FACTORS AFFECTING THE PERFORMANCE IN

MATHEMATICS OF GRADE 10 STUDENTS

OF FERROL NATIONAL HIGH SCHOOL

AÑAR, SALVIE L.
AYERDE, ERICA MAE M.
COMPAS, JEFFER
GERVACIO, ROMER
TAMPOS, CHRISTIAN ACE

Ferrol National High School-Senior High School

Tubigon, Ferrol, Romblon

BLESSIE A. TUBI
Teacher

Marso 2019
 APPROVAL SHEET
This research entitled “FACTORS AFFECTING THE PERFORMANCE IN
MATHEMATICS OF GRADE 10 STUDENTS" prepared and submitted by AÑAR,
S.L., AYERDE E.M., COMPAS, J., GERVACIO, R., TAMPOS, C.S., in partial
fullfillment of requirements for the project Practical Research 1
 BIOGRAPHICAL SKETCH

The researcher was born on the 11th day of November 2000 at

Dasmariñias, Cavite. She is the eldest daughter of Mr. Vidal G. Añar and Mrs.

Maricel L. Añar. She is 18 years of age and currently residing at

Poblacion,Ferrol, Romblon.

She finished her elementary education at Fourth Estate Elementary

School and currently taking her Secondary Education at Ferrol National High

School where she is a Grade 11 student under the General Academic Strand.

Her dream is to become a Police Woman.

SALVIE L. AÑAR
 BIOGRAPHICAL SKETCH

The researcher was born on the 20th day of January2002 at Pasig City.

She is the eldest daughterof Mr. Eduardo Ayerde Jr. and Mrs Charilyn Ayerde.

She is 17 years of age and currently residing at Poblacion, Ferrol, Romblon.

Shefinished her Elementary Education at Ferrol Central Elementary

School and currently taking his SecondaryEducation at Ferrol National High

School where he is a Grade 11 student under the General Academic Strand.

She dreams to be a Journalist.

ERICA MAE M. AYERDE

 BIOGRAPHICAL SKETCH

The researcher was born on the 15th day of June 2000 at Bunsoran Ferrol

Romblon. He is the eldest son o Mr. Michael Compas and Sher MaeRose

Compas. He is 18 years of age and currently residing at Bunsoran, Ferrol,

Romblon.

He finished his Elementary Education at Ferrol Central Elementary School

and currently taking his SecondaryEducation at Ferrol National High School

where he is a Grade 11 student under the General Academic Strand.

He dreams to be asuccessful Police Man

JEFFER F. COMPAS
 BIOGRAPHICAL SKETCH

The researcher was born on the 14th day of December 2001 at Poblacion,

Ferrol, Romblon.He is the youngest son of Mr. Roger Gervacio and Mrs. Myrna

Gervacio. He is 17 years of age and currently residing at Poblacion, Ferrol,

Romblon.

HefinishedhisElementary Education at Ferrol Central Elementary School

and currently taking his Secondary Education at Ferrol Natioatl High

Schoolwhere he is a Grade 11 student under the General Academic Strand

He dreams to be a succesful Engineer.

ROMER A. GERVACIO
 BIOGRAPHICAL SKETCH

The researcher was born on the 24th day of November2002 at Poblacion,

San Jose, Romblon Romblon. He is the eldest son of Mr. Diolito Tampos and

Mrs Gloria Tampos. He is 16 years of age and currently residing at Bunsoran,

Ferrol, Romblon.

He finished his Elementary Education at LindiroElementary School and

currently taking his SecondaryEducation at Ferrol National High School where he

is a Grade 11 student under the General Academic Strand.

He dreams to be asuccessful Engineer

CHRISTIAN ACE S. TAMPOS

 ACKNOWLEDGMENT

The researchers would like to extend their thanks to all those who have

been part of their study, for their unending support and contribution in the

successful conduct of this research paper. Because of them, our knowledge have

expanded and having a good result for this study have been possible. The

success of this research is indebted to the following:

The researchers would like to express their heartfelt gratitude to Mrs.

Blessie Tubi, the researcher's Practical Research teacher who have guided them

all throughout their journey in making this researh, for her patience and help in

ccorrecting their mistakes during the conduct of this research and most

especially for sharing her knowledge on what they need to know. Without her this

research would have no sense.

The researchers would also like to thank their Grade 10 students

respondents, for sharing their time and for actively participating on answering

their questionnaires and giving the information they have needed to complete this

study. Without their cooperation and readiness to answer the questions, this

research would have not been finished.

They would also like to thank their classmates and friends who have

helped them through giving ideas and knowledge related to our study. They also

thank them for giving support and motivation to finish this research.

The researchers would also like send their gratitude to their beloved

parents for being considerate in helping and supporting their needs and other
materials for the accomplishment of this research. They are very thankful for their

understanding on times they are busy doing this research and also for giving

moral and financial support, love and iinspiration.

The researchers would also like to thank Mrs. Leomelyn Gabayno and Ms.

Jewelle V. Olarte for sharing their honest opinions with them on how to further

improve the research. Also, for correcting their errors in

grammar and giving advices and tips.

The researchers would also like to thank the principal, Mrs. Zayra F. Andal

for allowing the conduct of this research.

And most of all, the researchers would like to express their deepest thanks

to God Almighty for the continuous guidance on every step we take on this

research. The researchers thank Him for giving the group members the

knowledge, wisdom and the fighting spirit to finish this research paper until it's

end.

Again, Thank you very much to all of you.

The Researchers
S.L.A
E.M.A
J.F.C
R.A.G
C.S.T
 Table of Contents

Title Page

Approval Page

Biographical Sketch

Acknowledgement

Table of Contents

List of Tables

Abstract

CHAPTER I

 Introduction

 Research Question

 Statement of the Problem

 Scope and Delimitation

 Benificiaries of the Study

CHAPTER II

 Review of Related Literature

 Conceptual Framework

 Definition of Terms

CHAPTER III
  Research Methodology

 Research Design

 Research Locale and Time of Study

 The Respondents-Informants of the Study

 Sampling Procedure

 Research Instrument

 Data Collection and Source of Data

 Method of Data Processing and Analysis

CHAPTER IV

 Results and Discussion

CHAPTER V

 Results

 Conclusion

 Recommendation

References

Appendices A

Appendices B
List of Tables
List of Figures
 Abstract

AÑAR, SALVIE L., AYERDE, ERICA MAE M., COMPAS, JEFFER F.,

GERVACIO, ROMER A., TAMPOS, CHRISTIAN ACE S. Ferrol National High

School. Ferrol, Romblon. January 2019. Factors affecting the Performance of

Grade 10 Students in Mathematics. S.Y. 2018-2019

Subject Teacher: Blessie A. Tubi

The qualitative study aims to answer the research question, What are the

factors affecting the performance of Grade 10 students in Mathematics? The first

chapter of this study will deal on the background of the study, reason for

choosing, importance of the topic and it's baseline. The main objective of this

study was to identify the factors affecting the performance of students in

Mathematics and help give ideas in formulating strategies on how to improve

achievement on the subject.

The study was a descriptive study in which a survey research design was

adopted. The key informants of the study are forty Grade 10 students who were

selected through the process of Systematic Random Sampling. Data was

gathered through questionnares.

The results show that there are more Slow Learners in Mathematics and

many of the respondents expe . It also revealed that Attitude towards

Mathematics, Study Habits, Interest and Motivation to learn, Teacher's Teaching

Strategies and method, School Environment and Parental Involvement, all of

which have effects on the performance of students in Mathematics, each factor

under varied conditions. Through the research, it was also found out that the

aspect of Mathematics, students would want to improve is Problem Solving. The

study also found out that the way to improve performance in Mathematics is

studying hard, this is based on the perception of the students.

