Asia Pacific Journal of Research Vol: I.

Issue XXXIV, December 2015

ISSN: 2320-5504, E-ISSN-2347-4793

PREDICTORS OF MATHEMATICS PERFORMANCE OF GRADE VI PUPILS IN A SCHOOL

DISTRICT IN NORTHERN PHILIPPINES

Emily Ayuman-Valdez
Teacher III
San Fermin Elementary School San Fermin,
Cauayan City, Philippines.

Marissa R. Guiab
Faculty, Philippine Normal University-North Luzon
Alicia, isabela, Philippines.

ABSTRACT

This study is a report on the different predictors of Mathematics Performance of the Grade VI pupils of
Cauayan Northeast District. It is a descriptive-correlational study. It used cluster sampling in identifying school
respondents and fishbowl technique for pupil respondents. The respondents were 105 pupils and 12 teachers of
six (6) schools. Data were subjected to statistical analyses using frequency and tally percent, mean, standard
deviation, Pearson Moment Coefficient of Correlation (r), and ANOVA. Findings revealed that pupil-
respondents have a positive attitude towards the subject; majority of the pupils have high self-confidence and
high success orientation while they have little confidence in terms of defense orientation; pupils described their
teacher as “Very Satisfactory; the Mathematics performance of the pupils is Approaching Proficient or Average
. On predictors, the Mathematics teacher was found to be the only predictor of Mathematics performance. The
study proved the long-time belief that pupils’ success in learning greatly depends on the teacher. It recommends
that school heads should encourage teachers to upgrade themselves professionally.

Keywords: Mathematics Performance, Perception, Attitude, Predictors, Intervention

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INTRODUCTION
Mathematics is an important part of people’s daily lives and that nobody can do away with it. People
need Mathematics in counting, computing sales, gains and measuring areas and volume, and many more. The
need to enhance students’ mathematical skills and at the same time develop in them a positive attitude toward the
subject is a dire academic need (Mariano (2004).

The mathematics performance of Filipino students in national achievement as well as the international
achievement has been consistently low and the situation in local levels is similar. The result of National
Achievement Test Grade VI in 2012-2013 reveals that Cauayan Northeast District had an average percentage
score of 66.22 and in 2013 – 2014, an MPS of 75.54. This indicates that there was a minimal increased in
Mathematics performance and that the pupils’ performances were still in the ―moving towards mastery‖ level.

The Mathematics performance of Grade VI pupils are deteriorating in terms of acquiring higher order
thinking skills as observed by the researchers( Aguinaldo, 2001, Salguet, 2000, Villanueva,2009) .

The pupils excel in knowledge acquisition but in terms of practical application they lack the skills which
are important in their personal life, in the workplace, community and in further study. Pupils’ unique abilities,
needs and interests need to be addressed in learning the subject. The low performance of pupils spurred the
researchers to conduct the study to find out the deficiencies and predictors of mathematical performance and to
recommend a program to improve the quality of Mathematics instruction.

THEORETICAL FRAMEWORK

The study is anchored on the following theories of learning.

The Attribution Theory (Weiner, 1979, 1980, 1984) attempts to describe or explain the world and to
determine the cause of an event or behavior. According to Weiner (1984), the essential factor affecting
attributions are ability, effort, task difficulty, and luck. The basic principle of attribution theory as it applies to
motivation is that a person's own perceptions or attributions for success or failure determine the amount of effort
the person will expend on that activity in the future. The theory predicts the behavior of students depending on
their responses.

Another theoretical support of this study is the Maslow’s Motivation Theory. It is believed that human
beings are motivated by unsatisfied needs, and that certain lower factors need to be satisfied before higher needs
can be satisfied. In this study it is believed that the attitudes of the pupils towards Mathematics, on Mathematics
as a subject and the Mathematics teachers will be improved if the pupils’ needs in the subject are satisfied.

Moreover, the Vector Topological Theory of Lewin emphasized the explanation of human behavior in
terms of the forces and tensions that move individuals to action which is largely determined by the environment
and the people they are in association with. With this theory, it could be the attitudes in Mathematics, on
mathematics as a subject, and Mathematics teachers are the predictors within the learner’s environment that
affect their Mathematics performance.

