Cherry Thesis

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Partido College
School of Graduate Studies and Research
Goa, Camarines Sur
CHAPTER 1
THE PROBLEM
Introduction
Education is significantly one of the most crucial factors in creating a human
resource that is necessary for development in every aspect of a country.
Education, in a broad sense, is any motion that has a significant effect on
developing the cognitive, skills, and attitude of any individual. It is composed of
various areas, which should be taught and learned by every human. One of the
most established disciplines and is part of every curriculum around the world is
Mathematics.
Many students find their studies in Mathematics to be challenging and
unrewarding. There is a tendency for students to opt out of studying mathematics
as soon as possible. However, mathematics is usually seen to be significant and
holds a central place in the curricula in most countries including the Philippines.
Teaching and learning Mathematics involves the formation of opportunity for
individual, this includes providing a supportive learning setting that offered
mathematical challenge and norming processes and strategies which foster
learning that also makes our lives orderly and prevent chaos.
According to the study undertaken by International Journal of Trend in
Scientific Research and Development (IJTSRD) in relation to the issues of
students’ perceptions and attitude towards mathematical learning. These issues

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are related to classroom management and mathematical contents and pedagogy.
The result discovered that the respondents’ perceptions about the nature of
Mathematics do not necessarily affect their attitudes towards Mathematics.
Moreover, many pupils have challenges with mathematics subjects, but some find
it difficult than others, these maybe otherwise faster learners who have keen sense
of logic and reasoning but still perform poorly on homework, tests, and quizzes.
Over time, repeated underperformance in mathematics can cause a student to
become demotivated and believed him or her not well at the subject. It is believed
that Mathematics is one of the most important disciplines in the field of Academics
and in everyday practicality of life. However, for most people, Mathematics is
deemed to be boring, most difficult subject and generally have a negative
perception toward the subject. Hence, there is a need to further study students’
perceptions and attitudes towards Mathematics to give insights as to where these
negative conceptions are coming from. According to Amirali (2010) [1]
Mathematics is at the sympathy of many successful careers and successful lives
for the development of society, particularly with the dynamic change circumstances
The Trend International Mathematical Science Study Advanced (TIMMS)
scrutinized patterns of students’ accomplishment in mathematics and found out
that for over 20 years, there were some failures in the students’ performances, and
there were no improvements in the countries assessed (Maltese & Tai, 2011). In
the case of Indonesia, the PISA report (2012) showed that the achievement scores
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of Indonesian students in mathematics are recorded very low and was ranked the
64th out of 65 countries (Ajisuksmo & Saputri, 2017).
In the Philippines, mathematics is a general education subject in primary
and higher education where learners are expected to gain understanding and
appreciation of its principles as an applied-using appropriate technology in
problem-solving, critical thinking, communicating, reasoning, making connections,
representations, and decisions in real life (K to 12 Basic Education Curriculum).
According to Blömeke and Delaney (2014), it is vital hence required as a
subject almost in every field. However, problems associated to mathematics
achievement are still apparent not only in the Philippine setting but also right in
other nations.
In the Philippine context, educational modules in this order contain a
detailed topic and instructional plan standards to empower understudies to create
consistent and numerical abilities expected to get it the fundamental mathematical
concepts. However, low performance in this discipline is still apparent. The
participation of the Philippines in TIMSS confirmed this deplorable condition-based
from the report posted last 2013 that the performance of Filipino students in
national and international surveys on mathematics and science competencies lag
behind its neighboring countries like Singapore, South Korea, Hongkong, Chinese
Taipei and Japan (Care et al., 2015).

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The Filipino students excel in knowledge achievement but fare considerably
low in lessons necessitating higher order thinking skills (Dinglasan & Patena, 2013;
Ganal & Guiab, 2014). Even college students are not excused from the problems
in learning and mastering mathematics (Americans, 2009; Presmeg, 2006).
Students’ performance in mathematics, as specified by the grades they attained,
is affected by numerous factors. Among the various factors, studies primarily dealt
with students’ emotional characteristics, which focus on study behaviors and study
attitudes, which are then further referred to as study orientations as reiterated by
Biswas (2015). Two of the significant concerns of college students are getting
control of time management and study habits.
For the past 5 years, Sagrada High School has not been performing well in
Mathematics. In the latest result of the National Achievement Test, the school is
short of 10 points compared to the passing score. Although the school has been
excreting efforts and implementing various interventions to increase the score, it is
beyond success.
The students’ grades in mathematics has the same story. More than 40%
or 100 out of 250 students are struggling with their grades in Mathematics. For the
past five years, this subject area is consistently getting the lowest general average
as manifested in the School Monitoring, Evaluation and Adjustment (SMEA).
According to the school’s Mathematics coordinator, this must have been attributed
to students’ behavior and perception of the subject and the teachers’ competence.
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Due to the abovementioned scenario, the researcher has conceptualized
this study which aimed to propose an intervention plan for the students and
teachers. Furthermore, it aimed to identify the factors affecting the performance of
the teachers and the challenges encountered by the teachers in teaching the
subject.
Statement of the Problem
To achieve the objectives of this study, the following were answered:
1. What is the performance of students of Sagrada High School in
Mathematics?
2. What are the factors affecting such performance along:
a. Environment;
b. Personal Factor, and
c. Teacher Related Factor
3. What are the teachers’ challenges in teaching Mathematics?
4. What intervention can be proposed to improve the performance of
students in Mathematics?
Significance of the Study
The welfare of the youth is the main concern of the school and society. “The
youth is the hope of our Fatherland” according to Dr. Jose P. Rizal. Along with this
statement, this study is meaningful to the:

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DepEd, TESDA and CHED, the results of this study will serve as baseline
data of information needed by these agencies for tracking the present status of the
Mathematics curriculum.
Educational Manager/Administrator- The results of this study may help
school administrators in setting up the framework designed for the improvement
and innovations in teaching Mathematics. It is their main task to get feedback on
teaching-learning process so that the same could be improved.
Policy Makers- The findings of this study would be useful in formulating
policies and guidelines necessary for mathematics courses.
Educational Planners- Philippine Secondary Schools Learning
Competencies (PSSLC) to the students, teachers, administrators and like. This
also serves as basis for the improvement to Mathematics in the current curriculum
to provide optimum experiences among the students.
Teachers- The findings of this study may enable them to think of better
methods, strategies and/or techniques so that the day to day lesson may become
more interesting and meaningful to their students.
Students- The results of this study may be useful to students of
Mathematics in the day-to-day lesson and class activities for better understanding
and development of their skills performance which they can apply in their daily life.
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Future Researchers- Other studies will be conducted related to the
assessment of the mathematics curriculum.
Scope and Delimitation
This study considered 250 students of Sagrada High School from Grade 7-
11, school year 2015-2016. Furthermore, all teachers handling mathematics from
all grade levels of the aforementioned school participated in the study to obtain the
challenges in teaching mathematics. In addition, senior high school subjects that
fall under Group III-A-General Mathematics, Statistics and Probability and related
subjects were included in the study.
This study did not include teachers handling other subjects and schools in
the district.
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References
Ajisuksmo, C. R., & Saputri, G. R. (2017). The influence of attitudes towards

mathematics, and metacognitive awareness on mathematics
achievements. Creative Education, 8, 486, 497.
https://doi.org/10.4236/ce.2017.83037
Americans, W. A. (2009). It doesn’t add up African American students’

mathematics achievement. Secondary Lenses on Learning Participant
Book: Team Leadership for Mathematics in Middle and High Schools,
149. Retrieved from http://bit.ly/2IaUOrL
Bashir, I., & Mattoo, N. H. (2012). A study on study habits and academic
performance among adolescents (14- 19) years. International Journal of
Social Science Tomorrow, 1(5), 1-5. Retrieved from http://bit.ly/2Z2SjNd
Black, M. The Nature of Mathematics (New York, Hardcourt, Bruce & World, 2004).
Brouwer, L.E.J. Historical Background, Principles and Methods of Intuitionalism:
(South Africa J. Sci., 2002).
Catabijan and Rizaldo, First Course in Algebra, (Manila: Philippines Book
Company, 2002).
Iluminada C. Coronel “Towards More Effective Teaching of Elementary
Mathematics”, A lecture delivered at the Colegio de Sta. Isabel, City of
Naga, Summer Institute 2008.
Irenea P. Olivares, GES TT (Math). SED, Regional Office No. 5, Guidelines in
Teaching Mathematics (Prepared and distributed during the In-Service
Teaching on Secondary Mathematics Teachers, 2003).
Julian, Erlinda S. “Points to consider in Choosing a Method of Teaching”, The
Modern Teaching (July 2007).
Lardizabal, Ampara S. “A Message to Teachers” The Modern Teacher,
(December, 2007).
Regional Memorandum No. 52, - Re: Results of the 199 Regional Achievement
Test”, June, 2007.
Richardson, M. Fundamental of Mathematics, (New York, Mc Millan, 2001).
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
In order to put up a wider and richer based of concepts, the researcher
conducted reading of related studies which had some relevance of present
problem. These investigations helped him to acquire better and more reliable
output.
Related Literature
Success is often followed by access to possession of ability, easiness of
task or input of effort in school work .Mathematics is mostly disguised as a subject
not for the weak and so this becomes a self-fulfilling prophecy that mathematics is
a subject for those with great intellectual ability.
The readings presented in this chapter are categorized into foreign and
local.
Foreign. A large quantity of studies seem to gravitate towards the difficulty
of mathematics education in Zimbabwe as illustrated by the poor performance of
students who have failed to meet the admission requirements of mathematics
faculties. Mabila (etal) (2006) asserts that, mathematics is one of the most
paramount fears of teachers and other mathematics educators globally. It is of
paramount importance for teachers to have a theoretical background in order to
better understand the behaviors and performance of students and be able to help
them. In a study in Lesotho on causal attribution of performance in mathematics ,it

