•Chapter I

•Introduction
We live in a mathematical world. Whenever we
decide on a purchase, choose an insurance or
health plan, or use spreadsheet, we rely on
mathematical understanding. The World Wide
Web, CD-ROMs, and other media disseminate
vast quantities of quantitative information. The
level of mathematical thinking and problem
solving needed in the workplace has increased
dramatically. In such a world, those who
understand and can do mathematics will have
opportunities that others do not. Mathematical
competence opens doors to productive futures.
A lack of mathematical competence closes those
doors. Students have different abilities, needs,
and interests. Yet everyone needs to be able to
use mathematics in his or her personal life, in
the workplace, and in further study. All
students deserve an opportunity to understand
the power and beauty of mathematics. Students
need to learn a new set of mathematics basics
that enable them to compute fluently and to
solve problems creatively and resouroefully.
It has taken such a long time to discover the
importance of Mathematics in our world the
discoveries lead us to more technological or
what was called Industrial Era, wherein the
different usage of technological devices
occurred. In this era, application of
Mathematics helps to develop and invent such
technological devices. Through these
applications our life became easier. Nowadays,
Mathematics is the key to all Sciences. Despite
explaining more about mathematics and the
proof that it’s really important, the students
today do not like this subject. They think that
the Mathematics is a boring subject, and it’s
hard to understand formulas, they always say
“Why should we study Mathematics, only four
major operations are enough and the rest no
longer needed. We do use graphs and formulas
in our daily living.- Only if they understand the
logic behind this subjtxt and the principlca
applied in different problems, if they get what
Mathematics really meant to be, they will find
that it is not a boring subject, that mathematics
is an interesting one. Mathematics becomes part
of our life, not only in our academic subjects.
But M all part of our integral life. We don’t see
that even in simple conversation mathematics
take place. In our transportation it also occurs,
and in our daily living it definitely applied

•Background of the Study

According to Schereiber (2000) those who have
positive attitudes toward
Mathematics have a better performance in this
subject.
Mathematics achievement has shown that the
students from each major level of Education in
Asia seemed to outperlbrm their counterparts.
Many studies have examined students’ thinking
about school and their attitude toward
Mathematics. Mathematics performance
involves a complex interaction of factors on
school outcome. Although the relationship
between mathematics performance and students
factor has been studied widely, it is important to
explore the factors that contribute students’
mathematics performance.
Wendy Hansen (2008) stated that boys are more
likely than girls to be math genius.. The
researcher found that neither gender
consistently outpaced the other in any state or at
any grade level. Even on test questions from the
National Assessment of Education Progress that
were designed to measure complex reasoning
skills, the gender differences were minuscule,
according to the study.
Student engagement in mathematic. Refers to
stud., motivation to loam mathematics, their
confidence in their ability to succeed in
mathematics and their emotional feelings about
mathematics. Student engagement in
mathematics plays a key role in the acquisition
of math skills and knowledge — students who
arc engaged in the teaming process will tend to
learn more and be more receptive to further
learning. Student engagement also has an
impact upon course selection, educational
pathways and later career choices.
Mathematics performance has improved, again,
through expecting students to achieve,
providing instruction based on individual
student neixls and using a variety of methods to
reach all learners. One factor has been aligning
the math curriculum to ensure that the delivery
of instruction is consistent with the assessment
frequency.

•Theoretical Framework
Dweck, C. S. (1999) stated that students believe
that their ability is fix.. probably at birth, and
there is very liule if anything they can do to
improve it is called feted IQ theorists. Thcy
believe ability comes from talent rather than
from the slow development of skills through
learning…It’s all in the genes”. Either you can
do it with little effort. Or you will never bc able
to do it, so you might as well give up in the face
of difficulty. E.g. “ 1 can’t do math”. And
Untapped Potential theorist, smdents believe
that ability and success are due to learning. And
leaming requires time and effort. In the case of
difficulty one must try harder, try anothcr
approach, or seek help etc.
Inzlicht (2003) stated that entity and
incremental theories of ability were assessed
separately so that their separate influences
could be examined; mathematics performance
was examined by controlling for prior math
performan.. Entity theory was expected to bc a
negative predictor of performance, whcrcas
incremental theory was expected to bc a positive
predictor.
Guohua Peng (2002) stat. that simple traditional
methods gradually make the students feel that
mathematics is pointless and has little value to
them in real life. It becomes a subjcctthcy arc
forccd to study. But onc that is useless to them
in real life.
Dan Hull (1999) stated that growing numbers of
teachers today—especially those frestrated by
repeated lack of student success in
demonstrating basic proficiency on standard
tests are discovering that most students’ interest
and achievement in math. Science, and language
improve dramatically when they are helped to
make connections between ncw information
(knowledge) and experiences they have had, or
with other knowledge they have already
mastered. Students’ involvement in their
schoolwork increases significantly when they
are taught why they are learning the concepts
and how those concepts can be used outside the
classroom. And most students learn much more
efficiently when they are allowed to work
cooperatively with other students in groups or
teams.

