Partido College

School of Graduate Studies and Research

Goa, Camarines Sur

MATHEMATICS PERFORMANCE OF SECONDARY STUDENTS IN

SAGRADA HIGH SCHOOL

A Thesis

Presented to the Faculty

of Graduate Studies and Research

Partido College

Goa, Camarines Sur

In Partial Fulfillment

of the Requirements for the degree

Master of Arts in Education

Major in Administration and Supervision

CHERRY A. CHAVEZ
April, 2016

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School of Graduate Studies and
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APPROVAL SHEET

The thesis of CHERRY A. CHAVEZ entitled “MATHEMATICS PERFORMANCE

OF SECONDARY STUDENTS IN SAGRADA HIGH SCHOOL” prepared and
submitted in partial fulfillment of the requirements for the degree of Master of
Arts in Education has been examined and recommended for acceptance and
approval for Oral Examination.

DECIMO L. ESPIRITU, Ed.D

Adviser

THESIS COMMITTEE

JOSE M. MENDOZA, Ed.D

Chairman

YOLANDA A. SANTELICES, Ed.D GEORGE F. ESTRADA, Ed.D

Member Member

PANEL OF EXAMINERS

Approved by the committee on Oral Examination on April 2, 2016 with a

grade of _ % (EXCELLENCE IN ORAL DEFENSE)

MILAGROS S. ESPARRAGO, Ed.D

Chairman

YOLANDA A. SANTELICES, Ed.D GEORGE F. ESTRADA, Ed.D

Member Member

Accepted and Approved in partial Fulfillment of the requirements for the

Degree of Master of Arts in Education.

Comprehensive Examination passed on .

JOSE M. MENDOZA, Ed.D

Dean
School of Graduate Studies and Research
Partido College, Goa, Camarines Sur

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CERTIFICATION

This is to certify that the suggestions given by the Oral Examination

Committee in the thesis of CHERRY A. CHAVEZ entitled, MATHEMATICS

PERFORMANCE OF SECONDARY STUDENTS IN SAGRADA HIGH SCHOOL

during the defense on April 2, 2016 were complied with.

Reviewed and Approved:

JOSE M. MENDOZA, Ed.D

Dean
School of Graduate Studies and Research
Partido College, Goa, Camarines Sur

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ABSTRACT

Title : MATHEMATICS PERFORMANCE OF

SECONDARY STUDENTS IN SAGRADA
HIGH SCHOOL

Researcher : CHERRY A. CHAVEZ

Type of Publication : Unpublished Master’s Thesis

Accrediting School : Partido College, Goa, Camarines Sur

Keywords : Performance, Challenges,

Mathematics

Summary

This study looked into the performance of students in Mathematics at

Sagrada High School, Tinambac, Camarines Sur. It also looked into the factors

affecting the students’ performance. Furthermore, it assessed the teachers’

challenges in teaching mathematics. These challenges were the springboard in

creating an intervention to improve the performance which is the proposed

training in contextualization of instructional materials.

The findings of this study may be considered important to students,

teachers, parents, administrators, curriculum planners, other researchers and

researcher herself. Generally, the researcher expects the data that the study may

reveal will be used as basis in formulating activities and/or designing program to

enhance teaching competence and improve achievement. The descriptive-

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developmental method of research was used in this study.

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The main instrument used in gathering data was the teaching-learning

record and charts. Documentary analysis was also employed gathering the

performance of students. Focus Group Discussion was also done to assess the

teachers’ challenges. The data were treated statistically through the use of

appropriate statistical tools such as weighted mean.

There were 250 students in Sagrada High School from Grade 7-11 for

school year 2015-2016. There were also 3 Mathematics teachers who were the

participants during the Focus Group Discussion conducted. Other teachers in

other subject areas, private and technical-vocational schools and other schools

within the district were not included in the study, hence the limitation of this work.

Descriptive-developmental research design was used in this research.

Descriptive design was used to describe the performance of students in

Mathematics, identify the factors affecting the performance and assess the

challenges encountered by teachers in teaching Mathematics. Developmental

design was used to develop an intervention to address the low performance of

students in Mathematics. In this research, it was identified that that major

contributing factor in low performance of students and at the same time the most

common challenge of teachers was contextualization of learning materials, a

training design and matrix was developed.

Findings

This study revealed that the Grade 9 has the highest performance among

5 grade levels with score of 86 and interpreted as very satisfactory. On the other

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hand, Grade 11 has the lowest performance with the score of 80 and interpreted

as satisfactory.

