CHAPTER I

INTRODUCTION

Background of the Study

         The importance of studying Mathematics cannot be underestimated. It is a subject

that requires mastery of skills for the students to acquire knowledge necessary for their lives.

In fact, it is considered essential in developing students’ analyzing and reasoning skills

(Pecjo, 2022).  

         In learning Mathematics, Filipino learners are expected to understand and appreciate

its principles which they may apply in real life situations such as problem-solving, critical

thinking, communicating, reasoning, making connections, representations, and decisions

(Guinocor et al., 2020) However, there is a common belief that Mathematics is a subject

students want to avoid due to its complexity which makes it difficult for them to learn. And

problems related to the learning of the subject including students’ low academic performance

are still evident.

         In 2018, Philippines participated for the first time in the Programme for International

Student Assessment (PISA) conducted by the Organisation for Economic Co-operation and

Development (OECD). Unfortunately, the country ranked second to the last among 79

participating countries and economies in mathematics and science. There was a significant

socioeconomic divide in the Philippines where at least 78 percent of 15-year-olds did not

achieve minimum levels of competency in each of the three PISA courses (World Bank,

2020). Moreover, it was reported that Philippines, represented by grade 4 pupils, placed last

in the Trends in International Mathematics and Science Study (TIMSS) 2019 among 58

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participating countries. These results reflecting the students’ performance in the subject are

very alarming.

         As shown in several studies, students’ academic performance is believed to be

influenced by numerous factors. It was determined that attitudes and study habits of students

have a substantial impact on how well they succeed in Mathematics (Capuno et al., 2019). In

addition, the findings of Vukovic et al. (2013) that parents can improve their children’s

Mathematics performance by lowering their anxiety on the subject especially for more

difficult Mathematics topics. Specifically, it showed that parental expectations and home

support affected students’ performance through lowering their Mathematics anxiety.

On the other hand, education in the country has shifted from face-to-face to distance

learning due to COVID-19 Pandemic. Students are offered with modular, online or blended

learning modality which require them to have access to devices, internet, physical learning

space, and a strong habit of autonomy. Due to restrictions on physical classroom instruction,

it imposed challenges to the learning of the students and that their experiences surely differ

with one another.

As cited by Pecjo (2022) in his study, Bringula et al. (2021) found that students’

attitudes towards Mathematics are both positive and negative while learning online, and that

these attitudes are influenced by the difficulties they encounter, including poor internet

connectivity, power outages, the home environment for learning, and the students’ interest in

and motivation for learning Mathematics online. The author continues by saying that in these

situations, educators play a crucial role in the areas they can influence, such as dealing with

the concerns of the learners who won’t be left behind. These uncontrollable factors include

the learning environment of the students, which must be coordinated with the parents or

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guardians, the need for a better learning management system in which the educational

institution is in charge, and the need for a better learning management system.

Obina et al. (2022) concluded in their study that Mathematics major students faced

challenges in learning Mathematics during pandemic. These challenges were produced by

students, teacher, parent, and environmental-related factors which varied in terms of type and

extent.

As students return to face-to-face classes, the consequences of the almost three years

of distance learning are visible in classroom settings. They are struggling with the concepts

they should have mastered during those times; hence, it is difficult for them to apply their

learning. In instructional challenges, Jackaria (2022) stated in his research that the teachers

expressed concern about the alarming number of non-readers and students who are mentally

and socially unprepared.

There is a limited number of studies conducted prior to the academic performance of

students in Mathematics during this post-pandemic. Before the pandemic, the performance of

students in mathematics was at a disadvantage. How much more this post-pandemic when

students had just returned to face-to-face classes from distance learning?

As future math educators, the researchers aim to determine the different factors

related to personal, teachers, parent, learning environment, and pandemic that affect the

mathematics performance of the students during post-pandemic through interview and survey

questionnaires.This study seeks to find out the difference in the academic performance of the

students when grouped according to their profile. Also, it aims to know the relationship

between the profile of the Grade 10 students and the factors affecting their academic

performance. Furthermore, the researchers will use the students' grades in their Mathematics

subject as the basis on their academic performance.

