1

IMPACT OF SOCIO-DEMOGRAPHIC ATTRIBUTES

ON LEARNERS SUCCESS IN MATHEMATICS
OF TAGUMPAY HIGH SCHOOL-CSF EXTENSION

A Thesis Proposal

In Partial Fulfillment
of the Requirements for the Degree
MASTERS of Arts in Education major in Mathematics

By

WINNIE ROSE T. GONZALES

November 2020
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TABLE OF CONTENTS
Title Page 1
Table of Contents 2

Chapter 1: The Problem and Its Background

Introduction 4
Background of the Study 4
Theoretical Framework 7
Research Paradigm 11
Statement of the Problem 12
Hypotheses of the Study 13
Significance of the Study 13
Scope and Limitations 14
Definition of Terms 14

Chapter 2: Review of Related Literature and Studies

Related Literature
Related Studies
Synthesis

Chapter 3: Methodology
Research Design
Population and Sampling
Respondents of the Study
Data- Gathering
Procedure
Instrumentation
Validation of the
Instrument
Statistical Treatment of
Data

References
Sample Survey Questionnaire
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics is a unique subject and it is fundamental part of school

curriculum. It is an instrument off all other sciences. Knowingly or unknowingly,

we are using mathematics in every facets of life cited (K. Abdul Gafoor & Abidha

Kurukkan, 2015). According to Nasreen Akhter 2018 many students find their

studies in mathematics to be difficult and unrewarding. There is a tendency for

student to opt out studying mathematics as soon as possible. However,

mathematics is usually seen to be important and holds as a central place in the

curricula in most of countries. Mathematical ideas find application in numerous

areas of life and many careers. Thus, negative attitudes among students may

have important ramifications for career choices and contributions in wider

society. Research on teaching and learning mathematics has received a lot of

attention over years, as mathematical knowledge is a crucial factors for

students` successful future careers (Claessens & Engel. 2013; Konvalina,

Wileman, & Stephens, 1983). Many variables have been thought to have an

impact on academic success of the learners in mathematics this is based upon

how the brain gathers and stores knowledge. Learning is what the brain does

best and the learning changes the brain because it can self-renew with each

stimulus, experiences and behaviors cited by Emilia Coutinho 2016. Studies by

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Diamond in 1967, have revealed that the brain can develop new connections

with environmental stimuli, and the process of establishing connections will

influence learning ability (Jensen, 2002). Hence, there are other variables that

can affect also and influence and determine the educational efficiency and

performance; in particular individual and context variables. Thus, the set of

variables that affects the success of the learners in mathematics are called the

determinants of the academic performance and can be grouped into two levels;

the personal type and contextual (socio-environmental, institution and

instruction). Personal variables include that the characterize the student as an

apprentice; intelligence, attitudes, learning styles, prior knowledge, gender, age

and motivational variables (self-concept, learning goals, causal attributions)

( Gonzalez- Pieanda, 2003). In any culture of the different countries around the

world, it is a widespread stereotype that Mathematics is linked among adult

males, with the perception that “Math is for males,” which resulted to the

underrepresentation of women in the field of science, engineering and

mathematics (Cvencek et al., 2015). This stereotype has been influential in the

educational interests and career choices of children (Cheryan et al., 2015).

Moreover, the perception of the society about gender on the Math skills among

boys and girls leads to the difference in the identification of their skills and

interests at their very young ages (Cvencek et al., 2011). This could also

probably mediate their learning in the subject by influencing their interests and
 5

perceptions towards their abilities in performing tasks related to the subject

(Beilock et al., 2010).

