Parents’ Monthly Income
2. How do the respondents assess the following factors which are perceived to influence
their performance in General Mathematics?
2.1 Student-related Factor
2.1.1 Attitude on the Subject
2.1.2 Study Habit
2.2 Home-related Factor
2.2.1 Family’s Support
2.2.2 Proper Guidance
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2.2.3 Family Stress
2.2.4 Learning Materials and Facilities Available at Home
2.3 School-related Factor
2.3.1 Class Size
2.3.2 Class Schedule
2.3.3 School Facilities/Equipment/Buildings
2.4 Teacher-related Factors
2.4.1 Teacher’s Competency/Teaching Strategy/Mastery of the Subject Matter
2.4.2 Use of Instructional Materials in Teaching
2.4.3 Teacher’s Attitude and Working Relationship
2.5 Peer factor/Influence
3. What is the level of performance of the respondents in General Mathematics?
4. Is there a relationship between respondents’ profile and their performance in General
Mathematics?
5. Is there a relationship between the factors perceived to influence their performance to
their performance in General Mathematics?
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Research Hypotheses
The following hypotheses were statistically tested in this study:
1. There is no significant relationship between the respondents’ profile and their
performance in General Mathematics.
2. There is no significant relationship between the factors perceived to influence the
respondents’ performance and their performance in General Mathematics.
Significance of the Study
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.
This study involved the analysis of the extent of influence the identified factors have on
the academic performance of the SHS students in General Mathematics. The study was
conducted with the hope of giving and offering possible significant contribution and advantages
to the following:
School Administrators. The study may be helpful for both the DepEd policy makers
and the school. The result of the study will serve as a springboard in finding ways of improving
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the curriculum guide and competencies in General Mathematics leading to improvement and
advancement of the teaching-learning process. In addition, it will help the Schools Division
Office of Apayao to design and implement the policies to improve the students’ performance
and the quality of education by changing the attitude of students towards learning, facilitating
students, addressing school concerns, and improving the teaching procedures. Furthermore, it
will serve as a basis for planning and designing programs and activities such as trainings,
workshops, conferences, and in-service trainings.
General Mathematics Teachers. The result of the study will serve as a basis for them
to adjust themselves in the new curriculum, contextualize, localize, and use innovative
strategies and techniques in teaching the subject suited to meet the needs and level of interest of
the students for promotion and advancement in General Mathematics subject, thereby create a
21st century classroom that is envisioned by the K to 12 curriculum.
Students. Being the center of education will get the benefits of quality instruction in
General Mathematics resulting from teacher’s competence and mastery of the subject matter,
and the use of innovative teaching strategies and techniques in general mathematics that would
motivate students to love and find interest in doing activities involving general mathematics. It
may also create awareness among students about their rights and responsibilities to achieve
quality education. Through this study, the students will learn to develop desired attitudes
towards mathematics education and thereby gain greater understanding of the concepts and
principles which can trigger them to keep searching new knowledge through critical thinking,
positive intellectual attitudes and alert outlook in life.
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Parents. The outcome of the study could help them solve the students’ problems
especially moral support and financial problems, and to look after them. The result of the study
will help them realize that they are school’s partner in motivating and guiding their children to
perform better and develop higher level of interest and competent in the subject.
The Researcher. The result of the study will help the researcher determine the extent of
effect the identified factors have on the academic performance of the SHS students in
Mathematics, and recommend possible solutions to minimize, if not totally overcome,
problems related to math teaching and learning, and get through the challenges brought by the
new curriculum. Moreover, as a Mathematics teacher, the researcher could look for and develop
innovative methods to reach the level of her students’ interest, capability and needs, and
provide her insight to promote high students’ self-interest and positive attitude for a higher
performance.
Future Researchers. The results obtained from the study will provide them possible
information for parallel studies or for more extensive researches and inquiries regarding factors
that affect students’ performance in General Mathematics. It will likewise serve as a relevant
insight to researchers who are contemplating to conduct a similar study.
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Scope and Delimitation of the Study
This study was delimited in finding out whether there is an existing relationship of the
academic performance of the Grade 11 students to their profile and the factors perceived to
affect their performance in General Mathematics.
It determined the demographic profile of the SHS students in terms of age, sex,
track/strand, grade level, previous junior high school attended, ethnicity, highest educational
attainment of father, highest educational attainment of mother, and parents’ monthly income.
Likewise, it determined the perceived effect of identified factors: student-related factors such
as attitude on the subject and study habit; home-related factors such as parents’ support, proper
guidance, family stress and learning materials and facilities available at home; school-related
factors such as class size, class schedule, and school facilities, equipment and buildings;
teacher-related factors such as teacher’s competency, teaching strategy and mastery of the
subject matter, use of instructional materials in teaching, and teacher’s attitude and working
relationship; and peer factor.
The study also determined the performance of the student-respondents in General
Mathematics by using their general average for the two grading periods covered by the 1 st
semester, S.Y. 2018-2019. The relationship of the respondents’ profile and the factors perceived
to influence their performance in General Mathematics were also tested.
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Definition of Terms
The following terms were conceptually or operationally defined to give the reader a
better and clear understanding of this research.
Academic Performance refers to the ability and capability of the students to meet the
needed level of competence in General Mathematics subject which will be taken from their
general average grade on the said subject.
Age refers to the number of years that the respondent has been living in this world.
Attitude refers to the behavior of students towards General Mathematics.
Class schedule is the time set for General Mathematics class of Grade 11 students.
Class size refers to the number of students accommodated in a class.
Educational attainment of parents refers to the level of education attained by the
parents of the student-respondent.
Ethnicity refers to the cultural groups from which the respondent belongs.
Family stress refers to the family situation, occurrence, or problem happening at home.
Family’s support refers to the assistance provided by the family to every member of
the family.
Instructional Materials refers to the structured materials use by the mathematics
teacher as well as the students in the teaching-learning process.
General Mathematics is a core subject included in all tracks of the K to 12 Curriculum
taken by Grade 11 students on the first semester. It is a branch of mathematics that deals with
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solving problems involving rational, exponential and logarithmic functions; solving business-
related problems; and applying logic to real-life situations.
Home-related factors refer to determinants happening in the home such as family’s
support/parents’ support, proper guidance, family stress, and learning materials and facilities
available at home.
Learning Materials and Facilities at home refer to books, dictionaries, encyclopedias
and other materials and facilities available at home which aide the students in doing their
assigned learning tasks at home.
Parents’ support refers to the assistance provided by the parents to their children.
Parents’ monthly income refers to the income of the respondents’ parents monthly.
Peer factor refers to the conditions wherein friendship is prioritized over others thus
perceived to influence the performance of students.
Previous Junior High School attended refers to the secondary school last attended by
the respondents.
Proper guidance refers to the extent of care, advice, and support given by the parents
to their children.
Sex refers to the biological status of a respondent whether male or female.
School facilities/equipment/buildings refer to structural establishments, equipment,
and other facilities that are used for a better teaching-learning process. These include computer,
printer, learning modules, charts, and graphs among others.
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School-related factors are the conditions occurring or existing in the school perceived
to influence the performance of the students such as class size, class schedule, and school
facilities, equipment and building.
Student-related factors are the conditions happening within own selves of the students
and are perceived to influence their performance, e.g. attitude on the subject and study habit.
Study habit is the usual behavior of the students in studying General Mathematics
subject.
Teacher-related factors refer to the condition and performance level of the teacher in
the execution of General Mathematics subject in the class, and the way he/she behaves and go
along with his/her students and/or co-teachers.
Teacher’s attitude and working relationship refer to the behavior of the teacher in
dealing with his/her students and co-teachers.
Teacher’s competency, strategy, and mastery of the subject matter refer to the skill,
ability, and manner of the teacher in teaching a subject.
Teaching is process of stimulating, directing, guiding, and encouraging learning
activity.
Track/Strand refers to the career choice of the respondents, to include academic track -
Accountancy, Business and Management (ABM) Strand, Humanities and Social Sciences
HUMSS), Science and Technology, Engineering and Mathematics(STEM) and General
Academic Strand (GAS); TVL Track, Sports Track, or Arts and Design Track.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents an overview of literature and studies used as references which are
considered helpful and significant to give a better understanding of the theoretical rationale of
the study. The review is also intended to present the relevance of the study to the observations
and findings of researchers that will provide a background for analysis and discussion.
Review of Related Literature
Profile of the Respondents
At the adolescence stage, the students have the so called passion which represents a
significant touchstone for anyone who is seeking to reconnect with their deepest inner zeal for
life (American Institute for Learning and Human Development).
Benson, et al. (2006) stated that girls have edge over boys in terms of grades in math. It
is because girls are more likely to hold mastery over performance goals and to refrain from
disruptive classroom behavior which predicted girls’ greater effortful learning over time.
On the contrary, Husen (1982) findings in International Study of Achievement in Math,
sex was related to math achievement in almost all countries studied with boys scoring higher
than girls in all levels. Mutai (2011) found that boys’ schools are better than girls’ schools
because boys had a stronger affinity and interests in mathematics.
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Bockaerts (1996) stated that boys are likely than girls to possess powerful attribution
styles. Boys are more likely to attribute their success to ability and failure to lack of effort.
Girls attribute failures to lack of ability or ability of tools. These patterns of attribution suggest
that boys are more motivated in mathematics because they possess a positive view of their
academic competence and are in control of their achievement. In contrast, girls maybe
motivated in mathematics because they believe they do not have the ability to succeed, and
even when they are successful, they cannot consistently expect similar results.
Alexander (2010) stated that the three most important motivators of students in
choosing a career are good salary, stable job, and low stress.
In the Philippines, based on personal observation, most parents transferred their
children from private to public schools due to the global economic recession which parents
working abroad become unemployed or they are receiving lesser amount of salary compared to
their normal compensation. Some political challenges that the country faced for the past and
present administrations make the parents financially affected. On the study conducted by
Deligero (2015), students who graduated from public schools have significantly higher chance
of being influenced by people in choosing the school and degree program compared to those
graduated from private schools.
For the ethnicity, based on the population 2015 census, out of 19,063 population most
of the residents in the province of Apayao are Ilocano although the original inhabitants are
believed to be the Isnag people.
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Krashen (2005) concluded that students whose parents are educated score higher on
standardized tests than those whose parents were not educated. Educated parents can better
communicate with their children regarding the school works, activities, and the information
being taught at school. They can better assist their children in their work and participate at
school (Fantuzzo & Tighe, 2000).
Concepts of Teaching
Teaching is a complex process which requires proper teaching methodologies, in order
to inculcate knowledge in the minds of the students and to transfer knowledge to next
generation. Secondary education is a turning state therefore; effective teaching methodology is
to be adopted according to the needs of the students so that proper guidance can be given.
According to Vijayalakshmi, K.S. (2004), teaching is both an art and a science. Able teachers
always find ways and means to improve their teaching techniques. With the change in time the
teachers are asked to employ newer methods for teaching their pupils more effectively so that
they must be able to cope with the demand of the age. The latest techniques of teaching are a
need of hour. The progress of country depends upon the quality of its teachers.
The central purpose of teaching and learning is to help students develop and extend
concepts in Mathematics they can use, to understand the world they live in, to solve problems
and to communicate what they now know. Humans are by nature makers of meaning. The
challenge of effective “teaching” is to help students achieve genuine and sophisticated
understanding, which helps them function effectively and independently in an increasingly
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complex world. Our access to knowledge is increasing at a truly exceptional rate and on a
daily basis, requiring learners to process and evaluate knowledge, not just acquire it. Robert &
Sampson (2011), found that the member of educational board will be educated and their impact
on school is positive, for professional development it is essential for student learning.
Academic Achievements in Mathematics
Mathematics needs not to be stressing, even if it is not easy as perceived by majority,
this can still be appreciated. Enjoyment of the subject relies on its meaningfulness and
dynamics of concept illustrated. It is the essential role of the teachers to guide and direct the
students on getting knowledge, thus right ground on methods, strategies and techniques must be
considered in giving a comprehensive environment which causes to arouse the interest and
challenge the students to the higher level of learning mathematical (Generalao, 2012).
It is believed that majority of students feel tiresome to learn mathematics. Thus, it is a
big responsibility of the teachers to earn couple of solutions in coping these problems in the
classroom. One of these is that the teacher must incorporate cooperative learning in the class.
Hence, it is important for teachers to be sensitive to students’ understanding and
misconceptions and determine their learning gaps in mathematics. Principles and Standards for
School Mathematics of NCTM (2000) acknowledge that there are significant challenges in
meeting the vision for enhancing mathematics education. The vision calls for involvement of
teachers, school administrators, institutions of higher learning, professional organizations,
parents, students and other stakeholders. The combined efforts of the groups might result to
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brighter hope in the fulfillment of the vision and developing shared commitment in terms of
improvement of mathematics instruction in the Philippines.
Moreover, Horario, as cited by Andamon (2015), stated that mathematics is the second
most difficult subject in both elementary and high school level. Thus, Senator Angara,
chairman of the Senate Committee on Education, Arts and Culture stressed the insufficiency of
competence and skills in mathematics, science and technology which are the major causes of
the country’s poverty and distress.
Student Performance
Many researchers have been discussing the different factors that affect the student
academic performance. There are two types of factors that affect the students’ academic
performance. These are internal and external classroom factors and these factors strongly affect
the students’ performance. Internal classroom factors includes students’ competence in
mathematics, class schedules, class size, math text books, class test results, learning facilities,
homework, environment of the class, complexity of the course material, teacher’s role in the
class, technology used in the class and exams systems. External classroom factors include
extracurricular activities, family problems, work and financial, social and other problems.
Research studies shows that students’ performance depends on many factors such as learning
facilities, gender and age differences, etc. that can affect student performance (Hansen, Joe B.,
2000). Harb and El-Shaarawi (2006) found that the most important factor with positive effect
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on students' performance is student's competence. The students who are actively engage in the
learning process are observed to have a positive correlation with the CGP.
In a study of 28 second- and fourth-grade teachers and their 428 students it was
suggested that the positive effects of homework are less significant for elementary school
students than high school students (Cooper, Jackson, Nye, & Lindsay, 2011). Length of
assignments can also have an effect on attributed gains and research has found that the more
time spent on homework, the higher the academic achievement gains were (Keith, Diamond-
Hallam, & Fine, 2004).
Young (1999) held the view that student performances are linked with use of library and
level of their parental education. The use of the library positively affected the student
performance. The academic environment is the effective variable for students and has positive
relationship with fathers’ education and grade level (Kirmani & Siddiquah, 2008).
Attitude towards Mathematics Subject
Majority of the people in the world hate the four-letter word, MATH, they don’t like it
and feel that they are not good at it” (Yang, 2014). Mathematics is a significant course in school
curriculum. Young age children must learn the basic foundations of the subject which is useful
in functioning well in their everyday lives ( Lebens, Graff & Mayer, 2011). Mathematics is
taught so that students can understand the numerical data presented to them and able to solve
simple mathematics computations in a day to day living. It is a belief among children that
mathematics is a difficult subject to learn. In mathematics education, plenty of researchers
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endorse innovative ways of teaching, linking concept and real- life applications and motivating
the students to have interest in mathematics (Hemmings, Grootenboer & Kay, 2011). Therefore,
in order to meet students’ needs and thirst for mathematics, effective teaching pedagogy must
be applied in the classroom. However, the study of Dagaylo-an & Tancinco (2016) concluded
that the teaching approach used by the teachers in Mathematics has nothing to do with the
attitude of the students towards the subject.
Proper Guidance
Noble (2006), students’ academic accomplishments and activities, perceptions of their
coping strategies and positive attributions, and background characteristics (i.e., family income,
parents’ level of education, guidance from parents and number of negative situations in the
home) were indirectly related to their composite scores, through academic achievement in high
school. Guidance is of the factor through which a student can improve his study attitudes and
study habits and is directly proportional to academic achievement. The students who are
properly guided by their parents have performed well in the exams. The guidance from the
teacher also affects the student performance. The guidance from the parents and the teachers
indirectly affect the performance of the students (Hussain, 2006).
Family Stress
Bogart & Wheat (2011) stated that academic success of graduate student will be
enhanced if the optimal health related barriers are low.
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Parent’s Involvement to the Academic of the Learner
Parents’ positive attitude towards child’s education is important in determining school
attendance and academic achievement of the child. Favorable attitude towards schooling and
education enhances parental involvement in children’s present and future studies.
Often, the affluent parent will have access to educational resources for his/her child
directly or indirectly. It is more likely that these parents will have higher regards for education,
set educational goals for the child and/or be models.
Home environment also affects the academic performance of the students. Educated
parents can provide such an environment that suits best for the academic success of their
children. The school authorities can provide counseling and guidance to parents for creating
positive home environment for improvement in students’ quality of work (Marzano, 2008). The
academic performance of students heavily depends upon the parental involvement in their
academic activities to attain the higher level of quality in academic success (Barnard, 2004).
Weiss et al. (2006) also provide an integrative model of family involvement that is
evidence-based or clearly linked to positive child outcomes. This includes Parenting, Home-
School Relationships, and Responsibility for Learning Outcomes.
Teacher’s Involvement in the Academic of the Learner
Mary Chamberlain (2002) said that the great teachers make a difference. They have
passion that seeps through the skin – a love of learning. “Appreciate that learning isn’t always
fun’ – a good teacher knows when to push’ – some learning maybe uncomfortable’ - really
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good teachers do this in skilled way.’ The ‘x’ factor is enthusiasms – an enthusiasm and zest for
teaching is critical”, John Langley (2002) emphasized.
Dowling (2003) believe that human teachers characteristically perform a wide range of
activities that we subsume under the general heading of ‘teaching’. Those include planning and
designing, demonstrating, guiding, telling, questioning, testing, recording, motivating, and
criticizing even learning. Many of these aspects of a teacher’s role require significant expertise
and the making of finely tuned and sensitive judgments based on both breadth and depth of
experience. It can also be argued that the human teacher is in a strong position, in particular by
virtue of overall life experience and sophistication as a communicator, to both model and
facilitate cooperative learning behaviors.
Students’ perception of teacher support have a direct effect on their interest and
motivation, and teachers’ expectation of students’ achievement influence the way they behave
toward their students and thus can affect students’ motivation, self-perceptions, and academic
performance (Jussim & Harber, 2005). Care and concern for students’ learning may also be
required. Teachers are role models who continuously induce and respond to the emotional
reactions of their students. Pianta et al. (2008) applied components of attachment theory in
understanding teacher-student relationships and the teacher’s function as an important role
model. Teachers, who expect to be responsible for educating students, soon find that their
responsibilities go far beyond the curriculum (Ladson-Billings, 2009).
Research shows that the teacher is one of the greatest factors in student success
(McNeal, 2005).
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Love and belonging
Maslow (1943) stated that people need to feel as though they belong and that they will
desire to find a place in their group and that people will strive with “great intensity” in order to
find their place. He further stated that, in general, people hunger for some sort of belonging
from others in order to fill their need to belong, and that the form of this affection can vary.
McClelland (1961) also stated that people have a need for friendly relationships and to gain
acceptance from others.
Teaching Styles and Strategies
Teaching styles and strategies have also been shown to have an impact on student
satisfaction (Baird, 1973).
Poulou (2007) stated “that a teacher’s confidence in their ability to perform the actions
that lead to student learning is one of the few individual characteristics that predict teacher
practice and student outcomes.”
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Review of Related Studies
Profile of the Respondents
Lebens, Graff & Mayer (2011) stated that young age children must learn the basic
foundations of the mathematics subject which is useful in functioning well in their everyday
lives. Jabor et al. (2011) found that “below 19” age group students had higher grade point
average (GPA) scores in mathematics than the scores of 19 and above age group students.
Ganley and Vasilyeva (2011) found on their study that middle-school boys and girls had
similar have similar levels of math performance. However, spatial skills predicted math
performance in boys but not in girls, and math attitudes showed stronger relation to
performance in girls than in boys.
Jabor et al. (2011) determined if age and gender influence the achievement in high
school mathematics and found that “below 19” age group students had higher grade point
average (GPA) scores in mathematics than the scores of 19 and above age group students.
Findings by Goddling (2001) indicated that parent educational level, family structure,
marital status, and income range have a positive influence on their academic potential and
achievement. Students whose parents have higher educational levels performed higher on
standardized tests than parents with lower educational levels. Thus, socioeconomic factors
weigh heavily on the potential and academic achievement of the students.
Baliyan (2012) have found that income level, parents’ educational level, and parents
occupation have significant influence on the performance of students in math which indicates
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that these factors are significant predictors of the performance of students in mathematics.
Students from apparent with formal occupation perform well than those from parents with
informal occupation (Usaini & Abubakar, 2015).
However, recent study revealed that parents’ educational attainment does not
significantly influence students’ academic performance (Koskei, 2015). Likewise, Machebe et
al. (2017) concluded in their study that parent’s involvement in the activities of their children
in school matter most than parents’ financial status in uplifting the children’s academic
performance.
Home environment also plays a vital role in learners’ mathematics performance (Visser
& Juan, 2015). Further, they found out that the number of books at home for reference also
positively affect mathematics performance.
The school year 2016-2017 marks the start of senior high school in the Philippines as
part of the K to 12 program implemented by the Department of Education (DepEd)
(Department of Education 2016). There are four career tracks in the program: academics track,
arts and design track, sports track, and the technical vocational track. The academics track and
the technical vocational track are further divided into sub-tracks or what they refer to as
“strands”. Under the academics track, four strands are available: accountancy and business
management (ABM); humanities and social sciences (HUMSS); general academic strand
(GAS); and science, technology, engineering, and mathematics (STEM). The technical
vocational track consists of four strands as well: agri-fishery arts, home economics, industrial
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arts, and information and communication technology (ICT). Hence, before entering senior high
school, students need to select one track from these ten choices.
DepEd conducts the National Career Assessment Examination (NCAE) to help students
decide what career to pursue in college. The goal of NCAE is to evaluate the students’ skills
based on a standardized examination. Aside from giving a measure of the skills, NCAE also
provides recommendations on what types of job are suitable for the students (Philippine
Congress 2013). However, the information that NCAE offers is just one of the many aspects a
student may consider in choosing a career track.
Career decision making attracted many educational researchers as this is a very
important part in planning career guidance for students, budget allocation for different
institutions that provides training for the career tracks, curriculum development, and more. To
understand more about career decision making, many researchers have already studied factors
that may affect career decision making. Guay and co-workers (2003) proposed and tested a
model in an attempt to explain career indecision in 834 French-Canadian college students.
Factors considered in their model include parent role, self-efficacy, and peer role. According to
Pascual (2014), students’ first consideration in choosing career path to pursue is the availability
of work after college. Koech and his colleagues (2016) concluded that the students’ social
interactions with teachers, parents, and peers affect the students’ career choice. A study
conducted in Antipolo, Rizal, Philippines, showed that gender, average monthly income, school
preference, occupation of the head of the household, and the average scholastic ratings are
associated to the career choice of Grade 9 students (Abarro 2016). According to Alexander
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(2010), the three most important motivators of students in choosing a career are good salary,
stable job, and low stress.
Academic Achievements in Mathematics
The study of Braza and Supapo (2014) claimed the shortcomings that can affect
students’ achievements in Mathematics: lack of mastery of the basic concepts and skills, lack of
problem solving and critical thinking skills, diverse behavior of students and inappropriate
teaching skills and approaches of teachers in dealing the students in the class of mathematics.
According to Nambatac, (2011), among the 41 participant countries, Filipinos
performed poorly in Mathematics. Moreover, it is reported that Filipino students have poor
performance in Science and Mathematics subjects. In fact, the National Mean Percentage Score
in Math on 2012 was only 48.90 which is described as below the national standard and it is
among the lowest in the five subjects in the National Achievement Test (NETRC, 2012).
Furthermore, in Magpet National High School in North Cotabato, it gained the following MPS
in National Achievement Test (NAT) which is administered nationwide yearly: in SY: 2012-
2013- 61.56, SY: 2013- 2014- 55.26, SY: 2014- 2015- 45.65. Hence, the MPS for Mathematics
in 2015 is only 50.55. As observed in the statistics, the MPS for the past years of the school
were diminishing. The result is below the passing percentage which is 75% and this means that
students had difficulty in dealing the subject which is alarming and recurring situations.
Moreover, the study of Pagtulon-an and Tan in 2018 states that students perform poorly in
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mathematics as reflected in their scores. Additionally, its findings are expected due to
insufficient basic foundation or they don’t have a strong foundation of the concepts.
The study conducted at private high schools in Valencia City, Bukidnon, Philippines
assessed the Mathematics proficiency, attitude and performance of Grade 9 students. 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, and attitude and mathematics proficiency. Mother’s educational
attainment best predicts mathematics performance (Asian Academic Research Journal of Social
Sciences & Humanities, February 2018).
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.
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
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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.
Parents’ Support
Schmuk (2010) revealed that the more involved and supportive a parent is towards their
adolescent, the higher self-esteem they will gain allowing the adolescent to feel confident and
focused during school. Moreover, as cited on her study, Brown & Iyengar (2008) noted that
adolescents who lack parental acceptance, behavioral supervision and psychological autonomy
start out at a disadvantage by lacking vital skills needed to be academically successful.
Supportive Relationship
Many researchers have found a positive relationship between supportive classroom
environments and student achievement (Baird, 1973; Hughes & Kwok, 2007; Hughes, Wen,
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Kwot, & Loyd, 2008; Suldo et al., 2009). Poulou (2009) stated that it is essential for teachers to
create a sense of belonging in their classroom in order to provide students with an ideal
learning environment. Suldo et al. (2009) found that positive relationships, providing emotional
supports from teachers, were particularly predictive of academic competence. In a 3-year
longitudinal study of 784 first-grade students, Hughes et al. (2008) found a positive correlation
between student academic involvement and academic success with supportive teacher
relationships. In a 1-year study of 443 first-grade students, Hughes and Kwok (2007) suggested
that when students experience a sense of belonging and supportive relationships with teachers
and classmates they may become more motivated to actively participate in the classroom.
Hughes and Kwot (2007) further stated that students who enjoy a close and supportive
relationship with a teacher experience greater academic achievement because they are more
engaged in the classroom and they work harder.
Teacher support also enables them to persevere in the face of difficulties, accept teacher
direction and criticism, cope better with stress, and attend more to the teacher (Hughes &
Kwok, 2007). Research that has shown positive academic outcomes have been observed in
studies of youth from diverse backgrounds, suggesting that the link between teacher support
and student success can be generalized across both culture and ethnicity (Hughes & Kwok,
2007; Suldo et al., 2009).
Increased personal interaction with one’s teacher has been shown to account for greater
student achievement (Baird, 1973). In a quantitative study of 241 middle school students,
Bowen et al. (2000) stated that consistent relationships with caring adults are critical in terms
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of promoting a positive social environment. However, an increased ratio of students-per-
classroom can diminish student-teacher interactions (Marsh et al., 1997).
Popular theory would then transcribe that the lower the number of students per
classroom the greater student achievement would be (Borland, Howsen, & Trawick, 2005).
According to information gathered from Kentucky’s Department of Education on over 30,000
students, Borland et al. (2005) claimed that this relationship is mixed at best and that the
optimal class size is relative depending on many other factors. These factors include such
things as current class sizes and their functionality, innate student ability, teacher ability, and
the percentage of students who are college bound. Although teacher and student ability can
change from class to class, Borland et al. (2005) found the optimal number of students in their
study to be between 21.3 and 23.24 and claimed that lowering class size further would actually
have negative effects on student achievement. The claim that lower class size is not always
better is based on the belief that students not only learn from teachers, but also from their peers
(Borland et al., 2005). An increased number of students increases the skills and knowledge
students may gain from each other while also increasing the competitive nature between peers
(Borland et al., 2005). However, increasing the number of students too much without
increasing the number of teachers can also have a negative correlation with student
achievement (Borland et al., 2005).
According to a mixed methods study of 401 middle school students conducted by
Suldo et al. (2009), supportive relationships can be measured and/or defined on many different
levels. Emotional support is one in which the student perceives the teacher as one they can
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trust, and the student knows that the teacher considers him/her to be an important part of the
teacher’s life (Suldo et al., 2009). Support that is also given to the student in the form of extra
time, skills, or services has been found to have a positive correlation to student satisfaction
(Suldo et al., 2009). Student satisfaction has also been shown to increase when support was
given by providing feedback on behavior, suggestions for improvement, guidance, advice, or
information that can provide a solution for a problem a student is having outside of class work
(Suldo et al., 2009). Studies show that students who perceive their teachers as being supportive
are more satisfied than those whose teachers are viewed as being less supportive or not
supportive (Suldo et al., 2009). There is no single way for teachers to be supportive and
teachers can show this support in many different ways. Suldo et al. (2009) found that students
perceive teachers to be supportive primarily, “when they attempt to connect with students on an
emotional level, use diverse and best-practice teaching strategies, acknowledge and boost
students' academic success, demonstrate fairness during interactions with students, and foster a
classroom environment in which questions are encouraged”.
Research has also shown that student achievement is directly related to teacher
satisfaction (Caprara et al., 2006; Lee, 2006; Song, 2007) and student satisfaction (Lim et al.,
2008).
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Attitude on Homework
Trautwein et al. (2009) stated that relevant homework assignments along with proper
feedback could raise both a student’s moral and achievement (Trautwein et al. 2009).
Information analyzed from the National Educational Longitudinal Study by Keith et al. (2004),
which involved 13,546 students, has shown that homework is positively correlated to student
achievement, influencing both grades and achievement test scores (Keith et al., 2004) while
also helping to close the achievement gap (Trautwein et al., 2009). Keith et al. (2004) stated
that regardless of grade level, homework is beneficial for student learning and academic life.
Learning Facilities
Karemera (2003) found that students' performance is significantly correlated with
satisfaction with academic environment and the facilities of library, computer lab and etc. in the
institution. With regard to background variables, he found a positive effect of high school
performance and school achievement. He found no statistical evidence of significant
association between family income level and academic performance of the student. A Study
effort from student and the proper use of the facilities provided by the institution to the student,
a good match between students’ learning style and the instructional materials use positively
affect the student's performance (Norhidayah Ali, et. al., 2009).
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Class Size
Positive interactions between teachers and students have been shown to increase
students’ perceptions of supportive environments and students have demonstrated higher levels
of satisfaction (Suldo et al., 2009). However, class size can impact these interactions and
research has shown that students in larger classes report less personal interaction with their
teachers than those in smaller classes according to a quantitative study of 844 university
students conducted by Marsh, Hau, Chung, and Siu (1997).
Therefore, smaller class sizes have been shown to be more advantageous to increasing
student satisfaction (Hagtvet, 2006).
Teaching Styles and Strategies
In a study of 2,670 students at 27 separate 2-year colleges it was found that teachers
who work toward helping students apply the ideas, knowledge, and facts that they learn in class
to their lives or to the outside world recorded higher levels of student satisfaction than those
who did not. According to data gathered from 4,682 Japanese and 8,820 United States eighth
graders in the 1999 TIMSS report, utilization of alternative instruction models such as
collaborative learning has been shown to increase student enjoyment (House, 2005). Students
also showed higher satisfaction ratings toward those teachers who worked to broaden the
students’ view of life and gain insights into current real world problems. This correlation was
further increased when students viewed their teacher as being friendly and supportive both in
and out of the classroom (Rowland, 2009). Research has shown that positive and supportive
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relationships between both the student and the teacher have been shown to have a marked
impact on student satisfaction (Suldo et al., 2009).
Peer Factor
Rejection and abuse by one’s peers may also negatively affect learning opportunities
and classroom achievement. Peer rejection can take the form of being ignored or left out of
class activities, and peer abuse is best described as being verbally or physically harassed. Buhs
et al. (2006) also found that once a student was rejected by his or her peers the rejection and
abuse continued year-to-year as did their continued classroom disengagement and decreased
achievement. In a 9-month longitudinal study of students from 12 eighth-grade classrooms in
five different schools, Gillies (2003) found that children in structured cooperative groups
engaged in more task-related interactions than their peers from unstructured groups. Students in
structured cooperative groups were also more likely to use higher order thinking when
responding to problem-solving questions than were their peers in the unstructured groups
(Gillies, 2003).
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Chapter 3
METHODS AND PROCEDURES
This chapter deals with the research design, locale of the study, respondents and
sampling procedure, research instruments, data gathering procedure and statistical treatment
that were used in the study.
Research Design
The descriptive-correlational research design was used in this study since the profile of
the senior high school students in terms of age, sex, strand, previous junior high school
attended, ethnicity, parents’ educational attainment, and parents’ monthly income and the
factors affecting academic performance of SHS students in Math class were described and
correlated to the students’ performance.
Likewise, the relationship between the identified factors affecting academic
performance and the students’ performance in Math was determined.
Locale of the Study
The study was conducted in the four Senior High Schools in Luna, Apayao, namely
Apayao Science High School offering Academic Track - Science and Technology, Engineering
and Mathematics (STEM), and General Academic Strand (GAS); Bac-Da National High
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School offering Technical-Vocational Livelihood (TVL) Track – Housekeeping Services
Strand; Luna National High School offering Academic Track – Humanities and Social Sciences
(HUMSS) and TVL Track – Front Office Services, Local Tour Guiding Services, Tourist Park
and Attraction, and Tourism Promotion and Services, respectively; and Tumog National
Agricultural and Trade High School offering Academic Track – Accountancy, Business and
Management Strand.
Luna, Apayao lies in the northern most tip of the Luzon mainland. It is landlocked by
the Province of Cagayan on the northeast and bounded on the Northwest by Ilocos Norte and
Abra, on the south by Balbalan and Pinukpuk, both municipalities of Kalinga Province. Luna,
Apayao is generally flatland with rolling mountains and plateaus.
Respondents and Sampling Procedure
The respondents of this study were the Grade 11 students from the four SHS in Luna,
Apayao, namely Apayao Science High School, Bac-Da National High School, Luna National
High School, and Tumog National Agricultural and Trade High School. The schools are
offering math subjects on K to 12 curriculum under Academic, Sports, and TVL Track.
Since there are so many Grade 11 students in the four Senior High Schools mentioned,
the Slovin’s sampling formula was used. After which, the stratified random sampling was being
used to determine the total number of respondents to be taken from the total number of
population.
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The distribution of respondents is presented in the table below.
Table 1: Distribution of respondents

