INTRODUCTION

Rationale of the Study

Today's children are equipped with uniquely powerful ways to describe, analyze

and change the world because of mathematics only. Modern mathematics has become

dramatically advanced thanks to technological advancements.

The technique of thinking that it uses is the same as that employed in the

experiences and relations involved in adults' social and economic problems in everyday

life. It continually exhibits thinking simple incorrect form and frowns upon hit-or-miss

methods. Therefore, studying mathematics makes life a little easier and provides you with

the tools to make sense of it all.

The importance of mathematics education in students' learning in the twenty-first

century cannot be overstated. The mathematics they learned will come in handy in

whatever future they choose. The central tendency can calculate the average amount

required to pay off student debt. Math can help a person advance in their career.

Geometric and trigonometric functions can optimize solar panel placements in the

renewable energy sector. In contrast, algebraic equations can complete a loan application

in microfinance and humanitarian work. Programming in Python can help an economics

graduate increase his productivity (Astur, Robert S., Maria L. Ortiz, and Robert J.

Sutherland, 2012).

Many people are unaware that mathematics encompasses more than what is taught in

school and is distinct from what most people believe it to be. The students have a

distorted view of mathematics:

  It is a collection of formulae to memorize without understanding why.

 It is a static, uninteresting subject.

 It is something for nerds and loners, and thus, perhaps, something for boys and

men rather than girls and women.

Gender is a set of characteristics that distinguish male and female individuals,

particularly men and women. Depending on the context, discrimination features range

from sex to social role to gender identity. Gender disparities in mathematics achievement

and ability have remained a source of concern as scientists address women's

underrepresentation in mathematics, physical sciences, and engineering at the highest

levels (Asante, 2012).

Education is undoubtedly one of the essential factors in creating the human resources

necessary for a country's overall development. In its broadest sense, education

encompasses any activity that significantly influences an individual's cognitive, skill, or

attitude development. It consists of various subjects that all individuals should be taught

and learn. Mathematics is one of the most well-known subjects, and it is taught in

virtually every school curriculum throughout the world. Math achievement among

American students fell for the second year in a row in 2015, according to the Program for

International Student Assessment (PISA) (Kenny-Benson, G. A., et al., 2013). Reading

and scientific skills among children in the United States had reached a level, while math

achievement had dropped (Hall, Jay, and Doreen Kimura, 2015).

 The Trend International Mathematical Science Study Advanced (TIMMS)

evaluated trends of student accomplishment in mathematics and discovered that there had

been occasional losses in student performance for over 20 years, with no increases in the

nations studied (Meece, J. L., Glienke, B. B., & Burg, S., 2016). In the instance of

Indonesia, the PISA report (2012) revealed that the accomplishment scores of Indonesian

pupils in mathematics are pretty low, with the country ranking 64th out of 65 (Akınoğlu,

O. & Tandoğan, R.Ö., 2017). It is a pervasive prejudice in any culture throughout the

world that Mathematics is associated with adult males, with the impression that "Math is

for guys," which has resulted in the underrepresentation

This misperception has influenced children's educational preferences and job

choices (Cheryan et al., 2015). Furthermore, the society's perspective of gender on Math

skills among boys and girls leads to differences in identifying their skills and interests at

very young ages (Cvencek et al., 2012). This might also likely impact their learning in the

subject by influencing their interests and views of their ability in executing subject-

related tasks (Beilock et al., 2012). Students

Students' self-views of their academic talents are critical in their efforts to adjust

to their school duties and responsibilities since these perceptions may impact how

students put effort into their school tasks (Farrington et al., 2012; Pajares & Schunk,

2012). Students who believe they are skilled in a particular area are more likely to excel

in that subject than those who think they are not (Correll, 2012; Hannover & Kessels,

2014). Students that are disinterested in the task's completion will perform poorly

academically (Pintrich, 2012; Ryan & Patrick, 2012). Students who have a strong self-

concept in a specific topic, on the other hand, are more likely to perform well in any
related activities that are assigned to them. This, in turn, has a good impact on their

performance on the topic. As a result, having a positive academic self-concept correlate

directly with higher intellectual accomplishment (Khalaila, 2015).

The Philippines reached the low benchmark category in the 2019 TIMSS for

Grade 4 mathematics, indicating that Filipino students are being educated to minimum

proficiency. Specifically, 48% of girl students have an average scale score of 315, while

52% of boys have an average score of 280. The difference is 35.5. Hence, the girls got

higher scores than boys, and there is a difference in mathematics performance among

boys and girls in this assessment result. Furthermore, the Philippines belongs to the 30

countries with a gender gap in Mathematics based on the same assessment body (TIMSS,

2019). Gender may be one of the possible factors that affect performance in Mathematics.

Many of the girls had difficulty explaining why mathematics was crucial in

understanding what it meant to be a mathematician. While they were aware of a wide

range of genuine mathematical activities at home, they were overwhelmed by numbers,

calculations, speed, and processes. Mathematics was perceived as desk-bound and

isolating (Ganley et al., 2013). According to Sadker, Myra P. and David M. Sadker

(2012), in their research entitled "Gender differences in boys' and girls' perception of

teaching and learning mathematics," boys feel that they have an influence over the

content than girls and are more involved during the lesson, precisely, when they are doing

group works. On the other hand, it was also found out from the same research that high

demands were a negative predictor of both male and female students' achievement in

mathematics.
 According to teachers' beliefs, girls are self-regulating on-task Gbollie, C., &

Keamu, H. P. (2017). and have better mathematical proficiency than boys research

(Lubienski, Robinson, Crane and Ganley, 2013). With this, teachers usually interact more

with boys than with girls. Hence, girls receive less attention and are not as involved in

classroom communications as boys, which may explain why they believe they have less

influence over what is done and which mode is used. The two factors that affect math

performance are teachers' beliefs and teacher support (Gbollie, C., & Keamu, H. P.,

2017).

The poor performance of Filipino students in assessment results like TIMSS 2019

and the present difficulties that boys and girls face in learning Mathematics, and the

presence of gender gap in Mathematics learning and performance are embodied in the

three reasons stated by the Organization for Economic Cooperation and Development

(2019) that must be present to study gender differences in mathematics achievement.

This is seconded by Gbollie, C., & Keamu, H. P. (2017) that there is a need for

more studies on gender difference which aims to interpret the relationship of student

experiences to their actual mathematics performance as reflected in their grades.

Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2012) discovered that female

students outperformed their male counterparts in mixed tertiary schools. In contrast, male

students outperformed their female peers in single-sex secondary schools.

Despite concerted attempts to raise gender awareness, there is still a gender gap in

pupils' math ability. As a result, more significant research into gender inequalities in
students' success in Mathematics in tertiary school is required to offer appropriate

intervention techniques. As a result, much research is needed.

