Thesis

Non-intellective Factors Affecting the Mathematics Achievement of Grade 10 Students
of Southville 3A National High School Sampaguita Extension

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
People are active organisms with innate tendencies toward growth and development.
Young minds have different intellectual ability and so as non-intellective factors that may
seem to affect their learning, whether it may be a positive effect or the learning could be
interfered. According to Attitudes towards Mathematics Inventory (ATMI) research (2004),
students find mathematics simply unappealing and socially unaccepted, which results to the
low appreciation and performance towards the subject.
The deteriorating performance of the majority of the students in Mathematics is a
cause of concern. The achievement test results of the first year to fourth year students in
Mathematics for several years proved to be very low. In the international level, year 2003, the
Philippines ranked 23rd both in Mathematics and Science among the 25 countries who
competed for the International Competition for Mathematics and Science. The Philippines
outranked only two countries and those are Morocco and Tunisia.
With this regard it is timely to conduct a research or to study why these alarming
problems on performances are occurring to the students of our country. In order to have an
accurate proof, the researchers looked at the factors that might be the possible causesof these
problems.
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The researchers intend to decipher some parental factors like the parents’ educational
attainment and their social economic status. Other factors include the students study habits,
attitude towards the subject and of course, the way they learn the subject through their
teacher. The researchers thought of looking on the personal and professional attributes of the
math teacher because this might be factors as well.
In summary, the researchers’ main goal is to assess the student respondents’ home,
student and teacher-related factors whether it has an impact to their mathematical
achievement. By determining the said factors, it would be easy to find out the effectiveness of
the teacher, the background of the parents as well as the extent of their support to their
children, all in relation to the development of the learner’s ability and good perspective
towards the subject.
Background of the Study
Home experiences are vital in shaping children’s future mathematical interests, beliefs
and motivations. The role of parents in shaping their children’s future mathematics’ attitudes
and motivation is an especial key during early childhood (Muola, 2010).
Parents’ roles and involvement in their children’s mathematical learning can lead to
heightened performance in mathematics (Cai, 2003; Huntsinger&Jose, 1997; Siegler& Mu,
2008). However, little evidence exists to show how parents support their children’s mathemat-
ics learning and, perhaps more importantly, why that support might differ. For instance, more
research is needed to show the differences in (1) perceptions of the importance of

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mathematics learning, of the nature of mathematics, and of curriculum held by parents
(Gonzalez &Wolters, 2006; Jackson &Remillard, 2005; Tsui, 2005) and (2) how these
perceptions are linked to ways in which different parents support their children’s mathematics
learning (Cai, 2003; Wang, 2004).
Research about the effects of parental involvement on students’ mathematics
achievement have revealed that parent’s Social Economic Status and parent’s education level
play an important role on their children’s early and later mathematics achievement (Crosnoe&
Cooper, 2010; Clements &Sarama, 2007; Jordan, Kaplan, Locuniak, &Ramineni, 2007).
Although parents with low-SES backgrounds set high expectations, there was no
correlation between their children’s mathematics achievement and their high-expectations;
however, there was a correlation between parents with high-SES backgrounds and their
children’s mathematics achievement. This does not mean that low-income and less educated
parents are not concerned about their children’s mathematics achievement, but the reason is
that they themselves do not feel ready to assist their children because of their own limited
educational and financial resources (Clements &Sarama, 2007).
As typically used in the broader literature, study habits typically denotes the degree to
which the student engages in regular acts of studying that are characterized by appropriate
studying routines occurring in an environment that is conductive to studying. Finally, study
attitudes are usually used to refer a student’s positive attitude toward the specific act of
studying and the student’s acceptance and approval of the broader goals.
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Clearly, to be an effective and efficient teacher is more complicated and difficult than
many people think. To be this kind of teacher does not only involve having a deep content
knowledge, but also organizational, management and communication skills, being able to
organize instructions, and providing relevant assessment and fair evaluations. In addition, an
effective and efficient teacher is responsible to create a warm classroom climate, to promote
enthusiasm, motivation and an interactive teacher-student relationship.
There are other things in the mind of the researchers which they think of a great
relevance in the poor performance of students in Mathematics, but, this is not just a manner of
enumerating reasons but one needs to have proofs from real life situations, which is possible
through research, survey, and investigation. It is for this reason that this study was carried out
not merely to investigate but to help parents, mathematics educators to be more effective and
efficient in teaching their child and student respectively, so that students will not claim that
Mathematics is a difficult subject, thus low performance will instantly level up.
Theoretical Framework
Vygotsky’s Social Development Theory is the work of Lev Vygotsky who’s major
theme is that social interaction plays a fundamental role in the development of cognition.
Vygotsky (1978) states: "Every function in the child's cultural development appears twice:
first, on the social level, and later, on the individual level; first, between people
(interpsychological) and then inside the child (intrapsychological). This applies equally to
voluntary attention, to logical memory, and to the formation of concepts. All the higher
functions originate as actual relationships between individuals."

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A second aspect of Vygotsky’s theory is the More Knowledgeable Other (MKO). The
MKO refers to anyone who has a better understanding or a higher ability level than the
learner, with respect to a particular task, process or concept. The MKO is normally thought of
as being a teacher, coach or older adult, but the MKO could also be peers, a younger person,
or even computers.
The third aspect of this theory is the idea that the potential for cognitive development
depends upon the "zone of proximal development" (ZPD): a level of development attained
when children engage in social behavior. Full development of the ZPD depends upon full
social interaction. The range of skill that can be developed with adult guidance or peer
collaboration exceeds what can be attained alone. This theory was an attempt to explain
consciousness as the end product of socialization.
All of the aspects of the said theory are very important in attaining the goals of this
study because the researcher believes that the parents and teachers of the respondents are
considered MKO and that interpsychological and intrapsychological interaction as per the first
aspect and the ZPD development from the third aspect happens greatly at home and at school
with their parents and teachers and classmates respectively.
Furthermore, the Systems Approach Theory by Ludwig Von Bertalanffy explains the
importance of interdependence and interconnectedness of the people in a group as they
contribute parts to a specific system while trying to achieve a common goal. The theory is
very important in this study because the researcher believes that, if there is interdependency
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and interconnectedness between the students, the teachers and family background, then the
outstanding performance result in mathematics will be achieved.
Conceptual Framework
The non-intellective factors as shown in the first frame were correlated to the
mathematical achievement in the second frame through the grade point average in Math III of
the respondents. The research paradigm shows the presumed effect of the non-intellective
factors to students’ mathematical achievement.
INDEPENDENT
VARIABLES
DEPENDENT
Non-Intellective Factors VARIABLE
Home-related factors
Mathematics Achievement
 Family Income
 Grade Point Average in
 Parents Educational
Grade 9 Math
Attainment
Student-related factor
 Attitude towards Math
 Study Habits
Teacher-related factors
 Personal Attributes
 Professional
Attributes
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Figure 1 shows the independent variables which include Home-related Factors in
terms of Parent’s Educational Attainment and Family Income. Student-related Factors in
terms of Attitude towards Math and Study Habits. Teacher-related Factors in terms of
Professional and Personal Attributes. The dependent variable as shown in Frame 2 refers to
students’ Mathematical Achievement in terms of their Grade Point Average in Grade 9 Math.
Statement of the Problem
The study determined the relationship of Non-intellective Factors to the Mathematical
Achievement of the Grade 10 Students of Southville 3A National High School Sampaguita
Extension.
Specifically it answered the following questions:
1. How may the respondents’ home related factors be described in terms of;
1.1 Family income
1.1 Parents’ educational attainment
2. How do the respondents perceive the following student-related factors
2.1 Attitude towards math
2.2 Study Habits
3. How do the respondents perceive their teachers’;
3.1 Personal attributes
3.2 Professional attributes

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4. What is the level of the respondents’ mathematical achievement in terms of their grade
point average in Math 9?
5. Is there a significant relationship between the respondents’ mathematical achievement
and the following home – related factors;
5.1 Family income
5.2 Parents’ educational attainment
6. Is there a significant relationship between the respondents’ mathematical achievement
and the following student – related factors;
6.1 Attitude towards Math and their Mathematics achievement
6.2 Study habits and their Mathematics achievement
7. Is there a significant relationship between the respondents’ perception of their
teacher’s personal and professional attributes and their mathematical achievement?
Hypotheses
For better understanding on how the problem was conducted the following null
hypotheses were formed.
Ho.1: There is no significant relationship between respondents’ home-related factors
and mathematical achievement.
Ho.2: There is no significant relationship between respondents’ student-related
factors and mathematical achievement.

