issn 2278...issn 2278 – 859x (online) asian academic research journal of social sciences &...

ISSN 2278 – 859X (Online) Asian Academic Research Journal of Social Sciences & Humanities

& ISSN 2319-2801 (Online)

Asian Academic Research Journal of Multidisciplinary Editorial Board

DR. YOUNOS VAKIL ALROAIA ASSISTANT PROFESSOR DEPARTMENT OF INDUSTRIAL MANAGEMENT, FACULTY OF BUSINESS MANAGEMENT, CHAIRMAN, SEMNAN BRANCH, ISLAMIC AZAD UNIVERSITY SEMNAN , IRAN DR. R. B. SHARMA ASSISTANT PROFESSOR (ACCOUNTING) DEPARTMENT OF ACCOUNTING COLLEGE OF BUSINESS ADMINISTRATION SALMAN BIN ABDULAZIZ UNIVERSITY AL KHARJ, KINGDOM OF SAUDI ARABIA DR. ANUKRATI SHARMA VICE-PRINCIPAL & ASSOCIATE PROFESSOR BIFF & BRIGHT COLLEGE OF TECHNICAL EDUCATION, JAIPUR (RAJ.) (AFFILIATED TO UNIVERSITY OF RAJASTHAN) DR. SHIVAKUMAR DEENE DEPT. OF COMMERCE AND MANAGEMENT, GOVT. FIRST GRADE COLLEGE, CHITGUPPA TQ. HUMANABAD, DIST. BIDAR, KARNATAKA (INDIA) DR. N.PANCHANATHAM PROFESSOR AND HEAD DEPARTMENT OF BUSINESS ADMINISTRATION ( CORPORATE TRAINER-HRD) ANNAMALAI UNIVERSITY ANNAMALAINAGAR DR. RAMESH CHANDRA DAS DEPARTMENT OF ECONOMICS KATWA COLLEGE, KATWA, BURDWAN, WEST BENGAL MR.NAVANEETHAKRISHAN KENGATHARAN SENIOR LECTURER, DEPT. OF HUMAN RESOURCE MANAGEMENT, UNIVERSITY OF JAFFNA, SRI LANKA KALBANDE DATTATRAYA TRAYAMBAKRAO CENTRAL UNIVERSITY LIBRARY, MAHATMA PHULE KRISHI VIDYAPEETH. RAHURI.DIST.AHAMADNAGAR(M.S).(INDIA) R.CHANDRAMOHAN MANAGING DIRECTOR ORCUS SYSTEM PTE LTD SINGAPORE DR. (MRS.) INDU SWAMI ASSISTANT PROFESSOR POST GRADUATE DEPARTMENT OF ENGLISH, ASSAM UNIVERSITY:: DIPHU CAMPUS, (A CENTRAL UNIVERSITY) DIPHU-782 460 KARBI ANGLONG, ASSAM, INDIA DR.S.ELIZABETH AMUDHINI STPEHEN ASSOCIATE PROFESSOR DEPARTMENT OF MATHEMATICS KARUNYA UNIVERSITY COIMBATORE DR, DIGANTA BISWAS LECTURER IN LAW DEPARTMENT OF LAW UNIVERSITY OF NORTH BENGAL DR.V.MAHALAKSHMI DEAN, PANIMALAR ENGINEERING COLLEGE POONAMALLEE, CHENNAI – 600123 DR. BALASUNDARAM NIMALATHASAN DEPARTMENT OF ACCOUNTING, FACULTY OF MANAGEMENT STUDIES & COMMERCE, UNIVERSITY OF JAFFNA, JAFFNA, SRI LANKA