Students performance (academic achievement ) plays an important role

in producing the best quality graduates who will become great leader and man

power for the country, thus responsible for the country’s economic and social

development (Ali et al 2009). The school personnel, members of the families

and communities provide help and support to students for the quality of their

performance. This social assistance has a crucial role for the accomplishment

of performance goals of students at school (Goddard 2003). Besides the social

structure, parent’s involvement in their child’s education increases the rate of

academic success of their child. There is a range factors that affect the quality

of performance of the students ( Waters & Marzano 2006). Obama (2004)

asserts that parents have the primary responsibility of instilling the ethic of hard

work and educational achievements in their children. In addition, Hunsaker,

Nielsen and Bartlett (2010) posit that teachers’ differentiation practices affect

students’ outcomes. In a differentiated classroom, strategies are adapted to

students' different learning interests and needs so that all students’ experiences

are challenging, successful, and satisfactory (George, 2005). Reis and Boeve

(2009) claim that when students are given an opportunity to select their own

content-based reading materials on their area of interest (mathematics) , they

are able to read more appropriately; and when the teacher provides flexibility in
 6

solving practical problems in the number sense activities, they encourage

students’ critical thinking (Yang & Ru Wu, 2010).

The purpose of this study is to determine the extent to which socio-

demographic attributes are associated with the success in mathematics of the

Grade 7 students in Tagumpay High School.

Theoretical Framework

The current research project shall be guided by the following theories in

order to lay a sturdy foundation in the course of the study:

Affective-Cognitive Consistency Theory by Rosenberg (1968), which

states that the changes in the individuals’ affective component will produce

changes in ones’ cognitive component so that it will bring consistency between

the two components. The students’ feelings towards the subject will affect how

they perform on the subject. A student with a negative attitude towards a subject

will think that he or she will not do well in the subject. However, a student with

a positive attitude towards a subject will be motivated to perform well because

he or she thinks that he or she is capable of achieving in that subject

(https://doi.org/10.29333/iejme/5938)

Self-Perception Theory by Bem (1972) supports this study. The theory

states that individuals’ actions are interpreted by the way he or she interpret

others and ones’ actions are most of the time influenced by others and not of

ones’ own free will as he or she would expect. Similarly, in the case of the

students wherein, most of them think that mathematics is a difficult subject, they
 7

will tend to have the same feelings with others. Thus, whenever they do not

understand the lessons in math, they will have the possibility of thinking that

they are not alone. So, one will justify his performance on the premise that most

of the students do not like math because it is difficult and so he does.

Self-Determination Theory (SDT) developed by Edward L. Deci and

Richard M. Ryan (2000). SDT is an approached human motivation and

personality that uses traditional empirical methods while employing an

organismic meta-theory that highlights the importance of human’s evolved inner

resources for personality development and behavioral self-regulation. There are

three innate psychological needs--competence, autonomy, and relatedness

which when satisfied yield enhanced self-motivation and mental health and

when thwarted lead to diminished motivation and well-being.

Differentiated Instruction is a process of proactively modifying the

curricula, teaching methods, learning activities and assessments to meet the

diverse needs of students and thereby maximizing access to, motivation, for

and efficiency of learning. Tomlinson (2001, cited by Beecher & Sweeny, 2008)

emphasizes that Differentiated Instruction provides opportunities for students to

have multiple options for taking in information, making sense of ideas, and

expressing what they learn. According to Tomlinson (1999, 2001) teachers may

choose to differentiate their instruction with regard to content (differentiating

what students learn), learning process (differentiating the process and activities

students participate in to learn), learning product (differentiating the products

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students develop to demonstrate learning) or learning environment (adjusting

the classroom set-up).

Gender Intensification Theory by Hill and Linch (1983) as cited in

Priess-Groben and Linberg (2018) which suggests that girls and boys

experience increased pressure to conform to culturally sanctioned gender roles

during adolescence. Individuals form their identity based on their experiences

and expectations of the environment from them. Adolescents start to develop

such feelings as they socialize with other people. Once they can identify and

organize their perceptions on their being, they will try to assess if their

perceptions are consistent with whom they are. Societal stereotype plays a

significant role in molding the identity of adolescents like the gender-role

stereotype, which can affect the academic selfconcept of the students (Cheryan

et al., 2015).

