1

CHAPTER I
THE PROBLEM
Introduction

Education is significantly one of the most crucial factors in creating a

human resource that is necessary for development in every aspect of a country.

Education, in a broad sense, is any motion that has a significant effect on

developing the cognitive, skills, and attitude of any individual. It is composed of

various areas, which should be taught and learned by every human. One of the

most established disciplines and is part of every curriculum around the world is

Mathematics.

Many students find their studies in Mathematics to be challenging and

unrewarding. There is a tendency for students to opt out of studying mathematics

as soon as possible. However, mathematics is usually seen to be significant and

holds a central place in the curricula in most countries including the Philippines.

Teaching and learning Mathematics involves the formation of opportunity for

individual, this includes providing a supportive learning setting that offered

mathematical challenge and norming processes and strategies which foster

learning that also makes our lives orderly and prevent chaos.

According to the study undertaken by International Journal of Trend in

Scientific Research and Development (IJTSRD) in relation to the issues of

students’ perceptions and attitude towards mathematical learning. These issues

are related to classroom management and mathematical contents and pedagogy.

The result discovered that the respondents’ perceptions about the nature of
 2

Mathematics do not necessarily affect their attitudes towards Mathematics.

Moreover, many pupils have challenges with mathematics subjects, but some

find it difficult than others, these maybe otherwise faster learners who have keen

sense of logic and reasoning but still perform poorly on homework, tests, and

quizzes. Over time, repeated underperformance in mathematics can cause a

student to become demotivated and believed him or her not well at the subject. It

is believed that Mathematics is one of the most important disciplines in the field

of Academics and in everyday practicality of life. However, for most people,

Mathematics is deemed to be boring, most difficult subject and generally have a

negative perception toward the subject. Hence, there is a need to further study

students’ perceptions and attitudes towards Mathematics to give insights as to

where these negative conceptions are coming from. According to Amirali (2010)

[1] Mathematics is at the sympathy of many successful careers and successful

lives for the development of society, particularly with the dynamic change

circumstances.

The Trend International Mathematical Science Study Advanced (TIMMS)

scrutinized patterns of students’ accomplishment in mathematics and found out

that for over 20 years, there were some failures in the students’ performances,

and there were no improvements in the countries assessed (Maltese & Tai,

2011). In the case of Indonesia, the PISA report (2012) showed that the

achievement scores of Indonesian students in mathematics are recorded very

low and was ranked the 64th out of 65 countries (Ajisuksmo & Saputri, 2017).
 3

In the Philippines, mathematics is a general education subject in primary

and higher education where learners are expected to gain understanding and

appreciation of its principles as an applied-using appropriate technology in

problem-solving, critical thinking, communicating, reasoning, making

connections, representations, and decisions in real life (K to 12 Basic Education

Curriculum).

According to Blömeke and Delaney (2014), it is vital hence required as a

subject almost in every field. However, problems associated to mathematics

achievement are still apparent not only in the Philippine setting but also right in

other nations.

In the Philippine context, educational modules in this order contain a

detailed topic and instructional plan standards to empower understudies to create

consistent and numerical abilities expected to get it the fundamental

mathematical concepts. However, low performance in this discipline is still

apparent. The participation of the Philippines in TIMSS confirmed this deplorable

condition-based from the report posted last 2013 that the performance of Filipino

students in national and international surveys on mathematics and science

competencies lag behind its neighboring countries like Singapore, South Korea,

Hongkong, Chinese Taipei and Japan (Care et al., 2015).

The Filipino students excel in knowledge achievement but fare

considerably low in lessons necessitating higher order thinking skills (Dinglasan

& Patena, 2013; Ganal & Guiab, 2014). Even college students are not excused

from the problems in learning and mastering mathematics (Americans, 2009;

 4

Presmeg, 2006). Students’ performance in mathematics, as specified by the

grades they attained, is affected by numerous factors. Among the various factors,

studies primarily dealt with students’ emotional characteristics, which focus on

study behaviors and study attitudes, which are then further referred to as study

orientations as reiterated by Biswas (2015). Two of the significant concerns of

college students are getting control of time management and study habits.

For the past 5 years, Sagrada High School has not been performing well

in Mathematics. In the latest result of the National Achievement Test, the school

is short of 10 points compared to the passing score. Although the school has

been excreting efforts and implementing various interventions to increase the

score, it is beyond success.

The students’ grades in mathematics has the same story. More than 40%

or 100 out of 250 students are struggling with their grades in Mathematics. For

the past five years, this subject area is consistently getting the lowest general

average as manifested in the School Monitoring, Evaluation and Adjustment

(SMEA). According to the school’s Mathematics coordinator, this must have been

attributed to students’ behavior and perception of the subject and the teachers’

competence.

Due to the abovementioned scenario, the researcher has conceptualized

this study which aimed to propose an intervention plan for the students and

teachers. Furthermore, it aimed to identify the factors affecting the performance

of the teachers and the challenges encountered by the teachers in teaching the

subject.
5
 6

Statement of the Problem

To achieve the objectives of this study, the following were answered:

1. What is the performance of students of Sagrada High School in

Mathematics?

2. 2. What are the factors affecting such performance along:

a. Environment;

b. Personal Factor, and

c. Teacher Related Factor

3. What are the teachers’ challenges in teaching Mathematics?

4. What intervention can be proposed to improve the performance of

students in Mathematics?

Significance of the Study

The welfare of the youth is the main concern of the school and society.

“The youth is the hope of our Fatherland” according to Dr. Jose P. Rizal. Along

with this statement, this study is meaningful to the:

DepEd, TESDA and CHED, the results of this study will serve as baseline

data of information needed by these agencies for tracking the present status of

the Mathematics curriculum.

Educational Manager/Administrator- The results of this study may help

school administrators in setting up the framework designed for the improvement

 7

and innovations in teaching Mathematics. It is their main task to get feedback on

teaching-learning process so that the same could be improved.

Policy Makers- The findings of this study would be useful in formulating

policies and guidelines necessary for mathematics courses.

Educational Planners- Philippine Secondary Schools Learning

Competencies (PSSLC) to the students, teachers, administrators and like. This

also serves as basis for the improvement to Mathematics in the current

curriculum to provide optimum experiences among the students.

Teachers- The findings of this study may enable them to think of better

methods, strategies and/or techniques so that the day to day lesson may

become more interesting and meaningful to their students.

Students- The results of this study may be useful to students of

Mathematics in the day-to-day lesson and class activities for better

understanding and development of their skills performance which they can apply

in their daily life.

Future Researchers- Other studies will be conducted related to the

assessment of the mathematics curriculum.

Scope and Delimitation

This study considered 250 students of Sagrada High School from Grade

7-11, school year 2015-2016. Furthermore, all teachers handling mathematics

from all grade levels of the aforementioned school participated in the study to
 8

obtain the challenges in teaching mathematics. In addition, senior high school

subjects that fall under Group III-A-General Mathematics, Statistics and

Probability and related subjects were included in the study.

This study did not include teachers handling other subjects and schools in

the district.
 9

References

Ajisuksmo, C. R., & Saputri, G. R. (2017). The influence of attitudes towards

mathematics, and metacognitive awareness on mathematics
achievements. Creative Education, 8, 486, 497.

Americans, W. A. (2009). It doesn’t add up African American students’

mathematics achievement. Secondary Lenses on Learning Participant
Book: Team Leadership for Mathematics in Middle and High Schools,
149. Retrieved from http://bit.ly/2IaUOrL

Bashir, I., & Mattoo, N. H. (2012). A study on study habits and academic
performance among adolescents (14- 19) years. International Journal of
Social Science Tomorrow, 1(5), 1-5. Retrieved from http://bit.ly/2Z2SjNd

Black, M. The Nature of Mathematics (New York, Hardcourt, Bruce & World,
2004).

Brouwer, L.E.J. Historical Background, Principles and Methods of Intuitionalism:

(South Africa J. Sci., 2002).

Catabijan and Rizaldo, First Course in Algebra, (Manila: Philippines Book

Company, 2002).

Iluminada C. Coronel “Towards More Effective Teaching of Elementary

Mathematics”, A lecture delivered at the Colegio de Sta. Isabel, City of
Naga, Summer Institute 2008.

Irenea P. Olivares, GES TT (Math). SED, Regional Office No. 5, Guidelines in

Teaching Mathematics (Prepared and distributed during the In-Service
Teaching on Secondary Mathematics Teachers, 2003).

Julian, Erlinda S. “Points to consider in Choosing a Method of Teaching”, The

Modern Teaching (July 2007).

Lardizabal, Ampara S. “A Message to Teachers” The Modern Teacher,

(December, 2007).

Regional Memorandum No. 52, - Re: Results of the 199 Regional Achievement
Test”, June, 2007.

Richardson, M. Fundamental of Mathematics, (New York, Mc Millan, 2001).

 10

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In order to put up a wider and richer based of concepts, the researcher

conducted reading of related studies which had some relevance of present

problem. These investigations helped him to acquire better and more reliable

output.

Related Literature

Success is often followed by access to possession of ability, easiness of

task or input of effort in school work .Mathematics is mostly disguised as a

subject not for the weak and so this becomes a self-fulfilling prophecy that

mathematics is a subject for those with great intellectual ability.

The readings presented in this chapter are categorized into foreign and

local.

