INTRODUCTION

One of the significant roles of a teacher in the educative process is ensuring and improving
the progress and monitoring of the academic performance of the students. The twenty-first-century
educational setting and orientation paved a way in significant roles of teacher and students in
academic achievement, especially in secondary learning institutions, which resulted to educational
paradigm shift.
One of the challenges in the learning institution is the varied differentiated teaching
strategies and learning interventions to ensure the effective transference of teaching learning
classroom instruction, especially in molding the students in the twenty first century learning
orientation, particularly in Mathematics classes.
Academic achievement has, for the past decades, been the center of interest in educational
research. Exploring the issue of achievement has extended beyond simple issues of intelligence and
prior academic achievement into how students interact with the learning material.
Several factors have been identified in explaining academic achievement: demographic status (Ray,
2019), intelligence (Deary, Strand, Smith, & Fernandez, 2019); behavioral characteristics (Lane,
Barton-Arwood, Nelson, &Wehby, 2019); and psychological factors such as attributes (Erdogan,
Bayram, &Deniz, 2019) self-esteem (Reasoner, 2019 self-efficacy (Olatunde, 2019) and self-
concept (Holliday, 2019). Rahman and Uddin (2019) indicated that education is a basic need of
human beings. It is also very important for the development of any country.
However, despite learning about the skills that students will need to develop to become
successful in the twenty first century, it is the duty of the educational administrators and institutions
for education to come up with set of programs that will enhance and cater the students' knowledge,
skills, values and disposition to be globally competitive in twenty-first century learning standards.
One of the roles of the school and teacher in the educative process is to instruct and teach
the students to maximize their potential to the optimum success and development. As the twenty-
first century emerged in the society, several changes in the Philippine Educational System had been
introduced which resulted in shifting of the teachers’ and students’ role in education.
The researcher intended to study the topic because as molders of the students to be
competitive and productive worker in the twenty-first century learning standards, the factors to be
studied were beneficial in providing the students' appropriate and intensive supervision to be
effective educators in the twenty-first century.
Moreover, the research also identified the different emerging factors in the academic
performance of the respondents in English as described by respondents’ socio-demographic
characteristics such as sex, parent’s educational attainment, parents’ occupation and family
monthly income. Students’ factors were described in terms of attitude and perception towards
learning the English subject and learning styles while teacher factor was described in terms of
teaching styles.

Statement of the Problem

In the school level, students face various problems in handling the twenty-first century
learning orientation and teachers faced numerous factors which will help to improve instruction
among secondary, junior high school students in classroom-based instruction to enhance the
teaching-learning process.
The topic was formulated to determine the possible determinants of Mathematics
performance be measured in socio- demographic characteristics, teacher-related and student-
related factors.
Moreover, the research described the socio- demographic characteristics of the respondents
as determined in their sex, parents’ educational attainment, parents’ occupation and family monthly
income. Students’ factors were also identified in terms of students’ perception towards learning the
English subject and learning styles.In addition, the study also determined the relationship of the
teacher- related factors as described in teaching styles of the teacher respondents’ in the academic
performance in Mathematics of the student respondents.
Furthermore, the study also determined the respondents’ first and second quarter average
grade and also the teaching styles of the teacher will be compared to the response of student
respondents and teacher respondents, respectively.
In addition, the study also finds out the students’ perception in the teachers’ teaching styles,
teachers also described their teaching styles. Moreover, the study finds out the difference of the
students’ and teachers’ response in teaching styles of the teacher.