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Statement of the Problem

         This study aims to determine the factors affecting the performance of Grade 10

students in learning Mathematics during the Post-Pandemic of three (3) public secondary

schools namely Antagan National High School (ANHS), Lapogan Integrated School (LIS)

and Tumauini National High School (TNHS).  Specifically, it aims to answer the following

questions:

1.      What is the profile of the students in terms of:

1.1.  sex;

1.2.  income;

1.3.  parents’ educational attainment; and

1.4.  type of school?

2.      What is the academic performance of the students in Mathematics from the 1 Quarter to
st

2 Quarter of the Academic Year 2022-2023?

nd

3.      What are the factors affecting the students’ academic performance in Mathematics in

terms of:

3.1.  student-related factors;

3.2.  teacher-related factors;

3.3.  parent-related factors;

3.4.  environmental-related factors; and

3.5.  pandemic-related factors?

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4.      Is there a significant difference in the academic performance of the Grade 10 students

when grouped according to profile variables?

5.      Is there a significant relationship between the profile of the Grade 10 students and the

factors affecting their academic performance?

 Significance of the Study

         This study will be conducted to determine the factors affecting the academic

performance of Grade 10 students in Mathematics during post pandemic. Benefiting the study

are the various sectors:

Educational Institutions. The findings of this study can provide schools with an overview of

factors affecting the academic performance of Grade 10 students during the post pandemic.

As a result, they could be able to adjust their instructional practices to suit the situation of the

students.

School Administrators. The result of the study may serve as a reference for them as

educational planners to plan out better policies towards the realization of their schools’ goals

and objectives.

Curriculum Planners. The research will also benefit those people who plan for the

curriculum in changing through time it is examined, evaluated, and revised to meet the

different and changing learning styles of the students.

Teachers. The study will provide information to the teachers on what affects the academic

performance of Grade 10 students. It will help the educators to anticipate the difficulties that

might occur on their students. Moreover, it would help them evaluate their strengths and

weaknesses as educators in the light of the post pandemic by providing them baseline data

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about the changes in the performance of the students. and benefit them to prepare the next

learning plan with better service.

Parents/Guardians. The research benefits the parents of the students. As parents enroll their

children in this institution, they come with self-assurance that their children are given more

education that would make them a functional individual in the society and through this

research, parents can extend their support to their children.

Students. The findings of the study will greatly help the students to obtain knowledge from

this research that will lead to an improvement of their academic performance. 

The Researchers. This study may be one of the bases that a new theory in learning will arise.

The findings of the study will be beneficial to all researchers that will serve as their

groundwork or guide in adopting a study related to the factors affecting the academic

performance of Grade 10 students during the post pandemic. This may be a good contribution

to all respondents, not only to respondents but the whole community.

Scope and Delimitation 

This research will be focusing on determining the factors affecting the academic

performance of the Junior high school students specifically in the field of Mathematics during

post-pandemic. The 254 Grade 10 students currently enrolled in three (3) public secondary

schools in the municipality of Tumauini namely Antagan National High School (ANHS),

Lapogan Integrated School (LIS) and Tumauini National High School (TNHS) for the school

year 2022-2023 will be the target respondents in executing the study with the use of semi-

structured interview and survey questionnaire. The students’ grades in Mathematics from the

first and second quarter of the school year 2022-2023 will be the source of the researchers in

determining their performance in the class.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies that is relevant to the

system being proposed. A related local and foreign literature and studies. It discusses other

literature and studies which are related in this research and helps in giving ideas to form

theories and concepts about the research to be conducted.

Sex

In the study Math Performance and Sex: The Predictive Capacity of Self-Efficacy,

Interest and Motivation for Learning Mathematics, shows that the participating sample

included sex disparities that were statistically significant. The boys showed higher scores on

the majority of the questions in the logical numerical series and conventional units sub-tests.

