Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

“A teacher affects eternity: he can never tell where his influence stops.”

- Henry Adams

Teachers play an important role in our society. He is the builder of the nation, a

mentor in knowledge and growth development, responsible in values formation and the

preservation of culture and a molder of a future leader. Teachers are born to teach and to

guide the children to be the future leaders of our country. They are the instrument used by

God to touch the lives of others and to attain quality education.

The teacher often meets problems on the way of executing his duties. She needs a

vastful of patience and perseverance inside the classroom of day-to-day teaching. As a

mother of more than 40 children, sometimes teacher loses their temper. The loud voice and

the mere touch to the pupil is often sensationalized by the society and for this reason,

respect, which the teacher took good care of for a long time is gone. The people condemn

what has been done by the teacher and fail to see the other side of justice and truthfulness.

Attainment of quality education always lies on the hands of the educator. As a

mentor, one must always seek for a new and better ways of teaching through professional

growth, action research or reflective action. Teachers must be equipped with knowledge in
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computers or the modern technology. As of today, children have a wide knowledge in using

computers. Teachers should not be left behind by this new generation equipment in order for

them to be in the modern world of technology. A teacher must be open to try new techniques

and activities and accountable for the pupil’s success as well as failure.

Lastly, of all the works, teaching seems to be the noblest profession of all. We

cannot just take for granted the role that the teacher play, teachers actually hold the future in

their hands without their knowing. This is the legacy they could impart to the generation and

priceless heritage to the nation.(www.orionbataan.com/component/content/article/68-

education/638-the-role-of-teachers-in-society.html)

Background of the Study

Most students in public high schools find Mathematics as a hard subject to deal and

learn. As topics in Mathematics become more difficult, students have hard time to deal and

study Mathematics, but Mathematics is an essential subject that student must understand.

There are numerous factors that affects in learning and understanding mathematics,

especially one of the major factors is the Teachers’ Related factors that have a great impact

in learning Mathematics.

Poor performance in Mathematics is highly observable that most especially in public

schools those students don’t have any interest to learn Mathematics for such reason that it is
 3

hard subject and some teachers are terror that becomes a hindrance to learn and understand

Mathematics.

Theoretical Framework

According to R.A. 7836 known as "Philippine Teachers Professionalization Act of

1994." The State recognizes the vital role of teachers in nation-building and development

through a responsible and literate citizenry. Towards this end, the State shall ensure and

promote quality education by proper supervision and regulation of the licensure examination

and professionalization of the practice of the teaching profession.

Teachers refer to all persons engaged in teaching at the elementary and secondary

levels, whether on full-time or part-time basis, including industrial arts or vocational

teachers and all other persons performing supervisory and/or administrative functions in all

schools in the aforesaid levels and qualified to practice teaching under this Act. (RA 7836,

1994)

Conceptual Framework

The paradigm below illustrates the independent variable which refers to the teachers’

related factors which consists of classroom management, educational qualification, and

personal characteristics while the dependent variable refers to the performance in

Elementary Algebra.
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Research Paradigm

Independent Variable Dependent Variable

I. Profile of the Respondents

a. Age

b. Gender

c. Civil status

d. Interest

II. Teachers’ Related Factors Performance in

a. Classroom Management Elementary Algebra

b. Professional Qualifications

c. Personal Characteristics

Figure 1. The Paradigm of the Study that shows the relationship between variables
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Statement of the Problem

This study aims to know the significant relationship between teachers’ related factors

and the performance in Elementary Algebra as perceive by selected First Year students of

San Pablo City National High School (Main) S.Y. 2012-2013.