Objectives of the Study

The study aimed to find out the determinants of academic performance in Mathematics of
the respondents described as the student- related factors and teacher-related factors, respectively.
More specifically, this research aimed to:
1. describe the socio-demographic characteristics of the respondents in terms of sex, parents’
educational attainment, parents’ occupation and family monthly income;
2. determine the student factors in terms of attitude towards the English subject and learning style;
3. determine the teacher factor in terms of teaching styles as perceived by the student respondents;
4. determine the teacher factor in terms of teaching styles as perceived by the teacher respondents;
5. describe the students’ Mathematics performance in terms of their first and second quarter grades;
6. determine the relationship between socio- demographic characteristics of the respondents and
their academic performance in English;
7. determine the relationship between students’ perception towards the Mathematics subject and
learning style in their academic performance in Mathematics;
8. determine the relationship of the teaching styles in the respondents’ academic performance in
Mathematics
Hypothesis of the Study
The following hypotheses were tested to identify and determine correlations of the
variables planned to study:
There is no significant relationship between the socio- demographic characteristics and the
academic performance in English of the respondents.
There is no significant relationship between the students’ attitude and learning styles and the
academic performance in English of the respondents.
There is no significant relationship between the teaching style and the academic performance in
English of the respondents.
Significance of the Study

The results of the study will be beneficial to the following school stakeholders:
 Educational Administrators. Results will enable them to devise effective school programs
and learning interventions and activities to improve parent-teacher and teacher-student relationship
in the learning environment.
Parents. They would be guided their children and would be able to fulfill their roles as a
parent and guardians and even can save financial money, time and effort in the long run. They will
also gain greater insights into what measures and accounts they are going to initiate to be involved
in the improvement of the academic performance and development of the totality of well-being of
their children.
Mathematics teachers. The findings would help them reassert their teaching philosophy to
cater better learning experience for students. The research is important to teachers, as managers
and catalyst of the learning processes.
Moreover, they will be able to provide suitable pedagogical techniques in the classroom instruction
which will help the students to reach their maximum potential for improvement of instruction and
students' academic performance
Students. Who would greatly benefit in the study because effective instruction can lead to
better understanding of their skills and capabilities to reach their goals for their future as well as to
prepare them in twenty-first century learning orientation and workplace. They will also gain
insights into retooling their study habits and learning styles.
Future Researchers. This study can serve as a future reference and modification of variables which
may affect academic performance as situated in twenty-first century learning orientation.
Scope and Limitation of the Study
The main focus of this study was to identify the determinants in the performance of Grade
9 students in Mathematics subject during the first and second quarter of S.Y. 2019-2020 be
described in terms of socio-demographic characteristics of students which was sex, parents’
occupation, and parents’ educational attainment; learning styles and attitude towards the subject.
In addition, teacher respondents also evaluated their teaching styles, respectively. Selected Grade
Nine students and Mathematics teachers from Dona Juana Chioco National High School were the
respondents in the study.