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was discovered that there is a relationship between causal attribution and
performance (Kallenbach and Zaft ,2004 ).The theorem of na”ve psychology was
first profounded by Fritz Heider in 1958 and was later established into a theoretical
framework by Weiner and friends in 1972 .The models of achievement and failure
in education are very significant .In this study the theory aided to explain the origins
of the students and teachers perceptions of pupils’ performance in mathematics.
(Weiner 1992) perceives that, most explanations for success or failure have
some characteristics which are, whether the reason of failure is within the person
or external of the person, the second being, whether the cause is seen as stable
or unstable. Finally is whether the cause is perceived as manageable or
uncontrollable. Thompson (1995) hypothesizes that, a dominant assumption of the
Attribution theory is that people effort to maintain a constructive self-image.
Therefore if people do well in an examination they are likely to attribute their
success to their own efforts or aptitudes, but when they do poorly they believe that
failure is due to factors which they have no control. Grounding on this theory, if
students perform badly in mathematics they characterize the cause to other factors
other than themselves and in most cases it is the educator who is given the
responsibility and the teacher acts likewise and blames the students for not putting
enough effort in their learning. Cloyed (1996) adds authority to the above opinions
in this study on effects of psychological theories in mathematics instruction when
he said that for any mathematics educator to be academically functional and
operative in the classroom the information of educational psychology should be

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the basis for new encounter in his or her teaching .The propensity for individuals
to consistently make specific kinds of attributions overtime is mentioned as
attribution style Metalsky and Abramson (1981). This resources a self-enhancing
style is one that habitually gives credit to hard work for success and attributes
failure to lack of effort. Attribution Theory effects pupils’ perceptions and deals with
four clarifications for success and failure in, achievement states, ability effort, task
difficulty and luck. The internal attributions are ability and effort to the different,
whilst task trouble and luck are external to the learner. Ability is taken to be a
relatively unchanging, unaltered state, whilst effort can be altered. One notion that
is dominant to attribution is locus of control (Bandura, 1997). Locus of control has
been well-defined by Weiner (2000) as an individual personal belief that the
extents to which one’s activities determine outcomes.
Salami (1997) also approves with the above account when he says,
success that is accredited to good luck is not sustainable, as failure may occur in
the future since luck is unstable. Furthermore it has been experimental that
students who attribute their performance to luck evade the front seats but prefer
the back seats. In addition attribution to luck has been known to be considered
poor approach to study, low enthusiasm and low motivation to accomplish (Forsth
and MacMillan 1981). Attribution of failure to lack of effort may result in improved
success because performance might be improved if more effort is exerted. This is
echoed by Rao (2007) who asserts that, when students fail, they are most likely to
persist and eventually succeed if they attribute their failure to lack of appropriate
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effort. Effort is most operative if it is reviewed as the persevering devotion of
effective academic period to the task. It is significant that when learners perceive
themselves as ineffective they are helped to develop the conviction that they have
the aptitude to succeed in mathematics and they could prosper if they give their
greatest. Attributing mathematics failure to lack of ability may effect in low
expectance for future achievement because ability is unchanging and will not
upsurge greatly and also future performance will show little improvement. In reality
success in a learning situation is a product of the student’s effort( internal factors )
and luck task difficulty ,behavior of the teachers thus teaching methods and
availability of resources (external factors ) .In a classroom situation ,students
receive constant feedback concerning their level of performance on academic
tasks either relative to others or relative to some norm of acceptability .Bandura
(1997) asserts that ,the feedback students receive influences their self-perceptions
Local. The study on Factors Affecting Mathematics Performance of Junior
High School Students conducted by Peteros, et all (2014), measured the self-
concept and academic performance in Math of the Grade 10 learners of a public
national high school, Cebu, Philippines. One hundred eighty-three respondents
were requested to answer a survey questionnaire in order to quantity their self-
concept. Their academic performances were evaluated using their marks in Math.
Based on the indication presented in the data, it can be determined that male and
female learners have the same level of self-concept when it comes to learning
Mathematics. The self-concept of the students’ needs to be upgraded because

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their self-concept has an influence to their performance. The researchers indorse
that the proposed mathematics performance enhancement plan, which is geared
towards addressing issues identified in their study, be highly recommended for
adoption and evaluation.
This descriptive research determined the predictors of the study
performance of the graduate learners in Occidental Mindoro State College, San
Jose, Occidental Mindoro, Philippines. This research precisely watched into the
graduate students’ level of research performance, approach towards research,
experiments encountered, and the strategies employed to cope with the research
challenges. A total of 41 completely enumerated students enrolled in Methods of
Research and Thesis Writing during the second semester of Academic Year
2018−2019 served as respondents of the study.
The research established that the graduate students’ level of research
performance is high, specifically in writing the statement of the problem,
hypothesis, significance of the study, and definition of terms. They have a
optimistic attitude towards research in terms of practicality and predispositions.
They have undesirable research anxiety. Challenges encountered comprise
insufficient funds, developing interest, inability to choose researchable themes,
and limited related writings. Coping approaches employed were frequent
consultations with the adviser, seeking help from other competent faculty and
students, using technology, and giving material appreciation. Attitude and
challenges encountered were found to be predictors of the graduate student’s

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research performance. A positive attitude towards research and the moderate
challenges encountered could affect the graduate student’s research performance.
Mathematics as a discipline is considered as one of the most difficult
subjects among Filipino learners. This study was conducted in a public national
high school in the Mandaue City Division, Cebu, Philippines. The respondents
were the 177 Grade 9 students enrolled in mathematics. These respondents were
selected using probability random sampling. They were asked to answer a
standardized survey questionnaire to assess their attitudes and study habits. The
tool is consists of three parts. Part 1 gathers the socio-demographic profile of the
respondents. Part 2 assesses the attitudes of the respondents towards
mathematics, while Part 3 was used to assess the study habits of the respondents.
Furthermore, their academic performance in mathematics was measured based
on their first quarter grade, which was retrieved from the Registrar’s Office. The
study revealed that those respondents had positive attitudes towards mathematics
in terms of its value while they had a neutral attitude when it comes to their self-
confidence, enjoyment, and motivation in mathematics. Also, the study shows that
there was a negligible positive correlation between the attitudes and academic
performance of the respondents in terms of their self-confidence, enjoyment, and
motivation while there was a weak positive correlation between the value of math
and their academic performance in math. It was concluded that students’ attitudes
and their study habits are significant factors that affect their performance in
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mathematics. The researchers strongly recommend the utilization of the
enhancement plan in the teaching of mathematics to junior high school students.
Related Studies
Teaching and understanding mathematics is an important concern in any
educational organization. Largish determinations are made by numerous
researchers to find out the causes of students’ performance in the theme. Despite
every one of these actions issues still, endure. The researchers used a descriptive-
correlational design to gather data through an adopted survey tool for study habits
and attitudes. The study was conducted at the Cebu Technological University San
Francisco Campus, Cebu, Philippines. The respondents were the 52 Education
students who were enrolled in the mathematics program; they answered the
survey of study habits and attitudes. The gathered data were treated using
frequency, simple percentage, weighted mean, Pearson r, and t-test. It was found
out that there is a significant positive high correlation between the study
orientations of the students considering their academic performance in terms of
their Graded Point Average (GPA) in Mathematics subjects. It was concluded that
the study orientations of students differ. As far as the data and the findings are
concerned, it can be concluded that the majority of the students academically
performed Very Good, and their study orientation generally falls also on the above-
average level. There was a significant disparity among the level of the study
orientation of the students wherein the study orientation of the highest
academically performers are significantly at far with the lower two identified groups.
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Furthermore, the study orientation of the students has a very significant
relationship to their academic performance, wherein students with high study
orientation tend to achieve more compared to the students with lower study
orientation.
Performance in Mathematics among learners in lower primary schools in
Kenya is a difficulty that endures to be a concern to parents, educators and
stakeholders in education. Teacher linked factors and in particular teacher
preparedness has been mentioned as a major contributing influence to poor
teaching methods which fundamentally translates to pupils' poor performance. The
objective of the research was to assess the encouragement of teacher
preparedness on pupils' performance in Mathematics in lower primary schools in
the Aberdares region of Kenya. The objectives of the study were to; evaluate the
influence of teachers' preparation of lesson plans on pupils' performance in
Mathematics in lower primary schools and assess the influence of teachers'
preparation of schemes of work on pupils' performance in Mathematics in lower
primary schools from the Aberdares region in Kenya. The following hypothesis
were tested; Ho1: There is no statistically significant relationship between
teachers' preparation of lesson plans and performance in Mathematics among
pupils in lower primary schools, Ho2: There is no statistically significant
relationship between teachers' preparation of schemes of work and pupils'
performance in Mathematics in lower primary schools. The study adopted the
descriptive survey research design. The study was guided by the Social
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Constructivism Theory (SCT) advanced by Vygotsky (1978). The target population
for the study consisted of all the 385 teachers and 1320 pupils in the public primary
schools in Aberdares region of Kenya. Examples of schools was selected using
Gay's 10-20% sampling principle which yielded a sample size of 77 teachers and
264 pupils. Data for the study was composed using questionnaires administered
to the respondents. The t-test statistic was calculated to test the hypothesis which
specified that there was no statistically significant association between teachers'
preparation of lessons and pupils' performance in Mathematics. The t-test
produced a p-value = 0.027 which was less than the a-value of 0.05 hence the
hypothesis was rejected. It was concluded that there were differences in pupils'
performance in Mathematics contingent on teacher preparation of lesson.
Regarding the preparation of schemes of work, the computed t- test statistic
yielded a p-value = 0.039 which was less than the p-value of 0.05. Therefore the
null hypothesis was accepted. It was concluded that the pupils Mathematics mean
scores were relatively the same regardless of whether the teacher prepared
schemes of work or not. It is recommended that there is need for teachers to
institutionalize as a best practice the preparation of professional documents before
commencement of teaching.
Performance in Mathematics among learners in lower primary schools in
Kenya is a problem that continues to be a concern to parents, teachers and
stakeholders in education. Teacher related factors and in particular teacher
preparedness has been cited as a major contributing factor to poor teaching