Specifically it seeks answers to the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2. Gender;

1.3. Civil Status; and

1.4. Interest in a particular subject?

2. What is the perceive level of the respondents in the teachers’ related

factors in terms of:

2.1. Classroom Management;

2.2. Professional Qualifications; and

2.3. Personal Characteristics?

3. What is the performance level of the respondents in Elementary

Algebra?
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4. Is the respondent’s performance in Elementary Algebra are significantly

related to the following;

4.1. Profile of the Respondents; and

4.2. Teachers’ Related Factors?

Hypotheses

The respondent’s performance in Elementary Algebra is not significantly related to

the following factors;

1. Profile of the Respondents

2. Teachers’ Related Factors

Significance of the Study

This study will serve as guideline standards for the school administrators in hiring

qualified teachers that can impart knowledge to the students and that can handle a class in a

very organized manner and transform a classroom into a conducive learning environment.

On the part of the teacher, they will be aware on how they will handle the classroom

and make it a place where the students may learn things in an enjoyable manner that they
 7

will not be pressure to do the task given by the teacher. Moreover this study will provide

them on understanding the role of a good and effective teacher.

To the students, this study will motivate them to learn Elementary Algebra or other

field of mathematics in a fun-fill and enjoyable manner, this study can also build a

harmonious relationship between the teachers and the students.

To the future researcher, this study will serve as a reference to their study similar to

this study and it will serve a background to their own study to be conduct

Scope and Limitation of the Study

This study will be focusing on the following teachers’ related factors as identified in

terms of: Classroom Management, Educational Qualification and Personal Characteristics of

the Teacher. It also includes the level of respondent’s performance in Elementary Algebra.

This study will be limited to the 110 selected first students of San Pablo City

National High School (Main), S.Y. 2012-2013.

Random sampling will be being used to gather the number of first year students as

respondents of the study, with questionnaire as the main instrument.

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Definition of Terms

For the purpose of clarification, the definition of certain terms that will be used in

this study is hereby given:

Elementary Algebra.A branch of mathematics that deals with studying the

properties of real numbers and linear equations.

Age.It is how many years do the respondents live from birth up to present.

Gender.It tells whether the respondent is female or male.

Civil Status.It tells whether the respondent is single or married.

Interest.It determines the hobbies, likes and dislikes of the respondent.

Classroom Management.It is the strategy used by the teacher on managing the

classroom.

Professional Qualification. It tells whether the teacher has the mastery of the

subject matter.

Personal Characteristics.It tells what kind of attitude the teacher possesses.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This study presents the readings which are related to the problem. Some documents

and materials are cited to serve as frame of reference of the study.

Related Literatures and Studies

Respondents’ Profile

The respondents’ profile in this study consists of: age, gender, civil status and

interest.

Age

According to the study conducted by Castillo (2010) age is one factor why the

students perform well. He also cited the work of Calderon (2000), that age may affect the

particular people performs well in school. Calderon (2000) stated that “the younger the

individual is, the better they perform inside the classroom. They are good in such a way that

they are more conscious in their environment”.

Gender

In the study of Linver, Davis- Kean, Eccles (2002) Work by Eccles, Lord, Roeser,

Barber, and Jozefowicz (1997) found that gender differences in enrolment in advanced
 10

mathematics courses in high school are mediated by gender differences in expectations for

success in math and physics and perceived value of competence in math. Jacobs, Lanaz,

Osgood, Eccles, and Wigfield (2002) found that self-concept of ability and task value in

math decline for both genders between first and twelfth grades with no real difference

between girls and boys trajectories over time. In fact, by the twelfth grade, girls valued

math more than boys when controlling for self-concept of ability in math. This research

might suggest that women should be just as represented in the technology or mathematical

work force as men.

de Ocampo (2011) says that in an OECD study of 43 developed countries, 15- year

old girls were ahead of boys in literacy skills and were more confident than boys about

getting high income job. /in the United States, girls are significantly ahead of boys in writing

ability at all of primary and secondary education. However, boys are slightly ahead of girls

in mathematics ability.

de Ocampo (2011) stated that in some countries within the last the generation, there

has been a significant increase in women accessing tertiary education compared to men. In

the United States in 2005-2006, women earned more Associate’s, Bachelor’s, and Master’s

degrees than men, but men earned more Doctorates. This is repeated in other countries; for

example, women make up 58% of admissions in the UK and 60% in Iran.

