GOLDEN GATE COLLEGES 1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics is the science that deals with the logic of shape, quantity and

arrangement. Math is all around us, in everything we do. It is a building block for

everything in our daily lives, including mobile devices, architecture (ancient and

modern), art, money, engineering, and even sports. Think mathematics as the

science of how we use and interpret the things around us using numbers. Some

people describe mathematics more of a language in which every symbol and every

combination has precise meaning which can be determined by application of logical

rules. This language can be used to describe and analyze in the universes. This tall

claim about mathematics will not appear all that farfetched when you consider that

all the wonderful things that are done by computers today are done using computer

programs that ultimately us just two symbols that are equivalent to the numerals 1

and 0 of mathematics.

The problems and difficulties are categorized into personal problems,

emotional problems, and problems on teacher’s instruction, problem with school

adjustment, in adjusting to classmates, and problems arising from over-extended

schedule or workloads for practice in different competitions. Using the descriptive-

survey method and frequency count and percentage, findings revealed that, in

general, the respondents encountered personal problems relating to school

expenses, lack of interest and negative attitude towards the subject. The emotional
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problems encountered are excessive stress in doing academic tasks and low self-

esteem or not believing in one’s capability. On problems relating to teacher’s

instruction, these are no effective motivation and introduction, and not creative

enough to adopt his or her method to the learner’s capability.

It is commonly accepted that math is difficult, obscure, and of little interest to

certain people. The study of math carries with it a stigma and people who are

talented in math are often treated as though they are quite normal. Mathematics has

importance over and above the application of basic numeracy skills. It is also the

prime vehicle for developing student’s logical thinking and higher-order cognitive

skills. Mathematics also plays a major role in a number of other scientific fields, such

as physics, engineering and statistics. In this connection, a positive attitude towards

mathematics among students is an important goal of mathematics education in

many jurisdictions. Generally, it is an alarming observation among Filipino students

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

requiring higher order thinking skills. This sorry state is evident in the performance of

students in national and international surveys on Mathematics and Science

competencies.

Generally, it is an alarming observation among Filipino students that they

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

order thinking skills. This sorry state is evident in the performance of students in

national and international surveys on Mathematics and Science competencies. It

cannot be denied that mathematics plays an important role in life but the reality is
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majority of students find it very difficult to acquire the different mathematical skills

and processes that are useful in their everyday lives. Some students view

mathematics as their waterloo as result, students perform poorly in mathematics.

The educational system in general, responds to the current demand for

quality, relevant and effective mathematics program to attain the goals that the

nation hopes to achieve.

Mathematics as a tool for development exerts great influence and control over

the kind of society a nation has due to its varied contribution to many phases of

modern civilization. It makes the scientific and technological advancement possible

which characterizes the present trend of man’s search for meaningful life.

In the advent of technology, the role of mathematics has become more and

more complicated. Scientific concepts are applied which are transformed into

technology. With the ever – widening application of technology in work and industry,

mathematics education is now considered, one of the essential foundations upon

which the development and progress of a country may proceed. The fast pace of

industrialization and economic growth, more than ever, depends to a large extent on

the quality of mathematics education.

It cannot be denied that mathematics plays an important role in life but the

reality is the majority of these students find it very difficult to acquire the different

mathematical skills and processes that are useful in their everyday lives. Students

view mathematics as their waterloo as result, students perform poorly in

mathematics.
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The secondary schools as agent of change strive to do their best in making

mathematics teaching and learning responsive to the needs of the changing society

as well as the learners.

Statement of the Problem

This research seeks to identify the different non-intellective factors and

students performance of Grade 10 students of Golden Gate Colleges for the school

year 2015-2016.

This study specifically answers the following questions:

1. What is the performance of students in Mathematics at their third grading

grade?

2. What are the non-intellective factors that influence the student’s performance

in Mathematics relative to:

2.1 Sex

2.2 Parents’ Income

2.3 Parents’ Occupation

2.4 Appliances

2.5 Study Habits that influence the Performance of Students in Mathematics

2.6 Attitudes towards Mathematics

3. Is there any significant relationship between the non-intellective factors that

influence the students and in the performance of them in Mathematics?

4. Based from the findings of the study, what intervention activities may be

proposed to improve the performance of students in Mathematics?

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Scope and Delimitation of the Study

This study was limited to the analysis of the level of performance of Grade 10

in Mathematics in Golden Gate Colleges and the relationship of such performance to

the profile variables. These variables are classified as non-intellective factors such

as a.)sex b.)parent’s income c.)parent’s occupation d.)appliances and facilities

e.)study habits f.)attitudes towards mathematics.

The data in mathematics achievement were limited to the result of the final

grades in the previous grading period. Included as subjects of the study were male

and female Grade 10 students officially enrolled in Golden Gate Colleges for School

Year 2015-2016. There were 50 respondents which were more than fifty percent of

the total population of the Grade 10 enrollment chosen randomly using stratified

sampling. Teachers of the students were not included as respondents of this study.

The analysis and interpretation of the findings are based from the responses

to the questionnaires which were designed by the researcher.

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Conceptual Framework

This study was anchored on the concepts of evaluation and the factors

influencing the performance of the students.

The efficiency of instruction is in direct proportion to the success of the

learning that is taking place in the learner. But neither the amount of training a

teacher has had nor the approved methods of instruction she tries to use cannot be

taken as advantageous evidence of successful teaching. The only proof of

successful school must be found in the increasing achievements of the learners.