Constructivism has been embraced by nearly every educational reform

initiative in the last two decades and includes a number of different theories

which all view learners as active participants in construction of knowledge and

understanding (Ertmer & Newby, 2013; Hartle, Baviskar & Smith, 2012; Slavin,

2009). Constructivist teaching is learnercentred, and the lessons build on the

learners’ prior knowledge by means of scaffolding. When the learners are

presented with new information that their current constructs cannot account for,

they need to relate the information to their own personal experiences so as to

enhance understanding. However, knowledge is not only individually but also

 9

socially constructed, according to Vygotsky (1978), and the teachers can

improve the learners’ knowledge and insight by means of efficient support in

line with group-learning. Mathematics teachers are confronted with the

formidable task of creating a constructivist learning environment, while also

considering the learning style preferences of the learners in the class. The Dunn

and Dunn model (Dunn, 1996) is considered to be one of the most influential

learning style models that has been developed (Englander, Terregrossa &

Wang, 2013; Hermond, 2014). According to Dunn (1990, in Hawk & Shah,

2007), a learning style is characterised by how a learner starts to focus on,

manage, internalise, and remember new material. The interaction of these

elements occurs differently in each person and may vary with gender, age and

culture (Boström, 2012). The Dunn and Dunn model consists of five learning

style stimuli and several elements within each stimulus. These are the following:

environmental (sound, light, temperature and room design); emotional

(motivation, persistence, responsibility and structure); sociological (learning

alone, in a pair, with peers, with a teacher and mixed); physiological (perceptual

intake while learning, chronological energy pattern and mobility needs); and

psychological processing (impulsive or reflective, and global or analytic) (Dunn

& Burke, 2005–2006).

Conceptual Framework

Based on the above-mentioned theories, the researcher is able to come up

with a framework that show the flow of the current study:

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INDEPENDENT VARIABLE DEPENDENT VARIABLES

SCHOOL BASED FACTOR GRADE 7 STUDENTS’

 Teaching Learning  Gender
Materials  Performance in math
 Level of Comprehension  Negative Attitudes of students
 Teaching Methods towards mathematics
 Learning styles/habits of the
learners in math

Fig. 1 Research Paradigm

The paradigm of the study presents a diagrammatic representation of the

variables of the study and how these components operate in the course of data

collection, processing, and analysis. Specifically, the independent variable is

the teaching learning materials, level of comprehension, teaching methods.

Meanwhile, the dependent variables includes Grade 7 gender, performance in

math, negative attitudes of students towards mathematics, and learning styles/

habits of the learners in math. These variables shall be establish a hypothesis

bound for testing which, consequentially, shall prove whether or not significant

on the impact of socio-demographic attributes on learners success in

mathematics.
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Statement of the Problem

The study aimed to determine the impact of socio-demographic attributes

on learners` success in mathematics of the Grade 7 students in Tagumpay High

School- CSF Extension

Specifically, the study sought to answer the following questions:

1. What are the socio-demographic attributes of the participating grade 7

students in terms of:

1.1 Age;

1.2 Gender;

1.3 Student Behaviours’

a) Attitude;

b) Self-concept on math;

c) Mathematics performance;

1.4 Socio-economic;

a) Parents educational attainment;

b) Parents economic status;

c) What attitudes do parents have toward mathematics?

1.5 Socio-environmental

a) Community;

b) School based ( Availability and usage of TLMs )

2. Does personal factors of students affect their learner’s success in

mathematics?
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3. To what extent can socio-demographic attributes helps the learner’s

success in math?

4. Is there a significant impact of the socio-demographic attributes on the

Grade 7 learner’s success in mathematics?

Hypotheses

This research undertaking tested the following hypotheses:

Ho1: There is no significant relationship between the socio-demographic

attributes among the learner’s success in mathematics.

Ho2: The socio-economic status of grade 7 student’s has no significant

impact on the learner’s success in mathematics.

Significance of the Study

The results of this study shall prove essential to the following:

Grade 7 Students. They will know to which extent of socio-demographic

attributes can hinder their success in math.

Mathematics Teachers. The output of the study will help the teachers to

improve their teaching styles and approach to be more effective in teaching

Mathematics and help them know the key to learner’s success in Mathematics.

The Researcher. The researcher, being a teacher of Tagumpay High

School- CSF extension will benefit from the new information that she will be able

to share in her workplace as part of the mathematics teacher in the institution.