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Ho.3: There is no significant relationship between the respondents’ perception of
their teacher’s personal and professional attributes and their mathematical achievement.
Scope and Delimitation of the study
The study was limited only to the grade 10 students of Southville 3A National High
School located in Brgy. San Arntonio, San Pedro City, Laguna. This study was conducted
within the span of seven months of equivalent to the second semester of the school year 2014
to 2015 and the first semester of the school year 2015 to 2016.
The study encompassed 136 respondents comprising the students of the said school,
which was randomly chosen by the researchers’ aim to come up with an effective measure to
increase the awareness of the students regarding their non-intellective factors and
mathematical achievement.
This study was limited only to the group under study with variables that are assumed
to be normally distributed in all aspect related.
Significance of the Study
This study intends to reveal if non-intellective factors affects the mathematical
achievement of a student. We are all acquainted with the knowledge that there are multiple
factors in our modern society that is linked to the uniqueness of every individual. This study
was very relevant and timely because it serves as an eye opener for everyone to have a critical
consideration of the student’s totality and not just concentrate on the façade performance.
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Through this, the Department of Education continuously aims at culture of excellence
both in academe and skilled performances. One of the government’s focuses is to enhance and
to improve the mathematical achievement of everyone. This will play the most crucial role in
developing mathematical skills and positive attitudes towards the subject. Thus, providing
significant information about addressing the students’ non-intellective factors and how it
affects the mathematical achievement may benefit the following:
Administrator of Southville 3A National High School
This is very advantageous to the administrator of the Southville 3A National High
School for the reason that they can use the findings of this study to encompass more
knowledge regarding the individuality of their future and existing students.
Teachers
The result of the study helps the mathematics teachers diagnose their students’ level of
study habit and attitude towards the subject. They can use new developmental strategies and
provide new directions towards improving their mathematics program such that the structures
of mathematics may be adapted to the student’s needs.
Parents
This study will help the parents realize how vital their role in their children success in
school because they are the first teacher that are mainly concern with the education of their
children. Through this they will gain deeper insights and understanding of their children’s
performance to be able to lead them in gaining quality education and achieve the best they
could get.
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Students
Aside from the opportunity to exert stronger efforts and skills improvement, the result
will be most beneficial to the students as recipients of improved teaching from their teacher.
This will also provide the students an opportunity to evaluate not only their achievement in
mathematics but also their attitude and study habit towards the subject. Furthermore, all of
these may lead to the performance improvement on the subject.
Future researchers
The study will serve as a point of reference for those who would want to make
further investigation on this study. They are provided some guides and references to
have a deeper study on the non-intellective factors that affect the mathematics
achievement of the students.
Definition of terms
The following terms were defined conceptually and operationally for the easy
understanding of the readers.
Non- intellective - These are factors not pertaining to intellect or cognition; it pertains to the
factors in the environment that affect one’s ability.
Study habits - degree to which the student engages in regular acts of studying that are
characterized by appropriate studying routines occurring in an environment that is
conductive to studying.
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Attitude - usually used to refer a student’s outlook toward the specific act of studying and the
student’s acceptance and approval of the broader goals.
Family income - It refers to the monthly amount received by the student’s parents from the
occupation, acquired and included properties. The categories used are based from the
income description as per the National Economic Development Authority.
Parents’ educational attainment - Refers to the highest level of schooling that a parent has
reached.
Professional attributes - The standards of education and training that prepare teachers with the
particular knowledge and skills necessary to perform his/her role.
Personal attributes - Teachers social and emotional competence and personal characteristics.
Mathematics Achievement - It refers to the accomplishment of the performance in
mathematics through their grade point average in Grade 9 Math.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of some studies that was undertaken in abroad and in
our country or in local setting. This also includes the related literature which can serve as a
reference for the present studies.
In order to cover the relevant readings and studies on the relation of the different non-
intellective factors and mathematical achievement of the student, the following outline was
used to serve the essence of this chapter.
1. Student-Related Factor
2. Home-Related Factor
3. Teacher-Related Factor
Related Literature
Student Related Factor
The learner is equipped with cognitive as well as appetitive faculties. Cognitive
faculties include the five senses, instinct, imagination, memory, and intellect. By senses, the
learner is able to see, hear, feel, taste, and smell whatever is to be learned. By the power of
imagination, the learner is able to form representations of material objects which are not
actually present to the sense. By the power of memory he is able to retain, recall andrecognize
past mental acts. By intellect, the learner can form concepts or ideas, makes judgment, and
reason out.
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Appetitive faculties on the other side are feelings and emotions and rational will.
Through feelings and emotions,the learner experiences the pleasantness or unpleasantness, the
satisfactoriness or unsatisfactoriness, the pain and the joy of an object or an activity. This will
serve astheguiding and main integrating force in the learner’s character. By means of will, the
learner will be able to distinguish what intellect happens to be good and desirable. (Corpuz,
2007)
Cognitive and Appetitive faculties differ however in the degree to which they are
utilized and expressed on account of the learners’ ability, aptitude, interest, values and
attitudes and family and cultural background. (Corpuz, 2007)
 Ability
Ability determines the capacity to understand and assimilate information for own
use and application. As learners differ in the way they observe and interpret happenings in
their surroundings, some are more perceptive and discerning while others are less
inquisitive. With such typical reactions and facility to learn, they may be classified
generally into fast, average, and slow learners. Hence, the proficiency in searching for
more knowledge and motivation in performance skills are contingent on their endowed
potential to learn.
 Aptitude
Aptitude refers to the students’ innate talent or gift. It indicates a natural capacity
to learn certain skills. An early recognition of said natural deepness among students is
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indeed compelling so as not to waste such inborn learning. Provisions of formative
environment will be of great help in enabling them to flourish and grow.
 Interest
Learners vary in activities that are undertaken due to a strong appeal or attraction.
A physically robust student would go for the athletics, while an artistic and stylish student
would pursue hobbies that are fascinating. Girls are strongly attracted to flowering plants
and greeneries and their preoccupations revolve around them. Boys go for hiking and
mountain climbing.
 Family and Cultural Background
Learners who come from different socioeconomic background manifest a wide
range of behavior due to differences in upbringing practices. Their participation in
classroom activities are influenced by their home training and experiences, either they
become attuned and confident in their ways or inactive and apathetic.
 Attitudes
Learners have unique way of thinking and reacting. Confronted with the same
situation in the learning environment, each one would react differently depending on their
personal characteristics. Attitude refers to an individual’s perspective and
disposition.Some positive attitudes are:
a. Curiosity
Curious learners are at all-time eager to learn. They are anxious to know
more about an object or event by endlessly questioning until they get the right
information. Children’s attitudes could be positive or negative to a given stimulus,

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hence, different interpretations and responses. Inquisitive learners will keep
searching for answers or evidence rather than remain inattentive and disinterested
in what is happening in the learning environment. They observe keenly and use
their senses intelligently.
b. Responsibility
Responsible learners pursue assigned task to completion despite personal
constraints. They are accountable for their actions and decisions. They are
answerable for their conduct in the classroom. They can be depended upon for
learning tasks, which are accomplished in an orderly and systematic manner. As
such, they assume, duties, and obligations voluntarily. Responsible students can
easily instill the same trustworthy attitude among themselves.
c. Creativity
Learners with creative minds are capable of generating own ideas of doing
things. Being imaginative, they can think of new ways of arriving at solutions to
their problems. They can innovate procedures and techniques instead of sticking to
antiquated and traditional methodologies. Learning is achieved through their own
inventions and novel revisions, thus producing new and improved products.
d. Persistence
Persistent learners sustain interest in a learning activity not mindful of the
extra time and effort being spent. They pursue the task to completion and never
give up when confronted with problems. They develop the attitude of trying
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alternative procedures until they obtain satisfactory results. They are driven by a
never-ending search for more knowledge and information.
Inferring from article of H.J. Sherman, L.I. Richardson and G.J. Yard (2014) entitled
Why Do Students Struggle with Mathematics. They describe mathematics as a “gatekeeper”
of success or failure for high school graduation and career success. A lack of sufficient
mathematical skill and understanding affects one’s ability to make critically important
educational, life, and career decisions. They emphasize the personal or individual factors that
can affect to mathematical achievement.
Cited from an article on how-to-study.com (2009) “Students who are very successful
in their desired career have good study habits.” It is stated in the website that students apply
these habits to all of their classes. The website recommends that the students should try not to
study all the subjects in just a period. In addition, if the students try to do too much studying
at one time, they will get tired and their studying will not be very effective.
Home Related Factors
Parents should be included in their children’s Mathematics education in a meaningful
way. Many researchers feel that it is the parents who are the single biggest factor in a child’s
educational success (Ontorio Ministry of Education, 2004).
Parents foster a positive attitude towards Mathematics in their children by
demonstrating an interest in math, modeling perseverance in problem-solving and
highlighting Mathematics as it is encountered in their workplace and in the home

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environment. A positive attitude on the part of the parents supports the teacher’s classroom
efforts. (Ontorio Ministry of Education, 2004)
In addition to this, including parents meaningfully means making them comfortable
and welcome in their child’s school. This may be particularly important in the case of
Mathematics, given that many parents’ experience of Mathematics in school may have been
less than positive and that they are now faced with new Mathematical content (e.g.
probability) taught in unfamiliar ways (Ontorio Ministry of Education, 2004).
Another thing that is emphasized is that homework tasks must provide meaningful
experiences for both children and parents. Activities should be engaging Mathematical
experiences that highlight Mathematics in the students’ environment. Whether students are
playing a game requiring strategy with family members or friends or completing an assigned
task, their Mathematics homework should be meaningful, enjoyable and productive. (Ontorio
Ministry of Education, 2004)
There are lots of effective ways that teachers and schools can forge strong links with
parents that benefit all involved. Many teachers already make good use of games and
interesting problems for homework and optional home activities. In addition, as students share
at home the problems that they are working in school, parents will have their own ways of so
living these problems, and these ways can be included in school discussions. (Ontorio
Ministry of Education, 2004)
Hence, it’s not just about parents and teachers communication about Mathematics
education because the principal of the school and the teacher itself plays a key role in:
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 Sharing the school’s focus on Mathematics with parents aid the community;
 Including in school newsletters Math sections that provide ideas for parents to use in
assisting their child with Mathematics at home.
 Providing background information to parents regarding the rational of Mathematics
instruction.
 Updating the parents about the performance of their child.
Teacher Related Factors
The professional teacher is the “licensed professional who possesses dignity and
reputation with high moral values as well as technical and professional competence. A teacher
who adheres, observe and practices a set of ethical and moral principles, standards and values.
(Codes of Ethics of Professional Teachers, 1997)
The professional teacher is one who went through four to five year period of rigorous
academic preparation in teaching and one who is given a license to teach by the Board for
Professional Teachers of the Professional Regulation Commission after fulfilling
requirements prescribed by law such as passing the Licensure Examination for Teachers
(LET) and is registered in the roster of professional teachers at the Professional education
(Corpuz, 2007).
(Corpuz, 2007)A professional teacher can be perceived as someone who can effect
change or learning, because he is an expert in what he teaches and in how he teaches. A
professional teacher possesses the following attributes:

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 Control of the knowledge base of teaching and learning and use of this knowledge to
guide the science and art of his/her teaching practice.
 Repertoire of best teaching practice and use these to instruct children in classrooms
and to work with adults in the school setting.
 Dispositions and skills to approach all aspects of his/her work in a reflective, collegial,
and problem-solving manner.
 View of learning to teach as a lifelong proves and disposition and skill for working
towards improving his/her own teaching as well as improving schools. (Arends, 1994)
Besides possessing the aforementioned professional attributes, a professional teacher
should also possess the following personal attributes:
 Passion
Passion in teaching is a compelling force that emerges from one’s that emerges
from one’s inborn love for children. Passionate teachers exude spontaneity in
ministering to the needs of the students especially those experiencing learning
difficulties. Passion, being an overpowering feeling requires judgmental decisions;
hence teachers can sense differing reactions that must be corrected with appropriate
reformative action. Passion does not die nor diminish. They feel they “will live and die
as a teacher”.
 Humor
Humor stands for anything funny, which elicits a smile, laughter or amusing
reaction. It is an essential quality of teachers that serves a number of purposes.