Civil Status

Acero (2008), civil status is a state of being married and unmarried. It denotes one’s

reputation or standing in life. Married or wedlock is an interpersonal relationship with

 11

governmental, social, or religious recognition. It is often created as contract or civil

processes. Civil marriage is the legal concept of marriage as a governmental institution. In

relationships, single person is one who is not married or more broadly, who is not in an

exclusive romantic relationship. Not all single people seek out a relationship; however, as

some are content to wait for the right person to enter their lives, while other do not seek

relationship at all.

Interest

According to Pintrich and Schunk (2002) interest refers to a student’s attraction to,

or liking of, a certain subject, such as mathematics or reading and serves as a function of

informing the utility value of a subject, which leads to motivation (Eccles et al., 1998).

Interest is unique in its status. Many researchers consider interest to an initial emotional,

which gradually becomes more cognitive in nature, thus reflecting a motivation belief. This

cognitive state that creates a predisposition to engage in a particular task (Rinninger, 2000).

Neuroscientists posit that interest is an evolutionary trait that has guided adaptive behaviour

through generations of human (Panksepp, 2000).

In the study of Cruzado (2011) cited the work of Sandoval (2008) that an individual

who has higher level of interest to a subject tends to achieve a strongly desired objective that

most likely put much care, concentration, and energy in order to attain one’s goal than those

whose have poor interest. As a result, students with low level of interest toward a subject

matter are expected to employ minimum perseverance and precession in performing a tsk

while those have higher interest tend to put their focus on the task or job and perform well.
 12

Classroom Management

Classroom management is a term used by teachers to describe the process of

ensuring that classroom lessons run smoothly despite disruptive behaviour by students. The

term also implies the prevention of disruptive behaviours. It is possibly the most difficult

aspect of teaching for many teachers; indeed experiencing problems in this area causes some

to leave teaching altogether. In 1981 the US National Educational Association reported that

36% of teachers said they would probably not go into teaching if they had to decide again. A

major reason was "negative student attitudes and discipline”. Solving Discipline Problems

Charles H Wolfgang and Carl D Glickman 1986 (Allyn and Bacon)

Classroom management is closely linked to issues

of motivation, discipline and respect. Methodologies remain a matter of passionate debate

amongst teachers; approaches vary depending on the beliefs a teacher holds

regardingeducational psychology. A large part of traditional

classroom management involves behaviours modification, although many teachers see

using behavioural approaches alone as overly simplistic. Many teachers establish rules and

procedures at the beginning of the school year.

According to Gootman (2008), rules give students concrete direction to ensure that

our expectation becomes a reality. Gootman, Marilyn E. The caring teacher's guide to

discipline: helping students learn self-control, responsibility, and respect.

 13

According to Moskowitz& Hayman (1976), once a teacher loses control of their

classroom, it becomes increasingly more difficult for them to regain that control.

Moskowitz, G., & Hayman, J. L., Jr. (1976).

Also, research from Berliner (1988) and Brophy& Good (1986) shows that the time

that teacher has to take to correct misbehaviour caused by poor classroom management

skills results in a lower rate of academic engagement in the classroom, Berliner, D. C.

(1988). Effective classroom management and instruction: A knowledge base for

consultation. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational

delivery systems: Enhancing instructional options for all students.

Professional Qualification

In the study of Deleña (2012) stated the study of Quisido (2001) with regard to the

effect of educational attainment found out that the employee with higher level of education

places greater importance on work values.

Deleña (2012) cited the work of De Leon (2003) that educational attainment, a

professional is one who through a difficult and long process, mastered an esoteric but useful

body systematic knowledge, complete theoretical training before entering a practice of

apprenticeship and received a degree of license from a recognized institution.