Name of School Track/Strand Sections Population Sample
Apayao Science High Amethyst 35 21
Academic/STEM
School Diamond 35 21
Bac-Da National High TVL/Housekeeping Victors 21 13
School Academic/HUMSS Fidelity 21 13
Luna National High TVL/Housekeeping Zircon 46 28
School Academic/HUMSS Sunstone 49 30
Tumog National Humility 27 16
Agricultural and Trade Academic/ABM
Love 23 14
High School
Total 257 156
Research Instruments
A structured questionnaire patterned to the Combined Survey Questionnaire of Alos and
Aggarwal (1983) and modified by Saguban, et al. (2017) was used to elicit from the
respondents the necessary information needed in the study. To suit the content of the
questionnaire to the Grade 11 students in Luna, Apayao, the researcher modified some of the
items.
Part I of the questionnaire deals with the profile of the respondents. Part II consists of
varied statements to evaluate the extent of effect of the identified factors to the academic
performance of SHS students in Mathematics.
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The performance of the students in General Mathematics was taken from the grading
sheets submitted by their Math teachers which were requested from the class advisers.
Data Gathering Procedure
Prior to administering the questionnaire to the SHS students, permission to conduct the
study was sought from the Schools Division Superintendent of Apayao. After which, a copy of
the approved request, together with a letter request, was furnished to the School Heads of the
four Senior High Schools and the respondents of the respondent school. The researcher
personally floated and retrieved the sets of questionnaire with attached letter of request to the
respondents.
The researcher provided clear instructions on how to accomplish the questionnaire
specifically on how to rate themselves honestly and accurately. Results were collated, tabulated,
analyzed and interpreted.
Aside from the sets of questionnaire, an unstructured interview with the SHS students
was employed to validate their responses in the questionnaire. With this informal data gathering
procedure, more intimate and confidential information was gathered.
Statistical Treatment
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The data gathered were recorded, tabulated, summarized, analyzed and interpreted
based on the problems of this study. The following statistical treatments were used:
Frequency counts, mean, and percentage distribution were used to treat the profile of
the respondents.
Weighted mean was used to determine the SHS students’ responses regarding their
perception on the extent of effect of the identified factors to their performance in mathematics
and it was described using the likert scale as shown below.
The scale below was used in describing the assessment of the respondents on their
attitude towards General Mathematics:
Point Range Verbal Interpretation
4 3.26-4.00 Highly Favorable
3 2.51-3.25 Favorable
2 1.76-2.50 Unfavorable
1 1.00-1.75 Highly Unfavorable
However, for negative statements the above scale was reverted.
The scale below was used in describing the perceived effect of family stress towards
their performance in General Mathematics:
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Point Range Descriptive Value
5 4.21-5.00 Strongly Agree
4 3.41-4.20 Agree
3 2.61-3.40 Uncertain
2 1.81-2.60 Disagree
1 1.00-1.80 Strongly Disagree
The students’ assessment on peer influence was analyzed using the following scale:
Point Range Verbal Interpretation

