sample thesis2.doc

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

We live in a mathematical world. Whenever we decide on a purchase, choose an

insurance or health plan, or use a spreadsheet, we rely on mathematical understanding. The

World Wide Web, CD-ROMs, and other media disseminate vast quantities of quantitative

information. The level of mathematical thinking and problem solving needed in the workplace

has increased dramatically. In such a world, those who understand and can do mathematics will

have opportunities that others do not. Mathematical competence opens doors to productive

futures. A lack of mathematical competence closes those doors. Students have different abilities,

needs, and interests. Yet everyone needs to be able to use mathematics in his or her personal life,

in the workplace, and in further study. All students deserve an opportunity to understand the

power and beauty of mathematics. Students need to learn a new set of mathematics basics that

enable them to compute fluently and to solve problems creatively and resourcefully.

It has been long time to discover the importance of Mathematics in our world. And these

discoveries lead us to more technological or what so called Industrial era, wherein the different

usage of technological devices occur. In this era, application of Mathematics helps to develop

and invent such technological devices. Through these applications our life became easier. Now aday, Mathematics is the key to all Sciences.

Despite explaining more about mathematics and the proof that its really important, the

students today dont like this subject. They think that the Mathematics is a boring subject, and

its hard to understand formulas, they always say Why should we study Mathematics, only four

major operations are enough and the rest no longer needed. We do use graphs and formulas in

our daily living. Only if they understand the logic behind this subject and the principles applied

in different problems, if they get what Mathematics really meant to be, they will find that it is not

a boring subject, that mathematics is an interesting one. Mathematics becomes part of our life,

not only in our academic subjects, but in all part of our integral life. We dont see that even in

simple conversation mathematics take place. In our transportation it also occurs, and in our daily

living it definitely applied.


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Background of the Study

According to Schereiber (2000) those who have positive attitudes toward mathematics

have a better performance in this subject.

Mathematics achievement has shown that the students from each major level of

Education in Asia seemed to outperform their counterparts. Many studies have examined

students thinking about school and their attitude toward Mathematics. Mathematics performance

involves a complex interaction of factors on school outcome. Although the relationship between

mathematics performance and students factor has been studied widely, it is important to explore

the factors that contribute students mathematics performance.

Wendy Hansen (2008) stated that boys are more likely than girls to be math geniuses.

The researcher found that neither gender consistently outpaced the other in any state or at any

grade level. Even on test questions from the National Assessment of Education Progress that

were designed to measure complex reasoning skills, the gender differences were minuscule,

according to the study.

Student engagement in mathematics refers to students motivation to learn mathematics,

their confidence in their ability to succeed in mathematics and their emotional feelings about

mathematics. Student engagement in mathematics plays a key role in the acquisition of math

skills and knowledge students who are engaged in the learning process will tend to learn more

and be more receptive to further learning. Student engagement also has an impact upon course

selection, educational pathways and later career choices.

Mathematics performance has improved, again, through expecting students to achieve,

providing instruction based on individual student needs and using a variety of methods to reach

all learners. One factor has been aligning the math curriculum to ensure that the delivery of

instruction is consistent with the assessment frequency.


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This particular study attempts to determine the factors affecting mathematics

performance of Laboratory High School Students at Laguna State Polytechnic University

Academic Year 2009-2010.

Theoretical Framework

Dweck, C. S. (1999) stated that students believe that their ability is fixed, probably at

birth, and there is very little if anything they can do to improve it is called fixed IQ theorists.

They believe ability comes from talent rather than from the slow development of skills through

learning. It's all in the genes. Either you can do it with little effort, or you will never be able to

do it, so you might as well give up in the face of difficulty. E.g. I can't do math. And

Untapped Potential theorists, students believe that ability and success are due to learning, and

learning requires time and effort. In the case of difficulty one must try harder, try another

approach, or seek help etc.

Inzlicht (2003) stated that entity and incremental theories of ability were assessed

separately so that their separate influences could be examined; mathematics performance was

examined by controlling for prior math performance. Entity theory was expected to be a negative

predictor of performance, whereas incremental theory was expected to be a positive predictor.