Foreign. A large quantity of studies seem to gravitate towards the difficulty

of mathematics education in Zimbabwe as illustrated by the poor performance of

students who have failed to meet the admission requirements of mathematics

faculties. Mabila (etal) (2006) asserts that, mathematics is one of the most

paramount fears of teachers and other mathematics educators globally. It is of

paramount importance for teachers to have a theoretical background in order to

better understand the behaviors and performance of students and be able to help

them. In a study in Lesotho on causal attribution of performance in mathematics,

it was discovered that there is a relationship between causal attribution and

performance (Kallenbach and Zaft ,2004 ).The theorem of naive psychology was
 11

first profounded by Fritz Heider in 1958 and was later established into a

theoretical framework by Weiner and friends in 1972 .The models of achievement

and failure in education are very significant .In this study the theory aided to

explain the origins of the students and teachers perceptions of pupils’

performance in mathematics.

(Weiner 1992) perceives that, most explanations for success or failure

have some characteristics which are, whether the reason of failure is within the

person or external of the person, the second being, whether the cause is seen as

stable or unstable. Finally is whether the cause is perceived as manageable or

uncontrollable. Thompson (1995) hypothesizes that, a dominant assumption of

the Attribution theory is that people effort to maintain a constructive self-image.

Therefore if people do well in an examination they are likely to attribute their

success to their own efforts or aptitudes, but when they do poorly they believe

that failure is due to factors which they have no control. Grounding on this theory,

if students perform badly in mathematics they characterize the cause to other

factors other than themselves and in most cases it is the educator who is given

the responsibility and the teacher acts likewise and blames the students for not

putting enough effort in their learning. Cloyed (1996) adds authority to the above

opinions in this study on effects of psychological theories in mathematics

instruction when he said that for any mathematics educator to be academically

functional and operative in the classroom the information of educational

psychology should be the basis for new encounter in his or her teaching .The

propensity for individuals to consistently make specific kinds of attributions

 12

overtime is mentioned as attribution style Metalsky and Abramson (1981). This

resources a self-enhancing style is one that habitually gives credit to hard work

for success and attributes failure to lack of effort. Attribution Theory effects

pupils’ perceptions and deals with four clarifications for success and failure in,

achievement states, ability effort, task difficulty and luck. The internal attributions

are ability and effort to the different, whilst task trouble and luck are external to

the learner. Ability is taken to be a relatively unchanging, unaltered state, whilst

effort can be altered. One notion that is dominant to attribution is locus of control

(Bandura, 1997). Locus of control has been well-defined by Weiner (2000) as an

individual personal belief that the extents to which one’s activities determine

outcomes.

Salami (1997) also approves with the above account when he says,

success that is accredited to good luck is not sustainable, as failure may occur in

the future since luck is unstable. Furthermore it has been experimental that

students who attribute their performance to luck evade the front seats but prefer

the back seats. In addition attribution to luck has been known to be considered

poor approach to study, low enthusiasm and low motivation to accomplish

(Forsth and MacMillan 1981). Attribution of failure to lack of effort may result in

improved success because performance might be improved if more effort is

exerted. This is echoed by Rao (2007) who asserts that, when students fail, they

are most likely to persist and eventually succeed if they attribute their failure to

lack of appropriate effort. Effort is most operative if it is reviewed as the

persevering devotion of effective academic period to the task. It is significant that

 13

when learners perceive themselves as ineffective they are helped to develop the

conviction that they have the aptitude to succeed in mathematics and they could

prosper if they give their greatest. Attributing mathematics failure to lack of ability

may effect in low expectance for future achievement because ability is

unchanging and will not upsurge greatly and also future performance will show

little improvement. In reality success in a learning situation is a product of the

student’s effort( internal factors ) and luck task difficulty ,behavior of the teachers

thus teaching methods and availability of resources (external factors ) .In a

classroom situation ,students receive constant feedback concerning their level of

performance on academic tasks either relative to others or relative to some norm

of acceptability .Bandura (1997) asserts that ,the feedback students receive

influences their self-perceptions Local. The study on Factors Affecting

Mathematics Performance of Junior

High School Students conducted by Peteros, et all (2014), measured the

self-concept and academic performance in Math of the Grade 10 learners of a

public national high school, Cebu, Philippines. One hundred eighty-three

respondents were requested to answer a survey questionnaire in order to

quantity their self-concept. Their academic performances were evaluated using

their marks in Math. Based on the indication presented in the data, it can be

determined that male and female learners have the same level of self-concept

when it comes to learning Mathematics. The self-concept of the students’ needs

to be upgraded because their self-concept has an influence to their performance.

The researchers indorse that the proposed mathematics performance

 14

enhancement plan, which is geared towards addressing issues identified in their

study, be highly recommended for adoption and evaluation.

This descriptive research determined the predictors of the study

performance of the graduate learners in Occidental Mindoro State College, San

Jose, and Occidental Mindoro, Philippines. This research precisely watched into

the graduate students’ level of research performance, approach towards

research, experiments encountered, and the strategies employed to cope with

the research challenges. A total of 41 completely enumerated students enrolled

in Methods of Research and Thesis Writing during the second semester of

Academic Year 2018−2019 served as respondents of the study.

The research established that the graduate students’ level of research

performance is high, specifically in writing the statement of the problem,

hypothesis, significance of the study, and definition of terms. They have a

optimistic attitude towards research in terms of practicality and predispositions.

They have undesirable research anxiety. Challenges encountered comprise

insufficient funds, developing interest, inability to choose researchable themes,

and limited related writings. Coping approaches employed were frequent

consultations with the adviser, seeking help from other competent faculty and

students, using technology, and giving material appreciation. Attitude and

challenges encountered were found to be predictors of the graduate student’s

research performance. A positive attitude towards research and the moderate

challenges encountered could affect the graduate student’s research

performance.
 15

Mathematics as a discipline is considered as one of the most difficult

subjects among Filipino learners. This study was conducted in a public national

high school in the Mandaue City Division, Cebu, Philippines. The respondents

were the 177 Grade 9 students enrolled in mathematics. These respondents

were selected using probability random sampling. They were asked to answer a

standardized survey questionnaire to assess their attitudes and study habits. The

tool is consists of three parts. Part 1 gathers the socio-demographic profile of the

respondents. Part 2 assesses the attitudes of the respondents towards

mathematics, while Part 3 was used to assess the study habits of the

respondents. Furthermore, their academic performance in mathematics was

measured based on their first quarter grade, which was retrieved from the

Registrar’s Office. The study revealed that those respondents had positive

attitudes towards mathematics in terms of its value while they had a neutral

attitude when it comes to their self-confidence, enjoyment, and motivation in

mathematics. Also, the study shows that there was a negligible positive

correlation between the attitudes and academic performance of the respondents

in terms of their self-confidence, enjoyment, and motivation while there was a

weak positive correlation between the value of math and their academic

performance in math. It was concluded that students’ attitudes and their study

habits are significant factors that affect their performance in mathematics. The

researchers strongly recommend the utilization of the enhancement plan in the

teaching of mathematics to junior high school students.

Related Studies
 16

Teaching and understanding mathematics is an important concern in any

educational organization. Largish determinations are made by numerous

researchers to find out the causes of students’ performance in the theme.

Despite every one of these actions issues still, endure. The researchers used a

descriptive-correlational design to gather data through an adopted survey tool for

study habits and attitudes. The study was conducted at the Cebu Technological

University San Francisco Campus, Cebu, Philippines. The respondents were the

52 Education students who were enrolled in the mathematics program; they

answered the survey of study habits and attitudes. The gathered data were

treated using frequency, simple percentage, weighted mean, Pearson r, and t-

test. It was found out that there is a significant positive high correlation between

the study orientations of the students considering their academic performance in

terms of their Graded Point Average (GPA) in Mathematics subjects. It was

concluded that the study orientations of students differ. As far as the data and the

findings are concerned, it can be concluded that the majority of the students

academically performed Very Good, and their study orientation generally falls

also on the above-average level. There was a significant disparity among the

level of the study orientation of the students wherein the study orientation of the

highest academically performers are significantly at far with the lower two

identified groups. Furthermore, the study orientation of the students has a very

significant relationship to their academic performance, wherein students with high

study orientation tend to achieve more compared to the students with lower study

orientation.
 17

Performance in Mathematics among learners in lower primary schools in

Kenya is a difficulty that endures to be a concern to parents, educators and

stakeholders in education. Teacher linked factors and in particular teacher

preparedness has been mentioned as a major contributing influence to poor

teaching methods which fundamentally translates to pupils' poor performance.

The objective of the research was to assess the encouragement of teacher

preparedness on pupils' performance in Mathematics in lower primary schools in

the Aberdares region of Kenya. The objectives of the study were to; evaluate the

influence of teachers' preparation of lesson plans on pupils' performance in

Mathematics in lower primary schools and assess the influence of teachers'

preparation of schemes of work on pupils' performance in Mathematics in lower

primary schools from the Aberdares region in Kenya. The following hypothesis

were tested; Ho1: There is no statistically significant relationship between

teachers' preparation of lesson plans and performance in Mathematics among

pupils in lower primary schools, Ho2: There is no statistically significant

relationship between teachers' preparation of schemes of work and pupils'

performance in Mathematics in lower primary schools. The study adopted the

descriptive survey research design. The study was guided by the Social

Constructivism Theory (SCT) advanced by Vygotsky (1978). The target

population for the study consisted of all the 385 teachers and 1320 pupils in the

public primary schools in Aberdares region of Kenya. Examples of schools was

selected using Gay's 10-20% sampling principle which yielded a sample size of

77 teachers and 264 pupils. Data for the study was composed using
 18

questionnaires administered to the respondents. The t-test statistic was

calculated to test the hypothesis which specified that there was no statistically

significant association between teachers' preparation of lessons and pupils'

performance in Mathematics. The t-test produced a p-value = 0.027 which was

less than the a-value of 0.05 hence the hypothesis was rejected. It was

concluded that there were differences in pupils' performance in Mathematics

contingent on teacher preparation of lesson. Regarding the preparation of

schemes of work, the computed t- test statistic yielded a p-value = 0.039 which

was less than the p-value of 0.05. Therefore the null hypothesis was accepted. It

was concluded that the pupils Mathematics mean scores were relatively the

same regardless of whether the teacher prepared schemes of work or not. It is

recommended that there is need for teachers to institutionalize as a best practice

the preparation of professional documents before commencement of teaching.