According to Herman C. Gregorio, there are factors influencing students’

performance. The individual mental level is vital in enhancing students’ mastery in

acquiring the necessary knowledge and skills. Success in school is generally related

to the level of intellect.

However, non-intellective factors are as vital as the intellective ones; such

factors include sex, parent’s income, parent’s occupation, appliances and facilities,

study habits and attitudes towards mathematics. The characteristics of the learners

to some extent limits the effectiveness of any teacher even if the effectiveness of

teaching methodology and materials are chosen after considering the characteristics

of the learners. For instance, a child with positive attitude and a good study habits

are more likely to achieve high test scores and results a better school performance.

Researchers pointed out too, that unsuccessful students believed their lack of good

habits was the probable cause of their failure.

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Alicia S. Bustos and Socorro C. Espiritu observed that the child from a poor

disadvantage family does not aspire for higher education; it is enough to be able to

read, write and count. Parents’ educational attainment is also an important factor

that affects either positively or negatively the achievement of junior high school

students. It has been generally accepted that the higher the educational attainment

parents have the more active and effective they are in the society in any field of

endeavor. It cannot be denied that if the parents’ educational attainment is high,

there is a greater tendency that their children will be challenged to outdo their

parents in terms of education. Sociologist Hurlock accepted that successful children

usually come from educated parents.

It is in the context of the survey that the study was conducted. The paradigm

of which is demonstrated in Figure 1.

INPUT PROCESS OUTPUT

Non- intellective  Questionnaire Intervention

Factor activities may be
 Sex proposed to improve
 Parent’s
 Test Construction
the performance of
Income
 Parent’s students in
 Administration of
Occupation Mathematics
 Appliances and the Proficiency
Facilities test
 Study Habits
 Attitudes
towards  Analysis of the
Mathematics test

Figure 1. Paradigm of the Study

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Hypothesis

The null hypothesis was tested in the study.

1. There is no significant relationship between the performance of the

respondents in Mathematics and the non-intellective factors.

2. There is no significant difference in the performance of the students when

group according to the profile variables.

Significance of the Study

This study will be useful to the Mathematics teachers in the sense that the

result will provide valid information on the factors which affect students’ achievement

in Mathematics. Proper adjustments on the planning of instruction and using of

strategies will be based on findings of scientific investigation.

The results of the evaluation of the student performance may likewise provide

teachers with baseline data on the effectiveness of teaching done and guide them in

the revision of their instructional methods and materials that have been found to be

ineffective. The findings which may be relayed to parents will likewise provide

information on how they can strengthen their support to their children to improve the

latter’s academic performance.

Likewise, the results of the study would guide school administrators towards a

more effective implementation of the secondary education program designed to

provide knowledge and develop the abilities, skills and attitudes of students in their
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preparation for Senior High School or in making a living. Policies and guidelines that

will help contribute to improve performance may be initiated.

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Definition of terms

For better understanding of the discussion and interpretation of the study, the

following terms used in this study are conceptually and operatically defined.

Attitude – This refers to the state of mental or emotional readiness to react to

situations, persons or things in a particular degree. In this study, it refers to the

disposition of the students to act positively or negatively on the items in the

questionnaire measured in the scale of 1 to 5 with 5 as the highest value.

Level of performance – In this study, it categorized into very high, average, low and

very low.

Non-intellective factors – In this study, it refers to the factors influencing

Mathematics Performance such as sex, parent’s income, parent’s occupation,

appliances and facilities, study habits, and attitudes towards mathematics.

Performance – This refers to the actual accomplishment as distinguished from

potential ability, capacity on aptitude. In this study, it is used inter changeably with

achievement.

Predictor – This refers to the set of observations from which an estimate of the value

of another variable can be made by the use of regression equations. In this study, it

refers to the non – intellective variables such as sex, parent’s income, parent’s

occupation, appliances and facilities, study habits, attitudes towards mathematics.

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Study habits – In this study, it refers to the students’ accustomed method or

approach to units learning, his consistency in ignoring distractions, his attentiveness

to specific materials being studied and the efforts which one exerts throughout the

process.

Socio – economic Status – It is a level indicative of both the social and economic

position of an individual or a group. In this study, it refers to the combined family

month income, parents’ educational attainment and occupation and family’s cultural

and material possession.

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Chapter II

REVIEW OF RESEARCH LITERATURE AND STUDIES

This Chapter presents of related literature that has close being with the

present study. This provided the background information which helped the

researcher to conceptualize and get deeper insights about the study.

Conceptual Literature

Performance in Mathematics maybe affected by non – intellective factors such as

sex, parent’s income, parent’s occupation, appliances and facilities, study habits, and

attitudes towards mathematics which are some of the variables to be investigated in

the study.

According to Haas Males (2006) often show greater mathematical aptitude

and female have greater language ability. In some cases there is a great overlap in

abilities between the sexes. Women maybe successful mathematicians and

engineers and men may demonstrate their verbal skills as writers and speakers.

In a parallel vein Shila Tobias (2006) claimed that even the recent research

on sex, differences in intelligence accepts the facts that performance in mathematics

varies by gender. She listed some facts about male – female differences in

mathematics performance that can be accepted from varied but not always

consistent research findings. According to her, boys and girls maybe born alike in

Mathematics but certain differences in performance emerge as early as such

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audience can be gathered and remain through adulthood. Some observations are as

follows: Girls compute better than boys (elementary school and on), boys solve

word problems better than girls (from age 13 and on), boys take more Mathematics

than girls (from age 16 and on) and girls learn to hate mathematics sooner and

possibly for different reason.