There are factors that affect the transfer of learning such as attitudes of learners toward the subject matter,
mental ability, similarities between subject matter, motivation and effort making capacity, method of teaching
facilities and supervision.

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While there is a vast literature on factors that affect the instructional output in teaching Mathemaics, it is
noteworthy to study how the teachers and pupils in other parts of the Philippines deal with Mathematics
instruction in the classrooms. Hence, this study aims to explore the practices of teachers and attitudes of pupils
that predict performance and achievement in Mathematics.

Based on the aforementioned theories related to the study, the research aims to identify the predictors of
mathematics performance.

Mathematics Perception of
Teachers’ Pupils on Math
Performance Teachers

Pupils’
Performance

Pupils’ Attitudes
towards
Mathematics

Figure 1. Research Paradigm

STATEMENT OF THE PROBLEM:

This study aimed to identify the predictors of Mathematics performance of the Grade VI Pupils of
Cauayan Northeast District, Cauayan City, Isabela. Specifically, it sought answers to the following questions:

1. What is the self-perception of the pupils along the following variables:

1.1 Attitudes towards Mathematics
1.2 On Mathematics as a subject
1.3 Mathematics Teacher

2. What is the level of performance of pupils in Mathematics?

3. Is there a significant relationship between the variables and Mathematics performance of pupils?

4. Among the variables studied, which is the best predictor of Mathematics performance?

METHODOLOGY
The descriptive - correlational method of investigation was used in this study. The correlation method
was used to determine the relationships between and among the selected variables considered in relation to the
pupils’ academic performance.

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There are thirteen (13) schools of Cauayan Northeast District, one (1) primary school and twelve (12)
complete elementary which composed of monograde and multigrade classes. To identify the schools to be
included in the study the researcher used the cluster sampling, grouping them into monograde and multigrade.
There were two (2) multigrade schools and four (4) monograde schools were chosen. To identify the pupil
respondents the fishbowl technique was utilized.

` There were 117 respondents -105 Grade VI pupils and 12 Mathematics teachers.

RESULTS AND DISCUSSION

For Mathematics education to be relevant in the 21st century, it must offer an integrated and
comprehensive view of the world. Math should be viewed from many different perspectives to understand
pupils’ attitudes and other predictors of their performance and achievement .

Table 1. Attitude of Pupils towards Mathematics Subject

Standard
Statements Mean Remarks
Deviation
I am always under a terrible strain in a Mathematics class 2.97 .92 PA
I do not like Mathematics and it scares me to have to take it 3.41 .75 PA
Mathematics is very interesting to me and I enjoy PA
3.45 .84
Mathematics subject
Mathematics is interesting and fun 3.37 .82 PA
Mathematics makes me feel secure, and at the same time is PA
3.10 .99
stimulating.
I am unable to think clearly when I am working with PA
3.01 .79
Mathematics
I feel a sense of insecurity when attempting Mathematics 3.30 .80 PA
Mathematics makes me feel uncomfortable, restless, PA
3.28 .93
irritable and impatient
The feelings that I have for Mathematics is a good feeling 3.44 .82 PA
Mathematics makes me feel as though I am lost in a jungle NA
1.65 .73
of ideas and I can’t find my way out
Mathematics is something that I enjoy a great deal 2.98 1.07 PA
When I hear the word Mathematics, I have a feeling of PA
3.45 .80
dislike
I approach Mathematics with a feeling of hesitation PA
3.20 .87
resulting from fear of not being able to do Mathematics
I really like Mathematics 3.55 .75 PA
Mathematics is a subject in which I have always enjoyed PA
3.27 .93
studying
It makes me feel nervous even to think about having to do a PA
3.06 .73
Mathematics problem
I never like Mathematics and it is my most dreaded subject 3.51 .78 PA
I am happier in Mathematics class than in any other class 2.91 1.09 PA
I feel at ease in Mathematics and I like it very much 3.08 .94 PA
I feel a define positive reaction to Mathematics because it is PA
3.16 .95
enjoyable.
OVERALL 3.16 .41 PA
PA-positive attitude