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Nothing will be difficult to undertake since a common feeling of eagerness exists
among the students. It is not a surprise that students identify and describe their
teachers by the enthusiasm and warmth they enjoy with them every minute.
 Patience
In teaching, patience refers to a teacher’s uncomplaining nature, self-control,
and persistence. Patient teachers can forego momentous frustrations and
disappointments.
 Enthusiasm
Enthusiasm is synonymous to eagerness and excitement. Enthusiastic teachers
are full of energy and dynamism. Their passion and love for children are easily felt
and not long after their lively presence in the classroom. Everyone anticipates an
interesting and enjoyable learning activity.
 Values and Attitude
Teachers are model of values. Whether conscious of them or not, values are
exhibited implicitly and explicitly. These values and attitudes are: Open-mindedness,
Fairness and Impartiality, Sincerity and Honesty, Professionalism.
Open-mindedness is basic in promoting respect and trust between teachers and
students. It opens avenues for unrestricted search for information and evidence.
Problems and issues are resolved in democratic way.
Fairness and impartiality in treating students eliminate discrimination.
Teachers must be unbiased and objective in judging their work and performance.
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Avoid preferential considerations that result to negative response and indifference.
Fairness inculcates self-confidence and trust among students.
Sincerity and honesty are values exhibited in words and actions. Sincerity
dictates that they stick to the truth, to the extent of confessing what they do not know
about the lesson. Mistakes and faults are accepted and not “covered up”. In the end,
students realize that it is better to tell the truth than feign a falsehood. Sincerity and
honesty are taken as openness in dealing with others.
Professionalism is highly treasured in the teaching profession. Teachers are
adjudged professional if they are knowledgeable, skilled, and value-laden. In addition
to competence in teaching, they must have internalized the edicts of the profession,
thus exhibit ethical and moral conduct. Upright and exemplary in behavior they earn
respect and high esteem from students, colleagues. They catch students’ attention and
keep them focused on the topic, to soothe their feelings away from tension and to
develop a sense of humor among them.
Related Foreign Studies
Student Related Factors
Several studies have been undertaken to try to reach an understanding of the
relationship between student attitudes towards mathematics and academic achievement. In Ma
and Kishor(2004) meta-analysis only weak correlations between these variables were
identified and these relationships were dependent on several variables (e.g., grade, sample
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size, ethnic background). With regard to grade, these associations become stronger among
older students
However, more recent studies point to a positive correlation between student attitudes
towards mathematics and student academic achievement. Along these lines are the results
obtained by Nicolaidou and Philippou (2003) which reveal significant correlations between
attitudes and performance. Students having positive attitudes achieved better.
Mato and De La Torre (2010) in a study with secondary school students also showed
that those with better academic performance have more positive attitudes regarding math than
those with poorer academic performance. These results were confirmed in wider research,
concerning math study attitudes among the secondary school students of nine countries,
developed by Sanchez et al.
Lipnevich et al (2011), In a study developed with USA and BieloRussian middle
school students highlighted the importance of attitudes in predicting academic achievement,
when it showed that mathematics attitudes explained a variance of 25% to 32% in
mathematics achievement, with much of the explained variance independent of ability in
math.
Muola (2010) inferred that the home environment is one of the determinants of
academic achievement motivation. An academically favorable home environment is likely to
enhance the child’s motivation to achieve academic success which in turn will contribute to
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good performance in school. Many parents may not be aware of the influence of various
home environmental factors on the academic achievement motivation of their children.
Teachers, educationists and leaders should try to create awareness in parents on the
importance of the home environment on academic achievement motivation which can
improve the children’s performance. Parents need to be informed that they can contribute to
the education of their children through encouragement, provision of learning facilities, and
active assistance among other strategies. Parents need to know their role in the education of
their children so that they do not put the blame entirely on teachers when their children do not
perform well in school.
Furthermore, precaution should be taken when it comes to parental encouragement
since unreasonably high demand and too much pressure for good performance made by some
parents on their children may cause anxiety and fear of failure which may affect the child’s
academic performance negatively. For the various family variables to have a significant
effect on children’s academic achievement motivation, parents should set achievable targets
within their means.
To support the given findings aforementioned, according to Nye (2006), parents’
involvement had a positive and significant effect on children's overall academic performance.
The effect was educationally meaningful and large enough to have practical implications for
parents, family involvement practitioners, and policymakers. When parents participated in
academic enrichment activities with their children outside of school for an average of less
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than 12 weeks, children demonstrated an equivalent of 4 to 5 months improvement in reading
or math performance. Based on his study, he recommended the following:
1. Involve parents in academic-related activities outside of school to improve
academic performance of children in school.
2. Use parent involvement as an effective supplementary intervention to improve
academic performance in school.
Interactions with teachers enable the parents to know what could be done to deal with
the problems. It would also put the pupils on the alert and then study in school because they
would know that their parents would come and inquire about their performances in school. In
the Shama sub-metro, since interactions were limited, parents were not able to know about
what was happening in the schools regarding their children. As such they could not provide
much guidance and help to make their children’s performance improve.
From the analysis of the determinants it was found out that the self-concept, family
background, peer group, socio-economic, course of study and method of study were strong
determinants of study academic performance this is supported by the findings of Van Damme,
et.al, (2004) among other scholars. (Ayodele and Adebiyi, 2013)
(Worley, 2007) The concern for increased academic achievement among all students
is a concern for educators today. The pressure is endless for educators from the superintendent
to the classroom teacher, as teams strive to engage all students, regardless of race, SES, or
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resources, in meaningful instruction that facilitates high academic achievement for all
students.
The results Worleys’ study show that most students do have positive relationships
with their teachers. Even students with the lowest grade point averages are a credit to teachers
as a positive influence. This could speak to the reason those struggling students are still
hanging on in their senior year of high school. Educators should continue to develop strategies
to engage all students in a meaningful learning process that develops young minds into
successful and accomplished citizens. According to her, the key to school success should
focus on the work which must be engaging and provide purposeful activities within
instruction.
Professional qualifications of teachers are important in education. The professional
skill of the teacher establishes a productive classroom atmosphere from the start by means of
good organization and carefully planned teaching structures. Professional competence often
transforms into high quality of teaching with the expectation that this would influence the
learning of pupils.
Related Local Studies
Student Related Factors
Attitude towards Mathematics, particularly if it is negative, draws the students away
from the subject. However, in the confines of the secondary school, the effect of negative
attitude towards Mathematics may perhaps be counteracted by other external factors like
S.Y. 2015 – 2016
27
pressure from parents or from teachers. Peer group is also a very strong factor that may
overcome the effect of negative attitude. (Singson 1990)
(Ibabao, 2010) The socio-economic status – parents’ combined income, parents’
occupation, and the parents’ level of education were not found to have significant
relationships with students’ achievements in Mathematics. It exempts, however, the
occupation of the mother for those who took Algebra and the education of the father for those
who took statistics. These two were found to have significant relationships with the students’
level of achievement.
Individually, parental support has no significant relation with the students’
achievement in the Algebra, Trigonometry, and Statistics. Collectively, though, they are
found to be significantly correlated.
Authoritative and uninvolved parenting styles were found to have, no significant
relationships with the students’ achievement in Mathematics on the other hand, authoritarian
parenting style was found to be significant only with the students’ level of achievement in
Algebra but not Trigonometry and Statistics. Meanwhile, permissive parenting style was
found to be significant with the level of achievement of the students in Algebra and
Trigonometry but not in Statistics. Generally, the students’ level of achievement was found to
be significantly related with permissive and authoritarian parenting styles.