On the basis of the findings, the following recommendations were made;

teachers and parents should promote a positive image and perception of

Mathematics to the their students and children; students should improve their

study habits; teachers should know what affects their student's interest and

motivation to learn Mathematics and use it in his/her teaching strategy; teachers

should make or innovate their teaching strategies in accordance to their students

learning preferences and styles along with each student's differences; students

and teachers should be responsible in promoting and maintaining a clean and

organized classroom; teacher's should give stress in teaching Problem Solving;

students should study Mathematics hard and put it into their priorities, this

involves minimizing exposure to distractions.

 CHAPTER I

INTRODUCTION

“Mathematics is a key science for the future, through both its

fundamentaldevelopment and its enabling role for science, engineering and

technology. This is illustrated by dramatic advances incommunications,

bioinformatics, the understanding ofuncertainty and dealing with large data sets”

(Lemaire, 2003, p. 21). Mathematical thought and concepts will become the

primary navigational tools in the data driven world (Lemaire, 2003). As a result

ofthe technological advancement in today’s societies, mathematical knowledge

has becomeessential for the success of individuals and for the progress and

security of nations.

For success in tertiary education and beyond, a strong foundation in

secondaryschool mathematics is essential (Cappellari, Lucifora, & Pozzoli, 2008;

Steinberg, Varua,& Yong, 2010). Despite the importance of mathematics in life and

in the study of otherscience subjects, the computed MPS of all Junior High School

students of Ferrol National High School in Mathematics for the past school year

2017-2018 only reached an average of 59.15 for the four grading periods, being

second to the lowest before MAPEH.

The researchers’ experience as a mathematics learner brought them to this

study. They hadexperience themselves the feeling of finding mathematics as a

difficult, boring, or uninteresting subject.This experience has ledthe researcher to

consider why students perceive mathematics as a difficult subject. Why are they
not confident in their ability to do mathematics? What are the factors affecting their

mathematic achievement? These experiences resulted in the present study

thataimed to examine the influence of selected factors on mathematics

achievement of secondary school students. They also have observed that this

feeling is not only within themselves, everybody, somehow can relate to this. They

often witness their classmates and other students having various complaints about

Mathematics, whether it's about the teaching, its difficulty to be understood or its

tendency to be boring.

The researchers recognize just how much important Mathematics is and

therefore wanted every student to improve in it. So they basically thought of finding

out the factors affecting the performance of students, more specifically, the Junior

High School Students, in the said subject so that they could or someone out there

could formulate ideas on how to further improve the students Academic

achievement and performance in Mathematics.

Statement of the Problem

The study attempts to determine the factors affecting the performance in

Mathematics of Grade 10 students of Ferrol National High School. Specifically, it

sought to answer the following questions.

1. What is the current level of junior high school students mathematical

ability/performance based on their own self-asessment?

 2. What are the factors affecting the Grade 10 students performance in

Mathematics?

3. What measures could be done to improve the performance of Grade 10

students in Mathematics?

Beneficiaries

The result of the study will merit the following :

School Administration. The result of this study could save as a baseline data to

make new programs for school's advancement in terms of Mathematics'

performance.

Teachers. The results of this study may same as on eye opener to create and

innovate instructional materials and to use varied and appreciate teaching

strategies.

Students. This will help students to be interested in mathematics and help them

have the idea on how to improve their mathematical abilities.Moreover to

help them accept and embrace the importance of mathematics on their

daily lives.

Parents.As they are concerned with their children’s academic performance and

that is what this research is all about, more specifically academic

performance of their children on mathematics and what affects it.

Future researchers. This can also serve as basis for future researchers who will

chose topic with focus inclined with our or anything related to students

mathematical performance.

Scope and Delimitation

The study is limited only to Grade 10 students of Ferrol National High

School of the present school year 2018-2019. Determining the factors affecting

the performance itself of Junior High School students is the focus of this

research. This will be done on November 2018 to March 2019. The information

needed will be gathered from randomly selected Grade 10 students.

 CHAPTER III

Review of Related Literature

This chapter presents the review of related literature and studies related to

this research.

FACTORS AFFECTING STUDENTS’ PERFORMANCE IN MATHEMATICS

Pal (2009) concluded that many difficulties that children face in leaning

are rooted in the lack of understanding of lower level concepts and lack of clarity

on some rules that are often conflicting can lead to misconceptions and affect

mathematical learning.

Ash Craft and Hopko (1998), Fennema (1989) and Hembree (1990) opened

that many people develop anxiety about mathematics, which can be distressing

problem itself and also inhibits further progress in the subject. This is rare in young

children and become more common in adolescence.

Miller and Mercer (1997) discussed the need to take mathematical

difficulties into account, even while attempting to raise overall standards and they

emphasize the importance of accomodating diversity, and adopting teaching to

individual strenghts and weakness.

Learning is influenced by many factors, which can be cognitive or affective.

Hart (1989) defined attitude towards mathematics as a complex of negative or

positive emotions that associated with Mathematics, individual beliefs towards

mathematics and their behaviour associated with mathematics

 In an effort to identify the causes for low achievement in mathematics, some

researchers (Attwood, 2001; Brodie, 2004; Maree, 1997; Moyana, 1996; Murray,

1997; Malcolm et al., 2000) have suggested that achievement in mathematics in

secondary schools is influenced by a number of variables. These variables include

learner’s abilities, attitudes and perceptions, family and perceptions, family and

socio-economic status, parent and peer influences, school-related variables such

as poor learning environment, learning cultures, past racial discrimination and low

expectations by principals and teachers.

Subedi (2005) studied on factors affecting failure in mathematics in S.L.C.

examination. The measure finding of the study are given below. The variable

school environment has strong positive effect on the failures on Mathematical

achievement. The physical interest of the learners have low positive effect on

Mthematics.

Maganga (2013), as he made a study on Plato and Socrates work, he found

that the knowledge of geometry have been in possesion even before the birth of

the child. Thus according to Plato it is known that the ideas or general concept

behind the concrete entities were experienced through senses, by means of

questions to awaken their knowledge or understanding of such ideas behind

concrete phenomena. This implies that students could become good in

mathematics as teachers give them more questions to awaken their knowledge

and understanding on mathematics concepts. It was declared that ideas just have

existed in our mind even before our birth. Such knowledge is termed a priority, that

means knowledge which is their prior to and independent of any experience

(Maganga, 2013). Therefore questions came on how teachers keep in mind that

their learners had concepts or ideas that they should help them develop such ideas

and cultivate what is in their experience as they immerse in the module or topic

under study.

Sayers (1991) asserts that, pupils failed to see the usefulness of

mathematics as applied to daily living .It was taught as an abstract subject, a

subject that is not related to life, with no social context of problems exploited.

Failure to accept and recognise the usefulness of mathematics at school and in

society caused low achievement of pupils in the subject .Most pupils thought that

at school mathematics was mainly needed in science subjects like Physics which

could not have been in their field of interest. A study carried out in Jamaica on poor

attitudes to mathematics as a subject proved that many students had negative

attitudes towards the subject and some viewed it as being of little or no use to them

outside school (2003).Hence pupils memorise formulas for examination purposes

and forget about the subject as soon as they leave school.

In South Africa Mji and Makgato (2006) pointed out that, few students take

mathematics and those who do so do not perform well because they are not

motivated which ultimately lead to mass failures .Many factors can cause lack of

motivation in the student and it could be how the subject is taught or it’s because

of pupils’ ability .If students know the true value of the subject they would make an

effort to understand it. Yeya (2002) had similar views that many teachers, students

and parents have a negative attitude towards the teaching and learning of

mathematics .Chiriswa (2003) agreed with the issue and recommended that
mathematics teachers and students be given incentives to raise their morale for

better grades in mathematics. He recommended students to be given awards for

excelling in mathematics or offered scholarships even at school level or encourage

mathematics projects where students display their accomplishments.