REVIEW OF RELATED LITERATURE AND STUDIES

This part shows the related studies and literature reviewed that supported the independent
variables used in the study.
Socio- Demographic Characteristics
Sex
Statistics on Filipino Women and Men’s Education (2019) explained that girls have fared
better in terms of English classes. Most studies show that, on average, girls do better in school than
boys. Girls get higher grades and complete high school at a higher rate compared to boys (Jacobs,
2019).
Parents’ Highest Educational Attainment
Corwyn and Bradley (2019) also found that maternal education had the most consistent
direct influence on children’s cognitive outcomes. Maternal characteristics are a key factor that
affects academic achievement. Mothers who are more educated and have higher self-esteem have
children who receive higher test score.
 Parents’ Occupation
Tomar & Daka (2019) have undertaken a study to know the problems of students of
employed parents. Findings of the study revealed that children of employed parents do not get
enough assistance in doing the home assignments. Therefore, the academic performance of children
is negatively affected. Children of employed parents do not have proper interaction with parents
and they are in proper guidance.
Raychaudhuri (2019) found that numerous studies have been done to identify factors which
are affecting student's academic performance.
The students' academic performance depends on some socio-economic factors like students'
attendance in the class, mother's and father's education, teacher-student ratio, the presence of a
trained teacher in school, sex of the student, and distance of schools.
Monthly Family Income
Research by Rothman (2019), showed that the most important factor associated with the
educational achievement of children is not race, ethnicity or immigrant status. Instead, the most
critical factors according to him appear to be socio-economic factors. These factors as stated by
him include parental educational levels, neighborhood poverty, parental occupational status, and
family income. He concluded that if there is a need to consider educational policies that
complement or conflict with policies related to family welfare, work, poverty, housing and
neighborhood conditions. This conclusion points to the fact that differences in the socio-economic
background of the students breed achievement gaps.
The kind of mental challenges to which a child is exposed at various periods is likely to
determine the kind of mental abilities which he/she displays. Mullis (2019), notes that parents can
take many positive steps to help their children, including the following they can encourage students
to pursue advanced course work, to invest a significant amount of time in their homework and to
devote more time to reading than to television.
Parent's socio-economic condition, which includes parents' academic and professional
qualification, revenue and occupational affiliation, is also associated with the academic gain of
students. The results of many studies confirmed that academic achievement of students is
contingent upon parent's socio-economic condition. So the students belonging from higher social,
economic backgrounds will perform better than other students associated with low social, economic
backgrounds.
“Socio-economic status of the student is generally determined by combining parents'
qualification, occupation and income standard (Jeynes, 2019). Among many research studies
conducted on academic achievement, it is not very surprising to observe that socio-economic status
are one of the main elements studied while predicting academic performance.
The Concept of Academic Performance
According to Steve (2019), academic achievement is differentiated from academic
performance. Academic achievement is a long-term assessment while academic performance is
measurable at any point in time. In other words, achievement can be measured as stagnating, falling
or improving over a long period. He further classified activities that occur in performance as an
academic performance index, for instance, students’ performance based on reading, selection of
one or more schools within each district, among others. According to him, satisfactory academic
achievement award is given to recipient who maintains satisfactory academic performance and
progress towards the attainment of high school certificate.
This is to suggest that academic achievement is cumulative and progressive: it means that
academic achievement cannot be attained within a short period or at a slot. This indicates that
academic performance culminates and influences academic achievement.
 The issues of academic achievement and retention are areas of concern for all
undergraduate academic programs. Administrators in undergraduate programs desire to see their
students succeed, and these academic programs have a high probability of fostering such success if
administered correctly.
To succeed in the classroom, students must place a certain level of value on academic
achievement. Many researchers have studied the importance of academic achievement, as well as
the factors that determine academic achievement and the intention to stay in school (Kuh, Kinzie,
Buckley, Bridges, & Hayek, 2019; Ullah & Wilson, 2019; Weiss & Amorose, 2019).
Self-efficacy and task value are constructs that have emerged as being strong predictors of
academic motivation and achievement (Bong, 2019). Along with self-efficacy and task value, many
other factors have been found to predict academic achievement. Kuh et al. (2019) suggest five
variables that can predict academic achievement: student demographics, the characteristics of the
institution; student-faculty and student-peer interactions; students’ perceptions of the learning
environment; and the quality of effort put forth by students in the classroom.
The findings of research studies suggest that student performance is affected by different
factors such as learning abilities because new paradigm about learning assumes that all students
can and should learn at higher levels, but it should not be considered as constraint because there
are other factors like race, gender, sex that can affect student’s performance. (Hansen, 2019).
The variables’ description below indicates the scope by which each variable is treated and
interpreted.
Student Related Factors and Academic Achievement
Significant numbers of studies have been carried out, mainly in the Western and Asian
countries, to establish whether learning style preference has any relationship with academic
achievement. Results of the studies revealed the relationship between the two variables; whereby
learning styles have been the independent variable and the academic performance taken as the
dependent variable. Some of these studies have also sought to understand the relationship between
gender, and most of them have found significant relationships between the two variables and by
sex.
Learning Styles
Proponents for the use of learning styles in education said: teachers should assess the
learning styles of their students and adapt their classroom methods to fit each student's learning
needs best. Although there is ample evidence for differences in individual thinking and ways of
processing various types of information, only few studies have reliably tested the validity of using
different learning styles in education, and shown that students will learn best if taught in a method
deemed appropriate for their learning style (Pash-leret, 2019). According to critics, there is no
evidence that identifying an individual student's learning style produces better outcomes (Klein,
2019).
It is proposed that the six styles (described below) can be changed by consistent use of one
teaching method. The authors also propose that students naturally select the most productive style.
(Grasha, 2019)
Avoidant students tend to be at the lower end of the grade distribution. They tend to have high
absenteeism, they organize their work poorly and take little responsibility for their learning.
Participative students are characterized as willing to accept responsibility for self-learning and
relate well to their peers.