5 4.21 – 5. 0 Very High Influence
4 3.41 – 4.2 High Influence
3 2.61 – 3.4 Moderately Influence
2 1.81 – 2.6 Slightly Influence
1 1.00 – 1.8 No Influence
For other sub-factors such as family’s support, proper guidance, class size, class
schedule, teacher-related sub-factors, the scale below was used.
5 4.21-5.00 Strongly Agree
4 3.41-4.20 Agree
3 2.61-3.40 Uncertain
2 1.81-2.60 Disagree
1 1.00-1.80 Strongly Disagree
For the students’ assessment of learning materials and facilities available at home and
the school facilities, equipment and/or buildings, the three-point Likert Scale below was used.
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3 2.33-3.00 Very Adequate
2 1.67-2.32 Adequate
1 1.00-1.66 Inadequate
On the students’ performance in General Mathematics, the descriptive rating indicated
in the School Report Card (Form 138) was used. The final grade reflected in the Grading Sheet
as well as in the School Report Card was used in determining the academic performance of the
students.
Range Descriptive Value
90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
Below 75 Did not meet expectation
Pearson’s Moment Correlation and Chi Square test of independence were used to test
the significant relationship of the learning performance of the SHS students to their
demographic profile and the factors affecting their academic performance in mathematics.
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Chapter 4
DISCUSSION OF FINDINGS
This chapter presents the data recorded, tabulated, summarized, analyzed and
interpreted to answer the problems raised. The data were based on the responses given by the
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respondents through the survey questionnaire. Lastly, it presents the findings of the study from
which conclusions and recommendations were made.
Demographic Profile of the Grade 11 Students in Luna District
Age
Table 2 shows the demographic profile of the respondents. Based on the result of the
survey among the 156 Grade 11 students in Luna District, there are 83 or 53.21 percent whose
age is 17, 31 or 19.87 are 16 years old, 21 or 13.46 percent are 18 years old, 17 or 10.90
percent are 19 years old, 3 or 1.92 are 20 years of age, and only one or 0.64 percent are 15
years old. The mean age of 17.20 means that the respondents are at the right age to be in Grade
11.
Sex
The table shows that there are more female students in Luna District. Of the 156
respondents, 81 or 51.92 percent while 75 or 48.08 percent are male. Based from the findings
of the study, majority of the respondents were female.
Track/Strand
As to track/strand the respondents are enrolled in SHS, 43 or 27.56 percent are enrolled
in Academic Track – Humanities and Social Sciences (HUMSS) Strand, 42 or 26.92 percent are
enrolled in Academic Track – Science and Technology, Engineering and Mathematics Strand,
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30 or 19.23 percent are enrolled in Academic Track – Accountancy, Business and Management
(ABM) Strand, 28 or 17.95 percent are enrolled in Technical-Vocational and Livelihood Track
(TVL) – Tour Guiding And Travel Services Strand, and 13 or 8.33 percent are enrolled TVL
Track – Housekeeping Strand. According to Alexander (2010), the three most important
motivators of students in choosing a career are good salary, stable job, and low stress.
Previous Junior High School Attended
The table shows that 150 or 96.15 percent of the respondents completed their junior
high school from public schools and only six or 3.85 percent completed their junior high school
from private school. In the Philippines, based on personal observation that most parents
transferred their children from private to public schools due to the global economic recession
which parents working abroad become unemployed or they are receiving lesser amount of
salary compared to their normal compensation. Some political challenges that the country faced
for the past and present administrations make the parents financially affected. On the study
conducted by Deligero (2015), students who graduated from public schools have significantly
higher chance of being influenced by people in choosing the school and degree program
compared to those graduated from private schools.
Ethnicity
The table shows 138 or 88.46 percent of the total respondents are Ilocano, 10 or 6.41
percent are Isneg, seven or 4.49 percent are Tagalog, and one or 0.64 percent is a Bisaya. Luna
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is one of the seven municipalities of the province of Apayao. Based on the 2015 population
census, out of 19,063 population most of the residents in the province of Apayao are Ilocano
although the original inhabitants are believed to be the Isnag people.
Educational Attainment of Father
It was found out that there are 39 or 25.00 percent of the father of the respondents who
graduated in college, 33 or 21.15 percent reached elementary level, 33 or 21.15 percent
graduated in high school, 23 or 14.74 reached college level, 19 or 12.18 percent reached high
school level, while nine or 5.77 percent graduated in elementary. It is implied that fathers of the
respondents can better support their child in successfully pursuing their General Mathematics
subject. Krashen (2005) concluded that students whose parents are educated score higher on
standardized tests than those whose parents were not educated. This is further strengthened by
the findings of Goddling (2001) who indicated that parental educational level has a positive
influence on their academic potential and achievement.
Educational Attainment of Mother
The table shows that 42 or 26.92 percent of the mother of the respondents graduated in
college, 32 or 20.51 percent reached college level, 27 or 17.31 percent reached high school and
graduated in high school, respectively, 16 or 10.26 percent reached elementary level, and 12 or
7.69 percent are elementary graduate. It can be inferred from this data that mothers of the
respondents are likewise educated which further implies that they are capable in assisting or
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guiding their children to do better in General Mathematics subject. Educated parents can better
communicate with their children regarding the school works, activities, and the information
being taught at school. They can better assist their children in their work and participate at
school (Fantuzzo & Tighe, 2000).
Monthly Income of the Parents
It can be noticed from the table that most of the student-respondents, comprising of 56
or 35.90 percent of the total respondents, belong to a family whose monthly income ranges
5,000.00 and below. Also, 32 or 20.51 percent have a monthly family income ranging from
5,001.00 to 10,000.00, 26 or 16.67 percent have a monthly family income ranging from
10,001.00 to 15,000.00, 17 or 10.90 percent from 20,001.00 to 30,000.00, 16 or 10.26 percent
from 15,001.00 to 20,000.00, and nine or 5.77 percent from 30,001 and above. The mean
income of the parents is 10,496.79. The findings by Goddling (2001) indicated that income
range has a positive influence on the students’ academic potential and achievement. This is
confirmed by the study of Baliyan (2012) who has found that income level is one of the factors
that significantly influence the performance of students in math.
Table 2. Demographic profile of the Grade 11 students in Luna District.