Steinberger and Wagner (2005),distinguishes more simply among three

intelligences; the academic problem solving; the practice 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.

According to UNESCO (1984), a necessary condition for teachers to teach

mathematics was not only to know mathematics but also to be competent in

understanding the basic concepts and the associated skills. The teacher must

know what it means to do mathematics so as to make students achieve good

performance. Teachers must consider students’ perceptions and the ideas the

student brings into the classroom. It was therefore important that teachers should

find what their students already know about the concepts or the principles that are

to be introduced.
 According to Limb & Fullarton (2001), there was an importance of

classroom, teachers and school factors on students’ performances in

mathematics. Some of the school factors are gender, family cultural resources,

language background and attitudes towards mathematics, which have significant

negative effect on students’ performance. Limb & Fullarton (2001), in the study

made at US and Australia on TIMSS (Trends in International Mathematics and

Science Study) they found thatstudents with more family cultural resources such

as books at home and those from two parent rather than single parent families

tend to have higher achievement levels in mathematics. Students from English

speaking families have good performances inmathematics than non-english

speaking families. In classes where teachers set more homework they have

associated with higher levels of performance. They supported that grouping

practices employed by teachers shape the classroom learning environments and

improve students’ performance.

There are many causes of poor performance in mathematics among senior

secondary school students. Bakare (1994) and Asikhia (2010) categorizes factors

militating against good academic performance into four principal areas which are;

Causations resident in the child such as basic cognition skills, physical and health

factors, psycho-emotional factors, lack of interest in school programme;

Causations resident in the family such as cognition stimulation/basic intuition

during the first two years; type of discipline at home: lack of role model and finance;

Causations resident in the school such as school location and physical buildings;

interpersonal relationship among the school personnel and; Causations resident

in the society such as instability of educational policy; under-funding of educational

sector; leadership; job losses.

Specifically, many studies and authorities presented many causes of poor

performance in mathematics among students. For instance, Vudla, (2012) in

Tshabalala and Ncube, (2013) was of the view that shortage of well trained

teachers, inadequate of teaching facilities, lack of fund to purchase necessary

equipment, poor quality of textbooks, large classes, poorly motivated teachers,

lack of laboratories and libraries, poorly coordinated supervisory activities,

interference of the school system by the civil service, incessant transfers of

teachers and principals, automatic promotions of pupils, the negative role of public

examinations on the teaching learning process and inequality in education

opportunities all hamper the smooth acquisition of mathematics knowledge.

Other causes of poor performance in mathematics among senior secondary

school students include misconception of the subject (mathematics) as difficult

one, fear and anxiety. Wikipedia Free Encyclopedia, (2014) stated that students

often develop mathematical anxiety in schools, often as a result of learning from

teachers who are themselves anxious about their mathematical abilities in certain

area. Attwood, (2014) attributed poor performance in mathematics to parental

attitude, interruptedteaching, poor teaching and dyscalculia. Karue and Amukowa,

(2013) pointed out that lack of meaningful library and laboratory, qualifiedteachers,

home environmental factors and family backgrounds as well as little participation

of parents in the education of their children as the main causes of poor

performance in mathematics.
Conceptual Framework

Factors Affecting the The Performance of Grade

Performance of Grade 10 10 Students in Mathematics
Students in Mathematics

 Math Anxiety
 Attitude towards Mathematics
 Study Habits
 Interest and Motivation to Learn
 Teaching Strategy/Method
 School Environment
 Parental Involvement

Figure 1. Conceptual Framework

The model shown in Figure 1 shows that the Factors such as Math
Anxiety, Attitude towards Mathematics, Study Habits, Interest and Motivation to
Learn, Teaching Strategy/Methods, School Environment and Parental
Involvement have an effect on the performance of students in Mathematics.

Definition of Terms

Academic Achievement. Performance in Mathematics

Attitude towards Mathematics. Perceptions, thoughts and feeling toward
Mathematics.
Mathematical Ability. Ability to perform Mathematical tasks and learn Math
concepts.
Mathematics Anxiety. Feelings of tension, uneasiness and helplessness in
Mathematics.
MPS. Mean Percentage Score
Parental Involvement. Parent's part, influence and support to learner's
Mathematical Achievement.
School Environment. Physical locations and context where students learn.
Study Habits. Study practices, styles and ways of learning by students.
Teaching Strategies. Ways and methods used bu the teacher when teaching.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research design that was applied, the research

instrument and key informants and locale of the study in order to answer the

research questions.

Research Design

The design of the current study is descriptive and qualitative in nature.

Qualitative research was chosen to help explore the attitudes, opinions, behaviors

and other defined variables of the population. In this study, the researcher applied

varied data gathering methods that includes observations, interviews and

documents to derive to certain answers. Through a questionnare composed of

questions that would answer the statements of the problem, it was tried to reveal

what kind of factors affect the performance of forty Grade 10 students.

Research Locale and Time of the Study

The research was conducted on Ferrol National High School as it was the

sole focus of the study, specifically, the Grade 10 students.

The Respondent-Informants of the Study

The study only focuses on its selected sample which is 40 students from Grade

10 selected through the process of systematic random sampling to be identified

as KIS (key informant students)

Respondents Number of Respondents

Section A 13

Section B 14

Section C 13

Table 1. Respondents

Sampling Procedure

The study used systematic random sampling as its sampling procedure.

The researchers have requested a list of all the Grade 10 students names in each

section. Each list from the three sections contains the list of all the Grade 10

students from each corresponding section arranged alphabetically, on this list, the

researcher choses their respondents by the process of eliminating every third

student from the list and those that weren't removed have been the chosen

respondents of this study. Through this process, 40 randomly selected students

were picked as the respondents

Research Instrument

The research utilizes various instrument including writing materials like

ballpen, paper and notebooks. It also uses mobile phones for easy and convenient

gathering of necessary information needed, for the encoding of the research itself,
for recording of interviews and documentation. The research also used laptops for

better proofreading and editing of research paper and printers for printing of hard

copies of the material.

The research also used data collective tools like documents and

questionnaires. The document used is the School MPS record for the past year as

it served the researchers the necessary data that will serve as their basis on

deciding the focus of their study. Through such document, it was revealed that

Mathematics, among the four core subjects have the lowest MPS rate and

therefore become the very focus of our study. Lastly, it also used questionnares

for easier administration within a short period of time and also because of the

relatively large sample. Moreover it is easy to be tabulated and interpreted.

Data Collection and Source of Data

Data was gathered by means of a questionnaire which was largely made

up of open-ended questions. The questionnaire was chosen because it has the

ability to reach many respondents for a short period of time and preserves

anonymity which encourages greater honesty. The researchers distributed the

questionnaire to the 40 randomly selected Grade 10 students and collected it after

answering. Data collected from the questionnaires yielded descriptive statistics

around the variables and inferential implications from them derived and recorded.
Method of Data Processing and Analysis

The research used Qualitative Data Analysis (QDA) for the processing of

data retrived from the questionnares given to the respondents. It was chosen since

the information gathered is in nonnumeric form. It involves writing of summary of

data and some analytic ideas. Coding was also done through the identification of

passages of text found on the respondent's answers on questionnaires and

applying labels to them as to what they indicate or their thematic ideas.

 CHAPTER IV
RESULTS AND DISCUSSION

Table #2. Learners Self-Assessment of Mathematical Ability

Key Informants Response

KIS3, KIS4, KIS5, KIS12, The respondents classified themselves as Fast
KIS18, KIS25, KIS35, Learners
KIS38, KIS40
KIS2, KIS8, KIS10, The respondents classified themaelves as Average
KIS13, KIS17, KIS20, Learners
KIS23, KIS24, KIS27,
KIS29, KIS33, KIS34,
KIS1, KIS6, KIS7, KIS9, The respondents classified themselves as Slow
KIS11, KIS14, KIS15, Learners
KIS16, KIS19, KIS21,
KIS22, KIS26, KIS28,
KIS30, KIS31, KIS32,
KIS36, KIS37, KIS39

Table #2 shows the Grade 10 students’ self-asessment of their Mathematical

Ability. It reveals that 19 out of forty respondents said that they were Slow Learners
in Mathematics, twelve (12) stated that they were Average and lastly, nine (9)
students classified themselves as Fast Learners in Mathematics.