Performance in Mathematics among learners in lower primary schools in

Kenya is a problem that continues to be a concern to parents, teachers and

stakeholders in education. Teacher related factors and in particular teacher

preparedness has been cited as a major contributing factor to poor teaching

methods which fundamentally translates to pupils’ poor performance. The

purpose of the study was to evaluate the influence of teacher preparedness on

pupils’ performance in Mathematics in lower primary schools in the Aberdares

region of Kenya. The findings of the study indicate that teacher preparedness as

indicated by preparation of lesson plans had an influence on pupils’ performance

in Mathematics in lower primary school. Preparation of schemes of work had no

 19

influence on performance. There were statistically significant differences between

pupils mean scores for schools where teachers prepared lesson plans and those

who didn’t. However, the study established that there was no statistically

significant difference in the pupils’ performance in relation to teachers’

preparation of schemes of work.

Synthesis of the State-of-the-Art

The related literature considered were grouped into three areas, the

student’s performance, and challenges of teachers and interventions to address

the low performance of students.

The words of foreign authorities like Mabila, Kallenbach and Zaft and Fritz

Heider talk about the students performances in Mathematics in relation different

factors. These researchers have studied various factors affecting performance in

mathematics and its impact.

Forsth and MacMillan discussed the contribution of failure to lack of effort

may result in improved success because performance might be improved if more

effort is exerted. This was supported by Rao who said that it is important that

when students perceive themselves as unsuccessful they are helped to develop

the conviction that they have the ability to succeed in mathematics and they

could succeed if they give their best.

Peteros, et all studied that that male and female students have the same

level of self-concept when it comes to learning Mathematics. He concluded that

gender has no effect in the performance of students in Mathematics. The

research conducted by Cebu Technological University found out that there is a

 20

significant positive high correlation between the study orientations of the students

considering their academic performance in terms of their Graded Point Average

(GPA) in Mathematics subjects of 52 education students.

Gap Bridged by the study

It could be observed, that the review of the different studies included in

this study were found to have relation with this work. However, the present work

is found closely related to the work of Pateros. The present work formulated

activities that will improve the performance of the students and recommending

intervention to address the low performance. With this, the researcher tried to

bridge the gap between these researches.

Theoretical Framework

This investigation is attached on the hypothesis of Affective-Cognitive

Consistency Theory by Rosenberg (1968), which shapes that the changes in the

individuals’ affective component will yield changes in ones’ cognitive component

so that it will bring uniformity between the two components. The students’

feelings towards the subject will affect how they perform on the subject. Figure 1

shows that theoretical framework of the study. A learner with a negative attitude

towards a subject will think that he or she will not do well in the subject. However,

a student with a optimistic attitude towards a matter will be motivated to perform

fine because he or she thinks that he or she is capable of achieving in that

subject.

In general, students do not like mathematics. Struggle in understanding

the subject matter and teacher-related aspects were the primary reasons why
 21

these students hate mathematics. This aversion of the subject will result in a

negative attitude towards the subject. Moreover, the students who hate the

subject do not like studying the subject. More importantly, in mathematics,

wherein concepts are difficult for the students to understand, it is essential that

their study habits should be developed. Trying to study on subjects where they

have negative feelings will not help them improve their performance in the

subject. Consequently, students’ performance in mathematics will be affected

because they will not have time to study the subject. Moreover, the Self-

Perception Theory by Bem (1972) supports this study. The theory states that

individuals’ actions are interpreted by the way he or she interpret others and

ones’ actions are most of the time influenced by others and not of ones’ own free

will as he or she would expect. Similarly, in the case of the students wherein,

most of them think that mathematics is a difficult subject, they will tend to have

the same feelings with others. Thus, whenever they do not understand the

lessons in math, they will have the possibility of thinking that they are not alone.

So, one will justify his performance on the premise that most of the students do

not like math because it is difficult and so he does. However, if the student feels

the other way, then he would develop a positive attitude towards the subject

because he can justify why he likes the subject. With these, the willingness of the

student to learn the subject can help in developing good study habits on the

subject to which the student has a positive attitude. Nagaraju (as cited in

Mendezabal, 2013) stressed that positive attitudes and good study habits are

important factors in achieving good performance in school. It is expected that

 22

students must perform well in school so that they will be able to meet the

standards set by DepEd in order to be promoted to the next level. Failure to do

so will result in students’ retention.

 23

Affective –
Cognitive
Consistency
Theory

STUDENTS’ Self –
Perception
PERFROMANCE
Theory by
Bem (1972)

Zone of
Proximal
Development
tLev Vygotsky

Figure 1
THEORETICAL FRAMEWORK
 24

Conceptual Framework

After the readings of the related, studies and literature, the researcher was

able to gain insights and guidance as to the formulation of the conceptual

framework. The paradigm is presented in Figure 2.

Inputs. The inputs considered in this study are the Students’ Performance in

Mathematics and Factors Affecting the Performance along Environment,

Personal Factor, and Socio-Economic Status. The researchers reviewed the

class records of the mathematics teachers from grade 7-11. The data were

scrutinized and validated with the permission of the school heads and the

teachers assigned. To identify the factors affecting the performance, the

researcher distributed a researcher-made questionnaire using stratified random

sampling method. To identify the teachers’ challenges in teaching Mathematics,

the researcher conducted a Focus Group Discussion (FGD).

Process. The proposed intervention will based on the result of the survey on the

factors affecting the performance and the FGD among the Mathematics teachers.

This focus group discussion will also include suggestions from the teachers on

their preferred intervention which were based on the factors affecting the

performance.

Output. The researcher expected that there will be improved students’

performance and the factors affecting such performance will be identified.

 25

Students’
Performance
Factors Affecting
the Performance
along; Improved
Students’
a. Environment;
Proposed Performance
b. Competence, Intervention Identified Factors
and
Affecting
c. Teacher – Performance
Related
Teachers’
challenges in
Teaching

FEEDBACK

Figure 2
CONCEPTUAL PARADIGM
 26

Definition of Terms

To facilitate understanding of some terms to be used in this study, the

following were defined:

Students’ Performance – is operationally defined as the grammatical

skills possessed by the students as revealed by the Regional Achievement Test

in Mathematics.
 27

References

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Akatekit, D. D. (2000). An evaluation of teachers’ methods in P310/3 (Novels).

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strategies adopted by postgraduate students of agricultural education in
Thesis writing in Nigerian universities. American Journal of Operations
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Australian Association of Mathematics Teachers (2006). Standards for

excellence in teaching mathematics in Australian schools. Retrieved 28
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Standards/Standards-document

Ball, D. L. and Bass, H. (2000). Interweaving content and pedagogy in teaching

and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.),
Multiple perspectives on the teaching and learning of mathematics (pp.
83– 104). Westport, CT: Ablex

Dela Pena, Amado “Performance in College Algebra of First Year Students in

Three Selected Private Institutions in Metro Manila,” (Unpublished,
Master’s Thesis, Metro Manila College, Manila, 2001).

Diaz, Rolando C. “Factors Affecting the Quality of Mathematics Instruction in the

Newly Nationalized High Schools in the Second Congressional District of
Pangasinan”, (Unpublished Master’s Thesis, Luzon Colleges, Dagupan
City, 2008).

Dirige, Norma F. “The Mathematical Teaching Program of Tabuk National High

School in Kalinga”, (Unpublished Master’s Thesis, University of Baguio,
Baguio City, 2007).

Dramanu, B. Y., & Balarabe, M. (2013). Relationship between academic self-

concept and academic performance of junior high school students in
Ghana. European Scientific Journal, ESJ, 9(34). Retrieved from
http://bit.ly/2wQKux7
 28

Essay Sauce, Causes of low performance of students in mathematics. Available

expertise, https://theconversation.com/too-many-teachers-teaching-
outside-their-area-of- expertise-39688

Eysenck, Hans Jurgen Personality and Individual Differences (New York: Plenum
Press, 2005.

Fabregas, Evelyn B. “Congruency of Teachers’ Competencies and Students’

Performance in the Regional Achievement Test in English I-IV in the 4th
Congressional District of Camarines Sur”, (Unpublished Master’s Thesis,
University of Saint Anthony, Iriga City, 2000).

Flander, Ned A. Analyzing Teachers’ Behavior (Massachesetts: Addison Wisley,

2000).from:https://www.essaysauce.com/education-essays/causes-of-low-
performance-of-students-in-mathematics/

Galang, Anita A. “The Proficiency Levels in Mathematics of Senior Students in

Six Selected Public and Private Schools in Pampanga”.

Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M.
(2013). An examination of stereotype threat effects on girls’ mathematics
performance. Developmental Psychology, 49(10), 1886.
https://doi.org/10.1037/a0031412

Hirch, S.G. Individual Characteristics and Academic Achievement (USA: Charles

Thomas Publishing Co., 2005).

