Student and Teacher Factors In Mathematics Performance

Introduction

Children nowadays, who are in school or outside the institution/ school

cannot learn and understand everything that surrounds them if they cannot read,

cannot compute or solve situations that involves problem. Therefore,

mathematics as a foundation of knowledge is badly needed. Mathematics as the

science of reasoning and computations. Also, it is the science or study of

numbers, quantities and shapes. (Kitta,2004) stated that mathematics as the

language that helps us to describe ideas and relationships drawn from the

environment. The learning area which is Mathematics enables one to make the

invisible to be visible, by this means solving problems that would be impossible

otherwise.

In the Philippines, mathematics is a general education subject in primary

and higher education where
learners are expected to gain understanding and appreciation of its principles as
an applied-using appropriate
technology in problem-solving, critical thinking, communicating, reasoning,
making connections,
representations, and decisions in real life (K to 12 Basic Education Curriculum).
In the Philippines, mathematics is a general education subject in primary
and higher education where
learners are expected to gain understanding and appreciation of its principles as
an applied-using appropriate
technology in problem-solving, critical thinking, communicating, reasoning,
making connections,
representations, and decisions in real life (K to 12 Basic Education Curriculum).
Based on the K to 12 Basic Education Curriculum, mathematics is a

general education subject in primary and higher education where learners are

expected to gain understanding appreciation as an applied-using appropriate

technology in problem-solving, critical thinking, communicating, reasoning

making connections, representations and real-life decisions. The Filipino learners

excel in knowledge acquisition but fare considerably low in requiring higher order

thinking skills (Dinglasan & Patena, 2013; Ganal & Guiab, 2014).

Students’ performance in mathematics, as indicated by the grades they

achieved, is affected by various
factors. Among the various factors, this study will primarily deal with students’
affective characteristics, which
focus on study habits and study attitudes, which are then further referred to as
study orientations as reiterated
by Biswas (2015).
Biswas (2015) identified students’ performance in mathematics, as

indicated by grades they accomplished, is affected by numerous factors. Among

the many factors, the problem is dealing with students’ affective capability, which

focus on study habits and study attitudes, which are then further stated to as

study directions.

In the educational services are often not tangible and are difficult to

measure because they result in the form of transformation of knowledge, life

skills and behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis,

2010). The school personnel, members of the families and communities provide

help and support to students for the quality of their academic performance. This

social assistance has a crucial role for the accomplishment of performance goals

of students at school (Goddard, 2003). Besides the social structure, parents’

involvement in their child’s education increases the rate of academic success of

their child.

The students’ performance in the area of mathematics has been

scrutinized through two-sided surveys in different countries (Robertson, 2000).

Poor school performance not only results in the child having a low self-esteem,

but also causes significant stress to the parents (Karande and Kulkarni, 2005).

Teacher’s quality supported by training and experiences has influencing role in

effective teaching-learning. Teaching experience plays important role in success

of education. Baruah (2010) exposed that mathematics performances of schools

are positively correlated with (a) the academic performance of school indicated

by school leaving pass percentage and also (b) with the performances in

subjects other than mathematics. In contrast, students and teacher ratio seems

not to affect the mathematics performance of the schools under study. The

requirement of urgent attention to improve the performance of secondary school

is indicated considering the societal needs.

This study aimed to attend the needs and problem in the area and form a

basis in creation of an interdisciplinary plan for the enhancement of instruction as

well as the curriculum. This study will also support to determine the strength and

weaknesses of the students in the area of Mathematics. Moreover, this will be

the support of all evidences gathered by this study in order to improve the

performance of the students and enhance the quality of teaching.

References:

Ali, R., Altcher, A. & Khan, A. (2010). Effect of Using Problem Solving Method in

Teaching Mathematics on the Achievement of Mathematics Students: Bannu,

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Biotenbeck, J. C. (2011). Teaching Practices and Student Achievement:

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Dawson, C. (2002). Practical Research Methods, A user-friendly guide to

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Freire, P. (1970). Pedagogy of the Oppressed New York. Herder & Herder.

HakiElimu, (2013). Joint Civil Society Statement on Government’s decision to

nullify 2012 Form IV result: HakiElimu.

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers’ Mathematical

Knowledge for Teaching on Student Achievement. American Educational

Research Journal.

Kitta, S. (2004). Enhancing Mathematics Teachers’ Pedagogical Content

Knowledge and Skills in Tanzanina. Print Partners- Ipskamp: Enschede.

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https://files.eric.ed.gov/fulltext/EJ1267489.pdf