Factors influencing the Mathematics Achievement of Grade 11

STEMStudents in the New Normal

A Research Study

Presented to

The Faculty of Senior High School

STI West Negros University

Bacolod City

In Partial fulfillment of the Requirements in

APPLIED 1014 (Practical Research 2)

Rhea Kiana Marie Alunan

Stephanie Billones
Jovelle Faith Blase
Ma. Cristina Callada
Robelyn Casipe
Danica Escala
Andy Formacion
Mary Joy Galicia
Eugenio Jan Herrera
Loraine Mae Miranda
Norlyn Joy Panesa
Jem Shallom Repogio
Joseph Salamanes
Raver Santiago
Princess Kaye Torres

May 2021

1
 STATEMENT OF APPROVAL

This is in partial fulfillment of the requirements in APPLIED1012

(Inquiries, Investigations, and Immersion). This research study entitled

“Factors influencing the Mathematics Achievement of Grade 11 STEM

Students in the New Normal” has been prepared and submitted by Rhea

Kiana Marie Alunan, Stephanie Billones, Jovelle Faith Blasé, Ma. Cristina

Callada, Robelyn Casipe, Danica Escala, Andy Formacion, Mary Joy

Galicia, Eugenio Jan Herrera, Loraine Mae Miranda, Norlyn Joy Panesa,

Jem Shallom Repogio, Joseph Salamanes, Raver Santiago, and Princess

Kaye Torres who hereby recommended for oral examination.

Miss Rialyn Baja

Research Adviser

Approved by the Committee on Oral Examination with the rating of _____.

Accepted and Approved in partial fulfilment of the requirements in

APPLIED1012 (Inquiries, Investigations, and Immersions).

REY T. ESLABON, PhD, FRIEDr

Senior High School Principal

2
 Abstract

This study aims to identify the Factors influencing the Mathematics

Achievement of Grade 11 STEM Students in the New Normal. The study

employed descriptive design. Data were collected through student’s

questionnaire Students were asked to respond to a 5-point scale, on the

questionnaire that includes curriculum, instructional strategies and methods,

teacher competency, and innate mathematical ability. Responses of 110 Grade

11 STEM students from STI West Negros University were analyzed. The

assembled information was dealt with frequency count, percentage, weighted

mean and Kruskal Wallis Test. The findings revealed that the Level of

Curriculum, Instructional Strategies and Methods, Teacher Competency, and

Innate Mathematical Ability were Satisfactory. The findings also show that

Parents’ Highest Educational Attainment has been shown to be a factor in

Academic aAchievement.

On the other hand, the finding shows that there is no significant

difference in all the areas when grouped according to sex. Results also revealed

that materials or the strategy that the teacher uses in their mathematics class

contributes on the effectiveness of the students learning on their math

subjects. Finally the research draws conclusion and recommendation based on

how achievements affect the life of the students specifically Grade 11 STEM

students. The Teacher Competency is being indicated as one of the most

outstanding and effective in teaching Stem students. These factors signify the

3
differences in influencing the mathematical achievement of Grade 11 STEM

students without leaving them some emotional distress.

4
 Acknowledgement

This study was successful because of the help of the following persons:

First and foremost, praises and thanks to the God the Almighty, for His

showers of blessings throughout our Research, for guiding us, providing us

strength, and knowledge and wisdom to overcome the challenges and

hindrances that we have faced and for leading us to the success of our

Research.

Second, the researchers would like to express their sincere gratitude to

the Senior High School Dean, Doc. Rey Eslabon of STI West Negros University,

for giving us the opportunity to initiate research and for providing us

invaluable guidance throughout this research.

Third, we would also like to extend our gratitude to Miss Rialyn Baja,

LPT, who taught us information to carry out the research and to present the

research works as clearly as possible. It was a great privilege and honor to

work and study under her guidance.

Lastly, to our families and friends, for their unrelenting moral support for

us emotionally and physically, our sincere thanks. This research will not be

successful without your help.

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 Dedication

First, the researchers would like to dedicate this study to all students of

this university who keep on striving in their studies despite of this pandemic.

We hope that this study can help enlighten, encourage, and inspire the next

generation of the students in later days.

Secondly, to our Mentors who has been patient and diligent in guiding us

while doing our Research that has pushed us through amidst this crucial

school year.

Third, this study is also dedicated to all researchers in the latter days

that this might help and support their further research.

Most of all to our Heavenly Father who sustained our strength while we

persist to accomplish this research. We are also grateful for the knowledge,

wisdom, and understanding that he bestowed on us in order for us to compile

all of these facts that are visible on this research.

To God be the glory!

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 Table of Contents
Title Page i
Approval Sheet ii
Abstract iii
Acknowledgement iv
Dedication v
List of Tables and Figures vi
Chapter I – Introduction 1
Background of the Study 1
Statement of the Problem 2
Hypothesis 3
Assumptions 3
Study Variables, Indicators and Categories 3-4
Theoretical Framework 4-5
Conceptual Framework 5
Scope of the Study 6
Significance of the Study 6-7
Definition of Terms 7-

11
Chapter II – Review of Related Literature
Conceptual Literature 11
Foreign 12-

14
Local 15-

18
Research Literature
Foreign 18-

22
Local 22-

25
Synthesis 26
Chapter III – Methodologies
Research Design 26
Locale of the Study 26-

27
Respondents of the Study 27
Research Instrument 28
Validity 29

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 Reliability 30
Data Gathering Procedure 31
Analytical Scheme 31-

32
Statistical Tools 32-

34
Chapter IV – Presentation, Analysis and Interpretation of 34-

Data 68
Chapter V – Summary of Findings, Conclusions and 68-

Recommendations 69
Summary of Findings 69
Conclusions 69-

70
Recommendation 71-

73
Appendices 75-

96
Curriculum Vitae

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 CHAPTER 1

INTRODUCTION

Background of the Study

Most people today still believe that mathematics is all about

computation. However, computation for mathematicians is merely a tool for

comprehending structures, relationships, and patterns of mathematical

concepts.[ CITATION Gun16 \l 1033 ]

Lives’ of Science, Technology, Engineering, and Mathematics Students

are depending on the survival for grades rather than having a lot of

achievements. The far the student excels, the more pressure he/she suffers.

Achievement is not just a word but also a way of making the self-proud of what

the self does in order to have the rewards fulfilled. The quality of teaching and

learning in mathematics is a major challenge for the student and for educators.

[ CITATION DrP16 \l 1033 ]

A lot of factors affect the achievement of STEM students in the

mathematic subject. Having a strong family tradition may also trigger the

achievement of a student. Also, the mindset that makes the student think that

he/she needs to keep on achieving something in order to unleash the chain of

poverty. Some students make the word "achievement" as his/her hobby.

Mathematics is indeed a serious and complicated subject. However, for

9
students that have dreams to achieve something in the future, then it is just a

challenge.

The right motivation for students to achieve their achievement in any

subjects like Mathematics is caring for the student's mental and physical

health. The greatness starts within the student's mind and how it develops to

his physical and normal life. By doing this, we can figure out how achievement

affects the lives of STEM students.

Statement of the Problem

Generally, this study aimed to determine the factors influencing

Mathematics Achievement of Grade 11 STEM students of STI West Negros

University enrolled in the 1 st Semester of School Year 2020-2021 in the New

Normal.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the respondents when grouped according to the

following variables?

a. Sex

b. Parents’ Highest Educational Attainment

c. Average Family Monthly Income

2. What is the level of the factors influencing Mathematics achievement of

the respondents when grouped according to the following areas?

a. Curriculum

b. Instructional Strategies and Methods

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 c. Teacher Competency

d. Innate Mathematical Ability

3. What is the level of the factors influencing Mathematics achievement of

the respondents when grouped according to the aforementioned

variables?

4. Is there a significant difference in the level of the factors influencing

Mathematics achievement of the respondents when grouped according to

the aforementioned variables?

Hypothesis

There is no significant difference in the level of the factors influencing

Mathematics achievement of the respondents when grouped according to the

aforementioned variables.

Assumption of the Study

The factors that influences the mathematical achievement of Grade 11

STEM students in new normal varies to a certain level.

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 Study Variables, Indicators and Categories

This table presents the study variables, indicator and category that the

researchers used in order to obtain the objectives of the study.

Variables Indicators Categories

Biological or physical
Male
Sex distinction
between a man and a woman. Female

Parent’s highest The educational Elementary level

educational attainment of the parent High school graduate
attainment during his/her time. College graduate

Average family Earned per person in a

monthly income given area (city, region,
country, etc.) in a
  specified month.  
Higher (9938 and
above)
Lower (9937 below)

Theoretical Framework

This study was anchored on the Self- Concept Theory, as discussed by

Sincero (2012), which mentioned three aspects of self-concept. First, Self-

concept is learned. First, Self-concept is learned, individuals develop the self-

concept and can be changed, which the surrounding environment affects

(Zimmerman, 2013). Second, Self-concept is organized. One may look at him in

different ways, but there is one perception that will help the individual organize

these perceptions. Third, Self-concept is dynamic. As individuals experience

different situations in life, their beliefs may change depending upon what kind

of situation he experiences and how they respond to these experiences. Self-

concept and academic performance have a bidirectional and mutually

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influential relationship. If either of these componentswill change, the whole

system changes until it finds balance. Self-concept theory plays an important

role in our overall wellness.

This theory is convenient for this research and will help individuals,

specifically, the Grade 11 STEM students during their academic stage.It will

lead them to success in educational environments, social, and emotional

situations. The Self- Concept Theory focuses on an individual's collection of

self-perception, as well as his perceptions to his relationships with others and

other aspects of existence. Researchers used Self- Concept Theory because it is

based on the students themselves referred to how a person thinks about,

evaluate, or perceive themselves. Self- Concept Theory is generally thought of

as individual perceptions of behavior, abilities, and unique characteristics.

Researchers used the Self- Concept theory because the academic achievements

of students were influenced by their selves. The students' self-concept was

defined as their perceptions of their capabilities to achieve or succeed on

academic tasks. This theory is also to identify and challenge beliefs and

relationship that includes the traits and other characteristics.

Conceptual Framework

This study was focused on Factors Influencing Mathematical

Achievement of Grade 11 STEM Students in New Normal. The variables in this

study includes: Sex, Average Family Monthly Income, and Parents’ Highest

Educational Attainment of the student. The main areas to consider in

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determining the Factors Influencing Mathematical Achievement of Grade 11

STEM Students in New Normal is on curriculum, instructional strategies and

methods, teacher competency and innate mathematical ability.

The Factors Influencing Mathematical Achievement of Grade 11 STEM

Students will be measured in a continuum of a 5- part scale with the following

range: 5 as the highest as “Outstanding”, 4 “Very Satisfactory”, 3 “Satisfactory”

2 “Unsatisfactory” and below 1 “Poor”.