Competitive students are described as suspicious of their peers leading to competition for rewards
and recognition.
Collaborative students enjoy working harmoniously with their peers.
Dependent students typically become frustrated when facing new challenges not directly addressed
in the classroom.
Independent students prefer to work alone and require little direction from the teacher.
Teacher- Related Factors and Academic Achievement
The Eccles expectancy-value model of activity behaviors suggests that socializers have a
profound impact on achievement behaviors (Weiss & Amorose, 2019). Socializers may be family
members, peers, or faculty at a university. Many studies have shown that student-faculty
interactions play an important role in the development, academic success, and satisfaction of
students in a university setting (Cotton & Wilson, 2006; Halawah, 2006; Jones, 2008; Ullah &
Wilson, 2007; Umbach&Wawrzynski, 2005).
The authors state that “Students' active involvement with learning had the greatest effect on their
academic achievement." The results also showed a strong correlation between academic
achievement and student-faculty relationships. Peer relationships were also found to have a
complicated effect on students' academic achievements. The findings showed that gender played a
role in the effect of peer relationships. Simply put, males who expressed high levels of peer
relationships suffered academically, whereas females' peer relationships had a positive relationship
to academic achievement.
Ullah and Wilson suggest that faculty should take a more active role in their relationships
with students and provide opportunities where students can more actively learn, such as through
service projects, interactive learning, and through increased classroom participation. The findings
of this study show the profound impact that faculty can have on college students’ academic
achievement.
Teaching Styles
According to Grasha (1996), there are five primary teaching styles that describe the
prevalent approaches in the classroom:
Expert – This style is common known as the "Sage on the Stage" model. The expert
possesses knowledge and expertise that the students need. This style of teacher seeks to maintain
his status as an expert with his students. He is primarily concerned with disseminating knowledge
and making sure that the students are well-prepared.
Formal Authority – The formal authority style of teaching is also teacher-centered and
focuses heavily on content. Teachers using this teaching method are more concerned with
providing and controlling the flow of content than interacting with their students. These teachers
are concerned with providing positive and negative feedback and the structure they need to learn.
They emphasize learning goals, expectations, rules of conduct, and correct/acceptable ways to do
things.
Demonstrator/Personal –The demonstrator’s class is also teacher-centered. The demonstrator
believes in “teaching by personal example.” Teachers using this method see themselves as role
models and will demonstrate the skills needed to complete the learning objectives. This teaching
style emphasizes demonstrations or providing models. When helping the student to learn the new
skills, they will coach or guide students in developing or applying the required skills. Their focus
is on showing the student how to master the skill and encouraging the students to participate in the
learning process.
Facilitator – This student-centered style of teaching emphasizes the personal nature of
teacher-student interactions. She guides and directs students by asking questions, exploring options,
suggesting alternatives, and encouraging students to develop criteria to make informed
choices. This teacher focuses on activities with more of the responsibility for learning is placed on
the student. The teacher often develops group learning activities which require active learning,
student-to-student collaboration, and problem solving.
Delegator – In the delegator's classroom, the primary responsibility for learning is placed
on the students. The goal of the teacher is to develop the students' capacity to function
autonomously. The teacher often creates a project and then gives the students choices in the design
and implementation of the learning activity needed to complete the required activity. The student
may work independently or in groups. This style requires that students be able to maintain
motivation and focus for complex projects as well have the necessary interpersonal skills to work
in a group situation. The delegator's style is to act as a consultant or resource person, providing
direction only at the request of the students.
Related Literature
There is a strong intuitive appeal in the idea that instructors should pay closer attention to
students' learning styles- by diagnosing them, by encouraging students to reflect on them and by
designing teaching and learning interventions around them. When this is done, students will
become more motivated to learn by knowing their strengths and weaknesses as students. In turn,
instructors can respond to individuals' strengths and weaknesses, then retention and achievement
rates in formal programs are likely to rise and to learn skills which have the ability to provide a
foundation for lifelong learning.
If we accept that we are all different in similar ways and that it is possible to identify and
measure these differences reasonably accurately, then the potential benefits for teachers and
students are phenomenal. Greater knowledge of a range of learning styles will help the instructors
to be more aware of their preferred teaching style (Coffield, Moseley, Hall, &Ecclestone, 2004).
This might include the way they communicate and the kinds of methods and techniques used to
explain things. It might also include the way they plan lessons and the kinds of tasks and activities
devised for students; recognize their students’ learning style preference, particularly those that are
different from their own and also understand better the difficulties and barriers that young people
experience in their learning.
Potentially, the most attractive claim is that teachers will be able to match their teaching to
their students' learning styles by explaining and presenting things in different ways using alternative
teaching aids and techniques and tailoring the activities that they provide to suit their students
learning styles. Greater awareness of their dominant learning styles can help teachers to provide
learning activities that are more inclusive of the other styles and which reach all students.
Although the value of learning styles theory has been questioned in recent years, this has
been due largely to the lack of scientific research to support the various models, particularly about
gains in learning and achievement. Nevertheless, there is a common acceptance that people do learn
in different ways and that greater awareness of learning preferences and styles helps teachers to be
more flexible in their teaching and to use a wider range of classroom methodologies. This is
consistent with recent work by Cheminais (2002), Reid (2005) and Burnett (2005) which identifies
learning style as an important idea for inclusive learning and teaching in the classroom.
According to Hawk & Shaw (2007), knowledge of the overall learning style profile of
classes allows us to make adjustments to our learning approaches as the profile changes from course
to course and across semesters. Utilization of information regarding the learning style profile of a
cohort of students to tailor pedagogy to enhance student achievement is consistent with the learning
styles methodology (Dunn 2000). Given the impracticality of designing a teaching strategy that
matches each students’ learning style, Dunn (2000) suggests an alternative method that allows
instructors to capitalize on students’ learning style preferences. The method involves the use of an
instrument to identify individual and group patterns among nineteen students’ learning style
preferences and develop teaching style strategies to respond to those patterns.
Summary of Review of Related Literature and Studies