Franco (2004) found out that pupils under a teacher with higher educational

attainment achieved better. This was reinforced by the idea of Diciano (2001) when she

claimed that the educational attainment was significantly related to teacher’s performance,

cited in the study of Deleña (2012).

 14

In the study of Arum (2008), he says that it is surprising because educational

attainment has become an increasingly important determinant of life course outcomes –

including employment, marriage and incarceration (Fischer and Hout 2006, Pettit and

Western 2004, Goldin and Katz 2000, Mare 1991) – and in modern societies, sociologists

have long recognized that schooling functions as the primary non-familial social institution

responsible for socializing children and young adults to behave in a conventional law

abiding fashion (Durkheim 1973).

Indeed prior research has consistently shown that delinquent and criminal behavior

are strongly associated with a variety of education related variables, including grades

(Hirschi 1969; Kercher 1988), dislike for school (Gottfredson 1981; Sampson and Laub

1993), school misbehavior (Wilson and Herrnstein 1985) and educational attainment

(LaFree and 2Drass 1996; Freeman 1996; Lochner and Moretti 2001). But despite the

institutional importance of schools and their centrality to explanations of crime, we know

little about their association with incarceration risk.

Personal Characteristics

In the study of Tella (2008) as previously indicated teachers have the ability to

evaluate their own instructional effectiveness and be professionally responsible for teaching

by accepting responsibility for pupils learning and behaviours (Porter & Bryophyte, 1988).

Further, since “the essence of teaching is human interaction” (Dwyer & Villegas, 1993,

p.10), All teachers must continuously refine and enhance their skills of communication and

collaboration. Personal and professional attributes that have been identified as being
 15

representative of teachers include: the ability to show a genuine interest in teaching and

enthusiasm for learning., a pride one’s personal appearance, Skills in adapting to change,

accepting responsibility for actions both inside and outside the classroom, the desire to take

a cooperative approach towards parents and school personnel, punctuality and regularity in

attendance and the ability to establish a genuine rapport with pupils.

Performance

The performance of students in mathematics is a great concern of the society.

According to Awokoya (1975) and Fafunwa (1980) , they both agreed in different

researches that we live in a world where science and technology have become an integral

part of the world culture.

Mollasgo (2012) cited the work of Ashcraft (2002 defines mathematics anxiety as a

“felling of tension, apprehension, or fear that interferes with mathematics performance”.

Ashcraft (2002) suggest that highly anxious mathematics students will avoid situations in

which they have to perform mathematical equations. Unfortunately, mathematics avoidance

results in less competency, exposure and mathematics practice, leaving students more

anxious and mathematically unprepared to achieve. In college and university, anxious

mathematics students take fewer mathematics courses and tebd to feel negatively towards

mathematics. In fact Ashcraft (2002) found that the correlation between mathematics

anxiety and variables such as confidence and motive are strongly negative.
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Chapter 3

RESEARCH METHODOLOGY

This chapter presents and explains the procedures that will be used in conducting this

study. It discusses the locale of the study, the research design, population and sampling,

research instrumentation, data gathering procedure and the statistical treatment.

Research Design

This study will uses descriptive design of research utilizing questionnaire to

determine the level of perception towards the teacher’s related factors and the performance

of the respondents in elementary algebra.

Population and Sampling

This study will be conducted at San Pablo City National High School (Main). The

chosen respondents were from the first year high school enrolled in the aforementioned

school during school year 2012-2013. The entire numbers of chosen respondents are one

hundred ten (110).

Research Instrument

The research instrument that is being used is a research-made questionnaire. The

questionnaire will ask the profile of the respondents. Their age, gender, civil status, interest

and their general grades in elementary algebra of school year 2012-2013.

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Data Gathering Procedure

The giving out of a research- made questionnaire to the respondents will be made

personally by the researcher to solicit the needed data.