Scope of the Study

Descriptive research design was used to determine the level of Factors

influencing the Mathematics Achievement of Grade 11 STEM Students in the

New Normal in STI West Negros University, Bacolod City during the School

Year 2020-2021. As a basis of the formulation of the intervention plan, a total

of eighty- six (86) students will be chosen to answer a research- made

instrument and data gathering as the statistical tools. Descriptive and

comparative will be used for analytical schemes.

Significance of the Study

The researchers believed that the result of the study conducted will be

beneficial for the following:

Teachers. The result of this study will benefit them by improving their

strategies in teaching to motivate children to achieve more Mathematics

achievement and integrate extrinsic rewards as an effective way of learning.

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 STEM Students. This study is beneficial to every student whereas they

can learn with this conducted study the factors influencing their Mathematics

Achievement in the New Normal.

Researchers. This research might give the researchers an idea about the

Factors influencing the Mathematics Achievement of Grade 11 STEM Students

in the New Normal. The researchers are trying to figure out some answers

about the levels of the factors influencing the Mathematics Achievement of the

STEM students according to the different variables and areas.

Future Researchers. This research will be a useful reference for the

researchers who would plan to make any related study.

Definition of Terms

The following terms were defined conceptually and operationally to

provide clearer and understandable concepts related to the study:

Academic Achievement. It represents performance outcomes that

indicate the extent to which a person has accomplished specific goals that were

the focus of activities in instructional environments, specifically in school,

college, and university (Steinmayt, et al., 2014).

In this study, academic achievement is the current level of a student's

learning in mathematics.

Average Family Monthly Income. Average (or mean) household income

on the other hand is calculated by dividing the total household income in the

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target geography by the number of households. Average household income is

the income that all households would have if the total income of all households

combined was equally distributed among all households (Rost, 2018).

Operationally, Average Family Monthly Income consists of all receipts,

whether financial or in-kind (goods and services), that are received by the

household or by individual members of the household every month, but

excludes bonus gains and other such irregular and typically one-time receipts.

Curriculum. A curriculum usually contains a statement of aims and of

specific objectives; it indicates some selection and organization of content; it

either implies or manifests certain patterns of learning and teaching. (Curzon,

2004)

In this study, this refers to the lessons and academic content taught in a

school or in a specific course or program.

Educational Attainment.Educational attainment is only a narrow

snapshot of possible measures relating to an individual’s educational

experience (Smith, 2005).

In this study, it is obtained by derivation from the responses to questions

on the 'Level of highest non-school qualification' and on the 'Highest year of

school completed'.

Factor. Factors are the variables that experimenters control during an

experiment in order to determine their effect on the response variable. A factor

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can take on only a small number of values, which are known as factor levels.

Factors can be a categorical variable or based on a continuous variable but

only use a limited number of values chosen by the experimenters. (Frost, 2021)

In this study, the term factor was used to refer to those teacher and

parental aspects or elements or characteristics that influence the academic

performance of students.

Innate Mathematical Ability. Innate Mathematical Ability is a human

construct, which may be defined cognitively or pragmatically, depending on the

purpose of definitions. Mathematical ability can then be defined as the ability

to obtain, process, and retain mathematical information (Krutetskii 1976;

Vilkomir and O’Donoghue 2009) or as the capacity to learn and master new

mathematical ideas and skills (Koshy et al. 2009).

In this study, it refers to the ability to recognize and exploit hidden

structure in figures. Ability whether learnt or perceived as natural capability to

process numerical data and conclude a mathematical calculation based on that

data.

Influence. Influence itself is undergoing reexamination to better

understand the diversity in perceived and actual social capital and the effects

of conversations across first degree social graphs (Solis,2010)

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 Operationally, it is the power to affect, control or manipulate something

or someone; the ability to change the development of fluctuating things such as

conduct, thoughts or decisions.

Instructional Strategies and Methods. Instructional strategies are

techniques teachers use to help students become independent, strategic

learners. These strategies become learning strategies when students

independently select the appropriate ones and use them effectively to

accomplish tasks or meet goals. (Alberta Learning, 2002)

Operationally, these include inquiry method, peer tutoring and project

method. This method encourages students to come up with their own ideas

and understanding by carrying out different activities in different topics of their

study.

Mathematics. It is the science that deals with the logic of shape,

quantity and arrangement (Hom, 2013).

In this study, mathematics may be studied in its own right (pure

mathematics), or as it is applied to other disciplines such as physics and

engineering (applied mathematics).

New Normal. The new normal is conceptually about a new set of social

contact norms, such as maintaining a one and a half meter distance from all

strangers in any public space at all times. ( Janssens,2020)

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 Operationally, this refers to a modality where learning takes place

between the teacher and the learners who are geographically remote from each

other during instruction.

Sex. Sex is a key biological variable that should be considered in all

basic physiological and biological research. (Torgrimson & Minson, 2005)

In this research, sex is used to define the differences between male and

female of Grade 11 STEM students of STI West Negros University who were the

respondents of the study.

STEM. STEM is a curriculum based on the idea of educating students in

four specific disciplines — science, technology, engineering and mathematics —

in an interdisciplinary and applied approach (Hom, 2014).

Operationally, STEM is an approach to learning and development that

integrates the areas of science, technology, engineering and mathematics.

Teacher Competency. Teacher Competency is defined as an integrated

set of personal characteristics, knowledge, skills, and attitudes that are needed

for effective performance in various teaching contexts. (Tigelaar et al., 2004).

In this research, teacher competency is the teacher’s ability to do a

particular activity to a prescribed standard.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents various literatures which have close bearing on the

topic under investigation. These literatures which are categorized into

conceptual and research provided the researchers a deeper understanding on

the issue at hand. The research literature gives the researchers more

information on studies which have important bearing to the present study. It

provided the researchers the basis in developing the various parts of the study

as well as in doing the investigation.

Conceptual Literature

Foreign

Studies (Kasten & Howe, 1998 and Thomas, 2000) have shown a strong

correlation between the lack of motivation and rising number of at risk

students in mathematics as cited in. Since students in a class differ in different

perspective such as level of mastery economic background, cultural

background etc. and each student should require to make teaching activities

more relevant. Different strategies and teaching methods should be used and

indicate plan should be adapted to meet the student requirements. But the

existing method of teaching in schools is much more traditional and less

activity Based, which is highly dependent on the performance of the teacher.

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 Being successful in math involves the ability to understanding one’s

current state of knowledge, build on it, improve it, and make changes or

decisions in the face of conflicts. To do this requires problem solving,

abstracting, inventing, and proving (Romberg, 1983). These are fundamental

cognitive operations that students need to develop and use it in math classes.

Therefore, instructional strategies and methods that provide students with

learning situations where they can develop and apply higher-order operations

are critical for mathematics achievement. In the literature, it is pointed out

that for students to accomplish learning, teachers should provide meaningful

and authentic learning activities to enable students to construct their

understanding and knowledge of this subject domain (Wilson, 1996). In

addition, it is emphasized that instructional strategies where students actively

participate in their own learning is critical for success (Bloom, B. 1976).

Instructional strategies shape the progress of students’ learning and

accomplishment.( Dr. Pazhanivelu, G., 2016)

Many variables have long been studied as predictors of mathematics

achievement. However, gender issues on math achievement are studied most

frequently by researchers. For instance, a study through a meta-analysis

reveals that males tend to do better on mathematics tests that involve problem-

solving (Hyde, Fennema, and Lamon 1990). Females tend to do better in

computation, and there is no significant gender difference in understanding

math concepts. Another study shows that females tend to earn better grades

than males in mathematics (Kimball, 1989).Some recent studies have revealed

21
that gender differences in mathematics education seem to be narrowing in

many countries. However, studies indicate that as students reach higher

grades, gender differences favor increase in math achievement by males

(Campbell, 1995; Gray, 1996; Mullis, Martin, Fierros, Goldberg, & Stemler,

2000). For instance, the results from the Third International Mathematics and

Science Study showed that mathematics achievement scores of each gender

group were close to each other at the primary and middle school years (Beaton

et al., 1996; Mullis et al., 1997). However, in the final year of secondary school,

evidence was found for gender differences in mathematics achievement.

Another study, which was conducted to analyze factors that affect math

achievement of 11th-graders in math classes with an identified gender gap,

also showed that males scored higher than females on 11th grade math

achievement test, but this difference decreased from 10th grade (Campbell &

Beaudry, 1998).In addition, gender differences in attitudes and perceptions of

the usefulness of mathematics for middle school students were found

statistically important (Lockheed, Thorpe, Brooks-Gunn, Casserly, and

McAloon 1985; Oakes 1990). For example, female students show less interest

in mathematics and have negative attitude toward mathematics. It is also

reported that girls tend to learn mathematical concepts by means of rules or

cooperative activities, while boys have a tendency to be in a competition to

master mathematical concepts (Fennema & Peterson, 1985; Hopkins,

McGillicuddy-De Lisi, & De Lisi, 1997).The literature on gender differences

provides evidences that gender issues impact achievement in mathematics.

22
Hence, it is crucial for educators and researchers to pay attention to gender

differences in the design of mathematics instruction. ( Dr. Saritas, T. & Dr.

Akdemir, O., 2008)

Parents’ educational level has been shown to be a factor in academic

achievement. Parents serve as a role model and a guide in encouraging their

children to pursue high educational goals and desires by establishing the

educational resources on hand in the home and holding particular attitudes

and values towards their children’s learning. In this case, the educational

attainment of parents serves as an indicator of attitudes and values which

parents use to create a home environment that can affect children’s learning

and achievement. A number of studies indicated that student achievement is

correlated highly with the educational attainment of parents (Coleman, 1966).

For instance, students whose parents had less than high school education

obtained lower grades in mathematics than those whose parents had higher

levels of education (Campbell, Hombo, and Mazzeo, 2000). Research has shown

that parents’ educational level not only impact student attitudes toward

learning but also impact their math achievement scores. ( Dr. Pazhanivelu, G.,

2016)

Local

Mathematics is definitely one of the most-feared subjects. It however,

remains to be one of the core foci from elementary to college and undeniably

continues to be a part and parcel of our daily lives. Mensah (2013) opined that

23
Mathematics plays a key role in shaping how individuals deal with the various

spheres of private, social, and civil life. Through epochs, there have been

scientific and educational researches that expended time and energy trying to

unravel possible causes of students’ mathematics achievement. And there are

various factors that might affect students’ mathematics achievement which

involve teachers-related, family-related, peer-related, environment-related, and

students-related factors (Moyana, 1996). In fact, Tezer and Bozkurt (2015)

accentuated that nowadays, it is essential that mathematics is being studied

and the fundamental aptitudes and capacities in learning this subject is

grasped, since this is an efficient and dynamic tool that must be educated for

the association and arrangement of our developing community. And negative

factor that makes learning harder and decreases the positive relation toward a

certain subject (Tezer and Boskurt, 2015). Anxiety shows potential reason why

students would fail in their studies as it prevents the students to learn and

tends them to feel afraid while focusing in a particular task. On these

premises, learners’ anxiety and study habit would play a vital role in the

achievement of the students in mathematics. In fact, James et al. (2013)

concluded that anxiety should never be ignored by the students and teachers

especially in learning mathematics as this may affect their mindset towards the

subject. Numan and Hasan (2017) further posit that ineffective study habits

can adversely reduce the mathematics achievement of the students which

might lead them to come across with high level of anxiety. In the Division of

the City of Mati, records revealed the declining achievement of the students in

24
the field of mathematics. It is depicted on the students’ performance on their

national career assessment examination (NCAE). In fact, results in NCAE 2016

showed mathematical ability just acquired 32.13, which is considerably the

least mean percentage score amongst other general scholastic aptitude tests.