In contrast, girls performed better on the Geometric properties exam items. There are sexual

variations in the analysis of the results for each evaluation exam, with males performing

better on tests with arithmetic content and managing units of measurement than women on

tests with geometric content. These results would suggest that sex disparities, as documented

in different research, may be more closely related to performance in particular branches of

mathematics (Garcia et al., 2020). 

The differences between male and female performances show that sex affects

mathematical performance. Therefore, it is imperative that educators and researchers consider

diversity in the development of mathematical instruction.

Income

According to Kyriakides et al. (2019), having a low family income prevents

individuals from having lived in better-established residential areas, obtaining a fine social

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circle, and being able to access a school that offers a favorable education. On the other hand,

having a high family income allows students to live in a more developed settlement area,

have an excellent peer group, and access a school that offers a favorable education. It reduces

the number of families that can afford to send their children to school.

As claimed by Businessdictionary.com (2016), family income is the “total

compensation received by all family members age 15 or older living in the same household.

Compensation may include wages, social security, child support, pensions, capital gains, and

dividends”.

The studies have shown a strong connection between students' participation in school

activities and their overall achievement. These factors include family background, social and

economic status, and neighborhood. According to the study's findings, neighborhood has an

impact on families' financial and psychological resources both inside and outside the context

(Hussain, Ali, Zaman, Ghaffar, Aamir, & Menaz, 2013). 

Parents’ Educational Attainment

Research investigations identified the variations on the mother and father competence

with respect to the influence of education in children's academic attainments.   The

researchers had anticipated that the educational level of the parents would be the single most

critical factor in determining how well children would perform academically. According to

the findings, the educational level of the mother is significantly related to the academic

accomplishments of her children and has a major impact on the children's overall successes.

On the other side, research has shown that the education level and occupation of a child's

father has an impact on the child's academic success. The educational background and line of

work of the father have a direct impact on the amount of money that can be put into the

family budget. This has a direct and strong bearing on the amenities that can be provided for

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the children at home, which in turn has a bearing on the children's academic

accomplishments. For instance, families with high incomes are able to easily handle their

children's basic, health, food, and educational needs. These families also give their children

with additional facilities and possibilities, which could contribute more to the academic

achievement of the students (Suleman, Aslam, Shakir, Akhtar, Hussain & Akhtar, 2012)

Student-Related Factors

Meara et al. (2019), and Evans and Field (2020) indicated in their research findings

that students' mathematical inefficiency is caused by epistemological and ontological

transitional difficulties from primary to secondary education. Consequently, students may

begin studying mathematics effectively in primary school but lose interest in specific units

and, ultimately, mathematics in general. Also, student effort, the perceived relevance of

mathematics, needs, practices, and the seriousness of the subject matter received the greatest

proportion, receiving a 100% YES response. These mean that everyone who responded

regards these as variables influencing their achievement in mathematics. The importance of

the subject matter, its requirements, and its practices were given the most weight among

them. (Obina et al., 2022).

According to Raj Acharya (2017), the student's related factor, which has a substantial

impact on the teaching-learning process, is one of the main factors contributing to a high

failure rate in mathematics. Without students' excitement for teaching-learning activities, it is

impossible to acquire subject matter knowledge. The students' efforts will determine their

success. There are several things to take into account, including the importance, interest,

customs, and sensitivity of the subject. A variety of factors influence students' performance,

including their mathematics anxiety, prior knowledge, and effort in learning the subject.

Another significant element that contributes to students' poor performance in mathematics is

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student labor. Mathematics, which contains several theories and formulas, requires practice.

Therefore, students should manage extra time for practice when learning mathematics.

Students' labor in the present is typically determined by their mathematics proficiency;

learning mathematics is not demanding for students. As a result, students' mathematics

achievement was depressing. It has an impact on math students' poor progress. Students'

efforts are to blame for adhering to their math teachers' viewpoints.