Profile Variables Frequency Percentage
Age 0.64
15 1 19.87
16 31 53.21
17 83 13.46
18 21 10.90
19 17 1.92
20-above 3
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Mean = 17.20
Sex
Male 75 48.08
Female 81 51.92
Track/Strand
Academic Track
ABM
30 19.23
HUMSS
43 27.56
STEM
42 26.92
TVL Track
Strand: Housekeeping
13 8.33
Tour Guiding and Travel
28 17.95
Services
Previous Junior High School Attended
Public 150 96.15
Private 6 3.85
Ethnicity
Ilocano 138 88.46
Isneg 10 6.41
Tagalog 7 4.49
Others: Bisaya 1 0.64
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Table 2 (Cont’d)
Father’s Educational Attainment

Elementary Level 33 21.15
Elementary Graduate 9 5.77
High School Level 19 12.18
High School Graduate 33 21.15
College Level 23 14.74
College Graduate 39 25.00
Mother’s Educational Attainment
Elementary Level 16 10.26
Elementary Graduate 12 7.69
High School Level 27 17.31
High School Graduate 27 17.31
College Level 32 20.51
College Graduate 42 26.92
Parents’ Monthly Income
5,000.00 & below 56 35.90
5,001.00 – 10,000.00 32 20.51
10,001.00 – 15,000.00 26 16.67
15,001.00 – 20,000.00 16 10.26
20,001.00 – 30,000.00 17 10.90
30,001.00 & above 9 5.77
Mean Income = 10,496.79
Factors Perceived as Affecting the Academic Performance of Grade 11 Students in

General Mathematics
In this study, student-related, family-related, teacher-related, school-related, and peer
factor/influence are perceived as affecting the academic performance of students in General
Mathematics.
STUDENT-RELATED FACTORS
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Student-related factor is considered as one factor perceived as affecting the academic
performance of Grade 11 students in General Mathematics. It was sub-categorized into attitude
on the subject and study habit.
Attitude on the Subject
Table 3 presents the attitude of the respondents towards General Mathematics subject.
The indicator “The lesson is clear to me when I am in my math class, but when I am at home I
tend to forget the lesson” had the highest weighted mean of 2.95 verbally interpreted as
‘favorable’ while the indicator “I feel uneasy going to the board in my math class” had the
lowest mean of 2.01 verbally interpreted as ‘favorable’.
The overall weighted mean of 2.44 is verbally interpreted as unfavorable. This means
that students have unfavorable attitude towards mathematics.
Table 3. Attitude of the respondents towards General Mathematics subject.
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Indicators Weighted Verbal

Mean Interpretation
1 I used to come late in attending my 2.59 Favorable
mathematics class.
2 Most of the topics in the subject are new 2.04 Unfavorable
to me.
3 My mind is kept inactive in this subject. 2.20 Unfavorable
4 I ask for further explanation and example 2.49 Unfavorable
of the topics which are not clear to me.
5 I actively participate in class discussion. 2.65 Favorable
6 I locate other materials for reference in the 2.21 Unfavorable
subject topics.
7 I feel uneasy going to the board in my 2.01 Unfavorable
math class.
8 The lesson is clear to me when I am in my 2.95 Favorable
math class, but when I am at home I tend
to forget the lesson.
9 Mathematics is a challenging subject but 2.55 Favorable
is neither too easy nor too hard for me.
10 As I learn more about the subject, I am 2.77 Favorable
confident that I could learn the content.
11 I am confident in my ability to 2.73 Favorable
successfully complete all class
assignments and requirements in the
subject.
12 The variety of materials, exercises, 2.75 Favorable For
illustrations, and so on helps me keep my negative
attention in the subject.
13 It is clear to me how mathematics subject 2.42 Unfavorable
is related to things I already know and
what is happening in real-life scenarios.
14 I am lazy to read and analyze problems or 2.11 Unfavorable
situations to be solved.
15 I feel hesitant to do my assignments at 2.07 Unfavorable
home.
Over-all Weighted Mean 2.44 Unfavorable
statements, the scale was reverted.
Melody Herrera 2019

Study Habit
Table 4 presents the students’ study habit in General Mathematics subject. The indicator
“I include the subject on my review time” has the highest weighted mean of 3.38 described as
“sometimes” and the indicator “I used to review previous topics before I proceed to the new
lesson” got the lowest mean of 2.91, described as “sometimes”.
The over-all weighted mean of 3.09 with a descriptive equivalent of ‘moderately
favorable’ means that the students moderately assessed that their study habits affect their
performance in General Mathematics. This finding is supported by the study of Odiri (2015)
who concluded that better study habits lead to better achievement. In his study, he stated that
the quality of a nation depends upon the quality of its citizen while quality of citizen depends
on the quality of its education which in turn depends on the study habit of the students.
Table 4. Perceived study habit of students in General Mathematics subject.
Weighted Descriptive
Indicators
Mean Interpretation
1 I do an advance reading and learning in the Moderately
2.97
subject. Favorable
2 I include the subject on my review time. Moderately
3.38
Favorable
3 I devote more time studying math than other Moderately
3.13
subjects. Favorable
4 I used to review previous topics before I Moderately
2.91
proceed to the new lesson. Favorable
5 I enjoy solving problems even if it is late in Moderately
3.05
the morning or late in the afternoon. Favorable
Moderately
Overall Weighted Mean 3.09
Favorable
HOME-RELATED FACTORS
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Home-related factor is also considered as another factor perceived to affect the
academic performance of Grade 11 students in General Mathematics. It was sub-categorized
into family’s support, proper guidance, family stress, and learning materials and facilities
available at home.
Family’s Support
Table 5 shows the level of support of the respondents’ family in pursuing the
mathematics subject. The indicator “My parents are ever ready to provide my needs on the
subject, e.g. calculator, computer, and other financial needs” has the highest weighted mean of
3.81 described as “agree” and the indicator “My siblings help me overcome my fear on the
subject” got the lowest mean of 3.31, described as “uncertain”.
The over-all weighted mean of 3.48 with a descriptive value of agree means that the
students believed that the support of their family in their studies affect their performance in
General Mathematics. This is supported by the study Brown & Iyengar (2008) who noted that
adolescents who lack parental acceptance, behavioral supervision and psychological autonomy
start out at a disadvantage by lacking vital skills needed to be academically successful.
Table 5. Level of family’s support to the respondents in pursuing General Mathematics subject.
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Weighted Descriptive Value

