Perceived Factors Affecting Performance in Mathematics (original) (raw)
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Factors Associated with Mathematics Performance
Asian Research Journal of Mathematics
Aims: The purpose of this study is to identify the factors associated with the academic performance of Grade 10 students during their First Quarter of school as well as the significant correlation between the factors and student academic performance in Mathematics. Study Design: Descriptive Correlation Design. Place and Duration of Study: The study was conducted at Agusan National High School in Cagayan de Or City's East 1 District during the school year: 2022 – 2023. Methodology: The respondents were Two hundred thirty-one (231) students in Grade 10 at Agusan National High School in Cagayan de Oro City's East 1 District. This study used a researcher-made questionnaire that underwent validity and reliability testing and the academic performance of the students. Results: The results showed that students agree with routines related to mastering Mathematics at a high level. Furthermore, there is no correlation between student study habits and Mathematics performance in terms of...
Psychology and Education: A Multidisciplinary Journal , 2023
This study aims to ascertain the extent as well as the effectiveness of Mathematics intervention strategies in addressing student's difficulties in Mathematics as well as its relationship to their academic performance. Frequency counts and percentage distribution, mean and standard deviation, mean rank, Kruskal-Wallis and Spearman-rho were used to analyze the data gathered, using the purposive sampling technique. Intervention strategies including Think-Paire Share, Individualized Student Activity, Drill and Practice, Peer Mentoring, Games, Learners Activity Sheet, ICT-Based Mentoring, and Home Visitation were found to have significant relationship with the extent of implementation by the teachers and its effectiveness in Mathematics. Furthermore, the study found that all intervention strategies utilized by the teachers in teaching Mathematics were Effective to improved student performance in Mathematics. Moreover, the study also discovered that there was a significant difference on the effectiveness of the intervention strategies employed by teachers in terms of ICT based instruction according to sex which denotes that students' perspective on the effectiveness of ICTbased mentoring differed. However, when grouped according to school ICT-based mentoring it was found not to be significant in terms of its effectiveness. These effective strategies must be incorporated and institutionalized into the subject's curriculum. This study concludes that the interventions strategies utilized by teachers are effective to improve students' performance in Mathematics. It is expected that the results of this study may contribute to the improvement of programs and intervention strategies in helping students overcome barriers in learning the content of the subject.
This research study was conducted to find out the Determinants of Mathematics Performance of Grade 10 students of Nueva Ecija University of Science and Technology-Gabaldon Campus, Gabaldon Vocational Agriculture High School and Ligaya National High School. Questionnaires and teacher made test were administered to find out the relationship of independent variables such as learning style, attitude-interest, gender, age, teaching style, teacher's educational attainment, number of trainings/seminar and number of years in service to the Mathematics performance of Grade 10 students. Based on the findings of this study, it was found out that student factors such as GPA, learning style, and attitude-interest and teacher factors such as teaching style, educational attainment, and number of trainings/seminars are the prime predictors of Mathematics performance of Grade 10 students of NEUST, LNHS, and GVAHS. On the other hand, age and sex, found to be no significant relationship with the Mathematics performance of Grade 10 students.
Mathematics Performance and the Role Played by Its Concomitant Factors
This study focused on examining the factors which contribute to the mathematics performance of the Fourth Year students of Secondary Schools in Argao, Cebu during the Academic Year 2012-2013. Descriptive method was used in the collection of data employing various adapted survey questionnaires and students’ performance ratings as secondary data. It was found out that students’ mathematics interests were positive. The students’ mathematics study habits were sometimes observed and their attitudes towards the subject were moderately favorable. The personal qualities of the mathematics teachers were always exhibited. Their professional qualities in terms of general knowledge and teaching skills were very adequate while classroom management and evaluation skills were always done by the mathematics teachers. Along with their mathematics teaching competencies, their rating among the four (4) areas were outstanding while the tools for enhancing discourse, teachers were rated very satisfactory. Moreover, the study revealed that there was a significant relationship between the identified concomitant factors and mathematics performance.
Factors Affecting the Mathematics Performance of Mathematics Major Students
Psychology and Education: A Multidisciplinary Journal, 2022
Mathematics is one of the subjects that is taught in all Schools and Universities. It is usually viewed by students as difficult subject. This study aimed to determine the factors that affect the Mathematics performance of Mathematics major students and the extent of each factor. Further, it sought to determine the challenges encountered by the respondents in learning Mathematics. The study has three research questions and it made used of the explanatory-sequential research design. Relevant literatures were reviewed on theories and findings that emerged from different authors. There were 57 respondents involved in the study, 47 from 1 st year to 3 rd year Mathematics major student and 10 from 4 th year students at Notre Dame of Midsayap College. Data collection was done by using questionnaires. The findings showed that factors that affect Mathematics performance are the sources of the challenges in learning Mathematics. It also indicated that learning Mathematics is affected by numerous factors such as needs, interest, and seriousness of the subject matter, teachers' practices and methodologies, teachers' personality, parental support and home environment. The respondents have encountered challenges in learning Mathematics such as unfavorable teaching practices, lack of time management, lack of motivation, poor internet connectivity, and difficulty to get rapid feedback, lack of knowledge and regulation skills, and limited quotas.