DR.SHOBANA NELASCO, ASSOCIATE PROFESSOR FELLOW OF INDIAN COUNCIL OF SOCIAL SCIENCE RESEARCH (ON DEPUTATION) DEPT. OF ECONOMICS, BHARATHIDASAN UNIVERSITY, TRICHIRAPPALLI DR.ARABI.U ASSOCIATE PROFESSOR AND CHAIRMAN DEPARTMENT OF STUDIES AND RESEARCH IN ECONOMICS, MANGALORE UNIVERSITY, MANAGALAGANGOTHRI, DAKSHINA KANNADA DISTRICT KARNATAKA STATE, INDIA-574199 DR.T.CHANDRASEKARAYYA, ASSISTANT PROFESSOR, DEPT OF POPULATION STUDIES & SOCIAL WORK, S.V.UNIVERSITY, TIRUPATI, A.P-517502. DR. SWAPNALI BORAH ASSOCIATE PROFESSOR & HEAD DEPT.OF FAMILY RESOURCE MANAGEMENT CENTRAL AGRICULTURAL UNIVERSITY SANGSANGGRE, TURA MEGHALAYA – 794005 DR ARUN KUMAR BEHERA, ASST. PROF. POST DOCTORAL FELLOWSHIP EINSTEIN INTL UNIV-USA DEPT. OF ENGLISH, SRI SATHYA SAI INSTITUTE OF HIGHER LEARNING, BRINDAVAN CAMPUS,KADUGODI POST, BANGALORE DR. MOHAMMED ALI HUSSAIN PRINCIPAL & PROFESSOR, DEPT. OF COMPUTER SCIENCE & ENGINEERING. SRI SAI MADHAVI INSTITUTE OF SCIENCE & TECHNOLOGY, MALLAMPUDI, RAJAHMUNDRY, A.P, INDIA. DR. TAMMA SURYANARAYANA SASTRY HEAD OF THE DEPARTMENT OF LAW, UNIVERSITY OF PUNE DR. S.RAJA, RESEARCH ASSOCIATE MADRAS RESEARCH CENTER OF CMFRI INDIAN COUNCIL OF AGRICULTURAL RESEARCH CHENNAI DR. B.MURALI MANOHAR PROFESSOR –VIT BUSINESS SCHOOL VELLORE INSTITUTE OF TECHNOLOGY, VELLORE DR. M. RAMESH KUMAR MIRYALA PROFESSOR SWAMI RAMANANDA TIRTHA INSTITUTE OF SCIENCE & TECHNOLOGY, NALGONDA DR.V.MOHANASUNDARAM PROFESSOR AND HEAD, DEPARTMENT OF MANAGEMENT STUDIES, VIVEKANANDHA INSTITUTE OF ENGINEERING AND TECHNOLOGY FOR WOMEN, NAMAKKAL DT DR. M. RAMESH KUMAR MIRYALA PROFESSOR SWAMI RAMANANDA TIRTHA INSTITUTE OF SCIENCE & TECHNOLOGY, NALGONDA DR.MOHAMMAD REZA ASSOCIATE PROFESSOR, DEPARTMENT OF SOCIAL WORK, AZAD UNIVERSITY OF KHOMEINISHAHR, ISLAMIC AZAD UNIVERSITY, KHOMEINISHAHR KHOMEINISHAHR, ESFAHAN, IRAN. DR. D. GURUSWAMY ASSISTANT PROFESSOR, DEPARTMENT OF ACCOUNTING AND FINANCE, COLLEGE OF BUSINESS AND ECONOMICS MEKELLE UNIVERSITY, MEKELLE, ETHIOPIA, EAST AFRICA. DR.SHISHIRKUMAR H. MANDALIA I/C UNIVERSITY LIBRARIAN DEPARTMENT: BHAIKAKA LIBRARY, SARDAR PATEL UNIVERSITY, VALLABH VIDYANAGAR, ANAND-388120(GUJARAT)

Asian Academic Research Journal of Social Sciences & Humanities

www.asianacademicresearch.org

Asian Academic Research Journal of Social Sciences and Humanities Year 2013, Volume-1, Issue-14 (Aug 2013)

Online ISSN : 2278 – 859X

INDEX PAGE

SNO ARTICLE TITLE PAGE NO

1. INDIA - SRI LANKA RELATIONS A.VENKATASESHAIAH; DR.G.THULASIRAM

1-11

2. FACTORS AFFECTING VAGINAL DISCHARGE AMONG TRIBAL WOMEN IN INDIA JASPREET KAUR; SAYEED UNISA

12-25

3. SETTING EFFICIENT SYSTEMS IN HIGHER EDUCATION: BUILDING CAPACITY FOR BETTER FUTURE DR. RITU BAKSHI

26-39

4. STATUS OF WOMEN WORKERS IN INDIA: IN THE ERA OF GLOBALISATION DR. REKHA K JADHAV; SALMA BANO

40-51

5. PERFORMANCE ASPECTS INFLUENCED BY SECURITISATION—AN EMPIRICAL STUDY DR. NIBEDITA ROY

52-71

6. VIOLET WITHOUT PURPLE: THE COLOUR OF SPOUSAL VIOLENCE IN NESHANI ANDREAS’ THE PURPLE VIOLET OF OSHAANTU OGBEIDE .O. VICTOR