Indicators
Mean
My parents
1 Encourage me to give a lot of focus in
3.44 Agree
mathematics subject.
2 Apply the reward system whenever I
excel and/or achieve better in math 3.35 Uncertain
subject.
3 Help me overcome my math anxiety. 3.44 Agree
4 Motivate me to do my assignment and
3.61 Agree
review the subject regularly.
5 Provide enough time for me to study
3.57 Agree
the subject.
6 Are ever ready to provide my needs on
the subject, e.g. calculator, computer, 3.81 Agree
and other financial needs.
My sibling
7 Understands me whenever I need time
to work on the subject and thereby fail 3.51 Agree
to help in the household chores.
8 Helps me overcome my fear on the
3.31 Uncertain
subject.
9 Helps relieve my stress in math subject. 3.33 Uncertain
10 Let me borrow his/her calculator,
computer, and or other belongings 3.47 Agree
needed in the subject.
11 Supports and assists me in doing my
tough assignments and other math 3.43 Agree
requirements
Over-all Weighted Mean 3.48 Agree
Proper Guidance
Table 6 presents the guidance provided by the family to the students in pursuing the
mathematics subject. The indicator “My family guides me and teaches discipline in playing
game apps on the gadgets to avoid addiction that would affect my performance in class” has the
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highest weighted mean of 3.39 described as “uncertain” and the indicator “My family sets
schedule for me to study my class subjects, particularly mathematics subject” got the lowest
mean of 3.11, described as “uncertain”.
The over-all weighted mean of 3.23 which means “uncertain” is supported by Barnard
(2004) who stated that academic performance of students heavily depends upon the parental
involvement in their academic activities to attain the higher level of quality in academic
success (Barnard, 2004). Besides, the school authorities can provide counseling and guidance
to parents for creating positive home environment for improvement in students’ quality of work
(Marzano, 2008). Furthermore, Weiss (2006) also provide an integrative model of family
involvement that is evidence-based or clearly linked to positive child outcomes and this
includes Parenting, Home School Relationships, and Responsibility for Learning Outcomes. In
fact, favorable attitude towards schooling and education enhances parental involvement in
children’s present and future studies.
Table 6.
Weighted Descriptive Proper
Indicators
Mean Value guidance of
My family the family to
1 Sets schedule for me to study my class the students
subjects, particularly mathematics 3.11 Uncertain in pursuing
subject. General
2 Hinders me to go out with my friends Mathematics
most of the time if they think it would 3.32 Uncertain subject.
affect my study habit.
3 Prohibits use of cellular phone and other
gadgets during study time and late at 3.13 Uncertain
night.
4 Guides me and teaches discipline in
playing game apps on the gadgets to
3.39 Uncertain
avoid addiction that would affect my
performance in class.
5 Provides time for me and to address my
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needs and/or problems no matter how 3.22 Uncertain
busy they are.
Over-all Weighted Mean 3.23 Uncertain
Family Stress
Table 7 shows the perceived effect of family stress to the students in pursuing the
mathematics subject. The indicator “Problems in the family affect my performance in
mathematics” has the highest weighted mean of 3.00 described as “uncertain” and the indicator
“My family fails to address my concerns in school” got the lowest mean of 2.72, described as
“uncertain.”
The over-all weighted mean of 2.86 which means “uncertain” implies that when parents
are supportive listeners, caring and active in their adolescent’s life then there is less home life
stress, allowing the adolescent to have a positive and esteemed attitude towards school
Schmock (2014). The result further implies that every member of the family should avoid
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giving the child home life stress, instead parents should play the role as active listeners, care
givers, and supporters thereby giving positive outlook to the child in dealing with her school
life. Kernan, et al. (2011) also stated that academic success of student will be enhanced if the
optimal health related barriers are low.
Table 7. Perceived effect of family stress to the students in pursuing General Mathematics.
Indicators
Mean Value
1 Problems in the family affect my
3.00 Uncertain
performance in mathematics.
2 I cannot focus on the subject thinking that
we still have family problems to be 2.96 Uncertain
settled.
3 My family fails to address my concerns in
2.72 Uncertain
school.
4 I am obliged to do many household chores
before going to school, and late in the 2.74 Uncertain
afternoon or at night.
Learning Materials and Facilities Available at Home
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Table 8 shows the adequacy of learning materials and facilities which could be used by
the students at home. The table presents that the indicator “calculator” has the highest weighted
mean of 2.54 described as “very adequate” and the indicator “IBM SPSS” got the lowest mean
of 1.73, described as “adequate”.
The over-all weighted mean is 2.11 which mean “adequate”. This implies that there are
enough learning materials which could facilitate and enhance effective learning of the students
at home.
Table 8. Perception of the respondents on the availability of learning materials and facilities at
home.

Indicators
Mean
1 Calculator 2.54 Very Adequate
2 Computer 2.12 Adequate
3 Dictionary 2.25 Adequate
4 Encyclopedia 2.00 Adequate
5 IBM SPSS 1.73 Adequate
6 Math Journal 1.91 Adequate
7 Textbooks 2.24 Adequate
Over-all Weighted Mean 2.11 Adequate
SCHOOL-RELATED FACTORS
Another factor perceived as affecting the academic performance of Grade 11 students in
General Mathematics is school-related factor which is sub-categorized into class size, class
schedule, and school facilities/equipment/buildings.
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Class Size
Table 9 shows the status of class sizes in Luna District which are perceived to affect the
academic performance of students. The table presents that the indicator “Number of students
accommodated in each class are just enough for the size of the classroom” has the highest
weighted mean of 3.66 described as “agree”. It is followed by the indicator “We have a well-
lighted, ventilated, and spacious classroom with sufficient number of chairs for each student”
with a weighted mean of 3.60 described as “agree”, and the indicator “There are spacious
rooms conducive to learning” with a weighted mean of 3.19 was assessed as “uncertain”.
The over-all weighted mean of 3.48 which means “agree” confirms the finding of
Hagtvet (2006) who concluded that smaller class sizes have been shown to be more
advantageous to increasing student satisfaction.
Table 9. Perception of the respondents on the status of class sizes in Luna District.
Indicators
Mean Value
1 There are spacious rooms conducive to
3.19 Uncertain
learning.
2 Number of students accommodated in
each class are just enough for the size of 3.66 Agree
the classroom.
3 We have a well-lighted, ventilated, and
spacious classroom with sufficient number 3.60 Agree
of chairs for each student.
Class Schedule
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Table 10 shows the assessed effect of General Mathematics schedule to the academic
performance of students. The table presents that the indicator “I am participative in my math
class and enjoy solving problems if it is not taught at noon time” has the highest weighted mean
of 3.49 described as “agree” and the indicator “I feel sleepy if math subject is scheduled right
after lunch or about 1:30 in the afternoon” with a weighted mean of 2.79 has the lowest
weighted mean described as “uncertain”.
The over-all weighted mean of 3.13 described as “uncertain” implies that the subject
should be taught early in the morning to get the full concentration of the students towards
General Mathematics subject. Turner (2017) noted that researchers find children better at
repetitive tasks early in the day, while tasks that involve evaluation are best left to after lunch.
In the recent study of Dimitrova, she found out that when teenagers had math classes in the
morning rather than in the afternoon, their exam results improved by seven percent. She further
cited that brains are better and fresher in the morning, so the students are better at doing
something repetitive like problem solving which requires more speed, attention, and focus.
Table 10. Perception of the students on the schedule of General Mathematics subject.
Indicators
Mean Value
1 I am motivated to attend mathematics class set
3.37 Uncertain
as my first subject in the morning.
2 I am participative in my math class and enjoy
solving problems if it is not taught at noon 3.49 Agree
time.
3 I feel sleepy if math subject is scheduled right
2.79 Uncertain
after lunch or about 1:30 in the afternoon.
4 I cannot concentrate in my math class if it is
2.88 Uncertain
scheduled late in the morning or at noon time.
5 I feel bored if math subject is taught either late
3.11 Uncertain
in the morning or late in the afternoon.
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For negative statements, the scale was reverted.
School Facilities/Equipment/Buildings
Table 11 presents the adequacy of school facilities, equipment, and/or buildings which
are perceived to affect the academic performance of students. The indicator “Ventilation e.g.
ceiling/wall/stand fan, and aircon” has the highest weighted mean of 2.83 described as “very
adequate” and the indicator “IBM SPSS” got the lowest weighted mean of 2.00 described as
“adequate”
The over-all weighted mean of 2.36 which means “very adequate” confirms the finding
of Karemera (2003) that students’ performance is significantly correlated with satisfaction with
academic environment and the facilities of library, computer laboratory in the Institution. A
study effort from student and the proper use of the facilities provided by the institution to the
student, a good match between students’ learning style and the instructional materials use
positively affect the academic performance (Norhidayah Ali et. al., 2009).
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Table 11. Perception of the Respondents on the Availability of School

Facilities/Equipment/Buildings

Indicators
Mean
1 Charts, Graphs, Diagram, and so on 2.36 Very Adequate
2 Computer 2.33 Adequate
3 Dictionary 2.33 Adequate
4 Encyclopedia 2.03 Adequate
5 IBM SPSS 2.00 Adequate
6 LCD Projector 2.16 Adequate
7 Learning Module 2.24 Adequate
8 Math Journal 2.15 Adequate
9 Printer 2.43 Very Adequate
10 Textbooks 2.33 Adequate
11 Xerox copier 2.25 Adequate
12 Buildings e.g. classroom, laboratory,
2.37 Very Adequate
conference room
13 Chairs 2.57 Very Adequate
14 Blackboard/White Board/Graphing Board 2.68 Very Adequate
15 Tables 2.74 Very Adequate
16 Ventilation e.g. ceiling/wall/stand fan, aircon 2.83 Very Adequate
Over-all Weighted Mean 2.36 Very Adequate
TEACHER-RELATED FACTORS
The 4th factor perceived as affecting the academic performance of Grade 11 students in
General Mathematics is school-related factor. This factor is further sub-categorized into
teacher’s competency, teaching strategy and mastery of the subject matter, use of instructional
materials in teaching, and teacher’s attitude and working relationship.
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Teacher’s Competency, Teaching Strategy and Mastery of the Subject Matter
Table 12 shows the teacher’s competency, teaching strategy and mastery of the subject
matter. The over-all weighted mean is 3.82 describing math teachers’ capability as favorable in
creating a context-based learning atmosphere.
The indicator “My teacher phrases simple questions that encourage pupil participation”
had the highest weighted mean of 3.99 describing the teachers’ ability as favorable to teach
effectively with concentration on the learners’ needs. The indicator “My teacher relates the
subject matter to other fields, relevant current issues and concerns” had the lowest weighted
mean of 3.71 which means that the SHS teachers contextually teach the millennial learners
inculcating to them awareness on current issues and trends happening around them.
The over-all result also implies that SHS teachers should apply phrase and recognition
in the classroom and relate the lessons in real-life situations. In fact, House (2005) stated that
students showed higher satisfaction ratings toward those teachers who worked to broaden the
students’ view of life and gain insights into current real world problems. The study of Ampadu
(2011) also stated what Myers (2009) cited that when students are intrinsically motivated, they
have the chance in relating the concepts and skills they have learnt to their personal lives and
experiences which help them to develop conceptual understanding of the mathematical concepts
they have learnt and apply them in real life situations.
Table 12. Perception of the students on teacher’s competency, teaching strategy and mastery of
the subject matter.
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Indicators
Mean Value
My teacher
1 Explains the objectives and expectations
3.77 Agree
of the subject matter.
2 Presents lessons creatively and in
3.72 Agree
logical order.
3 Relates the subject matter to other
fields, relevant current issues and 3.71 Agree
concerns.
4 Constructs tests which adequately
3.73 Agree
sample what was covered.
5 Uses varied types of teaching strategies
designed to suit the needs of the new 3.84 Agree
curriculum.
6 Employs more innovative techniques
such as portfolio to make learning more 3.82 Agree
output base.
7 Keeps abreast of the modern techniques
of teaching, particularly the use of 3.72 Agree
multimedia.
8 Uses more reliable assessment tools and
techniques to evaluate the students’ 3.79 Agree
performance.
9 Enhances teaching through using
3.88 Agree
research-informed strategies.
10 Employs effective motivational
techniques to sustain students’ interest in 3.92 Agree
the lesson.
11 Presents lessons logically and
sequentially and supports them with 3.90 Agree
concrete examples.
12 Phrases simple questions that encourage
3.99 Agree
pupil participation.
13 Gives detailed and redundant
3.75 Agree
explanations for difficult points.
14 Directs discussion effectively and allow
3.88 Agree
students to participate in the discussion.
15 Gives clear and specific directions and
emphasizes the values to be internalized 3.83 Agree
during the learning activities.
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Use of Instructional Materials in Teaching
In terms of the use of instructional materials in teaching, the indicator “My teacher
adopts teaching techniques to the selected instructional materials” had the highest weighted
mean of 3.94 described as “agree” which means that teacher uses instructional material that is
appropriate to his topic. The indicator “Uses instructional materials to motivate and sustain
varied interests of the students” had the lowest weighted mean of 3.56 described as “agree” and
interprets teachers’ use of instructional materials as favorable to the students in motivating and
sustaining their varied interests on particular topics.
The over-all weighted mean of 3.76 described as “agree” implies that the mathematics
teachers use different teaching strategies suited to the students’ level of understanding and
interest. This further reveals that students are encouraged to actively participate in class
discussions and in doing activities in mathematics subject (Lagula, 2018).
Table 13. Perception of the students on the teachers’ use of instructional materials in teaching.
Indicators
Mean Value
My teacher
1 Selects instructional materials based on their
suitability to attain the objectives of the 3.71 Agree
lesson.
2 Uses instructional materials to motivate and
3.56 Agree
sustain varied interests of the students.
3 Selects instructional materials that are
consistent with students’ capabilities and 3.65 Agree
learning styles.
4 Uses mock-ups, realias, models, and exhibits
3.67 Agree
to expedite the teaching-learning process.
5 Prepares aids such as rulers and templates to
3.89 Agree
save time and improve the quality of work.
6 Adopts teaching techniques to the selected
3.94 Agree
instructional materials.
7 Finds ways and allows students for access on
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the use of available instructional materials, 3.87 Agree
facilities and/or equipment in the school.
Teacher’s Attitude and Working Relationship
Table 14 presents the teacher’s attitude and working relationship which are perceived to
affect the academic performance of students. Out of eight indicators, the indicator “My teacher
has a good relationship with the students and co-teachers” has the highest weighted mean of
4.04 described as “agree”. The indicator “My teacher addresses the student’s concern regarding
the lesson they are presently discussing or has just been discussed” has the lowest weighted
mean of 3.51 described as “agree”.
The over-all weighted mean of 3.85 described as “agree” implies that the mathematics
teachers know how to maintain good relationship with their students and co-teachers and that
they make the best of it to address students’ concern regarding the lesson. The result is
supported by the study of Suldo, et. al. ((2009) who found that positive relationship and
providing emotional support from teachers were particularly predictive of academic
competence. This is further supported by Hughes and Kwok (2007) who suggested that when
students experience a sense of belonging and supportive relationships with teachers and
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classmates, they may become more motivated to actively participate in the classroom.
Moreover, they stated that students who enjoy a close and supportive relationship with a
teacher experience greater achievement because they are more engaged in the classroom and
thus work harder.
Table 14. Perception of the respondents on the teachers’ attitude and working relationship.
Indicators
Mean Value
My teacher
1 Has a good relationship with the students
4.04 Agree
and co-teachers.
2 Is open to suggestion and opinion and is
4.03 Agree
worthy of praise.
3 Show smartness, confidence and firmness in
3.89 Agree
making decision.
4 Has an appealing personality with good
4.01 Agree
sense of humor.
5 Imposes proper discipline and are not
3.92 Agree
lenient in following the prescribed rules
6 Is approachable and supportive to the
3.83 Agree
students’ concern.
7 Knows and understands the learning
3.59 Agree
capability of his/her students.
8 Addresses the student’s concern regarding
the lesson they are presently discussing or 3.51 Agree
has just been discussed.
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Peer Factor/Influence
The 5th factor perceived as affecting the academic performance of Grade 11 students in
General Mathematics is peer factor or influence. Out of the 12 indicators, the indicator “My
peer friends and classmates support me when I am down or hard up in understanding the
subject” got the highest indicator with a weighted mean of 2.99 interpreted as “highly
influential”. This implies that peer friends significantly influence the life of the students. Boaler
(2009) stated that the kind of feedback that students get from their colleagues influence their level
of participation and willingness to answer questions in class. The indicator “I go out with my
friends even during math class” with a weighted mean of 2.99 interpreted as ‘moderately
influential’ implies that the students give utmost importance reviewing their math lessons.
The over-all weighted mean of 3.22 supports the study of Gillies (2003) who found that
children in structured cooperative groups were more likely to use higher order thinking skills
when responding to problem-solving questions than were their peers in the unstructured groups.
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Table 15. Level of influence of peer factor to the academic performance of students in General
Mathematics.
Weighted Verbal
Indicators
Mean Interpretation
1 I go out with my friends even during math Moderately
2.99
class. Influential
2 I spend more time with my friends than Moderately
3.23
reviewing my math lessons. Influential
3 I attend math class if my classmates want to. Moderately
3.15
Influential
4 I do assignments and other math
Moderately
requirements only when my classmates or 3.10
Influential
friends do so.
5 I explain content of math materials with my Moderately
3.01
classmates and friends. Influential
6 I do math homework and requirements with Moderately
3.12
my classmates. Influential
7 I review math subject together with my Moderately
3.19
friends. Influential
8 I set schedule to review math subject with Moderately
3.37
my classmates or friends. Influential
9 I discuss answers to questions or problems Moderately
3.22 For
with my classmates. Influential
10 I used to compete with my classmates or Moderately negative
3.03
friends regarding math scores. Influential
11 My friends motivate me to perform well in Highly
3.49
class. Influential
12 My peer friends and classmates support me
Highly
when I am down or hard up in 3.75
Influential
understanding the subject.
Over-all Weighted Mean Moderately
3.22
Influential
statements, the scale was reverted.
Academic Performance of the Grade 11 Students in Luna, Apayao
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Grade 11 students’ performance was evaluated through their final grade in General
Mathematics as reflected in the Grading Sheet as well as in the Form 138 (Report Card).
The result of the evaluation shows that among the 156 Grade 11 student-respondents, 18
or 11.54 percent were rated as “outstanding”, 38 or 24.36 were rated as “very satisfactory”, 41
or 26.28 were rated as “satisfactory”, while 59 or 37.82 percent were rated as “fairly
satisfactory.” No one was rated as “did not meet expectation”. One of the possible reasons is
the release of an order by the Department of Education, namely DepEd Order No.8, s. 2018
stating that Grade 11 and 12 learners who failed a unit/set of competencies must be
immediately given remedial classes. They should pass the summative assessments during
remediation to avoid a failing grade in a learning area/subject. This will prevent students from
having back subjects in Senior High School (SHS). However, if the learner still fails remedial
classes, s/he must retake the subject/s failed during the summer or as back subject. This was
further explained by DepEd Order No. 13, s. 2018. Guidance teachers/career advocates must
provide support to the SHS student for his/her choices in SHS tracks. Due to this, the students
subjected for remediation do their best to avoid failure or having back subject.
Table 16. Respondents’ level of performance in General Mathematics based on the Grading
Sheet for the 1st semester with a period covered June 2018 – October 2019.
Score Frequency Percentage Descriptive Value