These inspired the researcher to determine if gender differences are also present

among 2nd-4th year male and female college students in terms of Mathematics

performance. This study was conducted on eighteen (18) 2nd-3rd year BSED

Mathematics primary students of Bicol College. Bicol College is a private institution

located at Daraga, Albay, established in 1941.

Objectives of the Study

The purpose of this study was to distinguish gender differences among 2 nd and 3rd

year BSED Mathematics major students’ performance in mathematics in Bicol College.

Specifically, the study aimed at accomplishing the following objectives:

1. To determine the relationship between gender and math performance of 2nd and 3rd

year BSED Math Students in Bicol College

2. To identify factors that influence performance in mathematics.

3. To recommend solutions to address the factors identified by the respondents.

Assumptions

1. There is no significant relationship between gender and mathematics performance.

2. Some gender-related factors influence students’ mathematical performance are

teacher’s competency, school facilities, lack of motivation, self-esteem and interest,

peers and classmates, family and having low intellectual capacity.

 3. The possible solutions to the factors that influence mathematics performance is to

build confidence, encourage questioning and make space for curiosity, emphasize

conceptual understanding over procedure, provide authentic problems that increase

students' drive to engage with math and share positive attitudes about math.

Literature Survey

Literature on gender and academic performance in mathematics, with various

perspectives and conclusions. Boys outperformed girls in mathematics, according to

studies done in northern nations. According to research referenced by Asante (2012),

guys scored higher on standardized arithmetic examinations than girls. On the other hand,

female students appear to do better than male pupils, according to a growing corpus of

worldwide research (Arnot, David & Weiner 1999; Hyde, J. S., & Mertz, J. E., 2012). In

a large-scale study conducted in the United States by Hyde, J. S., & Mertz, J. E., (2012),

females had achieved parity with boys in mathematics achievement, including at a high

school where there had previously been a disparity. They confirmed that girls outperform

boys even in activities requiring complicated problem-solving. The International Institute

for Educational Planning (HEP)-UNESCO (2014) conducted the Second Southern and

Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) Survey (2010-

2012) and found no significant gender inequalities among pupils in South Africa. Only in

Seychelles did the same survey reveal that girls scored much higher than boys. On the

other hand, boys scored much higher than girls in Tanzania, Kenya, Mozambique,
Zanzibar, and Malawi. The disparities were not substantial in different educational

systems, including South Africa.

Though gender disparity in science, technology, and mathematics education

(STEM) is a global issue, it is considered that closing the gender gap is one of the most

important ways of achieving equality and boosting human growth. As a result, boys and

girls must be provided with equal chances and challenges.

Nonetheless, gender disparities in average income and employment in prestigious

occupations and leadership roles persist (CEDA, 2013; Goldin, 2014). This could be due

to a variety of factors, such as structural differences and differences in non-cognitive

factors (Chevalier & Arnaud, 2007; Goldin, 2014). Self-concept and self-promotion have

been identified as a particularly relevant reason in both academic research (Hyde, 2014;

Phelan, Moss-Racusin, & Rudman, 2008; Rudman, 1998) and media (Duberman, 2014;

League, 2011). Indeed, cross-cultural and developmental research has revealed that men

have a relatively stable moderate self-esteem advantage of about.25 standard deviation

(Bleidorn et al., 2015), whereas women not only have a more negative general self-

concept but are also socially penalized for overt displays of confidence (Phelan et al.,

2012). It is certainly not the first research to consider self-concept in education as a

central explanatory variable in gender differences in long-term outcomes. Indeed, the

most recent Organization for Economic Cooperation and Development (OECD) report on

gender differences discusses such beliefs as the primary non-cognitive factor in

explaining gendered outcomes in math and science domains around the world.
 Mathematics is a science subject, and some gender-based science researchers

(Harvard Gazette, 2016) have reported that if a scientific inquiry is conducted with

sufficient rigor, girls would produce the same scientific knowledge as males. Using

cognition and brain lateralization differences, Gender differences in mathematics

teaching, learning, and achievement have also been explained (Fennema & Leder, 2012).

In a similar vein, Paechter (2012) contends that male and female students perceive the

world differently. For starters, they are in different social positions. The second

difference is that they have different learning styles and ways of perceiving and

processing reality. According to these researchers, most mathematics classroom discourse

is structured to accommodate male learning patterns, which explains their high

achievement in mathematics.

The relation between mathematics and the achievement of Taiwanese junior high

schools by Structural Equation Modeling was studied by Lee and Kung (2018). They

found a considerable gap between the self-concept of mathematics and the achievement

of mathematics. Guys felt better than girls, although girls outperformed boys

mathematically.

Das and Singhal (2017) investigated gender inequality in math scores among

rural children across India. Their findings in rural India show significant gender

differences in mathematics. There is no difference in writing skills, and there is very little

difference in writing skills. Different specialties have different social groups, school

attendance, spending amounts, and birth orders. Furthermore, conferences are held at

home for both girls and boys. The findings highlight the importance of active policies to

investigate and monitor these differences and design-related interventions to understand

this issue better. These findings add weight to the current debate over India's new

education policy.

It has become a widely held belief or stigma that mathematics is primarily the

domain of boys. A meta-analysis study found that males outperform females on problem-

solving mathematics tests (Hyde, Fennema, and Eamon 2012). Females outperform males

in computation, but there is no significant gender difference in math concept

understanding. Another study found that females outperform males in mathematics

(Kimball, 2012). Other research has looked at attitudes, confidence, and values (Nagy,

G., Watt, H. M., Eccles, J. S., Trautwein, U., Lüdtke, O., & Baumert, J., 2012); Ganley&

Lubienski, 2013), thinking processes and strategy use, teacher mathematics anxiety, and

stereotypes (Beilock, Gunderson, Ramirez, & Levine, 2012), and workplace culture and

society reactions to women in male-dominated fields. These factors have been discovered

to play a role in the gender gap in math performance and mathematics-related

professional choice.

Mathematics is linked with adult males in any culture around the world, with the

notion that "Math is for guys," which has led to the underrepresentation of women in the

professions of science, engineering, and mathematics (Cvencek et al., 2015). This

misunderstanding has altered children's educational and career choices (Cheryan et al.,

2015). Thus, a pleasant academic notion is closely linked to improved academic

performance (Khalaila, 2015) and resulted in most researchers concluding that boys in

mathematics are more favorable than girls to themselves (Kamoru & Ramon, 2017).

Some well-known studies demonstrate that men are superior to mathematical females,
although studies must further explore this topic to validate or disprove previous

conclusions.