Guohua Peng (2002) stated that simple traditional methods gradually make the students

feel that mathematics is pointless and has little value to them in real life. It becomes a subject

they are forced to study, but one that is useless to them in real life.

Dan Hull (1999) stated that growing numbers of teachers todayespecially those

frustrated by repeated lack of student success in demonstrating basic proficiency on standard

tests are discovering that most students interest andachievement in math, science, and language

improve dramatically when they are helped to make connections between new information

(knowledge) and experiences they have had, or with other knowledge they have already

mastered. Students involvement in their schoolwork increases significantly when they are taught

why they are learning the concepts and how those concepts can be used outside the classroom.


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And most students learn much more efficiently when they are allowed to work cooperatively

with other students in groups or teams.

Conceptual Framework

The major concept of this study is focused on factors affecting Mathematics Performance

of Laboratory High School Students at Laguna State Polytechnic University Academic Year

2009-2010.

Figure 1; shows the relationship of input variables which contain the extent of the

student-related factors and the extent of the teacher-related factors. While in the process contains

the survey, data gathering, data analysis, and data interpretation. And output variables contain

the analysis of student-related factors and teacher-related factors.

FIGURE 1. A conceptual paradigm shows the relationship of students mathematics performance

in student-related factors and in teacher-related factors.

INPUT PROCESS OUTPUT

STUDENT-RELATED

FACTORS

Interest

Study Habits

TEACHER-RELATED

FACTORS

Personality Traits

Teaching Skills

Instructional Materials

Survey

Data Gathering

Data Analysis

Data Interpretation

An Analysis of student-

related factors

An analysis of teacher-

related factors


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Statement of the Problem

The study attempts to determine the factors affecting mathematics performance of

Laboratory High School Students at Laguna State Polytechnic University Academic Year 2009-

2010.

Specifically, it sought to answer the following questions:

1. What is the extent of the student-related factors in terms of:

1.1 Interest

1.2 Study Habits

2. What is the extent of teacher-related factors as evaluated by the students in terms of:

2.1 Personality Traits

2.2 Teaching Skills

2.3 Instructional Materials

3. What is the level of students mathematics performance?

4. Is there significant relationship between students mathematics performance and

students-related factors?

5. Is there significant relationship between students mathematics performance and teacher-

related factors?

Hypothesis

The following are the null hypothesis of this research:

There is no significant relationship between students mathematics performance and

students-related factors.

There is no significant relationship between students mathematics performance and

teacher-related factors.


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Significance of the Study

The result of the study will merit the following:

School Administrator. The result of this study could serve as a baseline data to improve

programs for school advancement.

Curriculum Planner. The result of this study will help them appraise the existing

programs in terms of the students needs and abilities and make changes as required.

Guidance Councilor. This study will help develop the guidance program in line with

individual needs and abilities of the students.

Facilitators. The results of this study may serve as an eye opener to create and innovates

instructional materials, and to use varied and appropriate teaching strategies.

Students. This study will help the students to develop their interest toward Mathematics

and appreciate the importance of Mathematics in their daily lives.

Parents. Who are directly concerned with the education of their children considering

school performance in different discipline.

Future Researcher. The result of this study can serve as basis for further study on

teaching learning activities and student mathematical performance.

Scope and Limitation

This study is limited only to Laboratory High School Students of Laguna State Polytechnic

University during the Academic Year 2009-2010.

Determining the factors affecting Mathematics Performance of Laboratory High School

Students was the focus of this research. The information needed will be gathered using the

checklist style research-made questionnaire. All information and conclusions drawn from this

study were obtained only to this particular group of students.


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Definition of Terms

For better clarification and understanding of the terms related to this study, the following

terms are defined conceptually and operationally.

Mathematics Performance. This refers to the degree or capacity of students knowledge in

Mathematics.

Instructional Materials. This refers to motivating techniques that teaching materials or

equipment used. It can high technology or simple materials that can use in learning preference.

Interest. This refers to the amount of the students dislike or like of particular things.

Study Habits. This refers to usual form or action of a person in studying.

Teaching Skills. This refers to the skills of teachers in mathematics in terms of teaching

her/his lesson.