Table #3. Factors affecting the Performance in Mathematics of Grade 10

students.

Key Informants Response

KIS1, KIS2, KIS4, KIS5, KIS7, KIS10, 50% Student's Perception and
KIS21, KIS23, KIS26, KIS28, KIS29, Attitude towards
KIS32, KIS33, KIS34, KIS35, KIS36, Mathematics.
KIS37, KIS38, KIS39, KIS40
KIS1, KIS2, KIS3, KIS4, KIS5, KIS6, 80% Interest and Motivation to
KIS7, KIS8, KIS9, KIS10, KIS12, KIS13, Learn Mathematics
KIS15, KIS16, KIS17, KIS18, KIS21,
KIS22, KIS23, KIS25, KIS26, KSI27,
KIS28, KIS29, KIS30, KIS33, KIS34,
KIS35, KIS36, KIS37, KIS38, KIS40
 KIS1, KIS2, KIS3, KIS4, KIS5, KIS6, 95% Teachers’ Teaching
KIS7, KIS8, KIS9, KIS10, KIS11, KIS12, Strategies and Methods
KIS13, KIS14, KIS15, KIS16, KIS17,
KIS18, KIS19, KIS21, KIS22, KIS23,
KIS24, KIS25, KSI27, KIS28, KIS29,
KIS30, KIS31, KIS32, KIS33, KIS34,
KIS35, KIS36, KIS37, KIS38, KIS39,
KIS40
KIS1, KIS2, KIS3, KIS4, KIS5, KIS6, 75% Parental Involvement
KIS8, KIS9, KIS10, KIS11, KIS12,
KIS13, KIS14, KIS17, KIS20, KIS21,
KIS22, KIS24 KIS25, KIS27, KIS28,
KIS29, KIS30, KIS34, KIS35, KIS36,
KIS37, KIS38, KIS39, KIS40
KIS1, KIS2, KIS4, KIS5, KIS9, KIS11, 52.5% School Environment
KIS13, KIS17, KIS19, KIS23, KIS25,
KIS28, KIS29, KIS30, KIS32, KIS33,
KIS34, KIS35, KIS36, KIS37, KIS38
KIS1, KIS2, KIS4, KIS5, KIS6, KIS7, 57.5% Study Habits
KIS15, KIS18, KIS20, KIS21, KIS22,
KIS28, KIS29, KIS30, KIS31, KIS33,
KIS34, KIS35, KIS36, KIS37, KIS38,
KIS39, KIS40,

Table #3 reveals the factors affecting the performance in Mathematics of Grade

10 students. It shows that 95% of the forty (40) students agrees that 95
Table #3.
CHAPTER IV

RESULTS AND DISCUSSION

Table 2a. Learners Self-Assessment of Mathematical Ability

Key Informants Response

KIS3 The student consider himself as fast learner in Mathematics

and he really enjoys the subject.
KIS4, KIS18, The students considers themselves as fast learners in
KIS38 Mathematics because they said it is their favorite subject.
KIS5 The students considers themselves as fast learners in
Mathematics because they can easily understand the lessons
on the subject when they listen to their teacher.
KIS12, KIS35 The students considers themselves as fast learners in
Mathematics because they can easily understand the topics
on Mathematics
KIS25, KIS40 The students considers themselves as fast learners in
Mathematics because they said the subject is very simple,
basic and easy to understand.
Commented [e1]:

Table 2a showcases the Grade 10 students who have classified

themselves as fast learners in Mathematics along with their statements on why

they said so. Out of forty students, three(3) of them said that they are fast

learners because Math is their favorite subject. Two (2) students also said that

they consider themselves as fast learners in Mathematics because according to

them, Math is very simple and easy to understand.Two (2) students said that

they can easily understand lessons and topics in Mathematics hence they said

they were fast learners. Also,one (1) student said that he can learn Mathematics
easily when he listens to his teacher. Lastly, only one (1) student out of the forty

respondents stated that he is a fast learner in Mathematics and he really enjoys

the subject. All in all, a total of 9 students from the 40 responfroms claimed that

they were fast learners in Mathematics which is equivalent to 22.5% of the whole

sample.

Table 2b. Learners Self Assessment of Mathematical Ability (Average

Learners)
Key Informants Response
KIS2, The students consider themselves as average learners in
Mathematics because they can be sometimes active on the
subject and sometimes isn't. They said it depends on the
situation.
KIS8, KIS27, The students consider themselves as average learners in
KIS29, KIS34 Mathematics because they admitted that they can
understand some lessons on the subjectbut then there are
those which they can't.
KIS10, KIS23 The student considers himself as an average learner in
Mathematics because he can only understand a part of
every lesson. He said it's very seldom for him to
understand a certain lesson fully.
KIS13, KIS33 The student considers himself as an average learner in
Mathematics because he is only able to understand the
lesson if he would listen to his teacher's discussion. If he
don't, he would have difficulty catching up.
KIS17 The student considers himself as an average learner in
Mathematics because he said he is able to learn the topics
in it when it is taught well.
KIS20 The student considers himself as an average learner in
Mathematics because he encounters difficulty on making
some projects and activities to be submitted but
nevertheless he said he was still able to do those for the
sake of his grades.
 KIS24 The student considers himself as an average learner in
Mathematics because he said that even if he isn't gifted
with the Mathematical Abilities , he is still able to
understand what his/her teacher is teaching.

Table 2b shows the Grade 10 students who have categorized themselves

as average learners in Mathematics along with their reasons why they so. Four

(4) out of the 40 respondents said that they were only average learners because

they can't understand all topics offered in Mathematics, though they are able to

understand some, there are also those which they can't. Another, two (2)

students agreed that they are average learners only because they couldn't fully

understand a whole lesson, but instead they are able to learn something about it

or atleast a part of the lesson. Two (2) students also said that they are average

learners in Mathematics because their learning is dependent on whether they

would pay attention to their teacher; they said they would be able to understand

the lesson if they do. A student (1) stated that he is an average learner because

he can participate and be active sometimes during Mathematics time but there

are also times when is not and that depends on certain situations. One (1)

student also claimed that he is an average Mathematics learner because he

learns is able to absorb the lessons only if it is taught very well. Another student

(1) also said that he is an average student in Mathematics because he

experiences difficulty on some projects and activities. Lastly, a student (1) said

he is only average because he is not gifted and not that great it Mathematics but

still he is able to understand the lessons under the subject. A total of twelve

students out of 40 classified themselves as Average Learners in Mathematics.

That is 30% of the respondents

Table 2c. Learners Self Assessment of Mathematical Ability (Slow

Learners)

Key Informants Responses

KIS1, KIS14 The student considers himself as a slow learner in Mathematics

because he depends on someone in learning Mathematics.
KIS6,KIS15,KIS22,KIS26, The student considers himself as a slow learner in Mathematics
KIS31,KIS32,KIS36, KIS37 because he experiences difficulty in understanding some topics
under the subject.
KIS7, KIS16, KIS28, KIS39 The student considers himself as a slow learner in Mathematics.
He said that he id able to learn the lessons but it takes him time.
KIS9,KIS19, KIS30 The student considers himself as a slow learner in Mathematics.
He said it always made him feel sleepy and bored.
KIS11, KIS21 The student considers himself as a slow learner in Mathematics
and he said he doesn't enjoy Mathematics especially solving.