In terms of environmental factor, the highest scored factor along

enrvironment is the “Madaming istorbo sa aming bahay kaya hindi ako

nakakapag aral (There are a lot of distractions whenever I am studying). This

has a score of

3.86 which is interpreted as Very High Effect. In terms of personal factor, the item

with the highest mean is the “Abala ako sa pag tulong sa aming hanap buhay.” (I

am busy helping my parents with their work). This has a mean of 3.65 which and

interpreted as Very High Effect. “Hindi angkop sa akin ang mga ginagamit na

reading materials” (Materials are not appropriate for my level) has the highest

mean which is 3.90 and interpreted as Very High Effect.

On the challenges encountered by teachers, implementing the new K-12

curriculum Integrating Technology and Negative Perception of Students in

Mathematics were the most common.

Due to the forgoing results, the intervention that can be proposed to

improve the performance of the students is the Training in Contextualization,

Localization and Indigenization.

Conclusions

The low performance of Grade 11 can be attributed to the pilot

implementation of K-12 Curriculum for Senior High School. Since they are the

first cohort of the new curriculum, they don’t have any peer to consult with in

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cases

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they have questions. Furthermore, instructional materials for Mathematics are

not fully available so teachers tend to look for instructional materials themselves.

In terms of environmental factors, students have domestic responsibilities

such as household chores, babysitting and helping their parents in their

livelihood. These conditions prevent the students from giving enough focus on

studying especially difficult subjects like Mathematics, Science and English. In

personal factor, most of the students of Sagrada High School belong to the lower

income family. Thus, they are forced to help with their parents in their work or

livelihood. This has resulted in their focus not on studying but on other matters

they deem more important. For teacher-related factor, teachers are usually

overloaded and some even handle subjects not their major. This prevents them

from contextualizing learning materials and ensuring that the instructional

materials are tailor-fitted to the student’s level. Moreover, due to the large

number of classes in the school, teachers would tend not to differentiate learning

as it would entail additional effort to their fully loaded designations.

In terms of the challenges encountered by teachers, teachers are having

difficulty in implementing the new K-12 curriculum. A significant influence on this

is the perspective that teachers are central to how the curriculum gets interpreted

and lived in the classroom. They also have challenges in integrating technology

because most of the teachers in the aforementioned school are not fully

equipped with technology and mostly rely on the traditional method of teaching.

They are getting left behind because most of the competencies in Mathematics

are taught
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by integrating technology. Lastly, due to the negative perception of students in

Mathematics, students already have this perception that they would not do well in

the subject no matter how hard they try to study.

This Training in Contextualization, Localization and Indigenization. Was

proposed because the most common cause of student’s low performance is the

instructional materials poorly contextualized. This activity will also address the

teachers’ lack of competence in creating effective instructional materials.

Recommendation

It is recommended that the class size should be reduced below the

average to maximize learning. Schools can divide one large size class into two in

order to reduce the class size subject to the availability of the classroom and

teachers. Furthermore, teachers must give utmost attention to the individual

needs of the students so that they can develop their full potential.

The Department of Education can intensify the trainings especially for the

teachers handling Senior High School subjects. The Department should also

focused on the provision of various instructional materials for teachers and

students. In the school level, the school head can conduct LAC (Learning Action

Cells) and In-Service Trainings for senior high school teachers to address the

gaps especially in pedagogy and contest mastery.

In terms of factors affecting the performance, it is recommended that the

student be given an environment conducive for learning especially at home. The

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school can educated the parents through PTA meetings on how they can help in

the provision of environment that will facilitate maximum learning for students.

For the school, the students can be provided with an ample area, aside

from the library, where they can study. This can be effective especially for the

students whose home cannot be made more conducive due to limiting factors.

The school can aslo educate the parents on the effect of involving their children

in their livelihood to the learning of students. Various topics such as the Child

Protection Policy (DO 40, s. 2012) can be discussed so that the parents would be

aware on their children’s right especially in terms of education. Training on

contextualization, localization and indigenization can also be intensified. School

heads, with the help of the division office can implement LAC sessions on

contextualization. Experts in the field can be invited for benchmarking purposes.

In terms of challenges encountered by teachers, the department of

Education can intensify MTOT (Mass Training Of Teachers) regarding the

implementation of the program. This training can be done by District Levels so

that teachers would have the same context especially during contextualization

part. Furthermore, school administrators can intensify technical assistance to

teachers especially in pedagogy. This is in addition to the classroom observation

that is being conducted per quarter. The Department of Education can also

allocate more technology-driven device to more schools especially the schools

located in the far flung area. Moreover, schools can add trainings on their APP or

the Annual Procurement Plan so that they can charge the expenses to their

MOOE.
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Teachers on the other hand can pursue professional development through

creating researches and innovation to address the lack of competence in ICT.