72-89

7. NUTRITIONAL PROBLEM FACING BY THE ELDERLY MALE IN NADIA DISTRICT OF WEST BENGAL BIGITENDRIYA DEBSHARMA

90-97

8. HUMAN RESOURCE MANAGEMENT: INCORPORATION OF WORK ENVIRONMENT AND JOB SATISFACTION R. KANTHIAH ALIAS DEEPAK

98-114

9. ―OLIVE BRANCH‖ A RAY OF HOPE FOR RURAL ECONOMY IN SPECIAL CONTEXT TO RAJASTHAN DR SATISH CHAND SHARMA

115-126

10. INTERNATIONAL JOB REQUIREMENTS FOR TOURISM GRADUATES OF THE LYCEUM OF THE PHILIPPINES UNIVERSITY MARK IRVIN C. CELIS; AIZA MAGNO; LEONCIO BARLAN JR.; LEAH RASA

127-140

11. REGIONAL ASPECTS OF RURAL LITERACY IN HARYANA DR. (MRS.) SNEHSANGWAN; MAHIMA; DR. RANDHIR SINGH SANGWAN; DR. (MRS.) ANJUDABAS

141-153

12. HOW THE BRITISH LOOTED BENGAL IN EIGHTEEN CENTURY IQTHYER UDDIN MD ZAHED

154-163

13. CURRICULUM FOR PEACE EDUCATION BHIM CHANDRA MONDAL

164-169

14. QUALITY EDUCATION AND TEACHER DEVELOPMENT KULDEEP CHAND ROJHE; DR. SULOCHNA

170-174

15. EFFECTIVENESS OF COGNITIVE BEHAVIOUR THERAPY ON RELAPSE AMONG ALCOHOLICS: A STUDY KHAGENDRA NATH GANGAI

175-219

16. UNDERSTANDING MARRIAGE SYSTEM OF KARBI TRIBE OF NORTH-EAST INDIA DR. (MRS.) INDU SWAMI

220-231

17.

ANTENATAL AND NATAL SERVICE UTILIZATION AMONG REPRODUCTIVE AGE WOMEN IN RURAL COMMUNITY OF SOUTHERN KARNATAKA – A SUCCESS OUTCOME UNDER PUBLIC PRIVATE PARTNERSHIP KAVITA PATEL; DR. RENUKA M; ROHIT BAGHEL

232-236

18. RELIGION IN THE URBAN COMMUNITY: AN EXPLORATORY STUDY. PHILIP O. SIJUWADE; JOHN SANTOYA

237-248

19.

PSYCHOLOGICAL, SOCIOLOGICAL AND PROFESSIONAL DIMENSIONS OF TEACHERS COMMITMENT AMONG MALE AND FEMALE HIGHER SECONDARY LEVEL TEACHERS- A STUDY DR. PRAMOD KUMAR NAIK; SWETA SINGH

249-254

20. STUDENTS’ PERFORMANCE ON MATHEMATICS DEPARTMENTAL EXAMINATION: BASIS FOR MATH INTERVENTION PROGRAM MS. ANNALIE D. PATENA; DR. BELLA LUZ H. DINGLASAN

255-268

21. LEVEL OF RESEARCH COMPETENCIES AND SATISFACTION OF THE FACULTY MEMBERS FROM THE COLLEGE OF CRIMINOLOGY MARIA JOANNA S. GOMEZ; CHARITO PANALIGAN

269-280

22. ROLE OF MEDIA IN DISASTER MANAGEMENT – AN ANALYSIS DR. AJAY KUMAR

281-290



23. PRACTICE OF YOGA AND ITS EFFECTS ON CERTAIN PSYCHOLOGICAL PROBLEMS DR. CH. VENKATES WARLU

291-301

24. ENVIRONMENTAL POLLUTION IN SOUTH DELHI GITABALI THANGJAM; SHAGUFTA JAMAL

302-311

25. A STUDY ON TRAINING NEEDS OF FARMERS REGARDING IMPROVED POTATO PRODUCTION TECHNOLOGY IN MHOW BLOCK OF INDORE DISTRICT (M.P.) MR. SHIVPAL PIPARDE; DR. SANDHYA CHOUDHARY; DR. V.K. SWARNAKAR