Table 3a shows the number of students who admitted to have difficulty with

Mathematics and those who do not. Out of 40 respondents, eight (8) students said

they are slow learners because they find it difficult to understand some topics in

Mathematics. Four (4) students stated that they are able to understand the lessons

but it takes them time that's why they rated themselves as slow learners. In

addition, three (3) students also said that they slow learners in Mathematics

because it makes them sleepy and bored. Two (2) students also said that theythey

are slow learners because they are still dependent on someone in learning

Mathematics. Lastly, two (2) students said that they are slow learners simply

because they doesn't enjoy Mathematics. To sum it up, 19 students out of 40

students said that they are slow learners in Mathematics.

Table 2A.Learners Self Assessed Level of Mathematical Ability(Overall)
Level Respondents
Fast 9
Average 12
Slow 19

Table 2A shows the the levels of Mathematical Ability and how many

respondents categorized themselves for each.Itrevealed that there is a bigger

number of students who are considering themselves as slow learners, with a total

of 19 out of 40 students, next up is students who are considering themselves as

average learners, with a total of 12 students followed by the nine students who

categorized their selves as slow learners.

Table 3.Difficulty in Learning Mathematics

Key Informants Responses

KIS2, KIS5, KIS7, KIS11 The students said that they experience a sense of difficulty with the
KIS18, KIS21, KIS22, subject especially on the part of understanding formulas and how they
KIS23, KIS24, KIS25, work. This is also because their module is very hard to understand.
KIS26, KIS27, KIS28,
KIS29, KIS30, KIS31,
KIS32, KIS33, KIS34,
KIS35, KIS36, KIS37,
KIS38, KIS39, KIS40
KIS1, KIS3, KIS4, KIS6, The students said that Mathematics isn't making them feel difficult. It
KIS8, KIS9, KIS10, can be hard at times but if you are listening well and attentively you
KIS12, KIS13, KIS14, would be understand it they said it is being used everyday so there is
KIS15, KIS16, KIS17, no room for difficulty.
KIS19, KIS20

Table 3a shows the list of key informants and their response on whether or not

they experience difficulty in learning Mathematics. Twenty-five students

confessed that they do experience a sense of difficulty in learning Mathematics,

while the rest, the remaining 15 students that they don't experience difficulty on

Mathematics.

Table 4.Student's Perception and Attitude towards Mathematics

Key Informants Responses

KIS1, KIS2, KIS4, Math is hard
KIS5, KIS7, KIS21,
KIS32, KIS33, KIS35,
KIS36, KIS38, KIS39
KIS10, KIS29, KIS34, Math is confusing and complicated.
KIS40
KIS23, KIS37 Math is not interesting
KIS26, KIS28 Math makes them feel stupid and nervous.
KIS3, KIS13, KIS17 Math is important
KIS6, KIS12, KIS14 Math is benificial and good for us
KIS8, KIS11, KIS20 Math is helpful in their studies now and in college
KIS9, KIS18, KIS25, Math is not hard when you study hard and listen to the
KIS27 teacher.
KIS15 Math is easy
KIS22, KIS30, KIS31 Math is fun enjoyable, exciting and challenging

Table 4a presents the different perceptions and attitude of Grade 10 students

towards Mathematics. Out of 40 respondents, 12 students said that they see

Mathematics as a hard subject; four (4) students said that Mathematics for them

is confusing and complicated; four (4) students said that Math is not hard when

you study hard and listen to the teacher; three (3) students said that they see

Mathematics as an important subject; three (3) students said that Mathematics is

benificial and good for us; three (3) students said that they view Mathematics as
something helpful for their current studies and for future studies; three (3)

students also perceives Mathematics as fun, enjoyable, exciting and challenging;

Two (2) students said that they find Mathematics uninteresting; Two (2) students

said that Mathematics is making them feel stupid and nervous; and lastly, only

one (1) student said that Mathematics for him is easy.

Table 5. The Effect of Students Interest and Motivation to Learn to

Performance in Mathematics

Key Informants Responses

KIS1, KIS24 The students motivation to learn Mathematics is
influenced by their family. As they see Mathematics as
something important they could use for their future,
they strive to learn it thinking it could help them out in
helping their family.
KIS2, KIS3, KIS9, The students show their interest in learning when their
KIS11, KIS12, KIS13, teacher exercise a reward system on his/her teaching.
KIS16, KIS22, KIS29, Giving out incentives like stubs with corresponding
KIS30, KIS36 points and other prizes not only stimulate their learning
and motivate good behavior but it also makes them
feel happy as it creates a sense of pride and
achievement.
KIS4, KIS13, KIS18, The students acknowledged that they are interested
KIS19, KIS25, KIS27, and more engaged to learn if the discussion involves
KIS28, KIS31, KIS32 usage of technology. The most mentioned example as
per what the students said was used by their teacher
is flashing of videos and presentations on LCD
Monitors.
KIS7 The student said that he is motivated and much more
interested to learn Mathematics if the teacher provides
or allows him to use Calculators during class.
KIS8, KIS20, KIS21 The students said that their school environment
affects their interest and motivation to learn. It involves
shaping the classroom in a way that encourages
active engagement and creating a friendly mood and
atmosphere during discussion. They said it motivates
them to participate on class.
 KIS10, KIS16, KIS21, The teacher's attitude and qualities affects the
KIS22, KIS23, KIS33, students interest and motivation to learn. They said,
KIS38, KIS39, KIS40 qualities like mastery of the lesson, kindness and
gentleness along with their ability to excite and hype
them about the lesson raises their interest to learn.
KIS5, KIS6, KIS14, The student's said their peers and seatmates affects
KIS15, KIS17, KIS34, the level of interest they have in learning in
KIS37, KIS38 Mathematics. They said this is because social groups
like this influence them through discussing of the topic
within each other and help them progress in terms of
learning them. Also, most of the time, they share the
same feelings with them, if their peers or seatmates
are unmotivated to learn, they are also most likely to
feel the same.
KIS19, KIS26, KIS35 The activities that the teacher uses affects the interest
of students to learn Mathematics. They said that when
the activities provided by the teacher are good, it
challenges them to learn and if it is fun, it enganges
them and enjoys the lesson as it progresses.

Table 3c shows what affects the interest and motivation of students to

learn in Mathematics and how it affects them. It reveals that they are very much

motivated and interested to learn when the teacher uses a reward system in

his/her teaching, eleven out of 40 students said this. Another factor is the usage

of technology in teaching, ten out of 40 students agrees with this. Next is the

teacher's qualities and attitude with nine out of 40 respondents saying so. In

addition, eight out of 40 students said their seatmates, peers and social groups

affects their interest to learn Mathematics. Three of the 40 students said that the

school environment affects their motivation to learn. Three also said that the kind

of activities being offered have an effect on their interest. Lastly, two said that

their family said have an effect on their interest and only one said that Calculator

also does so.