Personality Traits. This refers to the good relationship of the mathematics teachers with the

students.


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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

INTEREST

Norma Presmeg (2002) Educational Studies in Mathematics presents new ideas and

developments of major importance to practitioners working in the field of mathematical

education. It reflects both the variety of research concerns within the field and the range of

methods used to study them. Articles deal with didactical, methodological and pedagogical

subjects, rather than with specific programs for teaching mathematics. The journal emphasizes

high-level articles that go beyond local or national interest.

Fulk (2002) stated that students with sequencing difficulties need help to maximize their

engagement and improve their retention of learning use humor, unexpected introduction and

various other attention grabbers to stimulate students interest in the lesson.

http://www.springerlink.com/content/08272762649018lx/ In this article, present results

of an empirical study with 500 German students of grades 7 and 8. The study focused on

students' mathematics achievement and their interest in mathematics as well as on the relation

between these two constructs. In particular, the results show that the development of an

individual student's achievement between grade 7 and grade 8 depends on the achievement level

of the specific classroom and therefore on the specific mathematics instruction Interest in

mathematics could be regarded a predictor for mathematics achievement Moreover, our findings

suggest that the students show hardly any fear of mathematics independent of their achievement

level.

Hanson, Katherine (2008) stated that an exploration of girls learning styles, attitudes,

and behaviors in math classes that also shows the importance of analyzing the curriculum and

attitudes of teachers when attempting to understand girls relation to math. It attempts to discover

ways to increase girls interest and achievement in math. It concludes with 15 practical

recommendations for the improvement of math education for girls.

Davis-Kean (2000) analyzed how parents' values and attitudes affect children's math

performance and later interest, and how these attitudes vary by the child's gender. They used data
http://www.springerlink.com/content/08272762649018lx/http://www.springerlink.com/content/08272762649018lx/


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from a longitudinal study of more than 800 children and a large group of their parents that began

in 1987 and continued through.

STUDY HABITS

Steinberger & Wagner (2005) distinguishes more simply among three intelligences; the

academic-problem solving; the practical intelligence; and creative intelligence; all these three

have peculiar influence to performance. Success in study does not depend on ability and hard

work but also on effective methods of study. Individualized method of studying is adopted by

every individual student, thus, a good study habit will mean the ability to learn and make use of

what one is reading or studying. Study skills when properly embedded will help students

understand their own potentials for intellectual growth and self-direction. It is for this reason that

the strategies of proper study habits among students should be given emphasis.

Simmons (2002) note that "good writing spawns from a close understanding of text and

great writing result from an interactive analysis and fluency with our reading." He adds that

inadequate writing is a direct result of inadequate reading and studying. Postgraduate students

are scholars in training and have the responsibility of becoming prolific and critical writers in

their disciplines and careers. The spirit of responsibility and integrity are vital to the study habits

of postgraduate students.

Richardson et al (2000) compared college students who are deaf and hard of hearing in

mainstreamed classes with hearing peers. In both studies, the students who are deaf had

comparable study behaviors to those of their hearing peers. Similarly, both studies employed a

survey design that precluded the researchers from obtaining in-depth knowledge of participants'

skills, and in particular, their use of notes as a study text. These studies are similar to several

others that attempt to survey the study habits of normal hearing students.


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Aquino (2003) pointed out that study skills can be taught effectively only after

identifying students areas of weakness and levels of achievement is appropriate to their grade

level can be provided with development (or enrichment) exercises, which will enable them to

become more proficient in the skills they have already acquired or which will help them learn

new ideas.

Fielden (2004) states that good study habits help the student in critical reflection in skills

outcomes such as selecting, analyzing, critiquing, and synthesizing.

PERSONALITY TRAITS

Rohwes W. Jr. et al. as cited by Sainz (2000) further discussed the teachers need to find

ways of determining whether or not her instruction have been successful. The procedure and

method of determining such success can take the form of test of various kinds to determine

whether the students have reached the objectives they have set for them.