Arnot, M., David, M., & Weiner, G. (2012) investigated the relationship between

math achievement and reading comprehension and gender differences in high school

math achievement. There was a significant disparity between girls and boys during the

second cycle of primary education. The relationship between mathematical grades and

understanding at the primary level was significantly positive.

Devine, A. and et al. (2012), there were no gender differences in mathematics

performance, but levels of MA (Mathematics anxiety) and TA (test anxiety) were higher

in girls than in boys. There was a positive link between MA and TA and a negative

correlation between MA and mathematics performance in both girls and boys. TA was

also negatively connected to math performance; however, this effect was more significant

for girls than for boys. Even after correcting for TA, the negative connection between

MA and performance persisted solely for girls.

Mier et al. (2019) investigated how the relationship between anxiety and math

performance differs between boys and girls at elementary school. The findings revealed

that math anxiety was already negatively associated with second-grade girls' math

performance. The current findings emphasize the importance of early detection and

treatment of a girl's mathematical stress to avoid long-term consequences.

Manalaysay (2019) studied the effects on the students' mathematical

performance of gender and mathematical anxiety, which must have an attitude

component. To determine its anxiety level, 390 freshmen were surveyed, divided into
grade, future, grade, and assignment factors. An independent test showed that the

mathematics performance between men and women was not statistically substantial.

Regression analysis shows that a predictor of the mathematical performance is the

mathematical anxiety and that a covariance analysis reveals the combined effect of

gender and mathematical stress on the mathematical accomplishments of students.

Gil and Martinez (2019) examine gender differences in school performance and

attitudes toward school and how to study and succeed in compulsory education, using

data from national and international assessment reports and qualitative surveys. The

findings show that girls are committed to their studies, but they are still underrepresented

in more important technical studies in the labor market.

While there has been no gender difference in achievement in previous years, it is

worth investigating why more boys than girls' study higher levels of mathematics in

senior high school. There are numerous reasons for pursuing career goals, interests, and

attitudes. The gender composition of classes 9 through 9, for which data was collected

from students in a single-gender boy's school, a single-gender girls' school, and a co-

scholastic school, was one of the factors discovered by the researchers. Single-sex school

girls had the most positive attitudes toward mathematics, while girls in a coeducational

setting had the lowest positive attitudes (Anderson, 2017).

According to Kaushar (2013), most students spend less time studying. Many of

them do not follow any calendar, and they do not know the CEOs' concept with the time.

However, considering proclivities appear to be an essential factor of academic

performance (Cerna & Pavliushchenko, 2015). Bashir and Mattoo's (2012) findings
revealed a profoundly important link between several characteristics of study proclivity

and academic performance. The findings of Khurshid et al.'s (2012) study indicated a

clear relationship between study habits and academic achievement.

On the other hand, study attitude can impact the effort pupils make in

comprehending and applying mathematical ideas and abilities, hence determining the

amount to which learning occurs and how learning occurs. If pupils have bad study

habits, they may perform poorly in mathematics. Students' orientation level substantially

affects their academic success (Bong, 2004; Horstmanshof & Zimitat, 2017).

Boys can function well in a competitive environment of textbook-based

mathematics learning.

Chertkova and Egorova (2016) investigated gender differences in high school

students' mathematical performance and compared various approaches to tracking

academic performance such as academic achievement, test scores, and self-concept. The

main findings are as follows. There was no difference in mathematical achievement

between twins and singletons. This study discovered gender differences in mathematical

achievement in all measures. Although girls outperformed boys in math, boys

outperformed girls in the USE. Boys' distributions were more diverse; many boys were

on the right side of the distribution. On math tests, girls with positive math self-concepts

outperformed boys.

According to previous research (Fredricks and Eccles, 2012; Jacobs et al., 2012;

Preckel et al., 2012; Else-Quest et al., 2010; Frenzel et al., 2013

 Estevez, Pineiro, Regueiro (2020) examined the possible gender mathematics

differences. Earlier studies have shown that girls are less motivated, less sensitive or less

disturbed, and more optimistic than boys, but their magnitude is less in all cases.

Timmerman et al. (2017) investigated the connection of 108 12-14-year-old high

school students in the Netherlands to Math's self-conception and mathematical

performance. In the four areas of mathematics, measuring, relationships, numbers, and

scales, they found a significant beneficial link between the self-concept of Mathematics

and students. Moreover, regression analyses have demonstrated that the mathematical

concept is integral in changing student mathematical ratings.

Random samples of self-concept and mathematical achievements were used by

Kamoru and Ramon (2017) on 200 secondary school students from Ibadan, Metropolis. A

survey completed a 20-point self-concept mathematics questionnaire, and Researchers

gave a 30-point self-concept mathematics test. The results demonstrate that the

mathematical self-concept does not differentiate between gender. In addition, students

were significantly enhanced by their self-concept and mathematical skills. The teachers,

therefore, recommended that students develop a positive math concept and have an

excellent teaching experience that will improve their students' self-conceptions and

performance.

Cvencek et al. (2015) studied gender identification for Singaporean primary school

students in the mathematical genre, mathematical concepts, and mathematical ability. The

researchers invited the students to complete the standardized Implicit Child Association

(Child IAT) and Math Performance Tests. The results demonstrate a positive connection

between mathematical concepts and mathematical performance. More robust

mathematics and mathematics are an essential link between stronger self-conceptions and

a poorer idea of children's mathematics. Finally, there was a strong connection between

mathematical and mathematical preconceptions.

The Cultural, family, and socioeconomic position of parents and cultural and

traditional influences are all key elements that come up in gender and mathematics

studies (Kamoru, U., & Ramon, O. G., 2017). According to Asante (2012), schools create

symbolic oppositions between male and female pupils by gendering knowledge and

classifying specific courses as masculine, referencing Collins, Kenway, and McLeod

(2012). On the other hand, female students are socialized to feel that mathematics is a

male-dominated subject, and thus dropping it is acceptable. Fine, Gary Alan (2012), and

Martin, P. Y., & Jackson, S. (2012), all of whom worked in Botswana and were reported

by Kamoru, U., & Ramon, O. G. (2017), found that societal, cultural expectations can

lead to inequalities in math performance between girls and boys.

Mutai (2016) studied the gender differences in math performance of three junior

high school students in Brett-sub-County. The study yielded the following results:

Gender strongly correlates with math grades. As a result, boys' schools outperformed

girls' schools. The youngster had a strong aptitude for and interest in mathematics.

Teacher and school factors had little effect on gender math achievement.