Table 6. The Effect of Teacher's Teaching Strategy/Method on Performance
of Students in Mathematics
Key Informants Responses
KIS2, KIS16, KIS22, The students said that explaining the topics in Filipino
KIS34, KIS38, KIS39 and Mother Tongue language is their teacher's
starategy in teaching Mathematics. They said it affects
them positively as it helps them understand the
lessons easier unlike when it is explained in English.
KIS3, KIS27 The students stated that their teacher incorporates
values during their discussion. They said their teacher
mentions about responsibilities and sometimes gives
advices. He/She also highlights the importance of
Mathematics during discussion. They said it helps
them reflect on their attitudes and creates a closer
bond with their teacher.
KIS4, KIS21, KIS28 The students said that their teacher is very strict in
teaching Mathematics. They said he/she tends to be
sometimes in a foul mood where she have a bad
temper etc. It affects them in a way that makes them
unmotivated to learn.
KIS5, KIS11, KIS12, The students said that their teacher's starategy in
KIS26, KIS31, KIS37 teaching Mathematics is discussing in an upbeat
mood. He creates a happy atmosphere during
discussion and it helps them, students, be in the mood
for learning and enjoy the lesson.
KIS7, KIS20, KIS21, The students claimed that giving too many
KIS25, KIS33, KIS40 assignments and activities is their teacher's starategy
in teaching them in Mathematics. But they don't take it
positively, they said this kind of method exhaust them
and just makes them feel even more lazy to study.
KIS1, KIS6, KIS8, KIS9, Giving more examples connected to the lesson is what
KIS10, KIS13, KIS18 the students said to be their Mathematics teacher's
starategy in teaching. They said it is a good strategy
because through this they can easily understand Math
since it is more on calculations and discussing how to
compute alone is not enough.
KIS15, KIS30 The students said that their Mathematics teacher uses
technology in terms of teaching. She displays
presentations and videos about the lesson on her
laptop or in the LCD Monitors. The students said it
helps them understand the lesson since it enables
them to see what their teacher is talking about and
also because it is catchy and interesting.
 KIS17, KIS35 The students said that their teacher's strategy in
teaching Math is approaching the students personally
during discussion to ask if they have questions and to
make sure they understand the topic. She said it helps
her because she is very shy to approach the teacher.
KIS19, KIS32 Applying humor and jokes during class is what the
students claimed their Mathematics teacher's strategy
in teaching to be. They said their teacher always
inserts random jokes and funny comments when he's
discussing. This helps them to keep awake and not be
bored since they said their schedule of Math always
makes him feel sleepy. Also, this strategy allows them
to focus and not be stressed out.
KIS14, KIS23, KIS24, The students said that their teacher's strategy in
KIS29, KIS36 teaching Mathematics is discussing at a slow pace to
thoroughly make them understand. They said they like
how she discusses because they aren't feeling rushed
and it enables them to really absorb the lesson.

Table 3d shows the teaching strategies the student's Mathematics teacher

uses and its effect on them which mostly are positive. Out of 40 students, seven

students said that giving more examples is their teacher's strategy, six students

said it is teaching in an upbeat and happy mood, six students said it is discussing

with Tagalog and/or Mother Tongue as the medium of instruction, five students

said it is discussing at a slow pace, two students said it is incorporating values

during discussion, two students said it is using technology in teaching lessons, two

said it is approaching personally done by his/her teachers, two said it is applying

humor on class discussion. There are also those strategies that affect the students

negatively: out of 40 students, six said that their teacher's strategy in teaching is

giving out too many assignments and activities and three said

Table 7. The Effect of School Environment to the Performance in

Mathematics of Students
 Key Informants Responses
KIS1, KIS2, KIS5, KIS9, The students said that their school environment affects their learning in
KIS11, KIS28, KIS29, KIS32,Mathematics. They said that they can't really concentrate when the
KIS33, KIS36 classroom is messy and unorganized..
KIS4, KIS13, KIS17, KIS19, The students said that their school environment affects their learning
KIS25, KIS30, KIS34, KIS37 in Mathematics. They said when the class is very noisy, they get too
distracted and they can't think properly nor focus.
KIS23 The student said their school environment affects their learning in
Mathematics. He said that everything on his surroundings is capable of
stealing his attention away from the discussion.
KIS32, KIS35, KIS38 The student said their school environment affects their learning in
Mathematics. He said, when the classroom he's in is attractive and well
designed, it's easier for him to think and focus in studying.
KIS6, KIS8, KIS12, KIS15, The students said that the school environment doesn't affect the
KIS16, KIS40 learners performance in Mathematics
KIS18, KIS20, KIS24, KIS39 The students said that the school environment doesn't affect the
learners performance in Mathematics. He said, it's up to you if you will
let yourself be distracted from studying just because of the conditions
of your surroundings.
KIS26 The student said that the school environment doesn't affect his
performance on Mathematics. He said that wherever and whatever
state and condition of the place he's studying in is, he'll still be bad at
Math

Table 3 displays how the school environment can affect the students. Ten

out of the 40 students said that when their classroom is messy and unorganized,

it's harder for them to focus and concentrate in studying; eight (8) students said

that noisy classrooms as a learning environment, affects them by being a

distraction in learning; six (6) students said that the school environment where

Mathematics is being taught doesn't have any significance with the learning of the

students; four (4) students also said that school environment doesn't affect the

performance of the students in Mathematics because it is on the students if they

will allow themselves be distracted and affected with it; a student said that school

environment doesn't affect their learning because he said he would still be not

good in Math no matter where he is studying. A total of 22 students said that school
environment does affect their learning in Mathematics and 11 students disagree

saying it doesn't.

Table 8. The Effect of Parental Involvement to the PerformanceStudents in

Mathematics
Key Informants Responses
KIS2, KIS5, KIS6, The students said that their parents involvement in their
KIS9, KIS10, KIS14, study of Mathematics affects their performance on the
KIS20, KIS22, KIS29, subject. This is because their parents offers teaching
KIS34, KIS35, KIS36 and helps them out on their lessons and also gives
advices on how they can furtherly improve their
performance. They are able to learn the topics from
school when their parents tutor them.
KIS3, KIS12 The students stated that their parents affect their
studies in Mathematics negatively because they
sometimes don't believe on their ability and it makes
them lose the motivation and confidence to learn. They
also said they hate it when their parents threat them if
they will have low grade as it pressures them. In
addition, when their parents rejects their grades or
atleast not happy with what they obtained, they felt hurt
and unmotivated to learn.
KIS4, KIS27, KIS28, The students expalined that their parents motivating
KIS30 them to study affects their performance in Mathematics
because it makes them feel good to study and because
of this they try to really do their best because they felt
inspired. They like how their parents cheer them on
even when it sometimes takes the form of provocative
warnings
KIS1, KIS8, KIS10, The student's parent's support on providing school
KIS11, KIS13, KIS17, supplies, materials and financial needs for projects and
KIS20, KIS21, KIS24, such affects their learning performance in Mathematics.
KIS25, KIS27, KIS28, They said this kind of involvement allows them to
KIS29, KIS30, KIS34, complete tasks and submit projects because they are
KIS37, KIS38, KIS39, having no problems with the materials and money to do
KIS40 and complete them.
KIS15, KIS16 The students said that their parents affects their study
on Mathematics through giving of low allowances which
they deem insufficient.
KIS18, KIS26 The students said that their study is affected when their
parents acts unconcerned and doesn't support and
 care about their studies at Mathematics. It makes them
want to just slack off and makes them lose the
motivation to study.
KIS19, KIS31 The students said that parental involvement doesn't
influence their performance in Mathematics.

Table 3a reveals how parental involvement affects the performance of

students to learn Mathematics. Most of them stated that their parent's involvement

in their study of Mathematics affects them positively, out of 40 students, nineteen

said that their parents are affecting their performance in Mathematics through

providing school supplies/materials and supporting financially on their study,

twelve said it is through their parents tutoring them and teaching their lessons, four

srudents said it is when their parents are cheering them on and motivating them to

study. There are also those who said that their parent's involvement aren't good

and brings negative effect. Two students said that their parents doesn't believe in

their abilities, two students also said that it affects them when their parents doesn't

care or acts unconcerned with their studies. The remaining two students said that

their parent's involvement have no effect at all to their studies in Mathematics.