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Table 1 presents the Attitude of the Pupils toward Mathematics. As gleaned from the table, most of the
indicators of the pupils’ attitudes toward Mathematics were rated as ―Positive Attitude‖. This goes to show that
Mathematics is considered by the pupils as interesting which could affect their development in learning the
subject. This was attested by the overall mean value of 3. 16 described as ―Positive Attitude‖. This result is
similar to the findings of Garcia and Reyes (2014), Villanueva (2010) and Aguinaldo (2001) in their study of
students’ attitude towards Math which they also concluded that most students have a positive attitude toward the
subject, a good indication that students are more inclined not to fear the Mathematics subject.

As mentioned by Balbalosa (2010) those who have positive attitude towards Mathematics have better
performance in the subject. On the other hand, the study made by Salguet (2000), a great number of pupils –
respondents had neutral attitude toward Mathematics. They are not interested in Mathematics but they have no
dislike of it, some of them are not sure of their feeling towards Mathematics. While on the study made by Ganal
and Guiab (www.researchersworld./ vol/issue4? Paper_03.pdf) lack of interest and negative attitude towards the
subject with 43 or 17.92% under personal problems caused poor achievement in Mathematics.

A closer look on the table reveals that only the statement ―Mathematics makes me feel as though I am
lost in a jungle of ideas, and I can’t find my way out‖ had a negative remarks with a mean of 1.65 and SD of .73,
On the other hand, the statement ―I really like Mathematics‖ scored the highest mean rating of 3.55 described as
―Positive Attitude‖.

Thus, hands-on Math can help learners understand and develop the competencies in computing
accurately, estimating, communicating, thinking analytically and solving problems in daily life.

Table 2. Mathematics as a Subject to Pupil-Respondents on Self-Confidence

Standard
Self-Confidence Mean Remarks
Deviation
I am the type who is good in Mathematics. 3.80 .93 High
I am not very good in Mathematics. 2.91 1.11 Little
Mathematics is difficult to me. 2.67 1.09 Little
I am able to get a good mark in Mathematics. 3.78 1.16 High
Mathematics is my weakest school subject. 3.11 1.26 Little
I can do also difficult Mathematics tasks. 3.54 1.07 High
I believe that I would do also more difficult Mathematics. 3.73 1.04 High
I trust in myself in Mathematics. 4.11 .91 High
I know that I can be successful in Mathematics. 3.90 1.05 High
I am sure that I can learn Mathematics. 4.50 .88 High
OVERALL 3.61 .54 High

Generally, pupils’ self-perception on self-confidence is high, showing that pupils behave confidently in
Mathematics because they feel sure of their abilities to learn, willing to perform difficult Mathematics tasks and
able to attain good grade. This is supported by the Hull’s Theory of learning that drive is essential in order for
responses to occur (i.e., the student must want to learn).Stimuli and responses must be detected by the organism
in order for conditioning to occur (i.e., the student must be attentive).Response must be made in order for
conditioning to occur (i.e., the student must be active).Conditioning only occurs if the reinforcement satisfied a
need (i.e., the learning must satisfy the learner's wants).

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Table 3. Mathematics as a Subject to Pupil-Respondents on Success Orientation

B. Success Orientation Standard
Mean Remarks
Deviation
1. For me, the most important in learning Mathematics is to 4.39 .89 High
understand.
2. I prepare myself carefully for the tests. 4.30 .92 High
3. In Mathematics, one will be successful with diligence. 4.24 .81 High
4. For me, it is very important to get a good mark in 4.28 1.04 High
Mathematics.
5. I am anxious before Mathematics tests. 2.64 1.20 Little
OVERALL 3.97 .63 High