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Future Researchers. Results of this research undertaking shall provide

essential information to other researchers as a related literature.

Scope and Delimitation of the Study

The study, whose primary aim was to determine the impact of socio-

demographic attributes on the learners success in mathematics of the Grade 7

student in Tagumpay High School- CSF extention. More specifically, it covers

gathering information on the socio-demographic characteristics of the

participating Grade 7 students in terms of Gender; Residence; student’s

behavior; socio-economic factor; and socio-environmental factor. Likewise,

there is also a parent survey of the participating Grade 7 students pertaining to

socio-demographic attributes on the learner’s success in math.

Definition of Terms

The following essential words utilized in this study are hereby

operationally defined:

Socio-demographic. socio-demographic variables may include age,

sex, education, migration background, and ethnicity, religious affiliation,

marital status, household employment, and income. Different index variables

are formed on the basis of socio-demographic variables. They include socio-

economic status.
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Socio-economic Status. In this study, it is defined under the current

financial income of family, parents education level (the highest achieved level

of education) and the status that are linked to a specific profession (Brown,

Fukunaga, Umemoto, & Wicker, 1996). In particular, socio‐ economic factors

are housing conditions, educational ‐ cultural status of the family, school

distance from home, pressure created on child by other obligations, overworked

parents, etc. (Djurisic, 1986: 216).

Learning Style. According to Dunn (1990, in Hawk & Shah, 2007),

learning style is characterised by how a learner starts to focus on, manage,

internalise, and remember new material.

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Chapter 2

A REVIEW OF RELATED LITERATURE

In this chapter, the researcher describes the facets of the main problem,

its current situation and its variables through related literature sourced mainly in

books, journals, the internet, and other studies.

McLeod (as cited in Ayob and Yasin, 2017) defined attitudes towards

Mathematics as emotional responses, which can be positive or negative

feelings based on specific reasons. According to Khoo and Ainley (2005), the

attitudes of students are developed over time and will have a significant effect

on the students’ performance in math. Attitudes are not inherent but the results

of students’ experiences, which can be changed. However, these are more

stable compared to the feelings and emotions of individuals. These are flexible

influences of achievement because these are responses to the stimuli provided

by education. Moenikia and Zahed-Babelan (2010) pointed out that attitudes of

students towards mathematics affect on how well they perform in the subject

and how often they engage in the subject. It can also be manifested on the

degree of their enjoyment while engaging in tasks related to the subject. Thus,

positive attitudes towards mathematics are necessary because these attitudes

could influence the willingness of the students to learn the subject and the

advantage that it will bring to math instruction (Atanasova-Pacemska et al.,

2015). Similarly, a negative attitude towards mathematics would lead to a

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negative emotional disposition towards the learning of the subject, which may

impede learning (Mata et al., 2012). Odiri (2015) opined that study habits play

a significant role in determining the quality of education and achievement of

students in mathematics since students cannot grasp all the learning they need

on the subject from their teachers inside the class. It is a partnership between

the classroom and outside the classroom learning, which make up students’

study habits. Ebele and Olofu (2017) added that it is how a student takes his

studies that determine his performance. It is on the extent of preparation and

the strategies that the students develop and utilized that affect their

performance level in the subject. In general, study habits can be classified as

good and bad study habits. Good study habits are the productive ones, which

help in improving the academic performance of the students or produce positive

results (Bloom, 1984; Ogbodo, 2010). These are the study habits that help the

students to be successful in school after developing and using them in their

academic career. For learners to be successful in their studies, they must use

strategies that will be effective in improving their performance (Chamot, 2004;

DuFour & Mattos, 2013). It is not on the number of hours that makes studying

effective but on the strategies used in order to assimilate and reflect on the

lessons learned inside the classroom. However, bad study habits are described

by the practice of procrastination, absenteeism, not taking down notes, poor

reading habits and studying with distractions like watching TV, studying with

friends, listening to distractive music, cramming and studying in cramped

 17

conditions. Moreover, Ossai (2011) stressed that lousy study habits are

negative or non-productive study habits, which bring adverse effects to the

academic performance of the students. Leithwod and Riehl (2003) said that

when these habits are developed and used by the students, these will hinder

their academic progress and performance.