Study habits and mathematical achievement – Frank Garison (2002) stated

study habits as the students’ tendency to repeat the act of acquiring knowledge. It

is an accurate method of approach to units of learning, his consistency in ignoring

destructors his attentiveness to the specific materials being studied and the effort

which he exerts throughout the process. Pupils who study efficiently and effectively

demonstrate that they have develop methods of learning from textbooks, from class

discussions, from lectures, from source materials through practice and in the

performance of the school tasks, this method habitual.

Research Literature

Discussion on the studies conducted using the variables considered in this

study follows:

The problem of measuring achievement based on an individual’s gender has

been the subject of a number of scientific researches.

Ramos (2007) conducted a study aimed to determine whether males and

females had the same equal chances of achieving, or whether men were expected
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to succeed more often than women or vise – versa. In her study, 36 students were

randomly selected and assigned to two experimental groups matched by sex. Each

group was composed of 18 subjects among whom were six males and 12 females

who were communication arts, business mathematics and academic majors. Each

subject was instructed to create a futuristic story of at least 10 statements for male

and female character. Emphasis was given on foretelling the future. After 30

minutes, the subjects were asked to determine whether each of the sentences in

their stories had a positive, negative or neutral effect in the characters’ life

depending on whether the given sentences were progress, regress, or neutral

statements. The empirical data showed that Group I female character had a greater

average of positive statements (x=60.77) than Group which received an average of

42.29 success oriented stories. The differences between two means produced a – t

value of 2.326 significant at p<.05. This experiment indicated a significantly higher

drive for success attributed to the female compared to the male.

In this study conducted by Exezidiz (2000) to investigate the relationship

between mathematics achievement in problem solving and several independent

variables, one of them being sex, it was found that the former was weakly

correlated to sex related differences.

In this study of Fortea (2006), there is deficiency in the correlation of

mathematics in the elementary group. This may due to lack of interest in the subject

and for others. In addition, she revealed that the students with negative attitude
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toward mathematics did not receive the support and guidance of parents in relation

to their study of mathematics and probably in all subjects. She also noted in her

findings under the sub-factor that wii further explain the students’ beliefs and

concepts about mathematics and their self – concept of their ability and feeling

about mathematics. Students who do not like mathematics had a tendency to

postpone studying especially when they do not understand the lesson. But because

they are conscious about their success in being able to pass the subject, they cram

during quizzes and tests and because there so many things to study, they are not

able to organize their thoughts.

Acelajado (2002) did a comparative and correlational study of

determinants of achievement in mathematics based on the scores of the

students on the different tests instruments of the study. The study found out

that the achievement grade in mathematics seemed to vary directly with

scholastic aptitude, mathematical ability, study habits and attitudes toward

mathematics and inversely with to anxiety.

According to Adame (2002), the fourth year students’ level of performance in

Mathematics was not satisfactory. Mathematics performance is highly related to sex,

study habits and attitudes toward mathematics. There is no relationship between

mathematics performance and socio – economic status. Female students with a very

good study habits, and highly favorable attitudes performed better in Mathematics.
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Attitudes toward Mathematics are the best single predictor of Mathematics

performance.

Bazon (2003), in her study on the cause of poor study habits among grade

six pupils in the Lemery Pilot School in Batangas found out that the pupils failed to

achieve progress due to lack of effective study habits, interests, abilities, attitudes

and environmental factors affecting the learning conditions of the children. She

recommended that both parents and teachers should join hands towards the

development of effective study habits among pupils. Teachers and parents should

join hands towards the development of effective study habits among pupils.

Teachers and parents concern are necessary in supervising the learning process of

the children which greatly affect the latter’s interest in studying.

Another similar study was made by Esguerra (2004), on the correlation of the

study habits, general intelligence and achievement of fourth year students of Mapa

High School. She found out those students who scored high in school ability tests

had good study habits than those who scored low. There was a negligible correlation

between achievements and study habits with the superior and average groups. On

the whole however, there was low positive correlation between study habits and

achievement.
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CHAPTER III

RESEARH METHOD AND PROCEDURE

This chapter deals with research design, respondents of the study, data

gathering instrument and procedure and statistical treatment of data.

Research Design

This investigation used the descriptive method of research particularly the

correlational type. This method is vital and appropriate in as much as descriptive

investigation purports to present facts concerning the nature and status of anything,

a group of person, a number of subjects, conditions, a class or event, a system of

thought or any kind of phenomena.

According to Paler – Calmorin (2011), the descriptive method focuses at the

present conditions. It also involves collection of data in order to answer the

questions concerning the current status of the subject of the study. Correlational

type determines the relationship of two variables. Hence, the researcher deems it as

the most appropriate method of research for she wanted to determine the level of

Grade 10 students’ performance in Mathematics and establish the relationship of

such level to non-intellective factors such as sex, parent’s income, parent’s

occupation, appliances and facilities, study habits, and attitudes towards

mathematics.
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Respondents of the Study

The respondents chosen in this study were fifty Grade 10 students, of Golden

Gate Colleges, High School Department during the School Year of 2015-2016. The

students were chosen randomly. The distribution of respondents were proportionally

allocation to ensure proper presentation. The respondents were selected through

systematic sampling.

Data Gathering Instrument

This study used the questionnaire as the main tool in gathering the needed

data. The first part of the questionnaire deals about the family of the respondents,

the family’s status economically and the like. The second part of the questionnaire

focuses on the environment of the learner and the last part emphasizes the peers

and habits of the learner. The set of questions was crafted from various reading,

observations and literature dealing of the subject.