90 – 100 18 11.54 Outstanding
85 – 89 38 24.36 Very Satisfactory

80 – 84 41 26.28 Satisfactory
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75 – 79 59 37.82 Fairly Satisfactory

Did not meet
Below 75 0 0.00
expectation
Mean Score = 82.49 100.00 Satisfactory
Relationship between the Respondents’ Profile and their Academic Performance
This study tested whether or not the relationship exists between the demographic profile
of the respondents and their academic performance.
Table 17 reveals that the age and respective tracks and strands enrolled by the
respondents were found to be significantly related to the academic performance of Grade 11
students. The probability value of 0.001 and critical value of 21.03 at 0.05, respectively
record highly significant result.
Age is significantly related to the academic performance of students in General
Mathematics. This is seen in their probability value of 0.001 which is lesser than 0.01 level of
significance. The negative r – value of -0.260 means that the older the student is, the lower is
his level of performance. Older people are not finding up like the younger ones, thus leading to
development of inferiority complex. This confirms the finding of Jabor, et al. (2011) who found
that “below 19” age group of students had higher grade point average (GPA) scores in
mathematics than the scores of “19 and above” age group of students.
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Similarly track/strand is significantly related to the students’ performance in general
mathematics. This means that the track/strand enrolled by the students has something to do on
their academic performance in General Mathematics. The significant relationship of
track/strand to students’ mathematics performance reveals that students enrolled in Academic
Track – STEM strand and Academic – ABM strand have higher level of performance than the
other students who are enrolled in other track/strand. Students who are enrolled in track/strand
that are math related track/strand are expected to perform better in mathematics because they
are mathematically inclined, than those students who are taking up courses which are not
related to mathematics.
Ethnicity, educational attainment of father, educational attainment of mother, Junior
high school completed from, parents’ monthly income, and sex do not affect the performance of
the students in General Mathematics.
Table 17. Relationship between the personal profile of the respondents and their performance in
General Mathematics.
Profile r – value prob – value Remarks
Age (mean age of 17.20) -0.260** 0.001 Significant
Parent’s monthly income 0.036 0.651 Not Significant
**-Significant @ .01
Variables Df X2 X2 critical X2 critical Remarks
computed value at value at
(.05) (.01)
Sex 3 2.36 7.81 11.34 Not Significant
Track/Strand 12 22.61* 21.03 26.22 Significant
(ABM & STEM)
Junior High School 3 4.08 7.81 11.34 Not Significant
Completed from
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Ethnicity 9 6.37 16.92 12.97 Not Significant

Educational 15 9.42 24.99 30.58 Not Significant
Attainment of
Father
Educational 15 10.87 24.99 30.58 Not Significant
Attainment of
Mother
Relationship between the Factors Perceived as Affecting the Performance of Grade 11

Students and their Academic Performance in General Mathematics
Table 18 reveals the relationship between the perceived factors to influence the
performance of the respondents and their performance in general mathematics. The table shows
that of the thirteen (13) factors, two were found to have significant relationship with
mathematics performance. These factors are class size and the peer influence which means that
these factors affect the performance of the respondents in general mathematics.
It is revealed in the table that there is a significant relationship between class size and
math performance. This is proven by the probability value of 0.043 which is lesser than 0.05
level of significance. This confirms the findings Hagtvet (2006) who pointed out that smaller
class sizes have been shown to be more advantageous to increasing student satisfaction
Furthermore, positive interactions between teachers and students have been shown to
increase students’ perceptions of supportive environments and students have demonstrated
higher levels of satisfaction (Suldo et al., 2009). However, class size can impact these
interactions and research has shown that students in larger classes report less personal
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interaction with their teachers than those in smaller classes according to a quantitative study of
844 university students conducted by Marsh, Hau, Chung, and Siu (1997).
Peer influence has a positive association to math performance as shown in the table
with an r – value of 0.204 has a probability value of 0.011, which is lesser than 0.05 at 0.05
level of significance. This implies that peers, specifically the friends and classmates of the
respondents have a very strong influence to them that would either improve or deteriorate their
performance in mathematics. This confirms the study of Cachero (2012) that if their peers have
a good influence to them, then they will have a good performance also. As the saying goes,
“Tell me your friends and I will tell you who you are”, this is really an indication that peers
greatly influence anybody, hence, the students will have a better performance in mathematics if
their peers are good influence.
Table 18. Relationship between the perceived factors to influence the performance of the
respondents and their performance in general mathematics.
Melody Herrera 2019

Factors r – value p – value Remarks

Attitude on the subject 0.011 0.887 Not Significant
Study Habit 0.156 0.052 Not Significant
Parents’ Support 0.008 0.921 Not Significant
Proper Guidance 0.013 0.875 Not Significant
Family Stress -0.066 0.411 Not Significant
Learning Materials and
0.139 0.089 Not Significant
Facilities Available at Home
Class Size 0.163* 0.043 Significant
Class Schedule 0.023 0.774 Not Significant
School 0.101 0.209 Not Significant
Facilities/Equipment/Facilities
School 0.101 0.209 Not Significant
Facilities/Equipment/Facilities
Teacher’s 0.108 0.828 Not Significant
Competency/Teaching
Strategy/Mastery of the Subject
Matter
Use of Instructional Materials
0.003 0.975 Not Significant
in Teaching
Teacher’s Attitude and Working Not Significant
0.054 0.506
Relationship
Peer Factor/Influence 0.204* 0.011 Significant
Chapter 5
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
This chapter presents the summary of the salient findings, conclusions, and
recommendations offered by the researcher.
Summary
Melody Herrera 2019

This study surveyed the demographic profile of Grade 11 students in Luna, Apayao in
terms of their age, sex, track/strand, previous junior high school attended, ethnicity, father’s
educational attainment, mother’s educational attainment, and family’s monthly income. The
academic performance in General Mathematics was also evaluated and was related to the
demographic profile and to the factors perceived as affecting the academic performance of
Grade 11 students.
The survey questionnaire was the primary instrument used in the study. The final grade
in General Mathematics reflected in the Grading Sheet as well as in School Report Card (Form
138) was also used to determine the academic performance of the student-respondents. It was
conducted in the four Senior High Schools within Luna District with 156 student-respondents
chosen through stratified random sampling.
The data gathered were recorded, summarized, analyzed and interpreted using
frequency counts, mean, percentage distribution, five-point and three-point Likert Scale, Chi-
Square and Pearson’s Moment Correlation.
This study came out with the following findings:
Among the 156 Grade 11 student-respondents in Luna District, there are 83 or 53.21
percent whose age is 17. Majority of the respondents were female. 27.56 percent are enrolled in
HUMSS, 26.92 percent are enrolled in STEM, 19.23 percent in ABM, 17.95 in Tour Guiding
and Travel Services, and 8.33 percent in Housekeeping. 96.15 percent of the respondents came
from public junior high school. Most of the respondents are Ilocano with a percentage of 88.46.
Most of the respondents’ parents graduated in college with an average of 25.00 percent for the
Melody Herrera 2019

father and 26.92 percent for the mother. 35.00 percent of family’s monthly income ranges from
₱ 5,000.00 and below.
Based from the findings of the study, attitude towards General Mathematics is described
as ‘unfavorable’. The study habit of students is assessed as ‘sometimes’. Family’s support is
described to be ‘agreeable’. Proper guidance from the family as well as the assessed effect of
family stress to the students’ performance in mathematics is assessed to be ‘uncertain’.
Learning materials and facilities at home are described as ‘adequate’. Class size is ‘agreeable’
to the number of students in a room. Class schedule is assessed to be ‘uncertain’. School
facilities/equipment/buildings are assessed as ‘very adequate’. Teacher’s competency, teaching
strategy and mastery of the subject matter are assessed as ‘agreeable’ to the needs of the
students. Use of instructional materials in teaching is described as ‘favorable’, and teacher’s
attitude and working relationship as perceived by the respondents are ‘agreeable’. Peer factor
indicators are assessed as ‘moderately influencing.’
The Grade 11 students in Luna District have “Satisfactory” performance as evaluated
through the Grading Sheet.
Their age and track/strand are significantly related to their academic performance.
Finally, school-related factor in terms of class size and peer factor or influence, the two
factors perceived as affecting the academic performance of Grade 11 students, are significantly
related to academic performance.
Melody Herrera 2019

Conclusion
Based on the findings, the following conclusions were drawn:

The student-respondents are at the right age to be in Grade 11. Majority of the
respondents were females. Most of the student-respondents were enrolled in Academic track -
Humanities and Social Sciences (HUMSS). Majority of the student-respondents completed
their junior high school from public schools. Most of the respondents’ fathers graduated in
college. The result implies that fathers of the respondents can better support their child in
successfully pursing their General Mathematics subject. Most of the respondents’ mothers
graduated in college. It was inferred that they are capable in assisting or guiding their children
regarding the school works, activities, and the information being taught at school. Parents’
mean income has a positive influence on the students’ academic potential and achievement.
Student-respondents have unfavorable attitude towards General Mathematics. They are
sometimes motivated to study the subject. Their family is found to be supportive in their
studies. They are uncertain as to the guidance provided by their family and their parental
involvement in academic activities. There are enough learning materials which could facilitate
and enhance effective learning of students at home. The number of students accommodated in
each class are just enough for the size of the classroom. The class schedule is assessed to be
uncertain implying that the subject should be taught early in the morning to get the full
concentration of the students towards General Mathematics subject. The school
facilities/equipment/buildings are very adequate which make the students satisfied with their
academic environment. The teachers are found to be competent, employing effective teaching
strategies, and showing mastery of the subject matter. They use instructional materials which
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are appropriate for the topic. Mathematics teachers also know how to maintain good
relationship with their students and co-teachers and that they make the best of it to address
students’ concern regarding the lesson. Peer friends significantly influence the academic life of
the students.
The performance of grade – 11 students in general mathematics is average. The DepEd
strictly follow DepEd order No. 8, s.2018 stating that Grades 11 and 12 learners who failed a
unit/set of competencies must be given remedial classes.