The researcher first secures a letter to the respondents asking for their cooperation

and honest response about the study to be undertaken. The aforementioned letter will

beattached together with the survey questionnaire. Subsequent to that, questionnaires are

distributed and collected from the selected respondents. The researcher provides one

hundred ten (110) copies of survey questionnaires that are suited for each respondent.

After the questionnaire are being retrieved, coded and tallied, statistical procedures

followed and then the analyses and interpretation of data will be established.

Statistical Treatment

To answer the problems posited in this study, the data will be gathered and subjected

to the statistical treatment and employed the following statistical tools:

Simple descriptive statistics like frequency count and percentage for the person-

related information of the respondents such as age, gender, civil status, address, ethnic

origin, religion and interest. The grade of the respondents during 1st and 2nd grading period

will be also asked.

To find out the relationship of the identified variables to the dependent variables,

Pearson Product Moment correlation will be used, testing its significance at 0.05level.
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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presets the tabulated data, its analysis and interpretation based on the

statistical treatment used.

The presentation of data followed the sequence of the major problem stated in the

study namely, the respondent’s profile in terms of their Age, Gender, Civil Status, Grade

and Interest. Next is the level of Perception of the respondents in the different teachers’

related factors. The last part is the performance of the respondents in Mathematics.

I. Profile of the Respondents

The respondents of this study were composed of 110 selected students from the First

Year High School of San Pablo City National High School (main). They were distributed in

terms of their age, gender, civil status, general grades in Mathematics and their interest

during the School Year 2012-2013.

A. Age

Figure2.Distribution of Respondents based on their Age

 19

The distribution of the respondents according to age is presented on Figure 2. It can

be gleaned from the figure that most of the respondents are 13 years old having a frequency

of 52%. Students who are 14 years old constituted 20% of the respondents. Students with an

age of 17 years old and above comprise 13% of the respondents. Those students who are 16

years old have 8% of the respondents. Only 7% of the respondents were 15 years old.

B. Gender

Figure3.Distribution of Respondents based on their Gender

The distribution of the respondents according to Gender is depicted on Figure 3.

According to the figure, majority of the respondents are females having a percentage of 58%

while 42% of the respondents are males.

C. Civil Status

Figure4. Distribution of Respondents as to their Civil Status

 20

The distribution of the respondents according to their civil status is shown in

Figure 4. Most of the respondents (98 %) are single, while 2% of the respondents are

married.

D. Interest

Figure 5.Distribution of Respondents as to their Interest

The distribution of the respondents according to their interest is shown in Figure 5.

Majority of the respondents like mathematics with a percentage of 74% and only 26% of the

respondents do not like mathematics.

II. Perception of the respondents on different Teachers’ Related Factors

Table 1.Perception of the Respondents on the Classroom Management

Indicators Mean Standard Verbal

Deviation Interpretation

1. The teacher has classroom 4.309 0.926 Strongly Agree

control.

2. The teacher has classroom 4.391 0.767 Strongly Agree

discipline.

3. The teacher uses proper seating 4.391 0.858 Strongly Agree

arrangement.
 21

4. The teacher makes the 4.255 0.999 Strongly Agree

classroom conducive for
learning.
5. The teacher makes the 4.373 1.091 Strongly Agree
classroom discussion
cooperatively and interactively.
6. The teacher sets rules and 4.545 0.686 Strongly Agree
regulations.

7. The teacher gives appropriate 4.545 0.971 Strongly Agree

punishment.