The questionnaire underwent a face validation by some professors who are

teaching Mathematics. The researcher considered the comments and suggestions of

the Mathematics professors. The validated questionnaires put into its final copy and

prepared for administration. The researcher determined first the number of

respondents from the locale of the study. The researchers personally administer the

distribution of questionnaire to the respondents.

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After the retrieval of the questionnaire, the researchers tally the responses of

the respondents. The numerical averages will be interpreted using the likert verbal

interpretations. The questionnaire items will score using likert scale format so as to

get more objective measurable results.

The academic performance was based on the previous grading period during

the school year 2015-2016. The statistical treatment was based on the three levels

of performance such as high, average and low.

Date Gathering Procedure

As soon as the questionnaire was modified and approved, the researcher got

permission from the school’s principal of the targeted school was the questionnaire

was to be distributed. After the approval, the researchers distribute the

questionnaire top the student-respondents of the study with the help of their

respective adviser. Through the full cooperation of the respondents, teachers and

school heads, one hundred percent retrieval was attain

Statistical Treatment of the Data

The following statistical measures will use to quantify the data gathered in the study

that will conduct frequency, ranking and standard deviation.

Frequency: This will use to determine the number of respondents.

Ranking: This will use to determine the position of importance of each item in the

variables used.
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Weighted mean: This will be used to determine characteristics of the variables

involved in the study.

Arithmetic Mean: this is used to derived the central tendency by sample space.

Pearson Moment Correlation: this is used to determine significant relationship

between the pupils attitude in Mathematics and their performance.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data regarding

the pupils attitude and performance of Grade 10 students were gathered through

questionnaire.

I. Performance of the students

The performance of the students in Mathematics during the third grading

period is discussed in this study.

Presents the Performance of Students in Mathematics during the Third

Grading Period

Table 1

Performance of
Frequency Percentage Rank
Students
Very high (92 – 96) 4 8.0 5
High (87 – 91) 11 22.0 3
Average (80 – 86) 15 30.0 1
Below average (75 – 79) 13 26.0 2
Poor (70 – 74) 7 14 4
Total 50 100

Highest Grade = 96 Lowest Grade = 73 Mean = 82.1

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The table 1 presents the performance of students in Mathematics during the third

grading. Based from the gathered data, students who had a grade of an average

(80-86) got the highest percentage of 30.0 percent. Below average (75-79) obtained

a frequency of 13 which corresponds to 26.0 percent. Then the grade of high (87-91)

with a percentage of 22.0, followed by a grade of poor (70-74) which corresponds to

14 percent. Lastly, 8 percent of responses for the students who got a grade of very

high (92-96).

II. Non – intellective factors that influence the student’s performance in

Mathematics relative to:

Table 2

2.1 Non – Intellective Factors As To Sex That Influence Students Performance

in Mathematics

Sex Frequency Percentage

Male 25 50
Female 25 50
Total 50 100

Table 2 shows the non-intellective factors as to sex that influence student’s

performance in Mathematics.

Result shows that the male and female had the same respondents with a

percentage of 50.
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Table 3

2.2 Non – Intellective Factors As To Occupation of Parents

Father Mother
Occupation
Frequency Percentage Rank Frequency Percentage Rank
Professional 23 46 1 13 26 3
Skilled
7 14 3.5 1 2 5
Worker
Business
7 14 3.5 4 8 4
Man
OFW 8 16 2 17 34 1
None 5 10 5 15 30 2
Total 50 100 50 100

The table shows the non-intellective factors as to occupation of students’ parents. In

the side of the father, being professional was the highest frequency of 23 which

corresponds to 46 percent; OFW with a frequency of 8 and a percentage of 16;

Skilled worker and Business man had the same percentage of 14. None got the

lowest frequency of 5 which corresponds to 10 percent. While in the mother part,

being OFW was the highest percentage of 34; no occupation was the next which

correspond to 30 percent. Third, mothers were professional got 26 percent followed

by business man with 8 percent. Skilled worker got the lowest percentage of 2

percent.
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Table 4

2.3 Non – Intellective Factors As to Parents’ Income

Father Mother
Parents’ Income
Frequency Percentage Rank Frequency Percentage Rank
15,000 - 20,999 13 26 1.5 6 12.0 4
21,000 - 25,999 7 14 3 8 16.0 3
26,000 - 30,999 13 26 1.5 10 20.0 2
31,000 - 35,999 4 8 5.5 3 6.0 6
36,000 - 40,999 4 8 5.5 5 10.0 5
41,000 and
3 6 7 2 4.0 7
more
None 6 12 4 16 32.0 1
Total 50 100 100
Non-intellective factors as to parents’ income were shown in the table 4. In the

fathers’ income, 15,000-20,999 and 26,000-30,999 aimed the highest frequency of

26 which corresponds to 26 percent. Then, 21,000-25,999 have 14 percent; fathers

with no salary have 12 percent; 31,000-35,000 and 36,000- 40,999 got the same

respondents and percentage; and, 6 respondents for an income of 41,000 and more

with a percentage of 12.