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methods which fundamentally translates to pupils’ poor performance. The purpose
of the study was to evaluate the influence of teacher preparedness on pupils’
performance in Mathematics in lower primary schools in the Aberdares region of
Kenya. The findings of the study indicate that teacher preparedness as indicated
by preparation of lesson plans had an influence on pupils’ performance in
Mathematics in lower primary school. Preparation of schemes of work had no
influence on performance. There were statistically significant differences between
pupils mean scores for schools where teachers prepared lesson plans and those
who didn’t. However, the study established that there was no statistically significant
difference in the pupils’ performance in relation to teachers’ preparation of
schemes of work.
Synthesis of the State-of-the-Art
The related literature considered were grouped into three areas, the
student’s performance, and challenges of teachers and interventions to address
the low performance of students.
The words of foreign authorities like Mabila, Kallenbach and Zaft and Fritz
Heider talk about the students performances in Mathematics in relation different
factors. These researchers have studied various factors affecting performance in
mathematics and its impact.
Forsth and MacMillan discussed the tttribution of failure to lack of effort may
result in improved success because performance might be improved if more effort

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is exerted. This was supported by Rao who said that it is important that when
students perceive themselves as unsuccessful they are helped to develop the
conviction that they have the ability to succeed in mathematics and they could
succeed if they give their best.
Peteros, et all studied that that male and female students have the same
level of self-concept when it comes to learning Mathematics. He concluded that
gender has no effect in the performance of students in Mathematics. The research
conducted by Cebu Technological University found out that there is a significant
positive high correlation between the study orientations of the students considering
their academic performance in terms of their Graded Point Average (GPA) in
Mathematics subjects of 52 education students.
Gap Bridged by the study
It could be observed, that the review of the different studies included in this
study were found to have relation with this work. However, the present work is
found closely related to the work of Pateros. The present work formulated activities
that will improve the performance of the students and recommending intervention
to address the low performance. With this, the researcher tried to bridge the gap
between these researches.
Theoretical Framework
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This investigation is attached on the hypothesis of Affective-Cognitive
Consistency Theory by Rosenberg (1968), which shapes that the changes in the
individuals’ affective component will yield changes in ones’ cognitive component
so that it will bring uniformity between the two components. The students’ feelings
towards the subject will affect how they perform on the subject. Figure 1 shows
that theoretical framework of the study. A learner 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 optimistic attitude towards a matter will be motivated to perform fine because
he or she thinks that he or she is capable of achieving in that subject.
In general, students do not like mathematics. Struggle in understanding the
subject matter and teacher-related aspects were the primary reasons why these
students hate mathematics. This aversion of the subject will result in a negative
attitude towards the subject. Moreover, the students who hate the subject do not
like studying the subject. More importantly, in mathematics, wherein concepts are
difficult for the students to understand, it is essential that their study habits should
be developed. Trying to study on subjects where they have negative feelings will
not help them improve their performance in the subject. Consequently, students’
performance in mathematics will be affected because they will not have time to
study the subject. Moreover, the 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
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Affective-Cognitive
Consistency Theory
Zone of Self-
Proximal STUDENTS’ Perception
Developmen PERFORMANCE Theory by
tLev Bem (1972)
Vygotsky
Figure 1. Theoretical Framework

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the students wherein, most of them think that mathematics is a difficult subject,
they 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. However, if the
student feels the other way, then he would develop a positive attitude towards the
subject because he can justify why he likes the subject. With these, the willingness
of the student to learn the subject can help in developing good study habits on the
subject to which the student has a positive attitude. Nagaraju (as cited in
Mendezabal, 2013) stressed that positive attitudes and good study habits are
important factors in achieving good performance in school. It is expected that
students must perform well in school so that they will be able to meet the standards
set by DepEd in order to be promoted to the next level. Failure to do so will result
in students’ retention.
Conceptual Framework
After the readings of the related, studies and literature, the researcher was
able to gain insights and guidance as to the formulation of the conceptual
framework. The paradigm is presented in Figure 2.
Inputs. The inputs considered in this study are the Students’ Performance in
Mathematics and Factors Affecting the Performance along Environment, Personal
Factor, and Socio-Economic Status. The researchers reviewed the class records
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INPUT PROCESS OUTPUT
Students’ Performance
Factors Affecting the Improved Students’

Performance along: Performance
Proposed
a. Environment; Interventions Identified Factors
b. competence, and
c. Teacher-Related Affecting
Performance
Teachers’ challenges in
Teaching
Figure 2
Conceptual Paradigm
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of the mathematics teachers from grade 7-11. The data were scrutinized and
validated with the permission of the school heads and the teachers assigned. To
identify the factors affecting the performance, the researcher distributed a
researcher-made questionnaire using stratified random sampling method. To
identify the teachers’ challenges in teaching Mathematics, the researcher
conducted a Focus Group Discussion (FGD).
Process. The proposed intervention will based on the result of the survey on the
factors affecting the performance and the FGD among the Mathematics teachers.
This focus group discussion will also include suggestions from the teachers on
their preferred intervention which were based on the factors affecting the
performance.
Output. The researcher expected that there will be improved students’
performance and the factors affecting such performance will be identified.
Definition of Terms
To facilitate understanding of some terms to be used in this study, the
following were defined:
Students’ Performance – is operationally defined as the grammatical skills
possessed by the students as revealed by the Regional Achievement Test in
Mathematics.
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References
Dela Pena, Amado “Performance in College Algebra of First Year Students in

Three Selected Private Institutions in Metro Manila,” (Unpublished, Master’s
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The Conversation (2016), Too many teachers teaching outside their area of
expertise, https://theconversation.com/too-many-teachers-teaching-
outside-their-area-of-
expertise-39688
Essay Sauce, Causes of low performance of students in mathematics. Available

from:https://www.essaysauce.com/education-essays/causes-of-low-
performance-of-students-in-mathematics/
Australian Association of Mathematics Teachers (2006). Standards for

excellence in teaching mathematics in Australian schools. Retrieved 28
September 2016 from
http://www.aamt.edu.au/Better-teaching/ Standards/Standards-document
McKenzie, P., Weldon, P., Rowley, G., Murphy, M., & McMillan, J. (2014). Staff in
Australia’s schools 2013: Main report on the survey. Canberra: Department
of Education.
Steen, L. A. (2001). The case for quantitative literacy. In Mathematics and

democracy:
The case for quantitative literacy. National Council on Education and the
Disciplines.
Diaz, Rolando C. “Factors Affecting the Quality of Mathematics Instruction in the

Newly Nationalized High Schools in the Second Congressional District of
Pangasinan”, (Unpublished Master’s Thesis, Luzon Colleges, Dagupan
City, 2008).
Dirige, Norma F. “The Mathematical Teaching Program of Tabuk National High

School in Kalinga”, (Unpublished Master’s Thesis, University of Baguio,
Baguio City, 2007).
Eysenck, Hans Jurgen Personality and Individual Differences (New York: Plenum
Press, 2005.
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Fabregas, Evelyn B. “Congruency of Teachers’ Competencies and Students’

Performance in the Regional Achievement Test in English I-IV in the 4th
Congressional District of Camarines Sur”, (Unpublished Master’s Thesis,
University of Saint Anthony, Iriga City, 2000).
Flander, Ned A. Analyzing Teachers’ Behavior (Massachesetts: Addison Wisley,

2000).
Galang, Anita A. “The Proficiency Levels in Mathematics of Senior Students in Six

Selected Public and Private Schools in Pampanga”.
Hirch, S.G. Individual Characteristics and Academic Achievement (USA: Charles

Thomas Publishing Co., 2005).
Hymes as cited by Jeffrey Nevid, Abnormal Psychology 3m Edition (New York:

Prentice Hall, 2006).
Jackson, Merill “Teachers: Supporting the House”, The National Journal Better
Living, Health and Home, Vol., 32. No. 6, Philippine Publishing House,
November-December, 2005.
Kennedy, Mary M. “Policy Issues in Teacher Education” PhiDela Kappa, Winter,

2000.
Dramanu, B. Y., & Balarabe, M. (2013). Relationship between academic self-

concept and academic performance of junior high school students in
Ghana. European Scientific Journal, ESJ, 9(34). Retrieved from
http://bit.ly/2wQKux7
Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M.
(2013). An examination of stereotype threat effects on girls’ mathematics
performance. Developmental Psychology, 49(10), 1886.
https://doi.org/10.1037/a0031412
Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands.
Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site:
http://www.lectitopublishing.nl
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Akatekit, D. D. (2000). An evaluation of teachers’ methods in P310/3 (Novels).