Hymes as cited by Jeffrey Nevid, Abnormal Psychology 3m Edition (New York:

Prentice Hall, 2006).

Jackson, Merill “Teachers: Supporting the House”, The National Journal Better
Living, Health and Home, Vol., 32. No. 6, Philippine Publishing House,
November-December, 2005.

Kennedy, Mary M. “Policy Issues in Teacher Education” PhiDela Kappa, Winter,

Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands.
Tel: 31-70-2190600; e-mail: [email protected]; Web site:
http://www.lectitopublishing.nl

McKenzie, P., Weldon, P., Rowley, G., Murphy, M., & McMillan, J. (2014). Staff in
Australia’s schools 2013: Main report on the survey. Canberra:
Department of Education.

Steen, L. A. (2001). The case for quantitative literacy. In Mathematics and

democracy: The case for quantitative literacy. National Council on
Education and the Disciplines. The Conversation (2016), Too many
teachers teaching outside their area of
 29

Wilson, S. M., Floden, R. E. and Ferrini-Mundy, J. (2012). Teacher preparation

research: An insider’s view from the outside. Journal of Teacher
Education, 53(3), 190-204. https://doi.org/10.1177/002248710205300300
 30

CHAPTER III

RESEARCH METHODOLOGY AND DESIGN

This chapter is the presentation of the different methods and procedures

adopted by the researcher in the conduct of the study. The instrument used and

the statistical treatments of the data were also part of this chapter.

Research Method

This study is designed to identify the performance level in Mathematics of

students of Sagrada High School, Tinambac, and Camarines Sur. It will use

descriptive-developmental design. Descriptive design was used to identify the

performance level of students, identify the factors affecting the students’

performance and the challenges of teachers in teaching mathematics.

Furthermore, this research will use developmental design to proposed

interventions to improve the performance of students in mathematics.

Respondents of the Study

The respondents of this study were the 250 students of Sagrada High

School from Grade 7-11 for school year 2015-2016. There are 62 students in

Grade 7 – Einstein, 55 students in Grade 8 – Newton, 36 students in grade 9 –

Galileo, 47 students in Grade 10 – Aristotle and 50 students in Grade 11 –

Currie.

Furthermore, the teachers who were handling mathematics subjects were the

respondents in the Focus Group Discussion which was utilized in identifying the

challenges of teachers in teaching mathematics.

31
 32

Procedure of Investigation

The researcher formulated a thesis proposal on the area she specialized

and with relevance to her interest. She conducted reading of some literature and

studies with bearing to the subject of study. After the defense, the researcher

worked on the suggestions given by the panel and was presented to the adviser

for her further suggestions and comments. All the suggestions were incorporated

while comments were answered and corrected. The researcher wrote a letter of

request of the Schools Division Superintendent for her to be permitted to conduct

the study as her Masteral requirement to finish the course. School heads were

furnished copy of the approved letter and she proceeded the collection of data

that are needed in the study.

Research Technique

The researcher utilized the following research techniques (1) documentary

search or literature research from the school files and from various sources such

as books, journals and other studies; (2) Survey through a structured

questionnaire and focus group discussion.

Instrument of the Study

The main instruments used for gathering the data are the questionnaires

formulated by the researcher. The main sources for the formulation of the

research instruments are the previous studies, on teaching Mathematics in the

Public Schools.
 33

Instrument Validation

To validate the research instrument, through examinations and

evaluations were done by some of the experts related to this study and in the

field of research. Likewise, a dry run was administered. Copies of the instrument

were distributed to teachers from other schools who were non-respondents for

them to accomplish the data asked for and to give their comments and

suggestions on the prepared survey questionnaires for modification. The

questionnaire was finalized with the suggestions and comments complied by the

researcher.

Sources of Data

The research made use of the primary and secondary sources of data and

information. Primary data were the answers the respondents provided the

researcher using a tailored questionnaire-checklist. A focus group discussion

was conducted by the researcher relative the extent of applying the competency-

based in teaching mathematics in terms of mastery of the subject matter,

instructional strategy, communicative skills, evaluative technique and classroom

management skills.

The secondary data were obtained through documentary analysis from

various sources such as books, journals, pamphlets, thesis, dissertations and

other printed materials.

 34

Data Gathering Procedure

In order to achieve the purpose of this work, the researcher made use the

Teaching-Learning Observation Chart, documentary analysis and unstructured

interview. Furthermore, Focus Group Discussion will be utilized.

Statistical Treatment of Data

The gathered data were treated statistically using Proficiency Level and

Weighted Mean.

Weighted Mean. In the factors affecting students’ performance, the

weighted mean of each item per category/factor was obtained. The mean was

interpreted according to the following scale:

3.50 - 4.00 – Very High Effect

2.50 - 3.49 – High Effect

1.50 - 2.49 – Low Effect

1.00 - 1.49 – No Effect

Proficiency Level. After getting the mean, the proficiency level was also

computed with the formula:

x
𝑃𝐿 = N̅

where:
PL = proficiency level
𝑥̅= mean
N = number of cases
 35

References

Bircon, et al., General Statistics, Revised Edition, 616 Enterprises and Co. Inc.
Manila.
Bolanos, Alex M. “Measures of Central Tendency”, Probability and Statistical
Concept (Manila: Rex Book Store, 2007).
Calmorin, Laurentina P. Educational Research Measurement and Evaluation,
(Valenzuela, Metro Manila: 24K Printing Co., Inc., 2004).
Pagoso, Cristobal M. et. Al., Fundamental Statistics for College Students, Manila:
Sinag-Ta1a Publishers Inc., 2007.
Reyes, Flordeliza C. Applied Basic Statistics, Quezon City: Phoenix Publishing
House, Inc., 2006).
 36

CHAPTER IV
MATHEMATICS PERFORMANCE OF SECONDARY STUDENTS IN
SAGRADA HIGH SCHOOL
This chapter is the presentation and discussion of the results of the study.

It includes an objective analysis and interpretation of the data obtained according

to the problems presented in the preceding chapter.

Performance of Students in Mathematics

The performance of students from Grade 7-11 is shown in the forgoing

part. The data covered in this research include the average grade in mathematics

for the 1st and 2nd Quarter. Table 1 shows the comparison between the

Mathematics performances of Sagrada High School Students from Grade 7-11

for school year 2015-2016.

Based on the data, the grade level with the highest score is Grade 9 which

has a performance of 86 and interpreted as Very Satisfactory. This can be

attributed to its class size which is 36. As per the school form 1 of the class

adviser, it is far from the average class size which is 45. Due to its size, teachers

are able to manage the class well and give more focus on individualized learning.

Furthermore, teachers are able to perform localization more often because there

are few paper works. According to The Alberta Teachers Associations’ research

conducted in 2013, the debate over class size has been waged in Alberta for

decades. It came to the fore in 1980 during the Calgary public teachers' strike

and was the subject of a recommendation of the Kratzmann Report (the

Kratzmann Commission was created to investigate the 1980 Calgary strike and

to make recommendations). The issue of class size has again become the
 37

subject of debate thanks to the many attempts in the U.S. to reform the public

education system. Teachers' view of class size has always been clear. Teachers

believe that smaller classes "provide better quality and a richer environment for

pupils, while making teaching more enjoyable for the teacher." Substantial

research has been conducted in the U.S. on class size. Although most of the

studies have attempted simply to use test results as a measure of the

effectiveness of class size, there does appear to be some consensus which

include smaller class sizes result in higher achievement among students who are

economically disadvantaged, smaller class sizes result in students with lower

academic ability doing better, and Class size might affect student attitudes more

significantly than it affects achievement.

Table 1. Performance in Mathematics

Grade Level Q1 Q2 Average Interpretation Rank
Grade 7 82 83 83 Satisfactory 3
Grade 8 82 85 84 Satisfactory 2
Very
Grade 9 85 86 86 1
Satisfactory
Grade 10 82 81 82 Satisfactory 4
Grade 11 80 80 80 Satisfactory 5
General
82 83 83
Average

Moreover, According to research conducted by Arias (2012) pupils in

smaller classes perform well in all subjects and on all assessments when

associated to their peers in larger classes. In smaller classes learners tend to be

as much as one to two months ahead in content knowledge, and they score

better on standardized assessments. It is worth noticing, however, that some

studies investigate student assessment outcomes in terms of individual student

 38

performance and others in terms of class-wide aggregated performance, which

can obscure the differences in individual students’ performances.

These positive impact of small class sizes are more evident for elementary

school pupils, and they become more powerful and enduring the longer students

are in smaller classes. That is, students who have smaller classes in early

elementary grades continue to benefit from this experience even if they are in

larger classes in upper elementary or middle school (Bruhwiler & Blatchford,

2011; Chingos, 2013).

Despite the generally positive effects of smaller classes, the welfares are

not reliable across all levels and populations. Small classes make the biggest

variance for early elementary school learners, while for many high school

students smaller classes do not make a significant difference in academic

performance. However, for minority and at-risk students as well as those who

struggle with English literacy, smaller classes improve academic performance.

Class size also outlines the quality of writing instruction at all levels, including

college, because smaller classes are essential for students to get adequate

feedback on multiple drafts. Not surprisingly, smaller writing classes increase

retention at the college level (Blatchford et al., 2002; Horning, 2007).