In the contrary, mothers without income got the highest frequency of 16 with a

percentage of 32. There are 10 respondents for an income of 26,000-30,999 which

corresponds to 20 percent; 16 percent for the income of 21,000-25,999; 12 percent

on the 15,000-20,999; income of 36,000-40,999 has 10 percent; 6 percent fo31,000-

35,999 and lastly, the profit of 41,000 and more aimed the lowest percentage of 4.
 GOLDEN GATE COLLEGES 25

Table 5

2.4 Non – Intellective Factors As to Ownership To Appliances

( Multiple Performance, N = 50)

(Multiple Response, N=50)

Appliances/Facilities Rank
Frequency Percentage
1. Living room set 50 100 2
2. Dining room set 50 100 2
3. Airfoamed/sleep
35 70 11
rite bed
4. Water sealed/flush
46 92 5.5
toilet
5. Microwave oven 20 40 12
6. TV set 49 98 4
7. VCD player 38 76 9
8. Cassette 1 2 15
9. Radio 41 82 8
10. Electric or gas
50 100 2
stove
11. Electric fan 46 92 5.6
12. Airconditioner 19 38 13
13. Washing machine 45 90 7
14. Telephone 36 72 10
15. Oven toaster 18 36 14

Table 5 shows that 100% of the total number of respondents, claimed that they have

living room set, dining room set, and electric gas/stove at home.
 GOLDEN GATE COLLEGES 26

The result reveals the relationship in the respondent’s family income with respect to

materials and actual possession. If the family cannot support the basic needs of their

children, how much more the materials and appliances at home which some

consider as luxury.

From the foregoing findings, it could be analyzed the majority of the students came

from high-level socio-economic status is summarized in table 4

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Table 6

2.5 Non – Intellective Factors As To Study Habits That Influence The

Performance Of Students In Mathematics

Items Weighted Mean Verbal Interpretation Rank

1. I keep a study
3.46 Sometimes 1
schedule.
2. I take notes
during
3.38 Sometimes 3
explanations in
class.
3. I organize my
notes during my 3.22 Sometimes 7
study schedule.
4. I keep an
3.14 Sometimes 10.5
assignment list.
5. I review during
free time to avoid 3.18 Sometimes 8.5
cramming.
6. I select a quiet
place to study so
3.40 Sometimes 2
that I can
concentrate.
7. I go to the library
for further reading
3.06 Sometimes 12
or to work on my
assignments.
8. I budget my time
between work and 3.30 Sometimes 4.5
study.
9. I wake up early
in the morning to 3.28 Sometimes 6
more studying.
10.I study only
during examination 3.18 Sometimes 8.4
days.
11. I ask question
during the lesson if 3.30 Sometimes 4.5
I'm puzzled.
12. I study before
3.14 Sometimes 10.5
going to bed.
Composite Mean 3.25 Sometimes
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Table 6 presents the frequency and percentage distribution of the profile of the

respondents in terms of study habits.

It can be clearly seen from the table that grade-ten students keep an assignment list

of the activities and exercises performed in mathematics. The obtained mean score

of 3.46 interpreted verbally as sometimes done and ranked first among the twelve

items indicates this. This result implies that students are keeping study schedule at

home aimed at reinforcing the skills learned and developed in the classroom. It was

observed that achievers usually help the slow learners by sharing or teaching their

classmates the correct solutions to problem assigned. This cooperative work is

attributed to the fact that teachers check notebooks of students to force them to

have and keep their study schedule.

Another item favorably consider by students is selecting a quiet place to study for

concentration. The item gained a mean score of 3.40 verbally described as done

sometimes and ranked second. An interview with the teachers revealed the

willingness of the students to study the lesson in a quiet place, which they prefer the

most for they can comprehend very well in that kind of environment.

Students also claimed that they take notes during class, while the teachers are

explaining the solutions to some mathematical problems. This is shown by the

reported mean of 3.38, interpreted as sometimes done and ranked third. The other

items verbally interpreted as sometimes were budgeting the students time between

work and study and asking questions during the lesson if the students are puzzled,

where both verbally interpreted as sometimes done, and ranked 4.5.

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Table 6 shows the items that were sometimes done by students. This include waking

up early in the morning to make studying with 3.28 mean; organizing the notes

during the study schedule with 3.22 mean; reviewing during free time to avoid

cramming and studying only during examination days, with the mean of 3.18;

keeping an assignment list and studying before going to bed, with the mean of 3.14;

going to the library for further reading or to work on assignments with the mean of

3.06.

The average weighted mean of all the items under study habits is 3.52 interpreted

verbally as often. It implies the good study habits of grade-ten students in doing the

assign task in Mathematics.

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Table 7

2.6 Non – Intellective Factors As To Attitude of Students That Influence Their

Performance in Mathematics

Verbal
Items Weighted Mean Rank
Interpretation
1. I find
Mathematics very 3.22 Sometimes 2.5
interesting.
2.I listen attentively
3.18 Sometimes 5
during the lesson.
3. I participate
actively in class 3.20 Sometimes 4
discussion.
4. It challenges me
solving
3.30 Sometimes 1
Mathematics
problems.
5. I find many uses
of Mathematics in
2.94 Sometimes 8
day to day
activities.
6. I enjoy numbers,
figures and
3.08 Sometimes 6
mathematical
symbols.
7. I study
mathematics
problems and try 2.98 Sometimes 7
to solve them.

8. I do
mathematics
exercises, 2.90 Sometimes 9.5
seatwork and
assignments.
9.I start my work
right away and 3.22 Sometimes 2.5
waste no time.
10. I try my best to
get high mark in 2.90 Sometimes 9.5
Mathematics.
Composite Mean 3.09 Sometimes
 GOLDEN GATE COLLEGES 31

Table7 presents the frequency and percentage distribution of the profile of the

respondents in their attitudes towards mathematics.

It can be gleaned from the table that the grade-ten students are challenged to solve

mathematics problem. This is shown by the average weighted mean of 3.30 and

verbally interpreted as sometimes manifested and ranked first. This means that the

grade-ten students have developed the right attitudes towards the learning of

mathematic which could be distributed to the fact that their teachers in the previous

years had developed them.