The first part included the related studies in socio- demographic characteristics, namely,
the sex, parents’ highest educational attainment, parents’ occupation and family monthly income.
The second part discussed the definition of academic achievement and also the student-related
factors which elucidated the conceptual studies which supported that academic achievement can be
determined by their learning styles. Grasha described learning styles namely participative,
competitive, collaborative, dependent and independent. Moreover, the related studies were also
discussed wherein studies supported that the educational achievement of parents has an impact on
students' performance. Moreover, parent's occupation and monthly income have a great effect on
the academic achievement of the students.

METHODOLOGY

This section presents the methodology of the study. It included the following: theoretical
framework, conceptual framework, conceptual paradigm, the operational definition of terms, the
locale of the study, research design, population and sampling design, development of the research
instrument, pre-testing of the instrument, data gathering procedure and the statistical method of
data analysis.

Theoretical Framework

The study was based on Social Learning Theory of Albert Bandura (1996), which discussed
the cognitive process that takes place in a social context which occurs after an individual is exposed
to information through observation or direct instruction. Explained in the Behaviorist theories were:
Mediating processes occur between stimuli and responses.
Observational learning is what causes the behavior to be learned from the environment.
The researcher chose to determine the socio- demographic characteristics of the respondents in
terms of sex, parents’ educational attainment, parents’ occupation and family monthly income. In
the student- related factor, their attitude towards the English subject and learning styles were
identified. In addition, teachers’ factors were measured in teaching style and teaching performance.