Moreover, students' favorable attitudes toward mathematics result in improved

performance and may affect their overall achievement and practical application of

mathematics (Wakhata et al., 2022). Based on the findings of Marchis (2011), as cited in

Elsevier BV (2011), it is crucial to cultivate a positive attitude toward learning mathematics

because there is a correlation between students' attitudes about mathematics and their

mathematical results. They also found that the teacher's attitude toward mathematics, the

student's level of confidence and support, the students' perceptions of the utility of

mathematics in their daily lives, and their feelings of self-efficacy and self-judgment all have

an impact on students' attitudes toward learning mathematics.

         On the other hand, in a study aimed to explore the effects of the attribution style on

the mathematics performance of senior secondary school students in districts of Lagos State,

Nigeria, their findings reveal no significant relationships between the attribution style and

mathematics performance.

Teacher-Related Factors

Researchers like Biotenbeck (2011) and Clement (2013) have connected poor math

performance among students to instructors' instructional strategies. According to Biotenbeck

(2011), teaching practices encompass what instructors do in the classroom, how they employ

instructional strategies, and conventional teaching techniques. These included rote

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memorization in the teaching of mathematics, teacher-centered methods, and lecture-style

instruction.

According to Michael Isack (2015), students' interest and morale can be raised in the

mathematics classroom by employing instructional techniques, including problem-solving

and the use of visual aids. Additionally, students' cultural origins have an impact on their

mathematical performance.  Additionally, factors affecting students' achievement in

mathematics include teaching strategies, teacher credentials, topic specialties, and years of

experience. Suan (2014) identified a number of elements that seem to be the root of students'

poor arithmetic performance. The teacher's personality, which included things like teaching

methods, subject-matter expertise, instructional strategies and tactics, classroom

management, interpersonal abilities, and personality, was the first factor.

Dar (2015) also discovered that tutors' conduct has a significant impact on how well

students do. Professionally competent educators usually rank among the most well-liked

educators because they have a positive outlook, a vibrant personality, and the ability to make

learning enjoyable. The prospect of attending class and picking up new material excites their

students.

The biggest number of questions that received a unanimous "YES" was those that

asked about a teacher's teaching methods, interaction with students, and personality. These

imply that all respondents believe that these are elements that influence how well they

succeed in mathematics. However, the teacher's instructional strategies and character traits

accounted for the greatest amount of the component (Obina et al. 2022).

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Parent-Related Factors

A nurturing parental engagement style, family wealth, and the parents' years of

education are all connected to and significantly predict higher scores on the language and

math tests claim Gubbins and Otero (2016)

According to Raj Acharya (2017), the influence of a student's parents is among the

most crucial factors in determining their success in mathematics. Parents play a crucial part in

their children's education. Nearly all children's education is influenced by the socioeconomic

status of their household and the support of their parents. Both at home and at school are the

kids' first and second places of education. The child's home environment directly affects their

academic performance at school. As a result, it affects how well kids learn math.

A study conducted in the Philippines sought to determine the association between

parental engagement and students' assessed attitudes toward their academic success in

mathematics. The study has conclusively shown those learners' attitudes about mathematics

do not affect their academic achievement in mathematics, using a sample of 134 parents and

students from grades 4-6 at Bungahan Elementary School. The correlational analysis'

conclusion is that learners' perceptions of their attitudes toward learning mathematics, such as

(a) motivation and support, (b) anxiety in learning, and (c), self-efficacy in learning

mathematics, have no bearing on their academic success in mathematics. However, only the

mentoring techniques used by the parents during the specified school year have been

successful in raising their children's performance in mathematics among the many forms of

parental involvement mentioned in the study. Consequently, there is a considerable link

between parents' mentoring techniques and students' academic performance (Mijares, 2022).

However, Cordova and Tan (2020) posited that no significant relationship was found

with mathematics performance, gender, family income, attitude and mathematics proficiency

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and their findings show instead that the mother’s educational attainment best predicts

mathematics performance.