Myers and Briggs (2003) developed a personality test based on Jung's temperaments

called the Myers-Briggs Type Inventory, or MBTI. It has gone on the become the most famous

personality test of all time. The traits are seen as opposites, and the first set is introversion and

extraversion. Introversion refers to a tendency to prefer the world inside oneself. The more

obvious aspects of introversion are shyness, distaste for social functions, and a love of privacy.

Extraversion is the tendency to look to the outside world, especially people, for one's pleasures.

Woolfolk (2001) describes intrinsic motivation as involving internal, personal factors

such as needs, interest, curiosity, and enjoyment. A student who is intrinsically motivated

undertakes an activity for its own sake, because the activity itself is rewarding. In contrast is

intrinsic motivation, in which the student engages in an activity in order to obtain a reward , or to

avoid a punishment.

Gordon Allport (1998) extensively investigated the ways in which traits combine to form

normal personalities, cataloguing over 18,000 separate traits over a period of 30 years. He

proposed that each person has about seven central traits that dominate his or her behavior.
http://psychology.jrank.org/pages/636/Traits.htmlhttp://psychology.jrank.org/pages/636/Traits.html


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Hans Eysenck (1998) claimed that personality could be described based on three

fundamental factors: psychoticism (such antisocial traits as cruelty and rejection of social

customs), introversion-extroversion, and emotionality-stability (also called neuroticism).

TEACHING SKILLS

Tomlinson (1999) stated that teachers can differentiate content, process, and/or product

for students. Differentiation of content refers to a change in the material being learned by a

student. For example, if the classroom objective is for all students to subtract using renaming,

some of the students may learn to subtract two-digit numbers, while others may learn to subtract

larger numbers in the context of word problems. Differentiation of process refers to the way in

which a student accesses material. One student may explore a learning center, while another

student collects information from the web. Differentiation of product refers to the way in which a

student shows what he or she has learned. For example, to demonstrate understanding of a

geometric concept, one student may solve a problem set, while another builds a model.

http://www.teachervision.fen.com Authentic assessment, cooperative learning, inclusion

discover a vast range of current articles about teaching methodologies, ideal for all grades.

Diversify your teaching strategies by implementing service-learning projects and integrating

technology in your classroom. These resources will help you gain the experience and expertise

you need to become a successful teacher, whether you're a new teacher or have been teaching for

many years.

According to Blooms Taxonomy, teachers frequently spend a great deal of classroom

time testing students through questions. In fact, observations of teachers at all levels of education

reveal that most spend more than 90 percent of their instructional time testing students (through

questioning). And most of the questions teachers ask are typically factual questions that rely on

short-term memory.

Rhodes and Bellamy (1999) stated that a teacher tells, a facilitator asks; a teacher lectures

from the front, a facilitator supports from the back; a teacher gives answers according to a set
http://www.teachervision.fen.com/http://www.teachervision.fen.com/


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curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive

at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous

dialogue with the learners

Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment, which is a

way of assessing the true potential of learners that differs significantly from conventional tests.

Here the essentially interactive nature of learning is extended to the process of assessment.

Rather than viewing assessment as a process carried out by one person, such as an instructor, it is

seen as a two-way process involving interaction between both instructor and learner. The role of

the assessor becomes one of entering into dialogue with the persons being assessed to find out

their current level of performance on any task and sharing with them possible ways in which that

performance might be improved on a subsequent occasion.

INSTRUCTIONAL MATERIALS

Siemens (2002) stated that instructional design can be defined as the systematic process

of translating principles of learning and instruction into plans for instructional materials and

activities. However, there are many different definitions for instructional design and all of them

are an expression of underlying philosophies and viewpoints of what is involved in the learning

process

Heinze, Aiso (2008) stated that the development of an individual student's achievement

depends on the achievement level of the specific classroom and therefore on the specific

mathematics instruction. Interest in mathematics could be regarded a predictor for mathematics

achievement. Moreover, he suggests that the students show hardly any fear of mathematics

independent of their achievement level.

Burgess (2000) stated that changes in society and workplace have exerted pressure on the

educational system. For instance, with increased internationalization, growing knowledge-

intensive work, and increasing use of information technology, schools are required to produce

graduates who do not only possess relevant knowledge but also interpersonal relations and

communication skills, ability to work in various contexts, and information literacy skills.