Dissertation submitted for the degree of Master of Education at Makerere
University. Kampala
Armstrong, D. G., Henson, K. T. and Savage, T. V. (2009). Teaching today: An

introduction to education (8th ed.). Upper Saddle River, New Jersey, OH:
Pearson.
Ball, D. L. and Bass, H. (2000). Interweaving content and pedagogy in teaching

and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.),
Multiple perspectives on the teaching and learning of mathematics (pp.
83– 104). Westport, CT: Ablex
Wilson, S. M., Floden, R. E. and Ferrini-Mundy, J. (2012). Teacher preparation

research: An insider’s view from the outside. Journal of Teacher
Education, 53(3), 190-204. https://doi.org/10.1177/002248710205300300
Aguiran, J. M. N., Lazo, R. B., & Salabat, M. J. C. (2014). Factors affecting

students’ performance in research. CVCITC Research Journal, 1(2),
37−47. Retrieved January 12, 2019, from
https://www.academia.edu/9665870/
Asogwa, B. C., Wombo, A. D., & Ugwouke, C. U. (2015). Challenges and coping
strategies adopted by postgraduate students of agricultural education in
Thesis writing in Nigerian universities. American Journal of Operations
Research, 4, 311−318. https://doi.org/10.4236/ajor.2014.45030
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CHAPTER III
RESEARCH METHODOLOGY
This chapter is the presentation of the different methods and procedures
adopted by the researcher in the conduct of the study. The instrument used and
the statistical treatments of the data were also part of this chapter.
Research Method
This study is designed to identify the performance level in Mathematics of
students of Sagrada High School, Tinambac, and Camarines Sur. It will use
descriptive-developmental design. Descriptive design was used to identify the
performance level of students, identify the factors affecting the students’
performance and the challenges of teachers in teaching mathematics.
Furthermore, this research will use developmental design to proposed
interventions to improve the performance of students in mathematics.
Respondents of the Study
The respondents of this study were the 250 students of Sagrada High
School from Grade 7-11 for school year 2015-2016. There are 62 students in
Grade 7 – Einstein, 55 students in Grade 8 – Newton, 36 students in grade 9 –
Galileo, 47 students in Grade 10 – Aristotle and 50 students in Grade 11 – Currie.
Furthermore, the teachers who were handling mathematics subjects were
the respondents in the Focus Group Discussion which was utilized in identifying
the challenges of teachers in teaching mathematics.

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Procedure of Investigation
The researcher formulated a thesis proposal on the area she specialized
and with relevance to her interest. She conducted reading of some literature and
studies with bearing to the subject of study. After the defense, the researcher
worked on the suggestions given by the panel and was presented to the adviser
for her further suggestions and comments. All the suggestions were incorporated
while comments were answered and corrected. The researcher wrote a letter of
request of the Schools Division Superintendent for her to be permitted to conduct
the study as her Masteral requirement to finish the course. School heads were
furnished copy of the approved letter and she proceeded the collection of data that
are needed in the study.
Research Technique
The researcher utilized the following research techniques (1)
documentary search or literature research from the school files and from various
sources such as books, journals and other studies; (2) Survey through a structured
questionnaire and focus group discussion.
Instrument of the Study
The main instruments used for gathering the data are the questionnaires
formulated by the researcher. The main sources for the formulation of the research
instruments are the previous studies, on teaching Mathematics in the Public
Schools.
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Instrument Validation
To validate the research instrument, through examinations and evaluations
were done by some of the experts related to this study and in the field of research.
Likewise, a dry run was administered. Copies of the instrument were distributed to
teachers from other schools who were non-respondents for them to accomplish
the data asked for and to give their comments and suggestions on the prepared
survey questionnaires for modification. The questionnaire was finalized with the
suggestions and comments complied by the researcher.
Sources of Data
The research made use of the primary and secondary sources of data and
information. Primary data were the answers the respondents provided the
researcher using a tailored questionnaire-checklist. A focus group discussion was
conducted by the researcher relative the extent of applying the competency-based
in teaching mathematics in terms of mastery of the subject matter, instructional
strategy, communicative skills, evaluative technique and classroom management
skills.
The secondary data were obtained through documentary analysis from
various sources such as books, journals, pamphlets, thesis, dissertations and
other printed materials.
Data Gathering Procedure

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In order to achieve the purpose of this work, the researcher made use the
Teaching-Learning Observation Chart, documentary analysis and unstructured
interview. Furthermore, Focus Group Discussion will be utilized.
Statistical Treatment of Data
The gathered data were treated statistically using Proficiency Level and
Weighted Mean.
Weighted Mean. In the factors affecting students’ performance, the
weighted mean of each item per category/factor was obtained. The mean
was interpreted according to the following scale:
3.50 - 4.00 – Very High Effect

2.50 - 3.49 – High Effect
1.50 - 2.49 – Low Effect
1.00 - 1.49 – No Effect
Proficiency Level. After getting the mean, the proficiency level was also
computed with the formula:
𝑥̅
𝑃𝐿 =
𝑁
where:
PL = proficiency level
𝑥̅ = mean
N = number of cases
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References
Bircon, et al., General Statistics, Revised Edition, 616 Enterprises and Co. Inc.
Manila.
Bolanos, Alex M. “Measures of Central Tendency”, Probability and Statistical

Concept (Manila: Rex Book Store, 2007).
Calmorin, Laurentina P. Educational Research Measurement and Evaluation,

(Valenzuela, Metro Manila: 24K Printing Co., Inc., 2004).
Pagoso, Cristobal M. et. Al., Fundamental Statistics for College Students, Manila:
Sinag-Ta1a Publishers Inc., 2007.
Reyes, Flordeliza C. Applied Basic Statistics, Quezon City: Phoenix Publishing

House, Inc., 2006).
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CHAPTER 4
MATHEMATICS PERFORMANCE OF SECONDARY STUDENTS IN

SAGRADA HIGH SCHOOL
This chapter is the presentation and discussion of the results of the study.
It includes an objective analysis and interpretation of the data obtained according
to the problems presented in the preceding chapter.
Performance of Students in Mathematics
The performance of students from Grade 7-11 is shown in the forgoing part.
The data covered in this research include the average grade in mathematics for
the 1st and 2nd Quarter. Table 1 shows the comparison between the Mathematics
performances of Sagrada High School Students from Grade 7-11 for school year
2015-2016.
Based on the data, the grade level with the highest score is Grade 9 which
has a performance of 86 and interpreted as Very Satisfactory. This can be
attributed to its class size which is 36. As per the school form 1 of the class adviser,
it is far from the average class size which is 45. Due to its size, teachers are able
to manage the class well and give more focus on individualized learning.
Furthermore, teachers are able to perform localization more often because there
are few paper works. According to The Alberta Teachers Associations’ research
conducted in 2013, the debate over class size has been waged in Alberta for
decades. It came to the fore in 1980 during the Calgary public teachers' strike and
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Grade Level Q1 Q2 Average Interpretation Rank

Grade 7 82 83 83 Satisfactory 3
Very
General
Average 82 83 83
Table 1. Performance in Mathematics
Legend:
90 - 100 – Outstanding
85 - 89 – Very Satisfactory
80 - 84 – Satisfactory
75 – 79 – Fairly Satisfactory
Below 75 – Did not Meet Expectations
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was the subject of a recommendation of the Kratzmann Report (the Kratzmann
Commission was created to investigate the 1980 Calgary strike and to make
recommendations). The issue of class size has again become the subject of
debate thanks to the many attempts in the U.S. to reform the public education
system. Teachers' view of class size has always been clear. Teachers believe that
smaller classes "provide better quality and a richer environment for pupils, while
making teaching more enjoyable for the teacher." Substantial research has been
conducted in the U.S. on class size. Although most of the studies have attempted
simply to use test results as a measure of the effectiveness of class size, there
does appear to be some consensus which include smaller class sizes result in
higher achievement among students who are economically disadvantaged,
smaller class sizes result in students with lower academic ability doing better, and
Class size might affect student attitudes more significantly than it affects
achievement.
Moreover, According to research conducted by Arias (2012) pupils in
smaller classes perform well in all subjects and on all assessments when
associated to their peers in larger classes. In smaller classes learners tend to be
as much as one to two months ahead in content knowledge, and they score better
on standardized assessments. It is worth noticing, however, that some studies
investigate student assessment outcomes in terms of individual student
performance and others in terms of class-wide aggregated performance, which
can obscure the differences in individual students’ performances.