312-326

26. U-BHAN SYSTEM AND ITS IMPACT ON URBAN DYNAMICS A CASE STUDY OF SOUTH EASTERN PART OF KOLKATA BHOWMICK, SUSMITA; DR. SIVARAMAKRISHAN, LAKSHMI

327-348

27. PREVALENCE OF MALNUTRITION AMONG ADULT MALE MUNDA AND ORAON OF PASCHIM MEDINIPUR WEST BENGAL INDIA BIGITENDRIYA DEBSHARMA

349-359

28. FEMALE EDUCATION AND CHILD IMMUNIZATION IN WEST BENGAL: A DISTRICT LEVEL ANALYSIS MAUMITA GHOSH

360-365

29. A FUNCTIONAL LINGUISTIC ANALYSIS OF SELECTED INTERROGATIVES IN AUDEE, T. GIWA’S MARKS ON THE RUN ADEWOLE A. ALAGBE; MOSES JOSEPH

366-390

AARJSH VOLUME 1 ISSUE 14 (AUG 2013) ISSN : 2278 – 859X



255

A Peer Reviewed International Journal of Asian

Academic Research Associates

AARJSH

ASIAN ACADEMIC RESEARCH

J O U R N A L O F S O C I A L

S C I E N C E & H U M A N I T I E S

STUDENTS’ PERFORMANCE ON MATHEMATICS DEPARTMENTAL

EXAMINATION: BASIS FOR MATH INTERVENTION PROGRAM

MS. ANNALIE D. PATENA*; DR. BELLA LUZ H. DINGLASAN**

*University Statistician, College of Education, Arts and Sciences,

Lyceum of the Philippines University, Batangas City, Philippines

** College of Education, Arts and Sciences, Lyceum of the Philippines University,

Batangas City, Philippines

ABSTRACT

The study aimed to determine the performance of the students in the area of Mathematics

particularly in Algebra and Trigonometry. The researchers used a retrospective study where

documentary analysis in gathering the data was more appropriate. The data were gathered from

the departmental examination given in Algebra and Trigonometry for the academic year 2011-

2013. The respondents of the study were the students who took both the two subjects. The results

revealed that the students who took the subjects for the two academic years were not able to meet

the required criteria. On the other hand, study techniques were the common factor that affects the

performance of the students in Mathematics. The researchers formulated an action plan to

enhance the students’ performance and for the intervention program. The researchers

recommended to organize periodic seminar and workshops for students, teachers and school

administrators to promote positive attitude towards mathematics and to conduct tutorials session

to improve students’ performance.

Keywords: Intervention, Performance, Positive Attitude, Mathematics




256

INTRODUCTION

Mathematics education has long been recognized as a major factor in development, prompting

nations to emphasize this in their national agenda. An alarming observation of Filipino students

reveals that they excel in knowledge acquisition but fare considerably low in lessons requiring

higher order thinking skills. How students learn and how to measure student performance in

these areas are thus a priority concern of policy makers and educators worldwide. It can not be

denied that most of the prospective college students are unprepared for learning mathematics.

The low understanding level accompanied by discouraging achievements of the students in

Mathematics has become a cause of great concern of our country and has bothered badly the

educationists.

As cited by Benito in the study of Cabatay et.al (2011) that mathematics is learned because of

many reasons. Firstly, the mastery of basic mathematical skills is needed in order to cope with

the demand of life. Such demands include being numerically literate, gaining tools for future

employment, developing the prerequisites for further education, and appreciating the relationship

between mathematics and technology. Secondly, mathematics is the language of the sciences,

and many disciplines depend on this subject as a symbolic means of communication. Thirdly,

mathematics education can play an important part in developing students’ general decision

making and problem solving skills.

Academic performance refers to how students deal with their studies and how they cope with or

accomplish different tasks given to them by their teachers. It is the ability to study and remember

facts and the capability to communicate acquired knowledge verbally or down on paper, which

are commonly measured by means of grades. Academic performance, which is measured by the

examination results, is one of the major goals of the school. Schools are established with the aim

of imparting knowledge and skills to those who go through them and behind all this is the idea of

enhancing good academic performance.

The students’ performance (academic achievement) plays an important role in producing the best

quality graduates who will become great leader and manpower for the country; thus, responsible




257

for the country’s economic and social development (Ali et.al, 2009). 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.