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Wang & Woo (2007) to facilitate student-centered learning, many authors suggest the use

of media and technology.

Jonassen, Peck, & Wilson (1999) stated that learning technologies should shift their role

from being conveyors of information to a means for engaging students in thinking. More

specifically, technologies should be used to pose problems to students, provide related cases and

information resources, a social medium to support learning through collaboration and interaction,

and intellectual partners to support learning by reflecting.


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Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, research procedure, the subject of the study,

determination of sample, research instrument and statistical treatment of data.

Research Design

This study determined the factors affecting mathematics performance of Laboratory High

School Students at Laguna State Polytechnic University. The descriptive correlation method

was used in this study.

In descriptive method, Calmorin (1994) as cited by Bagayana (2006), wrote the study

focuses on the present condition. The purpose is to find new truth, which may come in different

forms such as increased quantity of knowledge, a new generalization, or increased insights into

factors, which are operating, the discovery of a new causal relationship, a more accurate

formulation of the problem to be solved and many others.

Since this study measured data that already exists and the number of respondents is not

large, the descriptive correlation method of studies is best suited. As mentioned, the student-

related factors in terms of interest and study habits, and the teacher-related factors in terms of

personality traits, teaching skills and instructional materials were generated using researcher

made questionnaire.

Subject of the Study

The respondents in this study were the one hundred twenty six (126) Laboratory High

School Students at Laguna State Polytechnic University Academic Year 2009-2010.

Research Instrument

The main tool used in this study was a researcher made questionnaire checklist. Set of

questionnaire-checklist was constructed for the student respondents. The questionnaire

checklist consisted of the students level of interest in Mathematics, their study habits and their


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teachers personality traits, teaching skills and instructional materials use in teaching as

perceived by the students.

Part 1 on the questionnaire checklist obtained the students level of interest in

Mathematics presented five(5) statements and the students study habits presented ten(10)

situations. These were given one set of five checkboxes each. The five checkboxes were ranked

as:

5 Always

4 Often

3 Sometimes

2 Rarely

1 Never

Part 2 obtained teachers personality traits, teaching skills and instructional materials

used in teaching as rated by the students. Each statement was given one set of five checkboxes.

Again the five checkboxes were ranked as:

5 Always

4 Often

3 Sometimes

2 Rarely

1 Never

The questionnaire checklist was presented to the adviser and expert on Mathematics for

comments, corrections, and suggestions on the content.

Research Procedure

The original title proposed by the researcher was checked, revised and rechecked by the

researchers adviser to maintain conformity on the subject of research. The questionnaire-

checklist that aims to draw out proper responses on the objectives of this study was constructed.


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This questionnaire checklist made by the researcher and was presented to, analyzed and

checked by the research adviser to ensure the validity of responses it would elicit.

Permit to conduct research and study was secured of letter requesting permission to the

principal of Laboratory High School at Laguna State Polytechnic University.

Data gathered from answered questionnaires were checked, classified , tabulated and

analyzed according to the research design described in this chapter using Microsoft Excel and

prepared for final presentation to the experts of different fields of specialization.

Statistical Treatment of Data

Analysis Statistical Tools1. The extent of student-related factors

in terms of:

1.1 Interest

1.2 Study habits

2. The extent of teacher-related factors

in terms of:

2.1 Personality Traits

2.2 Teaching Skills

2.3 Instructional Materials

3. The level of students mathematics

performance.

4. Significant relationship between

students mathematics performance

and student-related factors.

5. Significant relationship between

students mathematics performance

and teacher-related factors.

Weighted Mean

Weighted Mean

Mean, median, mode, skewness and

kurtosis.

Pearson R, Spearman Rho, Regression

Pearson R, Spearman Rho, Regression


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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered from the students of

Laboratory High School at Laguna State Polytechnic University in determining factors affecting

Performance in Mathematics.

Extent of Interest of the students in Mathematics

Table 1 shows the weighted mean of students interest in Mathematics. Students level of

interest in Mathematics was rated based on the students self-perceived level of preparation for

the Mathematics subject, attention given to teachers lectures, active participation in class, theirdesire to get good grades and their desire to listen to discussions or attention class.