Students find mathematics very interesting and start them work right away and

waste no time. Both item obtained a weighted mean of 3.22 and ranked 2.5. this

could be attributed to the fact that students have valued the importance of the

subject which their parents and teachers have taught.

Favorably, students participate actively in the class discussion and recorded a

weighted mean of 3.20 and ranked fourth. This means that the students are

interested and have a great desire to learn.

Furthermore, Table 7 seven shows that the students listen attentively during the

lesson, it obtains a weighted mean of 3.18 and ranked fifth. Based on observation,

holding power of the teacher and classroom management counts a lot.

Other items which students often manifested were enjoying numbers, figures and

mathematical symbols that obtained a weighted mean of 3.08 and ranked sixth;

studying mathematics problem and trying to solve them, it obtains a weighted mean
 GOLDEN GATE COLLEGES 32

of 2.98 and ranked seventh; finding many uses of mathematics in day to day

activities that obtains a weighted mean of 2.94 and ranked eight; and try their best to

get high mark in mathematics and do mathematics exercises, seat works and

assignments. Both obtained a weighted mean of 2.90 ranked 9.5.

As could be seen from the table students like mathematics even during their

elementary days. However, grade-ten students gave an average weighted mean of

3.40 in all the items listed which is verbally interpreted as often in them.

The data imply that grade-ten students often have favorable attitudes towards

mathematics and that the teachers and parents are successful in promoting the

value of right attitudes. Similarly, on the study made by Alejandro, he found out that

students had similarly a positive attitude towards the subject.

 GOLDEN GATE COLLEGES 33

III. Significant Relationship between the Non – Intellective factors that

influence the students in performance in Mathematics.

Table 8

Relationship Between Non – Intellective Factors and Performance of Students

in Mathematics

Non – Intellective Decision

Factors
Df 𝒙𝟐𝒕 𝒙𝟐𝒄 𝑯𝒐
Interpretation

 Sex 4 9.49 5.217 Accept Not Significant

 Parents’
Occupation
Father 16 26.30 35.269 Reject Significant
Mother 16 26.30 39.815 Reject Significant
 Parents’
Income
Father 24 36.42 45.723 Reject Significant
Mother 24 36.42 42.159 Reject Significant
 Appliances
56 70.42 85.148 Reject Significant
and Facilities
 Study Habits 16 26.30 40.399 Reject Significant
 Attitudes of
16 26.30 37.44 Reject Significant
Students

Table 8 presents the summary of the as shown in the table, sex shows no significant

difference as recorded an f value of 5.127 leading to the acceptance of the null

hypothesis. This means that sex cannot be a basis in determining the student’s

grades. Hence, students may perform equally regarding with their sexual

differences.
 GOLDEN GATE COLLEGES 34

On the other hand, study habits, attitudes and socio-economic status show

significant differences when students are grouped as revealed by the obtained f

value of 40.399, 37.44 and 55.54, respectively. Thus, null hypothesis that performed

of grade -ten students has no significant difference when grouped according to study

habits, attitudes and socio-economic status were ejected. These proved to be strong

indicators of student’s achievement.

IV. Proposed interventions Activities to improve the performance of student’s

in Mathematics

Proposed
Expected
Intervention Persons Involved
Output
Program
Conduct games Students and It can help students to remember
Teachers past lessons and easily memorize

Increasing dialogue Students and It allows students to go deep with

in the classroom Teachers some students and repeat
information to others
Focus Group Students and It can help students to familiarize
Discussion Teachers topics.
Test-taking Students and It can help students to apply what
Teachers they learn from their teachers.
Giving Lecture Students and It can help students to analyze
Teachers why and how problems are
solved.
Increasing wait time Students and It can help students to test their
Teachers remembering and understanding
skills.
Giving more Students and Students can study more to
feedback than Teachers improve.
praise
Engage in an Teachers Improved strategies of teaching
authentic Teacher that will really increase the
Observation student’s learning’s
 GOLDEN GATE COLLEGES 35

CHAPTER V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the study as well as the highlights of
the findings, conclusions and necessary recommendations offered by the researcher
for future consideration.

Summary

The primary intention of the study is to determine non-intellective factors that

affect the student’s performance of the grade-ten students at Golden Gate Colleges,
S.Y. 2015-2016.

Specifically, it seeks to answer the following questions:

1. What is the performance of the students in Mathematics at their third grading

grade?
2. What are the non-intellective factors that influence the student’s performance

in with relation to Mathematics?

2.1 Sex

2.2 Parents’ Income

2.3 Parents’ Occupation

2.4 Appliances

2.5 Study Habits

2.6 Attitudes towards Mathematics

3. Is there any significant relationship between the non-intellective factors that

influence the students and the performance of them in Mathematics?

 GOLDEN GATE COLLEGES 36

4. Based from the findings of the study, what intervention activities may be

proposed to improve the performance of students in Mathematics?

Findings

From the data, the following findings were obtained.

1. SOCIO-ECONOMIC STATUS

Most of the students prefer to have a study schedule with the mean of

3.46 and ranked one, which implies that they can manage their time wisely in terms

of studying most especially in the field of mathematics. On the other hand, some of

the students are going to the library for further reading or to work on their

assignments with the mean of 3.06 and ranked as 12 which implies that they prefer

to go to the library to study purpose than browsing the internet for studying

Mathematics subject.