Conceptual Framework

This research was formulated to identify the extent of influence of socio- demographic
characteristics and student related factors in the first and second quarter Grade in English of the
respondents as well as teacher- related factors as described in teaching styles and teaching
performance.
As shown in Figure 1, the independent variables of the study were divided into three: The
first is the socio- demographic characteristics of students such as sex, parents’ highest educational
attainment, parents’ occupation and monthly family income.
Secondly, student- related factors which were attitude towards the subject and learning style as
described in Grasha’s Learning Styles. He also proposed that students naturally select the most
productive style, which was avoidant, participative, competitive, collaborative, dependent and
independent, respectively.
The last variable is the Teacher- Related Factors, which was measured in teaching styles
as patterned in Grasha’s Teaching Styles namely, teacher as expert, as a formal authority, as a
demonstrator, a facilitator and delegator. Furthermore, teachers’ teaching style were evaluated by
both teacher and student respondents of the study.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Socio-Demographic
Characteristics

 Sex
 Parent’s Highest
Educational Attainment
 Parent’s Occupation

Student’s Factors

 Perception towards the Academic Performance

Mathematics subject in Mathematics
 Learning Style

Teacher’s Factors

 Teaching Style

Figure 1. Conceptual Paradigm of the Study

Operational Definition of Terms

The following terms were defined operationally based on their use in research:
Socio- Demographic Characteristics:
Sex is the biological characteristic, whether male or female.
Parents’ Highest Educational Attainment is the level of schooling which the respondents’ parents
had completed and graduated.
Parents’ Occupation refers to the economic activities that serve as the source of income for the
family. It also determines whether the parents of the students are under the realms being
professional, non- professional, self- employed and no permanent work.
a. Professional refers to employment of parents in the white collar job.
b. Non- professional refers to employed in skilled- based jobs.
c. Self- employed refers to working at home- based situations.
d. No permanent work pertains to the no stable source of income.
Family Monthly Income refers to the financial money accumulated by the family in their income
or other economic activities.
Student Related Factors:
Determinants are the factors on students’ academic performance by the different factors.
Learning Styles refers to the learning preference and disposition of the respondents, which was
adopted from Grasha.
a. Avoidant students tend to take little responsibility and be selective in their learning habits.
b. Participative students are characterized as willing to accept responsibility for self-learning and
relate well to their peers.
c. Competitive students are described as suspicious of their peers leading to competition for rewards
and recognition.
d. Collaborative students enjoy working harmoniously with their peers.
e. Dependent students typically become frustrated when facing new challenges not directly
addressed in the classroom.
f. Independent students prefer to work alone and require little direction from the teacher.
Perception Towards the English Subject refers to student related factor which states their perception
in learning English effectively and productively.
Teacher- Related Factor
Teaching Style refers to the teacher related variables which was described in facilitator, personal,
delegator, formal and demonstrator which was adopted from Grasha.
a. Delegator is one of the teaching styles wherein the teacher delegates members to assist the
learning process.
b. Demonstrator/ Personal is one of the teaching styles wherein the teacher demonstrates the topic
before letting students do the practice.
c. Expert is one of the teaching styles wherein the teacher is the fountain of knowledge and
disseminator of information.
d. Facilitator is one of the teaching styles wherein the teacher becomes the guide in the instruction.
e. Formal/Authoritative is one of the teaching styles wherein the teacher has direct control and
serves as the manager of learning process.
Academic Performance is the dependent variable in the study which is being measured as described
by the first and second quarter average grade in English 10. This was measured by the parameter:
90 and above- advanced; 85-89- proficient; 80-84- approaching proficiency and; 75-79- beginners,
respectively.

Locale of the Study

The research was conducted at Lupao, Nueva Ecija province. The town has more than two
hundred thousand (50,000) population and one hundred and sixty (160) kilometers away from
Manila.
Dona Juana Chioc National High School, which is productive in catering quality education
presently headed by their School Principal; Jaime C. Santos.
Research Design
The study used the descriptive - correlation research design. The research aimed to acquire
factual data using averages, frequencies, and correlation. This study also identified the determinants
as determined by the respondents’ socio- demographic characteristics, teacher’s teaching style and
performance and student-related factors as described in their attitude towards the subject and
learning style, respectively.
Population and Sample
The sampling technique used in this study was random sampling, wherein Grade 9 students
were selected to be the respondents of the study.
On the other hand, complete enumeration was employed among the English teacher respondents.
Furthermore, to determine the sample size of the student respondents, the Slovin formula was used.
The calculation for sample size is as follows:

n= N
1 + N(e)2
n= 1,324
1+ 1,324 (0.07) 2
n= 1, 324
1,325 (0.0049)
n = 1,324
6.49
n = 204 is the sample size.