The students gave a unifying perception on their level of interest in Mathematics. The

item I want to get good grades on tests, quizzes, assignments and projects. ranked first with an

average weighted mean of 4.77. The item I get frustrated when the discussion is interrupted or

the teacher is absent. got the lowest rating with an average weighted mean of 2.88.

Table 1. Extent of Interest in Mathematics as Perceived by the Students

Interest

Weighted

Mean Rank

Verbal

Interpretation

1. I make myself prepared for the math subject 3.79 4 Often

2. I listen attentively to the lecture of my math

teacher.4.10 2 Often

3. I actively participate in the discussion,

answering exercises and/or clarifying things

I did not understand.

3.93 3 Often

4. I want to get good grades on tests, quizzes,

assignments and projects.

4.77 1 Always

5. I get frustrated when the discussion is

interrupted or the teacher is absent.2.88 5 Sometimes

Average Weighted Mean 3.90 Often

The overall weighted mean of interest in Mathematics is 3.90. This means students are

often interested in this subject. Among questionnaire items, the desire to get good grades is the


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most interesting to students but the desire to attend discussion received the lowest extent of

interest.

Extent of Study Habits

Table 2 shows the lists of ten (10) items about situational/action statements used in the

data gathering and the corresponding weighted means of the students responses ranked from the

highest to lowest weighted mean together with the verbal interpretation. The criteria in obtaining

students level of study habits were based on their personal tendency or pattern of action in

studying when they are in school days.

Table 2. Extent of Study Habits as Perceived by the Students

Overall, the extent of study habits as perceived by the students themselves gained an

often result with an overall weighted mean of 3.60. Among each situational/action statements or

items given, the item I study harder to improved my performance when I get low grades.

ranked first with an average weighted mean of 4.34 but the item I spend less time with my

Study HabitsWeighted

MeanRank

Verbal

Interpretation

1. I do my assignments regularly. 4.09 2 Often

2. I exert more effort when I do difficult assignments.3.88 4 Often

3. I spend my vacant time in doing assignments or

studying my lessons.3.08 9 Sometimes

4. I study the lessons I missed if I was absent fromthe class

3.65 5 Often

5. I study and prepared for quizzes and tests. 4.07 3 Often

6. I study harder to improve my performance when I

get low grades.4.34 1 Often

7. I spend less time with my friends during school

days to concentrate more on my studies.2.97 10 Sometimes

8. I prefer finishing my studying and my assignments

first before watching any television program.3.10 8 Sometimes

9. I see to it that extracurricular activities do nothamper my studies.

3.37 7 Sometimes

10. I have a specific place of study at home which I

keep clean and orderly.3.45 6 Often

Average Weighted Mean 3.60 Often


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friends during school days to concentrate more on my studies. got the lowest extent of study

habits in Mathematics.

Extent of Teachers Personality Traits

. Table 3 shows the data on the extent of personality traits of the teachers with the

computed weighted mean, rank and interpretation. Extent of teachers personality traits were

ranked based on their relationship with the students, their smartness, confidence and firmness in

making decisions, their imposing proper discipline and not lenient in following the prescribed

rules, their personality with good sense of humor and their appreciation to suggestions and

opinions and their worthy of praise

Table 3. Extent Teachers Personality Traits as Perceived by the Students

The table reveals that item number 1 ranked first with an average weighted mean of 4.60

and interpreted as always which means that the teacher always has a good relationship with the

students. The item number 2 ranked second with an average weighted mean of 4.58 also

interpreted as always which means that the teacher always shows their smartness, confidence

and firmness in making decisions. Items 3, 4, and 5 interpreted as often with the weighted

means of 4.48, 4.43, and 4.41 for ranks 3, 4, and 5 respectively.