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These positive impact of small class sizes are more evident for elementary
school pupils, and they become more powerful and enduring the longer students
are in smaller classes. That is, students who have smaller classes in early
elementary grades continue to benefit from this experience even if they are in
larger classes in upper elementary or middle school (Bruhwiler & Blatchford, 2011;
Chingos, 2013).
Despite the generally positive effects of smaller classes, the welfares are
not reliable across all levels and populations. Small classes make the biggest
variance for early elementary school learners, while for many high school students
smaller classes do not make a significant difference in academic performance.
However, for minority and at-risk students as well as those who struggle with
English literacy, smaller classes improve academic performance. Class size also
outlines the quality of writing instruction at all levels, including college, because
smaller classes are essential for students to get adequate feedback on multiple
drafts. Not surprisingly, smaller writing classes increase retention at the college
level (Blatchford et al., 2002; Horning, 2007).
On the other hand, the grade level with the lowest performance is Grade 11
which has a performance of 80 and interpreted as satisfactory. This low
performance 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 cases they have questions. Furthermore,
instructional materials for Mathematics are not fully available so teachers tend to
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look for instructional materials themselves. According to K-12 Education
Challenges conducted in 2015, one of the challenges of K-12 implementation is
limited resources. Every school deals with resource restrictions. Maybe you're
understaffed or simply don't have room in the budget or additional supplies. This
directly impacts the educational experience, but it also raises stress levels for
staffers. For example, a teacher must stretch themselves thin to accommodate
more learners. Limited resources can even have a ripple effect on parents, given
that they contribute more of their time or funds to pick up the slack.
Factors Affecting Performance
The factors affecting performance of students in Mathematics include
Environment, Personal Factor and Socio-Economic Status.
Environment. Environment, specifically the students’ environment play a
great role in their performance level. Table 2.1 shows that that 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. This is because most of
the 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. According to the research conducted by Holgado (2014),
showed that labor conditions, the number of weekly hours dedicated to work, and
the presence of work scheduled in the morning negatively affected the academic
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Mean Interpretation Rank

ENVIRONMENT
1. Ang aking mga magulang ay hindi
marunong sa math 2.89 High Effect 4
2. Hindi namin pinahahalagahan ang
pag aaral 2.20 Low Effect 5
3. Walang study materials sa math sa
aming bahay 3.02 High Effect 3
4. Madaming istorbo sa aming bahay Very High
kaya hindi ako nakakapag aral 3.86 Effect 1
5. Walang lugar sa bahay kung saan
komportable mag aral 3.45 High Effect 2
MEAN 3.20 High Effect
Table 2.1 Environment Factor

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performance of child laborers. These results show that the relationship between
child labor and academic performance is based on the conflict between these two
activities. These results do not indicate a linear and simple relationship associated
with the recognition of the presence or absence of child labor. This study has
implications for the formulation of policies, programs, and interventions for
preventing, eradicating, and attenuating the negative effects of child labor on the
social and educational development of children. According Kuenning (2015) to find
child labor causes a loss in students’ school achievement. Children and
adolescents who do not work have better school performance than students who
work. Up to two hours of work per day do not have a statistically significant effect
on school performance, but additional hours decrease student’s achievement.
Differences in work conditions affect school performance. For high school students
in Portuguese, compared to students who have schooling as their only activity,
students who work only at home score 4 percent lower on the tests. Those students
who only work outside the house are worse off than those who only work within
the house, with test scores decreasing by 5 percent. Students who work both
inside and outside the house have the lowest test scores of all the working
conditions, decreasing by up to 7 percent.
On the other hand, “Hindi namin pinahahalagahan ang pag aaral” (We are
not into studying at home) scored the lowest which has a mean of 2.20 and
interpreted as Low Effect. This is because at a young age, students already
understand the importance of Mathematics especially in their daily lives. This has
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been manifested in their desire to improve their academic performance yet there
are some limitations from doing so.
Personal Factor. Students Outlook and perspective in life also affect their
performance in Mathematics. Table 1.2 shows the different items under 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. Most of the students of Sagrada
High Scool 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. This notion is being
supported by Greenberg (2013). He mentioned that socioeconomic status (SES)
encompasses not just income but also educational attainment, financial security,
and subjective perceptions of social status and social class. Socioeconomic status
can encompass quality of life attributes as well as the opportunities and privileges
afforded to people within society. Poverty, specifically, is not a single factor but
rather is characterized by multiple physical and psychosocial stressors. Further,
SES is a consistent and reliable predictor of a vast array of outcomes across the
life span, including physical and psychological health. Thus, SES is relevant to all
realms of behavioral and social science, including research, practice, education
and advocacy.
On the other hand, “Mas pinipili ko mag laro kesa mag aral sa math” (I
choose to play over to study”) has the lowest mean with 1.23 and interpreted as
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PERSONAL FACTOR
1. Hindi ko hilig sa math 1.89 Low Effect 4
2. Sumasakit ang aking ulo pag math
na ang subject 3.11 High Effect 2
3. Mas pinipili ko mag laro kesa mag
aral sa math 1.23 No Effect 5
4. Parati akong may sakit. 2.90 High Effect 3
5. Abala ako sa pag tulong sa aming Very High
hanap buhay. 3.65 Effect 1
Table 2.2. Personal Factor

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No Effect. This is because most of the students are already aware of the
importance of studying mathematics. The respondents of the research are High
School students. Thus, they are not more into play but of activities appropriate for
their age. Furthermore, their teachers have taught them to appreciate mathematics
and give time studying it. According to the Latino Family Literacy Project (2017),
socio-economic status greatly impacts mental and physical factors such as
language development, reading and academic success. Furthermore, the result of
this study is similar with the result of Chen (2016). He studied against the
background of Chinese culture. He investigated the relationship between family
socioeconomic status (SES) and children’s reading ability. Participants included
2294 middle-school students in grade 8. SES was measured by parents’ education
level, parents’ occupational prestige, and family property, and children’s reading
ability was estimated with item response theory. In addition, they adopted an 8-
item parent–child relationship scale and a 22-item learning motivation scale that
included four dimensions. We examined whether the parent–child relationship
mediated the relationship between family SES and reading ability and whether this
was moderated by learning motivation. The results indicated that the parent–child
relationship played a mediating role in the relationship between SES and reading
ability. This relationship was moderated by students’ learning motivation. The
direct effects of SES on reading ability at high, medium, and low levels of learning
motivation were 0.24, 0.32, and 0.40, respectively.

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Teacher Related Factor. Teachers play a great role in the performance of
the students. As facilitators, teachers can either inspire or discourage students
from performing especially with difficult subjects like Mathematics. Based on Table
1.3, “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. This is also the highest mean among all items in all three
factors. In small schools like Sagrada High Schools, 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. This notion has been
proven by Foisa (2015) on his research on Contextualized Non-Credit CTE. She
mentioned that contextualized reading skills prepare the students prepare the
students for much higher level of comprehension skills. The same result has been
transpired because both studies yielded contextualization as a significant
intervention if learner is to be maximized. Furthermore, according to Perin (2018),
on her study on Facilitating Student Learning through Contextualization,
contextualization seems to be a promising direction for accelerating the progress
of academically underprepared college students. The method of contextualization
is grounded in a conceptual framework relating to the transfer of skill and student

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TEACHER RELATED FACTOR

1. Hindi ako tinuturuan ng aking guro 1.56 Low Effect 4
2. Takot ako sa aking guro 3.16 High Effect 3
3. Hindi ko maintindihan ang aking guro 3.34 High Effect 2
4. Hindi angkop sa akin ang mga Very High 1
ginagamit na materials 3.90 Effect
Table 2.3. Teacher-Related Factor

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motivation; practitioners who use it observe positive results, and the available
quantitative evidence indicates that it has the potential to increase achievement.
Long-standing research finds that the most reliable predictor of a child’s
future success at school – and, in many cases, of access to well-paid and high-
status occupations – is his or her family. Children from low-income and low-
educated families usually face many barriers to learning. Less household wealth
often translates into fewer educational resources, such as books, games and
interactive learning materials in the home. From the beginning, parents of higher
socio-economic status are more likely to provide their children with the financial
support and home resources for individual learning. As they are likely to have
higher levels of education, they are also more likely to provide a more stimulating
home environment to promote cognitive development (Sirin, 2005). These parents
may be more at ease teaching their child the specific behaviors and cultural
references that are the most valued at school. Advantaged parents may also
provide greater psychological support for their child in environments that
encourage the development of the skills necessary for success at school (Evans
et al., 2010)
However, results from previous rounds of PISA suggest that school systems
may be able to help mitigate the impact of families’ socio-economic status on their
child’s life outcomes. Schools can serve to channel resources towards
disadvantaged children and thus help create a more equitable distribution of
learning opportunities and outcomes (Downey and Condron, 2016