where n= sample size

N= population size
e= desired margin of error

A total sample size of 204 was obtained using the Slovin Formula for student respondents.
However, one was excluded from the study since a particular student was not able to provide answer
to almost all the questions in the questionnaire resulting to a total sample size of 203. The table
below showed the distribution of the samples.
Table 1. Respondents of the Study
Data Gathering Procedure

Before the data collection, the researcher also sent a letter of request (Appendix C) to
conduct the study to the DepEd Division Office in San Jose City which in turn endorsed the
researcher to the principal of the respective schools where the study was conducted.
After securing approval from the San Jose City Schools Division Office (Appendix D), the
researcher administered the questionnaires to Grade 10 students in San Jose City National High
School, Caanawan High School and Sto. Niño 3rd National High School.

Statistical Method of Data Analysis

Descriptive statistics such as percentage, mean were used to describe determinants as

measured in the respondents’ socio- demographic characteristics, student’ factors such as attitude
towards the subject and learning style and teachers’ teaching styles. For the liker-items, the
following descriptive rating was used:
4.20 – 5.00 Strongly Agree
3.40 – 4.19 Agree
2.60– 3.39 Moderately Agree
1.80 – 2.59 Disagree
1.00 – 1.79 Strongly Disagree

Furthermore, Pearson Product Correlation was used in determining the relationship of the socio-
demographic characteristics, student-related and teacher-related factors with the academic
performance of students in English. In addition, t-test was used to determine the difference between
the teachers’ and the students’ perception on the teaching styles.

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APPENDICES

Appendix A. Research Instrument

DETERMINANTS OF ENGLISH PERFORMANCE AMONG SELECTED JUNIOR HIGH

SCHOOL STUDENTS IN THE DIVISION
OF SAN JOSE CITY, NUEVA ECIJA

STUDENT’S QUESTIONNAIRE
General Direction: Write the information that is being asked in each question. Put a check mark or
encircle on the item that corresponds to your best answer.

Part I. SOCIO- DEMOGRAPHIC CHARACTERISTICS OF THE RESPONDENTS

(LEARNERS/ STUDENTS)

1. Sex: ________ Male _________ Female

2. English 1st Grading Grade: _______2nd Grading Grade: ________Average: ________
3. Check the monthly family income.
_________ 5,000- 10,000
_________10,001- 15, 000
_________ 15, 001- 20,000
_________ 20,001- 25,000
_________25,001- 30,000
_________ 30,001- 40,000
_________40,001 and above

4. Parents’ Educational Attainment and Parents’ Occupation

Direction: Put a check mark to your respective response regarding your parent related factors in
their academic performance. Please check both columns for father and mother.
Socio Demographic Characteristics

Part II. STUDENT- RELATED FACTORS

A. PERCEPTION TOWARDS LEARNING THE ENGLISH SUBJECT

Direction: Please check the level of agreeableness in your learning styles by encircling on the
number that corresponds to your answer using five rating scale such as: 5- Strongly Agree; 4-
Agree; 3- Moderately Agree; 2- Disagree;1- Strongly Disagree

B. LEARNING STYLES
Direction: Please check the level of agreeableness in your learning styles by encircling on the
number that corresponds to your answer using five rating scale such as: 5- Strongly Agree; 4-
Agree; 3- Moderately Agree; 2- Disagree;1- Strongly Disagree
C. EVALUATION OF TEACHERS’ TEACHING STYLES
Direction: Please check the level of agreeableness in your learning styles by encircling on the
number that corresponds to your answer using five rating scale.
THANK YOU AND GODBLESS!!!