This somehow explicates that the mathematical performance of the students in

the City of Mati is still low. Since the Philippines has just embraced the K-to-

12 Curriculum, this would entail for adjustments in the contents and

strategies to be delivered. Hence, exploring the Mathematics achievement of

the Senior High School students is somehow timely. The furtherance in the

exploration of the grounds for students’ Mathematics achievement would be of

great benefits to everyone who relentlessly trail for academic competence and

professional growth. Emmanuel et al. (2014) even remarked that it is judicious

to conduct studies related to the achievement among Senior High School

Students’ considering that it is the transition towards tertiary education. And

more significantly, there were no ample research endeavors done for senior

high school students especially in the Philippines. Hence, this study could be

of great help then. Research Objectives This study aims to ascertain the

dimensions of study behavior.

( Salimaco, R.A. Jr., July 2020)

Another study of Quimbo (2003) suggest that by effectively providing

materials in school can improve achievement in mathematics and the home

learning environment such as parental education have significant effect on

25
students’ performance. The mere presence of learning materials such as books,

charts, visual aids and others affect the learning outcomes. Another

consideration is the home as the learning environment. Students whose

parents are highly educated out-performed their peers whose parents have low

educational achievement. The influence of the parents in the meta-cognitive

trainings like study habits, achievement pressure can be considered as

elements behind school performance. (Quimbo, 2003).

Many students are considered as underachiever in mathematics. They

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

in mathematics did not coincide with their intellectual capabilities. This study

seeks to unearth the factors that affect underachievement in mathematics.

(Suan, 2018).

This was not only for those Senior High School Students but also for

the teachers who instructs their students correctly. Which is also one of the

factors, some of the students encountered low esteem in mathematics.

Brunner’s (1996) He specifies four salient features that the theory must

embrace. These include: predisposition to learn, a group of knowledge

structure, hierarchy and sequencing of (mathematics) content, and ability to

reward and reinforce learning effects. These teachers of mathematics need to

be adapted at all these four constituents of learning. To Brunner (1966) the

sufficient understanding of the 13 structure of a field of Knowledge more

26
advanced concepts can be taught appropriately at much earlier ages. This is

achieved by planning and structuring learning experiences that a rise the

curiosity of the learner. The theory further emphasizes that the experiences

provided should recognize the different levels of the learner’s thinking.This was

chosen because it provides knowledge on how teachers of mathematics can

develop cognitive abilities of learners by preparation of instructional products

and processes the theory further guides the teacher in structuring and

sequencing of learning- activities- preparation before class instruction includes

content familiarization. (Baluran, et al., 2017)

Economic Status Social economic status is most commonly determined

by combining parents’ educational level, occupational status and income

(Jeynes, 2002). In most of the studies done on academic performance of

students, it is not surprising that social economic status is one of the major

factors studied while predicting academic performance. According to Graetz

(1995), ones’ educational success depends very strongly on the social economic

status of the parents. Considene and Zappala (2002) argue that families where

the parents are advantaged socially, educationally and economically foster a

high level of achievement in their children.( Etcuban, J., et al., 2019)

Research Literature

Foreign

The aim of the present study is to look into the effects of teaching

method and teaching practices, students’ attitude towards mathematics,

27
students’ anxiety, teachers’ attribution and their characteristics and the

classroom climate on students’ achievement in mathematics. This study seeks

to test a causal model for the students’ achievement in mathematics.

Participants consist of 201 students from Libyan school in Kuala Lumpur,

Malaysia who completed a questionnaire (comprising of 74 (36.8%) male and

127 (63.2%) female). One hundred and five students (52.2%) are in grade 4-

6th, eighty-one students (40.3%) are the 7-9th graders, and fifteen students

(7.50%) are from the secondary school. Students were asked to respond to a 5-

point Likert scale, on the questionnaire that includes the teaching Practice

scale, teachers’ attribution scale, classroom climate scale, students’ attitude

towards mathematics scale and students’ anxiety scale, in addition to the

students’ mathematics achievement scale. The path analysis of the Structural

equation modeling was employed to explore the interaction of these variables in

predicting students’ achievement in mathematics. (Maad, H.A., 2013)

This study explores the sources of variability in Mathematics

achievement of Ugandan students at the student, classroom and school level.

The Mathematics score and questionnaire responses of 4,819 first-year

secondary school students (Grade Seven, about 14-15 years old) from 78

classrooms of 49 schools were analyzed. A three-level linear model was used.

The results indicate that out of the total variance in Mathematics achievement

68.8%, 14.2% and 17.0% are situated at student, classroom and school level,

respectively. Of all the considered explanatory variables at the three levels, i.e.

28
socio-economic status, gender, prior Mathematics achievement, parental

support, peer influence, class mean of prior Mathematics achievement and of

students' perception of good classroom assessment, school mean of class

climate (class mean of attitude toward mathematics) and of parental support

were significant predictors of Mathematics achievement. The relevant factors

could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom-

and school-level differences. Implications of our study are considered.

(Kiwanuka, H.N., et al., 2015)

Findings of earlier works about the impact of some factors on students’

achievement in mathematics are somewhat conflicting. For example, some

studies, Wilkins (2008), Fetler (2001), Darling-Hammond (2000)

and Bodenhausen (1988) show a strong and positive significant effect of

teachers’ attribution on students’ achievement in mathematics and this

altogether, is consistent with this research.

Conversely, Chhinh, and Tabata (2003) and Klecker (2002) have found a

negative effect of teachers’ attribution on students’ achievement in

mathematics. Ashcraft (2002), Cates and Rhymer (2003) and Woodard (2004)

discover that math anxiety has a poor impact on students’ achievement in

mathematics, which is also in accordance with this research. Moreover, in

some studies that concentrate on the classroom climate such as students-

teacher ratio, a positively significant effect on students’ achievement in

mathematics has been found, which is deemedcompatible with this study.

(Angrist & Lavy, 1999; Krueger & Whitmore, 2002). 

29
  Mathematics achievement and its importance to the future learning and

careers of students is a recurrent concern of academics, researchers, and

media. In a developing country like India, along with the technological

advancement, achievement in mathematics will be of paramount importance.

This study looked at mathematics achievement of secondary school students in

Kerala, India. The study investigated how mathematics anxiety, attitude

towards mathematics, and parental involvement influenced the mathematics

achievement of the participants in this study. The study assessed how the

constructs were inter-related and how gender influenced these relationships.

The participants were Year 9 and Year 11 students and their parents from a

private school in Kerala. A combination of quantitative and qualitative research

methods was used to collect data for the study. A student questionnaire

gathered data on students’ perception of their mathematics anxiety, attitude

towards mathematics, and their parents’ involvement in their mathematics

learning. A parent questionnaire was used to understand parents’ perceptions

of their mathematics anxiety, attitude towards mathematics, and their own

involvement in their child’s mathematics learning. A standardized achievement

test in mathematics was used to measure the students’ achievement. Semi-

structured interviews were conducted with a representative sample of the

student and parent pairs in order to gain a deeper understanding of the

participants’ views about the constructs, their inter-relationships and their

relationship to mathematics achievement. The study found that parental

involvement was significantly and positively associated with attitude towards

30
mathematics and but had no significant association with mathematics anxiety.

Mathematics anxiety and attitude towards mathematics were significantly and

positively related. The relationship between parental involvement and

mathematics achievement was non-significant. Student attitude towards

mathematics, and mathematics anxiety were also not significantly related to

mathematics achievement. Gender was found not to have any influence on the

variables. Interview data revealed that all of the parents had high expectations

for their children’s mathematics achievement that they had communicated

through consistent reinforcement. The study was limited in sample size

constraining the generalizability of its findings and its cross-sectional nature

precludes the establishment of a casual-relationship among the variables. The

timing of the administration of the student questionnaire and achievement test

on the same day, a week before the second term examinations may have

affected the results of the study. In spite its limitations, the study opens

several avenues for further research in the field of mathematics achievement of

secondary school students, particularly in India. A longitudinal study with

participants from public and private schools as well as schools in urban and

rural areas may help in understanding the casual relationship among the

variables considered in this study and others. It would be worthwhile, for

example, to consider the influence on mathematics achievement of contextual

factors such as teacher-student relationship, teacher competency, peer

support, socio-economic status and educational level of parents. (Mini Joseph

Chaman B Sc., B Ed., M Sc., M Ed, October 2014)

31
 This study carries the purpose of investigating the influence of teaching

practices and teaching methods, teachers’ attribution, classroom climate,

students’ attitude towards mathematics, and students’ mathematics anxiety on

students’ achievement in mathematics, where a path analyses have been

carried out in this study towards establishing some sound findings. The study

elaborates on the fact that students’ achievement in mathematics does show

some correlations with these factors positively and significantly, also this study

has shown that teaching practices and teaching methods indirectly influence

students’ achievement in mathematics significantly via teachers’ attribution

and classroom climate. (Mohamed, Z.G., 2013)

Local

This research paper focuses on the factors affecting academic

achievements in Mathematics of students in National College and Science and

Technology Senior High School. It has three objectives. The first one is to

develop the knowledge, skills and attitudes necessary to pursue further studies

in mathematics. Since students today is more like memorization and

summarization it helps to aim what Mathematics develop that benefits for their

academic achievements.

The second objectives aim to realize that mathematics permeates the

world around us and appreciate the usefulness, power and beauty of

mathematics. Basically, it permeates the importance of mathematics in our life.

What are the uses of Mathematics for our future career in taking further

studies? It explains the factors why more of the students did not appreciate

32
Mathematics and why they are inclined for Math. This objective deals with the

students’ knowledge about the good influence of Mathematics.