Learning Mathematics in the Philippines In 2012, the Department of

Education of the Philippines embraces the K-12 curriculum, which means that

the Philippine Basic Education observes the Kindergarten plus 12 years to

complete its Basic Education Program (DepEd, 2012). This move is taken

because of the poor quality of the Philippine Basic Education as reflected by the

low achievement scores of Filipino students in the National Achievement Test

and the international test known as the Third International Mathematics and

Science Study (TIMSS) (Tatsuoka, Corter, & Tatsuoka, 2004; DepEd. 2012).

Despite the low performance of the Filipino learners and the diversity of the

Philippine classroom situations, some researches reveal the positive side of the

poor performing Filipino students, such as that Filipino students have the

highest level of enjoyment in learning science (Shena & Tamb, 2008); that

Filipino students are developmentally ready to learn competencies assigned by

curriculum makers (Felipe, 2006); and that the effort of Filipino students to learn

can increase their mathematical ability (Sangcap , 2010). Some studies

regarding the use of Filipino as the first language of mathematics students in

the Philippines created discussions because it led to a negative result. In the

 18

study of Bernardo (2002), the effect of solving worded problems in Mathematics

using the first language first (Filipino) is the same as when the second language

(English) is used. In the study of Ong, Liao, and Alimon (2009), a correlation

exists between problem solving and learning strategies; problem tests written in

the first language can facilitate learning. This occurs when students use more

learning strategies when they are given problem-solving tests written in their

native language, Filipino. This means that they are able to allocate more

cognitive resources for comprehension of the problem test rather than for

understanding the language in answering the mathematical problems. Magayon

and Tan 3 Although, there are existing effective models and methods, and

appropriate strategies used in learning mathematics developed by different

mathematicians and scholars; and researches on diverse areas in learning

Mathematics are abounding; and researches on Differentiated Instruction is

already proliferating especially on its concepts and practices, the study on the

conceptions of students regarding their experiences on DI is still limited. This

study presents the structural relationship of variations of experiences and

categories of conceptions on how students learn Mathematics through DI.

Hunsaker, Nielsen and Bartlett (2010) posit that teachers’ differentiation

practices affect students’ outcomes. In a differentiated classroom, strategies are

adapted to students' different learning interests and needs so that all students’

experiences are challenging, successful, and satisfactory (George, 2005). Reis

and Boeve (2009) claim that when students are given an opportunity to select
 19

their own content-based reading materials on their area of interest, they are able

to read more appropriately; and when the teacher provides flexibility in solving

practical problems in the number sense activities, they encourage students’

critical thinking (Yang & Ru Wu, 2010). If instructional materials are varied and

students are in different instructional groups, they learn more (Tomlinson, et al.,

2003). Also, when students were given a variety of learning activities based on

their Multiple Intelligences, the retention is higher (Ghamrawi, 2014). Likewise,

students in tiered/layered activities are on the same essential understanding or

skills, but different levels of complexity, abstractness and open-endedness are

challenged, consequently, students are enabled to apply literacy strategies

independently (Tobin & McInnes, 2008). Likewise, according to Geller, Chard,

and Fien (2008), students were encouraged to think aloud while they work or

share their thinking with peers; and when the behaviors of students are

attended, they respond contingently to the scaffolding (Mathes et al., 2005, cited

by Tobin & McInnes, 2008). Students in Differentiated Instruction, when given

individual learning contracts, are found greatly motivated (Greenwood et al.,

2003, cited by Tobin & McInnes, 2008). Moreover, when students are

differentiated based on students’ needs and targeted learning outcomes,

significant increases in student achievement occur (Cobb, 2010). Besides,

when teachers differentiate through identifying students’ starting point of their

learning experience, students gain explicit definitions of the knowledge,

understanding, and skills (Brimijoin, 2005). In addition, when students are in

 20

flexible small groups, a focus on students’ interest has shown very positive

results (Vaughn et al., 2003 cited by Tobin & McInnes, 2008). Lastly, Trafton et

al. (2001, cited by Stylianides & Stylianides, 2007) note that well-designed real-

life tasks stimulate students’ interest and engagement. However, there are

studies which reveal that despite the preparation of teachers in providing real-

life situations in teaching Mathematics using “Mathematics Trails”, students do

not have a clear grasp of the lesson in the given learning materials (Tsao, 2005).