•Conceptual Framework
The major concept of this study is focused on
factors affecting Mathematics Performance of
Laboratory High School Students at Laguna
State Polytechnic University Academic Year
2009-2010.
Figure 1: shows the relationship of input
variables which contain the extent of the
student-related factors and the extent of the
teacher-related factors. While in the process
contains the survey, data gathering, data
analysis, and data interpretation. And output
variables contain the analysis of student-related
factors and teacher-related factors.
 FIGURE 1. A conceptual paradigm shows the
relationship of students' mathematics
performance in student-related factors and in
teacher-related factors.

•Statement of the Problem

The study attempts to determine the factors affecting
mathematics performance of Laboratory High School
Students at Laguna State Polytechnic University
Academic Year 2009-2010.
Specifically, it sought to answer the following
questions:
1. What is the extent of the student-related factors in
terms of:
1.1 Interest
1.2 Study Habits
2. What is the extent of teacher-related factors as
evaluated by the students in terms of 2.1 Personality
Traits 2.2 Teaching Skills 2.3 Instructional Materials
3. What is the level of students’ mathematics
performance? 4. Is there significant relationship
between students’ mathematics performance and
students-related factors? 5. Is there significant
relationship between students’ mathematics
performance and teacher-related factors?

•Hypothesis
The following are the null hypothesis of this research:
There is no significant relationship between students’
mathematics performance and students-related
factors. There is no significant relationship between
students’ mathematics performance and teacher-
related factors.

•Significance of the Study

The result of the study will merit the following: School
Administrator. The result of this study could serve as
a baseline data to improve programs for school
advancement. Curriculum Planner. The result of this
study will help them appraise the existing programs in
terms of the student’s needs and abilities and make
changes as required. Guidance Councilor. This study
will help develop the guidance program in line with
individual needs and abilities of the students.
Facilitators. The results of this study may serve as an
eye opener to create and innovates instructional
materials, and to use varied and appropriate teaching
strategies. Students. This study will help the students
to develop their interest toward Mathematics and
appreciate the importance of Mathematics in their
daily lives. Parents. Who are directly concerned with
the education of their children considering school
performance in different discipline. Future
Researcher. The result of this study can serve as basis
for further study on teaching learning activities and
student mathematical performance.

•Scope and Limitation

This study is limited only to Laboratory High School
Students of Laguna State
Polytechnic University during the Academic Year
2009-2010.
Determining the factors affecting Mathematics
Performance of Laboratory High School Students was
the focus of this research. The information needed will
be gathered using the checklist style research-made
questionnaire. All information and conclusions drawn
from this study were obtained only to this particular
group of students.
•Significance of the Study
The result of the study will merit the following: School
Administrator. The result of this study could serve as
a baseline data to improve programs for school
advancement. Curriculum Planner. The result of this
study will help them appraise the existing programs in
terms of the student’s needs and abilities and make
changes as required. Guidance Councilor. This study
will help develop the guidance program in line with
individual needs and abilities of the students.
Facilitators. The results of this study may serve as an
eye opener to create and innovates instructional
materials, and to use varied and appropriate teaching
strategies. Students. This study will help the students
to develop their interest toward Mathematics and
appreciate the importance of Mathematics in their
daily lives. Parents. Who are directly concerned with
the education of their children considering school
performance in different discipline. Future
Researcher. The result of this study can serve as basis
for further study on teaching learning activities and
student mathematical performance. Teaching Skills.
This refers to the skills of teachers in mathematics in
terms of Teaching her/his lesson. Personality Traits.
This refers to the good relationship of the mathematics
teachers With the students.