Lastly, this research also observes the relationship of a teacher and

students regarding teaching and students understanding. This study will show

the perception of the students about whether the promotion of teacher-

students learning through Mathematics is either good or bad. (Baluran, S. G.,

et al., 2017)

Over the years, there have been several studies exploring the factors

affecting mathematics achievement. However, no study, specifically in the

Mindanao context has attempted to summarize or illustrate the model for these

sets of studies. This study aims to analyze the overall effect size of the factors

on the student’s achievement in mathematics. The causal-comparative

research design was utilized to synthesize the existing research about the

student-related, teacher-related, and school-related factors that have -greatly

influenced students’ mathematics achievement. Through the use of a multi-

stage sampling design, 200 existing studies were funneled down to 50 with 158

effect sizes which met the inclusion criteria coming from the different colleges

and universities in Mindanao. To determine the significant factors be included

in the model that significantly influence students’ achievement, Hierarchical

Linear Modeling (HLM) was utilized. The findings revealed that the overall effect

sizes have a small effect on mathematics achievement. On the other hand,

mathematical skills, attitude, and self-efficacy are found to be the predictors of

students’ mathematical achievement. Further, it was concluded that the type of

33
school where the student is studying could cause significant variation in the

effect sizes. It is recommended that educational institutions may review

regularly the curriculum addressing the disparity of achievement between

public and private schools. Also, teachers may utilize varied teaching strategies

so that students would develop interest and positive learning attitudes towards

mathematics. ( Callaman, R.A. & Itaas, E.C., June 2020)

Generally, the positive perceptions of students in learning mathematics

could help develop a positive attitude towards the subject, which will, in turn,

lead to better performance. In contrast, the negative perceptions of students

towards the subject will also contribute to their low performance in the subject

(Bayaga &Wadesango, 2014; Mahanta, 2012; Mensah et al., 2013; Thomas,

2000). On the other hand, the study habit is one of the factors that could also

largely influence students' performance. If this is not given attention by the

persons concerned, its effect could become more damaging to students'

performance (Ebele & Olofu, 2017).

Students need to possess good study habits to excel in life because it is

the study habits of the students that aid in obtaining relevant and applicable

knowledge. Thus, the absence of these skills would lead the students to poor

performance in school (Kaur & Pathania, 2015). It has been observed that

student' attitudes towards learning and study habits have declined because of

the different extra-curricular activities that the students in the public national

high school in Cebu, Philippines are engaged in. They are more excited to be

34
excused from classes when they are required by teachers to have practice for

their presentations.( Espina, R., et al., 2019)

A study conducted in Lanao del Norte by Caliao (2000) aimed to

determine the factors associated with the pupils' ability to solve problems in

mathematics by associating pupils' mathematics achievement with the

following factors: home environment, quality of mathematics instruction

received by the pupils, pupils' attitude towards mathematics, mental ability,

and reading comprehension ability. The factors identified to be significantly

associated with the pupils' mathematics achievement were the following:

fathers' education, neighbors, friends and relatives who took care of the child,

buying things of educational value, teachers' profile such as number of math

seminars attended, number of years in teaching math, number of awards

received, lesson plan preparation, teachers' activity like conducting review

classes, coaching during math competitions, encouraging and supporting

pupils to participate in math competitions and the number of skills taught,

mothers' hours spent at home and at work, mental ability, and reading

comprehension.( Silao, I. Jr., February 2018)

Based on the extensive review of the literature of this study, factors that

positively influence students’ achievement in mathematics are categorized into

teacher-related, student-related, and school-related. These factors were at an

overlapping hierarchy of influence in mathematics achievement. With this,

educators should not only focus on addressing one factor rather, but they

35
should also look into all factors that contribute to the success of students’

achievement in school. In this context, the need to determine the prevailing

factors that greatly affect students’ performance is indispensable. The

inconsistencies of the preceding research findings need to be resolved to find

out what factors influence students’ achievement not only in mathematics but

also in other content fields. Since teachers play an important role in the

success and failure of students in school, it is worth noting that teachers must

be mindful of the factors contributory to lifelong learning (Andaya, 2014).

(Callaman R., et al., 2020)

36
 CHAPTER 3

METHODOLOGY

This chapter presents the discussion of the research methodology

used.This includes the research design, locale of the study, respondents of the

study and distribution of respondents, data gathering instruments, data

gathering procedure, analytical schemes, and statistical tools being used for

the study.

Research Design

The researchers implemented the descriptive research design.

Descriptive Research aims to accurately and systematically describe a

population, situation or phenomenon. It can answer what, when, where, when

and how questions, but not why question.(McCombes, 2019)

Descriptive research design was utilizedin order to describe or interpret

the status of the following respondents.The survey or the research, itself aims

to describe, analyze, and interpret the status of the respondents. Similarly, the

researchers surveyed Grade 11 STEM students in STI West Negros University

whereby,Grade 11 STEM students were involved so as to systematically

describe a situation of their performance in mathematics subject.

Therefore, the research design that was used in this study is Descriptive

Research design because it enabled the researchers to collect data from a

sample of informants that will be used to examine the resources that influence

37
the performance of mathematics in Grade 11 students in STI West Negros

University.

Locale of the Study

This study was conducted in STI West Negros University and it is located

at Burgos Street, Bacolod City, 6100 Negros Occidental.

Before, it was West Negros College (WNC) that was founded in 1948 by

three Baptist women leaders - Luciana Aritao, Teresa Padilla and Rosario

Remitio. The university is a second level-accredited school by the Philippine

Association of Colleges and Universities - Commission On Accreditation (PACU-

COA) and awards degrees in Associate, Bachelor, Masters, and Doctorate

levels, it also offers complete Pre-School and Basic Education (Elementary &

Junior High School) through its School of Basic Education, formerly Integrated

School (IS). Senior High School is being offered in the institution as well.

Respondents of the Study

The respondents were the grade 11 STEM students of STI West Negros

University of Academic Year 2020-2021. There were eighty six (86) students

taken as respondents out of the total population of STEM students which is

110. This was established using the Slovin’s formula for sample size.

38
 Table 1

Distribution of the Respondents

Table 1 shows the distribution of the Grade 11 STEM students and

the respective sample size from each section.

Sectio Total
Sample Size
n Population

STEM 11- B 55 43

STEM 11- C 55 43

Total 110 86

Data Gathering Instrument

A self-made survey questionnairewas used in gathering the data to

determine the Factors influencing Mathematical Achievement of Grade 11

STEM Students of STI West Negros University.

It consists of two sections. The first part was designed for collection of

respondent’s profile which included: Sex, Average Family Monthly Income, and

Parent’s Highest Educational Attainment. Part two of the questionnaire was the

survey questionnaire proper, which was composed of a 20-item survey test

constructed based from the aforementioned factors influencing the

Mathematical Achievement of Grade 11 STEM students. The instrument was

designed on five- point scale such that a respondent selects an opinion for a

39
particular statement. The response categories were as follows: Very High-5,

High-4, Moderate-3, Low- 2, and Very Low-1.

Reliability. Reliability, like validity, is a way of assessing the quality of the

measurement procedure used to collect data in a dissertation. In order for the

results from a study to be considered valid, the measurement procedure must

be reliable. (Salthouse and Hedden,2002)

To test the reliability of the questionnaire it was initially conducted to 30

STEM students to ensure that the questions are significant and reliable. The

researchers tabulated the results with the use of Cronbach-Alpha and its

reliability coefficient of 0.844. Therefore, the questionnaire was reliable for

gathering data for the study.

Validity. Validity explains how well the collected data covers the actual area of

investigation. (Ghauri and Gronhaug, 2005). Furthermore, validity basically

means “measure what is intended to be measured.” (Field, 2005)

Content validity of the research instruments was sought by distributing

the draft copies of the questionnaire to experts in test construction for their

critiques and suggestions. The comments of the experts were considered, and

modifications were incorporated into the final draft of the instrument.

The first validator is a Senior High School teacher and School Counselor

at Trinity Christian School, with the degree of Bachelor of Secondary

40
Education- Major in English at West Negros College and a Master’s Degree of

Arts in Guidance and Counseling at University of Negros Occidental- Recoletos.

The second validator is a teacher at OK English Academy, graduate of

Bachelor of Arts- Major in English at Bago City College.

The third validator is an MPF QA/QC and Project in Charge of Plumbing

at the Engineering Department of Nakatomi Electromechanical and Services.

He is a graduate of Bachelor of Science in Mechanical Engineering at University

of Negros Occidental- Recoletos.

Data Gathering Procedure

After establishing the validity and reliability of the research instrument, copies

of survey questionnaires were produced. The researchers made a letter for the

approval to conduct the study at STI West Negros University.

In conducting the study, the researchers explained the purpose of the

study then sent the questionnaires to the respondents through google

forms/messenger and email. The researchers then encoded the data gathered

for tabulation and analysis.

Analytical Schemes

In accordance with the objective of the study and the statement of the

problem, the data the researcher gathered were subjected to tabulation,

41
statistical analysis, and interpretation. The data obtained were analyzed using

descriptive and comparative schemes.

Objective No. 1, which is to determine the profile of the students in terms

of sex, average family income, and parents’ highest educational attainment,

descriptive analytical scheme was used.

Objective No. 2, which was to determine the level of the factors

influencing Mathematics achievement of the Grade 11 STEM students when

grouped according to Curriculum, Instructional Strategies and Method,

Teacher Competency, and Innate Mathematical Ability, the descriptive

analytical scheme was used.

Objective No. 3, which was to determine the level of the factors

influencing the Mathematics achievement of the respondents when grouped

according to the aforementioned variables, the descriptive analytical scheme

was used.

Objective No. 4, which was to determine the significant difference in the

level of the factors influencing Mathematics achievement of the respondents

when grouped and compared according to the aforementioned variables, the

comparative analytical scheme was used.

Statistical Tools

For the analysis of data, the following statistical tools were utilized based

on the statement of the problems and the hypothesis of the study.

42
 For Objective No.1 which states “What is the profile of the respondents

in terms of Sex, Average Family Monthly Income, and Parents’ Highest

Educational Attainment?” Frequency count and Percentage was used. 

For Objective No.2 which states that “What is the level of the factors

influencing Mathematics achievement of the respondents when grouped

according to Curriculum, Instructional Strategies and Method, Teacher

Competency, and Innate Mathematical Ability?”, the Mean was used. 

Mean is simply the average, where you add up all the numbers and then

divide by the number of numbers.

Formula for Mean:

x̄ = (Σ xi ) / n

Where

x̄ is mean”

Σ means “summation”

xi means all of the x-values”

n means the number of items in the sample

The mean scores per area were interpreted using the following

interpretative range:

43
 Score Range Interpretation
5.00 Very High

4.00 High

3.00 Moderate

2.00 Low

1.00 Very Low

The mean scores when taken altogether were interpreted using the

following mean range:

Score Range Interpretation

4.50 – 5.00 Very High

3.50 – 4.49 High

2.50 – 3.49 Moderate

1.50 – 2.49 Low

1.00 – 1.49 Very Low

For Objective No.3 which states, “What is the level of the factors

influencing Mathematics achievement of the respondents when grouped

according to the aforementioned variables?", the mean was used.

 For Objective No.4 which states, “Is there a significant difference in the

level of the factors influencing Mathematics achievement of the respondents

44
when grouped according to the aforementioned variables”, the Kruskal Wallis

Testwas used.

CHAPTER 4

PRESENTATION, ANALYSIS, AND, INTERPRETATION OF DATA

This chapter represents the data gathered in connection with the specific

objectives of the study, analyzes, and interprets the computed data on the level

of factors influencing the Mathematics Achievement of Grade 11 STEMStudents

in the New Normal S.Y 2020-2021.