Environmental-Related Factors

Environmental factors are a crucial factor in students' high failure rate in mathematics,

according to Raj Acharya (2017). This is referring to the home environment. The house

setting reflects the family atmosphere. This environmental factor has an impact on a student's

learning activities. From the standpoint of education, media has a tremendous effect on the

processing and eventually understanding of the topic because of its importance as a content

provider. Ineffective media use increases motivation, interest, and engagement issues, which

in turn results in a lack of e-learning settings for comprehension (Lange and Pricely, 2017).

In a similar vein, students Stumbling blocks to online learning can include signals that aren't

smooth and feel disturbed by noise in the home environment (Ariyanti & Santoso, 2020).

In addition, Obina et al. (2022) discovered that the media utilized in online

mathematics learning had the highest proportion of factors affecting the mathematics

performance of the respondents, with a hundred yes responses. This means that all

respondents regard this as a factor influencing their math achievement. Among all

environmental-related factors, the home environment got the most weight.

Pandemic-Related Factors

According to the findings of a survey that was carried out by the Department of

Education (DepEd), the method of distance learning that involves learning through printed

and digital modules has emerged as the most preferred method among parents who have

children who are enrolled in this academic year. As a result, this learning modality is

currently utilized by all public schools in the Philippines (Bernardo, 2020).

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 From the study of Nardo (2017), modular instruction promotes students' sense of

accountability, which raises their level of learning autonomy. Eventually, Valencia (2020) on

her research revealed that modular learning in basic education increased students' academic

performance. However, lack of school funding and distribution of modules, students'

difficulties with independent study, and parents' ignorance on how to academically support

their children were the main challenges that arose during the pandemic (Dangle and

Samaoang, 2020). In addition to this, there are parents who choose to answer the module

questions on behalf of their children, while other parents are so swamped with errands around

the house that they are forced to answer the questions themselves rather than assisting or

instructing their children with the modules (Anzaldo, 2021).

In online learning, on the other hand, learners might not be able to relate to or interact

with their classmates, which is not the case in a classroom where students can quickly get

clarifications from their peers or teachers. This may lead to stress and other mental health

problems among isolated students. Students may lose interest in the subject and, as a result,

stop learning well, which is another drawback. It may be challenging to quickly receive

feedback from teachers or handle other relevant issues because of synchronization (Delas

Peñas, 2020).

Hence, as they return to the face-to-face classes, students are struggling with the

concepts they should have mastered during those times; hence, it is difficult for them to apply

their learning. This contributes to the instructional issues that the teachers are facing, as they

have expressed their concern about the rising number of learners who are unable to read as

well as students who are unprepared psychologically and socially. (Jackaria, 2022).

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Conceptual Framework

This research will use the Independent-Dependent Variable framework (Figure 1) to

show the relationship between the profile of the students and the factors affecting the

academic performance of students and their academic performance in Mathematics. The

independent variable of this study is the profile of the Grade 10 students. Meanwhile, the

dependent variables are the factors affecting the academic performance of students in

Mathematics and the academic performance of Grade 10 students in Mathematics. 

Research Paradigm

Independent Variable
Dependent Variable

Factors Affecting the Academic

Performance of Grade 10 Students in

Mathematics
Grade 10 students’ profile

And

 Academic Performance of Grade 10

Students in Mathematics

Figure 1. Research Paradigm on the Factors Affecting the Academic Performance of Grade

10 Students in Mathematics: Post-Pandemic

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Research Hypotheses

Null Hypotheses

H01: There is no significant difference in the academic performance of the Grade 10 students

when grouped according to profile variables.

H02: There is a significant relationship between the profile of the Grade 10 students and the

factors affecting their academic performance.

Definition of Terms

Academic Performance. It refers to the grade of Grade 10 students from Quarter 1 to

Quarter 2, and the measurement of the student’s progress in Mathematics.

Factors of Academic Performance. It refers to the attributes, components, or traits exhibited

by the students, teachers, parents, and situations in environments students have interacted

with that have an impact on students’ academic performance.