Same happened in the study of Yang and Ru Wu (2010), after carefully

reviewing the performance of their students under the designed teaching

method, they found out that it does not work for all students; some still have

difficulty in understanding the questions.

According to George (2000), teachers played a primary role in their

student’s learning process. Haladyna and Shaughnessy (1983) have showed

that teacher and the variables of learning environment were important because

they had the greatest influence on students’ attitudes and they were easily

manipulated to bring about changes in attitudes (as cited by Aysun Nüket Elçi

2017).

The availability, provision and the use of teaching and learning materials

go a long way to improve quality teaching which enhances academic

performance. Adedjei and Owoeye (2002) found a significant relationship

between the use of recommended textbooks and academic performance.

According to Douglass and Kristin (2000), in a comprehensive review of activity

 21

based learning in mathematics in kindergarten through grade eight, concluded

that using manipulative materials produces greater achievement than not using

them. They also note that the long term use of concert instructional materials by

teachers knowledgeable in their use improves students’ achievement and

attitudes. Opare (1999) also asserted that the provision of the needed human

and material resources goes a long way to enhance academic performance.

Ankomah (1998) noted that effective teaching and learning greatly lied on the

competences of its human resources as well as material resources which were

needed for the impartation of knowledge.

Learning style is influenced by demographic variables such as gender

(Kiwanuka, Van Damme, Van den Noortgate, Anumendem & Namusisi, 2015;

Ren, 2013); culture (Joy & Kolb, 2009; Naik, 2013; Ramburuth & McCormick,

2001); age (Hlawaty, 2008; Uganda National Examinations Board, 2013), and

also, most importantly for this research, by school subject (Leung, McGregor,

Sabiston & Vriliotis, 2014; Verma, 2006). Thus, a learning style that is effective

for learning English or History may not be valuable for learning Mathematics.

Studies by Navarro (2003) involving adolescents of school age, showed

a significant relationship between the variables academic performance and

social skills. In addition to underline aspects related to motivation, effort and

personal pride, courage, self-esteem and persistence on tasks, they are also

associated with school performance. Another study, by Mascarenhas, Almeida

and Barca in 2005, refers that the higher levels of academic qualifications of the
 22

parents are significantly associated to the personal efforts of students to achieve

academic success and in the same condition, parents of lower academic

qualifications support low academic performance in the absence of personal

commitment of the student. Thus, the personal perceptions of competence of

adolescents are constructed in the parents' qualifications reflecting these causal

att In this study, teacher experience is defined as a teacher’s cumulative

experience in instruction. Several studies have reported that teacher experience

has a positive impact on student achievement (Bolyard & Moyer-Packenham,

2008; Clotfelter et al., 2007; Harris & Sass, 2011); however, the results are

somewhat inconsequential. Studies have found evidence of strong positive

development at the beginning of teachers’ careers; however, this tends to level

off after 5 to 10 years (Bolyard & MoyerPackenham, 2008, Feng & Sass, 2013;

Harris & Sass, 2011). In addition, the positive effect of experience on student

achievement is stronger for the middle and high school levels than for pre- and

primary school (Bolyard & Moyer-Packenham, 2008). A study by Hill (2007)

indicated that teachers with more experience in instruction performed better

than novice teachers in mathematical teaching knowledge. Furthermore, middle

school teachers who had experience teachinsg at the high school level reported

having more mathematical teaching knowledge than teachers without such

experience (Hill, 2007). Teachers’ experience with diverse learners is also noted

to have a positive effect on teachers’ attitudes and beliefs (Subban & Sharma,

2005).ributions and are reflected in the actual schoo Several studies also
 23

revealed that there is a consistent gender difference in self-concept wherein

males are found to have higher self-concepts in Mathematics than females. This

gender differences in academic selfconcept also explain the gender differences

in preferred tasks and career choices. This concept explains the gender

intensification theory that gender-role become more critical when they conform

to the gender-role Peteros et al. 4 / 13 http://www.iejme.com stereotypes in

society. Thus, females have a more negative concept on male-related domains

such as Mathematics in the same way that males have a negative concept on

female-related domains like Arts (Nagy et al., 2010).l performance.