Age and track/strand enrolled by the students are associated with their performance in
general mathematics. Age is significantly related to the students’ academic performance in
general mathematics proven by its negative r-value of -0.260 which means that the older the
student is, the lower is his level of performance. Track/strand is significantly related to the
students’ performance in general mathematics. This means that the track/strand enrolled by the
students has something to do on their academic performance in General Mathematics. The
significant relationship of track/strand to students’ mathematics performance reveals that
students enrolled in Academic Track – STEM strand and Academic – ABM strand have higher
level of performance than the other students who are enrolled in other track/strand. Students
who are enrolled in track/strand that are math related track/strand are expected to perform
better in mathematics because they are mathematically inclined, than those students who are
taking up courses which are not related to mathematics.

Finally, school-related factor in terms of class size and peer factor or influence are
significantly related to academic performance. The schools in Luna district maintain sufficient
number of students in a class. Peers, specifically the friends and classmates of the student-
Melody Herrera 2019

respondents have a very strong influence to them that would either improve or deteriorate their
performance in mathematics.
Recommendation
In the light of the aforementioned findings and conclusions, the researcher humbly
presents the following recommendations:
1. Guidance teachers/career advocates must provide support to the SHS student for his/her
choices in SHS tracks. Career Guidance should be strictly implemented and monitored
to help the students decide and enroll on the track/strand appropriate for them.
2. The students themselves, being at the adolescence stage, must be responsible and
submissive enough to study/review the General Mathematics subject so as to achieve a
better and clearer understanding of the subject.
3. Parents and all members of the family should continually provide the best support and
guidance to the students in their academic studies.
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4. The General Mathematics teachers should devote more time to focus on the educational
needs or support needed by the students to improve their knowledge and ability
regarding the subject.
5. Mathematics teachers should increase input and interaction in mathematics to attain
higher performance. They should encourage students to become more active
participants in their mathematics lesson for this can also assist them to see a purpose for
building their self-confidence for a better performance result.
6. The school administrators should maintain sufficient number of students per class so
that all the students will be given enough focus during the teaching-learning process.
LITERATURE CITED
A. BOOKS
AGGARWAL, S. 2014. Factor Affecting the Academic Performance of College Students.
ALOS SB, CARANTO LC, DAVID JJT. 2011. Factors Affecting the Academic
Performance of Students of BSU.
BLOOM, L.A. 2009. Classroom management: Creating positive outcomes for all students.
Western Carolina University. Pearson Publishing.
BOALER, J. (2009). The Elephant in the Classroom: Helping Children Learn and Love
Maths. Souvenir Press Ltd. London.
BOALER, J. (2009). The Elephant in the Classroom: Helping Children Learn and Love
Maths. Souvenir Press Ltd. London.
Melody Herrera 2019

GESTIADA, ET AL. 2017. Development of a senior high school career decision tool.
Institute of a mathematical sciences and physics.
MASHAYEKHI F, ET AL. 2014. The relationship between the study habits and the
academic achievement of students in Islamic Azad University of Jiroft Branch.
Rev. 2014; 2(6): 182-187.
SHAHZADI, E. AND AHMAD, Z. 2014. A Study on Academic Performance of University

Students.
B. JOURNALS
ALI S, ZUBAIR H, FAHAD M, ET AL. 2013. Factors Contributing to the Students’

Academic Performance. A Case Study of Islamia University Sub-Campus.
AmericanJournal ofEducationalResearch.2013; 1(8): 283-289.
COLTHAN O. 2002. "Norms of collegiality and experimentation: Workplace conditions

of school success." American Educational Research Journal. Vol. 19. No 3.
DELIGERO, J. 2015. Development of a senior high school career decision tool. Canadian
Center of Science and Education. 2015
DIAZ, A. 2013. Personal, Family and Academic Factors affecting low Achievement in
Secondary School. Journal of research in Educational Psychology and Psycho
Pedagogy. 2013; 1(1): 43-66.
Melody Herrera 2019

FAROOQ, M.S. ET AL. 2011. Factors Affecting Students’ Quality of Academic

Performance: A Case of Secondary School Level.
Journal of Quality and Technology Management.Volume VII, Issue II, December
2011.
GANYAUPFU, EM. 2013. Teaching Methods and Students’ Performance. International

Journal of Humanities and Social Science Invention. 2013 Sep; 2(9): 29-35.
JABOR, ET AL. 2011. The Influence of Age and Gender on the Students’ Achievement in
Mathematics. International Conference on Social Science and Humanity. IPEDR Vol.
5 (2011) © (2011) IACSIT Press, Singapore.
MUSHTAQ, I. & KHAN, S. 2012. Factors Affecting Students’ Academic Performance.

Global Journal of Management and Business Research. Vol. 12. No. 9.
ODIRI, O. 2015. Relationship of Study Habits with Mathematics Achievement. Journal of

Education and Practice. Vol. 6. No. 10.
RICHARDSON V, FALLONA C. 2011. Classroom Management as Method and Manner.

Journal of Curriculum Studies. 2011; 6: 705-728
SCHMUCK, JESSICA. 2011. Parental Influence on the Student’s Academic Performance.

The Journal of Undergraduate Research. Vol. 9. Art.11.
C. INTERNET MATERIALS
RANE ZA. 2010. Factors that influence students learning achievement. [Internet]. Rumah
A. Available from: ht tp://rumahanthares.blogspot.com/2010/09/factors-that-influence-
students.html
D. UNPUBLISHED MATERIALS
Melody Herrera 2019

HERRERA, M. 2017. Level of Motivation and Academic Performance of SHS Teachers.
LAGULA, A. 2018. Determinants of Statistics and Probability Performance.
Appendix A
LETTER REQUEST TO THE SCHOOLS DIVISION SUPERINTENDENT
Republic of the Philippines

CAGAYAN STATE UNIVERSITY
College of Education
Sanchez Mira, Cagayan
March 25, 2019
RONALD B. CASTILLO, CESO V

Schools Division Superintendent
Schools Division Office of Apayao
Capagaypayan, Luna, Apayao
Sir:
I have the honor to ask permission to conduct my study titled “FACTORS AFFECTING THE ACADEMIC
PERFROMANCE OF THE GRADE 11 STUDENTS IN GENERAL MATHEMATICS.” The respondents of my study are
the Grade 11 students of Luna District. The locale of my study is the Senior High Schools offering Academic and TVL Tracks
in Luna, Apayao, to include the following:
1. Apayao Science High School

2. Bac-Da National High School
3. Luna National High School
4. Tumog National Agricultural and Trade High School
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This study is in partial fulfillment of the requirements for the degree Master of Science in Teaching major in Mathematics.
I anticipate for your favorable action. Rest assured that your office will be furnished with a copy of the findings of my study.
Very truly yours,
(SGD) MELODY J. HERRERA

Researcher
Noted:
(SGD) RONALD L. CACHERO, Ph.D

Adviser
Approved:
(SGD) RONALD B. CASTILLO, CESO V

Schools Division Superintendent
Appendix B
LETTER TO THE PRINCIPAL

March 25, 2019
The Principal
__________________________
__________________________
Sir/Madam:
The undersigned is currently conducting a research study titled, “FACTORS AFFECTING THE
ACADEMIC PERFROMANCE OF THE GRADE 11 STUDENTS IN GENERAL
MATHEMATICS” in partial fulfillment of the requirements for the degree Master of Science in
Teaching Major in Mathematics.
Melody Herrera 2019

In this connection, I would like to request your good office permission to float my questionnaire to the
Grade 11 students in your school.
I anticipate my sincere thanks for your support and consideration on this endeavor.
Very truly yours,

Researcher
Noted:
(SGD) ______________________
Principal
Appendix C
LETTER TO THE RESPONDENTS

March 25, 2019
Dear students:
The undersigned is currently conducting a research study titled, “FACTORS AFFECTING THE
ACADEMIC PERFROMANCE OF GRADE 11 STUDENTS IN GENERAL MATHEMATICS” in partial fulfillment
of the requirements for the degree Master of Science in Teaching major in Mathematics.
The researcher earnestly solicits your cooperation in accomplishing the questionnaire knowing
that your responses will greatly help in the success of this study. Be rest assured that all
information to be gathered will be treated with utmost confidentiality.
Melody Herrera 2019

Thank you very much for your whole hearted support and cooperation.
Very truly yours,

Researcher
CURRICULUM VITAE
Personal Background
Name : MELODY J. HERRERA
Place of Birth : Poblacion East, Flora, Apayao
Date of Birth : March 21, 1984
Civil Status : Married
Spouse : 1Lt Voltair V. Herrera
Children : Maria Cyzette J. Herrera

Zshairee Fhaye J. Herrera
Jenzymae Yvette J. Herrera
Mariah Yasmeen Reese J. Herrera
Educational Background
Elementary : Flora Central School (1992-1997)

Poblacion West, Flora, Apayao
Salutatorian, Best in Math/Science, Editor-In-Chief
NAMCYA & NSPC Qualifier
Melody Herrera 2019

Secondary : St. Joseph High School (1998-2001)

Poblacion West, Flora, Apayao
2nd in Excellence, Best in Values Educ., Editor-In-Chief
Tertiary : Florencio L. Vargas College (2005-2009)

Abulug, Cagayan
Course : Bachelor of Science in Accountancy

Cum Laude, Leadership Award, Campus Award
Department Award, Editor-In-Chief
CPE School : Apayao State College (2011)
Course : Bachelor of Secondary Education major in Mathematics
Skills : Singing, playing guitar, writing articles (Journalism),
Eligibility : Licensure Examination for Teachers

Civil Service
Graduate School : Cagayan State University

Degree : Master of Arts in Education

Master of Science in Teaching
Doctor of Philosophy (18 units earned)
Major : Educational Management

Mathematics
Educational Management
Admin Experience : 2009 – 2012
Teaching Experience : 2012 – Present
Trainings Attended :
 Training of Coaches in the Conduct of Action Research

 Seminar-Workshop on Assessment and Evaluation of Learning Resources cum
Development of Contextualized Learning Resources
 Mass Training of Senior High School Teachers in the Academic Track (2nd Tranche)
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 Training-Workshop on Action Research Development

 Mass Training of Senior High School Teachers on General/Common Topics
 Regional Mass Training for Senior High School Teachers – Accountancy, Business and
Management Strand
 District Roll-Out SIP Enhancement Orientation Workshop and Training
 Seminar-Workshop on the Development of Learning Materials and Learning Packages
Across the Different Areas
 School-Based Training-Workshop on Basic Computer Literacy for Teachers
 Teachers’ Induction Program and Seminar
 DOST Star Books Orientation and Training for Users and Administrators
 Mass Orientation of TLE Teachers of the K to 12 Program with Skills Enhancement
Training in Bread and Pastry NCII
 Training of Teachers on the K to 12 Enhanced Basic Education Program
 Seminar on School Property Inventory and Report of Unserviceable Properties
 In Service Training
 Training of School Paper Advisers and Campus Journalists
Appendix D
THE QUESTIONNAIRE
For Grade 11 Students
Part I. Demographic Profile of the SHS Students
Directions: Please put a check (/) mark in the blank provided the most appropriate answer about
you.
Name: _________________________
1. Age ( ) 15 ( ) 18
( ) 16 ( ) 19
( ) 17 ( ) 20 and above
2. Sex ( ) Male ( ) Female
3. Track/Strand
Academic Track TVL Track
( ) ABM Strand (Please specify): ___
( ) GAS
( ) HUMMS
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( ) STEM
4. Previous school attended: ( ) Public ( ) Private
5. Ethnicity ( ) Ilocano ( ) Tagalog