Income. It refers to the payment received by the parents of the students in return for their

services or goods.

Parent's Educational Attainment. It refers to the highest level of education the parent has

successfully finished. 

Post-Pandemic. It refers to the time when students returned to face-to-face classes after

almost three years of attending distance learning classes due to COVID-19 pandemic.

School Type. It refers to an educational facility providing a specific category of education,

such as small, medium and large.

Sex. It refers  to the physical distinctions between students who are male and female.

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Student – Related Factors. It refers to factors that play a crucial role in the teaching-

learning process and among the significant characteristics of the high failure rate in

mathematics it includes mathematics anxiety, prior knowledge of students, behavior, study

habits and student’s labor in learning mathematics.

Teacher – Related Factors. It refers to the quality of a teacher in terms of instructional

experience, subject matters and questioning behavior.

Parent – Related Factors. It refers to parents and family's well-being that can affect

students’ academic performance.

Environmental – Related Factors. It refers to the factors that influence the students’

learning activities, such as the school and home environments.

Pandemic– Related Factors are factors attributed to COVID-19 Pandemic where students

opted for distance learning. These include device ownership, internet connectivity, physical

learning space, and students’ learning autonomy.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology that will be used in the study. It also

describes the research design, sample and sampling procedure, data gathering instrument,

data gathering procedure, data gathering instrument.

Research Design

         The researchers will use an exploratory-sequential research design in determining the

factors affecting the academic performance of the students during post-pandemic. Thus,

exploratory design is defined as a research used to investigate a problem which is not clearly

defined and to have a better understanding of the existing problem but will not provide

conclusive results. A mixed method approach will be used in collecting the needed data.

Qualitative data collections through an interview will be employed first to determine the

problems encountered by the students before quantitative data collection through survey

questionnaires to gain detailed information from the respondents about their problems

affecting their performance in the class.

Sample and Sampling Technique 

         There are nine (9) regular public secondary schools in the municipality of Tumauini: 

two (2) small, four (4) medium, and three (3) large types of schools. Bayabo East Integrated

School (BEIS) and Lapogan Integrated School (LIS) are classified under small types of

school; Antagan National High School (ANHS), Cumabao Integrated School (CIS), Josefina

Albano National High School (JANHS), and Lanna National High School (LNHS) are

medium type schools; and Fermeldy National High School (FNHS), Lalauanan High School

(LHS) and Tumauini National High School (TNHS) are lage type schools.  The researchers

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employ randomized cluster sampling through “draw lots” method in each school type. As a

result, Lapogan Integrated School (LIS), Antagan National High School (ANHS), and

Tumauini National High School (TNHS) were drawn from small, medium, and large types of

schools, respectively. Through the use of Raosoft, an online sample size calculator, the target

respondents of the study will be 44 Grade 10 students in ANHS, 16 students in LIS and 194

students in TNHS, totaling 254 Grade 10 students who are currently enrolled for the school

year 2022-2023. For the interview method, half of the respondents or 127 Grade 10 students

will be identified through systematic sampling technique, while the total number of

respondents will be asked to answer the survey questionnaire.

School of the Respondents School Frequency Percentage Sample Percentage

Type

Antagan National High Medium 128 17.18% 44 17.32%

School (ANHS)

Lapogan Integrated School Small 48 6.44% 16 6.30%

(LIS)

Tumauini National High Large 569 76.38% 194 76.38%

School (TNHS)

TOTAL 745 100% 254 100%

Table 1: Frequency Distribution of Grade 10 students according to School

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Data Gathering Instrument 

This research will use a survey questionnaire to determine the profile of the students

in terms of sex, income, parents’ educational attainment, and school type.  A semi-structured

interview, on the other hand, will be used in gathering students’ insights on the problems they

have encountered during the first and second quarters of S.Y 2022-2023. The researchers will

also use a researcher-made questionnaire for the factors affecting the academic performance

of the students based on the results of the interview. And the Grade 10 students’ math grades

in the first and second quarters of the school year 2022-2023 will be used to assess their

academic performance in the subject.. 