Overall 4.355 0.625 Strongly Agree

Legend: 4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree
2.61 – 3.40 Uncertain
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree

Table 1 depicted that the respondents do ‘strongly agree’ on the indicators, ‘The

teacher has classroom control,’ ‘The teacher has classroom discipline,’ ‘The teacher uses

proper seating arrangement’, ‘The teacher makes the classroom conducive for learning’,

‘The teacher makes the classroom discussion cooperatively and interactively’, ‘The teacher

sets rules and regulations’, and ‘The teacher gives appropriate punishment’ as shown by the

mean values of 4.309, 4.319, 4.319, 4.255, 4.373, 4.545 and 4.545respectively; and a standard

deviations of 0.926, 0.767, 0.858, 0.999, 1.091, 0.686 and 0.971 respectively. To summarize

the Table 1, the respondents ‘strongly agree’ that their teacher have good classroom

management as proved by the weighted mean of 4.355 and a standard deviation of 0.625,
 22

which is less than 1.0 that confirmed the homogeneity in the respondents’ answer. This

implied that the teacher’s classroom manage does not affect the students’ performance.

Table 2.Perception of the Respondents on the Professional Qualifications

Indicators Mean Standard Verbal

Deviation Interpretation

1. The teacher has the mastery of 4.473 0.798 Strongly Agree

subject matter.

2. The teacher has professional 4.236 0.938 Strongly Agree

competency.

3. The teacher practices 4.336 0.805 Strongly Agree

professional qualities.

4. The teacher does his/her 4.427 0.953 Strongly Agree

responsibility in the classroom.

5. The teacher attains higher 4.391 0.847 Strongly Agree

educational level.

6. The teacher uses appropriate 4.282 0.869 Strongly Agree

instructional materials.

7. The teacher solves conflicts 4.245 0.930 Strongly Agree

encountered by his/her
students.
Overall 4.342 0.653 Strongly Agree

Legend: 4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree
2.61 – 3.40 Uncertain
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree
 23

Table 2 showed that the respondents do ‘strongly agree’ on the indicators, ‘The

teacher has the mastery of subject matter’, ‘The teacher has professional competency’, ‘The

teacher practices professional qualities’, ‘The teacher does his/her responsibility in the

classroom’, ‘The teacher attains higher educational level’, ‘The teacher uses appropriate

instructional materials’, and ‘The teacher solves conflicts encountered by his/her students’

with a mean values of 4.473, 4.236, 4.336, 4.427, 4.391, 4.282 and 4.245 respectively; and a

standard deviations of 0.798, 0.938, 0.805, 0.953, 0.847, 0.869 and 0.930 respectively. To

summarize Table 2, the respondents do ‘strongly agree’ that their teacher is professionally

qualified proved by the weighted mean of 4.342 and a standard deviation of 0.653 which

isless than 1.0 that confirmed the homogeneity in the respondents’ answer. This implied that

their teachers’ professional qualifications do not affect their performance.

Table 3.Perception of the Respondents on the Teacher’s Personal Characteristics

Indicators Mean Standard Verbal

Deviation Interpretation

1. The teacher practices proper 4.645 0.584 Strongly Agree

grooming before entering the
classroom.
2. The teacher is punctual. 4.409 0.721 Strongly Agree

3. The teacher makes 4.391 0.755 Strongly Agree

himself/herself available all the
time.
4. The teacher motivates his/her 4.427 0.862 Strongly Agree
students to study.

5. The teacher guides the students 4.445 0.934 Strongly Agree

in the teaching learning
process.
 24

6. The teacher has self- control. 4.373 0.917 Strongly Agree

7. The teacher has intrapersonal 4.427 0.893 Strongly Agree

and interpersonal relationship
with his/her students.
Overall 4.445 0.577 Strongly Agree

Legend: 4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree
2.61 – 3.40 Uncertain
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree

Table 3 revealed that the respondents do ‘strongly agree’ on the indicators, ‘The

teacher practices proper grooming before entering the classroom’, ‘The teacher is punctual’,

‘The teacher makes himself/herself available all the time’, ‘The teacher motivates his/her

students to study’, ‘The teacher guides the students in the teaching learning process’, ‘The

teacher has self- control’, and ‘The teacher has intrapersonal and interpersonal relationship

with his/her students’ with a mean values of 4.645, 4.409, 4.391, 4.427, 4.445, 4.373 and

4.427 respectively; and a standard deviations of 0.584, 0.721, 0.755, 0.862, 0.934, 0.917 and

0.893. To summarize Table 3, the respondent do ‘strongly agree’ that their teachers

possesses good personal characteristics as proved by a weighted mean of 4.445 and a

standard deviation of 0.577 which isless than 1.0 that confirmed the homogeneity in the

respondents’ answer. This implied that teacher’s personal characteristics do not affect the

respondents’ academic performance.