There is a range of factors that affect the quality of performance of students (Waters & Marzano,

2006). Obama (2004) asserts that parents have the primary responsibility of instilling an ethic of

hard work and educational achievements in their children.

According to World Bank report (2007), in most developing countries, not enough Mathematics

teachers are being produced by Universities and Colleges. Therefore, College and Universities

graduates are being encouraged to pursue these courses purposely to fill the gap. Students’

performance in mathematics subject has been investigated through bilateral surveys in two

European 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) revealed 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. On the other hand, 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.

Lyceum of the Philippines University whose vision is to be a recognized university in the Asia

Pacific Region is keen on quality assurance and maintenance of standards. Based on the

meetings of the Dean and the faculty members under Mathematics Department they noted that




258

while some students perform highly, others, on the contrary, do not perform well. They are

concerned about those who do not perform well because if this poor performance goes

unchecked, the university may lose its reputation, which may result in loss of confidence in LPU

graduates.

This study aimed to serve as basis in planning for the enhancement of instruction as well as the

curriculum. This study will also help to determine the strength and weaknesses of the students in

the area of Mathematics. In addition, this will be the backbone of the department in order to

improve the performance of the students.

OBJECTIVES OF THE STUDY

The study generally aimed to determine the performance of the students in the area of

Mathematics. More specifically, to present the performance of the students on departmental

examination for the school year 2011 – 2012; identify factors influencing/affecting the

performance of the students’; and propose plan of action to improve the passing rate in the

departmental examination.

MATERIALS AND METHOD

The researchers utilized the retrospective study where documentary analysis in gathering the data

was more appropriate. Retrospective study refers to study based on examination of existing data,

on events that have already occurred. An ex-post facto type of research design was used because

data were collected from the already existing school records which do not require the

manipulation of the independent variables (Ajayi, 2011). The data of the study consist of rating

performance of all students who took Math subjects such as Algebra and Trigonometry for the

academic year 2010 to 2012. The main data were gathered from the results of Departmental

exams of students filed at the College of Education Arts and Sciences, specifically from the

students who took the exam during the semester (SY 2011- 2013). Interview was also used to

validate all the data gathered. Descriptive statistics such as frequency distribution and weighted

mean were used. Frequency distribution and weighted mean were utilized to determine the

performance of students and teachers evaluation.




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RESULTS AND DISCUSSION

1. Performance of the Students on Departmental Examination

Figure 1. Frequency Distribution of Departmental Exam Results in Math 1

Based on the graph, it shows that there is poor performance with regards to College Algebra

(Math 1) since “not met” obtained the highest frequency among all the colleges enumerated. It is

followed by progressing towards the standard then by proficient. It can also be observed that

there is few number who fall at the bracket of 96-100 or highly proficient. The result implies that

students were find hard time analyzing and learning mathematical concepts. There are many

techniques of how to teach algebra and no one way is the "correct" way. However, it was found

out that one of the best approaches is for the Algebra to ease the student's anxiety, along with

working a great deal of examples in an ordered sequence that show every single step to get the

answer. This powerful combination of ideas can boost the student's confidence in Algebra,

which is the most important element for continued success (Tsinidou,2010).

Figure 2. Frequency Distribution of Departmental Exam Results in Math 2 During 1st Sem SY 11-12




260

It was found out that from the two colleges LIMA and CAMP, both obtained the lowest

performance of below 83 which fall under the criteria of not met. It was followed by those who

were progressing towards the standard of 73 and 52 and those who are highly proficient got the

lowest frequency of 12 and 36 respectively. Students have difficulty constructing coherent

understandings of trigonometry and trigonometric functions This study conjectured that their

weak understandings of angle measure and compartmentalized knowledge of right triangle and

unit circle trigonometry are sources of the problem. The response was to devise an instructional

sequence to promote these foundational understandings and connections.


During 2nd Sem SY 11-12

The graph shows the performance of the students on their departmental examinations in

Math a (College Algebra) for the second semester, 2011 – 2012. Both the students from LIMA

and CCS who took the exam were categorized under not met since their scores in the exam were

below 83. Although the students passed the exam, the students were not able to perform better in

this subject. This implies that students really find it difficult to deal with numbers especially

evaluating concepts in Math 1. This is in line with the study of Baruah (2010) which revealed

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.