Table 2

Profile of the Respondents in Terms of

Variables Used in this Study

Variables Categories Frequency Percentage

Male 34 39.5
Sex
Female 52 60.5
Total 86 100

Average Family Monthly Higher 64 74.4

Income Lower 22 25.6
Total 86 100

Parents Highest Elementary 2 2.3

Educational Attainment High School 28 32.6
College 56 65.1
  Total 86 100

45
 In Table 2, the first objective of this study was to determine the profile of

the Grade-11 Stem students of STI West Negros University in terms of the

following variables.

For sex, the percentage of the female respondents is 60.5 and 39.5 for the

male students. This means that the female respondents dominated the male

students.

For the Average Family Income, the percentage of higher income is 74.4 and

25.6 for lower. This means that the higher dominated the lower.

For the Parent's Highest Educational Attainment, the percentage of the

parents who belong to College Graduate is 65.1, 32.6 belong to High School

Graduate, and 2.3 belong to Elementary Graduate. This means that the College

Graduate dominated the High School and Elementary Graduate.

46
 Table3

Level of Writing Proficiency of the Respondents

Based on the Following AREAS

Areas Mean Interpretation

Curriculum
1 3.3 Moderate
2 3.35 Moderate
3 3.34 Moderate
4 3.08 Moderate
5 3.57 High
TOTAL 3.33 Moderate
Instructional Strategies and methods
1 3.58 High
2 3.83 High
3 3.72 High
4 3.44 High
5 3.59 High
Total 3.63 High
Teacher Competency
1 3.81 High
2 3.79 High
3 3.83 High
4 3.95 High
5 3.93 High
TOTAL 3.86 High
Innate Mathematical Ability
1 3.14 Moderate
2 3.17 Moderate
3 3.4 Moderate
4 3.23 Moderate
5 3.26 Moderate

47
 TOTAL 3.24 Moderate

Taken as whole 3.52 High

In the table 3, the objective was to determine the highest and lowest

income of average family monthly income of the following areas, the areas were

considered: Curriculum, Instructional Strategies and Methods, Teacher

Competency, and Innate Mathematical Ability. 

 In the first area which is the Curriculum the area that got the highest

mean, is in the fifth question it is 3.57, which interpreted as High” and the

questions states that consider abstract thought to be challenging. For the area

that got the lowest mean is in the fourth question, the item state that like

using instructional books such as mathematical engineering books, the lowest

mean got only 3.08 which is interpreted as Moderate”. This implies that the

students with a lower family income can’t afford this kind of books such

as instructional mathematical engineering books. 

 For the next area which is Instructional Strategies and Methods, the

area that got the highest mean, is in the second question, it is 3.83 the

question states that it is concise and comprehensive presentations to provide

students information, which is interpreted as “High”. For the lowest mean it is

3.44 in the fourth question the items state that, using retrieval practice to

boost learning which is interpreted as “Moderate”. This implies that the

48
respondents that got the lower family income are unable to retrieve previously

acquired information and may have a poor memory.  

In the third area which is Teacher Competency, question number 4 got the

highest mean it is 3.95 which is interpreted as “High” and the question state

teacher encouraging students’ interest and the motivation to learn. For the

lowest mean it is 3.79 in the second question which is interpreted as

“Moderate”, the item state that teachers provide information that allows me to

gain a better and a deeper understanding of the subject matter. This

implies that the student with a lower family income can’t understand enough

on what are the teachers trying to say to let them understand about the

subject.  

In, the fourth area which is the Innate Mathematical Ability, the area

that got a highest mean is in the third question it is 3.40 which is interpreted

as “high” and the question states that study mathematics an hour or more. For

the lowest mean, question number 1 it is 3.14 the question states that does not

struggle with solving math on my own, which is interpreted as “moderate”. This

implies that individuals who have a lower family income had difficulty in

solving mathematical problems within their own. 

This result is similar to the study carries the purpose of investigating the

influence of teaching practices and teaching methods, teachers’ attribution,

49
classroom climate, students’ attitude towards mathematics, and students’

mathematics anxiety on students’ achievement in mathematics, where a path

analyses have been carried out in this study towards establishing some sound

findings. The study elaborates on the fact that students’ achievement in

mathematics does show some correlations with these factors positively and

significantly, also this study has shown that teaching practices and teaching

methods indirectly influence students’ achievement in mathematics

significantly via teachers’ attribution and classroom climate. (Mohamed, Z.G.,

2013). 

50
 Table 4

Level of the factors influencing the Mathematics Achievement of the

respondents when grouped according to SEX

AREAS SEX
Curriculum Male Interpretation Female Interpretation
1.Can easily understand the lessons. 3.38 Modearte 3.25 Moderate
2.Having difficulty coping up with the 3.47 Modearte 3.27 Moderate
lessons. Modearte Moderate
3.Enjoys solving logical reasoning and 3.47 Modearte 3.25 Moderate
math problems. Modearte Moderate
4.Like using instructional books such as 3.12 Modearte 3.06 Moderate
mathematical and engineering books. Moderate
5.Consider abstract thought to be 3.76 High 3.44 Moderate
challenging.
Instructional Strategies and Methods
1.Dual coding presented for easier 3.62 High 3.56 High
conceptualizing. High High
2.Concise and comprehensive presentations 3.91 High 3.77 High
to provide students information. High High
3.Problem solving videos to improve my 3.68 High 3.75 High
problem solving skills.
4.Using retrieval practice to boost learning. 3.47 Moderate 3.42 Moderate
5.Riddles and Logics in class for the subject 3.68 High 3.54 High
matter to be more interesting.
Teacher Competency
1. Provides clear information about 3.76 High 3.85 High
objectives, contents, examples and
assessment methods in the subject.
2. Provides information that allows me to 3.85 High 3.75 High
gain a better and deeper understanding of
the subject matter.
3.Teacher relating the teaching to the 3.88 High 3.79 High
professional environment.
4.Teacher encouraging students' interest 4 High 3.92 High

51
and the motivation to learn.
5.Teacher attending and responding clearly 3.85 High 3.98 High
to questions asked in class.
Innate Mathematical Ability
1.Does not struggle with solving math on my own. 3.5 High 2.9 Moderate
2.Solving mentally as a way of calculating. 3.18 Moderate 3.17 Moderate
3.Can study Mathematics an hour or more. 3.44 Moderate 3.37 Moderate
4.Find it easier to study Mathematics when there is a
combination of numbers and letters. 3.35 Moderate 3.15 Moderate
there is a combination of numbers and letters. Moderate Moderate
5.Can critically analyze complex math problems. 3.24 Moderate 3.27 Moderate
problems.        

In the Table 4, in which the level of the Factors Influencing the

Mathematics achievement of the respondents in terms of sex the following

areas were considered: Curriculum, Instructional Strategies and Methods,

Teacher Competency, and Innate Mathematical Ability.

In the first area which is the Curriculum the male respondents got the

highest mean in item number 5, “Consider abstract thought to be challenging,”

which is 3.76 which is interpreted as “Very Satisfactory”. Female respondents

got the lowest mean in item number 4, “Like using instructional books such as

mathematical and engineering books,” which is interpreted as “Satisfactory”

this implies that they don’t like reading books like instructional books,

mathematical books, and engineering books. In the second area which is

Instructional Strategies and Methods, the male respondents got the highest

mean in the item number 2, “Concise and comprehensive presentations to

provide students information,” which is 3.91 which is interpreted as “Very

52
Satisfactory.” Female respondents got the lowest mean in the item number 4,

“Using retrieval practice to boost learning”, which is 3.42 which is interpreted

as “Satisfactory” this implies that they can’t recall their previous learned

knowledge and they might have a short term memory.

In the third area which is Teacher Competency, the male respondents

got the highest mean in item number 4, “Teacher encouraging students'

interest and the motivation to learn,” which is 4 which is interpreted as “Very

Satisfactory”. Female respondents got the lowest mean in item number 2, “

Teacher provides information that allows me to gain a better and deeper

understanding of the subject matter,” which is 3.75 interpreted as “Very

Satisfactory” this implies that the teacher might not extend more information

to the students and the teacher is unclear in explaining about the subject.

In the last area which is Innate Mathematical Ability the male

respondents got the highest mean in item number 1, “Does not struggle with

solving math on their own” which is 3.50 which is interpreted as “Very

Satisfactory”. Female respondents got the lowest mean in item number 1 “

Does not struggle with solving math on my own” which is 2.9 which is

interpreted as “Satisfactory” this implies that the respondents might

encountered difficulties in solving math on their own. The total mean of the

male respondents is 71.61 which is interpreted as “Outstanding” and the

female respondents got the total mean of 69.46 which is interpreted as

“Outstanding”. The results were statistically “Satisfactory”, wherein the lowest

53
total mean is from female which is 69.46 which is interpreted as

“Outstanding,” as the sample size was big and the statistical power to

determine is high. There will be a difference if the sample size are on the same.

The results are similar to the studies conducted in countries of the North

have shown that boys performed better than girls in mathematics (Fennema,

2000; Kaiser-Messmer, 1994; Muthukrishna, 2010). Asante (2010) cited

studies (Fox, Brody &Tobin, 1980; Hedges & Nowell, 1995; Peterson &

Fennema, 1985; Randhawa, 1994) showing that boys generally achieved higher

than girls on standardized math tests. Boaler (1997) is of the view that the

different learning goals of girls and boys leave girls at a disadvantage in

competitive environments. Boys and girls preferred a mathematics curriculum

that enabled them to work at their own pace as their reasoning was different.

Girls value experiences that allow them to think and develop their own ideas,

as their aim is to gain understanding. Boys, on the other hand, emphasize

speed and accuracy and see these as indicators of success. Boys are able to

function well in a competitive environment of textbook based mathematics

learning.