In terms of success orientation, it showed that pupils have high success orientation in learning
Mathematics which is supported by the overall mean of 3.97. This means that pupils are capable and diligent to
learn Mathematics and obtain to get a good mark except for statement ―I am anxious before Mathematics test‖
with a mean of 2.64 which described as Little, contrary to Gabriel (2012) where most of the respondents claimed
that they had little success orientation.
As mentioned in Attribution Theory, person’s motivation to attempt a task is directly related to his or her
confidence in a positive outcome. If people believed they will be unsuccessful, they are less likely to try, and if
they do, it is doubtful they will give 100% effort. Thus, the result attributes high success orientation because of
their positive responses.
In addition, pupil-respondents have seen the importance of understanding as the key in learning Mathematics as
revealed in the statement ―For me, the most important in learning Mathematics is to understand‖, which the
highest resulting ( , described as high success orientation. Overall, pupils’ self-perception
on success orientation is high which indicates that pupils are trying their best to achieve better performance
through self-preparation and diligence in studies.

Table 4. Mathematics as a Subject to Pupil-Respondents on Defense Orientation

C. Defense Orientation Standard
Mean Remarks
Deviation
I don’t want to reveal others, if I don’t understand 2.35 1.24 Low
something in Mathematics.
In Mathematics, one does not need to understand 2.97 1.24 Little
everything, when he only gets good marks in tests.
I fear often to embarrass myself in Mathematics class. 2.90 1.08 Little
I answer in Mathematics class only, if I am compelled to. 2.94 1.34 Little
I don’t like tasks that I am not able to solve immediately. 2.78 1.24 Little
OVERALL 2.80 .77 Little

On defense orientation, it is sad to note that pupil-respondents have little defense orientation. This idea is
supported by the overall mean score of 2.80 (SD .77). The statement ―Pupils don’t want to reveal others, if they
don’t understand something in Mathematics‖ obtained the lowest mean of 2.35 as shown in the table described
as low. Opposite to the findings of Gabriel (2012) where 50 percent or 301 out of 602 said that they had a high
defense in learning the required knowledge and skills of the subject.

Data implies that pupils have little self-perception on defense orientation since they are more open
minded, they are sincere to show or give their opinion even if it is not pleasant. Pupils feel that they don’t need
to cover their weak achievement; it’s easy to perceive their weakness and strength towards the subject. As noted

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by Salazar (2001), it is a common knowledge that Mathematics is dull, difficult and disliked subject. This
perennial impression possess hard work in exploring possibilities and alternative on how to teach Mathematics
effectively and profitable. A key issue in achieving quality in teaching is the selections of methods that will most
effectively enhance the learning of the students, taking into account the entry characteristics of the student
concerned.

Table 5. Summary on Mathematics as a Subject

Standard
Mathematics Perception Mean Remarks
Deviation
a. Self-Confidence 3.61 .54 High
b. Success Orientation 3.97 .63 High
c. Defense Orientation 2.80 .77 Little
OVERALL 3.46 .48 Little

The overall result implies that pupils need to improve learning the subject to increase level of perception
and performance towards the subject. It means that for Mathematics to be well-learned, it would be well-taught.
To be well taught, teachers should create the best possible conditions for teaching and learning Mathematics.

High self-confidence pupils are motivated to display outstanding performance in Mathematics which is
paramount to achieve high success orientation. Little defense orientation is a means by which pupil protect
themselves from the failure they are certain is going to occur. These individuals generally display a helpless
pattern of motivation.

Table.6. Perception of Pupils on the Mathematics Teachers

Standard
My Mathematics Teacher Mean Remarks
Deviation
Tries to convey warmth relationship with pupils 4.63 .64 O
Tends to maintain friendly relationships with pupils 4.20 .92 VS
Shows a personal respect for each pupil as an individual 4.35 .80 VS
Displays a sense of humor to pupils 4.15 .89 VS
Is firm with regard to class discipline 4.41 .70 VS
Is consistently fair when enforcing rules 4.11 .96 VS
Has a genuine interest in the subject 4.47 .77 VS
Has patience in dealing with pupils 4.26 .85 VS
Tries to develop pupils’ interest in the subject 4.56 .67 O
Tries to make lessons interesting whenever possible. 4.25 .100 VS
Encourages pupils’ self-initiated work 4.46 .73 VS
Stimulates pupils to think for themselves 4.51 .83 O
Relates new learning to pupils’ own experiences VS
4.25 .82
whenever possible
Tries to apply a knowledge of the psychology of VS
4.32 .84
learning to teaching
Makes a regular use of test during the course 4.42 .75 VS
Uses various methods of evaluating pupils 4.35 .86 VS
Pays attention to revision in examination technique 4.23 .91 VS
Gives detailed feedback when making pupils’ work 4.20 .92 VS
Plans the directions of teaching with examinations VS
4.37 .80
always in mind