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28
The teachers are considered a factor that should enhance the mathematical ability of
the students. However, because of certain factors like overloading of classes which prevents
her from giving a thorough analysis to her quizzes and tests, or the brief class periods that
impeded her from giving individual instruction to most of her students, the teacher could not
fully attain her objectives. A course of study which is not flexible enough to allow the teacher
to address immediate needs of her students also deters her from successfully attaining her set
objectives.
(Bernardo, 2009) Academic performance was caused by factors that are internal or
external to education. In methods/teaching strategies, teachers occasionally give opportunity
to use technology and to engage regularly in collaborative problem solving effort. This
showed that methods/strategies are also significant factors that affect the academic
performance of Grade V pupils in the District Achievement test. However, teachers are loaded
with a classroom tasks thus, their teaching efficiency is affected, although they are committed
to their teaching career. In pupils attitude some respondents claimed that they are confused of
what to do in Mathematics. It was shown that pupils build poor knowledge of Mathematics
idea, respondent answered that they have poor quality library mostly in Barangay Schools. It
said that pupils that belonged to upper class school have a greater performance than the pupils
who are in a lower class school.
Teachers especially in the basic education should make Mathematics interesting and
more realistic. Emphasis on the basic skills should be done. Updating the parents about the
S.Y. 2015 – 2016
29
performance of the students in the class is a must. Since it was found to have relationship with
the students’ achievement in Mathematics, it is recommended that the parents extend any
form of support to the children. This will boost their morale to perform better. Tutoring the
students at home is highly advised parents should practice moderate parenting more so that
the academic assistance to the students can be maximized. Home which is full with love is an
ideal place to develop a holistic child.
The findings of Pajarillo (2009) say that it is very important to give attention on
teachers’ professional growth. Teaching competencies and skills is a factor that could improve
the learning of the pupils. They must provide challenging learning opportunities to pupils
supported with appropriate teaching and learning programs. The teacher together with the
principal should develop and implement classroom management policies and practices that
support (1) effective and efficient classroom administration and (2) effective communication
and decision making practices that encourage positive contributions from everyone. Parents,
teachers and students should develop a positive and harmonious learning environment, where
mutual respect is demonstrated. In this way, teaching and learning of all pupils will be
enhanced.
Student, Home and Teacher Related Factors
According to Silva and Tadeo (2006), there are several factors which cause difficulties
in Mathematics.
1. For the student-related factors, the subjects generally have an average mental ability
as evidenced by their I.Q. score. They have positive attitude and interest toward
S.Y. 2015 – 2016
30
Mathematics and their study habits, as shown by the different dimensions, fall
within the acceptable range. Some problems though may be attributed to occasional
laziness, boredom, and personal problems. Their learning styles are generally
extroverted learning, sensing and judging though they also possess some limited
strengths in introversion. Such medium of assimilation and processing of
information have not been utilized to the fullest through the use of appropriate
teaching styles. Their index of reading level is generally below the reading level of
first year high school. Such reading deficiencies lead to reading frustration and
failure to comprehend complex concepts and knowledge. Though their readability
level is below first year high school, they possess self-regulatory skills that help
them cope with their work. They implement some strategies in their studies
especially before examinations.
2. Though the students have average mental ability, they still encounter difficulties in
mathematics which is attributed to the reading deficiencies in vocabulary,
comprehension and study skills. With an index readability level of below first year
high school, any college student will encounter reading deficiencies especially so
with number problems. Their learning styles are not congruent with the teaching
styles of the faculty and this situation deters them from benefiting from the normal
classroom setting. Their interest, study habits and attitudes, though within the
acceptable level, are gearing towards the deterrent level. A good note however that
is the students are aware of their own strengths and limitations and they undertake
actions to overcome their limitations.

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31
3. As regards school related factors, the inadequate pedagogical knowledge of the
faculty can be a deterrent in teaching effectively. The number of years they have
spent teaching mathematics may have made them experts in the area with respect to
content but this is not everything in teaching. One has to know “how” the content
can be translated into objectives and be able to accomplish them. What a teacher
believes in and his/her personal professional principles will dictate her methods and
strategies of teaching. It is best that a teacher sees learning as a dynamic process
where one has to be open for changes.
4. Parents are generally supportive of the students and they are positive that their
children have the capacity to tackle Mathematics. Students do not consider their
parents as contributory factors to their problems in their study of the subject.
5. The Mathematics faculty was academically prepared but may not be well-equipped
with the skills to teach the subject. Furthermore, inadequate knowledge on human
growth, learning and development make them unable to deal with appropriate
instructional methods and strategies. This is attested by their beliefs and styles of
teaching.
Relation of Present Study to Previous Studies
All the cited previous studies, local and foreign, were related to present study in terms
of finding out the impact of the student, parent and teacher factor to the students’
performance. On the other hand, the present study focusedonly on Mathematics performance
S.Y. 2015 – 2016
32
of the students while the other previous study includes the total academic performance of the
students. And also, the study will differ in terms of respondents, scope, and locale.
Though several studies on the impact of the student, parent and teacher factor to the
students’ performance have been undertaken here and abroad, the researchers will still be
interested to determine which of these factors will greatly affect the Mathematics performance
of the students.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research method that describes how the study was conducted.
It includes all the description of the respondents, the population and samples, the sampling
technique, the instrumentation, the research locale, the procedure of how the data were being
gathered, sources of data and statistical treatment of data.
Research Method
The researchers used the descriptive research in order to determine the relationship
between the non-intellective factors and mathematical achievement among grade 10
SV3ANHS’ students. Descriptive research is a type of research that is primarily concerned
with describing the nature of condition and degree in detail of present situation (Landman,
1988). This emphasis is a description rather than on judgment or interpretation. Since
descriptive research gives qualitative, quantitative or both descriptions of general
characteristics of the group, this method was used.
Description of the Respondents
The respondents of the study were the 207 grade 10 students of Southville 3A National
High School Sampaguita Extension. They were classified according to their respective
sections.
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Table 3.1
Respondents of the Grade 10 students of Southville 3A National High School
Sampaguita Extension S.Y 2015-2016
SECTIONS NUMBER OF STUDENTS
Kasarinlan 34
Kagitingan 42
Paggawa 43
Pambansangbayani 46
Himagsikan 42
TOTAL 207
Figure 3.1
Number of Students
Himagsikan; 42 Kasarinlan; 34
Kagitingan; 42
Pambansang bayani; 46
Paggawa; 43
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35
Population and Samples
The total number of population of the 5 sections of grade 10 students in Southville 3A
National High School was 207. Through the use of the Slovin’s Formula with 5% margin of
error, the researchers came up with 136 students who served as the sample size. The
computations are as follows;
N
n=
1+ N e2
Where:
n = is the sample size
N = is the population size
e = is the margin of error
1 = constant
Computation:
N
n=
1+ N e2
207
n= 2
1+ ( 207 ) (0.05 )
207
n=
1+ ( 207 ) (0.0025)
207
n=
1+ 0.5175
207
n=
1.5175
n = 136.41or 136
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36
Sampling Technique
The researchers selected their respondents through stratified random sampling
technique.
Table 3.2
Sections’ Sample Distribution.
NUMBER OF
SECTIONS POPULATION PERCENTAGE
SAMPLES
Kasarinlan 34 16.43% 22
Kagitingan 42 20.29% 28
Paggawa 43 20.77% 28
Pambansangbayani 46 22.22% 30
Himagsikan 42 20.29% 28
TOTAL 207 100% 136
Figure 3.2
Sections’ Sample Distribution.
Himagsikan Kasarinlan
20% 16%
Kagitingan
20%
Pambansang bayani
22%
Paggawa
21%
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Instrumentation
The researchers used interviews and questionnaires in gathering data. Also, the
researchers used an adapted questionnaire from the study entitled “Non-Intellective Factors
Affecting the Mathematics Achievement of Second Year of Signal Village National High
School”(2012) authored by Reynaldo A. Nama, a Master in Educational Management
graduate. This was vital to determine the student related and home related factors.
The questionnaire for the teacher-related factors was from a foreign dissertation
entitled “An Approach to Develop a System for Assessment of Teacher Effectiveness”
authored by Syed Asad Abbas Rizvi (2003).
The researchers used the interview guide to gather the ratings of the respondents in
their Grade 9 Math and this has been related to the result of the non-intellective factors.
For the purpose of verbal interpretations, the researchers used the following legends:
Table 3.3
Range and Descriptive Value for the Arithmetic Mean of
Attitude towards Math
Rating Value Symbol

3.0 – 4.0 Highly Positive HP
2.0 – 2.99 Moderately Positive MP
1.0 – 1.99 Fairly Negative FN
0.99 and below Negative N

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Table 3.4
Study Habits towards Math
Rating Interpretation Symbol
3.0 – 4.0 Very Good VG
2.0 – 2.99 Fairly Good FG
1.0 – 1.99 Poor P
0.99 and below Very Poor VP
Table 3.5
Teacher-Related Factors
Rating Interpretation Symbol
3.0 – 4.0 Very Satisfactory VS
2.0 – 2.99 Satisfactory S
1.0 – 1.99 Fair F
0.99 and below Unsatisfactory US

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Table 3.6
Range and Descriptive Value for the Level of Grades in Mathematics
as per K to 12 Grading System
Range Interpretation Symbol

90 and above Advanced A
85 – 89 Proficient P
80 – 84 Approaching Proficiency AP
75 – 79 Developing D
74 and below Beginning B
Table 3.7
Range of Values for Correlation Coefficient
Range Linear Relationship

1.1 - 0.2 Very Weak
>0.2 - 0.4 Weak
>0.4 – 0.6 Moderate
>0.6 - 0.8 Strong
>0.8 Very Strong
Data Gathering Procedures
The researchers sought the approval of the Principal of the selected school. Upon the
approval of the principal, the distribution of the questionnaires to the students with regard to
the computed sample size was the next step undertaken. Here after, it was filled out and then
the researchers studied all those questionnaires to classify the non-intellective factors. Lastly,
the researchers’ interpreted it with regard to their mathematical achievement.