( ) Isneg ( ) Others: ___________
6. Father’s Educational Attainment

( ) Elementary Level ( ) Elementary Graduate
( ) High School Level ( ) High School Graduate
( ) College Level ( ) College Graduate
7. Mother’s Educational Attainment

( ) Elementary Level ( ) Elementary Graduate
( ) High School Level ( ) High School Graduate
( ) College Level ( ) College Graduate
8. Family’s Monthly Income ( ) 5,000 & below ( ) 15,001 – 20,000

( ) 5,001 – 10,000 ( ) 20,001 – 30,000
( ) 10,001 – 15,000 ( ) 30,001 & above
Part II. Factors Affecting Academic Performance of Students in Mathematics

General Instruction: The set of questionnaires below are the factors which possibly affect the
performance of students in Mathematics. Please rate each indicator by simply putting a
checkmark on the appropriate column for your most honest answer. Use the scale provided for
each factor indicators.
1. Student-related factors
Direction: Below is a list of items which measures your attitude towards mathematics
subject. Please put a checkmark on the appropriate column that corresponds to your
answer. Use the scale below:
Point Descriptive Value

4 Strongly Agree
3 Agree
2 Disagree
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1 Strongly Disagree
1.1. Attitude on the subject
Indicators 4 3 2 1
1 I used to come early in attending my mathematics class.
2 Most of the topics in the subject are new to me.
3 My mind is kept inactive in this subject.
4 I ask for further explanation and example of the topics
which are not clear to me.
5 I actively participate in class discussion.
6 I locate other materials for reference in the subject topics.
7 I feel uneasy going to the board in my math class.
8 The lesson is clear to me when I am in my math class, but
when I am at home I tend to forget the lesson.
9 Mathematics is a challenging subject but is neither too easy
nor too hard for me.
10 As I learn more about the subject, I am confident that I
could learn the content.
11 I am confident in my ability to successfully complete all
class assignments and requirements in the subject.
12 The variety of materials, exercises, illustrations, and so on
helps me keep my attention in the subject.
13 It is clear to me how mathematics subject is related to
things I already know and what is happening in real-life
scenarios.
14 I am lazy to read and analyze problems or situations to be
solved.
15 I feel hesitant to do my assignments at home.
1.2 Study Habit
Direction: Below is a list of items which measures your attitude towards mathematics subject.
Please put a checkmark on the appropriate column that corresponds to your answer. Use the
scale below:

5 Always
4 Often
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3 Sometimes
2 Seldom
1 Never
Indicators 5 4 3 2 1
1 I do an advance reading and learning in the subject.
2 I include the subject on my review time.
3 I devote more time studying math than other subjects.
4 I used to review previous topics before I proceed to the new
lesson.
5 I enjoy solving problems even if it is late in the morning or
late in the afternoon.
2. Home-related Factors
Direction: Please indicate your honest assessment on the following items by simply putting
a checkmark on the appropriate column using the scale below:

5 Strongly Agree
4 Agree
3 Uncertain
2 Disagree
1 Strongly Disagree
2.1. Family’s Support
My parents
1 Encourage me to give a lot of focus in mathematics
subject.
2 Apply the reward system whenever I excel and/or achieve
better in math subject.
3 Help me overcome my math anxiety.
4 Motivate me to do my assignment and review the subject
regularly.
5 Provide enough time for me to study the subject.
6 Are ever ready to provide my needs on the subject, e.g.
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calculator, computer, and other financial needs.

My sibling
8 Understands me whenever I need time to work on the
subject and thereby fail to help in the household chores.
9 Helps me overcome my fear on the subject.
10 Helps relieve my stress in math subject.
11 Let me borrow his/her calculator, computer, and or other
belongings needed in the subject.
12 Supports and assists me in doing my tough assignments
and other math requirements.
2. 2 Proper Guidance
My family
1 Set schedule for me to study my class subjects, particularly
mathematics subject.
2 Hinders me to go out with my friends most of the time if
they think it would affect my study habit.
3 Prohibits use of cellular phone and other gadgets during
study time and late at night.
4 Guides me and teaches discipline in playing game apps on
the gadgets to avoid addiction that would affect my
performance in class.
5 Provides time for me and to address my needs and/or
problems no matter how busy they are.
2.3 Family Stress
1 Problems in the family affect my performance in
mathematics.
2 I cannot focus on the subject thinking that we still have
family problems to be settled.
3 My family fails to address my concerns in school.
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4 I am obliged to do many household chores before going to

school, and late in the afternoon or at night.
2.4 Learning Materials and Facilities Available at Home
Direction: Please indicate your honest assessment on the presence/existence of each

indicator by checking the appropriate column using the scale below:
3 – Very Adequate 2 – Adequate 1 - Inadequate
Learning References/Facilities 3 2 1
1 Calculator
2 Computer
3 Dictionary
4 Encyclopedia
5 IBM SPSS
6 Math Journal
7 Textbooks
3. School-related Factors

5 Strongly Agree
4 Agree
3 Uncertain
2 Disagree
1 Strongly Disagree
3.1 Class size
1 There are spacious rooms conducive to learning.
2 Number of students accommodated in each class are just
enough for the size of the classroom.
3 We have a well-lighted, ventilated, and spacious classroom
with sufficient number of chairs for each student.
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3.2 Class Schedule
1 I am motivated to attend mathematics class set as my first
subject in the morning.
2 I am participative in my math class and enjoy solving
problems if it is not taught at noon time.
3 I feel sleepy if math subject is scheduled right after lunch
or about 1:30 in the afternoon.
4 I cannot concentrate in my math class if it is scheduled late
in the morning or at noon time.
5 I feel bored if math subject is taught either late in the
morning or late in the afternoon.
3.3 School Facilities/Equipment/Buildings
Direction: Please indicate your honest assessment on the presence/existence of each

indicator by checking the appropriate column using the scale below:
3 – Very Adequate 2 – Adequate 1 - Inadequate
Items 3 2 1
1 Charts, Graphs, Diagram, and so on
2 Computer
3 Dictionary
4 Encyclopedia
5 IBM SPSS
6 LCD Projector
7 Learning Module
8 Math Journal
9 Printer
10 Textbooks
11 Xerox copier
12 Buildings e.g. classroom, laboratory, conference room
13 Chairs
14 Blackboard/White Board/Graphing Board
15 Tables
16 Ventilation e.g. ceiling/wall/stand fan, aircon
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4. Teacher-related factors

5 Strongly Agree
4 Agree
3 Uncertain
2 Disagree
1 Strongly Disagree
4.1 Teacher’s Competency, Teaching Strategy, and Mastery of the Subject Matter
My teacher
1 Explains the objectives and expectations of the subject
matter.
2 Presents lessons creatively and in logical order.
3 Relates the subject matter to other fields, relevant current
issues and concerns.
4 Constructs tests which adequately sample what was
covered.
5 Uses varied types of teaching strategies designed to suit the
needs of the new curriculum.
6 Employs more innovative techniques such as portfolio to
make learning more output base.
7 Keeps abreast of the modern techniques of teaching,
particularly the use of multimedia.
8 Uses more reliable assessment tools and techniques to
evaluate the students’ performance.
9 Enhances teaching through using research-informed
strategies.
10 Employs effective motivational techniques to sustain
students’ interest in the lesson.
11 Presents lessons logically and sequentially and supports
them with concrete examples.
12 Phrases simple questions that encourage pupil
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participation.
13 Gives detailed and redundant explanations for difficult
points.
14 Directs discussion effectively and allow students to
participate in the discussion.
15 Gives clear and specific directions and emphasizes the
values to be internalized during the learning activities.
4.2 Use of Instructional Materials in Teaching
My teacher
1 Selects instructional materials based on their suitability to
attain the objectives of the lesson.
2 Uses instructional materials to motivate and sustain varied
interests of the students.
3 Selects instructional materials that are consistent with
students’ capabilities and learning styles.
4 Uses mock-ups, realias, models, and exhibits to expedite
the teaching-learning process.
5 Prepares aids such as rulers and templates to save time and
improve the quality of work.
6 Adopts teaching techniques to the selected instructional
materials.
7 Finds ways and allows students for access on the use of
available instructional materials, facilities and/or
equipment in the school.
4.3 Teacher’s Attitude and Working Relationship
My teacher
1 Has a good relationship with the students and co-teachers.
2 Is open to suggestion and opinion and is worthy of praise.
3 Show smartness, confidence and firmness in making
decision.
4 Has an appealing personality with good sense of humor.
5 Imposes proper discipline and are not lenient in following
the prescribed rules
6 Is approachable and supportive to the students’ concern.
7 Knows and understands the learning capability of his/her
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students.
8 Addresses the student’s concern regarding the lesson they
are presently discussing or has just been discussed.
5. Peer Factor/Influence

5 Strongly Agree
4 Agree
3 Uncertain
2 Disagree
1 Strongly Disagree
1 I go out with my friends even during math class.
2 I spend more time with my friends than reviewing my math
lessons.
3 I attend math class if my classmates want to.
4 I do assignments and other math requirements only when
my classmates or friends do so.
5 I explain content of math materials with my classmates and
friends.
6 I do math homework and requirements with my classmates.
7 I review math subject together with my friends.
8 I set schedule to review math subject with my classmates
or friends.
9 I discuss answers to questions or problems with my
classmates.
10 I used to compete with my classmates or friends regarding
math scores.
11 My friends motivate me to perform well in class.
12 My peer friends and classmates support me when I am
down or hard up in understanding the subject.
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THIS COMPLETES THE QUESTIONNAIRE.

THANK YOU FOR ASSISTING ME IN THIS IMPORTANT RESEARCH.
YOUR TIME AND EFFORT ARE MUCH APPRECIATED.
MELODY J. HERRERA
Researcher
Melody Herrera 2019

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CAGAYAN STATE UNIVERSITY GRADUATE SCHOOL 1

THE PROBLEM AND ITS BACKGROUND

students (Kapp, 2012).

curriculum, there is a placed emphasis on student evidence of understanding and skills

Melody Herrera 2019

ideas are effectively expressed. The K to 10 Mathematics Curriculum provides a solid

foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary

as learners and as citizens of the Philippines.

Melody Herrera 2019

academic performance measurement has received considerable attention in previous research, it

in grasping General Mathematics concepts as documented in different educational context

The identified factors perceived as affecting students’ performance are student-related,

the public secondary senior high schools in Luna, Apayao.

Melody Herrera 2019

performance level of Grade 11 students in General Mathematics. Likewise, student-related

school-related and teacher-related factors as having a signiﬁcant impact on the academic

environment. Also academic performance depends on academic interaction and academic

Melody Herrera 2019

on home environment and learning skills.

Integrating the above perception in an overall conceptual framework, the paradigm

in figure 1. The relationship between the variable is conceptualized by making distinctions

namely student-related factors, home-related factors, school-related factors, student-related

factors, and peer factor.

pertains to the students’ performance in General Mathematics as being influenced by the

Melody Herrera 2019

Independent Variables Dependent Variable

Demographic Profile of Senior High School Students

Factors affecting academic performance

Statement of the Problem

Melody Herrera 2019

Specifically, the study sought answer to the following questions:

1.4 Previous school attended

1.6 Father’s Educational Attainment

1.7 Mother’s Educational Attainment

1.8 Parents’ Monthly Income

their performance in General Mathematics?

2.1 Student-related Factor

2.1.1 Attitude on the Subject

2.1.2 Study Habit

2.2 Home-related Factor

2.2.1 Family’s Support

2.2.2 Proper Guidance

Melody Herrera 2019

2.2.3 Family Stress

2.2.4 Learning Materials and Facilities Available at Home

2.3 School-related Factor

2.3.1 Class Size

2.3.2 Class Schedule

2.3.3 School Facilities/Equipment/Buildings

2.4 Teacher-related Factors

2.4.1 Teacher’s Competency/Teaching Strategy/Mastery of the Subject Matter

2.4.2 Use of Instructional Materials in Teaching

2.4.3 Teacher’s Attitude and Working Relationship

2.5 Peer factor/Influence

3. What is the level of performance of the respondents in General Mathematics?

4. Is there a relationship between respondents’ profile and their performance in General

5. Is there a relationship between the factors perceived to influence their performance to

their performance in General Mathematics?

Melody Herrera 2019

The following hypotheses were statistically tested in this study:

1. There is no significant relationship between the respondents’ profile and their

performance in General Mathematics.

2. There is no significant relationship between the factors perceived to influence the

respondents’ performance and their performance in General Mathematics.