In Nigeria, it has been asserted that nurturing entrenches male supremacy over the

female gender (Bassey, Joshua & Asim, 2017). According to the review, numerous

factors may be involved in the gender gap, including classroom interactions, students'

attitudes, interests, self-esteem, teachers' gendered views, curricular materials, beliefs,

and societal and cultural norms. These distinctions have implications for the instructional
approaches that should be used to provide an effective teaching and learning environment

for mathematics instruction appropriate for both genders. Gender was chosen as a

variable for this study based on current global trends and research emphasis on gender

issues. The Millennium Declaration of September 2012 (United Nations, 2012) aims to

promote gender equity, empower women and at all levels by 2015.

A study by Abiam, P.O. & Odok, J. K. (2012) focused on aspects of gender

differences between boys and girls and their relationship to achievement in mathematics

and self-regulated learning skills in the notion of a classroom setting. According to the

classroom setting, boys use group work more often than girls. The boys feel that they are

influenced by things and are more involved during the lesson than in the girls. They

found that boys considered math more important than girls concerning student math. One

implication for teachers from the study is that different aspects of the perceived learning

environment affect students' achievement in mathematics.

Cheema & Sheridan (2015) studied the effect of time spent on math homework

and discomfort on math achievement. Gender, as the national representative of the cases,

U.S. Sample data, were used to predict math scores spent on homework and math

discomfort while gender, level, gender, and socioeconomic status. Multiple regression

results showed that math anxiety and time spent on homework significantly affected math

scores.

Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2012) investigated the

relationship between mathematical motivations (academic self-image and task values) in

predicting educational outcomes and student background variables. The results suggest

that: (a) Self-image is better for students with a low value in predicting educational
outcomes. (b) Boys and girls had the same math self-image and values level, but girls

tended to have higher math achievements and aspirations. (c) The family's socioeconomic

status is more closely related to gender educational aspirations.

According to Gibbons et al. (2014), teacher experience and competency

substantially impact students' school success. Experienced instructors may add

knowledge and ideas to the process of teaching and learning, are receptive to correction,

and are less autocratic in the classroom. Students taught by more experienced instructors

accomplish at a better level because their teachers have mastered the topic and gained

classroom management skills to cope with various classroom challenges.

Ghasemi and Burley (2019) examined cross-border gender differences, increased math,

confidence in mathematics, and the role of mathematics in affecting mathematical

outcomes. They compared students in the fourth and eighth grades to see if these

compelling features differ from gender. Although This study discussed gender

differences in mathematical results in scope and direction, the researchers found that boys

and girls were comparable. Adult cross-national socio-demographic, political, and

educational equality, according to the researchers, did not predict positive effects for both

genders. Researchers discovered that students in countries with smaller gender gaps in

adulthood have more significant gender differences in math-related outcomes.

Schneider, Siegler, Torbeyns, et al. (2015) studied the relationship between

understanding fractional dimension, arithmetic, and general mathematical ability in

countries with different educational systems: the United States, China, and Belgium.

Despite country-specific differences in the overall level of fractional knowledge, findings

positively related students' understanding of fractional size in grades 6 and 8 to their

overall mathematical performance in all countries and links to control for fractional

arithmetic knowledge in almost all combinations of country and age group. These results

suggest that the number of fractions should be interpreted by learners in educational

interventions, for example, by practicing the translation of fractions on number lines.

Bayaga, A., & Wadesango, N. (2014) conducted a study on the Analysis of

Students' Attitudes on Math Achievement-Factor Structure Approach. Their study aimed

to discover the number of components (mathematics self-concept, parents' level of

education, home background, instruction, school atmosphere, and attitude) that indicate

links between sets of connected variables of students' attitudes toward mathematics

accomplishment. The study investigated each factor's contribution by explaining the

variance in students' mathematical achievement and the overall conflict that the deciding

factors could explain. Inferential analysis was carried out by randomly selecting 321

respondents from a survey design. This study preserved over one-eight factors based on

the Screen test and Eigenvalues. These variables explained 60.1 percent of the variation.

The combination of items with loadings more prominent than 0.49 was treated as a

distinct factor. The findings revealed that seven of the eight characteristics investigated

accounted for around one-fifth of the variance in mathematical achievement (20.7

percent). Mathematics self-concept, home background, teaching, and attitude accounted

for 12.3%, 5.13%, 1.63%, and 0.93% of the variation. It is worth noting that this study

did not take the school environment into account in this study. The findings are

significant for the South African educational system because changing students' self-

concept and attitude toward mathematics and improving classroom teaching techniques
are far easier to achieve than changing background variables influencing students'

performance.

Dramanu, B. Y., & Balarabe, M. (2013) discovered differences in mathematical

performance between students using evaluation procedures at the Ghana National

University High School on the Cape Coast. The study found that PA-led education

improved students' problem-solving skills and showed no gender bias. Math teachers are

encouraged to use PA-led instructions and assignments to assess the performance of their

math classes.

To evaluate the gender gap in mathematics, Awan, R. U. N., Noureen, G., & Naz,

A. (2012) used problem learning (PBL). The design of the course was a semi-

experimental post-test. The study found that male and female students who used APP to

teach algebra did not make a big difference in achievement and retention scores, and

those male and female students could compete and cooperate in mathematics. The study

recommends using APP by math teachers to overcome the male image of math and

improve student (male and female) achievement and retention rates.

Mathematics is regarded as one of the most core subjects in Asia, and students are

encouraged to study the subject (Leatham & Peterson, 2010; Ronis, 2008). According to

this viewpoint, most Asian nations' guiding techniques on children's mathematical

achievements are far more aggressive (Wei & Dzeng, 2014). According to Etcuban and

Pantinople (2018), demonstrating has gained an appealing alteration in the manner of

learning. Mathematics is a general education subject taught in primary and secondary

schools. Students are expected to gain knowledge and appreciation for its principles as

they apply appropriate technology in problem-solving, critical thinking, communicating,

reasoning, making connections, representations, and making decisions in real life (K to

12 Basic Education Curriculum). According to Blömeke and Delaney (2014), it is

necessary and required as a topic in practically every sector. However, issues with

mathematics accomplishment persist in the Philippine context and other nations.

Educational modules feature a specific topic and instructional plan criteria to

enable understudies to construct consistent numerical skills required to comprehend basic

mathematical ideas in the Philippine context. However, poor performance in this area

continues. According to a 2013 report, the performance of Filipino students in national

and international surveys on mathematics and science competencies lags behind

neighboring countries such as Singapore, South Korea, Hong Kong, Chinese Taipei, and

Japan (Care et al., 2015).