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Teaches with a mind to ease of revision and VS

3.94 .100
reproduction in examination
Conveys high expectations for work pupils produce 4.44 .70 VS
Explains points clearly at pupils’ level 4.54 .72 O
Makes frequent use of questions to develops pupils’ VS
4.20 .96
understanding
Makes frequent use of praise to encourage pupils 4.38 .75 VS
Makes frequent use of criticism to motivate pupils 4.26 .87 VS
Is constructive and helpful pupils criticism 4.50 .78 VS
Is confident and at ease when teaching 4.39 .75 VS
TConveys enthusiasm for the subject to the pupils 4.39 .82 VS
Is imaginative in use of teaching activities 4.18 .95 VS
Has a thorough knowledge of the subject (could deal VS
4.36 .92
with scholarship level work)
OVERALL 4.34 .43 VS

The information on the impressions of the pupils to their Mathematics teacher was assessed or evaluated
and results are presented on Table 4.6. Note that the scoring was inverse to show that as the perception
increases, the index increases as well.

Majority of the pupils’ impression to their Mathematics teacher to be ―Very Satisfactory‖ and nobody
falls as poor, fairly satisfactory and satisfactory.

The most outstanding qualitative description was obtained with the item describing the teacher who tries
to convey warmth relationship with pupils with the mean score of 4.63. It reflects with how the teachers establish
a good rapport to catch the pupils trust and interest. Rank 2 as stated that teacher tries to develop pupils’ interest
in the subject, mean score of 4.56. Rank 3, teacher stimulates pupils to think for themselves, mean score of
4.51and Rank 4 explains or points clearly at pupils’ level with the mean score of 4.54.

The least mean score is 3.94 rated as ―Very Satisfactory‖, describing the teacher who teaches with a mind
to ease of revision and reproduction in examination. This requires a diverse instructional approach that will go
beyond the conventional method and will lead to critical thinking skills and connects teaching methods in
relation in solving real world problems.

The mean score of 4.34 reflects that the teacher is characterized as ―Very Satisfactory‖ (VS), based on
the items included in the study consistent with Garcia and Reyes (2014) while on the study made by Aguinaldo
(2001) , the college students perceived their teachers in the basic Mathematics courses to be satisfactory. These
studies strengthen the important and indispensable roles teachers play in the learning of pupils. The pupil
achievement in most cases depend on their capability and efficiency in teaching.

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Table 7. Frequency and Percentage Distribution of the Teacher – Respondents on their Rating Using the
Performance Appraisal System
Frequency Percent
Outstanding 8 66.7
Very Satisfactory 4 33.3
Satisfactory 0 0
Unsatisfactory 0 0
Poor 0 0
Total 12 100.0

The teacher’s rating (PAST) shows that 8 or 66.7 percent of the teachers are ―Outstanding‖ while
4 or 33.3 percent are ―Very Satisfactory‖ which indicates that teachers perform well. None got a rating score of
satisfactory, unsatisfactory and poor.

Quality is the thrust of education. The teacher plays a major role in the educative process and it is
something that every educator aspires and tries to achieve. However, unless it is not carried out in the realms,
educational services and outputs would remain below far. It is in this light that Del Castillo (2010) stated that
professional development of teachers in Mathematics is a process of learning: learning Mathematics and about
Mathematics, learning about pupils on how to learn, individually and in the social setting of school, and learning
the craft of teaching for that reason professional development must also include learning new ways to
development Mathematical power in all pupils.