Moreover, teachers can create activities such as games and stories to encourage

the students to love Mathematics. They can create innovative activities and

programs which as suited to the students. Furthermore, they may integrate the

students’ interest in the teaching-learning process.

This training in contextualization is recommended to be implemented not

just in the school but also in the district. It is recommended to the future

researchers to improve the training design based on the results of training

evaluation.

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ACKNOWLEDGMENT

The researcher sincerely acknowledges all those who supported her in the

preparation of this manuscript including the following respectable educators for sharing

their ideas that greatly helped in the realization of this study.

Dr. Jose M. Mendoza, Dean of Partido College, for his valuable suggestions and

assistance in the pursuit of this study;

Dr. Milagros S. Esparrago, chairman of the panel of examiners and members Dr.

Yolanda A. Santelices, and Dr. George F. Estrada for their worthy comments and

suggestions that guided the researcher toward the right deviation of this work;

Her diligent and talented adviser Dr. Decimo L. Espiritu for helping him realize

this humble piece of work;

Her colleagues and friends in the department where she is working for their

support and encouragement;

Above all, the Almighty Father, the source of life and wisdom, for His blessings

and guidance which made this study possible.

C. A. C.

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TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE …………………………………………………………… i

APPROVAL SHEET ………………………………………………….. ii

CERTIFICATION ……………………………………………………… iii

ABSTRACT ……………………………………………………………. iv-x

ACKNOWLEDGMENT …………………………………………. …… xi

TABLE OF CONTENTS ……………………………………………… xii

LIST OF TABLES………………………………………………………

LIST OF FIGURES ……………………………………………………

Chapter

I- THE PROBLEM

Introduction …………………………………………………. 1

Statement of the Problem …………………………………. 5

Significance of the Study ………………………………….. 5

Scope and Delimitations …………………………………… 7

References..………………………………………………… 8

II - REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature…………………………………………… 9

Related Studies …………………………………………….. 15

Synthesis of the State-of-the-Art ……………………………. 18

Gap Bridged by the Study …………………………………… 19

Theoretical Framework ………………………………………. 19

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Conceptual Framework ……………………………………… 22

Definition of Terms …………………………………………… 24

References…………………………………………………… 25

III. RESEARCH METHODOLOGY AND PROCEDURES

Research Method…………………………………………….. 28

Respondents …………………………………………………. 28

Research Technique…………………………………………. 29

Instrument…………………………………………………….. 29

Validation of Research Instrument.………………………… 30

Sources of Data………………………………………………. 30

Data Gathering Procedure………………………………….. 31

Statistical Treatment of Data ………………………………. 31

References.………………………………………………….. 32

IV- MATHEMATICS PERFORMANCE OF SECONDARY STUDENTS

IN SAGRADA HIGH SCHOOL

Performance of Students in Mathematics.. ……..…………..… 33

Factors Affecting Performance…………………………..…….. 37

Environment …………………………………………………….. 37

Personal Factor...............................................................................40

Teacher-Related Factor...................................................................43

Teachers’ Challenge in Teacher Mathematics.................................46

Implementing the new K-12 …………….………………………... 47

Integrating Technology ………………………………..………. 49

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Perception of Students ……………………………………….. 52

Proposed Intervention to Improve Performance …………… 54

References.……………………………………………………. 62

V. FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary

Problem 1

Findings ……………………………………………………… 64

Conclusions ………………………………………………… 64

Recommendations ………………………………………… 65

Problem 2

Findings ……………………………………………………… 65

Conclusions ………………………………………………… 66

Recommendations ………………………………………… 66

Problem 3

Findings ……………………………………………………… 68

Conclusions ………………………………………………… 69

Recommendations ………………………………………… 69

Problem 4

Findings ……………………………………………………… 71

Conclusions ………………………………………………… 71

Recommendations ………………………………………… 71

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BIBLIOGRAPHY
a. Books ……………………………………………….. 73

b. Unpublished Theses/ Dissertations……………… 74

c. Magazines…………………………………………… 75

APPENDICES

a. APPENDICES …………………………………. 76

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LIST OF TABLES

TABLE TITLE PAGE

1 Performance in Mathematics 34

2.1 Environment Factor 38

2.2 Personal Factor 41

2.3 Teacher-Related Factor 44

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LIST OF FIGURES

FIGURE TITLE PAGE

A Theoretical Framework 23

B Conceptual Framework 21

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