Data Gathering Procedure

         To gather necessary information, the researchers will ask permission from the college

dean through a letter. Eventually, the researchers will send the signed letter to the principals

of the three (3) selected public secondary schools in Tumauini as a ticket to conduct the

study. Then, the researchers will personally request a copy of Mathematics grades from the

Mathematics teacher of the Grade 10 students for the School Year 2022-2023. 

Prior to the conduct of this study, the researchers will prepare a survey questionnaire

for the student’s profile, and questions for a semi- structured interview to gather information

about the problems or difficulties encountered by the students in returning to face-to-face

classes after the pandemic. Also, the respondents of the study will be oriented with a brief

background and purpose of the study. They will be interviewed afterwards and the data will

be collected and analyzed by the researchers to identify and categorize the themes in terms of

student, teacher, parent, environment, and pandemic-related factors. The researchers will

prepare a researcher-made survey questionnaire which consists of statements based on the

identified themes. The questionnaire will be reproduced for distribution. The accomplished

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questionnaire by the students will be collected and the data will be tallied, tabulated,

computed, analyzed, and interpreted. The statistical treatment of the data will be done with

the help of a statistician and will be analyzed and interpreted.

Data Analysis

To obtain the validity and reliability of results of the study, the following appropriate

statistical tools will be used:

Frequency count and percentage distribution will be used in determining the profile of

the respondents. The data from the Philippine Institute for Development Studies (PIDS), the

income classes for an average household of five, will be used to identify the classification of

family income of each respondent.

Income Cluster Range of Family Monthly Income

Poor Less than PHP 9520

Low Income Between PHP 9520 - PHP 19,040

Low Middle Income Between PHP 19,040 - PHP 38,080

Middle Income Between PHP 38,080 - PHP 66,640

Upper Middle Income Between PHP 66,640 - PHP 114,240

Upper Income Between PHP 114,240 - PHP 190,400

Rich At least 190,400

  To determine the level of performance of the respondents, their grades from the first

quarter to second quarter will be used. In interpreting the computed grades of students, the

researchers will use the numerical and descriptive rating shown below based on the

Department of Education (DepEd) grading system policy (DepEd Order no. 8, s. 2015) as a

guide.

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 The set of limits is given for the Numerical and Descriptive Rating for Mathematics

Performance:

Grades Description

90% to 100% Outstanding

85% to 89.99% Very Satisfactory

80% to 84.99% Satisfactory

75% to 79.99% Fairly Satisfactory

Below 75% Did not meet Expectations

For the descriptive interpretation of the factors, responses will be corresponding to a

5-point scale. Means will be then interpreted using the following pre-set criteria:

Poin Scale Description

5 4.21 - 5.00 Always

4 3.41 – 4.20 Often

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 3 2.61 – 3.40 Sometimes

2 1.81 – 2.60 Seldom

1 1.00 – 1.80 Never

To determine if there is a significant difference in the academic performance of the

Grade 10 students when grouped according to profile variables, the researchers will use z-

test and One-way ANOVA. Meanwhile, Multivariate Analysis of Variance (MANOVA) will

be used to determine the relationship between the profile of the Grade 10 students and the

factors affecting their academic performance.

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BIBLIOGRAPHY

Akolade Olubunmi Lapite and Jacobus Gideon Maree (2022), The effects of the attributional

style on the mathematics performance of senior secondary school students, South

African Journal of Education, Volume 42, Number 3, August 2022, page 17,

https://doi.org/10.15700/saje.v42n3a2113

Amadora, M. (2020, September 18). Common problems that occur during online classes.

Manila Bulletin.

Anzaldo, G. D. (2021). Modular Distance Learning in the New Normal Education amidst

Covid-19. International Journal of Scientific Advances (IJSCIA), Volume 2| Issue 3:

May-Jun 2021, Pages 263-266.

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