As regards to this, the District performance of teachers of Cauayan Northeast shows that majority of them
perform Very Satisfactory; it is interesting to note that there are Outstanding teachers.

Studies made by Mawirat (2000) show that teacher factors significantly affect the respondents’
proficiency level in first year Mathematics. Guinumtad (2007) avers teacher factors such method of instruction,
student-teacher relationship slightly affect the performance of the first year students and Ayap (2007) says
teacher-related factors sometimes affect the students’ performance but these finding negates with that of
Balbalosa (2010) where teacher-related factors do not affect the performance of the students in Mathematics.

Table 8. Frequency Distribution of Pupil-Respondents on their Mathematics Performance

Grade Frequency Percentage Remarks

74 and below Beginning
75-79 17 16.19 Developing
80-84 56 53.33 Approaching Proficient
85-89 23 21.91 Proficient
90 and above 3 2.86 Advanced
6 5.71 No Response
Table shows the performance of pupils. Generally the pupils’ general average was described as
―Approaching Proficient‖. This implies that there is still a need for the pupils to increase their performance to
attain the level ―Advanced‖..

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One of the significant findings of Salguet (2000) revealed that most of the respondents have average
achievement level in Mathematics because they did not master the basic skills pre-requisite to the study of
computational skills and most of the grade VI pupils have above average academic achievement which fall
within average achievement level.. On the other hand, the findings of Aguinaldo (2001), reveal that students
with poor performance in the three basic Mathematics courses call for teachers to exert extra effort to increase
learning motivation in mathematics. Teachers should provide pupils a supportive classroom climate and a
number of innovative strategies.

Data explained the effect of Lewin’s theory that there are different external forces acting on the
individual which could possibly affect his Mathematics performance. He regards learning as a relativistic process
by which a learner develops new insight or changes old ones as where he thinks that level of aspirations depends
upon the potentialities of an individual and on the influences of the group to which he belongs.

Table 10.Relationship between the Variables and Mathematics Performance of Pupils

Impression to Success Self- Defense Math

Grade Attitude
Teacher Orientation Confidence Orientation Perception
Grade R 1 0.29 0.23 0.31 0.39 0.03 0.27
I P 0.00 0.02 0.00 0.00 0.75 0.06
N 105 105 105 105 105 105 105

It can be noted from the table that impression to teacher has a moderate correlation with the grade which
is significant at 0.00 similar to Gabriel (2012). On the other hand Balbalosa (2010), claimed that teacher - related
factors do not affect the performance of the students in Mathematics. Their attitude also correlates at 0.23 which
has minimal significant bearing at p – 0.02 akin to Aguinaldo (2001) while it negates to Gabriel (2012). Success
orientation also established a moderate correlation at 0.31 with p – 0.00. As regards to self-confidence, this is a
significant finding at p – 0.00 level opposite to Gabriel (2012).

Generally, there is a slight significant relationship between impression to Mathematics teacher, attitude,
success orientation and self-confidence to Mathematics performance of the pupils while defense orientation and
the overall Math self-perception show no significant relationship. It may be due to how the environment can
enhance a pupil’s motivation to learn particular things or behave in particular ways that get pupils moving, point
them in a particular direction, and keep them going. Learners often make a concerted effort to learn
meaningfully—and how they might use it in their own lives.

The results imply that there is a need to understand factors associated towards academic achievement
where they can be the defining measurement for pupils to perform well in class. Improvement in pupil
achievement has always been the main concerns in schools. Admittedly, many researchers have completed
extensive study for factor determinant related to pupil performance particularly in Mathematics.

