FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF STEM

STUDENTS IN MATHEMATICS 1

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Conceptual Literature

INTEREST

The interest of student has a positive influence on his/her achievement in

Mathematics, in which can be seen from the dedication and efforts of a student in

learning the subject. Having a high level of interest in a particular subject can influence

the level of student achievement and will encourage students to study in depth (Calalang,

2018)

https://www.pressreader.com/

STUDY HABITS

Steinberger & Wagner (2005) distinguish more simply among three intelligences;

the academic-problem solving; the practical intelligence; and creative intelligence; these

three have a peculiar influence of performance. Success in study does not depend on

ability and hard work, but also on effective techniques of study. Individualized method of

studying is used 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 mechanism when

properly embedded will help students understand their own potentials for intellectual

growth and self-direction. It is for this reason that the strategies of proper study habits

among students should be given a prominent.

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PERSONALITY TRAITS

Values and character are indeed caught and not taught. Teachers as models inside

the classroom influence how students view themselves. Students feel supported when the

teacher shows tolerance, energy and care. Students can also feel positive about

themselves when they receive compassion, acceptance and confidence (Meador, 2018)

https://www.philippinesbasiceducation.us/2018/02/the-personality-of-teacher.html

TEACHING SKILLS

According to Julian R. Betts, in Handbook of economics of Education,

2011.Teachers qualification of professionals have a big impact to a learner. This

qualification indicates in what field she/he studied in his/her masters to the doctorate

degree. The teacher professionalism depends on what specific field or subject she/he

teach that he took in college. Teachers experience may affect also to students and to

his/her teaching method or strategy for the student to come up faster and easily.

Teachers can differentiate content, process or strategy to teach a student to learn.

Teachers teaching depend on the capability or level of understanding of a student. In a

scenario of a teacher teaching on how to subtract, some student may learn how to subtract

small digits while others will also learn or know how to subtract bigger digits while other

will not understand at all. Students have different strategy in learning and a teacher can

adjust or change his/her method for a student to cope up with his/her lesson (Tomlinson,

1999).

INSTRUCTIONAL MATERIALS

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According to Siemens (2002) instructional design is the systematic process of

translating principles of learning and instruction into plans for instructional materials and

activities. However, there are many definitions for instructional design and all of them

are expression of underlying philosophies and viewpoints.

2.2 Research Literature

Differentiated Instruction (DI) has been found to be effective in catering to the

individuality of students and at help the students to have positive attitudes about school,

increased engagement in learning, and improved achievement. In the Philippines, random

Grade 7 students were interviewed regarding their experiences on the differentiation of

instruction provided by their Mathematics teachers, which in this study the most observed

differentiations by the respondents are relating real-life situations to the lessons, modified

learning activities, learning activities according to students’ preference, teachers’

assistance during learning activities, and grouping students based on projects and choice

of students. The findings suggest that considering activities based on students’

preference are not enough to ensure that differentiation results to an effective instruction

(Magayon & Tan, 2016)

https://dergipark.org.tr/en/download/article-file/397462

Silao (2018), conducted a study in Kiamba Central School SPED Center, Kiamba,

Sarangani to determine factors affecting the mathematics problem solving skills of

Filipino pupils. In order to determine the level of the mastery of student in math basic

skills, attitude towards mathematics and their parents' involvement in learning, and which

of these factors have a significant relationship with problem solving skills they conducted

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descriptive-correlation study. The result of the study revealed that between problem

solving skills and the pupils' mastery of basic skills, attitude towards mathematics, and

parental involvement there is a significant relationship.

http://www.ijsrp.org/research-paper-0218/ijsrp-p7461.pdf

Furthermore, many students are considered underachievers in mathematics. Some

of them are average or above average in their intelligence but their actual achievement in

mathematics did not coincide to their intellectual capabilities. Suan (2014) conducted a

study that seeks to unearth the factors that affect underachievement in mathematics.

Three suspected identified factors that will scaffold the study; Teacher factor, Student

factor and Environmental factor. First, teacher factor compose of mastery of the subject

matter, instructional techniques and strategies, classroom management, communication

skills, and personality. Second, student factor which include study habits, time

management, and attitude and interests towards mathematics. Lastly, environmental

factor such as parents’ values attitudes, classroom settings, and peer group. Based on the

findings, the factors that affect underachievement in mathematics are the student factors

such as study habits, time management, and attitude towards mathematics are the factors

that affect underachievement in mathematics.

https://worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G

%20010%20-%20%20JOEFEL_Factors%20Affecting%20Underachievement%20in

%20Mathematics_read.pdf

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Heinze A., Reiss K. and Franziska R. (2005) conducted a study that focussed on

students' mathematics achievement and their interest in mathematics as well as on the

relation between these two constructs. The results shows that the development of the

achievement of a student depends on the level of the specific classroom achievement

and therefore on the specific mathematics instruction. Interest in mathematics could be

regarded a predictor for achievement in Mathematics. Moreover, the findings suggest

that the students show hardly any fear of mathematics independent of their achievement

level.

https://link.springer.com/article/10.1007%2Fs11858-005-0011-7

In the recent study of Odiri (2015), they study the relationship of study habits

with Mathematics achievement. The findings of the study, is that study habits influence

students’ achievement in mathematics. It was revealed that students with good study

habit have better achievement compare to those with poor study habit. From the findings,

they discovered that lack of good study habits, results in poor achievement in

mathematics.

https://files.eric.ed.gov/fulltext/EJ1081665.pdf#targetText=Conclusion%20The%20study

%20revealed%20that,those%20with%20poor%20study%20habit.

Lisa Kim et al. (2017) conducted a study about teacher personality and teacher

effectiveness in secondary school. As a result, teacher's neuroticism translates to a

student's weaker self-concept shows that values are indeed contagious. A student saw an

organized teacher are more academically dependable, and a student regarding an

agreeable teacher as a good emotional support, is both not surprising. The fact that a

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teacher's personality does not correlate with a student's academic achievement

demonstrates that a teacher's personality is much more important in a student's socio

emotional development.

https://doi.org/10.1037/edu0000217

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