On the other hand, the grade level with the lowest performance is Grade

11 which has a performance of 80 and interpreted as satisfactory. This low

performance can be attributed to the pilot implementation of K-12 Curriculum for

Senior High School. Since they are the first cohort of the new curriculum, they

don’t have any peer to consult with in cases they have questions. Furthermore,
 39

instructional materials for Mathematics are not fully available so teachers tend to

look for instructional materials themselves. According to K-12 Education

Challenges conducted in 2015, one of the challenges of K-12 implementation is

limited resources. Every school deals with resource restrictions. Maybe you're

understaffed or simply don't have room in the budget or additional supplies. This

directly impacts the educational experience, but it also raises stress levels for

staffers. For example, a teacher must stretch themselves thin to accommodate

more learners. Limited resources can even have a ripple effect on parents, given

that they contribute more of their time or funds to pick up the slack.

Factors Affecting Performance

The factors affecting performance of students in Mathematics include

Environment, Personal Factor and Socio-Economic Status.

Environment. Environment, specifically the students’ environment play a

great role in their performance level. Table 2.1 shows that that the highest scored

factor along enrvironment is the “Madaming istorbo sa aming bahay kaya hindi

ako nakakapag aral (There are a lot of distractions whenever I am studying). This

has a score of 3.86 which is interpreted as Very High Effect. This is because

most of the students have domestic responsibilities such as household chores,

babysitting and helping their parents in their livelihood. These conditions prevent

the students from giving enough focus on studying especially difficult subjects

like mathematics, Science and English. According to the research conducted by

Holgado (2014), showed that labor conditions, the number of weekly hours

dedicated to work, and the presence of work scheduled in the morning negatively
 40

affected the academic performance of child laborers. These results show that the

relationship between child labor and academic performance is based on the

conflict between these two activities. These results do not indicate a linear and

simple relationship associated with the recognition of the presence or absence of

child labor. This study has implications for the formulation of policies, programs,

and interventions for preventing, eradicating, and attenuating the negative effects

of child labor on the social and educational development of children. According

Kuenning (2015) to find child labor causes a loss in students’ school

achievement. Children and adolescents who do not work have better school

performance than students who work. Up to two hours of work per day do not

have a statistically significant effect on school performance, but additional hours

decrease student’s achievement. Differences in work conditions affect school

performance. For high school students in Portuguese, compared to students who

have schooling as their only activity, students who work only at home score 4

percent lower on the tests. Those students who only work outside the house are

worse off than those who only work within the house, with test scores decreasing

by 5 percent. Students who work both inside and outside the house have the

lowest test scores of all the working conditions, decreasing by up to 7 percent.

On the other hand, “Hindi namin pinahahalagahan ang pag aaral” (We are

not into studying at home) scored the lowest which has a mean of 2.20 and

interpreted as Low Effect. This is because at a young age, students already

understand the importance of Mathematics especially in their daily lives. This has
 41

been manifested in their desire to improve their academic performance yet there

are some limitations from doing so.

Table 2.1 Environment Factor

Environment Factor Mean Interpretation Rank
1. Ang aking mga magulang ay hindi
2.89 High Effect 4
marunong sa math
2. Hindi namin pinahahalagahan
2.20 Low Effect 5
ang pag aaral
3. Walang study materials sa math sa
3.02 High Effect 3
aming bahay
4. Madaming istorbo sa aming bahay Very High
3.86 1
kaya hindi ako nakakapag aral Effect
5. Walang lugar sa bahay kung saan
3.45 High Effect 2
komportable mag aral
Mean 3.20 High Effect

Personal Factor. Students Outlook and perspective in life also affect their

performance in Mathematics. Table 1.2 shows the different items under Personal

Factor. The item with the highest mean is the “Abala ako sa pag tulong sa aming

hanap buhay.” (I am busy helping my parents with their work). This has a mean

of 3.65 which and interpreted as Very High Effect. Most of the students of

Sagrada High Scool belong to the lower income family. Thus, they are forced to

help with their parents in their work or livelihood. This has resulted in their focus

not on studying but on other matters they deem more important. This notion is

being supported by Greenberg (2013). He mentioned that socioeconomic status

(SES) encompasses not just income but also educational attainment, financial

security, and subjective perceptions of social status and social class.

Socioeconomic status can encompass quality of life attributes as well as the

opportunities and privileges afforded to people within society. Poverty,

 42

specifically, is not a single factor but rather is characterized by multiple physical

and psychosocial stressors. Further, SES is a consistent and reliable predictor of

a vast array of outcomes across the life span, including physical and

psychological health. Thus, SES is relevant to all realms of behavioral and social

science, including research, practice, education and advocacy.

On the other hand, “Mas pinipili ko mag laro kesa mag aral sa math” (I

choose to play over to study”) has the lowest mean with 1.23 and interpreted as

Table 2.2 Personal Factor

Personal Factor Mean Interpretation Rank
1. Hindi ko hilig sa math. 1.89 Low Effect 4
2. Sumasakit ang aking ulo pag math
na ang subject. 3.11 High Effect 2
3. Mas pinipili ko mag laro kesa mag
aral sa math. 1.23 No Effect 5
4. Parati akong may sakit. 2.90 High Effect 3
5. Abala ako sa pag tulong sa aming Very High
hanap buhay. 3.65 Effect 1
Mean 2.56 High Effect

No Effect. This is because most of the students are already aware of the

importance of studying mathematics. The respondents of the research are High

School students. Thus, they are not more into play but of activities appropriate for

their age. Furthermore, their teachers have taught them to appreciate

mathematics and give time studying it. According to the Latino Family Literacy

Project (2017), socio-economic status greatly impacts mental and physical

factors such as language development, reading and academic success.

Furthermore, the result of this study is similar with the result of Chen (2016). He

studied against the background of Chinese culture. He investigated the

relationship between family socioeconomic status (SES) and children’s reading

 43

ability. Participants included 2294 middle-school students in grade 8. SES was

measured by parents’ education level, parents’ occupational prestige, and family

property, and children’s reading ability was estimated with item response theory.

In addition, they adopted an 8-item parent–child relationship scale and a 22-item

learning motivation scale that included four dimensions. We examined whether

the parent–child relationship mediated the relationship between family SES and

reading ability and whether this was moderated by learning motivation. The

results indicated that the parent–child relationship played a mediating role in the

relationship between SES and reading ability. This relationship was moderated

by students’ learning motivation. The direct effects of SES on reading ability at

high, medium, and low levels of learning motivation were 0.24, 0.32, and 0.40,

respectively.

Teacher Related Factor. Teachers play a great role in the performance of the

students. As facilitators, teachers can either inspire or discourage students from

performing especially with difficult subjects like Mathematics. Based on Table

1.3, “Hindi angkop sa akin ang mga ginagamit na reading materials” (Materials

are not appropriate for my level) has the highest mean which is 3.90 and

interpreted as Very High Effect. This is also the highest mean among all items in

all three factors. In small schools like Sagrada High Schools, teachers are

usually overloaded and some even handle subjects not their major. This prevents

them from contextualizing learning materials and ensuring that the instructional

materials are tailor-fitted to the student’s level. Moreover, due to the large

number of classes in the school, teachers would tend not to differentiate learning
 44

as it would entail additional effort to their fully loaded designations. This notion

has been proven by Foisa (2015) on his research on Contextualized Non-Credit

CTE. She mentioned that contextualized reading skills prepare the students

prepare the students for much higher level of comprehension skills. The same

result has been transpired because both studies yielded contextualization as a

significant intervention if learner is to be maximized. Furthermore, according to

Perin (2018), on her study on Facilitating Student Learning through

Contextualization, contextualization seems to be a promising direction for

accelerating the progress of academically underprepared college students. The

method of contextualization is grounded in a conceptual framework relating to the

transfer of skill and student motivation; practitioners who use it observe positive

results, and the available quantitative evidence indicates that it has the potential

to increase achievement.

Table 2.3 Teacher-Related Factor

Teacher Related Factor Mean Interpretation Rank
1. Hindi ako tinuturuan ng aking guro 1.56 Low Effect 4
2. Takot ako sa aking guro 3.16 High Effect 3
3. Hindi ko maintindihan ang aking
3.34 High Effect 2
guro
4. Hindi angkop sa akin ang mga Very High
1
ginagamit na materials 3.90 Effect
Mean 2.99 High Effect

Long-standing research finds that the most reliable predictor of a child’s

future success at school – and, in many cases, of access to well-paid and high-

status occupations – is his or her family. Children from low-income and low-

educated families usually face many barriers to learning. Less household wealth

often translates into fewer educational resources, such as books, games and
 45

interactive learning materials in the home. From the beginning, parents of higher

socio-economic status are more likely to provide their children with the financial

support and home resources for individual learning. As they are likely to have

higher levels of education, they are also more likely to provide a more stimulating

home environment to promote cognitive development (Sirin, 2005). These

parents may be more at ease teaching their child the specific behaviors and

cultural references that are the most valued at school. Advantaged parents may

also provide greater psychological support for their child in environments that

encourage the development of the skills necessary for success at school (Evans

et al., 2010)

However, results from previous rounds of PISA suggest that school

systems may be able to help mitigate the impact of families’ socio-economic

status on their child’s life outcomes. Schools can serve to channel resources

towards disadvantaged children and thus help create a more equitable

distribution of learning opportunities and outcomes (Downey and Condron, 2016.

On the other hand, “Hindi ako tinuturuan ng aking guro” (Teacher are not

hands on) have the lowest score which is 1.56 and interpreted as Low Effect.