An Empirical Analysis of Student’s Factors on Students’ Mathematics Performance of Grade 7 Students
Psychology and Education: A Multidisciplinary Journal, 2024
The study aims to match the different learning factors on the Mathematics Performance of the Grade 7 Students of University of Cebu, SY 2023 – 2024 as basis for effectiveness in learning Secondary Mathematics. This study employed a descriptive comparative using T – Test for Independent Samples from 2 independent samples namely, Grade 7 Love and Grade 7 Peace, and after the processing, interpretation, and analysis of data, the action plan was created. This design enables to examine whether significant differences exist among the Demographic Profile and Academic Performance, in terms of the predictor variables, by extension, the accuracy of the classification. This design enables to deepen the teaching skills of the teachers by giving themselves a time to adjust their expertise to the students with these kinds of discipline. The respondents were already grouped accordingly. A focus group discussion was done to elicit the highlights and lowlights of the study. The student’s related factor is one of the important aspects of high fail rate in mathematics that plays a vital role in a teaching learning process. Without students' interest in the teaching learning activities there is no possibility to achieve knowledge in subject matter. Student’s achievement depends on their need, interest, practices, and seriousness in subject matter. Students related factors include mathematics anxiety, prior knowledge of students and student’s labor in learning mathematics. The result of the study reveals that that there is a significant difference between its demographic profile and academic performance in mathematics on the study habits, learning problem, and mathematics anxiety. Moreover, it found out also that there is no significant difference between its demographic profile and academic performance in mathematics on the teacher relations, parental attitudes, and learning environment with the discriminant analysis. It is highly recommended that they can utilize Learning Enhancement Programs such as peer mentoring, cooperative learning activities, scaffolding, remediation activities, and other supplementary seminars or webinars that enhance the students’ skills in learning mathematics. By this, it will allow the students to be the center of the teaching – learning process so that the low performing students can adopt to the modification of the learning process.
Factors Affecting Students' Performance in Mathematics at Parañaque National High School-Baclaran
The group 2 of grade XI section A is the one who conducted the research about “Factors Affecting Students’ Performance in Mathematics at Parañaque National High School - Baclaran.” Most of the students found difficulty in understanding the Mathematics lesson and in tackling Mathematics. Why do students’ struggles in Mathematics, because as a researcher or being as students, the researchers also experience the struggles in Mathematics. When students don't understand the lesson, students ask question to their classmates rather than consulting to their teachers. Students feel also confused with many different formulas. Sometimes students do not know what is the best formula that they are going to apply in the problems, that's why students have lower grades or have low achievement in Mathematics? These, are one of the evidences that the researchers have observed that’s how they came up with the thought that most of the students are struggling in Mathematics. Our ultimate goal in this study is, for the students to gain an understanding of this concept can greatly perceives the world around them. Therefore, new enlightenment may come about with this understanding. In this approach problems are a means by which students learn new mathematical concepts and synthesize mathematical knowledge.
Performance of Grade 8 Students in Mathematics Intervention Program
International Journal of Multidisciplinary: Applied Business and Education Research
Mathematics interventions are being provided for students nationwide who perform below basic on various assessments. The assessment of students’ performance in Mathematics gave rise to the conduct of this study. In this research, Grade 8 students who did not meet the expected competencies will have the opportunity to receive extra Mathematics assistance. Hence, this study is proposed so as to support the sustainability of Mathematics intervention program. This study is an action research utilizing survey questionnaire in order to determine the performance of the students in the pre- and post-tests of students under the Mathematics intervention program. The subject and the respondents of this study are the identified students in the Grade 8 who have not met the required competencies in Mathematics subject. Result showed that post-test result (Tutorial: 18.151±5.548; Remedial: 18.944±5.395) is higher than the pre-test result (Tutorial: 11.019±4.144; Remedial: 11.519±3.565) under tuto...
Challenges Encountered and Mathematics Performance of Grade 11 Learners
Psychology and Education: A Multidisciplinary Journal, 2024
This research determined the challenges encountered and the mathematics performance of the Grade 11 students at San Isidro National High School in Tagbilaran City Schools Division for the school year 2023-2024 as the basis for an action plan using descriptive correlational research design. Forty-three (43) students participated in the study and were identified using random sampling. The data gathered were treated using frequency count, percentage, and Pearson's r. The results revealed that most respondents are 17 years old, followed by 16 years old, and 18 years old. The gender distribution within each age group shows that females outnumber males in the 16 and 17-year-old categories, while males are more represented in the 18-year-old group. For mothers, the most common educational attainment levels are College Graduate and High School Graduate, followed by High School and College Level. Only one mother has a Graduate Studies degree, and none have completed Postgraduate Studies. The most common educational attainment among fathers is College Graduate, followed by College Level and High School Graduate. Most respondents have a family income between 10,957 and 21,194 pesos per month. It is concluded that while most respondents demonstrate proficiency in mathematics, they still encounter significant challenges in learning the subject. The respondents' profile, including age, gender, parents' educational attainment, and family income, provides insight into the students' diverse backgrounds. Although the study did not find a statistically significant relationship between the challenges faced and mathematics performance, addressing these challenges remains crucial for fostering a positive learning environment and promoting student success. Hence, it is recommended that the action plan crafted will be utilized.