Filipino students thrive in knowledge acquisition but perform poorly in subjects

that require higher-order thinking abilities (Dinglasan & Patena, 2013; Ganal & Guiab,

2014). Even college students face difficulties acquiring and understanding mathematics

(Americans, 2009; Presmeg, 2006). Various factors influence students' mathematical

performance, as measured by their grades. This study will primarily deal with students'

emotional features, which focus on study habits and study attitudes, which are then

further referred to as study orientations, as underlined by Biswas (2015). Controlling

one's time and developing good study habits are two significant problems for college

students.

Literature available in the Philippines is to study differences in self-concept and

mathematics. Previous research findings are consistent or fascinating to check with the

country's students. Capuno et al. (2019) stated in the 2016-2017 Global Competitiveness
Report that the performance of Philippine Mathematical Students must improve the

quality of science and Mathematical education in the Philippines. This research is aligned

with the Department of Education National Test (NAT), which showed that the average

percentage of mathematics was 48,63% lower than the demand of DepEd for 55%. It is

necessary to investigate and not exacerbate the education development in the country

factors affecting the performance of students in mathematics. An assessment must start

with the current situation at the school level. The sociological design of students is that

men override mathematical women. While it is apparent that students are assigned tasks,

most girls don't want to participate.

Furthermore, most girls refuse to accept responsibility for their assigned activities if they

perform group activities. Children are charged with typical group tasks. In this respect,

Males seem more confident to share their views and solutions with the class when they

are invited to discuss their answers first. If left untreated, this scenario gives rise to the

idea that females are less performance in math than males.

In the secondary schools of San Pascual District, in the Division of Batangas,

Philipines, Emil C. Alcantara and Rhea Rose M. Abanador (Spain) investigated gender

inequalities in Mathematical Skills and mastery of learning skills in Grade 11 students. A

descriptive research strategy has been employed in this study. 277 of the 894 grade 11

students were utilized as subjects from 2016-2017. There is no difference in gender in

mathematical skills learning processes for men and women. The degree of mastery in

functions and charts of both men and women is unusual. The learning skills of business

mathematics are most likely to be mastered by women students than males. Men tend to

have more excellent skills in mathematics than women in their learning skills. It can be
attributed to men's willingness to use novel problem-solving strategies, while women are

preferred to study in school. Educational benefits are expected from intervention

activities and strategic intervention materials dealing with gender inequalities.

Professors are responsible for providing equitable opportunities for students to

learn in school, as outlined in the "No Filipino Child Left Behind Act 2008," to protect

and promote citizens' rights to quality education and make this training available to all.

Quality education ensures that all children have an equal opportunity to learn regardless

of gender, ethnicity, race, religion, or other factors. To reduce individual differences

between students, teachers must eliminate stratification within the classroom. The

teachers' goal is to maximize their learning through learning. Gender inequalities in

mathematics affect lower sex learning, and their counterparts may have similar

consequences. As a result, teachers can foster healthy competition based on individual

and non-group abilities. The studies and literature discussed in this section provide the

framework of the conduct in this study. The interplay of gender, self-concept, and Math

performance was also explored to provide meaningful information on the findings of the

previous studies regarding these variables.

Theoretical Framework

The following theories will guide the researcher to achieving and solving the

underlying questions regarding gender differences and factors affecting the mathematics

performance of the respondents. The researcher will utilize the two leading theories that

will help realize the solutions that are doable in every respondent's situation. 

Self-Concept Theory
 This study is based on Sincero's (2012) Self-concept theory, which mentions three

dimensions of self-concept. First, a person's self-concept is developed. Individuals evolve

and can modify their self-concept, influenced by their surroundings (Zimmerman, 2013),

which is due to the contact with various persons that occurs due to socializing. Similarly,

when kids witness the conventional stereotype that boys outperform girls in math, they

tend to create the notion based on what society perceives to be true.

Second, the self-image is arranged. One can look at himself in various ways, but

one view will assist the individual in arranging multiple perceptions. When an

individual's beliefs are compatible with who he is, there is a propensity for this belief to

stick with the person, making it difficult to change this perspective, but it is possible to

modify it. Students who believe they are valuable in Math and perform well in it are more

likely to acquire a good self-concept about the subject. However, if one considers Math a

complex issue and their test and performance results are poor, they will likely believe that

they will not perform well. The stereotyping of pupils' abilities may perpetuate this

attitude. 

Third, the self-concept is ever-changing. Individuals' opinions may vary when

they encounter different events in life, depending on the type of scenario and how they

respond to these encounters. Individuals' reactions are determined by how they view

themselves in a particular strategy. There is a propensity to let go of inconsistent things

and hang on to something that represents oneself and helps establish a more positive

personal being. 
Students' educational experiences shape their self-concept regarding any academic topic,

especially subjects that most students deem difficult. Allowing kids to have a pleasant

experience in Math would assist in closing the gender gap in math achievement, and it

may also help promote a good self-concept toward the subject, regardless of gender.

Teaching tactics that remove students' performance gaps may improve academic

achievement.

Gender Intensification Theory

Hill and Linch's (1983) gender intensification theory, as referenced in Priess-

Groben and Linberg (2018), implies that girls and boys face heightened pressure to

adhere to culturally sanctioned gender norms during adolescence. Individuals build their

identities due to their experiences and expectations of their surroundings. Adolescents

begin to experience such sentiments when they interact with others. They will attempt to

examine if their views are congruent with those who have identified and organized their

ideas. Societal stereotypes, such as gender stereotypes, play an essential role in shaping

adolescents' identity and can impact students' academic self-concept (Cheryan et al.,

2015). Students tend to form their own identities and act following what is expected in

school. 

This issue relates to the school duties and tasks that pupils may face in school.

Students who establish their self-concept toward the topic will discern their perceived

limits and strengths. As a result, people carry out activities based on their perceived

ability. The misconception that math is only for men is prevalent (Nosek et al., 2012). In
this regard, instructors must devise techniques for closing gender inequalities in students'

self-concept and math performance. 

According to the "No Filipino Child Left Behind Act of 2008," teachers are

responsible for providing students with equitable learning opportunities in school, aiming

to protect and promote citizens' right to excellent education and take reasonable steps to

make such education available to all. Regardless of gender, ethnicity, color, religion, or

other factors, equitable educational opportunities for all children are one strategy for

ensuring an excellent education. 

As a result, instructors must decrease stratification within the classroom to

diminish pupils' unique variances. Teachers' purpose is to facilitate learning to attain

complete understanding inside the school. Students will impact mathematics and

performance in the weaker gender, and comparable consequences may occur in their

equivalents. As a result, teachers may encourage healthy competition based on individual

talents and abilities rather than groupings.

Conceptual Framework

Shown in Figure 1 is the researchers' Research Paradigm. It serves as the

overview of the study. 