•Chapter 2
•REVIEW OF RELATED LITERATURE AND
STUDIES
This chapter presents the review of related literature
and studies of the sub-topics of this research; interest,
study habits, personality traits, teaching skills and
instructional materials.
Norma Presmeg (2002) Educational Studies in
Mathematics presents new ideas and developments of
major importance to practitioners working in the field
of mathematical education. It reflects both the variety
of research concerns within the field and the range of
methods used to study them. Articles deal with
didactical, methodological and pedagogical subjects,
rather than with specific programs for teaching
mathematics. The journal emphasizes high-level
articles that go beyond local or national interest. Fulk
(2002) stated that students with sequencing difficulties
need help to maximize their engagement and improve
their retention of learning use humor, unexpected
introduction and various other attention grabbers to
stimulate student’s interest in the lesson.
http://www.springerlink.com/content/08272762649018
1x/ In this article, present results of an empirical study
with 500 German students of grades 7 and 8. The
study focused on students’ mathematics achievement
and their interest in mathematics as well as on the
relation between these two constructs. In particular,
the results show that the development of an individual
student’s achievement between grade 7 and grade 8
depends on the achievement level of the specific
classroom and therefore on the specific mathematics
instruction Interest in mathematics could be regarded
a predictor for mathematics achievement Moreover,
our findings suggest that the students show hardly any
fear of mathematics independent of their achievement
level. Hanson, Katherine (2008) stated that an
exploration of girls’ learning styles, attitudes, and
behaviors in math classes that also shows the
importance of analyzing the curriculum and attitudes
of teachers when attempting to understand girls’
relation to math. It attempts to discover ways to
increase girls’ interest and achievement in math. It
concludes with 15 practical recommendations for the
improvement of math education for girls. Davis-Kean
(2000) analyzed how parents’ values and attitudes
affect children’s math performance and later interest,
and how these attitudes vary by the child's gender.
They used data from a longitudinal study of more than
800 children and a large group of their parents that
began in 1987 and continued through.
•STUDY HABITS
Steinberger & Wagner (2005) distinguishes more
simply among three intelligences; the academic-
problem solving; the practical intelligence; and
creative intelligence; all these three have peculiar
influence to performance. Success in study does not
depend on ability and hard work but also on effective
methods of study. Individualized method of studying is
adopted by every individual student, thus, a good
study habit will mean the ability to learn and make use
of what one is reading or studying. Study skills when
properly embedded will help students understand
their own 13
Potentials for intellectual growth and self-direction. It
is for this reason that the strategics Of proper study
habits among students should be given emphasis.
Simmons (2002) note that “good writing spawns from
a close understanding of text and great writing result
from an interactive analysis and fluency with our
reading.” He adds that inadequate writing is a direct
result of inadequate reading and studying.
Postgraduate students are scholars in training and
have the responsibility of becoming prolific and
critical writers in their disciplines and careers. The
spirit of responsibility and integrity are vital to the
study habits of postgraduate students.
Richardson et al (2000) compared college students
who are deaf and hard of hearing in mainstreamed
classes with hearing peers. In both studies, the
students who are deaf had comparable study
behaviors to those of their hearing peers. Similarly,
both studies employed a survey design that precluded
the researchers from obtaining in-depth knowledge of
participants’ skills, and in particular, their use of
notes as a study text. These studies are similar to
several others that attempt to survey the study habits
of normal hearing students. Aquino (2003) pointed out
that study skills can be taught effectively only after
identifying students’ areas of weakness and levels of
achievement is appropriate to their grade level can be
provided with development (or enrichment) exercises,
which will enable them to become more proficient in
the skills they have already acquired or which will
help them learn new ideas. Fielden (2004) states that
good study habits help the student in critical reflection
in skills outcomes such as selecting, analyzing,
critiquing, and synthesizing.

•TEACHING SKILLS
Tomlinson (1999) stated that teachers can differentiate
content, process, and/or product for students.
Differentiation of content refers to a change in the
material being learned by a student. For example, if
the classroom objective is for all students to subtract
using renaming, some of the students may learn to
subtract two-digit numbers, while others may learn to
subtract larger numbers in the context of word
problems. Differentiation of process refers to the way
in which a student accesses material. One student may
explore a learning center, while another student
collects information from
16
The web. Differentiation of product refers to the way
in which a student shows what he or she has learned.
For example, to demonstrate understanding of a
geometric concept, one student may solve a problem
set, while another builds a model.
http://www.teachervision.fen.com Authentic
assessment, cooperative learning, inclusion — discover
a vast range of current articles about teaching
methodologies, ideal for all grades. Diversify your
teaching strategies by implementing service-learning
projects and integrating technology in your classroom.
These resources will help you gain the experience and
expertise you need to become a successful teacher,
whether you’re a new teacher or have been teaching
for many years.
According to Bloom’s Taxonomy, teachers frequently
spend a great deal of classroom time testing students
through questions. In fact, observations of teachers at
all levels of education reveal that most spend more
than 90 percent of their instructional time testing
students (through questioning). And most of the
questions teachers ask are typically factual questions
that rely on short-term memory. Rhodes and Bellamy
(1999) stated that a teacher tells, a facilitator asks; a
teacher lectures from the front, a facilitator supports
from the back; a teacher gives answers according to a
set curriculum, a facilitator provides guidelines and
creates the environment for the learner to arrive at his
or her own conclusions; a teacher mostly gives a
monologue, a facilitator is in continuous dialogue with
the learners Holt and Willard-Holt (2000) emphasize
the concept of dynamic assessment, which is a way of
assessing the true potential of learners that differs
significantly from conventional tests. Here the
essentially interactive nature of learning is extended to
the process of assessment. Rather than viewing
assessment as a process carried out by one person,
such as an instructor, it is seen as a two-way process
involving interaction between both instructor and
learner. The role of the assessor becomes one of
entering into dialogue with the persons being assessed
to find out their current level of performance on any
task and sharing with them possible ways in which
that performance might be improved on a subsequent
occasion.