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On the other hand, “Hindi ako tinuturuan ng aking guro” (Teacher are not
hands on) have the lowest score which is 1.56 and interpreted as Low Effect. This
is because the teachers are always present and give their best in delivering the
lesson. According to The Conversation (2016), While teacher education degrees
are closely monitored and regulated, once in schools teachers are subject to the
complex array of conditions that lead to out-of-field teaching: a lack of teachers in
some subject areas (such as mathematics, languages, geography), constraining
school funding models, poor school leadership practices, and a history of
governments, teacher unions and school leaders ignoring or reducing out-of-field
teaching to “just part of what teachers do”. As a result, until recently little attention
had been given to the effects of out-of-field teaching on teacher well-being and
retention, and on student attainment and participation. Also neglected were the
effects on discipline leaders and mentors who devote time and energy to support
the teachers, the broader school culture and the teaching profession generally
when teachers leave out of stress and disenchantment.
Teachers’ Challenge in Teacher Mathematics
This study aimed to identify the challenges encountered by mathematics
teachers through Focus Group Discussion. These challenges include
implementing the new K-12 curriculum, integrating technology, perception of
students.
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Implementing the new K-12 curriculum. The implementation of the new
K-12 Curriculum has brought various changes in the landscape of teaching and
learning process. There has been massive reforms from the pedagogy until the
instructional materials. This is one of the major challenges of the teachers in
teaching Mathematics. Furthermore, lack of training in the new curriculum also
adds up to this challenge. One of the teachers said:
“We are having difficulties teaching Math because we are used to the old
BEC (Basic Education Curriculum) and we are still in the adjustment stage. We
also need more training teaching the new curriculum and using the instructional
materials”.
Curriculum implementation refers to how teachers deliver instruction and
assessment through the use of specified resources provided in a curriculum.
Curriculum designs generally provide instructional suggestions, scripts, lesson
plans, and assessment options related to a set of objectives. Such designs focus
on consistency to help teachers successfully implement and maintain the curricular
structure in order to meet various objectives (Wiles & Bondi, 2014). As noted
earlier, Wiles and Bondi (2014) defined horizontal alignment as similar instructional
practices and curriculum use between teachers in the same grade level, and
vertical alignment as similarities in instructional practices and fidelity of curriculum
implementation between the previous and following grade levels.

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The roles of teachers remain instrumental in the success or failure of a
curriculum (Loflin, 2016). In many cases, researchers have supported the need to
thoroughly understand teachers’ roles and concerns during the implementation of
a new curriculum (Hall & Hord, 2015). Of the many roles defined in the literature,
teacher fidelity stands out as being important but also for being inconsistent among
teachers (Loflin, 2016).
Teacher concerns play a part in the implementation of new curricula,
because their concerns sometimes direct the choices teachers make when
choosing to add or omit items from the curriculum (Bell, 2015; Causarano, 2015).
The CBAM fits into determining what types of concerns teachers have and how to
address these concerns to reduce barriers. Lambert, Velez, and Elliot (2014)
explored implementation experiences and gained an understanding of the barriers
teachers perceive when implementing a new curriculum. The emerging themes for
potential barriers showed that: (1) some teachers adapted better than others for
student-centered curricula, (2) teachers liked to have content available but were
unable to finish the curriculum within a school year, (3) teachers required
resources and tools to be successful, (4) teachers showed concern about
collaboration and professional development opportunities, and (5) the
implementation process helped teachers to refocus (Lambert et al., 2014). These
themes appear consistent with other studies that have been presented in support
of the CBAM for understanding the concerns of teachers.

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Implementing new K-12 mathematics curricula has been the focus of many
studies on mathematics teachers nowadays. A significant influence on this is the
perspective that teachers are central to how the curriculum gets interpreted and
lived in the classroom. Within this perspective lie the challenges for teacher
education while all of these factors are important and require ongoing attention,
teachers must focus on their beliefs and attitudes to offer an example of them
based on a study with which I was involved. Mathematics teachers’ beliefs and
attitudes toward a new curriculum are likely to be directly related to their beliefs
and attitudes toward their learning and teaching of it. For example, if the teachers’
beliefs are not in harmony with those framing the curriculum, this can affect the
level of their participation and success in activities to help them to understand and
implement the curriculum as intended. In general, teachers’ beliefs and attitudes
can play either a facilitating or an inhibiting role in their learning of the new
curriculum.
Integrating Technology. One of the most important mandate of the
Department of Education is to integrate technology in education. This can be
manifested through the provision of computers and other technology assisted
device for some selected schools and massive In-service training for teachers
focusing in technology. However, this has posed a great challenge for the
mathematics in Sagrada High School. 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
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competencies in Mathematics are but be taught by integrating technology. One of
the teachers said:
“It is really had for me to teach Mathematics because most of the lessons
say that I have to integrate technology. The problem is, I do not know much about
computers and other device.”
In addressing the role of technology in the teaching and learning of
mathematics, the NCTM (2008) states: ‘‘Technology is an essential tool for
learning mathematics in the twenty-first century, and all schools must ensure that
all their students have access to technology’’ (‘‘Implementing a new curriculum’’).
However, having access is only one of the necessary ingredients to support
integration of technology in the mathematics classroom. Implementation of such
recommendations is dependent on the teacher and the knowledge they hold or
ought to hold to use technology to enhance mathematical understanding for
themselves and their students. Given that teachers educated in traditional
mathematics classrooms have not learned mathematics with these technologies,
they are likely to have limited knowledge of both the technologies for use in
mathematics and how to use them. So the challenge for teacher education is to
identify what knowledge is needed and how to prepare prospective and practicing
mathematics teachers to use technology in a way that leads to the development of
technological pedagogical content knowledge (TPCK) for teaching mathematics.
In order to meet this challenge, questions such as the following should be
addressed: What do teachers need to know and be able to do and how do they
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need to develop this knowledge for teaching mathematics with technology? What
are the appropriate conditions or frameworks for the development of TPCK for
prospective and practicing teachers? In addition, similar challenges as with the
implementation of a new curriculum apply here in terms of the teachers’ attitudes
and beliefs about teaching mathematics with technology. There is also the issue
of technology anxiety. For example, how do these affective factors support and/or
restrict or create barriers to the teachers’ learning and use of technology? How are
they exposed in order to address them? Understanding such questions could lead
to meaningful ways of addressing some of the challenges to help teachers to
acquire the knowledge and experiences needed to incorporate technology in their
teaching of mathematics.
Moreover, Integration of Information Communication and Technology (ICT)
will assist teachers in the global requirement to replace traditional teaching
methods with technology-based teaching and learning tools and facilities.
According to Buladaco (2013), the Philippine Government has presented serious
commitment to ICT in academics by announcing a series of inventiveness to apply
ICT in teaching and learning. These were associated with the Millennium
Development Goals and the Education for All movements. The research method
used in this study was a descriptive correlational method. Results showed that
most of the teachers have basic knowledge of ICT and needs improvement. More
training is at this moment required to the teachers for them to integrate ICT in
teaching and other related task assigned to them to uplift and enhance the quality
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of education of the said college. Findings indicate that teachers' well-equipped
preparation with ICT tools and facilities is one of the main factors in the success of
technology-based teaching and learning. It was also found that professional
development training programs for teachers also played a crucial role in enhancing
students' quality learning.
Perception of Students. The perception of the students also make it
difficult to teach Mathematics. Most of the students when asked what is the most
difficult subject, they would without hesitation say it is Math. Due to this perception,
students already have this perception that they would not do well in the subject no
matter how hard they try to study. One of the teachers said:
“It is also difficult to teacher Math because almost all students already
concluded that it is very difficult and they would not do well even they study very
hard. It is already their mindset.”
According to Issues and Possible Solutions published in 2011, some
students have come to believe over time that they are just not good at math. This
type of attitude can result in students failing to even try to learn certain topics.
Fighting this self-esteem-related issue can be difficult, but pulling students aside
individually to reassure them can help pupils overcome math block. Judy Willis, in
her book, "Learning to Love Math," suggests that math teachers can boost student
confidence with strategies such as "errorless math," where "teachers or peer tutors
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provide verbal or gesture prompts to increase the probability of a correct response,
which eventually becomes a correct answer."
Moreover, the study conducted by Wasike (2012) states that Female
students had negative perception towards Mathematics. Most of the female
students with negative perception performed poorly in Mathematics. Female
students’ in boarding schools were established to have more positive perceptions
towards Mathematics and therefore performed better in the subject than students
from co-educational schools. This indicates that performance of Mathematics can
be improved through enhancing positive perception towards Mathematics. Further,
the Ministry of Education should devise methods of improving the perception of
female students towards Mathematics, to unlock their ability in performance. In
conclusion, Students’ perception was found to be significantly and positively
related to achievement in mathematics. There is need to address negative
perception among girls because of the far reaching negative consequences that it
can have on the performance of mathematics. The research findings also showed
that most female students with positive perception performed very well in
Mathematics. It was still established that female students’ boarding schools
performed remarkably well followed by co-educational boarding and co-
educational day schools. The poor performance may probably be because of lack
of effort, persistence or stereotyped beliefs about mathematics by female students.
From this, it was concluded that performance of female students is a function of
perception as well as school and learner related reasons.