The first box is the research title "GENDER DIFFERENCES IN

MATHEMATICS PERFORMANCE AMONG BSED MATH STUDENTS IN BICOL

COLLEGE."  

The second box is the main point of the study. The objective is intended to (1)

determine the relationship between gender differences and math performance of BSED

Math Students, (2) identify gender-related factors that influence performance in

mathematics, and (3) Recommend solutions to address the factors identified by the

respondents. The researchers attempt to find the answers through the responses of the

study's respondents.  

The third box is the possible effects or implications of the study at the institutional

level, like providing attention to the relationship between student's perceptions of the

classroom setting and achievement in mathematics, helping teachers to reflect on their

training process, and improving performance in math instruction and gives the

importance of cultural and motivational evidence of gender difference in mathematics

performance. 

The fourth box discusses the potential effects or implications of the study at the

community level, such as promoting a globally competitive individual to be motivated to

achieve, putting a greater emphasis on proving their competence, teaching core skills
such as critical thinking, problem-solving ability, self-discipline, and providing the

crucial underpinning of gender-sensitive knowledge to avoid prejudice.

 Finally, the fifth box is for feedback; the researchers can improve the study and

solve the problem. Hence, whatever the evaluation results shall serve as points for

reference
for the following possible action to zero in on the refinement of the study to make a

cyclic pattern over time.

Scope and Limitation of the Study

The current study focuses on (1) determining the relationship between gender

differences and math performance of BSED Math Students, (2) identifying gender-related

factors that influence performance in mathematics, and (3) Recommend solutions to

address the factors

identified by the respondents. The researchers attempt to find the answers through the

responses of the study's respondents. 

The study limits its coverage to a total enumeration of eighteen (18) 2nd and 3rd

year Bachelor of Secondary Education Mathematics Major Students of Bicol College,

Inc. in Daraga, Albay. They are presently enrolled in this Academic Year 2020-2021.

Those students are engaging in Mathematics Learning in which 5 are males, and thirteen

are females. Students who do not belong in the 2nd and 3rd year Bachelor of

Secondary Education Major in Mathematics and the researcher are excluded in this study.

Significance of the Study 

This research would be beneficial to the following people:

     Students. It helps to improve math education and improve learner engagement in the

math curriculum.
 Teachers. The results will allow teachers to reflect on their training process and

improve performance in math instruction. 

Faculty. The CTED faculty will significantly benefit in such a way with

significant knowledge in mathematics to become more effective. 

School Administrator. The research study will guide school administrators in

more appropriate strategies projects to improve students' programs in mathematics.        

    Community. It will shed light on Bicol College students' future needs and

abilities and change the attitudes of teachers, faculty, and society as a whole. 

Researcher. This study aims to produce high-quality results that complement the

entire research and allow researchers to investigate a subject of interest.

     Future Researchers. This study may be a valuable reference for the researchers

who arrange to make any related study precisely the quality was underlying the Bachelor

of Secondary Education.

Definition of Terms

The purposes of terms are herein defined operationally and conceptually.

Mathematics performance is students' math skills are used to design, adopt,

understand, comprehend, predict and explain phenomena in a variety of situations and

recognize their role in the world of mathematics (Asante, K.O., 2012). 

In this study, it was being referred to as students' grades in math subjects.

 Gender denotes a range of identities that do not correspond to established ideas

of male and female (Meriam Webster, 2020). 

This study is defined as the identity of being a female and male.

Mathematics is the science of structure, order, and relationship and has evolved

from fundamental counting, measurement, and description practices. It is concerned with

logical reasoning and quantitative calculations, resulting in a growing idealization and

abstraction of their subject (Encyclopedia Britannica, 2020).

This study is defined as knowing numbers, shapes, and patterns.

METHODOLOGY

This section included the research design, instrumentation, data gathering

procedures, data sources, sampling design, study site, assumption or hypothesis, and data

analysis plan.

Research Design

This research study employed a quantitative research design, a method for

calculating and analyzing data in single research to understand better a research problem

(Creswell, J. W., 2014). The researchers will use quantitative (chi-square) to determine

the relationship between Gender Differences and Math performance of students in

objective one and frequency ranking to summarize or analyze the respondents' responses

to answer objective two. For objective three, the researcher will provide an effective plan

to address gender-related factors that affects mathematics performance in Mathematics

subject.
Research Instrument

The survey questionnaire is the main instrument of the study in gathering data and

information on Gender Differences in Mathematics Performance among BSED Math

Students in Bicol College. The questionnaire contains questions aligned with the research

objectives.

The questionnaires are divided into three parts. The first part is about the profile of

the respondents. The second part provides the respondents' grades in five mathematics

subjects (Calculus 1 with analytic geometry, Plane and Solid Geometry, Logic and Set

Theory, Mathematics Investment, and Modern Geometry) during the 1st semester of the

2nd year of college. These data help answer the first objective, determining the

relationship between gender and students' mathematics performance.

The last part of the questionnaire identified the gender-related factors affecting

their mathematics performance that helped answer the second objective.

Data Gathering Procedure

  In gathering the data, the first procedure is to have permission from the dean to

conduct a study and the study's respondents to ask questions related to the researchers'

analysis. The next step is to prepare questionnaires aligned with the objectives sent online

via Gmail to the study respondents. Because of the covid-19 pandemic, there will be no

face-to-face with the respondents. The respondents will answer the following questions

thru google forms. The last step in gathering the data is to tabulate and analyze the

collected data using a descriptive statistic. 

Sources of Data
 This study employed two sources of data- primary and secondary data. The

primary data sources were the students' responses to the questionnaire given by the

researcher. The secondary sources came from journals, books reviews, and articles to

support the study's findings.

Sampling Design

The researcher used total enumeration because eighteen (18) enrolled students in

2nd and 3rd Year BS. Ed. Mathematics in Bicol College, S.Y. 2020-2021. The study's

findings are expected to be generalized to the entire population that helps the researchers

know the gender differences in mathematics performance among BSED Math Students in

Bicol College. 

Study Site

The site of the study is Bicol College, Inc. It was founded in year 1941 and it is

located at Cor. J.P. Rizal and R.F. Tabuena St., Sagpon, Daraga, Albay. It offers Pre-

School, Elementary, High School, College, Master and Doctors Degree in Graduate

School. The College of Teacher Education has a PACUCOA Level III status and the two

programs in Graduate School. 

           The researcher will conduct the present study entitled "Gender Differences in

Mathematics Performance of BSED Math Students in Bicol College" to determine the

relationship between gender and math performance of BSED Math Students in Bicol

College, identify gender-related factors that influence performance in mathematics, and

recommend solutions to address the factors identified by the respondents.

Data Analysis Plan

         The current research employed chi-square, frequency ranking, tables for

summarizing and analyzing the data needed to answer the study's objectives. 