This is because the teachers are always present and give their best in delivering

the lesson. According to The Conversation (2016), While teacher education

degrees are closely monitored and regulated, once in schools teachers are

subject to the complex array of conditions that lead to out-of-field teaching: a lack

of teachers in some subject areas (such as mathematics, languages,

geography), constraining school funding models, poor school leadership

 46

practices, and a history of governments, teacher unions and school leaders

ignoring or reducing out-of-field teaching to “just part of what teachers do”. As a

result, until recently little attention had been given to the effects of out-of-field

teaching on teacher well-being and retention, and on student attainment and

participation. Also neglected were the effects on discipline leaders and mentors

who devote time and energy to support the teachers, the broader school culture

and the teaching profession generally when teachers leave out of stress and

disenchantment.

Teachers’ Challenge in Teacher Mathematics

This study aimed to identify the challenges encountered by mathematics

teachers through Focus Group Discussion. These challenges include

implementing the new K-12 curriculum, integrating technology, perception of

students.

Implementing the new K-12 curriculum. The implementation of the new

K-12 Curriculum has brought various changes in the landscape of teaching and

learning process. There has been massive reforms from the pedagogy until the

instructional materials. This is one of the major challenges of the teachers in

teaching Mathematics. Furthermore, lack of training in the new curriculum also

adds up to this challenge. One of the teachers said:

“We are having difficulties teaching Math because we are used to the old

BEC (Basic Education Curriculum) and we are still in the adjustment stage. We

also need more training teaching the new curriculum and using the instructional

materials”.
 47

Curriculum implementation refers to how teachers deliver instruction and

assessment through the use of specified resources provided in a curriculum.

Curriculum designs generally provide instructional suggestions, scripts, lesson

plans, and assessment options related to a set of objectives. Such designs focus

on consistency to help teachers successfully implement and maintain the

curricular structure in order to meet various objectives (Wiles & Bondi, 2014). As

noted earlier, Wiles and Bondi (2014) defined horizontal alignment as similar

instructional practices and curriculum use between teachers in the same grade

level, and vertical alignment as similarities in instructional practices and fidelity of

curriculum implementation between the previous and following grade levels.

The roles of teachers remain instrumental in the success or failure of a

curriculum (Loflin, 2016). In many cases, researchers have supported the need

to thoroughly understand teachers’ roles and concerns during the implementation

of a new curriculum (Hall & Hord, 2015). Of the many roles defined in the

literature, teacher fidelity stands out as being important but also for being

inconsistent among teachers (Loflin, 2016).

Teacher concerns play a part in the implementation of new curricula,

because their concerns sometimes direct the choices teachers make when

choosing to add or omit items from the curriculum (Bell, 2015; Causarano, 2015).

The CBAM fits into determining what types of concerns teachers have and how

to address these concerns to reduce barriers. Lambert, Velez, and Elliot (2014)

explored implementation experiences and gained an understanding of the

barriers teachers perceive when implementing a new curriculum. The emerging

 48

themes for potential barriers showed that: (1) some teachers adapted better than

others for student-centered curricula, (2) teachers liked to have content available

but were unable to finish the curriculum within a school year, (3) teachers

required resources and tools to be successful, (4) teachers showed concern

about collaboration and professional development opportunities, and (5) the

implementation process helped teachers to refocus (Lambert et al., 2014). These

themes appear consistent with other studies that have been presented in support

of the CBAM for understanding the concerns of teachers.

Implementing new K-12 mathematics curricula has been the focus of

many studies on mathematics teachers nowadays. A significant influence on this

is the perspective that teachers are central to how the curriculum gets interpreted

and lived in the classroom. Within this perspective lie the challenges for teacher

education while all of these factors are important and require ongoing attention,

teachers must focus on their beliefs and attitudes to offer an example of them

based on a study with which I was involved. Mathematics teachers’ beliefs and

attitudes toward a new curriculum are likely to be directly related to their beliefs

and attitudes toward their learning and teaching of it. For example, if the

teachers’ beliefs are not in harmony with those framing the curriculum, this can

affect the level of their participation and success in activities to help them to

understand and implement the curriculum as intended. In general, teachers’

beliefs and attitudes can play either a facilitating or an inhibiting role in their

learning of the new curriculum.

 49

Integrating Technology. One of the most important mandate of the

Department of Education is to integrate technology in education. This can be

manifested through the provision of computers and other technology assisted

device for some selected schools and massive In-service training for teachers

focusing in technology. However, this has posed a great challenge for the

mathematics in Sagrada High School. Most of the teachers in the

aforementioned school are not fully equipped with technology and mostly rely on

the traditional method of teaching. They are getting left behind because most of

the competencies in Mathematics are but be taught by integrating technology.

One of the teachers said:

“It is really had for me to teach Mathematics because most of the lessons

say that I have to integrate technology. The problem is, I do not know much

about computers and other device.”

In addressing the role of technology in the teaching and learning of

mathematics, the NCTM (2008) states: ‘‘Technology is an essential tool for

learning mathematics in the twenty-first century, and all schools must ensure that

all their students have access to technology’’ (‘‘Implementing a new curriculum’’).

However, having access is only one of the necessary ingredients to support

integration of technology in the mathematics classroom. Implementation of such

recommendations is dependent on the teacher and the knowledge they hold or

ought to hold to use technology to enhance mathematical understanding for

themselves and their students. Given that teachers educated in traditional

mathematics classrooms have not learned mathematics with these technologies,

 50

they are likely to have limited knowledge of both the technologies for use in

mathematics and how to use them. So the challenge for teacher education is to

identify what knowledge is needed and how to prepare prospective and

practicing mathematics teachers to use technology in a way that leads to the

development of technological pedagogical content knowledge (TPCK) for

teaching mathematics. In order to meet this challenge, questions such as the

following should be addressed: What do teachers need to know and be able to

do and how do they need to develop this knowledge for teaching mathematics

with technology? What are the appropriate conditions or frameworks for the

development of TPCK for prospective and practicing teachers? In addition,

similar challenges as with the implementation of a new curriculum apply here in

terms of the teachers’ attitudes and beliefs about teaching mathematics with

technology. There is also the issue of technology anxiety. For example, how do

these affective factors support and/or restrict or create barriers to the teachers’

learning and use of technology? How are they exposed in order to address

them? Understanding such questions could lead to meaningful ways of

addressing some of the challenges to help teachers to acquire the knowledge

and experiences needed to incorporate technology in their teaching of

mathematics.

Moreover, Integration of Information Communication and Technology

(ICT) will assist teachers in the global requirement to replace traditional teaching

methods with technology-based teaching and learning tools and facilities.

According to Buladaco (2013), the Philippine Government has presented serious

 51

commitment to ICT in academics by announcing a series of inventiveness to

apply ICT in teaching and learning. These were associated with the Millennium

Development Goals and the Education for All movements. The research method

used in this study was a descriptive correlational method. Results showed that

most of the teachers have basic knowledge of ICT and needs improvement.

More training is at this moment required to the teachers for them to integrate ICT

in teaching and other related task assigned to them to uplift and enhance the

quality of education of the said college. Findings indicate that teachers' well-

equipped preparation with ICT tools and facilities is one of the main factors in the

success of technology-based teaching and learning. It was also found that

professional development training programs for teachers also played a crucial

role in enhancing students' quality learning.

Perception of Students. The perception of the students also make it

difficult to teach Mathematics. Most of the students when asked what is the most

difficult subject, they would without hesitation say it is Math. Due to this

perception, students already have this perception that they would not do well in

the subject no matter how hard they try to study. One of the teachers said:

“It is also difficult to teacher Math because almost all students already

concluded that it is very difficult and they would not do well even they study very

hard. It is already their mindset.”

According to Issues and Possible Solutions published in 2011, some

students have come to believe over time that they are just not good at math. This

type of attitude can result in students failing to even try to learn certain topics.
 52

Fighting this self-esteem-related issue can be difficult, but pulling students aside

individually to reassure them can help pupils overcome math block. Judy Willis,

in her book, "Learning to Love Math," suggests that math teachers can boost

student confidence with strategies such as "errorless math," where "teachers or

peer tutors provide verbal or gesture prompts to increase the probability of a

correct response, which eventually becomes a correct answer."

Moreover, the study conducted by Wasike (2012) states that Female

students had negative perception towards Mathematics. Most of the female

students with negative perception performed poorly in Mathematics. Female

students’ in boarding schools were established to have more positive perceptions

towards Mathematics and therefore performed better in the subject than students

from co-educational schools. This indicates that performance of Mathematics can

be improved through enhancing positive perception towards Mathematics.

Further, the Ministry of Education should devise methods of improving the

perception of female students towards Mathematics, to unlock their ability in

performance. In conclusion, Students’ perception was found to be significantly

and positively related to achievement in mathematics. There is need to address

negative perception among girls because of the far reaching negative

consequences that it can have on the performance of mathematics. The research

findings also showed that most female students with positive perception

performed very well in Mathematics. It was still established that female students’

boarding schools performed remarkably well followed by co-educational boarding

and co-educational day schools. The poor performance may probably be

 53

because of lack of effort, persistence or stereotyped beliefs about mathematics

by female students. From this, it was concluded that performance of female

students is a function of perception as well as school and learner related

reasons.
 54

Proposed Intervention to Improve Performance

The intervention that will be proposed to improve the students’

performance is more focused on the teachers. Based on the assessment and

Focus Group Discussion, the root cause of the students’ low performance poorly

contextualized instructional materials. Thus, the researcher proposed a training

which will address the teachers’ competence in developing contextualized

learning materials. Table 3.1 shows the action plan for the proposed intervention.