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Proposed Intervention to Improve Performance
The intervention that will be proposed to improve the students’ performance
is more focused on the teachers. Based on the assessment and Focus Group
Discussion, the root cause of the students’ low performance poorly contextualized
instructional materials. Thus, the researcher proposed a training which will address
the teachers’ competence in developing contextualized learning materials. Table
3.1 shows the action plan for the proposed intervention.
I. PROJECT TITLE
TITLE: IMPROVING CONTEXTUALIZATION SKILLS OF TEACHERS
VENUE: Sagrada High School, Tinambac, Camarines Sur
DATE: December 14-18, 2016
PARTICIPANTS: Mathematics Teachers of Sagrada High School
PROPONENT : CHERRY A. CHAVEZ, Math Coordinator
II. RATIONALE
The implementation of K-12 curriculum significantly altered the course
of education in the Philippines. One of the key principles of this new curriculum
is contextualization. Contextualizing the curriculum can dramatically boost
teaching and learning outcomes. While lately, there has been an increased
appreciation of the use of contextualized learning activities in adult education,
the fact is that the concept itself is not novel. For any teaching and learning
approach to be adopted as an acceptable pedagogy, it must demonstrate that
its core principles are in keeping with the broader body of pedagogical findings.
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Contextualization is defined as employing the items of the language in
a meaningful and relevant context. This helps the learners to acquire new skills
and knowledge. It also develops their abilities and attitudes. Learners should
be motivated to learn and to take part in the learning process. Based on the
latest assessment conducted to students in relation to their Mathematics
performance, low scores are attributed to the instructional materials not suited
to the context and level of the students. This training is intended to address the
needs of teachers in developing contextualized training materials.
III. TRAINING OBJECTIVES
This training workshop aims to equip the teachers with skills in
contextualizing instructional materials.
1. Assess teachers’ level of competence in teaching Mathematics
2. Provide technical assistance in contextualizing Instructional
materials
3. Benchmark on other teachers’ best practices
IV. TRAINING OUTCOMES
 Teachers will be able to present their contextualized instructional
materials
 Show their learnings through demonstration teaching.

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V. COURSE CONTENT
 Legal Basis of Contextualization
 Contextualization, Localization and Indigenization
 Learning Resources and LRMDS
 Non-text based/ Learning Tools and Equipment (LTE)
 Demonstration Teaching
VI. Training Matrix
TIME DAY 1 DAY 2 DAY 3

7:30 – 8:00 REGISTRATION
Contextualization
8:00 – 8:30 And its Legal Non-text based/ Learning Demo
9:00 – 10:00 Basis Tools and Equipment teaching
10:00 – 11:00 (LTE)
Learning
Resources and
11:00-12:00 LRMDS
12:00 – 1:00 LUNCH
1:00 – 2:00
2:00 – 3:30 Crafting of
Contextualization, Contextualized IM and Demo
Localization and Lesson Plan teaching
3:30 – 5:00 Indigenization
The training design formulated by the researcher was based on the
feedback revealed by the findings of this study. It was revealed that teachers found
to receive satisfactory rating along instructional strategy and evaluative technique.

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With these, a session guide was done for purpose of improving teachers’
instructional strategy and evaluative technique.
Service Objectives Strategies/Activities Persons Time Expected

Frame Outputs
1. Individual Keep functional - Hold orientation Involved One week Assurance of

Inventory individual conference with intermediate after support and
Service inventory records teacher-adviser and mathematics enrollment assistance
science and
as a basis for teachers by the
mathematics
identifying teachers on the and teachers
students need objectives of the advisers. concerned.
remediation in remediation Teacher-
Mathematics program. advisers of
- Identify pupils with pupils with
problem in difficulty in
mathematics,
Mathematics
specifically those
whose general identified
average in the subject
subjects are 79 teachers.
Year
percent and below
using the students’ round
individual records.
- Keep records of
students’ formative
test results in
Mathematics I-IV.
- Give students who
failed to attain 75
percent proficiency
level in the subjects,
assignments in their
level and keep
records of the
progress noted.
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Year
round
2. Establish an - Conduct meeting Teachers First week A systematic

Informative effective with homeroom PTA and parents of July communicati
on Service communication and discuss; of the and once on and
and information - Means to student every first information
service to update overcome individual grading network
parents on their students’ learning period between the
children’s’ difficulties in teachers and
academic mathematics. the parents
performance and - Role of the established
needs in school. teachers in the
remediation
program its extent
and limitations.
- Role of parents in
the teaching of their
children
- Provide parents a
regular report on the
gains derived from
the remediation
Student well
program in terms of
informed of
the objectives set.
the school
- Put up bulletin
remediation
boards for Every
information Teachers’ grading
dissemination on the parent of the period
guidance services student
available for
students in
mathematics
remediation.
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Year
round
Teacher and
student
3. Adopt a - Reflect in the Teacher- Increased

Counseling systematic classroom program adviser number of
Service schedule if the regular schedule students
individual and provided for the assisted by
group homeroom guidance remediation
counseling/guida to assist the program.
nce using students who need
appropriate remediation in the
technique for subjects.
remediation -Intensify the peer
program. teaching and one-
on-one approach.
-Encourage tutoring
on the subjects
among students with Teacher and
handicap in students
mathematics.
4.Implemen- Provide A. Multi-level Teacher and Daily Participation
tation alternative groupings students of the
Service approach to - Placement of mathematics
student and student to a group low
facilitate learning according to ability achievers.
among different B. Membership of
abilities students in interest
in interest clubs like
science and Daily
mathematics
- Organization of As often
science and as needed
mathematics club.
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C. Assignment of
bright students as
aides in the
mathematics. Any time
within the
period
5. Follow-up Undertake A. Give assignment As often Improved

Services effective follow-up within the level of the as needed academic
program to students. performance
improve student B. Conduct home of the
performance visitation to follow- students in
up cases under Teacher the subjects
remediation. counselors
C. Present a
statistical picture of
the manifestations of
success of the
program.
Education is a never-ending process. It doesn’t stop after earning a degree
and starting a career. Through continuing education such training and symposium,
career-minded individuals can constantly improve their skills and become more
proficient at their jobs. In the field of K-12 education administration, it is particularly
important for school administrators to encourage teachers to pursue professional
development, not only to ensure the best learning outcomes for their students but
also to be more effective and satisfied in various other aspects of their work.
Moreover, Harris (2009) said that only two of the forms of teacher training we study
influence productivity. First, content-focused teacher professional development is
positively associated with productivity in middle and high school math. Second,
more experienced teachers appear more effective in teaching elementary math

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and reading and middle school math. There is no evidence that either pre-service
(undergraduate) training or the scholastic aptitude of teachers influences their
ability to increase student achievement.
Further, the contextualization of basic skills in disciplinary content is used
in elementary, secondary, and postsecondary education as a way to engage
students, deepen content learning, and promote transfer of skill. The approach is
well grounded in psychological theories of transfer (although there is debate in this
area on dosage) and motivation. There is support in the literature for the two forms
of contextualization identified in this review, contextualized instruction, which is
taught by developmental education instructors and English and English language
arts teachers, and integrated instruction, which is provided by discipline area
instructors.
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References
Holgado, et al, G. (2016). Child Labor versus Educational Attainment Some

Evidence from Latin America. Journal of Population Economics, 10(4),
377-386.
Chapman, O., & Wood, L. (2004). Teachers’ beliefs influencing the implementing
of a project-based high school mathematics curriculum. In D. McDougall &
A. Ross (Eds.) Proceedings of the twenty-sixth annual meeting of the
North American chapter of the psychology of mathematics education vol.
2. Toronto, ON: University of Toronto, p. 954.
National Council of Teachers of Mathematics (2008, March). The role of

technology in the teaching and learning of mathematics. Retrieved May
31, 2012, from http://www.nctm.org/about/content.aspx? id=14233.
Nicol, C. (2002). Where’s the math? Prospective teachers visit the workplace.
Educational Studies in Mathematics, 50(3), 289–309.
The Conversation (2016), Too many teachers teaching outside their area of
expertise, https://theconversation.com/too-many-teachers-teaching-
outside-their-area-of-expertise-39688
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CHAPTER 5
SUMMARY, FINDINGS, CONLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions and
recommendations for each specific questions.
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-
correlational method of research was used in this study.
The main instrument used in gathering data was the teaching-learning
record and charts. Documentary analysis was also employed gathering the
achievement of students. Focus Group Discussion was also done to assess the
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teachers’ challenges. The data were treated statistically through the use of
appropriate statistical tools such as weighted mean.
Performance of students of Sagrada High School in Mathematics
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 hand, Grade 11 has the lowest performance with the score of
80 and interpreted as satisfactory.
Conclusion
From the foregoing results, this can be attributed to its class size which is
36. As per the school form 1 of the class adviser, it is far from the average class
size which is 45. Due to its size, teachers are able to manage the class well and
give more focus on individualized learning. Furthermore, teachers are able to
perform localization more often because there are few paper works.
Furthermore, 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 cases
they have questions. Furthermore, instructional materials for Mathematics are not
fully available so teachers tend to look for instructional materials themselves.

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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.
Factors affecting Performance in Mathematics
Environment
Findings
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.
Conclusion
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This is because most of the 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.
Recommendation
It is recommended that the student be given an environment conducive fo
learning especially at home. The 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.
Personal Factor
Findings
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.
On the other hand, “Mas pinipili ko mag laro kesa mag aral sa math” (I
choose to play over to study”) has the lowest mean with 1.23 and interpreted as
No Effect.
Conclusion
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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.
On the other hand, choosing to play over to study has the lowest score
because most of the students are already aware of the importance of studying
mathematics. The respondents of the research are High School students. Thus,
they are not more into play but of activities appropriate for their age.
Furthermore, their teachers have taught them to appreciate mathematics and
give time studying it.
Recommendation
The school can 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.
Teacher-Related Factor
Findings
“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.