Table 9. Grade 10 student's study habits at home

Key Informants Responses

KIS1, KIS2, KIS18, The students said that they don't study at home
KIS22, KIS30, KIS31, because they are too lazy to do so
KIS37, KIS38
KIS4 The student said that he doesn't study at home because
he always leave his notebooks and modules at school
KIS5, KIS35, KIS36, The students said that they don't study at home
KIS40 because they said it's hard to learn at home by yourself
without someone to teach and guide you.
KIS6, KIS7, KIS21, The students said they don't study at home because
KIS33, KIS34, KIS39 they said they'd rather play online games
 KIS10 The student said she don't study at home because she
is pre-occupied with social media and internet.
KIS13, KIS15, KIS16, The students said they don't study at home because
KIS20, KIS29 they are busy doing household chores and
responsibilities
KIS28 The student said he doesn't study at home because he
just don't want to. He claims that it just stresses him out.
KIS3, KIS9, KIS11, The students said that they do study at home to have
KIS12, KIS25, KIS26 an advance learning of the lesson.

KIS8 The student said that he study at home but seldom

KIS14 The students said that they study at home because they
enjoy learning Mathematics.

KIS17, KIS23, KIS32 The students said that they do study at home only if it is
really necessary like when they have assignments or
going to have a test.
KIS19 The students said that they study at home when there
are topics from school they can't understand. They also
said it's easier to study at home because they can really
focus.

Table 9 shows the study habits of Grade 10 students, more specifically at their

homes. It says whether the student studies at home or not and why so. Out of the

40 respondents, eight (8) students claimed that they don't study at home because

of laziness; six (6) students said they'd rather play online games than study; five

(5) students said that they don't study because they are too busy with house

chores; four (4) students said that they don't study because it's hard to learn all by

yourself; a student said that he doesn't study because he leaves his modules and

notebooks at school; another student also said that she can't afford to study

because she is already pre-occupied with social media and internet; lastly, one

student also said that he don't study cause it stresses him out. On the other hand,
there are also students who do study at home. Six (6) students out of 40 said that

they do study at home to have advance learning of the future topics; three (3)

students said that they'd only study if there are projects and assignments; a student

claimed that he studies Mathematics at home but seldom; another student also

said that he studies Mathematics at home because he enjoys doing so, lastly, one

student said that he studies Mathematics at home when there are topics he didn't

understand and he'd study those at home cause it's easier to focus there.

Table 4a. Aspects of Mathematics that Needs Improvement

Key Informants Responses

KIS2, KIS3, KIS5, KIS10, Problem Solving
KIS11, KIS12, KIS13, KIS14,
KIS16, KIS25, KIS26, KIS31,
KIS32, KIS34
KIS1, KIS4, KIS22, KIS27 Statistics
KIS9 Algebra
KIS23 Geometry
KIS24, KIS28, KIS30 Fraction
KIS15 Does not want improvement in any aspect
KIS39, KIS40 Integers
KIS7, KIS17, KIS18, KIS21, All aspects
KIS33, KIS35, KIS36, KIS37,
KIS38

Table 4a shows the aspects of Mathematics that students want to improve

among themselves. Fourteen out of 40 said that they wish to improve in Problem

Solving; Nine said that they want to improve in all aspects; Four students claimed

that they want to improve in Statistics; Three students said that they want to

improve in Fractions and Decimals; Two students said that they wish to be better

in understanding the concepts of Integers; One student said that he needs to

improve on Algebra and lastly, one student said that he doesn't want or need any

improvement on any aspect of Mathematics.

Table 4b. Measures to be done to improve performance in Mathematics

Key Informants Response
KIS1, KIS2, KIS3, The students said, to further improve their
KIS4, KIS7, KIS10, performance in Mathematics, they would study hard,
KIS11, KIS12, KIS14, this involves reading more books, reviewing the
KIS15, KIS16, KIS17, lessons at home or whenever they have time. They
KIS18, KIS19, KIS20, said that they would do their best and would be more
KIS21, KIS22, KIS24, responsible for their grades.
KIS26, KIS27, KIS28,
KIS30, KIS31, KIS32,
KIS33, KIS34, KIS35,
KIS38, KIS39, KIS40
KIS5, KIS10, KIS11, The students said that they would pay more attention
KIS13, KIS19, KIS23, to class and listen more attentively to the teacher.
KIS24, KIS25, KIS29, They said that they would also try hard not to sleep in
KIS34, KIS36, KIS40 class and minimize talking with seatmates and
fooling around during discussion.
KIS6 The student said that he would comply to all
requirements, projects, assignments and activities in
Mathematica
KIS8, KIS9, KIS13, The students said that they would participate more in
KIS29, KIS37 class and be more cooperative with their teachers.

Table 4b reveals the student's perceived methods on how they think they

can improve their performnace in Mathematics. Thirty students out of 40

respondents said that study hard through reading books, reviewing lessons and

being more responsible. Twelve students said that they would improve their

performance in Mathematics by listening attentively in class and paying more

attention. Five students said that they would be more participative during class

discussion. Lastly, a student said that he would complete and submit all projects,

assignments and activities his/her teacher asked him to do.

 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes a recap of the rationale for the study, a discussion of

research questions, highlights of survey findings, conclusions drawn, and general

recommendations for instructors and further research.

The study was done focusing on factors affecting the performance of Grade

10 students in mathematics subject. The study was done in Ferrol National High

School involving 3 sections as the sample of study.The participants of tthe study

were 40 selected Grade 10 students

Specifically, the study sought to answer the following questions:

 What is the current level of Grade 10 students Mathematical performance?

 What are the factors affecting the performance of Grade 10 students in

Mathematics?

 What measures should be taken to furtherly improve performance in

Mathematics?
 Summary of Findings

The findings of the study are the following

I. What is the current level of Grade 10 students Mathematical

Ability/Performance?

 The study revealed that many Grade 10 assessed themselves as

Slow Learners in Mathematics with a percentage of 47.5% compared

to those who considered themselves as Average (30%) and Fast

Learners (22.5%)

 It also showed that 62.5% of the 40 Key Informant Students said that

they are experiencing difficulty on Mathematics because of the

abstract and complex way of presenting the ideas in the textbook

while the remaining 37.5% stated that they aren't having difficulty in

learning Mathematics.

II. What are the factors affecting the performance of students in

Mathematics?

 The students’ performance in Mathematics have a relation with their

perceptions and attitude towards Mathematics. Their perceptions are

composed of both positive and negative outlooks. Most of them see

Mathematics as: (a) hard and confusing, (b) important and benificial,

(c) not too difficult but requires attentive listening to study.

 Most students aren't really experiencing Mathematics anxiety, those

who said that they are experiencing such said that they feel a sense

of fear and helplessness when learning Math and they can't organize

their thoughts on the subject.

 The students have poor study habits as majority of the student

respondents claimed that they don't really study at home. They said

it is due to many reasons: (a) laziness to study, (b) would rather play

online games and browse the internet, (c) have many house chores

and responsibilities that makes them have no time left to study.

 The interest and motivation of the students to learn Mathematics

affects their performance. The most notable factors that influences

their interest and motivation to learn are the following: (a) reward

system in teaching and giving out incentives by teachers, (b) usage

of technology on discussion, (c) teacher qualities and method in

teaching, (d) peers, seatmates and social groups.

 The teaching method that the Mathematics teacher utilizes have a

big effect on the students Mathematical Achievement. Various

teaching strategies are being used by the teacher, most have

positive feedbacks but some aren't. The following strategies used by

Mathematics teacher have a positive effect: (a) giving more

examples that are related to the lesson, (b) discussing at a slow pace

and thorough explanation of topics, (c) teaching at an upbeat mood

and creating a happy atmosphere during discussion, (d) explaining

 at Tagalog and/or Mother Tongue. There is also teaching methods

that aren't favorable for the students, the following are such: (e)

giving out too many assignments and activities, (f) strict teaching

 The school environment more specifically the classroom have

somehow an effect on the performance of the students at

Mathematics. Though some students claimed that it doesn't, majority

said it does. They said (a) it affects their concentration and focus in

learning when the classroom is messy and unorganized, (b) noisy

environment distracts them, and (c) the attractiveness of the room

they're in affects their mood to learn and allows them to think better.