I. PROJECT TITLE

TITLE: IMPROVING CONTEXTUALIZATION SKILLS OF TEACHERS

VENUE: Sagrada High School, Tinambac, Camarines Sur

DATE: December 14-18, 2016

PARTICIPANTS: Mathematics Teachers of Sagrada High School

PROPONENT: CHERRY A. CHAVEZ, Math Coordinator

II. RATIONALE

The implementation of K-12 curriculum significantly altered the course of

education in the Philippines. One of the key principles of this new curriculum is

contextualization. Contextualizing the curriculum can dramatically boost teaching

and learning outcomes. While lately, there has been an increased appreciation of

the use of contextualized learning activities in adult education, the fact is that the

concept itself is not novel. For any teaching and learning approach to be adopted

as an acceptable pedagogy, it must demonstrate that its core principles are in

keeping with the broader body of pedagogical findings.

Contextualization is defined as employing the items of the language in a

 55

meaningful and relevant context. This helps the learners to acquire new skills

and knowledge. It also develops their abilities and attitudes. Learners should be

motivated to learn and to take part in the learning process. Based on the latest

assessment conducted to students in relation to their Mathematics performance,

low scores are attributed to the instructional materials not suited to the context

and level of the students. This training is intended to address the needs of

teachers in developing contextualized training materials.

III. TRAINING OBJECTIVES

This training workshop aims to equip the teachers with skills in

contextualizing instructional materials.

1. Assess teachers’ level of competence in teaching Mathematics

2. Provide technical assistance in contextualizing Instructional

materials

3. Benchmark on other teachers’ best practices

IV. TRAINING OUTCOMES

 Teachers will be able to present their contextualized instructional materials

 Show their learnings through demonstration teaching.

V. COURSE CONTENT

 Legal Basis of Contextualization

 Contextualization, Localization and Indigenization

 Learning Resources and LRMDS

 Non-text based/ Learning Tools and Equipment (LTE)

 Demonstration Teaching
 56

VI. Training Matrix

TIME DAY 1 DAY 2 DAY 3
7:30 – 8:00 REGISTRATION
Contextualization
8:00 – 8:30 And its Legal Non-text based/ Learning Demo
9:00 – 10:00 Basis Tools and Equipment teaching
10:00 – 11:00 (LTE)
Learning
Resources and
11:00-12:00 LRMDS
12:00 – 1:00 LUNCH
1:00 – 2:00
2:00 – 3:30 Crafting of
Contextualization, Contextualized IM Demo
Localization and and Lesson Plan teaching
3:30 – 5:00 Indigenization

The training design formulated by the researcher was based on the

feedback revealed by the findings of this study. It was revealed that teachers

found to receive satisfactory rating along instructional strategy and evaluative

technique.

Service Objectives Strategies/Activities Persons Time Expected

Frame Outputs
1. Individual Keep functional  Hold orientation Involved One week Assurance of
Inventory individual conference with intermediate after support and
Service inventory teacher-adviser mathematics enrollment assistance by
records as a and science and teachers and the
basis for mathematics advisers. Teachers
identifying teachers on the Teacher- concerned.
students need objectives of the advisers of
remediation in remediation pupils with
Mathematics program. difficulty in
Mathematics
 Identify pupils with identified subject
problem in teachers.
mathematics,
specifically those
whose general Year
average in the round
subjects are
79 percent and
below using the
students’ individual
records.
 57

 Keep records of
students’ formative
test results in
Mathematics I-IV.
 Give students who
failed to attain 75
percent proficiency
level in the
subjects,
assignments in
their level and
keep records of the
progress noted.
2. Establish  Conduct meeting Teachers and First week A systematic
Informative an effective with homeroom parents of the of July and communication
on Service communication PTA and discuss; student once every and information
and  Means to first grading network
overcome period between the
information individual students’ teachers and
service to update learning difficulties the parents
parents on their in mathematics. established
children’s’  Role of the
academic teachers in the
performance and remediation
needs in school. program its extent
and limitations.
 Role of parents in
the teaching of
their children
 Provide parents a
regular report on Student well
the gains derived informed of the
from the school
remediation remediation
Every
program in terms
Teachers’ parent grading
of the objectives
of the student period
set.
 Put up bulletin
boards for
information
dissemination on
the guidance
services available
for students in
mathematics
remediation.
3. Adopt a  Reflect in the Teacher- Increased
Counselin systematic classroom adviser number of
 58

g Service schedule if program the students

individual and regular schedule assisted by
group provided for the remediation
counseling/ homeroom program.
guidance using guidance to assist
appropriate the students who
technique for need remediation
remediation in the subjects.
program.  Intensify the peer
teaching and one-
on-one approach.
 Encourage tutoring Teacher and
on the subjects students
among students
with handicap in
mathematics.
4.Impleme Provide A. Multi-level Teacher and Daily Participation of
ntation alternative groupings students the
Service approach to - Placement of mathematics
student and student to a group low achievers.
facilitate learning according to ability
among different B. Membership of
abilities students in interest
in interest clubs like
science Daily As
often as
needed
and mathematics
- Organization of
science and
mathematics club.
5. Follow- Undertake C. Assignment of
up effective follow up bright students as
Services program to aides in the
improve student Any time
mathematics.
performance within the
period
 59

A. Give assignment Teacher As often Improved

within the level of the counselors as needed academic
students. performance
B. Conduct home of the
visitation to follow- students in
up cases under the subjects
remediation.
C.Present a
statistical picture of
the manifestations of
success of the a
program

Education is a never-ending process. It doesn’t stop after earning a

degree and starting a career. Through continuing education such training and

symposium, career-minded individuals can constantly improve their skills and

become more proficient at their jobs. In the field of K-12 education administration,

it is particularly important for school administrators to encourage teachers to

pursue professional development, not only to ensure the best learning outcomes

for their students but also to be more effective and satisfied in various other

aspects of their work. Moreover, Harris (2009) said that only two of the forms of

teacher training we study influence productivity. First, content-focused teacher

professional development is positively associated with productivity in middle and

high school math. Second, more experienced teachers appear more effective in

teaching elementary math and reading and middle school math. There is no

evidence that either pre-service (undergraduate) training or the scholastic

aptitude of teachers influences their ability to increase student achievement.

Further, the contextualization of basic skills in disciplinary content is used

in elementary, secondary, and postsecondary education as a way to engage

 60

students, deepen content learning, and promote transfer of skill. The approach is

well grounded in psychological theories of transfer (although there is debate in

this area on dosage) and motivation. There is support in the literature for the two

forms of contextualization identified in this review, contextualized instruction,

which is taught by developmental education instructors and English and English

language arts teachers, and integrated instruction, which is provided by discipline

area instructors.
 61

References

Chapman, O., & Wood, L. (2004). Teachers’ beliefs influencing the implementing
of a project-based high school mathematics curriculum. In D. McDougall &
A. Ross (Eds.) Proceedings of the twenty-sixth annual meeting of the
North American chapter of the psychology of mathematics education vol.
2. Toronto, ON: University of Toronto, p. 954.
Holgado, et al, G. (2016). Child Labor versus Educational Attainment Some
Evidence from Latin America. Journal of Population Economics, 10(4),
377-386.
National Council of Teachers of Mathematics (2008, March). The role of
technology in the teaching and learning of mathematics. Retrieved May
31, 2012, from http://www.nctm.org/about/content.aspx? id=14233.
Nicol, C. (2002). Where’s the math? Prospective teachers visit the workplace.
Educational Studies in Mathematics, 50(3), 289–309.
The Conversation (2016), Too many teachers teaching outside their area of
expertise, https://theconversation.com/too-many-teachers-teaching-
outside-their-area-of-expertise-39688
 62

CHAPTER V

SUMMARY, FINDINGS, CONLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and

recommendations for each specific questions.

Summary

This study looked into the performance of students in Mathematics at

Sagrada High School, Tinambac, Camarines Sur. It also looked into the factors

affecting the students’ performance. Furthermore, it assessed the teachers’

challenges in teaching mathematics. These challenges were the springboard in

creating an intervention to improve the performance which is the proposed

training in contextualization of instructional materials.

The findings of this study may be considered important to students,

teachers, parents, administrators, curriculum planners, other researchers and

researcher herself. Generally, the researcher expects the data that the study may

reveal will be used as basis in formulating activities and/or designing program to

enhance teaching competence and improve achievement. The descriptive-

correlational method of research was used in this study.

The main instrument used in gathering data was the teaching-learning

record and charts. Documentary analysis was also employed gathering the

achievement of students. Focus Group Discussion was also done to assess the

teachers’ challenges. The data were treated statistically through the use of

appropriate statistical tools such as weighted mean.

 63

Problem No. 1 What is the performance of students of Sagrada High School

in Mathematics?

Findings

This study revealed that the Grade 9 has the highest performance among

5 grade levels with score of 86 and interpreted as very satisfactory.

On the other hand, Grade 11 has the lowest performance with the score of

80 and interpreted as satisfactory.

Conclusion

From the foregoing results, this can be attributed to its class size which is

36. As per the school form 1 of the class adviser, it is far from the average class

size which is 45. Due to its size, teachers are able to manage the class well and

give more focus on individualized learning. Furthermore, teachers are able to

perform localization more often because there are few paper works.

Furthermore, the low performance of Grade 11 can be attributed to the pilot

implementation of K-12 Curriculum for Senior High School. Since they are the

first cohort of the new curriculum, they don’t have any peer to consult with in

cases they have questions. Furthermore, instructional materials for Mathematics

are not fully available so teachers tend to look for instructional materials

themselves.