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On the other hand, “Hindi ako tinuturuan ng aking guro” (Teacher are not
hands on) have the lowest score which is 1.56 and interpreted as Low Effect.
Conclusion
The above mentioned finding is due to the fact that small schools like
Sagrada High Schools, 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.
Furthermore, the low scored item is due to the teachers are always being
present and give their best in delivering the lesson.
Recommendation
The school can intensify training on contextualization, localization and
indigenization. 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.
Teachers’ challenges in teaching Mathematic
Implementing the new K-12 curriculum
Findings
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The implementation of the new K-12 Curriculum has brought various
changes in the landscape of teaching and learning process. There has been
massive reforms from the pedagogy until the instructional materials. This is one of
the major challenges of the teachers in teaching Mathematics.
Conclusion
K-12 mathematics curricula has been the focus (directly or indirectly) of
many studies on mathematics teachers. A significant influence on this is the
perspective that teachers are central to how the curriculum gets interpreted and
lived in the classroom.
Recommendation
The department of Education can intensify MTOT (Mass Training for
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.
Integrating Technology
Findings
One of the most important mandate of the Department of Education is to
integrate technology in education. This can be manifested through the provision of

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computers and other technology assisted device for some selected schools and
massive In-service training for teachers focusing in technology.
Conclusion
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 but be
taught by integrating technology.
Recommendation
The Department of Education can 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.
Teachers on the other hand can pursue professional development through
creating researches and innovation to address the lack of competence in ICT.
Perception of Students
Findings
The perception of the students also make it difficult to teach Mathematics.
Most of the students when asked what is the most difficult subject, they would
without hesitation say it is Math.

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Conclusion
Due to this perception, students already have this perception that they
would not do well in the subject no matter how hard they try to study.
Recommendation
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.
Proposed Intervention to Improve the Performance of Students in
Mathematics
Findings
The intervention that can be proposed to improve the performance of the
students is the Training in Contextualization, Localization and Indigenization.
Conclusion
This training 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
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This training 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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BIBLIOGRAPHY
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McClosky, Mildred G. Teaching strategies and Classroom Management New

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Newly Nationalized High Schools in the Second Congressional District of
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Galang, Anita A. “The Proficiency Levels in Mathematics of Senior Students in Six

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Misola, Carlos “Teaching Competencies of Secondary School Teachers in

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APPENDICES
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October 20, 2015
MARICRIS C. BUENAAGUA
Principal I
Sagrada High School
Sagrada, Tinambac, Camarines Sur
Dear Madam:
The undersigned is a Master of Arts in Education student of Partido College

School of Graduate Studies and Research, Goa, Camarines Sur and presently
conducting research study entitled Mathematics Performance of Secondary
Students in Sagrada High School. Relative to this I am asking permission from
your good office to distribute survey questionnaires to the student of Sagrada High
School. Moreover, I am also asking permission to conduct Focus Group
Discussion to the Mathematics teacher. I assure you that this study will not affect
the performance of the teachers and school as well.
Hoping for your approval on this permit. Thank you very much.
Very truly yours,
(Sgd.) CHERRY A. CHAVEZ

Researcher
Recommending Approval:
(Sgd.) JOSE M. MENDOZA, Ed. D.

Dean of Graduate School
Approved:
(Sgd.) MARICRIS C. BUENAAGUA

Principal I
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Pangalan: ____________________________ Grade: _________
Panuto: Lagyan ng tsek (/) ang ang column ng iyong sagot
Lubos na
Lubos na Hindi Hindi
Sumasanga- Sumasang- Sumasang- Sumasang-
ayon ayon ayon ayon
HOME RELATED FACTOR
1. Ang aking mga magulang
ay hindi marunong sa math
2. Hindi namin
pinahahalagahan ang pag
aaral
3. Walang study materials sa
math sa aming bahay
4. Madaming istorbo sa aming
bahay kaya hindi ako
nakakapag aral
5. Walang lugar sa bahay
kung saan komportable mag
aral
PERSONAL FACTOR
1. Hindi ko hilig sa math
2. Sumasakit ang aking ulo
pag math na ang subject
3. Mas pinipili ko mag laro
kesa mag aral sa math
4. Parati akong may sakit.
5. Abala ako sa pag tulong sa
aming hanap buhay.
TEACHER RELATED FACTOR
1. Hindi ako tinuturuan ng aking
guro
2. Takot ako sa aking guro
3. Hindi ko maintindihan ang
aking guro
4. Hindi angkop sa akin ang
mga ginagamit na materials
79
Partido College
Goa, Camarines Sur
CURRICULUM VITAE
Name: Cherry A. Chavez
Date of Birth: December 27, 1982
Address: Sagrada, Tinambac, Camarines Sur
Parents: Jose Chavez Sr.

Necita Asay
Educational Attainment
Elementary: Sagrada Elementary School 1989-1995
Secondary: Sagrada High School 1995-1999
College: University of Nueva Caceres 1999-2004

BS Civil Engineering
18 units Professional Education 2012

Ateneo de Naga University
MAED Admin. & Supervision

Partido College 2013-present
Teacher III Sagrada National High Shoool
ELIGIBILITY
LET September 30, 2012

80
Partido College
Goa, Camarines Sur
SEMINAR ATTENDED
Title of Seminar Inclusive Dates of Number Conducted /

Attendance of Sponsored by
Hours
From To
Teachers’ Induction 10/29/2013 10/30/2013 24 DepEd-Cam

Program for Sur
Secondary Schools
3rd Division Secondary 2/1/2013 2/1/2013 8 DepEd-Cam

Educators Congress Sur
Computer Hardware 2/1,2,8,9,15,16, 3/1/2014 80 DepEd-Cam

Servicing 22,23/2014 Sur
Conference for 3/11/2015 3/11/2015 8 DepEd-Cam

Secondary School Sur
heads
3 Days DepED 6/20/2015 6/22/2015 24 DepEd-Cam

Literacy Skills Sur
Development Training
81
Partido College
Goa, Camarines Sur
Region SHS MTOT 6/27/202015 7/2/2015 144 DepEd-Region

(Batch 4) 7/11/2015 7/16/2015 V
7/25/2016 7/30/2015
Regional Orientation 5/18/2015 5/19/2015 16 DepEd-Region

Workshop on SHS V
Staffing

Cherry Thesis

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Cherry Thesis

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1

Education is significantly one of the most crucial factors in creating a human

resource that is necessary for development in every aspect of a country.

Education, in a broad sense, is any motion that has a significant effect on

developing the cognitive, skills, and attitude of any individual. It is composed of

Many students find their studies in Mathematics to be challenging and

unrewarding. There is a tendency for students to opt out of studying mathematics

as soon as possible. However, mathematics is usually seen to be significant and

Teaching and learning Mathematics involves the formation of opportunity for

individual, this includes providing a supportive learning setting that offered

mathematical challenge and norming processes and strategies which foster

According to the study undertaken by International Journal of Trend in

Scientific Research and Development (IJTSRD) in relation to the issues of

students’ perceptions and attitude towards mathematical learning. These issues

are related to classroom management and mathematical contents and pedagogy.

Mathematics do not necessarily affect their attitudes towards Mathematics.

Over time, repeated underperformance in mathematics can cause a student to

and in everyday practicality of life. However, for most people, Mathematics is

deemed to be boring, most difficult subject and generally have a negative

perceptions and attitudes towards Mathematics to give insights as to where these

negative conceptions are coming from. According to Amirali (2010) [1]

Mathematics is at the sympathy of many successful careers and successful lives

The Trend International Mathematical Science Study Advanced (TIMMS)

scrutinized patterns of students’ accomplishment in mathematics and found out

64th out of 65 countries (Ajisuksmo & Saputri, 2017).

In the Philippines, mathematics is a general education subject in primary

appreciation of its principles as an applied-using appropriate technology in

problem-solving, critical thinking, communicating, reasoning, making connections,

representations, and decisions in real life (K to 12 Basic Education Curriculum).

According to Blömeke and Delaney (2014), it is vital hence required as a

subject almost in every field. However, problems associated to mathematics

In the Philippine context, educational modules in this order contain a

detailed topic and instructional plan standards to empower understudies to create

consistent and numerical abilities expected to get it the fundamental mathematical

concepts. However, low performance in this discipline is still apparent. The

participation of the Philippines in TIMSS confirmed this deplorable condition-based

national and international surveys on mathematics and science competencies lag

Taipei and Japan (Care et al., 2015).

The Filipino students excel in knowledge achievement but fare considerably

in learning and mastering mathematics (Americans, 2009; Presmeg, 2006).

Students’ performance in mathematics, as specified by the grades they attained,

attitudes, which are then further referred to as study orientations as reiterated by

control of time management and study habits.

excreting efforts and implementing various interventions to increase the score, it is

as manifested in the School Monitoring, Evaluation and Adjustment (SMEA).

Due to the abovementioned scenario, the researcher has conceptualized

teachers. Furthermore, it aimed to identify the factors affecting the performance of

Statement of the Problem

To achieve the objectives of this study, the following were answered:

1. What is the performance of students of Sagrada High School in

2. What are the factors affecting such performance along:

b. Personal Factor, and

c. Teacher Related Factor

3. What are the teachers’ challenges in teaching Mathematics?

4. What intervention can be proposed to improve the performance of

Significance of the Study

statement, this study is meaningful to the:

Educational Manager/Administrator- The results of this study may help

school administrators in setting up the framework designed for the improvement

and innovations in teaching Mathematics. It is their main task to get feedback on

teaching-learning process so that the same could be improved.

Policy Makers- The findings of this study would be useful in formulating

policies and guidelines necessary for mathematics courses.

Educational Planners- Philippine Secondary Schools Learning