2. ATTITUDES TOWARDS MATHEMATICS

Most of the students are challenged solving Mathematics problems

with the mean of 3.30 and ranked as one. On the other hand, doing mathematical

exercises, seat work/ assignments and aiming to get high mark in Mathematics were

ranked 9.5 with the mean of 2.90 which implies that some of the students don’t have

a good attitude towards mathematics.

 GOLDEN GATE COLLEGES 37

Conclusions

In the light of the above findings, the following conclusions were drawn:

1. Majority of the students had average performance in Mathematics in the third

grading period.

2. There were equal number of male and female students in Mathematics, most

of the parents were professionals with monthly income of Php 30, 000, in

which they used appliances at home and had schedule of studying and found

Mathematics problem as challenging.

3. The Non – intellective factors except sex showed significant relationship to

students’ performance in Mathematics.

Recommendations

In the light of the above findings of the study, the following recommendations

are hereby endorsed:

1. A sound professional enrichment program may be provided that will enhance

teachers’ dedication and commitment to maximize students’ academic

performance.

2. Strong academic support system in the form of remedial classes and tutorial

services as activities of the mathematics club should be organized to help

student with low performance. Varied drills and exercises maybe provided by
 GOLDEN GATE COLLEGES 38

teachers and those who excel in performance can be tapped to assist in

undertaking the activity.

3. Comprehensive review of the mathematics content as stated in the PSSLC

must be conducted by school heads and mathematics teachers to shed light

on the nature of evaluation administered by classroom teachers and the

division office for possible identification of the causes of low performance.

4. Follow-up study regarding the mathematics achievement of students in junior

and senior high schools maybe undertaken.

5. The proposed activities should be given attention by the schools and

universities to motivate the students learn more about the importance of

knowing and understanding every given area in solving Mathematics problem.

 GOLDEN GATE COLLEGES 39

BIBLIOGRAPHY

A. BOOK

Alejandro, Rufino. Correct English Through Better Pattern Practices. Philippine Book
Company, Manila, 1985.

BInnesse Quenne K. Mathematics Teaching in School. Chicago University of

Chicago Press, 1980.

Carter, Good V. Dictionary of Education. New York: Mc Graw Hill Book Co.,1983.

Espiritu, Socorro C. et. Al Psychological, Astronomical and Sociological Foundation

of Education. Quezon City: Katha Publishing co., Inc;1985

Fisher and Donald Thomas. Sociological Foundation of Educational Decisions.

Belmont, California: Wardsworth Pubishing, Company, Inc; 1985.

B. PUBLISHED ARTICLES AND JOURNALS

Mc Causeland and Stewart “Modern Methods of Teaching Academic Aptitude Study

and Attitudes of College G.P.A” The journal of Educational Research, Vol.67, no.8
April,1990.

Rapoport, F. “An Investigation of Sex Difference Casual Attributions to Mathematics

Performances” in Dissertation Abstract International 44:07 July,1983.

Berces, Salve J. “The Relationship Between Sociological Factors and Academic

Performance of Senior Students at Balingasan high School, school year 1988-1989”
Unpublished Master Thesis, Manuel L Quezon University, Manila 1989.

Esgiuerra, Consolacion C. “The Correlatioto the attidutes of n of Study Habits,

General Intelligence, and Achievement of Fourth Year Students of Mapa High
School”. Unpublished Masters Thesis, Manila 1984.
 GOLDEN GATE COLLEGES 40

Fortea, Ma Felicidad. “Factors Contributing to the Attitudes of College Students

Towards Mathematics” Unpublished Dissertation, Saint Louis University, Baguio
City, 1989.

Ople, Deborah I “ The Academic Performance of the Third Year and Fourth Year
High School Students in Gingoong Institute in relation to Socio-Economic Thesis,
University of Visayas, Cebu City 1977.

C. UNPUBLISHED MATERIALS

Alejandro, Maxima J.” Determinants of achievement in Mathematics among High

Ability in College Freshman”. Unpublished Doctors Dissertation, Centro Escolar
University.

Alejandro, Maring R. “Mathematical Attitudes and Difficulties in Isabela State

University System: A Basis Curricular Development.”

Unpublished Doctors Dissertation, Saint Paul University, Tugegarao, Cagayan,1980

Quinco, Maria Nancy.” Correlates of College Students Performance”.

Unpublished Master’s Thesis, Immaculate College – Lasahe, Ozamis City, 2000.

Ramos, Carmencita “Factors Associated with Mathematics Achievement of CLSU

College Freshmen Students. 1981-1982” Unpublished Master’s Thesis, University of
the Philippines, Diliman Quezon City 1982.

Santos Rosita G. “The Mathematics Performance of Freshmen Students of the

Mendiola Consorthem School: Discriminant Analysis” Unpublished Doctors
Dissertation, Centro Escolar University, Manila 1987.
 GOLDEN GATE COLLEGES 41

Appendix A

Letter of Request

Golden Gate Colleges

College of Education

Batangas City

To Respondents:

Greetings!

The undersigned are presently working on their thesis entitled, Non –

Intellective Factors that Affect the Student’s Performance of the Grade-Ten
Students of Golden Gate Colleges, S.Y. 2015-2016 as a partial fulfillment for their
Research I (Introduction to Research).

May we request you to respond to this questionnaire with sincerity and

honesty. Rest assured that your identity and responses will be treated with utmost
confidentiality.

Thank you very much.

Truly yours,

__________________

Asi, Rhealyn A

__________________

Bautista, Cherry D.

__________________

Britania, Jaycelyn M.

__________________

Serrano. Jemalyn H.