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III.Mean Performance of Respondents in Grade 7 Mathematics( Elementary Algebra)

Figure 6.Distribution of Respondents as to their Grade

Mean Grade Standard Deviation Verbal Interpretation

80.36364 3.871152 Average

Legend: 92.81 – 100.00 Excellent
85.61 – 92.80 Above Average
78.41 – 85.60 Average
71.21 – 78.40 Below Average
65.00 – 71.20 Poor

As shown in Figure 6, majority of the respondents have a grade of 79-85 having a

percentage of 55%, followed by 72-78 with a percentage of 32%, 86-92 having a percentage

of 12% and few students who have a grade of 93-100 with a percentage of 1% only, but

none of respondents got a grave of 65-71.

Grade is the basis of the teacher in measuring how well the students perform inside

the classroom; it will provide the teachers as well as the students the opportunity to have an

idea of the improvement in performance of everyone. On the teacher of course, if the

 26

students continuously humanizing, the honor will be on the teacher, because it only means

that he/she is an effective one. On the part of the students they will have the realization on to

what part do they still need to put extra effort.

And as shown in Figure 6 majority of the respondents have an average knowledge on

Elementary Algebra and only few students are performing above average.

IV. Correlation Analysis between the Profile of the Respondents and Perceptions of the

Students on Teachers’ Related Factors to their Grades in Elementary Algebra

Table 4.Correlation Analysis between the Respondents’ Profile and their Performance

in Elementary Algebra

r-value p – value Verbal Interpretation

Age 0.14 0.14 not significant

Gender 0.08 0.41 not significant

Civil Status 0.12 0.21 not significant

Interest 0.37 0.00 Significant

p< 0.05 significant
p> 0.05 not significant

The correlation analysis between the profile of the respondents such as; age, gender,

civil status, and interest to their performance in Elementary Algebra is illustrated in Table 4.

The table shows that among the profile of the respondents only their interest is significantly

related their performance in Elementary Algebra with r-value of 0.37 and p-value of 0.00.
 27

Table 5.Correlation Analysis between the Perceived Teachers’ Related Factors and

Respondents’ Performance in Elementary Algebra

r-value p – value Verbal Interpretation

Classroom Management 0.07 0.47 not significant

Professional Qualifications 0.06 0.50 not significant

Personal Characteristics 0.04 0.70 not significant

p< 0.05 significant
p> 0.05 not significant

The correlation analysis between the perceived teachers’ related factors such as;

classroom management, professional qualifications and personal characteristics to their

performance in Elementary Algebra is illustrated in Table 5. The table shows that among all

those teachers’ related factors are not significantly related their performance in Elementary

Algebra.
 28

Chapter 5

SUMMARY, CONCLUSIONS AND FINDINGS

This chapter presents the summary of the study, its findings and the conclusions

drawn based on the results with corresponding recommendations.