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Table 11.Summary Table on Predictors of Mathematics Performance

95% Confidence
Standa Collinearity
Unstandardized Interval for B Correlations
rdized Statistics
Model Std. Lower Upper Zero-
t Sig. Toler
B Error Beta Bound Bound order Partial Part VIF
ance

1 (Constant) 65.76 3.81 17.26 .00 58.20 73.31

Attitude .67 .72 .09 .93 .36 -.76 2.10 .23 .09 .08 .85 1.18

Success .96 .56 .19 1.71 .09 -.15 2.06 .31 .17 .15 .60 1.66
orientation

Self - 1.18 .66 .21 1.80 .07 -.12 2.48 .39 .18 .16 .59 1.69
confidence

Defense -.25 .39 -.06 -.65 .52 1.03 .52 -.03 -.03 -.06 .84 1.19
orientation

Impressions 1.72 .67 .24 2.58 .01 .40 3.05 .29 .29 .23 .90 1.11
to Math
Teacher
*Significant at 0.05

The table reveals that only the predictor ―impressions to math teacher‖ is significant, at α=0.05. Since the
only predictor found to be significant is the impression to Mathematics teacher, it will be the basis to prepare a
possible intervention program that would probably help teachers get better impressions from pupils and pupils
to increase academic performance.
Thus, appropriate teacher-student relationship is an important means for preventing discipline problem and
fostering professional development, which contributes to the general improvement of learning environment of
the pupils. This is the reason why there is a need to strengthen the impression of Mathematics teacher through
this proposed program. The study proved that the teacher is the predominant figure that can make or unmake
pupils’ success in the classroom.

The result implies that there is a need to enhance teachers’ impression. The school should prepare a
program focused on the different ways on how to develop positive impression to Math teachers. It will foster
good rapport and promote positive pupil-teacher relationship. This intervention program will help teacher to
establish a shared environment that teacher must not be overly possessive or need to complete control of the
children and environment. It allows pupils both responsibility and freedom within the classroom community and
gradually contributes for a relationship of closeness and acceptance.

The program should also aim to provide professional development to enhance teaching pedagogies,
methods of instruction and disciplinary knowledge in Mathematics. The activities are attending trainings,
seminar-workshop on strategies in teaching Mathematics; attend conflict and stress management seminar, active
involvement in Mathematics education, benchmarking and mentoring, and quarterly school-based meetings or
conferences.

Robert J. Marzano (2007) asserted that ―If the relationship between the teacher and the student is good,
then everything else that occurs in the classroom seems to be enhanced‖. In addition, a positive teacher-student

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relationship is key to effective classroom management which establishes a context for high academic
achievement.

CONCLUSIONS

Base on the findings, the following conclusions are drawn:

1. Pupils possess positive attitude towards Mathematics and demonstrate average performance in mathematics.
2. The Mathematics teacher is the only predictor found to be significantly related to the Mathematics
performance of the pupils.
3. There is a need for an intervention program to address the unique needs of pupils to increase impression to
Mathematics teacher .

RECOMMENDATIONS

Teachers should exude warmth and friendliness to make pupils feel at ease with the subject and be
confident that they would be helped to learn and master the competencies in Mathematics

The school heads should encourage Mathematics teachers to engage in continuous professional
development to improve teaching practices and student performance. They should send teachers to trainings,
seminars, conferences and benchmarking to gain new insights on trends and innovations in teaching.

REFERENCES
[1] Aguinaldo, Clemente Jr. M. (2001). ―The Academic Performance of Students, Their Attitudes
Toward Mathematics, and their Perceptions about the Basic Mathematics Courses and their Perceptions about
the Basic Mathematics Courses and their Teachers at Philippine Normal University- Isabela Campus: A
Correlational Study‖. Unpublished Master’s Thesis, University of La Salette, Santiago City
[2] Ayap, Liezl S. (2007). ―Factors Affecting Mathematics Performance of Students of Cabarroguis National
School of Arts and Trades‖. Master’s Thesis.Philippine Normal University, Isabela.
[3] Balbalosa, Jennylyn F. (2010)―Factors Affecting the Mathematics Performance of Laboratory High School of
Laguna State Polytechnic University Academic Year 2009 - 2010‖. Unpublished Master’s Thesis, Siniloan,
Laguna. http://www.slideshares.net/
[4] Del Castillo, Helen P. (2010)―Factors Affecting the Mathematics Performance of Grade III
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