261



Graph revealed that students still obtained poor perfromance in Trigonometry on the four

colleges mentioned above. All of them were not able to meet the required criteria of above 83

percent. Students’ poor performance on mathematical problem solving tasks in Trigonometry has

led many Mathematics departments and instructors to adopt conceptual math courses, which

dilute mathematical problem solving or simply remove it from the curriculum. If students

simply do not possess the requisite mathematical knowledge, these conceptual math courses

provide them with exposure to many important math concepts to which they would otherwise

not have access. However, if students have the relevant mathematical resources, the dilution or

removal of mathematical problem solving tasks in math does not help them learn to apply these

mathematical resources appropriately; instead, it robs them of the opportunity to do so.


During 1st Sem SY 12-13




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Based from the result, only students from CAMP obtained a rating of 84 to 89 percent

which are progressing towards the standard. The college obtained a frequency of 84 followed by

not met (47), proficient (32) and highly proficient (5). However, LIMA, CCS and CEAS were

not able to meet the required criteria. The self-worth theory of achievement motivation holds that

in situations in which poor performance is likely to reveal low ability, certain students (known as

self-worth portective students) intentionally withdraw effort in order to avoid the negative

implications of poor performance in terms of damage to self-worth. Relative to low math self-

worth protective students, high math self-worth protective students performed poorly on noth

mathematical tasks (World Bank, 2007).



It can be gleaned from the result that the three colleges obtained poor performance in

Math 2 for the second semester. The result shows that there is still no progress in the

performance of the students since the previous results were consistent in their performance.

Some of the causes of poor performance in mathematics include: lack of concentration in class,

negative attitude, slow learning and lack of commitment to learn the formulas. The results

indicated that most of the students had negative attitude towards mathematics, which also

originated from their parents. Most schools had inadequate mathematics teachers and textbooks.

The mathematics syllabus was wide and some topics were above the intellectual ability of the

students. In order to improve the performance in mathematics at tertiary school level, then it is

necessary to review mathematics syllabus, have adequate mathematics teachers and textbooks,

educate parents on the importance of the subject and assess students more frequently.




263

2. Factors Affecting the Mathematics Performance of the Students

Table 1

Students' Study Techniques

N = 80

Study Techniques WM VI Rank

1. Reading some text before the session of the

class 3.39 Often 5

2. Recognizing key points when there are

made in lecture 3.50 Always 3

3. Comparing your notes after class 3.36 Often 6

4. Testing yourself 3.43 Often 4

5. Doing the assignments regularly 3.51 Always 2

6. Taking notes during class hours 3.66 Always 1

7. Studying hard at night 3.31 Often 7

Composite Mean 3.45 Often

Legend: 3.50 – 4.00 = Always; 2.50 – 3.49 = Often; 1.50 – 2.49 = Sometimes; 1.00 – 1.49 = Never

Table 1 presents the mean score of the study techniques used by the students. It can be gleaned

from the table that respondents often used different study techniques to learn Mathematics with a

composite mean of 3.45. The items registered high to very high mean ranging from 3.31- 3.66

interpreted as “always” and ”often” .

The results revealed that taking notes during class hours is the highest in rank with a weighted

mean of 3.66 and interpreted as “always”. Most of the respondents always do the assignments

(3.510) and recognized key points when these are made in lecture (3.50). However, among the

study techniques, the lowest 2 and often used by the respondents are comparing notes after class

(3.36) and studying hard at night (3.31).

This implies that despite the fact that the students have different study techniques, they still find

difficulty in Mathematics. Students must develop the best study technique that will suit their

capabilities in order to learn Mathematics. The students may fail to maintain higher level of




264

achievements in Mathematics due to a particular study habit. It is, therefore, desirable that the

students should be motivated toward such habits of study by which they may score good grades

with better understanding of the subject matter.

Table 2

Teacher’s Personal and Professional Characteristics

N = 80

Personal traits WI VI Rank

1. Show the students how to

study and learn by themselves 3.84 Strongly Agree 2

2. Excited on what he/she is

teaching 3.76 Strongly Agree 3

3. Set high expectation for all 3.54 Strongly Agree 4

4. Became angry to students 2.18 Disagree 5

5. Dress and act properly 3.90 Strongly Agree 1

Composite Mean 3.44 Agree

Professional traits

1. Master the subject matter 3.94 Strongly Agree 1.5

2. Come to class prepared and

organized 3.94 Strongly Agree 1.5

3. Motivate the students to enjoy

and understand the lesson 3.23 Agree 3

4. Reinforce learning by

providing opportunities for

practice and consolidation

2.86 Agree 4

5. Reinforce learning by

providing opportunities for

practice and consolidation

1.95 Disagree 5


Over-all Composite Mean 3.31 Agree Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 =

Strongly Disagree

Table 2 presents the mean score of teachers’ professional and personal characteristics. It

can be seen from the table that among the professional characteristics, the respondents strongly

agreed that their teachers dress and act properly (3.90) and show the students how to study and

learn by themselves (3.84). Among the personal characteristics, the lowest in rank and disagreed

by the respondents is the teacher became angry with the students (2.18).