Extent of Teaching Skills

Personality TraitsWeighted

Mean Rank

Verbal

Interpretation

1. Has a good relationship with the students andteachers.

4.60 1 always

2. Shows smartness, confidence and firmness inmaking decisions.

4.58 2 always

3. Imposes proper discipline and is not lenient infollowing the prescribed rules.

4.43 4 often

4. Has an appealing personality with good sense of

humor.4.41 5 often

5. Is open to suggestions and opinions and is worthy

of praise.4.48 3 often

Average Weighted Mean 4.50 always


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Table 4 presents the extent of teaching skills acquired by the teachers in Mathematics as

perceived by the students. The overall weighted mean of the teachers in terms of teaching skills

is 4.41 which is interpreted as often.

Table 4. Extent of Teaching Skills as Perceived by the Students

Teaching SkillsWeighted

Mean Rank

Verbal

Interpretation

1. Explains the objectives of the lesson clearly at

the start of each period.4.51 2 always

2. Has mastery of the subject matter. 4.70 1 always

3. Is organized in presenting subject matters by

systematically following course outline.4.40 4 often

4. Is updated with present trends, relevant to thesubject matter.

4.46 3 often

5. Uses various strategies, teaching aids/devices

and techniques in presenting the lessons.3.96 5 often

Average Weighted Mean 4.41 often

Looking closely at the table item per item, it was observed that the The teacher has

mastery of the subject matter has the highest average weighted mean among the five items and

interpreted as always followed by the item The teacher explains the objectives of the lesson

clearly at the start of each period also interpreted as always. Items The teacher is updated

withpresent trends, relevant to the subject matter , The teacher is organized in presenting

subject matter by systematically following course outline, and The teacher uses various

strategies, teaching aids/devices and techniques in presenting the lessons interpreted as often

with the average weighted means of 4.46, 4.40 and 3.96 for ranks 3, 4. and 5 respectively.

Extent of Instructional Materials used by the Mathematics teachers

Table 5 presents the extent of instructional materials used by the teachers in Mathematics.

It shows that the teachers always used chalk and blackboard in explaining the lessons with an

average weighted mean of 4.93. The teachers used workbooks/textbooks and materials for

project development interpreted as sometimes with the average weighted means of 3.45 and


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2.55 for ranks 2 and 3. The teachers used articles interpreted as rarely with an average

weighted mean of 2.48. Lastly, used of power point presentation got the lowest extent of

instructional materials with an average weighted mean of 1.49 interpreted as sometimes.

Table 5. Extent of Instructional Materials used by the Mathematics Teachers

Instructional MaterialsWeighted

Mean Rank Verbal Interpretation

1. Chalk and blackboard in

explaining the lessons.4.93 1 always

2. workbooks/textbooks 3.45 2 sometimes

3. PowerPoint presentations (visual

aids)1.49 5 never

4. articles 2.48 4 rarely

5. materials for project development 2.55 3 sometimes

Average Weighted Mean 2.98 sometimes

The overall extent of instructional materials used by the Math teachers as perceived by

the students gained sometimes result with an overall average weighted mean of 2.98. This

means that the teacher in Mathematics sometimes uses instructional materials.

Level of Performance of Students in Mathematics

Table 6 presents the level of performance of Laboratory high school students in

Mathematics in terms of some measure as mean, median, mode, standard deviation, skewness

and kurtosis. The grades presented are the means of the grades of students-respondents in third

grading period obtained through documentary analysis of Form 138 provided by the adviser.

Table 6.Level of Performance of Students in Mathematics

Statistics Value Verbal Interpretation

Mean 88.23 Satisfactory


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Median 89.00 Satisfactory

Mode 91.00 Very Satisfactory

Standard Deviation 4.84

Kurtosis 2.10 Relatively Steep/leptokurtic

Skewness -1.13 Skewed to the left/negatively skewed

Table reveals that the mean performance of students in Mathematics was satisfactory

with an average of 88.23 median of 89 mode of 91 and standard deviation of 4.84. The skewness

of the level of students is -1.13 which, which skewed to the left/negatively skewed while kurtosis

is 2.10, which is leptokurtic or has a relatively peaked distribution.

It reveals that several of the students really wanted the subject of Mathematics. Only few

of the students got low and the rest got the high grades.