54
 Table 5

Level of factors influencing mathematics achievement of the respondents

when grouped according to PARENTS’ HIGHEST EDUCATIONAL

ATTAINMENT

   
Questions Element Interpreta High Interpreta Colle Interpreta

Per Areas ary tion Scho tion ge tion

ol
Curriculum            
2.5 Satisfacto 3.29 Satisfacto 3.34
Curriculum
ry ry
1.Can easily 2.5 Satisfacto 3.14 Satisfacto 3.48 Satisfacto

understand ry ry ry

the lessons.
2.Having 2.5 Satisfacto 3.64 Very 3.21 Satisfacto

difficulty ry Satisfacto ry

coping up ry

with the

lessons.
3.Enjoys 3 Satisfacto 3.25 Satisfacto 3 Satisfacto

solving ry ry ry

55
 logical

reasoning

and math

problems.
4.Like 3 Satisfacto 3.43 Satisfacto 3.66 Very

using ry ry Satisfacto

instruction ry

al books

such as

mathematic

al and

engineering

books.
5.Consider          

abstract

thought to

be

challenging.
Instruction 3 Satisfacto 3.57 Very 3.61 Very

al ry Satisfacto Satisfacto

Strategies ry ry

and

Methods
1.Dual 2.5 Satisfacto 3.79 Very 3.89 Very

coding ry Satisfacto Satisfacto

56
presented ry ry

for easier

conceptuali

zing.
2.Concise 3 Satisfacto 3.75 Very 3.73 Very

and ry Satisfacto Satisfacto

comprehens ry ry

ive

presentatio

ns to

provide

students

information

.
3.Problem 2.5 Satisfacto 3.54 Very 3.43 Satisfacto

solving ry Satisfacto ry

videos to ry

improve my

problem

solving

skills.
4.Using 3 Satisfacto 3.68 Very 3.57 Very

retrieval ry Satisfacto Satisfacto

practice to ry ry

57
 boost

learning.
5.Riddles        

and Logics

in class for

the subject

matter to

be more

interesting.
Teacher 2.5 Satisfacto 3.71 Very 3.91 Very

Competenc ry Satisfacto Satisfacto

y ry ry
1.Teacher 3.5 Very 3.75 Very 3.82 Very

providing Satisfacto Satisfacto Satisfacto

clear ry ry ry

information

about

objectives,

contents,

examples

and

assessment

methods in

the subject.
2.Teacher 2.5 Satisfacto 4.04 Very 3.77 Very

58
 provides ry Satisfacto Satisfacto

information ry ry

that allows

me to gain

a better and

deeper

understandi

ng of the

subject

matter.
3.Teacher 2.5 Satisfacto 4.18 Very 3.89 Very

relating the ry Satisfacto Satisfacto

teaching to ry ry

the

professional

environmen

t.
4.Teacher 4 Very 3.89 Very 3.95 Very

encouragin Satisfacto Satisfacto Satisfacto

g students' ry ry ry

interest and

the

motivation

to learn.

59
 5.Teacher        

attending

and

responding

clearly to

questions

asked in

class.
Innate 3.5 Very 3.14 Satisfacto 3.13 Satisfacto

Mathematic Satisfacto ry ry

al Ability ry
1.Does not 2.5 Satisfacto 3.11 Satisfacto 3.23 Satisfacto

struggle ry ry ry

with solving

math on my

own.
2.Solving 2 Unsatisfac 3.5 Very 3.39 Satisfacto

mentally as tory Satisfacto ry

a way of ry

calculating.
3.Can study 2.5 Satisfacto 3.34 Satisfacto 3.2 Satisfacto

Mathematic ry ry ry

s an hour or

more.
4.Find it 2 Unsatisfac 3.18 Satisfacto 3.34 Satisfacto

60
 easier to tory ry ry

study

Mathematic

s when

there is a

combinatio

n of

numbers

and letters.

In Table 5, which is the level of factors influencing the Mathematics

Achievement of Grade 11 STEM students in terms of Parent’s Highest

Educational Attainment the following areas were considered: Curriculum,

Instructional Strategies and Methods, Teacher Competency, and Innate

Mathematical Ability.

In area 1 which is the Curriculum, the college level got the highest mean

in question number 5 states that, “Consider abstract thought to be

challenging”, which is 3.66 which is interpreted as “Very Satisfactory”. The

elementary level got the lowest mean in question number 1 states that I can

easily understand the lessons, while the question number 2 states that having

difficulty coping up with the lesson and the question number 3 states that, “

Enjoys solving logical reasoning and math.”, which is 3 and it is interpreted as

“Satisfactory’’ .

61
 This implies that they are having difficulty with these things as the

results have shown as they have some difficulty with these, you as a simple

human or either a professional person you need to teach one another slowly

step by step in order to cope the lesson easily and you’ll make some activities

with logical games about math so that everyone will have fun.

In area 2, which is the Instructional Strategies and Methods, the college

level got the highest mean in question number 2 states that concise and

comprehensive presentation to provide students information which is 3.89

which is interpreted as “Very Satisfactory”. The elementary level got the lowest

mean in question number 2 states that, “Concise and comprehensive

presentations to provide students information and question number 5 states

that riddles and logics in class for the subject matter to be more interesting

which is 2.5 and it is interpreted as “Satisfactory”.

This implies that with this, their parents might lack to experience these

kinds of things or they are not interested with logics and it might happen that

they are lack of information about math.

In area 3 which is the Teacher Competency, the high school level got the

highest mean in question number 4 states that, “ Teacher encouraging

student’s interest and the motivation to learn,” which 4.18 which is interpreted

as “Very Satisfactory”. The elementary level got the lowest mean in question

number 1 states that providing clear information about objectives, contents

examples and assessment methods in the subject curriculum, then question

62
number 3 states that, “ Teacher relating the teaching to the professional

environment.” and question number 4 states that “Teacher encouraging

students interest and the motivation to learn,” which is 2.5 and it is interpreted

as “ Satisfactory”, this implies that students can’t relate on the discussion of a

teacher or they maybe are not encouraged with the teacher and the future

teachers must do some things that would really encourage their students in

order to learn about math.

In area 4 which is the Innate Mathematical Ability, the elementary level

got the highest mean in question number 1 states that, “Does not struggle with

solving math on my own which is 3.5 which is interpreted as “Very

Satisfactory,” and the high school level got the highest mean in question

number 3 states that can study mathematics an hour or more which 3.5 which

is interpreted as very satisfactory. The elementary level got the lowest mean in

question number 3 states that, “Can study mathematics an hour or more,”

question number 5 states that, “Can critically analyze complex math problems”

which is 2 and it is interpreted as “Unsatisfactory”, this implies that they are

not able to study mathematics easily in hour and they have a problem in terms

of critical thinking as they cannot easily analyze complex math problems and

all of us even we as the student we must teach one another or we will practice

ourselves in solving math or analyzing mathematical problems in hour or more

in order to learn and will critically analyze mathematical problem. The result is

statistically “Satisfactory”, which indicate in elementary level of all areas

wherein the lowest total mean is 53.5 and it is interpreted as“Outstanding”, as

63
the sample size was big the statistical power to determine the difference is

high.

This agrees to the study of Dr. Pazhanivelu, G., Parents’ educational level

has been shown to be a factor in academic achievement. Parents serve as a role

model and a guide in encouraging their children to pursue high educational

goals and desires by establishing the educational resources on hand in the

home and holding particular attitudes and values towards their children’s

learning. In this case, the educational attainment of parents serves as an

indicator of attitudes and values which parents use to create a home

environment that can affect children’s learning and achievement. A number of

studies indicated that student achievement is correlated highly with the

educational attainment of parents (Coleman, 1966). For instance, students

whose parents had less than high school education obtained lower grades in

mathematics than those whose parents had higher levels of education

(Campbell, Hombo, and Mazzeo, 2000). Research has shown that parents’

educational level not only impact student attitudes toward learning but also

impact their math achievement scores. (Dr. Pazhanivelu, G., 2016)

Table 6

Level of the factors influencing the Mathematics Achievement of the

respondents when grouped according to the AVERAGE FAMILY MONTHLY

INCOME

64
 Questions Per Area      

Interpretatio Interpretatio
Curriculum Higher Lower
n n
1.Can easily understand the
3.38 Satisfactory 3.09 Satisfactory
lessons.
2.Having difficulty coping up
3.36 Satisfactory 3.32 Satisfactory
with the lessons.
3.Enjoys solving logical
3.47 Satisfactory 2.95 Satisfactory
reasoning and math problems.
4.Like using instructional books

such as mathematical and 3.16 Satisfactory 2.86 Satisfactory

engineering books.
5.Consider abstract thought to Very Very
3.58 3.55
be challenging. Satisfactory Satisfactory
Instructional Strategies and
   
Methods
1.Dual coding presented for Very
3.73 3.14 Satisfactory
easier conceptualizing. Satisfactory
2.Concise and comprehensive
Very Very
presentations to provide 3.94 3.5
Satisfactory Satisfactory
students information.
3.Problem solving videos to
Very
improve my problem solving 3.81 3.45 Satisfactory
Satisfactory
skills.
4.Using retrieval practice to Very
3.41 Satisfactory 3.55
boost learning. Satisfactory
5.Riddles and Logics in class for 3.7 Very 3.27 Satisfactory

the subject matter to be more Satisfactory

65
interesting.
Teacher Competency    
1.Teacher providing clear

information about objectives,

Very Very
contents, examples and 3.88 3.64
Satisfactory Satisfactory
assessment methods in the

subject.
q2a2.Teacher provides

information that allows me to

Very Very
gain a better and deeper 3.89 3.5
Satisfactory Satisfactory
understanding of the subject

matter.
3.Teacher relating the teaching Very Very
3.81 3.86
to the professional environment. Satisfactory Satisfactory
4.Teacher encouraging students'
Very Very
interest and the motivation to 3.95 3.95
Satisfactory Satisfactory
learn.
5.Teacher attending and
Very Very
responding clearly to questions 3.92 3.95
Satisfactory Satisfactory
asked in class.
Innate Mathematical Ability
1.Does not struggle with solving
3.14 Satisfactory 3.14 Satisfactory
math on my own.
2.Solving mentally as a way of
3.22 Satisfactory 3.05 Satisfactory
calculating.
3.Can study Mathematics an Very
3.61 2.77 Satisfactory
hour or more. Satisfactory
4.Find it easier to study 3.3 Satisfactory 3.05 Satisfactory

66
 Mathematics when there is a

combination of numbers and

letters.
5.Can critically analyze complex
3.33 Satisfactory 3.05 Satisfactory
math problems.

In the Table 6, which is the level of awareness of grade 12 students in

terms of average family monthly income the following areas were considered:

Curriculum, Instructional Strategies and Methods, Teacher Competency, and

Innate Mathematical Ability.

In the first area which is the curriculum the respondents with the lower family

monthly income they got the lowest mean in question number 4 (Like using

instructional books such as mathematical and engineering books) which is

2.86 which is interpreted as satisfactory which means most of the students

with lower family monthly income doesn’t have that much instructional books

to use. For respondents with the higher family monthly income they got the

highest mean in question number 5 (Consider abstract thoughts as a

challenging) which is 3.58 and is it interpreted as very satisfactory which

means students had a lot of learning whenthey consider abstract thoughts as a

challenging one. In the second area which is the instructional strategies and

methods the respondents with the lower family monthly income they got the

lowest mean in question number 1 (Dual coding presented for easier

conceptualizing) which is 3.14 and it is interpreted as satisfactory which

67
means students doesn’t have that much dual coding. For respondents with the

higher family monthly income they got the highest mean in question number 2

(Concise and comprehensive presentations to provide students information)

which is 3.94 which is interpreted as very satisfactory which means when there

has a concise and comprehensive presentations students can have that much

information. In the third area which is the teacher Competency the

respondents with the lower family monthly income they got the lowest mean in

question number 2 (Teacher provides information to allow me to gain a better

and deeper understanding of the subject matter) a3.50 which is interpreted as

very satisfactory which means teachers doesn’t provides information which will

allow everystudents to have a better and deeper understanding. In respondents

with the highest family monthly income they got the highest mean in question

number 4 (Teacher encouraging students' interest and the motivation to learn)

which is 3.95 which is interpreted as very satisfactory which means teachers

does have much role in encouraging students interest and the motivation to

learn. In fourth area which is the innate Mathematical Ability the respondents

with the lower family monthly income they got the lowest mean in question

number 3 (Can study mathematics an hour or more) which is 2.77 and it is

interpreted as satisfactory which means students doesn’t have that much time

to study mathematics. For respondents with the higher family monthly income

they got the highest mean in question number 3 (Can study mathematics an

hour or more) which is 3.61 and it is interpreted as very satisfactory which

means there are students who had a lot of time to study an hour or more about

68
mathematics.This similar to result of Quimbo (2003) suggest that by effectively

providing materials in school can improve achievement in mathematics and the

home learning environment such as parental education have significant effect

on students’ performance. The mere presence of learning materials such as

books, charts, visual aids and others affect the learning outcomes. Another

consideration is the home as the learning environment. Students whose

parents are highly educated out-performed their peers whose parents have low

educational achievement. The influence of the parents in the meta-cognitive

trainings like study habits, achievement pressure can be considered as

elements behind school performance. (Quimbo, 2003).