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Sources of Data
As the primary source of information, the researchers gathered all the data by means of
questionnaires that was answered by the respondents.
Research Locale
The study was conducted in Southville 3A National High School, Sampaguita Extension
in Brgy. San Antonio, San Pedro City, Laguna.
Statistical Treatment of Data
To aid in the analysis and interpretation of the data, the software program Statistical
Package for the Social Science (SPSS) was used for more accurate computation of every data.
Specifically, the following statistical measures were employed.
To answer the statement of the problem number 1, the researchers used the percentage
formula to determine the allocation of the respondents according to the respective Home-
related factors. The formula is as follow;
n
P= x 100
N
Where:
P = percentage
N = total number of respondents
n = number of responses
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To aid in answering statement of the problem numbers 2 to 4, the study used
arithmetic mean formula to determine the average scores of the Student-Related and Teacher-
Related Factors. The formula is as follows:
Σx
M= N
Where:
x = scores of each student
N = number of scores that has been added
M = arithmetic mean
Chi-square test of association was used to answer statement of the problem number 5.
X2 = ∑¿ ¿
Where:
x2 = Chi-square value
O = observed frequency
E = expected frequency
(Horizontal Total )(VerticalTotal )

E=
Overall Total
Degree of Freedom = (number of rows -1) (number of columns - 1)
Significance level (∞) = 5% or 0.05

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42
To answer statements of the problem numbers 6 and 7, the study used the Pearson
Product Moment Correlation Coefficient formula
n Σ xy− ( Σ x ) ( Σ y )
r=
√¿¿¿
Where:
x = independent variable
y = dependent variable
n = no. of respondents
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION

S.Y. 2015 – 2016
43
This chapter dealt with the computation, tables, and figures which helped the
researchers present, analyze and interpret the gathered data through the tallies done from
the answered questionnaires.
4.1 Home-related Factors
Table 4.1.1
Distribution of Income Bracket of the Respondents
Income Bracket Number of Students Percentage
No fix income 8 5.88%
Not over or less than P5,000 36 26.47%
Over P5,000 but not over P7,000 33 24.26%
More than P15,000 10 7.35%
Total 136 100%

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44
Figure 4.1.1
S.Y. 2015 – 2016
45
Figure 4.1.1 indicates that 36 or 26.47% of the total respondents belongs to the
income bracket of NOT OVER OR LESS THAN P5, 000 this is closely tied with OVER P5,
000 BUT NOT OVER P7, 000 income comprising 33 or 24.26% of the total respondents.
Bracket – No Fix Income fills in the 5.88% or 8 of the population while the income bracket
OVER P13, 000 BUT NOT OVER P15, 000 gets only the 5.15% which makes it the least
responded bracket among all.
4.1 Home-related Factors
Table 4.1.2
Distribution of Level of Education of the Respondents’ Parents
Level of Education Number of Students Percentage
No Education 0 0%
Incomplete elementary 18 13.24%
Complete elementary 15 11.03%
Incomplete secondary 22 16.18%
Complete secondary 37 27.21%
Incomplete Tertiary 12 8.82%
Complete Tertiary 32 23.53%
Graduate level 0 0%
S.Y. 2015 – 2016
46
Post-Graduate 0 0%
Total 136 100%
Figure 4.1.2
S.Y. 2015 – 2016
47
0.00%
Post-Graduate 0
0.00%
Graduate level 0
23.53%
Complete Tertiary 32
8.82%
Incomplete Tertiary 12
27.21%
Complete secondary 37
16.18%
Incomplete secondary 22
11.03%
Complete elementary 15
13.24%
Incomplete elementary 18
0.00%
No Education 0
0 5 10 15 20 25 30 35 40
Distribution of Level of Education of the Respondents’ Parents

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48
Figure 4.1.2 shows that 27.21% or 37 of the parents of the respondents finished the
secondary level of their education; this is followed by parents who finished their tertiary
level which consumes 23.53% of the total number of respondents. As tabulated,
Incomplete Tertiary just filled 12 or 8.82% of the total while none of the parents of the
respondents belong to No Education, Graduate Level and Post-Graduate Level.
4.2 Student-related Factor
Table 4.2.1
Mean Distribution of the Level of Attitude towards Mathematics of the Respondents
Section Mean Interpretation
Kasarinlan 2.69 Moderately Positive
PambansangBayani 2.54 Moderately Positive
Kagitingan 2.60 Moderately Positive
Paggawa 2.57 Moderately Positive
Himagsikan 2.52 Moderately Positive
Weighted Mean 2.58 Moderately Positive
Table 4.2.1 exhibits that the mean scores of all sections were almost the same and
interpreted as MODERATELY POSITIVE. As computed, section Kasarinlan got 2.69

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49
mean score which ranked 1st among the five. This is followed by section Kagitingan with
2.60 while section Paggawa with 2.57 being the 3rd. The rest are sections
PambansangBayani and Himagsikan with 2.54 and 2.52 respectively. With weighted mean
of 2.58 the respondents’ level of attitude towards math is interpreted as Moderately
Positive.
4.2 Student-related Factors
Table 4.2.2
Mean Distribution of the Level of Study Habits of the Respondents
Kasarinlan 2.65 Fairly Good
PambansangBayani 2.49 Fairly Good
Kagitingan 2.68 Fairly Good
Paggawa 2.65 Fairly Good
Himagsikan 2.84 Fairly Good
Weighted Mean 2.66 Fairly Good
Table 4.2.2 shows that section PambansangBayani got the lowest mean score of
2.49 and sections Kasarinlan and Paggawa both scored 2.65. This is followed by the
section Kagitingan with a mean score of 2.68 while the section Himagsikan got the highest
S.Y. 2015 – 2016
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mean score of 2.84.This goes to follow that with 2.66 mean score, the study habit of the
respondents was regarded as Fairly Good.
4.3 Teacher-related Factors
Table 4.3.1
Distribution of Mean for the Satisfaction Level of the perceived Personal Attributes
of the Teacher

Kasarinlan 3.02 Very Satisfactory
PambansangBayani 2.85 Satisfactory
Kagitingan 3.14 Very Satisfactory
Paggawa 3.0 Very Satisfactory
Himagsikan 2.92 Satisfactory
Weighted Mean 2.97 Satisfactory
Table 4.3.1 presents that sections Kasarinlan, Kagitingan and Paggawa are very
satisfied with the personal attributes of their teacher having mean score of 3.02, 3.14 and
3.0 respectively. With a total mean of 2.97, the respondents perceived their teachers’
personal attributes as satisfactory.

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4.3 Teacher-related Factors
Table 4.3.2
Mean Distribution for the Satisfaction Level of the perceived Professional
Attributes of the Teacher

Kasarinlan 2.83 Satisfactory
PambansangBayani 2.86 Satisfactory
Kagitingan 3.32 Very Satisfactory
Paggawa 3.14 Very Satisfactory
Himagsikan 3.08 Very Satisfactory
Weighted Mean 3.05 Very Satisfactory
Table 4.3.2 as tabulated, section Kagitingan with a mean score of 3.32 on the 1st
rank, Paggawa with 3.14 on the 2nd and section Himagsikan with 3.08 on the 3rd. All of this
3 signifies that they are very satisfied while the sections Kasarinlan and
PambansangBayani were left on the satisfactory level. With a total mean of 3.05, the
respondents perceived their teachers’ professional attributes as very satisfactory.

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4.4 Mathematical Achievement of the Respondents through their Grade Point Average in
Grade 9 Math
Table 4.4
Mean Distribution of the Mathematical Achievement of the Respondents

Kasarinlan 87.73 Proficient
PambansangBayani 78.53 Developing
Kagitingan 84.57 Proficient
Paggawa 82.32 Approaching Proficiency
Himagsikan 79.88 Approaching Proficiency
Weighted Mean 82.61 Approaching Proficiency
Table 4.4 exhibits that with 82.61 weighted mean, the respondents mathematical
achievement is interpreted as Approaching Proficiency. Kasarinlan being the first section
corresponds the highest grade of 87.73 interpreted as Proficient. This is quite far from
section PambansangBayani with 78.53 regarded as Developing placing them on the 5th
rank. Other sections like Kagitingan, Paggawa and Himagsikan got a mean grade of 84.57
(Proficient), 82.32 (Approaching Proficiency) and 79.88 (Approaching Proficiency)
respectively.
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Table 4.5 Significant Relationship of Home-Related Factors and Mathematical
Achievement
Table 4.5
Summary of Computation for Home-Related Factors and Mathematical Achievement using
Chi-Square Test of Association
Degrees
Home-Related Computed Critical Level of
of Decision Interpretation
Factors x2 Value Significance
Freedom
There is
Family Income 32.986 32.671 21 0.05 Reject H0 significant
relationship
Parents’ There is no
Failed to
Educational 16.709 25.000 15 0.05 significant
Reject H0
Attainment relationship
Table 4.5 presents the summary of computation for Home-Related Factors and
Mathematical Achievement using Chi-square Test of Association. For the first Home-
Related Factor which is Family Income, the computed x2 value 32.986 is greater than the
critical value of 32.671 this is under the degrees of freedom 21 with the level of
significance 0.05 and since the x2 value is greater than the critical value, the researchers
statistically reject the null hypothesis in terms of Family Income. However, when it comes
to the second factor which is Parent’s Educational Attainment, it was statistically decided
not to reject the null hypothesis because the computed x2 value which is 16.709 is less than
the critical value 25.000 under the degrees of freedom 15 with 0.05 as the level of
significance.
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Table 4.6 Significant Relationship of Student-Related Factors and Mathematical
Achievement
Table 4.6
Summary of Computation for Student-Related Factors and Mathematical Achievement
using the Pearson Product Moment Correlation Coefficient
Student-Related Level of
r-value p–value Decision Interpretation
Factors Significance
Attitude towards There is significant

0.1889 0.0139 0.05 Reject H0
Math relationship
There is no
Failed to
Study Habits 0.1220 0.079 0.05 significant
Reject H0
relationship
Table 4.6 exhibits the summary of computation for Student-Related Factors and
Mathematical Achievement using the Pearson Product Moment Correlation Coefficient. As
computed, since the value of p (0.0139) is less than the level of significance 0.05 it was
statistically decided to reject the null hypothesis in terms of Attitude towards Mathematics.
In line to this, the correlation coefficient r = 0.1889 dictates that there is a direct
relationship because the value is positive but since the magnitude is close to 0, the
correlation becomes very weak. The second factor shows the opposite, it was statistically
decided not to reject the null hypothesis in terms of Study Habits because the computed
value of p (0.079) is greater than the level of significance 0.05. In addition, with value of
r(0.1220) the relationship becomes direct because the value is positive but since the
magnitude is close to 0, the correlation becomes very weak.