Significant Relationship of the Mathematics Performance of the Students in Student-

related factors and Teacher-related factors

Table 7 presents the significant relationship of the factors affecting Mathematics

Performance of Laboratory High School. As seen on the table, the Pearson r of the five (5)

factors such as Interest, Study Habits, Personality Traits, Teaching Skills and Instructional

Materials have high degree of correlation but the t revealed the lesser value of 2.01. It means that

there is no significant relationship to Mathematics performance of the students.

Table 7. Significant Relationship of the Mathematics Performance of the Students in

Student-related factors and Teacher-related factors

Variables df T-Computed T- value Interpretation

Interest

113

0.544326 2.10 not significant

Study Habits -0.465262108 -2.10 not significant

Personality Traits -0.095499 -2.10 not significant

Teaching Skills 0.984864987 2.10 not significant

Instructional

Materials -1.043867038 -2.10 not significant

The table reveals that the interest, study habits, personality traits, teaching skills and

instructional materials do not affect the Mathematics performance of the Students of Laguna

State Polytechnic University.


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Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings; the conclusions made and the

recommendations offered.

Summary

This study was conducted in Laguna State Polytechnic University, Siniloan, Laguna, with

a total of one hundred fifteen respondents of laboratory high school. Descriptive method was

used in this study. The researcher used a checklist-questionnaire method in order to reveal the

relationship of the variables.

The special problem was conducted to determine the factors affecting Mathematics

Performance of Laboratory High School Students at Laguna State Polytechnic University

Academic Year 2009-2010. It aims to find out the appropriate answers to the following

questions: What is the extent of the student-related factors in terms of interest and study habits?

What is the extent of teacher-related factors as evaluated by the students in terms of personality

traits, teaching skills and instructional materials? What is the level of students mathematics

performance? Is there significant relationship between students mathematics performance and

student-related factors? Is there significant relationship between students mathematics

performance and teacher-related factors?

Through this problems stated, the researcher came up with the following null hypothesis:

Ho There is no significant relationship between the students mathematics performance and

student-related factors in terms of interest and study habits. Ho There is no significant

relationship between students mathematics performance and teacher-related factors in terms of

personality traits, teaching skills and instructional materials.

After administering the questionnaire, the researcher used weighted mean and rank to

determine the extent of student-related factors in terms of interest and study habits; and extent of

teacher-related factors in terms of personality traits, teaching skills and instructional materials.


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Mean, median, mode, standard deviation, skewness, kurtosis were used to determine the level of

performance of students in Mathematics. And to test the significance of input and output

variables, pearson-r were used.

Conclusions

Based on the data gathered, the overall weighted mean of level of interest in mathematics

was 3.90 and interpreted as often. Study habits had an average weighted mean of 3.60 and also

interpreted as often. Personality traits had an average weighted mean of 4.50 and interpreted as

always. Teaching skills had an average weighted mean of 4.41 and interpreted as often.

Instructional materials had an average weighted mean of 2.98 and interpreted as sometimes.

In terms of level of performance of the students in mathematics, the students obtained the

mean grade of 88.23 with verbal interpretation of Satisfactory and standard deviation of 4.84.

Through the test of significance, the researcher came up with the following conclusion;

there is no significant correlation between student interest in mathematics and their performance

in mathematics. Their computed z-value is 0.54 which is less than the tabular z-value of 2.10 at

= .05. There is no significant correlation between study habits and their performance in

mathematics. The computed z-value is -0.47 which is less than the tabular z-value of -2.10 at

=0.05. This means that the performance of the students in mathematics does not affected by the

student-related factors in terms of interest and study habits.

There is no significant relationship between teacher-related factors such as personality

traits, teaching skills and instructional materials and the performance of the students in

mathematics. Their computed z-values are -0.10, 0.98 and -1.04 which are less than the tabular z-

value of -2.10, 2.10 and -2.10 respectively. Thus, teacher-related actors do not affect the

performance of the students in mathematics.


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Recommendations

Based on the conclusions made, the following recommendations are given: that a more

concentrated research on relationship to Mathematics be made by the future researchers to

determine a more focused result on the relationship; that teachers use more interactive teaching

techniques that would boost interest in mathematics; that a more thorough research on study

habits be made by future researchers to determine its effect on student performance.

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