In 2009, Nancy E Hill and Diana F. Tyson published a metaanalytic paper

on parental involvement in middle school to assess strategies that enhances

academic performances. In that paper they found that parents‟ support on

academic activities is positively correlated with achievement. They also found

that parental helping in students‟ home is negatively associated with academic

achievements. Singh et al. (1995) carried a research on the effects of parental

endeavor for 8thgrade students‟ education, parent-child communication about

school, facilities at home, and parents‟ involvement in school oriented activities.

They applied structural equation modeling method and established that

educational expectation of parents was the strongest variable related positively

to academic achievements. Fan, X. & Chen, M.( 2001) carried out a meta

analysis on the effects of parental involvement on students‟ academic

achievements. That study revealed that parents‟ aspiration-expectation was the

 24

strongest factor responsible for children‟s academic achievements in school

whereas, parental home control had the feeble relationship with students'

Volume-03, Issue-07, July-2018 RESEARCH REVIEW International Journal of

Multidisciplinary © RRIJM 2015, All Rights Reserved 276 | Page academic

achievement. Fan, X. (2001), Somers. et al. (2008), in their studies of high

school students and their families, found that parents‟ educational aspirations

was one of the most strongest variable related to students„ academic

performance and accelerate their educational growth despite their

socioeconomic conditions. According to McNeal (1999) parental involvement

influences their child‟s academic achievements through home based

involvements, school-based involvements and communicating with the school.

The academic achievements of those students‟ are higher whose parents have

high academic predictions for their children and, develop and sustain

communication with them about the activities of their schools (Castro et.al.,

2015). Fernández-Alonso, R. et. al (2017) found that student‟s belief of family

involvement simulate an important aspect in academic achievements and

parents‟ controlling behaviour exhibits a negative effect on their performances.

Shumow et al. (2004) concluded that parents‟ involvement in school was

positively correlated to how skilled students feel during class, their grade

attainment and long term academic expectations.

Social Economic Status Social economic status is most commonly

determined by combining parents’ educational level, occupational status and

 25

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

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

factors studied while predicting academic performance.According to Graetz

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

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

the parents are advantaged socially, educationally and economically foster a

high level of achievement in their children. Teacher Quality and Performance

Teachers play important role in the realization of the high standards which are

increasingly emphasized in schools and school systems across the world.

Despite the general agreement about the importance of high quality teachers,

researchers, practitioners, policy makers and the public have been unable to

reach a consensus about what specific qualities and characteristics makes a

good teacher.The profession of teaching is becoming more and more complex

and the demands placed upon teachers are increasing with the ever changing

world. Hanushek (1997) estimated that the difference between having a good

teacher and having a bad teacher did exceed one grade level equivalent in

annual achievement growth. It is therefore important that both pre-service and

in-service training are essential for the quality professional development of the

teacher.

There have been many researches examining the impacts of gender,

achievement, socio–economic status and teachers’ attitudes on students’

attitudes towards mathematics. According to George (2000), teachers played a

 26

primary role in their student’s learning process. Haladyna and Shaughnessy

(1983) have showed that teacher and the variables of learning environment

were important because they had the greatest influence on students’ attitudes

and they were easily manipulated to bring about changes in attitudes (as cited

in George, 2000).

Synthesis

The researcher deems it essential that a study be conducted to intently

Know the significant factors that affect student achievement and to reveal the

impacts of socio-demographic attributes among the learner’s success in

Mathematics. As such, a review of related literature was developed which shall

serve as basis for comparing the results of earlier studies conducted and

readings to the current research undertaking.

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Chapter 3

METHODOLOGY

This chapter includes the research design, population and sampling,

respondents of the study, research instrument, validation of the instrument,

data-gathering procedure, and statistical treatment of data.