Summary

This study focused on the perceptions of the first year high school of San Pablo City

National High School (Main). The study utilized the content analysis technique under

descriptive method of researchers wherein 110 selected students from 16 sections of first

year high school were chosen. The type of research instrument used in this study was a

survey questionnaire made by the researcher and was composed of two main parts. It took

almost 2 weeks for the researcher to retrieve the questionnaire from the target respondents. It

was then analyzed, tabulated and encoded using a simple descriptive technique such as

frequency count, percentage, weighted mean and standard deviation. The test of difference

was used to know the difference between the perceptions of the respondents. On the other

hand, correlation was used to know the relationship between the perceptions of the selected

first year high school on different teachers’ related factors and their perfomance in

Elementary Algebra.
 29

Specifically this study aimed to answer to the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2. Gender;

1.3. Civil Status; and

1.4. Interest in a particular subject?

2. What is the perceive level of the respondents in the teachers’ related

factors in terms of:

2.1. Classroom Management;

2.2. Professional Qualifications; and

2.3. Personal Characteristics?

3. What is the performance level of the respondents in Elementary

Algebra?

4. Is the respondent’s performance in Elementary Algebra are significantly

related to the following;

4.1. Profile of the Respondents; and

4.2. Teachers’ Related Factors?

 30

To determine the difference between the perceptions of selected first year high

school, on Teachers’ Related Factors and their Performance in Elementary Algebra, test of

difference and correlation analysis were obtained using the SPSS12.0.

Significant Findings

The significant findings of the study are as follows:

1. The majority of the respondents were 13 years old 52% of the respondents. This

shows that majority of the respondents were at suitable age for first year high school.

Majority of the respondents were females having 58% of the respondents while the

male students were 42% of the respondents.

Majority of the respondents were single having 98% of the respondents while 2% of

the respondents are married.

Majority of the respondents like mathematics with a percentage of 74% and only

26% of the respondents do not like mathematics.

2. The study revealed that the respondents do ‘strongly agree’ on the indicators, ‘The

teacher has classroom control,’ ‘The teacher has classroom discipline,’ ‘The teacher

uses proper seating arrangement’, ‘The teacher makes the classroom conducive for

learning’, ‘The teacher makes the classroom discussion cooperatively and

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interactively’, ‘The teacher sets rules and regulations’, and ‘The teacher gives

appropriate punishment’. This implied that the teacher’s classroom manage does not

affect the students’ performance.

3. The study showed that the respondents do ‘strongly agree’ on the indicators, ‘The

teacher has the mastery of subject matter’, ‘The teacher has professional

competency’, ‘The teacher practices professional qualities’, ‘The teacher does his/her

responsibility in the classroom’, ‘The teacher attains higher educational level’, ‘The

teacher uses appropriate instructional materials’, and ‘The teacher solves conflicts

encountered by his/her students’. This indicates that their teachers are professionally

qualified.

4. The revealed that the respondents do ‘strongly agree’ on the indicators, ‘The teacher

practices proper grooming before entering the classroom’, ‘The teacher is punctual’,

‘The teacher makes himself/herself available all the time’, ‘The teacher motivates

his/her students to study’, ‘The teacher guides the students in the teaching learning

process’, ‘The teacher has self- control’, and ‘The teacher has intrapersonal and

interpersonal relationship with his/her students’. This implied that their teachers do

have good personal characteristics.

5. In terms of grade majority of the respondents have a grade of 79-85 having a

percentage of 55%, followed by 72-78 with a percentage of 32%, 86-92 having a

percentage of 12% and few students who have a grade of 93-100 with a percentage

of 1% only, but none of respondents got a grave of 65-71.

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6. The study showed that among the profile of the respondents only their interest is

significantly related their performance in Elementary Algebra with r-value of 0.37

and p-value of 0.00.

7. The study revealed that among all those teachers’ related factors are not significantly

related their performance in Elementary Algebra.

Conclusions

After careful analysis of the data, the following conclusions were drawn:

1. Among the said profile of the respondents only interest is significantly related to the

perfomance of selected first year high school of San Pablo City National High

School. Therefore, the null hypothesis posted in this study is partially accepted.

2. There is no significant relationship between the perceived teachers related factors

and the performance of mathematics in terms of classroom mangement, profesional

qualifications and personal characteristics of the teacher. Therefore, the null

hypothesis posted in this study is accepted.