265

Among the professional characteristics, the respondents strongly agreed that the teacher

masters the subject matter (3.94) and come to class prepared and organized (3.94). On the other

hand, the respondents disagreed that their teacher accepts suggestions and opinions of the

students (1.95).

This suggests that even the teachers possess the personal and professional characteristics

needed by the students; the students still have low achievement in Mathematics. Teachers must

be open for some of the characteristics that will help the students learn mathematics.

Table 3

Students’ Attitude Towards Mathematics

N = 80

Attitudes Towards Mathematics WM VI Rank

1. Mathematics gives me the pleasure of

creating something. 3.54 Strongly Agree 3

2. Mathematics allows me to develop good

reasoning. 3.81 Strongly Agree 1

3. Working with Mathematics allows me to

acquire a well-balanced personality 3.60 Strongly Agree 2

4. When I start solving, I feel completely in the

dark. 3.29 Agree 6.5

5. If I can't find the solution, I feel defeated. 3.29 Agree 6.5

6. When confronted with a problem, I want to

give up right away. 2.76 Agree 9

7. Mathematics is doing something that I am

told to do and that I have to keep doing over

and over, like a machine. 3.44 Agree 4

8. I am confident that I can learn Mathematics 3.34 Agree 5

9. I am always under a terrible strain in a

Mathematics class 3.04 Agree 8

10. I am comfortable expressing my own ideas

on how to look for solutions to a difficult

problem in Mathematics 2.74 Agree 10


Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 = Strongly

Disagree

Table 3 revealed that the respondents strongly agreed that mathematics allows them to

develop good reasoning (3.81), working with mathematics allows one to acquire a well-balanced

personality (3.60) and mathematics gives them the pleasure of creating something (3.54).On the

other hand, the respondents agreed they feel they are under a terrible strain in a Mathematics

class (3.04), when confronted with a problem. They want to give up right away (2.76) and they




266

are comfortable expressing their own ideas on how to look for solutions to a difficult problem in

Mathematics (2.74).

This indicates that the respondents have positive attitude in Mathematics. Positive

attitudes towards mathematics denote interest or feeling towards studying mathematics.

However, even if the students try to develop positive attitudes in Mathematics, they find hard

time learning the subject.

Table 4

Proposed Action Plan to Improve the Academic Performance in Mathematics

Departmental Examinations

Proposed Plan of Action Persons In-Charge Budget

Conducting/attending seminars

regarding different methods of

teaching Mathematics (teaching in a

form of game, mathematics trick)

Mathematics professors Php 3,000

Developing a positive classroom

atmosphere Mathematics professors

Organizing periodic seminars and

workshops for students, parents,

teachers and school administrators

designed to promote positive

attitudes towards mathematics.

Mathematics professors

and administrators Php 5,000

Conduct tutorials session or peer

tutoring especially for those who

have low performance in

Mathematics.

Students Unified in

Mathematics (SUM)

officers

Php 500




267

CONCLUSION AND RECOMMENDATION

The students’ performance in Math 1 (Algebra) and Math 2 (Plane and Spherical Trigonometry

were not met, based on university standards. The factors that can affect the performance in

Mathematics are study techniques, characteristics of the teachers and attitudes towards

mathematics. A proposed plan of action was formulated to improve the performance of the

students in Mathematics.

Teacher may develop positive relationship with students and focus more on classroom activities,

which will involve active teaching- learning process and students’ participation in the class.

Teachers may organize periodic seminars and workshops for students, parents, teachers and

school administrators designed to promote positive attitudes towards mathematics. Students

Unified in Mathematics (SUM) may conduct tutorials session or peer tutoring especially for

those who have low performance in Mathematics. The proposed plan of action may be

implemented and evaluated to enhance teaching-learning activities. Future researchers may

conduct similar study using other variables that covered in this paper.

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