Table 7

Significance of the Difference in the Factors Influencing the Mathematical

Achievement of Grade 11 STEM Students in the New Normal when

grouped and compared according to SEX

Areas Categories N Mean Significance p- Interpretation

Level value
Curriculum Male 34 49.03 Not Significant

.093
Female 52 39.88
Instructional Male 34 44.94 Not Significant

Strategies Female 52 42.56 .663

and Methods
Teacher Male 34 43.88 Not Significant

69
Competency Female 52 43.25 .05 .908
Innate Male 34 45.82 Not Significant

Mathematica Female 52 41.98 .483

l Ability

In the Table 7, which is the Significant Difference in the Factors

Influencing the Mathematical Achievement of Grade 11 STEM Students in the

New Normal when grouped and compared according to SEX, the following

areas were considered: Curriculum, Instructional Strategies and Methods,

Teacher Competency, and Innate Mathematical Ability.

The male respondents got the highest mean which is 49.03 from the first

area, the curriculum. While the female respondents got the lowest mean, which

is 39.88, also from the first area. The third area, which is the teacher

competency got the highest p-value of .908, while the first area, which is the

curriculum, got the lowest p-value of .093.

The overall results are interpreted as not significant, which means, when

the respondents are grouped according to sex, there is no significant difference

in all the areas.

70
 The results are similar to the study of Kimball (1989), females tend to do

better in computation, and there is no significant gender difference in

understanding math concepts. Another study shows that females tend to earn

better grades than males in mathematics. Some recent studies have revealed

that gender differences in mathematics education seem to be narrowing in

many countries. However, studies indicate that as students reach higher

grades, gender differences favor increase in math achievement by males

(Campbell, 1995; Gray, 1996; Mullis, Martin, Fierros, Goldberg, & Stemler,

2000). Fennema & Peterson, (1985); Hopkins, McGillicuddy-De Lisi, & De Lisi

(1997), also suggested that female students show less interest in mathematics

and have negative attitude toward mathematics. It is also reported that girls

tend to learn mathematical concepts by means of rules or cooperative

activities, while boys have a tendency to be in a competition to master

mathematical concepts.

Table 8

Significant of the Difference in the factors influencing the Mathematics

Achievement of GRADE 11 STEM Student in the New Normal of the

71
respondents on the Following Areas when they are groups and Compared

According to the Parents Highest Educational Attainment

Categories N Mean Sig. P. interpretation

Level Value

Curriculum Elementary 2 12.00

High 28 46.27 .05 .15 Significant

school

56 43. 24

College
Instructional Elementary 2 6.75

Strategies

and Methods High 28 45. 54 .05 .975 Significant

school

56 43.79

College

Teacher Elementary 2 14. 25

competency

High 28 44.71 .05

school .22 Significant

56 43.94

College

72
Innate Elementary 2 17.00

Mathematica

l Ability High 28 44.34 .05 .288 Significant

school 56

44.03

College

In the Table 8, which is the Significant Difference in the Factors

Influencing the Mathematical Achievement of Grade 11 STEM Students in the

New Normal when group according to the Parent’s Highest Educational

Attainment, the following areas were considered: Curriculum, Instructional

Strategies and Methods, Teacher competency, Innate Mathematical Ability.

In the first area which is the curriculum, the high school category got the

highest mean of 46. 27, followed by College category with the mean of 43.24,

and elementary graduates with 12.00, the computed p value is .15 which is

interpreted as “Significant” which means that it has a huge effect in the

academic performance of STEM students.

In the second area, the instructional Strategies and methods, High

school category still got the highest mean of 45.53, followed by the college

category with 43.79 and the elementary category with 6.75, the computed p

value was .975 which was interpreted as “Significant”, which means that it

73
affects the performance of a student, not only to STEM students but to each

and every student.

The third area, teacher competency, the high school category got the

highest mean with 44. 71 followed by the college category with 43.94, and

lastly, the elementary category with 14.25. The computed p-value was .22,

interpreted as “Significant”, it also has a significant effect on the student's

performance.

The last area is the Innate Mathematical Ability the Elementary Category

got the lowest mean of 17.00, followed by the college category with 44. 03, and

the high school category got the highest category of 44.34. The computed p-

value was .288 which was interpreted as “Significant,” because it has a huge

impact on the performance of a student according to the study. To sum up

everything that has been stated, the researcher concluded that the Parent's

highest educational attainment affects the performance a student.

The results are similar to the study of (Campbell, Hombo, and Mazzeo,

2000).Parents’ educational level has been shown to be a factor in academic

achievement. Parents serve as a role model and a guide in encouraging their

children to pursue high educational goals and desires by establishing the

educational resources on hand in the home and holding particular attitudes

and values towards their children’s learning. In this case, the educational

attainment of parents serves as an indicator of attitudes and values which

parents use to create a home environment that can affect children’s learning

74
and achievement. A number of studies indicated that student achievement is

correlated highly with the educational attainment of parents (Coleman, 1966).

For instance, students whose parents had less than high school education

obtained lower grades in mathematics than those whose parents had higher

levels of education.

Table 9

Categories N Mean Sig. P-value Interpretation

Level

75
 Curriculum Higher 64 46.03 .104 Not

significant
Lower 22 36.14

Instructional Higher 64 47.44 .012 significant

Strategies and
Lower 22 32.05
methods

Teacher Higher 64 43.42 0.05 .960 Not

competency significant
Lower 22 43.73

Innate Higher 64 45.87 .131 Not

Mathematical significant

ability
Significant of Difference in the Factors influencing theMathematics

Achievement of the respondents on the Following Areas when they are

grouped and compared According to AVERAGE FAMILY MONTHLY

INCOME

In Table 9, which is the Significant Difference in the Factors influencing

the Mathematics Achievement of Grade 11 STEM Students in the New Normal

when grouped according to Average Family Monthly Income, the following areas

were considered: Curriculum, Instructional Strategies and Methods, Teacher

Competency and Innate Mathematical Ability.

76
 In the first area which is the curriculum the respondents with the lower

family income got the lowest mean which is 36.14 and the family with a higher

family income got the highest mean which is 46.03. The computed p-value in

the first area was .104 which interpreted as “Not Significant”.

In the second are which is the Instructional Strategies and methods the

family with a higher family income got the highest mean which is 47.44 and

the family with a lower family income got the lowest mean which is 32.05. The

computed p-value in the second area is .012 which is interpreted as

“Significant”.

In the third area which is the Teacher competency the family with a

lower income got the highest mean which is 43.73 and the family with a higher

income got the lowest mean which is 43.42. The computed p-value of the third

area is .960 which is interpreted as ‘Not Significant”.

The fourth and the last area which is Innate Mathematical ability the

family with the higher family income got the highest mean which is 45.87 and

the family with a lower family income got the lowest mean which is 36.61. The

computed p-value is .131 which is interpreted as “Not Significant”.

The result are similar to the study of Brophy, Brow,Geliert and Darling-

Hammond. Many studies report that what teachers know and believe about

mathematics is directly connected to their instructional choices and

procedures (Brophy, 1990; Brown, 1985; National Council of Teachers of

Mathematics, 1989; Thompson, 1992; Wilson, 1990a, b). Geliert (1999) also

77
reported that "in mathematics education research, it seems to be undisputed

that the teacher's philosophy of mathematics has a significant influence on the

structure of mathematics classes". Teachers need to have skills and knowledge

to apply their philosophy of teaching and instructional decisions. In the 21st

century, one shifting paradigm in education is about teachers’ roles and

competencies. Findings from research on teacher competency point out that if

teachers are to prepare an ever more diverse group of students for much more

challenging work--for framing problems; finding, integrating and synthesizing

information; creating new solutions; learning on their own; and working

cooperatively--they will need substantially more knowledge and radically

different skills than most now have and most schools of education now

develop. (Darling-Hammond, 1997).

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings; the derived conclusions;

and the pertinent recommendations in the light of the findings and conclusions

drawn from there.

78
 Summary of Findings

The result of the study suggests that the Grade 11 STEM students of STI

West Negros University are outstanding when it comes to their Mathematics

Achievement.

The study showed that there is no significant in the Factors Influencing

the Mathematical Achievement of Grade 11 STEM Students in the New Normal

when group according to Sex in all areas.

The results obtained from respondents’ revealed that there is significant

in the Factors Influencing the Mathematical Achievement of Grade 11 STEM

Students in the New Normal when group according to Parents’ Highest

Educational Attainment in all areas.

Lastly, the study also showed that there is no significant difference in the

Factors Influencing the Mathematical Achievement of Grade 11 STEM Students

in the New Normal when group according to Average Family Income, except for

one area which is the Instructional Strategies and Methods.

Conclusion

This research examined the factors of mathematic achievement

influencing grade 11 stem students in the new normal S.Y. 2020-2021. The

79
data were gathered by distributing the questionnaires to 86 Grade 11 STEM

students.

As mentioned earlier in the introduction, the purpose of this study is to

figure out on how achievements affect the life of the students specifically grade

11 STEM students.

The following conclusion can result the influencing factors in

mathematical achievement as the teacher competency is being indicated as one

of the most outstanding and effective in teaching STEM students.

These factors signify the differences in influencing the Mathematics

Achievement of Grade 11 STEM students without leaving them some emotional

distress. Lastly, the competency of the teacher is one of the solutions for them

to handle and cope up their weaknesses in achieving Mathematical

Achievement within the New Normal classes in the academic year 2020-2021.

Recommendations

This study has contributed to the understanding of factors influencing

the Mathematics Achievement of Grade 11 STEM Students in the New Normal.

80
As the study progressed, a few areas surfaced as suggested areas for future

studies. The recommendations are as follows:

To the School Administrators, it is recommended to ensure availability of

the instructional materials and facilities for the execution of different teaching

methods that are aligned with the teaching methods and students’ learning

during new normal classes. Effective teaching and learning cannot be achieved

in the absence of those instructional materials.