Frequency rank is the numeric rank of a specific search term's popularity in the

respondents' responses on the questionnaire when compared to all other search terms

during a given period. In other words, it tracks a search term's popularity.

Chi-Squared deals with counting individuals who appear in various categories. It is used

in objective 1 to determine the relationship between Gender Differences and Math

performance of students. The formula of Chi-square is                         

ሺ𝑓𝑜 − 𝑓𝑒ሻ2
𝜒2 =෍
𝑓𝑒

Where:
2
χ = chi squared f o = observed value fe = expected value

RESULTS AND DISCUSSION

This chapter summarizes the data collection analysis, the results obtained, and the

interpretation of the results. The computation of specific indices or measures and the

search for patterns of relationship that exist among data groups is referred to as analysis.

The analysis entails estimating the values of unknown population parameters and testing

hypotheses to conclude (Madan, Paliwal, & Bhardwaj, 2011). The process of giving
meaning to data is known as interpretation. It is a careful, logical, and critical

examination of the results obtained after analysis, taking into account the sample's

limitations as well as the tools chosen and used in the study.

1) Relationship between gender and math performance of BSED Math Students

in Bicol College

Table 1

Chi-Square Test Result on the relationship between Gender Difference

and Mathematics Performance

As seen on Table 1, the chi square of female student respondents with respect to

the range of their mean grade in mathematics subjects are the following: Female students’

x̄ Grade range 93-95: x2 = 0.00, x̄ Grade range 90-92: x2 = 0.01, x̄ Grade range 87-89: x2

= 0.08, x̄ Grade range 84-86: x2 = 0.27, x̄ Grade range 81-83: x2 = 0.11, and x̄ Grade

range 78-80: x2 = 0.00. While the chi square of male student respondents with respect to

the range of their mean grade in mathematics subjects are the following: Male students’ x̄
Grade range 93-95: x2 = 0.00, x̄ Grade range 90-92: x2 = 0.03, x̄ Grade range 87-89: x2 =

0.22, x̄ Grade range 84-86: x2 = 0.71, x̄ Grade range 81-83: x2 = 0.28, and x̄ Grade range

78-80: x2 = 0.00.

The computed x2 is 5.00 while the tabular x2 at 5% is 15.50. With this computed,

x2 is less than the tabular x2 at 5%. Hence, Gender difference does not affect the

performance in mathematics subjects among the 2nd and 3rd-year math majors in Bicol

College.

According to Devine A. et al. (2012), there were no gender differences in mathematics

performance. Still, MA (Mathematics anxiety) and T.A. (test anxiety) were higher in girls

than boys. There was a positive link between M.A. and T.A. and a negative correlation

between M.A. and mathematics performance in both girls and boys. T.A. was also

negatively connected to math performance; however, this effect was more significant for

girls than boys. Even after correcting for T.A., the negative connection between M.A. and

performance persisted solely for girls. Their study found M.A. to be a significant

predictor of performance for girls but not for males in regression studies.

According to the review, numerous factors may be involved in the gender gap, including

classroom interactions, students' attitudes, interests, self-esteem, teachers' gendered

views, curricular materials, beliefs, and societal and cultural norms. These distinctions

have implications for the instructional approaches that should be used to provide an

effective teaching and learning environment for mathematics instruction appropriate for

both genders. Gender was chosen as a variable for this study based on current global

trends and research emphasis on gender issues (Bassey, Joshua & Asim, 2017). Though

gender disparity in science, technology, and mathematics education (STEM) is a global

issue, it is considered that closing the gender gap is one of the most important ways of

achieving equality and boosting human growth. As a result, boys and girls must be

provided with equal chances and challenges. 

The findings in this research suggest that gender stereotypes might not as quickly explain

gender differences in self-concept as they may appear to be on the surface. Both

assimilation and contrast mechanisms are likely in operation in many areas of academic

self-concept. It is suggested that better methods for distinguishing the relative strengths

of the two and the conditions under which one dominates the other are required. This is

particularly the case where big-fish-little-pond effect research suggests that, concerning

school compositional effects, assimilation effects tend to be much weaker and short-lived

than contrast effects.

The findings are significant for the School educational system since altering students'

self-concept and attitude toward mathematics and enhancing classroom teaching

techniques is considerably more straightforward than modifying background variables

impacting students' performance.

2) Factors that influence performance in Mathematics

Table 2

Factors Affecting Mathematical Performance of BSED Math Students

 Based on the results of the survey questionnaire, out of the ten pre-identified

factors and two other factors added by the respondents, Teacher Competency (f = 1.5)
and Environment (Peers, Classmates) (f = 1.5) tie at rank one among the twelve (12)

factors that influence the performance of 2nd and 3rd year Math major in Bicol College.

It is followed by facilities in school (f = 3), Instructional Strategies (f = 4.5), Low

motivation (f = 4.5), Lack of interest (f = 6.5), Low self-esteem (6.5), Family (f = 8.5),

Financial (f = 8.5), Low Intellectual Capacity (f = 10), Depending on the Professors (f =

11.5), Too Difficult Subject (f = 11.5).

Based on the gathered data, the main factors that influence performance in

mathematics are teacher competency, environment (peers and classmates), school

facilities, instructional strategies, and low motivation.

Teacher experience and competency have a substantial impact on students' school

success. Experienced instructors may add knowledge and ideas to the process of teaching

and learning, are receptive to correction, and are less autocratic in the classroom.

Students taught by more experienced instructors accomplish better because their teachers

have mastered the topic and gained classroom management skills to cope with various

sorts of classroom challenges (Gibbons et al., 2014). Furthermore, more experienced

teachers are better equipped to focus on the most effective manner to teach specific topics

to pupils with varying skills, prior knowledge, and backgrounds (Stringfield & Teddlie,

2013).

The Gender Intensification Theory (Hill and Linch, 1983) relates to the study's

findings where girls and boys face heightened pressure to adhere to culturally sanctioned

gender norms. Individuals build their identities due to their experiences and expectations

of their surroundings. They begin to experience such sentiments when they interact with

others. They will attempt to examine their congruent views with who they have identified
and organize their ideas of who they are. Societal stereotypes, such as gender stereotypes,

play an essential role in shaping adolescents' identity and can impact students' academic

self-concept (Cheryan et al., 2015). In school, students tend to form their own identities

and act following what is expected. This issue relates to the school duties and tasks that

pupils may face in school. Students who establish their self-concept toward the topic will

discern the subject's perceived limits and strengths. As a result, people carry out activities

based on their perceived ability. The misconception that math is only for men is prevalent

(Nosek et al., 2012). In this regard, instructors must devise techniques for closing gender

inequalities in students' self-concept and math performance.