__________________

Serrano, Joerizza H.
 GOLDEN GATE COLLEGES 42

Appendix B

QUESTIONNAIRE

PART I. STUDENTS’ PERSONAL INFORMATION

Direction: Please fill in the blanks or put a check ( ) as indicated.

1. Name: (Optional) _________________________________________

2. School: _________________________________________________

3. Grade in Mathematics last Grading Period: _______________

4. Sex: Male_______ Female _______

5. Parent’s Occupation

Father Mother

______Professional ______Professional

______ Skilled Worker ______ Skilled Worker

______Business Man ______Business Man

______OFW ______OFW

______None ______None

6. Income of the Family

Father Mother

Php. 3000 and below ____________ ___________

Php. 3001-9000 ____________ ___________

Php. 9001-15000 ____________ ___________

Others(pls. specify) ____________ ___________

 GOLDEN GATE COLLEGES 43

7. Which of the following facilities/appliances does your family owns. Check out
those that are available in your home.
_________1. Living room set

_________2. Dining room set

_________3. Airfoamed/sleep rite bed

_________4. Water sealed/flush toilet

_________5. Microwave oven

_________6. TV set

_________7. VCD player

_________8. Cassette

_________9. Radio

_________10. Electric or gas stove

_________11. Electric fan

_________12. Air conditioner

_________13. Washing machine

_________14. Telephone

_________15. Oven toaster

 GOLDEN GATE COLLEGES 44

PART II. QUESTIONNAIRE ON STUDY HABITS AND ATTITUDES IN

MATHEMATICS

Directions: Put a check ( ) under column which describes your study habits and

attitudes toward Mathematics. Use the scale given below.

5 – Most Often

4 – Often

3 – Sometimes

2 – Rarely

1 – Never

A. Study Habits

Items 5 4 3 2 1
1. I keep a study schedule.
2. I take notes during explanations in class.
3. I organize my notes during my study
schedule.
4. I keep an assignment list.
5. I review during free time to avoid
cramming.
6. I select a quiet place to study so that I
can concentrate.
7. I go to the library for further reading or to
work on my assignments.
8. I budget my time between work and
study.
9. I wake up early in the morning to more
studying.
10. I study only during examination days.
11. I ask question during the lesson if I'm
puzzled.
12. I study before going to bed.
 GOLDEN GATE COLLEGES 45

B. Attitude

Items 5 4 3 2 1
1. I find Mathematics very interesting.
2. I listen attentively during the lesson.
3. I participate actively in class
discussion.
4. It challenges me solving Mathematics
problems.
5. I find many uses of Mathematics in
day to day activities.
6. I enjoy numbers, figures and
mathematical symbols.
7. I study mathematics problems and try
to solve them.
8. I do mathematics exercises, seatwork
and assignments.
9. I start my work right away and waste
no time.
10. I try my best to get high mark in
Mathematics.
 GOLDEN GATE COLLEGES 46

Appendix C

CURRICULUM VITAE

Name: Rhealyn A. Asi

Address: Nagtoctoc Lobo, Batangas

Date of birth: October 14,1995

Age: 22

Place of birth: Lobo, Batangas

Parents: Mother: Mrs. Perla A. Asi

Father: Mr. Perdo R. Asi

Civil status: Single

Educational attainment: Elementary: Nagtaluntong Elem. School (2003-2008)

Secondary: Lobo Institute Inc. (2008-2012)

Tertiary: Golden Gate Colleges (2012-2016)

 GOLDEN GATE COLLEGES 47

Name: Cherry D. Bautista

Address: San Marcelino, Taysan Batangas

Date of birth: June 29, 1997

Age: 19

Place of birth: San Marcelino, Taysan Batangas

Parents: Mother: Mrs. Josephine D. Bautista

Father: Mr. Serevillano C. Bautista

Civil status: Single

Educational attainment: Elementary: San Marcelino Elementary School (2003-2009)

Secondary: Taysan High School and Child Development

Center (2009-2013)

Tertiary: Golden Gate Colleges (2013-up to present)

 GOLDEN GATE COLLEGES 48

Name: Jaycelyn M. Britania

Address: Sto. Nino, San Pascual Batangas

Date of birth: November 20, 1996

Age: 20

Place of birth: San Juan Batangas

Parents: Mother: Mrs. Juana M. Britania

Father: Mr. Jesus P. Britania

Civil status: Single

Educational attainment: Elementary: Sto. Nino Elementary School (2003-2009)

Secondary: San Pascual National High School (2009-2013)

Tertiary: Golden Gate Colleges (2013-up to present)

 GOLDEN GATE COLLEGES 49

Name: Jemalyn H. Serrano

Address: Hukay, Calatagan Batangas

Date of birth: Calatagan Batangas

Age: 20

Place of birth: March 12, 1997

Parents: Mother: Mrs. Marissa H. Serrano

Father: Mr. Joselitio V. Serrano

Civil status: Single

Educational attainment: Elementary:Encarnacion Elemementary School (2003-2009)

Secondary: Lucsuhin National High School (2009-2013)

Tertiary: Golden Gate Colleges (2013-up to present)

 GOLDEN GATE COLLEGES 50

Name: Joerizza H. Serrano

Address: Hukay, Calatagan Batangas

Date of birth: Carlosa, Calatagan Batangas

Age: 22

Place of birth: June 9, 1995

Parents: Mother: Mrs. Marissa H. Serrano

Father: Mr. Joselitio V. Serrano

Civil status: Single

Educational attainment: Elementary:Encarnacion Elemementary School (2001-2006)

Secondary: Lucsuhin National High School (2006-2010)

Tertiary: Golden Gate Colleges (2013-up to present)