To the teachers, they should go beyond the academic arena and help

students to better understand how their perceptions of self and their

environment may affect their academic performance. Therefore, it appears that

advising students could expand to include mentoring them. Academic and

personal mentoring of students serves as a channel to a healthy attitude

towards academic work, study habits, orientation to others, colleges, and

universities.

To the parents, the researchers recommended the parents should do

follow up with their child’s studies. Give moral support and motivation to help

the child strive more to improve their Mathematics Achievement.

To the students, it is recommended that they should join and actively

participate in any Math-related activities, workshops, and seminars in school

or in the community wherever they may be. These will offer them great

opportunities to improve in Mathematics. To be able to solve and analyze the

81
equations and computations well is part of attaining Achievements with

regards the subject matter.

To the future researchers, the researchers recommended that they

should be patient while conducting the study. Conduct more studies related to

the Factors influencing the Mathematics Achievement of Grade 11 STEM

students in the New Normal.

References:

Andaya, O.J.F. (2014). Factors that affect mathematics achievements of

students of Philippine Normal University-Isabela Campus.

82
Bayaga, A., & Wadesango, N. (2014). Analysis of students’ attitudes on
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Educational Sciences, 6(1), 45-
50.https://doi.org/10.1080/09751122.2014.11890116

Caliao, A.B. (2000). Factors associated with the ability of the grade VI pupils of
Tubod east and west districts to solve problems in mathematics.

Callaman, R. A. & Itaas, E. C. (2020).Students’ mathematics achievement in

Mindanao context: A meta-Analysis. JRAMathEdu (Journal of Research and
Advances in Mathematics Education), 5(2), 148-159.
https://doi.org/10.23917/jramathedu.v5i2.10282

Ebele, U & Olofu, P. (2017). Study Habit and Its Impact on Secondary

School Students’ Academic Performance in Biology in the Federal Capital

Territory, Abuja.

Gunaseelan, B . & Dr. Pazhanivelu, G. (2016). Identifying Factors Affecting The

Mathematics Achievement Through Review Analysis . International Journal Of
Development Research , 8804-8809.

Kasten & Howe, (1998) and Thomas, (2000). The Effects of Motivation on At
Risk High School Students in Math Performance. https://eric.ed.gov/?
id=ED474447

Kiwanuka II.N., et al., (2015). Factors affecting Mathematics achievement of

first-year secondary school students in Central Uganda.
https://www.researchgate.net/publication/282927836_Factors_affecting_Math
ematics_achievement_of_first-
year_secondary_school_students_in_Central_Uganda

Maad, H.A., (2013) Factors that facilitate learners' performance in Mathematics

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%3DjXLeln2ebnAJMahanta, D. (2012). Achievement in mathematics: Effect of
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Mini Joseph Chaman B Sc., B Ed., M Sc., M Ed. (October 2014). Factors
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https://1library.net/document/4yr9npvy-factors-influencing-mathematics-
achievement-secondary-school-students-india.html

Mohamed, Z.G., (2013). The Factors Influence Students' Achievement in

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_Students'_Achievement_in_Mathematics_A_Case_for_Libyan's_Students

Mensah, J. K., et. al., (2013). Student attitude towards mathematics and
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Quimbo, S. L. A. (2010). Explaining Math and Science Achievement of Public

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84
 APPENDICES
APPENDIX A

QUESTIONNAIRE

A Questionnaire on Factors influencing the Mathematics

Achievement of Grade 11 STEM Students in the New
Normal

Dear
Respondents:

We are the Grade 12 STRAND students currently working on our research

entitled “Factors influencing the Mathematics Achievement of Grade 11 STEM
Students in the New Normal”. In line with this we are asking for your help by
answering our survey questionnaire. Whatever information that the researchers will
gather will remain confidential. Your cooperation is highly appreciated. Thankyou!

Respectfully Yours,

PRINCESS KAYE P. TORRES

85
LeadResearcher

Part I.(PROFILE)
Direction: Kindly fill in all details

Name:(optional)

Sex:Male Female

Parent’s monthly averageincome:

Part II. (SURVEY QUESTIONS)

Direction: Check the corresponding number of your

choice based on thefollowing: 5-VeryHigh 4 –High

3- Moderate 2 –Low 1 – VeryLow

Curricul 5 4 3 2 1
um
1. Can easily understand the lessons.
2. Having difficulty coping up with the lessons
3. Enjoys solving logical reasoning and math
problems.
4. Like using instructional books such as
mathematical and engineering books.
5. Consider abstract thought to be challenging.
Instructional Strategies and
Methods
1. Dual coding presented for easier conceptualizing.
Ex. Combined words and visuals
2. Concise and comprehensive presentations to
providestudents information.
3. Problem solving videos to improve my problem
solvingskills.
4. Using retrieval practice to boost learning.
Ex. Using flashcards instead of re-reading books.
5. Riddles and Logics in class for the subject matter
to bemore interesting.
Teacher Competency

86
 1. Teacher providing clear information about
objectives,contents, examples and assessment
methods in the subject curriculum.
2. Teacher provides information that allows me to
gain a better and deeper understanding of the
subject matter.
3. Teacher relating the teaching to the professional
environment.
4. Teacher encouraging students’ interest and the
motivation to learn.
5. Teacher attending and responding clearly to
questionsasked in class.
Innate Mathematical Ability

1. Does not struggle with solving math on my own.

2. Solving mentally as a way of calculating.

3. Can study Mathematics an hour or more.

4. Find it easier to study Mathematics when there is

acombination of numbers and letters.
5. Can critically analyze complex math problems.

Thank you for your cooperation. God bless!

87
 APPENDICES B
Letter to Validators

STI West Negros University

Burgos St, Bacolod City,

Negros Occidental

February 2021

Mr. Jeremie Repogio

SHS Teacher

Trinity Christian School

Dear Mr. Jeremie Repogio:

Greetings!

We are the HUMSS 12 A students who are currently working on our

research
paperentitled“FactorsinfluencingtheMathematicsAchievementofGrade
11STEM Students in the New Normal”, and with your expertise we
humbly ask you to
validateourquestionnaireandtherubricswhichserveasourresearchinstrume
nts for us to come up a valid and reliable results.

We are hoping for your affirmative response. Thank you very much for
your assistance.

Respectfully Yours,

88
RHEA KIANA MARIE ALUNAN
STEPHANIE BILLONES
JOVELLE FAITH BLASE

MA. CRISTINA CALLADA

ROBELYN CASIPE
DANICA ESCALA

ANDY FORMACION
MARY JOY GALICIA

EUGENIO JAN HERRERA

LORAINE MAE MIRANDA

NORLYN JOY PANESA

JEM SHALLOM REPOGIO
JOSEPH SALAMANES
RAVER SANTIAGO
PRINCESS KAYE TORRES

Researchers

Noted by:

RIALYN M. BAJA

Professor, APPLIED1012( Inquiries, Investigations, and Immersion)

89
 STI West Negros
University Burgos St,
Bacolod City, Negros
Occidental

February 2021

Ms. Gwendolyn

Clago

English Teacher

OK English Academy

Dear Ms. Clago:

Greetings!

We are the HUMSS 12 A students who are currently working on our research
paper
entitled“FactorsinfluencingtheMathematicsAchievementofGrade11STEMStuden
tsintheNew Normal”, and with your expertise we humbly ask you to validate our
questionnaireand

the rubrics which serve as our research instruments for us to come up a

valid and reliable results.

We are hoping for your affirmative response. Thank you very much for your
assistance.

Respectfully Yours,

90
RHEA KIANA MARIE ALUNAN
STEPHANIE BILLONES
JOVELLE FAITH BLASE

MA. CRISTINA CALLADA

ROBELYN CASIPE
DANICA ESCALA

ANDY FORMACION
MARY JOY GALICIA

EUGENIO JAN HERRERA

LORAINE MAE MIRANDA

NORLYN JOY PANESA

JEM SHALLOM REPOGIO
JOSEPH SALAMANES
RAVER SANTIAGO
PRINCESS KAYE TORRES

Researchers

Noted by:

RIALYN M. BAJA

Professor, APPLIED1012( Inquiries, Investigations, and Immersion)

91
 STI West Negros
University Burgos St,
Bacolod City, Negros
Occidental

February 2021

Engr. Adrian

Lagrada MPF

QA/QC

Nakatomi Electromechanical and Services

Dear Engr. Lagrada:

Greetings!

We are the HUMSS 12 A students who are currently working on our research
paper
entitled“FactorsinfluencingtheMathematicsAchievementofGrade11STEMStuden
tsintheNew Normal”, and with your expertise we humbly ask you to validate our
questionnaireand

the rubrics which serve as our research instruments for us to come up a

valid and reliable results.

We are hoping for your affirmative response. Thank you very much for your
assistance.

Respectfully Yours,

92
RHEA KIANA MARIE ALUNAN
STEPHANIE BILLONES
JOVELLE FAITH BLASE

MA. CRISTINA CALLADA

ROBELYN CASIPE
DANICA ESCALA

ANDY FORMACION
MARY JOY GALICIA

EUGENIO JAN HERRERA

LORAINE MAE MIRANDA

NORLYN JOY PANESA

JEM SHALLOM REPOGIO
JOSEPH SALAMANES
RAVER SANTIAGO
PRINCESS KAYE TORRES

Researchers

Noted by:

RIALYN M. BAJA

Professor, APPLIED1012( Inquiries, Investigations, and Immersion)

93
 APPENDICES C

Cronbach- Alpha Result

Reliability Result

Actual Respondents’ Results

94
95
96
97
98
99
Fila Edit view Data Transform !nsart Format AnalyzeDirectMarketing Graphs Utilities Add-

one wind

100
101
102
 APPENDIX D

Goods and Scates Criteria for Validating

the Research Instrument
Direction: Please check the appropriate column after each
statement which corresponds

your evaluation.

5=Excellent 4=Very Good 3=Good 2=Fair

1= Poor

Criteria for Evaluation

Juror Juror Juror
1 2 3
1 The questionnaire is short enough that the
respondents will not reject it because it 4 3 4
willdrain
much of his/her precious time.
2 The questionnaire has face appeal that the
4 3 4
respondents will be inclined to accomplish it fully.
3. The questionnaire can obtain some depth to the
4
responses and avoid superficial answers or 3 3
information
4. The response and their alternative responses are
4 3 4
not too suggestive nor too unstimulating
5. The questionnaire can elicit responses which
4 3 3
are definite but not mechanically forced.
6. The items are stated in such a way that the
4
responses will not be embarrassing to the 3 3
person concerned.
7 Items are framed in such a manner as to allay
suspension and the part of the respondent 4 3 4
concerning hidden purpose in the questionnaire
8 The questionnaire is not too narrow, not
4 3 3
restrictive, or limited in its scope or philosophy.
9. The responses to the questionnaire which taken
as a whole, could answer the basic purpose for 4 4
which the questionnaire is designed and, 3
therefore,is
considered valid.

103
 MEAN 4 3 4
MEAN OF MEANS 3.6≈ 4
INTERPRETATION Very Good

. 

104