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Table 4.7 Significant Relationship of Teacher-Related Factors and Mathematical
Achievement
Table 4.7
Summary of Computation for Teacher-Related Factors and Mathematical Achievement
using the Pearson Product Moment Correlation Coefficient
Teacher-
Level of
Related r-value p–value Decision Interpretation
Significance
Factors
There is
Personal
0.3023 0.000174 0.05 Reject H0 significant
Attributes
relationship
There is no
Professional Failed to
0.1218 0.079 0.05 significant
Attributes Reject H0
relationship
Table 4.7 details the summary of computation for Teacher-Related Factors and
Mathematical Achievement using the Pearson Product Moment Correlation Coefficient.
For the factor Professional Attributes, since the value of p (0.079) is greater than the value
of the level of significance 0.05, it was statistically decided not to reject the null
hypothesis. To make it thorough, with value of r (0.1218), it is accepted that there is a
direct relationship because the value is positive. It is also accepted that the correlation is
very weak since the magnitude is close to 0. On the positive side, the researchers
statistically reject the null hypothesis in terms of Personal Attributes because the value of p
(0.000174) is less than the level of significance 0.05. In line to this, the correlation
coefficient r (0.3023) which is close to 0 denotes that the relationship is weak, thus, it is
direct because the value of r is positive.

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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
SUMMARY
This study was conducted for the purpose of determining the relationship between
non-intellective factors (Home, Student and Teacher-Related) and Mathematical Achievement
of the Grade 10 students of Southville 3A National High School Sampaguita Extension. Our
hypotheses state that there is no significant relationship between Home, Student and Teacher-
Related factors and the Mathematical Achievement of the respondents.
The subjects of this study were the two hundred seven (207) Grade 10 students.
However, through sampling procedure and stratified random sampling technique, we were
able to get the desired number of respondents (136). Questionnaire was the instrument used as
the main mean in gathering data. The results obtained have been analyzed, interpreted and
presented in tables and figures. The statistical tools used in this study were Weighted Mean,
Percentage, Chi-Square test of Association and Pearson Product Moment Correlation
Coefficient.
FINDINGS
1.1 Majority of the respondents which is 36 or 26.47% belongs to the bracket with
income Not Over or Less than P5, 000, this is followed by the bracket with income Over P5,
000 but Not over P7, 000 filling in 33 or 24.26%; No Fix Income fills in the 5.88% of the
S.Y. 2015 – 2016
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population while the least responded among all the brackets was the income Over P13, 000
but Not over P15, 000 which gets the only 5.15% or 7 of the total percentage.
1.2 With regard to the Educational Attainment of the parents of the respondents,
27.21% or 37 finished the secondary level of their education; this is followed by parents who
finished their tertiary level which consumes 23.53% or 32 of the total percentage; Incomplete
Tertiary just filled 12 or 8.82% of the total while none of the parents of the respondents
belongs to No Education, Graduate Level and Post-Graduate Level.
2.1 The mean scores of all the sections are almost the same and interpreted as
MODERATELY POSITIVE. As computed, section Kasarinlan got 2.69 mean score which
ranked 1st among the five. This is followed by section Kagitingan with 2.60 while section
Paggawa with 2.57 being the 3rd. The rest are sections PambansangBayani and Himagsikan
with 2.54 and 2.52 respectively. With weighted mean of 2.58 the respondents’ level of
attitude towards math is interpreted as Moderately Positive.
2.2 The section PambansangBayani got the lowest mean score of 2.49 and sections
Kasarinlan and Paggawa both scored 2.65. This is followed by the section Kagitingan with
a mean score of 2.68 while the section Himagsikan got the highest mean score of 2.84.This
goes to follow that with 2.66 mean score, the study habit of the respondents was regarded
as Fairly Good.
3.1 The sections Kasarinlan, Kagitingan and Paggawa are very satisfied with the
personal attributes of their teacher having a mean score of 3.02, 3.14 and 3.0 respectively.
S.Y. 2015 – 2016
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Moreover the level of satisfaction of the respondents was interpreted as Satisfactory with
weighted mean of 2.97.
3.2 As tabulated, section Kagitingan with a mean score of 3.32 on the 1st rank,
Paggawa with 3.14 on the 2nd and section Himagsikan with 3.08 on the 3rd. All of these 3
signifies that they are very satisfied while the sections Kasarinlan and PambansangBayani
were left on the satisfactory level. As computed, with the weighted mean of 3.05 the
respondents as a whole are Very Satisfied on the professional attributes of their teacher.
4. The respondents’ mathematical achievement was interpreted as Approaching
Proficiency with 82.61 weighted mean. Kasarinlan being the first section corresponds the
highest grade of 87.73 interpreted as Proficient. This is quite far from section
PambansangBayani with 78.53 regarded as Developing placing them on the 5th rank. Other
sections like Kagitingan, Paggawa and Himagsikan got a mean grade of 84.57 (Proficient),
82.32 (Approaching Proficiency) and 79.88 (Approaching Proficiency) respectively.
5.1 For the variable Family Income, the computed x2 32.986 is greater than the
critical value 32.671 this is under the degrees of freedom 21 with the level of significance
0.05 and since the x2 value is greater than the critical value, this made the researchers
statistically reject the null hypothesis (There is no significant relationship between
respondents’ home-related factors and mathematical achievement) in terms of this variable.
5.2 It was statistically decided not to reject the null hypothesis (There is no
significant relationship between respondents’ home-related factors and mathematical

S.Y. 2015 – 2016
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achievement) in terms of Parent’s Educational Attainment because the computed x2 value
16.709 is less than the critical value 25.000 under the degrees of freedom 15 with 0.05 as
the level of significance.
6.1 As computed, since the value of p (0.0139) is less than the level of significance
0.05 it was statistically decided to reject the null hypothesis (There is no significant
relationship between respondents’ student-related factors and mathematical achievement) in
terms of Attitude towards Mathematics. In line to this, the correlation coefficient r = 0.1889
dictates that there is a direct relationship because the value is positive but since the magnitude
is close to 0, the correlation becomes very weak.
6.2 It was statistically decided not to reject the null hypothesis (There is no significant
relationship between respondents’ student-related factors and mathematical achievement) in
terms of Study Habits because the computed value of p (0.079) is greater than the level of
significance 0.05. In addition, with value of r (0.1220) the relationship becomes direct
because the value is positive but since the magnitude is close to 0, the correlation becomes
very weak.
7.1 The researchers statistically rejected the null hypothesis (There is no significant
relationship between the respondents’ perception of their teacher’s personal and professional
attributes and their mathematical achievement) in terms of Personal Attributes because the
value of p (0.000174) is less than the level of significance 0.05. In line to this, the correlation
coefficient r (0.3023) which is close to 0 denotes that the relationship is weak, thus, it is direct
because the value of r is positive.

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7.2 Since the value of p (0.079) is greater than the value of the level of significance
0.05, it was statistically decided not to reject the null hypothesis (There is no significant
relationship between the respondents’ perception of their teacher’s personal and professional
attributes and their mathematical achievement.) To make it thorough, with value of r (0.1218),
it is accepted that there is a direct relationship because the value is positive. It is also accepted
that the correlation is very weak since the magnitude is close to 0.
CONCLUSIONS
1.1 Since majority of the respondents belongs to the first four income brackets and
the remaining belongs to the other four, it can be concluded that majority of the
respondents’ family has income less than P9, 000 per month.
1.2 Finding shows that there were a lesser number of parents who stepped and were
able to finish the tertiary level. With this regard, it can be concluded that majority of the
respondents’ parents were not able to step in the tertiary level.
2.1 The computed weighted mean of all the sections has been interpreted as
MODERATELY POSITIVE. This fact signifies that in totality, the respondents find
Mathematics stimulating and challenging thus, an interesting subject.
2.2 FAIRLY GOOD was the interpretation of the computed mean of all the
sections. Through this, it is righteous to conclude that the student respondents engage in
regular acts of studying with appropriate studying routines towards Mathematics.

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3.1 Through the computed weighted mean classified as Satisfactory, the researchers
concluded that the respondents as a whole are satisfied with the teachers’ social and
emotional competence and personal characteristics.
3.2 It was concluded that the student respondents in general are very satisfied with the
teachers’ particular knowledge and skills necessary to perform his/her role as a teacher.
4. With the computed weighted mean that falls under the classification
Approaching Proficiency, the student respondents were able to learn and understand the
lessons in their Grade 9 Math.
5.1 Based on the findings, it was statistically concluded that Home-related factor is
significantly related to Mathematical Achievement in terms of Family income. Thus,
family income affects mathematical achievement.
5.2 It was statistically decided not to reject the null hypothesis, thus, Home-related
factor don’t have a significant relationship to Mathematical Achievement in terms of
Parent’s Educational Attainment so it doesn’t affect mathematical achievement.
6.1 It can be concluded that Attitude towards Math or student’s outlook toward the
subject and the student’s acceptance and approval of the broader goals positively affects
Mathematical Achievement. But just because there is a very weak relationship existing among
the variables, it cannot be solely used to be a strong factor to have a high mathematical
achievement.
S.Y. 2015 – 2016
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6.2 Study Habit or student respondents engagement in regular acts of studying with
appropriate studying routines doesn’t affect mathematical achievement among the
respondents.
7.1 It is reasonable to conclude that the Personal Attributes or teachers’ social and
emotional competence and personal characteristics has a positive effect to the Mathematical
Achievement of the students. But because there is a very weak relationship existing among
the variables, it cannot be solely used to be a strong factor to have a high mathematical
achievement.
7.2 Professional Attributes or teachers’ particular knowledge and skills necessary to
perform his/her role as a teacher do not affect the mathematical achievement of the subject
under this study.
Recommendations
1. The administrator of the school should launch several activities which entices the
interest of the students. Particular activity like the Math Camp should touch the
Attitude and Study Habit of the students. Specifically, we recommend activities
with the application of math concepts in our everyday lives. Through this, the level
of interest of the students will be positively attained and will eventually result to
high mathematical achievement.