 Parental involvement also affects the performance of students. They

said their parents influence their performance in various ways, some

are the following: (a) supporting school supplies and materials along

with some financial aspects, (b) tutoring their children, (c) motivating

their children to study and cheering them on

III. What measures should be taken to improve performance in

Mathematics?

 Many students want to improve in Mathematics, more specifically in

(a) problem solving. Another set of students said that they want to

improve in (b) all aspects of Mathematics. There are also students

who would want to improve in (c) Statistics, (b) Fractions, (c)

Integers, (d) Geometry, (e) Algebra and etc.

 The students perceived ways on how they can improve their

performance in Mathematics are:students perceived ways on how

they can improve their performance were: (a) The students said, to

further improve their performance in Mathematics, they would study

hard, (b) pay attention to class, (c) comply to requirements and (d)

participate in class.
 CONCLUSIONS

The conclusions of the study are the following

I. What is the current level of Grade 10 students Mathematical

Ability/Performance?

 Most of the students in Grade 10 think that they are Slow Learners

in Mathematics because they experience difficulty in understanding

mathematics lessons.

II. What are the factors affecting the performance of students in

Mathematics?

 One of the factors affecting the performance of the Grade 10

students are complex representation of concepts and lessons in

modules

 Students do not have extension reading or studying of mathematics

in their homes that might affect retention of the lessons.

 Another factor is the learning environment wherein students are

distracted because of noise, and disorderliness and mess inside the

classroom.

 The study habits of the students influences their performance. The

study revealed that majority of the students don't study Mathematics

at their home under variety of reasons.

  The things that affects the motivation and interest of the students to

learn mathematics have an effect on the students Academic

achievement in Mathematics.

 Various teaching method, strategies and behaviors of the student's

Mathematics teacher toward his/her students have an effect on the

students performance in Mathematics.

 The school environment, more specifically the classroom have an

effect on the students performance in Mathematics.

 Parental involvement affects both positively and negatively the

performance of students in Mathematics.

III. What are the measures to be taken to improve performance in

Mathematics?

 The students want the teachers to exercise reward system when

teaching.

 Teachers should employ the strategy of giving more examples during

discusssion of the lesson.

 The problem solving skills of Grade 10 students should be improved

 Grade 10 students should study harder to improve their performance

in Mathematics.
 Recommendation

After conducting this study, the researcher got some important findings as

mentioned above. On the basis of those findings, the researcher would like to

provide some recommendations for the improvement in mathematics

achievement.

 Teachers need to use effective ways to motivate students to learn

mathematics regardless of student difficulties. Teachers can contribute to

improve students liking of the subject by improving students affective

beliefs. They should mention a thing or two positive things about

Mathematics. Parents should also influence their children on the good side

of Mathematics, simplt saying how benificial Mathematics could be would

do. This is to improve the learner's attitude in Mathematics and correct their

misleading perceptions of Mathematics being hard, boring, abstract and

irrelevant.

 Students should be taught how to improve their study habits by workshops

and seminars by the school. It should be instilled in their minds that they

shouldn't just rely on what they are learning by listening to their Mathematics

teacher; they should study whenever they got the chance, especially when

they have lessons they are behind or having difficulties with. It would be

good to study at home since it's easier to focus there though studying in
 school is a good option too since you can ask the teachers if there are parts

you don't understand.

 Teachers should know what factors triggers the interest and motivation of

students to learn and strive hard to include those during his/her class

discussion. Students should also always be interested in learning whether

or not the elements in the discussion is of their preference. They should

know that the best motivation in learning is not any material thing but instead

the knowledge that will be gained.

 Teachers should know the preferences, learning styles and the difference

between each student and make good teaching strategies out of it. Giving

more examples would probably be a good strategy in teaching Mathematics

since it is usually more on problem solving. He/She should come up ways

or activities that would engage the whole class since and continue to

innovate her style in teaching.

 Both the Mathematics’ teacher and the students should team up in

maintaining the classroom where the discussion in Mathematics is being

held, always clean and organized. Teacher's could also design the room

with Mathematics inspired or related printouts and visuals. Students should

be responsible enough to not talk during class since it is pretty much a

distraction.

 Parents as much as possible should involve themselves with their children’s

study in Mathematics. They should tutor them when they can or atleast

simply motivate them to study hard. Of course, providing the materials and
 money they need is another thing too. They should stop or minimize being

uptight with their children's grade to the point of giving out threats because

high grades aren't anything if their children are pressured and not happy

about it. They should also constantly appreciate their children's

achievements no matter how miniscule it is because boosts their motivation.

 Teacher's should give highlight to improving student's problem solving

skills.

 Students should strive hard within themselves and improve their

performance in any way possible rather than being nonchalant about it.

They should put it on the top of their priorities. They should also minimize

exposure with things that distract them from their studies in Mathematics

like online games, social medias and etc

 References

Primary Sources

KIS1 - KIS40. Focused Group Discussion and Written Interview. Ferrol National

High School, Tubigon, Ferrol, Romblon. 19 February 19

Secondary Sources

Abu-Hilal, M. M. (2000). A structural model for predicting mathematics

achievement:Its relation to anxiety and self-concept in mathematics. Psychological
Reports, 86 , 835-847.
Aiken, L. R. (1970). Attitude towards mathematics. Review of Educational
Research, 40 ,551-596.
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social
behaviour. Englewood Cliffs, NJ: Prentice-Hall.
Ashcraft, M. H. (2002). Math anxiety: Personal, educational and cognitive
consequences.Current Directions in Psychological Science, 11 , 181-185.
Ashcraft, M. H., & Kirk, E. (2001). The relationships among working memory,
maths anxiety and performance. Journal of Experimental Psychology, 130 , 224-
237.
Clements, D. H. (2013). Instructional Practices and Student Math Achievement:
Correlations from a study of math curricula. University of Denver Morgridge
College of Education.
Mhugua, Z.K. (2012); Factors contributing to students poor performace in
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 APPENDICES
APPENDIX A
Interview Guide Questions
1. How do you assess yourself as a learner of Mathematics?

2. How do you find Mathematics as a subject?

3. Do you feel difficulty in learning Mathematics? Explain.

4. Do you study Mathematics at home? Why or why not?

5. What affects your interest and motivation in learning Mathematics? How

does it affect your performance in Mathematics?

6. What are your teacher's strategy in teaching Mathematics? How does it

affect your learning in Mathematics?

7. Does the school environment affect your learning in Mathematics? How

does it affect your performance in Mathematics?

8. What are your parent's involvement in your study in Mathematics? How

does it affect your performance in Mathematics?

9. On what aspects of Mathematics do you wish to improve? Why?

10. What measures do you do intend to take to improve your performance in

Mathematics?

Title: Factors Affecting the Performance of Grade 10 students in Mathematics

Researchers: Añar, Salvie l., Ayerde, Erica Mae M., Compas, Jeffer F., Gervacio,

Romer A., Tampos, Christian Ace S.

Grade Level: Grade 11-GAS Block 1

School Year: 2018-2019

APPENDIX B

Ferrol National High School

Tubigon, Ferrol, Romblon

February 18, 2018

Dear Madam:

We, the Grade 11 GAS Blk. 2 students are having our research project as
a requirement from our subject Practical Research 1 entitled, “FACTORS
AFFECTING THE PERFORMANCE OF GRADE 10 STUDENTS IN
MATHEMATICS”.
In connection with this, we would like to request your good office to allow
us to conduct our research study in our beloved school.
Your favourable action regarding this matter will be highly appreciated.
Thank you very much for your support and cooperation.

Respectfully yours,

ERICA MAE M., et. al.

Researchers

Noted:
ZAYRA F. ANDAL
Principal II
APPENDIX C