•INSTRUCTIONAL MATERIALS
Siemens (2002) stated that instructional design can be
defined as “the systematic process of translating
principles of learning and instruction into plans for
instructional materials and activities”. However, there
are many different definitions for instructional design
and all of them are an expression of underlying
philosophies and viewpoints of what is involved in the
learning process
Heinze, Aiso (2008) stated that the development of an
individual student’s achievement depends on the
achievement level of the specific classroom and
therefore on the specific mathematics instruction.
Interest in mathematics could be regarded a predictor
for mathematics achievement. Moreover, he suggests
that the students show hardly any fear of mathematics
independent of their achievement level. Wang & Woo
(2007) to facilitate student-centered learning, many
authors suggest the use of media and technology.
Jonassen, Peck, & Wilson (1999) stated that learning
technologies should shift their role from being
conveyors of information to a means for engaging
students in thinking. More specifically, technologies
should be used to pose problems to students, provide
related cases and information resources, a social
medium to support learning through collaboration
and interaction, and intellectual partners to support
learning by reflecting.

•Chapter 3
•RESEARCH METHODOLOGY
This chapter presents the research design, research
procedure, the subject of the study, determination of
sample, research instrument and statistical treatment
of data.
Research Design
This study determined the factors affecting
mathematics performance of Laboratory High School
Students at Laguna State Polytechnic University. The
descriptive – correlation method was used in this
study.
In descriptive method, Calmorin (1994) as cited by
Bagayana (2006), wrote the study focuses on the
present condition. The purpose is to find new truth,
which may come in different forms such as increased
quantity of knowledge, a new generalization, or
increased insights into factors, which are operating,
the discovery of a new causal relationship, a more
accurate formulation of the problem to be solved and
many others.
Since this study measured data that already exists and
the number of respondents is not large, the descriptive
– correlation method of studies is best suited. As
mentioned, the student-related factors in terms of
interest and study habits, and the teacher-related
factors in terms of personality traits, teaching skills
and instructional materials were generated using
researcher – made questionnaire.

•Subject of the Study

The respondents in this study were the one hundred
twenty six (126) Laboratory
High School Students at Laguna State Polytechnic
University Academic Year 2009-2010.

•Research Instrument
The main tool used in this study was a researcher –
made questionnaire
Checklist. Set of questionnaire-checklist was
constructed for the student respondents. The
questionnaire – checklist consisted of the students’
level of interest in Mathematics, their study habits and
their teachers’ personality traits, teaching skills and
instructional materials use in teaching as perceived by
the students.
Part 1 on the questionnaire – checklist obtained the
students’ level of interest in Mathematics presented
five(5) statements and the students’ study habits
presented ten(10) situations. These were given one set
of five checkboxes each. The five checkboxes were
Ranked as:
5- Always
4 – Often
3- Sometimes
2- Rarely
1 – Never
21
Part 2 obtained teacher’s personality traits, teaching
skills and instructional materials used in teaching as
rated by the students. Each statement was given one
set of
Five checkboxes. Again the five checkboxes were
ranked as:
5 – Always
4- Often
3 Sometimes
2 – Rarely
1 – Never
•Research Procedure
The original title proposed by the researcher was
checked, revised and rechecked by the researcher’s
adviser to maintain conformity on the subject of
research. The questionnaire-checklist that aims to
draw out proper responses on the objectives of this
study was constructed. This questionnaire – checklist
made by the researcher and was presented to,
analyzed and checked by the research adviser to
ensure the validity of responses it would elicit.
Permit to conduct research and study was secured of
letter requesting permission to the principal of
Laboratory High School at Laguna State Polytechnic
University.

•Statistical Treatment of Data

Analysis
Statististical Tools
1.The extent of student-related factors
Weighted Mean
In terms of:
1.1 Interest
1.2 Study habits
2. The extent of teacher-related factors
Weighted Mean
In terms of:
2.1 Personality Traits
2.2 Teaching Skills
2.3 Instructional Materials
3. The level of students’ mathematics
Performance.
4. Significant relationship between
Students’ mathematics performance
And student-related factors.