Recommendation

It is recommended that the class size should be reduced below the

average to maximize learning. Schools can divide one large size class into two in
 64

order to reduce the class size subject to the availability of the classroom and

teachers. Furthermore, teachers must give utmost attention to the individual

needs of the students so that they can develop their full potential.

The Department of Education can intensify the trainings especially for the

teachers handling Senior High School subjects. The Department should also

focused on the provision of various instructional materials for teachers and

students. In the school level, the school head can conduct LAC (Learning Action

Cells) and In-Service Trainings for senior high school teachers to address the

gaps especially in pedagogy and contest mastery.

Problem No. 2 What are the factors affecting such performance along
Environment?

Findings

In terms of environmental factor, the highest scored factor along

enrvironment is the “Madaming istorbo sa aming bahay kaya hindi ako

nakakapag aral (There are a lot of distractions whenever I am studying). This has

a score of 3.86 which is interpreted as Very High Effect.

Conclusion

This is because most of the students have domestic responsibilities such

as household chores, babysitting and helping their parents in their livelihood.

These conditions prevent the students from giving enough focus on studying

especially difficult subjects like mathematics, Science and English.

 65

Recommendation

It is recommended that the student be given an environment conducive fo

learning especially at home. The school can educated the parents through PTA

meetings on how they can help in the provision of environment that will facilitate

maximum learning for students.

For the school, the students can be provided with an ample area, aside from the

library, where they can study. This can be effective especially for the students

whose home cannot be made more conducive due to limiting factors.

Personal Factor

Findings

In terms of personal factor, the item with the highest mean is the “Abala

ako sa pag tulong sa aming hanap buhay.” (I am busy helping my parents with

their work). This has a mean of 3.65 which and interpreted as Very High Effect.

On the other hand, “Mas pinipili ko mag laro kesa mag aral sa math” (I choose to

play over to study”) has the lowest mean with 1.23 and interpreted as No Effect.

Conclusion

Most of the students of Sagrada High School belong to the lower income

family. Thus, they are forced to help with their parents in their work or livelihood.

This has resulted in their focus not on studying but on other matters they deem

more important.
 66

On the other hand, choosing to play over to study has the lowest score

because most of the students are already aware of the importance of studying

mathematics. The respondents of the research are High School students. Thus,

they are not more into play but of activities appropriate for their age.

Furthermore, their teachers have taught them to appreciate mathematics and

give time studying it.

Recommendation

The school can educate the parents on the effect of involving their children

in their livelihood to the learning of students. Various topics such as the Child

Protection Policy (DO 40, s. 2012) can be discussed so that the parents would be

aware on their children’s right especially in terms of education.

Teacher-Related Factor

Findings

“Hindi angkop sa akin ang mga ginagamit na reading materials” (Materials

are not appropriate for my level) has the highest mean which is 3.90 and

interpreted as Very High Effect.

On the other hand, “Hindi ako tinuturuan ng aking guro” (Teacher are not

hands on) have the lowest score which is 1.56 and interpreted as Low Effect.

Conclusion

The above mentioned finding is due to the fact that small schools like

Sagrada High Schools, teachers are usually overloaded and some even handle
 67

subjects not their major. This prevents them from contextualizing learning

materials and ensuring that the instructional materials are tailor-fitted to the

student’s level. Moreover, due to the large number of classes in the school,

teachers would tend not to differentiate learning as it would entail additional effort

to their fully loaded designations.

Furthermore, the low scored item is due to the teachers are always being

present and give their best in delivering the lesson.

Recommendation

The school can intensify training on contextualization, localization and

indigenization. School heads, with the help of the division office can implement

LAC sessions on contextualization. Experts in the field can be invited for

benchmarking purposes.

Problem No. 3 What are the Teachers’ challenges in teaching Mathematic?

Findings

The implementation of the new K-12 Curriculum has brought various

changes in the landscape of teaching and learning process. There has been

massive reforms from the pedagogy until the instructional materials. This is one

of the major challenges of the teachers in teaching Mathematics.

Conclusion

K-12 mathematics curricula has been the focus (directly or indirectly) of

many studies on mathematics teachers. A significant influence on this is the

 68

perspective that teachers are central to how the curriculum gets interpreted and

lived in the classroom.

Recommendation
The department of Education can intensify MTOT (Mass Training for

Teachers) regarding the implementation of the program. This training can be

done by District Levels so that teachers would have the same context especially

during contextualization part. Furthermore, school administrators can intensify

technical assistance to teachers especially in pedagogy. This is in addition to the

classroom observation that is being conducted per quarter.

Integrating Technology

Findings

One of the most important mandate of the Department of Education is to

integrate technology in education. This can be manifested through the provision

of computers and other technology assisted device for some selected schools

and massive In-service training for teachers focusing in technology.

Conclusion

Most of the teachers in the aforementioned school are not fully equipped

with technology and mostly rely on the traditional method of teaching. They are

getting left behind because most of the competencies in Mathematics are but be

taught by integrating technology.

 69

Recommendation

The Department of Education can allocate more technology-driven device

to more schools especially the schools located in the far flung area. Moreover,

schools can add trainings on their APP or the Annual Procurement Plan so that

they can charge the expenses to their MOOE.

Teachers on the other hand can pursue professional development through

creating researches and innovation to address the lack of competence in ICT.

Perception of Students

Findings

The perception of the students also make it difficult to teach Mathematics.

Most of the students when asked what is the most difficult subject, they would

without hesitation say it is Math.

Conclusion

Due to this perception, students already have this perception that they would not

do well in the subject no matter how hard they try to study.

Recommendation

Teachers can create activities such as games and stories to encourage

the students to love Mathematics. They can create innovative activities and

programs which as suited to the students. Furthermore, they may integrate the

students’ interest in the teaching-learning process.

 70

Problem No. 4 What intervention can be proposed to improve the

performance of students in Mathematics?

Findings

The intervention that can be proposed to improve the performance of the

students is the Training in Contextualization, Localization and Indigenization.

Conclusion

This training was proposed because the most common cause of student’s

low performance is the instructional materials poorly contextualized. This activity

will also address the teachers’ lack of competence in creating effective

instructional materials.

Recommendation

This training is recommended to be implemented not just in the school but

also in the district. It is recommended to the future researchers to improve the

training design based on the results of training evaluation.

 71

BIBLIOGRAPHY

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(December, 2007)

Manila.
 72

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School in Kalinga”, (Unpublished Master’s Thesis, University of Baguio,
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 73

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 74

Appendices
 75

APPENDIX A
Letter of Request

October 20, 2015

MARICRIS C. BUENAAGUA
Principal I
Sagrada High School
Sagrada, Tinambac, Camarines Sur

Dear Madam:

The undersigned is a Master of Arts in Education student of Partido

College School of Graduate Studies and Research, Goa, Camarines Sur and
presently conducting research study entitled Mathematics Performance of
Secondary Students in Sagrada High School. Relative to this I am asking
permission from your good office to distribute survey questionnaires to the
student of Sagrada High School. Moreover, I am also asking permission to
conduct Focus Group Discussion to the Mathematics teacher. I assure you that
this study will not affect the performance of the teachers and school as well.
Hoping for your approval on this permit. Thank you very much.
Very truly yours,
(Sgd.) CHERRY A. CHAVEZ
Researcher

Recommending Approval:

(Sgd.) JOSE M. MENDOZA, Ed. D.

Dean of Graduate School

Approved:
(Sgd.) MARICRIS C. BUENAAGUA
Principal I
 76

APPENDIX B
QUESTIONNAIRE
Pangalan: __ Grade:

Panuto: Lagyan ng tsek (/) ang ang column ng iyong sagot

Lubos na Sumasang- Hindi Lubos na

Sumasanga- ayon Sumasang- Hindi
Sumasang-
ayon ayon
ayon
HOME RELATED FACTOR
1. Ang aking mga magulang ay
hindi marunong sa math
2. Hindi namin pinahahalagahan
ang pag
aaral
3. Walang study materials sa math
sa aming bahay
4. Madaming istorbo sa aming
bahay kaya hindi ako
nakakapag aral
5. Walang lugar sa bahay kung
saan komportable mag aral

PERSONAL FACTOR
1. Hindi ko hilig sa math
2. Sumasakit ang aking ulo
pag math na ang subject
3. Mas pinipili ko mag laro kesa
mag aral sa math
4. Parati akong may sakit.
5. Abala ako sa pag tulong sa
aming hanap buhay.
TEACHER RELATED FACTOR
1. Hindi ako tinuturuan ng aking guro

2. Takot ako sa aking guro

3. Hindi ko maintindihan ang
aking guro
4. Hindi angkop sa akin ang mga
ginagamit na materials
 77

CURICULUM VITAE

Name: CHERRY A. CHAVEZ

Date of Birth: December 27, 1982
Place of Birth: Sagrada Tinambac, Camarines Sur
Sex: Female
Civil Status: Single
Father's Name: Jose A. Chavez Sr.
Mother's Name: Necita A. Chavez
EDUCATIONAL BACKGROUND
Elementary :
Sagrada Elementary School
Secondary:
Sagrada National High School
College:
Colegio de Sta. Isabel
BACHELOR OF CIVIL ENGINEERING
Area of Concentration: Social Studies
Graduate Studies:
MASTER OF ARTS IN EDUCATION
Partido College
Present Position:
Teacher – III
Sagrada National High School