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2. The administrator should also coordinate with the math department head to strictly
regulate the observation on their math teachers. Through this, they have the chance
to address and improve the weaknesses and empower the strengths of the teacher
whether Personal or Professional Attributes thereof.
3. Being the head of the school, the researchers recommend the administrator to put
up a day for parents and teacher’s conference. This is not just the usual parent and
teacher’s association meeting but a conference wherein the adviser of the class
reports one-on-one to each and every parent of the student. Reports should include
the standing or performance of the student on class, attendance and behavior the
student shows. This interconnected helping-hand relationship is to attain the best
quality education the student need.
4. It is also recommended for the teachers to attend seminars and conferences to gain
the latest innovation in education specifically in mathematics. This is for the greater
improvement not just on the Personal but greatly on their Professional Attributes.
5. Teachers should be supportive to students, who shapes expectations about learning
in a positive way, who sets meaningful tasks which are somewhat, but not
excessively challenging and promotes cooperative learning environments that may
contribute to the development of more positive attitudes towards Mathematics.
6. With the vast operation of TESDA nowadays, we recommend the parents to enroll
to different course-offering of the institution. This is to improve their skills and
widen their level of education and use the acquired developed skills to earn extra
S.Y. 2015 – 2016
64
income. Through this they are now more capable of sustaining the needs of their
family whether on the basic needs and more importantly on education.
7. Teachers, parents or guardians should be sensitive to the academic needs of
students, especially if a student needs tutorial assistance to improve mathematical
achievement. There should be regular orientation and training of all students and
school teachers on the transition and current trends in lesson delivery. On the part
of the parents and guardians, there should be consistency in providing academic
discipline and proper guidance to their children when doing assignments, projects
and homework at home.
8. Students who posses at least average study habits can provide assistance to their
classmates who are having difficulty in their studies through peer tutoring or peer
assistance. Together with the teacher they could provide assistance to their classmates
who are having adjustment problems and difficulties on the subject.
9. Future studies may also include students’ exposure to mass media like television,
radio, print and the internet and how these affect their math achievement, study habits
and attitudes toward school and subject performance.
10. Lastly, we recommend that similar researches should be conducted in other places.
Other provinces should also make inquiries to know the Non-Intellective Factors
and Mathematical Achievement of their students in their own respective schools, so
that if similar problems and deficiencies were found, concerted efforts to improve
the level of Mathematics Education will be attained.

S.Y. 2015 – 2016
65
Bibliography
Articles
-A. Lipnevich, C. MacCann, S. Krumm, J. Burrus, and R. D. Roberts, “Mathematics
Attitudes and Mathematics outcomes of US and Belarusian Middle School Students,”
Journal of Educational Psychology, vol. 103, no. 1, pp. 105–118, 2011.
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Teachers (Resolution No.435, 1997) (Pursuant to Paragraph (e), Article ll, of R.A
no.7836 (phil. Teachers Professionalization Act of 1994) FELIX V. BERNAL, JR. II,
R.Ed
-H.J. Sherman, L.I. Richardson and G.J. Yard (2014) entitled “Why do students
struggle in math?”
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Radiologic Students and its effect on their Academic Performances S.Y 20011-2012.”
-Ontorio Ministry of Education -The Individual Education Plan (IEP), A Resource
Guide (2004)
-X. Ma and N. Kishor, “Assessing the relationship between attitude toward
mathematics and achievement in mathematics: a meta-analysis,” Journal for Research
in Mathematics Education, vol. 28, no. 1, pp. 26–47, 1997.

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Books
-Brenda B. Corpuz (2007). Principles of Teaching 1
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ServaUitgewers, p. 5.
-Richard Arends (1994). Resource handbook. Learning to teach (4th ed.). Boston,
MA: McGraw-Hill.
-Vygotsky (1978). Social Development Theory.
Studies
-Attitudes Towards Mathematics Inventory (ATMI) research (2004). “An instrument
to measure math attitude.” Martha Tapia, George E. Marsh II
-Ayodele and Adebiyi (2013). “Study Habits as Influence of Academic Performance
of University Undergraduates in Nigeria.” Cited by Van Damme, et. al. (2004)
-Bernardo, N. V. (2009). Mathematical Problem Solving Ability as Related to
Student’s Study Habits, Attitudes and Reading Comprehension Skill Master of Arts in
Education Bulacan Agricultural State College, San Ildefonso, Bulacan.
-Cai, 2003; Huntsinger& Jose, 1997; Siegler& Mu, 2008, Gonzalez &Wolters, 2006;
Jackson &Remillard, 2005; Tsui, 2005, Cai, 2003; Wang, 2004. “Theoretical Factors
Affecting Parental Roles in Children’s Mathematical Learning in American and
Chinese-Born Mothers.” Cited by Jessica H. Hunt and Bi Ying Hu.

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-Clements &Sarama, (2007). “The Effects of Parent’s SES and Education Level on
Students’ Mathematics Achievement: Examining the Mediation Effects of Parental
Expectations and Parental Communication.”
-Crosnoe& Cooper, 2010; Clements &Sarama, (2007); Jordan, Kaplan, Locuniak,
&Ramineni, (2007). “The Effects of Parent’s SES and Education Level on Students’
Mathematics Achievement: Examining the Mediation Expectations Effects of Parental
and Parental Communication.” Cited by Ali Bicer, Mary M. Capraro, Robert M.
Capraro.
-Ibabao, M. M. (2010). The Effects of Student and Family-Related Factors to
Students' Achievement in Mathematics Bataan Peninsula State University, Balanga
City, Bataan.
-Mato and DeLa Torre (2010). “Attitudes towards Mathematics: Effects of Individual,
Motivational, and Social Support Factors.” Cited by Sanchez et. al.
-Muola, J.M. (2010). A Study of the Relationship between Academic Achievements
Motivation and Home Environment Among Standard Eight Pupils. Educational
Research and Reviews.
-M. Nicolaidou and G.Philippou, “Attitudes towards Mathematics, Self-efficacy and
Achievement in Problem Solving,” in European Research in Mathematics Education
III, M. A. Mariotti, Ed., pp. 1–11, University of Pisa, Pisa, Italy, 2003
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-Nama, R. A. (2012). Non-Intellective Factors Affecting the Mathematics Achievement
of Second Year of Signal Village National High School.
-Nye, Chad, Ph.D. (2006). Approaches to Parent Involvement for Improving the
Academic Performance of Elementary School Age Children.
-Pajarillo, E. J. (2009). Factors Affecting the Academic Performance of Grade Five
Pupils in the District Achievement Test (DAT) in Mathematics of Kabacan South
District Master of Arts in EducationCentral Mindanao Colleges, Kidapawan City,
Cotabato.
-Silva, D.L., Tadeo, M.C., Reyes, C.R., &Dadigan, R.M. (2006). Factors Associated
with Non-Performing Filipino Students In Mathematics: A Vision of Student's
Cognitive and Behavior Management Mapua Institute Of Technology.
-Singson (1990). The Effect of some Factors on the Problem Solving Ability of the
Second Year High School Students of Notre Dame of Greater Manila as a basis for a
Proposed Instructional Mathematics Program.
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S.Y. 2015 – 2016
69
APPENDICES
S.Y. 2015 – 2016
70
Appendix A
Republic of the Philippines

Polytechnic University of the Philippines
San Pedro Campus
Dear Respondents,
The selected fourth year students of Bachelor in Secondary Education major in Mathematics
of the Polytechnic University of the Philippines- San Pedro Campus are currently working on their
research paper entitled “Non-intellective Factors Affecting Mathematical Achievement of Fourth
Year Students of Sampaguita National High School Southville 3A Extention”.
We will appreciate your kind assistance on this by answering the questionnaire. Rest assured
that all information will be treated with utmost confidentiality.
Thank you very much and God bless.
The Researchers
NAME: DATE:
SECTION:
-ATTITUDE SCALE TOWARD MATHEMATICS-
DIRECTION:
Each of the statement in the questionnaire expressed a feeling that a particular person may
have towards mathematics. Please answer every item truthfully, frankly, and accurately. All answers
are right provided you base responses on your personal feelings or experiences. The information you
will give will be treated with strictest confidence.
Please register your reaction to each statement by checking the appropriate:

4-strongly agree 3-agree 2-disagree 1-strongly disagree
STATEMENT 4 3 2 1
1.Finds math stimulating and challenging.
2. Math is very interesting.
3. I am confident that I can solve problems in math.
4. I am happier in math class than in other class.
5. Math develops my ability to think critically.
S.Y. 2015 – 2016
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1 2 3 4
6. I always study and do my assignment in math without hesitation.
7. I do not enjoy my math subject, so I do not attend my math class
regularly.
8. I can think of many ways that I use math outside of school.
9. I cannot solve my math assignment without the help of my relatives,
friends or classmates.
10. I find my math textbook difficult to understand.
11. I find math useful in my life.
12.I wish I could take more math lessons
13.Math is easier to learn than any other subject.
14.knowledge of math in relevant to my future career.
15.My mind goes blank and I cannot think clearly when working with
math.
16.Math makes me feel irritable and impatient.
17.Math is the subject I hate most.
18.I feel sleepy in my math class
19.I wish I could take another subject in place of my math subject.
20.I study math subject regularly.
21.Math takes up to much time which can otherwise be used for other
subject.
22.I believe studying math helps me with problem solving in other areas.
23.Math is one of my favourite subject.
24.Math is not needed in my life.
25.My math teacher is my favourite teacher.
STUDY HABITS QUESTIONNARE
DIRECTION:
Rate yourself in accordance with what you think you should do, or as you think other might
do, but as you cannot answer the statement on the basis of actual experience, mark the statement
according to what you would most likely to do if the situation should arise. There is no right or wrong
answer to these statements, and there is no time limit for this questionnaire. Work as rapidly as you
can without being careless and do not spend too much time to any one statement. Please do not leave
the item unanswered.
To aid you in this questionnaire, the terms have been defined on percentage:
S.Y. 2015 – 2016
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4-always 3-very often 2-seldom 1-never
STATEMENT 4 3 2 1
1.I do not quit even if my assignment/homework is extra long or usually
hard.
2. I study only easier part of the lesson.
3. I make-up missed lesson without being reminded by my teacher.
4. I keep all notes for each subject together and carefully arrange them in
some logical order.
5. I ask my teacher for further explanation of an assignment that is not
clear to me.
6. I lay aside returned examination without bothering to correct errors
noted by instructions.
7. I put off writing theme, reports, term papers, etc., until the last minute.
8. I refer to an approve model to provide a guide to follow when in doubt
the proper form of a written report.
9. When reading along textbook assignment, I stop periodically and
mentally review their main points that have been presented.
10. I utilize the vacant hours between classes from studying so as to
reduce the evening’s work.
11. When preparing for examination, I arrange facts to be learned in some
logical order-order of importance, order of presentation … etc., in
studying math.
12. I Keep my assignment up to date by doing my work regularly from
day to day.
13. I study my lesson two or more hours per day before watch T.V./Video
shows or play station.
14. I computerize written works/ reports to make certain that these are
clear, neat and attractive.
15.I use calculator to save time.
HOME RELATED QUESTIONNARE
A.DIRECTION: Fill up the following questions regarding the socio-economic status.
Name of the head of the family:
B.DIRECTION: Put a check ( ) mark inside the box provided which corresponds to the answer on
the given statements.
Heads of the family’s education attainment:

S.Y. 2015 – 2016
73
Head of the family LEVEL OF EDUCATION

No Education
Incomplete Elementary Education
Complete Elementary Education
Incomplete Secondary Education
Complete Secondary Education
Incomplete Tertiary Education
Complete Tertiary Education
Graduate Level
Post Graduate Level
Head of the family monthly income:

Head of the family INCOME BRACKET
No fix income
Not over or less than P 5,000
Over P 5,000 but not over P 7,000
More than P 15,000
TEACHER RELATED QUESTIONNAIRE
DIRECTION:
Please answer every item truthfully, frankly, and accurately. All answers are right provided
you base responses on your personal feelings or experiences. The information you will give will be
treated with strictest confidence.

Professional Attributes 4 3 2 1
1 The teacher pays respect to children.
A The teacher thinks that children has respect.
B The teacher values that respect.
C The teacher uses words of respect.
D The teacher shows this respect by their body language.
Total
S.Y. 2015 – 2016
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1 2 3 4
2 The teacher is compensative.
A The teacher gives extra time to school.
B The teacher gives extra time to class
C The teacher takes extra classes.
D The teacher compensates the time loss in any way.
Total
3 The teacher keeps themselves well groomed.
A The teacher is tidy.
B The teacher dresses properly.
C The teacher changes his/her dress according to need.
d The teacher is attractive.
Total
4 The teacher is properly dresses.
a The teacher use good dress.
b The teacher dress is tidy.
c The teacher’s dress in match with him/her.
d The teacher is no over thing in his/her dress.
Total
5 The teacher is attractive.
a The teacher is a healthy person.
b The teacher talks attractively.
c The teacher is handsome/pretty.
d Pupil like his/her outlook.
Total
6 The teacher can laugh at himself/herself.
a The teacher allows students to make jokes.
b The teacher please if someone made a joke about him/her.
c The teacher uses himself/herself in jokes.
d The teacher accepts joke by students.
Total
Professional Attributes 4 3 2 1
1 The Teacher establish a motivated learning environment.
a The teacher makes students ready to learn.
b The teacher creates an interesting learning environment.
c The teacher has sound knowledge of creating interest in class.
d The teacher can stimulate learner’s desire to learn.
Total

1 2 3 4
S.Y. 2015 – 2016
75
2 The teacher is self-motivated.

A The teacher is self-motivated.
B The teacher is self-prepared.
C The teacher takes teaching as a good activity.
D The teacher likes to do something extra.
Total
3 The teacher uses motivating words for students.
A The teacher appreciates student’s work.
B The teacher doesn’t discourage students answer.
C The teacher corrects the answers of students in good way.
D The teacher gives good remarks on copies of students.
Total
4 The teacher is well groomed in his/her training.
A The teacher is a trained teacher.
B The teacher uses his/her training n actual practice.
C The teacher has a skill of using training in classroom.
D The teacher is trained in handling all types of situations.
Total
5 The teacher stimulates learner’s interest.
A The teacher teaches in the way that the students learn more.
B The teacher teaches in the way that subject becomes easier.
C Period is not boring during lesson.
D Students willingly did the home assignments.
Total
6 The teacher believes in lifelong learning.
A The teacher accepts the need of training.
B The teacher is willing to get more training.
C The teacher attends seminars willingly.
D The teacher tries to use new ways of teaching.
Total
7 The teacher quickly diagnoses student’s difficulties.
A The teacher reaches to every student’s place.
B The teacher is trained in diagnosing student difficulties.
C The teacher has solutions to these difficulties.
D The teacher helps students in solving their difficulties.
Total

1 2 3 4
8 The teacher has good explaining skills.
A The teacher has clear concepts.
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B The teacher can teach difficult concepts easily.

C The teacher uses easy language.
D The teacher is not extremely fast or slow.
Total
9 The teacher sets rules for classroom management.
A The teacher conveys and self-obeys that rules.
B The teacher has set routines.
C The teacher displays these rules in class.
D There is some reward on obeying the rule.
Total
10 The teacher has ability to engage student in their work.
A The teacher gives purposeful work to the students.
B The teacher explains purpose of work to student.
C The teacher gives interesting work.
D The teacher encourages student’s innovation in their work.
Total
11 The teacher has the ability to engage student in their work.
A The teacher gives purposeful work to students.
B The teacher explains the purpose of work to students.
C The teacher gives short but interesting work.
D The teacher encourages students to work innovatively.
Total
12 The teacher minimizes time in classroom management.
A The teacher is not engaged all the time in classroom
management.
B The teacher managed the class and holds that.
C The class remains manage till the end of lesson.
D The teacher manages overlapping events.
Total
13 The teacher has excellent communication skills.
A The teacher has loud voice.
B The teacher uses clear words.
C The teacher communicates easily what is in his/her mind.
D The teacher gives clear directions.
Total

1 2 3 4
14 The teacher values and uses student ideas.
A The teacher initiates students to give ideas.
B The teacher discusses these ideas with students.
S.Y. 2015 – 2016
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C The teacher applies student’s ideas in the class.

D The teacher sets classroom rules democratically.
Total
15 The teacher has the ability of cooperation, teaming and
collaboration.
A The teacher encourages group work.
B The teacher gives group work.
C The teacher allows discussion in groups.
D The teacher works with the class.
Total
16 The teacher uses body language.
A The teacher has proper eye contact.
B The teacher uses their body and eyes properly
C The teacher gives some answers from his/her body movement.
D The teacher body language supports his/her presentation.
Total
17 The teacher can easily accept and give directions.
A The teacher obeys the rules.
B The teacher easily accepts directions.
C The teacher acts upon these directions.
D The teacher does not discuss the orders unless he/she is invited
for this.
Total
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Non-intellective Factors Affecting the Mathematics Achievement of Grade 10 Students

of Southville 3A National High School Sampaguita Extension

THE PROBLEM AND ITS BACKGROUND

interfered. According to Attitudes towards Mathematics Inventory (ATMI) research (2004),

low appreciation and performance towards the subject.

The deteriorating performance of the majority of the students in Mathematics is a

math teacher because this might be factors as well.

student and teacher-related factors whether it has an impact to their mathematical

towards the subject.

Background of the Study

and motivation is an especial key during early childhood (Muola, 2010).

heightened performance in mathematics (Cai, 2003; Huntsinger&Jose, 1997; Siegler& Mu,

research is needed to show the differences in (1) perceptions of the importance of

mathematics learning, of the nature of mathematics, and of curriculum held by parents

learning (Cai, 2003; Wang, 2004).

Research about the effects of parental involvement on students’ mathematics

correlation between their children’s mathematics achievement and their high-expectations;

educational and financial resources (Clements &Sarama, 2007).

studying routines occurring in an environment that is conductive to studying. Finally, study

enthusiasm, motivation and an interactive teacher-student relationship.

functions originate as actual relationships between individuals."

consciousness as the end product of socialization.

with their parents and teachers and classmates respectively.

importance of interdependence and interconnectedness of the people in a group as they

outstanding performance result in mathematics will be achieved.

factors to students’ mathematical achievement.

 Attitude towards Math

Figure 1 shows the independent variables which include Home-related Factors in

terms of Parent’s Educational Attainment and Family Income. Student-related Factors in

Statement of the Problem

The study determined the relationship of Non-intellective Factors to the Mathematical

Achievement of the Grade 10 Students of Southville 3A National High School Sampaguita

Specifically it answered the following questions:

1.1 Family income

1.1 Parents’ educational attainment

2. How do the respondents perceive the following student-related factors

2.1 Attitude towards math

2.2 Study Habits

3. How do the respondents perceive their teachers’;

3.1 Personal attributes

3.2 Professional attributes

point average in Math 9?

5. Is there a significant relationship between the respondents’ mathematical achievement

and the following home – related factors;

5.1 Family income

5.2 Parents’ educational attainment

6. Is there a significant relationship between the respondents’ mathematical achievement

and the following student – related factors;

6.1 Attitude towards Math and their Mathematics achievement

6.2 Study habits and their Mathematics achievement

7. Is there a significant relationship between the respondents’ perception of their

teacher’s personal and professional attributes and their mathematical achievement?

hypotheses were formed.

Ho.1: There is no significant relationship between respondents’ home-related factors

and mathematical achievement.

Ho.2: There is no significant relationship between respondents’ student-related

factors and mathematical achievement.

Ho.3: There is no significant relationship between the respondents’ perception of

Scope and Delimitation of the study

to be normally distributed in all aspect related.

Significance of the Study

This study intends to reveal if non-intellective factors affects the mathematical

Through this, the Department of Education continuously aims at culture of excellence