Research Design

This research will be conducted using a survey design of Grade 7

students in Tagumpay High School this was composed of a respondents of 50

learner’s. The instrument used for the study was a 4-point Likert type survey, a

questionnaire of direct administration with socio-demographic questions

(gender, age, residence, socioeconomic status, school based factor, parent’s

academic qualifications) and the gathered data were statistically treated using

frequency, simple percentage, ANOVA and t-test.

Population and Sampling

The researcher used simple random sampling from the various Grade 7

students of Tagumpay High School. Represented in this study are Grade 7

students who have taking their mathematics subject.

Simple random sampling is a method of sampling that each individual is

chosen entirely by chance and each member of the population has an equal

chance, or probability, of being selected. In this sampling method, it allows the

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sampling error to be calculated and reduces selection bias.

(www.healthknowledge.org.uk/public-health-textbook/research-methods/1a-

epidemiology/methods-of-sampling-population)

To insure precision of statistical computation of the sample, G*Power

statistical software was used. G*Power is a free-to use software used to

calculate statistical power. The program offers the ability to calculate power for

a wide variety of statistical tests including sample sizes. In this study, the

software indicated 50 as ideal total sample size broken down in the succeeding

Table A.

Respondents of the Study

This study will be conducted in Tagumpay High School- CSF

Extentension and with a respondents of 50 Grade 7 students specified below:

Table A
Respondents of the Study

Total Total Number

Grade Population of of
Students Respondents
Grade 7 students 50 50

TOTAL 50 50

Research Instrument
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A researcher-made questionnaire is use to gather the necessary data to

answer the specific problems posed in the study. This is the survey form that

talks about the socio-demographic of the Grade 7 students.

Socio-demographic Survey Form gathered essential data on

respondents’ perceived implementation efficiency of the Grade 7 students

regarding with their socio-demographic factors. These were assessed using a

4-point Likert scale.

Validation of the Instrument

The first draft of questionnaire was presented to the adviser for

comments, corrections, and suggestions. The corrected questionnaires will be

validated by Mathematics teachers of Coron School of Fisheries who are

experts in the field of research to establish its validity. Their recommendations

will be discussed and considered by the researcher and her adviser to form the

final instrument of the study. In this phase the researcher will conduct a

quantitative pilot study and analyse the data. It will be helpful to ask the

participants for feedback to allow for further refinement of the instrument. The

pilot study provided quantitative data that the researcher could test for internal

consistency by conducting Cronbach’s alpha. To establish validity, the

researcher determined which concept of validity was important.

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The three types of validity include content, criterion-related, and

construct. Content validity is the extent to which the questions on a survey are

representative of the questions that could be asked to assess a particular

construct. To examine content validity, the researcher consulted three experts.

Construct validity was established by determining if the scores recorded by the

instrument were meaningful, significant, useful, and had a purpose. In order to

determine if construct validity had been achieved, the scores were assessed

statistically and practically. This was done by comparing the relationship of a

question from the scale to the overall scale.

Data-Gathering Procedure

The researcher followed certain procedures in the conduct of this study.

1. Grade 7 students from Tagumpay High School- CSF extension will be

invited to participate in the study. Attached in the invitation was an

endorsement letter from the Teacher in Charged and the Principal. Those

who participated will be asked to answer the questionnaires on socio-

demographic survey questionnaires that will be distributed personally

among the respondents on the said locale. The survey questionnaires will

be retrieved on the same day otherwise on the date agreed upon by the

researcher and respondents. Results from the answered questionnaires

were tabulated and consolidated. After the data were statistically treated
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using the Statistical Package for Social Sciences (SPSS) they will be

analysed and interpreted.

Statistical Treatment

To interpret the results of the data that will be gathered, the following

statistical treatments are applied:

1. For the academic-demographic characteristics of the respondents,

frequency, mean and percentage was utilized.

2. For the age of the Grade 7 students, mean was utilized.

3. For the significant difference in the assessments of the respondents, the

analysis of variance (ANOVA) and T-test was used.

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REFERENCES