Based on the study's findings, there is a need for mathematics teachers with the

support of the school to improve their instructional strategies, innovate their instructional

methods and assessments, and undergo professional and personal development to

enhance teachers' competency in teaching mathematics.

There is also a need to increase students' internal and external motivation, interest,

and self-esteem through feedback and support coming from their family, peers, and

classmates, especially with the sudden shift to distance education that limits the contact

of students with significant others in their lives. To address low intellectual capacity, the

difficulty of mathematics as a subject area, and dependence on professors as experienced

by some students, the respondents seek help in self-improvement and time-management

skills.
 Explanatory note: The primary purpose of this plan is to address the factors

influencing mathematics performance that the respondents identified to enhance and

adapt new mathematics knowledge and skills.

To address the factors identified by the respondents, a plan for improvement in

the teacher's instructional strategies and an increase in external and internal motivation

among students helps to increase students' mathematics performance. To innovate their

instructional methods and assessment, the teachers commit to professional and personal

development and use micro-teaching practices. Renovation and upgrading school

facilities, feedback and support from classmates, peers, and family, time management,

self-improvement are also reflected in the list of possible solutions.

Teachers' Competency: The activities/strategies proposed to develop

professional growth in teaching skills and help students' needs to improve students'

performance in mathematics were to conduct Seminar-workshop in developing

professional development in teaching and involves teachers in identifying professional

growth goals that are based on immediate needs as indicated by student performance,

self-reflection, performance evaluation, and other sources of input. Teachers, Guest

Speaker, and School Administrators are the persons involved in this plan within the

school year 2021-2022 to achieve professional growth goals and help students' needs

enhance performance and skills in mathematics.

Environmental Factors (Peers/Classmates): Peer Collaborative Learning was

one of the activities/strategies proposed to help students learn mathematics. Students will

be involved in this plan during the school year 2022-2023 to achieve greater
psychological well-being, social competence, communication skills, and self-esteem, as

well as higher achievement and productivity in terms of improved learning outcomes.

Instructional Strategies: The activities/strategies proposed to have well-

structured lessons were to create clear and well-structured lesson plans using the school's

template, including lesson aims, objectives, warm-up, differentiation, timings, plenary,

and so on to plan and teach well-structured lessons. Teachers and students are involved in

this plan, which the school will implement between 2022 and 2023 to improve

instructional materials and meaningful learning.

Low Motivation: The activities/ strategies proposed to increase students’ interest

and motivation in learning mathematics were having contextual teaching classroom

activities and techniques consist of relating to real-life experiences, cooperating,

applying, and transferring meaningful learning experiences to motivate and increase

students’ interest in learning mathematics and awarding at the end of the quarter and

posting the accomplishment works of the students. Students and teachers are involved in

this plan within the school year 2022-2023 to have a more conducive situation for

improving students’ understanding to a higher cognitive level.

Sincero's (2012) self-concept theory relates to the study's findings. Individuals'

opinions may vary when they encounter different events in life, depending on the type of

scenario and how they respond to these encounters. Individuals' reactions are determined

by how they view themselves in a particular method. There is a propensity to let go of

inconsistent things and hang on to something that represents oneself and helps establish a

more positive personal being. Students' educational experiences are essential in shaping
their self-concept regarding any academic topic, especially subjects that most students

deem difficult.

Allowing students to have a pleasant experience in Mathematics would assist in

closing the gender gap in math achievement. It may also help promote a good self-

concept toward the subject, regardless of gender. Teaching tactics that remove students'

performance gaps may improve students' academic achievement.

Conclusion

1. After analyzing and interpreting the data gathered, this study revealed that there was

no relationship between gender and math performance of BSED Math Students in

Bicol College. These findings could imply that girls can outperform boys in

mathematics. This study shows that student performance in mathematics is not

gender-based but rather a result of the teaching method employed. In school

activities, both sexes can compete and collaborate. It is critical to note that this was a

case study. More research would be required to delve deeper into the trends identified

in this study. A sounder approach would look at situational factors that may affect

gender disparities, such as classroom cultures, teacher attitudes, parental and teacher

attitudes, friends, and others.

2. The main factors that influence performance in mathematics are teacher competency,

environment (peers and classmates), instructional strategies, and motivation, among

others. As long been recognized, education is critical to the general advancement of

people, communities, and nations. Other elements that impact students' academic

performance include their home environment, their family's financial situation,

support at home, counseling and guidance, the incidence of disagreements and

 disputes, and so on. It is critical to do well academically and achieve excellent marks

to gain educational qualifications and improve one's skills and talents. There are

various elements both within and outside of the school that influence kids' academic

achievement. Professionalism, skills, and abilities on the part of teachers, provision of

library facilities, laboratory, appropriate teaching-learning processes, instructional

strategies, effective communication between individuals, formation of reasonable

terms and conditions, use of technology, and evaluation methods are the main factors

within schools. Class and homework assignments, as well as assessments, are viewed

as factors that determine students' understanding as well as teachers' use of teaching

methods. The families' home environmental factors and financial situation have

proved both advantageous and detrimental to the students' academic performance.

Finally, it is possible to claim that to attain high academic results. As a result, it is

critical for students to be committed and sincere in their studies, for the home

environment to be tranquil and friendly, and for teachers to be approachable in

attitude and apply teaching-learning processes and instructional methodologies

positively.

3. Proposing an action plan to address the factors influencing mathematics performance

makes learning more purposeful, provides instructional support, and is a

comprehensive method of monitoring change and progress across a wide range of

objectives and goals across multiple domains (students, teachers, instructional

strategies, professional growth). This plan will contribute to educational experiences

that are important in shaping the self-concept of students and teachers regarding any

academic topic in mathematics.

Recommendation

According to the study, there is a need to provide males and females with equal

chances and challenges in mathematics class. In mathematics education and learning,

male and female students must compete, collaborate, and learn from one another.

1. Teacher professional development programs should make more deliberate

attempts to advise instructors on approaching mathematics education to prevent

disadvantageous groupings of females or males. All aspects should avoid gender

bias in mathematics teaching and evaluation procedures. Males and girls will

perceive themselves as equals capable of competing and participating in school

activities if this is done.

2. Teachers should collaborate with boys and girls to provide more socially

equitable and inclusive opportunities for all pupils.

3. When preparing to teach, teachers should consider adjusting instruction and

evaluation based on the student's degree of preparedness, interest, or learning

style. To boost students' feelings of belonging, motivation, and self-esteem,

school initiatives that foster a culture of support between student-student, peer-

peer, student-school administration, and teacher-student must be implemented at

least once every school year.