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This study aimed to determine factors that affect student performance in mathematics in secondary schools. Specifically, it examined student and teacher attitudes towards mathematics, teacher professional development, teaching methods, availability of teaching materials, and the learning environment. Data was collected through surveys of head teachers, mathematics teachers, and students. The findings showed that most head teachers and teachers had negative attitudes towards teaching mathematics while students had positive attitudes. Professional development for teachers was lacking and schools had few teaching materials. The learning environment also did not support student performance in mathematics. The study recommended improving teacher attitudes, supporting teacher development, and enhancing the learning environment.
This study aimed to determine factors that affect student performance in mathematics in secondary schools. Specifically, it examined student and teacher attitudes towards mathematics, teacher professional development, teaching methods, availability of teaching materials, and the learning environment. Data was collected through surveys of head teachers, mathematics teachers, and students. The findings showed that most head teachers and teachers had negative attitudes towards teaching mathematics while students had positive attitudes. Professional development for teachers was lacking and schools had few teaching materials. The learning environment also did not support student performance in mathematics. The study recommended improving teacher attitudes, supporting teacher development, and enhancing the learning environment.
This study aimed to determine factors that affect student performance in mathematics in secondary schools. Specifically, it examined student and teacher attitudes towards mathematics, teacher professional development, teaching methods, availability of teaching materials, and the learning environment. Data was collected through surveys of head teachers, mathematics teachers, and students. The findings showed that most head teachers and teachers had negative attitudes towards teaching mathematics while students had positive attitudes. Professional development for teachers was lacking and schools had few teaching materials. The learning environment also did not support student performance in mathematics. The study recommended improving teacher attitudes, supporting teacher development, and enhancing the learning environment.
INTRODUCTION Student performance in mathematics is closely associated with the scientific and technological innovations worldwide. The purpose of this study was to determine the factors that affect student performance in mathematics in secondary schools The specific objectives of this study were: To describe the respondents selected personal and academic characteristics, to determine whether student and teacher attitudes towards the teaching and learning mathematics is related to student performance in mathematics, to determine whether the professional development of teachers is related to student performance in mathematics, to determine whether the teaching and learning methods are related to student performance in mathematics, to assess the impact of the availability of mathematics teaching and learning materials on the student performance in mathematics and to determine whether the learning environment is related to student performance in mathematics. A pilot test was carried out followed by the main study. Data was collected from 32 head teachers, 64 mathematics teachers and 128 students. The subjects in the study were selected through purposive and simple random sampling methods. Data analysis was by use of Statistical Packages for Social Sciences version 12.0. Spearman's rank correlation coefficient, Chi- square and frequencies and cross tabulation were used. The findings of this study show that most of the head teachers and mathematics teachers had a negative attitude towards teaching mathematics while students had a positive attitude. The professional development of mathematics teachers was not given emphasis and most schools lacked mathematics the teaching and learning materials and mathematics teachers attached little emphasis on their use. The learning environment was poor in terms of facilitating student performance in mathematics. Recommendations derived from the study were; mathematics teachers' attitudes should be improved through a defined career path, Universities and colleges which train the graduates should develop a follow up programme, to aid in assessing their performance, the development, promotion and appointment of mathematics teachers and head teachers should be gender sensitive and the district Education Officers should organize regular workshops, seminars and conferences for mathematics teachers. Mathematics often brings up negative feelings for students who struggle due to past math difficulties. According to Ohio State University mathematics professor Samuel Alexander, the use of the word “problem,” rather than “practice” or “exercise,” makes completing math work seem like a chore rather than a challenge. Changing the way you or your child thinks about math can go a long way to helping you feel smarter when faced with math challenges. The present study sought to find out the relationship of selected variables believed to have significant bearing on the mathematics performance of pupils. The framework of the study focuses on mastery of basic skills and attitude towards mathematics as pupil factors and the parents' involvement in their children's learning activities as parent factor that may affect the problem solving skills of the pupils. The researcher wanted to study the factors affecting the mathematical interest. The researcher wanted to know the different student that are having enjoyment in solving math, and the student having difficulties in solving. I chose this matter because I would like to know how much math affects their interest. How they are fond in solving mathematical problems. How puzzled they are to make a formula. How challenging it is for them to check the measurements. Like any other math enthusiast I would like these questions to be answered for me to be able to know if we do have the same feeling of achievement once we do math. Lastly what they feel when they do math. B. Statement of the Problem
C. Significance of the Study
D. Scope and Delimitation
E. Definition of Terms
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iyang mga parts na iyan sa chapter 1.
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Factors Affecting Performance in General Mathematics of Grade Eleven Students in Talumpok Integrated School Basis For Intervention Activities An Action Research
International Journal of Innovative Science and Research Technology